CC BY
30- organizational - involving students in the pedagogical process and stimulating their activity;
- information - the transfer of scientific information;
^ecKaa creative - the attitude of the teacher to pedagogical activity as a creative process.
Currently, as a result of pedagogical forecast, it has been established that by the end of this millennium and at the beginning of the next, the role of pedagogy in society will increase [3, 60]. It is pedagogy that should become a science that will be studied by specialists working with children. The success of pedagogy, education and training directly depends on the prosperity of society.
Here we want to emphasize the importance of the teacher and educator: they have the responsibility to form a value system from a very early age, to help parents and other people interested in upbringing organize this process correctly.
The problem of training a modern teacher is one of the most important socio-pedagogical problems. Developing pedagogy as a science, many researchers paid special attention to the teacher's problem and its training system. The most significant lack of education is the lack of mentors who are specially trained to fulfill their duties.
One of the most important knowledge of a teacher is knowledge not only of the taught subject, but also specifically pedagogical. The teacher should prevail with diverse, accurate and specific knowledge of the sciences that he will teach. A comprehensive comprehensive education is needed for the teacher. However, theoretical knowledge alone is not enough for a teacher; it is still necessary to master the practical art of teaching, to acquire skills in pedagogical work.
Conclusion
Master has always been a respected person in society. Once he was almost the only educated person, especially in the countryside, and his erudition is the main source of knowledge. The role of a teacher in society is important. The teacher values human qualities above all. The teacher is an example to follow. Attitude towards teachers is always the same criterion of humanity and decency, as is attitude towards parents and the motherland. They are an integral part of our being, they seem to unite a generation, since they pass on their experience and knowledge to younger ones.
List of references:
1. Bocharova V.G. Sotsial'nyy pedagog: dolzhnost', professiya, prizvaniye. - M., 2007. - 230 p.
2. Botalova N. Funktsii shkol'nogo sotsial'nogo pedagoga // Sotsial'naya pedagogika. - 2003. - № 1. - P.149-
155.
3. Orlov A.A. Sovremennyy uchitel': sotsial'nyy prestizh i professional'nyy status // Pedagogika. - 1999. - № 7. - P.60-61.
4. http://studme.org/14140135/psihologiya/funktsii_pedagogicheskoy_deyatelnosti Parabuchev A.I. Uchitel' v epokhu obshchestvennykh transformatsiy — k avtoportretu professii. 246-259 p.
SIGNIFICANCE OF TEACHING DISCOURSE FOR ENGLISH LANGUAGE LEARNERS
Abduramonova Nezire Enverovna
UZswlu, Tashkent, Uzbekistan
Abstract.
All participants of the communication process should know model of verbal and nonverbal behavior, depending on the circumstances that unfold. When join in communication, for realization of the set communicative goal it is necessary to be able to choose a particular model of verbal behavior among those models, which already exist, taking into account the communicative situation and the conversation strategy.
In numerous EGP (English for Common Purposes) and ESP ( English for Particular Purposes) instructive teaching English is still instructed with the conventional approach which centers on educating language structure, the four dialect aptitudes, etc, and which does not empower understudies to create contextualized sentences opposite to discourse-based approaches which center on talk instead of the sentence. Discourse-based approaches have had a extraordinary affect on the educating results since they empower learners to ended up competent clients of dialect. The point of this paper is to shed a few light on the part and usage of discourse-based approaches in English dialect instructing, centering on the significance of discourse examination, pragmatics, foundation information and setting.
Kew words: competence, competency, discourse-based approaches, sub-competencies, verbal and nonverbal means, speech acts, linguistic persona_
Introduction
Concepts of the «competence» and «competency» are considered from different perspectives by scientists. Andrii Khutorskii distinguishes terms of «competence» and «competency». He indicates that the competence is a set of interrelated human features (knowledge, ability, skills, and ways of activity). Competency in this field is having competence by the person including the personal feelings about object of activity [Khutoskii, 2003: p. 55].
Foreign communicative competence is an integral characteristic of the professional activity of a specialist,
which includes the following substructures: activity (knowledge, ability, skills, and ways of the professional activity performing); communicative (knowledge, ability, skills, and ways of the professional communication performing).
