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РАЗВИТИЕ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА В НЕФИЛОЛОГИЧЕСКИХ ВУЗАХ
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Эргашева Н.Н. , Хамдамова С.О. , Тошматова Н.А. Email: Ergasheva673@scientifictext.ru
1Эргашева Наргиза Нумонжоновна - преподаватель; 2Хамдамова Севара Ойбековна - преподаватель; 3Тошматова Назокат Акрамовна - преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья описывает развитие коммуникативной компетенции студентов на уроках английского языка в нефилологических вузах. Авторы статьи утверждают, что необходимо обеспечить студентов практической деятельностью на уроке. Хотя конечной целью урока является общение, необходимо ввести активности и упражнения, которые обеспечили бы практическое общение в более контролируемой среде, обращая внимание на развитие правильности речи. Но это, тем не менее, не должно быть единственным источником для языковой практики. Активности, которые фокусируются на развитие беглости являются неотъемлемой частью урока, основанного на коммуникативном подходе, т.к. они предоставляют возможность выражать смысл речи.
Ключевые слова: коммуникативная компетенция, развитие, обеспечить, практика, общение, говорение, активность, урок, упражнения, подход, инновационный, методика.
DEVELOPMENT OF THE COMMUNICATIVE COMPETENCE OF STUDENTS AT THE LESSONS OF THE ENGLISH LANGUAGE IN NON-PHILOLOGICAL HIGHER EDUCATIONAL INSTITUTIONS Ergasheva N.N.1, Khamdamova S.O.2, Toshmatova N.A.3
1Ergasheva Nargiza Numonjohnovna - Teacher; 2Khamdamova Sevara Oybekovna - Teacher; 3Toshmatova Nazokat Akramovna - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion describes development of the communicative competence of students at the English language lessons in non-philological higher educational institutions. The authors of the article claim that in order to help learners improve their communicative competence, it is important to provide a range of practice activities. Although the ultimate aim is genuine communication, there is room for activities and exercises that ensure students practice language in a more controlled manner, focusing on the development of accuracy. These should not, however, be the only source of language practice. Activities that focus on the development offluency are a vital part of a Communicative Approach lesson, as they give learners the opportunity to communicate meaning.
Keywords: communicative competence, development, provide, practice, communication, speaking, activity, lesson, exercises, approach, innovative, methodology.
УДК 372.881.1
In recent years, in line with the communicative and especially cognitive-communicative approaches in native and foreign language methodology, the problem of developing communicative competence "as the main component of the professional qualifications competency of the modern specialist" is being actively pursed. The development of communicative competence skills should be seen as a purposeful process that requires considerable pedagogical effort [1].
Communicative competence is defined as the ability to interact effectively with others. At its most basic, competence is seen as a combination of language aptitudes an individual has for learning a foreign language. Such potential contributes to his/her attaining high levels of performance. The communicative approach to language teaching believes that in order to learn a language, one has to practice using it to communicate meaning to others. Language learners should keep on talking and telling people their stories, jokes and opinions. As the teacher is not the centre of instruction anymore, activities in the Communicative Approach usually favour student-student interaction and maximize learners opportunities to speak. The activities below can be used to provide learners with practice of the language, and the level of support given might vary depending on the stage of the lesson, the lesson aim, and the students' level of ability[2]. There are a lot of interaction patterns in which we can involve our learners during the lesson:
The Talk Show Interview
Here, students will experience what it's like being the host of a talk show or being the guest answering questions in front of a live studio audience. Again, let the students work in pairs. The host student prepares five questions and writes them on a piece of paper. This question list will be given ahead of time to the celebrity student so they can prepare an answer for them. Instruct the "celebrity" students to give answers in complete sentences.
Give the pair a day to rehearse their Q&A segment. The next day, if possible, have an "interview set" arranged in front of the class to help students get in character. Let the pairs present their segment. For the benefit of the whole class, you can do a live commentary or translation as they go along.
Objectified
Have students draw from rolled sheets of paper containing names of different objects. Their job, using the target language, is to describe and give plenty of hints so that the class can discover what the object is.
