ORIENTAL STUDIES / SHARQSHUNOSLIK /
ВОСТОКОВЕДЕНИЕ
2017,
№
4
48
NAZAROVA SAYORA
Researcher, TSIOS
On current state of teaching vocabulary in higher educational
establishments in Republic of Uzbekistan
Abstract.
The question of teaching vocabulary of the Chinese language in Universities
of the Republic of Uzbekistan is considered in the article. Particularly, the author based
on the results of the questionnaire survey among the teachers of Chinese language of
Universities and students of Chinese studies, which made an analysis and offered her
vision on solving the problem of development foreign language lexical competencies of
students of the Republic of Uzbekistan with using modern pedagogical technologies.
Keywords and expressions:
vocabulary, Chinese language, the technology of development
of critical thinking through reading and writing, competence, method, symantization.
Аннотация
.
Мақолада
Ўзбекистон
Республикаси
ОТМларида
хитой
тили
лек
-
сикасини
ўргатиш
масаласининг
бугунги
ҳолати
ёритиб
берилган
.
Филолог
тала
-
балардаги
инновацион
таълим
технологияларини
қўллаш
орқали
чет
тили
лексик
компетенциясини
такомиллаштириш
масаласи
таҳлил
қилинган
ва
муаллифнинг
қарашлари
берилган
.
Таянч
сўз
ва
иборалар
:
лексика
,
хитой
тили
,
ўқиш
ва
ёзиш
орқали
танқидий
фикрлашни
ривожлантириш
технологияси
,
компетенция
,
метод
.
Аннотация
.
В
статье
отражаются
вопросы
современного
сотояния
обучения
лек
-
сики
китайского
языка
в
вузах
Республики
Узбекистан
.
Произведен
анализ
и
дано
автор
-
ское
видение
по
проблеме
совершенствования
иноязычной
лексической
компетенции
у
студентов
филологов
с
применением
инновационных
образовательных
технологий
.
Опорные
слова
и
выражения
:
лексика
,
китайский
язык
,
технология
развития
критического
мышления
через
чтение
и
письмо
,
компетенция
,
метод
.
Introduction:
Considerable interest to the question of teaching of lexical stages
as one of the aspect of speech activity it was always in the centre of attention of
teaching method of foreign language as science in whole. First of all, it relates with
lexica is the most open and dynamic, interruptedly enriching system, due to intensive
influence of other languages. This process is very important in period of globalization
and integration of nations of the world. When the word lists of foreign languages
interruptedly enrich, the words take on new meaning and forms. We think in these
conditions it is necessary to improve teaching methods and technologies in process of
formations of foreign vocabulary competence of the students which learn Chinese
language as basic in these conditions.
Increasing and widening of mutual cooperation in many fields between Republic
of Uzbekistan and China set tasks to train sinologists. In 2014 the decree
№
2228
which was accepted by the First President of the Republic of Uzbekistan about
opening Sinology department in Tashkent State University of Oriental Studies got a
strong impulse of development of sinology in the Republic of Uzbekistan. In this
ORIENTAL STUDIES / SHARQSHUNOSLIK /
ВОСТОКОВЕДЕНИЕ
2017,
№
4
49
decree emphasized that training of high qualified sinologists with fluent Chinese
language must be based on adoption of advanced methods of teaching with using of
modern pedagogical and information-communication technologies
1
.
So, with the aim of receiving of objective picture of teaching vocabulary of
Chinese language to the students, and also to test the level and degree of content-
ment of cognitive need of students sinologists of the Republic of Uzbekistan. This
survey was carried out in two stages: the first stage was carried out among the
teachers of Chinese language, second stage among the students-philologists,
which learn Chinese language as primary. Besides, surveys which was carried out
among the teachers of Chinese language contained from two block was aimed to
the generalization of their experience, but the second to the frequency using of
technology of development of critical thinking through reading and writing.
Literature:
Uzbek methodologist J. Jalalov examined the concept “lexica”
from linguistic and psychological point of view. The author examined features of
semantization lexical singularities. The question of selection of lexicon and the
criteria’s of selection are realised methodological organization of lexica and also
methodological classification (typology) of lexica
2
.
In scientific works of I. V. Kochergin the question of teaching of lexica of
Chinese language exams are in close connection with such concept as hieroglyph
and word. From his point of view to master lexica of Chinese language is a
mastering with connection and relations between hieroglyph and word
3
.
Methodology/
Questioning of the teachers/The first block:
The first block of questions of the first stage was appealed to generalization
work experience of the teachers of Chinese language in Universities of the
Republic of Uzbekistan in aspect of researching problem, which divides on one’s
part into two blocks and includes following questions:
1.
How long you are working as a teacher of Chinese language?
2.
Which kind of teaching aids you are using in Chinese language lessons?
3.
How many new lexicons do you give to the students at one lesson?
4.
How many new lexicons allow introducing by studying program at one lesson?
5.
