THE USA JOURNALS
THE AMERICAN JOURNAL OF SOCIAL SCIENCE AND EDUCATION INNOVATIONS (ISSN- 2689-100X)
VOLUME 06 ISSUE09
174
https://www.theamericanjournals.com/index.php/tajssei
PUBLISHED DATE: - 30-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-18
PAGE NO.: - 174-180
OPTIMIZATION OF ENGLISH LANGUAGE
TEACHING IN MEDICAL UNIVERSITIES:
FORMATION OF LEXICAL, GRAMMATICAL
AND COMMUNICATION SKILLS
Dilafruz Buranova
PhD, associate professor, Head of Foreign Languages Department, Tashkent Pediatric Medical Institute,
Uzbekistan
INTRODUCTION
In the context of globalization and integration of
medical education, the importance of learning
English as the international language of science
and medicine is increasing. So, the effective
teaching methodology is required in medical
universities, that would ensure the formation of
lexica,
grammatical
skills,
as
well
as
communicative competence of students preparing
for professional activity.
Teaching methods in non-philological universities
are becoming more and more priority in the field
of teaching English, and, as a result, the
methodology itself is becoming richer due to the
emergence of new manifestations. Modernization
of the system of continuing professional education,
involving the effective use of the principles of
variability, mobility and flexibility, improvement
of the activities of teachers of foreign languages,
purposeful implementation of solutions to various
methodological
tasks
requires
regular
coordination of methods of teaching English for the
medical profession [1].
LITERATURE REVIEW
Increasing literacy in foreign languages is an
important
manifestation
of
the
further
development of intellectual potential based on
modern standards. The strategy of teaching
modern English is not only an important direction
RESEARCH ARTICLE
Open Access
Abstract
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in educational policy, but also a reality that is
manifested as significant topic of scientific
research by many experts. Scientists believe that in
the process of globalization, along with the fact
that English is universal language, it is natural that
many problems are faced with its teaching, in
which educators from all over the world seek to
find a teaching strategy that is appropriate and
correct in the process of solving this problem [12].
At the same time, in the process of teaching foreign
languages, it is noted that the formation of the
necessary motivation for Khamma is not
homogeneous, in which the development and
improvement of the necessary methods and
methods of teaching is particularly noted in order
to meet the needs of the specialty and taking into
account the field requirements[7; 2; 3].
It is known that the issues of the correct
organization of the scientific and methodological
base of teaching of English, taking into account
modern standards and requirements, is among the
relevant topics of various scientific works. In the
interpretation of these studies, it is important that
English language is adapted to meet their specific
academic and professional needs when teaching
medical students[5; 6; 8; 10]. Some advance the
view that certain approaches should be followed in
this regard, such as relying on the sum of styles
based on a certain agreement between the teacher
and the learner, and not on concrete rules. In this,
the integration of the various skills of acquiring a
foreign language is interpreted as an important
factor in achieving such a specific goal as
communicative competence. According to this
idea, on the basis of negotiations between the
teacher and the learner, the definition of goals and
objectives, on the basis of which language learning
is manifested as a dynamic and interactive process,
and a significant manifestation of its formation
based on the needs of the learner [11]. Another
view is that on the basis of the integralization of
language and content goals, the method of
transmitting knowledge to the learner is
purposeful, putting into discussion the correct
development of a communicative strategy based
on a balanced synthesis of vocabulary, experience,
content and grammar[9].
The process of comparing different techniques and
methods of teaching languages is always a
phenomenon of great interest, since it is natural
that different points of view and contradictions
arise in this, as interaction and connection
between the teacher and the learner arises. This, in
turn, induces intersubjectivity. The emergence of
human experience independently of personal
characteristics
and
situations,
and
the
identification of a solution to an intersubjective
problem through the means of individual
consciousness assumes a reliance on another set of
ideas about the ability to intersubjectivity. Here,
with the importance of human interaction, mutual
attention and interaction, the theory of mind
occupies a primary place[4].
