Развитие устной и письменной речи студентов на русском языке

Аннотация

Ключевые слова: В статье раскрываются принцип активного общения, типы текста, содержание учебного процесса, соотношение знаний с понимание прочитанного, навыками и умениями, способы подачи учебного диалогическая речь, материала, уровни владения языком, выбор методов структурно-смысловая, языковая, обучения, содержание учебно-воспитательных задач. композиционно- Этот принцип характеризуется рядом методологических логическая, положений: практическая направленность целей обучения, коммуникативная функциональный подход к отбору и представлению компетенция, языкового материала, его ситуативно-тематическая русский язык. организация, изучение лексики и морфологии на синтаксической основе, концентрическое расположение учебного материала и выделение нескольких этапов обучения. The practical orientation of the goals of language teaching makes us divide them into certain stages of learning. The programs and curricula for non-philologists recommend a comprehensive knowledge of all types of speech activity speaking, listening, reading and writing. At the text level, communicative competence is formed and improved. Moreover, working with text opens up great opportunities for teaching communication skills, for studying language material, for developing and improving speech skills and abilities. The text provides an opportunity to develop all types of speech activity. Much attention is paid to reading when working with text. Undoubtedly, in contrast to the philological audience, where the professional level of reading and writing should be parallel to the level of understanding and speaking, for students – non- philologists, the level of reading and writing skills should prevail. Reading contributes, firstly, to the automation of speech skills. When reading, a colossal number of combinations of linguistic material pass through the consciousness of the student in a unit of time. Only reading can give the student a real visual representation of the syntactic structure of the language, the nature and features of its word usage, eventually creating a “sense of language”, without which it is very difficult to correctly perceive what is read and heard. Active purposeful reading contributes to the creation of skills and abilities to use this language material in speech, develops linguistic intuition, without which mastering any language is generally impossible. Secondly, reading plays a leading role in the professional activities of non- philologists upon graduation. The acquired skills of fluent reading without translation will be the most essential means of obtaining information from sources in Russian. Thirdly, reading is a prerequisite for “maintaining” the language after graduation. For an adult, reading is the main way to continue learning a language. People who read a lot and often never forget the language, they acquire the skill of independent study of languages, mastering their book form, cultivating the ability to read texts of any difficulty. 213 Жамият ва инновациялар – Общество и инновации – Society and innovations Special Issue – 04 (2022) / ISSN 2181-1415 In the field of intellectual activity, which includes science and technology, the written form of languages is used primarily. The role of written communication in the processes of interlingual information exchange is especially great. In the current practice of teaching, there is an underestimation of the importance of reading. It often plays the role of an additional incentive for the development of oral speech skills, which is especially noticeable when working with special texts. This is expressed in the fact that the scientific and technical text is used only for retelling, discussion, translation; skills and abilities to extract information are out of sight of the teacher and students; learning to read is devoid of the necessary consistency; many teachers defend the opinion that if a person can speak Russian fluently, then he, of course, can read. In fact, it is not uncommon for students to speak Russian well, but they do not know how to write correctly and express their thoughts in writing. A typical picture is when students look at each new word encountered in the text without hesitation in the dictionary; they read very slowly, showing no interest in the content, but focusing only on the linguistic form. And all this is not accidental. Acquiring the skills of fluent untranslated reading is a complex and time-consuming task. The ability to write and understand text is a complex type of speech activity, which involves the assimilation of an extensive vocabulary, diverse language structures. Reading should be given more attention not only because it is a complex type of speech activity, but also because it has a positive effect on the development of oral speech. The question arises – what texts to read and what oral speech to teach students – non-philologists? What method of presenting language material should be chosen? Which way to go – from oral speech t