Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
201
COMMUNICATIVE STRATEGIES AND THEIR ROLE IN FORMATION
OF FUTURE SPECIALISTS IN NONLINGUISTIC UNIVERSITIES
Djalilova N.D.
Tashkent Pediatric Medical Institute Foreign languages department
nilu-smart@mail.ru
Annotation
. The relevance of doctors
’
knowledge of a foreign language is
primarily due to the need for their professional self-improvement through the
development of a huge amount of new, rapidly outdated information and the
expansion of not only scientific, business, but also cultural ties with specialists from
various countries. In this regard, university pedagogy faces the task of optimizing
the educational process and improving the methodology of teaching a foreign
language for future doctors.
Key words:
foreign language, communication, learning strategies, language
proficiency, a communicative strategy, culture.
INTRODUCTION
The process of globalization contributes to the increase in the
internationalization of education, one of the most important results of which is
the emergence various concepts of the formation of the communicative
competence of a specialist. In this connection, the need of students to master a
foreign language as the most important means of business and intercultural
communication. For successful communication to a modern specialist, in addition
to background historical and cultural knowledge and the active use of lexical and
grammatical structures, necessary to achieve a level of language proficiency that
allows respond flexibly to unforeseen turns in the course of a conversation,
quickly determine an adequate line of speech behavior, accurately select specific
language means. In the English-speaking communicative culture, there are groups
of strategies that allow you to provide a comfortable atmosphere for
conversation.
In Uzbekistan, the role of mastering foreign languages, especially English
has been increasing rapidly. Currently, you can easily find lots of language courses
suggesting IELTS results in short period of time. However, in practice, we should
convince that mastering the language and using it in each profession isn
’
t so easy,
as it seems to be. Therefore, future specialists, no matter in what sphere they will
work should have communicative competence for successful communication and
finding a better job.
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
202
MATERIALS AND METHODS
It is known that the student
’
s motivational orientation towards the process
and the result of his future professional activity contributes to the success of
teaching a foreign language (B.C. Merlin, 1971). The severity of this orientation
depends on many factors related to the personality of the trainees themselves. At
the same time, in the motivational sphere of a person as a subject of foreign
language speech activity, a communicative-cognitive need is distinguished as its
source, which initiates this activity (I.A. Zimnyaya, 1999).
Students need to know that in order to communicate effectively with
English speaker
’
s interlocutors should be guided by communicative rules,
namely: observe the rules, measure and proportion in communication; keep your
distance. First rule based on compliance with generally accepted requirements on
the organizational and communicative level (mainly in relation to the phases of
communicative contact) and involves knowledge of the structure of the
communication process and acceptable topics. The second rule assumes
knowledge of strategies that allow the use of various speech means (including and
formulas) adequately to the set communicative tasks.
A communicative strategy is a language tools set and speech techniques to
achieve the intended goal of communication. Groups of strategies, determined
taking into consideration such factors as the speech situation and the purpose of
communication, the degree of familiarity, interlocutor
’
s social status can be
subdivided into macro-strategies of maneuvering and responses, which, in turn,
are subdivided into distancing strategies, hinting, evading, supporting the
interlocutor and maintaining contact.
The first group strategies
–
distancing, evasion and allusion, reflect the
characteristic features of English-language communication: highly developed
capabilities verbal maneuvering and maneuvering, allegorical statements. Most
they are clearly manifested in situations involving the expression of a personal
relationship and intentions, and allow you to regulate the responsibility for the
power of speech impact and the credibility of the statement. If the macro-strategy
of maneuvering is oriented towards any of their speakers, then the macro-
strategy of response is addressed primarily listener.
Each of the communicative strategies in English has a characteristic
linguistic design, reflecting the specifics of the sociocultural approach to
communication. In order for the features of communicative behavior described
above not to remain the lot of purely theoretical knowledge, the teacher needs to
regularly use language means for implementing strategies in the practice of
students
’
speech.
These provisions are intended to serve as a starting point for the discussion
of the socio-cultural orientation in the classroom, including in a non-linguistic
university. In view of this, it is necessary to draw the attention of students to the
consideration of issues of interaction between cultures.
Международная научно
-
практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
203
RESULTS
For independent work, students may be offered to watch films. In this case,
it is important to focus them on their purposeful perception: on the features to
hold on and carry on a conversation, as well as the use of non-verbal means of
communication.
Improving the effectiveness of teaching English is due to the skillful
combination of various teaching methods and techniques. The use of some
techniques from the technology of critical thinking in the educational process
allows teachers to engage students in interactive activities in English lessons, to
develop their creative potential so that they can apply their knowledge in later life
and easily adapt to the outside world.
In order for communication in the classroom to come closer to reality, it is
necessary to purposefully develop relevant skills. At the same time, it is of interest
to analyze the content of educational communication in order to determine how
real this communication is and what are the functions of various statements in the
used foreign language.
Additionally, using graphic organizers: mind maps, cluster, T- charts, Vein
Diagram, brainstorming, INSERT and other methods facilitates for
comprehension of new material, analyzing and mastering lingual skills. For the
formation of communicative competence, teachers can use dialogues containing
Doctor and Patient dialogues, Role plays and Case studies. These ways of
conducting lesson are very beneficial for both students and teachers.
CONCLUSION
Mastering communication strategies allows use a foreign language as a
means of intercultural communication in situations of everyday and socio-
cultural spheres of communication as a tool for searching and analyzing foreign
sources of information and as a means of professional communication.
The fact is that the ultimate goal of language learning is not mastery its
system, but the mastery of speech, speech actions in a given language. For creating
stimulus in learning, it is very important that the language material be
communicatively rected. The process of teaching oral speech can be considered
brought to its logical end. Only when the student has the ability to use the
processed language material in natural acts of communication.
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