Based on this, it can be argued that over the past
decades, many methods of teaching English in
medical universities have been developed that
take into account the specifics of medical
terminology and the needs of students. These
methods are aimed at improving language
proficiency and preparing students for future
professional activities.
Research Questions
Lexical and grammatical skills ensure the
understanding
and
use
of
professional
terminology, which is critically important for the
accurate transmission of information in medicine.
Communication skills allow doctors to interact
with patients, colleagues and representatives of
the international community. English language
proficiency provides access to relevant scientific
research, allows you to participate in international
conferences and share experiences. Thus, the
integration of all three types of skills into the
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educational process contributes to the training of
highly qualified specialists ready for the global
challenges of medicine.
The formation of language skills can be divided
into several key stages:
1. The stage of knowledge transfer is to provide
students with thematic material, including texts,
audio and video related to medical topics.
2. The stage of familiarization with the topic is
working with the main idea and structure of the
material, understanding its content and
significance.
3. The stage of terminology acquisition is the study
of specific vocabulary and phraseology necessary
for professional communication.
4. The stage of practical application is the
involvement of students in the language
environment through role
—
playing games,
simulations and communication in English.
This classification allows you to organize the
learning process so that students can gradually
deepen their knowledge and skills.
METHODOLOGY
Taking into account the classification of the stages
of formation of lexical, grammatical and
communicative skills related to the methodology
of teaching English at a medical university, we
found it necessary to clarify the following main
stages:
1. Transfer of knowledge by providing thematic
material.
2. Familiarization with the essence and
composition of the thematic topic.
3. Understanding new terminology and lexical
units.
4. Involvement in the language environment
through communicative communication.
In order to evaluate the effectiveness of the
proposed methodology of teaching English to
medical students, based on a clear structuring of
the stages of formation of lexical, grammatical and
communicative skills, experimental training was
organized at the Tashkent Pediatric Medical
Institute. The study involved 60 students studying
English at a basic level. The participants were
divided into two groups: an experimental group
(30 people), where the proposed methodology was
used, and a control group (30 people), who studied
according to the traditional program.
The stages of the experiment were carried out in
the following order:
1. Knowledge transfer:
-
A thematic material on the topic “In the hospital”
was prepared for both groups. In the experimental
group, the emphasis was placed on the use of
multimedia resources (video, audio, interactive
tasks), whereas the control group used only text
materials.
2. Familiarization with the essence and
composition of the topic: Lectures and seminars
were held in both groups, but the experimental
group used active learning methods (discussions,
group projects), which contributed to a deeper
understanding of the topic.
3. Understanding new terminology and lexical
units: In the experimental group, image cards and
video recordings were used to visualize new
words, while the control group used traditional
vocabulary tasks. Both groups were tested for
understanding the new vocabulary a week after
the introduction of the terms.
4. Involvement in the language environment: Role-
playing games and simulation tasks aimed at using
new material in conversational practice were
conducted in the experimental group. The control
group was engaged in traditional translation and
repetition exercises.
RESULTS
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To assess the effectiveness of the methodology, the
following methods were used: vocabulary and
grammar tests before and after the experiment;
questionnaires
for
self-assessment
of
communication skills; monitoring the activity and
involvement of students in the learning process.
The results of the tests and surveys were
processed using statistical methods (t-test for
independent samples) to determine the
significance of the differences between the groups.
The initial level of knowledge (preliminary testing)
in the experimental group has made up an average
score of 45/100 (standard deviation
—
8.5); in the
control group the average score has made up
46/100 (standard deviation
—
9.0). The final level
of knowledge (after the experiment) in the
experimental group has made up an average score
of 78/100 (standard deviation
—
7.2); in the
control group - 62/100 (standard deviation
—
8.1). The test results were analyzed using a t-test
for independent samples (see Formula 1). This
indicates a statistically significant difference
between the groups.
Formula 1
- t(58) = 6.72, p < 0.001.
