CC BY
90
COPD (chronic obstructive pulmonary „ . . .. . . ...
disease) Surunkali tosiqli pulmonary kasalligi (STPK)
PRBC (packed red blood cells) Qizil qon tanachalari (qisqartma mavjud emas)
GCF (gingival cervical fluid) Yiring (qisqartma mavjud emas)
To conclude, having studied this issue, we can assume that the main features of terminology do not obey exact unique rule in different languages such as Uzbek, English, Russian, etc. majority translators in this filed always follow the rule of interpretation steps "commissioning, translation and verification". The difficulties in translation of surgery terms texts appear due to phonological, morphological and semantic phenomena of a source language which do nothave direct correspondences in a target language, and require specialprofessional skills of translators.
References / Список литературы
1. Askehave I., Zethsen K. "Medical Texts Made Simple: Dream or Reality?". Hermes - Journal of Language and Communication Studies, 2000. №25. Р. 63-74.
2. Азнаурова Э.С., АбдурахмановаХ.И. Теория и практика перевода. Т.: Укдгувчи, 1989.
3. Baltimore Md.: Lippincott Williams & Wilkins, 2005.
4. Bowker L. Lexicography, Terminology, and Translation / L. Bowker: the University of Ottawa Press, 2006. 96 p.
5. Gotti M., Salager-Meyer F. Advances in Medical Discourse Analysis: Oral and Written Contexts. Bern: Peter Lang, 2006.
6. Kaplan R. "English - the Accidental Language of Science". Ammon U. The Dominance of English as a Language of Science: Effects on Other Languages and Language Communities. Berlin/New York: Mouton de Gruyter, 2001.
7. ШвейцерА.Д. Теория перевода: статус, проблемы, аспекты. М.: Наука, 1988.
FOREIGN LANGUAGE TEACHING PROCESS IN NON-LINGUISTIC UNIVERSITIES Kudratova Sh.K. Email: [email protected]
Kudratova Shakhnoza Kadirovna — Teacher, INTERFACULTY DEPARTMENT OF FOREIGN LANGUAGES, FOREIGN LANGUAGES FACULTY, KOKAND STATE PEDAGOGICAL INSTITUTE, KOKAND, REPUBLIC OF UZBEKISTAN
Abstract: the process of teaching foreign languages in non-linguistic universities primarily reflects the history and process of changing approaches and priorities for teaching foreign (English) language in search of the most effective and acceptable scientific and methodological activities. However, this process of teaching foreign (English) in higher education institutions should be considered in the broad context of what is happening in the world arena in general and in the field of professional education in particular, since the need for modernization and improvement is due to the need to adapt the higher education system to the socio-economic needs of society.
Keywords: process, approach, priority, effective, world, professional, foreign, context, wide, arena, education, history.
ПРОЦЕСС ОБУЧЕНИЯ ИНОСТРАННОМУ (АНГЛИЙСКОМУ) ЯЗЫКУ
В НЕЯЗЫКОВЫХ ВУЗАХ Кудратова Ш.К.
Кудратова Шахноза Кадировна — преподаватель, межфакультетская кафедра иностранных языков, Кокандский государственный педагогический институт, г. Коканд, Республика Узбекистан
Аннотация: процесс обучения иностранным языкам в неязыковых вузах, в первую очередь, отражает историю и процесс смены подходов и приоритетов к обучению иностранному (английскому) языку в поисках наиболее эффективной и приемлемой научно-методической деятельности. Однако данный процесс обучения иностранному (английскому) языку в высших учебных заведениях необходимо рассматривать в широком контексте происходящего на
мировой арене в целом и в сфере профессионального образования в частности, так как необходимость модернизации и совершенствования обусловлена потребностью адаптации системы высшего образования к социально-экономическим потребностям общества. Ключевые слова: процесс, подход, приоритет, эффективный, мировой, профессиональный, иностранный, контекст, широкий, арена, образование, история.
UDC 372.881.1
The process of teaching foreign languages in non-linguistic higher education institutions (i.e. higher education institution, where the foreign (English) language is not a specialized one) first of all reflects the history and the process of changing approaches and priorities to teaching foreign (English) language in search of the most effective and acceptable scientific and methodical activity. However, this process of teaching foreign language (English) in higher education institutions should be considered in the broad context of what is happening on the world stage in general and in the field of vocational education in particular, as the need for modernization and improvement is due to the need to adapt the higher education system to the socio-economic needs of society [1].
The opinion and statement that mastery of a foreign (English) language is an essential condition for the success and competitiveness of a modern specialist on the labor market have long been accepted by the society. The use of foreign (English) language for professional purposes has become a necessity for specialists of engineering specialties, whose activity is directly connected with the world market. In turn, the situation on the world market and the desire of our country to fully integrate into the world community as an equal participant force us to move from simple acceptance of this statement to its full acceptance and implementation. In practice, we can state that the level and quality of training of engineering specialists do not always meet the requirements. One of the factors complicating the entry of our engineering specialists to the world market, is the low level of foreign (English) language skills. Under current conditions, foreign (English) language should not be considered as a secondary discipline, but as a necessary instrument of professional activity, as academic and labor mobility, common international educational standards, joint international research and production activities are impossible without a high level of knowledge of foreign (English) language.
