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CHALLENGES IN TEACHING ENGLISH LANGUAGE LEARNERS Alimova Sh.M.1, Alaberdieva G.B.2, Tashmatova M.A.3 Email: Alimova673@scientifictext.ru
1Alimova Sharipa Mirzaevna - Senior Teacher;
2Alaberdieva Gulshodakhon Bakhtiyorovna - Teacher;
3Tashmatova Madina Abdukarimovna - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the main challenges in teaching English language learners. The authors of the article consider that for the last few years in the educational process little attention has been paid to the development of written language of students. This is due to the small amount of time provided for teaching a foreign language. Thus, a contradiction arises between the increasing needs of written language proficiency and the real possibilities of teaching this type of foreign language speech activity in the educational process. A written form of communication in modern society performs an important communicative function. Therefore, at present, the attitude towards writing and teaching students the ability to express their thoughts in written form has changed dramatically. Writing as the purpose of training is present in curriculum for all types of educational institutions, at all stages of training.
Keywords: problems, language, foreign, writing, speech, thoughts, learning, express, skills, goal, educational, communicative function, curriculum, attitude.
ПРОБЛЕМЫ ОБУЧЕНИЯ УЧАЩИХСЯ АНГЛИЙСКОМУ
ЯЗЫКУ
1 2 3
Алимова Ш.М. , Алабердиева Г.Б. , Ташматова М.А.
1Алимова Шарипа Мирзаевна - старший преподаватель;
2Алабердиева Гулшодахон Бахтиёровна - преподаватель;
3Ташматова Мадина Абдукаримовна - преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья раскрывает основные проблемы обучения учащихся английскому языку. Авторы статьи считают, что в последнее время в учебном процессе уделяется мало внимания развитию письменной речи учащихся. Этообуславливается малым количеством времени, предусмотренного на обучение иностранному языку. Таким образом возникает противоречие между увеличивающимися потребностями владения письменной речью и реальными возможностями обучения данному виду иноязычной речевой деятельности в учебном процессе. Письменная форма общения в современном обществе выполняет важную коммуникативную функцию. Поэтому в настоящее время отношение к письму и обучению учащихся умениям выражать свои мысли в письменной форме резко изменилось. Письмо как цель обучения присутствует в программах для всех типов учебных учреждений, на всех этапах обучения иностранному языку. Ключевые слова: проблемы, язык, иностранный, письмо, речь, мысли, обучение, выражать, умения, цель, учебный, коммуникативная функция, программа, отношение.
UDC 372.881.1
Teaching English as a foreign language is a challenging, yet rewarding career choice. As an English as a Second Language (ESL) teacher, you must learn to constantly adapt to your students' needs. Many times, this means dealing with a variety of problems in the classroom, many of which are all too common occurrences. A good ESL teacher must be able to recognize these common problems, and work to find solutions. Even a small tweak in your teaching methods can help to create a more productive and casual environment for both you and your students [1].
Mastering the subject "Foreign Language" in non-philological higher educational institutions are formed on the basis of the following requirements of the Ministry of Higher and Specialized Secondary Education: the acquisition of communication skills verbally and in writing, ability to speak with native speakers of a foreign language based on their speech capabilities and needs; mastering the rules of speech and non-speech behavior; mastering the linguistic ideas necessary for mastering oral and written speech in a foreign language and expanding the linguistic horizons.
One of the problems in teaching students in non-philological higher educational institutions is developing writing skills of students. This problem is of increasing interest among methodologists, teachers-practitioners and novice teachers, they are looking for ways to improve the effectiveness of teaching students writing.
Undoubtedly, the importance of writing essay and personal writing skills is the most obvious in teaching a foreign language, but the formation of these skills should begin from the very initial period of mastering a foreign language, when the foundations of communicative competence are laid down, necessary and sufficient for their further development and improvement in the course studying.
To achieve this goal, a sufficiently long period is required during which students need to familiarize themselves with the language being studied as a means of communication from the first steps [1].
To implement the tasks of teaching writing, it is necessary to take into account the features of those writing skills that are provided by the curriculum: the ability to write a business letter to a foreign correspondent, write an annotation, an abstract, a note in a wall newspaper, write a resume, an account of the text you've read and heard, and etc.
The tasks of teaching writing, therefore, are to form the following skills in students:
• use sentences in a written statement that match the models of the foreign language;
• build language models in accordance with lexical, spelling and grammatical rules;
• use a set of speech cliches, formulas typical of a particular form of written communication;
• to give detailed, accurate and certain ideas to the statement;
• use the techniques of language and semantic compression of the text;
• state a written statement logically consistent.
The difficulties in writing are obvious:
• the process of teaching written speech is constantly complicated by discrepancies between the sound and graphic plans for expressing thoughts in a foreign language;
• the lack of the ability to intonate your speech expressively requires a more careful selection of syntactic means, and the lack of the ability to use facial expressions and gestures requires a more strict grammatical design of a written speech;
• the formation of skills in the field of the graphic-orthographic system of the language being studied, the presence of such features as unsound letters, homophonic words, variable forms of grammatical spelling, which appear only in writing and do not entail a change in the sound form of the word.
Therefore, students should be introduced to different types of assignments by writing, discuss the specifics of a communicative task of a certain type and the features of each type arising from this communicative task. It is necessary to teach students to carefully read the instructions for the assignment, to extract as much information from it as possible, to see the
communicative task and formal constraints (recommended lead time, required volume). It is recommended that students should be trained to complete written assignments of various volumes so that they are ready to write work in accordance with the volume specified in the test task. Insufficient volume of a written statement, as well as a significant excess of a given volume, lead to a decrease in points. To master written writing skills, students should be taught to analyze their own work and edit them in the right direction. Before starting work, students should be able to select the material necessary for the complete and accurate completion of the assignment in accordance with the assigned communicative tasks, and after writing the work, be able to verify it both in terms of content and in terms of form. It is also necessary to determine the style (official, unofficial) depending on the addressee and type of assignment and adhere to it throughout the text [2].
References / Список литературы
1. Umaraliev Z.B., To'ychiev I.K., Akramova N.M. Problems encountered in learning English for specific purposes. Voprosy nauki i obrazovaniya. № 3 (47), 2019. Р. 139142. [Electronic Resource]. URL: https://cyberleninka.ru/article/n/problems-encountered-in-learning-english-for-specific-purposes/ (date of access: 22.10.2019).
2. Алимова Ш.М. Проблемы и особенности изучения иностранного языка в техническом вузе. Dostizheniya nauki i obrazovaniya, 2018. Р. 49-50. [Electronic Resource]. URL: https://cyberleninka.ru/article/n/problemy-i-osobennosti-izucheniya-inostrannogo-yazyka-v-tehnicheskom-vuze/ (date of access: 22.10.2019).
