Journal of Critical Reviews

ISSN- 2394-5125 Vol 7, Issue 5, 2020

Review Article

DEFINING COMMUNICATIVE COMPETENCE IN TEACHING A FOREIGN LANGUAGE

Irsaliyeva Madina Anvarbek qizi, Xidirova Zuhra Po'latovna, Agzamova Zamira Izzatulayevna,
Amirova Aqida Tursunbayevna,

Lecturers of National Univerity of Uzbekistan after named Mirzo Ulugbek

Received: 13.01.2020 Revised: 21.02.2020 Accepted: 27.03.2020

Abstract
The article discusses the importance of Communicative Competence in Teaching Foreign Languages, Communicative
Communication as a Communicative Unit, Communicative Teaching Methods, Essentials of Communicative Language Teaching,
Basic Principles, Use of Conditional Speech, Grammar Problems, and analyzes textual speech exercises.

Key words: academic science teacher, higher education, foreign language professional communicative competence, foreign
languages, improving speaking skills, Communicative Teaching Methods.

© 2019 by Advance Scientific Research. This is an open-access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)
DOI: http://dx.doi.org/10.31838/jcr.07.05.50

INTRODUCTION activities in the context of the "social interaction" of the

There are many different approaches to learning English, and
one of them is a communicative approach. The main focus of
this communicative method of teaching English is to help
language practice, fear and avoid language barriers.
Communicative method appeared in Britain in the 60-70's. It
was then that English became an international language. At
that time, there were techniques such as grammar translation,
audio linguistics, and more. They all had their disadvantages
and concluded that people who learn English as a foreign
language do not meet their needs. What these people needed
was not a systematic and profound study of the language, but a
practical application of what they learned. In it, people who
learned English did not speak well and knew nothing about
oral ethics. That is, they felt uncomfortable during real
communication. The purpose of this method was to teach
people how to communicate in real life. The method used
many of the methods used previously.
This method is different because other fiction texts and texts
that students learn in other ways are replaced by dialogues in
everyday life. Students beat them to speak to each other, that
is to provoke the other person. "Hi, my name is Safiya." I live in
London. I'm a student "instead of learning" Dating "where they
get to know each other, ask each other questions, discuss
something. So students develop their ability to use the
language spontaneously.The topics should be close and
interesting to students.
Communicative differs from other existing methods because
students who do not know how to complete the lesson, who or
how to answer the other question, all depend on the situation.
New topics for discussion, new exercises for each lesson. This
is done to ensure that students are diverse and at the same
time keep them from learning.
Students mostly communicate during the lessons, but writing
and reading are also time consuming. Teachers just try to
listen, direct student activities, do exercises. The teacher only
watches as students begin to actively discuss something.
LITERATURE REVIEW
Y.M. Kolker elaborates on the following statement: "In recent
decades, traditional methods of teaching foreign languages
have been at odds with communicative and intensive
methods."
communicating people. (IA Zimnyaya, GA). Kitaygorodskaya,
A.A. Leontyev). Dialogue participants try to solve real and
fictitious tasks of collaboration using a foreign language.
A.A. Leontiev points out: "Strictly speaking, speech activity
does not exist. There is only a complete system of theoretical,
intellectual, or partial practical speech actions that are part of
any activity."
From the perspective of I.A. In winter, "speech activity is an
active, purposeful, language tool and communication process,
a process where people interact with one another (3), p. 93]
The author concludes, therefore, that the teaching of speech
activity in a foreign language must be conducted
independently, as determined by the fullness of its features.
A feature of activity-based learning is that its purpose and
substance are, first of all, associated with a particular type of
speech activity, so we can use it to teach reading, listening,
translation, and so on. We use it widely. And when we know
one way or another, the way we teach a foreign language in
general, we find the main features of our teaching activities.
According to E.I. The author of a passive, communicative
approach states that “communication refers to the direction of
speech in the learning process, not the achievement of the
practical purpose of speech (which is the same in all
directions, past and present). There is. practical use of
language itself. Orientation to practical speech is not only a
goal but also a dialectically interdependent tool."
M.B. Rachmaninus points out: "The speech partner is largely
dependent on the communicative behaviors of the teacher,
which is ultimately part of the speech orientation of learning
and is related to the active nature of communication", 3. p. 53].
In fact, communication is taught at all stages of learning. But
there are a number of ideas that require special training. Thus,
it plays a particular role for the ability to communicate: the
ability to connect, shorten, and continue the relationship; the
ability to pursue their strategic orientation in communication,
the ability to do so in tactics that are in conflict with other
communication strategies; the ability to account for new
(simultaneously new) speech partners, partner roles, or
changes in communication; ability to predict the behavior of
speech partners, their statements, and the consequences of a
particular situation.

