Esp curriculum for higher education in uzbekistan

Sociolinguistic competence 
denotes skills and abilities to recognise and choose the
 
appropriate linguistic form and method of expression according to the 
academic/professional communicative situation, aim or request. 
Pragmatic competence 
is concerned with the user’s/learner’s knowledge of the
 
principles according to which messages are: 
a) Organised, structured and arranged (
discourse competence
) 
b) Used to perform communicative functions (
functional competence
) 
c) Sequenced according to interactional and transactional schemata or moves in 
different academic/professional genres (
design competence
) 
Plurilingual & pluricultural competence 
involves learners’ ability to learn to relate to
 
different languages and cultures.
6
Learners will: 
a) Take an interest in the communicative competence of other speakers 
b) Take an interest in the cultural background of other speakers 
c) Build their sensitivity and ability to communicate taking cultural differences on 
board 
Links: 
references on Genre Analysis 
2.2 Global language performance 
refers to the ability to deploy the foreign language for a
 
range of general but relevant purposes. The CEFR describes this dimension as ‘a simple 
global representation that will make it easier to communicate the system to non-specialist 
users and will also provide teachers and Curricul
um planners with orientation points’ (2001: 
24). Global performance is described at six levels, A1-C2 (see Requirements below). 
2.3 Language skills 
refer to the receptive skills of listening and reading comprehension and
 
the productive skills of speaking and writing. A further distinction is made between