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better equipped to handle the complexities of international law, comparative legal analysis, and
transnational legal practice. Proficiency in foreign languages helps students to take part in
international legal internships, study abroad, in cross-cultural collaborations, enriching their
understanding of global legal frameworks.
As we know good legal advocacy depends on making clear arguments, understanding
legal documents, and persuading people effectively. By improving their discursive skills, law
students can enhance their ability to advocate in foreign languages. Through activities like mock
trials, debates, and legal writing practice, students learn how to use language and persuasion
effectively in different legal situations. This helps them explain complex legal ideas, predict
counterarguments, and feel more confident in legal proceedings.
It can be concluded that, discursive competence is a fundamental skill that law students
must cultivate to succeed in today's globalized legal environment. By mastering foreign
languages and developing intercultural communication skills, students not only enhance their
professional prospects but also contribute to the promotion of justice, equity, and cross-cultural
understanding in the legal profession. Educators and institutions play a crucial role in integrating
discursive competence into the curriculum, providing students with opportunities to engage in
authentic language use, intercultural dialogue, and experiential learning activities. As legal
practice continues to evolve in an interconnected world, the importance of discursive
competence in teaching foreign languages to law students cannot be overstated as it is the
cornerstone of effective communication, ethical advocacy, and global citizenship in the legal
profession.
List of used literature:
1.
Belz, J. A., & Kinginger, C. (2003). Discourse options and the development of pragmatic
competence by classroom learners of German: The case of address forms. Language Learning,
53(4), 591-647.
2.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics, 1(1), 1-47.
3.
Celce-Murcia, M., Dŏrnyei, Z., & Thurell, S. (1995). Communicative competence: A
pedagogically motivated model with content specifications. Issues in Applied Linguistics, 6(2),
5-35.
4.
Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.),
Sociolinguistics (pp. 269-293). Penguin.
5.
Jones, R. H. (2013). The Discourse of Globalization: Framing and Sensemaking of an
Emerging Concept. Routledge.
THE METHODOLOGY FOR INSTRUCTING FOREIGN LANGUAGE
MONOLOGUE SPEECH
Murotova Gulnoz, Yusupova Gulnoza
JSPU, Jizzakh, Uzbekistan
Annotation:
Successfully teaching foreign monologue speaking in professionally
specific contexts hinges on carefully selecting specialized vocabulary tailored to the professional
focus of the training. The instructional module for foreign language monologic speaking,
coupled with informative reading, constitutes a meticulously designed exercise. It entails
grasping and executing a semantic strategy encompassing the identification, assessment, and
incorporation of professionally pertinent information. This process involves consolidating the
acquired information, structuring it into a monologue outline, and independently delivering a
monologue based on this framework.
Key words:
integration processes, connection, knowledge, speaking
The European community's integration processes entail various activities, including
forming joint ventures, forging industrial and commercial ties with international counterparts,
405
and participating in scientific and technical exhibitions, industry conferences, and economic
forums. As our society increasingly recognizes the importance of strengthening existing
relationships and establishing new ones with foreign business partners within this integration
framework, there arises a pressing need for specialists across disciplines to master foreign
language communication.
Specifically, the ability to articulate and characterize products, equipment, and convey
information about technological processes becomes paramount in advocating for and defending
viewpoints. This underscores the significance of training future engineers in monologic foreign
language speaking during their university education, preparing them for success in their chosen
field.
Foreign language speaking encompasses a range of vital characteristics such as
objectivity, dialogism, interactivity, focus, independence, and situational conditioning, making it
a multifaceted speech activity. Within higher education, teaching monologic speaking as a means
of communication in a foreign language is integral to the curriculum of training qualified
specialists. This inclusion is not only driven by societal demand but also mandated by program
documents. Monologic speaking proficiency is continuously assessed throughout the duration of
foreign language study at universities and is a component of international exams, aligning with
European language competency standards.[1]
In non-linguistic universities, foreign language instruction is tailored to the specific
professional activities of future specialists, emphasizing the acquisition of communication skills
for engaging and maintaining international contacts within their field. Communication, in its
broadest sense, is a nuanced process involving the interaction of individuals, mutual influence,
understanding, empathy, and collaboration.
Professional communication arises from the exigencies of collaborative labor, rooted in
practical activities. It unfolds exclusively within these activities, serving as their foremost
facilitator and prerequisite. Intercultural professional communication shares the same
foundational needs as native-language professional communication. [2] However, the distinction
lies in its reliance on the exigencies of a specialist's foreign language professional pursuits,
contingent upon the extent of their involvement in intercultural integration processes.
