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ИНТЕРАКТИВНОЕ ОБУЧЕНИЕ НА УРОКЕ АНГЛИЙСКОГО
ЯЗЫКА
Лутфуллаева Х.А. Email: [email protected]
Лутфуллаева Хулкар Асатуллаевна - преподаватель английского языка, кафедра иностранных языков, педагогики с психологией, Ташкентский педиатрический медицинский институт, г. Ташкент, Республика Узбекистан
Аннотация: в статье рассматриваются методы обучения английскому для студентов 1 курса в медицинском вузе, обсуждаются интерактивные и компьютерные технологии. Делается акцент на профессиональную (медицинскую) тематику. Данная статья посвящена актуальным вопросам исследования методики преподавания английского языка в области негуманитарных дисциплин, в частности медицины в непрофильном вузе. В основе работы лежит разработанная автором и ее коллегами на кафедре «Иностранные языки, педагогика с психологией» методика применения инновационных технологий, в частности психологических и интерактивных.
Предложенные автором инновационные технологии для таких негуманитарных дисциплин, как медицина, позволяют интенсифицировать учебный процесс за счет технических средств и повысить интерес к занятиям среди студентов с помощью интерактивного обучения.
Ключевые слова: медицинский вуз, первокурсники, английский язык, интерактивные методы обучения.
INTERACTIVE LEARNING IN THE ENGLISH LANGUAGE
CLASSROOM Lutfullaeva Kh.A.
Lutfullaeva Khulkar Asatullaevna - English language Teacher, FOREIGN LANGUAGES AND PEDAGOGY, PSYCHOLOGY DEPARTMENT, TASHKENT PEDIATRIC MEDICAL INSTITUTE, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article discusses the methods of teaching English for first-year students at a medical university, and interactive and computer technologies are given as effective means of teaching. The emphasis is on professional (medical) topics. Medical universities that have implemented interactive methods world-wide have found a reduction in suspension, increased students attendance, and fewer behavior problems -results that lead to increased focus and learning. One of the technologies of interactive methods is chamomile, when students entered the classroom, they sat down and worked on a "chamomile''. This is a daily exercise that gets students settled and working quietly at the beginning of the lesson. It is typically a theme with clues in it that students need to find out.
Keywords: medical university, first-year students, English language, interactive technologies.
УДК 378.42.371.3
We live in a busy world where English language plays a great important role in professional development of social human being. English language actively is used as basic one in Internet web-sites, smart-phones and instantaneous thought-sharing or social media that keep our world in constant motion. Students entering the classroom have different backstage and levels of English language. Students also have various and multiple ideas in their minds about using English language in their future profession as doctors of general practice. And when they come into the classroom, teachers expect them to be ready to learn, ready to receive information and retain it. How teacher can do this with so different levels of
English language proficiency? As teachers of English language in the Tashkent Pediatric Medical Institute, we have concerns specifically related to professional (medical) English language.
There are different sensations as fear, anxiety, impatience and nervous intense often presented at the beginning of English lesson. We could have a lesson packed with excellent activities delivered in a safe classroom environment, but a student experiencing such feelings as fear and anxiety will struggle to acquire the day's language. Research has shown that negative sensations can affect a language learner's ability to acquire a language. "Low anxiety appears to be conductive to second language acquisition, whether measured as personal or classroom anxiety" [2, p. 31]. What can a teacher do to reduce nervous intense and lower a student's anxiety? One answer may be to use interactive methods at the beginning of English class. Interaction may help students achieve a relaxed state and become more open to acquiring a language.
Literature review.
Interactive methods have been lined to increased ability to focus and to lowering lack of confidence, shyness, constraining senses. Interaction is an act of changing and focusing someone's thoughts and activities to each other. It is being present in the moment, changing each other thoughts, ideas and actions. Neuroscience has shown that the brain can absorb information and retain memory when in the active and excited state. Interaction can help one achieve such state, thereby improving student's memory and attention [3].
