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23background, in turn, forms a positive attitude towards the completed case, and through it - to the discipline under study.
Tasks for the variable component can be as follows: compiling a terminological dictionary on the selected topic; compiling a catalog of Internet resources on the topic, an independent study of topics, paragraphs; drawing up a plan-summary on a given topic, preparation of a lesson fragment (with a speech); selection, study, analysis and summary of recommended literature; writing an essay on the topic; preparation of a message for the lesson, etc. The necessary means are the system general methodological instructions for students, as well as detailed methodological recommendations for performing each type of independent work within the framework of the selected topics.
Methodical recommendations for the organization of independent work of students contribute to the competent and rational implementation of the performing. For this, the types of activity actively used in the study of discipline should be described in detail in the instructions, with a sequence of actions and even operations. In this case, the activities themselves become the subject of study, which gives the right direction to the indicative stage and, of course, strengthens the motivation for learning. The work of students with such methodological instructions allows them already in the study of the discipline to learn the full and a generalized framework for each of the activities as working with literature, conducting experiments, solving problems.
Special attention in an educational and methodical complex should be given to independent educational activity of students, which can and has to provide new level development of the discipline, which is characterized by deep understanding of contents, possession of ways of its application for the solution of professional tasks.
Technologies, which are recommended to be used for implementation of independent work offer orientation to a wide range of information sources, receiving pedagogical support by students through various information channels, a task of various reference points for obtaining result of independent work, up to criteria for evaluation of works. Existence not only obligatory, but also variable part of independent work students (and tasks for their implementation) gives the chance to students to carry out the choice of an own route when studying discipline.
References
1. Organization and control of independent work of students: guidelines // Ed. V.P. Garkin. Samara:
Universe-Group Publishing House, 2006.
2. PidkasistyP.I. Independent cognitive work of pupils in teaching. Moscow, 2006. 240.
SOME FEATURES OF EFFECTIVE TEACHING PROFESSIONALLY ORIENTED FOREIGN LANGUAGE Soliyeva M.A.
Soliyeva Munavvar Akhmadovna - English teacher, FOREIGN LANGUAGES DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses some features of effective teaching professionally oriented foreign language. It is also concerned with the current importance of forming professional competencies. The author emphasizes the main aspects of ESP.
Keywords: professionally oriented foreign, specific needs and learning conditions, learning material.
Currently, the need for highly skilled, multilingual, is constantly growing. This trend will continue in view of the increasingly deepening of globalization. As a result of foreign language training for specific purposes and English for Specific Purposes (ESP) is playing an increasingly important role not only in economics and management, but also in corporate life.1 Although ownership of the business of a foreign language is equally important for students of business management, as well as for corporate employees - their specific needs and learning conditions are very different. For the students the main difficulty are issues related to understanding the business and not just a study of the English
1 Hutchinson T., Waters A. (1987). English for Specific Purposes: A learning-centered approach. Cambridge: Cambridge University Press.
language. Programs are structured so that students are able to study business, learning a foreign language. For people with experience, who know the world from inside the business, the main difficulty is the lack of time to study the language. Moreover, managers with a good knowledge of business learning material should reflect their understanding of the business practices and business realities. For such students learning a language is not just a training session and the need to translate the known methods of doing business in the sphere of language as quickly as possible; and the main goal is the ability to conduct business using the knowledge of a foreign language. Teaching English for Specific Purposes (ESP) is treated as a separate activity within the English language teaching (ELT). It is believed that some of the aspects of ESP has been developed a special methodology, which is based on the study of various disciplines in addition to applied linguistics - a key difference ESP. The main feature of teaching English for special purposes that learning material should be selected in accordance with the analysis of the needs and the level of students to prepare them to communicate effectively, to solve the problems faced by them in work situations. These specific needs must be determined by the teacher and organically embedded in the studied course. Regardless of profession students, they all need: understand the technical documentation and technical terms; use graphics, schematics and other information sources; use the equipment and train people / study its use; know how to describe the equipment and its purpose; interact with the community; work with regard to security requirements and other legal restrictions; evaluate your work; work with other team members. In learning a foreign language for specific purposes communicative competence is the aim of education, which leads to the expansion of content and learning activities. Board games, presentations, and other student-oriented assignments encourage students to develop the ability not just to speak a foreign language, and speak the language corresponding to the specific context, and to achieve certain communicative purposes. Student-oriented teaching is very effective because it gives students the opportunity to rely on existing knowledge and experience and encourage a responsible approach to the acquisition of knowledge. By providing opportunities for authentic training and problem-solving, such teaching plays a workplace where students need to communicate and solve problems on their own communication. Thus, the student-oriented teaching promotes the transfer of skills and knowledge from the classroom to the workplace. When you create any course of English language training for specific purposes, consider the following: The use of authentic teaching materials.
These materials can be adapted to the teacher, taking into account the level of students, particularly in self-study or to solve research problems. Students are usually recommended to carry out research using a variety of resources, including the Internet. One of the most important issues related to the selection and / or creation of materials, is that they should only or mainly to take into account the specific job requirements.
2) target-oriented professional designation courses.
This is due to the modeling of communicative tasks required target situation. The teacher can give students a variety of tasks - for example, preparations for the conference, the presentation of products, including the preparation of documents, logo creation, negotiation with customers (suppliers and customers), conducting telephone conversations;
3) independence in the choice of material.
It is essential that teachers encourage students a degree of autonomy, freedom to decide when that and how they will learn. For further development of the abilities of students they need to know how to access the information in the new linguistic and cultural environment. People who are learning English for special purposes, there is no need to understand the whole language system. In choosing the material necessary to pay more attention to the kinds of pair and group work, and not the individual exercises.
Foreign language increases the potential earning capacity, as it increases the contribution of employees in the company's success. The possibility of obtaining additional income increases the value of foreign language teaching employees of companies and corporations.
References
1. Hutchinson T., Waters A. (1987). English for Specific Purposes: A learning-centered approach.
Cambridge: Cambridge University Press.