Communicative teaching of foreign languages is of an active At the current stage of teaching foreign languages, many
nature, since communication is carried out through "speech linguists view communication as the most effective and
activity", which in turn, helps to solve the problems of human criticize traditional methods that work from the principle of
"switching from grammar to glossary and then reinforcement

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 DEFINING COMMUNICATIVE COMPETENCE IN TEACHING A FOREIGN LANGUAGE
exercises." Artificially created exercises do not mimic the
language user, and the one who learns the language exactly
this way is more quiet than pronouncing the wrong phrase.
And "communicative", by contrast, is called "exposing" the
language.
RESEARCH METHODOLOGY
The benefits of a communicative approach
It is believed that the best communicative method of teaching
English is to help those who have a lexical-grammatical base of
language acquired at school, university, or main courses. Plus,
the advantage:
• Students speak English from the first lesson.
The communicative technology of teaching English offers
students access to the English language environment from the
first lesson. If you've never imagined how to speak English,
then after the first lesson, you can learn dozens of phrases and
apply them in conversation.
• Language barrier.
Without any hesitation, literary speech is the main goal of a
communicative approach. The language barrier is created if
the student is afraid of making mistakes or cannot get rid of
the accent. The communicative method works very well
because almost all of the lessons are devoted to
communication practice. At the same time, the teacher will
correct your mistakes and encourage students who are not
afraid to express their thoughts in English.
• The shelf
If you want to speak Russian as fast and confidently as
possible, you can enroll in English for communicative courses.
In class you talk about what you face every day: everyday
problems, talking to friends, discussing news and more. This is
why you develop the ability to communicate in English as your
mother tongue.
• Good language understanding.
In the courses, you not only talk but also listen to other
students. In order to have a full dialogue, students need to
understand what the speaker is talking about. So you know
how to listen. Later you can watch the movies in the original,
listen to music and understand it without any problems, as
well as freely talk to strangers.
• Expand your vocabulary quickly.
In English classes, communication technology is designed for
those who want to learn English quickly and communicate
with others. Therefore, during the first month of training, you
will learn about 50-70% of the words you use every day in
English. Throughout the course, you will expand your
vocabulary to between 3,000 and 4,000 words, which is
enough for travel, business trips, communications and even
news updates.
• Available almost everywhere.
Communicative style is so popular that it is used in almost all
language centers. In addition, the cost of the course is very low
as students do not need expensive textbooks or additional
grammar lessons. You need live communication and a cheerful
mood.
• Fun and simple lessons.
Old school topics that are boring bones are not used in the
lessons. Learners engage in fun activities: they play
educational games, communicate and help each other. There is
no time to skip these courses. In addition, students are given
less homework. Therefore, anyone can learn English in this
way.
The disadvantages of the method
Like any foreign language learning method, communication
has its drawbacks. The main disadvantage is that it is very
difficult for beginners to understand grammatical basics that
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are difficult to learn a foreign language right away. In addition,
the following disadvantages can be highlighted.
• Complete abandonment of the native language, which is
compulsory by the method of communicative teaching, can
create stress for uneducated students.
• Exercises exclude the possibility of working individually with
a teacher in pairs and in groups.
• A teacher who uses communicative teaching techniques
cannot give enough attention and time to each pair / group.
Particular attention is paid to the organization of classes in a
foreign language classroom or office, the creation of a
communication environment, a communicative environment,
the organization of group lessons for students, the pairing and
individual work of students, and the formation of groups and
pairs. management activities during training sessions.
A separate set of recommendations is aimed at developing
students' semantic cognition and foreign language skills. Here,
the key factors that determine the processes of perception and
comprehension are carefully explained: knowledge of the
world, knowledge of the subject / subject, grammar and
vocabulary of the language being studied, the context or
activities of the presentation of language and speech material.
Educational and methodological support of the processes of
perception and understanding of foreign language materials is
provided by three forms of student admissions activities:
1) Teaching your audience before listening to a foreign
language or reading a foreign language;
