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48Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 4
educational, natural and social sciences О ISSN 2181-1784
Scientific Journal Impact Factor SJIF 2021: 5.423
METHODOLOGICAL FEATURES OF TEACHING A FOREIGN LANGUAGE IN NON- PHILOLOGIC FACULTIES
Agzamova Zamira Izzatullaevna.
National University of Uzbekistan named after Mirzo Ulugbek, teacher
Abstract: The article deals with the actual problems of the methodology of teaching foreign languages as a science, the factors, that determine the specifics of its development from methodological recommendations and private methods to the theory of teaching foreign languages reveal. The article substantiates the specificity of the object-subject area of methodology as a science.
Keywords: foreign language, teaching foreign languages, methods of teaching foreign languages as a science, methodological research.
Аннотация: В статье рассматриваются актуальные проблемы методики обучения иностранным языкам как науки, раскрываются факторы, определяющие специфику ее развития, от методических рекомендаций и частных методик до теории обучения иностранным языкам. В статье обоснована специфика предметно-предметной области методологии как науки.
Ключевые слова: иностранный язык, обучение иностранным языкам, методика обучения иностранным языкам как науке, методические исследования.
INTRODUCTION
At the initiative of the first President of the Republic of Uzbekistan, I. A. Karimov, a set of measures aimed at improving the quality of education was adopted, and a number of programs related to the education of young people were developed. The Presidential decrees were a practical step in implementing a new approach to training specialists at a higher quality level. The Government of Uzbekistan is clearly aware that the decision of any country is closely connected to the breadth and accessibility of education. Therefore, we have created our own model of education. In this regard, every teacher who teaches young people a foreign language strives to make a worthy contribution to the reform of higher education. In this regard, the issues of upbringing and education of young people, their mastery of the values of national and world culture, are of particular importance. [1], [2]
English is one of the world's major languages. As a carrier of the rich cultural values of English and universal culture and civilization, it is also the language of peace in all spheres of international relations political, economic, and cultural issues. Indeed, together with other world languages, English contributes to the effective
1240
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expansion of economic cooperation, mutually beneficial and enriching contacts in the fields of trade, science and culture. [2]
In this regard, the interest in the English language still does not weaken. Because it reflects the real, public need for communication between citizens of different countries of the world. For this reason, in order to teach students to read correctly in English, it is necessary for the first to develop the skills of reading techniques in students. The development and improvement of reading technique skills is especially important in the very first months of language learning. In the future, this work fades into the background, giving way to reading in order to understand the content of the text. In order to decide properly on the choice of texts for reading, and especially on the nature of exercises that followed reading, the teacher must have an idea of some psychological features of the reading process-internal pronouncing and forecasting.
Recent years have shown a significant increase in interest in the English language. It is recognized as the language of professional communication in various fields of activity. Because it reflects the real, public need for communication between citizens of different countries of the world. Today, teachers are reviewing the arsenal of influencing the minds, will, and emotions of students in order to introduce them to the rich world of culture and traditions of the country of the language studied. The ways and methods of forming all types of speech activity are reviewed: reading, speaking, listening, writing.
As one of the reasons for the weak mastery of a foreign language by students, we can name some features of the educational organization system, within which the training of top-level specialists is carried out, in particular, the traditionally established lecture and seminar system of organizing the educational process.
A person's personality is formed and develops as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, the person himself acts as the subject of his own formation and development.
Modern scientific ideas about education as a process of purposeful formation and development of the individual were formed as a result of a long confrontation of a number of pedagogical ideas.
RESEARCH METHODOLOGY
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In the conditions of professional training, the problem of the discrepancy between the volume of content and the amount of time provided for its assimilation is particularly relevant. New educational technologies that allow to intensify the learning process and create an organizational and didactic basis for the implementation of a competent approach in higher professional schools can eliminate these contradictions.
The most important task of the teacher is to increase the motivation to read competently in English, it is necessary first of all to develop students' reading skills (skills of correct voicing of the text), which involves reading texts aloud. [4]
Currently, the classification of types of educational reading reflecting various types of natural reading has become widespread in the methodology of teaching English. For example:
Learning reading of someone is aimed at a complete and detailed understanding of what is being read and often involves memorizing the content in order to retell it later to someone, discuss it with someone, or use it in work. This is how one read literature that is closely related to the reader's specialty, a work of fiction that he likes, and some articles in the newspaper on the topic.
Introductory reading aims to understand only the general content of what is being read. In this case, the reader does not seek to memorize the content, since he does not have the need to use it in his subsequent life and activities. So, people read some articles in the newspaper, trying to understand only their general content. They also read special literature that is close to their professional interests.
On viewing reading the reader only looks through an article, a book in order to have the most general ideas about their content. They also read when they want to find some data, figures, or quotes that are contained in the text. This type of reading is used to get acquainted with special literature, an article in a newspaper, in an encyclopedia, in reference books. [5]
Nowadays, several methods of teaching are used in pedagogical practice. For example, a model lesson. At the same time, lesson takes place in several stages of training:
* preparation for the assimilation of new knowledge, skills, and their consolidation;
* systematization;
* practical application.