A student has linguistic competence if he or she has an idea of the system of the language being studied and can use this system in practice, using all morphological and syntactic transformations in his or her speech. However, in practice, students who have entered a technical university do not have basic foreign language knowledge, skills and abilities. Unfortunately, this tendency is typical for all institutions that provide training of bachelors and masters in non-linguistic areas. Without a solid base of formed language skills and abilities, which we mentioned above, it is impossible to develop conversation skills, terminology base, fluent reading and other communicative, linguistic and intercultural competencies.
However, the goals of an engineering university should not include training in the basic level of a foreign language. This task should be solved at the stage of school training, so continuity and consistency in the reform of general and vocational education is so important. Despite all these problems, the departments of foreign languages of technical universities are looking for ways to teach foreign language and professional foreign language in the most effective way, with the minimum number of hours allocated for this discipline and low level of language knowledge of school graduates. Thus, the institutes have introduced in practice the distribution of students into subgroups according to their level of foreign language knowledge, which is determined in the first lessons by testing methods. This allows in one program to provide the most effective teaching of foreign (English) language for students who know the basic level of language, as well as for advanced level [2].
An important role in the learning of the language is played by the independent work of students, to which are assigned mandatory hours in the work program. Auditorial hours, allocated in the basic cycle for teaching a foreign language, are used in the first two years of study and are spent mainly on "pulling up" the language level of the majority of students. For most of them, there is no question of learning a professional foreign language at all. Often, the problem of the lack of classroom hours is solved by means of the so-called "variable component", which implies practical training in professional foreign language by teachers of specialized departments. Such classes, as a rule, are devoted to the consideration of problems directly related to the training profile and imply the discussion of these problems on a higher, professional level [3].
Therefore, as one of the solutions to this problem, a large amount of foreign language teaching material is taken on the student's own work, which he must do outside the classroom. For this purpose, online versions of the laboratory works of various levels have been developed, both for first-year students and for students studying a professional foreign language. It is possible to work independently in the language laboratory, which is equipped with special audio-visual equipment.
Insufficient motivation of students to master a foreign language also plays an important role. Motivation, as we know, is directly related to the effectiveness of learning. Any cognitive process is based on a desire to learn a foreign language culture. The low motivation for learning a foreign language is largely based on the negative experience of learning it at the level of secondary education. Students entering a university often do not see the scope of a foreign language in their future profession, as they simply do not yet have an idea of their professional future. The low motivation for learning a foreign language is also due to its limited use in educational, industrial and real life conditions. Here too, for the university, for specialized chairs and departments of foreign languages there is a wide field of activity in the sphere of establishing international educational and research contacts, joint international projects, academic exchanges, etc. [2].
Another effective method (from the point of view of increasing students' motivation) are projects, festivals, theatres, scientific and practical conferences, which are organized on the basis of the Institute by the departments of foreign languages. Such events not only increase students' motivation to learn a foreign language, but also contribute to the development of communicative and presentation skills, teamwork skills and other competences necessary for the future engineer. It should be kept in mind that all the activities are extracurricular and take quite a long time to prepare. But even participation in competitions with a minimal language component gives the student a sense of achievement, which is multiplied in case of winning a prize. Success and attention is associated with English, which helps to increase motivation. This growth is particularly noticeable in the case of students' group work in preparation for speeches. Collaborative work brings together and gives added importance to the unifying element, which, particularly in a competition, is the need to master certain linguistic phenomena, no matter how insignificant they may be [1].
Partially solving these problems on the strength of one department of foreign languages, but without serious analysis, full cooperation with the professional department and modernization of the system of language training as a whole, their solution seems impossible.
References / Список литературы
1. Aksonova N. V.; Shepetivskiy D.V. Organization of the students' extracurricular work as motivation for studying English in technical university (in Russian) // Young scientist, 2014. № 7. P. 481-483.
2. Batunova I.V. Modern pedagogical technologies at foreign language lessons as an important condition to improve the quality of the educational process. // IV International scientific-practical conference: Scientific prospects of the XXI century. Achievements and Prospects of the New Century - Novosibirsk: International Scientific Institute "Educatio", 2014. P.p. 126-128.
3. Bobrova T.O. Modern approaches in formation of linguistic, communicative and interlinguistic competences in foreign language teaching at the university. M., 2016. P.p. 56-59.
EASTERN THINKERS ON ISSUES OF PERSONALITY DEVELOPMENT Kodirova D.S. Email: [email protected]
Kodirova Dildora Sabirdjahnovna—Assistant, HISTORY OF UZBEKISTAN DEPARTMENT, BUILDING FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion considers pedagogical views of great oriental medieval thinkers. The author of the article believes that culture and education of the Middle Ages have always been of interest and widely covered in the history of pedagogy. The thinkers of the Arab East devoted their works to the development of the program of harmonic development of personality. The period of the Middle Ages was marked by the appearance of the first books on education and upbringing, the emergence of schools, universities, the publication of the first act regulating the position of teachers and pupils in society, as well as brought to the pedagogy of a benchmark for the education of Faith and spiritual development. The medieval epoch has its own special scale of orientation in educational classes. Instead of the emphasis on secular worldly rational scientific knowledge - the emphasis on the salvation of the soul and the moral formation of its soul, on virtue and wisdom, which united mind, will and faith.
Keywords: history, pedagogy, education, university, harmonious, development, position, harmony, education, teacher, education, book.
