CC BY
10
Во-вторых, появление комбинаций букв, таких как двойные буквы: Ss - Sh sh, Сс -Ch Л, Nn - Ng ng, также создало определенную легкость в изучении английского языка. Но со временем недостатки алфавита стали очевидны.
Сегодня праздник букваря в нашей стране отмечается с особой торжественностью вместе с нашими малышами, только что приступившими к учебному году.
Представляются различные выставки, праздничные программы и детские спектакли. Участвуя в празднике, дети знакомятся с каждой буквой алфавита. Эти уникальные моменты прочно запомнятся детям и помогут расти жажде знаний.
Список литературы
1. Постановление Кабинета Министров Республики Узбекистан №-61. 10.02.2021 «О мерах по обеспечению поэтапного полного перехода на узбекский алфавит, основанный на латинской графике».
2. Колесов В.В. История русского языка: учеб. пособие для студ. филол. фак. высш. учеб. заведений. СПб. - М.: филологический факультет СПбГУ. Академия, 2005. 672 с.
3. Минина Н.Е. Фонетико-грамматические особенности трех островных русских говоров на территории Витебской обл.: дисс. ... к. филол. н. Минск, 1993. 216 с.
4. Немченко В.Н., Синица А.И., Мурникова Т.Ф. Материалы для словаря русских старожильческих говоров Прибалтики. Рига, 1968. 362 с.
THE ROLE OF ESP IN THE SCOPE OF HIGHER EDUCATIONAL
ESTABLISHMENTS Ruziyeva G.T.
Ruziyeva Gulnoz Temirkulovna - Teacher, DEPARTMENT OF TEACHING ENGLISH METHODOLOGY 2, ENGLISH LANGUAGES
FACULTY 2,
UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: English for Specific Purposes (ESP) hasbecome a successful fieldover the recentperiod. As a learner-centered approach, its main purpose has been achieving the specific needs of target learners to fulfill either their professional or vocational needs. Speaking about the history of this newborn science field, as it is known, initial origins of ESP goes back to the end of Second World War. Keywords: ESP, EAP, EOP, teaching technology.
The term ESP was coined in the 1960s when it became apparent that general English courses often did not meet the needs of the student or worker in a particular field. [1] Today, specialized training or training that meets special needs is gaining popularity and is evolving every day. It's no secret that today ESP is taught at every university in accordance with the specialty being studied. It can be noted that knowledge of special English does not necessarily help you actively communicate with foreigners, but it will come in handy if you move in a professional circle. Any ESP course explores a number of subject-related concepts that help future professionals communicate freely in their field.
Nonnative speakers saw it as the new lingua franca that responded to their needs of cross cultural communication, business doing, and information sharing. In fact, co-editor of the journal English for Specific Purposes evaluated the matters of this journal for the last years and came up with some attention-grabbingideas in his article "A History of ESP Through
'English for Specific Purposes.' First, the increased number of studies conducted outside the U.S. and U.K., such as Central and South America, China and Hong Kong, demonstrates the growing acceptance of ESP as an academic discipline interesting conclusion explained in his article is the specificity towards ESP, which includes EAP and EOP, is headed. Secondly, the topics observed seem to have become more EOP oriented and apparently, they have obviated more general program descriptions.
The starting point for all language teaching should be an understanding of how people learn. But it is too often the case that "learning" factors are the last to be considered. Learning factors are incorporated only after the language base has been analyzed and systematized. Yet, language can only be properly understood as a reflection of human thought processes.
Developments in learning theory have followed a similar pattern to those in language descriptions and each has had some effect on the other. But, if we are to see the importance of each for language teaching, it is best to consider the theories relating to language and learning separately. ESP is developed and structured in different ways and styles in different countries according to their geographical position and climate, type of industry, agriculture, specific conditions, social, cultural, political and economic point of views, lifestyle of the population of thisparticular country. Moreover, mandatory and necessary professions and such other factors are taken into account while forming ESP structure of any country.
