FEATURES OF TEACHING RUSSIAN LANGUAGE IN SCHOOLS OF UZBEKISTAN

Аннотация

This article reveals the features of teaching the Russian language in schools of Uzbekistan, and also examines the conditions for the formation of a linguistic personality and the role of methodological science in the development of communication abilities. Keywords: language, communication, speech, “linguistic personality”, methodology, teaching, bilingualism. Modern linguistics considers language a possibility, speech a product, and communication an activity. Consequently, when teaching the Russian language, it is necessary to more specifically define the functions of the language, the nature of speech and the characteristics of communication. Based on these tasks, we can assume that the main goal of the language teaching process is the education of a “linguistic personality.” “A linguistic personality” is a person who can correctly express his thoughts and adequately perceive someone else’s speech, regardless of the topic, place and time of conversation” [4, 20]. A student can become a linguistic personality not by accumulating knowledge about the Russian language, as previously thought. Of course, as you learn a language, you need to acquire a certain amount of theoretical knowledge, have a sufficient vocabulary, but, above all, master communication skills. It must be borne in mind that the communicative abilities of a linguistic personality are formed and developed only in the process of communication. Language serves as a tool of cognitive activity, a form of thinking and a means of its development. Without well- developed speech skills, without the ability to express one’s thoughts, quickly and correctly perceive someone else’s speech, it is impossible to study in a modern school, or to become a full- fledged member of modern society. To solve its problems, the methodology selects the best options within the framework of the class-lesson system, a strictly limited number of lessons and the volume of educational material according to approved programs and textbooks using equipment - from notebooks and chalkboards to television, computers, projectors and electronic boards. Sometimes an opinion is expressed about methodology as an applied, practical branch of pedagogy, giving recommendations for teaching a specific subject, a specific topic. The technique really gives such recommendations, but it also has theoretical parts; practical solutions are based on the known patterns of the formation of grammatical concepts, mastery of speech, mastering writing and spelling, reading skills, intonation, and the studied difficulties and mistakes of students. The diagnostic and prognostic functions of the technique are based on the knowledge of patterns. It is known that speech in the native language is formed in a certain sequence. “Children master their native language through speech activity, through the perception of speech and speaking,” and the main condition of this process is the child’s communication needs, “from the very beginning, speech arises as a social phenomenon, as a means of communication” [7, 26-28]. When teaching a second language, one cannot ignore the fact that language acquisition begins with the formation of listening skills. After long training, the first indicators of 102 communication appear - elements of non-verbal communication. For a long time, the child reacts to what he perceives with the help of facial expressions and gestures, only after that the first words and expressions appear. It should be noted that in terms of the volume of information contained, these words are equal to the goals of the statement and perform certain communicative functions. Consequently, when learning a second language, the main difficulty is not understanding the structure of the language, but other factors. The methodology considers the activities of students and teachers as interaction, as joint work, as cooperation with the leading role of the teacher. Over the past two decades, Uzbekistan has paid close attention to the issues of teaching foreign languages. This is evidenced by the adoption of the Law “On Education”, the National Program for Personnel Training and a number of subsequent documents, the resolution “On additional measures to improve the study of foreign languages”, which created favorable conditions for the development of language teaching methods. At the present stage of development of society, the main task of methodological science is to educate an individual who strives for the maximum realization of his capabilities, is open to the perception of new experiences, and is capable of making informed and responsible choices in various life situations. To develop such a personality, it is necessary to teach communicative competence, consisting of speech, linguistic and sociolinguistic competence. Brought up in such conditions, the learner must ultimately reach a level defined as the level of “linguistic personality.” School teachers of the Russian language, teachers of Russian studies have