S H A R Q M A S H ’ A L I
108
ÒÈË ÒÀÚËÈÌÈ
THE METHODS OF TEACHING SPECIAL LITERATURE
IN FOREIGN LANGUAGE LESSONS
(BASED ON MATERIALS OF ARCHITECTURE)
KAMBAROVA MUKHAYYO
Teacher, TACEI
Abstract:
The article analyzes special literature specifications, texts and terms related to architecture,
and their translation methods. In this article, it is explained in English that the terminology in the field of
architecture and construction is fully mastered by certain Arabic, Persian, Greek and Latin languages and
their alternatives are unfocused.
Key words and
expression:
terms, terminology, Arabic and Persian attributes, non-equivalent
vocabulary, field, specialized, architecture and construction
Аннотация
.
Мақолада
чет
тилида
мутахассисликка
оид
махсус
адабиёт
таҳлили
меъморчилик
соҳасига
оид
матн
ва
терминлар
,
уларни
таржима
қилиш
усуллари
орқали
ёритилади
.
Меъморчилик
соҳасига
оид
матн
терминологиясини
ўқитишда
муайян
терминларнинг
араб
,
форс
,
грек
ва
лотин
тилларидан
тўлиқ
ўзлаштирилганлиги
ва
уларнинг
муқобилсиз
лексикага
эга
эканлиги
очиб
берилган
.
Таянч
сўз
ва
иборалар
:
термин
,
терминология
,
арабча
ва
форсча
ўзлашмалар
,
муқобилсиз
лек
-
сика
,
соҳа
,
ихтисослашган
,
меъморчилик
.
Аннотация
.
В
статье
освещены
тексты
и
термины
на
иностранном
языке
по
специальной
литературе
,
относящиеся
к
архитектуре
.
При
обучении
терминологии
текстов
,
относящейся
к
отрасли
архитектуры
было
раскрыто
полное
заимствование
конкретных
терминов
из
арабского
,
персидского
,
греческого
и
латинского
языков
и
наличие
в
них
неальтернативной
лексики
.
Опорные
слова
и
выражения
:
термин
,
терминология
,
арабские
и
персидские
заимствования
,
неальтернативная
лексика
,
отрасль
,
специализированный
,
архитектура
.
Nowadays there are new requirements for
professionals of all spheres of human vital activity.
Every specialist have to know English language,
because English became world-wide instrument of
communication. Especially, being highly qualified
in terminology of own specialization sphere in Eng-
lish – this is what the real time society needs. Every
government tries to reach international level of
development and go to world stage, Uzbekistan is
not an exception. Our higher education estab-
lishments pay great attention to teach specialists pro-
fessional English, making accent on terminology.
The researches’showthatwordswhich is using
in textsclassified at four steps. They are des-
cribes as followingstep:
Step 1. Words such as function words that have
a meaning that has no particular relationship with
the field of civil engineering andarchitecture, that
is, words independent of the subject matter. Exam-
ples are:
the, is, between, it, by, 12, common, com-
monly, directly, constantly, early,
and
especially.
Step 2. Words that have a meaning that is
minimally related to the field ofcivil engineering
andarchitecture they describe the positions,
placement , or features of the building. Examples
are:
structure, materials, part, forms,surrounds,
surface, units, space, foundations, elements, as-
sociated, shape, distance, fixed, pressure, inside,
functions, regions, store, collector, circulate,
channels, damage.
S H A R Q M A S H ’ A L I
109
Step 3. Words that have a meaning that is
closely related to the field ofcivil engineering
andarchitecture. They refer to parts, structures or
compound unitsof the building, such as the stru-
ctureof the buildingand materials of the building.
Such words are also used in general language.
The words may have some restrictions of usage
depending on the subject field. Examples are:
wall, roof, concrete, external, separately, envi-
ronment, force, load, frame, ground, determine,
conductivity, radiation.
Words in this category may be technical
terms in a specific field like civil engineering
andarchitecture and yet may occur with the sa-
me meaning in other fields and not be technical
terms in those fields.
