ПЕДИАТРИЯ ИИ
Литература
1.
Butcher M.F., Gibson, Р. Online social networks and their impact on student expectations of university-
provided learning technology. International Journal of Educational Leaders. 2010.
2.
Khan B.H. Web based instruction. Eaglewood Cliffs, NJ: Education Technology Publication. 1998.
3.
Shih R. Effect of using Facebook to assist English for business communication course instructons. 2013.
4.
Polat E.S., Buharkina M.Yu. Sovremennye pedagogicheskie i informacionnye tehnologii v sisteme
obrazovanija [Modem pedagogical and information technologies in educational system], Moscow: Akademiya
Publishers. 1999.
Буранова Д.Д., Лутфуллаева X.A.
ТИББИЁТ ИНСТИТУТИДАГИ ТАЛАБАЛАРНИНГ ИНГЛИЗ ТИЛИНИ
УРГАНИШИДА ИЖТИМОИЙ ТЛРМО1\1АРНИН1 ТАЬСИРИ
Калит сузлар:
ижтимоий тармоклар, тиббиёт институти, инглиз тили, ёзиш кобилиятлари. психологик
хусусиятлари
Мако л ада тиббиёт институт талабаларининг инглиз тилини урганишидаижтимоий тармоклар,
айникса Телеграм мессенжерининг таъсири курсатилган, инглиз тилида суровнома буйича эксперимент
утказиш масалалари мухркама килинган.
Buranova D.D., Lutfullaeva Н.А.
A ROLE OF SOCIAL NETWORKS ON STUDYING OF ENGLISH
LANGUAGE AT THE MEDICAL STUDENTS
Key words:
social networks, English language, medical institution, writing skills, psychological
characteristics
The article discusses the influence of applyingsocial networks, in particularly messenger Telegram in
studyingEnglish atmedical students, discusses how to organize experiment in the form of inquiry in English and
advantages and disadvantages of the given technique.
Buranova D.Dj., Djalilova N.D.
TEACHING ENGLISH TO 1 COURSE STUDENTS IN THE MEDICAL INSTITUTE
Tashkent Pediatric Medical Institute
At present more and more young people want to start
learning a foreign language (mostly English) in the first
courses of high schools. In the Republic of Uzbekistan
many universities and institutes offer this possibility,
some, particularly philological ones, offer programmes
only in English. Most often high schools provide the
English course for their students as the basic curriculum
discipline once a week. How is this tuition in the
medical institute? What do the students do during
English lessons in medical institute such as Tashkent
Pediatric Medical Institute? How should the lesson be
motivated?
These and many other issues on teaching English for
1 course students of the medical institute are
the
purposes of this article.
Introduction
Learning English by students became the quite
fashionable trend 20 years ago in the Republic of
Uzbekistan and it has been continued to be on that level
now its rise since. Many institutes all over the Republic
offer the opportunity of second language learning,
particularly English in the capital city, Tashkent, there
are many institutes also providingFrench or German
languages. However, these are usually phylological
institutes and they use language immersion as their main
teaching method. Other non-lingualistic institutes,
technical or medical ones, offer the possibility of second
language learning with the help of different foreign
methods. Such classes are usually held once or twice in
a week. The education process itself is
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ПЕДИАТРИЯ -ожм®
provided by teacher possessing a degree in teaching
English as a second language. For successful supply the
course at teaching English as a second language to
students, is considered the teaching English as natural
and native language. Moreover, also psychologists
claim (Cai Y.) that it is good to start learning a second
language because all the perceptions are stored in the
same area of one's brain. However each foreign speech
has a different network of neurons, which consequently
requires switching among individual networks.
Therefore, as a proverb says "The limits of my language
mean the limits of my world". In addition to that, it has
already been scientifically proven that professionals
with knowledge and skills of English language as the
second one actually has the strong potential to acquire
almost the definite amout of new information, especially
when second language learning is concerned.
Furthermore, it has been proven that students who learn
the second language (compared to those who do not),
have more active brain spheres and later have less
difficulties incommunication and professional activity.
Material and methods
As it has been stated above, the institutes have their
programme in a foreign language, neverhe- less, most
commonly, they run just a few classes in English. Some
technical institutes offer these English classes for last
lesson, some have them incorporated in their morning
programme, which are obviously better since students to
be still alert and therefore their attention and
concentration become much higher. Students are usually
divided into groups according to their level.Moreover,
the Research Institute of Education in Europe published
Instruction of high quality medical teaching-in-English
based on medical education reform trend. This guide
suggests the teachers to teach English as following help
for students in future profession. In addition, the guide
contains 10 rules that should be kept while teaching
English, are as follows: 1. ability to understand; 2.
exploitation of games and movement; 3. indirect
teaching; 4. development of imagination; 5. activation
of all senses; 6. changing of activities; 7. reinforcement;
8. individual approach; 9. use of native language; 10. use
of positive motivation, activities during English lessons.
Besides sample Internet sources, there is a great number
of printed teaching material for teachers to use and apply
at medical English learning. There are, for example,
interactive technologies and computer suppliers that
help intensify the educational process and motivate
students to improve their English level.The students also
like to see all different kinds of visuals: posters,
flashcards, pictures, videos, PPT slides. The best is to
combine printed materials with computes and audio-
visual suppliers. The students like to be engaged in
practical fun activities and exercises on professional
themes, and participate in making things like essays or
presentations. There are several teaching methods which
keep 1
st
course student's attention and concentration.
