STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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INTEGRATING METHODS: FORGING COMMUNICATIVE COMPETENCE IN
MILITARY ENGLISH LANGUAGE TRAINING
Sheyxnazarova Durdana Baxtiyarovna
NMPI 1-kurs doktoranti
Abstract :
The expansion of contacts and interaction with foreign states on security and stability
issues increase the requirements for the professional language training of military specialists, their
ability to professional communication in a foreign language. The focus on international cooperation
obliges military personnel to constantly improve their knowledge, independently master new
information related to new types of weapons and military equipment. It is assumed that the language
training of military specialists will be effective if it is focused on professional communication.
Key words:
military system, methods, communicative competence, personal orientation,
professional speech.
The ability to communicate effectively in a foreign language is paramount for modern military
personnel. Successful international operations, peacekeeping missions, and intelligence gathering all
hinge on clear and confident communication. Traditional methods of foreign language instruction,
often focusing heavily on grammar and vocabulary acquisition, often fall short in developing
the
communicative competence
necessary for real-world military applications. This article explores
the benefits of an integrated approach to teaching English as a foreign language (EFL) to future
military personnel, emphasizing the development of practical communication skills. Improving the
system of teaching foreign languages in the Armed Forces of the Republic of Uzbekistan will allow
training specialists who meet international standards and modern requirements. This will serve to
strengthen the defense capabilities of our country.
Active international cooperation with various countries, both friendly and unfriendly, obliges
military specialists to constantly improve their knowledge, master new information related to solving
communication problems in professional activities. “It is necessary to organize language education in
such a way,” E.V. Voevoda rightly asserts, “as to train specialists who will be able to defend the
interests of the country, including by means of a foreign language [7:17]
Professional communication in the area of international military cooperation is constantly
evolving and requires ever closer attention to the language training of military specialists. “The
language of professional communication,” A. D. Deykina and E. I. Tsukanova correctly emphasize,
“requires such communicative qualities of speech as correctness and precision from communicants.
The issue of terminological precision of professional speech is especially acute, in particular in the
area of pedagogical communication” [2:49]. .M. Goncharova writes about the importance of
considering the challenges of professional communication in modern conditions, focusing her
attention on the multifaceted nature of problems and the multi-aspect nature of the tasks of modern
communication studies [3].
For years, military language training has relied on a largely grammar-translation approach,
supplemented by rote memorization of vocabulary lists. While this provides a foundation in linguistic
structure, it often fails to prepare students for the dynamic and unpredictable demands of real-life
communication. An integrated approach, however, offers a more effective alternative.
This method combines various teaching techniques – communicative language teaching (CLT),
task-based learning (TBL), and technology integration – to create a holistic learning experience. CLT
focuses on using the language for meaningful communication from the outset, encouraging interaction
and negotiation of meaning. TBL presents learners with realistic tasks that require them to utilize their
language skills in context, simulating real-world scenarios such as intelligence briefings, diplomatic
negotiations, or coordinating joint operations.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
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The essence and principles of integrated education are based on interdisciplinary connections,
activity orientation and personality orientation. The specific features of the integrated method in
teaching foreign languages include the study of culture and professional orientation along with
language learning. The advantages of the integrated method are to increase student motivation, ensure
the consolidation of knowledge and develop communicative competence.
Foreign experience shows that the integrated method is widely used in the Armed Forces of
countries such as the USA, Great Britain, Germany. These countries have achieved a significant
increase in the level of mastery of foreign languages by their military through this method.
The integrated method, unlike traditional methods, makes the learning process interesting and
interactive. This increases students' interest in science and develops their ability to think
independently.
The theoretical foundations of the integrated method are based on the disciplines of pedagogy,
psychology and linguistics. This method allows you to adapt the learning process to the individual
characteristics of students and increases their learning efficiency.
The high level of complexity of modern global challenges and threats requires the use of the latest
data on types of weapons and military equipment of foreign armies, as well as combat experience of
units of the modern military in the process of professional language training of military specialists.
Pedagogically competent use of combat experience in training cadets, as A. V. Solovieva correctly
emphasizes, gives them the opportunity to develop creative professional thinking, the most important
moral and combat qualities, the ability to objectively evaluate themselves and the need for self-
improvement [6:95].
At the same time, studying the basics of terminology is a condition for effective preparation for
professional communication; a specialist must correctly use scientific names and be able to extract the
information contained in the term [4:34].
The components of communicative competence are linguistic, sociolinguistic, discursive,
strategic and socio-cultural elements. The stages of the formation of communicative competence
based on the integrated method consist of a motivational-goal stage, an activity stage and an
evaluation-result stage. Forms of organizing the educational process include such elements as lectures,
seminars, practical exercises, role-playing games, projects and independent work. The principles of
selecting educational materials are based on communicative purposefulness, professional orientation,
relevance and interest.
