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УЧЕБНЫХ ЗАВЕДЕНИЯХ
Davletyarova N.I.
TYPES OF SPEECH ACTIVITY ON THE EXAMPLE OF THE ENGLISH LANGUAGE
Tashkent pediatric medical institute
Annotation.
Slightly reasoning process has
expressive and logical aspects, these makings are
indissolubly linked with the perception of speech
by ear. The instruments of speech insight by ear
are well studied in science. The first instrument,
which psychologists call language awareness.
Convinced feelings are meant to rouse.
Keywords: audio text, listening, technology,
knowledge, listening, methods, methodological
rules, activity, goal, understanding, educational
Relevance.
Due to the work of the internal
speech device, the speech motion analyzer works
during the understanding of the audio text. The
level of understanding depends on the repetition
of speech in inner speech. A person repeats what
he hears by imitation. Reveals unfamiliar or dif-
ficult parts of the audio text internally, and the
more repetitions in the language material, the less
repetitions there will be. Therefore, it is recom-
mended to combine spoken language and listen-
ing comprehension.
The comparison may be incorrect based on
the person’s previous experience, feelings and
emotions. The listener’s experience is understood
as a trace created by the organs of hearing and
speech movements in the brain. Recognition by
comparison. The stronger the audio signal, the
more active the recognition mechanism (prefer-
ably called the comparison and cognition mecha-
nism). The exact opposite of what is heard is not
preserved or restored in the brain, but only a trace.
The name of the next mechanism is called anti-
septic. Simply put, it’s better to figure it out in
advance. When this mechanism is activated, it is
possible to know in advance the structure of the
audio text (sentences or word forms) or its con-
tent.
Another mechanism is called logical under-
standing of audio text. Understanding, that is,
logical understanding, occurs on the basis of an-
alytical-synthetic practice of brain activity and in
the context of other possibilities. The formation
of these mechanisms develops students’ listening
skills. Listening skills are formed and developed
only by performing the necessary exercises in a
foreign language.
Purpose.
The methodology differentiates
between visual (pictorial) and verbal supports in
teaching listening. Maps, pictures, photographs,
diagrams, terrain plans and other graphic mate-
rials are visualized. Verbal supports can be pre-
sented in the form of keywords, plan, headings,
various questionnaires, allowing the listener to
segment the text in accordance with the proposed
method. It is important to teach schoolchildren to
find landmarks in the audio text itself (intonation-
ally highlighted words, headings and subhead-
ings, words with logical stress, rhetorical ques-
tions, repetitions).
For the fruitful teaching of listening, the cor-
rect answer to the question of the feasibility of
multiple presentation of the same audio text is of
no small importance. Presenting audio text twice
and three times in the classroom is advisable when
setting up for a subsequent retelling or discussion
of the text. Re-listening should be preceded by
the formulation of a new practical task that mo-
bilizes students for a deeper understanding. Both
domestic and foreign methodologists traditional-
ly suggest breaking the work on the text into the
following stages: 1. Pretext. 2. Text. 3. Post-text.
Teaching technology is the science of teaching
technology. Why is the concept of technology in-
troduced?
In this case, it is emphasized 23 that teach-
ing is carried out on a scientific basis. The teacher
must have a div of knowledge about the forms,
methods, means, content, methods of teaching,
that is, a range of issues related to the controlla-
bility of teaching is touched upon. Special atten-
tion is paid to the diagnostically set goals, which
guarantee the achievement of the result, constant
feedback, and the reproducibility of the training
cycle. The technology of teaching any kind of
speech activity is as follows: familiarization (con-
trol), training (control), application (control). In a
simplified way, teaching listening, following the
three-step scheme presented above, can be repre-
sented as follows:
1. Briefing and pre-assignment.
2. Perception of the audio message.
3. Control of comprehension of audio text.
Materials and methods.
The labelled psychophysiological mecha-
nisms of speech perception by ear are named by
some names only for analysis. In speech, they are
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expressed as a whole. As mentioned above, spe-
cial time is devoted to listening comprehension
and specific exercises. The emphasis is on teach-
ing listening skills from the first hour of a foreign
language course to graduation. In addition to the
general requirements for the oral part of the cur-
riculum, there is a list of sentences intended for
listening comprehension only.
note that these are sentences that students
only learn when listening to the teacher. Teach-
ers also know that listening and comprehension
of lexical and grammatical material is learned
through speaking and reading. The teacher’s ex-
emplary speech is very important to the listeners.
It is necessary to follow the methodological rules,
for example, conduct a lesson in a foreign lan-
guage. Reinforcement and repetition through lis-
tening comprehension and reading make this type
of speech activity a learning tool. At the begin-
ning of the lesson, most of the exercises designed
to create an artificial foreign language environ-
ment are performed by listening.
Listening understanding exercises are the
main part and the end of the lesson. Unlike other
types of speaking activity, listening comprehen-
sion is achieved through instructional goals and
tools while teaching a foreign language.
As a goal, practical study means obtaining
information in a foreign language. The content
of all oral and reading topics is assimilated by
ear. The same can be said for listening and un-
derstanding information received during speaking
and reading. Considered as an educational tool, it
is designed to study listening comprehension (vo-
cabulary, grammar, pronunciation units).
It is also recommended to practice listening
to male and female voices, listening to teachers
and others, listening to the speech of young and
old, listening with and without a speaker. In prac-
tice, different approaches to teaching listening
are used. One is to teach language first, and then
speech. According to this methodological idea,
students practice knowledge of words, phrases
and sentences, and then their attention is drawn to
the content of the studied material.
