CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
73
TECHNOLOGY FOR DEVELOPING PHYSICS STUDENTS’
PROFESSIONAL COMMUNICATIVE COMPETENCE IN ENGLISH
Mahbuba Holmatova
Lecturer of Namangan State University, Uzbekistan
https://doi.org/10.5281/zenodo.14241819
Abstract:
This article analyzes modern technologies and methods for
developing professional communicative competence in English for physics
students. The author shows the role and importance of improving
communication competence in professional activities in the educational process.
Detailed information is provided on the technologies for developing students'
English competence through work on professional terminology and texts related
to the subject, for example, the use of distance learning platforms, interactive
games, and project-based learning techniques.
Keywords:
professional communicative competence, English, physics,
technologies, distance learning, interactive methods, project-based learning.
Аннотация:
В данной статье анализируются современные
технологии и методы развития профессиональной коммуникативной
компетентности на английском языке у студентов-физиков. Автор
показывает роль и значение совершенствования коммуникативной
компетентности в профессиональной деятельности в образовательном
процессе. Подробная информация представлена о технологиях развития
английской
компетентности
студентов
посредством
работы
с
профессиональной терминологией и текстами по предмету, например,
использование платформ дистанционного обучения, интерактивных игр и
методов проектного обучения.
Ключевые
слова:
профессиональная
коммуникативная
компетентность, английский язык, физика, технологии, дистанционное
обучение, интерактивные методы, проектное обучение.
In higher education institutions around the world, special attention is paid
to scientific research on improving professional competence in teaching foreign
languages, including improving professional competence in English lessons, free
choice of modern teaching methods, linguo-methodical exercises and the use of
multimedia educational programs. In countries such as Great Britain (Aston
University), USA (Millersville University), South Korea (Seoul National
University), Japan (Kyoto University), Finland (University of Helsinki), Latvia
(University of Latvia), Russia (Pskov State Pedagogical University), Kazakhstan
(Nazarbayev University), improving professional competence in foreign
CURRENT APPROACHES AND NEW RESEARCH IN
MODERN SCIENCES
International scientific-online conference
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language teaching methods is recognized as one of the priority tasks in teaching.
In order to improve professional competence, systematic work is being carried
out to introduce modern pedagogical and information technologies into the
educational process, select appropriate exercises aimed at teaching professional
and industry terms in English lessons, develop modern educational resources
and improve the educational and methodological support for their
implementation in practice.
In the theory and practice of teaching foreign languages at the global level,
professional competence is recognized as one of the components of students'
communicative competence in English, which is aimed at developing and
improving their knowledge, skills and abilities in selecting and mastering
industry language tools in the educational process. In the process of teaching
English, it is important to set a requirement for the development and
introduction of new typological educational tasks in the educational process,
and to conduct research on teaching based on the mastery of industry terms.
Since the teaching of foreign languages has become one of the important
requirements of modern human society in our country, the normative and
material and technical base for the use of effective methods in teaching English
in higher educational institutions, the organization of teaching based on foreign
experience, and the improvement of professional competence of students are
being created.
Current methodology of teaching English requires a qualitatively new
approach to solving the tasks of improving professional competence of students
in this process, ensuring the educational and methodological support of the
educational process. After all, teaching physics students professional and
technical terms in the teaching of English as a foreign language (TEFL) should be
one of the necessary conditions for their future professional and pedagogical
activities. This, in turn, requires in-depth study of the English language in
integration with specialized and specialized subjects, improvement taking into
account didactic foundations, and improvement of communicative competence
in the process of teaching English to physics students.
Thus, in order to actively participate in the global knowledge space,
master achievements in science, and participate in international scientific
projects, it is important for students to acquire communicative competence in
English in their professional field. Especially, English is extremely relevant as a
means of keeping abreast of scientific research and technological innovations for
physics students.
CURRENT APPROACHES AND NEW RESEARCH IN
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The main goals of studying English in physics are as follows:
• Mastering professional terminology: Correctly pronouncing and
understanding concepts and terms related to physics.
• Analyzing scientific texts: Developing the ability to independently read
and analyze international scientific articles, textbooks, and technical documents.
• Communication skills: Participating in international conferences,
seminars, being active in discussions, and expressing one's thoughts in English.
The possibilities of increasing the effectiveness of improving the professional
communicative competence of physics students in English were implemented on
the basis of innovative educational technologies in our research. In particular,
the experimental work carried out in the educational process using innovative
educational technologies (Jigsaw, Podcasting, “Case-study”, “SMART”, “SWOT”,
“Insert”), free dialogue and general didactic interactive methods and
technologies yielded effective results. Besides, we used distance learning
platforms, interactive games, simulations and project-based teaching
techniques.
Teaching physics courses in English through interactive games and
simulations are effective. Learning English through tools such as interactive
simulations to perform physics laboratory experiments in a virtual environment
provides practice-based learning. Students learn to communicate in their
professional field directly through games. Tools like
Kahoot!
and
Quizlet
can be
adapted to reinforce physics terminology and test students’ understanding of
concepts in English. Gamified learning motivates students to engage actively
while reinforcing their professional vocabulary.
Working on a project-based approach to solving physics problems in English
develops teamwork among students. At the end of the project, students
strengthen their communication and presentation skills by presenting their
results. Using these technologies help increase students' ability to understand
physics texts in English. Students become prepared to actively participate in
international scientific activities and increase their professional competitiveness
by developing communication skills.
Improving the professional communicative competence of physics students in
English is crucial for their success in a global academic and professional
environment. Modern educational technologies offer powerful tools for
achieving this goal by combining interactive, practical, and personalized learning
experiences. By using tools such as virtual laboratories, CLIL, and collaborative
platforms, educators can transform the way physics students learn and use
CURRENT APPROACHES AND NEW RESEARCH IN
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International scientific-online conference
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English professionally. Institutions must embrace these innovations to prepare
students for the demands of the global scientific community
References:
1.
Brown, H. D. (2007). Principles of Language Learning and Teaching.
Pearson Education.
2.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language
Integrated Learning. Cambridge University Press.
3.
Harmer, J. (2015). The Practice of English Language Teaching (5th ed.).
Pearson.
4.
Singh, M. K. M., & Yunus, M. M. (2019). “Innovation in English Language
Teaching: The Integration of Technology in CLIL.” Journal of ELT Research, 4(1),
15-27.
