Bunyod Kholiyorov

 
Conclusions on Chapter II 
 
1. 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. Teachers of higher 
education institutions often independently develop the presented recommendations. 
They are forced to develop the most optimal, effective methods of teaching a 
foreign language to students at all levels, taking into account educational needs and 
the characteristics of their field of knowledge. 
2. English is one of the subjects in high demand in non-philological higher 
education institutions. Knowing one or two foreign languages not only gives the 
student the ability to get information about the profession, but also to learn the 
culture of the country where the language is being studied, to expand one's 
worldview, to get acquainted with the field of production, to make new, 
independent, non-standard decisions, and to improve one's skills in these countries. 
3. During the foreign language learning process, the main focus of work is 
reading real, 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 meaning of 
unfamiliar words in context, fill their dictionaries with special dictionaries, fill in 
terms of future specialties. 
4. Today, the importance of using modern pedagogical technologies and interactive 
methods in teaching any subject is becoming more important than ever. The use of 
different teaching approaches (student-centered, teacher-centered, etc.) combining 
traditional and non-traditional lessons creates a warm relationship in the group and 
the benefits of teamwork while increasing the interest and enthusiasm of the 
learners. Including, in the teaching of English for special purposes, interactive 
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Bugaychuk K. Massovыe otkrыtыe distansionnыe kursы: istoriya,tipologiya, perspektivы // Vыsshee obrazovanie 
v Rossii.– 2013. – № 3. – S.148–155.

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methods provide for active interaction of the teacher with the students, the student 
with the student, and all the subjects of the educational process. Interactivity can 
also be organized through multimedia tools. It has been proven that both modern 
pedagogy and effective use of ICTs will give positive results. In addition, the 
organization of the process in pairs, threes, fours and other small or medium 
groups ensures the success of education. 
5. The main goal of the educational program for teaching English in higher 
education institutions specializing in agriculture is to bring students to the B2 level 
of the CEFR. However, it should be taken into account that students come to the 
program with a low level of English. Teachers should ensure that language and 
professional skills are covered. Teachers are also encouraged to develop 
independent study skills after each lesson. Based on the needs analysis, three 
important features of the curriculum are put forward: 1) no single published 
curriculum covers all areas of the curriculum. Therefore, teachers should refer to a 
variety of sources that include teaching materials published from time to time. The 
main part of the materials is taken from certain organizations and the Internet. 2) it 
is necessary to create vocabulary related to this topic for students. 3) published 
tests are no longer acceptable for students. We also need to incorporate authentic 
assessment to match the authentic materials teachers use and the authentic 
assignments they create. 
6. The importance of mass open online courses (OOOK) in the organization of the 
educational process in various emergency epidemiological periods is increasing. 
Especially as a result of reforms in the field of higher education, the transition to 
the credit module system in most higher education institutions in our country 
increases the importance of independent education. In order for this type of 
education to be successful, both the student and the teacher need to be self-
organized and have a high level of ICT competence. In addition to training the