Тиллар ўҚитиш методикаси ва таълим технологиялари

Types of Levels of Language Proficiency	Cognitive Process	Conversation Proficiency
Language Process
Surface	Knowledge – remembering something previously encountered or learned. Comprehension – grasp of basic meaning, without necessarily relating it to other material. Application – use of abstractions in particular and concrete situations.		Pronunciation Vocabulary Grammar
Deeper	Analysis - breaking down the whole into its parts so that the organization of elements is clear. Synthesis - putting elements into a coherent whole. Evaluation – judging the adequacy of ideas or material for given purposes.	Cognitive/Academic Proficiency	Semantic meaning. Functional meaning

On the basis of the table content we can state that language acquisition at schools presupposes surface level of language proficiency (Beginning level). But the learners at Academic Lyceum and Professional Colleges can achieve the deeper level (Intermediate level). For the learners of Academic Lyceum and Vocational Colleges and Higher Educational Establishments is more relevant cognitive and academic progress than a surface manifestation of proficiency. For pupils of the Primary and Secondary education (1-9 forms) it is normal to organize productive speech embedded within context of fairly immediate goals, intensions, and familiar patterns of events. Their conversation proficiency touches only surface cognitive process. The deeper level concerns a high order of critical thinking which is impossible for young children (1-6 forms) and it is difficult for teenagers (7-9 forms), but it is possible sometimes because elements of critical thinking are attracted. The 1-4 forms pupils’ language acquisition has no conscious character. During this period pupils are allowed to go through a silent period. They receive comprehension input usually from the teacher. As W. Scott and L.H. Ytreberg describe young learners under 7-8 years old, ‘Their own understanding comes through hands, and eyes, and ears. The physical world is dominant at all times”³¹. So, simple responses to the comprehensible input may be made by gestures, nodding, using L1, answering “yes” or “no”. The teacher’s speech is a little slower as usual. The intonation is reasonably normal except that key words receive extra emphasis.
There is a school of thought that suggests children learn best by hearing language being effectively modeled by skilled teachers, and having natural opportunities to use language in productive activities, before embarking on robust learning of literacy. However, the relative success of this type of approach may lie in the oral competency of the teacher and easy access to appropriate resources. In some contexts it may make more sense to expose children early to reading, learning phonics and the explicit teaching of grammar. Clearly, it makes little sense to be teaching reading and writing in EL beyond what has been achieved in L1, although it may be possible for the two languages to develop at similar rates. However, older learners may have knowledge of literacy to transfer over from a stronger first language. In many contexts, schools are measured by how many children pass academic exams, which may necessitate and encourage a ‘teaching to the test’ mentality amongst teachers. However, this could mean that the more important aspects of learning are neglected.
In the classroom a teacher should aim to provide a wide range of learning experiences, some designed to promote spontaneous learning, or to bring about communicative use, or to focus on underlying knowledge, skills, strategies, or to promote awareness of pattern and function, or to assist the learner to develop control in the use of the language. They all are effective strategies but for different purposes, in different context, with different learners, at different stages of development. The balance to be struck between these various strategies at particular points in time with particular learners remains a matter for a teacher to decide. The methodology adopted by the teacher at any particular moment should be designed to respond to the particular needs of the learner.
The learners need to be provided with adequate feedback and with some ideas as how a learner is progressing. Awareness of progress is an incentive to further learning. It is important for learners to know the criteria upon which their performance is being evaluated – whether this can be communicative success, appropriacy to context, accuracy in formal terms, or in combinations.
Besides, the learners need socio-cultural data and direct experience of another culture. We mean cultural awareness, which means the foundation of communication and it involves the ability to understand adequately value orientation, mentality, beliefs and perceptions. It becomes central when we have to interact with people from other cultures. People see, interpret and evaluate things in different ways. What is considered an appropriate behavior in one culture is frequently inappropriate in another one. Misunderstandings arise when we use our meanings to make sense of a reality. Misinterpretations occur primarily when we lack awareness of our own behavioral rules and project them on others. In absence of better knowledge we tend to assume, instead of finding out what a behavior means to the person involved, e.g. a straight look into your face is regarded as disrespectful in Uzbekistan.
Through EL the pupils and students learn culture of the native speakers, and through cultural information and guided reflection upon this in the classroom, the learners can be helped to build up a cultural awareness and sensitivity that may lead to greater understanding and tolerance of diversity. One of the aims of intercultural teaching and learning language and culture is acculturation as a result of that the bridge between their own communicative and cultural systems and the target language speech community will be built. This means a considerable difference in the emphasis placed on cultural aspects and on appropriacy between L1 developers and L2/FL learners.
Thus, EL teaching and learning enable a learner not only to experience another language and culture through special linguo-cultural material and engaging in communicative activities, but also to reflect the experience in real intercultural communication.