The present article aims to explore how pragmatic competence is developed and its role in shaping the communicative skills of future English teachers, drawing on a wide range of studies and scholars in the sphere. The article highlights innovative pedagogical technologies and methodologies for improving pragmatic competence in training future English teachers. Pragmatic competence, a key component of communicative competence, involves the ability to use language appropriately in diverse social contexts, making it a crucial skill for educators tasked with modelling effective communication. The study emphasizes the significance of pragmatic knowledge in understanding and interpreting linguistic nuances, such as speech acts, politeness strategies, and conversational implicature. Drawing on theoretical frameworks from Canale and Swain, Bardovi-Harlig, Levinson, Ishihara and Taguchi, this research examines practical strategies for integrating pragmatic instruction into teacher education programs. Utilizing an action research methodology, the study evaluates curricula, instructional materials, and classroom practices, specifically focusing on the "Reading and Writing Practice" module implemented in higher education institutions across Uzbekistan. The findings highlight the effectiveness of authentic materials, taskbased language teaching (TBLT), and explicit instruction in fostering pragmatic competence. The research also identifies challenges such as insufficient integration of sociocultural norms and limited teacher training in pragmatic pedagogy. Recommendations include enhancing curriculum design, adopting interactive teaching methodologies, and incorporating real-life communication scenarios. This research underscores the pivotal role of pragmatic competence in shaping educators capable of fostering nuanced language use and preparing learners for effective intercultural communication.
The present article aims to explore how pragmatic competence is developed and its role in shaping the communicative skills of future English teachers, drawing on a wide range of studies and scholars in the sphere. The article highlights innovative pedagogical technologies and methodologies for improving pragmatic competence in training future English teachers. Pragmatic competence, a key component of communicative competence, involves the ability to use language appropriately in diverse social contexts, making it a crucial skill for educators tasked with modelling effective communication. The study emphasizes the significance of pragmatic knowledge in understanding and interpreting linguistic nuances, such as speech acts, politeness strategies, and conversational implicature. Drawing on theoretical frameworks from Canale and Swain, Bardovi-Harlig, Levinson, Ishihara and Taguchi, this research examines practical strategies for integrating pragmatic instruction into teacher education programs. Utilizing an action research methodology, the study evaluates curricula, instructional materials, and classroom practices, specifically focusing on the "Reading and Writing Practice" module implemented in higher education institutions across Uzbekistan. The findings highlight the effectiveness of authentic materials, taskbased language teaching (TBLT), and explicit instruction in fostering pragmatic competence. The research also identifies challenges such as insufficient integration of sociocultural norms and limited teacher training in pragmatic pedagogy. Recommendations include enhancing curriculum design, adopting interactive teaching methodologies, and incorporating real-life communication scenarios. This research underscores the pivotal role of pragmatic competence in shaping educators capable of fostering nuanced language use and preparing learners for effective intercultural communication.
