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16addition, in the course of the discussion the students can see their communication weaknesses and that can stimulate the desire to improve their language skills.
Secondly, the case method makes it possible to optimally combine theory and practice to develop the skills to work with a variety of information sources. Students do not receive ready-made knowledge, but learn to produce their own; the decisions in life situations are remembered faster than memorizing rules.
Thirdly, the problem-solving process, as set out in the case is a creative process of learning that involves the collective nature of cognitive activity.
Consequently, students learn to respect the rules of communication: work in groups, listen to the interlocutor, argue their point of view, building a logic solution to the problem which has an ambiguous decision. In class students will not be bored and will think, analyze, develop skills of discussion. And finally, even the students who are at risk will be able to participate in discussions, as there are no definitive answers that must be learned. They themselves will be able to offer answers.
In conclusion it is necessary to stress that when choosing the case-based technology it is important to take into account the level of learners' knowledge, as the implementation of the goals and objectives of the lesson requires a certain experience. Another important factor is the high qualification of the teacher because both the organization and the vector of work must be properly thought out and defined.
References
1. Михайлова E.A. Кейс и кейс-метод: общие понятия // Маркетинг. М., 1999. № 1. С. 109-117.
2. Сурмин Ю.П. Ситуационный анализ или анатомия кейс-метода. К.: Центр инноваций и развития, 2002. 286 с.
3. Bozorova L.B. Sovremenno'e informatsionno'e texnologii v protsesse formirovaniya leksicheskix navykov na urokax angliyskogo yazyka «Nauka, obrazovanie i kultura». № 4 (19), 2017.
4. Bazarova L.B. Learning foreign language through reading «Nauka i obrazovanie segodnya». № 5 (16), 2017. Str. 40.
5. Bozorova L.B. The use of grammar-translation method in teaching foreign language for adults «Voproso' nauki i obrazovaniya». № 2 (14), 2018. Str. 59.
CULTURE SPECIFIC PREFERENCES OF TEACHING ENGLISH FOR THE STUDENTS OF NON-PHILOLOGICAL FACULTIES
Uralova D.S.
Uralova Dilfuza Saydalievna - Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article author explains the specificity of teaching foreign languages for the students not majoring in language field. According to this circumstance there occur some problems dealing with the culture. Because any time when the person starts learning a new language he faces with unknown culture and unconsciously distorts the rules and norms and acquires the culture in different way. So throughout the article we become aware of the options that are forwarded to overcome the issues that most non-language specialist students come across in their academic year.
Keywords: cultures, challenge, pragmatic, research, simultaneous, attributes.
The main task of teaching foreign languages as a means of communication between people of different nations and cultures is that languages should be studied in indissoluble unity with the world and culture of the peoples who speak these languages. Maximum development of communication skills - these are the basic, promising challenge for the teachers of foreign languages. To solve it, you need to learn new teaching methods aimed at developing language proficiency, and fundamentally new educational materials that can be used to teach people how to communicate effectively. At the same time, of course, it would be wrong to rush from one extreme to another and give up all the old techniques. It is necessary to carefully select the best, useful, Authenticated teaching practice, and it is necessary for the purposes to be solved in the given professional situation. In this connection, it took radically change the view of the teaching of a foreign language, taking into account more attention and emphasis on linguistics and intercultural communication [1. 94].
The solution to this problem can only be a pragmatic one condition, if a fairly strong fundamental research base will be created. Its creation is necessary, first of all:
1) apply the results of theoretical works on philology to the practice of teaching foreign languages;
2) theoretically comprehend and summarize the extensive practical experience of teachers of foreign languages.
