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DEVELOPMENT OF COMMUNICATION IN STUDENTS AS A PEDAGOGICAL-
PSYCHOLOGICAL PHENOMENON
Kobilova Feruza Tolibovna
Bukhara International University, basic doctoral student,
Xasanova Xolida Fattaevna
Bukhara International University, Bukhara Zarmed University teacher
Abstract:
Today, in our country, the problems of creating the necessary conditions for
students to perfectly learn foreign languages, to express themselves in all areas with
knowledge of a foreign language, to develop their oral and written speech in a foreign
language are being put forward. As is known, the solution of these problems is directly
related to the process of socialization of a person. Based on the psychological and
pedagogical category, this concept is a process that expresses the degree of exposure to the
influence of the external social environment surrounding a person, the ability to master
communication, the tendency to master its norms and rules, and the degree of mastery. The
general meaning of this concept is that a person is born and grows up under the influence of
the external environment that directly surrounds him, is brought up in this society, this
environment. In a narrow sense, socialization is a process that explains the entry of a person
into the social environment, his assimilation into it, his acceptance of the norms of the
external social environment and whether he complies with them or not. In the process of
socialization, a person learns social norms in society, learns to fulfill various roles, develops
skills for behaving in public, and chooses interesting and beneficial communication methods
for himself. In this sense, the socialization of a person is based on his knowledge,
understanding, and living in social existence.
Keywords:
foreign languages, pedagogical category, master communication, external
environment, assimilation.
Introduction.
Psychological sources emphasize that the sources of socialization include:
experience gained in childhood - this process occurs in parallel with the formation of mental
functions and the manifestation of primary social norms of behavior; social institutions - the
education and upbringing system; places that provide education from the family to higher
educational institutions and higher levels, work teams, among them the influence of people
in the process of communication and collaborative activity. This refers to the communication
and interaction of people with each other in both formal and informal settings. In each role
that a person performs throughout his life, the norms, rules, and behavioral criteria of the
social environment surrounding him are reflected. Each person performs a huge number of
different roles throughout his life, all of which leave a worthy mark on his socialization
experience. Therefore, in this process, each person strives to find his place in society and,
depending on his results, achieves one or another position. In fact, at each stage of
socialization, a person increasingly understands his “I” and makes the necessary adjustments
to it. If personal experience is positive, and a person can draw good and correct conclusions
from what he has seen and experienced and form a correct lifestyle, his reputation among
people is high, otherwise, a conclusion is drawn about the degradation of the person and
deprivations in behavior. It is worth noting that a person is always within the framework of
and under the influence of social, that is, human, relations, and with his consciousness, mind,
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and foresight, he not only perceives various relations, but also assimilates and adheres to
them. That is, from an early age, a child, as a subject of such influences, perceives the
influences of the social environment through concepts such as “my life”, “my family”, “my
friends”, “our world”. Of course, these influences are not always correct, positive, otherwise
there would be no concepts of “asocial behavior”, “street child”, “lazy”, “bad child”.
Sociality arises through interaction between people, through action, and as a result, various
social events arise. The first stage of interaction is the social perception of people by each
other. On the basis of interpersonal relationships, a person gets to know other people better
and makes a decision about whether to do business with them or not. An important feature of
interaction is causal conditions. It is this main feature that forms the basis of activity for one
of the parties, and the dynamics of development for both parties.
The success of developing English language skills through communication largely depends
on the presence and mastery of psychological abilities. Kolker, Y. M. in his scientific
research emphasizes that the success of this process lies in the development of speech skills.
He recognizes the effective mastery of speech rules in communication as an important factor
in the development of English language skills. The following psychological categories are
considered important in the development of English language skills through communication:
Diction - the style of pronunciation, the degree of clarity of pronunciation. Correct
pronunciation is the most necessary tool for students of non-philological education to master
English language skills through communication, because in order to understand English
language skills, speech, pronunciation must be fluent, each syllable, word and sound must be
pronounced clearly.
