The focus of the article is on how the communicative approach can be used while teaching English to non-native speakers. The communicative approach’s goal is to educate students on how to communicate effectively in a foreign language, taking into account the participants, the situation, and the communication’s goals and objectives. The essay goes through how to design training sessions and how to choose linguistic and grammatical content in line with the demands of the communicative approach.
The article examines the current task of education - the formation of students' communicative competence, which is the main approach of linguodidactics, as well as its role in the effective coordination of professional activities of students of higher education. Communicative competence is a supra-professional competence that determines the ability of an individual to solve a certain range of tasks. Due attention is paid to the disclosure of the content of the basic concepts of “competence” and “adequacy”, and generalized characteristics of grammatical, sociolinguistic, discursive and strategic competencies are given. The importance of applying competence-based and integrative approaches to learning is noted, the role of humanization and humanization of higher education is emphasized. The main objectives of the course “Pedagogy and Psychology” are outlined, aimed at the formation of general cultural, professional and general professional competencies of future specialists in higher education. The author focuses on the value of the competence-based approach in education, which consists in focusing on the personality of the student in all spheres and areas of activity. The communicative competence is considered by the author as the most important indicator of the teacher's professionalism. The decisive role in the effective formation of students' communicative competence is played by the conditions of communication, the educational environment created at the university.
The article examines the historical-archaeological approach to the study of ethnocultural, the mythological-religious approach, the sociolinguistic approach, the economic-formational approach, the folkloristic approach, the geographical-ethnographic approach, the socio-pedagogical approach, the artistic-aesthetic approach, the civilization approach, the sociological (sociodynamic) approach, the philosophical-cultural approaches. Also, ethnic signs, signs, components of the process of formation of Ethnos are illuminated. Subetnik-ethnic-superetnik systems of the Uzbek ethnoculture are studied.
This article discusses the formation of communicative competence in the study of English by students of a non-linguistic university. Within the framework of the competence-based approach, specialists in the field of foreign languages consider various competencies, including such as subject, communicative, activity, developing; but communicative competence is always singled out as the main one, since it is this competence that is the basis for the development of all other competencies. In an integrated communicative approach, created on the basis of deep theoretical and practical developments, special attention is paid to the communicative orientation of education.
The study examined integrated didactic strategies, integrated educational activities, and the integrative nature of learning. The native languages of the learners are also taken into consideration by this approach, especially when those languages are explicitly taught. /Is a result, it is possible to "track" two (or possibly three or four) languages at once. Today’s national education evolution is characterized by a wide range of innovative schools. One of the elements of studentcentered learning, along with individualized instruction and flexible process organization, is the design of a learning process on an integrated basis. The benefits of using an integrated approach while teaching foreign languages are examined in this article. In a sense, this also opens the door for differentiated language instruction and better approaches to meeting the needs of the students. Nevertheless, it can be recommended that future studies go into additional specifics regarding the variety of situations and the effect that English instructors' training and/or experience has on how they teach in a post-method age. Students are able to establish more solid linguistic foundations for quicker and more effective language learning thanks to English language instruction and the integration of ICT technology into the curriculum. The purpose of the current paper is to clarify the theoretical foundation for ICT integration into English teaching strategies. The advantages, characteristics, and instructional design of an integrated approach to language teaching are also highlighted.
This article represents a crucial area in modern language and communication studies. It delves into understanding how texts function within the context of information exchange and explores the communicative strategies employed for effective interaction between speakers and listeners. Analyzing texts from a communicative perspective, researchers focus not only on linguistic structures but also on the context in which these texts are utilized, along with sociocultural factors that influence communication. This topic offers an opportunity to examine various aspects of communicative text analysis, including its functional purpose, structure, impact on the audience, and its interrelation with cultural peculiarities of society. Researchers working in this field can analyze diverse genres of texts, ranging from literary works to public speeches, unveiling the distinctive communicative influences embedded within them. Ultimately, comprehending the communicative aspects of texts not only contributes to in-depth analysis of linguistic structures but also broadens our knowledge about how texts serve as tools for communication and interaction in the contemporary world.
This article deals with communicative language skills. Communicative language teaching (CLT), or the communicative approach, is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of study.
This study investigates the effectiveness of Jabir ibn Hayyan's pedagogical approach in nurturing the creativity of female students. Jabir Ibn Hayyan, a celebrated alchemist and philosopher of the Islamic Golden Age, emphasized experiential learning, critical thinking, and interdisciplinary exploration. This research explores how implementing his approach in contemporary education influences the creative thinking and engagement of female students. The study employs a mixed-methods approach, including surveys, interviews, and creative assessments, to evaluate the impact of Jabir ibn Hayyan's approach on student motivation, curiosity, and innovative thinking. The findings contribute to the discourse on innovative teaching methods that empower female students to excel in diverse academic disciplines.
The article is devoted to the investigation of the effectiveness of a project-based approach in the development of speaking skills in high school. A project-based approach is a learning model that enables students to participate actively in making a project within the group to improve English language skills. The research attempts to examine the impacts of a project-based approach on students’ fluency, accuracy, pronunciation as well as motivation. As the present research is empirical, observation and a questionnaire were applied to collect data. A ten-step model for implementing projects in language teaching was used during the research process. The class chosen for research had never been engaged in making a project in previous lessons. Therefore, findings show that a project-based approach could improve students’ speaking skills and raise their motivation.
Today, the incentive to get an education and its content can be a guarantee of the success of the educational process, to put forward the necessary ideas and proposals for the organization of all stages of education on the basis of a modern technological approach, to teach young people to think comprehensively while giving them deep and reasonable knowledge, during the educational process, students dedicated to the formation of students' ability to learn independently, organization of education based on innovative technologies, activation of students in education, optimization of education based on the principles of modern technological approach. In the article, the organization of all stages of education based on a technological approach, teaching young people to think comprehensively while providing deep and reasonable knowledge, forming the ability of students to acquire independent knowledge in the educational process, organizing education on the basis of innovative technologies, activating pupils and students in education, the principles of the technological approach Based on this, the issues of optimization of education are interpreted.
In the article, the content and essence of the competence approach, teaching young people to think comprehensively while providing deep and reasonable knowledge, the fact that the competence approach is a necessary factor in the educational process, organizing the educational process based on the competence approach, activating students in education, improving education based on the competence approach, the professional development of the future specialist Understanding the basic competencies of a pedagogue-specialist whose competence is in a certain professional field, for example, a teacher, educator, pedagogue-psychologist, social pedagogue, engineer pedagogue, pedagogue-defectologist, etc., is problematic in the formation of the professional competence of future specialists in their pedagogical and production practices to develop the ability to make clear decisions in their situations, to develop and systematize tasks with problem situations based on the achievement of interdisciplinarity in order to have the opportunity to receive information on the subjects of the curriculum of the educational direction, to use new forms of education to improve the quality of the pedagogic personnel training system, fundamental, in particular, issues of scientific substantiation of the theoretical and practical aspects of the pedagogical knowledge acquisition, ensuring interdisciplinarity and continuity, as the interaction of pedagogical disciplines is a multifaceted problem, were interpreted.