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FEATURES OF TEACHING FOREIGN LANGUAGES IN CONDITIONS
NEW EDUCATIONAL PARADIGM (THEORETICAL, PSYCHOLOGICAL AND PEDAGOGICAL PREREQUISITES FOR LEARNING IN COOPERATION)
Mokhinbonu Pardaeva Fazliddinovna Uzbek State World Languages University Teacher of the chair "Linguistics and literary studies" [email protected]
Abstract: Learning in cooperation is one of the types of learning, the essence of which is to learn with the help of each other in a small group. This pedagogical technology allows an intellectually and socially promoting model of studies for students. It engages learners to accomplish group assignments or work together to reach general target. In recent years, interest in cooperative learning has grown tremendously. The reason for which is the publication of studies that clearly show the use of this technology to promote advances in writing and reading, problem solving in mathematics, conceptual development in science, and higher levels of reasoning and thinking. This paper discusses the development of cooperative learning during past decades; basic principles and positions of the competence-based approach; the purposes, features and difficulties of teaching a foreign language in the first year of universities.
Keywords: cooperative learning, joint educational activity, group work, collective work, humanistic pedagogy, personality-oriented approach, communication skills, intellectual skills, critical thinking, communicative competency, teaching, learning.
Аннотация: Обучение в сотрудничестве является одним из типов обучения, сущность которой состоит в том, чтобы учиться с помощью друг друга в небольшой группе. Эта педагогическая технология позволяет интеллектуально и социально содействовать модели исследований для студентов. Он занимается учащимся выполнять групповые задания или работать вместе, чтобы достичь общей цели. В последние годы интерес к кооперативному обучению чрезвычайно вырос. Причина, по которой является публикация исследований, которые ясно показывают использование этой технологии для содействия достижениям в письменной форме и чтении,
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решении проблем в математике, концептуальном развитии в науке и более высоких уровнях рассуждения и мышления. Эта статья обсуждает развитие совместного обучения в течение последних десятилетий; Основные принципы и позиции подхода на основе компетенций; Цели, особенности и трудности преподавания иностранного языка в первый год университетов.
Ключевые слова: совместное обучение, совместная образовательная деятельность, групповая работа, коллективная работа, гуманистическая педагогика, ориентированный личностный подход, коммуникативные навыки, интеллектуальные навыки, критическое мышление, коммуникативная компетенция, преподавание, обучение.
The humanization of education is one of the world's leading trends. It is a foreground area of education modernization. Fundamental reforms in education started in 1997, a new edition of the Law of the Republic of Uzbekistan "Law On Education" was adopted. The state policy in the area of modernization of education provides the development of a diversified personality - a citizen throughout the system of continuous training, inextricably linked with the intellectual, spiritual and moral students education. In 2017, "The Law On the strategy of actions for the further development of the Republic of Uzbekistan in 2017-2021" was adopted, that provides for the development of science and education. This speaks of a profound study of foreign languages, an increase in the quality and efficiency of higher education institutions throughout the implementation of international teaching standards and teaching quality assessment. Consequently, here is required the development and introduction of modern teaching methods and latest pedagogical technologies, the reason of which is personality.
