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

The modern model of teaching and learning English in Uzbekistan.

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.
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”. 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; 4) 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». So in obtaining a communicative proficiency the importance of methods and teaching materials play an important role.
Practical and cultural goals of EL teaching and learning
The students mastering FL as means of communication should be able to use the language in the oral and written forms of speech. The requirements for practical mastery in language subskills (pronunciation, vocabulary, grammar) and skills (listening, speaking, reading and writing) are represented in the curriculum and syllabus for every stage. The State educational standard stresses that the learners should have a communicative competence which presupposes an adequate proficiency in a FL as a means of communication, instruction and independent learning.
Finally, practical aims encompass certain volumes of language material: phonetic, lexical and grammatical items. Some of this material is subject to reproductive assimilation, some - to perceptive; these are also known as active and passive language material.
The goal envisages a guideline, i.e. strategy of teaching and is accomplished during solving of a number of specific tasks which act as tactics. They determine the learners activities, their work with basic and ancillary means of instruction, inculcation of sub-skills (phonetic, grammatical, lexical, orthographic, etc.) and ability to understand English, to read aloud and silently, and to speak within a set range of situations.
It should be mentioned that the achievement of practical goals in FLT makes possible the realization of educational, cultural and developmental ones.
So, learning a FL is understood as a goal and as a means of instruction with clear-cut, short, interim and ultimate objectives, rational planning of all types of activity with special emphasis on communicative competence at all levels of teaching/learning.
As we know educational and cultural developments go together.
Cultural goal makes a substantial contribution:

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  to developing pupils’ linguistic outlook, as they get acquainted with some phenomena which are not typical of their mother-tongue (e.g. tenses, articles, EL word order);
  
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  to developing pupils’ communicative abilities;
  
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  to widening pupils’ communicative vision of the world, as it enables them to get acquainted with the life, customs and traditions of the people whose language they study;
  
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  to developing pupils’ intellect, their voluntary and involuntary memory, their imaginative abilities, logical thinking, etc.
  

The cultural goal is achieved within:

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  the critical, patient and creative attitude to oneself and others, to a new culture, event, knowledge;
  
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  the development of different character traits, outlooks, beliefs, moral-esthetic and emotional experience, different kinds of motivation and the abilities to use them to contribute successfully into the process of real and pedagogical communication;
  
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  the development of the awareness of the new activities, new people civilizations;
  
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  the development of the desire to cooperate and socialize;
  
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  the keeping cultural traditions of one’s own country and understanding and respect others’; to compare different cultures, to express a personal point of view on other cultures, problems as well as to use the knowledge obtained from other subjects.
  
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  It is important to point out and note down that cultural goals are realized within the process of achieving practical objectives.