DIDACTICAL DIAGNOSTICS OF THE PROCESS TEACHING ENGLISH LANGUAGE FOR STUDENTS OF TECHNICAL UNIVERSITIES
DOI: https://doi.org/10.53885/edinres.2021.16.12.061 Raxmatullayeva Nodira Bahodirovna Teacher of Joint Belarusian-Uzbek Interdisciplinary Institute of Applied Technical Qualifications in Tashkent
Abstract
This article reports an action-research project aimed at designing, applying, and assessing a didactic sequence for teaching English as a foreign
language in students of technical universities. The article comprises the context, reasons that justified the research, theoretical support, methodology, and results, analyzed through descriptive statistics. The findings suggest that the didactic proposal was easy to use for the teacher, understandable for the students, and appropriate for the students’ proficiency level due to its emphasis on the oral
skills. It was concluded that didactic material should follow the pacing of the teachers’ academic work and has to be closely linked to the reality of teachers
and students.
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