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EFFECTIVE STRATEGIES ON TEACHING ENGLISH AND THEIR 
ROLE IN CEFR FRAMEWORK 
Norboyev A. 
(The student of master degree of SamSIFL) 
Language is the most necessary factor for people to communicate, understand 
each other. However, there are more than 3000 languages in the world and one of 
them English is spread and famous language. 
In fact, the current language is required to learn in every kind of job, in each 
sphere of the world; moreover even every person is getting interested in the 
language, that’s why English is being learnt even by learner. 
This fact awake interest in my own study and I wanted to make contribution 
on this issue. For that reason I have decided to work on effective and useful 
strategies in teaching English for learners. 
According to Richards & Rodgers’ point of view, there are some procedures 
about language learning and task-based learning tasks: 

Language is primarily a means of making meaning. (Without understanding
one can never talk or express his/her opinion ); 

Lexical units are central in language use and language learning.( As much as
learners enlarge their vocabulary, the usage of language will be much easier as 
possible); 

“Conversation” is the central focus of language and the keystone of
language acquisition. ( With the help of “Conversation” a learner will be able to 
connect with others and develop fluency ); 

Tasks provide both the input and output processing necessary for language
acquisition. (Tasks play an important role in learning a language); 

Task activity and achievement are motivational. ( As much the task is as
motivational it would be); 

Making errors is natural and is considered as a part of the process in
acquiring the target language. (Without making an error one cannot learn the 
language); 

Learning tasks facilitating learners to engage in interactions are essential.
(While choosing a task the teacher should pay attention to its interaction); 

Learners need to be encouraged to produce the target language as producing
the target language facilitates learning. (The teacher should accustom learners to 
using the target language); 

Language learning tasks should be varied to cater for the needs for both

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extrovert and introvert learners. (While creating a task the teacher should take into 
consideration learners needs. In this case the task will be appropriate for all 
learners); 
Another language investigator Priyana thinks that each leaner has different
learning strategy preferences. They are: 

Teaching and learning processes should foster motivation and minimize
learner anxiety; 

The choice of teaching and learning tasks and content should be based on
learner age; 

Learning tasks should arouse and maintain learners’ learning motivation;
Taking above-mentioned procedures into consideration, the researcher came 
to the following decision that the teacher should 

engage learners in using language purposefully and cooperatively,

make learners participate in a complete interaction, not just one-off
sentences, 

give learners chances to try out communication strategies,

develop learners’ confidence that they can achieve communicative goals.
While creating a task for Integrated Skills, the teacher may use these criteria 
for language learners. Using these criteria will help them do the task more 
motivational, interesting and understandable. They are: 

Comparing (Matching, Finding similarities, Finding differences);

Processes (Analysing real or hypothetical situations);

Problem solving (Reasoning, and decision making);

Sharing Personal Processes (Narrating, describing, exploring and
explaining); 

Creative tasks (Comparing, problem solving);

Jigsaw Tasks (Information-gap Tasks, Problem-solving Tasks, Decision-
making Tasks, Opinion exchange Tasks, Books, Newspaper, Magazine, Radio 
programs, CDs, TV, Internet, Worksheets.).