Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
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language, as a tool of cognition in the context of communicative-oriented learning, also becomes a 
means of socio-cultural education [1]. 
In the modern world, knowledge of English is considered the norm for active and purposeful 
people. If you are fluent in English, it significantly expands your life prospects. But very often it 
happens that a person who has studied for a-levels, who knows all the grammatical rules and who has a 
good vocabulary cannot naturally communicate in English with a foreigner. Why is this happening?
First, there is fear, because reading fluently texts and competently conduct a conversation are two 
different things.
Secondly, a good vocabulary will not help if you do not know and be able to use it skillfully and 
competently in practice. This is why it is important to practice communication and acquire 
communication skills. Thus, the modern world also influences the methods of teaching foreign 
languages. Previously, all priorities were given to grammar, almost mechanical mastery of vocabulary, 
reading and literary translation, and tasks were offered fairly monotonous: reading the text, translating, 
memorizing new words, retelling, exercises on the text. The purpose of the method is to teach a person 
to communicate, not only by mastering a number of rules and words, but also by learning the specifics 
of the culture of native speakers.
Institutions are engaged in modern manuals, where the material is in the context of life situations. 
Ideally, the explanation of the rules, the setting of tasks, and all communication in general in the 
classroom are in English. Students do not remember the literal translation of individual words, but the 
meanings themselves, they associate the vocabulary with reality, which teaches them to think in 
English.
The communicative method, as its name implies, is aimed at the possibility of communication. 
Much attention is paid to such basic activities as speaking and listening to speech, while reading and 
writing take a back seat.
Many rules and meanings of new words are explained by the teacher using familiar vocabulary, 
grammatical structures and expressions, gestures and facial expressions, drawings and other visual 
facility. You can also use computers with CD, Internet. All this helps to awaken students’ interest in the 
history, culture, and traditions of the country of the language being studied. The goal is to teach the 
student to speak a foreign language not only fluently, but also correctly. After all, extracurricular 
activities have a huge potential for the formation of communicative competence. Communicative 
competence comprises: 
Grammatical competence (the main goal is not to demonstrate the knowledge of grammar rules 
but a grammatical competence – using a rule in the negotiation of meaning;
Discourse competence (understanding the nature of correlation between certain words or phrases 
in a text, and the ability to interpret the overall meaning of the text; 
Sociolinguistic competence (comprehension of the social context in which language; 
Strategic competence. 
One of the main differences of the method is the use of induction rather than deduction. That is, 
there is no need to give lectures and formulate the rules by the teacher: they are comprehended by the 
student even without their verbal formulation.
Communication-oriented teaching of foreign languages, in our case English, means the formation 
of students’ communicative competence in language, conversation, practical, social and linguistic 
thinking, when the student is ready to use a foreign language as a tool for speech-thinking activity. Due 
to the development of a pragmatic approach in linguistics, in particular the theory of speech acts, there 
has been an increased interest in the mechanisms of communication through language, its 
communicative function.
The concept of a communicative situation is adopted by the methodology as a phenomenon that 
determines the logic of presenting the material on the pages of the textbook and in the lesson. All 
exercises of the communicative approach are somehow connected with the need to recreate the situation 
of real communication, learn its parameters and develop the skill of transferring the learned material to 
all similar situations [3].
Knowledge of life in the country of the language being studied goes “naturally” during the 
process of learning a foreign language. This concept is called integrated country studies. In a 

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