Methods of overcoming the language barrier in teaching English

Abstract

General principles and methods of overcoming the language barrier in teaching English, its components in their relationship and conditionality, focused our attention on a number of requirements,
in the process of forming a foreign language communicative ability. At the same time, as is obvious
from the discussion in the above paragraph, we did not directly touch on the methodological issues of
organizing content in specific training conditions, identifying parts or units in it that are correlated with
certain points in the dynamics of the learning process. Meanwhile, the question of determining the
main organizational and methodological unit for the organization of the content of teaching English,
as methodological sources have shown, has attracted the attention of researchers for many years. The
theme is called as such a unit. And we believe that the definition of the methodological status of the
topic as the main organizational-substantive unit of instruction, within which the process of activating
the cognitive-communicative activity of students is carried out, is currently relevant. Linguistic and
linguistic competences are formed indirectly, through the content of educational material and in the
process of acquiring communicative competence. The formation of communicative competence is
provided by interconnected training in all four types of speech activity based on a communicative and
functional approach. At the same time, the need to include communicatively significant speech situations in the training content is rightly emphasized. It is also indicated that the selection of language
General principles and methods of overcoming the language barrier in teaching English, its components in their relationship and conditionality, focused our attention on a number of requirements,
in the process of forming a foreign language communicative ability. At the same time, as is obvious
from the discussion in the above paragraph, we did not directly touch on the methodological issues of
organizing content in specific training conditions, identifying parts or units in it that are correlated with
certain points in the dynamics of the learning process. Meanwhile, the question of determining the
main organizational and methodological unit for the organization of the content of teaching English,
as methodological sources have shown, has attracted the attention of researchers for many years. The
theme is called as such a unit. And we believe that the definition of the methodological status of the
topic as the main organizational-substantive unit of instruction, within which the process of activating
the cognitive-communicative activity of students is carried out, is currently relevant. Linguistic and
linguistic competences are formed indirectly, through the content of educational material and in the
process of acquiring communicative competence. The formation of communicative competence is
provided by interconnected training in all four types of speech activity based on a communicative and
functional approach. At the same time, the need to include communicatively significant speech situations in the training content is rightly emphasized. It is also indicated that the selection of language