Intercultural professional communication denotes the exchange within the professional
realm among individuals from specific vocations or related fields across linguistic societies. It
emerges as a social and individual phenomenon, characterized by its distinct nuances at both the
cognitive and linguistic levels. Within intercultural professional communication, language and
cultural diversity manifest as subjects engage in information exchange through monologic
speech in foreign languages. This process culminates in the creation of comprehensive, logically
structured, problem-oriented monologues.
The study aims to devise a scientifically validated methodology for teaching monologic
speaking in a foreign language, alongside informative reading, focusing on the role of monologic
speaking in intercultural professional communication within the engineering domain. [3] It
acknowledges that oral communication involves both speaking and listening, wherein individuals
assume specific social roles and functions during interaction. Effective intercultural professional
communication among specialists relies on shared foreign language proficiency, a repertoire of
speech skills, and various interaction functions—informational, emotive-empathic, and
interactive/organizational—conducted through verbal and non-verbal means during speech
exchanges and activities.
The information function entails the sharing and acquisition of knowledge, establishing
informational connections through verbal, non-verbal, and material-sign means. This function
facilitates the reception, retention, and transmission of information in message form. [4]
The emotive-empathic function of interaction encompasses an individual's emotional
connection and understanding of their relationships with others and with the surrounding reality,
shaping the psychological context of interaction.
406
The interactive function involves strategizing and coordinating joint actions among
individuals, exchanging contacts, functions, roles, speech actions, and establishing interactive
relationships.
Given that intercultural professional communication primarily revolves around
information exchange, there arises a need to address the issue of the subject-specific nature of
monologue speaking in foreign languages, which hinges on possessing information relevant to
solving professional tasks. [5] Consequently, the significance of informative reading in
establishing an informational foundation for foreign language monologue speaking should be
acknowledged.
Mastery of monologue speaking as a tool for intercultural professional communication
entails the ability to engage in various forms of speech activity: comprehending and processing
consumer-significant information units through informative reading, organizing and structuring
this information into a monologue speech program, and finally, delivering a monologue speech
based on this program.
Of particular significance are the mechanisms of semantic verbal perception and
cognition, which underlie the close relationship between informative reading and monologic
speaking. This is because both types of speech activity treat the subject as an information unit,
presented in the form of thematic or subject-predicate unity. To enable future specialists to
effectively perceive and comprehend text information for use in their monologues, qualities such
as objectivity, coherence, structuredness, and meaningfulness in semantic visual perception need
to be developed. This, in turn, is closely associated with cognitive processes, especially the
ability to perform mental operations such as extraction, comparison, structuring, and grouping of
information during monologue generation. [6]
Equally vital are forms of thinking such as judgment and inference, as information
within a text often hinges on identifying various judgments as information units, upon which
inferences are drawn, forming the basis for semantic decisions in informative reading and the
organization of semantic blocks for monologue content.
Therefore, the ability to draw conclusions when selecting professionally significant
information units, logically integrating them into information blocks to construct a program for
monologue delivery, and augmenting them with insights from personal experience and other
sources is crucial. This process occurs during the generation of an independent monologue,
aligning with functional speech types tailored to professional contexts.
Enhancements in individual performance outcomes demonstrate that employing the
methodology developed during the study for teaching monologic speaking in foreign languages
alongside informative reading yields improvements in the formation of monologic speaking
skills. This underscores the effectiveness of integrating monologic speaking with informative
reading in the teaching process.
Bibliography:
1.
Abdullina, G. G. (2012). Formation of monologue speech in high school students in English
language classes. Bulletin of the Chelyabinsk State Pedagogical University, (7), 63-66.
2.
Kavilova, Laura A Q U I L I N A. “THE CASE OF PREFIXATION IN UZBEK AND
FRENCH NEOLOGISMS.” PEDAGOGICAL SCIENCES AND TEACHING METHODS,
2023.
3.
Krylova E.V. Didactic foundations of organizing macrotext for teaching foreign-language
informative reading (English, first stage): - M., 1994.
4.
T. Kavilova, D. Yarmatova., G. Yusupova. (2023). VOCABULARY LEARNING IN
ENGLISH AS A SECOND LANGUAGE IN THE FIRST CYCLE. EPRA International Journal
of Multidisciplinary Research (IJMR), 9(3), 90–92.
5.
Козлова, Е. В. (2015). Особенности формирования монологической речи в аудитории
немецкого языка [Features of developing monologue speech in German language classes].
Вестник РГГУ. Серия «Лингвистика», 20(3), 152-160.
407
6.
Шипилова, О. А. (2016). Методика формирования монологической речи на уроках
английского языка в средней школе [Methodology for developing monologue speech in
English language classes in secondary school]. Научный вестник МГЛУ. Серия 1: Филология,
77(2), 64-69.
