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

Theoretical value of the research is that, these materials can be used at higher educational establishments as a theoretical source of teaching communicative competence; the concept of communicative competence analyzed and summarized can be proposed in the future works of the other researches.
Practical value of the research is that, these materials can be used at higher educational establishments as an advice and suggestions for teaching English language to the university students, as well as, the hypothetical theories maintained in the work can be applied while designing the module “Integrated skills” by using new pedagogical technologies.
The brief overview of used literature. With the development of the notion “communicative competence” scopes of the methodological and pedagogical studies have been expanded considerably, and the theoretical framework and empirical materials have been enriched. Today, issues of communicative competence have international importance and there are a lot of researches which deals with it. The main issues related to the chosen topic have been studied in a lot of seminal works. In particular, in the aspect of teaching FL dealt with by M. Canale, D. Hymes, N. Chomsky; the problems of communicative competence in FLT by D.Hymes, I.Winter; the matters of evaluating and designing syllabuses to improve communicative competence by H.Widdowson, S.Eaton, M.Halliday, R.Docking. M.Marcellinus.
Uzbek researchers also have worked out on their own methodology of overcoming problems on communicative competence by O`.Xoshimov, I.Yoqubov; G.Mahkamova, Sh.Alimov, A.Ziyayev; in acquisition problems with second language investigated by J.Jalolov, L.Axmedova, N.Nabiyeva, V.Normuratova. Firstly, the topicality of discussing theme belongs to its social importance, but secondly, we can notice that still we need some influential work.
Methods of the research:
∙ Socio-pedagogical: critical analysis of the scientific literature, theoretical generalization, description of the teachers’ experience.
∙ Comparative: comparative description and analysis of the errors sources and instructions for error correction.
∙ Pedagogical experiment: observation, lessons’ analysis, questionnaire and experimental teaching.
∙ Statistic: qualitative and quantitative data processing.