KURS ISHI

INTRODUCTION The significance of English language proficiency in today's interconnected world is undeniable, with its pervasive influence across global commerce, scientific research, and cultural exchange. For instance, the Ministry of Higher Education, Science and Innovations reported in 2023 that over 70% of scientific publications from Uzbekistan were being made available in English to increase international visibility [1]. Furthermore, the tourism sector, a key driver of economic growth, experienced a 15% year-on-year increase in foreign visitors in 2023, with English proficiency being a critical factor for service providers [2]. This rising demand necessitates a re-evaluation of current pedagogical approaches to ensure learners acquire not only linguistic competence but also the communicative competence crucial for real-world interactions. Despite these advancements, significant challenges persist in English language teaching (ELT) within Uzbekistan, including large class sizes, a shortage of adequately trained teachers in modern methodologies, and a curriculum that sometimes struggles to keep pace with evolving global linguistic needs. The affective filter, often heightened by traditional, exam-focused instruction, can significantly impede genuine language acquisition, leading to low student motivation and engagement [3]. While international best practices offer valuable insights, their direct applicability and adaptation to the specific socio-cultural and educational context of Uzbekistan require careful consideration. For example, Noam Chomsky's foundational work on Universal Grammar proposed an innate language faculty in humans [4], which later influenced theories on second language acquisition. Stephen Krashen's Monitor Model, particularly the Acquisition-Learning hypothesis and the Input Hypothesis, emphasized the importance of comprehensible input ([5]), suggesting that language is acquired subconsciously through meaningful exposure. Michael Long's Interaction Hypothesis ([6]) further highlighted the role of negotiated interaction in facilitating acquisition. More recently, scholars like Rod Ellis have provided comprehensive frameworks for understanding SLA, distinguishing between implicit and explicit learning and advocating for approaches that promote both ([7]). Conversely, Diane Larsen-Freeman has championed the complexity theory perspectiv ...