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ƏDƏBİYYAT 

1.  Бабенко  Л.Г.  Филологический  анализ  текста.  Основы  теории,  принципы  и 

аспекты анализа. М., 2004. 

2.  Бакастова  Т.В.  Семантизация  имени  собственного  в  целом  художественном 

тексте:  на  материале  англ.  яз.:  Автореф.  дис. … канд.  филол.  наук.  Одесса, 

1987.  


3.  Волкова  О.А.,  Серебряков    А.А.  Коммуникативно-прагматические  особен-

ности  антропонимического  пространства  романа  В.Скотта  “Айвенго” // 

Philological sciences. Fundamental research. M., 2010, № 10. с. 3486-3490. 

4.  Зинин С.И. Введение в русскую антропономию. Ташкент, 1972. 

5.  Колшанский  Г.В. Коммуникативная функция и структура языка. М., 1984. 

6.  Перкас  С.В.  Парадигматические  и  синтагматические  аспекты  лингвисти-

ческого  потенциала  топонимов  в  современном  английском  языке:  Автореф. 

дисс. … канд. филол. наук. М., 1980. 

7.  Спрун  В.И.  Ономастическое  поле  русского  языка  и  его  художественно-

эстетический потенциал. Волгоград, 2000. 

8.  Nabokov V. The Real Life of Sebastian Knight. Из-во Vintage, 1992.  

9.  Scott W. Ivanhoe. Moscow, 2010. 

 

АЛИЕВА  ГЮНЕЛЬ  

ОБ ОНОМАСТИЧЕСКОЙ КАРТИНЕ В АНГЛИЙСКИХ  

ЛИТЕРАТУРНЫХ ТЕКСТАХ 

РЕЗЮМЕ 

В  статье  анализируются  взгляды  ономастических  английских  литератур-

ных  текстов.  На  основe  исследований  произведений  В.Набокова  “Подлинная 

жизнь  Себастьяна  Найта”  и  В.Скотта  “Айвенго”,  автор  приходит  к  выводу,  что 

существует прямая связь между именами персонажей включенных  и  созданием 

произведения.  Изучение  литературной  ономастики,  прежде  всего,  важно  для 

лучшего  осмысление  произведения.  Автор  обосновывает  имена  персонажа, 

намеренно  обогащая  их  с  потенциальным  прагматизмом.  Имена    употребляются 

чаще  чем  другие  единицы  антропономических  категорий  используемых  в 

литературе. 

 

ALIYEVA GUNEL  

ONOMASTIC SIGHTS OF THE LITERARY TEXT 

SUMMARY 

The article analyses onomastic views of the English literary texts. Based on the 

research of Nabokov’s “The Real Life of Sebastian Knight” and V.Scott’s “Ivanhoe” 

fictions, the author concludes that there is a direct link between the character names 

included within and creation of the work. The study of literary onomastic, above all, is 

important for better comprehension of the work. The author substantiates naming of the 

character, intentionally enriches the name with potential pragmatism. The names are 

used more frequently compared to other anthroponomical category units used in 

literature.  


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 NAİLƏ QASIMOVA 

Azərbaycan Dövlət Neft və Sənaye Universiteti  

 

MORPHOLOGICAL STRUCTURE OF LANGUAGES 

 

Açar sözlər: dil, morfoloji, struktur, qrammatik, əlaqə, söz, ifadə, cümlə, analitik 

Key words: language, morphological, structure, grammatical, relation, word, phrase, 

sentence, analytical  

Ключевые слова: язык, морфологический, структур, грамматический, связь, 

слово, фраза, предложения, аналитический 

 

Languages have different morphological structure and accordingly they are 



divided into various groups, as synthetic languages, agglutinative languages, analytical 

languages, etc.  

In synthetic languages grammatical relations between words: 

a)  in the phrase and 

b)  in the sentence are expressed mostly by means of inflections, as in Modern 

Russian. 

Examples: 

a)  окно дома, ехать верхом, писать ручкой 

b)  Он едет на работу автобусом. Она читала эту книгу с большим интересом.  

In agglutinative languages grammatical relations between word: 

a)  in the phrase and 

b)  in the sentence are expressed by means of word-changing inflections mostly 

having only one grammatical meaning, as in modern Turkish languages, including 

Azerbaijani.  

