KURS ISHI

INTRODUCTION . In Uzbekistan, the demand for English language proficiency has seen a remarkable surge, with the number of students enrolled in English language programs increasing by 28% from 2019 to 2023, reaching over 1.2 million individuals [1]. Furthermore, a recent survey conducted by the Ministry of Public Education revealed that only 45% of Uzbekistani university graduates demonstrate advanced proficiency in text comprehension and production in English, indicating a significant gap in syntactic mastery beyond the sentence level [2]. This deficit hinders effective communication in an increasingly globalized world, where the average professional spends 65-80% of their workday engaging with written text, from emails and reports to academic articles [3]. The economic impact of improved English language skills, particularly in understanding complex textual structures, is projected to boost Uzbekistan's GDP by an additional 1.5% annually through increased foreign investment and enhanced participation in international markets [4]. Despite the growing emphasis on English language acquisition, a critical challenge persists in equipping learners with the advanced skills required to deconstruct and construct coherent and cohesive texts as integrated syntactic units. Current pedagogical approaches often prioritize sentence-level grammar, neglecting the supra-sentential relationships that govern meaning and structure across paragraphs and entire documents. The problem is exacerbated by a lack of standardized assessment tools that specifically target supra-sentential syntactic competence, resulting in a misestimation of learners' true abilities and the perpetuation of teaching methods that do not adequately address these higher-order textual skills. M.A.K. Halliday and Ruqaiya Hasan (1976) fundamentally transformed the field by demonstrating how cohesion, through elements like anaphoric reference and conjunctions, creates texture and meaning beyond individual sentences [5]. Robert de Beaugrande and Wolfgang Dressler (1981) further elaborated on textuality, proposing seven standards, including cohesion and coherence, as essential for a stretch of language to be considered a text [6]. Teun A. van Dijk (1980) introduced the concept of 'macrostructures,' illustrating how global meanings organize and provide coherence to text segments [7]. More recently, Jean-Louis So ...