Step 4. Words that have a meaning specific to
the field of civil engineering andarchitecture and
arenot likely to be known in general language.
They refer to structures and functions of the
building. These words have clear restrictions of
usage depending on the subject field. Examples
are:
balustrade, bitumen felt, ceiling void ,coarce
aggregate, sand, reinforcement, slabs, spalling,
moisture, hugge, lagom
The rater in the main inter-rater reliability
check was also a qualified and experienced ESOL
teacher who is a native speaker of English. The
rater's task was to assign the test words to the four
steps of the scale depending on the degree of
relationship of the meaning to the field ofar-
chitecture and civil engineering.
The texts chosen for analysis were
Architec-
ture and building construction; English for scien-
ce and technology
(James Cumming , 2005, 1
st
edition) and
Learning a Second Language thro-
ugh Interaction
(Ellis, 1999). They were chosen
because the first author hasqualifications in archi-
tecture and civil engineering and applied linguis-
tics and could thus bring specialist knowledge to
bear on the classification of the words. The texts
were of different lengths and were probably
intended for different kinds of audiences -- the
architecture text being largely intended for those
new to the field while the applied linguistics text
may have been intended for those who already
have some knowledge of applied linguistics.
These differences undoubtedly affected the re-
sults. However, the primary purpose of the re-
search was to see if technical vocabulary could
be reliably distinguished from other vocabulary,
and to gain some indication of the size and
density of technical vocabularies.
We have looked at how large a technical
vocabulary might be and the kinds of words that it
can consist of. Let us now look at how often these
words occur in specialised texts:
“…
After the concrete has been given a pre-
liminary finish by means of finishing devices
incorporated in the slip-form paving equipment,
the surface of the fresh concrete shall be checked
by the Contractor with a straightedge device not
less than 10 feet in length. High areas indicated
by the straightedge device shall be removed by
the hand-float method. Each successive check
with the straightedge device shall lap the previous
check path by at least of the length of the straight-
tedge. The requirements of this paragraph may be
waived if it is successfully demonstrated that
other means will consistently produce a surface
with a satisfactory profile index and meeting the
10-foot straightedge requirement specified in
”
(Standard Specifications for Road, Bridge,
and Municipal Construction 2014 M 41-10
Washington State department of transportation)
Thus, we can say that inword families account
for 380 tokens in the constructiontext and 180
tokens in the applied linguistics text.
Learning technical vocabularyhas some diffi-
culty. The rating scale used in this research distin-
guishes two kinds of technical words - those that
may occur in general non-specialized usage, and
those that are largely unique to a particular spe-
cialized field. These two kinds of technical words
pose different kinds of problems for learners in
recognizing that a word is a technical word, and
in learning technical words.The most obvious
technical words are those which have Greek or
Latin based forms and which do not occur outside
of the specialized area.
S H A R Q M A S H ’ A L I
110
Modern architectural terminology has been
derived from Greek, Egyptianand has roots from
Latin language. However, it is difficult for one to
understand the meaning of those words at once.
Because of the industrial development, all the
nations including Egypt, China, India and Arabic
countries used their own up-to-date termino-
logies that are formed according to language,
religion and culture, which is quite obvious. For
instance, “Arka” is - “Ravoq” in Arabic langua-
ge but the meaning of this word and its usage in
the building is the same. The Egyptian archi-
tecture is based on its great historical signify-
cance and dates back thousands of years. This is
what we see in see in the Egyptian pyramids,
which have been built in Egypt, which has been
stagnantin the word community. The history in
Egypt can be found in its richness, its scientific
views and the books that have come to our mind.
There are alsosome architectural terms in the
Egyptian architecture. These areimportant in
revealing in essence of the architecture of Egypt.
A mastaba, meaning “house of eternity” or
“eternal house” in ancient Egyptian, is a flat-roo-
fed, rectangular tomb with outward sloping sides
that is constructed with mud-bricks.
Hypostyle halls are interior spaces in which
roof rests on pillars or columns. The wordhy-
postylemeans “under pillars” and the design
allows for the construction of large space – such
as in temples, palaces, or public buildings-with-
out the need for arches.
