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This article considers competences of the English language teacher in the Republic of Uzbekistan. Despite the clear classification of English language teacher competences on a first level, which was developed within the TEMPUS project, no reliable instrument has yet been constructed to account for those competences. The purpose of my research was to investigate the metric characteristics of an instrument which could be useful for determining English language teacher competences in the Republic of Uzbekistan. And also to redefine the standard role of the teacher: s/he not plays the role of an individual who not only possesses and transmits knowledge, but also has to possess and create positive interpersonal and intrapersonal relationships within the classroom. The quality of the teaching process therefore depends entirely on the teacher’s professional competences furthermore as on his/her personal characteristics. In this article work we will discuss the teaching process depends on not only teachers competences (both subject-specific and educational), but also learner’s characteristics (motivation, knowledge, attitudes, etc.). In study a questionnaire was applied to 100 study members (bachelor students of Samarkand State Institute of Foreign Languages). The last version of the questionnaire consisted of 18 items and 4 factors, which were extracted using the analysis of exploratory factors. The results have shown that the developed instrument is not fully applicable to the Uzbek English language acquisition context. Still, a number of its aspects might be utilized in future instrument construction.
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