Ноябрь 2020 7-қисм

Ноябрь 2020 7-қисм
Тошкент
rather, students interacting with each other, are the center of cognitive activity in the lesson. 
Summing up the above, it is necessary to emphasize the importance of interaction and cooperation 
of students, as well as speech assignments for the organization of communicative language 
acquisition. Communicative learning includes the formation of a communicative concept, that is, 
internal readiness and ability for verbal communication, orienting students to “enter” a different 
cultural space. Such training is characterized, first of all, by non-traditional forms of conducting 
classes.
based on the data of pragmalinguistics and taking into account the changed status of a foreign 
language as a means of communication and mutual understanding in the world community, 
all the psychological characteristics of teaching a foreign language to high school students are 
grouped around the need to strengthen the pragmatic aspects of language learning. This means 
that during training, it will be important not only to achieve high-quality results in mastering 
foreign language communication, but also to search for a real exit to another culture and its 
carriers.
It is not just about knowing the language, but about the ability to use it in real communication, 
that is, about practical language skills and, therefore, about the development of “pragmatic 
intercultural competence”.
The state standard of the level of training in foreign languages notes that the formation of 
communicative competence is inextricably linked with sociocultural and regional knowledge, in 
other words, with “secondary socialization”. without knowledge of the socio-cultural background, 
it is impossible to form communicative competence, even within limited limits. 
References:
1. Cotton D., Falvey D., kent S. Language Leader Intermediate, 2008. 
2. Herrel A., Jordan M. Fifty strategies for Teaching English Language Learners (4
th
edition) 
(Teaching Strategies Series). pearson, 2011. 

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