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addressed directly to the emotional and motivational sphere of students, enhance the significance of
what has been said and increase the interest" in mastering foreign language speech. [2;91]
Conclusion.
In the realm of foreign language education, creating a positive emotional
environment is crucial for optimal learning outcomes. Research shows that positive emotions enhance
cognitive abilities and aid in memory retention. By fostering a nurturing and supportive atmosphere,
language learners are more motivated, engaged, and confident, leading to increased participation,
improved language skills, and deeper understanding. Modern educational approaches emphasize the
importance of non-didactic elements in language teaching, highlighting the need for a secure and
motivating environment that encourages learning. Building meaningful relationships between
students and educators is key to facilitating effective learning experiences. In the contemporary
foreign language classroom, characterized by dynamic interactions and emotional intensity,
cultivating a positive emotional atmosphere is essential for enhancing learning effectiveness and
overall satisfaction for all involved parties.
REFERENCES
1.
Andreeva, I.N. On the new theory of emotional intelligence / I.N. Andreeva // Bulletin
of the Belarusian State University. - 2010. – No. 3. – pp. 48-51
2.
Ariyan, M.A. Realization of the regulatory function of emotions in the educational
process in a foreign language /M.A. Ariyan, S.V. Chernyshov // Language and culture. – 2022. – No.
58. – pp. 91-106
3.
Bozhenkova, R.K. Problems of modern society: the role and functions of emotions in
communicative relations / R.K. Bozhenkova, N.A. Bozhenkova, D.V. Atanova // Proceedings of the
Southwestern State University. Series Linguistics and pedagogy. – 2012. – No. 1. – pp. 7-12
4.
Goleman, D. Emotional intelligence / D. Goleman / translated from English by A.P.
Isaeva. – M.: ACT: ACT MOSCOW; Vladimir: VKT, 2009. – 478 p.
5.
Dodonov, B.I. Emotion as value / B.I. Dodonov. – M.: Politizdat, 1978. – 272 p.
6.
Simonov, P.V. Emotional brain / P.V. Simonov. – M.: Nauka, 1981. – 215 p.
7.
Tregubova, E.N. Training of a foreign language teacher in the specialty "Linguistics
and intercultural communication" taking into account the emotional factor: PhD thesis. ... pedagogical
sciences:13.00.08 / Tregubova Elena Nikolaevna. –Voronezh, 2001. – 222 p.
THE IMPORTANCE OF IMPLEMENTING NEW TEACHING METHODS OF
ENGLISH FOR MEDICAL STUDENTS
Nurlibaeva Nargiza Azatovna – 1 year Master Student of
Nukus State Pedagogical Institute named after Ajiniyaz
Scientific advisor- Tajieva Aliya Utebaevna: p.i.k., docent of
Nukus State Pedagogical Institute
In today's increasingly globalized society, the need for English language proficiency has never
been greater. This is especially true for medical students, who often find themselves collaborating
with colleagues and patients from diverse linguistic and cultural backgrounds. With the rise of
international medical institutions and the expansion of telemedicine, it is essential for medical
students to be well-versed in English. This article explores the importance of implementing new
teaching methods of English for medical students, focusing on the benefits of these approaches and
how they contribute to the development of well-rounded medical professionals.
In the modern world, knowledge of the English language is an integral aspect of the education
and career of many specialists, including employees of medical organizations and students in
specialized educational institutions. International cooperation, scientific research, advanced
techniques and equipment – all this encourages medical professionals to study English at a
professional level. At the same time, teaching English to medical students implies teaching both the
general basics of the English language and teaching a professional language. At the same time, the
specifics of teaching a foreign language to future medical workers imply an operation to a wide
variety of methods of pedagogical work.
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The importance of the English language in medicine can be determined within the framework
of three key components – as the language of international cooperation, as the language of scientific
and medical communications and as the language of introduction and approbation of innovations and
technologies. Therefore, in order to determine the specifics of professionally oriented English
language teaching for medical students, we can briefly characterize the significance of these aspects.
So, let's pay attention to one of the most significant factors - cooperation with foreign colleagues,
which is often carried out in English, and acts as a factor in stimulating the exchange of experience,
participation in international conferences, seminars and other events, which is fundamentally
important not only for medical students, but for teachers who are employees of educational
institutions [1; 219]. Knowledge of the English language allows doctors to actively participate in the
discussion of issues related to practice and science, thereby allowing them to update both practical
and scientific and pedagogical experience. Thus, a significant part of scientific articles and research
in medicine is published in English. For medical students and staff of professional educational
institutions, this means the need to master the English language for reading, analyzing and using the
research of other scientists in their work [2; 13]. It is fundamentally important to note that researchers
look at English in the international sphere as the language of the introduction of advanced medical
technologies. Medical innovations and technologies are developing rapidly, and the English language
is the main language of their documentation and instructions. Knowledge of the English language
allows doctors to keep abreast of the latest achievements and apply them in practice. That is why
providing professionally oriented English language teaching is an important task facing higher
professional educational institutions. At the same time, professionally oriented English language
training for medical students must necessarily include training in special medical terminology, the
formation of communication skills and the deepening of professional knowledge in the medical
field. Professionally oriented teaching of English to medical students implies the primary study of
medical terminology and specific professional vocabulary. Thus, we can note that mostly medical
students study anatomical and physiological terminology, names of diseases, methods of diagnosis,
treatment and prevention [3: 52]. A confident command of medical terminology in English is a key
factor in successful professional communication. At the same time, the key principle determining the
formation of a professional terminological apparatus is the sequence of study from simple general
language skills to general professional and professional language skills in accordance with the
direction of student training.
