61
biron-bir b
o‘
lim
o‘
rganilgach q
o‘
llanilishi mumkin. Chunki bu texnologiya
o‘
quvchilarni
o‘
z fikrini himoya qilishga, erkin fikrlash va fikrini boshqalarga tushuntirishga, ochiq
holda bahslashishga, shu bilan bir qatorda
o‘
quvchilar tomonidan
o‘
quv jarayonida
egallagan bilimlarini tahlil etishga va egallaganlik darajasini aniqlashga, baholashga va
bahslashish madaniyatiga
o‘
rgatadi.
F
-
fikr
ingizni bayon eting
S
- fikringizning bayoniga
sabab
k
o‘
rsating
M
- k
o‘
satilgan sababingizni isbotlab
misol
(dalil) keltiring.
U
- fikringizni
umumlashtiring
“F.S.M.U” (fikr, sabab, misol, umumlashtirish) usuli metodining tuzulmasi
quyidagilar:
muammoli savol beriladi;
o‘
quvchilar yakka tartibda muammoli savolga 4 bosqichli javob yozadi;
kichik guruhlar shakllantiriladi;
kichik guruhlar yakka tartibda bajarilgan vazifalarini umumlashtirib yozadi;
kichik guruhlar taqdimot qiladi;
barcha fikrlar umumlashtiriladi va xulosa qilinadi.
F
Uglerod va vodoroddan tashkil topgan organik birikmalarga uglevodorodlar
deyiladi va ular xarakteriga qarab bir necha sinfga b
o‘
linadi
S
Alkanlar, sikloalkanlar, alkenlar, alkinlar, alkadiyenlar
M
CH
4
, C
2
H
6
, C
3
H
8
,C
2
H
4,
C
3
H
6
, C
4
H
8
, C
2
H
2
, C
3
H
4
, C
4
H
6
, C
6
H
6
, C
7
H
8
, C
8
H
10
U
Uglevodorodlar t
o‘
yingan, t
o‘
yinmagan va aromatik uglevodorodlarga b
o‘
linadi.
T
o‘
yinmagan uglevodorodlar gidrogenlarda t
o‘
yingan uglevodorodlarga aylanadi
Ushbu usul
o‘
quvchilarni harakatlar ketma-ketligini t
o‘g‘
ri tashkil qilishga,
mantiqiy fikrlashga,
o‘rganayotgan predmet asosida xilma xil fikrlar, ma’lumotlar
ichidan kerakligini tanlab olishni, shu bilan birga
o‘
zgalar fikrini hurmat qilishni hamda
ularga
o‘
z fikrini
o‘
tkaza olishni
o‘
rgatadi.
Foydalanilgan adabiyotlar r
o‘
yxati:
1.
Баксанский О.Е. Проблемное обучение: обоснование и реализация //
Наука и школа. –
2000.-
№ 1.
- 19-25 betlar.
2.
Omonov X.T va b. Pedagogik texnologiyalar va pedagogik maxorat. Darslik.
Toshkent, 2012.-192b.
3.
Усмонова, Д. Т. (2023). ЭКОЛОГИЧЕСКИЕ ФАКТОРЫ И ХИМИЧЕСКИЕ
ПРОЦЕССЫ ОКРУЖАЮЩЕЙ СРЕДЫ.
Conferencea
, 183-187.
4.
Сайдаматова, Н. Ш., & Ибодуллоева, М. И. (2021). ПРОБЛЕМЫ И
ПЕРСПЕКТИВЫ ВОСПИТАТЕЛЬНОЙ РАБОТЫ СО СТУДЕНТАМИ.
Интернаука
, (8-1),
63-64.
THE ROLE OF CULTURE IN TEACHING COMMUNICATION TO LANGUAGE
UNIVERSITY STUDENTS
Usmanaliev Kh.M., Basic Doctorate at the UzSWLU
Abstract
.This article intends to clarify why the ability of adequate verbal
communication requires, along with lexical and grammatical correctness, stylistic
correctness. It is precisely this aspect of speech communication that is completely
ignored in our language teaching conditions , which very often significantly complicates
62
the process of verbal communication, or makes it completely impossible. Knowledge of a
language presupposes knowledge of the conventions (norms) accepted in the society of
natural speakers of a given language the language of people, including the rules
governing their verbal behavior.
Key words
: Adequate speech communication; culture; communicative
competence.
