problems of testing passive knowledge and vocabulary in different stages of language learning

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: problems of testing passive knowledge and vocabulary in different stages of language learning submitted by: student of 310rd group mamajonova durdonaxon scientific adviser: nazarova g. kokand 2022 plan introduction chapter i theoretical aspect of problems of resting passive knowledge 1.1 communicative language teaching. 1.2 principles and features of the communicative approach. 1.3 communicative competence as a goal of the flt. chapter ii typology of communicative language activities 2.1 types of communicative activities and their arrangement. 2.2 techniques of communicative teaching. conclusion list of used literature introduction nowadays the english language has got status of a global language due to globalization and general computerization. modern english language teaching aims to lingual and social adaptation of pupils to …

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g in intercourse, or communicative teaching. it will help to engage pupils to "social communication in conditions of multilingual environment" [2; 9]. during the communicative teaching pupils possess the active life position, creative abilities, language skills, their own opinion, responsibility, the logic communications promoting understanding of laws and world outlook ideas, etc. there is no doubt, that in learning a second language it is necessary for students to acquire, in addition to phonological and vocabulary-grammatical knowledge, ways to communicate with others using their target language. practical teaching of a foreign language possesses a number of communication techniques which provide self-determination and self-realization of the pupil as the language person in the course of learning and developing language skills. all these conditions led to the modernization and intensification of of motivation of three languages policy as a new direction in the state policy of education [3].the "conception of foreign language education …

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following objectives are established: · to study the theoretical basis of communicative language teaching; · to research principles, aims and features of communicative teaching; · to reveal main techniques of involving of pupils in communication activity; · to develop lesson plans with using of communicative teaching techniques. chapter i theoretical aspect of problems of resting passive knowledge 1.1 communicative language teaching. communicative language teaching (clt) is an approach to the teaching of second and foreign languages that emphasizes interactions both the means and the ultimate goal of learning a language. it is also referred to as "communicative approach to the teaching of foreign languages”, "communication-oriented teaching” or simply the "communicative approach”. "communicative" is a word which has dominated discussions of teaching methodology for many years. although in a monolingual english language classroom, real communication in english is impossible, in communicative methodology we try to be more communicative. that is to …

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. they felt that students were not learning enough realistic, whole language. they did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied.in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching.by s. krashen [9], communicative approach was further developed during the 1980s and 1990s and was concentrated on the communicative functions of language. classrooms were characterized by attempts to ensure authenticity of materials and meaningful tasks.language teaching (clt) emerged as …

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). on communicative competence. philadelphia: university of pennsylvania press.] fluency and accuracy are seen as complementary principles underlying communicative techniques. at times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. classroom tasks must therefore equip students with the skills necessary for communication in those contexts. students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning. the role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge. students are therefore encouraged to construct meaning through genuine linguistic interaction with others [10; 43]. the communicative approach was developed mainly in the context of english …

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ministry of higher and secondary specialized education of the republic of uzbekistan kokand state pedagogical institute named after mukimi faculty of foreign languages department of english language and literature course work subject: methodology topic: problems of testing passive knowledge and vocabulary in different stages of language learning submitted by: student of 310rd group mamajonova durdonaxon scientific adviser: nazarova g. kokand 2022 plan introduction chapter i theoretical aspect of problems of resting passive knowledge 1.1 communicative language teaching. 1.2 principles and features of the communicative approach. 1.3 communicative competence as a goal of the flt. chapter ii typology of communicative language activities 2.1 types of communicative activities and their arrangeme...

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