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PROBLEMS IN DEVELOPING SPEAKING SKILLS OF STUDENTS OF TECHNICAL HIGHER EDUCATIONAL INSTITUTIONS Ergasheva N.N. , Bobokhujaev B.B.2, Kuziev S.I.3 Em ail : Ergasheva17145@scientifictext.ru
'Ergasheva Nargiza Numonjohnovna — Teacher;
2Bobokhujaev Bokhodirjohn Boqirjohn ugli — Teacher; 3Kuziev Sarvarbek Ilmiddinovich — Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the main problems in the development of conversational speech of students in technical universities. The article emphasizes the importance of using modern technologies, methods of teaching, among which a special place is occupied by a dialogical communication. The authors believe that for the development of conversational speech in a foreign language, special attention should be paid to the use of a dialogue, as it acts as a means of learning the language material and as a form of organizing the entire educational process in a foreign language. Skills and abilities of a dialogic communication are formed on the basis of certain speech material characteristic for this type of activity, which implies preliminary acquaintance with the material side of its functioning. Therefore, methodological ways of working at the professional vocabulary should be organically intertwined in teaching to a dialogical communication. Keywords: developing, speaking, skills, dialogue, a foreign language, specialty, vocabulary, professional, significant, require, learning, students, words, technical, institution.
ПРОБЛЕМЫ РАЗВИТИЯ НАВЫКОВ РАЗГОВОРНОЙ РЕЧИ СТУДЕНТОВ В ТЕХНИЧЕСКИХ ВУЗАХ Эргашева Н.Н.1, Бобохужаев Б.Б.2, Кузиев С.И.3
'Эргашева Наргиза Нумонжоновна — преподаватель; 2Бобохужаев Боходиржон Бокиржон угли — преподаватель;
3Кузиев Сарварбек Илмиддинович — преподаватель, кафедра обучения языкам, факультет управление в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает основные проблемы в развитии разговорной речи студентов в технических вузах. В статье подчеркивается важность использования современных технологий, методик и методов обучения, среди которых особое место занимает диалогическое общение. Авторы считают, что для развития разговорной речи на иностранном языке особое внимание должно уделяться применению диалога, так как он выступает как средство усвоения языкового материала и как форма организации всего учебного процесса по иностранному языку. Навыки и умения диалогического общения формируются на основе определенного речевого материала, характерного для данного вида деятельности, что предполагает предварительное ознакомление с материальной стороной ее функционирования. Следовательно, методические приемы работы над профессиональной лексикой должны органично вплетаться в обучение диалогической речи.
Ключевые слова: развитие, говорение, навыки, общение, иностранный язык, специальность, словарный запас, профессиональный, значительный, востребованный, обучающийся, студент, слова, технический, вуз.
UDC 372.88'.'
A graduate of a non-language university should be a specialist who can communicate in a foreign language, especially in the professional field. Professional-oriented learning requires significant efforts on the part of the teacher when working with terminology in learner's major field, in which the student will be employed after graduation [2]. The purpose of teaching a foreign language to non-philologist, i.e. to a specialist of the higher technical institution is to form and develop the ability of a specialist to participate fully in professional communication.
Modern requirements to education stipulate orientation of the integrated type specialists, possessing organizational and communicative skills, possessing systemic thinking and high professional culture. The
role of teaching speaking skills, in which speech plays a primary role and dialogue is a key form of speech, cannot be overestimated. However, speaking skills, as well as any other skills, are not formed by themselves, for this purpose it is necessary to use special exercises and tasks. Formation of the thesaurus of future specialists is carried out through teaching and practicing terminology. In order to be able to communicate successfully and qualitatively in the language of their specialty, each student must have a certain vocabulary for specific disciplines. Moreover, he or she should have a deep and broad knowledge of his or her specialty.
In a foreign language class in technical higher educational institutions, teachers face a number of difficulties in preparing and conducting speaking classes. There are several difficulties in teaching a foreign language. The most common problem is fear of making a mistake. The second problem may be that the student simply has nothing to say about the topic under discussion, or lacks speaking skills. In this situation, it is necessary to offer meaningful language support. The third difficulty may be that students do not understand a speaking task [1]. Students lack the skills of a pair work, speaking tools, and the ability to logically build arguments.
One of the major problems of developing speaking skills includes an application of a dialogue during the lesson. A dialogue acts as a means of learning a foreign language (language material); as a form of organizing the entire educational process in a foreign language; as one of the types of speech activities that need to be mastered in the learning process. Skills and abilities of dialogical communication are formed on the basis of a certain speech material characteristic for this type of activity, which implies preliminary acquaintance with the material side of its functioning. Teaching of dialogic speech is carried out in three ways: with the use of dialogue-sample, on the basis of step-by-step composition of the dialogue by creating situations of communication. Working with a dialogue-sample is focused on mastering exemplary statements in a foreign language, training students in communicative interaction, using language material in a dialogue speech, performing various transformations and exercises with a text of the dialogue, as well as formation of skills and abilities to make a dialogue on the model.
Step-by-step training in a dialogue development involves students mastering the tactics of building a dialogue in accordance with the speech intentions of the students and taking into account the emerging and developing interaction, interrelation and nature of prompting remarks and reactions. Step-by-step training also focuses on the development of skills and abilities to design a dialogue in different situations, taking into account the nature of communication partners and their interaction.
Teaching dialogue speech through the creation of situations of communication implies mastering the skills and abilities necessary to implement a situation of communication in accordance with the communicative tasks of students, taking into account the specific conditions of communication, as well as relying on different types of interpersonal interaction of students; training situational use, as a variety of language materials and different functional types of speech statements and types of communicative interaction between students.
Learning to communicate, especially in a specialty of building engineering or power engineering, is a complex and time-consuming process, as the student's speech must contain elements of professional vocabulary in English. The teacher's work is facilitated by the fact that this speech can be close in many respects to the underlying text of instruction and have fewer arbitrary situational possibilities. Many "life" situations can be "lost" in the classroom, when it is necessary to move from training exercises to dialogue which include listening, reading, memorizing, retelling, completing dialogues on a given situation or language material [1].
Thus, the aim of teaching a foreign language students of technical higher educational institutions is to develop a holistic system of teaching students to communicate on professional topics: to teach them to express their own thoughts clearly and logically, to be able to convince them, to prove their position and at the same time to listen to and understand the speech of the interlocutor.
References / Список литературы
1. Akamova Nozima Muzaffarovna, Sharipov Muslimjon Salimjon Ogli. Reforms in the system of higher education in Uzbekistan // Voprosy nauki i obrazovaniya, 2018. № 29 (41). S. 87-88. URL: https://cyberleninka.ru/article/n/reforms-in-the-system-of-higher-education-in-uzbekistan/ (date of access: 20.11.2019).
2. Matkarimova Barno Habibullaevna. Applying role-plays in a teaching process: advantages and disadvantages // Voprosy nauki i obrazovaniya, 2019. №11 (57). S. 59-62. URL: https://cyberleninka.ru/article/n/applying-role-plays-in-a-teaching-process-advantages-and-disadvantages/ (date of access: 20.11.2019).
