Theme: structure and content of modern language education lecture outline

Secondary special vocational education	Graduates of academic lyceums with non-language profile	В 1
Independent user initial level
	Graduates of vocational colleges
	Graduates of academic lyceums with language profile – second foreign language
Graduates of academic lyceums with language profile	В 1+	Independent user high initial level
Higher Education	Graduates of bachelor’s degree courses in non-language departments of HEIs.	В 2	Independent user level
	Graduates of master’s degree courses in non-language departments of HEIs
	Graduates of bachelor’s degree courses in language departments of HEIs - second foreign language
	Graduates of bachelor’s degree courses in language departments of HEIs	С1	Proficient user level
	Graduates of master’s degree courses in language departments of HEIs
Postgraduate education	Institute of senior researchers, non-language profile	В 2	Independent user level
	Institute of senior researchers, language profile	С1	Proficient user level

Based on the present standard benchmarks for state attestation, curricula and syllabi on foreign languages (English, French, German and others) are to be developed taking into account features of an educational establishment and approved by relevant resolutions of the Ministries.

THE STATE STANDARD STRUCTURE

The state standards on foreign languages for all levels of education include:

• 
  aims and objectives of the academic course;
  
• 
  content of teaching and learning;
  
• 
  requirements for the exit level of graduates of educational establishments at all stages of education.
  

AIMS AND OBJECTIVES OF THE COURSE

The aim of teaching foreign language at all levels of education of the Republic of Uzbekistan is to develop the FL communicative competence of learners to be able to function in the multicultural world in everyday, academic and professional spheres.

Communicative competence in foreign language is generally defined as ‘both the tacit knowledge of a language and the ability to use it’.
It is commonly accepted that various important sub-competences contribute to overall communicative competence. For the purposes of this document, these competences are grouped together as follows: