“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
438
RHETORIC IN PEDAGOGICAL SPEECH
Sabirova Dildora Abduvali qizi
Zamonaviy tarjimashunoslikning yangicha tendensiyalari
O‘
zDJTU
Annotatsiya.
Mazkur maqolada hozirgi kunda oliy ta
’
lim muassasalarida
dars jarayonini samarali tashkil etishda pedagogning roli va uning nutqiy faoliyati,
ritorikasining ahamiyati yoritilgan.
O‘
qituvchi nutqining
o‘
ziga xos jihatlari va
talabalarning dars jarayonida yatarlicha bilim, k
o‘
nikma va malakalarini
shakllantiruvchi asosiy omillar haqida s
o‘
z yuritilgan.
Kalit s
o‘
zlar:
muloqot, malaka, notiqlik, mahorat, nutq, kasb, pedagogika,
psixologiya.
Аннотация.
В данной статье описывается роль педагога и значение
его речевой деятельности и риторики в эффективной организации учебного
процесса в высших учебных заведениях. Обсуждаются конкретные аспекты
речи учителя и основные факторы, формирующие достаточные знания,
умения и квалификацию студентов на уроке.
Ключевые слова:
общение, компетентность, риторика, умение, речь,
профессия, педагогика, психология.
Annotation.
This article describes the role of the teacher and the importance
of his speech activity and rhetoric in the effective organization of the educational
process in higher educational institutions. Specific aspects of the teacher
’
s speech
and the main factors that form sufficient knowledge, skills and qualifications of
students in the lesson are discussed
Keywords:
communication, competence, rhetoric, skill, speech, profession,
pedagogy, psychology.
Rhetoric (Greek rhetorike “oratory”), a scientific discipline that studies the
patterns of generation, transmission and perception of good speech and quality
text. At the time of its emergence in ancient times, rhetoric was understood only
in the literal meaning of the term
–
as the art of an orator, the art of oral public
speaking.
A broad understanding of the subject of rhetoric is the property of a later
time. The need for skillful use of words is always there, but it becomes an urgent
necessity precisely at turning points in history, in the era of consciously
developing democracy. Apparently, it is no coincidence that the flourishing of
oratory coincides with the flourishing of the ancient Greek and Roman republics.
There are many definitions of the subject and tasks of rhetoric, there are
various approaches to the formulation of its principles and laws, as well as to the
relationship of this science with other academic disciplines
Let
’
s compare the variety of definitions of rhetorical science:
“Arab tili globallashuv davrida: innova
tsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
439
The ability to find possible ways of persuasion regarding each given subject
(Aristotle); The art of speaking well (Quintilian); The art of speaking eloquently
about any matter and thereby inclining others to your opinion about it
M.V. Lomonosov
Among the definitions that most correspond to the tasks of pedagogical
rhetoric, four groups can be roughly distinguished. In the first case, when
determining the essence of rhetoric, the main place is occupied by the relationship
between thought (intention) and its embodiment in speech activity (in the word). In
the second case, the aspect of text creation is emphasized (definitions often reflect
some qualities of the created text). The third type of definition is associated with
highlighting the impact on the addressee (most often inclining him to the
corresponding point of view). The last type of definitions is characterized by a
combination of features identified in the previous types of definitions.
Back in the 19th century, the theory of eloquence was considered a science
that dealt with the laws of eloquence as an art. But these laws applied either to all
written and oral works in general, or to each genus and species separately.
Therefore, rhetoric was divided into general, which sets out the laws inherent in all
works, and private, which studies the characteristics of each type of work separately,
including the characteristics of oral speech.
Currently, professional education faces new challenges, the most important of
which is the formation of the communicative competence of a future specialist.
Communicative competence presupposes possession of communication skills in a
certain professional team, the ability to create rhetorical communication situations,
the ability to invent and interpret professionally significant statements (texts).
To do this, the future specialist needs to know the specifics of professional
communication, the norms of speech behavior that ensure the effectiveness and
efficiency of solving professional problems. The sphere of education is an area of
increased speech responsibility, since, according to V.A. Sukhomlinsky, “The word is
the most important pedagogical tool; nothing can replace it. The word accumulates
relationships between people. The word expresses an idea, and the idea is the pillar
root of education.”
The purpose of pedagogical rhetoric:
–
modeling and constructing situations of pedagogical communication in order
to solve various psychological, pedagogical and rhetorical problems;
–
improving the speech aspect of pedagogical communication;
–
prevention and exclusion of situations in which a negative communication
scenario develops.
In rhetoric, general principles and laws of speech behavior have been
developed, and the practical possibilities of their use in various communication
situations are described. Based on the categories, laws and principles of general
rhetoric, a model of professional speech training of future specialists is being created
within the framework of private
–
pedagogical
–
rhetoric. Rhetoric helps not only to
present the subject, but also to generate cognitive interest, and therefore develop
creative motivation for learning.
“Arab tili globallashuv
davrida: innovatsion yondoshuvlar
va
o‘qitish metodikasi”
mavzusidagi xalqaro ilmiy-amaliy anjuman
440
By studying the relationship between thinking and speech, the process of
forming methods of influential argumentation in the process of teaching and
upbringing
–
pedagogical rhetoric aims to create factors for the complete and high-
quality assimilation and preservation of information. The main condition for
achieving the goal is rhetorically optimal presentation, the desire for a situation of
communicative inspiration. Pedagogical rhetoric is a system of principles for the
optimal organization of speech; it forms the Pedagogical rhetoric distinguishes the
following functions of communication:
–
informational and communicative
–
the function of learning, acquiring
subject knowledge and social experience;
–
regulatory
–
communicative
–
organizational, providing both the choice of
strategy and methods of interaction, as well as the specific organization of activities
within the framework of the educational and speech situation;
–
educational
–
communicative function
–
focused on the development of
personal qualities, emotional culture, aesthetic sensitivity and artistic skill.
Speech aspect of pedagogical creativity and skill:
Thus, pedagogical rhetoric is one of the private modern rhetorical disciplines,
the theory of effective speech communication in the field of pedagogical
communication, as well as the practice of its optimization.
Pedagogy is one of the areas of so-
called “increased speech responsibility.”
Areas of theory and practice related to pedagogical rhetoric may have different
names
–
“pedagogical (educational) linguistics”, “pedagogical speech technique”,
“pedagogical speech communication (or behav
ior), etc. The theory of pedagogical
rhetoric is developed on the basis of a synthesis of the achievements of almost all
sciences in the humanities, mainly linguo-pragmatics and neo-rhetorics,
ommunicative linguistics, ethno-linguistics, sociolinguistics, psycholinguistics,
psychology, sociology, anthropology and others.
In relation to pedagogy, rhetoric is a system of influences and interactions that
characterize both genres of educational speech and situations that arise in the process of
educational comm
unication. Every teacher strives to “master” the audience in the
rhetorical sense of the word: he looks for forms of influence that can change, “fluctuate”
depending on the situation of the lesson, the personality of the student, the appreciative
factor (psychological context) of speech, the skills and abilities formed in the student to
moment of specific communication with the teacher.
Reference:
1. Mikhalskaya A.K. Pedagogical rhetoric: History and theory.-M., 1998.
2. Pedagogical rhetoric / Ed. N.D.Desyaeva.-M., 2012.
3. Desyaeva N.D., Lebedev T.A., Assuirova L.V. Culture of teacher
’
s speech.-
M., 2003.
4. Annushkin V.I. History of Russian rhetoric. Reader.-M., 1998.
5. Lvov M.R. Rhetoric. Culture of speech.-M., 2002.
6.
Рахмонов, Азизхон Боситхонович. "Функции и этапы организации
самостоятельных работ в языковых вузах."
Образование, воспитание и
педагогика: традиции, опыт, инновации. 2020.