Rhythm - the rhythm or weight of the voice. The pronunciation of certain words and
syllables, their speed, constitute the pace of speech. The voice speed is a quality of each
student, depending on the content of the speech and the situation of communication. Pauses,
tempo and pleasantness of speech constitute the tone of speech. Speech in one tone becomes
boring and reduces interest and attention. Especially when talking about important rules, that
is, when expressing rules, laws, beliefs, it is necessary to reduce the voice speed. In
conclusion, it is necessary to have a speech culture in mastering English language skills,
because each teacher sets an example for others with his speech, beautiful and fluent, and
culture of communication. Today, it has become a requirement of the times for students to
not only gain deep knowledge, but also develop communicative competence by mastering
skills and competencies. In the process of reforming the program at the stage of training
graduates of the bachelor's degree program, that is, future specialists, the requirements for
learning foreign languages in the continuing education system of the Republic of
Uzbekistan, as well as the rules for assessing the level of mastery, were developed, along
with the implementation of the generally recognized international standards of the Council of
Europe "Common European Framework of Reference for Languages: Learning, Teaching
and Assessment" (CEFR). It requires graduates of educational programs not specializing in
teaching a foreign language to master the B2+ level at the end of their studies at a higher
educational institution, while the requirements for the professional training of students of an
educational institution not specializing in language have also changed. Communicative
competence refers to the ability to communicate with speakers of the foreign language being
studied and to help students gain a deeper understanding of the culture, customs and
traditions of their own country through familiarization with the culture of the countries
whose language is being studied and to demonstrate them in the process of conversation.
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Teaching speech etiquette from a linguistic and cultural perspective helps to understand the
cultural norms accepted by English speakers, the values shared by peoples, stereotypes of
thinking and action, and speech skills. In accordance with the goals and objectives of the
subject of the Council of Europe's "Common European Framework of Reference for
Languages: Learning, Teaching and Assessment" (CEFR), which is widely recognized as a
standard for the reform of the program for the training of future specialists, communicative
competence is the ability to use acquired knowledge, skills and competencies in the foreign
language being studied in the process of communication. In this document, competencies are
divided into the following groups:
Linguistic competence implies the acquisition of knowledge about language material
(phonetics, lexicon, grammar) and skills in speech activities (listening, speaking, reading and
writing) for communication with native speakers;
sociolinguistic competence allows the speaker to choose the necessary linguistic form and
method of expression based on a particular speech situation, communicative goal and desire.
Sociolinguistic competence includes socio-cultural competence and implies the ability to
know the national characteristics of authentic speech: customs, values, rituals and other
national-cultural characteristics of the country in which one lives, and to present the
language in comparison with the country being studied;
pragmatic competence implies the ability to get out of a difficult situation by asking
questions repeatedly when misunderstandings arise in a communicative situation in a foreign
language being studied. In this standard, discourse competence is included in the pragmatic
competence. This competence involves the expression of thoughts in oral and written speech
through appropriate language tools;
discourse competence involves the skills of understanding and interpreting linguistic signals
in order to ensure consistency in oral and written speech G.V. Rogova divided language
learning into three components: linguistic, psychological and methodological;
the linguistic component includes in its components: language materials (phonetic,
grammatical and lexical), speech (related to various situations) and socio-cultural elements.
In teaching foreign languages, speech units have different effects on the communicative
situation, that is, the language is manifested in the relationship between culture and society
and performs two (communicative and cumulative) functions as a source of national culture.
The psychological component is to improve the use of knowledge and skills about the
language being studied for communicative purposes. In the process of learning foreign
languages, speech mechanisms are formed in the student, a system of speech skills is
mastered.
The methodological component is the effective use of the language being studied in practice,
that is, in a person-oriented situation of communication (in conversation and writing).
L.S. Vygotsky noted that if a child learns his native language without conscious participation,
he will acquire a foreign language consciously. While speech skills in his native language
develop from the bottom up, learning a foreign language develops from the top down.
Foreign psychologist G.A. Murray, in 1938, when defining communication (need), noted
that it is a socio-psychological phenomenon. According to him, communication is
manifested in such cases as: “Making friends and getting attached. Being happy with people
and living with them. Being in communication and cooperation with them. Loving. Uniting
in groups” (Heckhausen). That is, building relationships with people and continuing these
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relationships can be carried out with different goals in mind. For example, “making a good
impression” or “dominating others”, “giving help or receiving help”.
A. Maslow argued that communication belongs to the highest level of the hierarchy of
human needs. Matsumoto D distinguishes two aspects of communicative competence: the
need for communication (sympathy, support in communication) and the fear of rejection
(communication cannot be established or remains formal).
According to H. Heckhausen, the need for communication is considered universal and is a
need inherent in all people, regardless of age, gender and ethnicity. However, the nature and
content of this need depends on the content of education, socialization conditions and
spiritual aspects.
The list of important motives influencing communication, compiled by Harvard University
scientist G. Murray, has served as a kind of guide for every researcher dealing with the
problem of communicative competence to this day.
The role of communication in language learning and its impact on the effectiveness of
activity have also been studied by psychologists of Uzbekistan. In particular, P. I. Ivanov is
considered one of the scientists who made a major contribution to the science of psychology.
