The regional center for retraining and professional development of pedagogical personnel under ferghana state university

Work in pairs and answer the questions.
Why are these people called everyday heroes? What do these people do every day?
VI WRITING
1. Write a short description of your own hero. Interview your partner about his/her hero. The following questions can help you:
 What does your hero look like (hair, nose, lips.)?
 How old is he/she?
 Where does he/she live?
 What does he/she like to do?
 How did he/she become a hero?
CONCLUSION
Language is defined in many different ways by various linguists. The structuralists view language as rules, and focus on ways in which linguistic entities can be combined together. Language is considered as the knowledge of grammar, consisting of syntax, inflectional morphology, and phonology, encompasses knowledge of formal rules or operations that operate on abstract linguistic categories, for example verb and noun, and phrases.
With the premise that ‘Experience is the best of all schools…’ so the ideal curriculum should consist of ‘well-selected experiences’. Like those who have recently urged the organization of Communicative Language Teaching around tasks and procedures the committee tried to suggest that the curriculum should consist of appropriate experiences stretching across the years of school study. Individual learners were seen as possessing unique interests, styles, needs and goals which should be reflected in the design of the methods of interaction. Common to all versions of Communicative Language Teaching is a theory of language teaching/learning that starts from a communicative model of language and language use that seeks to translate this into a design for an instructional system, for materials and their use, for teacher and learner roles and behaviors and for classroom activities and techniques.
Communicative Language Teaching is best considered an approach rather than a method. Thus although a reasonable degree of theoretical con­sistency can be discerned at the levels of language and learning theory, at the levels of design and procedure there is much greater room for individual interpretation and variation than most methods permit. It could be that one version among the various proposals for syllabus models, exercise types, and classroom activities may gain wider approval in the future, giving Communicative Language Teaching a status similar to other teaching methods. On the other hand, divergent interpretations might lead to homogeneous subgroups. Communicative Language Teaching appeared at a time when British language teaching was ready for a paradigm shift. Situational Language Teaching was no longer felt to reflect a methodology appropriate for the seventies and beyond. CLT appealed to those who sought a more humanistic approach to teaching, one in which the interactive processes of communication received priority. The rapid adoption and implemen­tation of the communicative approach also resulted from the fact that it quickly assumed the status of orthodoxy in British language teaching circles, receiving the sanction and support of leading British applied linguists, language specialists, publishers, as well as institutions, such as the British Council (Richards 1985).
Now that the initial wave of enthusiasm has passed, however, some of the claims of CLT are being looked at more critically (Swan 1985). The adoption of a communicative approach raises important issues for teacher training, materials development, and testing 'and evaluation. Questions that have been raised include whether a communicative approach can be applied at all levels in a language program, whether it is equally suited to ESL and EFL situations, whether it requires existing grammar-based syllabuses to be abandoned or merely revised, how such an approach can be evaluated, how suitable it is for non-native teachers, and how it can be adopted in situations where students must continue to take grammar-based tests. These kinds of questions will doubtless require attention if the communicative movement in language teaching continues to gain momentum in the future.
CLT has got popularity in the last forty years or so and despite the opposing views on the appropriateness, its feasibility of implementation has been discussed in EFL context over the world. In Saudi universities, despite certain constraints, there is a considerable number of English language teachers who are aware of the CLT and are implementing it in their classroom and mostly female teachers are more interested in CLT to improve communicative competence of their students. Another aspect to improve communicative competence of the students is curriculum. Recently, most of the universities in Saudi Arabia have adopted communicative syllabus focusing on the use of language as a means of communication rather than the rules of grammar. However, CLT cannot be effectively implemented due to certain constraints like large classes, lack of AV aids, problems in conducting pair and group work, and low level of learners' proficiency in English language. The present research tried to find out the perception, practices and difficulties of implementing CLT in the classroom despite its effectiveness. As the meaningful communication provides the students with a better opportunity to enhance their communicative competence, it is recommended that:
- Teachers may prepare CLT activities, plan lessons, and create CLT environment to develop communicative competence of the students.

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  By adopting CLT, teachers may make real communication the focus of language learning.
  
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  Teachers may provide opportunities to learners to develop both accuracy and fluency in a CLT environment.
  
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  Teachers may link the different skills such as speaking, reading, and listening together, since they usually occur so in the real world.
  
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  In a CLT environment, students may induce or discover grammar rules.
  
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  Administration may arrange professional development courses for teachers to develop CLT environment.
  
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  Administration may provide teachers access to resources and AV aids for effective implementation of CLT.
  
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  CLT environment may motivate the students as they need to communicate in real life context.
  
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  Class size may be reduced / adjusted for effective implementation of CLT.
  
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  For effective CLT environment, assessment instruments may be developed to assess communicative competence of the students.