Дифференцирования квази-филиформных алгебр

* GULISTON DAVLAT UNIVERSITETI AXBOROTNOMASI, 2014. 
№ 4 *
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cover the cultural context in which language is set. The Framework also describes levels of proficiency 
which allow learners‘ progress to be measured at a definite stage of language learning and on a life-
long basis. The uniqueness of descriptors, flexibility of the system set within the CEFR made the 
framework popular across European countries and a number of non-European countries including 
Uzbekistan.
The above mentioned standards, namely State Educational Standard. Requirements to the Level 
of Preparation of Graduates in Foreign Languages at All Levels of Education 
(2013) and CEFR, have 
become a very important tool in formulating language policies and designing curricula and syllabuses 
for all levels of education and there has been created a basis for future implementation of CEFR 
principles into the foreign language teaching and learning system in our country.
Moreover, with the implementation of the national standard based on the CEFR it is planned to 
provide the clearly set means and methods for educational administrators, course designers, teachers, 
teacher trainers, examiners to reflect on current practice in language teaching and learning, with a view 
to situating and coordinating their efforts and to ensuring that they meet the real needs of the learners 
for whom they are responsible. 
However, the dissemination of CEFR and familiarization of teachers with the methodology of 
using and applying its descriptors and scales in planning courses, teaching and assessment in most 
cases is found to be challenging. The language professionals and teachers lack further guidance in 
applying the document and aligning the levels with the overall aims of teaching languages. Moreover, 
the problem of assessment, which is based on the levels and ―can do‖ statements given in the 
document, requires designing new principles and criteria of practical assessment of language skills of 
students. Another problem concerning the implementation of CEFR in Uzbekistan is closely related to 
the selection of appropriate methodologies of teaching, which are based on the principles of the 
communicative approach.