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Abstract:
At present, ensuring the quality of teaching the younger generation in foreign
languages, radically improving the system of training specialists fluent in foreign langu-
ages, and training of qualified personnel who meet international educational standards
through the acquisition of foreign languages is carried out in our country is one of the
goals of education reform. In order to identify the opportunities for language teaching, the
teacher’s knowledge, creativity, ability to inspire students to love their subject, to establish
a cooperative relationship with the student requires modern requirements. The decision
is aimed at further development of foreign language teaching, and implementation of
measures to improve the level and quality of training of highly qualified teachers of fore-
ign languages for secondary schools, vocational colleges, and academic lyceums, higher
education institutions in accordance with international standards. was adopted to ensure.
Keywords:
competence, CEFR, authentic materials, international standards.
At the same time, it should be noted that each language studied has its own rules
and secrets. In order to become a professional who meets international standards,
the learner is required to ignore the most delicate layers of language.
Reforming the teaching system into CEFR is also the main factor to develop the
teaching of foreign languages. According to the decree of the first president of
Uzbekistan Islam Karimov “On measures to further improving foreign language le-
arning system”, pupils must learn foreign languages from their first grade.
In the last three years, several changes in the field of higher education have oc-
curred in the line with other sectors of the country. One of the considerable reforms
in 2016 is the full modernization of bachelor and master curricula, in consideration
of the best practices of successful universities of the world. The modernization con-
siders new requirements for teaching staff; e.g. they should present good knowled-
ge of foreign languages and IT skills apart from their professional subject(s). Study
programs are revised and updated taking into account changing labor market requ-
irements. Moreover, new study materials have been introduced with translation into
Uzbek replacing some old literature. It is notable that Tempus, Erasmus+CBHE pro-
KHODIEVA SH.A.
STARS International
university Applied science
department
hodievasahnoza@gmail.com
HOW AUTHENTIC
MATERIALS ARE
IMPORTANT FOR
IMPROVING STUDENTS’
COMMUNICATIVE
COMPETENCE
https://doi.org/10.47689/STARS.
university-pp267-271
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rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil.
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ject achievements in curricula development are being widely implemented into the
higher education system.
Furthermore, another essential document on the issue is the Decree of the Pre-
sident of the Republic of Uzbekistan “On Uzbekistan’s Development Strategy for
2017–2021” of February 7, 2017. In the priority areas of development of the social
sphere (#IV): the Development of education and science refers to all main aspects
of the education system of the country like continuous education; strengthening of
the material-technical base of educational institutions; improving the quality and
effectiveness of higher education institutions through introduction of international
standards; quality of teaching; gradual increase in admission quota in the higher
educational institutions.
The term communicative competence refers to both the tacit knowledge of a
language and the ability to use it effectively. It’s also called communication compe-
tence, and it’s the key to social acceptance.
The concept of communicative competence (a term coined by linguist Dell Hy-
mes in 1972) grew out of resistance to the concept of linguistic competence intro-
duced by Noam Chomsky. Most scholars now consider linguistic competence to be
a part of communicative competence.
Examples and Observations
“Why have so many scholars, from so many fields, studied communicati-
ve competence within so many relational, institutional, and cultural contexts?
Our hunch is that scholars, as well as the contemporary Western societies in
which most live and work, widely accept the following tacit beliefs: (a) within
any situation, not all things that can be said and done are equally competent;
(b) success in personal and professional relationships depends, in no small part, on
communicative competence; and (c) most people display incompetence in at least
a few situations, and a smaller number are judged incompetent across many situa-
tions”. (Wilson and Sabee)
“By far the most important development in TESOL has been the emphasis on
a communicative approach in language teaching (Coste, 1976; Roulet, 1972; Wid-
dowson, 1978). The one thing that everyone is certain about is the necessity to use
language for communicative purposes in the classroom. Consequently, the concern
for teaching linguistic competence has widened to include communicative compe-
tence, the socially appropriate use of language, and the methods reflect this shift
from form to function”. (Paulston)
We have then to account for the fact that a normal child acquires knowledge
of sentences not only as grammatical, but also as appropriate. He or she acqui-
res competence as to when to speak, when not, and as to what to talk about with
whom, when, where, in what manner. In short, a child becomes able to accomplish
a repertoire of speech acts, to take part in speech events, and to evaluate their ac-
complishment by others. This competence, moreover, is integral with attitudes, va-
lues, and motivations concerning language, its features, and uses, and integral with
competence for, and attitudes toward, the interrelation of language with the other
code of communicative conduct”. (Hymes)
Canale and Swain’s Model of Communicative Competence
In “Theoretical Bases of Communicative Approaches to Second Language Te-
aching and Testing” (Applied Linguistics, 1980), Michael Canale and Merrill Swain
identified these four components of communicative competence:
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(i) Grammatical competence
includes knowledge of phonology, orthography,
vocabulary, word formation and sentence formation.
(ii) Sociolinguistic competence includes knowledge of sociocultural rules of
use.
It is concerned with the learners’ ability to handle for example settings, topi-
cs and communicative functions in different sociolinguistic contexts. In addition, it
deals with the use of appropriate grammatical forms for different communicative
functions in different sociolinguistic contexts.
(iii) Discourse competence
is related to the learners’ mastery of understanding
and producing texts in the modes of listening, speaking, reading, and writing. It de-
als with cohesion and coherence in different types of texts.
(iv) Strategic competence
refers to compensatory strategies in case of gramma-
tical or sociolinguistic or discourse difficulties, such as the use of reference sources,
grammatical and lexical paraphrase, requests for repetition, clarification, slower
speech, or problems in addressing strangers when unsure of their social status or
in finding the right cohesion devices. It is also concerned with such performance
factors as coping with the nuisance of background noise or using gap fillers.
