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21работы с лексикой используется система коммуникативных упражнений, профессиональных дискуссий, ролевых игр, конференций, викторин, конкурсов. Все эти упражнения предполагают активную творческую деятельность студентов, способствующую непроизвольному запоминанию языкового материала. Студентам предлагается пересказать текст, составить к нему аннотацию или инструкцию, закончить предложения, выбрать из текста верные/неверные факты и т.п. Большое внимание стоит уделить отбору аутентичных текстов, особенно в рамках их специальностей.
Список литературы
1. Кручинин В.А., Гуро-Фролова Ю.Р. Психолого-педагогические условия формирования мотивации изучения иностранных языков у студентов нелингвистического вуза. Н. Новгород: ННГАСУ, 2012. 165 с.
2. Журавлева В.И., Журавлева Н.А., Каирсапова Э.М., Коробова Е.Е. Некоторые приемы введения лексики на уроках английского языка на начальном этапе обучения в неязыковом вузе/ //Проблемы современной науки и образования, 2015. № 33. С. 75-78.
THE PROPER INVESTIGATION OF CASE-STUDY METHOD
Bozorova L.B.
Bozorova Lobar Bazarbaevna - Teacher, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: methodology is expanding its use in educational process, due to this there are many methods and techniques explored and implemented into practice. The scholars are making inquires to invent new methods or to develop existing methods. However, the only method that deals with the real life situation has got unique preference that can not be substituted by others or shifted by means of other approaches. Insufficient investigation brings the scholars to failure. In this article the writer attempts to give theoretical as well practical details about the functionality and actuality of the method called case-study. Keywords: educational, analysis, emphasis, techniques, simulations, situation.
At present teachers must not only be knowledgeable of the subject, methods, means and forms of organization of educational process, but also they should use in their work modern technologies. Among the latter that started to be actively employed in teaching are: the method of projects, computer simulation, business games and a method identified as "case study".
In today's world case-based technology is widely used in various fields, including the field of teaching foreign languages. Case technology or the method of situational analysis was emerged in the early XX century.
It was Edwin F. Gay from Harvard University who created a new format of the educational process. In the new classes the emphasis was laid on discussing a situational problem in business and management as well as ways to resolve it. Harvard is still the spearhead of "case-industry" around the world.
E.A. Mikhailova made an attempt to give the most accurate distinction for case method. It says - "Case method can be considered as synergistic technology. Its essence is to prepare the procedures of immersion of the group into a situation, the formation of effects of enhancing knowledge, finding discoveries and sharing them with others, etc." [1, 92]. A complex system of case-method includes many teaching tools. They are: system analysis,
method of description, discussions, simulations, and game techniques, problem solving techniques, decision making and brainstorming. Teaching case-based technology reflects the situations that are often encountered in our daily life, moreover, they are the situations that students may have come face to face with in their future professional activity.
Case technology has a great potential in the formation of the communicative competence. This is due to the fact that with its help the students get an opportunity to exchange information that not only motivates them to speak the targeted foreign language, but also increases the ability to analyze the instance, research it from different perspectives and this ultimately become assistance to improve the skills of dialogic as well as monologue speech.
The essence of the case study method is to simulate, within the conducted lesson, a truly problematic event taken from real life. The task of the students is to get acquainted with the situation, find a problem in it, discuss it and choose a reasonable way to resolve it by using the materials of the case. There are usually several ways to solve the problem in the suggested case - one correct solution does not usually exist.
It follows that during discussion of the situation, students can put forward a number of alternative solutions. At the end of the discussion students choose the best one. After that, there is an opportunity to compare their decisions with the decision taken in practice. The student is an active participant in the learning process.
As for the teachers, they exert control over the process and guide it, whenever necessary, in the appropriate direction. Applying case study technique, teachers should bear in mind that students' attention should primarily be centered on meaningful cognitive challenges. What are of value for students are the investigation of the case and the very process of finding a solution to the revealed problem?
The above procedure can be referred to as an interactive teaching method, since it performs the following tasks:
1) develops communicative skills of the learners and helps to establish emotional contact between them;
2) solves information problems, as they provide students with the necessary information, without which it is impossible to realize joint activities;
3) develops specific skills (analysis, synthesis, goal setting, etc.), that is, provide a solution to educational problems;
4) aims at solving certain pedagogical and upbringing purposes because the students are taught to work in a team, to listen to the opinions of others.
Concrete case lesson contains:
1) the situation which can presented as a problem or it can be a story of real-life case);
2) the context of the situation (historical, chronological, especially the actions of participants of the situation);
3) commentary of the situation;
4) activities to work with the given case.
Surmin Y.P. in his book [2] stressed that whatever the situation is, it must comply with the list of requirements, namely:
1) be close to real life;
2) be framed so as to enable establish connection with the accumulated life experience, as well as with future life situations in which students might find themselves;
3) provide the possibility of interpretation from the perspective of the participants;
4) contain problems and conflicts;
5) allow various solutions.
Undoubtedly, the use of case-method has a number of advantages. Firstly, using case-based technologies create great opportunities for students because they can apply passed English-language material, to understand the real situation, to acquire and use knowledge in practice. In
addition, in the course of the discussion the students can see their communication weaknesses and that can stimulate the desire to improve their language skills.
Secondly, the case method makes it possible to optimally combine theory and practice to develop the skills to work with a variety of information sources. Students do not receive ready-made knowledge, but learn to produce their own; the decisions in life situations are remembered faster than memorizing rules.
Thirdly, the problem-solving process, as set out in the case is a creative process of learning that involves the collective nature of cognitive activity.
Consequently, students learn to respect the rules of communication: work in groups, listen to the interlocutor, argue their point of view, building a logic solution to the problem which has an ambiguous decision. In class students will not be bored and will think, analyze, develop skills of discussion. And finally, even the students who are at risk will be able to participate in discussions, as there are no definitive answers that must be learned. They themselves will be able to offer answers.
In conclusion it is necessary to stress that when choosing the case-based technology it is important to take into account the level of learners' knowledge, as the implementation of the goals and objectives of the lesson requires a certain experience. Another important factor is the high qualification of the teacher because both the organization and the vector of work must be properly thought out and defined.
References
1. Михайлова E.A. Кейс и кейс-метод: общие понятия // Маркетинг. М., 1999. № 1. С. 109-117.
2. Сурмин Ю.П. Ситуационный анализ или анатомия кейс-метода. К.: Центр инноваций и развития, 2002. 286 с.
3. Bozorova L.B. Sovremenno'e informatsionno'e texnologii v protsesse formirovaniya leksicheskix navykov na urokax angliyskogo yazyka «Nauka, obrazovanie i kultura». № 4 (19), 2017.
4. Bazarova L.B. Learning foreign language through reading «Nauka i obrazovanie segodnya». № 5 (16), 2017. Str. 40.
5. Bozorova L.B. The use of grammar-translation method in teaching foreign language for adults «Voproso' nauki i obrazovaniya». № 2 (14), 2018. Str. 59.
CULTURE SPECIFIC PREFERENCES OF TEACHING ENGLISH FOR THE STUDENTS OF NON-PHILOLOGICAL FACULTIES
Uralova D.S.
Uralova Dilfuza Saydalievna - Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article author explains the specificity of teaching foreign languages for the students not majoring in language field. According to this circumstance there occur some problems dealing with the culture. Because any time when the person starts learning a new language he faces with unknown culture and unconsciously distorts the rules and norms and acquires the culture in different way. So throughout the article we become aware of the options that are forwarded to overcome the issues that most non-language specialist students come across in their academic year.
Keywords: cultures, challenge, pragmatic, research, simultaneous, attributes.
