course paper in methodology

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the ministry of higher education, science and innovition of the republic of uzbekistan karshi state pedagogical university roman-german faculty the department of linguistics course paper in methodology theme: the use of interactive learning technologies in the development of students’ discourse competence. (example of b1 level students) 2 scientific adviser: done by: h. boboyeva. s. anvarovna group: 020-142 karshi-2023 contents introduction...………………………….…………………….……...……...3 chapter i.models of communicative competence.…....................7 1.1 discource competence in language teaching.……...........................12 1.2 students’ discourse strategies in a classroom debate performanc...........16 1.3 canale and swain model of communicative competence ……………………..18 chapter ii. interactive methods of teaching english....26 2.1 assessment of the discource competence …………………………………… 29 2.2 developing discource competence …..…...........................….34 conclusion glossary reference introduction in many parts of the world, there is a growing interest in modern methods of teaching english, the question of how to do it - how the curriculum, subject, topic and methodology should differ from the previously …

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aching english has been limited. nowadays many books and articles are written to attract attention to this point. in planning curricular and methods it has been suggested that an understanding of students and their needs, interest, abilities, likes, dislikes, and developmental status should take precedence over other considerations.a competent language user is bound to deliver and interpret messages according to certain contexts which require strategies to produce the language either spoken or written. as brown (2007) notes, in producing spoken language, the speaker’s discourse is marked by exchanges with another person or several persons. to understand the meanings within the stretches of discourse, we need to grasp the meanings not only from its single sentences, but also from referents in both the previous sentences and following sentences. this strategy may indicate the speaker’s communicative competence, which, based on canale’s (1983) categories, comprises of four subcategories: (1) grammatical competence, (2) discourse …

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rz, 1979; micheau & billmyer, 1987; o’connor & michaels, 1993; aman, awal, & jaafar, 2014; skovholt, 2016; and besedina, dudkina, kopylovskaya, 2017). an early study on discourse strategies was conducted by michaels, et al. in 1979. they analyzed the discourse style used by the children when they were telling story. the result showed that the discourse was managed into two types; topic-centered and topic chaining style. micheau and billmyer (1987) reported research fifindings on discourse strategies used by native speakers compared to non-native speakers at a graduate business school. in more recent years, a research project on discourse study is conducted by aman, et al (2014). they discuss the discourse strategy written in science and technology academic texts in malay language published in high-impact journals. in addition, besedina, et al. (2017) conducted a study by describing the use of discourse strategies in publicly open interviews on tv whose results are …

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he former has focused on the use of language as a resource for control and socialization. the other project, conducted by skovholt (2016), is a case study to fifind out how scientifific discourse is established through conversational turn in teacher education institution in norway. the study has addressed the teacher-students’ interaction during a student-led discussion which results in the tension between “mundane talk” and “scientifific talk” (p.1). mundane talk occurs when the students’ talk refers to their personal domain shown in their claim, while scientifific talk relates to their reference to a shared scientifific domain. the result of this research is important to the teaching of language, as it shows that the students’ performance and/or the tension between mundane talk and scientifific talk happens due to the teachers’ roles in facilitating the classroom. within the context of our research in the department of english in an indonesian university, the students’ …

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tifific and mundane discourse from their debate performances. chapter i. models of communicative competence. known to us, using innovations and new pedagogical technologies are resulting well. sometimes using same styles in teaching language may let go down interests of student to language. we advise some types of teaching in use, not to go down interest to foreign language. for instance: 1. dialogical speech- in this way students have a talk each other by creative approach. “modern methodology of teaching english puts speaking in dialogues in the first place for developing speaking skills. these skills can be trained with various teaching aids, including texts of fiction. such dialogues give an opportunity to avoid traditional rendering of the texts and turn them into living english speech”. more than that, all the vocabulary is remembered much better. in dialogues, students train in fluency, quick reaction, acting skills and, of course, grammatical correctness. 2. …

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the ministry of higher education, science and innovition of the republic of uzbekistan karshi state pedagogical university roman-german faculty the department of linguistics course paper in methodology theme: the use of interactive learning technologies in the development of students’ discourse competence. (example of b1 level students) 2 scientific adviser: done by: h. boboyeva. s. anvarovna group: 020-142 karshi-2023 contents introduction...………………………….…………………….……...……...3 chapter i.models of communicative competence.…....................7 1.1 discource competence in language teaching.……...........................12 1.2 students’ discourse strategies in a classroom debate performanc...........16 1.3 canale and swain model of communicative competence ……………………..18 chapter ii. interactive me...

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