Использование коммуникативного подхода в преподавании ESP

Аннотация

Ключевые слова: В статье говорится о важности использования коммуникативный метод, коммуникативного подхода в обучении английского как поддерживать разговор, второго иностранного языка. Этот метод позволяет создать реальные ситуации в аудитории, где преподаватель 1 Senior Lecturer, The University of World Economy and Diplomacy, Tashkent, Uzbekistan. E-mail: munirarazakova.uwed@gmail.com Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика и лингводидактика – Foreign Linguistics and Linguodidactics Special Issue – 4 (2025) / ISSN 2181-3701 ситуации из реальной мотивирует студентов на изучение иностранного языка. жизни, Занятия строятся на повседневных ситуациях и темах, симуляции, знакомых студентам, что помогает им понять, как язык дебаты ролевые игры. используется в реальной жизни. Такая практическая направленность делает обучение более осмысленным. SUMMARY The main goal of teachers in teaching English as a second language is to develop students’ communicative competence, enabling them to construct speech independently, navigate a foreign language environment, and respond appropriately in various communicative situations. In modern conditions, students majoring in Political Science and International Relations, who learn English as a second language, should know how to use it for various purposes, in various situations, be able to read and understand authentic materials, conduct debates, negotiations, and role plays. Even if learners have a limited lexical and grammatical base of a foreign language, they must learn to maintain a conversation in any situation. Now, a teacher is not required to give knowledge, he must show his learners where to get it. It is necessary to work together with students, they should be taught to listen to their peers, conduct conversations and discussions in a group, and work together on projects. If the teacher creates situations in which students communicate in pairs, groups, this makes the lesson more diverse. Students need to show speech independence, help their peers, and correct the statements of their interlocutors. Such active learning, according to A. Verbitsky, "involves the use of developmental, problem-based, research and search forms and methods of teaching that ensure the birth of cognitive motives and interests, conditions for creativity in learning". Teachers who are not indifferent to the future of students use a communicative method in their work aimed at developing students' communicative competence. According to the author, all of the above apply to this. After all, the main goal is to teach a student to speak a foreign language correctly and fluently. Therefore, it is necessary to move away from traditional teaching methods and use such types of activities as projects, communicative games, discussions, and debates to develop all language skills of oral and written speech. Students, especially at the initial stage, need to memorize words, expressions, language formulas, and only then understand what they are in the grammatical sense. The rules and meanings of new words are explained by the teacher with the help of familiar vocabulary, expressions, with the help of facial expressions and gestures, illustrations, and other visual aids. With the current equipment in classes, teachers can use the Internet, newspapers, and magazines. All this awakens students' interest in the history, culture, and traditions of the country of the language being studied. The task of the teacher is to use imitation of real-life situations to cause students maximum motivation to speak. The communicative method mainly discusses global topics that students are familiar with in their native language, which makes it possible to focus on the ability to use the language spontaneously, i.e., on the development of communicative abilities. "Students are promoted to the rank of the subject of educational activity and the subject of intercultural communication, i.e., they become the central element of language education as a system. This means that it is the student, the prospects of his personal and linguistic development that become the starting point when designing and analyzing the content of the processes of teaching a foreign language". 61 Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика и лингводидактика – Foreign Linguistics and Linguodidactics Special Issue – 4 (2025) / ISSN 2181-3701 Oral speech takes up most of the time in the classroom, although reading and writing are also given attention. At the same time, the teacher speaks less than the students, directing their activities in the right direction. Teachers plan lesson plans with interactive activities and exercises, where they observe and evaluate their students. This is the communicative method—namely, likening the learning process to the communication process. More precisely, it is based on the fact that the learning process is a somewhat simplified model of the communication process. The use of a commun