The ongoing reforms in the education system of Uzbekistan have created new opportunities and demands for effective foreign language instruction, particularly in higher education institutions outside philological specializations. In this context, learning English is no longer limited to academic purposes but has become a practical tool for professional growth, international cooperation, and participation in global discourse. This article reflects on the role of the communicative approach as a flexible and learner-centered framework for teaching English, with a particular focus on grammar acquisition. Rather than treating grammar as an isolated component, the communicative approach integrates it into meaningful interaction, allowing learners to use language naturally and purposefully. Emphasis is placed on classroom practices that encourage student engagement, real-life communication, and collaborative learning. Through interactive tasks, problem-solving activities, and contextualized language use, students are able to develop both accuracy and fluency. The article argues that communicative grammar instruction not only improves linguistic competence but also increases learners’ confidence and motivation. As a result, this approach can be considered an effective response to modern educational needs in non-philological higher education settings.
| Published in | International Journal of English Teaching and Learning (Volume 4, Issue 1) |
| DOI | 10.11648/j.ijetl.20260401.11 |
| Page(s) | 1-7 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2026. Published by Science Publishing Group |
Communicative Approach, Teaching Process, Communication Purposes, Linguistics, Psychology and Pedagogy, Methodological Approaches, Behavioral Approach, Lexical Approach
| [1] | Mirziyoyev Sh. (2017) The Decree of the President of the Republic of Uzbekistan dated October 10, 2017, "On Measures to Develop the Education System in Uzbekistan". |
| [2] | Sheils, J. (1995). The technical (lexical) and formal (grammatical) aspects of the language. |
| [3] | Zalevskaya, A. (1996). Different approaches to teaching foreign languages. |
| [4] | Williams, M., & Burden, R. (1997). The goal-oriented and motivational nature of human activity is not taken into account. |
| [5] | Galskova, N., & Gez, N. (2004). At the same time, a conceptual learning system is developed, and a linguistic picture of the world, possessed by a native speaker of the target language, is formed p. 64-65. |
| [6] | Lewis, M. (1993). At the same time, not enough attention is paid to grammar, which disrupts the communication process. |
| [7] | Richards, J. C., & Rodgers, T. S. (1991). In this case, the main focus is not on the form of the linguistic phenomenon being studied, but on its meaning. |
| [8] | Selinker, L. (1972). Thus, the interlanguage hypothesis considers language as a means of human communication, a multi-dimensional, integral part of social interaction. |
| [9] | Field, J. (1999). It reveals language patterns and uniform structures in the material at the system level. |
| [10] | Niman, N. (1994). Thus, the task of the student is to learn practically independently to connect, synthesize, separate parts in the process of creating oral or written speech, after studying the studied grammatical phenomena. |
| [11] | Hutchinson, T., & Waters, A. (1993). Students become familiar with a grammatical phenomenon and its use in speech, which helps with communication, but hinders self-control. |
| [12] | Gollin, S. (1998). Automation of speech patterns is carried out in exercises of substitution, imitation, filling in the gaps, etc., under the guidance of the teacher. |
| [13] | Ellis, R. (1993). The communicative approach involves mastering various speech functions, that is, forming skills to express a specific communicative intention. |
| [14] | Brumfit, C., & Johnson, K. (1979). Therefore, the educational process should provide the necessary level of professional-oriented communication in a foreign language. |
| [15] | Alekseeva, L. (1999). Lexical factors express latent, categorically, while grammatical factors express syntactic and morphological categorically. |
| [16] | Panferov, V. (1972). Accept a new learning situation as a whole and only later switch to the analytical style. |
| [17] | Cronbach, L. J., & Snow, R. E. (1977). The communicative approach to teaching grammar allows to eliminate these contradictions, allowing students to simultaneously use different channels of receiving information (visual, auditory) and many other opportunities (p. 44). |
| [18] | Hetch, M. (1985). A. A. Leontiev notes that in the psychological sense, communication activity has an effective and cognitive activity with the same fundamental organization, although it has its own specific purpose: it is effective. |
| [19] | Leontiev, A. A. (1999). The conscious motive of the activity is related to the goal of the activity, and is carried out by setting itself up as a self-governing, regulating, selectively initiating activity p. 116-117. |
| [20] | Dridze, A. (1980). Satisfaction with the results in accordance with internal or external stimuli in the interns. |
