SJIF Impact Factor: 6.260| ISI I.F.Value:1.241
|
Journal
DOI
:
10.36713/epra2016
ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 5 | Issue: 3 | March 2020
- Peer Reviewed Journal
2020 EPRA IJRD
|
Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com
|
176 |
PRACTICAL OBJECTIVES OF INCREASING LITERACY
AND DEVELOPING SPEECH OF STUDENTS WHEN
LEARNING RUSSIAN
Rasulova Zulfiya Kholmurotovna
Lecturer,
Denau branch of Termez State University
Davlyatova Madina Farhodovna
Student, Denau branch of Termez State University
Tursoatov Aziz Ravshanovich
Student,Denau branch of Termez State University
RESUME
This article discusses the need for the interconnection of general education and training of future teachers. A
necessary requirement of the modern process of teaching the Russian language at a university is the formation of
sustainable motivation among students, which allows them to master the necessary knowledge, skills and abilities.
KEYWORDS:
methodology, motivation, cognitive activity, formation, linguistic cycle, competencies.
DISCUSSION
The main thing in the study of the Russian
language for both the teacher and the student is a joint
search, an attempt to realize the inner meaning, which,
of course, exists in any language phenomenon. The
desire to realize why and why in the language there
are such laws that represent the necessary step
towards the meaningful management and possession
of one’s speech is highlighted in order not only to
listen, but to hear and feel the language of another
person. It is clear that the implementation of the
practical tasks of improving literacy and the
development of students' speech is possible only if the
Russian language lessons, on the one hand, serve the
purpose of forming spelling, punctuation and speech
skills, on the other hand, they provide mastery of
special terminology and skill building competently
your speech. In other words, we are talking about the
need for a relationship between general education and
training of future teachers.
A necessary requirement of the modern
process of teaching the Russian language at a
university is the formation of sustainable motivation
among students, which allows them to master the
necessary knowledge, skills and abilities. This can be
achieved by fully activating the cognitive activity of
students - both in class and in extracurricular times,
and by developing their ability to independently
acquire knowledge. At each lesson, the teacher should
strive to organize students' creative activities in such a
way as to update the previously studied in new
relationships, to strengthen the creative nature of the
application of acquired knowledge. At the same time,
when conducting classes, it should be based on the
principle of scientificness, which consists in the fact
that the content of the lesson should correspond to the
level of modern science of linguistics, and the
methods, forms of organization of educational
activities of students should be consistent with the
laws of the educational process.
The analysis of linguistic phenomena in the
classroom disciplines of the linguistic cycle must be
carried out from the standpoint of the achievements of
modern linguistics and taking into account the latest
developments
in
psychology,
didactics
and
methodology.
The
practical,
communicative
orientation in teaching Russian to students of national
SJIF Impact Factor: 6.260| ISI I.F.Value:1.241
|
Journal
DOI
:
10.36713/epra2016
ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 5 | Issue: 3 | March 2020
- Peer Reviewed Journal
2020 EPRA IJRD
|
Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com
|
177 |
groups is manifested, first of all, in the fact that
maximum time is devoted to organizing the speech
(oral and written) activities of students.
Another principle - the principle of
systematization - in the Russian language classes is
manifested in the integrated assimilation of
vocabulary, grammar - morphology and syntax (for
example, the assimilation of case endings of nouns
and the use of cases, the assimilation of
morphological characters of verb forms and their use
in dialogical and monological speech), in the solution
speech development tasks (through communicative-
situational exercises, drawing up business papers,
abstracting, annotating, etc.).
The principle of stimulating a positive attitude
towards learning, the formation of students' cognitive
interests, knowledge needs is manifested primarily in
the creation of sustainable learning motives. Forming
y students of the necessary level of professional
linguistic,
and
in
particular
communicative
competence requires solving a number of tasks:
acquainting students with the basic language and
speech concepts, deepening their understanding of the
text and its genre-stylistic varieties, the formation of
basic communicative skills to conduct a business
conversation, while characterizing it from the point of
view
of
business
(including
pedagogical)
effectiveness, identifying typical communication
deficiencies and simultaneously identifying Special to
overcome them in the spoken language, the formation
of the students' ability to outline the written and
spoken language, prepare papers, presentations, create
some texts professionally significant genres, develop
the ability to analyze their own and other people's
speech, the desire to find the style and methods of
communication. to develop their own system of
speech self-improvement, which in the complex
would contribute to the formation of an open for
communication (communicative) personality, which
has a high rating in the system of modern social
values.
