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96teachers 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 Unpublished M.A. Thesis, Ming Chuan University, Taipei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.
Due to the development of time, changes in the requirements for learning to read foreign languages, including English, are changing the conditions of teaching reading, that is, the level of difficulty and volume of reading texts.
Changes in the conditions and goals of teaching reading have an impact on the system of work performed in the types of reading activities of speech activity.
According to AA Mirolyubov [3], a well-known Russian methodologist on foreign language teaching methods, at the initial stage of teaching reading, foreign language teachers and textbook authors should be assigned two important tasks: the first task is to choose texts that are not difficult for students, the second task is to read texts to acquaint language learners with phonetic knowledge. Proper application of these two tasks in the process of teaching reading can give good results. In the process of learning to read, the reader develops two: internal and external speech. The reader initially forms an internal speech during the reading process. On the basis of internal speech, however, his external speech occurs.
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.
The methodological manuals emphasize the need to pay attention to the two types of reading when mastering reading techniques.
1. Synthetic reading
2. Analytical reading
The question naturally arises: what type of reading should start teaching reading?
It is recommended that reading instruction at the lower levels of foreign language teaching begin with synthetic reading. The choice of simple variants of texts that can teach reading in the early stages of education is the basis for the need to start synthetic reading before analytical reading.
It opens up good opportunities for the reading teaching process. Well-known Methodist scholar I.A. Gruzinskaya says this while talking about reading techniques. "The reading mechanism is the ability to associate eye-catching text material with sound images accurately, quickly, and clearly, and to say parts of the text that are understood with maximum sound and intonation accuracy."It can be concluded from this idea that reading is a specific mechanism, and in order to use this mechanism in education, it is necessary to master its rules, that is, the technique of reading.In order to master the reading technique, you have to work with two different reading methods. These are types of reading aloud and without sound. Both types of reading are involved in mastering reading techniques.Unfamiliar sounds that are new to the reader in a foreign language, new forms of writing characters slow down the process of teaching reading and create specific difficulties.Students will need to master the
rules of reading in a foreign language in order to overcome the difficulties in learning to read. Reading too many words, especially English words, in an exceptional form causes a lot of complications.The role of rules and similarities changes as students learn the language better. As they gain experience, they will have the opportunity to read with comprehension based on the similarity of sounds and letters.Other Methodists, on the other hand, recommend only syllables as unfamiliar material for first-year reading. The reason Methodists have this view is probably because most of the words in English consist of only one syllable. Based on the experience we have accumulated over the years, it can be said that we have only considered the various views and recommendations for teaching reading in conjunction with the above. Teaching reading is nonsense.It is recommended to use a wide range of options for reading aloud and silent reading in the formation of reading skills, but at present in schools almost no attention is paid to reading aloud. I think it is important to use the method of reading aloud in foreign language classes. However, it should also be borne in mind that reading aloud also has a negative effect on the improvement of reading technique. This factor arises in the process of reading with a chorus. The teacher tries to pronounce the text or words that are difficult to pronounce without reading the words in the text or in the phonetic exercises when working with the students in the choir. There is another disadvantage of working with a choir. Language learners become obsessed and read words out loud, disrupting rhythm and intonation. The teacher will have to choose the way of working with students individually to get out of this situation.The advantage of using the silent reading method in mastering the reading technique is that it prepares a good ground for expressive reading. For expressive reading to be good, one must make extensive use of the silent reading method.
There are different views on the question of when to ask students learning foreign languages to read normally. It is known from experience that in the first year of teaching a foreign language it is impossible to achieve normal reading. This view is also confirmed by experienced students working in schools. According to experienced teachers, in the early stages of learning, students should be able to consolidate phonetic knowledge.It is natural to try to read fast in the early stages of learning, which can lead to bad consequences. In this case, it is possible to achieve the pronunciation of almost all English words.A foreign (English) teacher has a great responsibility to improve the speed of reading. The teacher should read the text in a simple, fluent and understandable, expressive manner, following the rules of pronunciation.The process of teaching reading techniques is a complex process. Both teacher and student are required to be actively involved in this process. If the activity of students is slower than the activity of the teacher in this process, or conversely, if the teacher is irresponsible while the students are active, it will be difficult to achieve the intended goal.Another problem in the process of mastering reading techniques is the question of who should read a new unfamiliar text first. There are different views on
this issue. Some Methodist scholars, on the other hand, consider it preferable that the text be read by the students themselves without making an independent sound. However, it would be expedient if the text was read by the teacher. This is because there may be ample opportunities for students to mispronounce unfamiliar words.
