THE PROBLEM OF FORMING PROFESSIONAL SPEECH IN FUTURE FOREIGN LANGUAGE TEACHERS IN UNIVERSITIES OF THE REPUBLIC OF UZBEKISTAN

The article discusses issues of professional training of a future foreign language teacher, including pedagogical communication, the formation of professional competence and language culture, and training in professional speech as the most important tool of his work. The author’s own experience of working at a university is described, as well as observation and study of the work experience of foreign language teachers at universities on the analyzed problem. An analysis of scientific and methodological literature on the problem of forming professional foreign language speech of students in Uzbekistan, near and far abroad countries was carried out in order to establish: what from previous experience is acceptable and which directions are most promising for the further development of the theory of teaching professional speech to future foreign language teachers. The article identifies a number of methodological problems that need to be solved in the process of teaching students professional speech, such as the task of expanding the professional vocabulary of students and activating it in the process of targeted training using various typologies of educational and language tasks and exercises; identifying the range of the most typical situations that determine the need to use professional speech; formation of the most important qualities of professional speech of a future foreign language teacher - efficiency, communicative qualities of speech, implying correctness, purity, accuracy, richness, consistency, appropriateness, accessibility and expressiveness of speech; improvement and introduction into the educational process of methods and techniques that would ensure the achievement of maximum results in the field of professional training of future foreign language teachers when studying the program material of each discipline, that is, the formation of interdisciplinary connections among students and training them in the pedagogical integration of knowledge and their complex application to solve professional problems related to lesson planning, development of various types of plans, organization of extracurricular activities, individual assistance to those lagging students in knowledge, holding parent meetings, pedagogical councils, organizing the activities of the methodological association of teachers, speaking at scientific, methodological and practical conferences.

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