In connection with new trends in development and renewal in education of Uz-
bekistan, recorded in the Strategy for Development of Uzbekistan, the goal of edu-
cation has been reoriented towards the formation and development of key com-
petencies of students, communicative competences, including. In pedagogical ps-
ychology, general didactics and private methods, much attention is paid to the
problem of the formation of communicative competence.
Communicative competence is a multicomponent complex of socio-psycho-
logical concept.
The essence of communicative competence is the ability to orga-
nize speech activities depending on the tasks and specific communicative situation
based on the acquired knowledge and skills. The quality of the manifestation of
competence in communicative activity we call communicative competence.
The analysis of psychological-didactic literature showed that the problem of the
formation of communicative competence is the most discussed. Various methodi-
cal schools are looking for ways to form communicative competence. The purpose
of our study was to determine the pedagogical conditions that ensure the effective
formation of communicative competence in teaching a foreign language.
Competence in a foreign language is the goal and result of special education.
The formation of communicative competence of students in teaching a foreign lan-
guage is carried out through the development in the aggregate of communicative,
language competences, and linguistic cultural competence, which is carried out th-
rough familiarization with material about the country of the language being studied.
Communicative competence combines four types of communication skills; reading,
speaking, listening, and writing. Language competence refers to phonetic knowle-
dge and pronunciation skills, receptive and productive lexical knowledge and skills,
receptive and productive grammatical knowledge and skills.
In recent years, the problem of the formation of communicative skills of listening
has increasingly attracted the attention of teachers, psychologists, psycholinguists
and methodologists. A serious theoretical search is conducted in the study of this
complex process.
The formation of communicative listening skills is of great importance, since the
mastery of a foreign language and the development of speech skills is carried out
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mainly through listening. Therefore, listening should be developed better than ot-
her skills, but putting on listening causes great difficulties.
For successful learning, listening requires a didactic and methodical sys-
tem that takes into account these difficulties and provides for their overcoming
[1, 227]. One of ffective conditions for the formation of communicative competence
is the definition of the tool, the use of which contributes to a qualitative change in
the level of formation of communicative competence in a foreign language in high
school students. A generally accepted means of generating knowledge and skills
is exercise. Communicative competence is formed through various communication
exercises aimed at overcoming communicative difficulties arising in the process of
learning a foreign language. Studying a variety of communicative exercises and the
role of exercises in the learning process, V.L. Skalkin wrote: “most often, the goal in a
lesson is not achieved precisely because there are no bad or good exercises, but the-
re are teachers who either do well or wrongly are using. In other words, in the hands
of the master of the exercise, “terrible power”. But the use of individual communi-
cation exercises can not lead to high results. Consequently, a more versatile tool is
needed, the use of which can guarantee the achievement of planned results and en-
sure the effectiveness of teaching a foreign language as a whole. Such universal tool
is a system of exercises. According to V.A. Onischuk, “skills and abilities are formed
on the basis of the fulfillment of a certain system of exercises, they are improved
and consolidated in the process of their creative application in changing situations”.
The exercise system is understood as an organized sequence of learning activi-
ties in order of increasing language and operational complexity and aimed at buil-
ding necessary skills and abilities. From our point of view, an exercise system is an
organization of exercises with gradual complication, interconnected by one theme
and arranged in a certain sequence. This is a system that includes a sufficient num-
ber of exercises for the formation of communicative skills among students. For the
formation of communicative competence in the process of learning a foreign lan-
guage, it is necessary to develop a system of exercises that, given the difficulties in
learning, will ensure their overcoming and lead to the achievement of the goal. More
acceptable, in our opinion, is the approach of V.A. Onischuk. We took it as a base
with the subsequent adaptation to the formation of communicative competence
in teaching a foreign language to high school students. The didactically expedient
sequence of exercises in V.A. Onishchuk, adopted by many teachers, is as follows:
preliminary, introductory, trial, training, creative, and control.
We have used the communicative exercises for the formation of general audit
skills and abilities used by modern domestic and foreign methodologists researc-
hers in teaching foreign languages in America, England, Germany, and France:
1. Exercises to overcome the phonetic difficulties of perception;
2. Exercises to overcome grammatical difficulties;
3. Exercises to overcome lexical difficulties;
4. Exercises for learning the perception of speech flow;
5. Exercises for learning anticipation, isolation of various categories of semantic
information;
6. Exercises for the development of auditory memory, attention, imagination,
and logical thinking;
7. Speech exercises.
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The formation of communicative competence in teaching a foreign language,
should be carried out on the basis of the use of a system of communicative exerci-
ses to overcome phonetic difficulties in learning anticipation. Anticipation is antici-
pation or prediction. For listening skills, communication is anticipation of perceived
information from a foreign language text to listen to. E.I. Passov believes that in the
listening process there is a pre-tuning of the organs of speech, which contributes to
the excitation of some models in the brain. Such pre-tuning is the basis for the fun-
ctioning of the anticipation mechanism. This may be anticipation of the structural
side of speech and its substantive side.
The formation of communicative competence of students in learning a foreign
language is a long and complex process. It involves the implementation of a com-
petence-based approach aimed at the formation and improvement of not one type
of communicative skills, but in the aggregate of all components of communicative
competence: communicative skills of listening, reading, speaking and writing. Only
then can we talk about the formation of a systemic set of competencies, mastering
them in the complex.
Thus, the effectiveness of the formation of communicative competence is ac-
hieved through the development of communicative listening skills. Improving the
quality of students’ knowledge is achieved through the use of a scientifically-based
system of communication exercises, which includes exercises to overcome pho-
netic difficulties and difficulties in anticipation. Compliance with the formation of
communicative competence contributes to the achievement of positive results in
the learning process.
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