Italy has a very broad and diverse architectural
style, which cannot be simply classified by period
or region. However, this has created a highly di-
verse and electric range in architectural designs.
Italy is known for its considerable architectural
achievements, such as the construction of arches,
domes and similar structure during ancient Rome.
Buttress- a projecting mass of masonry ser-
ving provide additionalstrengthfor the wall;
Moreover,the architecture of china is as old as
Chinese civilization. For example, the siheyuan
(literally meaning four –sided courtyard)was the
basic housing unit of Old Beijing. Chinese-
architecture also has a great deal of historic signi-
ficancewith its many scientific sources, books and
terms. These resources, books and terms play an
important role to create architectural vocabulary.
As well as Uzbekistan has also greatheritage
about architectural monuments and their speci-
ficterminologies. The history of Uzbek architec-
ture dates back to millennia. An example of this
is the preservation of historical monuments of
Bukhara, Khorezm, Kashkadarya and Samar-
kand regions. The fact that the architectural
monuments in Bukhara are about 2500 years
old means that the architecture of the country
and the high building quality.
These architectural monuments have been
used in the construction of unique architectural
monuments that are distinguished from other
architectures by Uzbek architecture. The monu-
ments are mainly used in national traditions, and
we can see patterns, Arabic inscriptions, verses,
and examples. Because, Islamic culture has been
reflected in all the fields in our country and at the
same time in our architecture.
For example:
Ravak
- a type of mountain; a
moon-mounted device on the top of windows and
doors in the building's walls. Ravak is made from
natural, artificial stones, concrete, concrete, wood
and steel. The basal part is composed of a base, a
central ponasimon brick, or a thumb is called a
lock. According to the shape of cranes: single-
center, half-shaped, high-center cradle, a few cen-
tered pearls, ovulating. In order to reduce internal
stress in modern buildings, the rugs are designed
as 2-3 corners. The backbone is the same size and
shape as the back of the arches.
The Peshtoq (roof)
- is a front part of the mad-
rassa, mosque, tomb, caravan and other buildings.
The roof of the roof is a luxurious high, ornate ar-
chitectural part, typically slightly exaggerated by
the building wall. The central point is the center
of the ravine and its two sides and the two triang-
les at the top of it are wings and rocks. The most
ancient example of the remains in Central Asia is
Arabot mausoleum. Roof tiles and rags are deco-
rated with magazines and books of religious and
S H A R Q M A S H ’ A L I
111
philosophical nature. The Ulughbek madrasah,
Sherdor madrasah, Tillakori madrasah, and Abdu-
lazizkhon madrasahs are decorated with unique
national architecture.
Qanos -Blood (chest)
- architectural part; The
tumor on the top of the roof. The wing is limited to
the upper horizontal, vertical and lower curve lines
(lingo). The bricks are tilted in the radial direction
while horizontally in the groove area. Drawing
attention to the style of grooming is an emphasis
on architectural writing. In the 9th-12th centuries,
the upper corners of the flank, mostly curly-sha-
ped, have been the method of separating the ends
of the neck with a specific node. The Samonids
Mausoleum also features small square squares that
have a dynamic square angle of 45 degrees.
Nowadays manufacturing of modern raw ma-
terials in developed countries in the field of archi-
tecture and building premises is becoming one of
the reasons of apparition of new terminologies. It
must be emphasized that country that is producing
new or modern raw materials is tend to name new
good in their own language. Although this pro-
duct is used for the same purpose, as its mention-
ned above, different cultures and nations are like-
ly to change reform it in order to make it easy use
and pronounce. If we take in to consideration new
innovative technologies, new architectural termi-
nologies are not difficult to gather and make one.
Whenever a word is met and it is used in a
way which is different from previously met uses,
it is worth while for the teacher to draw attention
to the way that this particular use relates to other
uses of the word. Where technical terms are
extensions of words in general use, it is useful for
learners to see how the technical sense of the
words relates to the core meaning of the word.
