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components may or may not be present in the dictionary article. The terms do not necessarily have a
sign that records the grammatical characteristics, because the terms are nominative. They are mainly
represented by lexemes in the noun category or with nouns. Therefore, there is no need to record the
grammatical description marks in the dictionary article for the terms.
REFERENCES:
1.Арнольд И.В. Лексикология английского языка. - М.: 1959.
2.Даниленко В.П. Актуальные направления лингвистического исследования русской
терминологии//Современные проблемы русской терминологии. - М.: 1986..
3.СергевнинаВ.М.Принцип системного анализа терминов//Термин и слово. -М.: 1978.
4.Реформатский А. Мысли о терминологии/Современные пробемы русской
терминологии. -М.: 1966.
5.КубряковаЕ.С.Семантика производного термина//Внутренная структура языка. - М.:
1972.
6.Герд А.С.Основы научно-технической лексикографии.-Л.:1986.
7.Ҳожиев А.Тилшунослик терминларининг изоҳли луғати.-Т.:2002.
THE IMPORTANCE OF USING COMMUNICATIVE METHODS IN TEACHING
ENGLISH
Alımova Mukhabbat Quwanishbaevna,
second year master student,
Nukus State Pedagogical Institute, Uzbekistan, Nukus
The importance of communication is enormous for the learners of any language and language
is a tool for communication. We communicate with others, to express our ideas, and to know others’
ideas as well. In order to be a well rounded communicator one needs to be proficient in each of the
four language skills; listening, speaking, reading, and writing, but the ability to communicate
skillfully provides the learner with several distinct advantages. The joy of communicating with others
is immense. In the context of foreign language learning, however there is a problem which teachers
have been aware of for a long time. It is the problem of the student who is structurally competent but
who cannot communicate appropriately. In order to overcome this problem the processes involved in
fluent conversational interaction need to be dealt with. Another pedagogical feature is the deep
integration of critical thinking skills and communicative abilities. Thinking is the understanding and
generation of meaning, and communication is the encoding and decoding of meaning [5].
Language learning today is regarded less of an ‘acquisition of structure’ and more of a learning
of items of use. Keith Johnson [33;5] says that “… knowing a language’ is not the same as ‘the ability
to use language”. The student who is communicatively incompetent is in fact, unaware of the use of
language. The methodologies for language teaching therefore are to be based on the linguistic insights
as to the nature of the language and also on the psychological insights as to the processes involved in
its use, for the development of communicative competence in the learners.
Communicative approaches are based on students forming their own knowledge and
competencies of languages in a social setting. The learners are more involved and the learning is more
effective, if the teachers provide opportunities that best meet learners’ need. While engaged in
communicative tasks language students are given liberty to practice speaking and fluency while
enhancing their knowledge of the target language. The aim of this article will be to consider the
communication developing methods which have appeared to be most influential at the present time.
Communicative Language Teaching (CLT)
CLT is generally regarded as an approach to language teaching. It is based on the theory that
the key function of language use is communication and its primary goal therefore is for learners to
develop communicative competence [15;44]. In other words, its goal is to make use of real-life
situations that necessitate communication. According to the principle of CLT, the learners do not
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study only the linguistic structures and the rules of grammar, but it stresses the importance of using
language for communication.
Cooperative Learning
Today it is nearly impossible to imagine a workplace or a sector of the job market where a
person does not need to interact with others in some way.Cooperative Learning is a good way to
divert this need for peer communication into a more useful situation, allowing students to
communicate while studying. Cooperative Learning gives students the opportunity to practice
communicating with other while engaging in assignments that are meant to increase students’
knowledge of the language.
Collaborative Learning
Collaborative learning (CL) is defined as an “umbrella term for a variety of educational
approaches involving the joint intellectual effort by students, or students and teachers together” [55;
11]. Others have described it as “a situation in which two or more people learn or attempt to learn
something together” [23; 51]. These definitions describe how CL operates through the interaction and
communication of learners working together, which facilitates interactive knowledge building.
For effective collaboration, group members must actively communicate and interact with each
other with the intention of establishing a common focus and achieving a common goal [23; 72].
In conclusion, in recent years, there has been a growing tendency in language teaching to place
an emphasis on fostering students’ ability to communicate in a foreign language. This very emphasis
stems from increasing demands made on students in terms of their communicative
skills.Communicative skills place great significance onusing authentic materials when teaching
languages, materials that accommodate the needs of learners and improve their languageskills .
REFERENCE
1.Candlin, C. N. Communicative language teaching and the debt to pragmatics. InC.Rameh
(ed.),
Georgetown University Roundtable
/976. Washington, D.C.: Georgetown University
Press.1998.
2.Dillenbourg, P. What do you mean by collaborative learning? Oxford: Elsevier, 1999
3.Johnson, K. Communicative approaches and communicative processes,
Psycholinguistics and Language Teaching Methodology.
4.Smith, B.L., and MacGregor, J.T. What is collaborative learning? In: Collaborative Learning:
A sourcebook for higher education. Eds.: Goodsell, A.S., Maher, M.R., Tinto, V., Smith, B.L., and
MacGregor, J.T. Pennsylvania State University: National Center on Postsecondary Teaching,
Learning, and Assessment. 1992
5. Tajieva, A., & Allamuratova, K. H. MODERN APPROACHES AND PEDAGOGICAL
TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES AS A MEANS OF DEVELOPING
CRITICAL THINKING.
USING CLIL APPROACH IN ESP CLASSES
Amanbaeva Altinay Otabek qizi - 4th year student
Aliya Narshabaeva – scientific adviser
Nukus SPI named after Ajiniyaz, Nukus
The CLIL (Content and Language Integrated Learning) approach in education has gained
increasing attention and popularity in recent years. Originally conceived as a method for teaching
foreign languages, CLIL has expanded to various subject areas, including English for Specific
Purposes (ESP) classes. This article examines the benefits and challenges of implementing the CLIL
approach in ESP classes, highlighting its potential to enhance language learning and subject
knowledge simultaneously. By combining content and language instruction, CLIL offers a unique
and immersive learning experience for students, enabling them to develop language skills in a
meaningful and contextually rich environment. However, the successful implementation of CLIL in
ESP classes requires careful planning, collaboration, and adaptation, as it involves not only language
teachers but The CLIL (Content and Language Integrated Learning) approach in education has gained
