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PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PROFESSIONAL
FOREIGN LANGUAGE COMPETENCIES OF MEDICAL EDUCATION STUDENTS
ON THE BASIS OF A DIAGNOSTIC APPROACH
Tuychibayeva Maftuna Baxodirovna
Doctoral student of Fergana medical institute of public health.
Mavlonova Shaxzoda Turgunovna
Senior lecturer at the Department of "Exact and Natural Sciences" of the Correspondence
Department of Fergana State University
Annotation:
In modern education, a rethinking of the problems of controlling the learning of a
professional foreign language by students of medical education is of particular importance both
in educational practice and methodically in connection with the fundamental changes determined
by life itself. Today we witness that the study of foreign languages in our country is really
becoming a requirement of the times. The number of medical education students studying
professional foreign languages is increasing day by day, and these skills are widely used in
practical activities. The restoration of intercultural relations and an increase in interest in the
intellectual wealth accumulated by mankind make a foreign language not only an interesting
science, but also a necessary tool for cultural dialogue, the implementation of joint scientific and
technical projects with other foreign countries.
Keywords:
interpersonal and business relations, professional foreign language competence,
diagnostic approach,
Аннотация:
В современном образовании переосмысление проблем контроля за
изучением профессионального иностранного языка студентами
медицинского
образования имеет особое значение как в образовательной практике, так и методически в
связи с фундаментальными изменениями, определяемыми самой жизнью. Сегодня мы
являемся свидетелями того, что изучение иностранных языков в нашей стране
действительно становится требованием времени. Число студентов медицинских вузов,
изучающих профессиональные иностранные языки, растет день ото дня, и эти навыки
широко используются в практической деятельности. Восстановление межкультурных
связей и повышение интереса к интеллектуальному богатству, накопленному
человечеством, делают иностранный язык не только интересной наукой, но и
необходимым инструментом для диалога культур, реализации совместных научно-
технических проектов с другими зарубежными странами.
Ключевые слова:
межличностные и деловые отношения, профессиональная иноязычная
компетентность, диагностический подход.
Annotatsiya:
Zamonaviy ta'limda tibbiy ta'lim talabalari tomonidan kasbiy chet tilini o'rganishni
nazorat qilish muammolarini qayta ko'rib chiqish o'quv amaliyotida ham, hayotning o'zi
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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tomonidan belgilanadigan tub o'zgarishlar bilan bog'liq holda ham alohida ahamiyatga ega.
Bugun mamlakatimizda chet tillarini o'rganish haqiqatan ham zamon talabiga aylanib
borayotganiga guvoh bo'lmoqdamiz. Kasbiy chet tillarini o'rganayotgan tibbiy ta'lim talabalari
soni kundan-kunga ortib bormoqda va bu ko'nikmalar amaliy faoliyatda keng qo'llanilmoqda.
Madaniyatlararo munosabatlarni tiklash va insoniyat tomonidan to'plangan intellektual boylikka
qiziqishning ortishi chet tilini nafaqat qiziqarli fanga, balki madaniy muloqot, boshqa xorijiy
davlatlar bilan qo'shma ilmiy-texnik loyihalarni amalga oshirish uchun zarur vositaga aylantiradi.
Kalit so'zlar:
shaxslararo va ishbilarmonlik munosabatlari, professional chet tili kompetentsiyasi,
diagnostik yondashuv.
Nowadays, there is an increasing need for specialists who can conduct a conversation in
a foreign language, as well as work with modern medical equipment, along with scientific
literature in a foreign language. This contributes to a significant change in the practice of
teaching professional foreign languages, where in a communicative approach, students learn to
communicate in the language they are learning from the first session.
The development of a professional foreign language of students of medical education
plays an important role in improving the quality of education, making diagnostics of the student's
learning range. This is because, unlike the general concept of diagnostics, pedagogical
diagnostics performs the functions of assessment and forecasting. Its object is the educational
process, all its elements, as well as the level of formation of knowledge, skills and professional
qualities obtained as a result of the process of teaching and educating students. A distinctive
feature of pedagogical diagnostics is its systematic and joint work in the process of its current,
intermediate and final controls.
The leading goal-setting function of the activity of a foreign language teacher is a
communicative and educational pedagogical one, the teacher should be aware of the specifics of
methodological tasks arising during the lessons of a non-native language, and possess the
methodology for their resolution[
].
To solve problems during the lessons, tasks related to the practical knowledge of
foreign languages, for example, "the task of forming lexical, auditory-pronouncing and
grammatical skills (active and receptive) and the task of developing the skills of dialogue and
monologue speech, listening, reading and writing; tasks related to the development of interest
and positive motives for learning a foreign language, teaching students rational methods of
educational work, tasks of ideological, moral and labour education of students by means of the
studied foreign language" [
].
The socio-economic and political changes taking place in our country in the context of
globalization are making new demands on graduates of medical education for the level of
professional foreign language training. Here, knowledge of a professional foreign language plays
1
Belikova V. B. Pedagogical diagnostics of interpersonal relations in the study group of cadets: abstract of the
dissertation for the degree of Candidate of Pedagogical Sciences: spec.: 13.00.01 / V. V. Belikova; Russian State
Pedagogical University named after A. I. Herzen; scientific supervisor O.Yu. Efremov. - Saint Petersburg
Petersburg - 22 p .
2
Anvarov, A. U., & Kostiouchkina, O. M. (2023). Psychological and pedagogical bases of professional training of
specialists in a foreign language. MITSO.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 448
a very important role in the future activities of a future doctor in situations where it is important
to familiarize himself with the news that is happening in the world in his field, consult with
colleagues in foreign countries with important issues, and speak a professional foreign language
with foreign patients.
