Education, science and innovations of the republic of uzbekistan termez state university foreign philology faculty
Differences between the traditional and interactive lesson
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- Organizational and pedagogical factors include
- Scientific and methodological factors include
- 2.2. In the process of growing students reading skills in English lessons specific aspects of the implementation of modern pedtechnalogies Reading in English-speech activities are organized
- Reading and listening to ESP classes on the material of scale-up
| Differences between the traditional and interactive lesson
1. Interdisciplinary on what topics in the teaching of subjects in the curriculum it is necessary to take into account the expediency of organization. In this case by birmavzu provides full achievement of the training goal ofinterfaol or traditional the use of training types is envisaged. 2. For interactive training to be effective, students must before the newswhich provided the basic concepts on its subject and to begin with, they know the data, which must be explained. 3. For independent work of students in interactive training it is necessary to take into account that a lot of time is spent on training. Interactive learning method-available tools by each teacher, and their own it is carried out at the level of capabilities. Some experiments on the practical application of interactive training on the basis of these factors affecting the improvement of quality and efficiency of training we can show. They are conditionally organizational-pedagogical, scientific-methodological and the teacher, the students, the means of education, the so-called health factors can.They mean showing positive or negative in their essence we must catch Organizational and pedagogical factors include: 1.Group of trainers who conduct interactive training from teachers; 2.Organization of teaching interactive methods to teachers; 3.Creating the necessary conditions for interactive training in the study room; 4. The place of work of the speaker and participants will be convenient to inform; 5.Prevention of violations of sanitary and hygienic standards; 6.Ensuring compliance with safety rules; 7.Maintaining attendance and discipline; 8.Organization of control conduct, etc. Scientific and methodological factors include: 1.Complete the implementation of the requirements of the DTS, as well as the intended purpose from the lesson correct the target interfacials to ensure achievement selection; 2. Quality preparation of interactive training development; 3. Each element of interactive training with the subject under study ensure that; 4. Latest scientific and theoretical information on the topic and content of the training mark; 5. Determination of the level of training of students in advance and accordingly conducting interactive training; 6. Being able to devote enough time to interactive training, etc. Interactive training has its own organizational structure, unitashkil and the types of activities for conducting are separated and separate by harbiri tasks are defined. In this one training process, the one who carries the training at the time, it is envisaged to perform these tasks.At the same time two a workout or it also applies that three educators or assistants come together. They are according to the tasks performed by the following: 1. Moderator-creator of educational content, developer of modules. 2. Trainer-an exercise instructor who develops students ' skills 3. Facilitator-assistant in the lesson, referrer, does not respond to the process, conclusion does not release. 4. Mentor-mentor, educator (individually and in groups). 5. Couch-a guide for the full appropriation of learners tutor, Instructor, Trainer. During the internship, the practitioner conducts training, work process controller, Observer.(Coaching-to exams or in sports preparation). 6. Consultant-Consultant, explanatory, additional informant. 7. Lecter-an acquaintance with theoretical data. 8. Expert-observation, analysis, verification, conclusion, recommendation, suggestion, feedback. 9. Innovator-innovator-innovator in educational content and training process. 10.The manager is the one who deals with organizational and pedagogical and economic issues. 11.Specter-observation, analysis and statement of conclusions. Summing up, it can be said that interactive education at the same time solve several problems gives the opportunity. Of these, the main thing is to readmit is to take a look develops skills and competencies, emotional connections in the student body helps to establish, to communicate them in the team composition, the opinion of their comrades provides the fulfillment of educational teachings by teaching to listen. 2.2. In the process of growing students ' reading skills in English lessons specific aspects of the implementation of modern pedtechnalogies Reading in English-speech activities are organized. Reading is the letter you see with your eyes, reading and reading letter combinations, words, sentences aloud and without exclamation understanding the content is to read, get information. Reading from the text given in written speech reference is a type of speech. Reading-information by reading unfamiliar meaningful text based on familiar language materials getting is understanding the content.Reading communication (communication) is one of the type.By studying student, student the language of the countries where English is spoken, they get acquainted with their culture, life, history, tradition. Reading is a source of information. Reading refers to the area of communicative and social activity of people, in which it is provides circulation through the word in written form. They include in the content of the activity, first of all its purpose, its results.Usually in study, the activity will be aimed at achieving this goal.Content communications opening-understanding the product of speech, that is, the text presented in writing this is what is in the study, which makes up the table. Reading is always ready to perceive speech information, to receive information it will be directed, therefore, to the receptive type of speech activity enter.The peculiarity of reading is that it is successful the assessment of the implementation is satisfied with the information received by the reader finds expression in what he did. Reading is considered a complex receptive mental activity, the process