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Developing students’ written and oral speech in Russian
language
Ziroat SALIEVA
1
, Zarina SOLIEVA
2
Samarkand State Institute of foreign languages
ARTICLE INFO
ABSTRACT
Article history:
Received February 2021
Received in revised form
28 March 2022
Accepted 20 April 2022
Available online
15 May 2022
The article reveals the principle of active communication, the
content of the educational process, the correlation of knowledge
with skills and abilities, the ways of presenting educational
materials, levels of language proficiency, and the choice of teaching
methods, the content of educational and educational tasks.
This principle is characterized by a number of
methodological provisions: the practical orientation of learning
objectives, a functional approach to the selection and
presentation of language material, its situational and thematic
organization, the study of vocabulary and morphology on a
syntactic basis, the concentric arrangement of educational
material and the allocation of several stages of learning.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss4/S-pp2
11-216
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
text types,
reading comprehension,
dialogue speech,
structural-semantic,
linguistic,
compositional-logical,
communicative competence,
Russian language.
Rus tilida o
‘
quvchilarning og
‘
zaki va yozma nutqini
rivojlantirish
ANNOTATSIYA
Kalit so‘zlar
:
matn turlari,
o
‘
qib tushunish,
dialogli nutq,
struktur-semantik,
lingvistik,
kompozitsion-mantiqiy,
kommunikativ
kompetensiya,
rus tili.
Maqolada faol muloqot tamoyili, o'quv jarayonining
mazmuni, bilimlarning ko'nikma va malakalar bilan bog'liqligi,
o'quv materiallarini taqdim etish usullari, tilni bilish darajalari,
o'qitish usullarini tanlash, o'quv va tarbiyaviy vazifalarning
mazmuni ochib berilgan.
Ushbu tamoyil bir qator uslubiy qoidalar bilan tavsiflanadi:
o'quv maqsadlarini amaliy yo'naltirish, til materialini tanlash va
taqdim etishga funksional yondashuv, uni situatsion va tematik
tashkil etish, lug‘at va morfologiyani sintaktik asosda o‘rganish,
konsentrik joylashish. O‘quv materiali va o‘
rganishning bir
necha bosqichlarini ajratish.
1
Senior teacher, Samarkand State Institute of foreign languages. Samarkand, Uzbekistan. E-mail: ziroat.salieva@gmail.com.
2
Senior teacher, Samarkand State Institute of foreign languages. Samarkand, Uzbekistan.
Жамият
ва
инновациялар
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Общество
и
инновации
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Society and innovations
Special Issue
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04 (2022) / ISSN 2181-1415
213
Развитие устной и письменной речи студентов на
русском языке
АННОТАЦИЯ
Ключевые слова:
типы текста,
понимание прочитанного,
диалогическая речь,
структурно
-
смысловая,
языковая,
композиционно
-
логическая,
коммуникативная
компетенция,
русский язык.
В статье раскрываются принцип активного общения,
содержание учебного процесса, соотношение знаний с
навыками и умениями, способы подачи учебного
материала, уровни владения языком, выбор методов
обучения, содержание учебно
-
воспитательных задач.
Этот принцип характеризуется рядом методологических
положений: практическая направленность целей обучения,
функциональный подход к отбору и представлению
языкового материала, его ситуативно
-
тематическая
организация, изучение лексики и морфологии на
синтаксической основе, концентрическое расположение
учебного материала и выделение нескольких этапов
обучения.
The practical orientation of the goals of language teaching makes us divide them
into certain stages of learning. The programs and curricula for non-philologists
recommend a comprehensive knowledge of all types of speech activity speaking,
listening, reading and writing. At the text level, communicative competence is formed and
improved. Moreover, working with text opens up great opportunities for teaching
communication skills, for studying language material, for developing and improving
speech skills and abilities. The text provides an opportunity to develop all types of speech
activity.
Much attention is paid to reading when working with text. Undoubtedly, in
contrast to the philological audience, where the professional level of reading and writing
should be parallel to the level of understanding and speaking, for students
–
non-
philologists, the level of reading and writing skills should prevail.
Reading contributes, firstly, to the automation of speech skills. When reading, a
colossal number of combinations of linguistic material pass through the consciousness of
the student in a unit of time. Only reading can give the student a real visual
representation of the syntactic structure of the language, the nature and features of its
word usage, eventually crea
ting a “sense of language”, without which it is very difficult to
correctly perceive what is read and heard. Active purposeful reading contributes to the
creation of skills and abilities to use this language material in speech, develops linguistic
intuition, without which mastering any language is generally impossible.
Secondly, reading plays a leading role in the professional activities of non-
philologists upon graduation. The acquired skills of fluent reading without translation
will be the most essential means of obtaining information from sources in Russian.
Thirdly, reading is a prerequisite for “maintaining” the language after graduation.
For an adult, reading is the main way to continue learning a language.
People who read a lot and often never forget the language, they acquire the skill of
independent study of languages, mastering their book form, cultivating the ability to read
texts of any difficulty.
Жамият
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Общество
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Society and innovations
Special Issue
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04 (2022) / ISSN 2181-1415
214
In the field of intellectual activity, which includes science and technology, the
written form of languages is used primarily. The role of written communication in the
processes of interlingual information exchange is especially great.
In the current practice of teaching, there is an underestimation of the importance
of reading. It often plays the role of an additional incentive for the development of oral
speech skills, which is especially noticeable when working with special texts. This is
expressed in the fact that the scientific and technical text is used only for retelling,
discussion, translation; skills and abilities to extract information are out of sight of the
teacher and students; learning to read is devoid of the necessary consistency; many
teachers defend the opinion that if a person can speak Russian fluently, then he, of
course, can read.