Future expert ought to have the option to utilize the unknown dialects as methods for global correspondence, which incorporates the arrangement of the suitable degree of an unknown dialect informative skill of the clients. Correspondence is considered as the procedure of verbally or recorded as a hard copy cooperation, which psychological quintessence incorporates a trade and assessing of data [Feldman, 2003]. In perspective on this, informative fitness is considered as shaped if the future expert uses an unknown dialect with the reason to get and build possess information and experience.
Literature review
The term "discourse" appeared in the second half of the second century as the basic unit of analysis (Olshtain & Celce-Murcia, 2001). There is a variety of definitions to the term "discourse" (Celce-Murcia &Olshtain, 2000). Celce-Murcia and Olshtain(ibid) define it as:
... an instance of spoken or written language that has describable internal relationships of form and meaning that relate coherently to an external communicative function or purpose and a given audience/interlocutor. Furthermore, the external function or purpose can only be determined if one takes into accountant the context and participants (i.e., all the relevant situational, social, and cultural factors) in which the piece of discourse occurs (p. 4).
In actuality, discourse has taken a central role since the advent of communicative language teaching (CLT) and ESP. Pennycook (1994 a) argues that "today it is rare to find people involved in language teaching who are unaware of the significance of discourse for teaching reading, writing, intonation or spoken language, and for the evaluation of students ' communicative competence" (cited in Trappes-Lomax, 2004, p. 152).
Discourse-based approaches have sprung from work on discourse analysis (DA) and communicative approaches to language teaching and language learning. A discourse-based approach to language teaching entails the interaction of a number of elements such as DA, pragmatics, background knowledge and context. The emergence of the communicative approach has been accompanied by the DA framework (Olshtain&Celce-Murcia, 2001). As a matter of fact, DA "should provide the main frame of reference for decision-making in language teaching and learningg" (ibid, p. 707). DA has been defined and explained by many scholars and researchers. According to McCarthy (2001), DA emerged in the 1970s where additional elements were taken into consideration in the process of creating meaning in real situations as texts alone were not sufficient. Cook (1989) defines DA as "stretches of language perceived to be meaningful, unified and purposive" (p. 156)
Teaching language via the communicative approach implies the reliance on DA by creating suitable contexts for interaction, illustrating speaker/hearer and reader/writer exchanges, and providing learners with opportunities to process language within a variety of situations. To this end, there has been a focus on sociolinguistic features since they accompany any natural interaction. These have been added to language materials and classroom activities. There has been a focus on the participants in any communicative event. If real-life interactions are represented in the classroom, then, age, social status, and other personal characteristics of the interactants cannot be ignored, and learners are expected to develop awareness of the linguistic choices which are related to such features. Simulated speech events represent real speech events that occur in natural interaction. For example, in Business studies, a practitioner may expose learners to dialogues about introducing someone to someone else or how to make a telephone callin a business context.
Communicative competence is complex and multidimensional concept in the modern sociolinguistics. It is considered as system that performs functions of balancing of existing language forms, which are determined on the basis of the communicant's language competence in the context of certain social functions [European Recommendations on Language Education, 2003]. Communicative competence means that each speech has rules which are regulated by the common grammar rules and learning of which provide ability to use language in the process of communication. Essence of the communicative competence are revealed through pragmatic, discourse and informative components.
Pragmatic (strategic) component is considered as the rules of the coming into contact with an interlocutor, ability to maintain this contact during the process of communication, and complete communication logically. Communicative pragmatic means, in other words, readiness to transfer to communicative meaning in the specific situation of communication. This readiness is related, in the foreign language classes, as a rule with possibility of the student to orientate quickly in the foreign language speech communicative strategy, in other words, ability to adapt verbal and cogitative process to the given by the communicative situation conditions.
Discourse component is considered as the rules of the meaning constructing of the specific speech. Discourse is the form of the communicative meaning («what should be said» and «in what manner say something»), which is always addressed to the interlocutor, listener or reader and is characterized by the following features: coherence, logic, organization. Mentioned features of the discourse are especially identified in written speech when lexico-grammatical connection, logic of meaning and the speech appropriate organization are more important in the verbal speech.