The research process used the methods of objectivity, logic, analysis and synthesis of scientific knowledge. In the course of this research, the importance of C.R. Rogers's taxonomy was objectively revealed. Cooperative learning evolution
The notion of humanization of education considers the aim and content of education in a new format: learner and cognitive activity are at the center of learning. The goal of cognitive activity is aimed at learning and practicing the ways of thinking and interacting in society, and not at reproducing ready-made knowledge. The basis of personality-centered learning is based on the ideas of humanistic pedagogy: a personality-oriented approach (C.R. Rogers, G. Allport, A. Maslow, R. May) and
INTRODUCTION
REFERENCES AND METHODS
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 4
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constructivism (J. Dewey, J. Bruner) in the Western education system. One of such pedagogical technologies is learning in collaboration, or in small groups of collaboration (cooperative learning, P. Slavin, R. Johnson, D. Johnson, E. Aronson, J. Sharan, S. Sharan, S. Kagan, De Vries, Edward, E. Cohen, S. Cook). The organization of joint active educational performances of students in various educational circumstances, to promote students' social adaptation, the formation and development of communication skills and intellectual skills of critical thinking is the major purpose of this technology. Questions of educational process focus on direct interaction of trainees, in the area of didactics were studied by H.Y. Liimets ("group work"), V.A. Petrovsky ("joint educational activity"), I.M. Cheredov ("collective work"), V.V. Rubtsov, G.A. Zuckerman ("collectively distributed activity"), M.D. Vinogradova I.B. Pervin ("collective cognitive activity"), V.K. Dyachenko, A.G. Rivin ("collective way of teaching") and other researchers. Scientists in different ways solved the problems of utilization students' joint activities (in pair work format and small groups work format) in a foreign language class, for example: E.S. Polat ("pair work"), E.I.Passov ("speech group"), G.A. Kitaygorodskaya (work in "dyads" and "triads"), L.I. Derevskaya ("collective learning activity"), A.S. Granitskaya, ("adaptive learning system"), I.A. Zimnyaya ("educational cooperation"). However, the detailed study was received mainly by the technologies of pair work (E.S.Polat, A.S. Granitskaya, N.I. Torunova). Technological development and the principles of student-centered learning are in demand in the use of small groups in a foreign language class. In this regard, we turned to the pedagogical technology of teaching in small groups of cooperation, which allows us to take into account the specifics of teaching a foreign language and the principles of student-centered teaching. The progress of this pedagogical technology has been going on since 1950's. At the current phase of the elaboration of the proposition by foreign scientists (D. Johnson, R. Johnson, E. Aronson, S. Kagan, R. Slavin, Sh. Sharan) showed its advantages over individualized and "competitive" training. Pedagogical technologies from different positions were studied by scientists of Uzbekistan such as L. Akhmetova, N. Azizkhodzhaeva, K. Riskulova, M. Voinova, O. Musurmanova, N. Avliyakulov.
DISCUSSION AND RESULTS The key term is the term "communicative competence" when describing the goal and maintance of language education at the present time. There are discrepancies in the exegesis of this conception, which are associated with various sides for describing its content. Several patterns of communicative competence were formed. (V.V. Safonova, 1982, 1991, 1996; I.L. Bim, 1995; D.H. Hymes, 1972; J. Van Ek,
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1986, 1991; M. Canale, M. Swain, 1980 ; L. Bachman, 1990; A Common European Framework of Reference, 1996, 2002). So, for example, Van Eck's model of communicative competence (Ek J. A. Van.) [5] includes the following components: linguistic, sociolinguistic, discursive, sociocultural, strategic and societal competency. Model of communicative competency from the viewpoint of CEFR for Languages: Learning, Teaching, Assessment (Common European Framework of Reference for Languages: Learning, Teaching, Assessment, 1996, 2001) presupposes the existence of three main components: linguistic, sociolinguistic and pragmatic. This layout was the base of a pan-European scale of levels of language proficiency / communicative competency. [2]. There are 6 pan-European degrees of language proficiency relying on the degree of capability in the constituents of communicative competency (in their completeness), namely: Breakthrough (A1), "level of survival"; Waystage (A2), "subthreshold level"; Threshold (B1), "threshold level"; Vantage (B2), "threshold advanced"; Effective Operational Proficiency (Cl), "high level"; Mastery (C2), "the level of language proficiency in perfection."
