417 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 10, 2023 ISSN (E): 2993-2769 THE IMPORTANCE OF THE ENGLISH LANGUAGE AS A FOREIGN LANGUAGE IN TEACHING PROCESS Qo’chqorova Chehroza Scientific supervisor: Karimova Iroda Baxtiyor qizi Karshi State University (+998939340111) iroda.karimova.1997@mail.ru Annotation. In this article, the position of the English language in the world is increasing and the teaching of the English language in all educational institutions in Uzbekistan , especially in schools, is about the decisions of our president about learning a foreign language and what methods experience the teacher explains to the students in the classroom. Key words: first language, second language, communicative learning, about the decisions of our president, what methods do teachers use to explain to students in the classroom, teachers’ level, and various interesting activities in the classroom. Although the Uzbek language is the official state language of our state, nowadays Russian and English are developing as second languages, especially, in our capital and big cities. Our president Shavkat Mirziyoyev said in May of last year that all graduates of any schools, lyceum, college in Uzbekistan up to the higher education institution, i.e. up to the bachelor’s degree, they must know at least two foreign languages. Also, Mirziyoyev created an agency for popularizing the study of foreign languages under the Cabinet of Ministers, and this agency was entrusted with the task of implementing teaching methods for all stages of education, producing effective programs and textbooks. For this reason , in order to quality lessons to be taught in educational institutions, our president is required to know at least one foreign language from 2022 year for new hires in all state agencies. For instance, special certificates have been introduced to learn the level of English language skills of teachers in schools and to teach students effectively and usefully. Moreover, teachers in universities, schools, lyceums and colleges must have C1. If this certificate is not issued or if it has expired, a certain period will be given to renew it. If the certificate is not received by this period, another teacher will be replaced by another teacher or the teacher’s salary will be reduced. At the same time, in order for them to have a perfect knowledge of at least one foreign language and be able to speak fluently at school by the time they finish school, English language learning has been introduced for three years now from the first grade. Before they were taught from the fifth grade. And at the same time, one of these reforms is the use of the English language in the classroom. The reason for this is to show that it is possible to create a real English atmosphere in the classroom. You do not need to go to England or London to know the English language perfectly and fluently. This reform was implemented with the goal that we can create an English atmosphere. This makes the student very comfortable because the student can speak freely in the classroom among his\her peers, and at the same time he/she learns to speak perfectly fluent English without getting nervous in front of a large crowd and in front of an audience. It is important your students to 418 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us have many opportunities to engage in real and meaningful communications in English. One good way of learning a language is by immersion, where it is used in daily life. This is how your students learned their home languages. Since English play an important role in Uzbekistan, many of them may be learning English this way as well. But even if your students do not much exposure to English outside of the classroom, they can still make significant progress in learning the language if they lost of practice listening to and speaking it inside the classroom. Now, I would like to say about a unit. This unit also shows you some ways to help your students practice speaking so that they become more familiar with the rhythm and pronunciation of the language, so that it becomes more natural to them. The English language is the most widely spoken language in the world, with over 1.5 billion people speaking it as a first or second language. This makes it an important language to teach as a foreign language, as it is likely that students will encounter it in their personal and professional lives. In addition, English is the language of international business, diplomacy, and academia. Many countries require English proficiency for higher education and job opportunities. Therefore, teaching English as a foreign language can provide students with a competitive advantage in the global job market. English also has a rich cultural heritage, with literature, music, and film that have had a significant impact on the world. Teaching English as a foreign language allows students to access this cultural heritage and gain a deeper understanding of the language and its context. Moreover, the English language has a relatively simple grammar structure compared to other languages, making it easier for non-native speakers to learn. This simplicity also allows for more efficient and effective language teaching. The importance of the English language in teaching English as a foreign language cannot be overstated. It provides students with access to global opportunities, cultural enrichment, and a valuable skill set that can benefit them throughout their lives. Research has shown that learning a second language, particularly English, has numerous cognitive benefits. Studies have found that bilingual individuals have better memory retention, problem- solving skills, and cognitive flexibility. Learning a new language also enhances creativity and helps to build neural connections in the brain. These cognitive benefits are not only limited to children but also apply to adults who learn a new language later in life. English language proficiency is crucial for academic success, especially in higher education. Many universities around the world use English as their primary language of instruction. As such, students who are proficient in English have a significant advantage over those who are not. They can understand lectures, read academic texts, and write research papers with ease. Moreover, students who are proficient in English can access a broader range of academic resources and opportunities, including scholarships and research grants. English language proficiency is essential for career advancement and employability. Many multinational companies require employees to be proficient in English as it is the lingua franca of international business. Moreover, many industries, including technology, finance, and healthcare, use English as their primary language of communication. As such, individuals who are proficient in English have a competitive advantage in the job market. Learning English promotes cultural awareness and understanding. English is not only a language but also a culture. By learning English, individuals can gain a deeper understanding of Anglophone cultures, literature, and history. Moreover, learning English can facilitate cross-cultural communication and understanding, which is essential in today's globalized world. The scientific evidence supports the importance of English language in lessons. Learning English has numerous cognitive, academic, career, and cultural benefits. As such, it is crucial for individuals to develop their English language proficiency to succeed in today's globalized world. 