Impact Factor: isra (India) = 317 isi (Dubai, uae) = 582 gif

Students’ 
formed 
communicative 
competences 
Research the theme; retell the theme and the competence 
of expressing opinions 
Competence of responding to the theme in the text 
analysis 
Competence of participating in discussions and 
conversations 
Competence of comparing the state language with learned 
grammatical terms and rules 
Criteria for determining the level of development of 
students’ communicative-cognitive competences 
Competence of understanding through listening 

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Impact Factor: 
ISRA (India) = 6.317 
ISI (Dubai, UAE) = 1.582 
GIF (Australia) = 0.564 
JIF = 1.500 
SIS (USA) = 0.912
РИНЦ (Russia) = 3.939
ESJI (KZ) = 9.035 
SJIF (Morocco) = 7.184 
ICV (Poland) 
 = 6.630 
PIF (India) 
 = 1.940 
IBI (India) 
 = 4.260 
OAJI (USA) = 0.350 
 
 
Philadelphia, USA
611 
The results are determined by defined criteria 
(see Figure 1.3). 
The production of communicative acts, a 
communicative or practical goal in language 
education is different from the goal of teaching other 
disciplines. A communicative or practical goal is to 
teach students to understand and accept the opinions 
of others both orally and in a written way, as well as 
to express their own opinions using spoken and 
written language.
 
Figure 1.3. Criteria determining the formation and development of students’ communicative and cognitive 
competences 
So due to the fact that students receive 
information from the various mass media sources in 
the Uzbek language, one of the main tasks of 
comparative teaching of the state language is to teach 
students the grammar of the Uzbek language, as well 
as to teach Uzbek grammar in schools with other 
languages. 
It is common knowledge that students find it 
difficult to discover the main features of language 
phenomena without the help of their teachers. It is 
obvious that the specific questions posed in the 
context of the language phenomenon are the first step 
in the formation of communicative-cognitive activity 
of students. 
The essence of the method of teaching a 
communicative-cognitive approach is that students 
are engaged in the discovery of new ideas or the 
creation of something in the process of completing 
each task or assignment. They also seek and acquire 
new knowledge on their own and try to apply it in their 
everyday life and in speech acts. For example, in the 
study of knowledge acquired in the Kazakh language 
classes, there is a need to compare it with the state 
language, and the ability to work independently with 
the course book starts to develop. Certainly, in this 
process, the level of knowledge, skills and abilities of 
students is formed and developed gradually, not at the 
same time (see Figure 1.4).