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Expands its outlook about life, behavior of people referring to different nationalities, can have much in common while analyzing the case with its manners during conversance, celebrating national customs (New tear, birthday, Mothers day and others) [2, 132].
The content of study materials should involve the sources which provide the opportunity to educative reaction to the personality of the student.
They will get information about the life of youth, fees for education, accommodation and foods. Via reading such textual materials they possess necessary info of history, geography, zoology, economy and lifestyle of those people's language which they are learning [2, 155].
It is the fact that such wide-sided linguistic and linguo-countrystudy texts supports with the facility to become competent specialist in the field of foreign languages.
References
1. Lado R. Linguistics across culture. Ann Arbor. The University the Michigan press, 1957.
2. Lynch, Tony. 1996. Communication in the Language Classroom. Walton Street, Oxford: Oxford University Press.
3. Mills, Geoffrey E. 2000. Action Research: A Guide for Teacher Researcher. New York: Prentice Hall.
4. Nunan, David. 1997. Research Method in Language Learning. Cambridge: Prentice Hall.
THE PROCESS OF TEACHING STUDENTS THE SKILL OF PROBLEM SOLVING IN THE CLASSROOM Khudaybergenova N.R.
Khudaybergenova Nodira Rustamovna - Teacher, PHILOLOGY FACULTY, ENGLISH LANGUAGE AND LITERATURE DEPARTMENT, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: in this article the author makes certain that in the classroom the students who study in HEI are coming across with challenges. They might be educational process, getting on well with other group mates, approaching to teachers and others. So almost in all cases the students are failing in proceeding these problems in their academic life. It's happening due to the fact that they have lack experience, background and may be knowledge. Throughout the article author gives her claims referring to overcome those issues. And she named the phenomenon as "problem solving skills".
Keywords: cognitive, scenarios, communicative, teacher, solve, advantages.
Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills that can be a great way to get ready to solve real problems in real life scenarios. According to the definition: "Problem solving is a mental process and is part of the larger problem process that includes problem finding i.e. problem shaping". Considered the most complex of all intellectual functions, problem solving has been defined as "higher -order cognitive process that requires the modulation and control of more routine or fundamental skills" [1.63].
Problem-solving activity is one of the most preferable communicative activities. They show not only the competence and knowledge but also the performance of the learner and their communicative skills. In problem solving activities, the problems may be based on real or imaginary situations, and students are expected to find possible solutions for the problems. Problem-solving activities can be used at all levels. Regarding student's knowledge of English, age and their experience, appropriate activities might be successfully
applied. One of the requirements to conduct such activity is to work out clear and easy directions for its implementation.
It is a learner-centered activity where the students communicate with each other while studying the problem and looking for possible solutions for possible future actions. The teacher can only observe and sometimes coordinate the process, helping the students to develop their communicative skills. In such activity, students acquire language unconsciously since their whole attention is engaged by the activity.
By providing personal, social, and cross-cultural issues to define, they sometimes simulate real life situations. It is also possible to integrate all skills in such activities. Reading or listening to a situation, a problem, or a question; responding or commenting either through speaking or writing. The process of problem-solving can be divided into several stages [1.71].
The first stage of introducing the problem could be a warm-up activity where the teacher can ask students to answer some questions related to the problem and thus giving a chance to predict what the problem might be and motivate the students. It can be a picture shown on the active-board, or a video. The teacher may ask low level students to describe the picture, when high level students may pay more attention to the situation, shown in the picture. The questions will help students to review some grammar, which can be used in the process of discussion.
The second stage is reading of the story or watching video. The teacher should find out what words are unfamiliar for the students and write them down on the blackboard. It is necessary to be sure that the students understand the situation.
The third stage is comprehension check. Comprehension check can be done in different ways, for example as listening or reading exercises. At first the teacher can ask "yes" or "no" questions, then go to special questions and then offer the students to ask and answer their own questions. The teacher may also offer different statements, which can be right and wrong and ask students to say whether they are correct or not and correct the wrong ones.
