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TEACHING FOREIGN LANGUAGE BY IMPLEMENTING PRODUCTIVE METHOD
Nizamova Umida Sandjarovna
doctor of philosophy in pedagogical science (PhD)
Andijan state technical institute
E-mail:
Mobile: +998889971107
Annotation:
The article analyzes the relevance of the study, a content review of educational
programs was conducted, which made it possible to draw conclusions about the possibility of
introducing the productive approach into the educational process. Theoretical and practical
aspects of the studied issue were investigated in the process of the productive approach
implementation. In order to promote an effective teaching productive approach can be introduced
into the learning process as a basic element of the implementation of the competence paradigm
of education.
Keywords:
Teaching approach, competency-based approach, methods, productivity, skills,
professional competences.
The competency approach in education is aimed at achieving certain results and mastering
important competences. Competency is formed depending on the upcoming professional activity.
In such conditions, the educational process will have a new meaning, it will become a process of
learning and teaching, that is, the use of a foreign language in the fields of independent study of
professional and social competence, social-Labor, cultural, household and cultural leisure will be
achieved.
In particular, serious attention was paid to the fact that the youth of our country perfectly
master several foreign languages, have the necessary knowledge and skills in various fields, be
able to freely communicate with foreign contemporaries and colleagues in the framework of their
field of study and development.
In Uzbekistan number of views has been studied on this issue, although the issue of the approach
to the effective learning of foreign languages has not yet lost its relevance [1;50].
Professor T. Q. Sattorov also classified the approach in his scientific work into didactic,
psychological and linguistic groups:
1. Didactically: stratified, systematic, structural, individual and other approaches without holistic
(complexity).
2. From a psychological point of view: aimed at cognition, inductive - conscious, activity-
dependent, personality-dependent, predisposed to personality activity and other approaches.
3. From the linguistic side: grammatical, direct, structured, systematic, practical, systematic -
structural, functional, communicative and other approaches [3;200].
The lexical approach is applied specifically in the methodology of teaching a foreign language,
which means that it entails the holistic realization of practical, educational, educational and
developmental goals and the joint development of the main types of activities.
In the state standard of Education, which is improved on the basis of the competency
approach, the base and science-based competences that are formed in the students on the basis of
the educational content established in each subject are noted. These compartments consist of
subjects included in the curriculum and require the provision of continuity and continuity of
instructional materials in all types of Education.
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For the first time in the middle of the XX century in the field of linguistics N.A. Khomsky
used the term “Competency” distinguished it as follows. He noted that in the process of using
competence language as a set of knowledge, skills and competences focused on activities, and
the “competence approach” as a factor indicating the effectiveness in education.
However, these concepts entered the educational system of our country in the early 90-ies. The
opinions of specialists in the field are diverse, including merit (J. Jalalov), factorization (T.
Sattorov), skill (in pedagogy), qualification (in psychology) are named by such concepts as. In
dictionaries, this term is described on the basis of different concepts. Below we will dwell on
some of them [4;155].
Composition
in”
Explanatory
Dictionary
of
the
Uzbek
language
"[lat. competence-worthy] 1. The scope of powers established in official documents of a
particular div or official, authority. 2. The level of awareness of an individual from one area to
another, knowledge of this area.
According to above mentioned definitions, the term competency refers to such meanings as
knowledge, skills, dignity, skill, while the competency approach to education is a direction of
education that is aimed at the formation of skills for the effective application of acquired
knowledge, skills and skills in practice [5;18].
Competence-based education (CBE) is considered by foreign academics as it is defined as a
system or program of education that measures knowledge, skills and experience in addition to or
using credit hours. The goal is to turn the student into a specialist in a particular field. The main
features of the (CBE) are: to focus on results, to focus on skills development to demonstrate that
they have mastered the competence rather than time-based teaching, that is, the student is
regarded as a learner. This training scheme is aimed at assessing the students what they can do
for the society.
Significant transverse comets are grouped into four categories based on their similarities with the
expected results in student activities [7;232] :
1. Personal performance: includes skills that help students to have a great impact in any context
in which he or she works, for example, cultural communication, effective communication, self-
teaching, worldly knowledge, personal management, crisis management, leadership and
teamwork.
2. Ethics and legality competences help students to act within the framework of honesty and law,
such as humanitarian and civil participation, legal, stability, professionalism and ethical practice.
3. Supporting competencies increase business efficiency, information technology, T technology,
variable construction, entrepreneurship and virtual compensation.
4. Competence ensures the proper and perfect execution of the work, for example, critical
thinking, creativity, innovation, the ability to build knowledge, research, decision making,
problem solving and analysis.
The development and adoption of competency-based education has been evolutionary and
revolutionary. It was created by such developed countries as the United States, Australia and
Great Britain. Countries that are currently using it in practice with great success [8; 22-31].
Conclusion
. Based on the points discussed above, the importance and development of
communicative competence-particularly its role in the education of future translators and its
relevance at the current stages of societal development are clearly evident. Communicative
competence encompasses an individual's ability to engage in effective interaction with others, as
well as their ability to express thoughts, needs, concerns, and offers of help through both verbal
and non-verbal means. The development of this competence is of central importance in
translation studies education, as well as in facilitating meaningful interactions and relationships
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within broader society.
References
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Implementation. Medical Education, 50, 532-539. http://dx.doi.org/10.1111/medu.12977
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