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ПЕДАГОГИЧЕСКИЕ НАУКИ
ORGANIZING STUDENTS'S INDEPENDENT WORK IN ESP TRAINING Norbekov F.N. Email: Norbekov686@scientifictext.ru
Norbekov Farkhod Nuritdinovich - Senior Teacher, DEPARTMENT OF FOREIGN LANGUAGES FOR SOCIAL SCIENCES AND HUMANITIES, FACULTY OF FOREIGN LANGUAGES, DJIZAK STATE PEDAGOGICAL INSTITUTE, DJIZAK, REPUBLIC OF UZBEKISTAN
Abstract: the main task of higher professional education is the formation of the learner's personality, capable of self-education, creative innovative activity, able to independently navigate the flow of professional information, constantly improve their skills and improve professionally. In solving this problem, the leading role is given to the organization of students' independent work, while in the article, independent work is defined as individual or collective educational activity carried out without the direct guidance of a teacher, but according to his tasks and under his control.
Keywords: independent activity of students, communicative competence, professional education, speech communication.
ОРГАНИЗАЦИЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ
В ОБУЧЕНИИ ESP Норбеков Ф.Н.
Норбеков Фарход Нуриддинович - старший преподаватель, кафедра иностранных языков социально-гуманитарных направлений, факультет иностранных языков, Джизакский государственный педагогический институт, г. Джизак, Республика Узбекистан
Аннотация: основной задачей высшего профессионального образования является формирование личности обучающегося, способного к самообразованию, творческой инновационной деятельности, способного самостоятельно ориентироваться в потоке профессиональной информации, постоянно повышать квалификацию и профессионально совершенствоваться. В решении этой задачи ведущая роль отводится организации самостоятельной работы студентов, при этом в статье самостоятельная работа определяется как индивидуальная или коллективная учебная деятельность, осуществляемая без непосредственного руководства педагога, но по его заданиям и под его контролем.
Ключевые слова: самостоятельная деятельность студентов, коммуникативная компетенция, профессиональное образование, речевая коммуникация.
UDC 303.039.4
In a higher educational institution of independent activity of students in a foreign language, an important role is played in the formation of their professionally-oriented communicative competence, which is a complex linguistic-psychological phenomenon, the didactic aspect of which is associated with the modeling of professionally oriented communicative activity of students in the educational process of technical high school. The solution to this pedagogical problem requires completing tasks that can be distinguished as two independent groups:
• linguistic, associated with the identification of patterns in the organization of the attracted language material and its systematization at the cognitive, semantic levels;
• didactic, related to teaching the structuring of professionally oriented situations, intercultural parameters, the systematization of the stages of educational and research forms of activity in a technical university.
Linguodidactic studies show that the formation of professionally oriented communicative competence requires, first of all, a deep understanding of the laws of the language system by students on the basis of both common vocabulary and special terminology. This is precisely the essence of solving linguistic problems in the process of forming professional communicative competence. Practical pedagogical experience shows that the successful mastery of special knowledge is possible provided that one has fluency in special terminology that forms the lexical basis of the corresponding industry.
Theoretical and applied aspects of higher professional education of students' communicative competence consists in teaching strategies for professional communicative interaction, adequate speech behavior, and effective impact on participants in speech communication. In our opinion, this can be achieved only through modeling in the educational process situations of professional cooperation in which a foreign language acts as an instrument of the social impact of the team, which reflects all changes in social factors, worldviews, mentalities, and pragmatic attitudes. We are talking not only about special, professionally oriented training, but also, first of all, about teaching special speech models, correcting professional discourse, implementing a communication strategy in every situation, aimed at reaching an agreement in solving production problems .
Pedagogical practice and our experience show that the most popular type of foreign language activity in the process of professionally oriented student training is reading, aimed at the perception of information, and reading more often appears as an independent type of speech activity [2].
The task of teaching reading as an independent type of speech activity is to develop the ability to extract information from a text, which, regardless of the type of educational institution, is the main didactic unit in the process of teaching a foreign language. Extracurricular reading of professionally significant texts in a technical university is a mandatory component of a foreign language-training course. We define professionally significant texts that allow us to extract information on a special occasion, broaden our horizons, create flexibility of thinking, acquire the skills of scientific information retrieval, as well as communication skills on professional topics.
In modern conditions, in our opinion, it is advisable to organize extracurricular reading in a foreign language within the framework of independent research work of students, the initial stage of which is students' research work. It seems important to organize student research work with the obligatory inclusion of the following types of work that form professional communicative competence: preparation of written annotations and abstracts in a foreign language on professionally-oriented topics, preparation of reports in a foreign language, participation in scientific technical conferences.
Of particular importance, in our opinion, is the research work of students at an advanced stage of training. Studying by students in a foreign language of scientific articles, containing fundamental knowledge in the field of their mastered profession and of scientific interest, as a rule, encourages independent research in a particular scientific field. It seems that the effectiveness of educational research activities of students is improved provided that the search and translation of patents, compilation of abstracts, abstracts, and the protection of course and diploma projects in a foreign language are carried out under the joint guidance of teachers of a foreign language.
As part of the organization of students' independent work, a concept has been developed to develop the abilities of research work, the implementation of which requires the solution of the following tasks:
1) the formation of the ability to carry out a scientific and information search for professionally significant authentic texts in a foreign language for the study and comprehension of achievements in the core and related fields of science and technology;
2) mastery of the skill of working with specialized highly specialized dictionaries, thesaurus, reference books in a foreign language;
3) training in translation transformations;
4) development of the ability to compress (compress) professionally significant texts in a foreign language;
5) the formation of the ability to carry out verbal execution in writing in a foreign language, extracted by reading professionally significant information in the form of annotations, abstracts;
6) the development of the ability to summarize, analyze, prepare for the oral presentation of professionally significant information in the form of messages and reports for student scientific and technical conferences;
7) development of professional communication skills.
It seems necessary to organize the independent work of students in several stages:
1) search for professionally significant texts on a specific topic in a foreign language (1 semester);
2) annotation of professionally significant texts (2 semester);
3) abstracting of professionally significant texts (3 semester);
4) preparation for the oral presentation of identified professionally significant information in the form of messages, reports in a foreign language for student scientific and technical conferences (4 semester).
It seems advisable to conduct a conversation with students in the first or second week of the first semester, during which the teacher should familiarize students with the main provisions taking into account the competency-based approach identified in the foreign language study program at the university. Explain to students the main tasks as in the main the course, as well as independent work, which students face throughout the entire period of study.
In accordance with the developed concept of organizing independent work in a foreign language, it seems important at the beginning of the first semester to help methodically competently students in the selection of material on the research topic, in identifying sources of professionally significant information in a foreign language, in working with industry dictionaries. During the semester, the teacher advises students as necessary. At the end of the semester, teachers from both a foreign language and a special department discuss the selected material and identify the most suitable professionally relevant texts containing scientific information and of interest for research.
References / Список литературы
1. Arslanov A.F. Integration of professional and humanitarian training as a means of
forming professional competence of cadets of educational institutions of the Ministry of
Internal Affairs: Dis. Cand. ped Sciences: 13.00.01. Kazan, 2007.
2. Efremova E.F. Pedagogical conditions for the effectiveness of foreign language training
of medical students. Higher education today, 2008. № 5. P. 97-99.