As pedagogue V.S.Avanesov noted, pedagogical diagnostics is understood as a system
of specific activities of teachers and educational teams aimed at determining the features of
interest for measuring the education and upbringing of a student.[
]. Also, V.I. Zagvyazinsky
notes that pedagogical Diagnostics is " the process and methods of studying, developing the level
of development of the student's personal qualities, communicating with other individuals,
identifying the difficulties that arise in the acquisition of a future profession, as well as the
effectiveness of the functioning and development of psychological systems, technologies,
techniques, pedagogical projects."[
]. A.V.Barabanshikov argued that pedagogical diagnostics is
"an accurate study and analysis of the educational process that allows us to search for ways to
optimize the learning and training of students and improve the personality and performance of
teachers.".[
].
A distinctive feature of the pedagogical diagnostics of the process of teaching medical
education students a professional foreign language is its interdisciplinary and control-evaluation
feature. Also, pedagogical diagnostics of the educational process makes it possible for students
of medical education to regularly and effectively monitor the quality of teaching foreign
languages; save training time, which is spent on checking and assessing the knowledge and skills
of many students; objectivity and reliability of information about the quality of professional
foreign language competence of students of medical education; professional is the automation of
routine processes for monitoring and evaluating the quality of teaching foreign languages.
Pedagogical diagnostics not only collects information about the state of the process of teaching a
professional foreign language for students of medical education, but also provides information
about the main parameters and optimal functioning of this process. The identification of
inconsistencies in the state of the educational process determines the correct choice of
pedagogical diagnostic tools.
The main purpose of the content and content of the pedagogical diagnostics of the
process of teaching a foreign language to students of medical education is the recognition,
diagnosis and selection of pedagogical goals. The main tasks of pedagogical diagnostics in
medical education are the identification, analysis and assessment of the educational, educational,
individual and group psychological characteristics and personal development of students.
In medical education, the composition of the pedagogical diagnostic process can include:
functions, principles of pedagogical diagnostics, objects of pedagogical diagnostics, stages of
3
Avanesov V.S. Fundamentals of the scientific organization of pedagogical control in higher education: A manual
for students of the USSR State Education Center, Moscow: MISIS, 1989. 167 p.
4
Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research: textbook. manual for
students.higher.pedagogical studies.institutions / V.I. Zagvyazinsky. – M.: Publishing center "Academy",
2001. – 208 p.
5
Barabanshchikov A.V., Deryugin P.P. Military pedagogical diagnostics. Moscow: VU, 1995, p. 16.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
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page 449
pedagogical diagnostics, methods for ensuring its effectiveness, which are considered at different
levels (meta-levels, macro-levels, meso-levels and micro-levels)[
].
All the above elements are grouped by semantic components in the structure of
pedagogical diagnostics: purposeful, methodological, structural and meaningful, evaluative and
effective.
The target component reflects the goals and objectives of the use of pedagogical
diagnostics in the process of teaching a professional foreign language to students of Medical
Education. The methodological component combines methodological approaches, functions and
principles of pedagogical diagnostics. The basis of pedagogical diagnostics is formed by the
following leading methodological approaches: personality-oriented, systemic, competency-based,
information and field-based. In the structure of pedagogical diagnostics of the methodological
component, it is necessary to identify a number of principles: principles of science, consistency,
objectivity, development, consistency, confidentiality, competence. The leading functions of
pedagogical diagnostics are analytical, information, control, correction, assessment, diagnostics,
management and prediction.
The organizational and meaningful component of pedagogical diagnostics includes the
following elements: objects and subjects of pedagogical diagnostics, stages of the
implementation of pedagogical diagnostics, conditions of operation of pedagogical diagnostics,
methods of pedagogical diagnostics and means of pedagogical diagnostics.
The component of assessing effectiveness in the structure of pedagogical diagnostics
includes: monitoring the achievement of goals, criteria, indicators and levels of formation of
objects of pedagogical diagnostics, levels of the structure of pedagogical diagnostics.
Thus, we can conclude that pedagogical diagnostics is a diagnosis as a cognitive
formative, a means of studying and educating an individual in the process of interaction between
a teacher and a student.
Used literature:
1. Belikova V. B. Pedagogical diagnostics of interpersonal relations in the study group of
cadets: abstract of the dissertation for the degree of Candidate of Pedagogical Sciences:
spec.: 13.00.01 / V. V. Belikova; Russian State Pedagogical University named after A. I.
Herzen; scientific supervisor O.Yu. Efremov. - Saint Petersburg Petersburg - 22 p.
2. Anvarov, A. U., & Kostiouchkina, O. M. (2023). Psychological and pedagogical bases of
professional training of specialists in a foreign language. MITSO.
3. Avanesov V.S. Fundamentals of the scientific organization of pedagogical control in higher
education: A manual for students of the USSR State Education Center, Moscow: MISIS,
1989. 167 p.
4. Zagvyazinsky V.I. Methodology and methods of psychological and pedagogical research:
textbook. manual for students.higher.pedagogical studies.institutions / V.I. Zagvyazinsky. –
M.: Publishing center "Academy", 2001. – 208 p.
6
Avanesov V. S. Fundamentals of the scientific organization of pedagogical control in higher education / B. C.
Avanesov "Pedagogical diagnostics", 2002.
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 03,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 450
5. Barabanshchikov A.V., Deryugin P.P. Military pedagogical diagnostics. Moscow: VU, 1995,
p. 16.
6. Avanesov V.S. Fundamentals of the scientific organization of pedagogical control in higher
education: A manual for students of the USSR State Education Center, Moscow: MISIS,
2022. 167 p.
