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тасриф ал-Иззий” номли асарида “муътал” - “заиф” ҳарфли феъллардаги тил
ҳодисалари ўзига хос тил қоидалари асосида тўлиқ таснифланган. “Шарҳ ат-
тасриф ал-Иззий” номли асарини 1338 йилда 16 ёшида ёзиб тугатади. Ушбу
асарнинг қўлёзма нусхалари Ўзбекистон Шарқшунослик қўлёзмалар марказида
2875/V рақами остида сақланади. Ушбу асар араб тилининг морфологияси
(сарф илми)га бағишланган бўлиб, “Шарҳ ат-тасриф аз-Зинжоний” деб ҳам
номланади.
1
Бу асар Иззуддин Иброҳим ибн Абдулваҳҳоб ибн Имодуддин ибн
Иброҳим аз-Зинжонийнинг “Тасриф ал-Иззий” асарига ёзилган шарҳдир.
3. “Муътал” - “заиф” ҳарфли феъллардаги мураккаб тил ҳодисалари
шарқшунос олимларимиз ва замондош араб наҳвшунос олимлари асарларига
нисбатан мумтоз тилшунос олимлар асарларида кенгроқ ўрганилгани
эътиборга молик.
4. “Заиф” ҳарфли феъллар араб тили лексикасида катта ўринга эга бўлиб,
тил ўрганувчиларнинг бундай феълларни ёд олиш баробарида унинг ҳосила
бобларини, масдар, сифатдош ва бошқа отларни амалиётда ва луғат
китобларидан фойдаланишда тўғри қўллай олиш кўникмаларини ҳосил
қилишлари муҳим аҳамиятга эга эканлигини эътиборга олиш керак. Шу
жиҳатдан олиб қараганда, “муътал” - “заиф” ҳарфли феъллардаги юқорида
кўриб чиққанимиз мураккаб тил ҳодисаларини шарқшунос олимларимиз,
замондош араб наҳвшунос олимлар ва мумтоз тилшунос олимлар асарлари
асосида, классик ва замонавий адабиёт намуналари мисолида чуқур ва
атрофлича ўрганиш долзарб масала бўлиб қолмоқда.
ABBOSOVA DILFUZA
researcher, TSUOS
TEMIROVA GOVKHAR
teacher, Yeoju Technical Institute in Tashkent
Effectiveness of needs analysis for KSP courses
Abstract. In this article, we indicated small survey on needs analysis for KSP (Korean for
specific Purposes) and discussed assistance of needs analysis for the development of effective
language courses according to learners` needs. As other KLT courses, KSP programs require
KL teachers’ good knowledge and collaborative team-work with subject matter professionals.
The target needs analysis was done to enhance the effectiveness of KSP course for medical
workers. Triangulation was used to collect the data for identifying the ‘needs’, ‘lacks’,
‘wants’ of medical doctors. Triangulation method was consisted of semi-structured interview,
questionnaire and observation. The results from the data were shown in pie chart and tables
below. Statistics showed that doctors who are native Uzbeks have good background of
knowledge of Korean but have some ‘needs’ to enhance the communication skills.
1
http://muslim.uz/index.php/rus/maqolalar/item/3307-sa-duddin-at-taftazonijning-ilmij-merosi
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Keywords and expressions: KSP (Korean for Specific Purpose), triangulation, semi-
structured interview, quantative/qualitative method.