The core meaning in this example is the se-
cond item in the entry and can be found in all the
other senses listed. There are other activities
which encourage learners to relate senses of
words to each other (Visser, 1989). The value of
seeing how particular uses relate to a core mea-
ning is that it makes later meetings with the word
easier to understand, and brings under one con-
cept items that may be represented by different
concepts in the first language.
It is also useful to note if the technical use
of the word involves a collocation or a gram-
matical form that differs from its other uses.
Most technical vocabulary needs to be learned
productively by learners specializing in that
area and learning common collocations and
grammatical patterns helps this.
Words which are based on Greek or Latin
roots should be analyzed where possible and the
meanings of the word parts should be related to
the meaning of the word. This can be done by
the teacher, but it is also a strategy that learners
can work on (Anglin, 1993). In the anatomy
text there are affixes which are useful in ana-
tomy and these are worth learning.
There are two major problems for teachers in
helping learners deal with technical vocabulary.
Firstly, the English teacher does not usually have
specialist knowledge of the learners' technical
areas. Secondly, technical vocabulary needs to be
worked on while getting on top of the specialized
field. However, in spite of these limitations, tea-
chers can play a small but useful role in preparing
learners for coping with technical vocabulary. This
can be done by helping learners gain the more
general skills of recognizing technical words,
interpreting definitions, relating senses to a core
meaning, and learning word parts. Teachers can
provide learners with the tools for dealing with
technical words. In this way teachers need not get
involved in trying to teach in a technical area, but
can direct their attention to vocabulary strategies.
1
The ways in which these muted terms can be
entrusted to the trainees are diverse, and we must
use the method of inducement to influence stu-
dents so that each method can influence each
student show. Therefore, we can maintain a well-
known method based on students' abilities. By
following the suggestions below, we can test how
we can apply terms to the lesson process and how
we can affect student learning.
1
Партина
А
.
С
.
Архитектурн
ы
е
термин
ы
.
Иллюстри
-
рованн
ы
й
словарь
. –
М
., 1994.
S H A R Q M A S H ’ A L I
112
1.
Improve the ability of architectural ter-
minology to know which word is derived from
it, and to remember that word and the pair of
words accompanying the term, and the ability to
apply in more practical ways. Bycorrectly com-
pleting the filling process.
For example: Altar is the Latin word "al-
taria", the basis of which is the altus, the upper
part of the building facing the building, a
special part of the building used for sacrifices in
ancient Greece and Rome.
In this example, the student understands the
essence of the word, and can understand the func-
tion it will perform.
The word "building", as well as the word
"church," is used to describe it as "altar of buil-
ding" or "altar of church".
2.
Each student's imaginary approach to
imagining, through the simulation of this word,
to remember this term for a moment or some-
thing a student likes.
For example: Arkology (ecological architect-
ture) is a part of this architecture and is a process
of building objects with preservation of wildlife.
In order to keep this word in mind, we can
divide it into two parts: Arko and logy, Arco word
"
Ո
" form, and logic word "logika" by combining
them and creating a sense of "logic-shaped ark"
so that it keeps the word in our mind.
3.
Mutualized terms can be easily overlooked
because they are not common in everyday
conversations. In order to avoid this, we must
encourage students to create their own terminology
scripts. That is, they have to look for 10 terms in
each lesson, referring to their own vocabulary, by
submitting a brief essay or statement with these
terms as homework. This is because we can get
more results if we ignore the readiness of the
readers, because they will spend more time each
time a search term is placed on the wall, the result.
4.
If the process of formal protection of the
essay or the abovementioned statement is in the
foregoing, then we can achieve the ability of stu-
dents to use the architectural terms freely during
their initial commentary.We know that human
consciousness is well-maintained in frequently
repeated or in practice practice.We can also keep
them in mind by working more on these terms.
Implementing students' interest in the use of
these terms. To do that, we need to create a lear-
ning technology that can appeal to each student.
For example, we can take a description of a model
or poster project for the students using the same
architectural terms. It is possible to keep a note of
about 78% to 85%, because of the fact that only
45% of people are listening only by hearing,
hearing, holding, and practically seeing them.
