European International Journal of Pedagogics
125
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
125-127
DOI
3
OPEN ACCESS
SUBMITED
12 March 2025
ACCEPTED
08 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Current Issues of Studying
Russian In Non-Linguistic
Universities
Turaeva Shakhida Egamberdievna
Karshi State Technical University, Uzbekistan
Tadjieva Farangiz
1st year student of the Faculty of Economics and Management,
Uzbekistan
Abstract:
The article examines the problems and
reasons for the complexity of learning Russian, the
emergence of obstacles for foreign students when
receiving pre-university training. The article suggests
possible effective methods for preventing students.
from problems in the first year of study at the university.
To write this work, such methods as research,
observation, analysis and generalization were used. The
article examines situations in teaching Russian, as well
as in professional subjects at the stage of pre-university
training, during which problems arise for foreign
students that hinder successful study at the university.
Keywords:
Russian as a foreign language, professional
disciplines,
professionally
oriented
methods,
professional communicative competence, foreign
students, preparatory department.
Introduction:
A student has linguistic competence if he
has an idea of the system of the language being studied.
Studied and can use this system in practice, using all
morphological and syntactic transformations in a
particular speech. However, in practice, students who
entered a technical university do not have basic
knowledge of foreign languages, skills and abilities.
Unfortunately, this trend is typical for all institutes that
provide training for bachelors and masters in non-
linguistic areas. Without a solid foundation of formed
language skills and abilities, which we mentioned above,
it is impossible to develop conversational skills,
terminology, free reading and other communicative,
linguistic and intercultural competencies. However, the
goals of an engineering university should not include
European International Journal of Pedagogics
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European International Journal of Pedagogics
training at a basic level of a foreign language. This task
should be solved at the stage of school education,
which is why continuity and consistency in the reform
of general and professional education are so
important. Despite all these problems, foreign
language departments of technical universities are
looking for the most effective ways of teaching a
foreign language and a professional foreign language,
with a minimum number of hours allocated for this
discipline and a low level of language knowledge of
school graduates. Thus, the institutes have introduced
the practice of distributing students into subgroups
according to their level of foreign language proficiency,
which is determined in the first lessons using testing
methods. This allows for one program to provide the
most effective foreign language training for students
with a basic level of language, as well as for an
advanced level. Another effective method (in terms of
increasing students' motivation) are projects, festivals,
theatrical performances, scientific and practical
conferences, which are organized on the basis of the
institute's foreign language department. Such events
not only increase students' motivation to learn a
foreign language, but also contribute to the
development of communication and presentation
skills, teamwork skills and other competencies
necessary for a future engineer. It should be borne in
mind that all events are extracurricular and require
quite a long time to prepare. But even participation in
competitions with a minimal language component
gives the student a sense of achievement, which is
multiplied in the event of winning a prize. Success and
attention are associated with the English language,
which helps to increase motivation. This growth is
especially noticeable in the case of group work of
students in preparation for presentations. Teamwork
unites and gives additional importance to the
unification of elements, in particular, in competitions,
is the need to master certain linguistic phenomena, no
matter how insignificant they may be.
One of the pressing issues remains the competence
approach to teaching professional subjects at the stage
of pre-university training in a foreign-speaking country.
The purpose of our article is to solve the problem of
teaching professional subjects, in particular, chemistry,
physics, mathematics and other exact sciences; to try
to identify the causes of the difficulties faced by
foreign students in the 1st and 2nd years, and also to
give some recommendations for more effective
teaching of foreign students in the preparatory
department. Undoubtedly, foreign students should
learn the language not only in specialized subject
classes, but also in Russian language classes. Students
should select texts based on the language of their
future specialty, do assignments to consolidate the
terminology covered. "The study of specialized
vocabulary in the context of teaching Russian as a
foreign language should be carried out with the support
of ready-made lexemes existing in the general literary
language, word-formation and syntactic models that
served as the basis for the nomination of special
concepts." The goal of pre-university training of foreign
students is to develop their professional communicative
competence, i.e. the development of skills of free
communication
and
adequate
perception
of
educational material in the language of the specialty. It
is interesting to note the fact that foreign students after
completing the preparatory department face difficulties
in understanding lecture material on special subjects.
Often this problem lies in the fact that at the stage of
pre-university training, the training of foreign students
is isolated from native speakers of the language being
studied, and secondly, during the year of pre-university
training, foreigners get used to slow pace of learning
and speech, as well as adapted language during classes,
thirdly, after completing the preparatory department,
foreigners are completely immersed in the language
learning environment, which does not take into account
the national and psychological characteristics of the
foreign contingent where they are studying, the
university system is fundamentally different from the
system of vocational education in the country of
residence of foreign students. "Development of the
skills to correctly select and organize language tools in
accordance with the communication situation,
communicative task and genre of utterance (oral or
written) is the goal of linguistic education of students of
a technical university, in particular, the discipline
"Russian language and culture of speech". The
formation of a competent foreign specialist is a complex
process, since two main tasks are implemented in the
educational process of pre-university training, namely,
teaching a foreign language, as well as the formation of
professional competence of a future specialist.
Acquaintance of foreign students with professional
subjects begins in the second half of the academic year.
Foreign students of engineering and technical
specialties study subjects in Russian, namely
mathematics, physics, chemistry, engineering graphics,
computer science, economics, geography, biology. For
effective work and improvement of the quality of
education in pre-university training, special teaching
aids were developed, namely bifunctional ones,
intended for the beginning of classes in the natural
science specialty. Such developments help to learn how
to work with information independently, and also
foreign communicants get acquainted with the
functional vocabulary that they use in the educational
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European International Journal of Pedagogics
process.
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Vakulova E.N. (1992) Some features of optimization of
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E.N. Vakulova // Linguistic and methodical aspects of
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// Languages of Russia and post-Soviet countries as
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Journal of Interdisciplinary Science Взаимодействие
и Влияние Языкa и Технологии. Web of Semantics:
Journal of Interdisciplinary Science Vol .3 No.2 (2025)
https://wom.semanticjournals.org
