TEACHING FOREIGN LANGUAGE BY IMPLEMENTING PRODUCTIVE METHOD

Аннотация

The article analyzes the relevance of the study, a content review of educational programs was conducted, which made it possible to draw conclusions about the possibility of introducing the productive approach into the educational process. Theoretical and practical aspects of the studied issue were investigated in the process of the productive approach implementation. In order to promotean effective teaching productive approach can be introduced into the learning process as a basic element of the implementation of the competence paradigm ofeducation. Keywords: Teaching approach, competency-based approach, methods, productivity, skills, professional competences. The competency approach in education is aimed at achieving certain results and mastering important competences. Competency is formed depending onthe upcoming professional activity. In such conditions, the educational process will have a new meaning, it will become a process of learning and teaching, that is, the use of a foreign language in the fields of independent study of professional and social competence, social-Labor, cultural, household and cultural leisure will be achieved. In particular, serious attention was paid to the fact that the youth of our country perfectly master several foreign languages, have the necessary knowledge and skills in various fields, be abletofreely communicate with foreign contemporaries and colleagues in theframework of their field ofstudy and development. In Uzbekistan number of views has been studied on this issue, although the issue of the approach totheeffective learning offoreign languages has not yet lostits relevance [1;50]. Professor T. Q. Sattorov also classified the approach in his scientific work into didactic, psychological andlinguisticgroups: 1. Didactically: stratified, systematic, structural, individual and other approaches without holistic (complexity). 2. From a psychological point of view: aimed at cognition, inductive - conscious, activity- dependent, personality-dependent, predisposed topersonality activity and otherapproaches. 3. From the linguistic side: grammatical, direct, structured, systematic, practical, systematic - structural, functional, communicativeand other approaches [3;200]. The lexical approach is applied specifically in the methodology of teaching a foreign language, which means that it entails the holistic realization of practical, educational, educational and developmental goals and the jointdevelopment ofthemain types of activities. In the state standard of Education, which is improved on the basis of the competency approach, the base and science-based competences that are formed in the students on the basis of the educational content established in each subject are noted. These compartments consist of subjects included in the curriculum and require the provision of continuity and continuity of instructionalmaterials inalltypes ofEducation. https://ijmri.de/index.php/jmsi volume 4,issue5,2025 624 For the first time in the middle of the XX century in the field of linguistics N.A. Khomsky used the term “Competency” distinguished it as follows. He noted that in the process of using competence language as a set of knowledge, skills and competences focused on activities, and the“competenceapproach”as afactorindicating theeffectiveness in education. However, these concepts entered the educational system of our country in the early 90-ies. The opinions of specialists in the field are diverse, including merit (J. Jalalov), factorization (T. Sattorov), skill (in pedagogy), qualification (in psychology) are named by such concepts as. In dictionaries, this term is described on the basis of different concepts. Below we will dwell on someofthem [4;155]. Composition in” Explanatory Dictionary of the Uzbek language "[lat. competence-worthy] 1. The scope of powers established in official documents of a particular body or official, authority. 2. The level of awareness of an individual from one area to another, knowledge ofthis area. According to above mentioned definitions, the term competency refers to such meanings as knowledge, skills, dignity, skill, while the competency approach to education is a direction of education that is aimed at the formation of skills for the effective application of acquired knowledge, skillsand skillsin practice [5;18]. Competence-based education (CBE) is considered by foreign academics as it isdefined as a system or program of education that measures knowledge, skills and experience in addition to or using credit hours. The goal is to turn the student into a specialist in a particular field. The main features of the (CBE) are: to focus on results, to focus on skills development to demonstrate that they have mastered the competence rather than time-based teaching, that is, the student is regarded as a learner. This training scheme is aimed at assessing the students what they can do forthesociety. Significant transverse comets are grouped into four categories base