Examples: 

a) otağın qapısı, almanın dadı, məktəbə getmək, işdən qayıtmaq 

b) Mən işə avtobusla gedirəm. Onlar kənddə yaşayırlar.  

In additional languages, including contemporary English grammatical relations 

between words:  

a)  in the phrase and 

b)  in the sentence are expressed mostly by means of form-words or word order.  

Examples: 

a)  the leaves of the tree, to go to school 

b)  There was not a man in the street. 

It should be mentioned that the structure of a language is never purely 

synthetic, agglutinative or analytical, in a synthetic language one can come across 

elements of analytical languages.  

For example, the Russian generally called synthetic language. But still one can 

across some elements of analytical language in Russian. 

For example, in Russian we can say: 

a)  буду читать; самая красивая; 

b)  Мать любит дочь. Дочь любить мать.  

 

In these phrases and sentences relations between words in contemporary Russian 



are expressed analytically by means of structural words (буду,  самая) and by word 

order. Because in the sentences Мать любит дочь and Дочь любить мать syntactical 

between words are denoted only by means of the position of the words are мать and 


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дочь in the sentence; in the first sentence мать is the subject of the sentence as it stands 

before the verb –predicate; the word дочь is the object because it stands after the verb-

predicate. In the second sentence is vice versa. This is the characteristic feature of the 

analytical languages. 

Accordingly, though English is considered to be an analytical language, still it 

has got some elements of synthetic languages, such as word-changing reflections and 

inner flexion, which are used to express grammatical relations between words in the 

phrase and in the sentence.  

For example: 

the plural endings –s (es), -en, such a: tables, foxes, oxen. 

the third person singular ending –s (-es)  

such as: (She) reads, (He) goes; 

- genitive case ending ‘s in the singular nouns, such as: boy’s  

-the ending –ed to form the past tense and past participle of regular verbs, such 

as:  

invited, opened, marked; 



-the suffixes –er, -est to form comparative and superlative degrees of 

monosyllabic  

a) adjectives and   

b) adverbs, such as: 

a) shorter, shortest; longer, longest  

b) faster, fastest; quicker, quickest  

- the gender forming suffix –ess, poetess, lioness  

- the inner flexion as in man, men 

   speak – spoke, louse-lice    

 

The same linguistic phenomena can be met in contemporary Azerbaijani. Being 



an agglutinative language one may come across in Azerbaijani some features of 

analytical languages. A striking example for it can be the use of postpositions to denote 

grammatical relations between words such as Əhməd üçün and the formation of 

comparative and superlative degrees of the adjectives and adverbs as in daha\nisbətən 

uzun, ən/lap uzun, daha/nisbətən sürətlə, ən/lap sürətlə. 

The grammatical structure of a language is not something that remains fixed and 

rigid for ever, it is constantly developing and changing.  

The English language can be a good example to testify this. In the history of its 

development there have been many changes in the morphological structure of the 

English language.  

Old English had a synthetic structure, in the Middle Period, as a result of almost 

disappearance of word changing suffixes, it became analytical, and modern English is 

said to be an analytical language, but nowadays it is going to become a synthetic 

language again.  

This postulate can be testified by the fact that in contemporary English the 

auxiliary verbs to be, to have, to do and their past tense forms was, were, had, did, the 

negative particle not can be used in one case in full forms as a grammatical word 

morpheme, as I was, I have, I had, I am not, I was not, in other case as an inflection as 

I’ve, you’re, he’s, I don’t, he doesn’t, etc.  

In this case the mentioned auxiliary verbs have lost their independence and have 

become inflections; they are inseparable parts of the words. They are used together and 

can no more be considered auxiliary verbs either in form or in content in present-day 

English.  


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The other fact testifying to this phenomenon, i.e. the English language is going 

to become a synthetic one, is that nowadays the ‘s is being used more and more wider in 

the language. One can observe that the ‘s genitive ending is coming into common use in 

contemporary English it can be used with animate nouns as well as inanimate things, as 

in the boy’s name, the book’s cover. 

English grammarian Barber Charles also testifies to this fast in his book 

“Linguistic Change in Present-Day English” published in 1964. He writes: 

“In resent years the ‘s genitive has come into common use with nouns which are 

replaceable in the singular by it”. 

(“Linguistic Change in Present-Day English”, page 132)    

  

Further on he reads: 



“It will be seen that this tendency for ‘s to replace of is a movement from the 

analytic to the synthetic” (p.133). 

