Bunyod Kholiyorov

Conclusions on Chapter III 
 
1. The process of teaching English in agricultural areas is organized on the 
basis of specific systematic programs based on a clear sequence, and analyzes are 
carried out related to the level before entering each module (entry level) and 
reaching the expected level (target level) at the end of the module, and transition to 
the next module. The expediency of defining the needs analysis according to the 
students' level of knowledge was justified. 
2. It was noted that the positive aspects of the methods chosen by the 
researcher were analyzed in the materials that should be mastered in the field of 
agriculture by the students of the experimental group. As a result, the 
implementation of the methodology of teaching terms developed by the researcher 
was scientifically justified. 
3. Comparison and analysis of experimental results of the selected 
experimental-testing institutions required the development of a pedagogical 
experimental-testing program. It was recommended to evaluate the students based 
on the criteria proposed to determine the name, size, and content of the acquired 
knowledge, skills, and competencies using the specified methods. 
4. Pedagogical test results confirmed the increase in the quality of students' 
knowledge and the effectiveness of the recommended teaching methodology in the 
test fields. 
5. At the end of the main stage of the presented language material and the 
conducted observation, experiment-testing work, it was observed that the 
effectiveness of the development of the lexical competence of the students of the 
experimental groups increased significantly. According to the general result of the 
analysis of experimental work carried out in higher education institutions selected 
for the study, the efficiency indicator increased by 1.111 coefficients. 

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