Information component is purposed on getting the meaningful subject of communication. In the process of the information component forming student gets a set of necessary concepts in the foreign language classes. These concepts describe any given situation, information from past experience in the form of knowledge and patterns of
behaviour, knowledge of the real world, ability to describe the real world and own attitudes towards it by means of foreign language form and so forth.
Communicative competence is being gained by students in the process of foreign language learning by means of communicative approach, basis of which includes reorient from form to function, from the linguistic competence to communicative, from the language correctness to spontaneity and authenticity, in other words, the naturalness of communication.
Communicative competence includes several sub-competencies. Discourse competence is one of the most significant and communicative relevant. It includes knowledge of different types of discourses and rules of the discourse construction as well as ability to create and understand these discourses with taking into account different communicative situations.
Nonna Sukalenko thinks that this term is situated between text, context, functional style, sublanguage [Sukalenko, 2001: p. 254]. Florii-Batsevych determinates discourse as set of communicants' verbal and cogitative actions, which are related with learning, understanding and presentation of the word by a speaker and understanding of the linguistic view of a sender world by a listener.
In modern linguistics, discourse is determined as a complex communicative phenomenon that includes text as well as extra-lingual factors (world knowledge and concepts, attitudes and purposes of the addressee), which are necessary for a proper understanding of a text. Unlike a text, discourse is first and foremost a sample of the realization of certain communicative intentions in the context of ahowever, is determined by the success of speech interaction, in other words, by the achievement of a communicative goal as well as agreement with the verbal and non-verbal behaviour rules which are characteristic of a specific linguocultural community.
New approach in the definition of discourse computation was formed mostly in the teaching of foreign languages. Discourse competence are determined by foreign scientists (Michel Canale, Merrill Swain) as knowledge of different discourse types and principles of discourse construction as well as ability to create and understand the discourse with taking into account of the communication situations [Canale, Swain, 1980]. H. Douglas Brown considered discourse as the human ability to connect sentences in discourse fragments and creates complete semantic text from the set of phrases [Brown, 1987: p. 143]. In the study of linguistic phenomena, there is the discourse approach that has led to changing the methods and te chniques of teaching a foreign language because it demonstrates structural and efficient cohesion of the language activity throughout combination of its verbal and nonverbal components. Hence the idea of the text which is the source of information about the discourse, is the central section in the process of communication, complex sign which created by means of semantic elements which are connected into a hierarchical structure by the author's communicative intention [Kruchyna, 2008: p. 91] and text exactly should serve as the main unit language communication teaching, has started up in the theory and practice of the foreign language teaching.
Olha Kucherenko thinks that discourse is more important than text in accordance with the modern concept of language teaching. It is because «unlike a text, discourse includes also extra-lingual conditions of communication» what is the necessary condition for forming of the communicative competence, i.e. the ability to correlate language means with specific spheres, situations and communicative tasks» [Kucherenko, 2000: p. 89]. Researcher distinguished other discursive competence elements, such as textual, genre, tactical, and strategic. Str ategic aspect includes the ability to recognize and prepare a communicative purpose. Strategic segment incorporates framed aptitudes to break down the informative circumstance and pick language implies which are sufficient right now accomplishing of the open objective. Class part incorporates information on sort standards and the capacity to pick kind of writings and make the discourse as per explicit classification groups. Printed part observed as the capacity to make sentence in a way that will frame literary solidarity. Simultaneously, content is considered in the part of the exploration issue, in the thin sense, as in the conventional word reference definitions, as succession mix of things joined by a semantic association with a basic trademark, for example, lucidness and respectability.
