Bunyod Kholiyorov

COM
M
UNICATIVE 
LAN
G
U
A
GE 
ACTIVI
TI
ES
Ex
a
m
ple
s:
P
u
blic 
an
no
unc
e
m
e
n
ts
A
ddress
ing
audience
s
Ex
a
m
ple
s:
Obtain
in
g
g
oods
&
serv
ices
Using
teleco
m
m
u
n
icatio
n
s
Ex
a
m
ple
s:
L
is
teni
ng
as a 
m
e
m
b
er of
a li
v
e 
audience
L
is
teni
ng
to 
an
no
unc
e
m
e
n
ts
& 
in
str
u
ctions
Ex
a
m
ple
s: 
Rea
d
in
g
co
rrespon
dence
Reading
instru
c
tion
s
Ex
a
m
ple
s:
W
ritin
g
rep
o
rts &
essa
ys
C
o
rrespon
den
ce
(C
EFR
2001: 60)
(C
EFR
2001: 80;
C
E
FR
X 2016: 35)
(C
EFR
2001: 67)
(C
EFR
2001: 69 &
71)
(C
EFR
2001: 62 &
83)
PERFORM
A
NCE 
SC
A
LES
LAN
G
U
A
GE 
SKIL
LS
OR
AL
P
R
ODUCT
ION
SP
OKEN
IN
T
E
RA
CT
IO
N
L
IST
ENING 
COMP
REHENSION
RE
A
D
IN
G
COMP
REHENSION
WR
ITT
EN
P
R
ODUCT
ION
(C
EFR
2001: 58)
(C
EFR
2001: 74)
(C
EFR
2001: 66)
(C
EFR
2001: 68)
(C
EFR
2001: 60)
G
L
O
B
AL
 L
A
NG
UA
G
E
 
PERFORM
ANCE
GL
OB
AL
LA
NGU
AGE 
P
E
RFORM
ANCE
(C
EFR
2001: 24)
ÏÏ
Ï
Ï
ÏÏ
Ï
Ï
CO
M
PET
ENCE 
SC
A
LES
COM
M
UNICATIVE 
LAN
G
U
A
GE 
COM
PETENCE
S
L
INGUI
ST
IC 
C
O
MP
ET
ENCES
SOCIO
L
INGUI
ST
IC 
COMP
ET
ENCE
P
R
A
G
MA
TI
C
C
O
MP
ET
ENCES
P
L
URI
L
INGU
AL
&
P
L
URIC
UL
T
U
R
A
L
C
O
MP
ET
ENCES
L
in
g
u
istic ran
g
e 
Socio
lin
gu
is
tic 
ap
pro
priateness
Flex
ibili
ty
Ex
ploiting
plu
ric
u
lt
u
ral 
repertoire
Vocabu
lar
y
ran
g
e 
Mark
ers of
social relatio
n
s
T
u
rn-
ta
k
ing
P
lu
riling
u
a
l co
m
p
rehe
n
sio
n
Vocabu
lar
y
co
n
trol
P
o
liten
ess co
nv
en
tions
T
h
em
a
tic develo
p
m
e
n
t
Ex
ploiting
plu
rili
ng
u
a
l 
repertoire
Gra
m
m
atical accu
rac
y
Regi
ster diff
erence
s
Coh
erence a
n
d co
h
esio
n
P
h
on
olog
ical con
trol
Dialect an
d accen
t
P
ro
position
al precision
Orth
og
rap
h
ic 
co
m
p
ete
n
ce
Ex
pressions of
f
o
lk
wi
sd
o
m
(C
EFR
2001: 108
-18)
(C
EFR
2001: 118
-22)
(C
EFR
2001: 123
-30)
(C
EFR
2001: 133
-34; 
C
E
FR
2016: 71
-73)
Figur
e
1.4
: Dim
ensions
of
L
a
nguage
Com
petence
& Perfor
m
ance

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23 
1. Communicative language competence refers to the ability and readiness to 
communicate in the target language; an understanding of the culture of the 
countries and the contexts in which the language is learned; have the ability to 
better understand and present the culture of their country in a foreign language. 
The following authorized curriculum: 
linguistic competence is the ability to use language materials (phonological, 
grammatical, lexical) in communication with others. A foreign language, 
especially English, can be used as a lingua franca between people who speak 
different languages, rather than simply as a mother tongue. Therefore, teachers are 
advised to include a variety of English language resources relevant to their 
students. 
sociolinguistic competence refers to the abilities and skills to recognize and 
select the appropriate linguistic form and style of expression according to an 
academic/professional communicative situation, purpose or request. 
Pragmatic competence is related to the user's/students' knowledge of the 
principles and messages according to which: 
a) organized, structured and regulated (speech skills); 
b) used to perform communicative functions (functional ability); 
c) moving in an interactive and transactional scheme or in different 
scientific/professional genres (design ability). 
Multilingual and multicultural competence - includes students' ability to 
communicate with different languages and cultures. 
2. Global language use refers to the ability to use a foreign language for 
common but related purposes. The CEFR defines this dimension as a "simple 
global representation" that makes the system easier to communicate with non-
specialist users and provides guidance for teachers and curriculum developers. 
Global efficiency is described in six levels A1-C2. 
3. Language skills refer to the receptive skills of listening and reading, and 
the skills of effective speaking and writing. Next we distinguish between speaking 
(for example, where the language user interacts with one or more interlocutors as 
interlocutor and listener) and production (for example, where the language user 
produces a spoken or written text that is received by an audience). The CEFR has 
five main language skills, all of which are described in terms of general language 
use: 
oral speech creativity; 
conversation; 
listening comprehension; 
reading comprehension; 
written product. 
4. Language activities refer to real-life communicative activities related to 
users' academic/professional goals, e.g. reading a research paper, writing 
professional e-mails, listening to an academic lecture, or participating in a 
professional telephone interview. The CEFR offers appropriate recommendations 
for some language learning, but the specific activities required in any academic or 
professional situation must be established through a needs analysis (see Table 1.2 

---

24 
below). In the national primary survey of Uzbekistan conducted in 2016-2017, a 
list of the main activities in academic / professional languages is presented, and the 
activities to be taught should be selected from this list (see Tables 1.2-1.5):