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While being assessed the learners should be motivated, motivation is more important rather than need or force. It gives the learners a desire to achieve a goal and undertake their study. Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students' learning.
Conferring to Absolum's argument, the school learners must „own" both: the process and the content of learning. He claims that self-assessment is anessential element in effective learning that is "owned" by learners, and he offers many methods in which teachers can organize and support it [1]. First of all, forinstance final exams/exercises in courses are normally written and not spoken, so it wouldimply that evaluating spoken language has to be done during lessons. Secondly, it is alsousually thought that in upper secondary schools the main emphasis is to get the studentsthrough the matriculation examination where oral skills are not tested. After observing the teacher ought to pay attention to the participation in activities of each of her learners by providing them constructive feedback after the lesson. Together with teachers' grades the facilitator should sometimes have learners as assessors. When checked by their classmates' pupils try to be more careful not to do mistakes, also learners who are assessors learn by analyzing others mistakes they try to avoid the mistakes by themselves. In addition, teachers often should ask self-evaluation from pupils [2]. It is very helpful for learners to correct their mistakes without the assistance of their teacher. While providing feedback a teacher should be very careful about the quality of it. Positive feedback is good to provide in front of the other learners, but negative feedback can cause bad effects if provided in group so they should be explained individually in face to face environment. Scientific suggestion to teachers is that they should work out their own strategy of providing feedback for the oral performance of their learners. They should be very active in assessing pupils' speaking. Pupils who receive some attitude toward their each idea are proved to succeed more in comparison to others.
References
1. Absolum M. Clarity in the classroom: using formative assessment. Auckland: Hodder Education, 2006.
2. Alderson J. Diagnosing foreign language proficiency: the interface between learning and assessment. London, 2005.
3. Black P., Wiliam D. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 1998. Pp. 139-148.
4. Guskey T.R. How Classroom Assessments Improve Learning. London: Educational Leadership, 2003. Pp. 6-11.
A STUDY ON THE UNDERSTANDING PROCESS OF THE
FOREIGN TEXTS Khayrullayeva D.
Khayrullayeva Dilorom - Senior Teacher, ENGLISH THEORETICAL ASPECTS DEPARTMENT № 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLICOF UZBEKISTAN
Abstract: the article discusses the issue related to the perception and understanding of a foreign language text, since reading in general, in particular, is a process of perception and active processing of information, the result of understanding. Understanding of the text occurs as a result of the reader's solution of a number of mental tasks associated with the processing ofperceived information, the peculiarity of which is that it is carried out by the
reader at once at different levels. This means that at each moment of reading one has to simultaneously solve several diverse tasks, which requires using a simultaneously number of different skills.
Keywords: the process of understanding, perception, semantics, translation, completeness, accuracy and depth, communicative competence.
A number of works in the field of psychology, psycholinguistics and methods of teaching foreign languages are devoted to the study of the problems of understanding the text. Within the framework of this article, in order to effectively teach reading to students of a language university, we consider it necessary to consider the following issues related to the understanding of a foreign language text: 1) defining the process of understanding; 2) the actual process of understanding a foreign language technical text; 3) the stages of the understanding strategy; 4) levels of understanding; 5) factors that determine the understanding of a foreign language text; 6) factors that make it difficult to understand a foreign language text.
Let's start by defining the process of understanding the text. There are many definitions of this concept, but we will consider only those of them that are valuable to us and are of greatest interest in the framework of our research. According to Z.I. Klychnikova, "understanding the text is the main component of reading as a communication process" [2.p. 90]. A.A. Leont'ev believes that what is understood is that which can be expressed differently. Consequently, the process of understanding the text, according to A.A.Leont'ev, includes the translation of the meaning of this text into another verbal form and the use of the "intermediary" function of the language. Practically in the learning environment, it can be concluded that the student understood the meaning of the text if he can retell the content of the text in his own words [3].
