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MODERN REQUIRMENTS FOR THE DEVELOPMENT OF LINGUISTIC
COMPETENCE OF STUDENTS IN ENGLISH LESSONS
Mamaziyoyeva Orzixon Odiljon kizi
Independent researcher at Termez University of Economics and Service
Annotation:
This article reflects on educational goals for upperclassmen through the subject of
English, such as not only knowledge, language skills, free communication , but also goals based
on the development of upbringing and various abilities of upperclassmen by teaching English.
Keywords:
education, upbringing, general education goal, educational goal, developing goal
English, which is included in the curriculum of upper grades, like other subjects, contributes to
the education and upbringing of students and to their all-round development. Behind every
subject included in the curriculum lies not only the goal of imparting knowledge and education,
but also the aim of instilling values, culture, and the comprehensive development of the child.
Educating a well-rounded future generation is our top priority.
Before discussing the general educational purpose of English, it is appropriate to briefly touch
upon some views and considerations about the interpretation of this goal in didactics.
In pedagogy, education as a type of cognitive activity is interpreted as follows: (a) the formation
of specific knowledge, skills, and competencies in students; (b) the development of certain
thoughts, worldviews, and beliefs in them; (c) ensuring that students grow into educated, well-
mannered, cultured, and well-rounded individuals; (d) the development of abilities related to a
specific profession [3].
Many studies have expressed valuable opinions about the general educational purpose of foreign
language subjects. When upper-grade students study English for general educational purposes,
they acquire two types of skills: (1) new knowledge and information about the language, and (2)
life and developmental skills gained through the language.
The first type is aimed at acquiring information about the language itself and includes rules and
concepts related to explaining English materials (such as vocabulary, grammar, and
pronunciation). The linguistic units and new phenomena used in learning English are interesting
for students and enrich their language experience.
The second type of information serves to develop students' life and developmental skills. For
example, if we look at the topics in the 11th-grade school textbook such as “Making Plans,”
“The World of Work,” and “Take Care of Yourself,” students acquire skills related to
professions, how to make plans, or how to take care of themselves [4].
The general educational aim of English is realized through the practical acquisition of the
language. Practical knowledge is also considered the main path for instilling education and moral
values.
Upbringing is a social phenomenon that emerged at the dawn of human society and has been
serving the interests of humanity ever since. At the same time, upbringing is a means of ensuring
continuity between generations. Each era has its own specific educational methods and tools.
The educational goal is expressed through the moral-educational significance of the English
subject. As upper-grade students acquire knowledge, skills, and competencies in English, they
also develop values such as a love for work, respect for workers, pride in their homeland,
friendship, and camaraderie. Additionally, the subject aims to instill moral, aesthetic, and
international values.
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The role of the developmental goal in the process of learning English is of paramount importance.
In today's globalized world, knowing a foreign language is not only a means of communication
but also a significant factor in personal and intellectual growth. Therefore, English language
lessons should not only focus on teaching language structures but also on developing students'
thinking skills, promoting independent learning, and enhancing their ability to analyze and draw
conclusions.
Research indicates that the developmental goal fosters logical thinking, observation, comparison,
and generalization skills among learners, thereby expanding their intellectual capacity. Through
analyzing linguistic materials and understanding them in context, students broaden their
worldview and develop critical and creative thinking abilities.
Moreover, the inclusion of emotional and aesthetic elements in language lessons contributes to a
positive attitude toward the subject. The ability to express and understand emotions,
communicate effectively, and listen attentively to others are all integral parts of language
learning. The developmental goal supports the formation of empathy, intercultural
communication skills, and social adaptability in students.
Additionally, it strengthens learners' internal motivation, encouraging them to seek knowledge
and engage actively in the learning process. As a result, students gain confidence in their own
knowledge and skills, which positively influences not only their language acquisition but also
their performance in other academic subjects.
In conclusion, setting the right developmental goals and effectively integrating them into English
teaching practices enables the holistic development of learners—intellectually, emotionally, and
socially. This aligns with the fundamental objective of modern education: to foster the
comprehensive growth of an individual.
A well-rounded person is patriotic, people-oriented, spiritually rich, morally pure, tolerant, and
filled with goodness, diligence, honesty, and Eastern sensibility. Such a person is also familiar
with their history and national values, and holds them in high esteem. Furthermore, this person is
aware of the most advanced achievements of global science and is equipped with universal ideas
from world culture. Teaching English plays a significant role in nurturing such individuals.
This goal is mainly achieved through two means in foreign language material. First, the learner is
directly educated during the learning process (e.g., greetings, farewells, expressing attitudes
toward the environment in the target language). Second, the content of the materials that are
listened to, spoken, read, and written in English contains moral and educational elements that
guide learners toward enlightenment and satisfy their spiritual needs [2].
In addition, the educational goal in teaching English is also realized by learning about the culture
of speech, ethics, and lifestyle of the people whose language is being studied.
In upper-grade English education, due attention is given to students' upbringing. By achieving
the above goals, the personality and professional competencies of future young specialists are
formed, and thus the developmental objective is attained.
The developmental objective in English language learning is defined by the broadening of
students’ worldview throughout the learning process. Studying English enhances students’
logical thinking (reasoning, comprehension, analysis, synthesis) and develops their ability to
work independently. This objective manifests in learners’ skills of analyzing language materials,
synthesizing information, drawing conclusions, and independently understanding word meanings.
Therefore, in English language teaching, the first aim of the developmental objective is to raise
the intellectual level of students, promote their cognitive development, enrich the content of their
thinking, and help them grow mentally.
The second aim is to cultivate students’ emotional intelligence through English learning,
enabling them to perceive and understand external stimuli via sensory channels and cognitive
analysis. Thirdly, the developmental goal requires the strengthening of learners’ internal
motivation and desire for active participation and learning.
In conclusion, the ideas to be presented further in this research pertain to the interconnection of
teaching objectives. In the field of foreign language education, the unity of instruction and
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upbringing is considered one of the key pedagogical principles. Through the process of education
and moral development, students’ consciousness is shaped, their emotions and feelings are
developed, and behavioral habits necessary for social life are formed.
Ensuring the unity of education and upbringing largely depends on organizing the process
correctly and effectively utilizing various teaching methods. To achieve this unity, it is
particularly
important
to:
a)
structure
the
educational
content
scientifically
and
ideologically;
b) make full use of opportunities to reveal both the educational and moral value of the studied
topics;
c)
ensure
deep
and
lasting
mastery
of
the
acquired
knowledge;
d) increase students’ interest, engagement, and initiative during the learning process.
References
1.
State Educational Standards for Secondary Specialized Vocational Education. (
Ma'rifat
newspaper), November 4, 2000, pp. 1–12.
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Jalolov, J. J. (1996).
Methodology of Teaching Foreign Languages
. Textbook. Tashkent:
O‘qituvchi.
3.
Stolyarenko, A. M. (2004).
Psychology and Pedagogy: A Textbook for Universities
.
Moscow: UNITY-DANA.
4.
Chilton, H. (2021).
PREPARE: Grade 11
. Cambridge: Cambridge University Press, pp.
24, 76, 80.
5.
G‘ofurov, K. T. (2003).
Theory and History of Pedagogy
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6.
Karimov, I. A. (2008).
High Spirituality is an Invincible Force
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Pedagogical Technologies and Pedagogical Skills
. Tashkent:
Fan va Texnologiya.
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Muminov, A. M. (2011).
Basics of Pedagogical Skills
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University.
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Richards, J. C., & Rodgers, T. S. (2001).
Approaches and Methods in Language Teaching
.
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