While speaking of the conception of communicative competency in a foreign language, according to Bim I.L., we comprehend the ability and aspiration to practice foreign language interpersonal and intercultural communication with informants within the ranges established by the standard /program [1]. Goals and objectives of teaching a foreign language in the first year of non-linguistic universities
The "communicative competency" conception, which includes compensatory and educational competencies, is broadened here. Within the framework of the communicative competence of a foreign language linguistic, speech, socio-cultural, compensatory and cognitive competencies are discerned. The purpose of learning is a means at the same time, which is the "foreign language" subject's peculiarity. The best method to master particular speech sophistication is to practice in this type activity. Training any type of speech activity is based on auditory-motor connections. Consequently, as an outcome of students verbal exercises the learning of language should evolve the auditory-motor connections (I.V. Rakhmanov) [4]. Accordingly, as E.S. Polat asserts, it would be more effective if most of the time in the lesson were dedicated to practice. Without reference to the stage of cognitive activity, both at the skill building stage and at the stage of oral speech progress, reading, listening and writing skills all the students must be provided with oral practice in sufficient capacity. The main hardships of this method are manifested in the absence of active
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 4
educational, natural and social sciences 0 ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
nuncupative practice per student as well as lack of the essential individualization and differentiation of the learning process, considering students aptitude and capabilities. Creating conditions in the classroom in order to promote substantive intellection, to stimulate students to interchange thoughts by foreign language means, and therefore, to create conditions for not only reproductive but also most crucially productive speech activity is significant because the subject of speech activity is thought (I.A.Zimnyaya). If on the one hand it can be obtained due to problematic orientation of educational process, on the other hand, it can be achieved due to the means and techniques of amplification the educational and informative activity of students aimed at the formation of intellectual and communicatory skills [6]. One of the purposes in the paradigm of personality-oriented education is the formation of sensible and critical thinking skills. Following E.S. Polat it can be clearly seen that "an intellectually organized process aimed at valid work on the comprehension, analysis, application, generalize, evaluate or synthesize the information reached or created by means of observation, reasoning, experience or reflection as a guide to influence and formation of a conviction" [3]. Relatively it assumes mastering the following skills and issues:
• the capability to highlight the main (issue / necessary information) in the text (in the wide sense of the word);
• the capability to utilize attainments to resolve a specific problem/task;
• the capability to collate, generalize, evaluate opted facts, arguments;
• the capability to concisely, logically formulate and prove their opinion;
• the capability to come to a common opinion;
• the capability to participate in the discussion;
• the capability to take part in investigation project activities.
Based on the aspects mentioned above, independent thinking and speech-thinking activity of students should become the key moment of the educational process. Respectively the priority in a foreign language lesson should be independent types of activity guaranteeing conditions for the preparation and realization of students' productive speech activity instead of frontal. Thirdly, the study of a foreign language is associated with the concept of socialization, which provides the capacity to be a leader or performer, decide, and be in charge, resolve conflicts and converse with other people that demonstrate the development of the ability to use language in diverse situations and mastering social skills behavior. Language is a means of public adapting, self-fulfillment, cognition and communication. Communication with other
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people shapes individuality. This is why, it is important to teach the methods and forms that create conditions for students' joint activities, which would facilitate to the formation of sustainable impulse for cognitive activity in learning a foreign language.
All of the above peculiar properties and severities of teaching a foreign language, including at universities, are associated with the issue of growth the students independent cognitive activity at the lessons. The fundamental principles and positions of the competence approach, such as necessity of oral practice to each student, management of the educational process, the formation of critical thinking skills, socialization reflect the specifics of the subject and therefore the choice of such methods and organizational forms becomes the solution to the problem. To solve the organization of the educational process in the language laboratories of the audio-active type or to use the pedagogical technologies of personality-oriented learning, one of which is learning in cooperation under certain conditions is proposed by E.S. Polat. This method requires a level of general cultural training and taking into account level characteristics.
1. Bim, I.L. (1988). Theory and Practice of Teaching German in Secondary School: Problems and Prospects: Textbook. Education.
2. Holec, H., Little, D. G., & Richterich, R. (1996). Strategies in language learning and use: studies towards a common European framework of reference for language learning and teaching. Council of Europe.
3. Polat, E.S. (2006). Distance learning pedagogical technologies.
4. Rakhmanov, I. V. (1956). Methods of teaching German in grades 8-10. Publishing house APN RSFSR.
5. Van Ek, J. A. (1986). Objectives for Foreign Language Learning. Volume I:
6. Zimnyaya, I. A. (1991). Psychology of teaching foreign languages at school. Prosvescheniye, Moscow.
CONCLUSION
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Scope.