419 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us To effectively teach English as a foreign language, teachers should:  Create a supportive and engaging learning environment that encourages students to practice speaking, listening, reading, and writing in English.  Use a variety of teaching methods and resources, including textbooks, multimedia materials, and interactive activities, to cater to different learning styles and abilities.  Focus on developing the four language skills (listening, speaking, reading, and writing) through communicative activities that simulate real-life situations.  Incorporate grammar and vocabulary instruction into lessons in a way that is relevant and meaningful to students.  Encourage students to use English outside of the classroom by providing opportunities for language exchange, cultural immersion, and authentic communication with native speakers.  Provide regular feedback and assessment to help students track their progress and identify areas for improvement.  Foster a positive attitude towards language learning by celebrating student achievements, promoting a growth mindset, and creating a sense of community in the classroom.  Continuously reflect on and adapt teaching strategies based on student needs and feedback to ensure effective language learning outcomes. 1) English for everyday classroom activities. Everyday classroom activities can provide meaningful authentic opportunities for your students to regularly listen to and speak English. Such small activities can include things like greeting your students, taking attendance , introducing a new topic or giving instructions. Using English like this in the classroom id beneficial for your students because they get to hear more English and they hear how the language is used in real life communication. It also gives them a purpose for speaking English. 2) Helping students speak more English for everyday classroom activities. When you use English for everyday classroom activities , this creates more opportunities for your students to respond to you using English. There is a real purpose for your students to use the language to communicate. You can help your students to speak more English, both with you and with each other, by suggesting some phrases that they can use and by having them practice there phrases. With practice, students will become more confident and more able to use the language independently. 3) Using textbook lessons to help your students to develop confidence in speaking English. You can also use lessons from the textbook to help your students develop their English speaking skills and pronunciation. A simple way to do this is to read aloud from the textbook and ask your students to repeat after you all together. This helps students learn how to pronounce English and become familiar with its rhythms. This kind of repetition activity works particularly well with short passages such as dialogues and poetry. It is a simple and short activity that can done in just a few minutes, perhaps at the beginning of a lesson when you are teaching a new text or new vocabulary. Getting all students to repeat something together is useful in English language teaching because it: Gives all students a chance to speak – even in large classes, every students gets to practice. Is good for shy students, as it gives them the opportunity to speak along with more confident students before they speak on their own. Allows students to practice their pronunciation and become familiar with the rhythms of English. In addition, when students speak English, it is important the students are not afraid to make a mistake. Sometimes, when teachers ask a student a question they hesitate for what seems like a long time. This could be for one of four reasons: did not understand the question, did not hear the 420 AMERICAN Journal of Language, Literacy and Learning in STEM Education www. grnjournal.us question properly, did not know how to reply or were just afraid to make a mistake. As long as they can give some sort of quick reply in English then they should not be punished. Appropriate answers for the above examples would be: “I do not understand the question “ , “ Say again please” and “ I do not know how to answer”. Actively participating in class discussions, group activities, and language practice exercises involves engaging with the material being presented, asking questions, sharing ideas and opinions, and contributing to the overall learning experience. This can include speaking up during class discussions, working collaboratively with classmates on group projects, and practicing language skills through role-playing or other interactive activities. Active participation helps students to improve their speaking and listening skills, build confidence in using the language, and develop a deeper understanding of the material being taught. It also fosters a sense of community and encourages students to take ownership of their learning. It is mention that most importantly, we should not be afraid to make mistake. Everyone makes a mistake. If we make mistakes in the classroom, peer and teachers are ready to give their hands. References 1. Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233-262. 2. Kroll, J. F., Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514. 3. Li, P., Grant, A. (2015). Second language learning and cognitive control: A review. Bilingualism: Language and Cognition, 18(3), 517-535. 4. Marian, V., Shook, A. (2012). The cognitive benefits of being bilingual. Cerebrum: The Dana Forum on Brain Science, 2012. 5. Paap, K. R., Johnson, H. A., Sawi, O. (2015). Are bilingual advantages dependent upon specific tasks or specific bilingual experiences?. Journal of Cognitive Psychology, 27(7), 715-745.