All the above mentioned facts show that contemporary English has taken an 

extreme tend towards synthetic character.  

To know a language, it is not sufficient to know the words existing in the 

language. You must also know how to combine them into groups to form meaningful 

utterances.  

In other words, you must know the grammar of the language. 

What’s grammar? 

Grammar is the totality of rules of the language by which words change their 

morphological forms and are combined into sentences in coherent speech; grammar is 

the backbone of a language without which it can’t exist and function as a chief means of 

human intercourse. 

It is customary to divide grammar into two main parts: 

-morphology  

- syntax 

Morphology deals with the study of the morphemes of a language, and of the 

way in which they are joined together to form words.  

Syntax deals with the rules of grammar which are used for ordering and 

connecting words in a sentence. 

Morphology and Syntax of contemporary English tell you how to change words 

and how to combine them in order to form various word combinations and sentences 

practically.  

All the words existing in contemporary English are called parts of speech, no 

matter whether they have full nominative meaning or not.  

According to the classification of the words we can divide them into: 

1. Notional parts of speech which comprise the noun, the adjective, the pronoun, 

the numeral, the verb, the adverb; 

2. Free parts of speech which consist of the interjection and modal words, 

including the words yes or no; 

3. Functional parts of speech which include the article, the preposition, the 

conjunction, the particle.  

We know that grammar refers to how we combine, organize and change parts of 

words and groups of words to make meaning. We use grammar unconsciously when we 

speak, listen, read or write. We also use it, particularly as teachers, to describe language. 

We do this by referring to its forms and its uses. Grammar includes a large number of 

forms and uses. 


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We can identify grammatical forms in parts of speech grammatical structures 

and words that contain prefixes.  

A part of speech or word class describes how words behave in sentences: how 

they operate and combine grammatically with other words.  

For example, in English: 

1) A noun can act as the subject of a verb but an adjective by itself cannot:  



 The tall girl ran very fast but  

 not Tall ran very fast.  

2) An adverb can combine with the adjective but an adjective cannot combine 

with another adjective.  

well organized, not good organized  

3) A noun can combine with another noun: 



A car park  

The form of some parts of speech varies according to the function the parts of 

speech have in a sentence. So, for example, these two sentences show different forms of 

the adjective old: The boy thought he would never grow old: he’s older than most of his 

friends.  

We also see different grammatical forms in grammatical structure. It concerns 

the arrangement of words into patterns which have meaning. There are many 

grammatical terms to describe different grammatical structures. 

For example: Past continuous\progressive – the form is: subject + past tense of 

verb to be+ ing form of verb: 

 

He was running.  

Passive voice – the form is: subject + to be + past participle (+by +agent): 



The road was built (by the company). 

Comparative of “long” adjectives – the form is more +long adjective (+than): 



He was more embarrassed than his friend. 

prepositional phrase – the form is: 

preposition + (article\determiner\....) + noun: 

for an hour 

As you see from these examples, we find grammatical structures not just in 

different form of the parts of speech but also at the level of sentences, phrases and 

clauses: 

Contrast clauses – the form is: subordinating conjunction of contrast +finite 

clause.  

Nobody listened although she spoke very slowly and clearly.  

We can also talk about how words are formed through word building. One 

important way in which English forms words is through the use of two kinds of affixes. 

Affixes are a group of letters added at the beginning or end of a base word. They change 

the meaning of the words. Affixes are prefixes and suffixes.  

Affixes can give grammatical information whether a verb is singular, for 

example, or making a tense, parts of verbs, the plural of nouns, possessives: 

talked, goes, books, girl’s 

Many other prefixes and suffixes are used in English to make new words, by 

changing their part of speech and adding a meaning to the base word. 

For example: disappear, careful, friendly  


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Grammatical uses refer to how grammatical structures are used to convey (or 

communicate) meaning. A particular grammatical structure does not always have the 

same meaning. Its meaning comes from the context in which it is used.  

The Present Continuous Tense: She is doing he homework might mean: 

 

a)  She is doing he homework now\at the moment  



b)  She has decided to do her homework at a specific time in the future. The reader or 

listener understands from the context that this refers to an arrangement for the 

future.  

For example: What is she doing this evening? 

