Psychological and Pedagogical Features of the Construction of the Educational Process in the Study of Foreign (Oriental) Languages

Authors

  • Abdullayeva Shoira Hamidovna Head of the Department of Pedagogy and Psychology, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan. Author
  • Turayeva Dilafruz Rustamboyevna PhD, teacher of the Department of Pedagogy and Psychology, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan. Author
  • Kamalova Sayyora Rustamovna Senior Lecturer, Department of Pedagogy and Psychology, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan. Author
  • Sattarov Timur Sobirovich Lecturer, Department of Pedagogy and Psychology, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan. Author
  • Khaydarova Ra’no Anvarovna Lecturer, Department of Pedagogy and Psychology, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan. Author
  • Shayusupova Aziza Asfandiyarovna Senior Lecturer, Associate Professor, Department of Pedagogy and Psychology, Department of Pedagogy and Psychology, Tashkent State Institute of Oriental Studies, Tashkent, Uzbekistan. Author

DOI:

https://doi.org/10.61841/xg3wwv19

Keywords:

Pedagogical Communication, The Educational Process, The Essence of the Teacher’s Activity, Communication Style, Personal Qualities, Objective and Subjective Qualities, Cooperation, Interaction and Understanding, “Teacher-Student”, Pedagogical Situation, Management, Democratic Style, Authoritarian Style, Liberal Style

Abstract

Features of the style are studied in various types of life: educational, sports, and labor. The following types of styles are considered: cognitive, lifestyle, behavior style, individual activity style, individual self-regulation style, and individual emotional style. The relevance of the research topic “Psychological and Pedagogical Features of the Educational Process in the Study of Foreign (Oriental) Languages” selected for study is determined, on the one hand, by the modern requirements for studying this problem and, on the other, by the needs of the educational practice of universities. In the research process, we used the type of observation of the communication style according to the “Flanders System of Communication Analysis” and the 16-factor Kettell test. The aim of the study is to determine the socio-psychological characteristics of the style of activity of teachers of Tashkent State Pedagogical Institute in the system of relations “teacher-student.” The main objectives of this work are substantiation of the style of the teacher’s activity in the system of “teacher-student” relations from a socio-psychological point of view as a scientific and practical problem, as well as identifying the current state of the communication style, conducting chronometric observations of the communication methods of teachers in the classroom, studying the personal qualities of teachers, and comparing the results of the study depending on the gender and length of service of teachers, which will be analyzed in this paper. The article deeply covers the problem of organizing communication in the classroom aimed at learning Oriental languages, characterizes communication styles according to the Flanders observation scheme, and analyzes the activities of the teacher in the lesson from the point of view of a communicative approach to learning. A special emphasis was also placed on the specifics of interpersonal relationships between teachers and students when building the educational process, determining teaching styles, and identifying the most relevant style that gives the best result when students study foreign (Oriental) languages. 

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Published

31.07.2020

Issue

Vol. 24 No. 5 (2020): 24 (5) 2020

Section

Articles

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How to Cite

Shoira Hamidovna, A., Dilafruz Rustamboyevna, T., Sayyora Rustamovna, K., Timur Sobirovich, S., Ra’no Anvarovna, K., & Aziza Asfandiyarovna, S. (2020). Psychological and Pedagogical Features of the Construction of the Educational Process in the Study of Foreign (Oriental) Languages. International Journal of Psychosocial Rehabilitation, 24(5), 1353-1360. https://doi.org/10.61841/xg3wwv19