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

Results and solutions of the problems: Actual methodical tasks for developing communicative competence of the first-year students of FL faculties will be analyzed and measures of improving foreign language learning system will be worked out. While working on this issue we should learn new pedagogical technologies of teaching, and select among them the most suitable and effective ways, recommending them for using in teaching process.
The structure of the work contains an introduction, 3 chapters, lesson plan, conclusion and the list of used literature.

CHAPTER 1. THEORETICAL BASIS OF COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE TEACHING

1. 
   Communicative competence as a result of FL teaching and learning
   

With the development of cultural and economic ties between countries and people, the role of learning foreign languages ​​is increasing. Every year the demand for specialists who speak foreign languages ​​is increasing. The most important areas in the development of education today include the use of a competency-based approach. We are talking about the formation of skills related to the practical application of a person's communicative abilities, his cultural, social and informational competencies. This issue is widely discussed in the scientific and pedagogical literature; however, the cognitive approach prevails in universities, and students have to memorize a large amount of information instead of developing the basic competencies necessary for successful activity.
As we know today not only knowledge of a foreign language is required from a modern specialist, but also the ability to effectively apply it in the field of everyday and communication. But this is impossible without knowledge of social norms, spiritual values, and traditions of other people.
The concept of modernization of education defines new social requirements for the formation of life attitudes of the individual. There is a reorientation of the assessment of the results of education from the concepts of "preparedness", "training", "education" to the concept of "competence".
The concept of "competence" has long been used in psychological and pedagogical literature, but increased interest in it has appeared only recently, which can be explained by the rapidly changing realities in society.
The use of a communicative approach in teaching foreign languages ​​contributes to the formation of the ability to communicate in a foreign language, i.e. acquire communicative competence - the ability to use all types of speech activity: reading, listening, speaking, writing.
Communication in a foreign language is not only the process of transmitting and receiving information, but also the regulation of relations between partners, the establishment of various kinds of interaction, the ability to assess, analyze the situation of communication, subjectively assess one's communication potential and make the necessary decision.
The main component of communicative competence (i.e., speech (communicative) skills) is formed on the basis of language skills, as well as linguistic and cultural knowledge.
In accordance with the state educational standard for foreign languages, communicative competence should include the following essential skills:
- read and understand simple, authentic texts (with understanding of the main content and with full understanding);
- verbally briefly talk about yourself, the environment, express an opinion, give an assessment;
- verbally communicate in standard situations of educational, labor, cultural, everyday spheres;
- the ability to write and convey elementary information (letter).
Foreign language communicative competence as a certain level of proficiency in language, speech and socio-cultural knowledge, skills and abilities allows the student to build his speech behavior depending on the situation of communication, namely, situations of everyday, pedagogical, scientific, business, political and socio-political communication.
The structure of foreign language communicative competence includes a number of competences. First of all, it is linguistic competence - one of the main components of communicative competence. Linguistic competence is understood as the ability of a person to correctly construct grammatical forms and syntactic constructions in accordance with the norms of a particular language. Linguistic competence includes language and speech competence. Language competence is knowledge in the field of the language system (within the program minimum) and the skills to operate this knowledge. Speech competence - possession of the norm of speech behavior (in all types of speech activity). An important role in mastering language and speech competencies is played by educational competence - the ability and readiness of a person to effectively carry out educational activities when mastering a foreign language as an educational subject. Educational competence organizes and optimizes students' independent work on the language, reduces time, physical and mental costs when learning a foreign language, promotes high-quality mastery of foreign language communication, and increases interest in the subject. The process of formation of educational competence involves the acquisition of knowledge about the methods of rational performance of educational work, options for performing educational actions in the absence of a given algorithm, skills for diagnosing one's own level of rational organization of educational activities; the ability to choose a method of learning activity that corresponds to individual personal characteristics, to form a set of individual learning skills and actively use it, to independently control the correctness of this choice.
In methodology the term competence is used as characteristics of the achieved level of the language proficiency. This term was introduced by N. Chomsky[12,35] to define an ability to fulfill some activity. D. Hymes introduced the concept of communicative competence as the ability to use the language they are learning appropriately in a given social encounter[65]. This ide was taken by M. Canale and M. Swain, who developed and elaborated a model of communicative competence[20]. Then Van Ek applied it to FL acquisition and turned it into a fundamental concept in the development of communicative language teaching. In other words, with regard to FLT the term competence was developed in the frame of the researches done by the Council of Europe to ascertainment of the level of language proficiency. It was defined as ability for fulfillment some activity with the help of acquired knowledge, skills and experience. In the CEFR we can see models and domains of general and communicative competences the learner must acquire.
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.
That's why a communicative competence breaks down components of knowledge: 1) knowledge of the language knowledge of how to use the language. To be able to communicate people need communicative skills. But for this purpose a les must acquire language sub-skills (vocabulary, grammar) which can be appropriately used during representation of pronunciation language (communicative) skills in listening, speaking, reading and writing (see Figure 1). H.G.Widdowson states that someone knowing a language knows more than how to understand, speak read and write sentences. He also knows how sentences are used to communicative effect and the learning of a language involves acquiring the ability to compose correct sentences.