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21THE POSSIBILITIES OF THE ACMEOLOGICAL APPROACH IN THE FORMATION OF THE LINGUISTIC COMPETENCE OF FUTURE
TEACHERS
F. Turdiyeva
TSPU after Nizami, Master student
ABSTRACT
This article reveals the essence of the basic concepts of the formation of linguistic competence on the basis of the acmeological approach, the specifics of the process of formation of linguistic competence. In the modern labor market, the importance of the linguistic competence of the specialist is recognized. The article also proposes an author's technology for the formation of linguistic competence based on an acmeological approach.
Keywords: acmeology, acmeological approach, competence, linguistic competence, communicative, organizational, individual, informational, component
In recent years, a new system of The Law of Education of Uzbekistan has been created that modern requirements for the quality of specialists, highly qualified, competitive, intelligent young generation who are able to accomplish scientific, technical, socio-economic and cultural development in every field of science for the bright future. The practicing of specialists with high cultural, spiritual and moral qualities are able to progress, adapt to the conditions of a rapid socio-economic development, which is carried out consistently.
The quality of the educational process and the level of proper training of specialists in accordance with the requirements of international standards and qualities of education are being ensured in these days, the Education Law of the Republic of Uzbekistan and the Personnel Training program create a comprehensive system of teaching foreign languages. The system aimed at forming a harmoniously developed, educated, modern-minded young generation and arguing with further integration of the republic into the world community. [1].
Current efforts are being made to ensure the implementation of this resolution today. Decree of the Cabinet of Ministers of Uzbekistan's 610th law on August 11, 2017 which "On measures to improve the quality of teaching foreign languages in educational institutions" can be fact for our words. [2].
Nowadays, Acmeology is a new branch in the system of science. This is the study of the phenomenon of not only achieving a high level of professionalism, but also the principles of both spiritual and social development.
Acmeology is a completely new science that arose at the intersection of natural, social, humanitarian and technical fields of scientific knowledge.
Acmeology is closely related to such social sciences as philosophy, history, cultural studies, sociology, economics, political science, conflict studies, pedagogy and ecology. The line of interaction of acmeology with these sciences passes through the socio-cultural space of social education of a person as a person and his professional self-realization in the chosen field of activity, which, takes place in a dynamically changing economic space. and ecological space. It is carried out in interaction in family and business life. The category of creative, culturally significant work is the main in the interaction of acmeology with the social sciences which is defined:
1) various social aspects of the interpretation of its key concepts - activity, professionalism, organization and management, creativity;
2) the most important psychological concepts of acmeology - "skill", "development", "maturity", "giftedness", "abilities", "creativity", "improvement", "heuristics", "reflection", "consciousness", "Personality "," Individuality ", etc., which are revealed in the interaction of acmeology with related sciences about man.
S.I.Ojegov describes it as "a person who chooses any profession in his profession"; expert in his field. "In a simple sense, the term "professional"refers to a ny professional acmeological category" . Within the framework of the acmeological approach in the modern education system, "competence" is considered by scientists as the main acmeological category. [5]
In the world of educational practice, the concept of competence plays important the role of a central, specific concept of module, because:
• combines the intellectual and skillful components of training;
• interpretation of the content of education in the concept of "competence";
competence is an integrating characteristic that includes the same skills and
knowledge related to a wide range of cultures and activities (professional, informational, communication, legal, etc).
The formation of linguistic competence in the process of university education initially acts as a value-oriented task, and then becomes a reference model for mastering a profession, and at the graduation stage as an integrative professionally significant new formation of a specialist's personality. Thus, the appeal to the problem of professional training of means of achieving goals, as well as the ability of the right-students, creates a theoretical basis for building a system of acmeological technologies aimed at personal and professional development in the learning process.
The acmeological approach to professional and pedagogical communication presupposes the following personal qualities, which are formed in the process of teaching future teachers:
❖ knowledge of student psychology (its values, ideals, directions, needs, interests, level of aspirations);
❖ social orientation towards personality;
❖ the principle of fostering respect for the unconditional enrollment of students;
❖ development of attention, observation, memory, thinking, intuition, imagination;
❖ emotional education: kindness and support, speed, desire to be kind;
❖ takes into account personal qualities and individual psychological characteristics that determine the general model of behavior when communicating with other people.
In the process of learning languages, a true professional must use his potential for personal and professional growth. It is impossible to justify language abilities without knowing their abilities and capabilities. Striving for the highest level to achieve high results is an integral part of the formation of a future professional. Firstly, a true professional is an active participant in its business. Maximizing the potential of each student in the learning process, teaching him how to understand himself will become a powerful motivator for further personal and professional self-improvement. Students must be intelligent, creative and communicative when they will learn foreign languages.
Within the framework of the acmeological approach, the possibilities for the formation of language competencies in future teachers are described as follows:
- Communicative values, ideals, mentality;
- Understand the importance of language competence;
- Definition of professionalism; creation of linguistic meanings, to determine communicative stability;
- Search for the reasons for communicative internal success / failure;
- Positive dynamics of the motivational sphere;
- Position - recognition of oneself as a professional, striving for professional growth;
We tried to highlight and characterize those skills, abilities and competencies that are necessary for futures in their professional activities and that can be formed and diagnosed in the process of teaching a foreign language at non-linguistic faculties of a pedagogical university. Since the teacher's tasks are not limited to the transfer of knowledge and experience, but include an educational function, we came to the conclusion that many components of professional and pedagogical competence should be formed taking into account the specifics of the learning process. foreign language. In accordance with this, the following components can be distinguished:
❖ communicative
❖ organizational
• informational
• individual
Linguistic competence will contribute to the successful resolution of practical educational situations. The content-logical combination of the named elements into blocks can be clearly represented in the form of Figure 1.
Figure 1. The relationship of the components of the linguistic competence of future teachers (Non-linguistic faculties)
According to Figure 1, the linguistic competence consists of four components. It is impossible to master this or that component of this competence in isolation from each other. Linguistic competence is one of the most important components of the educational process. In principle, it is correct to talk about the existence of linguistic abilities - phonetic, lexical, grammatical, stylistic and the existence of abilities for speech activity - for speaking, listening, reading and writing, which are directly related to the elements.
1) the amount of language material and foreign language speech skills, which the student masters in a certain time;
2) the quality of language and speech acquisitions, strength and correctness acquired knowledge and skills.
The development of abilities depends on both factors of anatomical and physiological, and from a complex of psychological factors largely determined by the external environment [6].
In the general complex of psychological factors, it is possible to conditionally single out various groups of phenomena that affect the result of mastering foreign language.
In the process of teaching a foreign language, in the process of communication of students, their own successes are compared with the successes of others, the results of their own activities are evaluated by others, and the student himself participates in the assessment of activities. comrades, getting the opportunity to see oneself through the activities of others, etc. The formation of the personal component occurs through communicative activity. During communication, information is exchanged, transmitted, selected and stored, that is, the formation of an information component. The situations of verbal communication used in teaching students a foreign language develop their individual and personal qualities, contribute to the development of the creative individuality of future teachers. These situations form the skills of dialectical thinking and give students an initial experience of practical relationships and professional actions (organizational component).
We have combined all these components under the general name of linguistic competence, although the European qualifications framework includes communicative and linguistic competence for all fields and specialties. We followed the specifics of a pedagogical university and consider communicative and pedagogical competence as a result of linguistic competence.
REFERENCES
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