Jalolova nigora jalilovna methods of developing communicative competence of the english language in the

The use of information technology in the activities of a social educator opens up new opportunities for improving professional competence, the main of which are: expanding access to educational and methodological information; the formation of students' communication skills, communication culture, the ability to seek information; organization of operational consulting assistance; organization of joint research projects, etc. We indicate possible options for using information technology in socio-educational activities:
- the use of ready-made multimedia lessons using information technology, computer programs;
- carrying out diagnostic procedures;
-search through the Internet for a number of regulatory documents, teaching materials;
- Creation of multimedia presentations;
- students developing their own web pages and placing them on the network is another form of using the Internet;
- Organization of students' independent work using Internet resources: writing an abstract review; review of the site on the topic, etc.
Students sometimes do not have enough listening skills. At the same time, they experience difficulties in those cases when it is necessary to explain or continue the thought already expressed by a fellow student. They often demonstrate underdeveloped business communication skills. This is manifested in the inability to organize cooperation with little-known people. This feature is the result of insufficient group work experience at school. Some students admitted that it was only in college that they first encountered a group form of training.
Organizing group work, we should take into account the peculiarity of the student team: relationship, level of knowledge and ability of students. Groups can be formed on a permanent or temporary basis, include students of the same or different level of ability. During the work of the group can compete or cooperate with each other.
Group work has many advantages and it really gives positive results. Students develop the skills of cooperation, mutual assistance, communication, mutual understanding, the ability to listen to the opinions of others and express their point of view, defend it, and all students are involved. Thus, the formation of common competencies such as: to work in a team, communicate effectively with colleagues, management, patients, search and use the information necessary for the effective fulfillment of professional tasks assigned to him, as well as for his professional and personal development, make decisions in standard and non-standard situations and bear responsibility for them, as well as use information and communication technologies in professional activities.
As practice shows, students are easier to understand and remember the material that they learn through their active inclusion in the educational process through interactive learning.
Another method is a situational role-playing or business game.
Business games are specially created situations that simulate reality, from which students are invited to find a way out. They suggest the organization of verbal communication on artificially recreated situations of a production and professional nature. Their goal is the formation of professional communication skills among students, the development of creative independence and initiative on the basis of joint collective activity, the stimulation of students' interest in their professional activities and the desire for self-improvement.
Communicative language teaching (CLT) is an approach to the teaching languages that emphasizes interaction as both the means and the ultimate goal of learning a language. Despite a number of criticisms, it continues to be popular, particularly in Europe, where constructivist views on language learning and education in general dominate academic discourse. Communicative language teaching method develops situations to communicate effectively in different situations, such as in school, shopping, in the street, or at the doctors, suggesting notions, facts, or locations, and inviting other students to participate increasing their confidence with speaking English in different environments.
Minimalist/Methodist approach (Paul Rowe`s minimalist/Methodist approach) is underpinned with Paul Nation`s three actions of successful ESL (English as a second language) teachers. Initially it was written specifically for unqualified, inexperienced people teaching in EFL (English as FL) situations. Still experienced language teachers are also responding positively to its simplicity. Language items are usually provided using flashcards. There is a focus on language-in-context and multi-functional practices.
Directed practice has students repeat phrases. This method is used by US diplomatic courses. It can quickly provide phrasebook-type knowledge of the language. Within these limits, the student`s usage is accurate and precise. Conversely the student`s choice of what to say is not flexible.
The Task-based Language learning method can be used in ECE, but it is mostly used in the middle and high school levels. Students are involved in specific vocabulary for several weeks and then are evaluated through tasks. In Pre-Primary, this method is better used as task-command activities such as “Give me the apple” or “Stand up, sit down”.
Pre-Primary teachers must keep in mind that children develop the language understanding first, then they start replying in their mother tongue, and then speak the second language little by little, when they feel comfortable and are willing to speak longer sentences. Remember as well that if they speak their mother tongue often, students might get confused and won’t make an effort to use English as they know the teacher understands them anyways, and will end up saying it later in their mother tongue.
We can mention another three types of methodologies used in ECE when teaching in a mother tongue: Cooperative Learning, Problem based Learning and Total Physical Response. But as children are familiar with these methodologies, the possibility of using them as well in the English Teaching Process deserves to be studied.
Using the Cooperative Learning (CL) approach to education means to organize the classroom in several groups that work together and share academic and social experiences, encouraging creative, intellectual and open-ended tasks. In the CL approach teachers swap their role, from giving information to facilitating their students learning. The group succeeds when they all work cooperatively while gaining self-esteem, social skills, establishing a stronger bond with classmates, and performing better than when learning individually.
Some studies have measured the success of cooperative learning as an instructional method and proposed some methodologies such as: Problem sets, laboratories and projects, jigsaw, peer editing, and peerled team learning (Felder & Brent, 2007)[47]. Furthermore, laboratories and projects can also be adapted to the ECE classroom in the development of experiments, projects or group art crafts helping each other to follow their teacher’s instructions, and talking among themselves in English.
This CL approach, works well using the mother tongue, and can be adapted to English Teaching Processes once the students have been introduced to the language beforehand, especially with children immersed in the English language.
Problem-Based Learning (PBL) is an approach used to engage students in a real life challenge, encouraging them to solve problems using strategies and their previous knowledge.
Instead of being informative lessons, the students are quite active working with the information and participating in class. Research has shown that PBL also improves students’ problem-solving skills as they reflect on factors, facts, consequences, and process different information in different situations.
PBL in ECE settings cannot be used in the same way as in Primary or Secondary Education, nor in the same way infants use it in their regular mother tongue classroom. However, this approach could be adapted to learning English. For example, proposing a situation in which they need to identify a part of the body in English, or taking advantage of a situation that may arise in the classroom and how to solve it, such as saying sorry or thank you. Using a PBL approach would mainly support the development of understanding skills and encourage children to speak even a few words to participate and share their ideas and propose solutions to daily problems.
Currently, the following most popular technologies are used in organization of interactive learning in educational institutions of the Republic: