Абдуганиева Ш. М., Асранов С. А.

 

Абдуганиева Ш. М., Асранов С. А.

(г. Ташкент, Узбекистан)

SCIENTIFIC SPEECH SITUATIONS IN RUSSIAN LANGUAGE CLASSES AT ECONOMIC UNIVERSITIES

The main purpose of teaching Russian at an advanced stage is to teach students the skills of extracting meaningful information from a scientific text, formalizing it both orally and in writing. In order to achieve this goal, it is necessary, in our opinion, to take into account the socio-psychological characteristics of students; this, in turn, sets the teacher the task of carefully selecting methodological techniques aimed at ensuring the effectiveness of the assimilation of educational material.

The effectiveness of training involves both obtaining the necessary knowledge and using it in speech [3, pp. 46–55].

Speaking about taking into account the future specialty, researchers focus on problems related to motivation in the educational process in one way or another. Our experience of working in groups with the Uzbek language of instruction shows that some first-year students do not fully understand the importance of mastering the Russian language for future practical activities, for expanding their horizons, etc. In this regard, there is a problem of stimulating students’ speech on the materials of scientific texts. To solve this problem, you can use a technique tested at the initial stage of language learning-creating situations close to real speech communication.

Undoubtedly, creating situations in the classroom that stimulate students’ oral speech on the material of special texts requires special training, first of all, for the teacher himself, and this is quite a difficult job. The selection of educational texts requires serious attention: texts that take into account the specialty of students should be problematic in nature, carry information that will allow creating speech situations. In addition, in order to create speech situations that would cause students to want to participate in their decision, the teacher should take into account other points. For example, one of such moments should be the creation of a certain emotional atmosphere in the classroom. Intense, and at the same time interesting, work helps students to create a good mood, self-confidence; removes “barriers of stiffness and inhibition” [5, pp. 70–72].

In the practice of teaching Russian as a foreign language in economic universities, much attention is paid to the methods and forms of teaching the scientific style of speech itself. Of course, students should be aware of the fact that possession of a scientific style will be necessary for them to perform certain types of work [4, pp. 610–613].

For the emergence of the desire for scientific communication and for its effective implementation, of course, the motive of speaking is also necessary, and for this, speech partners (participants in communication) must possess scientific information that they would like to pass on to others or discuss it together, come to some conclusion, generalizing it. In this case, the fact that emotional and volitional speech influence becomes essential for revealing the psychological foundations of the realization of a speech act becomes important. From the point of view of psychologists, emotional speech acts arise during scientific communication during scientific communication when expressing confidence, doubt, surprise, indifference, satisfaction, etc., when the interlocutors report something, explain, approve, interpret, condemn, make a remark, compliment, advise, recommend, etc. [2, pp. 62–75].

In the educational process, speech (scientific) situations can arise on the material of texts; it is the information contained in them that should serve for the upcoming scientific communication.

When working with texts, students should be able to distinguish the main, secondary and communicative information. None of the information can be ignored, because each one is necessary for communication. In social communication, the main thing is the exchange of basic information, researchers (for example, V. Skalkin) include words, phrases that “do not carry any visible information and appear in speech for various reasons (social customs, personal habits, etc.)” [5, pp. 70–75].

Communicative information, as a rule, is not intended to convey knowledge or information. This information differs:

- information that, reflecting the norms of social communication, provides it;

- information that controls the transmission of information and its reception;

- emotional information that reflects the mental state of students.

In addition to the above, it should be borne in mind that in situational communication, speech partners widely use various formulas of speech etiquette: consent / disagreement, denial / affirmation, doubt (one should think, I can agree, obviously, it is difficult to agree / disagree, causes doubt, in my opinion; yes, you are right / no, you are wrong, etc.). In scientific conversations, questions / answers are necessarily used. Students should learn how to build questions correctly; choose speech formulas suitable to the situation, the set of which will be more complete if the types of speech situations are sufficiently diverse and cover more types of scientific communication.

Speech situations encourage students to perform certain speech actions.

When transmitting basic information, students should be able to formalize it in a certain way in accordance with the norms of the language. Attracting students to participate in the situation consists of several successive stages. Working with the educational material on the basis of which scientific communication will take place, students first of all clarify the meaning of words and phrases that they do not understand; then they identify and formulate the problem that they have to discuss; evaluate the material; are interested in the opinion of speech partners, etc.

The step-by-step level of training also includes the consistent implementation of educational material.

Initially, students learn to work in an artificial speech situation; they communicate with a given goal and under conditions set by the teacher. With the help of tasks, the skills of using lexical and grammatical material, formulas of speech etiquette are worked out. By performing these exercises, students practice the skills of speech behavior. These can be exercises like: ask a question to the interlocutor; clarify his statement; agree/ disagree with him (using speech formulas); express doubt about what he heard, etc.

Next, students are offered so-called conditional speech situations that simulate natural communication. Students, although limited by the material of texts, still have the opportunity to logically use it. The system of exercises should provide an opportunity to choose the language means to express their thoughts. The ability to use language tools is developed with the help of exercises, such as:

- using this model, answer the questions of the interlocutor;

-agree / disagree with the opinion of the interlocutor, try to continue the conversation;

- express doubt about what you heard, motivate your opinion;

- compose a dialogue based on the proposed situation, etc.

Now students should be prepared to work in natural situations. At this stage of training, students in real conditions use the acquired knowledge, formed skills of working with special texts: they should participate in the conversation after listening to (or reading) a text, report, lecture; prepare for a report in Russian on a given scientific topic, make a presentation at a meeting of a scientific circle, a report at a student scientific conference; take part in the discussion of the conference results.

Practice shows that systematic, thoughtful use of speech situations in the classroom stimulates, first of all, the student’s oral scientific speech, therefore, serious attention should be paid to the issue of developing scientific situations.

 

ЛИТЕРАТУРА

1. Bogomolova, I. A. Integrated teaching of the scientific style of speech of students who are not native speakers of the Russian language in engineering universities : dis. … Candidate of Pedagogical Sciences / I. A. Bogomolova. – M., 2005. –184 p.

2. Ivanitskaya, E. V. Transformation of scientific style in a changing communication environment. Features of a modern scientific article / E. V. Ivanitskaya // Language and text. – 2016. – Vol. 3. – No. 2. – Pp. 62–75.

3. Koryakovtseva, O. A. The path to success: an educational and methodological guide / O. A. Koryakovtseva, T. I. Tarabarina. – Yaroslavl : RIO YAGPU named after K. D. Ushinsky, 2017.