Ноябрь 2020 7-қисм

Ноябрь 2020 7-қисм
Тошкент
FEATURES OF LEARNING ENGLISH IN HIGH SCHOOL
Normirzaeva Makhmula Irgashaliyevna
English language teacher, secondary 
school #5, Namangan, Uzbekistan 
e-mail: [e-mail]
Annotation. Currently, the problem of teaching a foreign language at school is urgent. 
Foreign language teachers are faced with the task of creating a personality that will be able to 
participate in intercultural communication. It is important to form communicative competence, 
which includes both linguistic and sociocultural competence. 
Keywords: education, senior school age, program, culture, knowledge.
knowledge of the socio-cultural background is very significant, since without it is impossible 
to form communicative competence, even within limited limits. Therefore, it is necessary to have 
an idea of the socio-cultural characteristics of the country of the target language. The study of 
culture and language carries not only general educational ideas, but at the same time ensures the 
development of personality, supports the motivation of students. Teachers are faced with the task 
of forming positive motivation, it is necessary to link it with the cognitive interests of students, 
the need to master new knowledge, skills, and abilities.
Those who are studying a foreign language must have good communication skills. In order 
to stimulate the development of these skills, it is necessary to choose the forms of the lesson 
that will most contribute to this.
Research and experience of educators-innovators have shown that in order to maintain 
the fruitful and effective activity of students, it is successful to use non-traditional forms of 
conducting classes, for example, such as a video lesson, a lesson-discussion, a lesson-play, 
a lesson-excursion, etc. that such forms of study support students’ interest in the subject and 
increase motivation for learning. During such lessons, the horizons of students expand, plus with 
the increase in information about the culture of the country, the studied language, the socio-
cultural competence of students is improved.
why do we say that it is necessary to apply these teaching methods? The fact is that during, 
for example, a video lesson, students are introduced to the culture of the countries of the target 
language by immersing them in the atmosphere of the relationship of native speakers with a 
demonstration of the features of their facial expressions and gestures.
A foreign language lesson has its own specifics, which a foreign language teacher cannot but 
take into account. At present, the global goal of mastering a foreign language is considered to 
be familiarizing with another culture and participating in the dialogue of cultures. This goal is 
achieved by developing the ability for intercultural communication. It is teaching organized on 
the basis of communicative tasks, teaching foreign language communication, using all the tasks 
and techniques necessary for this, that is a distinctive feature of a foreign language lesson.
Foreign language communication is based on the theory of speech activity. Communicative 
teaching of a foreign language is of an activity nature, since verbal communication is carried 
out through “speech activity”, which, in turn, serves to solve the problems of productive 
human activity in conditions of “social interaction” of communicating people. participants 
in communication try to solve real and imagined problems of joint activities using a foreign 
language.
The active essence of communicative-oriented teaching of a foreign language is realized in 
the context of a humanistic approach to teaching. with this approach, positive conditions are 
created for the active and free development of the personality in activity. In general terms, these 
conditions are reduced to the following: · students get the opportunity to freely express their 
thoughts and feelings in the process of communication; · Each participant in the communication 
remains the focus of the others; · participants in communication feel safe from criticism, 
prosecution for mistakes and punishment.
with a humanistic approach to teaching, the cognitive barriers characteristic of the educational 
process disappear, which reduce the motivation of students and induce them to be irritable.
The humanistic approach assumes student-centered learning. This means that learning, or 

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