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16THE FORMATION AND DEVELOPMENT OF PROFESSIONAL-ORIENTED LISTENING IN A TECHNICAL INSTITUTE
Soliyeva M.A.
Soliyeva Munavvar Ahmadovna - Teacher, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article discusses the formation and development of professional-oriented listening in a technical institute. It emphasizes that listening should be the basis of communication, the leading type of speech activity for students.
Keywords: perception and understanding of speech, formulating strategies, listening authentic material.
The expansion of business and cultural ties with foreign countries impose new requirements on language education - the society needs specialists whose knowledge of a foreign language is a professional necessity. In accordance with such a social request, the understanding of the final result of foreign language teaching of students of non-language specialties also changes. The tasks at the present stage of ESP in higher education is not passive, which is the ability to read and translate literature in the specialty, but the practical use of a foreign language as a means of communication in the socio-cultural and professional spheres, i.e. on learning speaking and listening skills. Without formed skills and listening skills as an integral part communicative competence cannot be full international creative and scientific contacts. As for listening, as a result of studying the discipline a student should be able in this area: to listen and understand the main content of simple authentic socio-political, journalistic (media) and pragmatic texts relating to different types of speech (message, story), and also highlight significant requested information. Since the material presented by the trainee serves as a model of the real language environment, conveying its main features, listening involves the trainees in active speech activity. One of the main reasons for the lack of attention to listening by teachers is the fact that, until recently, listening was considered as an easy skill. The skill of listening to foreign language speech is one of the important conditions for the participation of graduates of technical universities, future specialists in the field of international relations, business and personal contacts. Therefore, there is a need to teach students of non-linguistic specialties effective ways of perceiving auditory foreign language. Perceiving speech by ear, students from the very beginning immerse themselves in the environment of the language being studied, they form the mechanisms of perception and understanding of speech, internal speech using the means of the new language code, knowledge of all aspects of the language system. The selection of educational material should be based on methodological and linguodidactic principles that take into account the personality of the student and the characteristics of the developed type of speech activity. One of the practical tasks in the field of teaching listening is to teach students how to perceive foreign language speech in conditions that are close to true. The relevance of using authentic materials in teaching listening is in their functionality. Functionality is understood as their orientation towards real implementation, since it is they who create the illusion of familiarizing with the natural language environment, which, according to many leading experts in the field of methodology, is the main factor in the successful mastery of a foreign language. The best result, of course, can be achieved through the use of authentic audiovisual sources. The specificity of authentic video materials (as one of the means of teaching listening) contributes to the creation of a real communication situation, which contributes to learning a natural, living language, and serves as a huge incentive to increase students' motivation to learn a foreign language. [1, 89] The visualvisual support is important not only for the semantic understanding, but also for the
subsequent transmission of content. Learning to listen should be built with the gradual increase in the complexity of the speech operations of students with educational material. The selection of educational material should be based on the personality of the learner and the particularities of the developed type of speech activity. Listening should be the basis of communication, the leading type of speech activity for students and a means of teaching foreign language communication, first at the initial stage, and then on the next steps of learning. In the process of learning a foreign language, students of non-linguistic specialties should be taught the following types of listening:
a) listening with a full, detailed understanding of the message;
b) listening with an understanding of the main content of the message (topic, main thought, basic facts); Selective listening (understanding of individual, specific, selective facts, necessary information) and formulating strategies that correspond to them.
When preparing and developing audio texts, the following factors should be considered: the choice of educational materials should have a communicative feasibility, which is the basis for modeling the learning situation and compilation of control tasks for assessing the quality of skills to listen and understand audio text in a foreign language; the educational value of the proposed materials is of great importance.
Texts proposed for listening should have the following characteristics: communicative value, that is, the compliance of the audio text with the conditions of real communication; compliance of the audio text with the level of students' language training; the age and educational acceptability of the audio text for the student; professional-oriented significance of audio text; educational value.
The process of teaching vocational-oriented listening of students of technical universities at the middle stage (3-4 terms) provides a more effective formation and further development of skills and abilities to understand foreign language by ear if: training is carried out taking into account the types and situations of professionally oriented listening; when training, a specially developed educational and methodological complex is used, which includes educational and methodological tasks, audio-video-multimedia teaching aids, an independent work workshop.
Thus, it becomes obvious that in order to study listening, a complex and necessary type of speech activity, it is necessary to develop new educational materials that meet the requirements of today and reflect the latest scientific achievements in the field of foreign language teaching communication.
References
1. Ivanova O.Yu. Professional-oriented learning a foreign language in non-linguistic
faculties of universities. Eagle, 2005. 120 p.
