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9International scientific-practical conference on the topic of "Problems and perspectives of modern technology in teaching foreign languages"
INNOVATIVE APPROACHES IN THE TECHNIQUE OF TEACHING
FOREIGN LANGUAGES.
d https://doi.org/10.24412/2181-1784-2022-20-270-274
Ro'ziyeva Munisxon Komiljonovna
Teacher of English at the Tashkent academic lyceum No.2 of the Ministry of Internal Affairs of the Republic of Uzbekistan
This article discusses one of the creative approaches to teaching foreign Languages for Special Purposes (LSP), the so-called case - study method. The main point of this method is an independent foreign language activity of trainees arranged in artificially created professional environment. Case studies are extremely rich in content and can provide the learner with the potential to consolidate already acquired knowledge and train specific language and managerial skills. According to the results of the research, the case - study method proved to be invaluable one to meet the desired professional foreign language learning outcomes and intercultural adaptation.
Keywords: methods of teaching foreign languages, case-method, case-study
Эта статья о том, что с семантической точки зрения имена В данной статье рассматривается один из творческих подходов к обучению иностранным языкам для специальных целей (LSP), так называемый кейс-метод. Суть этого метода заключается в самостоятельной иноязычной деятельности обучаемых, организованной в искусственно созданной профессиональной среде. Тематические исследования чрезвычайно богаты по содержанию и могут дать учащемуся возможность закрепить уже полученные знания и отработать определенные языковые и управленческие навыки. По результатам исследования метод кейс-стади оказался бесценным для достижения желаемых результатов профессионального изучения иностранного языка и межкультурной адаптации.
Ключевые слова: методика обучения иностранным языкам, кейс-метод, кейс-стади.
ABSTRACT
АННОТАЦИЯ
International scientific-practical conference on the topic of "Problems and perspectives of modern technology in teaching foreign languages"
INTRODUCTION
The transition to a multi-level system of training at the present stage dictates the need to change approaches to the content of the educational process, create new forms of its methodological support, as well as awareness of the role of the teacher in the innovative paradigm of personality-oriented, creative learning. The variety of methods and methods of mastering a foreign language in a higher educational institution leads to the need for a rational choice of one of them or an optimal combination of complementary methods and technologies, which implies the need to generalize knowledge about methods and techniques of organizing foreign language communication.
MATERIALS AND METHODS
Currently, intensive foreign language teaching is being implemented in various developing, newly created and operating methodological systems. This method is intended for business people who expect to master specific language skills in a short time. Often, an intensive course is enough to use the language in the professional field: in business correspondence, during presentations and telephone conversations, drawing up commercial proposals.
The "direct" method is known as the Berlitz method, the basic principle is to completely exclude the student's native language from the learning process, the goal is to teach the student to think in a foreign language. The business (activity) approach involves learning a foreign language in combination with the practice of communication in the professional field. This opportunity is provided by language schools in New York, London, San Francisco, Toronto and other global business centers. The formation of a certain level of foreign-language professional communicative competence is an actual and effective basis for further foreign-language professionally oriented communication of university graduates. [Galustov A.R, 2012:17].
DISCUSSION AND RESULTS
The case study method, which has won leading positions in the modern practice of studying abroad, by developing the mastery of these speech functions, makes it possible to master the knowledge of a specialty in a foreign language, to increase the level of their professional competence and self-esteem. At the same time, the learning goals defined earlier in the methodology: a communicative attitude, a language goal, mental and educational goals, etc. - remain as relevant. The leading role in the
International scientific-practical conference on the topic of "Problems and perspectives of modern technology in teaching foreign languages"
theoretical development of the method and its practical application belongs to P. Duff, S. Faltis, J. Heap [ P. Duff, 2008:237; Faltis C, 1997:125; Heap J, 1997:219].
The "case method" (English case method, case study, case study, case study method) is a teaching technique that uses a description of real (economic, social and business) situations. M. Dolgorukov refers the "case study" method to "advanced" active teaching methods [ Dolgorukov.A.M.,2002:21 ]. An increase in the student's "baggage" of analyzed cases increases the likelihood of using a ready-made scheme of solutions to the current situation, forms skills for solving more serious problems. Situational learning teaches the search and use of knowledge in a dynamic situation, developing flexibility of thinking. E.N. Zakharova believes that "competence-oriented vocational education is aimed at mastering activities that ensure readiness to solve problems and tasks based on knowledge, professional and life experience, values, other internal and external resources" [Zakharova E.N., 2011: 33].
The use of the case method in English classes in a professional environment pursues two complementary goals, namely: further improvement of communicative competence (linguistic and socio-cultural) and the formation of professional qualities of students. Familiarity with the case (reading a professionally directed text in which the task of the specialty is formulated, in the original or with small abbreviations and minor adaptation, and subsequent translation), independent search for a solution (internal monologue speech in English), the process of analyzing the situation during the lesson (monologue and dialogic speech, prepared and spontaneous, also in English) are all examples of communicative tasks. Classroom communication related to the work on the case, which is characterized by dispute, discussion, argumentation, description, comparison, persuasion and other speech acts, trains the skill of developing the correct strategy of speech behavior, compliance with the norms and rules of English-speaking communication. Students' comments on the content of the case are evaluated by the teacher according to the following skills: analytical, managerial, decision-making skills, interpersonal communication skills, creativity, oral and written communication skills in English (lexical and grammatical aspect). Therefore, the case study method includes both a special type of educational material and special ways of using it in the educational practice of the English language. The disadvantages of using this method of organizing training include the fact that it is difficult to guarantee the independence of performing all tasks in the case of individual students. The case method in foreign language classes is recommended to be used in groups with a certain stock of knowledge in the specialty and a sufficient
International scientific-practical conference on the topic of "Problems and perspectives of modern technology in teaching foreign languages"
level of foreign language proficiency. In addition, being a complex and effective method of teaching, the case method is not universal and is effective only in combination with other methods of teaching foreign languages, because by itself it does not lay down a mandatory normative knowledge of the language. Nevertheless, the use of the case method in learning a foreign language increases the level of knowledge of a foreign language in general.
CONCLUSIONS
The method develops creative thinking; develops presentation skills; develops the ability to conduct a discussion, argue answers; improves the skills of professional reading in a foreign language and information processing; teaches you to work in a team and develop a collective solution. In the conditions of interactive learning, students have a stronger sense of personal involvement in the educational process and responsibility for their own educational results is formed. Discussion, analysis of real situations, brainstorming, business game, project task lead to the creation of a favorable psychological atmosphere in the classroom, to strengthen the speech and intellectual activity of students, increase their sense of self-confidence and create a semantic context of communication. The pedagogical potential of the case study method is much greater than the pedagogical potential of traditional teaching methods. The case study method is an extremely effective tool that allows you to apply theoretical knowledge to solving practical problems.
REFERENCES
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2. Faltis C. Case study methods in researching language and education // Encyclopedia of Language and Education. Vol. 8: Research Methods in Language and Education/N.H. Hornberger, D. Corson (Eds.). Dordrecht; Boston; London: Kluwer Academic Publishers, 1997. P. 125-127.
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4. Galustov A.R. Teaching students to organize self-educational activity of pupils // The Bulletin of the Adyghe State University. Series «Pedagogy and Psychology». Maikop, 2012. Issue 1. P. 17-23.
International scientific-practical conference on the topic of "Problems and perspectives of modern technology in teaching foreign languages"
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