“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 2, ISSUE 3, 2024. MARCH
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
392
FORMATION OF COMMUNICATION CULTURE BASED ON
DIALOGUES IN AN ENGLISH LESSON IN A HIGHER EDUCATIONAL
INSTITUTION
Almira Shamsunovna Nigmatullina
Senior Teacher, Fergana Polytechnic Institute, Fergana, Uzbekistan
Guzal Djaxonobodxanovna Xodjayeva
Senior Teacher, Fergana Polytechnic Institute, Fergana, Uzbekistan
Annotation:
This paper examines various non-traditional forms teaching a
foreign language, which contribute to increasing internal motivation. In our opinion,
non-traditional forms of foreign language teaching languages have a number of
advantages according to certain criteria in comparison with traditional.
Keywords:
interethnic communication, tertiary education institutions, self-
education, permanent group, training curriculum, lack of motivation
Аннотация:
В
данной
статье
рассматриваются
различные
нетрадиционные формы обучения иностранному языку, способствующие
повышению внутренней мотивации. На наш взгляд, нетрадиционные формы
обучения иностранным языкам имеют ряд преимуществ по определенным
критериям по сравнению с традиционными.
Ключевые слова:
межнациональное общение, вузы, самообразование,
постоянная группа, учебная программа, отсутствие мотивации.
Annotatsiya:
Ushbu maqolada chet tilini o‘rgatishning turli noan'anaviy
shakllari ko‘rib chiqiladi, bu esa ichki motivatsiyani oshirishga yordam beradi.
Bizning fikrimizcha, chet tillarini o‘qitishning noan’anaviy shakllari an’anaviy
tillarga nisbatan ma’lum mezonlarga ko‘ra bir qator afzalliklarga ega.
Kalit so‘zlar:
millatlararo muloqot, oliy o‘quv yurtlari, o‘z-o‘zini tarbiyalash,
doimiy guruh, o‘quv dasturi, motivatsiya etishmasligi
In the current globalization period, where interpersonal communication—
including interethnic communication—is becoming increasingly important,
knowing a foreign language is no longer considered a luxury but rather a necessity
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 2, ISSUE 3, 2024. MARCH
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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for society to successfully progress. Furthermore, learning a foreign language is
important for raising educational standards and shaping an individual's character
(because it allows one to have direct access to the cultural history of another nation).
It is not unexpected that interest in foreign language education has significantly
increased recently in our nation; an increasing number of courses are opening with
the primary goals of raising students' English language proficiency and fostering
communicative competence. Graduates from secondary and tertiary education
institutions are required to meet a minimum proficiency level in a foreign language.
Why is this not taking place? There are many possible causes for this situation, but
in the context of contemporary standards, we believe that the primary factor is a lack
of motivation, which can be strengthened through non-traditional forms of training,
when the student's potential for self-education is highlighted (when the teacher
serves as a "conductor," showing the student the direction and path that they must
master on their own with the teacher's assistance).
The lesson is the primary organizing structure used in modern schools for
instruction. A lesson is a way to arrange instruction for a permanent group of
students of the same age; classes follow a set timetable and follow the same training
curriculum. It is well known that a lesson has the following characteristics that set it
apart from other types of education: - it is a finished, time-limited portion of the
educational process in which specific educational tasks are solved; - each lesson is
scheduled and has a set amount of time allotted for it as well as educational content.
Unlike other forms of educational organization, it is a permanent form that
guarantees students' systematic acquisition of knowledge, skills, and abilities; - all
students must attend classes in order to study a system of knowledge that is divided
into lessons according to a certain logic; - it is a flexible form of educational
organization that allows you to organize frontal, group, and individual educational
activities for students; - cooperative activities between the teacher and students
provide opportunities for teamwork among the children; helps students' mental
development and the development of their cognitive traits (activity, independence,
curiosity). Depending on the qualities used as a foundation, didactics offers a variety
of lesson formats. They categorize instruction into many categories based on how it
is delivered, such as lectures, talks, debates, independent work of UCHN new, etc.
In accordance with the phases of educational activity, which include: introductory
lessons, lessons for first familiarization with the subject matter, lessons for concept
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
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VOLUME 2, ISSUE 3, 2024. MARCH
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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formation, lessons for deriving laws and regulations, lessons for applying knowledge
in real-world situations, lessons for material repetition and generalization, control
lessons, and combined lessons.
