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

Figure 1.4. 
Criteria 
The formation 
of students’ 
communicative 
and cognitive 
competences 
The formation 
cognitive 
qualities 
The 
development of 
independent 
thinking and 
communicative 
competences 
Organising practical 
communicative-
cognitive processes, 
comparing it with the 
state language 
3-stage system of the formation of communicative-cognitive competences 
Stage 2 
Teacher assigns the 
tasks; students do the 
assignments in a 
creative way, teacher 
controls together with 
students 
Stage 3 
Active teacher manages the 
classroom; students do the 
tasks independently, draw 
conclusions and organize 
self-control 
Stage 1 
Teacher manages the 
classroom, presents 
samples, students 
complete the tasks, 
teacher controls 

---

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
612 
The traditional “Teacher - course book - student” 
paradigm requires the replacement with the “Student 
– course book - teacher” paradigm in accordance with 
the concept of transforming the student into a subject 
of educational process, as outlined in the National 
Training Program. The education system in the 
developed countries of the world is based on this 
paradigm.
In the behavioristic education system, the course 
book and the teacher are the main sources of any 
lesson and the supervisory force of education. 
According to the paradigm based on cognitive 
methodology, the teacher acts as an organizer of 
independent activities, a competent advisor and 
assistant. The implementation of this method should 
not be limited with the terms of the teaching 
assignments given in the course book. The 
development of speaking skills is closely related to the 
further development of students ’mental abilities, 
which can be done in the process of consolidating the 
knowledge gained over several lessons. The students 
can learn theoretical information from their teachers’ 
lectures, course books, additional literature, internet 
and other sources, but the most important aspect is to 
put the acquired knowledge into practice. 
A communicative, cognitive approach to 
language teaching encourages students to be 
proactive. This type of approach is one of the main 
psychological and pedagogical factors in educating 
young people to be creative thinkers. General, 
educational and developmental goals occur in the 
implementation of communicative goals. Through the 
communicative-cognitive approach, students develop 
their skills in working with materials in Uzbek and 
Kazakh languages. As a result of students' 
independent use of lexical and grammatical 
pronunciation materials in their communicative 
activities, they develop writing and speaking skills, 
i.e. communicative-cognitive competencies. 
At 
present, 
communicative-cognitive 
approaches are significantly formed and widely used 
in educational institutions.
“The average teacher can retell a theme, a good 
teacher can explain it, a best teacher can show it, but 
a great teacher can inspire students to a theme” 
(William Arthur Ward). It is important for the teacher 
to make each lesson feel like a world of miracles and 
news, to inspire students to discover something on 
their own, to discover and master the unknown secrets 
of the subject and to create a strong need for 
knowledge.
From the beginning of humanity, the issue of 
perfection and spiritual perfection is of paramount 
importance to all at once [3, 175]. Confucius state the 
following in his doctrine: “Tell me - I'll forget, show 
me - I'll remember, teach me to do everything - it will 
definitely be mine”. Indeed, if students are able to 
satisfy their needs for knowledge by their own efforts 
and hard work, this knowledge will certainly be 
consciously assimilated. “In the course of the lesson, 
the realities of life and knowledge should be presented 
not in a ready form, but in the form of case studies, 
questions that make students think, tasks that direct 
them to feel and try the things themselves” [9, 18]. In 
order to create conditions for the students to master 
the knowledge on their own and to rediscover the 
knowledge they need to learn, it is necessary to turn 
that knowledge into an interesting case or a puzzle. 
Man is naturally eager to know what is behind the 
scenes [5, 16-17]. 
“It is not necessary to teach students, but it is 
necessary to make them study on their own. It is 
impossible to succeed in education unless the child 
doesn’t explore or study himself/herself” [9, 39]. 
However, this does not mean that the teachers should 
be spectators, on the contrary, in order to develop 
students’ independent learning skills they must 
carefully prepare the tasks, materials etc. and analyze 
their students’ results systematically. Our rapidly 
evolving society requires studying, cognition and 
learning as the main driving forces of education, and 
students are considered to be as a main subject of the 
educational process. 
According to Professor B. Tukhliev, there has 
been a significant shift in the educational system of 
Western countries from a behavioral approach to a 
cognitive approach. In the assessment of human 
activity, cognitivism (English “educated, learned, 
mastered”) differed in some respects from the 
behaviorist approach that prevailed in pedagogy and 
psychology until the 1960s. 
It is well known that in the behavioral approach, 
human behavior is understood as a set of unconscious 
reactions, often determined by the influence of the 
external factors.
Behaviorism is derived from an English word 
that means “behavior, ethics”. It studies the human 
psyche, and analyses human appearance, his behavior 
and speech, the qualities which are easily observed.
In the cognitive approach, however, the 
superiority of the skills and abilities formed on the 
basis of consciousness are admitted. The essence of 
the method of teaching a cognitive approach is that a 
student is engaged in the discovery of new ideas or the 
creation of something in the process of completing the 
tasks set by the teachers.