Муаммо ва ечимлар республика илмий-амалий конференция материаллари инновационные подходы в повышении

 
SOBIROV Q.S., DAVLETOV R.M., 
senior teachers, Khorezm regional INSETTC 
Competence describes a person’s capability to do something adequately, or a person’s mental 
capacity to understand the proceedings of a trial. Competence is the noun form of competent, which 
is an adjective. 
Competency describes a person’s capability to do something adequately, or a person’s mental 
capacity to understand the proceedings of a trial. Competency is an alternate noun form of 
competent, which is an adjective. In effect, competence and competency are interchangeable, 
though competence is more often used to describe a person’s general ability, while competency is 
more often used to describe a person’s ability to perform a certain task. Both competence 
and competency appear in the late sixteenth century to mean rivalry, evolving to mean adequate 
supply, and then finally in 1790, meaning sufficiency to deal with what is at hand. 
Competence and competency come from the Latin competentia, meaning meeting together, 
agreement, symmetry. 
Most of the approaches and methods developed so far focus on the inputs of language 
learning. Conversely, the Competency – Based Education (CBE) is a movement focused on the 

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Ўқитувчининг касбий компетентлилигини оширишда инновацион ёндашувлар: муаммо ва ечимлар 
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output of learning. The CBE addresses the issue of what students expect to do with the language 
they want to learn. The movement was born in the United States in 1970 and it refers to an 
educational experiment that outlines the definition of educational objectives in terms of specific 
knowledge, skills, and behaviour. 
The Competency­Based Language Teaching (CBLT) is an application of the fundamental 
principles of CBE for language learning. This approach was common in the late 70s, but only 
recently has re­emerged in some parts of the world, such as Uzbekistan. 
The CBLT is based on the perceptual and functional nature of language. It is meant to teach 
the language in relation to the social context in which you use it. The language always serves as a 
means of interaction and communication between people. For this reason, this approach is used 
especially when the students have special needs and/or particular roles. 
The learning exercises used in CBLT activities can be considered to be systematically 
designed to achieve a specific competence. These tasks are real tasks and “can be connected to any 
domain of life, but especially in survival­oriented and/or work related situations” 
Typical situations for which these skills are developed are for example: job applications or 
interviews. 
According to Auerbach (1986) there are eight characteristic features to distinguish the 
Competency­Based Language Teaching: 
1. It focuses on society related issues. The goal is to teach the language in order to prepare 
students for the diverse needs of the world. 
2. It focuses on life skills to underline that language is still taught as a means of 
communication in practical tasks. 
3. The focus is on what students can do with language, as well as with certain behaviours. 
4. The skills taught in the programme should be separated into modules and or into manageable 
parts, so that the teacher and the students can manage the content and fulfil their objectives.
5. The student tests’ results are of public domain, known and shared by both the students and 
the teacher. Therefore, students can see their mistakes, correct them and know clearly what 
behaviours and skills are expected of them. 
6. Evaluation is continuous and permanent, meaning that students are tested before the course 
to determine what skills they lack, and are tested again after receiving instructions to check if they 
have achieved the necessary skills or not. 
7. Mastery is demonstrated through the achievement of objectives. The evaluation is based on 
the results obtained from the specific behaviour of the students, rather than by traditional 
assessment.
8. Individualised and focused attention are given to each student, the instructions given by the 
teacher are not based on time but on the progress that each student makes. Therefore, the teacher 
needs to focus on each individual student in order to help in those areas where skills are lacking. 
The teacher is required to provide a positive and constructive feedback in order to help 
students improve their skills. The teacher should give clear orders and explanations to make sure 
that every student understands the task that he/she going to face. Another function of the teacher in 
CBLT is to select learning activities and to design a curriculum based on the skills that students are 
about to acquire. 
The skills that students learn are clearly defined in public, so that “the student knows exactly 
what is to be learned”. The main objective of the pupil in the Competency­Based Language 
Teaching is to be able to adapt and transfer the knowledge from one environment to another. 
At the beginning of the course, students must go through a primary survey, in which the 
teacher determines the level of competence at the beginning of the course. After that the students 
are grouped on the basis of “their level of proficiency, their pace of learning, their needs and their 
social objectives to learn the language”. 

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Ўқитувчининг касбий компетентлилигини оширишда инновацион ёндашувлар: муаммо ва ечимлар 
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ЗАМОНАВИЙ ПЕДАГОГНИНГ КОМПЕТЕНЦИЯВИЙ ХУСУСИЯТЛАРИ