Here the Present Continuous is used for firm plans and intentions.  

c)  She has improved her study habits and regularly does her homework, which she 

didn’t do before. The Present Continuous is used here for temporary actions 

happening around the time of speaking.  

What can we say finally about the morphological structure of languages and 

mainly of English language? 

Grammar rules describe the way that language works. The language changes 

over time, so grammar rules are not fixed. They change too. But grammar rules and 

grammar books don’t always change as quickly as the language, so they are not always 

up-to-date. For example: some grammar books say that we should use whom rather than 

who after prepositions. But in fact, except in some situations, who is generally used, 

with a different word order.  

I’ve just met the girl who I talked to on Friday. 

This sentence is much more common and accepted than 

I’ve just met the girl to whom I talked on Friday.  

Teachers need to keep up-to-date with what parts of the language are changing 

and how. 

And we have to remember that Grammar rules traditionally describe written 

language rather than spoken language. 

For example, repetition, exclamations and contractions (two words that are 

pronounced or written as one: don’t, isn’t, won’t) are common features of spoken 

language. 

But they are not always described in grammar books. Some grammar books are 

now available which describe spoken language, too. 

It is important exercises and activities focus on form and use to give student 

practice of both. Learners need to develop accuracy in both form and use.   



 

LITERATURE  

1. Quirk R., Greenbaums, Leech L, Svartvik L.A. “Comprehensive Grammar of the 

English Language. Longman. London and New York, 1998. 

2. Barber Charles “Linguistic Change in Present-Day English,” 1964. 

3. Gordon E, Krilova I. “A grammar of Present-day English”. Moscow, Vyssaya 

Skola, 1980.  

4. Azar B. Hagen S. “Basic English Grammar”, Washington, 2006. 

5. Elene Marco Fabre “Professional English Grammar”, Cambridge University Press, 

2014.    


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 N.İ.QASIMOVA  

DİLLƏRİN MORFOLOJİ QURULUŞU  

 

XÜLASƏ 

Məqalə dillərin morfoloji quruluşundan bəhs edir. Dillərin müxtəlif morfoloji 

quruluşu olur və  əsasən sintetik, aqlütinativ və analtik olmaqla müxtəlif qruplara 

bölünür. Bu qrupların hər birində sözlər, cümlələr arasında qrammatik əlaqə fərqli olur. 

Qeyd etmək lazımdır ki, istənilən dilin strukturu sırf sintetik, aqlütinativ, analitik ola 

bilməz. Belə ki, məsələn sintetik hesab edilən dilin quruluşunda bir az da olsa analitik 

dilin elementlərinə rast gəlmək olur. Məqalədə yuxarıda qeyd olunanlar barədə geniş 

məlumat verilmişdir. Bu baxımdan məqalə dillərin morfoloji quruluşu haqqında geniş 

informasiya əldə etmək istəyənlər üçün faydalı ola bilər.  

 

Н.И.Касумова  



МОРФОЛОГИЧЕСКИЕ СТРУКТУРЫ ЯЗЫКОВ 

 

РЕЗЮМЕ  

В статье идет речь о морфологических структурах языков. В соответствии 

с  морфологическими  структурами  языки  делятся  на  различные  группы: 

синтетические,  агглютинативные  и  аналитические.  В  каждой  из  этих  групп 

грамматические отношения между словами, предложениями отличаются. Следует 

отметить,  что  в  любом  языке,  структура  я  не  может  быть  чисто  синтетической, 

агглютинативной  или  аналитической.  Так,  например,  структура  языка,  которая 

считается  синтетической,  аналитических  элементов  может   быть  найдено  совсем 

немного.  Данная   статья  может  быть  полезна  для  тех,  кто  хочет  получить 

информацию о морфологических структурах языков.  



 

Rəyçi: dosent G.B.Əhmədova 

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  SƏKİNƏXANIM  BİLALOVA  

Azərbaycan Dövlət Neft və Sənaye Universiteti  

 

LANGUAGE TEACHING METHODS  

 

Açar sözlər: dil, öyrtəmə, metod, söhbət, oxu, informasiya, lüğət, innovativ, dinləmə 



Key words: language, teaching, method, conversation, reading, information, 

vocabulary, innovative, listening   

Ключевые слова: язык, обучение, метод, разговор, чтение, информация, 

словарь, нововведение, прослушивание  

 

English, the official language of the entire world is a very tricky language to 



teach. In fact every language varies to teach. English is a very old language and has 

undergone many forms changes from Proto English derived from the Latin and the 

German culture to the Modern English which was established after in the post 

Renaissance period. Each version was simpler than it

’s previous. Present day English is 

the simplest adaptation of a very old Language and yet it is still difficult to teach this 

language effectively especially to those who speak English as a second language.  

