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COMMUNICATIVE METHOD OF TEACHING ENGLISH TO NON-
LINGUISTIC UNIVERSITY STUDENTS
Ibragimova Shaxlo Zavqiyevna
Tashkent
State
University
of
Economics
Academic Lyceum, senior teacher
E-mail:
Abstract:
The article discusses the communicative method of teaching English to students
of non-linguistic universities. The question is raised of some aspects of teaching English
grammar to students of technical universities. The main attention is paid to the development of
communicative skills and grammatical abilities with recommendations of grammatical tasks and
other approaches aimed at the successful understanding of utterances in a foreign language.
Key words:
communicative technique, language competence, grammatical structures,
language communication, creative approach.
Аннотация:
В статье рассматривается коммуникативная методика обучения
английскому языку студентов неязыковых вузов. Поднимается вопрос о некоторых
аспектах обучения английской грамматике студентов технических вузов. Основное
внимание уделяется развитию коммуникативных навыков и грамматических
способностей с рекомендациями грамматических заданий и других подходов,
направленных на успешное понимание высказываний на иностранном языке.
Ключевые
слова:
коммуникативная
техника,
языковая
компетенция,
грамматические конструкции, языковое общение, творческий подход.
At present, knowledge of a foreign language is becoming an inalienable
quality of a cultured, educated person. An objective reason for showing interest in
mastering a foreign language is the establishment of closer contacts with foreign
countries, the development of international relations. To know a foreign language
does not mean to know grammar rules, vocabulary. It is not just about knowing the
language, but about the ability to use it in real communication, i.e. about practical
ownership, therefore, about the development of "communicative competence."
Moreover, linguistic competence and its component part — grammatical skills and
abilities, take a leading place in the process of achieving this goal. It is undoubted
that communication is possible only if there is language competence, the basis of
which are grammatical skills. The language is necessary in order to communicate
at ease almost in the same way as in your native language. To organize a
communicatively-oriented lesson in the English language, it is inexpedient to
adhere to the traditional teaching method, which consists in working on the
grammatical side of the language, limiting itself to reading the rule and training in
sentences. Indeed, in the absence of real communication in classes in a foreign
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language, knowledge gaps appear among students, and most importantly,
difficulties in expressing their thoughts. The communicative technique offers us a
different approach to teaching grammar. It aims to acquire communication skills.
She teaches students to express their thoughts and emotions using grammatical
structures. At the same time, the educational process should be organized in such a
way that students imitate the conditions of real language communication as
accurately as possible. As mentioned above, grammar training should be conducted
not just for the sake of memorizing the rules, but in order for the student to be able
to operate these rules already in the communication process, correctly formulating
his statements, that is, this means that grammar training should have a
communicative focus. One of the features of studying a foreign language by
students of a technical university is accuracy, concreteness in the use of lexical
units and compliance with grammar rules [1, 25].
The general scheme of work on the assimilation of foreign language
grammatical material in a non-language university should be: system-structure-
speech, i.e. After the systematic presentation of grammatical phenomena (for
example, groups of temporary forms, etc.), work on less voluminous blocks is
necessary for working out in speech situations. The communicative goal of
teaching grammar allows us to formulate the basic requirement for the amount of
grammatical material to be learned: it should be sufficient for using the language as
a means of communication within the limits set by the program and real for
learning it in the given conditions. The main place in communicative teaching of a
foreign language is occupied by game situations, working with a partner, tasks for
finding errors that not only allow you to increase the lexical stock, but also learn to
think analytically. In the classroom, students need to be given the opportunity to
use the language in real life situations. This, in turn, allows them to learn how to
use grammatical and lexical forms to express their own thoughts.
Communicatively oriented teaching of grammar allows you to Increase motivation,
expand the expressive capabilities of speech and gives naturalness to the
statements of students In a learning environment. Therefore, much attention in the
classroom Is given to working in pairs and mini-groups. This form of work Is quite
applicable when working on such traditionally difficult topics for students as the
word order in a sentence, the tenses of the English verb, the object and subject
infinitive turns, etc. Obviously, the study of the most complex structures Is more
efficiently carried out based on foreign-language models. For example, students
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are divided Into groups of three to four people. They are offered a ready-made
model of a grammatical phenomenon and a number of lexical units (nouns, verbs,
adjectives, adverbs), of which it Is proposed to compose the largest number of
similar constructions. Such forms of work support the optimal dynamics of classes,
giving students an opportunity for self-realization. Also, in the pair-group form of
classes, students can be offered topics or questions for discussion, and they try
their hand in real communication. Students should learn to perceive the
interlocutor's speech, try to build as clear and clear phrases as possible. An
Important role Is played here by a creative approach to classes and their
independent cognitive activity. Interactions in the group are organized as free
communication of participants, exchange of opinions, discussions, role-playing
games, improvisations, etc. The effectiveness of communicative tasks increases If
traditional work on vocabulary and grammar skills of students Is carried out
beforehand. The effectiveness of communicative tasks increases If the traditional
work on vocabulary and grammar skills of students Is carried out previously [2].
The reference point in the organization of training Is natural speech situations and
educational speech situations. The tasks based on the communicative task
traditionally Include various role-playing, games, communication modeling, etc.
Such tasks are implemented using various cards, booklets and other handouts. This
contributes to greater efficiency and productivity In achieving educational goals
when learning a foreign language In a non-linguistic university.
References:
1.
Vajsburd M.L. Ispol'zovanle uchebno-rechevyh situaclj prl obuchenil ustnoj
rechl na Inostrannom yazyke: ucheb.posobie. Obninsk: Titul, 2001. 128 s.
2.
Akopyan V.G. Metody I princlpy sistemy Intensivnogo obuchenlya
Inostrannym yazykam. Filologlya, 2014.
