0Tashkent Medical Academy Integration of Science, Education and Practice in Modern Psychology,
Pedagogy: a Problem and Solutions
Toshkent tibbiyot akademiyasi Zamonaviy psixologiya, pedagogikada fan, ta'lim va amaliyot integratsiyasi:
muammo va yechimlar
COMMUNICATIVE LANGUAGE TEACHING AND ITS INTERNAL
CHARACTERISTICS
Gulchekhra Sh.Khazratova
Senior teacher, Tashkent Medical Academy, E- mail: gulchekhrakhazratova@gmail.com
ABSTRACT
Communicative language teaching is becoming more and more prevalent in the field of teaching English as a foreign language. This paper focuses on the specific features of using the four communicative competencies of language, namely linguistic, pragmatic, sociolinguistic, and strategic competencies. Teaching skills in communicative competences in the second language classroom as a supplement to the immersion process may be a good way to help students learn these skills more efficiently and in less time.
Keywords: linguistic competence, pragmatic competence, sociolinguistic competence, strategic competence, a bilingual speaker, pragmatic elements, communication strategies, linguistic reflection
АННОТАЦИЯ
Коммуникативное обучение языку становится все более распространенным в сфере преподавания английского языка как иностранного. В данной статье рассматриваются особенности использования четырех коммуникативных компетенций языка, а именно лингвистической, прагматической, социолингвистической и стратегической компетенций. Обучение навыкам коммуникативных компетенций на уроках второго языка в качестве дополнения к процессу погружения может стать хорошим способом помочь учащимся освоить эти навыки более эффективно и за меньшее время.
Ключевые слова: лингвистическая компетентность, прагматическая компетентность, социолингвистическая компетентность, стратегическая компетентность, двуязычный носитель, прагматические элементы, коммуникативные стратегии, лингвистическая рефлексия
ANNOTATSIYA
Ingliz tilini chet tili sifatida o'rgatishda kommunikativ kompetensiyalarni o'qitish bugungi kunda juda muhim hisoblanadi. Ushbu maqola tilning to'rtta ya'ni
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lingvistik, pragmatik, sotsiolingvistik va strategik kompetentsiyalaridan foydalanishning o'ziga xos xususiyatlarini ochib bergan. Kommunikativ kompetensiyalar o'quvchilarga tilni yanada samaraliroq va qisqa vaqt ichida o'rganishga yordam beradi.
Kalit so'zlar: lingvistik kompetentsiya, pragmatik kompetentsiya, sotsiolingvistik kompetentsiya, strategik kompetentlik, ikki tilli ma'ruzachi, pragmatik elementlar, komunikativ strategiyalar, lingvistik aks ettirish
INTRODUCTION.
The task of this paper is to enhance the process of teaching English by empowering and facilitating teachers to work proficiently with CLT. When teaching a foreign language, a teacher must think about the specific qualities offered to students of a certain mother tongue. That means that the methodology of teaching English has to take into account the problems posed by the English language for the students who will learn it with communicative competences. A bilingual speaker must be able to discuss any subject in any situation, from the dinner table to a speech at the inaugural ball. Teaching communicative competence skills in the second language classroom as a supplement to immersion may be an effective way for students to learn these skills more efficiently and quickly.
The term linguistic competence refers to the unconscious knowledge of grammar that allows a speaker to use and understand a language. Also known as the grammatical competence of the language. "Native speakers of a language, whether they are famous public speakers or not, do not know the language any better than any other speaker in terms of linguistic competence." (Kristin Denham and Anne Lobeck, Linguistics for Everyone, Wadsworth, 2010). According to the book U. Azizov, linguistic competence provides the cognitive culture of the student's personality, the development of thinking, mastering the skills of introspection, and the formation of linguistic reflection as a process of awareness of its speech.
At the first stage of my lesson, the students give their tips on how to live long and compare their lives with the relaxed lifestyle described in the text using their own language. My fifteen students have the same 'task' of production and recognition but differ in their ability to apply it because of their linguistic competence. The linguistic competence of a human being should accordingly be identified with that individual's internalized 'program' for production and recognition. According to U. Azizov, the teaching and learning of "grammar" need not be dull, static, or sentence-bound. When approached from a language awareness perspective and framed in a discursive
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context, teaching grammatical patterns (form, meaning, and use) can be effective, engaging, lively, and lasting. In my first lesson, grammar is given so the students can easily use it in context. They have to use future predictions with if clauses. For example, you will live longer if you maintain a healthy lifestyle. The learners easily understand future predictions. I think Azizov's idea is useful for teachers who would like to teach their students in an easy way.
