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FORMATION OF SOCIO-CULTURAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS DURING THE EDUCATIONAL PROCESS OF HIGHER EDUCATION Ismatov A.F.
Ismatov Asliddin Fazliddin o 'g 'li - Teacher of English,
PHILOLOGY FACULTY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article illustrates the importance of the formation of socio-cultural competence of future teachers of a foreign language. Training students with intercultural competence at sufficiently high level without the creation of pedagogical principles, organizational and pedagogical conditions are considered in detail throughout the following article. Keywords: socio-cultural competence, organizational and pedagogical conditions, components of socio-cultural competence, readiness for intercultural communication.
In recent decades, globalization processes have become increasingly evident resulting in significant changes in the goals and content of education. The reason for this lies in the expansion of economic ties and increased contacts with foreign partners, as well as in the qualitative changes taking place in society. These factors determine the need for professional training of competent and highly qualified personnel with the knowledge of a foreign language, as well as the need to find appropriate methods of teaching a foreign language in higher education.
It is necessary to develop the ability to navigate in the socio-cultural spheres of people's life in the countries of the studied language, as well as to form skills and abilities to find ways out of situations of communication failure due to socio-cultural obstacles in the process of communication. In addition, the psychological and pedagogical literature repeatedly focus on the need for setting up behavioral adaptation to communication in a foreign language environment, understanding the need to use traditional etiquette formulas in countries the language being studied, which is expressed in demonstrating due respect for the everyday life, traditions, rituals and lifestyle of representatives of another cultural community [1, p. 467].
It is determined that the socio-cultural competence has a close relationship with the linguistic competence, which, in turn, may remain unclaimed if the communicants do not have knowledge in the system language skills and skills of operating this knowledge. The formation of socio-cultural competence determines the readiness of participants in intercultural communication to understand the emotions, feelings and intentions of other people which have a positive effect on intercultural communication.
It is advisable to identify the most effective teaching tools that contribute to the development of socio-cultural competence in the context of teaching oral communication in a foreign language, namely, authentic audio and video materials, communicative intercultural games and new technologies.
We also believe that it is very effective for a teacher to use authentic regional texts in the process of forming the socio-cultural competence of future foreign language teachers which contain a linguistic picture that forms ideas about the culture of another country. From students' point of view, the effective formation of socio-cultural competence of students in the process of learning a foreign language should pay close attention to specific pedagogical principles, such as the principle of consistency, clarity, consciousness and creative activity, practical orientation training taking into account individual characteristics, educative training. The full list of pedagogical conditions for the formation of socio-cultural competence of future foreign language teachers includes the following: first, the formation of students' knowledge in the field of culture, national realities, customs and traditions and also the etiquette norms and norms of behavior of the country of the language being studied, secondly, the improvement of students' knowledge about the cultural features, the history of the country.
Third, the formation of the skill of everyday intercultural communication, fourth, the orientation of the educational process to the development of an adequate perception of foreign language culture by students and mutual understanding of members of other cultural types. Based on the content of the term "socio-cultural competence" [2, p. 39], we also identified a number of structural components that contribute to understanding the importance of forming this set of knowledge, skills and abilities of students.
Let's take a closer look at each of these components: the information component corresponds to the list of socio-cultural knowledge that emphasizes the need for the formation of a stable cognitive interest. Summarizing the above, it should be noted that the development of socio-cultural knowledge, skills and abilities, which entails the ability and readiness of future foreign language teacher can not be effectively reached to without observing a number of pedagogical conditions of the educational process of higher education. Thus, in this article, we have identified the organizational and pedagogical conditions, as well as identified a number of structural components in the aspect of the formation of socio-cultural competence of future foreign language teachers.
References
1. Kushneruk S. Two days in the life of leaders: world-modelling potential of political event // The European Proceedings of Social & Behavioral Sciences (EpSBS). WUT2018. IX International Conference «Word, Utterance, Cognitive, Pragmatic and Cultural Aspects», 2018. P. 466-475.
2. Baronenko YeA., Skorobrenko I.A. Rol' sovremennykh informatsionno-kommunikatsionnykh tekhnologiy v obuchenii inostrannym yazykam // Informatizatsiya obrazovaniya i metodika elektronnogo obucheniya: Materialy II mezhdunarod. nauchnoy konferentsii. CH. 2. Krasnoyarsk, 2018.
THE USE OF INTERACTIVE TECHNOLOGIES IN TEACHING ENGLISH TO PART-TIME STUDENTS Ismatov A.F.
Ismatov Asliddin Fazliddin o 'g 'li - Teacher of English,
PHILOLOGY FACULTY, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article substantiates the importance of introducing interactive teaching methods in the educational process. The main focus is on teaching English to part-time students. Keywords: interactive methods, problem-based learning, discussion, training.