Progress to the content and the sentence doesn't infer the real quantitative transcendence of the literary material. It is the issue of a subjectively new bearing when utilizing writings at classes. Discourse premise of examining offer the chance to consider the language units in the state of regular acknowledgment of its significance, structure and capacity of which advance the most complete comprehension of the language conduct of local speakers of the language which learnt. Literary segment can be shown as the capacity to acknowledge, comprehend and make the content (verbal or composed). Discourse competence is a wider field of activity, which includes strictly linguistic skills and abilities as well as knowing of a sociocultural register which can be determined as a set of typical and specific language formulas, communicative models or structures testing socially, and those which concentrate a language experience of communication participants.
Discourse is the capacity of the etymological persona to make and acknowledge firm talks of the various sorts (composed and verbal) as per informative expectation in outskirts of a particular circumstance with considering explicit of their semantic and down to business and syntactic association on full scale and miniaturized scale levels and connection between their extra-phonetic and etymological segments. Accessibility of the discourse fitness in the understudies incorporates their capacity to make and acknowledge distinctive sort of talks with considering an open circumstance that is recognition of parameters of one kind of discourse or utilizing of various kinds of discourse contingent upon changes of an informative circumstance during the discourse demonstrations. It is difficult to know various sorts of discourse of local and particularly of unknown dialect without uncommon
planning. It is demonstrated that all individuals have distinctive capacity to comprehend and copy various writings. Presumably, it is on the grounds that every individual exists in his/her unique circles, for example, family, open or proficient and precisely there meets with exceptional discourses. In any case, the reality every one has the arrangement of discourses of local language that is important for correspondence. These sets of discourses are gained because of communication and interaction with other communicants whose language is the sample in different real-life situations. Communicant gain, as a result, to his/her own experience necessary nomenclature of discourses. Classroom is still the main place during studying of the foreign language, where is used discourses that are characteristics of alien cultures. It is exactly in the classroom student who learn the foreign language have the opportunity to learn which discourse choose with taking into account the situation and form his/her own speech correct but with using different tools that is without using identical lexical units and grammatical forms, starting own speech in different way, when talking personally or by means of telephone, on the street or at home with representatives of different social group, even if the speech topic are always the same [Shevchenko, 2005].
Customary methods for showing commanded the primary half and the start of the second 50% of the twentieth century and concentrated on the sentence as a unit of examination. There was a conviction dependent on Chomsky's Grammar hypothesis that a skilled language client is the person who performs well-framed sentences. Notwithstanding, this propensity brought about the generation of individual, decontextualised sentences among second and unknown dialect students.
This drove applied etymologists, specialists and educationists to concentrate on different elements adding to the significance passing on, to the capacity of utilizing the language. Therefore, the informative methodology showed up in the second 50% of the twentieth century, offering significance to the open elements of language use as a necessary piece of the educating program. This pattern concentrated on "discourse" as the fundamental unit of investigation and considered the significance of setting where this discourse happens. Discourse-based approaches to language teaching allow for target language engagement that focuses on meaning and real communication. Such real communication can, of course, be carried out in speech or in writing with a variety of communicative goals. Learners of different age groups and different levels of language proficiency should have, according to such an approach, many opportunities for natural exposure to the target language during the course of study, as well as many opportunities to use the language for meaningful purposes So, for the authors, discourse-based approaches focus on meaning and real communication. They are used for both spoken and written activities. They are applied to both younger and older learners, and they favour natural language exposure.
Discourse-based approaches, as argued by Celce-Murcia and Olshtain (ibid) take into consideration besides the linguistic function of language, the sociocultural and pragmatic ones as well. In fact, they focus on both form and pragmatics. In other words, their approach relates "form" to communicative purposes and also "enhances pragmatic understanding of the relevant social and cultural contexts within which communication takes place" (ibid, p.735). The authors argue that this approach is best used in instructed contexts where there exists a planned curriculum and where teachers/practitioners are responsible for the process of teaching, but also where students are aware of the role assigned to them to make this process successful.
Communicating through discourse implies the use of authentic materials. These are not written for pedagogical purposes, but for other communicative purposes. They can be taken from many sources such as books, newspapers, magazines, and so on. And because they are written with the native speaker in mind, they may be complex. Then, they can be adapted especially by experienced practitioners. In case, they are inexperienced teachers, it is preferable that they use 'imitation authentic' materials (Ur, 1984 as cited in Celce-Murcia &Olshtain, 2005). However, when the learners are judged to be advanced, teachers are not allowed to make any changes in authentic materials.
