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THE TERMINOLOGY OF CONSTRUCTION IN ENGLISH AT TECHNICAL
UNIVERSITIES AND ITS TEACHING METHODOLOGY
Bazarov Bunyod Tulqinjonovich
Associated professor, doctor of philosophy in pedagogical science (PhD), Jizzakh
polytechnic institute, Uzbek and foreign languages department
Abstract:
In this article the terminology of construction at technical universities
has been analyzed and some effective and efficient methods to teach them have also
been discussed. The most important difference lies in the learners and their purposes
for learning English. English for specific purposes students are usually adults who
already have some acquaintance with English and are learning the language in order
to communicate a set of professional skills and to perform particular job-related
functions.
Keywords:
Specialist, Communication, Professional Sphere, Construction,
Terminology, Activity, Foreign Languages, Foreign Culture.
TEXNIKA UNIVERSITETLARDA INGLIZ TILIDA QURILISH
TERMINOLOGIYASI VA UNING O‘QITISh METODIKASI
Annotatsiya
: Ushbu maqolada texnik oliy o'quv yurtlarida qurilish
terminologiyasi tahlil qilingan va ularni o'rgatishning samarali va samarali usullari
ham muhokama qilingan. Eng muhim farq o'quvchilar va ularning ingliz tilini
o'rganish maqsadlaridadir. Muayyan maqsadlar uchun ingliz tili talabalar odatda
ingliz tili bilan biroz tanish bo'lgan va kasbiy ko'nikmalar to'plamini muloqot qilish
va ish bilan bog'liq muayyan funktsiyalarni bajarish uchun tilni o'rganayotgan
kattalardir.
Kalit so'zlar
: Mutaxassis, aloqa, kasbiy soha, qurilish, terminologiya, faoliyat,
chet tillari, xorijiy madaniyat.
ТЕРМИНОЛОГИЯ СТРОИТЕЛЬСТВА НА АНГЛИЙСКОМ ЯЗЫКЕ В
ТЕХНИЧЕСКИХ УНИВЕРСИТЕТАХ И МЕТОДИКА ЕЕ
ПРЕПОДАВАНИЯ
Аннотация:
В этой статье проанализирована терминология строительства
в технических университетах, а также обсуждены некоторые эффективные и
действенные методы ее преподавания. Самое важное различие заключается в
обучающихся и их целях изучения английского языка. Студенты, изучающие
International scientific journal
“Interpretation and researches”
Volume 1 issue 4 (50) | ISSN: 2181-4163 | Impact Factor: 8.2
115
английский язык для специальных целей, обычно взрослые, которые уже имеют
некоторое знакомство с английским языком и изучают язык для того, чтобы
передавать набор профессиональных навыков и выполнять определенные
функции, связанные с работой.
Ключевые слова:
Специалист, Коммуникация, Профессиональная сфера,
Строительство, Терминология, Деятельность, Иностранные языки, Иностранная
культура.
INTRODUCTION
Foreign language teachers for some special purposes usually have a lot in
common with teachers of general foreign language. For both it is necessary to
consider linguistic development and teaching theories, to have insights in
contemporary ideas regarding their own position and role as well as the position and
role of foreign language learners in education and to face new technologies offered as
an aid to improve the methodology. The most important difference lies in the learners
and their aims for learning English. English for specific purposes students are usually
adults who already have some acquaintance with English and are learning the
language in order to communicate a set of professional skills and to perform
particular job-related functions. The program is therefore built on an assessment of
aims and needs and the functions for which English is required. Specialized English
concentrates more on language in context than on teaching grammar and language
structures. It covers subjects varying from accounting or computer science to tourism
and business management. From this prospective of view, English focal point is that
English is not taught as a subject separated from the students’ real world (or wishes);
instead, it is integrated into a subject matter area important to the learners.
As a matter of fact, English in different fields combines subject matter and
English language teaching. Such combination is highly motivating because students
are able to apply what they learn in their English classes to their main field of study,
whether it be accounting, business management, economics, medicine, computer
science, architecture or construction.
One of the most important requirements for a modern specialist is his ability to
participate in oral and written communication in the professional sphere, nature and
content which are predetermined by the features of the subject area of activity type in
construction discourse, in the perception and production of which the specialist will
participate. The main purpose of training specialists with knowledge of a foreign
language is to prepare them for a professional intercultural communication which is
necessary for them to carry out professional activities in foreign languages and
foreign cultures.
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In the professional field, architects-builders intensively interact with foreign
customers and therefore experience a real need for mastering a foreign language is
necessary and successful tool to solve professional problems. One of them is, in
particular, is the presentation of design technical activities of the architect-builder at
international exhibitions and scientific publications in foreign sources. However, in
order to create the formation of a foreign design project future architects do not have
sufficient technical competence, which reduces the quality of the linguistic training of
specialists and negatively effects on professional situations. Theoretical issues related
to the problem of teaching construction terminology in language competence of
students are insufficiently developed and the need to form foreign language
competence of technical, architectural, constructive terminology is always on
demand.
