Esp curriculum for higher education in uzbekistan

Linguistic competence 
is the ability to apply the language material 
(phonological, grammatical, lexical) in communication with others. 
Pluricultural competence 
involves the learners’ ability to learn to relate
 
to different languages and cultures.5 Learners will: 
a) Take an interest in the communicative competence of other speakers 
b) Take an interest in the cultural background of other speakers 
c) Build their sensitivity and ability to communicate taking cultural 
differences on board. 
Pragmatic competence 
is concerned with the user
’s/learner’s
 
knowledge of the principles according to which messages are: 
a) Organised, structured and arranged (
discourse competence
) 
b) Used to perform communicative functions (
functional competence
) 
c) Sequenced according to interactional and transactional schemata or 
moves in different academic/professional genres (
design competence
) 
Continuing 
The process of professional development that enables academics and 
professional 
teachers to improve their linguistic and professional skills. This includes 
development 
both formal training beyond initial training (e.g. at master’s level), informal 
(CPD) 
training (e.g. in-service courses and workshops) and personal 
development (e.g. reading a book or article about language teaching or 
corpus/ 
‘reflective practice’). 
A collection of written or spoken texts that can be used for studying the 
(pl corpora) 
language. 
Corpus linguistics 
is the
 
study of language
 
through analysing
 
corpora
. 
creativity 
The use of imagination or original ideas to create something as part of 
language learning, e.g. role-plays, posters, films.