Вовлечение студента-медика в процесс изучения иностранных языков

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Буранова, Д. (2023). Вовлечение студента-медика в процесс изучения иностранных языков. in Library, 1(1), 48–52. извлечено от https://inlibrary.uz/index.php/archive/article/view/21028

Аннотация

Исследование посвящено проблеме изучения и усвоения иностранных языков в медицинских вузах Узбекистана. Дифференцируется наилучший подход в этом направлении с целью повышения качества образования, определяются наиболее существенные методы обучения с учетом сегодняшних возможностей и профессиональных особенностей, определяются своеобразные механизмы и методы обучения при изучении иностранных языков. Новые технологии в настоящее время требуют от преподавателей вузов педагогических навыков, знаний и умения диагностировать цели обучения и воспитания. Определяется умение преподавателя моделировать учебный материал с формированием у студента инновационного мышления, активной мотивации в обучении.

Похожие статьи


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British Medical Journal

Volume-3, No 3

48

INVOLVEMENT OF A MEDICAL STUDENT IN THE PROCESS OF

LEARNING FOREIGN LANGUAGES

D.Buranova

D.Latipova

Tashkent Pediatric Medical Institute

Abstract: The study focuses on the problem of learning and assimilation of foreign

languages in medical universities of Uzbekistan. The best approach in this direction is
differentiated in order to improve the quality of education, the most essential teaching
methods are determined, taking into account today's capabilities and professional
characteristics, peculiar teaching mechanisms and methods are determined when learning
foreign languages. New technologies nowadays require university teachers to have pedagogical
skills, knowledge and the ability to diagnose the goals of education and upbringing. The
teacher's skill in modeling educational material with the formation of innovative thinking
in the student, active motivation in learning is determined.

Keywords: teaching, profession, methodology, modern trends, foreign languages, motivation.

Introduction.
Educational reforms for the introduction of continuous learning of foreign languages

of the present time are developed in accordance with the content of education and
continuity at the stages of general secondary, secondary special and higher education.
This applies to the educational process, starting from the first grade of secondary schools
up to the last stages of higher education [1]. The level of skills and abilities in Uzbekistan
are interrelated and borrowed from The Common European Framework of Reference
for Languages (CEFR), an international standard for describing language ability, in
order to ensure compliance with international standards [2]. The activity of teaching
foreign languages in medical universities of Uzbekistan currently requires special attention,
since there is a possibility of gradual removal of the foreign language as a subject from the
register of disci plines due to the modernization of the whole education system in this
direction [3]. In the course of the country's integration into the world community, a
comprehensive system for teaching and learning foreign languages has been created in
the country. This is evidenced by the regulatory framework, as well as organizational and
legal measures for deep reform of higher medical education aimed at introducing
modern innovative educational technologies into the educational process, introducing
an improved system of their regular retraining in accordance with modern requirements,
aimed at radically improving the quality of training of highly qualified specialists. The
princi ples of effective activity in accordance with modern requirements in teaching and
learning foreign languages are also defined, tasks and mechanisms for improving the
language skills and abilities of specialists in various fields are defined [4]. This state
policy is aimed primarily at improving the literacy and quality of specialists who have
mastered foreign languages and are able to use new methods and standards, as well as
continuous professional development and qualification of professors and teaching staff
of higher educational institutions, exchange of experience in providing a professional
approach to English, exchange of practical experience in learning foreign languages.
The adopted regulatory framework also contributes to the creation of optimal opportunities
in the training of highly qualified specialists for medicine. As a result, there is a significant
increase in the assimilation of foreign languages in almost all educational institutions of
the country. This process includes the preparation of graduates with the appropriate level


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British Medical Journal

Volume-3, No 3

49

of knowledge in higher medical education.

Research questions and Methods.
According to the analysis among medical students, the current reforms have a powerful

impact on their worldview. At the present stage of development of society, when the
possession of foreign languages is one of the most important tools of communication,
public and private interests are often intertwined with each other, often creating a kind
of discrepancy of certain individual psychological properties, abilities and inclinations
[1]. An important stage in the improvement of a foreign language by a medical student is
a professional approach, taking into account his abilities and capabilities. It is also
important that there is insufficient knowledge of the problem of language abilities,
although there is such a related concept as "language consciousness" [5] as well as the
professional mobility of the teacher [6]. The significance of these studies is determined
by the fact that it is necessary to constantly replenish the educational process with
effective methods. It is important to take into account both methodological and pedagogical
and psychological factors of working with students. The degree of effectiveness of one or
another method of teaching foreign languages under various conditions is determined,
in our opinion, based on the experience of teaching itself. Here it is important to define
the following goals and the following tasks:

1.Identification of the most effective socio-pedagogical methods of teaching.
2.Definition of a special approach to students with a low level of foreign language

acquisition.

