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15COMPARATIVE LEXICO-SEMANTIC CHARACTERISTICS OF THE ACADEMIC TERMS OF THE ENGLISH LANGUAGE
Shokirova M.M.
Shokirova Muqaddas Musakhonovna - Senior Teacher, FOREIGN LANGUAGES DEPARTMENT, TASHKENT CHEMICAL TECHNOLOGICAL INSTITUTE, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to a comparative study of academic, related to the field of higher education, terminology in the two most common variants of English, British and American. The main reason for the existence of such discrepancies can be considered the separate development of the American version over a long historical period. It is not always possible to find direct analogies to a particular term; however, a common standard of academic concepts can be considered the starting point of the study. Dictionaries do not give a complete picture of the terminological differences, therefore, materials from the corpus of English-language texts, as well as scientific information from English-language university sites, were involved in the study. This made it possible to observe the behavior of language units in a natural, synchronous, and truly existing language environment.
Keywords: high school, English, British version, American version, benchmarking analysis, university structure, academic terminology, lexico-semantic options, divergent.
First, let's observe the structure of higher education in both countries under consideration. One of the oldest in Europe is the higher education system in England. The main educational unit here is college (independent university or part of the university), divided into faculties and departments. British universities award three types of academic degrees: bachelor, master and doctor in the relevant specialty. The first university degree is a bachelor of arts (Bachelor of Arts, BA) or science (Bachelor of Science, BSc). The second higher degree is the Master of Arts (Master of Arts, MA) or Science (Master of Science, MSc). After bachelor's and master's degrees in British universities, a master's degree in philosophy (Master of Philosophy, M.Phil.) A master's degree in philosophy is intermediate between a master's degree and a Ph.D. The Doctor of Philosophy (PhD) degree is the highest degree awarded at British universities. Some universities award their graduates for particularly valuable doctoral dissertations with higher degrees - doctors of humanities (Doctor of Letters, D.Litt.) And doctors of natural sciences (Doctor of Science, D.Sc.) [3, p 135].
In the United States, the British system is the basis of the scientific training system. In US higher education, it is customary to distinguish three levels of education: the first level is achieved in two-year general educational institutions that have the right to assign a professional associate degree (Associate's degree); in the second level is achieved in four-year colleges of humanitarian and natural sciences and is accompanied by the award of a bachelor's degree; the third level is achieved in graduate and higher professional schools of colleges and universities and is accompanied by the award of a master's and doctoral degree. The training of highly qualified specialists and scientists within the framework of higher education and the system of advanced training in the USA is carried out in departments and postgraduate courses at universities and colleges, research schools, and second-level vocational schools operating at universities or independently. There are two most common types of undergraduate degrees -Bachelor of Arts (Bachelors in Arts, B.A.) and Bachelor of Arts (Bachelors in Science, B. S.). The highest academic degree awarded in the United States is the Ph.D. [2, p 87].
Naturally, each country has its own specific system of higher education, and it is not always possible to find direct analogies to a particular term. However, there is a certain immortalized "base", a certain standard of academic concepts [1, pp 262-266]. We make a reservation that in this article we do not consider colloquial academic terminology, such as, for example, varsity ("university" expansion) or fresher ("freshman" expansion).
We tried to compare the academic terms of the two studied variants of the English language. There are two main types of lexicosemantic variants: lexicosemantic analogues, when the content plan differs in terms of expression, and lexicosemantic divergences [4], when the plan of expression differs in terms of content in common. For example, the term "college" supplements the basic concept of "university" in the American version. The latter provides an example of bilateral local labeling, when, in the presence of common English meanings, "a special higher educational institution and faculty," the American term expands its meaning to the concept of "university". An example of one-sided local marking is the term sophomore - sophomore, which is specific to the American English language. Consider the lexico-semantic divergent "professional and teaching staff" (Britishism) and "faculty" (Americanism) with the meaning "faculty." The British concept has a direct meaning, while the American concept is rethought from the concept of "educational-scientific and administrative structural unit of a higher educational institution" on the basis of word-formation connection. Thus, there is a process of transferring values. Of course, you need to take into account the likelihood of the interpenetration and interference of the two compared linguistic variants and understand that native English speakers can very well use this Americanism, but in this particular case, the elements are taken in a "pure form". However, for example, the term "campus" is an American reality, transferred to the soil of the British version of the language. Examples from the language corps convince us that almost every post has different interpretations in British and American English. Thus, the concept of "university administration" in the compared language variants has not only a general interpretation of "University Senate", but also synonyms specific to each variant - "General Council" - for British and additional "Corporation" - for American English. We are talking about the main administrative body of the university. It is interesting that "Corporation" is a word of British origin, but it must be borne in mind that at the beginning of the early period, the English language in America corresponded to the standards that were adopted in England in the 17th century. Thus, some vocabulary of American English seems to have frozen in its development or changed slightly. Supervisory board is the board of trustees of the university. He makes decisions about the number and nature of faculties, research centers, solves questions about specialties and qualifications assigned by the university. In the American version, these are "Board of Trustees," "Board of Regents," or "Board of Overseers," where trustees, regents, and overseers are "trustees" or "observers." As you can see, the differences in the wording are not very strong, and a special conceptual picture of the world in each nation causes them. The "university rector" under the general language - "Chancellor", with the basic meaning "head, head, patron" - has lexicosemantic divergences - "Principal" - in British and "President" - in American English. The latter comes from Middle English with the meaning of "head of a church or university," that is, it has a rather early etymology. "Vice-rector" in the British version sounds like "vice chancellor" in the American. They have a kind of graduation of students. If this is a freshman, then freshman, sophomore, followed by junior, senior and upperclassman.
A comparison of the academic terminology of the two most common variants of the English language in the synchronous-comparative terms showed that the differences are partial and indicate a weakly expressed variability of terminological units, and the bulk of the concepts refers to the common English vocabulary. The revealed parallels indicate a common linguistic basis. Inconsistencies both in terms of expression and in terms of content are caused by autonomous development, the sociocultural specificity of both language options under consideration.
References
1. Dmitriev V.E. (2010) On the problem of functionally semantic features of terminology in British and American English // Studia Linguistica (St. Petersburg). No. 11. S. 262-266.
2. Marinosyan T.E. (2014) On the unification of the names of academic degrees and titles in classification systems in higher education and science in the context of globalization // Domestic and foreign pedagogy. Number 4. S. 82-92.
3. Suleimanova A.R. (2009) Modeli podgotovki nauchno%pedagogicheskikh kadrov v Velikobritanii i SShA. Vestnik Kazanskogo gosudarstvennogo energeticheskogo universiteta, no. 3, pp. 134-148. (In Russ.).
4. Shveitser A.D. (1988) Teoriia perevoda: Status, problemy, aspekty. Moscow, Nauka. 215 p. (In Russ.).
INTERACTIVE TEACHING METHODS IN THE PROCESS OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT Mustafayeva S.S.
Mustafayeva Sarvinoz Suyunovna - Senior Lecturer, DEPARTMENT OF UZBEK AND FOREIGN LANGUAGES, UZBEK STATE UNIVERSITY OF PHYSICAL CULTURE AND SPORTS, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with a great difference of methods of educating foreign languages to young generations namely pupils. Each teaching method is mainly based on a particular vision of comprehension the language or the learning process, frequently using specific techniques and materials used in a set sequence.
Keywords: method, specific techniques, games, communication, student, teacher, pupil, interactive, vocabulary, form of training.
Each teaching method is mainly based on a particular vision of comprehension the language or the learning process, frequently using specific techniques and materials used in a set sequence. Language teachers who deeply study and use various methods of teaching English are those who take care of their own value to self, to pupils, to family, to society and to a larger community of the world. Nowadays everything is changeful, particularly, in teaching the English language. In fact, there is a great difference of methods of educating foreign languages to young generations namely pupils [1, c. 42].
Diverse ways of educating English can be both demanding and challenging for teachers along with pupils, they can also be tremendously stimulating and rewarding. It is universally accepted that language teaching of pupils is the most complicated process. Due to the fact that current young language learners are big fan of learning several items or subjects, such as utilizing the computer, the mobile phone and so on. In this case, teachers ought to aware of pupil's interests and possibilities. Namely, the objective of the foreign language lessons in primary schools is to develop learner's skills in understanding English speech and participating in conversation based on the topics covered. We know, in education system interactive games are very important for teaching learners especially for learning foreign languages. Usually teachers use a lot of interactive games during the lessons.
So, students like this way of teaching lessons too. Thus, teachers need to keep modifying their lessons to fit this type of learners. While games are thought to be fun and benefit learners in various ways, games have become the most suitable activities for children. Since teachers are solely responsible in making decisions what to teach in class, it is the best to explore the teacher's points of view on games as learning activities.
Therefore, the research objectives of this study focus on teacher's primary purpose of using games, their perception on the effectiveness of games as teaching tools and the criteria considered by teachers when choosing games to use in young children classes. These games especially will be effective for learning languages. Every teacher should know interactive games how to effect to children. Teachers should plan the lessons with the true way, since learning is invariably changing, teachers don't have any other choices but to keep modifying their teaching methods and approaches [2, c. 51].
