European International Journal of Pedagogics
22
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TYPE
Original Research
PAGE NO.
22-24
DOI
OPEN ACCESS
SUBMITED
15 February 2025
ACCEPTED
16 March 2025
PUBLISHED
14 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Modeling the
Development of
Students’
Practical Foreign Language
Skills in Extracurricular
Activities
Muminov Kamil Taxirovich
Tashkent State Pedagogical University, Uzbekistan
Abstract:
The article explores innovative approaches to
enhancing foreign language proficiency among students
through extracurricular engagements. The authors
present a comprehensive framework for integrating
practical language skills into a variety of extracurricular
activities, emphasizing the role of interactive and
immersive experiences in language acquisition.
Keywords:
Extracurricular
activities,
language
acquisition, curriculum design, student motivation,
immersive experiences.
Introduction:
Currently, developing students’ practical
skills in acquiring foreign languages through modeling in
extracurricular activities is one of the conceptual
directions of language teaching methodology.
The following two aspects of modeling in the language
learning process can be seen: 1) the students’ mastery
of the concept of modeling; 2) modeling as a teaching
tool consists of teaching methods, forms, and tools that
are used appropriately for students in the process of
mastering the learning material.
Some research has been conducted on modeling the
development of students’ practical foreign language
skills in extracurricular activities. In particular, according
to researcher L.F. Gardiner, modeling in the field of
pedagogy is effectively used to solve a number of
didactic tasks:
‒ improving the effectiveness of the structure of
educational material;
‒ developing plans to improve the learning process;
‒ managing cognitive activity
‒ diagnostics (determin
ing the current state of language
learning);
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European International Journal of Pedagogics
‒ forecasting (predicting expected results), designing
language learning, etc. [1]
Also, G. J. Brumfit and K. Johnson express the following
opinion about the role of modeling in the theory of
educational develop
ment: “The practical significance
of any model is that, in particular, in pedagogical
research, the correspondence between the specific
aspects of the model and the object under study is
mainly determined. At the same time, the main
principles of modeling at the stage of model creation,
such as demonstration, accuracy (deep isolation of
specific aspects of learning), objectivity (reliance on
methods and principles of scientific theory, its laws),
etc., determine the type and possibilities of the model
and its function as a means of pedagogical research in
many ways.[7]
The components of the model for teaching foreign
languages to students of non-philological faculties of
higher education institutions are emphasized by
researcher G. Berger as follows:
‒ Deter
mining the goals and objectives of teaching
foreign languages to students of non-philological
directions of higher education institutions based on
pragmatic approaches;
‒ The need to master a foreign language in connection
with the motivation to learn a foreign language, the
desire to master the language perfectly, and the ability
to use it in practice;
‒ Conditionally selecting the content of educational
material;
‒ The selection of methods, forms and means of
teaching in the educational process is pre-supposed;
‒ Control
- assessment is interconnected with the
progressive testing of the pedagogical process and the
assessment of its results.[6]
It is worth noting that the advantage of modeling is
that it is always consistent with the scientific method
of knowledge. The modeling process in our study, as a
didactic system, is aimed at the acquisition of language
skills by students of the non-philological direction of
higher education institutions (pedagogy-psychology)
through extracurricular activities, and consists of
systematizing the content of foreign language
education in accordance with language practice,
controlling and improving the forms, methods, means
and results of language education, based on
organizational approaches to clarifying the purpose of
education. In our study, the modeling process is aimed
at the independent acquisition of practical foreign
language skills by students of the non-philological
direction of higher education institutions (pedagogy-
psychology) and consists of systematizing the content
of foreign language education in accordance with
language practice, controlling and improving the forms,
methods, means and results of language education,
based on organizational approaches.
Thus, the content components of the model of
independent studies of students outside the classroom
are as follows:
-
cognitive - acquisition of communication skills in
speech activities (based on general and professional
vocabulary);
-
intellectual need - development of language
knowledge and skills;
-
achievement - acquisition of knowledge of
sociocultural culture, setting and achieving language
learning goals;
-
communication
-
development
of
communicative skills.
Speech communication skills are the main component
of the model. Communication skills are understood as
the ability to fulfill one's needs through conversation
using various means of language. It is not possible to
form communicative skills by learning words,
grammatical forms and constructions. It is necessary to
master the skills of working with information and
material in order to distinguish them. Because,
graduating
students
of
the
non-philological
(pedagogical-psychological) faculty of higher education
institutions must master all types of speech activity
(speaking, listening comprehension, reading and
writing). In any case, communication skills can be
distinguished by mastering the types of communication:
listening comprehension, speaking, reading and writing.
It is clear that from today’s perspective, the student is
not considered an object of the educational process, but
rather its subject. In order to improve the quality of
education, teachers use various technological tools in
extracurricular activities. In particular, the Internet,
YouTube, Skype, Twitter, Smart-boards, Blogs and
Casting, e-learning, etc. are among the successful tools
that change the way language teaching is taught. These
tools make language learning more interesting,
interactive, meaningful and motivating for students.
Since such tools are modern, they can change and
reform traditional forms of education. In this era, to
apply e-learning in practice, it is necessary to have
experience in specific topics and sectors.
In addition, the following criteria and indicators were
developed to determine the levels of assessment of the
development of students' practical foreign language
skills in experimental work:
Maxametova D.B. believes that the choice of
motivational criterion is related to the statement that
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European International Journal of Pedagogics
the positive result of any activity is influenced by the
motivation of the individual. In the framework of the
study, by motivational criterion we understand the set
of needs and motives that encourage students to
develop their practical foreign language skills, master
educational technologies in order to organize
successful professional activity.[5]
The choice of cognitive criterion is related to the fact
that in the process of learning a foreign language,
students master the main categories of phonetic and
grammatical sections, the main vocabulary and basic
models of word formation, the development of speech
skills in various areas of communication, knowledge
about the possibilities of using educational forms,
methods and tools in professional activities, and the
main types of language skills used in teaching English.
The selection of the emotional-value criterion is based
on the practical features of learning a foreign language.
The characteristics of the criterion are as follows: the
ability to extract, analyze, and process various
information on the culture, values, and types of
communication of the country being studied using
computer technologies; the ability to competently use
technology to learn a foreign language; Practical
foreign language development is associated with the
need to evaluate the results of one's own activities,
analyze difficulties, and forecast future activities.
Based on the selected criteria and indicators, three
levels of assessment of the development of
information culture of future English teachers are
described - high, medium, low.
Thus, students’ ext
racurricular activities are the result
of the correct organization of their educational
activities in the lesson process. This can serve as the
basis for further expansion, content and continuity of
students' independent work activities outside the
classroom.
It is also intended that students will carry out a number
of activities: students' correct understanding of the
purpose of their activities, taking responsibility for the
implementation of educational tasks, expressing their
own opinions independently, methods of keeping the
student busy, the ability to correctly distribute time in
the independent organization of educational activities,
self-control in the process of implementation, etc.
Thus, the formation of such skills as speaking, listening
comprehension, reading and writing, which are
included in the model for developing practical foreign
language skills of students of non-philological
directions of higher education institutions in
extracurricular activities, is considered as indicators of
the acquisition of speech skills in a foreign language.
Therefore, the components that make up the model are
explained by the development of communication skills
in all types of speech activities based on general
consumer and professional vocabulary, the acquisition
of language knowledge and skills, knowledge of
sociocultural and educational skills.
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