Of uzbekistan fergana state university foreign languages faculty

INTRODUCTION
In Uzbekistan the multistage model of FLT has been worked out on the basis of continuous, succession, taking into consideration the international standards, and localization of EL teaching and learning methodology and materials (adapting to the national context). It is related to the well known multilevel model of FLT in the foreign countries.
A lot of time and effort is spent on training courses and beyond in encouraging teachers to consider whether immediate or later correction of student errors during oral work is appropriate. There are a variety of good methods and techniques suggested for correcting students' errors on the spot (see references below).
Our aim here is to consider what benefits correction of any kind might have for learners, as well as to present some ideas for conducting later correction (correction slots). We have included a sample lesson plan with two of these ideas incorporated into it.
The Decree of the President of the Republic of Uzbekistan “The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of each education institution”, Shavkat Mirziyoyev¹ said. It was noted that Agency for the Promotion of Learning Foreign Languages ​​ will be created under the Cabinet of Ministers.
The performance of students in a classroom is greatly dependent on the quality and the medium by which teachers provide the learning content. In this digital era, teachers design their own teaching modules for promoting students’ interactive learning. It is worthwhile to state that the innovative ways of designing and adapting textbooks paves the way for teacher development to a remarkable extent.
There is a huge demand for materials, and the publication of various kinds of English textbook has seemingly become viable for the big publishers nevertheless the reliance on the materials writer’s intuition about or informed understanding of, communication does give rise to some concern. With so many potential expo­nents for each function, there is a need to identify those that are most common and those that are appropri­ate for different levels and settings.
With the evolution of knowledge base in every field, teachers need to keep abreast of those recent trends in the field of language teaching. Correcting errors and materials provide opportunities for teachers to explore and learn new information, which takes shape in the form of tasks. In the context of training students for corporate work life, textbook not only exposes students to various learning scenarios, but also helps teachers to develop their professional skills.
Undoubtedly, designing English language teaching materials are equally demanding and contribute to the success of the EFL teaching/learning process, with materials selection coming last as a kind of practical result of effective course development.
The graduation work, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how to correct pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development.