The Concept Of A Competency-based Approach To Teaching A Foreign Language

Аннотация

The actuality of this article is due to the fact that independence is necessary both at school and in everyday life in order to differentiate information, highlight the most significant, so that in the future you do not experience difficulties in generalizing and systematizing knowledge and skills and easily turn to your own experience (as educational and everyday). Key words: General competencies, professional function, types of competencies, linguistic and methodological principles. In the 20th century, the educational importance of studying foreign languages and their professional function in the labor market as a whole increased significantly, which led to increased motivation in their study. The sociocultural context of learning foreign languages in all European countries, including Uzbekistan, has also changed significantly. In relation to a foreign language, the materials of the Council of Europe consider two types of competencies in the field of a foreign language: general competencies (General competences) and communicative language competence (Communicative language competence) [3; 35]. General competences include: ability to learn , existential competence, declarative knowledge, skills And skills and know-how. Communicative competence (Communicative language competence), includes: Linguistic component (linguistic component - lexical, phonological, syntactical knowledge and skills), Sociolinguistic component (sociolinguistic component), Pragmatic component (pragmatic component - knowledge, existential competence and skills and know-how relating to the linguistic system and its sociolinguistic variation). The introduction of a communicative-oriented approach into the practice of teaching foreign languages was undertaken with the aim of preserving and enhancing the rich linguistic and cultural heritage of different peoples, for the intensive exchange of technical and scientific information, achievements in the field of culture, ideas, labor, and to increase the mobility of people. The key principle of this approach was the focus on mastering language as a means of communication in real life situations that are relevant to students. (Council of Europe. Modern languages: Learning, teaching, assessment. “Common European Framework of Reference for Foreign Languages” Strasbourg 1996) [1; 56-80]. The development of basic linguistic and methodological principles, as well as parameters 236 for describing foreign languages for the purpose of teaching them, and the implementation of reforms in the field of teaching foreign languages on this theoretical basis were carried out within the framework of a number of interrelated projects since the early 70s. The CCS (Council for Cultural Cooperation) covers work on 21 languages, and the first language for which specifications were developed was English, which is actually the language of international communication. This description is based on a scientific concept, the founder of which is J.A.Van Ek, and the results of numerous scientific studies in this area are used as specific language and speech material. This gives grounds to consider the developed materials as a normative description of learning goals, the task of which is to unify the educational process and make the results of teaching a foreign language comparable in different forms and conditions. Along with English, French and other European languages, specifications have also been developed for Russian as a foreign language at the threshold level [3]. Communicative competence is not considered as a personal characteristic of a particular person; its formation is manifested in the process of communication. The following components of communicative competence are distinguished: Grammatical or formal (grammatical competence) or linguistic (linguistic) competence - systematic knowledge of grammatical rules, vocabulary units and phonology, which transform lexical units into a meaningful utterance; Sociolinguistic competence (sociolonguistic competence) – the ability to select and use adequate linguistic forms and means depending on the purpose and situation of communication, on the social roles of the participants in communication, that is, on who is the communication partner; Discourse competence (discourse competence) – the ability to construct holistic, coherent and logical statements of different functional styles in oral and written speech based on understanding various types of texts when reading and listening; involves the choice of linguistic means depending on the type of statement; sociocultural competence (sociocultural competence) – knowledge of the cultural characteristics of a native speaker, their habits, traditions, norms of behavior and etiquette and the ability to understand and adequately use them in the communication process, while remaining a bearer of another culture; the formation of sociocultural competence presupposes the integration of the individual in the system of world and natio