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The universe stops if no change happens; the change becomes blind if it is not enlightened with the wisdom.
Khalil GIBRAN
Introduction.
Globalization as a concept has been used both positively and negatively by many different people and in many different situations. Depending on the point of view, all definitions on globalization state that it has the power of creating a world without boundaries where people communicate, share, and do business with the help of information, communication and transportation technologies. And the medium of all these activities is English language. Therefore, English language curriculum and teachers should be able to help learners to function as successful members in globalized digital-age World. In the linguistic aspects of globalization, there are two sides to this process - the pros and cons: the process of globalization, by transforming a particular language or languages into a regional or international language or languages, on the one hand, and peoples speaking different languages on the other. On the other hand, the influence of regional or international languages or languages on national languages, including the increase of lexical and other elements of foreign languages in the national language, the reduction of the scope of use of the national language and even the complete disappearance of the national language. causes the problem of mold.
21st Century Competencies and Language Teaching.
European Council document of European Reference Framework (2006) asserts that "as globalization continues to confront the individuals worldwide with new challenges, each citizen will need a wide range of key competences to adapt flexibly to a rapidly changing and highly interconnected world (p.13). This need is mostly attributed to the changes in society, and more particularly, to the rapid development of technology and its impact on the way we live, work and learn. Through Information and Communication Technology our society is changing from an industrial society to information or knowledge society (Voogt, 2008). As a result one of the biggest challenges facing today's teachers worldwide is making sure that our students are equipped for success in these increasingly knowledge-based, economically interdependent, and demographically diverse societies. As West (2012) emphasizes "in today's hyper-connected world, no nation can launch a fully effective domestic education agenda, without addressing global needs and trends, nurturing a globally competent citizenship" (p.2). Therefore, nations should be alerted to know how other nations are approaching to meet the ever increasing challenges. And Uzbekistan is no exception! Albright (2012) indicates that "in a knowledge-based economy that puts a premium on creativity, innovation, and collaboration, one the most important twenty-first century skills students need is global competence.
Foreign Language learning problems and solutions.
The languages used are advanced languages, and the fact that they are taught as a foreign language in most countries of the world today effectively recognizes that this language interacts not only within its own borders, but also with other peoples and cultures. means more learning to learn and teach. Although modern teaching methods have been developed for teaching foreign languages, especially English as a foreign language, there are specific problems in mastering it.
Not taking it seriously.
It should be noted that students often do not take language learning seriously. Problems such as adherence to grammar rules and language barriers can stifle students' interest in language acquisition and lead to a lack of seriousness. In fact, I find the idea that sentences made to be clear do not have to be grammatically correct to be understandable to be both correct and partially incorrect at the same time. This is because grammatical rules are constantly being distorted when speaking. Students do not always follow and cannot follow the rules learned in class. In addition, in non-philological universities, students treat foreign languages as a secondary subject. Unfortunately, in most cases, students learn the language during the lessons. They do not try to learn new words by practicing pronunciation, writing essays independently after school. One of the biggest drawbacks is that when mistakes are corrected, the idea that "this is not my language" often takes root in the minds of students. This negatively affects the learning of a foreign language.
Excessive use of the native language in the audience.
Learners learn another language only when they have to use it. The teacher should require students to communicate in the language they are learning. Only then will the level of language development and pronunciation increase. Learning a foreign language can only be successful if it is strictly enforced and subject to restrictions.
Student dependence on the teacher.
Self-study, problem-solving, and research are essential to mastering any science. The fact that a student addresses a teacher for every small problem is a sign of student dependence. This reduces the student's ability to work on himself.
Audience dominance of strong students.
No matter how well students are selected, there will be differences in learning. In an audience, strong students outperform the weaker ones. Shy students will not be able to take an active part in the class. For this reason, weak students should not be forgotten during discussions and classes.
Conclusion
21st century advancements open new areas to use English 1language as the main medium for communication both for personal and advanced academic needs and these new uses create new challenges for English language teachers to introduce, use, analyze and teach these areas to English as a Foreign Language students. The English Language curriculum which will start being implemented next academic year and the present teaching practices and teacher education programs do not help to bring this vision to come true: The aims of the curriculum usually are either to improve teaching the existing content, to facilitate the learning of new goals, or to facilitate a new vision on teaching and learning. It is my belief that the new English Language teaching curriculum is away from accomplishing this usual task.
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