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THE MINISTRY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF THE REPUBLIC OF UZBEKISTAN
TERMIZ STATE UNIVERSITY
FOREIGN PHILOLOGY FACULTY
THE DEPARTMENT OF METHODOLGY OF TEACHING ENGLISH LANGUAGE
COURSE PAPER
ON TEACHING LANGUAGES METHODOLOGY AND EDUCATIONAL TECHNOLOGIES
COMMUNICATIVE METHOD IN EFL TEACHING
DONE BY:
Xaydarova Muqaddam
Group 405
SUPERVISOR:
Xasanova K.
Termiz – 2021
CONTENT:
INTRODUCTION………………………………...………………………………3
CHAPTER ONE. TEACHING SPEAKING SKILLS
1.1.The role of interactive methods in developing young learners’ speaking skills in teaching………………………………………………………………………....6
1.2.Principles and goals of communicative language teaching …………….……12
CHAPTER TWO. COMMUNICATIVE METHOD IN EFL TEACHING
2.1. The usage of the CLT in the classroom……........…………………………....18
2.2. Communicative activities that facilitate learning..….…………… ……….....22
CONCLUSION…………………………………………..……………………….30
REFERENCES…………………………………………………………………....32
INTRODUCTION
In the age of knowledge, the importance of communication is increasing day by day in such a world which has become like a small village. It can be said that because communication gains so much attention, teaching techniques and objectives change accordingly. This change made educators do lessons based on communication. As a result, schools which adapt and renew themselves to this process can produce the appropriate outputs. It is a foreign language in Uzbekistan as well. Since students do not use this language in their daily lives, the purpose of language teaching can be “specific” not “general”. In other words, it can be said that students learn the language for a particular purpose based on their needs. However, it is observed that there is a lack of using the language for communicative purposes. In our country, it is believed that in foreign language teaching grammar based lessons are taught widespread and there is no emphasis on communication. Therefore, because foreign language is not taught as a language of science in higher education institutions, the biggest obstacle that the students face is the type of foreign language that they are trying to learn. Another remarkable point is about the definitions of the levels in foreign language education. Each level is defined clearly in the Common European Framework of Reference for Languages. In addition to the levels, language competence is also broken down into separate components. Since this study was on the basis of the criteria mentioned in the table below, it must be examined in the study carefully.
Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
My view is that "language is interaction; it is interpersonal activity and has a clear relationship with society. In this light, language study has to look at the use (function) of language in context, both its linguistic context (what is uttered before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their social roles are, why they have come together to speak)"
The aim of communicative methodology is to acquire the necessary sub-skills and skills to communicate in socially and culturally appropriate ways, that demands to focus on functions, role playing and real situations and other aspects in the learning process.
In the scientific literature on methodology various models of communicative competence have been presented. But in the current interpretation the communicative competence includes linguistic, sociolinguistic, discourse, strategic, socio-cultural, and social competences.
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