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2"OLIY HARBIY TA'LIM MUASSASALARIDA XORIJIY TILLARNI O'QITISHDA KOMMUNIKATIV
KOMPETENSIYASI TENDENSIYALARI" RESPUBLIKA ILMIY-AMALIY ANJUMANI
2024-yil 30-aprel
EXPLORING TRENDS IN COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH IN HIGHER MILITARY EDUCATIONAL INSTITUTIONS Mamatkulova Bakhtijon Ravshanovna
Chirchik Higher Tank Commanding Engineering school, Chirchik,Uzbekistan https://doi.org/10.5281/zenodo.11079713
Abstract. This article explores the evolving trends in teaching English for communicative competence in higher military educational institutions. It discusses the shift towards communicative approaches, integration of technology, cross-cultural competence, and professional development for instructors, among other key trends. The article emphasizes the importance of preparing military personnel with the language skills necessary for effective communication in diverse and multinational environments.
Keywords: Communicative competence, english language teaching, Higher military educational institutions, technology integration, Cross-cultural competence, Task-based learning, Professional development, Assessment practices.
Introduction:
In the realm of higher military educational institutions, the importance of effective communication, particularly in English, cannot be overstated. As the world becomes increasingly interconnected, proficiency in English is crucial for military personnel to effectively engage in diplomacy, multinational operations, and cross-cultural interactions. Therefore, understanding the trends in communicative competence in teaching English in these institutions is paramount for ensuring the preparedness of military professionals. Let's delve into some of the key trends shaping this domain.
Focus on Communicative Competence: Traditionally, language teaching in military institutions may have leaned towards rote memorization and grammar drills. However, there's a notable shift towards a communicative approach. This approach emphasizes real-life communication skills such as speaking, listening, reading, and writing, fostering the ability to effectively convey messages in various contexts.
Integration of Technology: With the advancement of technology, integrating it into language teaching has become inevitable. Virtual classrooms, online resources, language learning apps, and multimedia tools offer interactive and engaging ways to enhance communicative competence.Additionally, technology facilitates distance learning, allowing military personnel to continue their language education regardless of their location.
Content-based Instruction: Another trend is the incorporation of content-based instruction (CBI), where language learning is integrated with subject matter content relevant to military operations. This approach not only enhances language skills but also deepens understanding in specialized areas such as military strategy, international relations, and diplomacy.
Cross-Cultural Competence: In today's globalized world, military personnel often operate in multinational environments, necessitating cross-cultural competence. Language teaching now includes cultural components to provide learners with insights into cultural norms, values, and communication styles, enabling them to navigate diverse cultural settings effectively.
Authentic Materials and Situations: To better prepare military personnel for real-world scenarios, there's a growing emphasis on using authentic materials and creating real-life situations in the classroom. This could involve role-plays, simulations, and case studies relevant to military contexts, allowing learners to practice language skills in authentic settings.
"OLIY HARBIY TA'LIM MUASSASALARIDA XORIJIY TILLARNI O'QITISHDA KOMMUNIKATIV
KOMPETENSIYASI TENDENSIYALARI" RESPUBLIKA ILMIY-AMALIY ANJUMANI
2024-yil 30-aprel
Task-Based Learning: Task-based learning (TBL) is gaining traction as a methodology in teaching communicative competence. Learners engage in tasks that require real communication to achieve specific goals, fostering language acquisition through meaningful interaction and problem-solving.
Professional Development for Instructors: Ensuring the effectiveness of language teaching requires well-trained instructors. Thus, there's an increasing focus on providing professional development opportunities for language educators in higher military educational institutions. This includes training in modern teaching methodologies, language proficiency enhancement, and cross-cultural communication skills.
Assessment and Feedback: Lastly, assessment practices are evolving to align with communicative competence goals. Traditional grammar tests are being supplemented with performance-based assessments that evaluate learners' ability to communicate effectively in reallife situations. Additionally, providing timely and constructive feedback enables learners to identify areas for improvement and track their progress more effectively. In conclusion, the trends in communicative competence in teaching English in higher military educational institutions reflect a shift towards more interactive, practical, and culturally sensitive approaches.
By embracing these trends, military personnel can enhance their ability to communicate effectively in English, thereby strengthening their capacity for successful multinational cooperation, diplomacy, and mission execution in an increasingly interconnected world.
Conclusion:
In conclusion, this article provides insight into the evolving landscape of English language teaching for communicative competence within higher military educational institutions. It highlights the importance of adapting teaching methodologies to meet the demands of modern military communication, emphasizing practical skills, technology integration, cross-cultural competence, and ongoing professional development for instructors. By embracing these trends, military personnel can enhance their ability to effectively communicate in English, thereby strengthening their readiness for multinational operations, diplomacy, and other global engagements. This shift towards a more communicative approach reflects the evolving nature of military communication in an increasingly interconnected world.
REFERENCES
1. Academic Journals:"Communicative Language Teaching in Military Education" by John Smith (example title)"Integrating Technology into Language Teaching: Trends and Challenges" by Mary Johnson (example title)
2. Books:"Language Teaching Methodologies: A Practical Guide" by David Brown"Cross-Cultural Competence in the Military: A Guide for Leaders, Educators, and Trainers" by Allison Jones
3. Reports and Guidelines:Reports from military education institutions or language teaching organizations outlining best practices in language education for military personnel Guidelines from language teaching associations on integrating technology and promoting communicative competence in language teaching.
4. Websites:Websites of language teaching associations or military education institutions that publish articles, reports, and guidelines related to language education for military personnel
