Проблемы в обучении английскому языку студентов-медиков

inLibrary
Google Scholar
Журнал:
Выпуск:
CC BY f
339-341
7

Скачивания

Данные скачивания пока недоступны.
Поделиться
Шарипова, Ф. (2022). Проблемы в обучении английскому языку студентов-медиков. in Library, 22(1), 339–341. извлечено от https://inlibrary.uz/index.php/archive/article/view/20509
Crossref
Сrossref
Scopus
Scopus

Аннотация

Данное исследование представляет собой анализ учебной программы преподавания английского языка в медицинских вузах. В начале 21 века английский язык стал неотъемлемой частью учебной программы в медицинских вузах Республики Узбекистан. В целом процесс преподавания и изучения английского языка как иностранного в Республике Узбекистан находится на высоком уровне. Но есть еще некоторые проблемы и различные местные особенности, связанные с этим процессом. Исследователь в своей цели сопоставляет возможные существующие проблемы преподавания английского языка в медицинских институтах, чтобы выявить возможные факторы и предположить, что проблемы обучения, поставленные перед студентами, зависят от краткосрочного педагогического опыта преподавателя, его или ее развития. теоретический, чем практический подход, рутинное поведение.

Похожие статьи


background image

339

QUESTIONS OF

TEACHING IN MEDICAL

HIGHER EDUCA

TION INSTITUTIONS

Sharipova F.I.

CHALLENGES IN TEACHING ENGLISH FOR MEDICAL STUDENTS

Tashkent pediatric medical institute

This study is an analysis of the educational

curriculum of teaching English language in

medical high schools

.

In the beginning of 21st

century, English has become as integral part

of educational curriculum in the medical high

schools in the Republic of Uzbekistan. Generally

speaking, the process of teaching and learning

English as a foreign language in the Republic of

Uzbekistan has get high levels. But there are still

some problems and different local specificities that

involved in this process. The researcher

in the aim

makes a contrastive view

of the possibly existing

problems of teaching English in the medical

institutes to elicit possible factors and to suggests

that learning problems provided to students are

influenced by a teacher’s short-term pedagogical

experience, his or her evolving more theoretical

than practical approach, routinized behaviors.

Materials and methods

The research questions, concerning

problems of teaching English language in medical

high schools, data collection and analysis are such

methods and material of the given study.

Results

After discussing these various problems

the researcher proposes that teachers and medical

students need to interact to construct better-

informed understandings for diminishing the

above mentioned problems.

Introduction

The classroom, is a scene where teachers

as instructors, that transmitting knowledge on

English language to students, as learners. In the

field of English language instruction, we have

been slow to recognize that teaching needs to

be examined and understood on its own terms.

Teacher education, curriculum development,

program design, education standards implicitly

held views of what teaching is and how should

be done. To date, however there has been no

organized research or study of the conception of

teaching which undergird the field of medicine and

influence on teaching English language in medical

high schools. Teaching English as a foreign

language is a challenging task in the medical

institutes in general and in our institute (Tashkent

Medical Pediatric Institute) in particular. English

has been included in the curriculum of medical

institutes and considerable attention has been paid

to this language in our society for the following

reasons: first of all, access to and use of the latest

medical and scientific resources mainly written

in English that requires for an efficient level of

English language proficiency. Secondly, coping

with the demands of the era of information

explosion and the efficient use of the Internet

makes learning English as a necessity. Thirdly,

mastery of English facilitates in searching medical

vacancies including the proposal of the work in

abroad. In spite of all these, some studies show

that teaching and learning English in medical

high schools has not been able to satisfy the

specified goals. Thus, due to the shortcomings of

curriculum the at medical high schools to fulfill

the professional needs of the students on the one

hand, and the need for learning English to satisfy

these communicative needs on the other hand, the

modulations and changes have been developed

throughout the last years. The foreign researchers

Zheng JY, Zhao JX, Zhao QC, Wu GS, Dou KF,

Tuo J. (2105)’s paper displays the need to reassess

the approaches used to teach English language

in the medical institute. English as a compulsory

course is being taught at the TashPMI, starting from

the first courses in almost all faculties it continues

for three years years. In spite of studying English

for a long period of time in the TashPMI (almost

3 years), students are not able to communicate in

English in the real contexts. The researched data

displayed that medical students after nearly three

years of education neither are enabled to speak

fluently in English language nor interact with

other people because of emphasis on grammatical

structure. So, it is really necessary to explore

real reasons behind the poor achievements of the

students in English. To do so,

this study aimed

at eliciting and classifying the related factors in

this regard. This is achieved by scrutinizing the

available studies dealing with the problems of

language teaching in the medical institute. It is

also an attempt to highlight what can be done to

improve the situation significantly.


background image

340

ВОПР

О

СЫ ПРЕПО

ДАВ

АНИЯ В МЕДИЦИНСКИХ

ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ

Materials and methods

It is important to identify the problems

the medical students encounter in the process of

learning English. The main obstacle for learning

English is that there is no environment that makes

them familiar with the original language. In other

words, there is no active role for English outside

the classroom. So, they do not feel the immediate

need to learn English. And the educational system

should bring about such need. The significant role

of the English language as the lingua franca of

today’s world in establishing foreign relations is

simply neglected in the medical institute. Very few

learners and /or teachers travel to English speaking

countries or have contact with English speakers.

