CC BY
30DEVELOPING STUDENTS' COMMUNICATIVE COMPETENCE IN TEACHING A FOREIGN LANGUAGE Matkarimova B.H.1, Khomidov I.O.2
1Matkarimova Barno Habibullaevna - Teacher of English, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY; Khomidov Ismoilbek Olimjon o'g'li - Student, DIRECTION: TECHNOLOGICAL MACHINES AND TOOLS, MECHANICS-MACHINE BUILDING FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the issues on developing students' communicative competence in teaching a foreign language. The authors of the article consider that for the future civil engineer this competence is necessary in the process of formation of his innovative qualities. The tasks to develop communicative competence is familiarizing students with the cultural values of the native speaker nation. Keywords: communicative competence, requirement, developing, students, familiarizing, a foreign language, speaker.
Mastering communicative competence in English, while being outside the country of the language being studied, is one of the most difficult tasks. Therefore, the teacher in his lessons should create real communication situations using different methods and techniques (role-playing games, discussions, round tables, etc.). Equally important is the task of familiarizing students with the cultural values of the native speaker nation. This can be done by using authentic materials (drawings, texts, sound recordings). A teacher can also introduce students to the life of English-speaking countries through educational videos, the use of which facilitates the realization of the most important requirement of the communicative method - that the students speak a foreign language what they want to say. Videos help students develop creative thinking, because one way of thinking is to think visually and effectively [1].
The notion of "foreign-language communicative competence" is considered as one of the main issues in teaching a foreign language (English). We adhere to the understanding of this term in the interpretation of I.L. Bim, who considers the foreign-language communicative competence as "the ability and real readiness to carry out foreign-language communication with a native speaker, as well as the familiarization of students with the culture of the country of the studied language, a deeper understanding of the culture of their country, the ability to represent it in the process of intercultural communication" [3].
The analysis of scientific works shows that the foreign-language communicative competence is necessary for any specialist. For the future civil engineer this competence is necessary in the process of formation of his innovative qualities. In the modern world there is unlimited access to a considerable number of information resources and technologies in English for technical specialists, which can be used both for educational purposes and in professional activity. Students with knowledge of foreign languages can expand their knowledge space globally. Possession of foreign language communication competence allows undergraduate students to prepare for Master's degree in foreign countries, for participation in different contests, conference presentations, foreign exchange programs, for preparation of international tests and examinations. An important component is the writing of essays, term papers, diploma theses, where the literature of foreign authors is cited and used.
One of the tasks in developing communicative competence is a stage aims at forming knowledge about the basic concepts of technical mechanics in English. The teacher asks questions: What is strength? What is stability? What is voltage? etc. One of the essential tasks on the topic is the solution of a problem in the technical discipline in English, where students need to show the skills of operating with the vocabulary of the two disciplines and its integration into practical activities (testing is possible). The last practical task is performed in groups. The novelty of the task is that the calculation of the project of the bridge over the lake, which stands in the plan of reconstruction of the structures of our
city, is done in a foreign language. The students are given a certain amount of time to complete the task, after which each group presents its project in English. In the course of the project work the students are formed both the basic competence of technical direction and general competence - ability to use foreign language [4].
When implementing the communication method, we focus on the following characteristics of this method, considering them to be the most important:
- the teacher suggests that students use the language in communication situations;
- the language is presented according to a function, not a form;
- the student learns to use the language adequately in a certain social context;
- the student learns to "risk" using the language, and errors are considered a natural result of learning;
- the student learns to read, speak, understand and write simultaneously.
Another type of teaching to develop communicative competence is a "problem teaching" which is understood as the organization of training sessions, involving the creation of problem situations under the guidance of a teacher and active independent activity of students. Students solve them, resulting in creative mastery of knowledge, skills and abilities and the development of thinking abilities. The problem method of teaching is characterized by the fact that knowledge and ways of activity are not presented in a ready form, no rules and instructions are offered, following which the student could express himself or herself in a guaranteed way. The whole point of the method is to stimulate the search activity of the trainee. Such approach is conditioned by the modern orientation of education to the education of a creative personality and to the regularities of development of this personality, human psyche, in particular, thinking and interest formed exactly in problem situations [5].
References
1. Akramova N.M., Burkhonova G.G. Grammar in context: a new approach to teaching foreign language grammar // Problems of science, 2019. № 12-1 (145). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/grammar-in-context-a-new-approach-to-teaching-foreign-language-grammar/ (date of access: 03.07.2020).
2. Akamova Nozima Muzaffarovna. Teaching writing as a type of communication // Questions of science and education, 2018. №11 (23). [Electronic Resource]. URL: https://cyberleninka.ru/article/nteaching-writing-as-a-type-of-communication/ (date of access: 03.07.2020).
3. Bim I.L. & Hutorskoy A.V. (ed.), 2007. Competent Approach to Education and Teaching Foreign Languages. Competences in Education: Design Experience. Moscow. Pp. 156-163.
4. Galiakberova A.R., Nigmatullina A.Sh., Akramova N.M. Using information and communication technologies to develop writing competence of students at the lessons of the English language // Bulletin of science and education, 2019. № 20-3 (74). [Electronic Resource]. URL: https://cyberleninka.ru/article/n7using-information-and-communication-technologies-to-develop-writing-competence-of-students-at-the-lessons-of-the-english-language/ (date of access: 03.07.2020).
5. Matkarimova B.H. Applying role-plays in a teaching process: advantages and disadvantages // Questions of science and education, 2019. № 11 (57). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/applying-role-plays-in-a-teaching-process-advantages-and-disadvantages/ (date of access: 03.07.2020).
6. Matkarimova B.H., Mahamatov M.I., Ashurmatov Z.I. Benefits of interactive activities in teaching foreign languages // Achievements of science and education, 2019. № 8-3 (49). [Electronic Resource]. URL: https://cyberleninka.ru/article/n/b enefits-of-interactiveactivities-in-teaching-foreign-languages/ (date of access: 03.07.2020).
