Abstract
The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.
Highlights
The current refreshed curriculum is the product of the project aimed at achieving lasting improvement in the standard of English language teaching in Uzbekistan by enhancing the learning experience of PRESETT (Preservice teacher training) students and by setting clear exit standards in language referred to international standards for ELT
We turn to the role of methodological tools in the formation of sociolinguistic competence of future English teachers in the practice of teaching English as a second foreign language at university level
We have developed a set of exercises which involves case studies, authentic texts, role plays, a set of phrases of the target language and speech means used in situations of communication with native speakers and compared between Uzbek and English culture in order to develop the ability to apply them in social interaction
Summary
The current refreshed curriculum is the product of the project aimed at achieving lasting improvement in the standard of English language teaching in Uzbekistan by enhancing the learning experience of PRESETT (Preservice teacher training) students and by setting clear exit standards in language referred to international standards for ELT. The USA Journals Volume 02 Issue 12-2020 teachers should develop their intercultural communicative competence, which includes a number of subcompetencies, as the soughtafter goal of teaching a foreign language [1]. We turn to the role of methodological tools in the formation of sociolinguistic competence of future English teachers in the practice of teaching English as a second foreign language at university level
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