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Improving pedagogical communication with students
Dilsuz NIGMATOVA
Tashkent Institute of Finance
ARTICLE INFO
ABSTRACT
Article history:
Received December 2023
Received in revised form
15 December 2023
Accepted 20 January 2024
Available online
15 February 2024
The actions of the teacher and students in each part of the
lesson must complement each other to achieve the goal of the
lesson. The ability of a teacher to organize pedagogical
communication with students largely determines the
effectiveness of the modern educational process aimed at
revealing the personal characteristics of students and mastering
a foreign language as a means of intercultural communication.
This article discusses the organization of relationships between
the teacher and students to achieve results.
2181-
1415/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-1415-vol5-iss1/S-pp59-62
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:
student,
teaching,
teacher,
ability,
pedagogical communication.
Talabalar bilan pedagogik aloqa oʻrnatish
ANNOTATSIYA
Kalit so‘zlar
:
talaba,
oʻqitish,
oʻqituvchi,
qobiliyat,
pedagogik muloqot.
Ushbu maqolada mashgʻulotda koʻzlangan maqsadga
erishishda, darsning har bir qismida oʻqituvchi va talabalarning
harakatlari oʻzaro bir
-
birini toʻldirishi lozimligi haqida
ma’lumotlar berilgan. Shuningdek, natijaga
erishish uchun
oʻqituvchi va talabalar oʻrtasidagi munosabatlarni tashkil etish
muhokama qilinadi.
Совершенствование педагогического общения со
студентами
АННОТАЦИЯ
Ключевые слова:
студент,
обучение,
учитель,
способность,
педагогическое общение
.
Для достижения цели урока действия учителя и студентов
в каждой его части должны дополнять друг друга. Умение
преподавателя организовать педагогическое общение со
студентами
в
значительной
степени
определяет
эффективность современного образовательного процесса,
1
Senior Teacher, Foreign Languages Department, Tashkent Institute of Finance.
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направленного на раскрытие личностных особенностей
учащихся и овладение иностранным языком как средством
межкультурного общения. В данной статье рассматривается
организация взаимоотношений между преподавателем и
учениками для достижения результатов.
INTRODUCTION
The teaching process of a foreign language involves the interaction of a teacher with
students. At each stage of the lesson, the actions of the teacher and students must be coordinated.
A foreign language lesson is difficult to do without technical teaching visual aids. It is difficult to
overestimate the advantages provided by the use of audio and video materials in a foreign
language lesson. The ability of a teacher to organize pedagogical communication with students
largely determines the effectiveness of the modern educational process in foreign languages,
aimed at revealing the personal characteristics of students and mastering foreign languages as a
means of intercultural communication. By the way, the ability to use this technical tool is a
necessary element of the teacher's professional culture. At present, any specialist needs to be able
to work with a computer and use the Internet to prepare various handouts, individual homework,
etc. Through the Internet, one can get professional advice, find an interesting authentic text, etc.
ANALYSIS OF LITERATURE AND RESEARCH METHODOLOGY
Methodological and applied aspects of pedagogical communication are currently the object
of close attention of teachers and psychologists (I.A. Zimnyaya, [3] A.A. Leontiev, [1] etc.), as well
as methodologists (I.L. Bim, N.D. Galskova, T.E. Saxarova, [2] E.I. Passov,[4] etc.). At the same time,
interaction in a foreign language lesson means, first of all, the joint coordinated activity of all
subjects of the educational process and the mutual understanding that develops between them,
which is the psychological basis of pedagogical cooperation.
If a teacher starts a lesson with a standard verbal exercise, that is repeated from lesson to
lesson, from class to class, or with a formal survey of homework, then this will disrupt the
interaction with students because it does not contribute to creating a situation in which students
will feel and realize the need in the acquisition of foreign language knowledge, skills and abilities.
But if the actions of the teacher at the very beginning of the lesson are aimed at conveying his
emotional state (the joy of meeting with the students, from the upcoming communication with
them), at the use of speech material related to personal experience and the context of the student's
activities needed for the lesson, then they will motivate the upcoming activities of students, form
their positive attitude towards the perception and assimilation of subsequent educational content.
Based on this, the main structural unit of the educational process in a foreign language
–
lesson
should be considered as a complex act of communication, the main goal and content of which is
practice in solving problems of interaction between the subjects of the pedagogical process, and
the main way to achieve the goal and master the content are motivated communicative tasks of
different degree of difficulty. Encourage students to repeat a speech unit many times without
focusing on setting new communicative tasks for them in changing situations of communication,
setting tasks that do not have a communicative orientation can cause negative affect. In this case,
the process of learning a language and its result is perceived by students as a formal procedure,
since the essence of the language is a social phenomenon and the motive (for the sake of which
they study a foreign language, namely, mastering the language as a means of interaction and
mutual understanding with representatives of other cultures) are not taken into account. It
corresponds to what they do in auditory.