Unlike Charades, in Objectified, students are allowed—in fact, they're required to speak. They can say whatever they want, short of naming the object. They can gesture away, they can use the full repertoire of body language in order to shine the spotlight on the correct answer. Give each student two minutes to work the room and see what happens. The student who guesses the correct word gets some brownie points. The student who's able to communicate the correct answer gets double brownie points.
What I YouTubed Last Weekend
Let your students tell about the most awesome thing they've seen on YouTube over the weekend. Encourage your students to also relate their feelings, insights and opinions about what they've seen. This is essentially a reporting activity, where students will stand in front of the class (or perhaps remain seated at their desks) to tell all about the most memorable video they saw over the weekend. Afterwards, you can let them watch the videos in class if there's time. For an added challenge, put them on in a mixed up order and have the class identify which video was presented by which student previously.
Open-ended discussions and debates
Debates and discussions can be a useful tool for fluency practice. They enable learners to share their own views on topics and use their communicative resource to convey ideas, make points, and agree and disagree with others. Debates are usually engaging and provide a rich resource for teachers to assess their learners' communicative competence. However, preparation for debates should be done thoroughly to help students succeed [3].
Список литературы /References
1. Низамова Р.А. Teaching ESP (English for specific purposes) via communicative approach. [Электронный ресурс]. // Вопросы науки и образования, №4 (49). 2019. С. 124-127. URL: https://cyberleninka.ru/article/n/teaching-esp-english-for-specific-purposes-via-communicative-approach/ (date of access: 14/10/2019).
2. Мамадалиева Х.А. The role of games in teaching foreign languages. [Электронный ресурс]. // Вопросы науки и образования, №1 (42). 2019. С.95-98. https://cyberleninka.ru/article/n7the-role-of-games-in-teaching-foreign-languages/ (date of access: 14/10/2019).
3. Маткаримова Б.Х. Applying role plays in a teaching process: advantages and disadvantages. [Электронный ресурс]. // Вопросы науки и образования, №11 (57). 2019. С.59-62. https://cyberleninka.ru/article/n/applying-role-plays-in-a-teaching-process-advantages-and-disadvantages/ (date of access: 14/10/2019).
ПЕДАГОГИЧЕСКИЕ АСПЕКТЫ РАЗВИТИЯ МУЗЫКАЛЬНЫХ
СПОСОБНОСТЕЙ Джалилов Э.К. Email: Jalilov673@scientifictext.ru
Джалилов Эргаш Кенжаевич - и.о. доцента, кафедра музыкального образования, Самаркандский государственный университет, г. Самарканд, Республика Узбекистан
Аннотация: в данной статье проанализированы взгляды некоторых специалистов о развитии музыкальных способностей учеников и положительном влиянии искусства на их воспитание и учебу. Так высоко, так нежно и чисто звучат голоса детей, кроме того, дети любят петь, выступать на праздниках и внеклассных мероприятиях. Это придаёт им уверенности в себе, развивает эстетический и художественный вкус. Автор, изучая и анализируя мнения других ученых, пытается доказать актуальность дальнейшего более глубокого анализа данной темы. Ключевые слова: музыкальное развитие, восприятие, воля, певческая деятельность, голос, вокал, способность, одарённость, деятельность, музыкальный слух, ладовое чутье, чувство ритма.
PEDAGOGICAL ASPECTS OF DEVELOPMENT OF MUZICAL
ABILITIES Jalilov E.K.
Jalilov Ergash Kenzhayevich - Acting Associate Professor, DEPARTMENT OF MUSIC EDUCATION, SAMARKAND STATE UNIVERSITY, SAMARKAND, REPUBLIC OF UZBEKISTAN
Abstract: this article analyzes the views of some specialists on the development of muzical abilities of students and the positive influence of art on their upbringing and education. The voices of children sound so high, so gentle and pure, in addition, children love to sing, perform at holidays and extracurricular events. This gives them self-confidence, develops aesthetic and artistic taste. The author, studying and analyzing the opinions of other scientists, tries to prove the relevance of further in-depth analysis of this topic. Keywords: musical development, perception, will, singing activity, voice, vocal, ability, giftedness, activity, musical ear, frisky flair, sense of rhythm.