Аннотация. Ушбу мақолада биз KSP (Корейс тилини махсус мақсадларда
ўрганиш) учун тил ўрганувчининг "эҳтиёжлари" таҳлили бўйича кичик сўровнома
кўрсатдик ва ўрганувчиларнинг эҳтиёжларига кўра самарали тил курсларини ишлаб
чиқишда "эҳтиёжларни таҳлил қилиш" ёрдами ҳақида муҳокама қилдик. Бошқа KLT
(Корейс тили курслари) сингари, KSP дастурлари ҳам KL (Корейс тили)
ўқитувчиларидан яхши билим талаб қилади ва тил курсларини ташкиллаштириш
бўйича "мутахассислар" (яъни тилни ўз мутахассисликлари) мақсадида ўрганувчилар
билан ҳамкорликда жамоавий ишлашни талаб қилади. Тиббиёт ходимлари учун KSP
курсининг самарадорлигини ошириш учун ўрганувчиларнинг "тильдаги эҳтиёжлари"
таҳлили ўтказилди. Триангуляция шифокорларнинг Корейс тилини билишларидаги
"эҳтиёжлари", "камчиликлари", "истаклари" ни аниқлаш учун маълумотларни тўплаш
мақсадида ишлатилди. Триангуляция усули ярим тузилган суҳбат, анкета ва
кузатишдан иборат эди. Маълумотлардан олинган натижалар думалоқ диаграмма ва
қуйидаги жадвалларда кўрсатилган. Статистик маълумотлар шуни кўрсатдики, асли
Ўзбеклар бўлган шифокорлар корейс тилини яхши билишади, лекин мулоқот қилиш
кўникмаларини оширишга «эҳтиёжлари» бор.
Таянч сўз ва иборалар: KSP (Корейс тилини махсус мақсадларда ўрганиш),
триангуляция усули, ярим структуравий интервью-суҳбат, миқдорий/сифат услуби.
Аннотация. В этой статье проведен небольшой опрос по анализу потребностей в
KSP (корейский язык для специальных целей) и обсуждена помощь «анализа потреб-
ностей» для разработки эффективных языковых курсов в соответствии с потребнос-
тями учащихся. Как и другие курсы KLT, программы KSP требуют хороших знаний
преподавателей KL и совместной командной работы со специалистами в предметной
области. Проведен анализ целевых потребностей для повышения эффективности курса
KSP для медицинских работников. Триангуляция использовалась для сбора данных для
выявления «потребностей», «недостатков», «желаний» врачей. Метод триангуляции
состоял из полу структурированного интервью, анкетирования и наблюдения. Резуль-
таты данных были показаны на круговой диаграмме и в таблицах ниже. Статистика
показала, что врачи, являющиеся коренными узбеками, хорошо знают корейский язык,
но имеют некоторые «потребности» в улучшении коммуникативных навыков.
Опорные слова и выражения: KSP (корейский для специальных целей), триангу-
ляция, полуструктурированное интервью, количественный/качественный метод.
Introduction.
As we know, Korea and Uzbekistan have been building strong
ties and cooperation have been going between two countries. According to
Robertson (2005) states that during the 1960s to 1990s, Korea was one of the
most prosperous and affluent Asian countries, although the financial crisis of 1997
temporarily halted that prosperity. However, since the turn of the century, Korea
has been immensely successful at promoting itself culturally, in what is called the
“Korean wave” of cultural industry, becoming one of the world’s top ten cultural
exporters in 2008. With the growing success of the “Korean wave,” the Korean
language has received more attention in our country too as thousands of Koreans
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are living and working in Uzbekistan and Uzbek and Korean professionals are
having ties in various spheres. Especially, during last 10 years more investment
contributed to medical projects and it is uniting Korean and Uzbek doctors during
the implementation. In spite the fact that majority of Uzbek doctors who work in
such projects have studied in Korea and have some job experience in Korea, they
lack some language skills in Korean for Medical Purposes. Therefore, there
should be developed some KSP courses for learners who has need for learning
Korean for occupational purposes in Uzbekistan. While developing courses for
Language learning for Specific Purposes (LSP), researchers initially apply to
Needs Analysis theory. Needs analysis plays a vital role in developing any
language course in order to accomplish it successfully as it is more likely to
disclose the current needs, lacks and wants of the selected learners
1
.
In addition to this, needs analysis can aid to figure out appropriate objectives,
activities and instructions which eventually form an effective curriculum for the target
group learners’ needs. We conducted needs analysis based on three research
instruments namely, observation, interview and questionnaire. According to Richard
(2001), triangle method was advised to determine the target group learners’ needs yet
it can yield sufficient data about the leaners’ wants and lacks in terms of language
acquisition. Flowerdew (2013) acknowledges that needs analysis helps language
teachers and instructors choose, tailor and adapt proper and effective course content.
