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Eskaraeva S. A.
Senior teacher of the foreign languages chair of Karakalpak state university
Torebaeva F.K.
Assistant-teacher of the foreign languages chair of Karakalpak state university
Shonazarov I.M.
3-year student of law department of Karakalpak state university
Nukus, Republic of Uzbekistan PROBLEMS OF TEACHING PROFESSIONALLY - ORIENTED ENGLISH AT HIGHER EDUCATIONAL ESTABLISHMENTS
Annotation: The article deals with the problems of teaching English to the students of non-linguistic directions. The authors pointed out some peculiarities of teaching English for law students.
Keywords: foreign language, non-linguistic, social point , motivation.
In today's era multilingualism has become more than just "important". Knowledge of a foreign language, in contrast to the native language, has become extremely useful. Looking from a financial or social point of view, being able to communicate in a foreign language helps to make a "real" connection with people and provides a better understanding of your language. Learning a foreign language opens up employment opportunities. It is important for business to develop and maintain a solid Foundation in the global economy. Better achievable if they can understand the psychology and language of their foreign clients. People, who love to explore different parts of the world, know about different cultures, places and lifestyles, knowing the local language can offer a life-changing experience. You can easily find places, ask for directions, and even order food. Knowing the language gives you a better understanding of the culture of the country. You can interact with people more freely, providing more meetings with new people, make new friends, more fun and enjoyment.
In modern conditions, foreign language communication becomes an essential component of the future professional activity of a specialist. In this regard, the role of the discipline "foreign language" in non-linguistic universities significantly increases. The state educational standard of higher professional education requires taking into account the professional specifics in the study of a foreign language, its focus on the implementation of the tasks of future professional activity of graduates.
Professionally-oriented English language training, according to Hutchinson T., involves active interaction of all participants of an educational process in which there is a mutually beneficial general exchange of information in a foreign language, the acquisition of communication skills to solve professional tasks [5].
When teaching professional English, the content and methods of teaching are consistent with the reasons for learning English, and the training is based on three
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main principles: a comprehensive -aspect approach to learning, professional orientation, motivation for mastering a foreign language.
At the same time, motivation is one of the most important elements of improving professionally-oriented English language teaching. The basis of motivation of learning a foreign language can distinguish the following six human needs: needs for learning, the exploration of the unknown; the need for impact on the environment and the need for change; the need for activity, development and manifestation of abilities, both physical and mental; the need for stimulation by the environment, other people or by ideas, thoughts and feelings; the need for knowledge, processing of internalization and the results of the study, impact, activity and stimulation, conflict resolution, finding solutions to problems; the need to increase the importance of one's self (ego), its recognition and approval by others [4]. There are other factors that explain motivation, but it is six needs that convey the essence of the most general categories of needs for learning a foreign language. In case of non-compliance with the above principles of teaching professional English, the educational process is reduced to the translation of texts from a foreign language into the native language and to the analysis of grammatical phenomena.
It should also be noted the principle of the balance of conscious learning a foreign language and unconscious mastery. Learning a language does not mean solving language problems. Learners can learn different units of language as if by the way, thinking about something else. The problems to be solved do not necessarily have to be linguist. They should put students before the need to use language, and thus, to enter language units in the matrix of knowledge in their memory [1]. No less important is the principle of internal consistency. Although we learn a foreign language, systematizing knowledge, the process of learning is not systematic.
Compared to other professions, the legal profession may require its representatives to have a higher level of language skills. Teaching legal English is of great importance in the framework of legal training programs, both in the academic and professional environment. In connection with the establishment of the role of English as a leading language in international business relations, as well as the legal language of the European Union, law students and students specializing in international law, studying English as a second language, non-native English speakers strive for high standards in mastering legal English. When learning English for professional communication, there are at least two problems. First, the peculiarities of its vocabulary and grammatical structures; the second, differences of the own national legal system and the legal system of the target language. Generally, according to the academic program, the purpose of teaching legal English is to prepare students for practice in the common law jurisdiction to help them cope with the requirements of the higher legal education curriculum. There are other problems not related to language skills or cultural differences, such as the lack of appropriate practice in teaching legal English as a second language.
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Teaching professionally oriented English to prepare students for legal practice requires special attention. It is impossible to teach legal English in isolation from a specific legal context, as there is a close connection of the language with specific legal systems and their features. A wide range of theoretical issues, such as the use of linguistic methods to understand the nature of law and legal procedures, must be taken into account.
Thus, teaching a foreign language in non-linguistic universities requires a new approach to the selection of content. It should be focused on the latest achievements in a particular field of human activity, timely reflect scientific achievements in areas that directly affect the professional interests of students, provide them with an opportunity for professional growth. At the same time, it is important to legitimately consider the content of foreign language teaching in universities as a set of what students should learn in the learning process, so that the quality and level of foreign language proficiency meet their needs and goals, as well as the goals and objectives of this level of training. The selection of content is designed to promote a comprehensive and holistic formation of the student's personality, preparing him for future professional activity.
Used literature:
1. Kitaygorodskaya G. A. Methods of intensive foreign language teaching / G. A. Kitaygorodskaya. - Moscow: High school, 1986. 103 PP.
2. R Milrod.P. Modern conceptual principles of communicative teaching of foreign languages / R. P. Milrud, I. R. Maksimova. - M.: IYASH, 2000. - P. 17-22.
3. About The Poles.G. English for special purposes: theory and practice / O. G. Polyakov. - Moscow: Thesaurus, 2003. - P. 97.
4. Ausubel D. A. Pedagogical psychology: cognitive view / D. A. Ausubel. New York Holt, Rinehart and Winston, 1968. - P. 368-379.
5. Hutchinson T., Waters A. English for specific purposes: a learning-oriented approach / T. Hutchinson, A. Waters. Cambridge: Cambridge University Press, 1987. - P. 153
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