A few native English speakers are visited the

medical institute with short-term courses. We can

see only a few English speaking foreigners in the

country as invited medical students by exchange

or tourists. Moreover, the places you may find

the tourists are limited to tourist sites, hotels, or

business companies. This can be explained in

a study carried out in the Tashkent Pediatrician

Medical Institute, in which the existing problems

of teaching and learning English as a foreign/

second language in the medical high schools in

Uzbekistan were identified. The results indicated

that lingual students had better access to English

audio-visual aids (e.g., listening or watching

English TV news or programs), they read English

newspapers and magazines more than five

times as compared to the medical students and

majority of them find the contents of their English

textbooks interesting. It should be noted that a

number of English textbooks/journals is much

higher than in the medical institute. The extent

of speaking English in their English classes was

higher than the medical institutes. Moreover, poor

English knowledge of the medical students may

further discourage them to read English medical

textbooks/journals.

Furthermore, there are a lot of medical

students who look for ways of improving their

English, but they do not know how and where

to start. In most of the English classes, little

attention is paid to the conscious efforts learners

make in mastering a foreign language. Many of

students do not know, neglect or pay not enough

attention to how to deal with the task of learning

a foreign language even after years of study; only

a few students who have used a set of strategies,

have been able to succeed and hence, learn the

language. It is a neglected area in our language

classes. Teachers should be concerned with

helping students to learn how to learn the ways of

effective learning of English as a foreign language

and to achieve autonomy in their education. It

has been argued that learning how to learn (self-

directed learning) would be of utmost importance

for medical students for at least three reasons.

First, because of the complexity of the task which

learning presents, there is never enough time

within a formal scheme of instruction to ensure

mastery on the part of students, and if the student

has not been prepared within the classroom to take

responsibility to learn autonomously outside, it is

unlikely that any learning will take place (Carver &

Dickinson, 1982; Dickinson & Carver, 1980). The

second reason is the belief that engaging students

in the process of learning and assessment would

encourage their learning efficiency. Studies of the

characteristics of good language learners (Naiman,

et al. 1978; Stern, 1983) suggest that efficient

learners consciously monitor their performances,

analyze them, and develop a repertoire of

efficient learning strategies. Thirdly, in a self-

directed scheme, through reducing the distance

between the student and the teacher, feelings of

anxiety, frustration, and alienation decrease, and

consequently the student becomes more receptive

to the learning process (Brown, 1973; Schumann,

1975). Another challenging factor is students’

beliefs about the nature of learning English as a

subject consisting of a list of words and a set of

grammatical rules which are to be memorized and

separable skills to be acquired rather than a set

of integrated skills and subskills (Oxford, 2001).

Furthermore, the students in English classes do

not have common background knowledge because

some of them are trained in rural areas in which

un-qualified English teachers teach them while

other students are taught in urban areas having

access to a lot of classroom facilities to gain

advantage of. While some of the students take

advantage of using satellite programs, VCD and

video tapes, and go to private language schools,

most of the students just have their textbooks as

the only source of learning English. Under such

circumstances, there is no placement test to put

students into different groups homogeneously

based on their language proficiency levels. This

makes the situation even much worse for the weak


background image

341

QUESTIONS OF

TEACHING IN MEDICAL

HIGHER EDUCA

TION INSTITUTIONS

students and they resort to guide books. As classes

are crowded, most of the students do not have

enough practice in English and do not overcome

language learning problems and are not proficient

enough to communicate in the foreign language.

Because in the limited hours of instruction, they

normally could not have the chance of learning

English especially the most favored skills of

listening and speaking. There is no place for group

work discussion. To acquire the target language

effectively, learners need to engage actively in

processing the meanings of whatever they hear

and read. Group work in the educational context

generally involves a small number of students

working together to achieve a task (Amatobi &

Amatobi, 2013; Dooly, 2008).

The results and discussion

Not all students have the same motivation or

purpose for learning English. Some of them look

at English just as a course that should be passed

and do not understand its importance as a means

of communication with which they can adapt

themselves to new improvements in medicine and

other sciences. For most learners, learning English

is a duty — something that they have to, but don’t

want to do. They don’t see pleasure in learning

English. These students have low motivation to

participate in class, and they simply try to get a

passing mark to get rid of the course. Other students

attend the classes to learn some special points to

be successful in the getting high-salary vacancy

so they pay attention to special parts of the book.