As Hyland (2006) states for collecting well -founded and valid data from the research,
there are three main options: 1) triangulation- the use of more than one research tool;
2) prolonged engagement- the usage of repeated observation; 3) participant
verification -Analysis discussion with participants
2
.
Long (2005) also argues for the
triangulation
of data sources and methods by
involving the students, teachers and domain experts. We did needs analysis for
KSP and according to Lindy Woodrow (2018), it may occur in different settings,
it may happen in universities, training institutions or in the workplace and the
workplace needs analysis involves the analysis of authentic tasks through on-site
observations and ethnographic research. To some extent, we tried to cover the
stages in our needs analysis process. While conducting needs analysis, there were
four doctors of private clinic who voluntarily participated in the research. First
half of the doctors were males and the next of them were females. After
conducting needs analysis, necessary data about the target learners were revealed
through interview, questionnaire and observation tools and findings were depicted
turn by turn in the above.
First half of the doctors were males and the next of them were females. After
conducting needs analysis, necessary data about the target learners were revealed
1
Sung, J.B. (2015). Korean for specific purpose program for students of hospitality. In J, Trace, T.
Hudson, J.D. Brown,
Developing Courses in Languages for Specific Purposes
(253-270).
2
Flowerdew, L. (2013).
Needs Analysis and Curriculum Development in ESP
. In Paltridge, B. and
S. Starfield (Eds) The handbook of English for Specific Purposes, 325-346.
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through interview, questionnaire and observation tools and findings were depicted
turn by turn in the above.
Interview
The first research tool that we deployed into our research was interview which
encompassed Qualitative method: Semi-structured interview. Qualitative method
semi-structured interview was consisted of three parts questions: background,
consequences and strategies for coping with insufficient language skills and
coping at work. Results of the semi-structured interview with the employees of
private clinic showed the following:
Interview was done with four doctors two female and two male doctors. The same
interview questions were given to each doctor individually and among the four
doctors, one of the male doctor expressed strong need for enhancing communication
skills for interacting with the patients especially he has problems with the cultural
aspects due to the reason that he hadn`t been to Korea yet. He wants to improve the
skills on speech acts. One female doctor expressed the need for expansion of medical
vocabulary and enhance the pronunciation skills to be more accurate and fluent both
in spoken and written discourse. Another male doctor expressed the difficulty with
the understanding of Korean speech, she mainly wants to enhance listening skills and
speaking accuracy especially with the pronunciation of the words. The last one,
female doctor who has recently returned from maternity leave and has difficulty with
linguistic aspect, she has to improve all language skills including speech acts,
functional language, culture to be focused on speaking due to long years of having no
interaction with Korean patients and most vocabulary is forgotten. Moreover, she has
no living experience in Korea.
According to the interview results, we see the need for speaking skill showed
25% and it speaks about a big need especially for communication skills and high
percentage with vocabulary and grammar 20% followed the speaking. Moreover,
the need for improving functional language showed the same percentage 20%.
They want to study the functional language of speech acts as they ease their job to
interact with their patients in proper way. It was for cultural purposes more.
Mainly, two of the doctors has need to improve listening skill and pronunciation
of words in order to enhance the speaking accuracy was 15% (listening) and 10%
(pronunciation). Writing was also showed the 10% of overall percentage that
doctors have to enhance their writing skills in order to record patient illness
history and prescribing the medicine. Generally, they want to benefit from course
by enhancing their Korean skills in order to execute their work for clinical
communication concerning medical procedures and treatments, and doctor-patient
interactions. This data analysis was collected and calculated by using the
quantitative method of statistics.
Results of the data analysis was illustrated by pie-chart (in percentage).
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Linguistic problems:
Questionnaire
The second type of instrument which had been utilized in the research was
questionnaire and it consisted of three parts: personal questions (learner profile);
language background (level); and language needs. In the first part of question-
naire, doctors filled in the blanks according to their personal data and in the
second part of questionnaire; they responded multiple choice questions according
to their language level, strong and weak points in the language skills. The last part
of questionnaire required the doctors to rate which skills of language less and
more important for them based on their needs.
