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ENHANCING PROFESSIONAL ENGLISH COMMUNICATION SKILLS OF
NON-PROFESSIONAL STUDENTS BASED ON COMMUNICATION
METHODS
Kubeysinova D.T.
Nukus, Uzbekistan
Candidate of Phylological Sciences, docent, Berdakh Karakalpak State University
Nuratdinova J. S.
Nukus, Uzbekistan
Phd student, NSPI named after Ajiniyaz
Annotation:
The article deals with the issue of improving students’ pronunciation in
foreign languages and is based on the methods of improving pronunciation in English and
the effectiveness of communication methods in this process.
Key words:
pronunciation, foreign language, communication skills, communicative
competence, pronunciation skills, oral speech.
Professional communication is one of the main methods of building
communicative skills in learning English in these areas, especially in agriculture-oriented
educational institutions.
Any modern specialist should have not only professional skills, but also
communicative skills, i.e. he/she should know the linguistic and psychological factors
necessary to understand the communication partner and express his/her words.
These components of professional communicative competences need to be
developed in both native and English.
Communicative methods help agricultural students to explain subtitles and
pronunciation features in English. Pronunciation skills are regularly improved, ensuring
normal development of such skills as speaking, listening, reading. Social processes taking
place in the world and in our country have significantly changed the ratio of oral and
written speech.
Public speaking has become a priority, and there is a growing need for accurate
training in live performance, not just reading pre-prepared texts.
Today there is an increasing number of people speaking directly to the public, in
the media, in debates between colleagues or at scientific conferences. This leads to the
influence of acoustic speech on human speech practice.
Unfortunately, native speakers do not always fully understand the subtleties of the
language they are learning. Among the many errors encountered in modern
conversational practice, errors in reading and pronouncing words are common. Of course,
in human pronunciation, both passive and personal errors occur when speaking foreign
languages.
With the increasing role of speech in our lives, it is more appropriate than ever to
analyse the problems of strict observance of orthographic culture, pronunciation and
accent norms of the language.
The relevance of this problem is explained by the following factors: firstly, the
communicative and aesthetic significance of the orthographic concept of speech;
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secondly, non-philological courses, especially agricultural courses, have not fully
developed the methodological basis for improving students’ pronunciation; Thirdly, there
is no unified, consistent and targeted system of teaching standard pronunciation to
agricultural students, covering the whole cycle of English language teaching.
It is also important for language learners to self-assess their pronunciation skills.
According to L. Jacobowitz, a person who pronounces well several sentences
learnt in a foreign language is considered to have a good knowledge of the foreign
language and to be fluent in it.
People who know a foreign language well but make phonetic mistakes and speak
with an incorrect accent do not consider their speech fluent. Some methodologists believe
that «when teaching pronunciation, it is only necessary to correct mistakes made in
phonetics and reading a text aloud.
The opinion that it is not necessary to correct students’ phonetic errors in grammar
and vocabulary exercises is erroneous, since pronunciation control is an obligatory part of
the process of actively organizing the assimilation of students’ pronunciation norms of
sounds.
It is necessary to correct pronunciation errors of listeners and teachers not only
when reading aloud special texts and phonetic exercises, but also when performing any
exercises.
Many young scientists and researchers are involved at some level in developing
communication skills and research.
In particular, Russian scientists A.S. Pushkin, A.A. Leontiev, V.G. Kostomarov,
O.D. Mitrofanova, A.N. Shchukin, M.N. Kitaygorodskaya, methodologists and
psychologists E.P. Shubin, P.B. Gurvich, I.L. Bim, G.V. Rogov, V.L. Skalkina, I.A.
Zimnyaya and others; foreign expert G. Lozanov, in Germany G. E. Lozanov, in
Germany G. E. Zimnyaya and others. E. Pifo, R. Allrig’t, G. Widson, V. Littwood in
England, S. Savignon in America and others presented the results of their research to the
scientific community.
Applying agricultural skills and competences to foreign language teaching, we can
call this skill an automatic part of speech activity and suggest vocabulary concepts,
grammar and pronunciation of words, a type of speech activity. He continues to develop
scientific knowledge and skills in this area.
Professor N.I. Jinkin [2], a famous psychologist, is a genius of foreign language
learning methodology based on the theory of speech mechanisms. V.S. Setlin discovered
the concept of grammatical mechanism of speech [3].
According to the scientific concept of the scholar-methodist, the grammatical
mechanism of speech consists of three parts:
1) mastering grammatical actions; 2) mastering ready-made material and 3)
mastering the generality of grammatical material. The most important of the three is the
mastery of grammatical movements. When naming grammatical actions, V.S. Setlin
refers to the conscious, automatic part of speech.
In short, not only for agriculture students but for anyone who expresses a desire to
learn a language, the tasks that need to be completed to teach correct pronunciation in
English are aimed at addressing practical speaking skills. . . ensuring that these gaps do
not extend beyond the time of language learning and naturally contribute to the language
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learning process. We must ensure that they are able to adapt and demonstrate their
abilities. An important factor in this regard is the ability of language teachers to develop
learners’ language skills and competences in the use of educational technologies that
need to be correctly and effectively applied and, at the same time, to increase listeners’
interest in language learning through language proficiency their speech in the process of
language teaching. Their speech in the process of language teaching.
Emphasizing students’ attention to phonetic phenomena, enriching them with
material that is constantly expanding in new combinations, is an important indicator of
effectiveness.
These factors reduce the likelihood of pronunciation errors in speaking activities
and encourage more attention to achieving perfectly accurate pronunciation.
REFERENCES:
1. Rakhimova Sh. B TDPU, Associate Professor of the Department of Foreign
Languages-1 Improving the English pronunciation skills of non-philological education
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2. Jinkin N.I. The mechanism of speech — M.: Izd-vo APN RSFSR, 1958.
3. Tsetlin V.S. Osnovy metodiki obucheniya grammatike franzskogo yazyka v sredney
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URL:
https://cyberleninka.ru/article/n/stilisticheskiy-analiz-kontsepta-mu-abbat-lyubov-v-
proizvedenii-terbenbes