In today


’s world English is taught in a very orthodox manner. The basic teaching 

is needed. Teaching the alphabets and the formation of the words is essential and a 

must. But there is something that is even more important. The children must be able to 

speak the words and understand their meaning before writing them down. The 

foundation to teach English can only be taught using the orthodox methods of teaching 

the alphabets and the words and the rules. But then teaching only the rules is found to 

be boring by most students and it is because of this that they lose interest in learning the 

language. Although there is no way other than the traditional one to teach the basics of 

the language these methods must be tweaked a bit so as to appeal to the students. When 

it comes to teaching English to students of higher classes who already know the basics 

the traditional methods generally tend to yield poorer results that innovative methods. 

This has already been proven by methods implemented like use of stories, poems, 

movies, books and newspapers etc. These methods help the students learn the language 

better without them actually realizing and also it keeps their interest. This paper will 

provide a few of such methods to teach English Language.  

Stories form a very integral part of teaching a language. These stories help teach 

the students about the formation of sentences and how to express their thoughts and a 

lot of other things and plus they help in keeping the students interest alive as the story

’s 

end is something that every student wants to know. It appeals to the inquisitive nature of 



the students. Any unfinished story always keeps the mind of the reader agitated. 

Although this method of using stories has been implemented the procedure of teaching 

the language through it is generally not right. The evaluation procedure of testing the 

students in their proficiency over the language is through questions based on the story. 

This is generally not that effective. Due to this the students generally tend to take up the 

stories as a chapter rather than looking at it as an interesting read. A story is supposed to 

appeal to the creative part of the brain. It helps us be more imaginative, by trying to 


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visualize the things that are happening inside the story. It should not only teach them the 

language but it should also help Innovative Methods of Teaching English Language 

them in extracting a lesson from the story. Keeping questions for evaluation kills the 

entire idea of imagination for the students look at the story as something that they need 

to learn for answers. There is a better way of using the stories to English using stories. 

The students can enact the stories or the plays. In this way the students are personally 

engaged with the stories. They can bring their own interpretation of the character to life. 

It is interesting for the students to understand the characters and put themselves in their 

positions. It engages their creativity by allowing them to create the entire set, assign the 

characters and play it out according to what they had imagined. It also helps them 

understand other people

’s interpretation of the story and helps them have a healthy 

conversation about it which again helps them in learning the language. It removes the 

dull aspects and makes the learning more colorful without jeopardizing the learning of 

the language. It may not be perfect but it will leave a deep impression on their mind. 

The story will help them learn the language as they will be enacting it by dialog which 

they will themselves extract from the stories and also modifications can be made to the 

plays to help the students be more interactive and creative. They can add more lines, 

characters, change the ending, bring in an interesting twist etc. The more creative the 

modification, more are the points awarded to the team. This also leads to personality 

development and helps them work as a team player and all the way the student was 

learning the language. For example if Julius Caesar was taught using the traditional 

methods of questions and answers the student would never understand the deep 

emotions of Brutus, the cunningness of Cassius, the loyalty of Antony, the tragedy of 

war, the brilliance in Antony

’s speech and many other such aspects of the story for 

which the story of Julius Caesar was written by Shakespeare. Similar is the case with all 

great stories such as Christmas Carol, Harry Potter, and all the epic stories. Emotions 

help define the story and they form a very important aspect of the language and one

’s 


personality. If these emotions are left out then it would be very difficult to express 

ourselves. On the other hand if such stories are enacted then every intention of the story 

becomes clear. The students have to immerse themselves into the atmosphere of the 

story and they have to put them in their positions. This entire process has many benefits 

besides being a very effective method of teaching the language; it helps preserve the 

literature, which is nothing but our culture. This method brings about the total learning 

experience that was meant to be provided by the story and in the end the student will 

definitely be able to answer questions without even preparing for it as an exam, besides 

the entire process is fun and not at all boring. Hence it ensures the learning process is 

complete.  