Speaking about the rules of speech behavior in any society, it is impossible not to
touch upon the topic of “culture,” including the culture of speech behavior. What is
defined by the term “culture”? Ethnographers use the word “culture” when talking about
feelings and thoughts that are characteristic of people living in the same social
conditions. The word “culture” can be defined as the “programmatic meaning of the
mind” ( Hofstede , 1991), a set of mental rules that re
gulate everyday behavior . This is a
much looser definition than that used in most Western countries. Many people prefer to
use the word “culture” to describe masters and artists who created works of historical
value and contributed to the development of refined taste over the centuries. This point
of view is not widespread enough. The ethnographic interpretation is more common and
seems much more appropriate for a language teaching situation.
Culture covers three areas of human behavior and Philip Riley defines them as
follows, arguing that the concept of “culture” includes:
knowledge of what individuals believe, their political, religious values, etc.:, their
theories of learning, history, geography, etc.
–
knowledge that has a relatively stable
basis;
knowledge about current events and problems: about what is happening in society
- knowledge that has a relatively short-term basis;
knowledge as skills and abilities: how to act, how to behave in accordance with the
rules (how to use the phone, etc.), how to talk (thank, greet, tell, address elders), i.e.
communicative competence.
Thus, understanding culture as knowledge is a certain collective information, the
sum of information, beliefs, values and skills necessary to live and communicate in a
given society and act in various situations in which language learners may find
themselves. This is what you need to know in order to enter into meaningful
communication and complete it in the same way as other people living in a given society
do.
1
Culture must be assimilated and studied. It is not something that can be inherited.
“The process of growing up also implies the assimilation of the rules of behavior
accepted in a given society. We usually accept conventions because of our membership
in a particular group, often without knowing or especially thinking about the fact that
people belonging to other cultures may not share these values. If our culture values
precision and hard work, we strive to be so. We tend to admire, distance ourselves from
that culture, and co
ntinue to perceive these values as unquestionable” ( Hilgard / et /al.
-
p.399).
2
The human mind is structured in such a way that part of it requires a reasonable
explanation of natural phenomena, while the other part recognizes the existence of
external factors that regulate its behavior at decisive moments. This conflict between
rational and irrational impulse, between instinctive and reasoned action, is usually seen
as the result of developmental history. Historically, man has always been in search of
logical explanations of various phenomena. This has played a role in shaping culture in
various parts of the world.
63
As you know, there are three factors that are essential when it comes to a person.
The first is the most important thing inherent in a person - this is language. Under the
influence of behaviorist theories, attempts were made to prove that language is not an
instinctive behavior, but something learned, which N. Chomsky spoke out against in his
review of “ Verbal” Behavior " Skinner.
3
Since then, evidence has accumulated to
support the existence of a genetic code, a kind of universal mental grammar that gives all
children the ability to learn any language ( Jackendoff , 1993, Pinker , 1994).
Secondly, man is a social phenomenon, i.e. belongs to a group of people and
behaves in accordance with the code adopted by the members of that group. Members of
a particular society have a sense of belonging and have a certain code. Those who are
not members of a given society do not belong to it. Members of a society must strictly
abide by the code of that society; those who do not follow it or are in conflict with it are
condemned by other members of that society or are expelled from it. The code of
conduct, or culture, on the one hand, differs from human nature, and on the other, from
the personality of the individual. Personality, the last factor, refers to the category of
characteristics that differentiate a given individual from other members of the given
social group to which he belongs.
Today, when formulating the goals of teaching a particular foreign language, it has
become quite common to talk about knowledge of the norms and values of the culture of
the language being studied, as well as the ability to communicate at the speech level in
accordance with social rituals that differ from those in the native language of the
students. The reason for this is that verbal communication involves more than just the
use of grammatical structures and idioms.
The vast majority of books on the English language include information on British
culture. In particular, information related to the organization of the company is
provided. Sometimes information about the USA is provided, but the rest of the English-
speaking world remains outside the scope of the educational process. Certain
information is provided about driving on the left, attitudes towards sports, school
uniforms, education, etc.
Given appropriate conditions, language learning largely takes place outside the
classroom, although the importance of classroom learning in the context of teaching a
foreign language as a specialty cannot be underestimated, in particular in terms of
developing written and oral skills and increasing the level of linguistic competence. A
foreign language teacher must guide and fully facilitate extracurricular learning, in
particular, watching programs in English, watching films, reading books in English, both
at home and in the classroom. The great advantage of such activities is the ease and
naturalness of the situation, which, in turn, contributes to much more effective learning
of adequate speech communication in the context of teaching English as a specialty.