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The activity of students in mastering foreign language acts as a neutral process to the
formation of personality. And vice versa, if the teacher's actions provide situational conditioning
and communicative value of all students' statements and in teaching activity the teacher uses both
forms of work that stimulate the creative and speech initiative of students, their independence,
and a variety of teaching tools, including authentic ones. then the result in achieving the strategic
goal of teaching the subject will certainly be essential. Underestimation of the factor of mutual
understanding between the teacher and students can also lead to significant losses in the practical
field of teaching a foreign language. It is known that emerging interpersonal relationships can
inhibit normal interaction or contribute to it. Therefore, even in the case of good professional
training of the teacher, his ability to plan and carry out his actions methodically, the effect of
learning can be minimal due to the relationship that has not developed between him and the
students. And vice versa, the orientation of the teacher's actions to teaching the language as a
means of interaction, which determines communication with students as equal partners,
individuals, a group of individuals, can ensure the practical mastery of a foreign language, even if
within limits. The result of the interaction between the teacher and students, and the relationships
that develop between them, can be the following styles of pedagogical communication:1)
communication-based on a passion for joint creative activities; 2) communication based on
friendly disposition; 3) communication-distance; 4) communication-intimidation; 5)
communication-flirting (V.A. Kan-Kalik) [5]. Let's compare the speech and non-speech actions of
the teacher, which characterize diametrically opposite types of pedagogical communication.
DISCUSSION
Communication-intimidation is characterized by the steady desire of the teacher to seize
the initiative in the lesson, take a dominant position, and impose his will on the students. For these
purposes, he uses an order, censure, a threat in the form of an order, notation, instruction, and
sometimes punishment (for example, in the form of a bad mark). The main functions of the
teacher are reduced to indicating the sequence of performing oral and written exercises, to
purposeful work on correcting mistakes, and to evaluating students' statements. In this case, the
interaction between the teacher and students is essentially a simple mutual exchange of remarks,
during which the teacher, as a rule, acts as a formal organizer of the educational process. He sees
his main task only in the fact that by any means (even the toughest) to achieve the assimilation of
program material by students. An authoritatively oriented teacher proceeds from the fact that the
student is obliged to study and unquestioningly fulfill everything that is required of him in the
lesson. External order and discipline are, as a rule, the result of strict examination and control of
students by the teacher. All this creates tension in the relationship between trainees and teachers,
often leading to conflicts between them, causing mutual hostility. Thus, the learning model
adopted by an authoritarian-oriented teacher is learning
“as the acquisition of knowledge, skills
and abilities”, and the communication model is a “one
-
sided” model.
Only in the conditions of joint creative activity of the teacher and students, which has a
personal meaning for each of them (i.e. in the conditions of personal interaction), partnership
relations develop between them. These relationships are manifested in the mutual influence of the
teacher and trainees, in the consistency of their verbal and non-verbal actions. In conditions of co-
activity, the main "tools" of the teacher are requests, advice, praise, approval, or benevolent
censure, but on the content aspect of the activity, revealing the purpose and motive of each task
(what
needs
to
be
done
and
why).
The main form of learning activity, in this case, is not listening, speaking, or reading in the target
language, but a joint enthusiasm for communicative-cognitive-objective activity, live
communication between the teacher and students. Depending on the situation in the lesson, the
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teacher in the eyes of the students acts as a speech partner assistant and consultant, initiator of
communication, and, if necessary, an arbitrator. As for the student, thanks to favorable
interpersonal relationships, he does not feel fear of making a language mistake, or of being
misunderstood, he feels relaxed and free. The consequence of a benevolent relationship between
the teacher and students is to increase the level of motivation for the behavior of the latter. Thus,
the teacher, organizing joint activities in the lesson, chooses the learning model as “free disclosure
of personality”, and the communication model as “multilateral”.
A creatively working teacher who knows how to build the learning process as a process of
revealing the abilities of students and therefore, working in the mode of communication as a joint
passion for activities, he focuses in his work on the content aspects of learning in their correlation
with the personal characteristics and capabilities of the students. In turn, an authoritarian teacher
uses teaching methods and techniques that disrupt the interaction and mutual understanding of
all participants in the educational process and cannot organize genuine communication in the
classroom.
CONCLUSION
Entering into a relationship of cooperation, the teacher focuses not on the functions of the
student as a student (according to which he must learn and answer homework, complete the
exercise, read the text, etc.) but on his personality and the prospects for development. Such
interaction, as a rule, goes beyond educational communication and is carried out in various
activities that stimulate the practical use of a foreign language.
The experience of best practice in teaching a foreign language shows that the effectiveness
of a foreign language lesson is determined, first of all, by the teacher's ability to create conditions
and organize situations in which students learn the language as a means of communication. New
pedagogical technologies (project methodology, cooperation methodology, pedagogical
workshop, etc.) allow learning to live, work, think independently and collectively, and dream and
create individually. Speaking about pedagogical, and educational cooperation in general, one
should keep in mind the presence of the three main factors of interaction between the teacher and
the student, the interaction of students with each other in joint educational activities, and the
interaction of teachers in the system of interdisciplinary connections.
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