In the below three parts of questionnaire were illustrated. Firstly, their age and
gender (learner profile) equality were depicted. Lastly, their language needs for each
skill (speaking, writing, listening and reading) were shown. Results of the third part of
the questionnaire showed that, most of the participants preferred to select “very
essential” needs for speaking, listening, and writing. The participants selected
“essential” or “not essential” responses for reading skills as well as sub-skills.
Personal questions (learner profile)
0%
75%
0%
25%
20-25
26-30
31-35
36 and over
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50%
50%
Female
Male
Language needs
Listening
Reading
Writing
Speaking
Observation
The third research tool that we used to receive data was an observation form.
Observation is not only one of the best direct methods of collecting information
about learners but also a great chance for language instructors to observe and find
real problem of teaching process. As Sung, J.B. (2015) mentioned learners should
recognize aspects of Korean culture and demonstrate culturally appropriate
behavior. For this reason, we decided to directly observe conversation between
doctor and international patient in order to find real problem of doctors’ language
process. The observation highlights significant parts of usual doctor-patient
conversation such as greeting, leading, diagnosis, consultation, farewell. While
observing, I focused on the duration and procedure of each part, and questions
utilized in each part and cultural features concerning each part. The observation
was carried out two times separately on different days, 4 doctors were observed
1
.
1
Sung, J.B. (2015). Korean for specific purpose program for students of hospitality. In J, Trace, T.
Hudson, J.D. Brown,
Developing Courses in Languages for Specific Purposes
(253-270).
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Official permission was taken from the administration of the clinic, doctors,
and patients. After having permission, we agreed on definite day and time, we
carried out observation of the interaction between the doctors and patients. Each
consultation lasted for 10-15 minutes. The first observation was administered on
June 19
st
, 2021.
The second one conducted on June 21
st
, 2021. We observed the conversation
between the doctors and two Korean patients. The first patient was a male at the
age of 57 who suffered from cardiovascular disease and rheumatism. The second
patient was a female at the age of 39 who had a stress-related illness and
vulnerability to obesity. The patients were checked out by 4 different doctors.
Indeed, I analyzed the observation from language and cultural points of view, and
gave below in the tables:
Difficulties in Language
Understanding challenges
Production challenges
- Doctor 1 intended to take notes;
however, he could not since the patient
spoke quite fast. Doctor1 could not
catch the patient’s fluent speech.
-Doctor 1 and Doctor 2 constantly,
asked clarification, because he didn’t
comprehend some words, especially
verbs with particles and some casual
words which are common in spoken
Korean e.g. head is throbbing, come
down with, fight off, to be under the
weather. Therefore, the patient had to
repeat the same things several times.
-Doctor 1 and Doctor 2 had difficulties
in
dealing
with
speaking,
as
challenged to express her views as
well as recommendations. That’s why
overused fillers and always stopped to
think what to say.
-Doctor 1 and Doctor 2 lacked
confidence, particularly in
using
specialized vocabulary. She applied
some uncommon words in speaking.
-Doctor 2 had spelling mistakes while
writing a prescription. Besides made
some grammar mistakes while filling a
checklist.
-Doctor3faced
difficulties
in
comprehending native speaker’s speech
because she was speaking in Busan
dialect. Therefore, didn’t understand
different accent.
Doctor
4
faced
difficulties
in
understanding informal spoken Korean.
-
Doctor
3
while
giving
recommendations
and
opinions
utilized too formal language with
formal academic vocabulary.
-Doctor 4 spoke very slowly and had
long pauses.
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Cultural Points
Cultural differences
Paralanguage
Speech acts
-Doctor1
as
representative of Uzbek
culture did a bit long
greeting. She asked extra
private
questions
not
concerning the health
conditions of the patient.
Doctor2 shook hands
when the patient didn`t
expect it.
-Doctor3 mostly tried to
avoid
eye
contact
although
the
patient
tried to keep eye contact
during the interaction
with Doctor3. Although
Doctor 2 tried to look
friendly since he was
smiling he looked a bit
unfriendly with crossed
arms.
-Doctors were not aware
of the apology speech act,
when they misspelled the
name of pills or name of
the patient
Doctors
didn’t
know
request speech acts as
well.
