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

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –6(2)/2020
59
only with “spoken” texts, but also with other sign systems (road signs, pictograms, etc.) and printed 
texts (advertising, questionnaires, menus, train schedules, etc.). These texts are included in the training 
process in order to operate with them in the context of the proposed situations. Therefore, in parallel 
with the study of a foreign language proper, we study what surrounds native speakers of this language in 
their everyday life, learn to work with these types of texts - fill out real questionnaires, choose travel 
routes according to real train schedules, read real ads from newspapers.
Over time, adjustments were made to the communication methodology, taking into account the 
criticism that it was subjected to at the first stages of its existence. One - sided orientation exclusively 
on the situation of speech communication and increased attention to speaking did not allow paying 
sufficient attention to such types of speech activities as reading and writing. In addition, this 
predetermined the nature of most of the selected texts in the communicative textbooks.
The new principle of selecting material and working with it is based on the processes of 
mandatory awareness and understanding. It is through understanding the text, the situation, the 
phenomenon of someone else’s reality that students come to the need to formulate a statement. Speaking 
is not understood or planned as a repetition or simulation of dialogues, but as a conscious activity, for 
example, in a discussion, in the search and presentation of an argument, in the ability to convince or 
refute the interlocutor, to share your thoughts [3].
This is supposed to be implemented on the basis of differentiation and individualization of 
education, the use of new teaching technologies, as well as the use of the national-regional and school 
components of the basic curriculum, which can increase the study time for learning a foreign language. 
The implementation of a personality-oriented approach to teaching and upbringing of schoolchildren 
imposes increased requirements for the professional training of a teacher who is able to work at different 
levels of education, taking into account their specifics. 
REFERENCES: 
1. Savignon, Sandra J. «Communicative language teaching». In Byram, Michael. Routledge Encyclopedia of 
Language Teaching and Learning. - London: Routledge, 2000. – Pp.125 - 129.
2. Passov E.I. "The concept of communicative training in foreign language culture" Enlightenment, Moscow 
1993. 
3. Prasad, B. B. N. Communicative Language Teaching in 21st Century ESL Classroom. English for Specific 
Purposes World. 2013. –P.14.