Education of the republic of uzbekistan samarkand state institute

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
SAMARKAND STATE INSTITUTE
OF FOREIGN LANGUAGES

COURSE PAPER
THEME: TEACHING COMMUNICATIVE SKIILS IN ENGLISH

Scientific adviser: Xandamova F. B.

Done by: Sodiqov X.S. Group: 3.20

CONTENTS
INTRODUCTION …………………………………………………………..
CHAPTER I BRIEF NOTE ON COMMUNICATIVE LANGUAGE TEACHING

1. 
   The background to CLT(traditional approach; classic communicative language teaching; current communicative language teaching)……………..…..…..
   

1.2 Effective ways of teaching communicative language skills………………..
CHAPTER II TEACHING COMMUNICATIVE SKIILS IN ENGLISH
2.1 The main principles of communicative language teaching…………
2.2 The approaches and design of communicative language teaching……
CONCLUSION…………………………………………………………….
THE LIST OF USED LITERATURE…………………………………….


Introduction
In the cоncept оf mоdern develоpment оf оur cоuntry and оf whоle system оf educatiоn we can say that very special attentiоn is paid tо the general imprоvement and tо the imprоvement оf fоreign language teaching in particular. President Shavkat Mirziyoyev chaired a video conference on May 6 on measures to improve the system of foreign language teaching.
Every year in our country, several areas of science are selected and developed with special attention. This year, physics and foreign languages have been identified as such priority areas.
Uzbekistan's policy of openness, active entry into the world market, expanding international cooperation in all areas increase the need for knowledge of foreign languages.
Today, 25 higher education institutions in the country teach in foreign languages. In 2016, they were only 7. The number of graduates who have received an international language certificate has increased 10 times in the last 3 years.
This year, the “El-Yurt Umidi” Foundation has awarded scholarships to 350 students to study at prestigious foreign universities. That's five times more than in previous years.
In recent years, there is a great attention in the sphere of learning foreign languages. The cause is that learning a foreign language gives a chance to work internationally, to learn other countries, often developed one’s practice and exchanging experience with them. So President of Uzbekistan is paying his much attention to education and foreign languages and signing rules and decisions. For instance, one of them is signed in May 19, 2021 “On measures to bring quality to a new level of promotion of foreign language learning activities in the republic of Uzbekistan”. The main purpose from this document is to develop the sphere of education, especially language learning. In this way, almost all educational institutions have mentioned their aims, goals and responsibilities, and doing them one by one[1,4].
There are many different methods applied to foreign language learning such as, Grammar Translation Method (GTM(,Direct Method (DM),Audio Lingual Method(ALM),Situational Language Teaching(SLT), and Communicative Language Teaching(CLT). Each of them had their own problems. In ALM, learners were tired of repetition and imitation. In GTM, the roles of teachers and students are traditional. The teacher is the authority in the class, and there is little interaction among students. In other methods, there were other weaknesses, but no one can claim which one could be the best or more practical methods. Perhaps one of the most attractive and effective methods among teachers and students could be communicative language teaching.
CLT could be the product of teachers who were not satisfied with old methods that had their own disadvantages. Communicative language teaching is a prominent theoretical model in English Language Teaching that uses the situations students are likely to encounter in real life. The main purpose is to enable learners to communicate in a second language context and develop learners’ communicative competence which involves knowledge of the language and the ability to use the knowledge in context .In recent decades, teachers of English as a Foreign Language (EFL) have been encouraged to implement CLT to help them develop students’ abilities to use English appropriately in context.
It is clear that teachers have a crucial role in the classrooms, so their beliefs and attitudes about CLT are important to make a decision on their practices and they are responsible for applying and implementing CLT principles in context of classroom. However, what teachers express cannot guarantee whether they practice what they think or preach.
The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. Millions of people today want to improve their command of English or to ensure that their children achieve a good command of English. And opportunities to learn English are provided in many different ways such as through formal instruction, travel, study abroad, as well as through the media and the Internet. The worldwide demand for English has created an enormous demand for quality language teaching and language teaching materials and resources. Learners set themselves demanding goals. They want to be able to master English to a high level of accuracy and fluency. Employers, too, insist that their employees have good English language skills, and fluency in English is a prerequisite for success and advancement in many fields of employment in today’s world. The demand for an appropriate teaching methodology is therefore as strong as ever.
In this paper we will examine the methodology known as communicative language teaching, or CLT, and explore the assumptions it is based on, its origins and evolution since it was first proposed in the 1970s, and how it has influenced approaches to language teaching today. Since its inception in the 1970s, CLT has served as a major source of influence on language teaching practice around the world. Many of the issues raised by a communicative teaching methodology are still relevant today, though teachers who are relatively new to the profession may not be familiar with them. This booklet therefore serves to review what we have learned from CLT and what its relevance is today.