Bunyod Kholiyorov

CHAPTER II. FORMS AND METHODS OF TEACHING ENGLISH IN 
HIGHER EDUCATION INSTITUTIONS SPECIALIZING IN 
AGRICULTURE 
§ 2.1. Analysis of English language study curriculum in higher 
education institutions specializing in agriculture 
Features of the development of the information society determine the 
modernization of the higher education system. Modern society is interested in 
professionals who are ready to take independent responsibility for decisions, who 
are able to set goals based on their values and choose the way to achieve them. 
Young professionals in any field of activity should have the ability to realistically 
assess their capabilities, professional activities and results. 
At the current stage of development of higher education in non-philological 
higher education institutions, there is a need for a certain unification of the 
requirements for training foreign language specialists. Current curricula and 
standards are not keeping pace with a rapidly changing world. Unfortunately, they 
do not always take into account the specific characteristics of higher education 
institutions, the professional and personal needs of students, they do not pay 
special attention to the training of students, future specialists and the processing of 
large volumes of data. Teachers of non-philological higher education institutions 
often independently develop the presented recommendations. They are forced to 
develop the most optimal methods of teaching a foreign language to students at all 
levels, effective ways, taking into account the educational needs of students, the 
characteristics of their field of knowledge. 
English is one of the subjects in high demand in non-philological higher 
education institutions. Knowledge of one or two foreign languages gives the 
student the ability not only to get information about the profession, but also to get 
acquainted with the culture of the country where the language is studied, to expand 
his worldview, to approach the field of production, to make new, independent, 
non-standard decisions, to improve his skills in these countries. 
Although there are many approaches to teaching a foreign language to 
students in non-philological higher education institutions, we can place more 
emphasis on the implementation of the competence approach. This approach is the 
most appropriate way to create a new educational paradigm. Recently, a number of 
studies have been conducted to study this approach.
3839404142
38
Baydenko, V.I. Kompetentsii v professionalnom obrazovanii [Text] / V.I. Baidenko // Vysshee obrazovanie v 
Rossii. 2004. - #11. - S. 3-13.
39
Bezukladnikov, K.E. Kompetentnostnyi podkhod v hierarchii podkhodov k podgotovke uchitelya 
mejdunarodnogo bacheloriata [Text] / K. E. Bezukladnikov // Voprosy teorii indoevropeyskikh yazykov. 
Mejregionalnyy sbornik nauchnykh trudov. — Perm: Prikamsky sotsialnyi in-t 2007. - S. 128-137.
40
Bermus, A.G. Problemy i perspektivy realizatsii kompetentnostnogo podkhoda [Electronic resource] / A.G. 
Bermus // Internet magazine "Eidos". 2005. - September 10. - http://www.eidos.ru.
41
Beam, I.L. Lichnostno-orientirovannyy podkhod — osnovnaya strategiya obnovleniya shkoly [Text] / I.L. Bim // 
Inostrannye zyzyki v shkole. 2002.-#2. -S. 11-15.
42
Verbitsky, A.A. Kompetentnostnyi podkhod i teoriya kontekstnogo obucheniya: Materialy k chetvertomu 
zesedaniyu metodologicheskogo seminara 16 November 2004 g [Text] / A.A. Verbitsky - M.: Issledovatelsky tsentr 
problem kachestva podgotovki spetsialistov, 2004. — 84s.

---

34 
Competency-based approach implies building a learning process based on 
learning outcomes. Initially, the curriculum or course has specific and comparable 
descriptive parameters (descriptors) that the student can know and "exit". The most 
appropriate concept that evaluates the abilities of a specialist is competence, the 
goal of vocational education defined as the implementation of abilities acquired in 
the educational process for the successful implementation of professional 
activities.
434445
Emphasizing the main features of this approach and defining its leading role 
in the modern higher education paradigm, foreign and domestic experts identified 
competence/competency groups. The results of this work were implemented in the 
project "Education Council for Europe" and a number of studies
46474849
. 
The main feature of modern society is a huge flow of rapidly changing 
information, which is very difficult to cope with. In this process, the importance of 
foreign language science is great. The task of a student of a non-philological higher 
education institution, a future specialist, is the ability to select important 
professional information, extract it from the written text and use the information 
obtained in oral and written speeches. For this, it is necessary to form the necessary 
competencies using a foreign language: a) basic social and personal; b) 
educational; c) social.
50
In our opinion, in this process, English language teachers have a great role in 
providing the necessary advice and recommendations to students, forming a data 
filter. Every teacher is first of all a pedagogue-educator, and then a person who 
gives knowledge. Science teachers are directly responsible for preventing students 
from being exposed to unnecessary or even harmful information during this 
activity. 
During the foreign language learning process, the main focus of work is 
reading authentic, career-oriented literature. In the process of working on 
profession-oriented texts, students, future specialists acquire various reading skills, 
can recognize minimal passive lexical words in their specialty, can find the 
43
Galskova, N.D. Teoriya obucheniya inostrannymy zykam: Lingvodidaktika i usulika. Fly away. posobie dlya stud. 
lingv, un-tov and fak. in. summer higher ped. fly zavedeniy [Text] / N.D. Galskova, N.I. Gez - M.: Academy, 2004. 
- 336 p.
44
Grishanova, H.A. Kompetentnostnyy podkhod v obuchenii vzroslyx [Text]: mater, k IIIzased. methodology. 
seminar September 28, 2004 / H.A. Grishanova — M.: Issledovatelsky tsentr problem kachestva podgotovki
spetsialistov, 2004. — 16 p.
45
Zeer, E.F. Kompetentnostnyi podkhod k modernizatsii professionalnogo obrazovaniya [Text] / E.F. Zeer // 
Vysshee obrazovanie v Rossii. 2005. - #4. - S. 23-29.
46
Galyamina, I.G. Proektirovanie gosudarstvennyx obrazovatelnyx standartov vysshego professionalnogo 
obrazovaniya novogo pokolenia s ispolzovaniem kompetentnostnogo podkhoda [Text] / I.R. Galyamina — M.:
Issledovatelsky tsentr problem kachestva podgotovki spetsialistov, 2004. — 16 p.
47
Selevko, G.K. Kompetentnosti i ix classification [Text] / G.K. Selevko // Narodnoe obrazovanie. 2004. - #4. - S. 
138-143.
48
Bolotov, B.A. Kompetentnosnaya model: ot idei k obrazovatelnoy program [Text] / B.A. Bolotov, V.V. Serikov // 
Pedagogy. 2003. - #10. - S. 8-14.
49
Tatur, Yu.G. Kompetentnost v strukture modeli kachestva podgotovki spetsialista [Text] / Yu.G. Tatur // Vysshee 
obrazovanie v Rossii. 2004.-№3.-S. 20-26.
50
Zimnyaya, I.A. Klyuchevye kompetentsii kak rezultativo-tselevaya osnova kompetentnostnogo podkhoda v 
obrazovanii // Author's version [Text] / I.A. Zimnyaya - M.: Issledovatelsky tsentr problem kachestva podgotovki 
spetsialistov, 2004. - 40 s.