The next stage is discussion. Here the students are encouraged to talk about the issues presented in the reading and also their personal experience. The questions may require students to make suppositions and use their judgment. There are no correct answers. Now the students are ready to identify the problems and to find the solutions and talk about the consequences. The problems can be written on the blackboard. The teacher may begin the discussion by asking the questions: "What's the problem?", then "What can be done?" and at last "What is the solution of the problem?" When the solutions are ready the teacher should write them on the blackboard and ask students about the possible consequences. Students should be encouraged to use their imagination and critical thinking to come up with the possible consequences. In order to choose the best solution the teacher may divide students into several groups of three or four people and ask them to discuss the possible consequences of their decision. It is possible for students to come up with new solutions if they consider them to be more successful. In each group there should be a moderator, who facilitates the discussion and is responsible for the group's decision. When the groups are ready to come up with their solution, the leaders of the groups sound it and explain why it was chosen [2. 85].
Students from other groups are asked if they agree with it or not. The role of the teacher here is to encourage the students to take active part in this discussion as it develops their ability to persist in opinion, giving reasons in the target language.
The last stage of this activity is the discussion of mistakes made in the process of problem solving. This activity should be performed with careful consideration in order not to hurt students and encourage them to take an active part in the next problem solving activity.
Problem-solving activities have many advantages which should not be ignored. While talking about the problem, students use the target language and improve their communicative skills. They learn lo interact with others as they discuss solutions and
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outcomes of the solution. They learn to negotiate when they try to agree on different points of the solution, thus they develop critical thinking skills. The application of such activities increases cooperation and competition in the classroom and stimulates students' interest to the learning process.
References
1. Anton P. Student perceptions of problem-solving activities in an ESL classroom. TESOL Quarterly, 23. J(l), 14-17, 1990.
2. Boud D. & G. Feletti The Challenge of Problem Based Learning. London: Kogan Page, 1997.
PSYCHOLOGICAL ASPECTS OF TEACHING FOREIGN LANGUAGE TO KIDS Karimova Z.A.
Karimova Zaynab Abduamitovna - Teacher, THE DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY
FACULTY,
GULISTAN STATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: language skills be presented during the growth of children. Some children learn and understand language quickly without any trouble, as others come across difficulties to gain knowledge. Some causes could affect children's ability. Also, external influences can contribute the development ofpsychological factors in child capability. Keywords: parents, research, restrictions, understand, language, story.
The initial influence is neglecting. If parents do not pay enough attention, they ignore their children ambition, or do not give enough care which their children need and want, these may cause to psychological social problems in the future. Especially, their listening and speaking skills will be poor, since they are lack of conversation with others like tone, meaning. Furthermore, they might have some troubles in their cognitive development [1.88].
Another factor is the amount of incomes. The research came to conclusion by comparing lower economic status with higher economic status. If the family income is satisfactory, the children get more academic achievements and intelligence. On the other hand, children of lower socioeconomic status presented worse result. The family household income and socioeconomic standing cause stress in the houses, the study, the street etc. Moreover, these causes may deprive from achievement.
Another factor which prevails is psychological problems. It is fact that, any psychological and behavioral problems make limit the child's ability to understand the language. Any child with a behavioral disorder like antisocial personality or autism which is lack of response to others by limited ability or disclination to communicate and socialize may bring some restrictions. This happens whenever they try to interact with others and understanding social expressions. If your child has been diagnosed with psychological disorder, you should make opportunity to socialize. Or else the disorder can reduce your child's ability to learn and understand language efficiently [2.71].
Another paramount factor which is twin of psychological disorder is social fear. If the child does not tend to interact or communicate with other children and adults, his understanding ability will be suffered. Any child who suffers from anxiety or shy may come across with the problems in their language development. Since, they do not have the