Among the primary tasks of the formation of
linguistic and professional competence of spelling,
punctuation and grammatical skills. In the process of
studying the modern Russian language (all its tiers, as
well as the history of its formation, style and cultural
Russian speech) and general linguistics, students
should gain knowledge, first of all, about the essence
of language as a universal sign system, which is an
instrument for expressing thoughts, feelings, wills and
serving as the most important means of
communication of people, their interaction, on the
connection of language and society, on the role of
language in the development of culture and the
formation of personality, on forms of speech (oral and
written), on its dialogical and monological different
visions, about the differentiation of the Russian
language and its subsystems, about the features of the
phonetic, lexical, word-formation system, about its
grammatical categories (morphological and syntactic),
about speech activity, its structure and varieties
(speaking - listening, writing - reading), about the
main communicative speech qualities (wealth,
accuracy, expressiveness, etc.), about speech etiquette,
etc. Based on this knowledge, students form a number
of necessary skills - such as, for example, the ability
to navigate various s speech situations adequately
realize their communicative intentions, possess such
genres of speech and writing, which are necessary to
communicate effectively in the course of employment
and the creation of official and business documents to
conduct individual interviews and organize the
discussion, follow the rules of speech etiquette and so
on. n.
Among the most important skills necessary for
the formation of linguistic competency (lx) of
communicative competence (QC) of students of
future teachers and translators, are the skills of
research work. These skills are manifested in the
ability to build a text, edit it, stylistically correct,
distinguish between speech genres, own a
professional language, distinguish between literary
options, etc. For example, working with a scientific
article helps students to replenish knowledge and
develop the skills of scientific written speech, to
master its genres: annotation, review, abstract,
abstract [3, 66]. The ability to draw up an annotation,
a review of the text read is an indicator of a high level
of understanding of its content. To achieve this level,
you must first teach students: harmonious logical
thought
1) to express their thoughts using synonymous
sequences, skillfully using the capabilities of the
Russian language; 2) choose an active position and
express your personal attitude to what has been read,
seen or said.
For example, work on annotation and review is
“a complex creative process, which is based on the
ability to extract the main information from the source
text” [1,414]. This is a whole system of logic
al
operations that students must learn by mastering the
methods of induction and deduction.
Teaching annotation and peer review, the
teacher gradually builds critical, independent thinking
for students: from the ability to summarize, select
essential and important facts from the text as a result
of a deep understanding of the reading to the ability to
give a certain assessment of the content and draw the
necessary conclusions from the reading.
It should not be forgotten that, while working
on the abstract and review, students create a new text
in Russian that has a special language form and
SJIF Impact Factor: 6.260| ISI I.F.Value:1.241
|
Journal
DOI
:
10.36713/epra2016
ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 5 | Issue: 3 | March 2020
- Peer Reviewed Journal
2020 EPRA IJRD
|
Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com
|
178 |
composition, i.e. solve a communicative problem. At
the same time, they should have a clear idea of
exactly what linguistic means
—
lexical and syntactic
units
—
will operate in order for the abstract to come
out from their pen, and not any other written text.
An important point at the stage of compiling
the text of the annotation is the abstract rephrasing
and generalization of the original material. This
implies the development of students' ability to
transform complex sentences into simple ones and,
conversely, transform groups of simple sentences into
one complex, subordinate parts
- in participial and participial turns, i.e. Ability
to use synonymous constructions. It is necessary to
introduce students to supporting words and
expressions, and speech cliches, with the help of
which they can begin to draw up the annotation: “the
article is devoted to (topic, question, problem) ...”;
“An article is a (generalization, rev
iew, analysis,
description, attempt to describe (systematize) ...”;
"In the article, the author touches upon
(highlights, poses the following problems, considers,
analyzes ..."; "the author comes to the conclusion
(makes a number of generalizations and conclusions,
sums up) ...", etc.
We should also mention the means of
communication that ensure the consistency and
consistency of presentation: “first of all”, “first of all”,
“further”, “then”, “finally”, “in addition”, “in this
way”, “in this communications
”,“ therefore ”,“ in
other words, ”“ in other words, ”“ as we have
said, ”“ relying on the foregoing, ”etc.