Another reason why every country should create their own ESP material can be expenses and financial issues. Without a doubt, publishing books and periodicals on any purpose, such as ESP may cost high amount of money. For this reason, they are often published in limited spheres according to the specific needs of the country. Looking at the issue by another perspective, not every country shows interest to create materials for other countries which can be unnecessary for their own purposes.
Deep reforms were done in all fields of our life when Uzbekistan achieved its independence and such modification was alleged on educational sphere too. There shown urgent issues such as, reforming the education system in Uzbekistan and raising its quality so that it can meet the requirement of modern world. To be familiar with ongoing world affairs one should have knowledge of language, to be precise English as it is internationally accepted and widespread.
Speaking about the position and importance of ESP in Uzbekistan, it is newly developing field in our country. We have different spheres which require the materials of ESP subject here in Uzbekistan. Such as economy, industry, manufacturing, agriculture including cotton producing industry, gardening and wheat producing and etc.
If the necessary materials on ESP are prepared and spread to the specialists of these fields, of course, with training courses for them beforehand, there will be positive results. Because, the specialists often do not have the accessibility to be familiar with all the information and news ongoing around the globe related to their sphere. However, by the help of ESP courses and materials, the specialists could have more chance to deal with these issues.
If a teacher is supposed to hold an ESP lesson, there is less availability of materials most of the time in Uzbekistan. Therefore, teachers may have to rely on different kinds of sources or search for information on the internet and match the found data. This process is too time-consuming and bewildering for a teacher. It will be very helpful if a system of ESP training courses are established and new suitable materials are designed and delivered where necessary.
References
1. Dudley-Evans T. (2001). English for specific purposes. In R. Carter & D. Nunan (Eds.).
Teaching English to speakers of other languages. Cambridge: Cambridge University
Press.
2. Hutchinson T. & Waters A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press.
THE ROLE OF INTERACTIVE METHODS IN TEACHING FOREIGN LANGUAGES Ruziyeva G.T.
Ruziyeva Gulnoz Temirkulovna - Teacher, DEPARTMENT OF TEACHING ENGLISH METHODOLOGY 2, ENGLISH LANGUAGES
FACULTY 2,
UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: compared to traditional forms of teaching, the interaction between the teacher and the student changes in interactive learning: the teacher's activity gives way to the activity of students, and the task of the teacher is to create conditions for their initiative. In the course of interactive learning, students learn to think critically, decide complex problems based on an analysis of the circumstances and relevant information, weigh alternative opinions, make informed decisions, participate in discussions, communicate with other people.
Keywords: interactive teaching methods, emotional-semantic method, linguodidactics, project methodology.
Interactive learning is a special form of organizing cognitive activities, a way of knowing, carried out in the form of joint activities students, in which all participants interact with each other, exchange information, jointly solve problems, simulate situations, evaluate actions others and their own behavior, immerse themselves in the real atmosphere of a business cooperation to resolve the problem. It should be noted that interactive teaching methods were very popular in the 1970s and 1980s and were successfully realized in the process of teaching foreign languages. Based on the works of the Bulgarian professor G.Lozanov [1], linguists and psycholinguists developed intensive methods of teaching foreign languages: the emotional-semantic method [2], method of using internal potential of students, systematic method of teaching adult learners. Interactivity of teaching process is achieved due to the form of organization of lessons, special way of introduction of material, formation of speaking and communicative skills of students.
The analysis of scientific and pedagogical literature has shown that the main tools of interactive pedagogical interaction are the polylogue, dialogue, mental activity, creativity, and creation of situation of success at the lessons, positivity and optimism of assessment of students' work, reflection [4]. Modern linguodidactics and pedagogy offer a wide variety of interactive methods to teaching foreign languages, as warming-up activities (creation of communicative atmosphere); working in small groups; discussion of issues and problems of current importance; educational games (role games, imitations, business games, etc.); project methodology; using of audio and video materials intended for real communication, etc.These are some examples of interactive methods that can be used by teachers in foreign language classroom.
Warming-up activity
The topic of the lesson may be introduced by teacher's communication with students on the most varied issues that are discussed in press, on television (recent events in the country, abroad, weather, etc.).
Working in small groups
