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INTEGRATED APPROACH TO TEACHING A FOREIGN LANGUAGE
1
RasulovaZulfiyaKholmurotovna,
2
ChorievJurakulGafforovich,
3
YusupovAkbarjonMamayokhubugli
1
Lecturer,Denau Institute entrepreneurship and pedagogy Samarkand state University,Uzbekistan.
2
Lecturer, Denau Institute entrepreneurship and pedagogy
Samarkand state University,Uzbekistan.
3
StudentDenau Institute entrepreneurship and pedagogy
Samarkand state University,Uzbekistan.
Abstract:
In the article the necessity to teach a foreign language in the connection with other
subjects is discussed. Integrated teaching gives thediscipline a new significance and motivates
students to learn the language further. This approach is innovative in foreign languages teaching.
Key words:
integrated teaching, distributed education, students
’
motivation, theory of modern
communication, communicative competence, professionally oriented training
Introduction
Nowadays
education
has
recently
ceased to be a means of acquiring ready-
made knowledge, and has become a way of
information exchange of individuals with
each other, leading to the acquisition of their
competence and erudition. The foreign
language traditional classes have been
changed intotheforeign language integrated
course as many questions in teaching depend
on other subjects about objective reality. A
foreign language is a means of expressing
thoughts about the reality. The specification
of the foreign language integrated course is
the study ofsocio-cultural and professional
components,
which
promotes
communication in different spheres of real
life [1].
The socio-cultural component of the foreign
language study is the first aspect of the
integrated teaching. It includes linguistic and
extra-linguistic factors. The linguistic study
explores the methods of introducing students
to a culture which is new for them. A
sufficiently broad and consistent reliance on
the facts of the cultureof the foreign
language country enhances theeducation and
development role of the foreign language.
The extra-linguistic information included in
the education content is largely determined
by the information from different areas of
life, science, literature, art, which are
reflected in texts for listening, reading and
oral-speech exercises.
Main part
The linguistic aspect of the foreign
language teaching is not limited toextra-
linguistic information. Language in its
system captures the result of socio-historical
experience or culture of the people. By its
social nature, language expresses and
reflects reality, and reality in terms of
spiritual culture is closely connected with
ideology, which is the core of spiritual
culture. The extra-linguistic component aims
to extract the cultural component from the
norms of the foreign language directly in the
educational process, and in terms of
vocabulary it is largely reduced to mastering
words
whose
semantics
reflect
the
originality of culture.The communication in
a foreign language does not come down only
to
the
generation
of
verbal-correct
statements, but it is also determined by their
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appropriate
use.
Therefore,
another
component is added to the concept of the
system and the norm of the language - the
norm of speech or usage, which shows the
pattern of selection of words and phrases
used in certain situations. The usage is a
combination of linguistic factors (situations
or communication conditions) and extra-
linguistic factors (forms of speech or
utterances).The second component of the
integrated
teaching
is
a
professional
orientation of the study. It is a course based
on the needs of students in the study of a
foreign language, which are dictated by the
characteristics of the future profession or
specialty. It involves a combination of
mastering a professionally-oriented foreign
language with the development of personal
qualities of students, knowledge about the
culture of the foreign language country and
the acquisition of special skills based on
professional and linguistic knowledge. A
professionally-oriented approach to teaching
a foreign language involves the formation of
students ability to communicate in the
foreign language in specific professional,
business and scientific fields and situations,
taking into account the characteristics of
professional thinking and theorganization of
motivation activities.
Material method
The training of specialists at technical
universities must form such communication
skills that allow professional contacts in
various fields and situations using a foreign
language [2]. The idea of professionally-
oriented foreign language teaching is its
relationship with special disciplines for the
acquisition
of
additional
professional
knowledge.Communicative ability is often
associated
with
the
notion
of
"communicative competence", which only
partially reveals its essence. In the most
general
sense,
"competence"
means
compliance
with
the
requirements,
established criteria and standards in the
relevant fields of activity and in solving a
certain type of tasks, possessing the
necessary active knowledge, the ability to
confidently achieve results and manage the
situation (from the Latin word competere -
to
conform,
achieve,
seek).
Core
competencies show that language education
can live up to life requirements if a narrowly
understood communicative competence (as a
willingness
to
communicate)
is
supplemented by preparation for real life
communication. Originally the term denoted
the ability necessary to perform certain,
predominantly linguistic activities in the
native language. A competent speaker
(listener) must form (understand) an
unlimited number of sentences using
patterns, and also make a judgment about a
statement, i.e. to see formal similarity or
difference in the two languages.To master
communicative competence there is a
system of distributed education, which
originates from the concept of "distributed
resources" and covers a wide range of
organizational forms of education, including
campus, distance, corporate and home
education. The distributed teaching model
can be used in combination with traditional
full-time
courses,
traditional
distance
learning courses or can be used to create a
virtual educational space. There are three
levels of distributed education:
Level 1 is traditional face-to-face
teaching with supporting use of information
and telecommunication technologies as
teaching tools (e.g., publication of training
programs on the Internet, keeping an
electronic journal of assessments, etc.).
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The following assignments can be used to
develop professionally oriented knowledge
and skills in foreign language classes:
- translation and adaptation of original texts
from specialty journals;
- making presentations on various topics;
- communication (both by e-mail and at
conferences); - educational and research
work;
- participation in student scientific clubs.
Students, in most cases, are interested and
perform the proposed types of work
successfully.
Level 2 is the so-called blended teaching,
involving the widespread use of information
and telecommunication technologies in the
educational process, with a limited number
of face-to-face meetings of students and
teachers (for example, the creation and use
of websites with educational content, the
implementation of interactive group projects
using synchronous and asynchronous means
of communication);
Level 3 implies that teaching and interaction
are
fully
implemented
in
a
virtual
educational environment. It should be noted
that the possibilities of the integrated course
as a means of creating motivation for the
foreign language speech activity with the
correct
organization
of
the
new
material
introduction
(phonetic,
lexical
and
grammatical), training in situations of
speech communication, as well as the
modern control of all actions of the students
can be of great importance.
The main objective of the discipline
"Foreign Language (Professional)" at the
Master course is intended for students to
achieve a practical level of a foreign
language which can be used in the future
professional activity, scientific work, and in
everyday business communication.
Conclusion
The discipline "Professional Foreign
Language" developed for PhD course
provides education by specialty in the
foreign language, the development of basic
categorical-conceptual
competence,
professional
competence
expanding
professional terminology on the basis of
special professional-oriented material, and
the development of skills in different
professional situations.
References
1. Образцов П. И., Иванова О.Ю.
Профессионально
-
ориентированное
обучение иностранному языку на
неязыковых факультетах вузов: Учебное
пособие / П.И. Образцов, О.Ю. Иванова.
-
Орел: ОГУ, 2005.
-
114 с.
2. Мильруд Р.П. Компетентность в
изучении языка / Р.П. Мильруд // Иностр.
яз. вшк. –
2004.
–
No7.
–
С. 30
-36.
3. A Common European Framework of
Reference for
Languages Learning, Teaching, Assessment.
—
Strasbourg, 1986.