In foreign language lessons, teacher must constantly pay attention to the work on expressive means, use of texts with omissions, for example, epithets, comparisons,
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metaphors, so that students select their options, then compare them with the original author. It is necessary that all the studied language phenomena sooner or later turn out to be in demand. Therefore, it is necessary to teach students to understand clearly their function and role in the text.
Students use dialogues, texts, practicing special vocabulary, answer and compose various types of questions. Moreover, students develop such qualities as mutual assistance, cooperation, the ability to find a compromise with the interlocutor, increases self-esteem and interest in the language being studied, which is very important for a future specialist.
Thus, the study of English should lead to the acquisition of speech competencies, expanding the horizons and developing the intellectual capabilities of the student. Learning is an active process carried out through the involvement of the student in various activities and, thus, makes him an active participant in the formation of his personality.
The content of a long training session during the day in order to avoid fatigue of students is worked out in different forms and types of educational activities. Alternation of different types of educational activities (monologue, dialogic speech, writing, listening, reading) contributes to the creation of an active and comfortable atmosphere in the classroom, improves the quality of students' learning of educational material. One of the conditions for transferring information from short-term memory to long-term memory is the organization of repetition of the memorized material. Communication based learning, including interactive learning, is the essence of all intensive foreign language learning technologies. [6]
Taking into account the specifics of teaching a foreign language in non-linguistic universities (to teach students to use a foreign language as a means of intercultural communication in the shortest possible time) is advisable to use certain provisions of intensive teaching methods:
- role-playing (game) organization of educational material and the educational process;
- multi-functional exercises provide training in solving communication problems, in use of grammatical and lexical forms;
- organization of the learning space, different from the traditional learning system (students sit in a semicircle or randomly).
In a traditional class of 90 minutes, it is not always possible to devote enough time to the stage of conscious application of knowledge, during which the material is
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consolidated. During a long lesson, it is possible to devote more time to training and control of the acquired knowledge, the use of training methods that require a sufficient amount of time to organize and apply them in the classroom. During a long lesson, there is an opportunity to use such interactive teaching methods as role-playing and business games, debates, group discussions, brainstorming, projects, round tables, mini-conferences, presentations, etc. The implementation of interactive tasks contributes to the ability to choose a language form that corresponds to the communication situation and the communicative intention, the acquisition of the ability to create logical statements in speech. Teacher should build the lesson most effectively, plan and implement educational activities in specific conditions, depending on the dynamics of performance. In conditions of a stable schedule, some groups of students will almost certainly study a foreign language at an unfavorable time in terms of performance. One of the conditions for transferring information from short-term memory to long-term memory is the organization of repetition of the memorized material. [7]
The formation of critical thinking in students has three parts:
- challenge;
- comprehension;
- reflection.
A challenge is a study, an incentive for students' interest, i.e. at this stage, curiosity is aroused, the necessary questions are born and motivations are formed for obtaining knowledge in certain programs. During the challenge phase, several important cognitive activities are performed.
- First, students are active in restoring what they know about the topic. This forces them to analyze their own knowledge and think about a topic that will soon begin to be analyzed in all details, to determine the level of their knowledge to which new knowledge can be added.
- Secondly, the activation of students for a conscious, thorough and critical approach to understanding new information. By purposefully assimilating the material, they should acquire the skills to clearly formulate and express their thoughts.
- Third, arousing interest in the proposed topic. At this stage, the interest is aroused and the goal is determined. Interest and purpose are important for keeping students active.
Comprehension is aimed at activating previous knowledge on the topic.
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Reflection is the culminating period of "expansion", drawing conclusions and reflecting on the results. At this stage, students summarize their knowledge, compare what they learned with what they knew before, and evaluate the answers they received. By tracking their own understanding of a given problem, they relate new information to their established ideas or concepts, consciously link new information to already known ones, i.e., build bridges between old and new knowledge in order to create a new understanding. [8]
Summing up, we can say that the effective work carried out to teach students English has a beneficial effect on their consciousness, behavior, on strengthening the general culture, the formation of high aesthetic tastes and ethical standards, on a deeper mastery of their profession. Moreover, knowledge of the English language makes the cultural heritage of the countries close and common, allows you to get acquainted with the works of many outstanding thinkers and artists of the word in the original. English is the key to modern international communication, to the ideas of peace, friendship, mutual understanding and interaction of people and peoples with different cultures and languages.
1. Karimov I.A. "Harmonious developed generation - the basis of progress in Uzbekistan" T., 1997.
2. "National program for training personnel" T., 1997.
3. Decree of the First President of the Republic of Uzbekistan I.A.Karimov of December 10, 2012 PP-1875 "On measures to further improve the study of foreign languages»
4. Avliyakulov N.H. "Pedagogical technology" Tashkent, 2009.
5. Galskova N.D. Problems of modern foreign language education at the present stage and possible ways to solve them // Foreign languages at school. 2012. № 9.
6. Golish L.V. "learning what you need to know about modern technology" textbook. T., 2002.
7. Gorlova N.A. Trends in the development of methods of teaching foreign languages: a tutorial. - M.: Moscow state pedagogical University, 2010.
7. Berman, I. M., "Methods of teaching foreign language in non-linguistic University" Moscow, 1970.
8. Kitaygorodskaya, G. A. Intensive training of foreign languages. Theory and practice / G. A. Kitaygorodskaya-M.: Visshaya shkola, 2009.
CONCLUSION
REFERENCES
