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HOW IS DISCOURSE HELPFUL IN LANGUAGE ACQUISITION Dushaeva S.J.1, Mirzayeva F.B.2, Ortikboeva B.3, Ungarova I.4
1Dushaeva Sokhiba Janikulovna - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY; 2Mirzayeva Feruza Botirjonovna - Teacher, FOREIGN LANGUAGES DEPARTMENT, GULISTAN ACADEMIC LYCEUM;
3Ortikboeva Barno - Student;
4Ungarova Iroda - Student, PHILOLOGY FACULTY, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the integration of the four skills in relation to texts, one of the basic tenets of modern language teaching, depends on the development of the discourse competence in the classroom. There is a direct relationship among the three concepts as only through the use of texts can we integrate skills and only through an integrated, holistic approach to text can we develop the discourse competence in the classroom. So this article simple responds to the questions pronounced above. They made attempt to explain the potential of discourse in language acquisition.
Keywords: competence, discourse, acquisition, language, real, forms.
The curriculum, according to Stern [1], consists of four main elements: purposes (aims, goals or objectives), content, instruction (treatment or procedures) and evaluation. The fact that these four components are basic for language teaching is not under question. However, "purposes" being the starting point of the process, it is totally necessary to consider in detail the definition of objectives. Once the choice of objectives has been made, they generate many of the other variables in the language teaching process. Furthermore, Stern [1] makes a more precise distinction within the "purposes" category:
In educational discussions and in language teaching, a hierarchical distinction is sometimes made between "goals" as a very broad and ultimate category, "aims" as a more specific set of purposes, and "objectives" as the most precisely defined ends in view which can often be described in terms of behavioral outcomes. Goals, aims and objectives can help us to make real the general purpose of language learning. In particular, that threefold distinction lies under the use of the communicative competence as the goal in language learning. Taking Chomsky's dichotomy of 'competence' and 'performance', language teaching theorists have defined competence as the main goal in language learning assuming that control of underlying rules of language is the basis of language performance.
Competence in the Chomskian original referred to 'linguistic competence', a set of organized knowledge which consists of several sub -competences, the phonological, morphological, syntactic, semantic and lexical components [2]. However, in the early 70s the anthropologist Dell Hymes (1972) introduces the concept of 'communicative competence' as a result of his ethnographic research on the relation of culture, society and language.
Perez Martin [3] studies the move from the linguistic competence to the communicative competence. This distinction aims "to highlight the difference between knowledge "about" language rules and forms, and the knowledge that enables a person to communicate functionally and interactively". In that sense, the communicative competence is defined as the knowledge which enables us to use language as a communication device in a given social context; it is a dynamic concept based on the negotiation of meanings among interlocutors, which can be applied either to written or spoken modes of communication. The discourse competence had to wait until the communicative competence was broken into sub-
competences to appear as a goal in FLT. However, there is not a total agreement about the analysis of the communicative competence. Munby (1978) defends a model with four distinct elements: 'linguistic encoding', 'sociocultural orientation, 'sociosemantic basis of linguistic knowledge' and 'discourse level of operation'. One of the most relevant models of the communicative competence, Canale and Swain (1980) and Canale (1983), took up this notion of communicative competence and distinguished four aspects of communicative competence:
> Grammatical/linguistic competence, which includes knowledge of the lexicon, syntax and semantics (mastery of language codes).
> Sociolinguistic competence, concerned with the appropriateness of communication depending on the context including the participants and the rules for interaction.
> Strategic competence, a set of strategies devised for effective communication and put into use when communication breaks down (grammatical and sociolinguistic strategies).
> Discourse competence, which is concerned with the cohesion and coherence of utterances/sentences.
Thus, Discourse Competence can be seen as the ability to understand, create and develop forms of the language that are longer than sentences (stories, conversations, letters and etc.) with the appropriate cohesion, coherence and rhetorical organization to combine ideas.
References
1. Dushayeva S.J. The use and effectiveness of methods through "ict" in english classroom // Вестник науки и образования. № 3 (57), 2019.
2. Dictionary of pedagogical use / ed. L.M. Luizina. Pskov, 2003.
3. Koptyug N.M. Internet lessons as an auxiliary material for an English teacher // Foreign languages in school, 2000. № 4.
4. Saikov B.P. Organization of information educational institution: a practical guide mangling. M., 2005.
5. Podopigorova L.A. The use of the Internet in Foreign Languages // Foreign Languages at School le, 2003. № 5.