3.Establishing a positive relationshi p between the student and the teacher.
4.Improving the motivational learning environment.
5.Identification of categorical statuses of language assimilation.
The improvement of innovative potential in teaching foreign languages is due to the

ability to master fluently active teaching methods. At the same time, the teacher's skill
in modeling educational material with the effective formation of innovative thinking in
a student is due to active motivation in training and the implementation of requirements
for the professional activity of a future specialist. New technologies nowadays require
pedagogical skills, knowledge, and the ability to diagnose the goals of education and
upbringing from a university teacher. Here it is necessary to organize skills that require
a constant search for new opportunities, initiatives and proposals with their subsequent
implementation [7]. For today, the level of skills and abilities are determined according
to the descri ptors of language skills and abilities (A1, A2, B1, B2, C1), borrowed from
the CEFR to ensure compliance with international standards [2].

Individual differences in the language abilities of the trainees make it possible to

conduct all kinds of experiments, analysis, and research. However, students are assessed
according to the same standards. Using the example of practical English classes at the
Department of Foreign Languages of the Tashkent Pediatric Medical Institute, in the
Table 1, we present the Assessment Criteria of medical students' level of knowledge on
a five-point scale:


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British Medical Journal

Volume-3, No 3

50

presentations, situation tasks, tests, handout, etc.

score

mark

demonstrate the ability to independently and creatively
solve problems in non-standard situations;
have the ability to think abstractly, analyze and synthesize
events, as well as use the foundations of philosophical
knowledge to form a worldview;
ability to act in non-standard situations, readiness for self-
development, understanding, reading, use of creative
potential

5

excellent

be able to independently solve problems in standard
situations within the discipline; have the ability to analyze
and synthesize events, as well as the ability to use the
foundations of philosophical knowledge to form a
worldview; readiness for self-development, understanding,
reading, use of creative potential

4

good

be able to independently solve problems in standard
situations of the curriculum; be able to solve problems in
standard situations within the framework of academic
science; readiness for self-development, understanding,
reading, use of creative potential

4

good

be able to carry out practical skills (in terms of quality and
quantity) independently, but completely with mistakes and
master them with mistakes; have difficulty answering or
demonstrating some special skills, but demonstrate that
they have a basic understanding

3

admissible

demonstrate that he or she has a basic understanding of the
response or has difficulty demonstrating certain specific
skills and makes mistakes; be able to perform practical
skills (qualitatively and quantitatively) independently and
without mistakes; have a partial knowledge of general
concepts and be able to apply them when solving standard
(model) situations

3

admissible

do not understand the essence of the main theories,
concepts and directions of the studied science, cannot solve
problems in standard situations within the framework of
the curriculum; unwillingness to self-develop, understand,
read, use creativity

2

not

admissible

do not understand the essence of the main theories,
concepts and directions of the studied science, cannot solve
problems in standard situations within the framework of
the curriculum; unwillingness to self-development,
understand, read, use creativity

2

not

admissible

Table 1


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British Medical Journal

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Of course, in order to make a fair assessment, the teacher, first of all, is the first to

be responsible for the high-quality and professional provision of educational material.
The modern methodology provides the teacher with extensive opportunities in this
direction, which makes classes interesting and informative for both the teacher and the
student. However, students' learning itself can be full of unpredictable moments. In one
lesson, a student can be active and involved in the process, and in another - unmotivated,
tired or even alienated. There is also a problem of missed classes by students, in which
the chain of sequence for the systematic development of lexical and grammatical
material is disordered.

Results.
At the time of submitting the training material, the teacher should be focused on

ensuring that the student has an idea exactly what he is going to study and what he will
have from it in the end. Motivation through engagement is equally important for
successful learning of foreign languages. It is very important to select the educational
material in such a way that it reflects the needs and interests of the student. In addition,
the student should always be given the opportunity to express his opinion on the content
of the lesson. It is necessary to create all possible conditions for him to exchange ideas
and his own views on the material being studied. The student and his thinking are formed
more actively and effectively if the educational process is provided with a favorable
psychological climate of cooperation between the teacher and the student, as well as if
the educational process reflects the full life cycle of professional activity with its innovations
and discrepancies.

1.The task of a foreign language teacher in this case covers the following necessary

components:

2.Clear alignment of goals and objectives, professionalism of student involvement in

the content of the material.

3.The ability to use new pedagogical standards with their adaptation to the interests

of students.

