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

SUMMARY ON CHAPTER TWO
In the second chapter we described issues based on the main characteristics and the components of communicative competence. There have been analyzed the more appropriate components of communicative competence during teaching process.
Communicative competence is a theory that seeks to understand an individual's ability to effectively convey meaning within given contexts. The most widely-accepted components of this ability include grammatical competence, discourse competence, sociolinguistic competence, and strategic competence. While the theory of communicative competence has been greatly influential in changing the nature of classroom instruction, some controversy exists over how much students learn from implicit and direct methods of instruction, and over how to best assess communicative competence. Current trends indicate that communicative competence will continue to be an important theory in language classrooms, though the direct instruction of language forms may become more prevalent in the near future.
In developing the four skills, linguists constantly refer to the importance of using language from relevant sources, and producing language towards relevant ends. Skills are developed extensively and often enjoyably through communicative activities. We have looked at various types of communicative activity; word power games, games, group discussion, conversation building, role plays and interview skill. All these activities generally involve gathering, exchanging, and producing information in English. Such activities motivate the learners, they further the learning process itself, they give the teacher information on progress, and they thereby provide a context for deciding which elements of language form the learners need help with. Thus language learning is proved as a gradual process that involves creative use of language, and trial and error. Although errors are a normal product of learning, the ultimate goal of learning is to be able to use the new language effectively and meaningfully. So successful language learning involves the use of effective learning and communication strategies.
Some of the difficulties and challenges the teachers face are listed below:
1. Pronunciation is frequently unintelligible because of the interference of their mother tongue
2. Constant errors are shown in conversational micro skills but no weakness is found that causes misunderstanding.
3. Vocabulary is limited to minimum and prevent the students speak on very public topics.
4. Speech is so halting and very slow and hesitant; sometimes sentences are left uncompleted.
5. Understanding of simplified speech is done carefully with repetition and rehearsing.
But these challenges are overcome by the teachers by their constant efforts in correcting the students whenever they commit mistakes without hurting their feelings. The repeated training of the teachers resulted in a great, remarkable changes in students, for example they could show improvement in pronunciation which does not affect understanding, no more than two grammatical errors during the conversation, Vocabulary adequate to cope with any special interested topics or varied topics of general interest, speech on all general topics are effortless and smooth , but with nonnative speed and evenness, lastly, their understanding is tremendously increased as they could understand everything in normal and educated circumstances.