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

W
riting
• correspondence (letters, messages, etc.)
• specific reports (memos, CVs, etc.)
• essays, summaries, abstracts, etc.
• research papers (articles, final qualification works, etc.)
Le
xical c
ompet
enc
e
• development of specialist vocabulary and terminology, 
including common abbreviations
• word fields at an intermediate/ upper-intermediate level
• ways of word formation (compounds and affixation), 
international words and cognates/false cognates
• antonyms, synonyms and other common lexical relation-
ships
G
ramma
tical 
compet
enc
e largely accurate application of grammatical material cov-
ered at previous levels (verb tenses, modals, comparative 
degrees of adjectives and adverbs, determiners, preposi-
tions, etc.) in general and academic contexts

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CHAPTER FIVE: FROM SYLLABUS DESIGN TO LESSON PLANNING
Sociolinguistic 
competence
• intercultural awareness raising between Uzbek and other cul-
tures (in both academic and social settings), and the way some 
of the issues are related to language, e.g., greetings, modes of 
address in academic and professional settings, basic politeness 
conventions in lectures, seminars, etc.
• further work on non-verbal elements of communication in 
different cultures: body language, non-verbal signals, etc.
• email and messaging conventions in the target language as 
compared with L1
Pragmatic com-
petence
• further development of presentation skills
• linking ideas appropriately in spoken and written discourse
• awareness of some of the degrees of formality of language 
needed in different social, academic and professional settings
• strategies for interrupting, clarifying, paraphrasing, ‘repairing’ and 
compensating etc.