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

REFERENCES: 
1. Pichkova L.S. Organization of independent work of students as a factor in the formation of professionally 
significant competencies // Ways to improve the competitiveness of the Russian economy in the context of 
globalization. Conference proceedings. - M.: MGIMO-University, 2008.
2.Haydarov F.I. Motivation of educational activities. - Tashkent: Science, 2005. 
3.Ivanova, I.P. Development of creative thinking of students in the conditions of problem-activity training / - 
Stavropol, 2002.
 
 
 
 

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
52
UDС 81-13 
CASE STUDY AS ONE OF THE INNOVATIVE METHODS OF TEACHING ENGLISH 
M. Mirkasimova, teacher, Tashkent State Pedagogical University, Tashkent 
 
Аннотация. Мақолада олий таълим муассасаларида инглиз тилини ўқитишнинг 
инновацион усулларидан бири сифатида cаsе study методидан фойдаланиш жараёни муҳокама 
қилинади.
Калит сўзлар: cаsе study, интерфаол ўқитиш методлари, инглиз тили дарси, инновация, 
педагогик маҳорат. 
Аннотация. В статье рассматривается потенциал использования метода обучения “case 
study” как одного из инновационных способов преподавания английского языка в ВУЗе.
Ключевые слова: case study, интерактивные методы обучения, урок английского языка, 
инновация, педагогическое мастерство. 
Abstract. The article discusses the potential of using the case study teaching method as one of the 
innovative ways of teaching English in higher education.
Keywords: case study, interactive teaching methods, English lesson, innovation, pedagogical 
skill. 
The modern education system imposes new requirements to the methodology of teaching foreign 
languages, according to which English language teaching should primarily contribute to the 
development of students' communication skills, expanding their horizons, forming and developing 
independent, search activities, aesthetic views, skills of emotional and volitional self-regulation, as well 
as increasing the level of stress resistance and productivity of educational activities. Thus, one of the 
urgent tasks of modern schools is the search for innovative teaching methods that meet the requirements 
of modern society, one of which is the case study method.
In the scientific world, the birthplace of this method of teaching is considered to be the United 
States of America, namely Harvard University. A characteristic feature of case study is the creation of a 
problem situation based on real facts from life, the description of which simultaneously reflects not only 
any practical side of the problem, but also helps students to update a certain set of previously acquired 
knowledge that they needed to learn to successfully solve this problem.
So, as a result of scientific literature analysis, we were able to summarize and describe the 
conceptual features of the case:
– in the form of case based on real events, actual at the moment of time and for this audience, as 
connected with her experience; the case is complex information, including relevant economic, political 
and other aspects of the investigated situation, statistical data, results of relevant research quotations;
– case contains conflicting information and usually has no solutions;
– case studies designed to teach a foreign language, based on authentic texts;
– case requires analysis, identification and formulation of problems and collective development of 
strategy of decision-making. An important question is the source of the case.
There are also many other classifications of cases. Touching on the issue of the volume of the 
case, we note that at the moment there are known American and European schools of the case study 
method, where American cases are much larger in volume (20-25 pages), which is 1.5–2 times more 
than the cases of the European school [1]. According to the purpose of the educational process, the 
following types of situations are distinguished: 
– the situation-the problem is a combination of factors from real life, students are looking for a 
solution, or conclude that it is impossible to find it; 
– situation-assessment includes a description of the situation, the way out of which in some sense 
has already been found, requiring critical analysis, the audience is in the position of an outsider; 
– situation analysis-illustrations aimed at explaining some complex procedure or situation within 
the main topic. At the same time, there is a lower degree of independence of participants in the 
reasoning;
– situation-the exercise involves the use of previously accepted provisions and assumes obvious 
and indisputable solutions to the problems in order to develop certain skills of students [5. p.13].

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