A foreign language course has several characteristics. A foreign language
lesson is unique in that it is a link in a series of lessons rather than a stand-alone
educational unit. The dynamics of the educational process are fulfilled in this cycle
of lessons: the objective of the previous lesson serves as the basis for the next,
establishing the intimate relationships between the lessons and guaranteeing
progress toward the ultimate learning objectives. Let's look at the methodological
substance of a foreign language lesson nine, or the fundamental rules that establish
its characteristics, organization, reasoning, and working methods. Individualization,
speech orientation, situationality, functionality, and novelty are hence the
cornerstones of a foreign language education. Individual characteristics of students
include motivation, interest, learning style, general development, degree of
confidence in their abilities, ability and self-discipline, cultural characteristics, level
of training, potential abilities and learning, language ability, intellectual abilities,
learning experience, student's attitude toward the subject, psychological mechanisms
of speech activity, and performance. These elements form the foundation of
individualization. A few options for assignments might help you make sure the
lesson is tailored to each student. It is important to design exercises so that students
can work on subjects that interest them. The combination and application of different
forms of individualization—individual, pair, group, and collective forms of work—
helps to lessen the gap between the so-called strong, average, and weak students,
according to author A.A. Kostenko in the magazine article "Individualization of the
process of teaching English to primary schoolchildren". As a result,
individualization aids in both kid motivation and level-diversity communication
among pupils. Now let's shift the focus of a foreign language instruction to speech.
A valuable lesson is imparted through language, according to E.I. Solovova,
however this lesson is not about language. The lesson's practical orientation is
speech orientation. It is well established that studying the principles of reading and
vocabulary acquisition alone will not help one learn to read or talk. Neither will
understanding the rules of grammar. Practical speech activities should take up
practically the whole lesson time, according to the teacher. Ten distinct practical
problems that advance the student toward his objective should be solved at each
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
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ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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lesson. The speech (communicative) value of phrases is also a prerequisite for a
foreign language lesson's speech orientation. Phrases that are never used in everyday
conversation should not be included in foreign language instruction.
The setting, the time, the personalities and roles of the parties involved in the
communication, as well as the speech task they wish to accomplish during the
conversation, all influence every given scenario. The association of phrases with the
relationships in which the interlocutors find themselves is known as situationalism.
One prerequisite for learning to speak is a situation. The circumstances encourage
speech. In actuality, the environment is not the things around the interlocutors;
rather, it is a system of relationships between them. The interlocutors' relationship is
what drives them to make specific speech acts, such as arguing or proving, making
requests or grieving. Additionally, since there is a lot of context behind speech,
communication is made easier the larger and deeper these links are. The essence of
situationality demonstrates that its application is inconceivable without personal
individualization, as it is only through a thorough understanding of potential
interlocutors—their background, interests, feelings, and status within the class
team—that situations can be created in the classroom as a system of relationships.
Thus, the following guidelines are determined by situationality as a part of a lesson's
methodological content: Every sentence said in class should be situational, meaning
it should connect to the relationships between the interlocutors; only then can a
communication situation be produced in a lesson based on the relationships between
the interlocutors (students and teacher); Situationality is a prerequisite for both the
process of skill development, such as lexical and grammatical preparatory exercises,
and the development of speaking skills.
One of the key elements in a foreign language lesson's methodological content
that ensures student attention is novelty. In this context, novelty refers to the
freshness of educational materials' content, the freshness of instructional formats
(such as press conferences and excursions), and the freshness of task kinds; in other
words, the continuous (within acceptable bounds) novelty of every aspect of the
educational process.
It is expected that interactive and dynamic approaches will be employed since
they are more successful and efficient.
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• The case approach. There is a description of a circumstance (actual or as near
to reality as feasible). Students are required to investigate the problem, put up
potential solutions, and select the best one.
•The project technique entails the capacity to independently analyze a given
scenario and identify a workable solution. The project method integrates creative
approaches, educational strategies, research, and search.
•The problem technique is putting forward a dilemma (problem scenario,
troublesome issue) and looking for answers by examining related situations
(problems, phenomena). •Reading and writing as a means of fostering critical
thinking is a technique designed to foster critical (independent, imaginative, and
rational) thinking. The stages of challenge, comprehension, and reflection comprise
the unique lesson structure provided by the technique. •Heuristic method: this
approach mixes a range of gaming strategies through research, business and role-
playing games, and tournaments.