side of which is analytical- has a synthetic character By reading, we receive information, expand our knowledge, our worldview, therefore, reading is a type of speech activity. In modern times, the methodology is not considered as a way of teaching English to read, but as a way to teach it which helps to assimilate language materials, on the basis of which (from the text) speech the source of the material used for development, is the source of information looking.For this reason, the main focus when reading is on the content of the text. General requirements for studying in the program and requirements for each class, course are marked. Teaching to read in high school is both a goal and a tool, namely reading acts as both a goal and a tool in teaching a foreign language. Mastering the skills of studying in English in high school, Lyceum English it is considered one of the practical goals expected from teaching If the reading skills of high school graduates are perfect, practically independent use of this skill, which they themselves possess they will have the opportunity.The degree of maturity of the reading can vary, so for the task of achieving the minimum level of development of education in front of high school stands. The practical purpose of reading is to obtain reading information.Beyond practical purpose teaching to read also implies universal educational and educational goals. Of these beyond teaching to read also fulfills a developing goal. Reading during the reader, the student with the text of the English language being studied in his observability develops and their language Material, Analysis and synthesis of text content making skills improve. Now let's dwell on the task of reading as a tool.Reading language material take-over is a real tool. Types of reading in the development of student reading skills to be able to distinguish and, on this basis, modern pedagogical technology in the lessons implementation is appropriate and specific to the current demand. Different types of study, taking into account the goals, objectives in educational institutions tours are held. In the methodological literature, the types of foreign language Reading are included in the following criteria: according to difference: reading with and without translation, depending on the participation of the native language; analysis and synthesis according to the ratio of elements - analytical and synthetic reading; transfer study in the classroom, in the auditorium, at home, depending on the location; mandatory, according to the degree of coercion reading and auxiliary reading; according to the level of preparation, partially prepared, full prepared and unprepared study, at the same time preschool and primary mastery of the playfulness, mental abilities of students of the class calculation of indicators Types of analytical, synthetic, Translational, non-Translational reading in higher educational institutions held.The types of readings listed aim to get different results puts.For example, reading a peek generates an idea of the topic of an article or book is directed to do.To get this information, go to the title or sub-title look, read some paragraph (abzas) or sentences quickly, that is, an article or book consideration is sufficient. And when reading for the purpose of acquaintance, the exact content of a book or article tries to get acquainted with.He focused his attention at this time on basic information focus.Therefore, this type of reading is reading that the text is understood in the general case of the content also referred to. The type of reading that is carried out for the purpose of acquaintance is the type of reading fluently in a fast pace counted. There are now three types of study in the high school. 1. Dating reading type; 2. Type of meticulous reading; 3. Type of reading with a peek. Dating is great for the type of reading that is familiar and easy in terms of language materials texts in size are taken for reading. Read through this type of reading and get information before teaching, reading takes place in the classroom, in the auditorium, then is moved to the House.In the lesson while the level of comprehension is checked.A word that makes it easier for the teacher to understand, the phrase, sorts the sentences, explains, identifies the objects of verification.Dating through the type of reading, the most, 80-90% of information is achieved.Reader text content get acquainted with.This type of reading is through the form of Reading Without Sound in grades 6-7-8-9 is performedMeticulous reading-the reader, the student, the idea of interest in the text, information, the proof is carefully read with the aim of finding the assignment.Evidence, assignments, tasks prior issuance by the teacher mumkin.Ma information more assignment, task, the proof is taken about. General information on the text is poorly obtained. Reading sound it is carried out without deduction, it is carried out in the classroom, it is read at home, it is also checked in the classroom possible, it is held in grades 7-8-9.The lyrics vary in content.Work all begins with a peek at the text.Then the text meticulously read.As a comprehension check exercise, in most cases some parts are translated into the native language. The least information is obtained when reading with a peek.Preconception, conclusion extract, skills to quickly find only the necessary information by eye will be developed. Assignments are fast about who or what a text or article is about such as finding out, quickly finding a place written in the text about a person or place, something may be. In higher education institutions, most often analytical and synthetic (independent, home study - domashnee chtenie). Student text content in analytical reading word in the text without translation by analysis - analysis of phrases, difficult paragraphs understands, receives information from the text. In synthetics, the opposite is direct, the analysis without reading, information is obtained. Reading and listening to ESP classes on the material of scale-up The Role of Students/Learner in English for Specific Purposes (ESP) English for Specific Purpose (ESP) refers to the teaching and learning of English as a second or foreign language where the purpose of the learners is to use English in a specific domain. The students/learners are in ESP class with a specific interest in learning, subject matter knowledge, and well-built adult learning