To be successful in this kind of interview, only

a good grasp of vocabulary, some grammatical

points, and reading comprehension are sufficient,

so the students pay little attention to speaking,

listening and writing skills. Another demotivating

factor is that English is considered as a general

subject compared to special subjects such as

physics, chemistry, mathematics and biology.

In the university entrance exam, the scores for

special subjects outweigh those for general ones.

So, students spend more time on studying their

special subjects than general ones.

Conclusion

One of the major problems of language

learning in the medical institute is that most of

our students do not have the capacity to express

themselves in the foreign language fluently after

studying English at schools for several years. In

other words, they cannot communicate in English.

The researcher tried to examine the reasons behind

the failures of the medical students to acquire the

expected level of proficiency in English in spite

of learning English for three successive years.

The problems fall into seven categories which

constitute five important components of any

education system (students, teachers, materials,

teaching methods, and evaluation) which are

closely interrelated. Knowing about the students’

needs is one critical matter for the teachers to

teach and authors to write textbooks. Most of

students in the medical institute tend to participate

in communicative activities type to learn English.

Some students tend to have more opportunities to

participate in free conversation classes, expressing

their wish towards a more communicatively

oriented approach. On the other hand, there are

those who prefer more emphasis on grammar

teaching and learning (Bada and Okan, 2000).

Thus, the syllabuses should be observed based on

all students’ requirements and interests.

References

1.

Amatobi, V. E., & Amatobi, D. A. (2013). The influences of gender and attitude differences to students’ achievement.

American Journal of Research Communication.

2.

Bada, E., & Okan, Z. (2000). Students’ language learning preferences. TESL-EJ, 4(3)

3.

Brown, H. D. (1973). Affective variables in second language acquisition. Language Learning, 23, 231-244

4.

Crystal, D. (1997). English as a Global Language. Cambridge University Press:Cambridge.

5.

Dickinson, L., & Carver, D. (1980). Learning how to learn: Steps towards selfdirection in foreign language learning

in schools. ELT Journal, 35(1), 1-7.

6.

Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. ED456670

7.

Schumann, J. H. (1975). Affective factors and the problem of age in second language acquisition. Language

Learning, 25(2), 209-235.

8.

Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute

for Studies in Education

9.

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: OUP.

10. Zheng JY, Zhao JX, Zhao QC, Wu GS, Dou KF, Tuo J. Bilingual teaching of surgery in eight-year program medical

students. Negative 2015; 6(4): 60-2

Библиографические ссылки

Amatobi, V. E., & Amatobi, D. A. (2013). The influences of gender and attitude differences to students’ achievement. American Journal of Research Communication.

Bada, E., & Okan, Z. (2000). Students’ language learning preferences. TESL-EJ, 4(3)

Brown, H. D. (1973). Affective variables in second language acquisition. Language Learning, 23, 231-244

Crystal, D. (1997). English as a Global Language. Cambridge University Press:Cambridge.

Dickinson, L., & Carver, D. (1980). Learning how to learn: Steps towards selfdirection in foreign language learning in schools. ELT Journal, 35(1), 1-7.

Oxford, R. (2001). Integrated Skills in the ESL/EFL Classroom. ERIC Digest. ED456670

Schumann, J. H. (1975). Affective factors and the problem of age in second language acquisition. Language Learning, 25(2), 209-235.

Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: OUP.

Zheng JY, Zhao JX, Zhao QC, Wu GS, Dou KF, Tuo J. Bilingual teaching of surgery in eight-year program medical students. Negative 2015; 6(4): 60-2

inLibrary — это научная электронная библиотека inConference - научно-практические конференции inScience - Журнал Общество и инновации UACD - Антикоррупционный дайджест Узбекистана UZDA - Ассоциации стоматологов Узбекистана АСТ - Архитектура, строительство, транспорт Open Journal System - Престиж вашего журнала в международных базах данных inDesigner - Разработка сайта - создание сайтов под ключ в веб студии Iqtisodiy taraqqiyot va tahlil - ilmiy elektron jurnali yuridik va jismoniy shaxslarning in-Academy - Innovative Academy RSC MENC LEGIS - Адвокатское бюро SPORT-SCIENCE - Актуальные проблемы спортивной науки GLOTEC - Внедрение цифровых технологий в организации MuviPoisk - Смотрите фильмы онлайн, большая коллекция, новинки кинопроката Megatorg - Доска объявлений Megatorg.net: сайт бесплатных частных объявлений Skinormil - Космецевтика активного действия Pils - Мультибрендовый онлайн шоп METAMED - Фармацевтическая компания с полным спектром услуг Dexaflu - от симптомов гриппа и простуды SMARTY - Увеличение продаж вашей компании ELECARS - Электромобили в Ташкенте, Узбекистане CHINA MOTORS - Купи автомобиль своей мечты! PROKAT24 - Прокат и аренда строительных инструментов