Reconceptualizing language teaching: an in-service teacher education course in uzbekistan
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An English specialist from Uz-
bekistan An English specialist from the United States Our undergraduates are able to obtain the skills of 27 languages that have their centers offering free face-to-face classes and speaking clubs. The lessons are profession- ally organized in three languages, namely Uzbek, Russian and En- glish. Receiving their diplomas, the graduates have been employed at the ministry of foreign affairs, educational institutions, interna- tional companies, JV enterprises and other governmental as well as non-governmental administra- tions. We hereby feel totally grateful to invite you to our higher institution. Our undergraduates have had a tremendous impact on the glob- al society and have been able to obtain the skills of multiple lan- guages. Alumni from the university have gone on to become trans- lators and interpreters, language educators, policy makers, workers in international companies, and also employees in JV enterprises. A degree from Uzbek State World Languages University will open many doors to careers that will support your professional and academic development. We hereby feel grateful to invite you to join our collaborative and engaged community of language professionals in order to make the world a more meaningful place. 3. Compare the linguistic and sociolinguistic differences based on the following criteria: a) audience: that is, whether the address clearly knows whom it is addressing; is it clear from the utterances who is expected to read the address?; b) politeness: what do you think? Which address is more polite and how is this politeness is achieved? CONCLUSION Both activities have demonstrated how writing is affected by culture(s). The Uzbek/Russian and American ways of thinking are not the same, even though those who wrote the given materials have a good command of En- glish. Thus, through writing, students learn not only to write grammatically correct sentences, but also appropriate and persuading messages. 155 CHAPTER FOUR: PRACTICAL EXAMPLES OF USING COMMUNICATIVE COMPETENCE 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. Harmer, J. (2015). The practice of English language teaching. England, Edinburg: Pearson. 3. Weigle, S. (2014). Considerations for teaching second language writing. In Celce-Murcia, M., 4. Brinton, D., & Snow, A. (Eds.), Teaching English as a second or foreign language . Boston, USA: National Geographic Learning. |