Conversations are by far the most useful ways of teaching the language. When a 

child learns his or her mother tongue it is by the conversations that takes place between 

them and others or by listening to the conversations made by the others. The child is 

never taught the language but is still able to percept the meaning and learns it 

automatically to use it in day to day life. No one ever teaches the kid the characters of 

the language or how to make sentences or the grammar of that language. The 

conversations alone teach the children. Hence conversations form a very important part 

of the teaching process. The sentence construction and the grammar is not something 



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that can be entirely taught by rules. They have to be taught intuitively. That can only 

happen through a lot of reading and a lot of listening. This can be taken care of easily as 

every conversation needs a topic. The topic can be given to the students in form of 

written documents which they have to first read then form an opinion and then have a 

conversation about it or it can be spoken out and then they can listen, understand and 

also take part in the conversation. The participation and other aspects of the 

conversation can always be evaluated through points which will also push the students 

to take part in the conversation. These conversations have to be general. They have to 

happen as if friends are talking to each other. This way the students are comfortable in 

expressing themselves in the best possible way. This process may take some time but in 

the end it would be the most efficient one in teaching the language.  

Teaching through games is a very interesting method of teaching. Students and 

children generally tend to like games and want to play them more and more. Traditional 

methods dictated for study and games to be separate but the fact remains that the 

students tend to be more interested in playing games rather than sitting down to study. 

Any logical reasoning would dictate us to combine the two aspects to solve the problem. 

The games part of learning would help the students keep their interest as the desire to 

win is very strong. It keeps us going and when included with different aspects of 

learning the learning process would continue almost throughout the day without the 

children getting tired or bored of studying.  

The most important part of any language is the vocabulary. To understand the 

meaning of the words and to use them in day to day life is a very difficult task and 

games can help the students overcome this Innovative Methods of Teaching English 

Language difficulty. Games like scrabble, housie etc. have been designed for this 

specific purpose. These games are just based on words and help the students develop 

their vocabulary. In addition to these very simple games can be played to help improve 

the word database of the students such as simple dictation competitions, synonym 

competitions, words puzzles, anagrams and hangman. All these games are very 

addictive and help a lot in improving our vocabulary as whenever the student hears a 

new word the first question that comes up is “what is its meaning?” and in this way the 

vocabulary improves and most of the times we don

’t even have to consult the 

dictionary. Most of the times competitions like debates and elocutions also help the help 

the students a lot in learning the language as the aspect of the competitions keep them at 

the best in conversations. It forces them to use the best possible construction of 

sentences to put forward their opinions and to use good vocabulary etc. This is a very 

important tool in helping them learn the language. Also these competitions help them 

address large crowds which is again is a very important part of personality 

development.  

Up till now most of the techniques that we discussed required a greater amount 

of effort on the student

’s part. This method requires effort on the teacher’s part. 

Assignments help the students learn something on their own and most of the times they 

have to research on something then write something up on it. This method although 

effective is most of the times very tedious. This method of approach is very appropriate 

for sciences and engineering although when it comes to languages the students should 

be given assignments in which they have to modify something that already exists. If the 


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students are just given assignments like „write a story or a poem or a report then most of 

the students crack because not everyone can come up with a story or even if they come 

up with one they cannot write it down. In such case the students should be given the 

base knowledge and data and then ask them to modify the data for example the students 

can be given a base story and then ask them to modify a part of it. This engages their 

creativity and also helps them overcome their difficulty of writing. Above all it lifts the 

pressure of creating completely new. Invention is very difficult especially when we are 

being forced to do it. In this way the students are not forced to complete the assignment 

and then they can do it whole heartedly and hence complete the learning experience that 

can be gained from the assignment.  

Multimedia sources like songs, movies, TV series, magazines, newspapers play 

a very vital role in improving our language. We don

’t even realize that they have helped 

us. We just wake up one fine day and realize that we are better than  it  than  we  were 

yesterday. Such sources can be used to help the students improve their language. But 

great precautions must be taken. This method should be used in the final stages of 

learning as that is the only place where there is no scope of damage as most of the 

movies and songs etc. use colloquial English most of the times which is grammatically 

wrong and it is very important that the students understand that fact so that they do not 

use that form of the language in their everyday usage. Apart from that this source is 

very helpful as it does not feel like education. This is something that the students will do 

in their spare time. The songs are the best way to communicate how to use a language to 