strategies. Students are in charge of developing English language skills to reflect their native-language knowledge and skills. They also have opportunities to understand with a language in a context that they comprehend and know in this context, ESP has a powerful means for such opportunities4. The students will acquire English as they work with materials which they find interesting and relevant that they can use in their professional work or even further studies. Students/learners in the ESP classes are generally aware of the purposes they will need to use English. Knowledge of the subject area enables the students/learners to identify a real context for the vocabulary and structures of the ESP classroom. They are constantly expanding vocabularies, becoming more fluent in their fields, and adjusting their linguistic behavior to new situations or new roles. ESP students can exploit these innate competencies in learning English. There are some difficulties related to the teachers in teaching English for Specific Purposes (ESP) as following: English for Specific or Special purpose (ESP) has become prominent part of EFL (English as a Foreign Language) or ESL (English as a Second Language) teaching since 1960. Nowadays both material writers and teachers realize the importance of need analysis due to the influence of ESP on English language teaching in general. ESP is a broad area consisting of English for business, English for science and technology, English for engineers, English for waiters etc. It is a branch of English Language Teaching (ELT) with its own approaches, materials, and methods which have been developed by adapting from other disciplines and integrating with other disciplines. ESP has been very actively influencing ELT since it is material driven, learner centered and learning centered approach5. There is a growing diversity in ESP now. 2. The Origin of ESP ESP did not begin just because of some new theories or ideas in any field. It was mainly because of the necessity of the time which shaped ESP in the present form. The proverb „Necessity is the mother of invention‟ is very relevant to the origin of ESP. ESP has been changed since it originated because of the developments in education, business, computer, information technology, global economy, applied linguistics and ELT. There were many events which paved the way for ESP. According to Hutchinson and Waters (1987) the demands of a brave world, a revolution in linguistics and focus on the learner were the three common reasons for the birth of ESP. Basic interpersonal communication skills refers to the language skills used in everyday informal contexts with friends, family and co-workers, while academic skills refers to a language skills required in academic setting. Successful communication in an occupational set up requires the ability to use the particular jargon specific to that context, and use everyday communicative language effectively in non- occupational context, for instance, chatting over a lunch with a colleague. Unlike General English, ESP has to blend both interpersonal communication skills and academic communication skills effectively and naturally. It is the challenge of the ESP practitioner to integrate all these skills effectively in the ESP course naturally by balancing and blending structures, lexical and discourse into the course. 4. Types of ESP Traditionally ESP is divided into English for Academic Purpose (EAP) and English for Occupational Purpose (EOP), both of which are sub-divided into further like English for science and technology, English for law, English for vocational purpose etc. Hutchinson and Waters divided ESP into three: English for Science and Technology, English for Business and Economics and English for Social Science, each of which is subdivided into EAP and EOP. They didn‟t see much difference between EAP and EOP, and pointed out that “people can work and study simultaneously; it is also likely that in many cases the language learnt for immediate use in a study environment will be used later when the students takes up, or returns to, a job”. It is implied here that the end purpose of both EAP and EOP are one and the same but the means to achieve this is very different. However, there is a difference between these two terms. EAP refers to English requires in an educational institution like school, college and university and it is concerned with those communication skills in English which are required for study purpose in formal educational system. He added that English language should be matched to the needs and purpose of learners. EAP takes place in a variety of setting and circumstances. The students need EAP for higher education. The teachers may be native or non- native speakers. The course may be presessional (full time), in- sessional and usually part time6. It may be a short term or long term. The course may include formal teaching program, self access situations, distance learning materials or CALL (Computer Aided Language Learning). GE (General English) course teaches learners conversational and social genres of the language, whereas EAP course teaches formal academic genres and EOP course teaches genres related to occupation. To be precise, EAP and EOP are specific because they teach language skills required for learners‟ immediate purpose by selecting vocabulary, grammar pattern. In addition, they use the topic and themes that are relevant to learners‟ immediate needs and address learners‟ immediate communicative needs. 4.1. Current Practice of EAP Unlike General English, EAP begins with learner and situation and teaches academic genres. According to Swales , it started with a goal, genre and focus which are different from literary language in the 1960s, to which many additions and adaptations have been done since then. Carkin has stated that EAP has broadened its scope by including more disciplines and texts to it, for instance, EAP course in Agronomy and ESP course in computer repairs. Currently, EAP is offered in variety of international setting. Dudley- Evan and St. John reports that there are four types of EAP offered in higher education contexts. The first type of EAP is taught either intensively or extensively in English speaking countries like the USA, the UK and Canada where it is done for international students of graduates and undergraduates. Download 451.59 Kb. Share with your friends:
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