---

35 
meaning of unfamiliar words in context, fill their dictionaries with special phrases, 
and enrich them with terms from future specialties. 
Study of works on text processing problems Babaylova (1987), 
Galskova(2004), Zhirova(1997), Kleychnikova(1983), Moskalskaya(1981), 
Murzin, Stern(1991), Beaugrande, Dressler(1981), Halliday(1991) , problems of 
learning to read Berman (1970), Goykhman, Nadeina(2008), Zagvyazinsky(2004), 
Lapidus(1980), Semenov(1974), Serova (1986), Salso(1996), Folomkina(1987), 
descriptive questions terminological dictionary , Klimzo, 2006, Kraineva (2005), 
Litvinova(2001), processing and transfer of information obtained using native or 
foreign language Belyaev(1965), Vinogradov(2006), Demianenko(1976), 
Karpov(1953), Latishev(2000) , Lyakhovitsky(1981), Lvovskaya(2008), Minyar-
Beloruchev(1996), Retzker(1974), show that a student of a non-philological higher 
education institution should learn a large amount of information in a short 
time
515253
. As a future specialist, the student should master the following skills: 
a) study of terminological dictionaries; 
b) learning to skillfully read special literature; 
c) translation of professional texts; 
g) processing and use of relevant data; 
d) the ability to communicate freely in a special professional environment. 
The issue of studying the essence of educational strategies and methods, 
their classification in the educational process, many scientists, including 
Rubin(1975), O'Malley(1985), Ellis(1986), Tarone(1989), Oxford(1990), 
Mariani(1994), Griffiths (2004), Zalevskaya(2000), Koryakotseva(2002), 
Kryukova(1998), Shchepilova(2005), Solovova(2004). The question of the 
formation of strategies and methods in the lesson in a foreign language remains 
underdeveloped until now. There are a number of contradictions in this area: 
between the level of knowledge of a foreign language as a student of a non-
philological university and the requirements of a specialist, society, economy and 
industry; 
between the necessity of teaching and learning a foreign language in a non-
philological higher educational institution and the existing methodological basis 
for training foreign language specialists; 
the need for targeted training on lexical competence in order to increase the 
level of independent learning of students and the practice of forming it as a self-
developing skill. 
The curriculum is aimed at future agrarian professionals who aim to start 
their careers in agriculture as practitioners or teachers. The training program was 
prepared in cooperation with agrarian experts, representatives of the carp fishing 
51
Babaylova, A.E. Tekst kak produkt, sredstvo i ob’ekt kommunikatsii pri obuchenii nerodnomu yazыku: 
Sotsiopsixolingvisticheskie aspektы [Tekst] / A.E. Babaylova — Saratov: Izd-vo Saratovskogo un-ta, 1987. — 153 
s.
52
Galskova, N.D. Teoriya obucheniya inostrannыm yazыkam: Lingvodidaktika i usulika. Ucheb. posobie dlya stud. 
lingv, un-tov i fak. in. yaz. vыssh. ped. ucheb. zavedeniy [Tekst] / N.D. Galskova, N.I. Gez - M.: Akademiya, 2004. 
- 336 s.
53
Jirova, H.A. Tekstovaya deyatelnost v obuchenii studentov (na materiale inostrannogo yazыka) [Tekst] / 
N.A.Jirova: dis. ... kand. ped. nauk: 13.00.01.-Moskva, 1997.- 162 s.

---

36 
industry, Kashkadarya Region Scientific Research Institute of Wheat and Legume 
Crops, Departments of Agricultural Product Storage and Primary Processing 
Technologies, Agricultural Mechanization, and Plant Biology Departments. They 
provide a wide range of opportunities for students to choose the English language 
and professional skills they need to acquire in the future. 
The curriculum is divided into 5 modules. These are based on options 
selected and modified as a result of a needs analysis conducted with the