In his works on the issues of interest and ability, motives for choosing a profession, the
psychological foundations of education, the implementation of an individual approach in
education, and the activation of the educational process, he analyzed information about
communication and its levels. In particular, his thoughts and ideas on the interpretation of
interest, ability, desire, communication, motivation were of great importance in his time.
A.A. Fayzullayev proposed a step-by-step analysis of the teacher-student communication
process in his research. A. Fayzullayev studies this process in five stages. These stages are:
1- understanding the interlocutor;
2- acceptance of the interlocutor;
3- the implementation of internal desire to the outside;
4- the strengthening of the idea;
5- the activation of the idea.
The outstanding psychologist M.G. Davletshin is considered a scientist who made a
significant contribution to this problem. M.G. Davletshin and his students have been
engaged in the theoretical and practical problems of the motives of professional choice, and
in general, the psychology of professional choice, and have emphasized the age-related
characteristics of communication categories.
V.M. Karimova in her works approached the problem of motives and motivation that
effectively organize communication from a socio-psychological point of view. In her
research, she emphasized that communication is one of the important components for the
socialization of the individual.
V.A. Tokareva in most of her scientific researches emphasizes the importance of
communication for the formation of professional competence.
B.R. Kadyrov's research in recent years has revealed the aspects of competence, aspiration,
ability, talent and their relationship with communication.
R.B. Shoumarov's research is based on the fact that an individual approach to students, their
preparation for family life, and the perception of a person by a person can be realized
through communication.
R.Z. Gainutdinov's research emphasizes the high and fundamental (primary) role of
communicative competence in the ethnopsychological characteristics of the teacher's
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personality, the psychological foundations of choosing a profession, stages of professional
training, and mechanisms for improving professional skills. His research highlights the
motivational hierarchy of communicative competence, the priority of ensuring its success.
In many of Sh.R. Barotov's research, the role and importance of communication in the
effective establishment of psychological service in education are determined. In his research,
he analyzed the organization of psychological service in educational institutions, its
methodological and theoretical foundations, obtained empirical data on the issues of youth
satisfaction with communication in the educational process, and drew relevant social
psychological conclusions. According to the results of the study, it was found that
individuals are not sufficiently satisfied with their interpersonal relationships.
The main aspects of communication:
1. Communicative side: Exchange of information, expression of thoughts and feelings
between people.
2. Interaction: In the process of communication, individuals influence each other and form
relationships.
3. Mutual understanding: Through communication, individuals have the opportunity to better
understand each other and exchange social experience.
4. Communication plays a significant role in the development of society, in particular in the
formation and development of interpersonal relationships. Through communication, people
gain social experience and ensure their personal development. For example, pedagogical
communication helps to make the interaction between teachers and students more effective.
5. In conclusion, communication is the basis of interaction, understanding and social
relations between people. Its culture and psychology play an important role in personal and
social development. There is a role and importance of communication factors in the
development of language learning skills of students of non-philological education.
6. The ability of students to freely communicate with their interlocutor, to communicate with
a foreign interlocutor about the culture and customs of their own nation, forms
communication factors in teaching English to students of non-philological education.
7. In psychology, the role of students' development of the role and cognitive characteristics
and methods of communication, which are focused on the individual, are studied separately.
8. The essence of the concept of communication is determined by the following aspects
according to its socio-psychological nature:
9. Its expression is truly manifested in the establishment of mutually beneficial and
meaningful interpersonal relationships, in the practical activity of the ability.
10. It reflects the individual's need for communication, the ability to present their views and
ideas, self-confidence, and the evaluation of their own communicative activities.
11. It is important for interpersonal relationships to be purposeful and effective to reflect
their life experience, communication skills, and individual psychological characteristics.
There are seven forms of language learning in students through communication, which are as
follows: 1) entry into activity, 2) independent actions (performed by the teacher and the
student in cooperation); 3) the teacher initiates the action and involves the student in it; 4)
imitation actions (the student, having learned from the teacher, acts based on this model); 5)
support actions (the teacher helps the student choose an intermediate goal and methods for
achieving it and controls the final result); 6) self-management actions (the teacher
participates in setting the general goal and evaluating the final result); 7) self-motivated
actions; 8) self-organizing actions.
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Conclusion.
From the above scientific and theoretical analysis, we can see that students are
directly and indirectly engaged in the problem of developing English language skills through
communication. Although their approaches are often pedagogical and relevant to different
life stages, they allow us to assess them as a theoretical and practical contribution to the
study of this problem in our country. However, we consider it appropriate to emphasize that
sufficient pedagogical and psychological research has not yet been conducted on the problem
under study.
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