Mail:
info@ajou.uz
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+998 71 207-65-25+998 71 207-65-27
Mail:
info@ajou.uz
Call center
+998 71 207-65-25
Shokirov Bahodir Ismoilovich
Head of English Department,
AJOU University in Tashkent
Annotation: This article discusses the ability to quickly and easily memorize new words and terms that have been learned in a way that encourages students to think more while teaching English in non-linguistic higher education institutions, as well as unfamiliar aspects of the topic. In addition, the problems encountered in speech activity are solved by innovative methods.
Key words: non-philological faculty, English language, innovative methods, higher education, students, problems, memory-strengthening exercises.
In order to develop the skills of reading original literature in the specialty, participate in oral communication in a foreign language in the process of training future personnel and search for information necessary for scientific purposes, English classes are held in the higher education system of the republic. A specialist in his field should be able to read the original English-language literature in his profession, understand the text read and apply it in his profession. In addition, he must be able to think freely in a foreign language with his interlocutor on a given topic.
A good effect is given by teaching English in non-philological higher educational institutions through interactive methods that allow students to further develop their thinking, receive and transmit information in English, gain new knowledge about the English language, follow scientific changes in their field and not stay up to date with the news, which expands the horizons of students. It is interesting and useful for students to work on topics that are relevant to their profession. To do this, the student must first know the meaning, pronunciation, and use of new words or terms present in the text. Interactive methods help us do this. For example, the chain drill method. The students pronounce a new word or term after hearing the sound, and pronounce a word that they have learned well, with translation, while the next student returns their word without translation and adds another word that they have learned. Thus, the game continues until the last word of the student, whose word order can help the student repeating the words to pronounce this word only in Uzbek or Russian, so that if he cannot pronounce it, he is eliminated from the game. This game helps the student to memorize new words more easily and with interest.
The second method: the group is divided into small groups of 2 or 3 people, who insist on step and fix the settings with the game “broken Phone” (broken Phone). In this case, the student standing at the first one makes a sentence with the participation of new words and phrases and pronounces it in the ear of the student standing behind him, and he-the next student, and thus the game continues. And the WIN continues until it reaches the last student. The main task of the game is to work together with the team and strive to ensure that each student is fully aware and feels responsible for the delivery. In the process of understanding and delivering, they learn much more information. The first group that accurately conveys its opinion is considered the winner. Now it will be much easier to work with groups that have already mastered the words. The text is listened to by students through audio and tracked in writing. For the second time, the audio recording is heard by the teacher if new words in the same text are omitted. The student must both hear and fill it out without looking at anything. The result of this practical work is checked with all students of the group and worked out for errors. Now the text is divided into groups, divided into 2 or 3 parts. Depending on the capabilities of the group, the time is determined, and they are given a task in the style of the game “ translator with the speaker”, in which each of the students acts as an interpreter and speaker, that is, translates the speaker’s speech not by points, but by tones, and the speaker himself moves on to the next sentence. Processed in this way one by one. While the rest of the group will keep track of their mistakes and shortcomings and write a “feedback” (comment) to their work, telling them in English what they have understood through speech and translation. The other groups work the same way.
Moreover the word “ Syncwine “ is frantically derived from the word” five”. This is a 5-line poem, built according to the rule.
This style of TRIZ can be effectively applied at any stage of working on any text and at any stage of foreign language education. In addition, this method is considered a reflection, but it can also be used in the activation or call stages. The Syncwine style allows not only to the vocabulary units in the speech of the educators, but also to put the missing parts of the sentence and describe it as a connected phrase.
These methods are especially useful in non-philological educational institutions for quick and easy learning of words and terms, for self-presentation of thoughts, for explaining to each other by peers, for improving the skills of teaching students of the same level to each other, and for active participation in elective classes. The motivation for the students will be an individual annotation made by the teacher at the end of the lesson. Search for additional information on this text or processed text and prepare various presentations are provided to the groups as a task. This gives students the opportunity to search for information related to this topic, exchange opinions and connect their thoughts based on presentations, use grammar correctly, and work independently with dictionaries. It turns out that the student is involved in the lesson not so much because he is bored or he looks at an excessive load, but because of the desire to learn himself and the desire to improve his level of knowledge.
