THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE09
208
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 30-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-24
PAGE NO.: - 208-212
THE IMPORTANCE OF THE COMPETENCE
APPROACH IN DEVELOPING LEXICAL SKILLS
Sh.T. Karimova
Teacher of Tashkent State Pedagogical University
Foreign Languages faculty, Department “Eng
lish Language Practical Course", Uzbekistan
INTRODUCTION
Decision No. 1875 of the President of the Republic
of Uzbekistan dated December 10, 2012 on
"Measures to further improve the system of
learning foreign languages"[1] makes foreign
language a main part of the primary education
process, increasing interest in foreign language
learning and the people Raising the average level
of education implies the implementation of
prospective tasks, such as the increase in demand
for general culture and the formation of readiness
for intercultural cooperation. It can be seen from
this that developing the methodology of foreign
language teaching based on the methodology of
foreign language education is one of the most
important tasks.
It is impossible to imagine learning a foreign
language without mastering the vocabulary of the
language. This is the basis for the implementation
of multicultural communication, and the
development of lexical competences ensures the
understanding of the meaning of the statement and
the achievement of communication goals. Thus,
mastering the lexicon allows students to: a) create
the necessary conditions for communicating in a
foreign language, b) form thoughts correctly and
clearly, c) develop cognitive abilities, d) be a
carrier of a certain culture as the development of
language identity.
The analysis of theory and practice and our own
research show that there is a conflict between the
requirements for the level of development of
lexical skills of students and the level of knowledge
of the real language.
This contradiction reveals a research problem, the
essence of which is to organize the most effective
methodology for the development of lexical
competence for mastering the English language.
Thus, the relevance of the topic of the selected
article is related to and conditioned by:
- the practical need to master personal
communication skills as a basis for mastering the
English language;
RESEARCH ARTICLE
Open Access
Abstract
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- modern trends in the development of teaching
methods due to the introduction of the
competency-based teaching model;
- the need to constantly improve the process of
teaching a foreign language to students.
In the last decade, there have been changes in the
categorical and conceptual apparatus reflecting
the essence of the educational process.
The concepts of "skill", "education", "qualification"
were replaced by the concepts of "mobility",
"competence", "competent". The systematic
transition to a competency-based approach is
primarily related to the need to resolve the
contradictions associated with the traditional
cognitive orientations of higher education.
Recognizing the development of language
personality as one of the main goals of
competence-oriented teaching of a foreign
language, it is necessary to solve the question of
the nature of this development in teaching.
Training based only on knowledge transfer does
not allow preparing a specialist who is ready for
independent, responsible work, able to solve
complex professional problems.
Traditional forms of education cannot reveal the
full potential of a person. In this regard, many
countries are reforming the education system at
the state level. One of the main goals of the reform
is to direct students to activities based on initiative
and responsibility, as well as continuous self-
education throughout life. In the framework of this
activity, the basic competencies necessary for the
effective performance of certain work obligations
are important for the formation and development
of future specialists.
Competence is internal, potential, hidden
psychological new formations (knowledge, ideas,
action programs (algorithms), system of values
and attitudes), which later manifest in
competence. Competence is based on acquired
skills, knowledge and experience that provide the
ability to perform a given task or perform a specific
activity. For example, the level of knowledge of the
language used by the translator in his daily work
[2].
In modern methods, competence is understood not
only as "consciousness, a set of knowledge" (if we
talk about knowledge of the language), but also as
"ability" [3].
The superiority of vocabulary over grammar
Teachers should always keep in mind that learning
a language is actually learning meanings.
According to M.A.K.Halliday1[4], "language is a
product of a social process, and language emerges
during communication with others."
The importance of prioritizing lexicons over
grammar is stated by V. Lewis[5], that language is
not made up of lexicons adapted to grammar, but
rather of grammar adapted to lexicons.
The use of a foreign language for communicative
purposes requires a certain level of linguistic,
speech and socio-cultural competence, therefore,
the study of foreign languages of one's own
country and the country of the studied language is
inseparable with the study of the specific features
of the social and cultural life of both there is a need
to teach.
A competency-based approach to teaching English
can be implemented through different approaches
to activities:
✓
innovative technologies are based on proper
planning and organization of the educational
process, a special place is reserved for student
activity;
✓
active independent and cognitive activity.
Therefore, special attention should be paid to
independent work of students with
educational and original texts.
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All this develops the skills of working on
problematic issues, getting out of uncertain
situations, finding the necessary information
independently, etc.
The development of student competence is related
to the productivity of future graduates. Therefore,
the development of individual abilities of students
for
self-development,
self-improvement,
development of their needs and creative abilities is
of leading importance.
According to many methodologists (I. L. Beam, N.
D. Galskova, R. P. Milrud, V. V. Safonova, E. N.
Solovova, etc.), communicative competence in a
foreign language is the ability and readiness to
communicate in a foreign language with native
speakers, determined by adequate and timely
expression of mental intentions.
One of the tasks of teaching foreign languages is
the development of oral and written forms of
communication. Acquiring the vocabulary of a
foreign language in terms of its semantic accuracy,
synonymy
richness,
adequacy
and
appropriateness of its use is an indispensable
condition for achieving this goal. The development
of lexical skills and competences involves not only
taking into account information of a formal-
structural nature, but also knowing the situational,
social and contextual rules that native speakers
follow.
When learning a foreign language, all language
material can be divided into 3 large groups: words,
grammar and set expressions.
The process of memorizing new words requires
the most effort. At several levels, words, English
pronunciation are mastered, the ability to perceive
words by ear, the ability to read, and then the
ability to write in English are developed.
