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

Control group B	Score
Frequency
Saida	63	1
Nodira	56	1
Nargiza	55	1
Samira	68	3
Anora	71	1
Ozoda	70	1
Bekzod	67	1
Yulduz	65	1
Ulugbek	73	1
Bahodir	72	1
Shukur	68	-
Zuxra	69	1
Fotix	64	1
Nigmat	75	1
Saodat	79	1
Shavkat	86	1
Oygul	68	-

Figure 4

Whether the control group had a great chance of spending their whole pair

without limitation, they were unable of taking advantage while getting lower scores than previous group. The graph illustrates the comparison of the groups’ average scores of post written tests.
As can be seen from the diagram, the number of the students acquired the target language communicatively increased considerably. In particular, in the study of the five students among experiments: Mohira, Jamshid, Azizxon, Kamola, Nodira and Nafosat demonstrated considerable increase, accounting from 78 till 87 respectively, whereas the scores of control students brought a sustained decline in this figure, whether Saodat and Shavkat tried to strengthen their status.
The sample calculation of progress-test scores should be made in detail with control group.
The mean of the next group is: 63+56+55+68+71+70+67+65+73+72+68+
+69+64+75+79+86+68/17=1169/17=68,7=69.
The median as a value at the center of the range of the set will be 73.
The mode is 68.
The range is 86-55+1=32.

Control group B	Score	Mean	Difference	Difference squared
Saida	63	-69	-6	36
Nodira	56	-69	-13	169
Nargiza	55	-69	-14	196
Samira	68	-69	-1	1
Anora	71	69	2	4
Ozoda	70	69	1	1
Bekzod	67	-69	-2	4
Yulduz	65	-69	-4	16
Ulugbek	73	69	4	16
Bahodir	72	69	3	9
Shukur	68	-69	-1	1
Zuxra	69	69	0	0
Fotix	64	-69	-5	25
Nigmat	75	69	6	36
Saodat	79	69	10	100
Shavkat	86	69	17	289
Oygul	68	-69	-1	1

SD is √904/17=√53,1=7,2.
Data on central tendency and dispersion are especially useful for us, because we want to compare the behavior or performance of groups.

Central tendency Dispersion
Group	mean	mode	Median	low	high	range	SD
experiment	77	74	70	68	87	20	6
Control	69	68	73	55	86	32	7,2

From the table it is undoubtedly visible that students in experimental group acquire communication items more thoroughly rather than control group.

Figure 5
Even experimental groups central tendency with its inner details such as mean, mode and median was higher than control group, the components of dispersion like lowest and highest scores of the group were of really higher than in control group. Experiential learners’ range and standard deviation is lower than in control group due to the small disparity between the highest and lowest scores. If there is no so huge difference (both rates are higher) between these scores the range stood to be lower.
Linguistic accuracy is gained via progress test scores. They were calculated for treatment groups and student t-test to examine the significance of differences between them. The mean of the control group linguistic accuracy progress-test was 69. Consequently, the hypothesis which stipulates “The specifically elaborated methods on Communicative competence were effective for all the levels” in the use of the dissertation topic has been confirmed partially. Because the index of median and range in experiment group is not higher than control group.
Two teaching methods had significantly different effects on developing communicative competence. The results of the statistical analyses will be presented in relation to the research questions:
(1) Learners in the Experimental Class made a significant progress in improving communication skills after two months of an experimental period;
(2) Learners in the Experimental Class could make more progress in learning than those in the Control Class through the experimental process.
(3) The traditional method is not more effective in improving learners’ learning confidence and motivation than the Communicative Approach.
Finally, collected data provides evidence about the nature of the theoretical model in boosting students’ motivation and willingness to make extra effort to do different tasks in the classroom. In order to apply CLT to teaching speaking effectively, a variety of techniques and activities should be used at different stages of a practical lesson.


Discussions
Firstly, to apply CLT successfully in traditional classrooms, students’ attitude about learning English in particular needs to be changed. The teachers need consciously get their students familiar with communicative approach through every lesson.
In addition, to have a successful lesson in a communicative way, the teachers need create a friendly atmosphere between the teachers and the students, and give them more praise and encouragement.
Apart from that, the training courses in CLT should be held regularly to help teachers update their knowledge and exchange their teaching experience so that they can apply CC to teaching speaking effectively.


Findings
Results of Statistical analysis of the scores of progress-test of the two groups can help us to answer the research questions.
Research question 1: What developments occur in the knowledge over two months of experimental study?
In order to work out the answers to research question one, the data collected from the practicum analyzed into three aspects:
(a) the students’ higher statistical results in learning communication through communicative activities as well as their frequency to these activities.
(b) the researcher’s high frequency of communicative activity application in teaching communication.
(c) the teachers’ and the students’ evaluation of the effectiveness of communicative activities in teaching and learning speaking.
Research question 2: How are the ways of teaching communication and improving communicative competence related to one another?
Traditional and communicative teaching way of speaking is closely connected by means of deductive and inductive approaches, because in any kind of practical part the explanatory stage should be included. The communicative ways of teaching speaking are also tied tightly to each other. Thereby, such ways taught learners for communication as fast as possible.