CC BY
33ON THE COMMUNICATIVE PRINCIPLE TEACHING RUSSIAN LANGUAGE Kurganova R.N.
Kurganova Roza Nuritdinovna - Teacher, DEPARTMENT OF FOREIGN LANGUAGES, ACADEMY OF ARMED FORCES REPUBLIC OF UZBEKISTAN, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with one of the important principles of teaching the Russian language. The communicative principle allows us to solve diverse functions.
Keywords: principle, training, communication, student, teacher, university, method, form of training.
Training highly qualified personnel who meet the requirements of our time, possessing knowledge and skills within the military specialty, as well as other knowledge that will further enhance the level of their professional activity - this is the task of higher military education today.
The language is a tool that each military specialist should possess, performing diverse functions: communicative, disseminating and forming knowledge, a means of developing and educating a person, as well as creating a healthy lifestyle.
The main purpose of the Russian language as a subject is embodied in the communicative goal of learning, which involves mastering the Russian language as a means of communication. This goal offers training in a different way of communication in Russian: speaking its dialogical and monological forms of reading, understanding other people's speech by ear, and writing.
These communication methods act as targeted communicative skills, which form the basis of communicative competence. In order to train highly qualified personnel who know the professionally oriented Russian language of the trainees - Uzbek-Russian and Russian-Uzbek bilingualism.
Bilingualism is an objective reality that requires its development and improvement. With a good organization of teaching national and Russian languages, achieving a good level of proficiency in them is quite real.
To do this, you need to change the concept of teaching; you need to change teaching methods, moving on to effective teaching methods.
Military-oriented training texts, terminological vocabulary, communicative tasks, and vocational-oriented speech development exercise systems are presented on a case-by-case basis for students.
When analyzing the teaching of the Russian language of the trainees, a weak knowledge of Russian in oral and written speech is noted. The speech of the trainees is poor, not expressive, and monotonous.
They find it difficult to choose lexical tools, do not know many grammatical rules, and cannot correctly compose sentences not only in written, but also orally. Much here depends on the organization of training, for example, insufficient training time.
Little has been studied in the scientific and methodological plan for constructing various kinds of texts in the specialty, taking into account linguistic and structural-compositional requirements, not everything has been done with regard to the selection and introduction of vocabulary, the meaning of each communicative component is not completely determined, the lexical and grammatical requirements for the texts have not been identified, which are offered to students in the process of learning the Russian language.
A system of training professional speech of students in Uzbek-Russian bilingualism has not yet been created.
It is necessary to solve such issues as interrelated and interdependent representations of the various components of training: methods for the presentation of educational material; specialty text; lexical minimum; use of an oral dictionary of military terms; system of training exercises; pre-text and post-text tasks; presentation of situational and organizational material on a functional basis; introduction to the educational process of new interactive teaching methods.
Effective teaching the Russian language of students in the conditions of Uzbek-Russian bilingualism can be achieved in the following ways:
1) Make wide use of the communicative teaching principle, which should implement a communicative-activity approach (the communicative orientation of training is combined with professional educational activities in the language being studied), including increased attention to teaching communication.
2) In the training of professional communicative competence, it is necessary to widely apply the knowledge and skills of students and teachers, to rely widely on their native language, consciously developing Uzbek-Russian bilingualism, in the field of their future professional activity.
3) An important didactic condition for the professional mastery of learners in a non-native language will be the motivation of training, its approximation to the conditions of the student's real work - widespread involvement in working with military texts.
When developing a standard program of the discipline of teaching the Russian language, it is necessary to take into account the issues of bilingualism.
Preparation of new educational-methodical complexes in the Russian language for students who do not speak Russian, which requires special attention to taking into account issues of Russian-Uzbek and Uzbek-Russian bilingualism.
References
1. VoinovaM.G. Speech culture: Textbook for students of non-philological universities. T., 2003.
