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

Level name

General secondary education	Primary school graduates	A 1	Basic entry level knowledge of foreign language
	Graduates of the 9th grade	A 2	Basic level of proficiency in foreign language
	Graduates of the 9th grade of state general education specialized schools with in-depth study of foreign languages	A 2+	Basic enhanced FL proficiency
Secondary specialized, vocational education	Graduates of non-linguistic academic lyceums	B1	Level of independent initial proficiency in FL
	Graduates of professional colleges
	Graduates of academic lyceums of language profile -
	Graduates of academic lyceums of language profile	B1+	The level of self-reinforced proficiency in FL
Higher education	Graduates of Bachelor's Degree in Non-Linguistic Faculties of Higher Education Institutions	B2	Level of independent proficiency in foreign language
	Graduates of bachelor's degree in language faculties of higher educational institutions
	Graduates of the master's program of non-linguistic faculties of higher educational institutions
	Graduates of Bachelor's Degree in Language Faculties of Higher Education Institutions Graduates of Master's Degree in Language Faculties of Higher Education Institutions	C1	Professional initial proficiency in foreign language

On the basis of this standard, control and measuring parameters for state certification, training programs for foreign language (English, French, German and other languages) are developed, taking into account the specifics of the educational institution, approved by the relevant orders of the ministries; structure of the state standard, purpose and objectives of studying an educational subject, content of learning foreign languages, level requirements for graduates.
As we stop to the structure of the state standard, it includes all levels of education determines:
the purpose and objectives of studying the subject;
the content of training for foreign languages;
requirements for the compulsory level of preparedness of graduates of educational institutions at all levels of education.
The purpose and the objectives of studying the subject implement the formation of a foreign language communicative competence of students for functioning in a multicultural world in the everyday, scientific and professional spheres. This object is carried out by developing students’ linguistic, sociolinguistic and pragmatic competencies.
The content of learning foreign languages implies to form a set of subject topics that are included without fail in the main curricula of general secondary, secondary specialized and higher education.
As for therequirements for the level of training of graduates in a foreign language, they are developed in accordance with the content of training and are successive across the levels of general secondary, secondary specialized and higher education, presented in the form of descriptors (can do) that form language skills and abilities, and guidelines on grammar, vocabulary, phonetics and spelling as needed. The descriptors for language skills are interconnected and borrowed from the Common European Framework of Reference for Languages to ensure consistency with international standards. Descriptors are presented in an accessible form for understanding by learners, teachers and other interested parties. Descriptors should be considered as requirements for the level of preparedness of graduates, which means:
1. Descriptors should be taken into account by the developers of programs and textbooks at each level of education in order to achieve each level.
2. Descriptors aim at developing assessment criteria for certifying graduates at all levels of education in the Republic of Uzbekistan.
What is the Common European Framework of Reference for Languages?
The Common european Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languagesacross europe and, increasingly, in other countries. its main aim is to provide a method of learning, teaching and assessing which applies to all languages in europe. The six reference levels (see below) are becoming widely accepted as the european standard for grading an individual’s language proficiency.
Theoretical background The CEFR adopts an action-oriented approach that regards language users as social agents who develop general and particular communicative competences while trying to achieve their everyday goals. The CEFR divides general competences in knowledge (Descriptive knowledge), skills, and existential competence with particular communicative competences in linguistic competence, sociolinguistic competence, and pragmatic competence. This division does not exactly match previously well-known notions of communicative competence, but correspondences among them can be made. General and particular communicative competences are developed by producing or receiving texts in various contexts under various conditions and constraints. These contexts correspond to various sectors of social life that the CEFR calls domains. Four broad domains are distinguished: educational, occupational, public, and personal. A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of Common Reference Levels. Common reference levels Common reference levels The Common european Framework divides learners into three broad divisions that can be divided into six levels: A basic User: A1 breakthrough or beginner A2 Waystage or elementary b independent User: B1 Threshold or intermediate B2 Vantage or upper intermediate C Proficient User: C1 effective operational Proficiency or advanced C2 Mastery or proficiency The CEFR describes what a learner is supposed to be able to do in reading, listening, speaking and writing at each level. These descriptors can apply to any of the languages spoken in europe, and there are translations in many languages.
What are the General Principles of Kids’ English? The following principles must be taken into consideration as general principles of Kids’ English: i) immersion; ii) listening precedes speaking; iii) learning through actions; iv) constructing reality.
Principle 1 Immersion The main principle is immerging children into the target language. immersion can be done through use of multi-sensory channels: auditory, visual, kinesthetic. Children must be actively involved in all activities which will ensure left and right sides of the brain involvement. Principle 2 Listening precedes speaking Speaking should not be forced. Children must go through natural way of learning the target language: first they listen and internalize the language. As they internalize a cognitive map of the target language through understanding what is heard, there will be a readiness to speak. The children will start spontaneously produce utterances. The transactions from listening to speaking will have several steps of development. First the child will listen and respond exclusively with physical actions and later with simple one-word utterances such as “yes” or “no”. After these steps of cognitive brain work readiness to speak will arise. Principle 3 Learning through actions Understanding must be developed through movements of the learner’s body. Researchers found out that most grammatical structures of the target language and hundreds of vocabulary items can be learned through the skilful use of the imperative by the teacher. (G. J. Asher, Total Physical Response). This method was successfully adopted in many countries across the world and got enormous feedback. huge amount of scientific researches were done, lots of books and articles published, as well as films showing impressive results of learners. A child learns own language by exposure to the language and through actions which follow language utterances. Language input followed by a body movement allows a learner to decipher the meaning immediately at many levels of awareness including phonology, morphology, syntax and semantics. A few exposures to a language sample in the context of body movement ensures: a) the comprehension of novel sentences (ones they have never heard before); b) unusually long-term retention (similar to capability to ride a bicycle); and c) the linguistic achievement was accomplished seemingly without effort – in a stress-free activity.Principle 4 Constructing reality Children cannot learn if someone will just tell or explain reality to them. They must construct reality through first-hand experience. The world famous swiss psychologist Jean Piaget called this process of language acquisition constructing reality. The approach must simulate a natural way of acquiring the first language. Children are not interested in how the language works but they are very interested in understanding and expressing themselves in the target language. before the children begin to speak they go through a long way of the process in which language was imprinted upon body movements. Children can decode the language through the medium of body movements such as looking, pointing, touching, walking and others. They can express themselves by the same medium until readiness to speak in the target language takes place⁸⁶.

Since our research work intends to use dialogical texts to form intercultural competence to primary school students, and investigate the effective ways of teaching it , we have learned and analysed the textbook Kids` English 2.As for the lessons about forming intercultural competence to primary school students we learned that they are only 8% of all the tectbook. However, as a junior researcher doing research to search the most effective ways to teachintercultural competence in the example of dialogical texts, I would recommend that they be covered within topics. For example: