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28COMPETENCE-ORIENTED APPROACH TO TEACHING FOREIGN LANGUAGES IN A NON-LINGUISTIC UNIVERSITY
Soliyeva M.A.
Soliyeva Munavvar Ahmadovna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses competence-oriented approach to teaching foreign languages in a non-linguistic university. It also deals with new approaches of teaching reading, writing, listening and speaking in non-linguistic specialties. Keywords: higher education, the relevant field of study, communicative goal.
With the reform of higher education, new words and concepts have entered into use: "bachelor", "master", "third generation standards", "credits" and last but not least "competence". For several months, teachers throughout the country, compiling work programs, carefully studied the lists of competencies proposed by the developers of ministerial standards, trying to determine which of them could be formed when studying their subject.
Now that the work programs have been drawn up, the time has come to think about what lies behind this concept and what is the difference between training, which aims at the formation of competencies, from the traditional one. Traditionally, knowledge of a foreign language was described by the studied grammatical phenomena, the number of lexical units, the volume of reading in a foreign language, but now the competence approach is the basis for determining the level of knowledge of a foreign language. The document developed by the Council of Europe "The Common European Framework of Reference for Languages" identifies 6 levels of foreign language proficiency from survival (A 1) to fluency (C 1 and C 2), which are determined by what can be done people in specific types of speech activity. For example, owning foreign languages at level A 1 "can introduce / present others, ask / answer questions about residence, acquaintances, property", and at level B 1 "can make a coherent message on known or especially interesting topics; can describe impressions, events, hopes, aspirations, state and substantiate his opinion and plans for the future. " [1, 3]. What exactly can, or should be able to do a specialist in the field of service and tourism, a historian, an economist or a doctor? Both the types of texts and the ratio of types of speech activity here will be different. So, you can expect a doctor to read an article about modern types of treatment, an economist to write a business letter, and the organizer of the tourism business can at least provide basic information to foreign tourists and ask them to wait until a professional translator arrives. It is logical to assume that they will be taught this in foreign language classes. Unfortunately, this is not the case.
Reading. In future professional activities, students will be confronted with the very different types of texts: scientific articles, texts of contracts, instructions for the use of drugs, descriptions of hotels, etc. But even more important than the ability to read such a text will be the ability to find the necessary information, evaluate it, choose the most significant. Although teaching reading is usually given the most attention, but traditionally this is dominated by educational texts, which are a simplified presentation of information from the relevant field of study. As a rule, such text is used to learn new vocabulary and grammatical phenomena and does not contain any new information. Authentic texts are given only at the end of training, and their inclusion in the educational process depends only on the initiative of the teacher. In textbooks, they are usually absent. The main problems with this: Students are not acquainted with the vocabulary of a scientific presentation describing a scientific experiment, setting experience, etc.;
L discursive competence does not develop, i.e. knowledge of the construction of certain types of texts;
L students are not motivated to use a foreign language to obtain new information that is not available in their native language;
r the ability to extract information from pragmatic texts, the ability to independently find information on a given topic is not formed.
Speaking in a foreign language is traditionally represented by so-called oral topics, i.e. monologic statements that students prepare on the basis of the proposed text and then learn by heart. An obstacle to real teaching is not only a low level of students' knowledge or lack of time, but also an established control system, in which, first of all, the grammatical correctness of the statement is evaluated. An exemplary program for non-linguistic universities requires students to be able to conduct dialogue and questioning, express an opinion, request, and respond to the interlocutor's proposal. This skill requires a different system of control, evaluation of the content of the statement, the ability to achieve a communicative goal, and errors in speech will be considered significant only if they interfere with communication.
Such types of speech activity as listening and writing, when teaching a foreign language in non-linguistic specialties, are usually not given enough attention. Until now, national textbooks on foreign languages, with rare exceptions, do not have sound, which has long been the norm for all foreign publications. With the development of the Internet, the role of written communication has increased, which replaces oral communication in many situations. Therefore, the most important thing in learning to write should be the ability to write a short message in e-mail or social networks. At the same time, individual specialties place much higher demands on the ability to write and speak business. If there are common requirements, it is important to specify the requirements for certain types of speech activity in specific areas of professional activity, as well as develop an adequate knowledge control system for these requirements. Unfortunately, educational literature for non-linguistic specialties, even of the most recent years of publication, most often represents the same pattern of the grammar-translation method with texts that do not carry new information and grammatical exercises devoid of a communicative orientation.
Modern media erase the boundaries between countries, making available any information, giving the opportunity to communicate regardless of the location of its participants. Under these conditions, learning a foreign language should correspond to the real needs of communication and the performance of professional tasks.
References
1. Buzina D.I. Assessing intercultural competence of the students at the faculty of Physics / D.I. Buzina [Text] // Rivers of language, Rivers of learning. Proceedings of the 18th NATE-Russia Annual Conference. Yaroslavl. May 24-26, 2012. Yaroslavl: Yaroslavl State University, 2012. P. 3-4.
