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same idea when expressed in other languages would not have the same number of characters or words. English words would be about 30 percent longer when translated into German, Italian or French. This could affect the number of pages of a manual or even its present layout, which could affect printing costs.
In the nutshell all challenges can be prevented from their effects to the process of translation if the factors of translating are taken into consideration. Every communication contains the text and the purpose of the translator is to deliver this or that text to the target recipient in the language he understands. It can be verbal, nonverbal or even in written form. By taking into account the fact that the source language differs from target language, the translator should be aware of specific terminology used in both languages. In contrast if the translator omits this factor the precise completion will not be expected. So this moment requires from the translator having the background knowledge of target and source languages.
References
1. Cabré M. Teresa, 1999. Terminology. Philadelphia. PA. USA: John Benjamins Publishing Company. Elibrary. Print. P. 78-110.
2. Ingo Rune, 2007. Konsten att oversatta. Lund: Studentlitteratur. 258 p.
3. Rashidov A.S. Interpretation and its peculiar features in communication // Nauchny'y jurnal. № 5 (18), 2017. C. 71.
4. Ho'janova M.I., Muyassarov B.K. The ways of improving the writing skills of the students of non-philological faculty // Nauchny'y jurnal. № 5 (18), 2017. C. 75.
5. Mamatkulova B.R. Kontsept «ognya» i protsess ego izucheniya v istorii // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 39.
6. Bаzаrova L.B. Learning foreign language through reading // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 40.
PERCEPTIONS OF STRESS AND THE WAYS IN WHICH GRADUATE STUDENTS DEALT WITH STRESS IN THE USA AND UZBEKISTAN INSTITUTES Kaharova M.B.
Kaharova Madina Bakhodirovna - English language Instructor,
FOREIGN LANGUAGES DEPARTMENT, BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: in this article the research about stressors for graduate students, it's affects on students' life, solutions and essential further research project questions has been conducted and analyzed. Point of views of international educators, students' stress coping strategies and the comparisons has been put forward as a food for thought for designing further surveys.
Keywords: stress, counseling, educational programs, designing, international education.
In this article, I would like to address to how to conduct research issues and stress, overcoming stress strategies and other aspects of the topic. I have done research with SIT (USA) and BuxMTI (Uzbekistan) students surveyed them online about their study period. Reviewing the Literature: Coping Strategies: Misra, R., & McKean, M. (2000) [1, 2] book state that academic stress is negatively correlated with time management and leisure satisfaction. Time management is shown to buffer against stress, which supports other research indicating that feeling in control of a situation. Moreover, Dusselier et al. (2005)
[3] argue that: Women and the US citizens encounter greater stress than men and international students. Weinstein (2009), [4] meant that college student stress is negatively correlated with satisfaction with life. Also, research must be done to determine how stress can be lowered. Themes Revealed Through the Literature Review. a) Stress cannot be defined objectively. b) Stress must be defined through behaviors and emotional states thought to be expressions of stress. c) Emotions are difficult to measure so researchers use descriptive studies to measure certain stressors. d) Stress is tied to many life factors and is difficult to isolate. e) Demographic differences (gender, country of origin) impact perceptions of and reactions to stress. Demographic Results: age ranged 21-44, International students: 10, Americans: 26. Totally, 36 students surveyed out of 170. 21% of students in on campus phase. Which stressors do SIT graduate students experience most often? International students had: 1. Change in sleeping, eating habits 2. New responsibilities 3. Increased class workload 4. Computer problems 5. Language problems in writing. American students had: 1. Increased class workload 2. Change in sleeping habits 3. New responsibilities 4. Starting a graduate school. Solution: which activities do SIT graduate students find helpful in dealing with stress? All respondents gave answers as 1) Interacting with their peers 2) Interacting with your parents or other family members 3) Listening to or playing music 4) Watching TV or movies activities students found very helpful in dealing with stress overall. Others had: singing karaoke, chatting online, sightseeing, cooking delicious meals, waving and playing sports. 5) Visiting a special place that refreshes them. It was clear, the change is the unifying element affecting student stress and academic workload is a leading cause of stress among all SIT students who had been surveyed. Research from the literature review contradicts what an author initially assumed. The research identifies a difference between the causes of stress for the two groups and the ways in which they each cope. Practical applications: Students need for stress management resources during student orientation, in spite of their gender, age, nationality, and other diversity factors. Workshops and seminars on time management, programs that promote the activities that are most helpful in dealing with stress should be organized. If the stress is not dealt on time, it may bring some behavioral disorders. Students read from internet, from books or consult with more practical people or mediators about stress. 60 out of 120 Uzbek students who filled the survey had stress from: study workload at the institute, interaction with teachers, difficulties with time management, difficulties with language (for foreign studies), intervention of family matters, their job and other ties to their studies, economic factor: paying tuition and fees. Solutions: they asked for help from family members or government to pay tuition or they enrolled in jobs in afternoon shift to fulfill tuition needs; they selected course monitor, went to sightseeing, socialized, asked a family member to help; enrolled to courses to learn foreign languages; all of them interacted with their peers. None of them addressed to professional mediators or psychologist to counsel more in details this issue. Learning: Other than methodology, classroom environment, student talents and preferences, teaching quality factors stress affects to acquisition and studying overall. Cultures and personalities also have influence in perception of world and problems, especially of stress and coping strategies. Cross-cultural counseling, mediating, socializing and other spiritual strategies of coping with stress are equally important to stay healthy and organized, to manage oneself timely.
