Тиллар ўҚитиш методикаси ва таълим технологиялари

2. Proficiency levels and stages in FLT
The EL acquisition is graduated into beginning, intermediate and advanced levels in the terms of language proficiency. To understand the proficiency levels of FLT/FLL we present the scheme (Figure) below²⁸.
Figure 3. Classification of Proficiency Levels in EL

Comprehension
	Early Speech Production
		Speech Emergence
			Toward Full Production

Beginning Intermediate Advanced
Comprehension, Early Speech Production, Speech Emergence and Toward Full Production refer to stages within levels - Beginning, Intermediate and Advanced. At the comprehension stage learners develop the ability to understand spoken language and to react to simple commands. At the early speech production stage learners are able to produce a few words and can often recognize their written versions. At speech emergence one, they begin to use simple sentences and can read and write a simple text in the target language. As learners become capable of fuller production, they can express themselves in a variety of ways and can understand much of what is said. As the scheme shows, these levels have two stages: Beginning – Comprehension and Early Speech Production; Intermediate – Early Speech Production and Speech Emergence; Speech Emergence and Toward Full Production. There is some overlap between one level and the next one and one stage and the next one. Learners may be beginners at some task but advanced learners at others. An intermediate or advanced learner might be thrown back temporarily into the comprehension stage typical of beginners whenever new concepts are introduced.
It was mentioned, that the acquiring EL is a cognitive process. Most language teaching (whether L1 or L2/FL) attempted to develop functional or communicative proficiency by focusing on the surface forms despite the fact that the direction of the language acquisition was from deeper communicative functions of the language to the surface form. The cognitive aspect can be elaborated in terms of Bloom’s taxonomy of educational objectives²⁹. The conceptualization of language proficiency in the frame Bloom taxonomy was described in the book by P.A. Richards -Amato³⁰ what we reflect to in the Table 6.
Table 6. Surface and Deeper Levels of Language Proficiency