express our feelings. Movies are a very common past time but apart from that most of 

the times they are also very instructional and educational. Also this method appeals to 

the students as most of the times they are able to connect with the songs and the movies 

which help them understand the meaning of expressions, usage of tools of the language 

like comparisons, personifications etc. These sources help them understand why such 

tools are necessary and also help them understand their usage. Hence this method is 

again very effective in teaching the language. Traditional methods of reading 

newspapers and books, novels are also very good methods to teach the language. When 

the traditional methods are modified along with some innovative ideas the entire 

learning and the teaching process is enriched and guarantees a success in efficient 

learning. These are some of the innovative and creative ways of teaching the English 

Language.  

Everyone loves a teacher with an infectious sense of humor. Looking at the 

lighter side of life not only fosters cordial relations between professors and students, but 

also provides welcome relief while trying to follow a difficult lecture on a complicated 

subject. When there is a willingness to change, there is hope for progress in any field. 

Teaching is a challenge. Learning is a challenge. Combining both effectively is a 

challenge. Being humorous is a challenge. However, laughing is easy. We are 

convinced both by experience and research that using humor in teaching is a very 

effective tool for both the teacher and student. Humor strengthens the relationship 

between student and teacher, reduces stress, makes a course more interesting and if 

relevant to the subject, may even enhance recall of the material. Humor has the ability 

to relax people, reduce tension, and thereby create an atmosphere conducive for learning 

and communication. Numerous studies in the field of advertising have noted that humor 

is the most effective tool for enhancing recall of advertisements. It is easy to create a 


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humor in the classroom by reading books of jokes and to listen to professional comics. 

The students should be encouraged to take notes, especially to learn about the 

professionals’ use of such techniques as exaggeration, pauses, and timing. Observe 

reality and exaggerate it - much humor lies in observations about real life and truthful 

situations. In conclusion, humor not only plays an important role in the healing process 

but is also very important in education. 

The languages play a very important role in our lives. They help us express our 

emotions. They help us explain what we want. They help us to communicate and hence 

are the prime tools to express who we are. Thus the knowledge of a language and its 

proper utilization is very important as it defines us. If languages were not there to help 

us communicate there would be no difference in our communications and the way the 

animals communicate. Hence the ways the languages are taught play a very vital role in 

a person

’s life. Since English is the official language of this world it is of utmost 

importance that this language has to be taught in such a way that it will help us not just 

to speak and write and listen but to communicate. That is the Innovative Methods of 

Teaching English Language purpose of the language and that is what it must be used 

for. Hence innovative methods help in bringing a change and most of the times for the 

better. It helps the students learn faster and in an efficient, interesting and an interactive 

manner and it is the teacher

’s responsibility to leave the traditional methods and make 

way for new and better methods for the students benefit. 

Man is the most intellectual among the all creatures that are born on the planet 

Earth. He is next to God, the almighty of this Universe, in controlling things with in his 

limitations. The progress of the universe can be compared to ‘the water of a never 

drying up river’. “Innovative skill” of the human’s led to the present progress of the 

world for which we are the real eye witness. The days are gone when the conventional 

and traditional methods of teaching had been everything in the classroom. It’s the age of 

inventions and innovative methods. The mindset of the people belonging to two 

generations viz. the generation of 60s and the younger generation of 16s has got a great 

variation. What was considered great in earlier days is common at present days. Getting 

400 marks in SSC was a great task earlier but now the scenario is known to every one of 

us. It is not that the paper evaluators are pouring marks like anything for unanswered 

questions but it is the fact that the capability of all students due to changes happening in 

the teaching using innovative methods. The methods that were followed by the teachers 

of later part of 20th century have been superseded by the innovative methods of 21st 

century. Nowadays, ‘Learning English’ including its four skills i.e. Listening, Speaking, 

Reading and Writing has been the top priority of any student. In Intermediate level and 

especially in Graduation level we can see the never dying attitude of students to get 

English Language and Communication skills. Every innovative thought bringing us an 

innovative method to learn this language by the English teachers has done a lot to all the 

learners of this language. The purpose of this article is to suggest some useful teaching 

methods that can be attempted in imparting knowledge to the students. Basically 

teaching must include two major components sending and receiving information. 

Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, 

any communication methods that serve this purpose without destroying the objective 

could be considered as innovative methods of teaching. 

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