Volume 05 Issue 11-2024
76
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
ABSTRACT
In this article, the author discusses the specialized schools existing in Uzbekistan, their objectives, and their distinctive
characteristics. Additionally, the author provides information about the importance of developing reading
competence through communicative technologies in English language classes for upper grades of specialized schools.
KEYWORDS
Specialized schools, communicative competence, reading competence, reading exercises.
INTRODUCTION
In Uzbekistan’s specialized schools, the curriculum is
designed to provide students with a deep
understanding
of
STEAM
subjects,
including
mathematics, computer science, physics, chemistry,
biology, and foreign languages. Each class is limited to
20 students, as opposed to the typical 35, allowing for
tailored instruction and greater opportunities for
individual attention and support.
The schools also host master classes led by esteemed
academics, professors, both local and international
coaches, and former winners of international
competitions. These sessions offer students unique
insights
and
inspire
them
with
real-world
achievements. Language proficiency is a key focus,
with preparation for both national and internationally
recognized language certification exams.
Additionally, these specialized schools are equipped
with modern educational programs, as well as the
latest information and pedagogical technologies,
creating a dynamic and progressive learning
environment. Currently, over 7,000 teachers
—
selected through a rigorous three-stage competition
—
Research Article
HOW READING EXERCISES CONTRIBUTE TO DEVELOPING
COMMUNICATIVE COMPETENCE IN TEACHING EFL IN THE CASE OF
SPECIALIZED SCHOOLS IN UZBEKISTAN
Submission Date:
November 06, 2024,
Accepted Date:
November 11, 2024,
Published Date:
November 16, 2024
Crossref doi:
https://doi.org/10.37547/pedagogics-crjp-05-11-16
Azamat Mukhriddinovich Kodirov
Phd Student at Namangan state institute of foreign languages, Uzbekistan
Journal
Website:
https://masterjournals.
com/index.php/crjp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 11-2024
77
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
are educating more than 63,000 students across 182
specialized schools. This initiative not only emphasizes
quality education but also strives to prepare students
for success on a global scale.In the newly established
specialized schools, students now have the
opportunity to study an expanded curriculum that
includes both exact sciences
—
such as mathematics,
physics, and English
—
and natural sciences, including
chemistry, biology, and English. In addition to these
core subjects, the curriculum has been enriched with
an in-depth study of the history of Uzbekistan,
f
ostering a deeper understanding of the nation’s
heritage and cultural identity.
Furthermore, these schools offer advanced courses in
cutting-edge fields like artificial intelligence, robotics,
agricultural technology, and biotechnology, preparing
students for careers in innovative and high-demand
industries. Language proficiency is also emphasized,
with preparatory courses for international exams such
as IELTS, TOEFL, and SAT. These additions aim to equip
students with a globally competitive skill set,
broadening their academic horizons and enhancing
their career prospects both within Uzbekistan and on
the international stage.
Teaching English in Uzbekistan’s specialized schools is
of paramount importance due to its role in equipping
students with essential language skills and providing
them with a competitive edge on a global level. By
emphasizing language proficiency and offering
preparatory courses for internationally recognized
exams like IELTS, TOEFL, and SAT, these schools aim to
develop students’ Engli
sh skills to a high standard,
preparing them to meet the demands of international
communication and academic requirements.
Key Objectives of Teaching English in Specialized
Schools
1.
Achieving
Language
Proficiency
for
Academic and Professional Success
English is the primary language of instruction,
research, and professional communication globally.
Specialized schools in Uzbekistan place a strong
emphasis on teaching English to ensure that students
gain fluency, accuracy, and confidence in their
language skills. This proficiency not only supports
students in understanding complex subjects but also
prepares them for future educational opportunities,
such as studying at English-speaking universities.
2.
Preparation for International Exams
Courses preparing students for exams like IELTS,
TOEFL, and SAT are integral to the English curriculum
in specialized schools. These exams serve as
benchmarks for language proficiency that are
recognized by educational institutions and employers
worldwide. Achieving high scores on these exams
significantly expands students' academic horizons,
enabling them to apply to prestigious universities
abroad and compete for scholarships, thus breaking
down geographical and economic barriers to quality
education.
3.
Developing a Globally Competitive Skill Set
Mastery of English equips students with a skill set that
is highly valued in both academic and professional
environments. This language proficiency is particularly
advantageous for students interested in pursuing
careers in international business, diplomacy, science,
and technology. As Uzbekistan’s economy diversifies
and integrates more with the global market, English-
speaking professionals are in high demand. By
fostering language skills in specialized schools,
students are positioned to contribute effectively to
national growth and to represent Uzbekistan on an
international stage.
Volume 05 Issue 11-2024
78
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
4.
Broadening
Academic
and
Career
Opportunities
Proficiency in English opens doors to a wealth of
information, research, and knowledge sources
primarily available in English. It allows students to
engage with global innovations, academic research,
and developments across multiple disciplines. English
fluency is also essential for networking with
professionals and experts from other countries, which
can lead to collaborative projects and career
advancement opportunities.
5.
Enhancing Cultural Awareness and Global
Perspective
English education in specialized schools goes beyond
language mechanics, fostering an understanding of
global cultures and perspectives. This cultural
awareness encourages students to be open-minded,
adaptable, and appreciative of diversity
—
traits that
are increasingly essential in today’s interconnected
world. For Uzbekistan’s youth, this awareness not only
broadens their worldview but also prepares them to
participate actively in the global community.