In conclusion, teaching reading in a foreign language provides a solid foundation for mastering other types of speaking activities. The following achievements can be achieved by its methodologically correct organization.
1. Reading opens up a wide range of opportunities for good study of other types of speech activities.
2. Given the growing interest in learning foreign languages, it is necessary to pay more attention to this type of speech activity.
3. Methodist scholars have different views on this type of speech activity.
4. The most important task in the type of reading speech activity is to master the reading technique.
5. Reading aloud plays an important role in mastering reading techniques.
6. The teacher's reading of unfamiliar texts in teaching reading helps students to master reading techniques.
References
1. J. Jalalov "Methods of teaching a foreign language." Tashkent Teacher Publishing House, 1996
2. J. Jalalov «Problems of training in instant writing». Tashkent, "Fan", 1988
3. A. Mirolyubov and others "General methods of teaching foreign languages in high school". Tashkent, Teacher Publishing House, 1974.
4. Harmer, J. How to teach English: An introduction to the practice of English language teaching. Edinburgh Gate, Harlow, England: Addison Wesley Longman. Hyland, K. Writing and teaching writing (1998)-45 p.
5. In J.C. Richards (Ed.), Second language writing. Cambridge: Cambridge University Press. Kroll, BSecond language writing: research insights for the classroom. Cambridge: Cambridge University Press. (1990) p24-25.
6. Leki, L. Understanding ESL writers: A guide for teachers. Portsmouth, NH: Hein Hemann. Matsuda, P.K. Second language writing in the twentieth century: A situated history perspective (1992) p-67-69
TRANSLATION AS A BALANCE OF ART AND SCIENCE
Axunbabayeva N., Yunusova N.
Researchers,
Namangan Institute of Engineering and technology
Namangan, Uzbekistan
Abstract
Technical translation is the medium through which language, discourse and communication can exist in a global world. As technology creates easier and faster means of communication and the world moves toward becoming a global community, the need to communicate with people from multiple language backgrounds also grows. Rather than working with multiple languages, some have proposed the idea of using English as the primary language for global communication, making English the lingua franca—or a common world language. However, English as a lingua franca has various implications for the field of technical communication. Particularly for technical translators who are native speakers of English, there is the tendency to assume a unilateral stance on translation. In other words, the technical translator's objective is to translate to and from English, with the English message being the main focus. While English is a language of global communication, it is not the only language being used for communication, highlighting the importance of moving away from "singular perspective" of only communicating in English. The concept of maintaining technical communication in languages other than English is of particular significance in countries with high volumes of multilingual speakers.
Keywords: art, discourse, medium, multiple, significance, linguistic features, global communication.
Technical translation covers the translation of many kinds of specialized texts and requires a high level of subject knowledge and mastery of the relevant terminology [1] and writing conventions.
The importance of consistent terminology in technical translation, for example in patents, as well as the highly formulaic and repetitive nature of technical writing makes computer-assisted translation using translation memories and terminology databases especially appropriate. In his book Technical Translation Jody Byrne argues that technical translation is closely related to technical communication and that it can benefit from research in this and other areas such as usability and cognitive psychology [1].
In addition to making texts with technical jargon accessible for a wider ranging audience, technical translation also involves linguistic features of translating technological texts from one language to another.
Translation as a whole is a balance of art and science influenced by both theory and practice [2]. Having knowledge of both the linguistic features as well as the aesthetic features of translation applies directly to the field of technical translation.
Stemming from the field of translation studies, the field of technical translation traditionally emphasized much importance on the source language from which text is translated. However, over the years there has been a movement away from this traditional approach
