THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING IN UZBEK SECONDARY SCHOOLS
Keywords:
Communicative Language Teaching, English education, Uzbek secondary schools, language proficiency, curriculum reform, learner autonomy, teacher training, classroom interaction, assessment methods, educational innovation.Abstract
Communicative Language Teaching (CLT) has come to the forefront
of language education, particularly in countries striving to enhance their engagement
with the global community. In Uzbekistan, the focus on English language learning is
intensifying, as reflected by educational reforms and a shift towards methodologies
that promote effective communication. Communicative Language Teaching, as an
approach, emphasizes interaction and real-world communication, making it a highly
relevant method for Uzbek secondary schools. Exploring the effectiveness of CLT in
this context requires close attention to teaching practices, curricular adaptations,
teacher preparation, and student outcomes. Within the Uzbek secondary education
system, English is a pivotal subject, and teachers are encouraged to make the learning
process as practical and meaningful as possible. CLT, which prioritizes spoken
language, task-based activities, and learner-centered classrooms, contrasts with the
traditional grammar-translation method, which remains prevalent in many local
schools. The implementation of CLT entails significant changes not only in classroom
activities but also in assessment methods and overall mindset towards language
learning.
References
1. Abdurahmonova, N. (2019). "Developing communicative competence in English
language teaching." The American Journal of Social Science and Education
Innovations, 1(6), 55-60.
2. Akhmedova, N. (2018). "The Role of Interactive Methods in Teaching English in
Secondary Schools." Eastern European Scientific Journal, 2(1), 75-80.