| [21] | Scarcella, R., & Oxford, R. (1992). Language is a universal means of communication, and teaching a foreign language implies knowing the system of language units in their "working state" (according to A. A. Leontiev), i.e., using linguistic units in specific life situations. |
| [22] | Boldyrev, A. (1998). Language is a universal means of communication, and teaching a foreign language implies knowing the system of language units in their "working state". |
| [23] | Chomsky N. (1985). The term "communicative competence" appeared in foreign, and then in domestic methodology. |
| [24] | Zimnyaya (1999). Communication is "a complex multifaceted process of establishing and developing contacts between people, which is generated by the need for joint activity and includes information exchange, interaction, the development of a single strategy for perceiving and understanding another person" p. 324. |
APA Style
Zukhriddinovna, K. S. (2026). Communicative Approach in Learning English. International Journal of English Teaching and Learning, 4(1), 1-7. https://doi.org/10.11648/j.ijetl.20260401.11
ACS Style
Zukhriddinovna, K. S. Communicative Approach in Learning English. Int. J. Engl. Teach. Learn. 2026, 4(1), 1-7. doi: 10.11648/j.ijetl.20260401.11
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Download@article{10.11648/j.ijetl.20260401.11,
author = {Khaydarova Sarvinoz Zukhriddinovna},
title = {Communicative Approach in Learning English},
journal = {International Journal of English Teaching and Learning},
volume = {4},
number = {1},
pages = {1-7},
doi = {10.11648/j.ijetl.20260401.11},
url = {https://doi.org/10.11648/j.ijetl.20260401.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20260401.11},
abstract = {The ongoing reforms in the education system of Uzbekistan have created new opportunities and demands for effective foreign language instruction, particularly in higher education institutions outside philological specializations. In this context, learning English is no longer limited to academic purposes but has become a practical tool for professional growth, international cooperation, and participation in global discourse. This article reflects on the role of the communicative approach as a flexible and learner-centered framework for teaching English, with a particular focus on grammar acquisition. Rather than treating grammar as an isolated component, the communicative approach integrates it into meaningful interaction, allowing learners to use language naturally and purposefully. Emphasis is placed on classroom practices that encourage student engagement, real-life communication, and collaborative learning. Through interactive tasks, problem-solving activities, and contextualized language use, students are able to develop both accuracy and fluency. The article argues that communicative grammar instruction not only improves linguistic competence but also increases learners’ confidence and motivation. As a result, this approach can be considered an effective response to modern educational needs in non-philological higher education settings.},
year = {2026}
}
TY - JOUR T1 - Communicative Approach in Learning English AU - Khaydarova Sarvinoz Zukhriddinovna Y1 - 2026/01/19 PY - 2026 N1 - https://doi.org/10.11648/j.ijetl.20260401.11 DO - 10.11648/j.ijetl.20260401.11 T2 - International Journal of English Teaching and Learning JF - International Journal of English Teaching and Learning JO - International Journal of English Teaching and Learning SP - 1 EP - 7 PB - Science Publishing Group SN - 2997-2566 UR - https://doi.org/10.11648/j.ijetl.20260401.11 AB - The ongoing reforms in the education system of Uzbekistan have created new opportunities and demands for effective foreign language instruction, particularly in higher education institutions outside philological specializations. In this context, learning English is no longer limited to academic purposes but has become a practical tool for professional growth, international cooperation, and participation in global discourse. This article reflects on the role of the communicative approach as a flexible and learner-centered framework for teaching English, with a particular focus on grammar acquisition. Rather than treating grammar as an isolated component, the communicative approach integrates it into meaningful interaction, allowing learners to use language naturally and purposefully. Emphasis is placed on classroom practices that encourage student engagement, real-life communication, and collaborative learning. Through interactive tasks, problem-solving activities, and contextualized language use, students are able to develop both accuracy and fluency. The article argues that communicative grammar instruction not only improves linguistic competence but also increases learners’ confidence and motivation. As a result, this approach can be considered an effective response to modern educational needs in non-philological higher education settings. VL - 4 IS - 1 ER -
Department of Foreign Languages, Namangan State Technical University, Namangan, Uzbekistan
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