It should be noted that the introduction of new
educational components is not only the
improvement of the teaching content, but also the
search and development of appropriate teaching
tools, which is a necessary condition for increasing
the effectiveness of the foreign language teaching
process. Although didactic tools do not have a
decisive effect on the results of educational work,
they facilitate the acquisition of knowledge. They
just need to be chosen correctly and skillfully
included in the methods and organizational forms
of teaching used by the teacher. This can enrich the
use of teaching methods and increase their
effectiveness.
It is known that new words can be processed both
in context and separately. Acquaintance with new
vocabulary should be based on oral speech in a
foreign language, as well as the use of various types
of visual aids. Preparation and speech exercises are
used to develop lexical competence, which should
then be added to communication and role-playing,
because of which reading skills develop. Exercises
for the development of lexical competences
activate mental activity and words aimed at
reducing the number of lexical errors in the
performance of communicative tasks.
In the process of studying at the university,
students should learn the meaning and forms of
lexical units and be able to use them in various
situations of oral and written communication, that
is, acquire the skills of lexical design of the text
created in oral speech and writing, and it is
important to learn to understand lexical units by
listening and reading [6; p. 254].
Lexical skills for receptive types of speech activity
(listening and reading) are skills that are
implemented in speech operations: identifying and
using words and meanings based on speech
connections of auditory images of words, including
terminological connections (situational and
contextual) recognition of spoken speech or their
graphic representations and understanding of
meanings in written speech when reading texts in
different styles [7].
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Modern educational materials for foreign
languages are aimed at the development of certain
competencies, and speech competence is in the
first place, that is, it consists in the development of
speaking, listening, reading and writing skills.
Linguistic competence (development of lexical,
grammatical, phonetic skills) is subordinate to and
serves speech competence.
Speech competence includes the development of
communication skills in four main types of speech
activity (speaking, listening, reading, and writing).
Linguistic competence is distinguished according
to the following types [8]: 1) speech is the ability to
express one's opinion, acquire a business style of
speech, etc.; 2) linguistic - understanding the
structure of speech, language system, its units and
rules; 3) discursive - the ability to conduct a
meaningful and interesting conversation in formal
and informal settings; 4) lexical - mastering the
skills of using words, as well as knowing the
dictionary in detail; 5) grammar - the ability to use
the grammatical elements of the language in oral
and written speech.
Currently, competence is considered as a
systematic concept, its components include:
motives, goals, value orientations, knowledge,
abilities, skills, thinking, ability and readiness for
effective activity. Competence is the basis of
competence formation, its structural division;
acquired by a person during the educational
process.
Competence
means
a
knowledge-based,
intellectual and personally defined social and
professional characteristic of a person, a real,
forming personal quality as his personal quality.
Competence is based on previously formed
competence as a result of training or acquired
experience and represents the characteristics of a
certain person, as well as his ability to perform the
tasks or activities described above.
The analysis of scientific literature shows that the
essence of the competence-based approach is that
it helps to strengthen the pragmatic direction of
foreign language teaching based on the acquisition
of strategies for solving linguistic problems;
development of students' creative abilities due to
the development of collective educational
technologies (project technology, pairs, small
groups, etc.); creating a foreign language
multicultural environment that ensures the
formation and development of a linguistic
personality; selection of educational material and
improvement of its methodological structure.
There are several approaches to defining the
concept of competence.
In our research, we consider competence as the
outcome of the learning process, which is
represented by knowledge, skills, abilities and
attitudes.
REFERENCE
1.
Decision PQ-1875 of the President of the
Republic of Uzbekistan dated December 10,
2012 "On measures to further improve the
system of learning foreign languages".-
https://lex.uz/docs/2126032
2.
Migdal, I.Yu. The Role of Reading in a Foreign
Language in the Competence-Based Model of
Learning / I.Yu. Migdal, I.I. Salamatina // In the
collection: Language: categories, functions,
speech act Proceedings of the X anniversary
international scientific conference dedicated to
the 75th anniversary of Valery Stepanovich
Borisov. - M., 2017. - P. 108-112.
3.
Redkina, T.V. The role of home reading in the
process of teaching English in a comprehensive
educational organization / T.V. Redkina // In
the collection: Modern problems in science and
education through the eyes of young scientists,
a collection of scientific articles. - M., 2016. - P.
110-113.
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VOLUME 06 ISSUE09
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4.
Halliday M.A.K. Language as a social
semantic. London: Edward Arnold. 1978, 1-
3.
5.
Lewis V. The lexical approach: the state of
EFL and a way forward. - Hove: Language
teaching publications. 1993. 99.
6.
Galskova, N. D. Modern methods of teaching
foreign languages: A manual for teachers / N.
D. Galskova. - M: ARCTI, 2003. - P.153-162.
7.
Mezenina, N.V. Competence-based approach in
preparing students for the OGE in English /
N.V. Mezenina // In the collection: Pedagogical
and sociological aspects of education
Proceedings of the International scientific and
practical conference. - M., 2018. - P. 212-213.
8.
Polushkina, G.F. Work program for the subject
"foreign language (English)" in the context of
the implementation of the Federal State
Educational Standard of Basic General
Education. 8th grade / G.F. Polushkina, E.M.
Dyachkova, E.S. Kokina, N.N. Charushina:
textbook. - Kirov, 2016. - 91 p.
9.
N.M.Ahmedova - Traditional and innovative
methods of teaching of english language of
pupils of colleges. Platform eLIBRARY.RU//
Internauka, RINS:. 2016 year. P 47-48