Self-assessment questionnaires of communication
skills showed an initial level (1-5 points): in the
experimental group
—
2.5 (standard deviation -
0.6); in the control group
—
2.6 (standard
deviation - 0.5). The final level in the experimental
group was 4.2 (standard deviation
—
0.5), in the
control group - 3.0 (standard deviation
—
0.7).
This also indicates a statistically significant
difference (see Formula 2).
Formula 2
- t(58) = 8.34, p < 0.001.
The students of the experimental group showed
higher results in vocabulary and grammar tests, as
well
as
more
active
participation
in
communication tasks compared to the control
group (see Figure 1).
Figure 1. Results on vocabulary, grammar, and participation in communication classes
This experiment is designed to demonstrate the
effectiveness of the proposed methodology based
on a clear classification of learning stages, which,
0
10
20
30
40
50
60
70
80
Control group
Experimental group
Data analysis
Diff.value
Post-Test
Pre-Test
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in turn, can contribute to modern approaches to
teaching English. The obtained statistical data
confirm the effectiveness of the proposed
methodology
of
teaching
English.
The
experimental group showed significantly better
results in both knowledge testing and self-
assessment of communication skills compared to
the control group.
DISCUSSION
The effectiveness of multimedia resources
During the transfer of knowledge, the
experimental group was given the opportunity to
interact with multimedia resources. This not only
contributed to a deeper assimilation of the topic
“In the hospital”, but also provided students with a
variety of ways of perceiving information.
Observations of student engagement showed that
the use of video, audio and interactive tasks
significantly increased the interest and motivation
of students. This is consistent with the findings of
other studies that claim that multimedia
technologies can improve learning outcomes by
offering a variety of formats, making the process
more fun and accessible.
Methods of active learning
The use of active learning methods in an
experimental group (discussions, group projects)
contributed not only to a better understanding of
new material, but also to the development of
critical thinking skills. Students actively discussed
new terms and concepts, which, according to many
teachers, is a key element of successful language
learning. This is confirmed by a significant increase
in scores on tests and in self-assessment
questionnaires of communication skills.
Visualization and role-playing games
The use of image cards and videos to explain the
new terminology, as well as role-playing games
and simulation tasks in the experimental group,
contributed to a deeper understanding and
practical application of the studied material. Unlike
the control group, where students worked with
traditional vocabulary tasks, the experimental
group showed better results in testing for
understanding new vocabulary.
Statistical significance of the results
Statistical analysis conducted using the t-test for
independent samples confirmed the significance of
the results obtained. An increase in average scores
both in vocabulary and grammar tests and in self-
assessment surveys of communication skills
indicates a clear advantage of the experimental
group. Significant differences between the groups
emphasize the importance of introducing active
teaching methods and multimedia resources into
the process of teaching English.
Practical application of the results
The results of our research are important for
teaching practice. They emphasize the need to
integrate active teaching methods and modern
technologies into the educational process.
Teachers can use the data obtained to optimize
their curricula aimed at improving students'
language skills.
CONCLUSION
The results of our research have confirmed the
effectiveness of the use of active teaching methods
and multimedia resources in the process of
teaching English. The students of the experimental
group showed significantly better results both in
testing their knowledge of vocabulary and
grammar, and in self-assessment of their
communication skills compared to the control
group.
The use of interactive materials, role-playing
games and active learning methods contributed to
a deeper assimilation of educational material,
increased motivation and involvement of students.
Statistical analysis showed significant differences
between the groups, which confirms the
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hypothesis that a variety of teaching methods and
approaches can significantly affect educational
outcomes.
The data obtained emphasize the importance of
introducing innovative technologies and active
teaching methods into the educational process,
which can significantly improve the quality of
teaching and mastering language skills. In the
future, it is recommended to continue research in
this area in order to identify additional aspects and
opportunities for optimizing the learning process.
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https://doi.org/10.3991/ijet.v15i08.13695