There are two approaches to the cultural aspect of teaching a foreign language. The
first, an external point of view, requires an indispensable account of the role of the
English language on a global scale as the main language of international communication.
On the other hand, teaching English as a foreign language is part of global education,
which, accordingly, involves reflecting global issues, which may include information
about the environment, language rights, etc. The second approach is internal, focusing
on the relationship between language teaching and cultural learning. Naturally, learning
a foreign language involves learning about culture. Both language teachers and people
involved in the field of teacher training should be aware of these relationships, which
should be reflected in the program for teaching a foreign language, in our case English,
and methods of teaching it. What is certain is that the role that English plays in today's
64
world has an impact on the nature of learning English as a foreign language. Learning a
language and studying the culture of the country of the target language are closely
related to each other. Accordingly, learning a language involves studying culture. We
also consider it necessary to note that a deep study of another culture is possible only
through studying the language of the speakers of this culture. Teaching language as a
specialty in general, and teaching speech communication, in particular, must be built
with an indispensable account of this situation.
Literature:
1. Riley P. 1989. Keeping Secrets: ESP/LSP and the Social of Knowledge. In
European Journal of Teacher Education , vol.12, no.2 pp.69-81.
2. Hilgard E.R. and G.H. Bower, 1996. Theories of Learning.-New York: Appleton
Century Crofts.
3. Chomsky N. 1959. “A Review of B.F. Skinner's: Verbal Behavior .” In Language.
Vol. 35, pp.26-58.
4. Wout de Jong, 1996. Open Frontiers. Teaching in an Intercultural Context.-
Oxford Heinemann.
5. Van Essen A.J.
1991, “English Among the Other European Languages”. In “English
–
a World Language”. Vol.1, No.2, pp.6
-13.
6. McCarthy M. 1991. Discourse Analysis for Language Teachers. Cambridge:
Cambridge University Press.
PEDAGOGIK FAOLIYATDA OʼQITUVCHI OʼZIDA KOMPETENTLIK SIFATLARINI
SHAKILLANTIRISHI
Xaydarov S.A., PhD TMCI dotsenti
Annotasiya:
“Kompetentlik” tushunchasi taʼlim sohasiga psixologlarning ilmiy
izlanishlari natijasida kirib kelgan. Psixologik nuqtai nazardan kompetentlik
“noanʼanaviy vaziyatlar, kasbiy kompetentlik negizida qanday sifatlar aks etadi?
Pedagog oʼzida qanday kompetentlik sifatlarini yorita olishi zarur. Аyni oʼrinda shu va
shunga yondosh gʼoyalar yuzasidan soʼz yuritiladi
.
Kalit s
o‘
zlar:
murakkab jarayonlarda, noaniq vazifalarni bajarishda, bir-biriga zid
maʼlumotlardan foydalanishda, kutilmagan vaziyatda harakat rejasiga ega boʼla olish.
Kutilmagan hollarda mutaxassisning oʼzini qanday tutishi, muloqotga kirishishi,
raqi
blar bilan oʼzaro munosabatlarda yangi yoʼl tutishinoaniq vazifalarni bajarishda,
ziddiyatlarga toʼla maʼlumotlardan foydalanishda, izchil rivojlan boruvchi va murakkab
jarayonlarda harakatlanish rejasiga egalik”ni anglatadi.
Kasbiy kompetentlik mutaxassis tomonidan alohida BKMning egallanishini emas,
balki har bir mustaqil yoʼnalish boʼyicha integrativ bilimlar va harakatlarning
oʼzlashtirilishini nazarda tutadi. Shuningdek, kompetentsiya mutaxassislik bilimlarini
doimo boyitib borishni, yangi axborotlarn
i oʼrganishni, muhim ijtimoiy talablarni anglay
olishni, yangi maʼlumotlarni izlab topish, ularni qayta ishlash va oʼz faoliyatida qoʼllay
bilishni taqozo etadi.
Kasbiy kompetentlik quyidagi holatlarda yaqqol namoyon boʼladi:
murakkab jarayonlarda;
noaniq vazifalarni bajarishda;
bir-
biriga zid maʼlumotlardan foydalanishda;