To what, from your point of view, should be pay attention in explanation of
new lexicons of Chinese language?
6.
What kind of difficulties do students have during formation of foreign
lexical competence?
7.
What do you understand by lexical competence?
8.
What kind of traditional method do you use in formation of lexical competence?
9.
What kind of modern methods do you use in formation lexical competence?
10.
What kind of exercises do you use for consolidation of passed lexicons?
1
Lex.uz. Collection of the laws Of the Republic of Uzbekistan, 2014,
№
36. – P. 453.
2
Jalalov J. Chet til o`qitish metodikasi. – T., 2012. – P. 145–169.
3
Kochergin I. V. The essay of methodology of teaching of Chinese language. Scientific edition
M. Muravey, 2000. – P. 160.
ORIENTAL STUDIES / SHARQSHUNOSLIK /
ВОСТОКОВЕДЕНИЕ
2017,
№
4
50
11.
Do you think that the level of mastering vocabulary of the students which
you teach satisfy the norms stipulated by State Educational Standards and study
programme?
Second block:
The purpose of second block of questions of the first stage questioning the teachers
for revealing efficiency and frequency of using of technologies of development of
critical thinking through reading and writing at the Chinese language lessons:
1.
What is the technology of development of critical thinking through reading
and writing?
2.
Do you use the technology of development of critical thinking through
reading and writing?
3.
What kind of problems do you have when you use technology of develop-
ment critical thinking through reading and writing?
4.
What kind of stages consist of the technology of development of critical
thinking through reading and writing?
5.
What is the aim of technology of development of critical thinking through
reading and writing?
6.
What kind of methods of technology of development of critical thinking
through reading and writing do you know?
7.
What kind of methods do you use in technology of critical thinking
through reading and writing?
8.
What do you think, is technology of development of critical thinking
through reading and writing effective in formation lexical competence for students
who learn Chinese language?
9.
What do you think are lexical exercises effective in books which you use?
(Give proof please).
Questioning of the students:
Second stage of the questioning carried out among
1–4 year students of Chinese studies of philological department, the aim of carrying out
of this questioning for determining the level and degree satisfaction of cognitive need in
learning foreign lexicon of Chinese language, it includes the following questions:
1.
How long do you learn Chinese language?
2.
What is your HSK level, in case if you pass it (the system of testing the le-
vel of mastering of Chinese language which was accepted in 1990 in China).
3.
What is your level of mastering Chinese language must be according to CEFR?
4.
What is your degree of mastering of Chinese language?
5.
How many new words do you learn at Chinese language lesson?
6.
What kind of problem do you have in learning of Chinese language?
7.
What is lexicon?
8.
What kind of exercises and tasks do you use at classroom with teacher for
consolidation lexicon of past lesson?
9.
What do you think which kind of exercises (tasks) from your point of view
more effective for remembering new words?
ORIENTAL STUDIES / SHARQSHUNOSLIK /
ВОСТОКОВЕДЕНИЕ
2017,
№
4
51
10.
Please depict the present differences between word, morpheme and hieroglyph?
11.
Why it is hard to remember Chinese words?
12.
Can you learn by yourself Chinese words? What do you need?
13.
Which kind of method is more effective for you for learning the new lexicon?
14.
Which kind of methods do your teachers use for learning the new lexicon?
15.
Can you define active and passive lexicon? Prove it please.
16.
Which kind of modern pedagogical technology do your teacher use at the
lesson?
17.
Did your teacher use at the lesson of Chinese language technology of
development of critical thinking through the reading and writing?
18.
If yes. Do you think is technology of development of critical thinking
through reading and writing effective?
19.
If yes. Wherein effectiveness of technology of development of critical
thinking through reading and writing in learning of Chinese language?
Results/
The results of questioning of the teachers:
Therefore the result of questioning by first block of questions among the teachers of
Chinese language in Universities of the Republic of Uzbekistan revealed:
–
Vast majority of the teachers of Chinese language have more then 10–
15 years of length of teaching experience, but most of the teachers have no less 5
year length of service.
–
The main teaching aids which used at Chinese language lessons: “The new
practical course of Chinese language edited by Lyu Syun (
新实用汉语课本
)
1
,
“The course of Chinese language” (
汉语教程
)
2
, “New object” (
新目标
)
3
, etc.
–
During explanation of the lexical, most informant pay attention to the
orthography of hieroglyph, symantics, word usage and using of the new words in
the sentence, some of them think, that introduction of the new lexical of learning
language must be in close relation with culture and lifestyle of the country.
–
From their point of view the number of introducing lexical at the lesson
depends from the level of the students, initial stage should not exceed 10 words,
middle and advanced stages neither more 20–25 words.
–
Mostly the students which learn new lexical have problem with pronuncia-
tion, word usage in the sentence, doubt wrongness invalidation of using the word,
idiom, and have problem with using of synonyms, neologisms and homonyms.