The communicative competence formation model allows for a systematic and purposeful
organization of the educational process. This helps to improve students' language skills and develop
their ability to freely participate in international communication.
This model involves the use of interactive methods in the educational process. This increases
students' interest in science and develops their ability to think independently.
In conclusion, the development of communicative competence in English for future military
personnel is crucial for operational success. The adoption of an integrated approach, combining CLT,
TBL, technology integration, and intercultural training, promises to equip military language learners
with the skills and confidence to communicate effectively and efficiently in a complex and ever-
evolving global landscape. This represents a vital investment in national security and international
cooperation.
References:
1.
Resolution of the Cabinet of Ministers of the Republic of Uzbekistan “On additional measures
to improve the learning of foreign languages”. (National Database of Legislation, 20.01.2022,
No. 09/22/34/0048; 20.10.2022, No. 09/22/612/0949)
2.
Deykina A. D. Obuchenie terminologicheskoy tochnosti kak kachestvu professionalnoy
kommunikatsii [Text] / A. D. Deykina, E. I. Tsukanova // Nauchnye issledovaniya i razrabotki.
Sovremennaya communicativistics. — 2021. — T. 10. — No. 4 (53). — S. 49-53
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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441
3.
Goncharova L. M. Sovremennaya kommunicativistica: mnogolikost problem i
mnogoaspektnost zadach [Text] / L. M. Goncharova // Nauchnye issledovaniya i razrabotki.
Sovremennaya communicativistics. — 2021. — No. 5 (54). — S. 5-10.
4.
Kostikova L. P. Aktuallnye voprosy professionalnoy zyzykovoy podgotovki studentsov
neyazykovogo vouza: collective monograph [Text] / Pod ed. L. P. Kostikovoy and L. F. Eltsovoy.
— M.: Perspektiva, 2021. — 162 p.
5.
Madaminov S. The role of innovative methods in teaching foreign languages and their
methodological
analysis
/
International
cooperation
in
the
education
system.
https://anhor.uz/uz/events/taylim-tizimida-halkarohamkorlik.
6.
Soloveva A. V. Lingvisticheskaya podgotovka voennyx perevodchikov v usloviyax
professionalno-lichnostnoy napravlennosti obrazovatelnoy sredy vuza [Text] / A. V. Soloveva //
Scientific reserve. — 2021. — No. 4 (16). — S. 91-97.
7.
Voevoda E. V. Obuchenie inostrannym yazykam v kontekte mejkulturnoy kommunikatsii
[Text] / E. V. Voevoda // Srednee professionalnoe obrazovanie. — 2009. — No. 8. — S. 14-17.
THE USING PROJECT-BASED LESSON FOR TEACHING SPEAKING
Zulhumor Orifjon qizi Obidova
Student, Chirchik State Pedagogical University
Scientific adviser: Saida Turgunbaevna Gazieva
EFL Teacher, Chirchik State Pedagogical University
Abstract.
This article explores how project-based lessons can be effectively used to teach speaking
skills in English classes. It highlights the benefits of project-based learning (PBL) as an interactive
and student-centered approach that encourages learners to use English in real-life situations. Through
collaborative projects, students practice speaking in meaningful contexts, improve their fluency, and
build confidence. The article also presents examples of speaking-based projects and discusses how
PBL promotes communication, critical thinking, and learner autonomy. By using PBL in speaking
lessons, teachers can create an engaging and motivating environment that supports language
development.
Keywords.
Project-based learning, speaking, communication, collaboration, student-centered,
English.
INTRODUCTION. In recent years, English teachers have been searching for more effective ways to
help students improve their speaking skills. Traditional techniques like memorizing dialogues or
repeating after the teacher often don’t give students enough opportunities to actually use the language
in meaningful ways. A more modern method that has gained popularity is Project-Based Learning
(PBL). This approach encourages students to use English while working on real-world tasks such as
giving presentations, making videos, or conducting interviews. These types of activities help learners
speak more naturally and with greater fluency, while also boosting collaboration and problem-solving
skills. This article aims to explore how project-based learning can support the development of
speaking skills, particularly for secondary school students. It also compares this method with more
traditional approaches to show how PBL can better motivate learners and lead to stronger language
outcomes.
METHODS. To examine the effects of project-based learning on students’ speaking abilities, a study
was carried out with 80 secondary school students who were learning English as a foreign language.
They were divided into two groups: the experimental group took part in project-based lessons, while
the control group followed more traditional methods, such as textbook speaking exercises and scripted
