Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №25 (том 3)

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ФИО автора: 
Malikov Salohiddin Bakhrom ugli 
 
Samarkand State Foreign Languages Institute 
2 nd year student 
Название публикации:
«ACTUAL PROBLEMS OF TEACHING ENGLISH» 
Annotation:
The article discusses the current problems of modern 
linguodidactics and reflects the main directions of development of methods of teaching
English language in the late twentieth and early twenty-first centuries. The article links 
technology, goals, content, theoretical understanding and control of English language 
teaching in school with a competent approach to teaching. 
Keywords:
lingvodidactics, teaching concept, language identity, competence, 
learning technologies, final control. 
The main directions of development of modern methods of teaching foreign 
languages in the XX-XXI centuries are related to the needs of the individual, the state 
and society. These needs were formed in the process of forming the state as a 
democratic and legal state, priorities changed, which was reflected in both the areas of 
scientific research and the development and achievements of information technology. 
The education and goals of the students are related to this. Modernization of education 
in Uzbekistan involves the construction of a new model of teaching the Russian 
language, aimed at the organic unity of the new content of education, new forms of 
organization of the educational process, modern educational technologies and new 
forms of quality assessment of education. 
English language teaching is currently being carried out in an environment of 
changing its norms. The general and speech culture of the population is declining. The 
teaching of English has a special social significance in this context, and the state of the 
speech culture of a society is determined by the formation of language teaching and its 
foreign language teaching based on ideas about man as a foreign language. 
It should be noted that students do not pay much attention to learning a foreign 
language because knowing a foreign language does not have enough prestige in the 
society and the society cannot rise to a high level of understanding a foreign language 

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because the culture of foreign speakers is not high enough. True, the situation cannot 
be changed overnight. Therefore, it is necessary to analyze the status of English as a 
subject in school, ie the content, objectives, teaching methods, didactic means of 
teaching, teaching technology, language knowledge, skills and abilities of students, the 
organization of control. . 
In the past, the position of English as a subject in school has hardly changed. It 
is no secret that English language lessons are not difficult and fun for modern school 
students. First of all, this is due to the fact that children do not understand the role and 
importance of the English language in everyday life. In order to give meaning to its 
study and return the values of correct and beautiful speech, it is necessary to look at 
the methodology of teaching English at school in terms of modern linguodidactical 
problems of science. 
The first problem is the importance of learning English in school. The 
educational value of the subject of "English" is determined by the social functions of 
the English language, which is a means of communication and influence, 
understanding of being, storage and acquisition of knowledge. The main element of 
fiction appears as oral art. However, it is not easy to convey this concept to the modern 
student, so the choice of principles, tools, methods and techniques of teaching requires 
knowledge and skills from the teacher in line with modern scientific achievements. 
The second problem is based on the goals and objectives of teaching a foreign 
language in school. The modern stage of English language development, teaching 
methodology, describes new approaches to defining learning objectives. The concept 
of "competence" was introduced in the school. Competence in teaching English 
includes communicating with speech and mastering the knowledge of the English 
language formed in the learning process. Learning objectives are defined through 
language, linguistic, communicative and cultural competencies. 
The ultimate goal is to nurture a linguistic individual with these competencies. 
Language: 
- Acquisition of knowledge of language as a system, its features, rules and 
practical application of this knowledge; 

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- Linguistic competence - the formation of a view of language as a phenomenon, 
knowledge of linguistics as a science; 
- Communicative competence - comprehension of another's speech, free use of 
speech in oral and written form, taking into account the speech situation, speech 
etiquette; 
- Cultural competence - the competence to understand the form of expression of 
national culture, the relationship between language and folk history, the national and 
cultural features of English and English speech, the formation of a linguistic picture of 
the world, language units with national logo, English speech etiquette, culture of 
interethnic communication. Introducing the concept of competence into the theory and 
practice of teaching English is not just a matter of substance. The introduction of this 
concept is a natural result of a theoretical understanding of the criteria for learning 
English by students in school, the goals and content of teaching. To achieve these goals, 
it is necessary to adapt the object of education and the content of education. Clearly, 
the common language in school should be studied in historical and local forms, as well 
as oral and written literary speech should have aspects such as speech culture, practical 
stylistics. The development of new programs and textbooks is promising, involving 
three parties in their creation: a linguist, a methodologist, and a teacher to combine the 
three approaches: a scientific, comprehensible, and practical direction based on 
interest. 
The third problem is the technology of teaching English. The choice of teaching 
technology is a complex process in which the teacher moves from traditional methods 
and means of teaching in the classroom to new ones. However, traditional technology 
- internal, system and teacher - accepted, while innovative - external, can be considered 
as being introduced but not yet adopted. Thus, pedagogical transition processes can be 
viewed as a unit of sustainability and innovation. 
The gradual change of educational paradigms is always accompanied by a 
change in educational technologies or their modernization. Our traditional teaching 
methods have begun to be squeezed out by educational technologies. Teaching 
methodology is a set of pedagogical rules, methods, techniques and tools called transfer 

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of experience from one generation to another and the formation of a new experience of 
human activity. Any teaching method is always related to a specific teaching subject 
based on a specific educational paradigm. 
Teaching technology, educational technology, is a phase that brings theory 
closer to practice and practice closer to theory. Its essence is to develop a methodology 
of teaching by shaping systems to use these rules (goals, objectives, principles, content, 
methods, forms of education and training), taking into account time, place, 
characteristics of participants and other specific conditions. The content of English 
education technology should effectively reflect the needs of the society development 
strategy, education development strategy, education concept, educational goals, 
content, methods, organizational forms, teaching aids and society. 
In short, English has existed as a subject of learning for many years. The 
pedagogical problems of that period have not lost their significance to this day. They 
correspond to the state of modern language, to the state of lingvodidactic science. The 
goals of teaching English are defined through linguistic, communicative and spiritual 
competence. The ultimate goal is to nurture a linguistic individual with these 
competencies.