CC BY
15
References
1. Krysin L.P. Evfemizmy v sovremennoy russkoy rechi G' L.P. Krysin G.'G.' // Rusistika. Berlin, 1994. № 1-2. S. 28-49.
2. Larin B.A. Istoriya russkogo yazyka i obshee yazykoznanie G' B.A. Larin G'G.' // M.: Prosvehenie, 1977. 224 s.
3. Moskvin V.P. Stilistika russkogo yazyka. Teoreticheskiy kurs. G' V.P. // Moskvin G'G' Rostov na Donu.: Feniks, 2006. 630 s.
REAL ENGLISH PROFICIENCY THROUGH CASE STUDY
1 2 Shavkieva D.Sh. , Akhmedova Z.A.
1Shavkieva Dilfuza Shakarbaevna - English Language Teacher, DEPARTMENT OF FOREIGN LANGUAGES FOR NON-PHILOLOGICAL FACULTIES;
2Ahmedova Zilola Abdusamatovna - Student, FACULTY PHYSICAL CULTURE, GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: a case study is one of the most helpful interactive methods. The authors give a clear overview of case study. Also they claim that while studying a case the students go through all the communicative skills and practice them in reality. Due to the usage of case study method students possess the skills of critical thinking.
Keywords: case study, generating, passive vocabulary, actual problem solving, critical thinking, creative work, communication, discussion.
Case study is considered to be the most effective interactive method to teach the students English language for specific purposes. At the moment when the students discuss their preparation for news reading on TV, radio, for a round-table talk and others case study creates a working field within the environment. It facilitates the learners with the atmosphere of generating ideas for doing the task from the very start to the necessary result. A case study is defined as follow - creative interpretation of what has been learnt by the students. By being engaged with a case the students go through all the communicative skills and practice them in reality. [1, 82] Case studies teach them to carry the acquired skills onto new life situations and involve the participants into actual problem solving. This method aids to improve English language skills and master the material. It directs to real knowledge of handling the business problems and practices. A case study enhances critical thinking while discussing the case and forces the students to drive into action the store of the passive vocabulary. The main objective from this is to enable intermediate and advanced students' level of English to learn about the world of journalism while they improve their fluency in speaking, reading, writing and listening. The certain method is broadly used by our teachers and has been chosen because it does more than just provide information. It draws the participants in actual problem solving process that is a major part of the learning is practice. The key element in dealing with the case is involvement, furthermore, the students' active participation. It is completely the most important feature both in improving English and in mastering the material in the case. If a case is studied and discussed eagerly the results can be quite rewarding. Forefront of sitting to start the discussion we make a review of the whole process with the students: distribute the roles, discuss the tools, shape the model of the officials' characteristic behavior, and clarify the vocabulary to use, the way the discussion must go. Every question of discussion must follow the pattern called step by step. Our students may pretend case studies in preparing news reading on TV or radio, preparing round-table talks, taking interviews and others. Some teachers are unwilling to use case
98
studies in the classroom situation for a number of reasons. The first reason why they do not want to implement case study in the classroom is that they think simulating a situation doesn't seem to be the right thing. Second, feel discomfort with facilitating the students to play the role of an imaginated situation. Nevertheless, there are a great number of advantages to use cases while teaching a foreign language. [2, 217] On accordance of my teaching experience the use of case studies is a very effective teaching technique and requires active participation of all students. You only need some professional instruction in diagnosing the situation and keeping the students involved in the process. The case method demands the teacher's activity in providing the case itself and the discussion of the case. The case is formed to the point if it based on real events. The students should be aware of the event in discussion, which is very important. Otherwise it can cause to waste the time.
On my reckoning this method may be used on all levels. We usually use case studies for the educational purpose. The study task is training the vocabulary and grammar learned before. Case study helps to increase creative and critical thinking, develop problem solving skills, and improve the students' speaking skills. It usually helps the student to elevate communication skills and aspire collaborative learning and team-working skills. [3, 273] In class talk students carry out analytical work of explaining the relationships among events in the case, identify options, evaluate choices and predict the effects of actions. Sometimes it may be more beneficial to make all the students provide a written analysis of a case study and after that make a presentation of the case study or involve the whole group to a group discussion in class. It is good for the pre-intermediate and intermediate levels.
It may provide them the confidence to deal with a variety of tasks and responsibilities in their future work. It will make them more accurate in actual situations of the real life and find the best decision.
References
1. Kuimova M.V. The use of case study method in teaching English as a foreign language in technical university // Molodoy ucheniy, 2010. № 1-2. ^ 2. C 82-86.
2. Kreber C. Learning Experientially through Case Studies? A Conceptual Analysis Teaching in Higher Education, 2001. Vol. 6 № 2. P. 217-228.
3. Ellet W. The Case Study Handbook: How to Read, Discuss, and Write Persuasively About Cases. // W. Ellet / Harvard Business School Press, 2007. 273 p.
