«интернаука» Научный журнал №28(157) Август 2020 г. Издается с ноября 2016 года Москва 2020 ббк 94 И73 Председатель редакционной коллегии: Еникеев Анатолий Анатольевич

Literature Review 
The term “communicative competence” was first 
used by D.Hymes (1966). He defines communicative 
competence as the speaker's ability to participate in a 
society not only as a speaking member but also as a 
communicative member. The term communicative 
competence has been used by sociolinguists to include 
both knowing a language (linguistic competence) and 
knowing how to use it. According to Hymes CLT is an 
approach in ESL/EFL teaching aiming at developing 
learners’ communicative competence. Furthermore, 
Light (1997) states that communicative competence 
should achieve four main purposes: expressing wants 
and needs, developing social closeness, exchanging 
information, and fulfilling social etiquette routines.
Communicative Language Teaching started in both 
America and Britain in the 1960s. According to Moss 
and Ross-Feldman (2003), any kind of activity that 
requires the learner to speak and listen to others in-
cludes the use of communication. Richards and Rodgers 
(2014) claim that use of games, role-plays, simulations, 
and task-based communication activities are important 
to support classes in which the Communicative Lan-
guage Teaching approach is used. Similarly, Abe (2013) 
states that group activities and individual development, 
discussions and presentations are useful in classes 
where the CLT approach is applied. Yen-Hui Wang 
(2010) states that CLT aims to develop learners’ com-
municative competence by exposing learners to rich and 
comprehensible input in the target language and involv-
ing them in communicating and participating actively 
through using the language. 
Method 
The current study was designed to explore Uzbek 
primary school teachers’ viewpoints about using com-
municative language games in English language teach-
ing. It was conducted at a public school located in 
Sergeli district. The questionnaire was taken from ten 
English teachers who teach primary school pupils.
This study was conducted by using some methods: 
a questionnaire and observation sheet. There is open-
ended questions in the questionnaire and observation 
sheet was one of the main instrument for collecting data. 
Both tools were written in English. The questionnaire 
was given to teachers and the purpose of this instrument 
was to get information about teachers’ views regarding 
the use of communicative language games to develop 
learners’ communicative competence. Moreover, the 
aim of the observation sheet was mostly used to take 
some notes about the frequency of conducting different 
game activities and the most common communicative 
games applied by teachers.