Республика илмий-амалий масофавий онлайн конференцияси

TO THE QUESTION OF IMPLEMENTING INDEPENDENT WORK IN A FOREIGN LANGUAGE
Natalya D. Kim
Tashkent State Institute of Oriental Studies, [e-mail]
Doctor of Philology (DSc), Acting Professor

The problem under consideration in this article is obvious, since profound changes in social, political, and economic life have a great influence on the development of the educational system in the Republic of Uzbekistan. One of the most important manifestations of this process is a steady tendency to use pedagogical technologies in teaching a foreign language. The education system is faced with the task of preparing students for cultural, professional and personal communication with representatives of countries with different social traditions, social structure and linguistic culture.

The correct organization of educational activities is carried out taking into account the needs of students themselves in mastering the spiritual wealth of people with the formulation of a learning task in front of them, the solution of which requires experimentation with the material. The task of the teacher is to help students become subjects of educational activities, i.e. to determine goals yourself, choose means, adjust, evaluate, bear responsibility for your actions and results. In this, the teacher will be supported by reliance on the student's activities individually. In accordance with this approach, the student as a subject of activity is at the center of training. From this it follows that the purpose of the classes and the ways to achieve it should be determined from the perspective of the student himself, based on the consideration of his interests, needs, individual characteristics.
The educational process should be based on joint educational, productive activity, in the process of which there is a gradual increase in the functions of students in all levels of activity. This provides the student with a more active position in learning.
As experience shows, thanks to the special organization of collective educational activities in a group of three or more people, students get the opportunity to repeatedly include new language material in their statements, transform and combine them with previously learned material in various communication situations. In the course of active cooperation with group members with their help and support, as well as with targeted management by the teacher, the speed and intensity of acquiring foreign language experience increases, as well as the confident and faultless performance of speech actions.
Interesting experience of E.A. Ivashchuk on the organization of joint educational activities in homework [3]. The author offers the following methodology for joint homework:
joint homework is organized as a collaboration of students and teachers aimed at homework; a teacher is a participant, not a leader;
joint activity of schoolchildren under the guidance of a leading student (this is a student with a high level of training, showing interest in the subject, willingness to help classmates);
Actually group work without the appointment of an official leader; planning of joint educational activities is carried out by the guys themselves [4].
The following structure of the lesson is proposed:
introductory part: determining the purpose of joint educational activities, briefing on the sequence of solving the problem, including a short list of tasks;
joint educational activities;
final part: a collective discussion of the results of the assignment.
A typical task of the type “Read the text and complete the following tasks ...” E.A. Ivashchuk replaces this option: Read the text, compose an oral journal together on its basis and comment on its pages. In the lesson, compare your spoken content journal with the output of another group.
Students are offered the following tasks:
1) an individual job of searching words in a word (a list of words from the text is given; the work can be limited in time); 2) pair work on reading the text in order to understand its content; 3) frontal work on the compilation of headings to paragraphs of the text; 4) pair work on the compilation of the contents of one of the pages of the oral journal (one paragraph of the plan). (Working notes are made); 5) collective work on the compilation of the final version of the journal in the process of oral commenting by pairs of students of its pages [5].
In addition, you can use project training, which also involves joint training activities, independent transfer of knowledge and skills to new situations. The project as a special form of organizing communicative and cognitive activity is a self-planned and implemented school work in which speech communication is integrated into the intellectual and emotional context of another activity [2].
2. On how the concept of “independent work” is defined, its organization and implementation depends.
We consider independent work precisely as cognitive activity, which includes not only actions for performing various types of exercises, but also actions of independent regulation and management of educational activities in general. The problem of organizing independent work is especially relevant today.
The first thing that a teacher should start with is to identify the student's ideas about independent work in mastering the IJ, to determine the learning activities that the student owns, to identify his strengths and weaknesses, and to draw up individual self-improvement programs. Research methods include questioning, testing, observation. Students are sure to get acquainted with the results of testing and questionnaires, which will be the source data for determining the goals of independent activity.
