Мирзо улуғбек номидаги ўзбекистон миллий университети қиёсий тилшунослик кафедраси йўналиш: Хорижий тил ва адабиёт (инглиз тили) хабибуллаева мафтунабону исматуллаевна «Лингвистик олий таълим муассасаларида назарий курсларни ўқитиш»

1. Socio-political competence or willingness to solve problems. It is about the willingness to take responsibility for making decisions and implementing them.
2. Information competence. Its essence can be defined as the unity of readiness and need to work with modern sources of information, as well as a set of skills:

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  find the information you need using various sources, including modern multimedia tools;
  
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  determine the degree of its reliability, novelty, importance;
  
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  process information per the situation and assigned tasks;
  
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  archive and store information;
  
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  use it to solve a wide range of tasks.
  

3. Communicative competence. This competence is multi-component. The Council of Europe determined the threshold level of knowledge of foreign languages, in which 5 components of communicative competence were identified, they were discussed above.
4. Sociocultural competence. It is often viewed as one of the components of communicative competence, but recently it has been identified as an independent goal of education associated with the willingness and ability to live and interact in the modern multicultural world.
5. Readiness for education throughout life. This provision naturally follows from the implementation of all the above-considered goals of modern education.
Summing up, the following conclusions can be drawn:
Firstly, communicative competence is leading and pivotal, since it is she who underlies all other competencies.
Secondly, the interpretation of goals generally accepted in Russian education at the present stage should be concretized as follows:

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  practical and educational goals should be aimed at obtaining knowledge that creates the foundation for educational and real activities;
  
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  developmental goals can be correlated with the formation of intersubject or over subject skills and abilities, as well as with the development of certain thinking abilities, without which it is impossible to effectively use the knowledge gained, taking into account the tasks and the specifics of the situation;
  
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  educational goals are the culmination of education, the desired outcome, or a set of competencies related to the readiness and ability to act and interact, taking into account the laws and norms of behavior adopted in society, the formed moral and value attitudes of the individual.
  

Thirdly, the effectiveness of the assimilation of knowledge largely depends on the degree of emotional and sensory impact on students. The more feelings are involved in the process of cognition, the stronger the associations that define the circle of vision of the world, the depth and accuracy of its analysis (K.V. Fokina and others).
So, all the components of the learning goal of the FL are interconnected and interdependent on each other. The goal of the training - the development of the ability for intercultural communication - is integrative, says E.I. Passov. Underestimation, as well as hypertrophy, of one of the components (pragmatic or general education), will inevitably lead to negative consequences, which will negatively affect the quality of students' mastery of the studied IL as a means of intercultural communication.

3.