Chapter I. Theoretical backgrounds of forming intercultural competence of the young learners based dialogical texts 1

CONTENT
INTRODUCTION………………………………………………………………..
CHAPTER I. THEORETICAL BACKGROUNDS OF FORMING INTERCULTURAL COMPETENCE OF THE YOUNG LEARNERS BASED DIALOGICAL TEXTS
1.1.Modern tendencies of forming intercultural competence as a part of the young learners’ foreign language communicative competence………………..
1.2.Specific features of developing young leaners’ dialogical skills…………
1.3.Principles of selecting and designing dialogical texts for forming intercultural competence of the young learners………………………………..
Conclusion to the Part I……………………………………………………………
CHAPTER II. PROJECTING THE FORMATION OF THE YOUNG LEARNERS’ INTERCULTURAL COMPETENCE BASED ON DIALOGICAL TEXTS
2.1.Analyses of the State Standards on TFL, program and textbook(s) for primary school due to intercultural content of the dialogical texts……………
2.2.The model (the system of exercises) for forming intercultural competence of the young learners based on dialogical texts……………………….……….
Conclusion to the Part II…………………………………………………………
CHAPTER III. EXPERIMENTAL CHECKING THE MODEL OF FORMING INTERCULTURAL COMPETENCE OF THE YOUNG LEARNERS BASED ON DIALOGICAL TEXTS
3.1.Stages of the experiments……………………………………………………
3.2.Analyses of the Experiment Results………………………………………..
Conclusion to the Part III………………………………………………………….
CONCLUSION……………………………………………………………………..
REFERENCES…………………………………………………………………….

INTRODUCTION

The demand for the most appropriate approaches or methods of teaching foreign languages leads to consistent continuous research and improvement in the field of ELT. Since the growing prominence of English language in every sphere of life, there is the driving force to reform and explore the existing system which caused to have poor linguistic competencies on students. Furthermore, in the period of rapid globalization it is evident that the people of our government to be competitive with others in all areas of modern society. In order to develop education of foreign languages, our government is paying great attention to reform the teaching systems and maintain to improve the quality of education. One of the prime examples of this is Presidential Decree №1875 on “The measures of strengthening the system of learning foreign languages” (December 10, 2012). As practical evidence of this decree, our country adopted the Common European Framework of Reference (CEFR) in 2013. Because it is the most widely used set of foreign language education standards throughout the world and the internationally recognized framework for learning, teaching and assessment, this framework became the requirement in teaching and learning languages in Uzbekistan
In addition to this, at a video conference on measures to improve the system of teaching foreign languages which was held on May 6, 2021, President Shavkat Mirziyoyev emphasized that it is high time to create a new system of teaching foreign languages and graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages.
As a continuation of this meeting the President of the Republic of Uzbekistan signed up the Resolution dated May 19, 2021 No PP-5117 “On measures to bring the promotion of foreign languages in the Republic of Uzbekistan to a qualitatively new level”. According to one of the defined tasks of this law is “coordinating development of language teaching methods and recommendations suitable for all categories of the population with a view to introducing continueing education change in foreign languages on the principal of “kindergarten-school-higher education institution-enetrprise” etc¹. For successful foreign language teaching and the formation of students’ intercultural competence, a teacher should possess both professional knowledge, namely, to master the language system, the teaching methodology, to know the culture of the countries of the studied language, its history and contemporary problems; and the art of communication, creating an open, friendly atmosphere of the educational process with establishing a strong feedback. Pointing at this purpose our research work aims at throwing light into the forming intercultural competence as a part of communicative competence of the young learners, dialogical skills of the young learners, selecting and designing dialogical texts for developing young learners’ intercultural competence. However, we are about to contribute for the formation of intercultural competence of young learners. If we teach other cultures through dialogical texts, we believe, that the English Teacher is able to help the learners get to know how to improve their intercultural competence effectively. Using dialogical texts according to the textbook to form intercultural competence of young learners is the main target of our work.