“ПЕДИАТРИЯ СОҲАСИДА ЁШ ОЛИМЛАРНИНГ ЮТУҚЛАРИ”
РЕСПУБЛИКА ИЛМИЙ-АМАЛИЙ АНЖУМАНИ
2017 йил 18 апрел
39
TEACHING METHODS OF FOREIGN LANGUAGE AND ITS
RELATION TO MEDICAL SCIENCES
Buranova D.D.
Tashkent pediatric medical institute,
Tashkent, Uzbekistan
Actuality of the problem.
Teaching a foreign language for medical
specialist means the formation and development of their habits and skills in listening,
speaking, reading and writing. There is no opportunity to develop such skills
effectively if we do not about ways and methods of teaching in accordance with
nowdays demands, important skills and the ways of forming them, the influence of
formerly acquired habits on the formation of new ones, and many other necessary
factors that modern methods and technologies of language teaching can supply us
with. When adopting the practical aims for a higher educational institutions course
the following factors are usually taken into consideration: the economic and political
conditions of society, the requirements of the state, the general goals of high school
education, the nature of the subject and
the conditions for instruction. In the foreign
language teaching, as well as in teaching of medicine and other subject, general prin-
ciples are applied and, in their turn, influence and enrich the experiebce. At different
periods, depending on the aims of teaching and earning a foreign language, new
methods sprang up.
The aim of the work.
The foreign language as a subject differs from other
subjects of the medical institution curriculum. Whereas the teaching of special
subjects is mostly connected with the imparting of information and facts which the
learners are to learn and the teaching of the mother tongue leads to the mastery of the
language as a system (which is already used for exchanging thoughts and feelings) so
that the listeners will be able to use it more effectively in oral and written language,
the teaching of a foreign language should result in the learner’s gaining one more
code for receiving and conveying information; that is, in acquiring a second language
for the same purpose as the native language: to use it as a means of communication.
They are of great importance, since oral language, though opportunities for
conversation are rare for most of the learners, creates favorable conditions for
language learning. Besides, practical aims as they are understood here, correspond to
the idea of further education within carefully selected linguistic material will
constitute the fundamentals of the subject.
“ПЕДИАТРИЯ СОҲАСИДА ЁШ ОЛИМЛАРНИНГ ЮТУҚЛАРИ”
РЕСПУБЛИКА ИЛМИЙ-АМАЛИЙ АНЖУМАНИ
2017 йил 18 апрел
40
Methods and materials of research.
Methods of foreign language teaching
is closely related to other sciences such as pedagogics, psychology, physiology,
linguistics and some others. At present the nature of the language should also be
taken into consideration in determining the aims of language teaching. Learning a
living language implies using the language of sounds, that is, speaking. Scientific
research gives a more profound insight into the problem. It is not so much the
ability to speak that is meant here but rather the oral treatment. A learner who
starts studying language will be puzzled by the variety of ―methods‖ he may
come across in books and journals and, of course, there are good grounds for this.
Some methods touch the aspect of the language upon which attention was focused
as in the cases of the grammar method, the lexical method, the phonetic method.
Some methods include received their names from the skill which was the main
object of teaching. Among these are the translation method (translation), the oral
method (oral language). Sometimes the method got its name from the psychology
of' language learning: in this category the following names occur: the intuitive
method, the conscious method, the direct method. All that one can hope to do is
to select for comment those methods which have had a long history and have
influenced the contemporary methods of foreign language teaching, and live on in
them.
The received results and their discussion.
While learning the mechanisms
of speech it is important to mention that words and rules of combining them are
most probably dormant in the kinetic center of the brain. When the ear receives a
signal it reaches the brain, its hearing center and then passes to the kinetic center.
Thus, if a teacher wants his learners to speak English he must use all the
opportunities he has to make them hear and speak it. Furthermore, to master a
second language is to acquire another code, another: way of receiving and
transmitting information. To create this new code in the most effective way one
must take into consideration certain psychological factors.
Effective learning of a foreign language depends to a great extent on the
learners’ memory. That is why a teacher must know how he can help his auditory to
successfully memorize and retain in memory the language material they learn.
Consequently, in teaching a foreign language we should create favourable conditions
for involuntary memorizing. which is possible only when learner’s attention is
concentrated not on fixing the material in their memory through numerous
repetitions, but on solving some mental problems which deal with this material.
Conclusion.
Globalization and the great development of international relations
in scientific, technical and cultural field affects to all spheres of human activity as
“ПЕДИАТРИЯ СОҲАСИДА ЁШ ОЛИМЛАРНИНГ ЮТУҚЛАРИ”
РЕСПУБЛИКА ИЛМИЙ-АМАЛИЙ АНЖУМАНИ
2017 йил 18 апрел
41
well as to the field of medicine. So the foreign language teaching for medical
specialists is a matter of state development significance. In this connection today’s
methods of teaching of English are expected to achieve good results in own field and
scientific investigations. Modern tendency is to apply this principle depending on the
language activities to be developed. For developing listening, speaking, reading and
writing reading skills the learners need the forms of learning enriched with meaning
and usage and each of these aspects with their difficulties and peculiarities.
РАСПРОСТРАНЕННОСТЬ ЗУБОЧЕЛЮСТНЫХ АНОМАЛИИ
У ДЕТЕЙ В ЗАВИСИМОСТИ ОТ ВОЗРАСТА
Гулямов С.С., Каримов Д.М.
Ташкентский педиатрический медицинский институт,
г. Ташкент, Узбекистан
Актуальность.
Распространенность зубочелюстных аномалии их
стабильно сохраняется на достаточно высоком уровне и не проявляет
тенденции к снижению. В структуре стоматологических заболеваний
зубочелюстные аномалии в настоящее время занимают одно из ведущих мест.
Однако вопросы по комплексному изучению ортодонтической помощи до сих
пор
остаются
нерешенными.
Дискуссионным
остается
вопрос
о
целесообразности применения новых комплексных мер профилактике и
лечение зубочелюстных аномалий и деформаций зубных рядов детей.
Проведенный литературный анализ позволяет заключить, что на сегодня
не изучены медико-социальные аспекты развития зубочелюстных аномалий и
деформаций среди указанного контингента населения, не раскрыты вопросы,
посвященные частоте этих аномалий.
Цель исследования:
изучить частоту встречаемости зубочелюстных
аномалий и деформаций у детей в зависимости от возраста.
Материалы
и
методы
исследования.
С
целью
изучения
распространенности зубочелюстных аномалий и деформаций были клинически
обследованы 160 детей в возрасти от 6 до 18 лет с различным
стоматологическим статусом.
Результаты исследования.
Как свидетельствуют полученные результаты,
в возрасте 6-18 лет распространенность аномалий зубочелюстной системы в
