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

Educational and developmental goals of EL teaching and learning
The practical and cultural goals are closely connected with the educational one because FLL advances moral and aesthetic education. Teachers and methodologists pay much attention to educational capacities in the teaching and learning process. Of great importance is the linguistic aspect - the contextual side of the material in the foreign language: texts, exercises, ostensive and audio-visual materials used in the classroom, outside school hours, and independent learning.
The goal of education is to develop individuals who adhere to definite moral principles, value knowledge and learning, can and will be able to think and find out things for themselves.
Learning, as we know, is a function of the total involvement and is the result of interactive process with students and teachers having an influence on the outcomes of such interaction. Thus, learning a FL adds to the learners’ mental powers, sharpens their wits, develops their intelligence and contributes to their general outlook.
Classroom language experiences should be functional. Language use and study should fulfill purposes that are meaningful and obvious to pupils. Repeated interaction with classical literature also increases pupils’ sensitivity to social, cultural dynamics and to the emotional needs of others. The teacher’s role and attitude should be consistent with educational goals. “Consistency” here is one of trusting, i.e. respecting students’ opinions and desires towards fairness. The “consistency” here is between having a rule and applying it in the same manner with all people including one’s own.
The educational goals can be achieved by means of:

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  selection of language material;
  
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  successful organization and conduction of the English language lesson and an effective combination of its main components;
  
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  choice of visual aids;
  
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  the teacher’s manners and appearance;
  

- teaching learners to work with books on their own, i.e. independently.
The developmental goal of teaching the English language is recently admitted as a scientific category in methodology of FLT. However, it is very difficult to find relevant instructional materials related to this goal. There is brief information about the developmental goal in the book written by G.V. Rogova and I.N. Vereshagina.
The main idea of the developmental goal is how to teach a learner:

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  to develop the learners’ creativity, intellectual and cognitive abilities;
  
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  to develop different types of memory (visual/audio, short/long-termed, voluntary/involuntary), attention, skills, necessary for creative activities;
  
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  to develop mechanisms of anticipation, predicting, guessing, etc.;
  
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  to develop the learners’ initiative, logical thinking. These are abilities concerning to start, to go on and to finish their communication.
  

Learning a FL leads to new horizons of linguistic competence where graphic, phonetic, lexical and grammatical items come into play. Such learning develops logical thinking of the learners because knowledge acquisition is related to such categories as analysis, synthesis, comparison, deduction, and others. This process is also related to the work of the aural, visual, kinesthetic, and motor analyzers aspects. They have a direct impact on the development of memory as the learners have to memorize lists of words, word-combinations, phrases, models of sentence building as well as their use in communication.
Books, textbooks offer ample opportunities to develop pupils' Gnostic abilities. They learn a lot of interesting things about the countries, cities, events, historical places, schools, traditions, holidays and famous people (statesmen, public figures, and travelers), etc.
A well-organized, purposeful activity guided by the teachers and performed independently can ensure motivation - a positive interest, a desire and a greater willingness to learn a FL.
The developmental goal proposes developing of language intuition, language guessing, memory, logics (analysis, synthesis, comparison, sensory perception, motivational sphere, communicative skills; individual qualities such as hardworking, will, purposefulness, and activity).