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INNOVATIVE METHODS IN TEACHING ESP Muhammadjonova N.I.
Muhammadjonova Nilufar Ibrohimovna - Teacher, DEPARTMENT OF INTENSIVE TEACHING OF SECOND LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: at the being time, in the non-philological institutions the study of English occupies the important place and is an important component in training specialist for different branches of our country. Currently the introduction of the innovative methods to the sphere of teaching English has become and has agreat practical importance. In article there is given synopsis and analysis of modern information-communication technology (ICT) in the field of teaching of English for special purposes. Keywords: english for specific purposes, information-communication technologies (ICT), multimedia technologies, high vocational training, communicative competence, IT.
UDC 81-139
Introduction. At present, English for Specific Purposes (ESP) is shown everywhere throughout the world in various ways. Since the 60s of the only remaining century, when it initially began being discussed ESP as a different course in showing English as an unknown dialect, this part of English language instructing has grown extensively and has taken a main situation in showing English for expert purposes.
Methodology. Today, such a program recommended by the scientific and methodological advice in foreign languages professor S.G. Ter-Minasova exist. It is based on the following provisions recorded in contemporary documents for the modernization of higher education:
- Possession of a foreign language is an integral part of the training of experts in high school.
- Foreign language course is multi-level and developed in the context of lifelong learning.
- Learning a foreign language is based on an integrated multidisciplinary basis.
- Learning a foreign language is aimed at comprehensive development of communicative, cognitive, informational, socio-cultural, professional and general cultural competence of students [3].
But, even with a single program, you must always take into account the specificity of each institution or its departments, customer demand and the students themselves [3]. An important role in vocational education plays ESP teachers. They are often asked to develop programs and training for ESP plans to organize a special English language courses for students, etc. As with any other form of training here, there are many methods and approaches used depending on the objectives of courses and resources available. Based on the philosophy of ESP, they can be divided into three main groups as follows: problem-based learning (PBL), an autonomous entity (AL) and training with the help of information and communication technologies (ICT). It is worthy that all of them are student-oriented methodology [4]. Today, when placed new emphasis on the interpretation of language education goals and made some changes in the process of educational interaction of the teacher and the student, the teacher must be clearer idea of what is required of him in the classroom of a foreign language. In the development of foreign language programs should take into account the potential of knowledge and language skills of students, as well as the motivation of the students in gaining knowledge. Apparent at first glance, a simple procedure to determine the content of teaching and the organization of training should include theoretical positions.
The primary destinations are the ESP educator choice and association of instructive materials, arrangement of compelling preparing projects and plans planned for getting the ideal learning results, bolster understudies' inspiration, their endeavors and attempts. Another significant component of the work in the ESP gathering is to furnish criticism to understudies with an instructor concerning the association of the control of the learning procedure, just as for the association of counsel to understudies [1]. At the point when the ESP educator comes into the group of spectators, he is, most importantly, sets explicit targets exercises that help to make them favorable learning condition, a neighborly climate of common understanding and shared help. By picking certain showing materials for unknown dialect to the course substance, educators or course designers hence express their thoughts, sees on the instructing of unknown dialects and instructing techniques. Objective setting practices progressively impacts the decision of instructive and methodological materials. In the event that the instructor in the class intends to reinforce relational abilities, it incorporates an assortment of activities, practice reproducing work on conveying in the language: business games; topical discoursed; accumulation guidance; reports; introductions and dialogs. In drawing up the course ought to be borne at the top of the priority list that the idea of «communicative competence» of understudies
isn't viewed as the whole of their insight and aptitudes, yet in addition as a lot of individual characteristics of understudies (esteem semantic directions, learning, abilities and capacities) [2].
Conclusion. Thus, despite the fact that the teaching of ESP focuses on professionally oriented practical application, as well as any other aspect of English language teaching, it is based on the knowledge of the nature of language, to the knowledge of the basic methods and forms of teaching and learning.
References
1. Alyavdina N.G., Margaryan T.D. Innovative techniques of English language for specific purposes in technical colleges. Humanitarian journal, 2013. № 7.
2. Basturkmen H. Ideas and options in English for specific purposes, Taylor and Francis e-library, 2008. Teaching ESP: Best Practices / IBM PC CD — ROM: Published by «Repetitor Multi Media» for the English Language Office of the US Embassy. Moscow, 2012.
3. Ter-Minasova S.G. Language - only accompaniment to the specialty / Interview magazine. The area of science. Yaroslavl State University, 2012. № 1.
4. Иброхимова Л.И. Innovative methods in teaching ESP // Молодой ученый, 2017. № 12. С. 502504. [Электронный ресурс]. Режим доступа: https://moluch.ru/archive/146/41116/ (дата обращения: 24.09.2019).
ПЕДАГОГИЧЕСКАЯ ДЕЯТЕЛЬНОСТЬ КАК ЯВЛЕНИЕ СОЦИАЛЬНО-ПЕДАГОГИЧЕСКОЕ Каршиев Б.Б.1, Абсаматов З.А.2
'Каршиев Бехзод Байханович — преподаватель; 2Абсаматов Зухриддин Ахмад угли - преподаватель,
кафедра высшей математики, Каршинский инженерно-экономический институт, г. Карши, Республика Узбекистан
Аннотация: в данной статье педагогическая деятельность учителя неразрывно связана, прежде всего, с тем, что для него как специалиста имеет личное значение. Логическим иерархическим принципом данной ситуации является то, что образование оказывает двойственное влияние как на показатели развития личности учителя, так и на успеваемость учащихся, продукт сотрудничества определяет эффективность, в связи с чем освещаются вопросы формирования, развития педагогической деятельности, умелого владения педагогом предметами, которые они преподают с упорством в своих профессиональных познавательных навыках и умениях, исследования проблемы с точки зрения ограничения между профессиональным развитием и социальным развитием.
Ключевые слова: деятельность, событие, педагогика, студент, образование, развитие, профессия, мастерство, образование, эффективность.
УДК: 370;07;(070)
Педагогическая деятельность имеет важное социально-просветительское значение в обществе. Ведь это деятельность, связывающая цепочку эпох друг с другом и подготавливающая поколения к жизни экономически, политически, духовно, морально-эстетически. Поэтому, несмотря на то, что воспитание ребенка в основном происходит в семье, уже на ранних этапах развития человеческой цивилизации, формирования государственности и появления частной собственности возникла потребность в определении лиц, ответственных за прочное усвоение детьми накопленных поколениями знаний и правил поведения, принятых в том или ином обществе [2, с. 49]. Поэтому по праву можно сказать, что педагогическая деятельность - это самая древняя деятельность и является социально-педагогическим явлением. Даже в первобытный период развития человечества, для сохранения и продолжения потомства возникла и налажена практическая педагогическая деятельность в процессе борьбы с капризами природы, стихийными силами.
Продумывание внешних форм выражения своего отношения к учебному материалу, естественно, опирается на психологическую подготовку к уроку, мероприятию, в которой перечисляются его составляющие [3, с. 66]. Студенты знают о необходимости изучения