4.Masterful application of educational material.
5.To ensure the reality between the student and the taught subject.
6.A clear organization of the student's independent activity using his personal potential.
Conclusions and Recommendations.
Today's student is provided with extensive material in the form of audio, video cli ps,

films, computer programs, etc. that gives him the opportunity to feel how a foreign
language is used in real life. He can also view or listen to this video at home, at leisure,
with friends or with family. Consequently, new technologies create conditions for both
the student and the teacher. Working in technically equi pped, modernly equi pped
classrooms makes it possible to turn to the sources of the material, where the student can
get full information about the authors of the course and textbook.

For the effectiveness of teaching, it is important to have a clear alignment of ideas,

goals and objectives at the time of teaching. There may be problems when students, for
various reasons, for example, due to excessive entertainment or passion for other
subjects in their specialty, do not fully understand the importance and significance of
the foreign language they are studying. It is necessary to involve the student in the
content of the material studied professionally, masterfully, without "imposition". Any
methods are appropriate here. You can organize the lesson as if they are watching their
favorite TV show, movie, or sitting with friends, on the Internet social networks, etc.

The current regulatory framework in the field of foreign language learning includes a

comprehensive system of cardinal improvement of activities in this direction. Advanced
teaching methods using modern pedagogical and information and communication


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British Medical Journal

Volume-3, No 3

52

technologies have been introduced. Undoubtedly, such created conditions for wide
access to the achievements of world civilization, world information resources, and,
accordingly, the formation of new innovative thinking are the most important achievements
of the modern educational process.

References.
1. Buranova, D., Akbarova, S. (2015). Linguistic abilities as the most important

element of foreign language learning perspective in the system of public education in
Uzbekistan. Social Education. No. 2 (6), Belarus, 42 - 46.

2.International language standards. https://www.cambridgeenglish.org/exams-and-tests/

cefr/.

3.Buranova, D. (2021). To teach or not to teach English for medical students.

Psychology and Education 58(3): 990-996.

4.Decree of the President of the Republic of Uzbekistan: "On Measures to Further

Improve Foreign Language Learning System" ¹ 1875 (December 10, 2012); Decree of
the President of the Republic of Uzbekistan "On Measures to Ensure More Effective
Organization of Medical Higher Education" ¹ 2956, 5.05. 2017Resolutions of the
Cabinet of Ministers of the Republic of Uzbekistan "On Measures to Further Improve
the System of Retraining and Advanced Training of Teaching Staff of Higher Educational
Institutions" ¹ 278 (September 26, 2012) and "On the Approval of the State Educational
Standard for Foreign Languages of the System of Continuing Education" ¹ 124 (May
8, 2013). https://lex.uz/docs.

5.Ushakova T. N. (2000). Linguistic consciousness and the princi ples of its research /

/ Linguistic consciousness and the image of the world. Moscow: Institute of Linguistics
of the Russian Academy of Sciences. 13-24.

6.Buranova, D. (2017) Profession mobility as an important factor of the highly

skilled teacher of foreign language. "Theory and Practice of Modern Science" ¹ 11
(29), November, Russia, 38-41.

7.Buranova, D. (2021). Modern methodical approach to the process of teaching

English language to medical students. "Innovative Development of Science and Education"
Pavlodar, Kazakhstan.

Библиографические ссылки

Buranova, D., Akbarova, S. (2015). Linguistic abilities as the most important element of foreign language learning perspective in the system of public education in Uzbekistan. Social Education. No. 2 (6), Belarus, 42 - 46.

International language standards, https://www.cambridgeenglish.org/exams-and-tests/ cefr/.

Buranova, D. (2021). To teach or not to teach English for medical students. Psychology and Education 58(3): 990-996.

Decree of the President of the Republic of Uzbekistan: "On Measures to Further Improve Foreign Language Learning System" № 1875 (December 10, 2012); Decree of the President of the Republic of Uzbekistan "On Measures to Ensure More Effective Organization of Medical Higher Education" № 2956, 5.05. 2017Resolutions of the Cabinet of Ministers of the Republic of Uzbekistan "On Measures to Further Improve the System of Retraining and Advanced Training of Teaching Staff of Higher Educational Institutions" № 278 (September 26, 2012) and «On the Approval of the State Educational Standard for Foreign Languages of the System of Continuing Education» № 124 (May 8, 2013). https://lex.uz/docs.

UshakovaT.N.(2000).Linguistic consciousness and the principles of its research / I Linguistic consciousness and the image of the world. Moscow: Institute of Linguistics of the Russian Academy of Sciences. 13-24.

Buranova, D. (2017) Profession mobility as an important factor of the highly skilled teacher of foreign language. "Theory and Practice of Modern Science" № 11 (29), November, Russia, 38-41.

Buranova, D. (2021). Modern methodical approach to the process of teaching English language to medical students. "Innovative Development of Science and Education" Pavlodar, Kazakhstan.

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