What educational skills should a student have in order to successfully work independently? Methodists highlight a variety of skills: training skills to properly organize the mode of work; make notebooks and dictionaries; perform written homework; work with textbooks, dictionaries; the ability to work on a new sound, on intonation; independently replenish vocabulary; Be the desired voice partner work on a new grammatical phenomenon at home and in the classroom, on the development of dialogical, monologic speech, on reading, etc.
But if we consider independent work as an activity, then in addition to the skills mentioned above, students should be able to motivate their activity, plan it, define goals, content, choose educational actions, outline a rational sequence of their actions, carry out self-control, self-assessment. Further work should be carried out after the student has learned to be aware of his actions and learning activities in general, and then teach him to define goals, to be aware of the motives of his actions.
Having identified the problem, students first, under the guidance of a teacher, and then independently, begin to look for ways to solve it, methods of action that would personally help them successfully carry out educational activities and achieve the desired result.
In further work, the teacher’s task is to acquaint students with rational techniques and teach them how to special educational activities (when working on lexical, grammatical, phonetic material; while improving the skills to carry out all types of speech activity), as well as general educational skills.
Enrichment with rational methods of independent activity can also be carried out through discussion, exchange of experience that students already own, with the subsequent compilation of a memo by the students themselves or by providing him with a finished memo. If a ready-made memo is used, then you can adhere to the following sequence of work with it:
1) the provision of a memo; 2) the organization of assimilation of its content;
3) control over the assimilation of the operating part; 4) the organization of the implementation of a series of exercises aimed at mastering this mode of action; 5) independent performance by schoolchildren of such exercises in the new conditions; explanation of the sequence of their operations [4].
For the formation of educational activities, skills, it is necessary to explain the content of educational activities (communicating finished knowledge or in a problematic way), so that students understand them; organize the development of these actions and control their assimilation.
Learning actions are actions with language material and communicative actions proper, such as transforming, structuring, replacing by analogy, joining / rearranging, etc. Communicative actions include: building a statement, expressing a certain impact on a communication partner, etc. Educational-subjective are also aspectual actions (lexical, grammatical, phonetic) with the material being studied. This is the design of the thought itself, the use or operation of linguistic means. If the student does not know the methods of performing educational activities, then he often does not fulfill the task proposed to him.
Since independent work is individual in nature (each student uses a source of information depending on their needs and capabilities in order to achieve the desired result), it is advisable to create individual self-improvement programs that allow you to choose one or another specific path and pace of work depending on individual characteristics and student opportunities.
Both in theoretical and practical terms, individual independent work is given little attention. If it, although not often, is carried out in schools, then its option in groups is an extremely rare phenomenon. The ability to work independently in a group is very important, as a person lives in society and somehow encounters a team, carries out joint activities, and his inability to work together will negatively affect the results of the team as a whole.
There is no need to note that independent work should be included in all types of curricula, evenly distributed across all types of speech activity. At the initial stage (copying, reproducing and reconstructively-variative type of independent work), the teacher selects the material, works with it, designates the goal of assimilation, supplies the necessary tools as the independence is formed (heuristic, creative type of independent work), all these actions are carried out by the student. When planning independent activity, it is necessary to rely on the principle of individualization, take into account the individual, subjective and personal characteristics of each student. It is also important to note what type of independent work is carried out, to determine the succession of each of them. It is very important to devote more time to the organization and implementation of group, independent work, since the group is the environment that motivates, stimulates the student. Group interaction enriches with knowledge and skills, both special and general educational activities; serves the formation of focus, self-control and self-esteem.
Willingness to carry out any activity is formed through the same activity in the process of its implementation. In this case, it is necessary to formulate all three components of preparedness (psychological, communicative, methodological) in their relationship. Independent work as an independent cognitive activity consists of the same structural components as self-learning activities. Therefore, it is natural that the formation of readiness for self-education should be carried out through the inclusion of independent work in the educational process, the purpose of which is the formation of an independent personality. At the same time, the teacher needs to prepare students for joint activities through the special organization of educational activities. Teaching independence and providing it, we will help students become the subject of educational activity, realize it and manage it, and, therefore, independently implement it, which is the key to the success of lifelong education.