As it might be seen doctors do not comprehend the native speakers who had fluent
speech, and used some fixed expressions or phrasal verbs, while another doctor was not
able to understand language due to different language variations in terms of
pronunciation, stress, and accent. Besides, doctors faced challenges in speaking and
understanding certain words, because the former vocabulary is limited.
On top of that, two doctors are unfamiliar with a Korean country’s culture,
beliefs, and particular features. Therefore, they could not interact appropriately
with males and females, and those with certain religious beliefs. Moreover,
doctors didn’t take into consideration the significance of paralanguage. As a
result, during the conversations with the patients, they didn’t maintain eye-
contact, keep hands in the pockets, or crossed arms.
After conducting needs analysis and analyzing the collected data, following
objectives for this particular program teaching were set:
Language objectives: SWBAT
•
enhance speaking skills in communicating with patients as well as with
Korean colleagues;
•
utilize appropriate vocabulary in writing reports and prescriptions;
•
distinguish different examples and cases of speech acts provided in various
situations;
•
express opinions, offers and recommendations using suitable format, style
and register of language; use essential strategies to listen for gist and specific
information;
Content objectives: SWBAT
•
implement applicable types of speech acts according to a situation;
•
analyze different cultural situations in terms of religion, gender, nationality;
•
demonstrate a good listening and note taking abilities utilizing suitable
strategies;
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Conclusion.
This needs analysis was done by KL teachers who has little
experience in teaching KSP and especially with learners who are willing to learn
KSP. In Uzbekistan, teaching KSP is absolutely new sphere to be developed in
many universities and language institutes. However, majority KL teachers are
already interested in developing the KSP courses and aware of the importance of
needs analysis to learn their learners` needs and lacks in order to design successful
syllabus. That`s why, we tried to have small investigation by using triangulation
method in order to know the needs, lacks and wants of doctors of private clinic in
Tashkent and further decided to develop the KSP course according to the results
of data that was collected through oral interview, questionnaire and field
observation. Doctors need to enhance their speaking skills which is the most
‘need’ currently, utilize medical vocabulary, and to be able to express speech acts
properly in different cases. Further, this type of needs analysis can be done with
more number of medical staff or with medical students who further are willing to
work with Korean doctors and patients in Uzbekistan. Moreover, needs analysis
for KSP in Uzbekistan should be done not only in the sphere of medicine but also
in development of IT, Architecture, Engineering purposes too due to the pros-
pering cooperation of Korea and Uzbekistan. As a big example, we may indicate
that in some of the private institutes, Korean language has already set as a
foundation subject in academic curricula and all freshmen study Korean in various
faculties. Further, we may offer them more specific Korean courses that can assist
in enhancing their language skills for development of specific or occupational
purposes and improve their `lacks` and gain skills according to their `wants` and
create an effective learning. Overall, we need to investigate more researches in
KSP field and more needs analysis should be done by teachers in order to
understand their learners` needs and more teacher trainings are necessary for
understanding the effectiveness of KSP courses.
АЛИМОВА СЕВАРА
Ўқитувчи, ТДШУ
Хитой тилида омонимиянинг сўз ясовчи
жараёнларига оид
Аннотация. Омонимия масаласи нафақат тилнинг асосий бирлиги бўлмиш сўз-
нинг чегараларини белгилаш билан боғлиқ муҳим назарий масала, балки амалий
лексикографиянинг энг мураккаб масалаларидан бири.
Хитой тилидаги сўз ясовчи жараёнлар умуман олганда омонимиянинг тўлдири-
лишига хизмат қилади. Сўз ясовчи жараёнлар қаторига сўз қўшиш, аффиксация,
конверсия ва қисқартириш жараёни киритилади. Хитой тилидаги омонимиянинг ман-
балари ва пайдо бўлиши сабаблари ҳақида айтиш керакки, хитой тилида омонимиянинг
асосий ва туб манбаси сифатида тилнинг фонетик тузилиши ва фонетик жараёнлар
хизмат қилади. Мазкур мақолада ана шу масалалар ўз ифодасини топган.
