TRANSFORMATIONS WHILE TRANSLATING MILITARY TERMS

TRANSFORMATIONS WHILE TRANSLATING MILITARY TERMS

Musurmanova Sh.K.

Chirchik higher tank commanding

engineering school

ABSTRACT: In the given article the author considers function and levels of modern pedagogues while teaching military vocabulary, also regards training functions of ideal pedagogies in military service, knowing of pedagogical theory, possession of pedagogic mastery, knowing of psychology, possession of teaching techniques and upbringing training stimulate militaries intellectual and cultural developing. Specialists who know their affair are support and future of our Armed forces.

KEY WORDS: Military vocabulary, modern pedagogues, pedagogic mastery, psychology, process, upbringing.

The Pedagogical skill - a high level to professional activity of the teacher. Outwardly it reveals itself in successful creative decision of the most varied pedagogical problems, in efficient achievement of the ways and integer scholastic- educational of the work. His(its) more concrete external factor are: high level of the performance, quality of the functioning(working) the teacher; expedient, identical pedagogical situation of the action of the teacher; the achievement result education, education, independent work midshipman; the development beside them abilities by itself to learn, gain the knowledge’s, attraction to independent undertaking the scientific studies. With inner face pedagogical skill - functioning system of the knowledge, skill, skills, psychic processes, characteristic to personalities, providing performing the pedagogical problems. In this plan pedagogical skill - an expression to personalities of the teacher, his(its) possibilities by itself, creative, skilled concern with pedagogical activity.  For spiritual-patriotic education reasonable show slide about Great our limit, about city, about custom and tradition of the miscellaneous folk. Interactive form to organizations of the independent work student means to interact, be in mode of the conversation, dialogue. In change from active methods, the Interactive are oriented on more broad interaction student with teacher not only, but also with each other. The Teacher, either as previously makes out scheme contents of the occupation and executes the role of the assistant in exploratory  unctioning (working) the student. The Activity of the teacher yields the place to activities student, his(its) problem becomes creation a condition for their initiatives.

On the other hand, military students, who are professionals in the army, recognize this specific vocabulary better than the teachers. So, a good cooperation between the teacher and the Military English students will result in a productive way of teaching and learning the military terminology which will be used in listening and other skills as well. In order to provide good listening activities and teaching materials that are related to Military English, the teacher should know in advance what the students’ needs are, what gaps they need to fill and what their objectives are. After identifying all these elements, the teacher will plan,  prepare and bring to class materials and listening activities that will fulfill the students’ expectations and needs. The role and importance of listening in English for Specific Purposes has been increasing year after year. The professionals and academic students acknowledge and appreciate this importance of listening to communicate their written or spoken messages to their colleagues or classmates.

In order to achieve this objective of communication through listening, the students have to comprehend first how the listening process functions. So, the Military English teachers have to teach the students how to listen, to make them comprehend the process, and later test their listening skills. In order to make listening as useful as possible, we first need to know what our students’  needs are and in which situation they are going to use listening in the future when they are back to their work. The skill of listening in ESP differs from the listening in English for General Purposes (EGP), even though they have a lot of characteristics in common.

Teaching military vocabulary in English is a very important part for cadets l. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life.

Therefore, it is essential that language teachers pay great attention to teaching military vocabulary. Rather than leading cadets to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to cadets in developing basic interactive skills necessary for life. These activities make cadets more active in the learning process and at the same time make their learning more meaningful and fun for them.

References:

1. Celce-Murcia. M. 2001. Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle.

2. Chaney, A.L., and T.L. Burk. 1998. Teaching Oral Communication in Grades K-8. Boston: Allyn&Bacon. 284

3. Baruah, T.C. 1991. The English Teacher’s Handbook. Delhi: Sterling Publishing House.

4. Brown, G. and G. Yule. 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.

5. Harmer, J. 1984. The Practice of English Language Teaching. London: Longman.