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54THE CONCEPT OF THINKING AND TEACHING ENGLISH AS A
FOREIGN LANGUAGE Yusupova Sh.B.
Yusupova Shakhida Batirovna - Senior Teacher, DEPARTMENT ENGLISH LANGUAGE, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article deals with the problem of thinking and its role in teaching English as a foreign language. The ways and methods of introducing elements of intellectual activity into educational activities are also analyzed.
Keywords: thinking, professional activity, methodology, perception, abstract, non-communicative speech.
For a foreign language teacher, the question of thinking is, therefore, in the following form. How to make language learning as creative as possible, to introduce elements of intellectual activity into learning activities?
It was precisely this question that B.V. Belyaev, who created the concept of "thinking in a foreign language." In essence, he was absolutely right, although there were a number of inaccuracies in his argument. The answer he proposed was to "connect" a foreign language to various types of student activities, to build learning in such a way that the language was used not only for communication (and certainly not for mechanical, non-communicative speech), but as a means of mediating thinking, perception, student imagination. A number of psychologists and methodologists are working in this direction. They developed ways to use a foreign language in solving math problems.
They also pointed out the possibility of connecting the foreign language to their professional activities. Thinking activity can be directly included in the "traditional" types of student learning activities.
So, for example, in memorizing the vocabulary of a foreign language, in memorizing and reproducing a foreign language text, thought processes play an important role, and one can construct an appropriate methodology in such way as to activate and stimulate students' thinking.
What is thinking from the point of view of a psychologist?
S.L. Rubinstein [1, 712] pointed out that "the specific features of different types of thinking are due to different people, first of all, the specificity of the tasks that they have to solve, they are also associated with the individual features that are formed in connection with the nature of the activity"
B.M. Teplov emphasized that the forms of mental activity are different, since the tasks facing man are different. In other words, thinking as a process that includes common logical operations of analysis, synthesis, abstraction, generalization, obeys the same laws and is carried out by common psychological mechanisms, "however, the thinking considered in the context of solving problems and tasks specific to a particular profession, specific objective content, its own conceptual apparatus, its own means and methods,"specifies Yu.N.Kulyutkin
The study of the development of theoretical and professional thinking, the formation of professionally significant skills and abilities in psychological and pedagogical science were carried out by K.A. Abulkhanova-Slavskaya, B.G. Ananyev, A.V. Brushlinsky, E.A. Klimov, T.V. Kudryavtsev, I.Ya. Lerner, A.M. Matyushkin, A.V. Petrovsky, A.Ya. Saveliev, V.A. Slastenin, V.D. Shadrikov. It was found, in particular, that a number of factors impeded the successful thinking process: lack of technical knowledge, lack of development of thinking operations and intellectual competences, stereotyped thinking, inability to look at the task in a new way, fear of being mistaken.
Let us give the definition of this concept given in the "Philosophical Encyclopedia": "Thinking is the mental processes reflecting objective reality, constituting the highest stage of human cognition. Though thinking has its only source of sensation, it goes beyond the boundaries of direct-sensory cognition and allows a person to gain knowledge about such properties, processes, connections and relations of reality that cannot be perceived by his senses."
How does thinking manage to cross these boundaries?
Famous biologist K.A. Timiryazev wrote in one of his works: "If an ordinary, but modernly educated person possesses information about nature in our time, which Aristotle would envy, then the reason is not solely in some mental superiority, not even that surrounded him in the period of his personal development, and, of course, in those twenty-two centuries that humanity has lived for a long time since then" [2, 406].
Thinking begins with the creation of a problem situation and the emergence of a motive for intellectual activity in this situation. It seems that here lies the most important key to the "intellectualization" of educational activity. It should be transformed for the student into a system of interrelated problems, acting in the form of a chain of tasks gradually increasing complexity; these tasks should permeate all aspects of learning, and all the methodological techniques used in it should be aimed at stimulating this creative activity of the student and minimizing mechanical, meaningless operations.
Unfortunately, we do not yet have a method of this type developed in any detail, although its separate elements have already been proposed by different authors. For example, in the framework of the theory of control of the assimilation of P.Ya. Galperin has interesting experiences aimed at learning the morphology and syntax of a foreign language.
Intellectual, mental activity is a necessary component of learning, including a foreign language. There are various ways of conducting it in the teaching methodology, but now only individual successful experiments are seen that are more or less particular in nature. The main task is to rebuild the entire methodology, subordinating its system of mental and communicative tasks, and transforming learning activities from a set of mechanical operations for mastering abstract language knowledge and working out speech skills into students' intellectual activity.
References
1. Rubinstein S.L. Fundamentals of General Psychology / S.L. Rubinstein. SPb: Publishing
house "Peter", 2000. P. 712.
2. Timiryazov K.A. Historical method in biology. Selected Op. V. 3. M., 2002. P. 406.
