The competence integration of language proficiency in foreign languages teaching process

The increase of language proficiency quality requirements of higher educational institutions' graduates determines the integration of new technologies and the world practice experience in teaching foreign languages. Thus, this article considers some actual issues within the framework of language competence and proficiency. First of all, we have tried to define the Uzbek education model integration in accordance with the National test level system of Language Assessment and the qualification requirements' characteristics for foreign language proficiency. To achieve the ultimate goal of language learning and acquisition it is necessary to characterize the content of competences' various types formed in the language classes. Therefore, we have posed the main aspects of communicative competence, linguistic competence, sociolinguistic competence and we have also proposed to consider intercultural competence, compensatory competence, and discursive competence. However, there has been a need for rethinking the structure and the content of professionally-oriented foreign language competence, as the role and possibility of language teaching in the professional qualities' formation of a specialist in the specific context of his professional activities have not been fully disclosed. From this point of view higher educational institution graduate's professional competence should include additional components related to professional areas and appropriate genres and interaction modes. Thus, the modern trend in obtaining language proficiency for professional development aims requires a radical change in the componential structure of professionally-oriented foreign language competence and instructional materials' modification in the process of teaching foreign languages.

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