The importance of communicative reading in the
English curriculum of specialized schools in Uzbekistan
aligns closely with the goals of language proficiency,
international
exam
preparation,
and
global
competitiveness. Communicative reading focuses on
understanding and interpreting meaning within
context,
which
is
essential
for
effective
comprehension and usage of English in real-world
settings.
Communicative competence encompasses a learner's
ability to use language appropriately in diverse
contexts. It includes a range of interconnected skills
—
linguistic, sociolinguistic, discourse, and strategic
competencies
—
that enable effective communication
(Canale & Swain, 1980; Hymes, 1972). Reading
exercises are critical for building these skills, as they
expose learners to authentic language use and a
variety of communicative situations. This article
explores the ways reading exercises foster
communicative
competence,
providing
a
comprehensive look at each component and using
tables to illustrate these connections.
1. Expanding Vocabulary and Phraseology
Reading is one of the most effective ways to increase
vocabulary and phraseology. It immerses learners in
words and expressions within meaningful contexts,
helping them not only to learn new terms but also to
understand nuances and connotations.
Volume 05 Issue 11-2024
79
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
2. Improving Grammatical Competence
Reading exercises provide learners with exposure to
grammar as it is used naturally. Through continuous
exposure to correctly structured sentences, learners
internalize grammar rules without explicit instruction,
reinforcing their ability to apply these rules in
communication (Lightbown & Spada, 2013).
Reading a narrative text, for instance, introduces
learners to various tense forms, such as past simple
and past continuous, which are useful in storytelling
and reporting past events in conversation (Byram,
1997)
3. Enhancing Discourse Competence
Discourse competence involves the ability to construct
coherent and cohesive messages. Through reading,
learners encounter structured and organized
language, enhancing their understanding of how ideas
are logically connected.
4. Developing Sociolinguistic Competence
Sociolinguistic competence is the ability to use
language appropriately depending on social contexts,
cultural norms, and audience. Through reading,
Volume 05 Issue 11-2024
80
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
learners are exposed to these sociolinguistic cues,
helping them adapt language to suit different
audiences and settings (Hymes, 1972).
Reading a novel set in a specific cultural context allows
learners to understand social hierarchies and the level
of formality required in certain interactions.
5. Strengthening Strategic Competence
Strategic competence involves the ability to overcome
communication barriers. Reading exercises build this
competence by teaching skills such as guessing
unknown words from context and rephrasing complex
ideas.
Example: In a reading exercise, a learner encounters
the word "meticulous" in the context of describing a
careful artist. They deduce its meaning from the
surrounding text, enhancing their ability to infer
meaning and explain words if needed in conversation.
6. Building Confidence in Language Use
Volume 05 Issue 11-2024
81
CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
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2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
Reading also helps build confidence, which is crucial for
communicative competence. The more familiar
learners become with the language, the more likely
they are to use it actively.
Example: After reading a short story, learners can
discuss the plot and themes with others, helping them
to practice expressing opinions and narrating, which
are vital for interactive competence.
CONCLUSION
Reading exercises are essential to developing
communicative competence as they enrich vocabulary,
grammar,
discourse,
and
sociolinguistic
understanding. They provide a foundation for strategic
competence, allowing learners to infer meaning,
paraphrase, and ultimately, build the confidence to use
language effectively across different contexts.
Integrating reading exercises into language learning
not only supports skill development but also enables
learners
to
become
adaptable
and
skilled
communicators.
REFERENCES
1.
Bachman, L. F. (1990). Fundamental Considerations
in Language Testing. Oxford University Press.
2.
Byram, M. (1997). Teaching and Assessing
Intercultural
Communicative
Competence.Multilingual Matters.
3.
Canale,
M.
(1983).
From
Communicative
Competence
to
Communicative
Language
Pedagogy. In Richards, J. C., & Schmidt, R. W.
(Eds.), Language and Communication. Longman.
4.
Canale, M., & Swain, M. (1980). Theoretical Bases
of Communicative Approaches to Second
Language
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and
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Applied
Linguistics, 1(1), 1
–
47.
5.
Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995).
Communicative Competence: A Pedagogically
Motivated Model with Content Specifications.
Issues in Applied Linguistics, 6(2), 5
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35.
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Halliday, M. A. K., & Hasan, R. (1976). Cohesion in
English. Longman.
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Hymes, D. (1972). On Communicative Competence.
In J. B. Pride & J. Holmes (Eds.), Sociolinguistics.
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Kramsch, C. (1993). Context and Culture in
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Krashen, S. D. (1985). The Input Hypothesis: Issues
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Krashen, S. D. (2004). The Power of Reading.
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Lightbown, P. M., & Spada, N. (2013). How
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Nation, I. S. P. (2009). Teaching ESL/EFL Reading
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Volume 05 Issue 11-2024
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CURRENT RESEARCH JOURNAL OF PEDAGOGICS
(ISSN
–
2767-3278)
VOLUME
05
ISSUE
11
Pages:
76-82
OCLC
–
1242041055
Publisher:
Master Journals
13.
Saville-Troike, M. (2006). Introducing Second
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