The practice of teaching the Russian language
in an Uzbek audience convinces students that they
experience significant difficulties in writing coherent
texts. This is explained by a number of educational
and methodological reasons, which include the
following: 1) insufficient development of the theory
of text in linguistics, and hence the lack of its
methodology; 2) the absence in the school course of
the Russian language of sections on the problems of
constructing parts of the text, as well as the whole text.
The ability to correctly design a unit of connected
speech, larger than the sentence, is a special and
complex skill that must be specially formed.
The coherent speech of Uzbek students, as a
rule, does not meet the requirements for a coherent
monological text, both orally and in writing. The
ability to build a coherent text presents great
difficulties for Uzbek students and is based mainly on
intuition, not supported by clear theoretical
knowledge and practical skills of its construction. The
texts constructed by Uzbek students, as a rule, are
characterized by the following disadvantages: 1)
insufficient text with a large number of unnecessary
repetitions; 2) a low percentage of the use of complex
sentences of various types; 3) lack of synonymous
syntactic constructions; 4) errors in the use of
pronouns and other means of interphrase
communication; 5) the wrong word order in a
sentence that does not correspond to a specific
communicative task; 6) undifferentiated thoughts,
manifested in the absence of paragraphs; 7) violation
of the sequence, logic of expressed thoughts. These
shortcomings can be eliminated only through a
focused system of teaching students the rules of
building a coherent text, focusing on the complex
syntactic whole (SCC) as the minimum unit of a
coherent text and how to combine them, based on
modern achievements of linguistics in the field of text
learning. The communicative orientation of teaching
the Russian language at the stage determined the
interest of methodologists in modern theoretical
research in the field of text syntax. There were many
methodological works related to the study of SSC.
Defining tasks for the development of coherent
speech of students of national groups, researchers
express the idea of the need to study a complex
syntactic whole, its structure, methods of interphrase
communication, etc. The problem of the development
of Russian speech in a national audience is now
inextricably linked with the ways of creating texts of
different types. Unfortunately, one often has to deal
with cases when a student uses the correct
grammatical and lexical forms in monologic speech
(when retelling the text) or even in building a
dialogue, but his speech sounds unnatural, unnatural
from the point of view of a natural native speaker.
This sometimes cuts the ear, because the student
speaks like a robot, like a living machine. Often
students themselves feel this “shift” and try
to at least
intonationally make their speech more lively, more
natural. However, intonation alone is clearly not
enough. Fortunately, there is an opportunity to teach
students some techniques that allow them to design
their statements so that they sound as close as possible
to "natural" speech. In order to make oral speech more
natural using a whole range of tools - lexical,
syntactic, intonational.
When expressing expression by intonational
means, the speaker emphasizes the components of the
monologue that are important for introducing the
situation. So, for example, when transferring a
predicate to the position of the absolute beginning of a
sentence, the first semantic stress falls on the verb.
The naturalness of speech also depends on the correct
phonetic design, primarily on the pace of speech, the
correct alternation of different syllables and, of course,
on the accuracy of intonation.
SJIF Impact Factor: 6.260| ISI I.F.Value:1.241
|
Journal
DOI
:
10.36713/epra2016
ISSN: 2455-7838(Online)
EPRA International Journal of Research and Development (IJRD)
Volume: 5 | Issue: 3 | March 2020
- Peer Reviewed Journal
2020 EPRA IJRD
|
Journal DOI: https://doi.org/10.36713/epra2016 | www.eprajournals.com
|
179 |
REFERENCES
1.
Ippolitova N.A., Knyazeva O. Yu., Savova M.R.
Russian language and culture of speech: textbook
/ edited by Ippolitova. - M.: Prospect, 2017 .--
440s.
2.
Ladyzhenskaya TD, Zepalova TS. Guidelines for
the optional course "Theory and practice of works
of different genres." - M .: Education, 1982. -189s.
3. Mishina O. Yu. Russian language and culture
of speech. Tutorial. Veliky Novgorod, 2009 .-- 283
p.
3.
Peshkovsky A.M. Russian syntax in scientific
coverage. - M.: Languages of Slavic culture, 2001.
- 368 p. music
