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

Descriptors in the CEFR
In the CEFR document the reference of six levels is given and designed as illustrative descriptors (scales) in the term of «Сan Do» statements from level A1 to C2. These scales can be used as a tool for comparing levels of ability amongst learners of FL and also offer «a means to map the progress» of learners². The descriptors are built to do two dimensions: 1) through a vertical dimension we see a progression through all levels; 2) through a horizontal dimension the different context of teaching and learning are presented. The common reference levels of CEFR³ are shown in the Table 1.
Table 1: Common Reference Levels (global)
C2 - Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.


C1 - Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/her fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
B2- Can understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
B1- Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected texts on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans.



A2- Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. veiy basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.


A1- Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

The scales given in the table are global and they are not exhaustive, because they are not taking into consideration every context of language use. The CEFR describes language learners’ ability in terms of «speaking, listening, reading and writing» at six reference levels. The reference levels of FL are examined through communicative tasks and activities.

For national educational system the illustrated descriptors in CEFR are adapted or created with fitting the learned language, cultural context and a certain set of competences. Under the CEFR the result of LT is shown through a performance of a certain level of communicative competence (proficiency). The ways how to use a language for communication and what knowledge and skills should be developed are stated thoroughly in this framework.
The Decree of President Islam Karimov «On measures for further improvement of foreign languages learning» (December 10, 2012)5 is a key factor for modernization of teaching foreign languages at all stages, in which the importance of teaching and learning English across the country were pointed out. Taking account this derictive document the competence-based teaching was implemented in the Uzbekistan system of FLT.
This approach is an educational movement that refers to the outcomes of learning in the development of language programs and language skills of students. The essence of this approach is a new content-based on forming and developing a set of learners’ competences. The process of acquiring this content brings action- oriented character. Language use, embracing language learning, comprises the actions performed by learners who as individuals and as social agents develop a range of competences, both general and particular all components of the communicative competence. The core of this approach is interpreted as students draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/or receive texts in relation to themes in specific domains, activating those strategies which seem most appropriate for carrying out the tasks to be accomplished6. The monitoring of these actions by the participants leads to the reinforcement or modification of their competences.
The main feature of this approach is orientation to results of FLT/L fixed in the State Educational Standard. For this purpose descriptors what the learners should know and can be put on the curriculum in the result are worked out.
In Uzbekistan ELT is seen as a career in a field of educational specialization: it requires a specialized knowledge base obtained through both academic study and practical experience. Nowadays the demonstration of a certain level of proficiency in English as component of certification is required.
In Uzbekistan the multistage model of FLT has been worked out on the basis of continuous, succession, taking into consideration the international standards, and localization of EL teaching and learning methodology and materials (adapting to the national context). It is related to the well-known multilevel model of FLT in the foreign countries.
It is very important for teachers to identify ways to best represent local culture and explain non-native elements. Besides it is necessary to use humanizing material as activities which help to make the language learning process a more affective experience and finding ways of helping the learners to connect “what is in the book to what is in their minds”⁴. Thus, it is necessary to humanize the teaching materials.
In Uzbekistan authors of syllabuses, curricula, coursebooks and other guides try to humanize materials, present materials in real-life and culturally familiar language contexts and match the language instructions with students needs and personal preferences. All this allows expressing learners' identity and empowers them to make a decision about what they need to learn.
The effectiveness of teachers’ pedagogical activity, at first, depends on acquiring the ideas of modernization. A modernization means: 1) changing the goal and results of education; application of modern methods and technologies in practice of teaching/learning; reworking out the state standards and curricula for EL teaching and learning. Thus, all components of methodical system of ELT should be modernized, particularly:
1) approaches and principles to EL teaching and learning;
2) goals of teaching and learning;
3) content of EL teaching and learning;
4) aids, methods and techniques;
5) ways and forms of control of the results of EL teaching and learning.
In our conditions the CEFR is used for development of the language policy to set minimum language requirements for a wide range of purposes, in curriculum planning, preparing coursebooks and development of methods of teaching and tools of evaluation. It is intended for dynamic progress in acquiring FL.
Within this scope, the efforts of teachers and learners at all levels of education are encouraged and supported by developing appropriate methods and teaching materials, appropriate forms and instruments for the evaluating of learning programs. «Research and development programs leading to the introduction, at all educational levels, of methods and materials best suited to enabling different classes and types of student are promoted to acquire a communicative proficiency appropriate to their specific needs»⁵. So in obtaining a communicative proficiency the importance of methods and teaching materials play an important role.