Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

Linguadidactic problems of teaching foreign languages in the system of continuous education. (schools, lyceums and colleges)
Plan
1.Common European Framework of Reference.
2.Teaching and learning foreign languages in Uzbekistan.
3.Foreign language as an educational subject.
4.Teaching foreign languages in the world and in Uzbekistan.
5.Principles, goals and content of TFL-s.


Key words: CEFR document, framework, Reference levels, State Educational Standard, principles, goals, content of TFL, language skills, language material, linguistic material, vocabulary, grammar, phonologi­cal minima.
Document of «Common European Framework of Reference for Languages: Learning, Teaching, Assessment»
The document of «Common European Framework of Reference for Languages: Learning, Teaching. Assessment» (CEFR) was created by the Council of Europe.
The CEFR document is the result of a need for a common international framework for language learning facilitated co­operation among educational institutions in different countries. It was demanded to create a single and integrated educational space in Modern languages¹ teaching/learning and international standards of language assessment in European countries. The main function of this document was to provide a common basis for the elaboration of language syllabuses, curricula, guidelines, examination, and coursebooks across Europe. It also provided a method of assessing and teaching which was applied to all Modem languages in Europe.
Under the CEFR learning language proposes during a whole life as dynamic progression through all levels. That’s why the aim of the CEFR is to designate standards to be reached to subsequent stages of teaching and learning Modern languages. This document has been accepted as a standard framework to be implemented also in many other countries, i.e. in every language teaching and learning context. The CEFR has been translated into at least 37 languages. The implication of this Framework in different countries is reflected in the development of National Curricula or State Educational Standards of FL.
The CEFR document enhances the transparency of courses, syllabuses and qualifications, thus promoting international co­operation in the field of Modem languages which requires mutual recognition of qualifications gained in different learning contexts and aids to promote students’ mobility.
According to the CEFR, learners of every LT context should be facilitated to gain the particular proficiency level in a particular stage of learning.
In the CEFR the cultural context is observed in the language setting. Cultural context proposes taking into consideration the specificity of national condition of teaching and learning Modem languages, and the national-cultural features of the adjoined languages (learned and native languages).

Learning Modem languages through a whole life proposes six common reference levels of education:

C2 Cl	Mastery Effective Operational Proficiency Operational Proficiency	Proficient user
B2	Vantage	Independent user
B1	Threshold
A1	Waystage	Basic user
A2	Breakthrough

Acquiring each stage successively learners have real opportunity to communicate with people of other language contexts.