Хорижий филология
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120
COMMUNICATIVE COMPETENCE OF EFL STUDENTS IN THE
CONTINUOUS EDUCATION SYSTEM
Khakimov Khamidulla Inamovich,
Associate Professor of UzSWLU, Tashkent
Key words:
CEFR, communicative competence, sociolinguistic competence, pragmatics,
lexical, grammatical, phonological, orthoepic levels
The introduction of CEFR document
in Uzbekistan context provided a significant
condition for EFL teachers in Uzbekistan to
teach communicative competence to EFL
students. As it is known, according to CEFR
principles, EFL teachers can be familiar with
new insights in terms of teaching, learning
and
assessment
of
foreign
languages.
Therefore, it is claimed that t it is essential to
follow CEFR parameters so as to formulate
and develop communicative competence of
EFL students. And it is also assumed that
communicative competence of EFL
students should be developed in the
continuous
education
system.
Teaching
communicative competence is of equal
importance for all ages: from primary to
higher education students.
On account of the adoption of the
CEFR document [2001, the Council of
Europe] and its implementation in our
educational establishments, ranging from
primary
school
to
higher
educational
institutions, there have been significant
changes in the field of foreign language
teaching and learning and the focus of
educators has shifted from teaching language
levels
such
as
phonology,
phonetics;
lexicology (vocabulary), morphology and
syntax (grammar) through traditional methods
(grammar translation, audio-lingual) to
teaching language skills and levels by
communicative approaches. In other words,
it is known that contemporary foreign
language teaching programs are based on
communicative language teaching (CLT)
approach principles and laws and the
focus of FLT programs is on the fact that
language should be taught for communication
purposes and be viewed as not a system of
signs, yet means of communication and
interaction. From this approach, it can be
stated that teaching language skills such as
reading, listening, writing and speaking and
also
sub-skills
like
vocabulary,
pronunciation and grammar is based on
the main principles of Communicative
Language Teaching.
In accordance with the definition
provided in D. L. Chiesa and U. Azizov
(2018), ―communicative competence – an
ability and knowledge of a language user
about how, what and where to speak
appropriately from the view point of culture,
traditions, shared rules and norms. An ability
of understanding social meaning and being
understood within a social context. It consists
of four aspects: linguistic, sociolinguistic,
pragmatic/discourse,
and
strategic
competence‖ [Chiesa D.L., Azizov U.B.
2018: 24].
Also, as is cited in J.J. Jalolov and
G.T. Makhkamova, ―the term ‗communicative
competence‘ can be defined as an ability to
use
the
language
they
are
learning
appropriately in a give n social encounter‖
[Jalolov J.J., Makhkamova G.T., Ashurov
Sh.S 2015: 13]. In accordance with the
description of the CEFR (2001),
communicative competence is composed of
linguistic, pragmatic and sociolinguistic
competences [Common European Framework
of Reference for Languages: Learning,
Teaching, Assessment. 2001: 108]. Let‘s deal
with them in detail: linguistic competence
comprises the following components:
lexical
competence;
grammatical
competence;
semantic
competence;
phonological competence; orthographic
competence; orthoepic competence.
Learners of the target language are
able to identify or recognize language system,
Хорижий филология
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its levels and units so that they are competent
enough to communicate with speakers of
other languages such as English. As is
stated in the CEFR (2001), pragmatic
competence is ―concerned with the
user/learner‘s knowledge of the principles
according to which messages are: a)
organized, structured and arranged
(discourse competence); b) used to
perform
communicative
functions
(functional competence); c) sequenced
according to interactional and transactional
schemata (design competence)‖ [Common
European Framework of Reference for
Languages: Learning, Teaching, Assessment.
2001: 132]. As is mentioned in the CEFR
(2001), sociolinguistic competence deals
with ―the knowledge and skills required to
deal with the social dimensions of language
use‖ [Common European Framework of
Reference
for
Languages:
Learning,
Teaching, Assessment. 2001: 127].
Linguistic markers of social relations,
politeness conventions, expression of folk-
wisdom, register differences, dialect and
accent are key concepts for sociolinguistic
competence.
It is essential to deal with the CEFR
requirements
for
the
formulation
and
development of communicative competence
of EFL students. According to the CEFR
document, EFL learners can be considered to
be linguistically competent when they have
skills in all language levels: a) lexical level a
sufficient vocabulary to express him/herself
on topics such as family, hobbies and
interests, work, travel, and current events; b)
grammatical level- accuracy in familiar
contexts; generally good control but with
noticeable mother tongue impact. Errors
occur, but it is clear what he/she is trying to
express; c) semantic level-the learner‘s
awareness and control of the organization of
meaning;
d)
phonological
level-
pronunciation is clearly comprehensible
even if a foreign accent is sometimes
evident and occasional mispronunciations
occur; e) orthographic level- generally
clear writing. Spelling, punctuation and
layout are accurate enough to be followed;
f) orthoepic level-generally correct
pronunciation.
It is illustrated in the CEFR that
communicative approach to teaching foreign
languages focus on the various aspects of
communicative competence. A central belief
according to the CEFR is formed by the fact
that it is essential to teach communicative
competence in order to communicate in the
target language successfully. As for linguistic
competence formulaton, it is apparently
assumed
from the CEFR that knowledge of form and
meaning is not sufficient to achieve a
communicative goal. Although students form
grammatically correct sentences, being aware
of all linguistic rules, they are still not able
to communicate successfully due to lack
of their knowledge of using the language
appropriately: integration of form, meaning
and use.
The term ―use‖ here means more as
―function‖, ―pragmatics‖, ―meaningful
communication‖, ―language in context‖,
―language in practice‖, ―language in action‖
and
etc.
