The actuality of the Project is identified in its content that follows the sequence of areas related to CLT. The author considers in a critical way and compares her personal experiences with those reflected in the vignettes.
The object and subject matter of the project is the implementation of CLT in the language teaching context of Uzbekistan.
The main aim and tasks of the project work is to show and give language teachers direction in exploring the principles of CLT and present the possible ways of implementing them in their teaching process. The shown examples and samples of lesson and activities assist English teachers in order to use the principles of CLT in their context.
Theoretical and practical importance of the project workis to depict how theory can be brought into practice with the help of language tasks and activities that show how CLT can be implemented in classes. Theoretical importance of the project work demonstrates the core idea of CLT which is sought in the context of the author. The practical importance is illustrated in the samples of lesson plans and analysis of them given in the homework tasks.
The content and structure of the work The graduation Project Work consists of content, twenty homework tasks and the list of used literature.
Chapter 1 Language and Communicative competence 1.1 Principles of communicative competence and its practical reflection fromyour ownexperience 1.1.1 Homework TaskOne In my twenty-two year experience at higher education I’ve realized that teaching is not a simple process. Particularly, my first and second years were a real challenge hence I didn’t have enough experience and skills in the sphere of teaching. I mostly used to teach mixed ability groups which consisted of the students with different needs and academic backgrounds. From the very beginning of my teaching career I tried to use interactive methods which helped to get student to speak and communicate more but anyways the most part of the class was teacher centered. However, from the third academic year on I’ve gained some experience by observing other professional colleagues and applied the knowledge which I learned from them to my own classes. I want to take one of my lessons which I had this academic year. When we conduct the lessons with the same level students and if their attitudes toward each other are very friendly and helpful it is not so challenging for the teacher. The group which I want to involve in my research paper has the qualities which were mentioned above. Even though not all of them were good at speaking I always used to take parts in all tasks and activities. They didn’t feel shy and fear to speak while some other students mostly face to such problems. The subject which I conducted with them was “Integrated skills” and the topic was “Telephone conversation”. My students at university who are studying for their bachelor’s degree are usually with different academic backgrounds and mixed ability students in terms of language skills. In order to satisfy the needs of modern language learners we teachers have to be very inquisitive, resourceful and well aware of modern trends in language teaching. As it is known for many years Grammar translation method dominated in our ELT context which means teaching focuses were mainly Linguistic awareness and competence of learners through teacher centered pedagogy. Being far away from criticism of traditional methods of language teaching I realized the urgent need for transferring to modern ways of teaching according to the educational context and its specifications.
I have chosen a course which I teach at university called “Integrated study skill of the languages” as a target to analyze during my project work tasks. I teach this university course to second year students and have gained so far certain achievements and as well as faced some challenges. While participating this teachers’ professional development course I started to realize the reasons and influential factors which my achievements and challenges rooted from. The positive sides of my activity as a language teacher have been that I could create a ”safe zone“ for my learners to communicate and promoted their interaction throughout the procedure while the negatives were related to preparing my learners for successful communication in the target language when in the real situation. I used to focus on teaching planned amount of vocabulary with the help of examples definitions even in context, however, I realized now, that competences shouldn’t be or cannot be developed in isolation or by segregated way, vice verse language is also social event which should be taught in relation with real world situations and conditions. As a target lesson for my project work I have chosen one class when I taught students kindness related integrated skills based on telephone conversation where my learners were exposed to work on poster presentation on role playing specifications. As I mentioned above during the lesson I made a great effort to make the process as communicative and student centered as possible where I had some challenges to teach appropriate tips which can be useful in Uzbek cultural context and interlink into my objectives pragmatic and sociolinguistic competences.