BO‘LAJAK MUTAXASSISLARNING KASBIY RIVOJLANISHIDA
INDIVIDUAL TA’LIM TRAYEKTORIYASINI LOYIHALASH AHAMIYATI
Mustafoyeva Munojat Oltinbekovna
Mirzo Ulug‘bek nomidagi O‘zbekiston Milliy universiteti Jizzax filiali tayanch doktoranti
Annotatsiya:
Ushbu maqolada
individual ta’lim trayektoriyani loyihalash, nafaqat ta’lim
muassasasi uchun balki bo‘lajak mutaxassisning shaxs sifatida o‘zini o‘zi anglashi va
rivojlanishida hamda kasbiy faolitining keyingi bosqichlarida ham ahamiyatli hisoblanadi.
Bo‘lajak mutaxassis uchun individual ta’lim trayektoriyasini loyihalash jarayonida belgilangan
pedagogik shart-sharoitlar yaratilgan bo‘lsa, ularning kasbiy va shaxsiy rivojlanishiga yordam
berishi ko‘rsatilgan.
Kalit so‘zlar
: Induvidual ta’lim trayektoriyasi, kasbiy rivojlanish, o‘z-o‘zini anglash,
yosh xususiyati, loyihalash, hamkorlik.
Ta’lim sohasida olib borilayotgan keng ko‘lamli islohotlar davlat, jamiyat va bo‘lajak
mutaxassislar sifatiga bo‘lgan ehtiyojlarni to‘laligicha qanoatlantirish muommosining
dolzarbligini belgilamoqda. Mazkur holatda muammoning samarali yechimida bo‘lajak
mutaxassislarning kasbiy rivojlanish jarayononi bo‘lajak mutaxassislarga o‘z ichki potensiali va
imkoniyatlarini ro‘yobga chiqarish, defitsitlarini anglash va uni korreksiyalashga sharoit
yaratuvchi individuallashtirish orqali erishish mumkin.
Adabiyotlar tahlili shuni ko‘rsatadiki, individuallashtirish deganda har bir ta’lim
oluvchining individual-psixologik xususiyatlari hisobga olinadigan, ularning o‘quv-biluv
faoliyatini boshqarish tizimi tushuniladi. Shu bilan birga jarayonda o‘qitish usullari va sur’ati
ta’lim oluvchilarning individual farqlari, o‘qishga bo‘lgan qobiliyatlarining rivojlanish darajasiga
ko‘ra tanlanishini inobatga olish muhim hisoblanadi.
Bolajak mutaxassisning individual ta’lim yo‘nalishining ahamiyati shundaki, u tezkor
tartibga solinadigan o‘z-o‘zini baholash asosida o‘z bilim va ko‘nikmalarini oshirishga, o‘z
bilimlarini loyihalashda bilimlarni to‘ldirishga faol intilishga imkon beradi. O‘quv va kognitiv
faoliyatning turli shakllarida mustaqil ishlash usullari ishlab chiqish maqsadida har bir talabaning
shaxsiyatga yo‘naltirilganligini shakllantirish juda muhimdir. Talabaning shaxsiy va kasbiy
rivojlanishinig o‘sishini oshirishga yordam beradigan individual ta’lim yo‘nalishini loyihalash
vazifasi muhim hisoblanadi.
Shaxs sifatida o‘z-o‘zini anglash orqali
biz shaxsning moyilligi va qobiliyatini maksimal
darajada rivojlantirish jarayoni va natijasini, ularni amaliy ishlarda amalga oshirishni
tushunamiz. Shuningdek, shaxsning doimiy o‘zini-o‘zi takomillashtirish istagi, o‘z-o‘zini
tartibga solish - bu shaxsning xatti-harakatlari, niyatlari, manfaatlarini boshqa odamlarning
manfaatlari, ularning xatti-harakatlari va niyatlari bilan bog‘lash, o‘zini shaxs sifatida, o‘ziga xos
individuallikni yo‘qotmasdan o‘zini jamoat manfaatlarini boshqarishga undashga doimiy intilishi
tushiniladi. O‘z taqdirini o‘zi belgilash - bu shaxsning axloqiy pozitsiyasini shakllantirish, o‘z
“men”ni tasdiqlash, o‘zini, jamiyatdagi o‘rnini, hayotdagi maqsadini anglashi bildiradi.
Kasbiy fanlari bo‘lajak o‘qituvchining rivojlanishida muhim o‘rin tutishi
sababli, ularni
o‘rganish jarayonida bo‘lajak o‘qituvchini tayyorlash sharti sifatida talabaning kasbiy faoliyati
uchun individual ta’lim yo‘nalishini loyihalash samarali bo‘ladi. Bu bo‘lajak mutaxasislarning
ta’lim jarayonlarining mohiyati, mazmuni va tuzilishini hisobga olgan holda rivojlanayotgan
shaxs va hayot sub’ekti sifatida, o‘zi haqida o‘quv faoliyati sub’ekti sifatida bilim olishga imkon