Combining authentic language approach with focus on form requires both implicit and explicit learning depending on the age of the learners. Whereas in the first, learners are exposed to a natural discourse which includes the form wished to be acquired, in the second, the learners are "aware of the target forms or features via explanation, rules, or special highlighting that the teacher provides in the context of appropriate discourse" (ibid, p. 733). However, the teacher can satisfy both old and young learners since the focus is on discourse.
Discourse-based approaches argue for top-down and bottom-up processing integration. Learners can process language through top-down and bottom-up methods. These methods are widely related to the process of reading especially in academic and ESP settings, but to the other language skills as well. Whereas bottom-up processing involves a focus on sentences and words to comprehend the discourse at hand, the top-down processing relies on contextual and socio cultural knowledge for interpreting or producing discourse. In case of reading for information as in ESP settings, for example, students are seen to focus on "the message rather than the code" (ibid, p. 736), but in case texts are difficult such as expository ones, they resort to using bottom-up strategies.
Conclusion
Overall, discourse-based approaches are effective in teaching English in both general and specific settings. Their reliance on discourse analysis and pragmatics facilitates the discourse production and interpretation. Besides, they stress the importance of context and prior knowledge in comprehending both spoken and written discourse, favouring authentic language. Moreover, in these approaches, meaning precedes form. These approaches, as well, permit both type of processing: top-down and bottom-up for making sense of discourse.
-Individual's discourse competence realizes by means of performing of different communicative activity types, such as accepting, understanding, reproducing (verbal or written). There are three stages for gaining of skills
for forming/accepting of discourse:
a) indoctrination (introductive speech of lecturer with reference on the communicative purpose of communication, presentation of discourse, control under understanding and analysis of situation);
b) training (acceptance and analysis of a few discourses of the same type); exercises for consolidation of language means, reproducing of discourses);
c) practice: controlled communication (forming/understanding of discourses), free communication (forming / understanding of communicative act with using of learnt type of discourse with taking into account a problem situation of a foreign language cultural environment).
-Each type of activity can be connected with texts in verbal or in written forms, or in both of them. It is necessary, for forming of communicative motivation, to create favorable didactic conditions, use personal individualization which includes taking into account the context of the student's activity of his/her experience, his/her interests and desires, spiritual needs, outlook, emotional and sensual spheres, the individual's status in the team. In accordance with the mentioned above information we can make the following conclusion: students, especially those who have a certain knowledge of foreign languages, should not learn by heart texts as samples of language realization of a certain sense/ theme, they should, in return, be studied to accept and form discourses with taking into account the communicative purpose and communicative situation. It is rather difficult language skills which are necessary for performing of these actions, so their forming demands purposeful, continuous, systematic learning, creating of modern the lecturer's arsenal.
-Experience of working with students shows that they have relatively low level of a discourse competence formation. This is manifested in the fact that students often have difficulty when choosing language means, which would appropriate in the context of discourse, when choosing language and behaviour reactions and strategies, which are not adequate in the specific communicative situation, students are not able to achieve communicative purposes during introduction to problem and during discussing considering a problem With purpose to help students to avoid difficulties of communication it is used the situation analysing approach (Case method), which characterized by the wide pedagogical opportunity. Realization of these approaches take possibility to student actively interact, learn from each other, (collectively, in groups, learn in cooperation), when lecturer and student are in equal position, and none of the participants prevailed over the other. Students get know how to be democratic, communicate with other people, think critically and make decision.
-Discourse competence is the human ability to create connected part of speech with taking into account grammatical, lexical and syntactic rules, communicative situation and extra-lingual factors, which are integral components of the communication process, logically forms utterances into completed texts and represent these text in accordance with style of speech and the principles of rhetorical efficiency. Formation of the foreign language competence of students includes shift of accent from language form of the text, which served as the sample of discourse models using in a verbal discourse to ways and means of expression and achieving of interlocutors' communicative purposes.
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