How authentic materials are important for improving students’ communicative competence

Аннотация

At present, ensuring the quality of teaching the younger generation in foreign languages, radically improving the system of training specialists fluent in foreign langu- ages, and training of qualified personnel who meet international educational standards through the acquisition of foreign languages is carried out in our country is one of the goals of education reform. In order to identify the opportunities for language teaching, the teacher’s knowledge, creativity, ability to inspire students to love their subject, to establish a cooperative relationship with the student requires modern requirements. The decision is aimed at further development of foreign language teaching, and implementation of measures to improve the level and quality of training of highly qualified teachers of fore- ign languages for secondary schools, vocational colleges, and academic lyceums, higher education institutions in accordance with international standards. was adopted to ensure. Keywords: competence, CEFR, authentic materials, international standards. At the same time, it should be noted that each language studied has its own rules and secrets. In order to become a professional who meets international standards, the learner is required to ignore the most delicate layers of language. Reforming the teaching system into CEFR is also the main factor to develop the teaching of foreign languages. According to the decree of the first president of Uzbekistan Islam Karimov “On measures to further improving foreign language le- arning system”, pupils must learn foreign languages from their first grade. In the last three years, several changes in the field of higher education have oc- curred in the line with other sectors of the country. One of the considerable reforms in 2016 is the full modernization of bachelor and master curricula, in consideration of the best practices of successful universities of the world. The modernization con- siders new requirements for teaching staff; e.g. they should present good knowled- ge of foreign languages and IT skills apart from their professional subject(s). Study programs are revised and updated taking into account changing labor market requ- irements. Moreover, new study materials have been introduced with translation into Uzbek replacing some old literature. It is notable that Tempus, Erasmus+CBHE pro- STARS International University 267 ject achievements in curricula development are being widely implemented into the higher education system. Furthermore, another essential document on the issue is the Decree of the Pre- sident of the Republic of Uzbekistan “On Uzbekistan’s Development Strategy for 2017–2021” of February 7, 2017. In the priority areas of development of the social sphere (#IV): the Development of education and science refers to all main aspects of the education system of the country like continuous education; strengthening of the material-technical base of educational institutions; improving the quality and effectiveness of higher education institutions through introduction of international standards; quality of teaching; gradual increase in admission quota in the higher educational institutions. The term communicative competence refers to both the tacit knowledge of a language and the ability to use it effectively. It’s also called communication compe- tence, and it’s the key to social acceptance. The concept of communicative competence (a term coined by linguist Dell Hy- mes in 1972) grew out of resistance to the concept of linguistic competence intro- duced by Noam Chomsky. Most scholars now consider linguistic competence to be a part of communicative competence. Examples and Observations “Why have so many scholars, from so many fields, studied communicati- ve competence within so many relational, institutional, and cultural contexts? Our hunch is that scholars, as well as the contemporary Western societies in which most live and work, widely accept the following tacit beliefs: (a) within any situation, not all things that can be said and done are equally competent; (b) success in personal and professional relationships depends, in no small part, on communicative competence; and (c) most people display incompetence in at least a few situations, and a smaller number are judged incompetent across many situa- tions”. (Wilson and Sabee) “By far the most important development in TESOL has been the emphasis on a communicative approach in language teaching (Coste, 1976; Roulet, 1972; Wid- dowson, 1978). The one thing that everyone is certain about is the necessity to use language for communicative purposes in the classroom. Consequently, the concern for teaching linguistic competence has widened to include communicative compe- tence, the socially appropriate use of language, and the methods reflect this shift from form to function”. (Paulston) We have then to account for the fact that a normal child acquires knowledge of sentences not only as grammatical, but also as appropriate. He or