Pragmatics is the way we convey meaning through communication. The meaning includes verbal and nonverbal elements, and it varies according to the context, the relationship between utterers, and many other social factors. Its dynamic growth makes English an international language that connects people all around the world. As a consequence, English can be regarded as the common focus of all English speakers who do not share a language or a culture. As a matter of fact, English is spoken in different settings and levels of intercommunication. As a result, speakers must know many pragmatic elements in order to avoid inaccuracies and misunderstandings during communication. Many people still remember the tragedy that took place in the U.S. in 1992 when Hattori Yoshihiro, a Japanese exchange student, went to a Halloween party at a friend's house. Yoshihiro, who was wearing a Halloween costume, did not exactly remember his friend's address and approached a neighboring house. Rodney Peairs, the owner of this house, was alarmed when Yoshihito appeared on his doorstep, and the homeowner pulled out a gun. He yelled "Freeze!" several times. Unfortunately, Mr. Peairs was completely unaware that behind the mask was somebody who would only have understood "Stop!" as a command to cease all motion; "Freeze!" was incomprehensible to Yoshihiro. The exchange student kept walking, and Peairs fired. Yoshihiro, who had gone through years of English studies, was killed because he was familiar only with textbook English. In this case "Freeze!" (human movement compared to a liquid's physical change) means to stop. So we should know that each language comes with a variety of culturally specific concepts and expressions as well as contextually motivated usages. Its native speakers share a common internal capacity to conceptualize the world in a similar manner. On the other hand, its learners, even advanced ones who are capable of producing complex combinations of grammatical forms and lexical items, can fail to comprehend or convey messages because of pragmatic incompetence. I well remember two years ago I taught Uzbek to Korean Specialists who came to work in Uzbekistan. One of my young learners asked me what " aytib qoydim", "borib keldim", "toshingni ter" mean and asked how to translate into English. And I explained him these sentences were not translated word by word. In
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this case I think at the lessons instruction in pragmatic skills and knowledge needs to be carried out formally, as part of the regular content in L2/ FL curricula. The aim of instruction in pragmatics is not to force learners to adopt native speaker pragmatic choices, but to expose learners to positive evidence, making them aware of a variety of linguistic resources that are used in combination with specific contextual factors. Sociolinguistic competence refers to the ability to use language that is appropriate to social contexts. Social context refers to culture-specific contexts that include the norms, values, beliefs, and behavioral patterns of a culture. Sociolinguistic competence also refers to the ability to select topics that are appropriate for a communicative event. For example, expressing strong views about politics and religion over dinner is generally avoided. This rule is also moderated depending on the relationship between the guest and the host. If politics and religion are their favorite topics and if they know each other very well, these topics might well be appropriate. And if I explain learners' sociolinguistic competence, they can easily understand such phenomena as mixed-gender and single-gender conversations. Sociolinguistics is a term that includes the aspects of linguistics applied to the connections between language and society and the way we use it in different social situations. It ranges from the study of the wide variety of dialects across a given region down to the analysis of the way men and women speak to one another. Sociolinguistics often shows us the humorous realities of human speech and how a dialect of a given language can often describe the age, sex, and social class of the speaker; it codes the social function of a language. R. A. Hudson ("Sociolinguistics") defined sociolinguistics as "the study of language in relation to society," implying that sociolinguistics is part of the study of language." Language is one of the most powerful emblems of social behavior. In the normal transfer of information through language, we use language to send vital social messages about who we are, where we come from, and who we associate with. It is often shocking to realize how extensively we may judge a person's background, character, and intentions based simply upon the person's language, dialect, or, in some instances, even the choice of a single word.
Strategic competence is a style of thinking, a conscious and deliberate process, an intensive implementation system, and the science of insuring future success. Being able to apply that knowledge to problem-solving situations constitutes strategic competence. Strategic competence is the knowledge of how to use one's language to communicate intended meaning. Communicative classroom materials and exercises should address both the student's overall skill in successfully conveying information
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and his/her ability to use communication strategies when the process of conveying information encounters a problem. We should encourage students to use some strategies by providing both opportunities for practice and actual instruction in their use. Instructions can be direct or indirect, based on classroom exercises. The exercises that provide practice build resources that allow the students to be flexible in real-world interactions. First, communication strategies are also, in my view, indirect learning strategies: they help learners to remain in conversation and so provide them with more input. Second, by allowing learners to remain in conversation, communication strategies help them to get some useful feedback on their own performance and, on the receptive side, to exercise some kind of control over their intake. Third, communication strategies train learners in the flexibility they need to cope with the unexpected and the unpredictable. In other words strategic competence promotes learners' self- monitoring function or executive control. I would like to quote Margaret Mead's words, the famous anthropologist who fully appreciated the value of intercultural strategic communication. (Quoted in Saiz 1990) "We don't need to teach foreign people to speak like natives. We need to make natives believe foreigners can speak like them. In this way, foreigners can talk to natives, and then they learn."
CONCLUSION.
This paper was an attempt to assess how learners of English as a foreign language (EFL) improved their vocabulary in the language teaching (TBLT) approach used at a high school in Tashkent Medical Academy. The findings indicated that CLT aims to help learners attain communicative competence so they can use language accurately and appropriately. The major focus while using the CLT approach is on the learners. The teacher is just a facilitator. CLT isn't based on the translation method, but something as interesting as word association, description, guessing, or discussion can be motivation for students. These tasks based on vocabulary within CLT can increase the effectiveness of the teaching process. CLT is an approach to teaching a foreign or second language that emphasizes communicative competence.
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