In fact, it is not uncommon for students to speak Russian well, but they do not
know how to write correctly and express their thoughts in writing. A typical picture is
when students look at each new word encountered in the text without hesitation in the
dictionary; they read very slowly, showing no interest in the content, but focusing only on
the linguistic form. And all this is not accidental. Acquiring the skills of fluent
untranslated reading is a complex and time-consuming task. The ability to write and
understand text is a complex type of speech activity, which involves the assimilation of an
extensive vocabulary, diverse language structures.
Reading should be given more attention not only because it is a complex type of
speech activity, but also because it has a positive effect on the development of oral
speech. The question arises
–
what texts to read and what oral speech to teach students
–
non-philologists? What method of presenting language material should be chosen? Which
way to go
–
from oral speech to reading or from reading to oral speech? The last question
is not in doubt
–
from communication to reading texts and from them to speaking on the
topics of the specialty.
It is expedient to solve the questions posed in the light of the main task of active
communication. This causes in the audience an interest in professional communication,
in special texts, in oral scientific speech.
The communicative activity of non-philologists presupposes, first of all, the skills
of fluent untranslated reading of original scientific literature, its abstracting and
annotation, reproduction and discussion of what has been read and heard.
For the reproduction of the original scientific text, the understanding of the
author's thought is of particular importance, the linguistic expression of which is in most
cases not a separate sentence or even a super-phrasal unity, but a whole statement
–
a
text, a “speech whole”.
The communicative orientation establishes the relationship between the nature of
the presentation of educational material and the type of content, the communicative way
of its transmission. Among the texts of the scientific, technical and humanitarian fields of
knowledge, such texts are description, narration, reasoning.
Each of these types of text is characterized by a stable structure of texts, a fixed set of
used lexical and syntactic language units. Descriptions and narratives belong to the narrative
type of text units and consist of a sequence of related judgments, facts, and events.
Descriptions are built according to the laws of parallelism using methods of
comparison, analogy, opposition, etc. This explains the presence in the texts of specific
vocabulary, nominative-attribute types of lexical units, the parallel nature of the
connection of sentences. In narrative type texts, a logical or temporal sequence of
judgments, actions, events, facts is realized.
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Here one judgment complements, develops another, giving rise to the next, and so
on. They are typical constructions of adverbial meaning
–
place, time, purpose, etc., a
chain connection of sentences, often formalized by grammatical and lexical means.
Reasoning and proof refer to the explanatory type of text units and consist of
interconnected general and particular conclusions. The presentation of the main idea,
reflecting the theme of the statement, is followed by the concretization of some aspects of
this idea, its argumentation with the help of examples, additional details.
Such texts are usually built according to the scheme: a thesis containing a
presentation of the topic, its discussion, argumentation of the thesis put forward with
facts, illustrative material, and conclusion. Between these components of texts of the type
of reasoning, the dependence of conditions, causes, time and consequences is established,
and this, in turn, is reflected in the saturation of texts with cause-and-effect
constructions, abstract vocabulary and a variety of means of communication.
The selected types of texts differ in the way of conveying content, compositional-
logical structure, language characteristics, which determine the depth of understanding
of a foreign text and the adequacy of its reproduction in oral or written speech.
In practical classes in the Russian language, we use various forms of working with
text: expressive reading of text material, determining the main idea of the text, its style,
drawing up a plan, dividing the text into semantic parts, highlighting key words in a
paragraph, working on lexical and grammatical material, detailed and a concise retelling
of the text, the development of monologue and dialogic speech, the transformation of
textual material, the composition of the text from these fragments, the continuation of the
text according to a given beginning, etc.
Thus, the structural-semantic and linguistic features of texts constitute those
guidelines, the knowledge of which contributes to the development of the necessary
skills in students in overcoming the lexical and morphological-syntactic difficulties of the
text; extracting and transmitting text information, expressing one's own assessment of
the facts presented; determining the structure of the text and generating, in accordance
with it, one's own monologue statement.
The texts offered in the Russian language classes are connected with the realities
of life, have cognitive, educational value, broaden the horizons and worldview of
students. In the professional Russian language, we use adapted popular science texts on
medicine. Based on the material of the texts, it is planned to perform various types of
work on the development of speech: formulating questions on the content of the text;
drawing up three types of plan, theses, annotations, syntactic constructions; complex text
analysis; retelling. Students are invited to complete various tasks to consolidate skills and
abilities: transformation of patient complaints into an entry in the medical record; entry
in the medical history based on the dialogue between the doctor and the patient;
restoration of deformed sentences; replacement of verb phrases with nominal ones, etc.
Such tasks are designed to prepare students for the perception and adequate
presentation of scientific information and are built on the material of scientific texts,
which, while maintaining all the main features of their own scientific texts, contribute to
the understanding and consolidation of medical terminology. This contributes to an
increase in the level of communicative competence in the process of mastering a medical
specialty, the formation of professional speech skills.
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We pay great attention to the formation of dialogical speech. When modeling a
dialogical situation, we try to concretize the situation of communication and the social
roles of its participants. In particular, in the professional Russian language classes, we
offer to compose dialogues between a doctor and a patient: at an appointment in a clinic,
in a hospital, etc. Such tasks help students develop speech behavior skills in professional
situations, understanding skills, as well as language response to spoken language patient,
i.e. those skills that will be useful to students in their professional activities.
Thus, the principle of communicativeness is based on an approach to teaching a
language as teaching speech activity, as well as to creating optimal conditions for the
formation of communicative competence. The principle of communication, including
language and speech competence, determines the dominant orientation of the learning
process.
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