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

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Word
Definition without a social 
context
Definition with a social 
context. What is the inten-
tion of the speaker?
1
Hello
2
Hello
3
Hello
4
Hello
5
Hello
6
Hello
7
Hello
8
Hello
9
Hello
10 Hello
11 Hello
12 Hello
13 Hello
14 Hello
CONCLUSION
The activity in this section has shown how listening comprehension is 
not limited to meanings fixed in a dictionary. Social circumstances play a 
role in defining the meanings of words. People, while comprehending oral 
speech, should also be able to recognize a social context, which listening 
and listening comprehension depend upon.

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146
RECONCEPTUALIZING LANGUAGE TEACHING
REFERENCES
1. Celce-Murcia, M. & Olshtain, E. (2000). Discourse and context in lan-
guage teaching: A guide for language teachers
. Cambridge: Cam-
bridge University Press.
2. Celce-Murcia, M., Brinton, D. and Snow, A. (Eds.) (2014). Teaching 
English as a second or foreign language
. Boston, the USA: National 
Geographic Learning.

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147
CHAPTER FOUR: PRACTICAL EXAMPLES OF USING COMMUNICATIVE COMPETENCE
SECTION 4.3
Writing and Communicative Competence
“From the sociocultural perspective, writing is seen as 
part of a socially and culturally situated set of literacy practic-
es shared by a particular community. From this perspective, 
the process of learning to write is the process of becoming a 
member of a discourse community, a group of people (e.g., 
biologists, politicians, or even fans of a particular musical 
genre) who share values and assumptions about using lan-
guage and also have certain ways of using language (oral or 
written) for particular purposes” (Weigle, 2014, p. 223).
INTRODUCTION
Teaching writing is perceived as a difficult task for language teachers. 
In a traditional classroom, students are asked to do translations, read texts, 
retell them, and conduct grammar exercises. Thus, most students from uni-
versities throughout the Republic of Uzbekistan demonstrate insufficient 
knowledge of how to write well-organized, genre-specific, and cultural-
ly-situated texts. Additionally, most language teachers in Uzbekistan report 
that writing is an individual activity. Therefore, at the end of a semester of 
study, what is going to be measured is the final written product instead 
of the process of writing. As is assumed by most teachers in Uzbekistan, 
to know syntactical rules and to be competent in logically ordering texts 
leads to the production of successful information in a paper. However, with 
the development and implementation of CLT writing has started to be re-
garded as a socialized discursive process. In this process, a reader of a writ-
ten message plays a great role in interpreting a conveyed meaning. It is not 
only a writer that should follow syntactical rules and logical coherence to 
successfully communicate a meaning, but a reader (his culture, his shared 
knowledge, the truth that he is embedded in, etc.) of this written message 
should be taken into consideration. 
GOALS
This section illustrates how one can teach sociolinguistic competence 
through writing.