International Journal of Pedagogics
89
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
89-91
10.37547/ijp/Volume05Issue04-24
Pedagogical Conditions for The Development of Students’
Practical Foreign Language Skills
Muminov Kamil Taxirovich
Tashkent State Pedagogical University, Uzbekistan
Received:
15 February 2025;
Accepted:
16 March 2025;
Published:
14 April 2025
Abstract:
This article explores the essential pedagogical conditions necessary for fostering the practical foreign
language skills of students. It delves into effective teaching strategies and learning environments that promote
active language use and enhance communicative competence. The study identifies key factors, including the
integration of authentic materials, collaborative learning opportunities, and the role of teacher feedback in the
learning process.
Keywords:
Pedagogy, foreign language skills, practical skills development, communicative competence, teaching
strategies, learning environment.
Introduction:
In modern times, the field of education
has become one of the broadest spheres of human
activity. In our country, changes associated with the
democratization of the system are completely changing
the paradigm of organizing higher education: more
attention is paid to reducing the load on the audience,
replacing passive listening to lectures with an increase
in the share of independent work of students.
The center of gravity in teaching is the independent
activity of students in education, improving the content
and forms of independent work of students.
It is of great importance that self-education in the
bachelor's degree should not only expand the cultural
aspects of students, their scientific knowledge, but also
contribute to their self-determination.
We can hope for the successful development and
functioning of the pedagogical system only if certain
conditions are met. Nevertheless, today we will
consider the analysis of the exact scientific definition of
the term “pedagogical conditions”.
In order to correctly determine the cause of a particular
problem, it is necessary to determine what this
condition is. A condition is a set of circumstances in
which a given cause can cause a given effect, but
conditions without a cause have no effect.
H.G. Widdowson considers pedagogical conditions as
conditions of the educational process, which are the
result of the purposeful selection, design and
application of structural elements, methods, as well as
organizational forms of education to achieve a specific
didactics. [3]
Thus, we consider pedagogical conditions as the
conditions of the educational and upbringing process,
which are the result of the selection, construction and
application of structural elements, forms, methods and
means of teaching and upbringing that contribute to
the effective achievement of the intended goals.
The current practice of teaching foreign languages in
non-philological education in higher education
institutions is not sufficiently effective. How can we
increase its effectiveness? The number of hours
allocated to classroom lessons for learning a foreign
language in non-philological education is not enough,
therefore, today the problem of creating conditions for
students’ extracurricular activities is urgent.
It is also possible to develop a number of pedagogical
conditions that will help improve practical foreign
language skills:
➢
ensuring a rich language environment in
foreign language lessons;
➢
creating a warm, optimistic atmosphere,
friendly support and belief in success;
International Journal of Pedagogics
90
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
➢
making the lesson personally significant, taking
into account the individual age characteristics of
students;
➢
teaching
a
foreign
language
on
a
communicative basis;
➢
building the educational process, focusing on
modern achievements of linguistic didactics and
linguistic psychology.
In addition, below we will focus on the forms, methods,
and tools for organizing high-quality and effective
education as pedagogical conditions for developing
students’ practical foreign language skills.
The development of teaching systems has a long
history. Teachers of each era faced the problem of
choosing forms of teaching that meet their goals. This
was associated with the emergence of various forms of
educational activity for students and the process of
further improving their classification.
We ventured to summarize the general laws, methods
and forms of organizing educational activities and to
study modern methods and techniques for developing
organizational skills in the professional activities of
foreign language teachers.
B.L. Leaver and others divide the forms of organizing
educational activities into general and specific forms.
Specific forms include lessons, lectures, seminars,
public
lectures,
group
or
optional
classes,
consultations,
tests,
exams,
colloquiums,
conversations, etc. General forms cover the entire
educational process and constitute its material basis,
are considered forms of existence of the educational
process, and their use in accordance with the specific
goals of education gives rise to many specific or special
forms of organizing educational activities. According to
scientists, general forms of organizing educational
activities are individual, pair, group and other forms of
work.[5]
The next classification of educational activities is
described by D. Willis in his scientific research. The
scientist distinguished frontal, group, pair and
individual forms of work and highlighted their
application. In the frontal form of work, the teacher
directly leads the entire composition of the audience,
organizing the cooperation of all students and setting a
single pace for them. In the group form, the teacher
leads the activities of groups of students in the
audience. D. Willis divides group forms into such forms
as link, brigade, cooperative group, differentiated
group. The link form of educational work consists in
organizing educational activities in relation to
permanent small groups of students led by leaders.[4]
A type of group form is cooperative group educational
activities (“cooperation” is the combination of actions).