• The problem-based learning approach and the research process share certain
similarities. The problem is only formulated by the instructor in this instance. It is
the students' responsibility to plan their research to analyze the issue.
•A modular teaching approach divides training material into didactic units, or
modules. The topic, learning objectives, student profile differential, and their
selection all influence how big a module gets. Numerous factors determine the
strategy of choice:
• Learning objectives; • student readiness level; • student age; • study time
allotted; • school supplies; • instructor preparation, both theoretical and practical.
Every teaching approach has a unique set of strategies that make it easier to put
the approach into practice.
It is common knowledge that a teacher's primary responsibility is to inspire
their students to learn. In the meantime, there is a wide range of research being done
on motivation, and there are various interpretations of this phenomenon. The
complexity of the motivational problem dictates the range of perspectives that can
be used to comprehend its essence and select the best research methodologies. First,
we observe that human conduct has two functionally related sides: incentive and
regulatory.
Drive 16 is in charge of activating and directing behavior, while regulation
controls how it unfolds in a given scenario from start to finish. The main function of
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mental processes, states, and phenomena like thinking, focus, memory, perception,
imagination, feelings, emotions, temperament, character, and abilities is to regulate
behavior. Regarding its stimulation, or motivation, it is connected to the ideas of
motivation and motive. Distinguishing these two ideas is crucial. Compared to
"motive," the term "motivation" conveys a more expansive idea.
The term "motivation" has two meanings in contemporary psychology: first, it
refers to a system of elements (motives, needs, goals, intentions, and much more)
that determine behavior; second, it describes a feature of a process that both
stimulates and sustains behavioral activity at a particular level. When attempting to
explain conduct, the idea of motivation comes up. The queries "why?", "for what?",
"for what purpose?", "why?", and "what is the point...?" are being sought after in
this search. The answer to the question of why particular behaviors are taken is found
in the causes of long-lasting behavioral changes. Regarding the concept of
motivation, the definition provided to this phenomenon by one of the foremost
researchers on the subject seems to us the most comprehensive: motive is the reason
behind an action; external objects, ideas, feelings, and experiences can all serve as
motives. Everything that encapsulated the need, to put it simply. Careful
examination is needed of the methodological and psychological facets of the topic
of motivation enhancement. From the perspective of learning psychology, the
following elements are crucial:
1) Skillful encouragement from the instructor
2) Including the emotional domain in the educational process;
3) Customizing instruction for each learner; Using audiovisual materials;
5) Managing knowledge, skills, and abilities;
6) Including students in independent work throughout class; and
7) Fostering a collaborative and friendly environment in the classroom.
Methodologists recommend the following unconventional approaches to teaching
foreign languages in order to carry out these requirements:
8) Presenting challenging assignments and circumstances;
9) Integrating the project methodology into instructional procedures;
10) Utilizing role-playing and educational games;
11) Utilizing resources for area studies;
12) Establishing an extracurricular activity system;
13) Adding language activities outside of the classroom.
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The state standard states that the development of communicative competence
is intrinsically linked to knowledge of sociocultural and regional studies, which also
serves to boost students' interest for studying a foreign language. In order to improve
the subject-content plan, the linguistic and regional component is required to correct
information on regional studies in language units. Among the factors boosting its
action are its regular use and careful selection. Texts on regional studies ought to
contain material that is somewhat novel and significant to students. In this context,
texts that provide details on the place where the language being studied is being
learned, its government, children's and youth groups, etiquette quirks, and speech
patterns inside its borders are all relevant. The goal of all of this is to make students
realize how important it is to familiarize themselves with regional studies resources
on their own. Since linguistic and regional studies cover both language instruction
and the acquisition of knowledge about the nation whose language is being studied,
they aid in boosting motivation. Another crucial aspect of learning a foreign
language is its societal component. Culture has a significant impact on how someone
develops their personality. Thus, culture in its broadest sense encompasses both
more and less information about the nation, as well as background knowledge about
native speakers' nonverbal cues during conversations. As such, a foundation is
required from which students can learn about the nation's customs and the
accomplishments of their own culture within the context of global culture. Studying
a foreign language is made much more motivating by the sociocultural component,
which in a way permits conversation between civilizations.
To sum up, it is important to remember that the learning environment should
mimic authentic communication situations as closely as possible, as this is how the
consolidation of learnt language phenomena occurs. For pupils to understand the
purpose of completing assignments in the language they are studying, they must be
aware of the subject and the behaviors associated with it.
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