425 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us AMERICAN Journal of Language, Literacy and Learning in STEM Education Volume 01, Issue 8, 2023 ISSN (E): 2993-2769 The Main Goals and Objectives of Teaching Foreign Languages. Khallieva Q. qizilgul1967@mail.ru Yusupova D. noz_1990@mail.ru Khujamuradov J. jas.stu@mail.ru Abstract: At present, teaching English is an increasingly relevant and integral part of teaching children in elementary school. This is justified by the fact that the age characteristics of children of elementary school age are considered the most favorable for the start of education. The first years of schooling are important in preparing a child for adulthood. Keywords: Foreign Language, goal, purpose, State Educational Standards, objectives, listening, speaking, reading, writing. Teaching English in elementary schools has its own characteristics and requires the use of special teaching methods. The teaching methodology is a holistic system, consisting of such components as educational conditions, goals, objectives, content, methods, and tools. It is known that any goal arises out of necessity. A goal is a general direction in education, a plan for solving a specific task(s). Practical, general educational, educational and developmental goals are recognized in foreign language teaching (State Educational Standards, 2021). The objective of teaching English in elementary schools is to form the skills of using the studied language as a means of exchange of ideas, to increase students' cognitive activity, and to develop language skills in them. All the goals are interrelated and require each other in the educational process. In the Republic of Uzbekistan, like other countries, serious attention is paid to the field of education and training. The "Law on Education" and "National Personnel Training Program", which are deeply applied to life and recognized as the "Uzbek model" in the world, are an integral part of our development path. Today, socio-economic, is evident as one of the main factors ensuring development in the cultural spheres. In these documents, first of all, the priority of human interests, the creation of all conditions for the full manifestation and implementation of his growing needs and interests, possibilities, in accordance with the requirements of the times are determined (State Educational Standards, 2021). The integration of our country into the world community, the development of Science and technology makes it necessary for the younger generation to be competitive in the multicultural world, to master several foreign languages, which is ensured by the introduction of international 426 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us standards for teaching foreign languages into the educational system of the Republic of Uzbekistan. In schools, a foreign language is taught for (1) practical purpose, (2) general educational purpose, (3) educational purpose (4) developmental purpose. In order to achieve the practical goal of teaching a foreign language, the final practical goal of teaching a foreign language in a general school course is listening and reading, that is, getting information by listening and reading in a foreign language. The intermediate practical goal is interpreted in different ways: In grade I, listening comprehension and speaking are practical goals. In II-IV grades, listening comprehension and speaking is a practical goal, reading and writing is a means of repeating and strengthening language material learned in oral speech. In order to achieve the practical goal of teaching a foreign language, special topics and language material are selected for the types of speaking activity, the main part of the study time is devoted to their study, that is, most of the exercises are performed in this type of speech activity. The practical goal is achieved by acquiring linguistic, sociolinguistic speech (communicative) and linguistic, pragmatic competencies. It is known that competence consists of a set of knowledge, skills, competences and personal characteristics. Competence includes sub- competencies. Linguistic competence takes into account the use of linguistic phenomena in speech. Sociolinguistic competence includes the ability to express an opinion in accordance with the communication situation, purpose and tasks of the interlocutors. Pragmatic competence refers to the ability to control oneself in a communicative situation (for example, to ask repeatedly, to be able to get out of it when speech and linguistic complexity arises). Discursive competence within pragmatic competence serves to ensure consistency in oral and written speech (Littlewood, 2011). The integral integrity (synthesis) of all the competencies formed in the realization of the practical goal is ensured. In the realization of the practical goal, the student is educated, brought up and his/her personality develops. In the realization of the general educational goal of foreign language teaching, it is envisaged to acquire useful life information and new simple information about the language through the medium of study. Raising the general level of the student, gaining new information about the studied language and culture, improving communication culture, using mental work methods, and developing thinking skills are achieved. In the implementation of this goal, mainly linguistic, strategic (compensatory), educational-cognitive, and discursive skills are improved. Among other subjects, a foreign language contributes to general education as a compulsory subject. There are three objects of general education: a language phenomenon, a concept or a simple rule related to it, and most importantly, the content of discourse in a foreign language. The educational goal of teaching a foreign language is to provide students with ideological education, to inculcate mental work skills, and to increase their cognitive activity. 427 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us The educational goal is mainly realized in two ways: (1) directly in a foreign language, greeting, saying goodbye, knowing the names of objects and events, reciting poems and songs, playing games, etc., are very interesting tasks for students, especially in the first lessons; (2) to be able to relate to each other within the framework of etiquette during communication, to be able to interpret their behavior, the information obtained from audio text and graphic texts is of incomparable educational value. The educational value of extracurricular activities is also unlimited. The developmental goal of teaching a foreign language is consistent with the meaning of developmental education in didactics and represents the development of mental, emotional, and motivational aspects of the student's personality. The student receives intellectual and spiritual nourishment, tests his feelings in speech communication, and develops his personality by knowing the opinions of interlocutors and expressing his own opinion. Overcoming normal linguistic and speech difficulties in the educational process, including learning a foreign language, ensures the development of the student's thinking and feelings. The developmental goal is achieved only through speech acts. Its serious difference from the general educational goal is that education is conceptually connected with the acquisition of educational information, the content of information serves to form various competencies. Education, including learning a foreign language, occupies a special place in the development of a person. As a psychological, communicative, functional, and cultural phenomenon, language is very important for the process of knowledge, because it is a factor that leads from ignorance to knowledge. In a foreign language, the learner receives two types of knowledge, the first and the main one is the necessary algorithmic rules for participation in the speech process and useful information during the learner's life, which acquires social significance. Communicating in a foreign language means building skills in four main types of speech activity. Four types of speech activity: listening, speaking, reading, and writing skills are developed in an interconnected manner. This is done through exercises such as reading and writing, reading and listening, reading and speaking, listening and reading, listening and writing, listening and speaking. References 1. Approval of state education standards of general secondary and secondary special education (the name of the decision is as amended by the decision of the Cabinet of Ministers of the Republic of Uzbekistan No. 345 of June 3, 2021 — National Legislative Information Database, 06/04/2021, No. 09/21/345/0522) https://lex.uz/docs/-3153714 2. Bredixina, I. A., Metodika prepodavaniya inostrannix yazikov Obuchenie osnovnim vidam rechevoy deyatel'nosti: Uchebnoe posobie. Chelyabinsk: Izdatel'stvo Ural'skogo universiteta, 2018. – (p. 118). 3. Littlewood, W., (2011). Communicative language teaching: An expanding concept for a changing world. Handbook of Research in Second Language Teaching and Learning, Volume II. New York: Routledge. (p. 541-547). https://doi.org/10.4324/978020383650 https://lex.uz/docs/-3153714