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

XORAZM MA’MUN AKADEMIYASI AXBOROTNOMASI –6(2)/2020
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communicative situation, we act not only as speakers, but also as listeners. The thesis that there is no 
speaking without listening leads to the realization of the need to develop not only speaking skills, but 
also listening skills (listening) using a special system of exercises and authentic audio materials (radio 
ads, radio ads, radio plays, information from the answering machine, etc.).
At the lesson, such forms as working in small groups in order to find a joint solution to the 
problem with the subsequent discussion of the proposed solutions, project-type tasks that go beyond the 
educational process and are a form of collective creativity are widely used. Exercises and tasks that are 
used in teaching foreign languages by the communicative method: projects; communication games; 
communication exercises; discussions. 
Therefore, the teacher is regarded as the expert in the classroom by both the students and the 
teachers themselves. This is also consistent with the participants’ opinions about error correction, 
teacher and learner roles. 
In conclusion, that all exercises and games create favorable conditions for imitating a foreign 
language environment, contribute to the intensive use of vocabulary, develop a sense of language, and 
the ability to work with text. In this case, the teacher provides students with maximum independence in 
creativity, does not give direct instructions, helps to act independently, and as a result of careful 
observation and evaluation, determines their strengths and weaknesses. Students must act independently 
in the lesson during the games, always show their initiative, whatever it may be. 
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. Richards, J. C. and Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge 
University Press, 2001.