Much depends on the ability to place semantic accents. This interpretation of the understanding of the text is confirmed by the thought of A.A. Brudny that understanding is the process of moving the mental center of a text from one element to another. The result of this process is, according to A.A. Brudny, the formation of the concept of the text (a picture of its general meaning). This definition reflects the mechanism of the process of understanding, highlighting the main semantic element in it, for the sake of which the text itself is created [1]. Weisburd and Blokhina add that comprehension requires an assessment ofwhat has been read and the further application of information in life [5].
So, having considered different definitions of such a mental process as understanding, we came to the conclusion that the result of understanding the communicative meaning of a text, including a technical text, is the use of information obtained from the text in new communicative conditions.
Having considered the definitions of understanding, let's move on to the very process of understanding a foreign language text. A large number of studies in the field of psychology are devoted to this problem. Particular attention was paid to studying the understanding of the text as a component (process) and result of reading. The main provisions were summarized in the works of I.G. Roubaud. While following his mentors I.G. Roubaud considers understanding as a procedural and productive activity that is not feasible separately from the language [4]. Understanding as a process is a chain of sequential actions to extract information from the text, and as a result has a number of characteristics, such as completeness, accuracy and depth, which are used to measure the communicative competence of the reader.
References
1. Brudny A.A. On the problem of understanding the text // Research of speech-thinking
activity: Sat. scientific. tr. Alma-Ata: Publishing house of KGPI, 1974. 194 p.
2. Klychnikova Z.I. Psychological features of teaching reading in a foreign language: A guide for teachers. M.: Education, 1973. 223 p.
3. Leontiev A.A. General, fundamental provisions of the psychological theory of reading. // Psychological and pedagogical problems of teaching reading technique, semantic perception and understanding of the text: Materials of the All-Union Scientific and Practical Conference. M.: Knowledge, 1989.
4. Roubaud I.G. On the question of the psychological characteristics of strategies for reading a scientific text // Foreign language for specialists / Otv. ed. M. Ya. Zwilling. M., 1990. P. 3-10.
5. Weisburd M.J., Blokhina S.A. Learning to understand a foreign language text while reading as a search activity // Institute of Nuclear Physics, 1997. № 1. S. 19-24.
QUESTIONS OF RECOGNITION OF FOREIGN LANGUAGE TEXT
Khayrullayeva D.
Khayrullayeva Dilorom - Senior Teacher, ENGLISH THEORETICAL ASPECTS DEPARTMENT № 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLICOF UZBEKISTAN
Abstract: the article is devoted to the analysis recognition process of the foreign text. The article discusses three main stages of recognition such as in verbal and semantic level, holistic perception and evaluation. It also discusses the degree of completeness of understanding the text in the quantitative and quantitative measure.
Keywords: strategies, content-conceptual information, concept, situation, perception, hypertext, completeness, precision and depth, accuracy.
Understanding the text occurs as a result of the reader's solution of a number of mental tasks associated with the processing of perceived information, the peculiarity of which is that it is carried out by the reader at once at different levels. This means that at each moment of reading one has to simultaneously solve several diverse tasks, which requires to simultaneously using a number of different skills. The issue of recognizing a foreign language text in professionally oriented reading will be considered in the context of this article.
Actions aimed at extracting content-conceptual information from the text were named by Bruner J. (1984) strategies, which can be correlated with the one that emerged in the 60s of XX century as strategic approach to cognitive activity and reading as one of the most important types of cognition [1].
By "strategies", following Bruner, we mean certain ways of acquiring, storing and using information that serve to achieve certain goals in the sense that they should lead to certain results. Strategies are patterns in decision-making, they do not mean a conscious plan for finding and using information, and they are not something immutable. According to Bruner, strategies depend on the nature of the desired concept, on the characteristics of the situation, on the behavioral consequences arising from it [1].
In his research, O.I. Tsibina defines the following stages of the understanding strategy: 1) the orienting stage, where it is supposed to put forward hypotheses (assumptions about the content of the text and subjective assessment); 2) the logical processing of the content of the text, where the "main-non-main" is highlighted, there is a delay of attention on different words, sentences, paragraphs, as well as a return to the previously read, logical arrangement of information; 3) the control stage, where the conclusion is made, i.e. the assumption put
