The ministry of higher and secondary specialized

THE MINISTRY OF HIGHER AND
SECONDARY SPECIALIZED
EDUCATION OF THE REPUBLIC OF
UZBEKISTAN
KARSHI STATE UNIVERSITY
ROMAN-GERMAN PHILOLOGY FACULTY
020-169 group 3^rd course
Tosheva Iroda
Methods of teaching English and educational
technologies subject
Course Work
Submitted by: Tosheva I
Checked by: N.Amirqulova
Qarshi-2023
Theme:

The role of Case Study technology in the development of communicative competence of academic lyceum students

Introduction
Chapter I The use of case study method in teaching English as a foreign language in academic lyceums

1. 
   The possibility of using Case Study method in professionally
   

1.2 Implementing interactive learning technologies in Case Study method
Chapter II Development students’ communicative competence in teaching English as a foreign language
2.1 Modern technologies in teaching in a foreign language
2.2 Games for academic lyceum students
Conclusion
References

2

INTRODUCTION

Nowadays the English language plays a great role in the modern era of globalization, so it is widely spread among the foreign languages taught in all the higher educational institutions of Uzbekistan, and students’ desire to learn this language is dramatically increasing day by day, because it is considered to be one of the leading means of communication worldwide. Thus, the degree «On further development of foreign language teaching and learning»1 focused on developing language skills and it is important to build communicative competence of learners.
Moreover, the new European level system CEFR has been set to pay attention learners’ communicative skills in (A1-C2) levels. According to the demands of CEFR, the students of academic lyceums should master the language competences of B1 level.2 One of the topical issues in teaching English to academic lyceum students is the choice of language material and the method of teaching. This issue has also been in the focus of different researchers such as Rogova G. V., Skalkin V. L., GezN. I., Passov E. I and Galskova N. D working on it. They suggested ways of enhancing communicative skills of students with the help of different methods of teaching. Teaching methods should encourage not only communicative skills, but also self-sufficiency, personal enrichment, and general scholastic skills development, as well as interest toward the subject and research materials. Interactive teaching method could be considered as one of the above men DISCUSSION This article deals with the possibility of using one of the interactive teaching methods – «case study» at the English lessons to academic lyceum students. The method involves the application of a problem-situation analysis, based on teaching a foreign language by solving specific problems – situations (cases). A case study includes an event or an issue that presents a certain problem. The learners are asked to detect the problem, identify where the problem began, provide details, explain the problem and find solutions. Besides those factors, case study method requires some stages:
1. It should be close to real life;
2. It is structured the way that could be able to set connections with life experience, as well with students future life situations;
3. It provides interpretation opportunity from the participants’ point of view;
4. It includes problems and conflicts;
5. It allows different solving versions;
Here it is important to emphasize that the teacher has a huge responsibility for this method. The teacher should be well prepared for the case study classes with creating dynamic classroom activities that would stimulate thought and creativity and, at the same time, increase the students’ English language competence. Case studies help teachers teach a foreign language effectively through a combination of knowledge, experience, creativity and critical thinking and it is essential to select the skill the teacher would like to focus on and teach the specific language [11]. For instance, for two teams a new topic «E-Mail» is announced by the teacher and one situation is given and focused on developing speaking skill: «You do not like your boss but you like the job very much. One day you typed a message on your computer to a reliable colleague (your best friend) complaining about your boss, using the words «stupid, lacking of feelings» and «cruel». You e-mailed this message to your friend. But a few seconds later you realized that you made a mistake.
Instead of directing the message to your friend, you had sent it to your boss! - What is your next step? Students discuss it and give some possible solutionsrelying on their life experiences. It is obvious from example that the case study helps not only to develop students’ speaking skill but also raise their critical thinking and reflective learning from other learner; develop problem solving skills; improve the student’s organizational skills; enhance communication skills; and encourage collaborative learning and team-working skills in the language learner. Beforehand the teacher provides specific guidelines about how the analysis is to be structured. In addition, case study requires to enlarge students’ outlook to solve problematic questions, so students should analyze a lot of books from different subjects, and it is pointed to develop reading skill and students can get various information by watching television or videos which can help to improve listening skill, as well as, performing case study allows students to learn by doing. It improves the students’ ability to ask appropriate questions, in a given problematic situation; exposes students to a wide range of organizations, functions and responsibility levels. This provides students flexibility and confidence to deal with a variety of tasks and responsibilities in their careers. It also helps students to make more informed decisions about their career choices; strengthens the student’s grasp of management theory, by providing real-life examples of the underlying theoretical concepts and providing rich, interesting information they breathe life into conceptual discussions; provides students with an exposure to the actual working of business and other organizations in the real world; reflects the reality of managerial decision-making in the real world, in that students must make decisions based on insufficient information; helps to understand and deal with different viewpoints and perspectives of the other members in their team. In conclusion it will be possible to mention that the whole preparing process of a case study is based on skills and knowledge of the subject which allows to activate current knowledge and scientific research activity. Case study develops self-study skills, as well as analytic, practical, creative communicative and social skills of learners. As a result, students are prepared for real life situations that can happen anywhere at any time. As a recommendation, it will be better to organize higher educational institutions to improve teachers’ pedagogical knowledge every year in order to conduct lessons with innovative pedagogical technologies, as well as, establish distant learning system between Uzbek students and English native teachers to develop students’ communicative skills.

THE USE OF CASE TECHNOLOGIES IN TEACHING STUDENTS

The aim of the article is to consider the possibilities of use of case technologies in educational process of the university; to prove the efficiency and perspectivity of the given method while training the future expertsprofessionals Methods. Retrospective and abstract analyses of the scientific-theoretical and practical literature are used while describing the history of development of case-study technology and its didactic possibilities. Test materials are used as the measuring tool of dynamics of informative activity of students, changes of level of their knowledge and abilities in the process of skilled-experimental work.
Results and scientific novelty.
The way of formation of concept «case technology» is shown; examples of various approaches to understanding of the given method are given; author's experience of research of the given problem is described; stages of work with case technology are allocated. It is experimentally proved that case technologies not only help to fix subject knowledge, to find professional the competence, but also promote development of creative thinking, and form skills of behaviour in a group: abilities to operate in a team, to state and defend the point of view, to listen, to carry on dialogue, to ask questions, to operate with the knowledge, building logic schemes of the problem solution. Besides, during the training period using a case technology students study independent ways of knowledge acquisition which are necessary for the modern professional in constantly ever-changing economic and social realities. The case method reveals creative potential, learns to think and operate differently not only students, but also teachers. This method promotes democratisation of educational process, formation of teachers’ progressive thinking, raises motivation of pedagogical activity.