Communicative Approach in Learning English
Abstract
The ongoing reforms in the education system of Uzbekistan have created new opportunities and demands for effective foreign language instruction, particularly in higher education institutions outside philological specializations. In this context, learning English is no longer limited to academic purposes but has become a practical tool for professional growth, international cooperation, and participation in global discourse. This article reflects on the role of the communicative approach as a flexible and learner-centered framework for teaching English, with a particular focus on grammar acquisition. Rather than treating grammar as an isolated component, the communicative approach integrates it into meaningful interaction, allowing learners to use language naturally and purposefully. Emphasis is placed on classroom practices that encourage student engagement, real-life communication, and collaborative learning. Through interactive tasks, problem-solving activities, and contextualized language use, students are able to develop both accuracy and fluency. The article argues that communicative grammar instruction not only improves linguistic competence but also increases learners’ confidence and motivation. As a result, this approach can be considered an effective response to modern educational needs in non-philological higher education settings.