They are as follows: • method of practical works; •
method of monologue and conversation; • method of
roleplays. Probably, the most effective method is the
method ofrole games(role plays) because learners
remember: 10% of what was read, 20% of what was
heard, 30% of what was seen, 50% of what was heard
and seen, 70% of what was said, 90% of what was done.
Results and discussion
English classroom activities often include role plays.
The teacher tries to control the process at the English
lesson and students respond to instructions requiring
general knowledge of English language conversation in
medicine. This approach can be used for practising and
teaching various topics and using them in students'
activities give double effecti. Moreover, it does not
really take much time for the teacher to prepare role
plays- based English language activities because this
approach requires not only basic language, but also
professional medical themes: • Our Institute • Medical
Education in GB« Anatomy • Physiology of human
organism • Symptoms • Diagnostic tools • At the
Chemist.Some of the interactive activities can be
graphic organizers. For example, when we talk about the
div parts, teachers can use the diagram "fishing bone"
for pointing shoulders, knees and toes, or when learning
diseases symptoms, students can work "in brain storm"
style. For example, the teacher says: "Angina Pectoris!"
And all students tell about symptoms of the given dis-
ease. When they find out them, they discussand sharing
their opinion.
Conclusion
The teaching English to for the 1 course students in
medical institute, undoubtedly, is meaningful if it meets
background of English language of each student, and, it
is appropriate to his/her level.Moreover, it is successful,
if the English teacher has an adequate knowledge of the
target
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ПЕДИАТРИЯ ИИ
language, masters relevant methodology of teaching
English at this stage of education and s/he LN.). Then,
it is also an asset for the student since s/he picks up the
language in the same way as s/
is enthusiastic about teaching young people (Xu he acquires his/her native language.
References
1.
Cai Y. Opinion about teaching in-English. J Guangdong Univ Foreign Stud 2001; 4: 36-8.
2.
Qian JY. English language teaching under classification of medical colleges and universities—case analysis
of reform of read-writetranslation curriculum for English Master in Nanjing Medical University. J Jinlin Prov
Inst Ed 2013; 5: 99-101.
3.
Ukala GC. Clinical dialogues in hospital medicine. Philadelphia: Bookbaby; 2015, p. 8-29.
4.
Wu F. Construction of high quality medical teaching-in-English based on medical education reform trend.
Chin High Med Ed 2011; 2: 14-5.
5.
Walker HK, Hall WD, Hurst JW. Clinical Methods: the history, physical, and laboratory examinations. 3rd
ed. Boston: Butterworths; 1990, p. 6-38.
6.
Abi RV, Raad K, Daaboul Y, Koijian S, Asmar N, Jammal M, et al. Medical education in a foreign language
and history-taking in the native language in Lebanon - a nationwide survey. BMC Med Educ2016; 16(1): 1-6.
7.
Xu LN. Teacher training for teaching-in-English. Chin Out Sch Ed 2014; 12: 183-4.
Буранова Д.Д., Джалилова Н.Д
ОБУЧЕНИЕ АНГЛИЙСКОМУ ЯЗЫКУ СТУДЕНТОВ-ПЕРВОКУРСНИКОВ В
МЕДИЦИНСКОМ ВУЗЕ
Ключевые слова:
медицинский вуз, первокурсники, английский язык, интерактивные методы обучения
В статье рассматриваются методы обучения английскому для студентов 1 курса в медицинском вузе,
обсуждаются интерактивные и компьютерные технологии. Делается акцент на профессиональную
(медицинскую) тематику.
Буранова Д.Д., Джалилова Н.Д.
ТИББИЁТИНСТИТУТДА 1 КУРСТАЛАБАЛАРГАИНГЛ ИЗГИ.1ИНИУР1ЛГИ111
Калит сузлар:
тиббиёт институти, 1 курс талабалари, инглиз тили,интерфаол усуллари
Мако л ада тиббиёт институтининг биринчи курс талабалари учуй инглиз тилини укитиш ус- лублари,
интерфаол ва компьютер технологияларимухркама килинади. Мух,им профессионал (тиббий) мавзуларга
каратилган.
Ахмедова А.Ф., Буранова Д.Д.
ОБУЧЕНИЕ АКАДЕМИЧЕСКОМУ ПИСЬМУ НА АНГЛИЙСКОМ ЯЗЫКЕ
СТУДЕНТОВ МЕДИЦИНСКИХ ВУЗОВ
Ташкентский педиатрический медицинский институт
Цель исследования.
Эффективность включения курса «Академическое письмо» в процесс изучения
английскому языку в медвузе. Успешность данного исследования подтвердить проведением эксперимента
по написанию сочинений и эссе.
Материалы и методы.
Данное исследование представляет своей целью изучить влияние
академического письма на английском языке на успеваемость студентов медвузов. Студенты 1 курса
факультета 1 Педиатрия Ташкентского педиатрического медицинского института прослушали курс
«Академическое письмо» о планировании и проектирования сочинений на английском языке и им было
предложено поучаствовать в экспериментальном написании сочинений.
Результаты.
После проведения экспериментального сочинения были оценены сочинения
предварительного и заключительного этапов эксперимента.
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