Listening in this way is ineffective, time-con-
suming and therefore unacceptable. According to
the second direction used by teachers, listening
comprehension is directly related to the forma-
tion of speech skills. In the process of teaching
speaking, reading and writing, students learn to
understand what they read by ear, paying special
attention to language material. This method is
more efficient. It is well known that speaking and
listening are two integral parts of speaking. The
lexical and grammatical phenomena used in them
are common. Therefore, when it comes to teach-
ing listening comprehension, it is a good idea to
practice listening while you are learning to speak.
References
1. Говорун, С,В. (2015) Развитие навыков и умений аудирования у студентов-востоковедов, изуча-
ющих английский язык Санкт-Петербург 12-22.
2. Джонс, А. М. (2013). История английского языка для специального исследования. В Б. Пэлтридж
и С. Старфилд (ред.). Справочник английского языка для специальных целей 5-31 с.
3. Мамадалиев А. М. Дидактические основы языкового обучения студентов педагогического ин-
ститута. - Ташкент: ТДПУ, 1994:23.
4. Общая психология. Под ред. А. В. Петровского. Москва: Просвещение, 1986:463.
5. Столяренко А. М. Психология и педагогика: Учебное пособие для вузов. – Москва: ЮНИТИ –
ДАНА, 2004:423.
6. Olga Tolstykh, Anastasia Khomutova. Developing the communicative competence of the university
teaching staff: an integrated-skill approach, General and Professional Education 2/2012, ISSN 2084-1469:38-43.
7. Aristova, E. A. (2011). The problem of perception of dialect and accent English language students spe-
cialties. Problemy yazykoznaniya i pedagogiki - Linguistics and Pedagogy Bulletin, 5, 114-117.
8. Dictionary of foreign words. - 14th ed., Rev. - Moscow: Rus. yaz., 1987:608.
9. Galskova, N. D., & Gez, N. I. (2007). Theory of teaching foreign languages. Linguodidactics and
methodology (4th ed.). Moscow: Akademiya.
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Давлетярова Н.И.
ТИПЫ РЕЧЕВОЙ АКТИВНОСТИ НА ПРИМЕРЕ ОБУЧЕНИ АНГЛИЙСКОМУ ЯЗЫКУ
Ключевые слова:
аудио текст, слушание, технология, знания, аудирование, методы.
Статья исследует виды аудирования на
примере обучения английскому языку. Ис-
пользуются методы дифференциации между
визуальным и вербальным методами обуче-
ния. Для визуализации используются такие
вспомогательные средства как: карты, диа-
граммы, картинки и т.д. Вербальные средства:
в виде ключевых слов, названий, планов. Та-
кая подача информации усиливает мотивацию
студентов и приводит к положительным ре-
зультатам.
Davletyarova N.I.
INGLIZ TILI MISOLIDA NUTQIY FAOLIYAT TURLARI
Kalit so’zlar
:
audio matn, eshitish, texnologiya, bilim, tinglash usullari.
Tinglashni muvaffaqiyatli o’rgatish uchun
bir xil audio matnni bir necha marta taqdim etish
imkoniyati haqidagi savolni to’g’ri hal qilish
muhim ahamiyatga ega. Keyinchalik matnni qayta
o’qish yoki muhokama qilishni o’rnatayotganda,
audio matnni darsda ikki va uch marta taqdim etish
tavsiya etiladi. Qayta tinglash oldidan talabalarni
chuqurroq tushunishga safarbar etadigan yangi
amaliy vazifa tuzilishi kerak.
Buranova D.D.
ENGLISH AS A DISCIPLINE FOR FUTURE SPECIALISTS IN MEDICINE: CURRENT
TRENDS AND REQUIREMENTS
Tashkent Pediatric Medical Institute
Reforms in the field of higher education in
the country pose new challenges, applying to the
demand for personnel who have mastered foreign
languages and are able to use new skills and mo-
bility. This puts up with urgent tasks for higher
education, such as good knowledge of English by
specialists of the medical field. The measures tak-
en by the state policy to create a system of higher
education in accordance with the requirements of
international standards have great importance in
training of highly qualified medical personnel.
The demand for personnel who have mastered
foreign languages and are able to use new stan-
dards and methods, as well as cooperation with
foreign partners deserve special attention in mod-
ern labor market. The formation of knowledge
among students of medical universities in English
today is carried out using modern methods and
standards. Based on the programs and other regu-
latory documents regulating the educational pro-
cess of the university, it is advisable to establish
the level of English literacy of the teaching staff,
taking into account the requirements of the gen-
erally recognized international standards of the
Council of Europe “Pan–European competence of
foreign language proficiency: study, teaching and
evaluation” (CEFR-Common European Frame-
work of Reference). According to the require-
ments and criteria for language acquisition, there
are four indicators of the level of proficiency in
a foreign language, namely: listening, speaking,
reading and writing. At the same time, we should
mention the so-called “English for special purpos-
es” (ESP), which implies the use of English in a
special direction and in various fields of science,
that is, professional English. The specifics of the
ESP program is intended for representatives of
various professional fields, the purpose of which
is to focus on mastering foreign languages with
an emphasis not on grammatical aspects of the
language structure, but on mastering the language
itself, from the point of view of specialization and
profession. This direction is especially effective
for representatives of the medical field for their
effective use of the English language in further
improving their professional skills. The Organiza-
tion of teaching English in the specialty subjects
in the universities today, the targeted training of