References
1. Misra R., McKean M., West S. & Russo T. Academic Stress of College Students: Comparison of Student and Faculty Perceptions. // College Student Journal, 2000. 34 (2). 236 p. Retrieved from: EBSCOhost.
2. Dusselier L., Dunn B., Yongyi W., Shelley II M.C. & Whalen D. F. Personal, Health, Academic, and Environmental Predictors of Stress for Residence Hall Students // Journal of American College Health, 2005. 54 (1). P. 15-24. Retrieved from: EBSCOhost.
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3. Weinstein L. & Laverghetta A. College student stress and satisfaction with life // College Student Journal, 2009. 43 (4). P. 1161-1162. Retrieved from: EBSCOhost.
GROUP DYNAMICS AND THE ROLE PLAY ACTIVITIES TO RAISE AWARENESS ON SOCIAL ISSUES IN THE ESL
CLASSES Kaharova M.B.
Kaharova Madina Bakhodirovna - English language Instructor,
FOREIGN LANGUAGES DEPARTMENT, BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: in article, it has been described the new methods of using role plays, the review and interaction of group dynamic rules in the ESL. Outstanding group dynamics and role-play activities author's citations and the researcher's feedbacks and improvisation s had been done.
Keywords: group dynamics, learner types, designing a lesson, role-play, social awareness, motivation, adjust.
There are number of problems that ESL learners encounter throughout their learning English process. For instances: heterogeneous classes, no study conditions, unqualified teachers, conservative and traditional education systems, indifference and despair, or the interference of working for living situations, shortage of direct contact with native speakers, difference and misunderstandings with pronunciations and dialects; memory and lack of enthusiasm issues with adult learners. There are no any failures or mistakes in the life that goes transparent, all they make us to learn and innovate new ideas. When teacher helps to learners to overcome inhibition and all of those social-individual challenges in ESL classes, the extrinsic motivation becomes intrinsic and helps them to build great dreams. Also more than 6 months learners come with hesitation, apathy and miss every other class, while pronunciation, structuring and other basic grammar and speaking tasks so essential. Even the qualified teacher will try to trigger their intrinsic motivation and bring them up as a united team, situation little bit dilemmatic and needs care and improvisations, self-educating and partnerships, consultations with peer colleagues; as direct theoretical conceptualizations and manuals may fail to accomplish the task. Group dynamics. What is the group dynamics? Group dynamics is when teacher organizes the tasks for foreign languages learners, which demand movements such as: grouping and re-groupings, active learning, actions, role-plays, poster-making, playing games and so on. Active involvement into the class process, understanding, delivering, accomplishing the task is important and result will be marked. In the methodological book by Penny Ur, learners are divided into 3 categories by their preferences with which channel they actively digest the new information. That learning styles are: "auditory, visual, and kinesthetic/tactile" [1, p. 183, 232.]. Group dynamics mostly deals with kinesthetic/tactile learner or explains how to be. In dynamic group there are a lot of activities that make learners move around, play, participate, give a hand, share, and contribute and so on. These group works always either in progress or in regress. In spite of that, learner makes effort and makes a contribution to output. Walter Burke Barbe [2, p. 385, 378, 380.] and colleagues proposed three learning modalities to those kind of learners: "Visuals: pictures, shapes, sculpture, paintings; kinesthetic, tactile: gestures, body movements, object manipulation, positioning; auditory: listening, rhythms, tone, chants". If Z. Dornyei & T.Murphey give states about the probability of apathy's evolvement, Penny Ur suggests adjusting or adopting the activities if they are not matching
