O‘zmu xabarlari Вестник нууз acta nuuz filologiya 1/4/1 2023 245

РАЗВИТИЕ РАЗГОВОРНЫХ НАВЫКОВ У СТУДЕНТОВ НЕЯЗЫКОВЫХ УНИВЕРСИТЕТОВ 
Аннотация 
В данной статье рассматриваются основы обучения студентов разговорному английскому языку в неязыковых учебных 
заведениях, возрастные и психологические особенности этой группы студентов, специфические особенности студентов 
творческих специальностей преимущественно музыкального и актерского профилей, а также методы и приемы 
обучения разговорной речи на уроках английского языка. 
Ключевые слова: неязыковые учебные заведения, деятельность, артист, обучение иностранному языку, 
монологический, диалогический, креативность, воображение. 
 
NOLIGVISTIK OLIY DARGOHLARDA TALABALARNING OGʻZAKI NUTQINI RIVOJLANTIRISH 
Annotatsiya 
Ushbu maqolada nolingvistik ta’lim muassasalarida talabalarga ingliz tilini ogʻzaki nutqini oʻrgatish asoslari, ushbu guruh 
talabalarining yoshi va psixologik xususiyatlari, ijodiy ixtisoslik talabalarining oʻziga xos xususiyatlari, asosan musiqa va 
aktyorlik profillari, shuningdek, ingliz tilini oʻqitish usullari va usullari muhokama qilinadi. Ingliz tili darslarida soʻzlashuv 
nutqini oʻrgatish boʻyicha tavsiyalar berilgan. 
Kalit so‘zlar: nolingvistik ta’lim muassasalari, faoliyat, rassom, chet tilini o‘rgatish, monolog, dialogik, ijodkorlik, tasavvur. 
 
Introduction. Professionally focused foreign language 
instruction is now regarded as a priority in educational reform. 
Foreign language communication becomes an essential 
component of professionals’ professional activities, and the 
importance of the discipline “Foreign language” in non-
linguistic 
institutions' 
professional 
activities 
grows 
dramatically. Professionally oriented foreign language 
instruction at a non-linguistic educational institution 
comprises components such as studying a foreign language to 
master a speciality and as a means of professional 
communication. A foreign language becomes a tool for self-
education for a future expert, greatly increasing his career 
opportunities. 
The process of teaching foreign languages in non-
linguistic educational institutions (i.e. educational institutions 
where a foreign language is not specialized) reflects the 
history of the emergence, changes, and changes in approaches 
and priorities to foreign language teaching in search of the 
most effective and appropriate scientific and methodological 
activities. Teachers realized that in order to teach pupils a 
foreign language to the level required for their future 
professional activities, they needed to forsake the old approach 
and reconsider its aims and content.
“A lesson is always creativity. Outside of experience, 
it is unthinkable. Therefore, the development of the teacher's 
sensory sphere is one of the important elements of his skill”. 
“An emotionally rich teacher, who knows the 
techniques of verbal and nonverbal expression of feelings and 
purposefully applies them in communication with students, 
makes him emotional, expressive. The subject becomes 
interesting, the effectiveness of teaching increases, the 
relationship between the teacher and the students improves” 
[1].