In this organization, each contact group performs part
of the general task assigned to the audience. In this
organization, students first cooperate in groups, and
then as an audience.
Differentiated group work is a separate type of group
form of education. It involves the organization of the
work of groups of students with different learning
opportunities. When working in pairs, the teacher
guides the work of cooperating pairs of students sitting
at separate desks. The individual form involves the
organization of the independent performance of the
task by each student. Students do not enter into
cooperation with their peers. All students in the
audience perform the same task. When each student
works on assigned tasks according to their learning
capabilities, this is considered an individualized, rather
than individual, form of learning activity.
Therefore, T. Korzhynska propose working in
permanent and alternating trios as options for the
general audience form of educational activities; the
group form of educational activities can also be carried
out in groups of permanent or alternating composition.
We would like to dwell separately on one of the forms
of organizing educational activities - the pair form.
Communication in pairs can take place between
students and between students and the teacher. In our
opinion, the form of “tutoring”, that is, tutoring, can be
used when organizing educational activities in a foreign
language lesson; for example, during the work of pairs,
groups or trios, individual students may have
questions, the student raises his hand and asks the
teacher to come to him and help solve some problem.
It is in this situation that communication in pairs occurs
between the teacher and the student. As for the
“student
-
student” interaction, we propose working in
alternating pairs as an alternative to working in
permanent pairs, as in organizing educational
activities.[8]
In our opinion, the second group of forms of organizing
educational activities in direct educational dialogue is
of particular interest - general audience or "debate"
forms. When organizing such educational activities, the
audience or team of students is perceived by the
organizer of this activity as a single whole, which is why
we called it the general audience form. The reason why
we call it debate is that in any discussion there is a
person who organizes the cooperation of the
interlocutors, we believe that there is a similarity
International Journal of Pedagogics
91
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
between the leader of the discussion and the teacher
who leads the audience in a frontal manner. In our
opinion, a negative stereotype has formed in the
teachers' environment: only the teacher can lead the
work of the audience. We believe that in a frontal
manner, the types of educational activities of students
in a group form of educational activity, forms of
organizing educational activities, pair form of
educational activities, individual forms of educational
activities can be led not only by the teacher, but also by
the student. The inter-student teacher should get used
to the idea that direct control in education is given to
students, and the teacher only helps and controls. This
is especially important in teaching foreign languages.
After all, they cannot be taught, but only learned.
Students should learn to take the initiative and be
independent in communication. The use of a frontal
form of student leadership of the classroom learning
activity, in our opinion, can contribute to the
development of these qualities that are important for
students.
We have considered the development of students'
practical foreign language skills in extracurricular
activities as a form of organizing non-traditional
educational activities, in which we would like to
emphasize that the goals of the training are set solely
from the perspective of developing practical foreign
language skills on an organizational basis, since this is
precisely the main goal of our research.
REFERENCES
Cheetham, G The Acquisition of Professional
Competence (1999). p 88
Chomsky, N. Aspects of the Theory of Syntax.
Cambridge, May 1965, 261 p.
Widdowson
H.G.
Teaching
Language
as
Communication. Oxford UniversityPress, 1990. - 168 p.
Willis Dave The Lexical Syllabus A new approach to
language teaching. Harper Collins Publishers, 1993. -
136 p.
Leaver B.L., Ehrman M., Shekhman B. Achieving Success
in
Second
Language
Acquisition.
Cambridge:
Cambridge Univesity Press. P 95
McDonough, Christopher Shaw and Hitomi Masuhara
“Materials and Methods in EIT”, Teacher’s Guide, John
Wiley &Sons, Inc.2013. p 103
Keller J. A Motivating Influence in the Field of
Instructional Systems Design [Electronic resource].
Korzhynska, T. Comparative analysis of theoretical
approaches to professional training. p
