Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Writing Goals and Objectives. EFL teachers in Uzbekistan have been 
taught different ways to write goals and objectives. One way Uzbek lan-
guage teachers have learned to write is through the Soviet system of edu-
cation, in which each lesson has four goals: practical, educational, develop-
ing, and upbringing. However, we argue for a new way to write goals and 
objectives based on empirical research from SLA and research on learning: 
Cognitive (what students will know), performance (what students will do), 
and affective (how students will feel). The tripartite goals are rooted in learn-
ing as a thinking, doing, and feeling activity, because there is an implicit 
link between cognition and emotion to mediate the interpsychological/
intrapsychological (Johnson & Golombek, 2016), because the choice is not 
whether to feel or not, since emotions are inevitably present in any teach-
ing and learning event. “It is this affective volitional dimension of thought 

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RECONCEPTUALIZING LANGUAGE TEACHING
– especially emotions – that Vygotsky (1986) considered as the last ‘why’ in 
the analysis of thinking” (Golombek & Doran, 2014, p. 104).
Here is an example:
By the end of the lesson, students will be able to:
(Cognitive): know 4 vocabulary words: college, university, undergraduate, 
and graduate
(Performance): write 4 sentences that correctly uses each of these words 
in context
(Affective): feel confident and motivated to use the four vocabulary words 
with their peers.
Cognitive, performance, and affective are GOALS of a lesson. 
The OBJECTIVES of a goal are the steps that a student will need to take to 
achieve a goal. Objectives are the fine details that you may put into your 
lesson plan. For instance, let us go back to the cognitive, performance, 
and affective GOALS above:
By the end of the lesson, students will be able to:
(Cognitive): know 4 vocabulary words: college, university, undergraduate, 
and graduate
a) Listen to the teacher explain the denotation and connotation of 
the four words; and
b) Explain to a partner the meaning of the words
(Performance): write 4 sentences that correctly use each of these words 
in context
a) Compose four sentences that use each of the four vocabulary 
words;
b) Switch with a partner and the partner checks each sentence;
c) The original author of the sentences corrects feedback.
(Affective): feel confident and motivated to use the four vocabulary words 
with their peers.
a) Student fill out a daily journal about how he/she feels
One way to write a clear set of cognitive, performance, and affective goals 
is to have the END GOAL figured out and then, work your way backwards 
in the lesson. This strategy is just one suggestion of many.

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CHAPTER FIVE: FROM SYLLABUS DESIGN TO LESSON PLANNING
According to Richards (2001), objectives have the following three char-
acteristics: precise, feasible, and descriptive of a learning outcome. Objec-
tives are more specific steps the learners will take to achieve the goal, but 
they must be realistic and measurable. We have discussed how to devel-
op goals for a lesson and now we will speak about developing goals for a 
course using backwards design.