{{{Ибрагимова Зарифа Набиевна, старший преподаватель
Узбекский государственный университет мировых языков (г. Ташкент)
At the core of the communicative method based on the idea that the language is used for communication and, therefore, language learning objective should be communicative competence, which includes language competence (possession of a language material for use in a speech utterances) sociolinguistic communication (the ability to use Language units in accordance with the situations of communication), discursive competence (the ability to understand and achieve connectivity in the perception and generation of individual utterances within the framework of communicative significant speech formations), the so-called «strategic» competence (degree of familiarity with the socio cultural context of the functioning of language), social competence (ability and willingness to communicate with others).
The emergence of the communicative method and the very term «communicative competence» was influenced by the concept of language competence of N. Chomsky, which refers to the ability of the speaker to generate grammatically correct structures.
Characteristic features of the communicative method:
− underlying the meaning; teaching the language with communication;
− the ability of effectively and adequately us the linguistic system;
− the learner cultivates his own language system through attempts and mistakes.
Communicative method of teaching foreign languages is by far the most popular method in the world. And even those who are vaguely aware of what this method is firmly believe that it is the most progressive and most effective method of teaching a foreign language.
A communicative method (or approach) arose in Britain in the 60's and 70's, when English began to acquire the status of a language of international communication. It turned out that the traditional methods prevalent at that time (audio-lingual, grammatical translation technique) ceased to meet the needs of the majority of students of English as a foreign language.
Actually, the reason was not so much old methods as the new contingent of students — «pragmatists» with a purely functional view of the language as a communication tool.
And they did not need a profound, systematic mastery of the language studied, to which traditional academic programs were directed, but the possibility of immediate practical application of their knowledge.
But it turned out that the people who taught the language to talk to him, do not have the modern spoken language (not to mention the slang), have no concept of speech etiquette — in short, feel helpless in a situation of real communication.
In the 1960s, the Council of Europe undertook a number of measures aimed at developing an intensification program for teaching foreign languages on the continent.
In 1971 the group of experts was instructed to study the possibilities of creating a system for teaching foreign languages to adult learners.
This was the starting point of a series of studies aimed at the development of the concept, which would focus on the formation and development of the ability to communicate in a foreign language in the context of student-centered learning.
As a result, the idea was developed to develop threshold levels as specific goals for mastering a foreign language. What was originally intended for adult learners was successfully adapted to the goals and content of school and other educational institutions.
In 1982, the results of the studies were described and analyzed in the document «Modern languages: 1971–81.
It has greatly expanded the possibilities of the practical use of the developed approach to functional-semantic basis and implementation of the basic principles in several directions:
− the development of new techniques and the creation of new teaching materials in the creation of complex technological systems of training (multi-media systems),
− in the development of evaluation systems and Self-assessment, self-education in view of its individualization (learner autonomy),
− in the development of recommendations for the professional training of teachers of a foreign language.
Later, in the 80–90s, a number of research projects were carried out, which were aimed at the formation of a system of communicative learning. The definition of thresholds for a number of Western European languages allowed the development of short-term (up to two years) projects related to various aspects of the organization of teaching foreign languages.
They particularly focused on the creation of new, differentiated curriculum, to further develop the communicative approach in relation to various forms of training, on a theoretical basis and practical implementation of student-centered and individualized mastery of foreign languages.
References:
- Palmer G. The oral method of teaching foreign languages. M., 1960.
- Rakhmanov M. V., Basic Directions in the teaching of foreign languages in the XIX century. Ed. M., 1972.
- Sheles D. Communicative skills in teaching modern languages. [Council for Cultural Cooperation. Project № 12 «Learning and teaching modern languages for communication».] Council of Europe Press, 1995.