Ushbu maqola bo‘lajak ingliz tili o‘qituvchilarining kommunikativ ko‘nikmalarini takomillashtirishda pragmatik kompetensiyaning rivojlanishi va uning o‘rnini, sohadagi keng ko‘lamli tadqiqotlar va olimlarning ishlariga tayanib o‘rganishni maqsad qilgan. Maqolada bo‘lajak ingliz tili o‘qituvchilarini tayyorlashda pragmatik kompetentlikni takomillashtirishning innovatsion pedagogik texnologiyalari va metodikasi yoritilgan. Kommunikativ kompetensiyaning asosiy tarkibiy qismi hisoblangan pragmatik kompetensiya tildan turli ijtimoiy vaziyatlarda o‘rinli foydalana olish qobiliyatini o‘z ichiga oladi. Bu esa samarali muloqotni namoyish etish vazifasi yuklangan o‘qituvchilar uchun hal qiluvchi ko‘nikma hisoblanadi. Tadqiqotda nutqiy aktlar, xushmuomalalik strategiyalari kabi lingvistik nozikliklarni tushunish va sharhlashda pragmatik bilimlarning ahamiyatiga e’tibor qaratilgan. Tadqiqotda nutqiy aktlar, xushmuomalalik strategiyalari va suhbat implikaturasi kabi lingvistik nozikliklarni tushunish va talqin qilishda pragmatik bilimlarning muhimligiga urg‘u berilgan. Kanale va Sveyn, Bardovi-Harlig, Levinson, Ishihara va Taguchining nazariy asoslariga tayanib, ushbu tadqiqot o‘qituvchilar ta’limi dasturlariga pragmatik ta’limni joriy etishning amaliy strategiyalarini o‘rganadi. Harakatli tadqiqot metodologiyasidan foydalanib, o‘quv dasturlari, o‘quv materiallari va auditoriya amaliyoti baholanadi, bunda O‘zbekiston bo‘ylab oliy ta’lim muassasalarida amalga oshirilgan “O‘qish va yozish amaliyoti” moduliga alohida e’tibor qaratiladi. Natijalar pragmatik kompetensiyani rivojlantirishda autentik materiallar, vazifaga asoslangan til o‘qitish (TBLT) va aniq ko‘rsatmali ta’limning samaradorligini ko‘rsatadi. Shuningdek, tadqiqotda ijtimoiymadaniy me’yorlarning yetarli darajada integratsiyalashmaganligi, o‘qituvchilarning pragmatik pedagogika bo‘yicha tayyorgarligining cheklanganligi kabi muammolar aniqlandi. Tavsiyalar o‘quv dasturlarini ishlab chiqishni takomillashtirish, interfaol o‘qitish metodikasini qabul qilish va real hayotdagi muloqot ssenariylarini o‘z ichiga oladi. Maqolada pragmatik kompetensiyaning tildan nozik foydalanish qobiliyatiga ega o‘qituvchilarni shakllantirish va shu orqali o‘quvchilarni madaniyatlararo samarali muloqotga tayyorlashda muhim ahamiyat kasb etishi ta’kidlangan.
Цель данной статьи — изучить особенности развития прагматической компетенции и ее роль в формировании коммуникативных навыков будущих учителей английского языка, опираясь на широкий круг исследований в данной области. В статье освещаются инновационные педагогические технологии и методики совершенствования прагматической компетенции в процессе подготовки будущих учителей английского языка. Прагматическая компетенция, ключевой компонент коммуникативной компетенции, включает в себя способность использовать язык уместно в различных социальных контекстах, что делает ее важнейшим навыком для педагогов, перед которыми стоит задача моделирования эффективной коммуникации. В исследовании подчеркивается важность прагматических знаний для понимания и интерпретации языковых нюансов, таких как речевые акты, стратегии вежливости и разговорный подтекст. Опираясь на теоретические основы Канале и Суэйн, Бардови-Харлиг, Левинсон, Ишихара и Тагучи, данное исследование рассматривает практические стратегии интеграции прагматического обучения в программы подготовки учителей. Используя методологию исследования действия, исследование оценивает учебные программы, учебные материалы и практику работы в классе, уделяя особое внимание модулю «Практика чтения и письма», внедренному в высших учебных заведениях Узбекистана. Полученные результаты свидетельствуют об эффективности аутентичных материалов, обучения языку на основе заданий (TBLT) и эксплицитного обучения в развитии прагматической компетенции. Исследование также выявило такие проблемы, как недостаточная интеграция социокультурных норм и ограниченная подготовка преподавателей в области прагматической педагогики. Рекомендации включают в себя улучшение дизайна учебных программ, внедрение интерактивных методик обучения и включение сценариев общения в реальной жизни. Данное исследование подчеркивает ключевую роль прагматической компетенции в формировании педагогов, способных поощрять использование нюансов языка и тем самым готовить учащихся к эффективной межкультурной коммуникации.
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|---|---|---|---|
| 1 | YESHANOV M.U. | Tayanch doktorant | O‘zbekiston Davlat Jahon tillari Universiteti |
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