Международная научно
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практическая конференция
«Современные тенденции при обучении
иностранному языку в XXI веке»
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–
Because Ali Ibn Sina is one of the fathers of world medicine, the World
Health Organisation could open a regionali ALI IBN SINA CENTRE FOR CENTRAL
ASIA in Bukara, Uzbekistan.
Today there are many things I would like to tell you about philosophy and
Sufism, but I will conclude and thank you with a wish:
–
thanks to languages I would like at least 50-100 young CENTROASIATIC
people to become international civil servants or business managers
–
but my dream is that IN THE NAME OF ALI IBN SINA THE UZBEK
AUTHORITIES WILL CONVICE THE WORLD HEALTH ORGANISATION TO OPEN A
REGIONAL OFFICE IN BUKHARA
SPECIFICITIES OF ENGLISH LANGUAGE ORGANIZATION IN
THE LINGUAL HIGH SCHOOLS
Sharipova Feruza Ibragimovna
Tashkent pediatric medical institute
Tashkent, Uzbekistan
Annotation:
the specificities and the basic directions of English language
organization in the lingual high schools are stated and covered in the thesis. The
three-module system of teaching in account with linguistic skills and professional
competence of English language during studying process is presented in the thesis.
The research in the thesis
showed and proved that lingual specificities of studying
English language in the department of English language in the Uzbek State World
Languages University is effective version of development of theoretical and practical
skills of English language in written and oral types of communication. Actuality and
importance of the thesis is consisted that the lingual high schools have
differentiation on levels of English language and lingual abilities of students help
them not only freely speak on English but also create unique communicative
situation and increase motivation at students.
Key words:
project method, lingual institute, communicative skills,
interactive, English language.
RELEVANCE
Mastering a foreign language is one of the keys to access the new period of
globalization in education, science, economy, politics, and social life. Linguistics is
becoming global and both learners and teachers are now able to communicate
their further linguistic knowledge and skills with professional careers throughout
the world.
All these changes have brought the international world of linguists together
to work out global programs which comparable from one country to another.
AIM OF THE RESEARCH
Authentic use of language and an emphasis on the communicative skills of
Международная научно
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практическая конференция
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иностранному языку в XXI веке»
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the learners is one of most important focuses of this approach.
The world, as Uzbekistan is adopting this new more effective approach to
foreign language teaching, learning and assessment and it is our responsibility to
keep up with the best practices on behalf of our students and the country
’
s future.
MATERIAL AND METHODS
The CEFR is the most comprehensive, and the most widely used set of
foreign language education standards throughout the world. Both curricula and
assessments for language learning need to be developed for, and adapted to, the
context in which they are to be used.
The CEFR started as a reliable way to compare the curriculum, the
qualifications and the assessments of at different lingual schools, colleges and
universities in the same country or different countries.
It is the result of thousands of teachers and linguistic researchers
establishing detailed descriptions of language proficiency at different levels.
The teaching of English language in lingual high schools is related to one of
the most actual issues of education in the Republic of Uzbekistan nowadays.
Practice of English language lingual skills is not only demand of the modern
globalization of our society but also plays a key role in career and communication
development and self-education of every citizen. The refore English language
classes in the lingual high school as usual traditional and obligatory hours of
theory are not effectively promote to deep studying of English language and
development of lingual research skills. National program on training teacher staff
[8] mentioned that one of the verses of productive and operative study courses of
English language are academic hours of English language that help students of
future lingual specialty introduce with real language communication, model
process of getting high levels of English language practical skills. These
recommendations are objectively set out in our state education standards (
“
About
means for further improvement of foreign languages study system
”
2012,
“
About
statement of state education standard on foreign languages of non-stop education
system
”
2013). Newspaper
“
People
’
s word
”
[9] covered that the social-politic and
economic conditions promoted to a number of changes in the various structures
of society, even in education. The background of state education standard course
are conflict of aims of new globalization of education and traditional system of
lingual high schools, high motivation to foreign language study at lingual
specialists, non-conformity of modern demands of mono-system of teaching
foreign languages in the academic hours, introduction of interactive methods
(graphical, role games) and technical equipment in study (projectors, pads,
notebooks and etc.).
National program on training teacher staff [8] noticed that the state
education standard of non-stop education represents a complex of needs,
obligatory at realization of basic program of foreign languages teaching in lingual
high schools. A three-module access is based in the standard that provides
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практическая конференция
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иностранному языку в XXI веке»
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formation of readiness to self-development and non-stop education.
According to the European standard (CEFR+CLIL) it is supposed to provide
foreign language study in lingual high schools in three stages of module system
(A1, A2-B1, B2, C1, C2). The implementation of CEFR in teaching foreign languages
officially established that the requirements of A-l and A-2 will be met by the end
of the ninth grade at school, B-l-within three years in academic lyceums and
professional colleges, B-2- at non-philological Universities and C-l at special
philological Universities where teachers of foreign languages are trained.
The Common European Framework of Reference: Learning, Teaching and
Assessments (CEFR) was accepted by the Council of Europe in 2001.
RESULTS
It is well-known that CEFR is intended to provide a basis for the
development of syllabuses, curricula, textbooks and tests. The impact of this
document has been very deep in a range of areas in language teaching and testing.
Actually all the aspects connected with foreign language teaching are covered by
CEFR.
Since the Uzbek State World Languages University according to the
mentioned decrees had organized several workshops and video-conferences for
the teachers of foreign languages on this system.
The familiarization stage at ensuring that the specialists of foreign
languages had a deep understanding of the Common European Framework of
Reference took about two
–
three months.
CONCLUSION
The refore an inclusion of three-module system in the academic course of
English language provides active position of students, high motivation and as
result high productive process of study.
According to the three-module system in account of specificity of lingual
high school we can formulate basic features of linguistic course of English
language.
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–
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3.
CEFR (Guidebook at Common European Framework of Reference for
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Common European Framework of Reference (CEFR)". Cambridge ESOL.
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иностранному языку в XXI веке»
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–
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