–
At Chinese lessons in process of formation of lexical competence teachers of the
Universities of the Republic of Uzbekistan use as traditional as modern methods. They
are lectures, seminars, auditions, retelling, exposition, demonstration method, multime-
dia, translation, interactive, role-playing game, presentation and etc.
1
Lyu Syun. The new practical course of Chinese language // – Beijing: Beijing University of
foreign language, 2011.
2
The course of Chinese language. Yan Jijou. – Beijing: Beijing University of foreign
languages, 2009.
3
The new object. Chja Syoguan. – Beijing, 2004.
ORIENTAL STUDIES / SHARQSHUNOSLIK /
ВОСТОКОВЕДЕНИЕ
2017,
№
4
52
–
In process of mastering of lexical material informants mostly prefer construc-
tive, substitution, imitation, transformation methods, exercises, retelling and etc.
–
Most respondents had problem asking question of the second block of the
first stage questioning, in particular analyse had shown, that the teachers of
Chinese language did not use at the lesson technology of development of critical
thinking through reading and writing, therefore answers to the question which
relates with this technology was not full.
Results of questioning of the students:
Therefore, the results of the questioning, which was carried out among the
students-sinologists allow to define:
1.
To the question of mastering Chinese language the most of the students
answered “understand, but hard to express my mind orally”, most of them ans-
wered “I can speak”.
2.
At the lesson the students learn 25–30 words. Less of them answered 40-50.
3.
Most of the students have problem in learning lexical of Chinese language
with combinatory of the words, word usage, homonymous, polysemanticism
which is characteristic to Chinese language.
4.
The students prefer meaningful learning associative remembering of lexical.
There were no answers about mechanical learning of the word.
5.
The most of the students master lexical of the past lesson at the auditorium
with the teacher with using of written tasks, reading and speaking exercises.
6.
From their view point, constructive, creative, translation tasks are the most
effective for remembering the words.
7.
Frequently, at the lessons of learning of the new lexical the teachers use
original and translated methods, and also with using of antonyms and synonyms.
8.
The students at the lesson of Chinese language learn foreign lexical with the
help of interactive, playing and multimedia methods.
9.
The most of the students gave negative answer to the question “Did your
teacher use pedagogical technology of development of critical thinking through
reading and writing?”
Discussion:
The result of analysis of this questioning, allows to think, that the
teachers of the Universities at lesson of Chinese language use different methods and
techniques in process of formation of foreign lexical competence at students of Chinese
studies. However, during questioning by us was reveal, that even skilled teacher of
Chinese language do not use technology of development of critical thinking through
reading and writing. Still in Universities the most part of time devotes for doing lexical
tasks which are not related with technology of development of critical thinking through
reading and writing, most of the lexical exercises not fully meant for to the active work
of mind, do not form the skills of purposeful using of foreign words, does not improve
the skill of mastered lexical knowledge, and analysing the facts and events, mainly it is
work with ready texts and unproductive tasks in the form of retelling, answering to the
questions with using of ready content of a texts and etc.
ORIENTAL STUDIES / SHARQSHUNOSLIK /
ВОСТОКОВЕДЕНИЕ
2017,
№
4
53
From our view point in process of formation lexical competence of students of
Chinese studies, using of the technology of development of critical thinking
through reading and writing within the scope of this technology will influence to
the development such kind of skill like ability to organised and interdependent
action with lexical singularities, also it is free operation with lexical singularity,
with its graphical procedure, the rules of combination with other lexical singular-
rities, pronunciation, the skill of using lexical from different sphere of life, ability
of clear and correct expressing of mind, to have own opinion about different expe-
rience, ideas and view.
Conclusions:
Therefore, the results of questioning which was carried out among the teachers
of Chinese language of Universities and students of Chinese studies, prove
necessity of improving the method of formation of foreign lexical competence of
the students which learn Chinese language with using of technology of
development of critical thinking through reading and writing, besides:
1) It is necessary to take into account psychological components of content of
teaching of Chinese lexical, in particular, paradigmatic and syntagmatic relations
of the words; 2) In process of mastering foreign words by the student of Chinese
studies it is necessary to use intelligent memorization in contrast to mechanical
memorization, we think, if to operate own mind to semantic of the word it hap-
pens meaningful memorization of the new words; 3) to call the things and events
phenomenon of the learning foreign language, also using of foreign word in direct
and in a figurative meaning; 4) using technology of development of critical thin-
king through reading and writing forms analytical skills, independent searching
information, construction of logical chain, to take reasonable and grounded deci-
sion, to rise on level of concise competence of the student; 5) for mastering of
lexical of Chinese language it is necessary to give etymology and possible lexical
meaning of hieroglyphs, to inform the students about the main models of word
formation in Chinese language.
Acknowledgements:
Thanks to the teachers of sub department of Chinese
language and literature of Tashkent State University of Oriental Studies, Uzbek
state University of World Languages, Samarkand state Institute of foreign langua-
ges, and also to the students of above mentioned Universities.
