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26TASK -BASED LANGUAGE TEACHING AS A MAIN TOOL IMPROVING COMMUNICATIVE SKILLS Abdullayeva N.O.
Abdullayeva Nasiba Orzuyevna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the issue of communicative teaching methods, mainly TBLT (Task-Based Language Teaching) approach, which are one of the most fundamental problems of modern EFL teaching.
Keywords: circumstances, communicate, to conceptualize, , alternative methods, authentic materials.
The changing rational for foreign language study and the classroom techniques and procedures used to teach languages has reflected responses to a variety of historical issues and circumstances. Tradition was for many years the guiding principle. At times, the practical realities of the classroom determined both goals and procedures, as with the determination of reading as the goal in all schools and colleges in the late twentieth century. At other times, theories derived from linguistics, psychology, or a mixture of both were used to develop a both philosophical and practical basis for language teaching, as with the various reformist proposals of the nineteenth century. As the study of teaching methods and procedures in language teaching assumed a more central within applied linguistics from the 1950s on, various attempts have been made to conceptualize the nature of methods and to explore more systematically the relationship between theory and practice within the method.
The origin of Communicative Language teaching (CLT) are to be found in the changes in the British language teaching tradition. British applied scholars emphasized the functional and communicative potential of language which was another language's fundamental dimension that was inadequately addressed in approaches to language teaching. They saw a need to teach language on communicative proficiency rather than on mere mastery of structure. Linguists like Christopher Candlin and Henry Widdowson were supporters of this method. Both American and British need to develop alternative methods of language teaching which was considered a high priority. A group of experts began to investigate the possibility of developing language courses on a unit-credit system, a system in which learning tasks are broken down into "portions or units, each of which corresponds to a component of a learner's needs and is systematically related to all other portions" The group used studies of needs of European language learners, and in particular a preliminary document prepared by British linguist, D.A. Wilkins which proposed functional or communicative definition of the language that could serve as a basis for developing communicative syllabuses for the language teaching. Wilkin's contribution was an analysis of the communicative meanings that a language learner needs to understand and express.1 Rather than to describe the core of language through traditional concepts of grammar and vocabulary, Wilkins attempted to demonstrate the systems of meanings that lay behind the communicative uses of language. He described two types of meaning. One is notional categories (concept such as time, sequence, quantity, location, frequency) and the other category of communicative function (request denials, offers, complaints.) later Wilkins expanded his document into a book "National Syllabuses". It had a significant impact on the development of communicative language learning. Council of Europe incorporated his communicative analysis into a set of specifications for a first-level communicative language
1 Approaches to Teaching English as a Second Language. www. aubrun. edu/~nunnath/engl6240/fonf.html.
syllabus. These specifications have had a strong influence on the design of communicative language programs and textbooks.
Wilkins's writings, the work of the Council of Europe, works of the Widdowson, Candlin, Christopher Brumfit, Keith Johnson, and other British applied linguists on the theoretical basis for a communicative or functional approach to language teaching had a big impact to appearance of the method. The textbook writers accepted it rapidly, as well as did the language teaching specialists which let into existence Communicative Language Teaching. Communicative language teaching makes communicative competence the goal of the language teaching and develop procedures for four language skills that acknowledge the interdependence of language and communication. For some, communicative language learning teaching means little more than an integration of grammatical and functional teaching. One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language. For others," it means using procedures where learners work in pairs or groups employing available language resource in problem solving task."
References
1. Approaches to Teaching English as a Second Language. [Electronic resource]. URL: www.aubrun.edu/~nunnath/engl6240/fonf.html/ (date of acces: 01.04.2019).
2. Willis Jane. A Framework for Tasked-Based Learning. London: Longman, 1996.
3. Wills Jane. Task-based Language Teaching: teachers' solutions to problems, 2000.