Modern close cultural communication has returned foreign language teaching methodology to normal. Now, teachers strive to teach students smiling little use of the existing linguistic material in stock. Now on the basis of higher education teaching a foreign language is perceived as a means of everyday communication with other cultures. The aim of higher education - is the formation of a highly educated man who has in his arsenal of fundamental training, not only in the narrow specialization, but in broad terms, such as learning a foreign language with no reference points on the selected profession, i.e. technicians must possess not only so much technical English or other foreign language, but also be able to use it, first of all, with similar specialists only speak other foreign languages. Now on the basis of higher education teaching a foreign language is perceived as a means of everyday communication with other cultures. And for this you need to know this culture, its foundations and features. Today, Earth no longer seems as big as 100 years ago. It almost does not remain unexplored places and unknown peoples. With the help of modem technology we are able to not leaving the house to go on the other side of the world (TV) and to communicate with colleagues, to decide any question of business at the other end of the world (WEB camera and Internet) [2.46]. It was the last time when we have access to other countries, where the Internet is gaining more and more space in our country, the problem of cross-cultural communication gets so acute and so pressing is the need of cultural studies in the process of teaching a foreign language.
Learning a foreign language is an excellent way of acquaintance with the culture of another people, and fostering respect and love for her. The main components of the following elements of foreign culture can be attributed, bearing the national - specific color - traditions and rituals, which can be seen as a tradition; traditionally - consumer culture; everyday behavior; national picture of the world, which reflects the specifics of perception of the world; art and culture, which can also be attributed to the elements of ethnography and ethnology. Teaching Business English at the Faculty of Management, at the State University, Higher School of Economics, in the light of the above, it has its own characteristics and it is done for application purpose. Since language and culture are interrelated, it is impossible to teach the language in isolation from the culture of the country. Language most accurately and vividly illustrates the mentality of the people, especially its culture. There are several ways of simultaneous teaching of language and culture. And we would like to share with colleagues their modest experience in this field [3. 112].
1. Role playing. It is very popular in our time procedure when students enter into the situation of other nationalities and trying to keep the peculiarities of its culture and language, play scenes on the topic. This is a form of theatrical performance demands in the
language of the actors, the maximum penetration into the role, and thus serious training, research materials in the books and in the media. Glad to note that the potential for this in our students unlimited: excellent specialized bookstores, movies, TV shows, "talk shows", the Internet, personal contact with native speakers of a particular culture and language (student gatherings, and so forth.). We used role- playing games in the classroom dedicated to peculiarities of negotiations conduct in different countries, the role of the manager in his organization, centralization and decentralization in large corporations, strategic planning in large and small firms.
2. Croup messages or conversations in which the cultural characteristics of different countries in specific areas of life are compared and analyzed. Two, three or four students prepare at home a message, for example, about the peculiarities of the national cuisine of any country. The information must be correct, interesting, colorful presentation of a properly presented publicly and emotional.
Students use a variety of visual media: the computers that show videos, pictures, elements of folklore. We are very welcome to use the classroom posters, objects of folk costumes and even a description of unusual recipes of national dishes.
3. Colorful presentation on the topic. Since most of the business communication is currently taking place in a variety of presentations, our goal - to teach students to correctly and efficiently use this kind of work. Any public performance (response to the occupation of a site or at the blackboard, a toast to the table, the anecdote in a circle of friends - that is a small theatrical performance for which has its own rules. They may be common to all, but have some separate features in different countries and cultures.
References
1. Kincaid D.L., 1988. The convergence theory of intercultural communication. In Y.Y. Kim & W.B. Gudykunst (Eds.), Theories in intercultural communication (pp. 280298). Newbury Park, CA: Sage. P. 289.
2. Gudykunst W. & Kim Y.Y., 2003. Communicating with strangers: An approach to intercultural communication. 4-th ed. New York: McGraw Hill.
3. Teaching English as foreign of second language. Washington. DC. May, 1989.
4. The Effectiveness Of Role Play In Classroom. // Научный журнал. № 6 (19), 2017. Том 2.
THE ANALYSIS OF MODERN APPROACH IN TEACHING
ENGLISH
1 2 Khakimova Sh.R.1, Egamkulova G.B.2
1Khakimova Shokhista Raimovna - Teacher; 2Egamkulova Gulira 'no Bakhtiyor kizi - Student, GULISTAN STATE UNIVERSITY PHILOLOGY FACULTY, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article authors strive to bring some evidence about the use of approach that is active in teaching English language. Throughout the whole article the authors' focal point is on traditional approach. They could define their claims taking into account the theories done by different scholars.
Keywords: educational, competence, foreign, approaches, languages, tests.