Considerable attention is also paid to the development of students' communication skills.
Effective communication is a cornerstone of the medical profession. By incorporating innovative
English teaching methods, medical students can develop their verbal and nonverbal communication
skills, enabling them to better understand and convey complex medical information with patients and
colleagues. These methods often involve interactive activities, role-playing exercises, and group
discussions, which foster a deeper understanding of the English language and help students become
more confident in their communication abilities.
Medical professionals must be sensitive to the diverse cultural backgrounds of their patients.
By learning English through a variety of cultural perspectives, medical students can gain valuable
insights into different cultural practices, beliefs, and attitudes towards health and illness. This cultural
competence will allow them to better serve patients from various backgrounds, ultimately resulting
in improved patient care and outcomes.
The medical field is increasingly interdisciplinary, with medical professionals collaborating
with experts from various fields, such as nursing, pharmacy, and public health. English is the
dominant language of international medical research and conferences, and being proficient in English
allows medical students to collaborate with colleagues worldwide. Additionally, networking
opportunities within the global medical community can lead to better career prospects and research
opportunities.
Effective communication is crucial for patient safety. Miscommunication between medical
professionals can lead to medical errors, which can have severe consequences for patients. By
implementing new teaching methods of English for medical students, they can develop the skills
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necessary to communicate clearly and accurately with their colleagues, reducing the risk of
miscommunication and improving patient safety. [4]
In conclusion, we can note that professionally oriented English language training for medical
students is an important factor in developing their careers and ensuring readiness for successful
interaction in the international medical environment. Modern methods and approaches to learning,
the use of authentic materials and technologies contribute to the formation of professional
competencies and communication skills in English. However, as we can state, the methods described
above, except for distance learning, are not being implemented everywhere. Obviously, in addition
to the need to improve the methods of knowledge transfer, it is also necessary to improve the methods
of knowledge control. Assessment of learning outcomes today most often includes summative
assessment, however, it is promising to expand the practice of using formative assessment, and
expand the practice of applying to standardized tests that allow you to monitor the progress of students
and ensure their preparation for international medical practice. The importance of learning English
by medical students is undeniable, as it opens up opportunities for professional growth, participation
in scientific research and international cooperation. Investing in English language training will be
useful for future medical professionals, helping them achieve success in their careers and contribute
to the development of world medicine. Therefore, the active implementation of the above-mentioned
methods of professionally oriented English language teaching will allow in the future to solve the
most difficult tasks that medical professionals will face.
REFERENCES:
1.
Bashirova H.A., Magomedova M.A., Ragimova V.M. The role of a foreign language
in the formation of professional competence of medical students // Mir nauki, kultury, obrazovaniya.
2022. No. 1(92). pp. 219-222.
2.
Belova Yu.K., Medvedeva M.A., Peshikov O.V. English as a tool for professional
improvement of a medical student // Bulletin of the Council of Young Scientists and Specialists of
the Chelyabinsk. 2018. Vol. 1. No.4 (23). pp.13-16.
3.
Miskhodzheva F.A. Features of teaching a foreign (English) language for medical
purposes in higher education // Bulletin of Science and Education. 2018. No.10(46). pp. 52-55.
4.
Savignon, S.J. (1997). «Communicative competence: Theory and classroom practice»
(2nd ed.) New York: McGraw-Hill. The Practice of English Language Teaching J. Harmer First
Edition Longman, 2001.
EFFECTIVE STRATEGIES OF DESIGNING TEACHING MATERIALS IN
TEACHING THE ENGLISH LANGUAGE
Oringalieva D – assistant teacher
Nukus State Pedagogical Institute Named after Ajiniyaz,
Republic of Karakalpakstan
It is commonly known that, teachers use various tools and strategies in terms of designing
teaching materials. One of the main tasks facing modern education is to educate learner with a high
cultural level, the ability to navigate in the modern world. In this thesis, there are everything need to
know about designing teaching materials and more.
Professional teachers attribute of good teaching learning materials with TLMs should be
appealing to the students. Size, shading (multicolor or splendid or engaging shading blend),
development (likewise moving tools) and in a few cases the smell or\and taste or sounds are a portion
of the materials that allure students. The whole system of teaching is based on the following
principles: integration of learning, different types of speech activities, the principles of consciousness,
activity, visibility, individuality and accessibility, consideration of mother tongue and foreign
language. “For a teacher to create their own materials it will be time-consuming and will overload
him/her. They would need to personalize them to suit their learners’ needs so as to enable them to
develop until they are working at high levels of cognitive and linguistic challenge. Anyway, the lack
of materials could be a problem but I do not know to what extent because as we have seen, books or