Therefore,
when
linguistic
competence is taught, an EFL teacher should
integratively teach form, meaning and use of
linguistic units.
In addition, the EFL students‘
communicative competence can be further
formulated through developing sociolinguistic
competence. They can achieve sociolinguistic
proficiency when they are able to: perform
and respond to a wide range of language
functions, using their most common
exponents in a neutral register; use the salient
politeness conventions and act appropriately;
identify the most significant differences
between the custo ms, usages, attitudes,
values and beliefs in the target society and
those of his or her own.
Cultural beliefs, norms and values
can be represented via a language.
Language reflects cultural and social
norms, rules, stereotypes, habits, cultural
schemata, everyday scenarios. As is clearly
assumed that various concept can be
interpreted differently within a social class,
group or community. This difference is the
result of ―shared experiences, practices,
Хорижий филология
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knowledge‖, ―social cultural norms, rules‖
and ―background knowledge, knowledge
structures,
conceptual
world
picture,
encyclopaedic knowledge‖. Students show
their own interpretation of a concept due to
their varieties in their background knowledge,
social status, age, gender and other social
factors.
Pragmatic competence is an ability to
interpret and convey meaning in a social
context. That‘s to say, it is an ability of a
speaker to convey meaning in context, and of
a hearer to interpret or infer meaning in
context. When the interlocutors can infer
the intended meaning, socially-culturally
contextualized
meaning,
they
are
pragmatically competent. Sometimes, the
speaker intends more than is said or uttered.
What is said is not equal to what is
communicated as an utterance can be
communicated more than just said. All
these beliefs make up my understanding
of pragmatic competence.
Furthermore, pragmatic competence
development can also facilitate the
construction of communicative competence of
EFL learners. According to the CEFR
requirements to full mastery of pragmatic
competence by EFL students, they can be
pragmatically proficient providing that they
acquire skills in the following discourse
domains: flexibility to circumstances (flexible
use of simple language for expression of
wants); turn-taking (initiation, maintenance
and close of simple face-toface conversation
on familiar topics and of personal interests);
thematic development (connection of ideas
and points on the form of a straightforward
narrative or description); coherence and
cohesion (connection of shorter elements into
a connected sequence of points).
The study of formulation of
communicative competence of EFL
students of continuous education system in
Uzbekistan under the framework of CEFR
principles has urged to draw the following
implications and inferences:
a) communicative competence of learners
of different proficiency levels is formed
by linguistic, sociolinguistic and pragmatic
and strategic components;
b) EFL learners can be competent at linguistic
knowledge as long as they are proficient at
vocabulary,
grammar,
semantics,
orthography and pronunciation aspects of
language and the integration of form,
meaning, use aspects of linguistic units should
be taught;
c) EFL learners can develop and formulate
their communicative competence through
acquiring pragmatic skills as described above
and a focus should be placed on the
development of an ability of students to
interpret and convey meaning in a social
context;
d) command of sociolinguistic skills by
students of continuous education system in
Uzbekistan can also result in the formulation
and
development
of
communicative
competence of EFL students.
The list of used literature
1. Chiesa D.L., Azizov U.B. Reconceptualizng Language Teaching: An in-Service Teacher
Education Course in Uzbekistan, Tashkent, 2018.-237 p.
2. Jalolov J.J., Makhkamova G.T., Ashurov Sh.S. English Language Teaching Methodology
(theory and practice).-T.: Fan va Tehnologiya, 2015, 336 b.
3. Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. The Council of Europe.-Strasbourg, 2001, 273 p.
4. Richards J.C., Rodgers Th. S. Approaches and Methods in Language Teaching. Second ed.
-Cambridge: CUP, 2002. -P.19.
5. Гальскова Н.Д., Гез Н.И. Теория обучения иностранным языкам. Лингводидактика и
методика. Учеб. Пособие для студ. Лингв. Ун-тов и фак. Ин. Яз. Высш. Пед. Учеб.
Заведений. – М.; Издательский центр «Академия», 2006. –336 с.
6. Щукин А.Н. Обучение иностранным языкам. Теория и практика: учеб. пособие для
преподавателей и студентов. – М., 2004. – 416 с.
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Хакимов Х. Коммуникативная компетентность студентов EFL в система
непрерывного образования.
Общеевропейская система ориентиров по языкам, другими
словами, CEFR играет ведущую роль в формировании и развитии коммуникативной
компетентности студентов EFL (изучение английского как иностранного языка), а также
преподавателей. Благодаря знакомству с когнитивными навыками люди могут общаться с
иностранцами или повышать коммуникативную компетентность. Кроме того,
коммуникативная компетенция может быть дополнительно сформулирована путем
развития социолингвистической компетенции для студентов EFL.
Xakimov X.
Узлуксиз таълим тизимида инглиз тилини хорижий тил сифатида
урганаëтган талабаларнинг коммуникатив компетенцияси
. CEFR (umumiy Evropa tillari
ma'lumotnomasi tizimi) - Respublikamiz ta'lim tizimida o'qituvchilar va EFL talabalarining
kommunikativ kompetentsiyasini shakllantirish va rivojlantirishda etakchi rol o'ynaydi. Kognitiv
ko'nikmalarga ega bo'lish orqali odamlar chet elliklar bilan muloqot qilishlari yoki kommunikativ
kompetentsiyalarni oshirishlari mumkin. Rekord darajadagi kommunikativ kompetentsiyani EFL
talabalari uchun sotsiolingvistik kompetentsiyani rivojlantirish orqali shakllantirish mumkin.
