Bunyod Kholiyorov

Table-3.10.
The results of the conducted pilot test are the primary mastery level of the 1st 
and 2nd year students
Stages
Number os 
students
Mastery rate%
Task-1
Task-2
ExG
CG
ExG
CG
ExG
CG
Stage-1
135
128
66,7%
65,5%
60%
65,2%
Stage-2
120
97
68,2%
70,1%
56,5%
53,4%
Figure 3.1. The first results of the development of English professional 
communicative competences in the field of agriculture

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85 
Formative stage (2018-2019 academic year). In the third chapter of this 
research work, the content and results of the pedagogical experiment-test work are 
described, and the methodological support of the development of the lexical 
competence of students developed in the scientific work among the 1st-2nd year 
students of agricultural educational institutions was implemented. During the 
process, the following teachers from the departments of these HEIs worked: From 
the Department of Foreign Languages of the Karshi engineering-economics 
institute: senior teachers M. Abdirakhimova, S. Jumaev, D. Kadyrova. From the 
Department of Interfaculty Foreign Languages of Gulistan State University: A. 
Fazilov, D. Normamatova, Sh. Abdirazzokova, Tashkent Institute of Irrigation and 
Agricultural Mechanization Engineers F. Begov from the Department of English, 
associate professor M. Joraeva, G. Eshchanova. These professors-teachers, in 
cooperation with the teachers who worked in the pilot test, conducted general 
preparation, lesson development and methodical guidance for the pilot test. The 
main pilot stage was organized and the students of the control group were taken to 
the working educational programs based on the model program presented by the 
Ministry of Higher and Secondary Special Education. 
In practical training in experimental groups, lesson plans were formed on the 
basis of a 4-stage program, and methods of developing lexical competences of 
students of the agricultural sector in English were carried out in the following 
directions: 
development of language and speech competencies that are widely used in 
professional activities before teaching English for special purposes with the 
introduction of the general professional English language teaching system for the 
field; 
use general academic English to explain agricultural words and phrases and 
develop lexical competence; 
to ensure interdisciplinarity in the teaching of English in the special field of 
agriculture; 
teaching special agricultural expressions by simplifying complex texts. 
During the experiment, special emphasis was placed on professional 
communication and service correspondence in developing lexical competences. 
In these processes, the task system prepared for the 1st and 2nd courses was 
tested in experimental groups. During these processes, the 1st stage of general 
professional and general academic English language teaching, which creates and 
perfects the lexical competences of agricultural students, was given tasks (see table 
3.11):