THE ROLE OF COMPETENCE-BASED APPROACH IN PREPARING FUTURE ENGLISH

344 Abstract: This article is devoted to the implementation of competence-based approach in training of future teachers of foreign languages. It is due to the accelerating world processes of globalization and informatization. The concept of professional competence of a teacher is a unity of theoretical and practical training in the general structure of a person and characterizes his professional skills.

The era of globalization requires humanity to keep up with the times. Therefore, it is desirable that specialists from various fields know and communicate in several foreign languages, in addition to being fluent in their native language. For this, it is important to improve the system of studying and teaching foreign languages with more modern methods and organize lessons based on digital technologies.
In the Republic of Uzbekistan, special attention is paid to the issues of training innovative and creatively thinking modern personnel, educating young people in the spirit of patriotism and high spirituality, learning foreign languages, especially English.
Currently, in the development of the system of teacher education, students stand out who think independently and can make the right decisions in various situations.
Nowadays, not only in our country, but throughout the world, interest in learning foreign languages is growing every day. It is quite natural that the need for knowledge of a foreign language increases at a time when the world community boldly and actively enters the world market. Therefore, today the comprehensive maturity of a specialist in this field is determined by his knowledge of several foreign languages in addition to his native language. In accordance with the Decree of the President of the Republic of Uzbekistan of May 19, 2021 "On measures to raise to a qualitatively new level activities to promote the study of foreign languages in the Republic of Uzbekistan", the Agency for the Promotion of the Study of Foreign Languages was established under the Cabinet of Ministers. The adoption of this resolution determined that training of qualified teachers in this area is one of the topical issues of our time. Theoretically, competence is a set of various interrelated abilities and characteristics of a person necessary for effective work in a particular area. Competence is a manifestation of the performance of algorithm through human capabilities. Competence is purposeful actions and activities of a person as a specialist, fully demonstrating his capabilities. Systematization of the results of human cognitive activity, in contrast to knowledge that exists in the form of concepts and ideas, competence is determined only in practice. In general, competence is the practical application of existing knowledge, skills and abilities, the ability to provide the missing knowledge is a derivative of the necessary knowledge, skills and abilities, characterized by the manifestation of one's abilities. Therefore, unlike knowledge, competencies correspond to the ability to perform a practical task.

MUKHAMMADIEV FERUZ GAFURJONOVICH
Therefore, in the classification of N. Chomsky, "competence" is a set of characteristics attributed to a language, and it is understood as a set of individual characteristics necessary for understanding the linguistic essence of a language [3].
It is necessary to mention the name of David McClelland (David McClelland) as the founder of the competence-based approach to the management of teaching staff. According to him, rapid economic development and growth is a matter of staff remuneration, and the economic idea does not become effective on its own, but there must be personnel and their competence to implement this idea [4].
It is advisable to implement a competency-based approach in the training of future teachers of English as qualified specialists.
The competence-based approach is a set of general principles for setting educational goals, choosing the content of education, organizing the educational process and evaluating educational results.
According to such scientists as V.S. Lednev, N.D. Nikandrov, M.V. Ryzhakov, competence reflects the relationship between knowledge and action, i.e. emphasizes the practical orientation of competence. The competency-based approach assumes that the practical side of learning will be significantly enhanced [1].
Consequently, the entry of the word "competence" into scientific circulation, starting with the definition of a linguistic personality, and now becoming one of the main goals of all pedagogical processes, shows its evolutionary development.
If from the period of pedagogy of Y.A. Komensky, the goal of transferring knowledge and training was focused on the process of forming a person's knowledge, skills and abilities, now the main essence of a professional is interpreted in connection with the concepts of "competence" and "competence".
Knowledge, skills and abilities are educational goals and cultural and social values, and competence and competence, in contrast to them, are units of a market economy and professional activity. According to K.Ya. Riskulova, "competence" means a set of professional laws, principles, requirements, rules, duties, tasks and responsibilities, as well as personal deontological norms necessary for the owner of a particular profession. Competence is related to the practical activity of a person and is the ability to demonstrate the norms of competence in work experience based on creativity, based on the requirements of society. The main criterion of competence is determined by effective activity, training of competitive personnel [7]. I.N. Ilkhamova believes that sociocultural competence includes international linguistic, sociolinguistic and culturological competences [2].
A.K. Markova research revealed all aspects of a teacher's professional competence. According to A.K.Markova, if a teacher carries out his professional activities e ectively and can bring students to a higher level in education and training, his work becomes competent [5].
Thus, the competence-based approach is aimed at the comprehensive mastery of knowledge and practical methods of successful work in important areas of life for the benefit of the state, society and the individual. The purpose of the competency-based approach is to try to bridge the gap between the student's theoretical knowledge and their practical application, from the point of view of modern education. According to the traditional approach, the more knowledge a student acquires in the learning process, the higher is his educational level. But in modern conditions this is no longer relevant. From the standpoint of the competency-based approach, the level of education is determined not by the availability of knowledge, but by the ability to solve problems of varying complexity based on existing knowledge. If in the traditional approach the solution of problems is considered as a stage of consolidating the acquired knowledge, then in the competence-based approach it is considered as the content of educational activity.