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45FOSTERING STUDENTS INTERACTION IN ESL CLASSROOMS: AN EMPHASIS ON LEARNING TO COMMUNICATE THROUGH IN
TARGET LEARNING
Feruza Odilovna Djabbarova
Chirchik State Pedagogical Institute
ANNOTATION
This article deals with improving learners' vocabulary and speaking skills in EAP (English for Academic Purposes)-classes. There were introduced the importance of developing communicative competences of students, especially integrating all the skills and competences; and there were described different interactive methods and techniques for increasing the level of oral production. The ideas were proved by the facts that student's skills can be significantly increased by different techniques and methods. These methods help to form and develop students' communicative competences, which include linguistic, pragmatic, socio-linguistic and strategic.
Keywords: communicative competence, linguistic competence, pragmatic competence, socio-linguistic competence, speaking, writing, listening, reading skills, interactive methods, techniques, integrate.
INTRODUCTION
Nowadays our country is paying a special attention to strengthening learning and teaching foreign languages targeting at forming conditions and chance for fostering international collaboration and communication, widely and effectively using the advance achievements of the world civilization and the information sources as well as providing their integration into the world mutual society. Among the most basic functions of education is to prepare students for life.
Great opportunities were created for our youth to gain qualitative education in the thousands of new educational institutions and universities. Created conditions in the field of education serve for bringing up well - educated, modern, intelligently thoughtful, intellectually and harmoniously developed generation, who want to get complete professional preparation.
The implementation of the Presidential Decree № 1875 which was declared by our first president on December 10 in 2012 on "The measures of strengthening the system of learning foreign languages" created the basis for reforming on teaching foreign languages. According to the decree, starting from 2013/2014 school year foreign languages, mainly English gradually throughout the country will be taught
from the first year of schooling in the form of the lessons games and speaking games continuing to learning the alphabet reading, spelling, in the second year(grade).
Theory and practice in the second language learning can be matched together by the usage of modern technology, Modern technical ways should be followed for effective learning and teaching of the second language, English language teachers should encourage their students to use technology in developing the language skills were recommended.
METHODOLOGY
In general, linguistic competence deals with making up grammatically correct sentences. That's to say, it considers mainly grammatical, syntactical, stylistic and lexical rules and pays attention to using them correctly in communication. Even though, nowadays the most important issue is communicative language teaching approach, a lot of teachers still focus on linguistic competence in their lessons. I think it is not enough to accomplish a communicative goal since non-linguistic factors play a role in constructing social meanings .Linguistic competence is the system of linguistic knowledge possessed by native speakers of a language. It is distinguish from linguistic performance, which is the way a language system is used in communication. Linguistic competence refers to the knowledge of grammar and vocabulary. Linguistic competence is power or special mental quality which we could use while communicating with the help of languages materials such as grammar, vocabulary and pronunciation.
Pragmatics competence is ability to use the language effectively in the context in an appropriate way. Pragmatic competence develops student's ability to interpret meaning. The lessons that are organized focusing on developing this competence teaching students to survive in real life situations. That's why without developing pragmatic competence, students become less motivated during the lesson activities. This competence provide students with hints that help them to communicate. Most techniques has elements of pragmatic competence. During the lesson using these techniques students work together in groups, having different tasks. With the help of pragmatic competence one can understand what people mean by their utterances than what the words or phrases in those utterances might mean by themselves. Pragmatics is an ability to interpret and convey meaning in social context. Once interlocutors understand each other's intended meanings, even with grammatically incorrect sentences, the communication can be successful.
Sociolinguistic competence is an essential part of effective communication. Sociolinguistic competence refers to the ability to use the language that is appropriate
to social contexts, ability to select a topic that is appropriate to the communicative event what to say, how to say, whom to say, where to say. Sociolinguistic competence means how culture affects the way people interpret their opinions by using words, sentences, utterances, more specifically how the speakers are influenced by their cultures in understanding and explaining the words, sentences, utterances or messages.
Every language learner must learn how to produce and understand language in different sociolinguistic contexts. While communicating we give information about how our language is rich, by expressing our idea with correct grammar rules and structure. The most important is we should know where to speak and how to speak. This is the main idea of sociolinguistic competence, where we can learn to choose right words, expressions which suitable to the social context. It has been said that it does not matter how well a person knows a language's grammar. If he or she does not know how it must be used for successful communication.
In teaching and learning language strategic competence is one of the most important one. Strategic competence is being able to overcome difficult situations that a speaker comes across in real life situations while talking. While communicating it is important for learners to be aware that communication breakdowns are common among competent users of English.
RESEARCH RESULTS
Teaching is not simple training. Every teacher should know how to plan the future process. We should focus on people who love learning so well that they will be able to learn whatever needs to learn and how to assess them. The importance of classroom assessment in Uzbekistan has recognized since the change of old curriculum paradigm into the newest concept of curriculum that places students as the center of learning. More specifically, it becomes a teachers and government's concern when the new curriculum is implement. The experience of engaging with many colleagues in this way was rewarding in itself. In all cases, I found academics who were motivated to provide their students with the best learning experiences and outcomes they could. Their deliberations around the creation of their concept maps were conducted seriously, sometimes with passion, occasionally with contentions which had to be explored further. Many common themes emerged, but with sometimes different priorities, and often influenced by different local priorities, constraints, philosophies, and/or stakeholders. These differences can be discerned across the tables which populate the resource. In some cases, the emerging perspectives may have been representative of a culture or nationality, but I have no
reason to believe that to be the case. The value of the tables is not to present findings on differences - but to stimulate further dialogue and reciprocal learning, building from the perspectives of groups of faculty working in diverse contexts.
Linguistic interference can lead to correct language production when the mother tongue and the target language share many linguistic features. However, the transfer can result in errors when both languages differ. Learners' culture can be a barrier to second or foreign language learning. Cultural differences may cause confusion and cultural misunderstandings. Learners may have problems communicating with target native speakers because of cultural differences. Learning a language means learning to speak and comprehend it. But learners can't reach a high level of proficiency unless they are able to use the target language appropriately in the context of the target culture. To reach a pragmatic and socio linguistic competence, learners should be able to make correct assumptions about what interlocutors are saying. However, when both cultures differ in so many aspects learning is at risk. Teachers must take into considerations the strategies learners use to learn a second language. Learners tend to use their linguistic knowledge of the mother tongue (and may be knowledge of other languages they have learned.) Learners try to transfer their cultural knowledge to make assumption when communicating in the target language. Teachers must spot and highlight those shared features that may contribute to the target language learning. Teachers must be cautious in error correction because errors may be the result of negative language transfer or incorrect assumptions held about the target culture.
CONCLUSION
Successful language learners, in their realistic appraisal of themselves as vulnerable beings yet capable of accomplishing tasks, must be willing to be "gamblers" in the game of language, to attempt to produce and to interpret language that is a bit beyond their absolute certainty. It means they should go forward without hesitation to get productive results. And language culture connection is also necessary point of teaching, while we teach foreign language to our students. Cooperative learning leads to positive effects in language acquisition as well as enhancing motivation toward learning English. As well as, they acquired foreign culture and customs in this stage. According to linguistic principles, my students focused on native language principle as they used it effectively in class. Students' communicative competencies were formed through activities implemented with them.
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