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13(1990). Second language writing: research insights for the classroom. Cambridge: Cambridge University Press.
6. Leki, L. (1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Hein Hemann.
Matsuda, P.K. (2003). Second language writing in the twentieth century: A situated history perspective.
7. In B. Kroll (Ed.) Exploring the dynamics of second language writing (pp. 15-34). Cambridge: Cambridge University Press.
TEACHING SUBJECT MATTER THROUGH ENGLISH AS THE MEDIUM OF INSTRUCTION
Tillaboyeva O.
Researcher,
Namangan Institute of Engineering and Technology
Namangan, Uzbekistan
Abstract
Learners are thus entitled to be taught the required competences and equally, the expectations that they can use such competences put on learners in other subjects are justified if they are to be successful in learning. Teaching different subject in English is useful for students because they improve and know about many professors ideas in different countries also they take deeply knowledge by their subject. They can understand their specialty in English and explain this language. Some groups of learners need particular help because they do not have in their environment the support needed to acquire ordinary language competence and even less, academic language of schooling.
Keywords: communication, competences, EMI, linguistic forms, particular, ordinary language, modes of communication, different subjects.
During the period of integration of the world community into the process of globalization, the Republic of Uzbekistan is developing on the path of independence and development, finding its rightful place in the international arena, training competitive personnel, ensuring the independent development of our country. It is carrying out profound reforms in the socio-political, economic, cultural and educational spheres.
The effectiveness of these reforms in the interests of society and the individual directly depends on the intelligence, skills and qualifications of the professionals trained in the education system. The rapid development of information and communication technologies, the popularity of the Internet requires the acquisition of modern knowledge in all areas, the elimination of cultural and economic barriers. This, in turn, requires a deep focus on mastering foreign languages and training foreign-speaking professionals.
Language and other modes of communication are crucial to learning in subjects in schooling other than Language as Subject. There are many implicit expectations of learners in other subjects with respect to their communicative competences and these competences are an integral part of learning. Learners are thus entitled to be taught the required competences and equally, the expectations that they can use such competences put on learners in other subjects are justified if they are to be successful in learning. The language needed is more than the ordinary communicative skills developed in everyday life and academic language has to be taught and learnt deliberately. Other semiotic competences are also required as subjects are taught with the help of for example graphs or statistical tables. Some groups of learners need particular help because they do not have in their environment the support needed to acquire ordinary language competence and even less, academic lan-
guage of schooling. There are implications for curriculum policy and design and for teaching methods which include cooperation and a holistic view of language learning in schools.
Whatever the subject, all knowledge building in the school context involves working with language. The purpose of this article is to suggest a general approach enabling different levels of specification of these language dimensions to be classed in transversal descriptive categories. The aim is to describe the process leading from units for analysis of actual uses to the identification of linguistic forms and mechanisms appropriate to those uses. It is aimed not only at the authors of curricula and textbooks and the designers of tests, but also at teachers, and especially teachers of subjects sometimes quite wrongly described as "non-linguistic", to draw their attention to the language components of work in their subject. It is also relevant to teacher trainers, particularly those responsible for the teaching of disciplines other than languages taught as a subject.
Our institute members believed EMI programmes should only use English, but many also said that students' mother tongue could be a useful pedagogical tool within an EMI course. Teachers seemed to regard EMI more as a way to teach the content, rather than as a tool for learning English. Because they saw their main goal as delivering the subject matter, they did not see the use of the students' mother tongue from time to time as being detrimental to their learning.
In contrast, the students in the study preferred only English to be used (Uzbek students more than other students), because they saw EMI as a way to improve their English. The students were aware that they often found it hard to understand the content, but despite this, they still wanted to be taught in English, as they viewed improving their English as the primary aim of the EMI course. However, the interviews also showed that, although students preferred
teachers to use English, they also wanted teachers to adapt and simplify the content of the class according to their English level.
Economical faculty students can understand their subject in English, they did not see a need for English support classes, and they need to teacher subject in English. Nowadays I am going to do the research as this subject area. We have any International project also is going at this area. Teachers of our institute they will try to give their subject in English. Our main aim to improve our students knowledge by their specialty and to establish the communication with foreign professors. The research project looked at how English as a medium of instruction currently operates in low and middle income (LMIC) contexts, and how the policies of governments, or of groups of schools, translate into practice in schools and classrooms.
Research on bilingual education has shown that English language learners (ELLs) require a much longer time to develop academic literacy than conversational skills since the former is more cogni-tively demanding due to its decontexualized nature (Cummins, 2000). In particular, those who study in EMI courses in higher education encounter difficulties because of teacher accents, peer pressure, and unfamiliarity with the use of specialized vocabulary
(Chen, 2008; Huang, 2009; Hudson, 2009), as well as unfamiliar representations of Western culture (Hudson, 2009).
Education Development Trust also explores how the project's findings should affect advice to policy makers and practitioners on making the most of multilingual opportunities in EMI contexts. In addition, the British Council sets out its thinking on the future of English in the classroom as it strives to support both learning and language in LMIC contexts. We are working together at this project.
References
1. J.J. Jalolov, G.T. Makhkamova, Sh.S. Ashurov English Language Teaching Methodology (theory and practice). - T.:" Fan va texnologiya", 2015
2. Chen, Y.H. (2008). A research on students' attitudes and perspectives toward English-taught courses in Ming Chuan university. Unpublished M.A. Thesis, Ming Chuan University, Taipei
3. Andrews, S. (2007). Teacher language awareness. Cambridge: Cambridge University Press.
4. Barton, D., & Tusting, K. (2005). Beyond communities of practice: Language, power and social context. Cambridge: Cambridge University Press.
5. http://britishcouncil.org+uzbekistan
6. http://britishcouncil.org.uk
THE ISSUES OF DEVELOPING READING SKILLS IN TEACHING FOREIGN LANGUAGES
Yuldashev M.
Researcher,
Namangan Institute of Engineering and Technology
Namangan, Uzbekistan
Abstract
This article is about the methods and approaches of teaching reading skills. The authors of the article presented the ways and techniques of teaching reading skills of modern English. They tried to discuss about the views of different methodologists' on teaching reading skills. They represent the ways of solving the problems on teaching reading skills.
The process of teaching reading is a long-lasting creative process, and in the process there will be many challenges for the teacher and the students. To overcome these difficulties, students are faced with the task of mastering reading techniques. Mastering the reading technique, on the other hand, opens up opportunities for perfect learning of reading, which is the main type of speech activity.
Keywords: reading technique, creative process, teaching methodology, speech activity, reading technique, synthetic reading, intonation accuracy.
We all know that the most important task in learning a foreign language is to master all types of speaking activities. Acquisition of all types of speaking activities is the basis for the development and improvement of skills and competencies in a foreign language. All methodological literature divides the types of speech activities into four, as has been unanimously agreed upon by Methodist scholars.
1. Teaching reading
2. Pronunciation training
3. Teaching grammar
4. Teaching writing
Reading among the types of speech activities differs from other types of speech activities by the most important process in a foreign language learning, because other types of speech activities are directly
related to this process. Reading teaching, foreign language teaching methodology has been one of the main problems at the center of the research object at all stages of development, and this type of speech activity is constantly studied by many Methodist scholars. Scientific work on this type of speech activity is reflected and covered in many manuals, as well as in the periodicals.
The guidelines and articles created in the teaching of reading have to be used in a positive and creative way in the process of teaching reading in a foreign language. However, it is not advisable to accept the recommendations and guidelines for teaching reading without any changes, because the purpose of teaching reading today is changing in accordance with the development of modern society.
