Ministry of higher and secondary special education of the republic of uzbekistan termez state university

CommunicativeCompetence components are:

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  grammatical (ability to create grammatically correct utterances),
  
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  sociolinguistic (ability to produce sociolinguistically appropriate utterances),
  
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  discourse (ability to produce coherent and cohesive utterances), and.
  
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  strategic (ability to solve communication problems as they arise).
  

The linguistic competence deals with grammar. It includes vocabulary, spelling, punctuation, and pronunciation. Students have to know rules that govern sentence structure, word formation, tenses, sound interactions, word and phrase meanings, and collocations. In other words, syntax, morphology, semantics, phonology, and phonetics are all subjects of interest to the linguistic competence area. Students have to be moving towards mastery of each one of them to construct grammatically correct sentences.
The sociolinguistic competence is concerned with culture and social rules that govern appropriate language use. For instance, this includes knowing in what setting do we need to be more formal, how we express politeness, how we address people correctly, how we treat certain topics, any taboos, and what terms are politically correct. Addressing such area tells us how to use language and how to respond in a conversation appropriately rather than just grammatically correct. Mastering this competence reveals a more advanced level of language fluency
Discourse and Strategic


CONCLUSION
Qualification work has described the formation, importance, pros and cons of discussion method as an implementation classroom discussion as a method of teaching foreign language. Its apparent from the mentioned above that discussion method dates back to Greek philosophy Socrates. How he led his notions on making his students study eagerly, cognitively and thinking critically. As he said himself: I cannot teach anybody, I can make them think" and as a result all existingaudience cognitively comprehence the issue. Moreover, this current chapter introduces the impact of discussion method to learners' memory term. The most significant difference between this activity and most typical classroom activities involves the role of the teacher. In Socratic Circles the students lead the discussion and questioning.
The teacher's role is to ensure the discussion advances regardless of the particular direction the discussion takes. For readers familiar with the liberal arts and from what has already been discussed above, we know this general view is misinformed. The potential of a liberal education, moreover, is not limited to understanding the ethical implications of artificial intelligence (AI), health data analytics, or collateralized debt obligations. Parents and students are concerned with employability. Human memory is not a unitary process. As it was already stated before, Research suggests, that, at the psychological level, various types of memory are at work in human beings. It also seems increasingly likely that these various systems bring different parts of the brain into play. In addition, the capability of learners during the inadequate system of study when they are not in the same level, same comprehension capability and also the same language knowledge.
Moreover, it has the appropriate techniques how to ask students questions also, helps students to prepare well before the group discussion process. Group Discussion can encourage the students to interact with each other more clearly by asking questions and speaking out opinions. Those students who are not paying attention the group discussions can also be invited to participate actively. As well as about the benefits and limitations of utilizing the discussion method into practice in high school