2) learning activities during listening or reading the text;
3) reading activity by listening or reading comprehension.
Compared to our teaching practice, it is of particular interest
to students to produce their texts in excuses as a result of their
efforts to enhance their knowledge, interests, and experiences
in the form of brainstorming, perception, and creative activity.
Undoubtedly, pre-textual activity of the audience is guided by
the content and nature of the foreign language sample
provided by the teacher in the textual phase. Accordingly,
comparisons are made between students and textbooks
created by students. In this context, all types of communicative
relationships are implemented - collaborative discussion,
decision-making, practical problem-solving, self-esteem and
self-esteem, beyond the context of texts, and life. transition to
a situation and more.
A complete set of requirements for the selection of texts for
reading and listening, their content, types, and authenticity are
provided. At the same time, the factors associated with the
presentation and handling of texts are analyzed, highlighting
possible and real difficulties in perception.
Recommendations for the development, development and
enhancement of foreign language listening include
methodologies and exercises for all stages of working with
foreign language samples: pre-text (before listening), text
(listening), text (post) - listening activities. .
During the pretext stage, students learn about the type of text
to be heard and the nature of the material (message, narrative,
description, interview, etc.). They can then be invited to: basic
information for the text; Recommendations on text reception,
its difficulties; brief, concise, oral presentation of the text;
photos or drawings that reflect the content of the text;
keywords and phrases; discussion of the text topic; read
resumes for later use in hearing loss; reading parallel
compressed / short text; The task of filling in the spaces in the
printed text (transcript).
The following types of tasks and exercises are offered to
students during the text preparation phase: 1) question and
answer ("right or wrong / don't know" from many of the
suggested answers, free answers); 2) discovery (text type
definition, context definition - who, what, where, when, why,
etc. The common purpose of partners and communicative
intentions of partners, keywords, assessment of used language
units and speech means); 3) ordering in the appropriate
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sequence according to the content of mismatched images and
establishing correspondence between short texts and
conversations, oral and written texts (pictures, pictures, etc.);
4) follow directions (e.g., map directions, add a map or image,
add details to the picture, determine the difference between
printed and oral text, items in the picture or diagram, and
specify details, take specific actions, enter the information you
hear on the grid (grid), fill out the form, fill out a table, write a
phone message (message), write something using keywords,
highlight the main points of the discussion, In order to tell, of
course, so to speak, they have created thoughts, feelings),
speech "bubbles" (5), and 5) pause, punctuation and
intonation. signs, stress, emphasis on printed text is not
compatible with the text; 6) interpretation of the material
received by the ear (signs, features, relationships, etc.); 7)
ending speech and filling in gaps (accept, play, fill in speech,
restore, add and expand dialog replays, fill in story or story,
"correction" "- patchwork - listening to different parts of the
text) Such a set of methods, tasks, and exercises really help
build students' listening and communicative and receptive
skills. This is suitable as a reference for organizing and
managing the audit process.
In the next step, students will be able to think about the title of
the text they are listening to, compose new texts, read the
questions, resume the text, describe or eliminate possible
occurrences of the text, and give an overview of the events in
the text. , be invited to express their views on various points.
I'll tell you, describe the actor's personality and so on. When
language and speech materials are correct, listeners are asked
to group or group words, analyze and systematize their use.
language material, pay attention to the presentation features
of the material.
The same block of advice includes listening to the video
(viewing and viewing). The emphasis here is on combining
dynamic image and frame (freezing frames) and rearranging
video sequences in audio and vice versa. These are methods
based on different options for displaying asynchronous sound
and visual arrays ("watching"). Unfortunately, the
recommendations in this section are far from potential
assumptions and do not provide a thorough study of the
educational and methodological possibilities of using such
advanced technologies, which undoubtedly have great
educational potential.
In general, according to the Council of Europe Program,
developing and improving speaking skills in foreign languages
is aimed at developing students' ability to hear and
understand natural speech in accordance with their needs
both in communicative speech and in foreign language.
provided in writing or in the media. In the second, because the