Methodology and material.
When students entered the classroom, they sat down and worked on a "chamomile''. This is a daily exercise that gets students settled and working quietly at the beginning of the lesson. It is typically a theme with clues in it that students need to find out.
After we shared with found out clues to the given theme word or word combination, we did reading of the theme text for about five-ten minutes (this time duration reaped the results we were looking for). Reading as interactive form of classroom management technique, a way to introduce new vocabulary, a quick way to create focused environment that leads to lower anxiety and stress in the classroom.
Before the starting the lesson with students, we explained them about interactive methods and their benefits in learning of English language. We told students that interaction will help them to introduce with each other and get interested in learning process. Interactive learning increases their focus and opens their minds to receive and remember information. We told them that our English lesson is not only place to learn English language but also for self-expression and development of professional skills in role games. We also described how we would use interactive methods that help them to learn language and control their feedbacks.
There are various forms of interactive learning, however we chose to use graphic-guided methods and role games with our students because they provided an opportunity for all four skills of English language: speaking, writing, reading, listening.
For each English lesson, we like to use professional medical themes that help students for professional development in learning English language. This focus on theme can be a new vocabulary words, a review of medical words, or students' current medical specialty study. We may choose theme from future specialty of students, for instance neurosurgery, pediatrics, cardiology and so on. Once we decided a theme, students may define it and provide examples of their work experience. Teacher may also pull examples of the medical specialty from the hand-out texts and glossary that students will read in the day's lesson. For more advanced students, teacher may choose a famous medical scientists that relate to the future specialty of students. The teacher can tailor the daily professional medical words to students' level, making the interactive learning basic or more advanced in thought and word usage. The teacher may also provide pictures or Power Presentation slides to illustrate the professional medical vocabulary.
The Sample Interactive Learning in English lesson below give examples of professional lexical and grammar rule specificities; the implementation can be adapted for a variety of level groups and learners. The Glossary provides suggestions of other professional words the teacher can use in the lesson.
Once the teacher have set the scene, read the rules of the role game, control the situation, and took results and comments from the viewers (other students).
Sample interactive learning
Before class, the teacher writes the focus word (professional medical theme), along with its definition and examples of the word in short sentences, on the board: GP (word combination) - the doctor of General Practice. Clues: graduation, specialization, undergraduate student, vocational studies. GP is level that is given to students after graduation of medical university. The teacher may also put up pictures of Power Point slides to help students understand the word. For this word, such interactive methods can be implemented: chamomile, brain storm, cluster, fish bone. Students actively participate in finding out the words-clues, synonyms, meaning and usage.
Next, use debates such as this to guide students in interaction for activating and enriching vocabulary of professional medicine in English. Divide students in min-groups and give them following questions of the word: Name the medical university in your homeland, the faculties of this university, duration of the course, given specialization degree (GP). Give students a half an hour to focus on their questions and find out additional information to answer these questions.
Table 1. Word Bank of professional medical word and word combinations
Specialization Degrees Human body
Ophthalmology GP Skeleton
Cardiology Master Cardiovascular system
Pediatrics PHD Respiratory system
Surgery MD Urinary system
Neurosurgery BMSc Sensation system
Conclusion Interactive learning in English class helped students in our university to be more focused and open to language acquisition. The techniques described here can be used for the first-year students without academic approach and for any language level.
References / Список литературы
1. Campbell E., 2013. Research round-up: Mindfulness in schools. Greater Good (October10). [Electronic Resource]. URL: Greatergood.berkeley.edu/article/item/research_round_up_school_based_mindfulness_p rogramms/ (date of access: 11.06.2019).
2. Krashen S., 1982. Principles and practice in second language acquisition. Oxford: Pergamon Press.
3. Machado A., 2014. Should school teach kids to mediate? The Atlantic (January 27). [Electronic Resource]. URL: www.theatlantic.com/education/archive/2014/01/should-school-teach-kids-to-meditate/283229/(date of access: 11.06.2019).
