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

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
608 
information (the producer and transmitter/speaker of 
the text); the recipient/receiver (the person whom the 
information intended to and expected a certain 
attitude); text (meaningful information encoded by 
some characters or elements); channel (a means of 
transmitting information by which the text is 
transmitted from the main source to the recipient), the 
result (the recipient's attitude to the information 
received); feedback (information about the recipient's 
attitude received by the source and evaluated in terms 
of its relevance to their observations). 
Communicative ability is the concept of 
communication, pedagogical and technical skills and 
abilities. 
Communicative activity is the purposeful 
relationship of educators and learners with other 
instructors, community members, and parents [6, 36-
37]. 
Researcher N.K. Akhmedova states that 
communicativeness is a professional personal 
approach and emphasizes that people should rely on 
human factors in the communication process, explain 
the purpose of education to each member of the team, 
motivate them to perform the assigned tasks, have the 
skills to communicate constantly with team members 
[1, 108]. 
The idea of teaching a language in a 
communicative way was put forward by English 
methodologists in the second half of the last century. 
In her research work F.I. Ikromkhanova presents 
the fact that the data about cognitive psychology were, 
first of all, applied in American methods of teaching 
foreign languages context [4, 27]. 
The term communicative is widely used 
interchangeably with the phrase communicative 
competence. Majority of scholars address to 
communicative competence as the system of internal 
capacity needed to gain in-depth knowledge of 
communication, i.e. according to their opinion, 
communicative competence is the ability to initiate, 
communicate and provide reasoning [10, 2]. 
Consistent with the state educational standard of 
the secondary education system competence is the 
ability to apply existing knowledge, skills and abilities 
in daily social activities. 
The term communicative competence denotes 
the ability to interact both in the native and any foreign 
languages in various social situations, to adhere to the 
culture of communication while acts of speaking, to 
have social flexibility, to form the ability to work 
effectively in social teams etc. 
Summarizing various interpretations of these 
concepts, such as the application of theory into 
practice, the transfer of theoretical knowledge to a 
higher level of speech culture etc., we came to the 
conclusion that communicative competence is the 
ability to apply acquired knowledge, skills and 
abilities in communication. 
Communicative competence plays a vital role 
and has a big significance in language instruction. In 
improving the quality of education of the native and 
state languages, the vast attention is paid to the 
students’ communicative competences, i.e., the ability 
to independently compare the knowledge of the native 
language with the state language in schools with 
Kazakh language of instruction and to create favorable 
communicative conditions where students can analyze 
both languages during their practice. 
Encouraging students to think freely and 
independently and challenging them to express 
themselves through various communicative acts is not 
a solution to the problem. In recent years, great 
importance has been paid to the communicative 
competence in language teaching. The following 
lingua-didactic issues are considered to be of high 
importance in the development of students’ 
communicative and cognitive abilities: 
- Independent learning or self-study, not the 
transferring knowledge; 
- The state language is a means of 
communication in the multinational Republic of 
Uzbekistan; 
- Creation of favorable communicative-
cognitive conditions and development of students' 
speaking skills making able them to communicate 
freely in both languages; 
- Increase of students' interest towards language 
learning; 
- Creation of speech acts related to the market 
economy, national idea, spiritual and educational 
issues and public life due to the continuous 
development in all spheres of social life; 
- Arise a feeling of love for the motherland and 
a sense of independence by acquainting students with 
the ethnic and cultural identity of the Uzbek and 
Kazakh peoples. 
Today’s modern education puts an important 
task before the students that is to change a student 
from a passive object who only replicates the teachers’ 
opinions during the lessons into more active subject 
with well-formed communicative and cognitive 
abilities, free and independent thinking and with the 
passion to know the world. Memorization of 
theoretical knowledge by students is not the indicator 
of their deep understanding. As A. Albetkova states, 
“knowledge of the theory doesn’t manifest the 
students’ ability to recite the rules by heart, but it is 
seen in the students’ ability to perceive that rule and 
its representation in their spoken output produced after 
reading a piece of novel” [2, 22]. 
The communicative method is gaining more and 
more popularity in language teaching methodology 
these days. The scope of this term is expanding day by 
day and at present it has started to represent new 
scientific concepts such as communicative principle, 
communicative method, communicative linguistics, 
communicative 
technology, 
communicative 

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