texts are not under the control of the audience, the
communicative approach focuses on the use of the above
teaching methods, learning tasks and exercises in listening.
The next set of recommendations is devoted to the formation,
development and improvement of reading skills. The main
task here is to prepare students to read unfamiliar authentic
texts without external support, to prepare what is read in
accordance with the various objectives of the activity at
sufficient speed and understanding. J. Schills states that an
autonomous student uses a variety of reading strategies based
on his / her learning objectives, that is, by extracting
information in detail by moving from reading to informative
reading (and vice versa) can also assess the degree of fairness
in understanding these goals.
Different texts are used in different types of reading activities:
pre-reading (pre-reading), reading (during reading), and after
reading. (after-school activities)
1) prefixing the contents of the text with the help of tips, bases,
photographs, pictures, diagrams, headings and captions;
2) provision of necessary information;
3) simplify or shorten the text version;
4) rearrange or replace disproportionate sentences or merge
disparate sentences or passages;
5) analysis of similar type of text with key words and phrases;
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6) listening to texts on the same topic as pre-listening (for
example, broadcasting on a radio or television story that is the
subject of a newspaper presentation for further reading);
8) presenting the text in the form of a systematized grid or
diagram;
9) to suggest what new information may appear in the text
based on existing knowledge and experience;
10) act on the main points of the proposed topic during
brainstorming and express your thoughts;
11) disagreement or disagreement with evidence consistent
with a number of statements made by the teacher on the
subject;
12) predicting the subject matter and content of the text using
keywords and changes in the topic;
13) Prepare your own text or anticipated events in the text
based on keywords;
14) Write a story (text) to compare it with the original, based
on the submitted photos, photos or the title of the newspaper.
It is recommended that you use the following techniques,
tasks, and exercises in the process of preparing the text: value-
taking, question-and-answer, language units, comparison and
positioning of parts, adherence to instructions, comparison,
expression, filling, and filling. suggestions, decision-making
and problem solving, problem situations and tasks.
At the next level, students are offered the following tasks: to
express their attitude to the topic or topic of the text; compare
with your own experience; discussion and discussion of
different interpretations of the text; make different text
changes - dramatize it, present it in the form of a role play,
interview with the writer; creation of new text based on
analogy, elaboration or expansion of its thematic content;
Comment on the text or show the content of the text with
episodes in your life, including magazine photos and more.
rearranging or re-creating the text using keywords; writing a
resume; Use text to learn grammar and vocabulary, to find
synonyms and antonyms.
CONCLUSION
As well as speech training recommendations, special attention
is given to problems of fault tolerance and correction. It is
important to note that a flexible approach is offered based on
the causes of errors, deviations and "pollution" of speech,
frequency of repetition, and the emotional response of
students to the form of mass correction. It is advisable to
consider the stage of mastering the material in a foreign
language. Mistakes must have rigorous control and correction
in training, and types of work done or carefully managed by
the teacher. Spontaneous, unprepared, free speech should be
dialectical, depending on how the response to the error
interferes with communication. If the error is durable, it
should not be "broken" by the students' speech and
communication to fix it, but it should be noted that a special
error should be corrected during delayed corrective action.
Such errors in foreign speech of learners should be eliminated
step by step. The teacher and the student's attitude towards
mistakes must be positive and constructive - mistakes are
natural, and they help to properly master the language
material and use it in communication.
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1. Abdurazyakova, E. P. (2010). Foreign language
communicative competence as one of the components of
personal and professional characteristics of a modern
professional. Vektor nauki TGU, 3(13)
2. Michael Harris, David Mauer, Anna Sikorjinska
"Opportunities" (Intermediate, Intermediate), Longman.
3. Methods of teaching foreign languages in primary and
basic secondary schools (edited by VM Filatov). - Rostov
no-A: Phoenix, 2004.
4. Fahrutdinova, R. A., Yarmakeev, I. E. & Fakhrutdinov, R. R.
(2014). The formation of students’ foreign language
communicative competence during the learning process
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University). English Language Teaching, 7 (12), 36-46.
5. Geihman, L. K. (2003). Interactive communication
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