Therefore, our research is actual and includes the following problems to solve:
increasing the requirements for professional training of future architects, builders,
expanding the information field of their professional activities that belong to
language skills in their communication.
Methods and methodology.
The research methods that I used in my research
are as follows:
•
Cognitive-generalizing which is used to study and analyze the theoretical and
practical work in the field of teaching methods of foreign languages. By this method
our research focused on the analysis of programs, textbooks, handbooks in a foreign
language for students of technical universities.
•
Diagnostic method has been utilized for surveys with students.
•
Praximetric method includes the analysis of processes involving the
productivity of student activity, assessment of their work.
LITERATURE REVIEW.
The theoretical and methodological basis of this
study was the fundamental works of foreign scientists in the field of linguodidactics
of communicative linguistics, pedagogy. The work has a significant impact on these
foreign authors:
T.N.Astafurova, N.I. Almazova, A.L. Alekseeva, N.V. Baryshnikov, I.L. Bim,
A.A. Verbitsky, I.R.Galperin, N.D. Galskova, N.I. Gez, S.V. Grinev, I.A. Zimnaya,
I.L. Kolesnikova, Ya.M. Kolker, M.V. Koltunova, N.N. Kokhtev, L.G. Kuzmina,
B.A. Lapidus, A.ALeontiev, R.K. MinyarBeloruchev, E.A. Nozhin, A.V. Olyanich,
E.I. Passov, E.R. Porshneva, I.V, J. Cumming, J.Ewer, T. Hutchinson, J. Munby, P.
Strevens, A. Waters and so on.
RESULTS AND DISCUSSION.
As practice shows, students of architectural
and construction specialties traditionally observed a low level of proficiency in
foreign language for several reasons: attitude to a foreign language as a secondary
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subject; low level of language teachers in this field; not enough taking into account
the intercultural professional needs of students;
architectural and construction specialties related, in particular, to formation of
skills to present and protect a project in a foreign language, which is, in our opinion,
one of the basic elements of professional competence of specialists in this profile.
One of the most typical situations of speech and thought activity of an architect-
builder is a presentation, discussion or the protection of architectural projects in a
foreign language in the educational process and at international exhibitions after
graduation[1, p. 26]. Presentation of an architectural project is defined as informing
the audience about the construction or reconstruction of an object, searching for
interested parties in supporting the development and implementation of the project.
Foreign language presentation of an architectural project implies students have the
relevant knowledge and skills that make up the foreign language design and technical
competency, which will allow them to exchange special information with foreign
colleagues, actively develop the international construction market, promote domestic
projects, and compete with foreign architectural construction companies.
To select the learning content and develop an effective model for the formation
among students of architectural and construction specialties it is necessary to identify
the lexical and grammatical and terminological specifics of the sublanguage of
architecture and construction: [2, p. 398]
1.
term saturation of terminological usage in relation to commonly used in
studied texts accounted 65 %;
2.
the frequency of use of multicomponent terms and phrases in relation to
simples ones was 23 %;
3.
high frequency use of one, two, three or more component abbreviations:
c (ceiling), c (cold water), c (Celsius), A. T. (air temperature), b.p. (base plate),
r. s. w (roof support, roof wall), A.E.S.C (American Engineering Standard
Committee);
4.
the high frequency usage of nouns as attributive function: wall board, lear
board, layer board, ridge board, barge board; hammer beam, dragon beam, principal
beam;
5.
widespread use of verbs denoting architectural and construction processes: to
design, to carry loads, to transfer, to resist, to compensate, to rotate, to fix, to restrain,
to lean, to construct, to bear;
6.
The usage of structures with participle I and II: adjoining arches, birding
beam, hanging gutter, colonnaded space[3, p. 155];
CONCLUSION.
Analysis of existing training material allowed the conclusion
that it does not reflect the goals, content and forms of training required for the
implementation of a full-fledged professional activity in modern conditions. Teaching
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students a foreign language is mainly limited to topics on the history of architecture,
does not differ in the high practical importance of teaching all types of speech
activity (reading, writing, speaking, listening) and language means, does not imply
the development of presentations and skills, which significantly reduces the
motivation of students who are interested in obtaining deeper knowledge of the
specialty from foreign sources.
References:
1.
Kornienko, O.P. “Presenting foreign language for architectural projects as the
final stage of teaching English for future architect-builders”, News of Russian state
pedagogical university named after A. I. Herzen. p. 26.
2.
Kornienko O. P. “English terminology texts of architecture and construction”
scientific journal, St, Petersburg, 2008. P. 398.
3.
Kornienko O. P. Proceedings of the Russian state pedagogical university.
Graduate notebooks. Science magazine. St. Petersburg, 2008. P. 155
