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ADVANTAGES OF APPLYING MUSIC IN THE EDUCATIONAL PROCESS Galiakberova A.R. Email: [email protected]
Galiakberova Albina Rinatovna — Senior Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: this article under discussion depicts the main reasons for the use of music in the educational process. The author of the article believes that the use of music in learning the English language helps to master the material in a better way, because music is a powerful tool for learning. The didactic combination of language and music is very effective, and this fact has been repeatedly confirmed in various experiments. Language and music are two ways of human communication and self-expression. For this reason, the methods of teaching music and language are very similar. Good music can help students overcome their fear of speaking to the teacher, fear of speaking to speak in front of the audience in the official classroom environment. Good music creates a friendly atmosphere during class which motivates learners to master a foreign language.
Keywords: overcome, fear, music, official, friendly, official, lesson, methods, experiment, teaching tool.
ПРЕИМУЩЕСТВА ИСПОЛЬЗОВАНИЯ МУЗЫКИ В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ Галиакберова А.Р.
Галиакберова Альбина Ринатовна - старший преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает основные причины использования музыки в образовательном процессе. Автор статьи считает, что использование музыки при изучении английского языка помогает лучше освоить материал, поскольку музыка представляет собой сильнейший инструмент обучения. Дидактическое сочетание языка с музыкой является очень эффективным, и это факт был неоднократно подтвержден в ходе различных экспериментов. Язык и музыка представляют собой два пути человеческого общения и самовыражения. По этой причине методы обучения музыке и языку очень похожи. Хорошая музыка может помочь учащимся преодолеть страх говорить перед учителем, страх говорить перед аудиторией в официальной обстановке на занятии. Хорошая музыка создает дружескую атмосферу во время урока, мотивируя студентов в изучении иностранного языка.
Ключевые слова: преодолеть, страх, музыка, официальный, дружеский, официальный, урок, методы, эксперимент, инструмент обучения.
UDC 372.881.1
It is a generally accepted fact that teaching English for specific purposes nowadays is becoming interactive, thus allowing innovative methods replace the traditional ones. Interactivity is natural for any English language course, in so far as its main purpose is to develop the learners' ability to communicate in English, that is to interact with each other, in real life situations. Besides, interactive character of the English language classes meets the contemporary requirements imposed on linguistic education, as it allows for a learner-centered and practice-oriented paradigm.
More and more often in the process of learning a foreign language our attention is drawn to such an all-encompassing kind of art as music. On the one hand, it forms an aesthetic attitude to reality, carries a spiritual element, an emotional saturation, a huge energy potential, which allows us to create a spiritual atmosphere in the classroom. One cannot overestimate the educational and developmental impact of music on the process of forming feelings, perceptions, humanitarian knowledge and skills of a fully educated person. On the other hand, speech and music have the same parameters and intonation, accent, phrase structure, pauses, pitch and tempo. This similarity is explained by the fact that the same physical phenomenon - sound - lies at the heart of speech and music [1].
What is included in the concept of "music" in the context of coursework in foreign languages? In this case, the methodological understanding of this word is broader than its traditional meaning. The word "music" will be understood as: simple music, i.e. instrumental performance of various musical
works; singing, i.e. vocal performance of works, both with and without instrumental musical accompaniment, i.e. a drop, solo and choral singing; video clips with recordings of popular songs in different languages of the world; verbal information from the world of music industry, including articles, reviews, music ratings, interviews, announcements, advertisements, fragments of TV and radio programs about the world of music; non-verbal information from the world of music industry: Photos of musical ensembles and individual performers; musicians; composers; producers; musical instruments; interiors of modern video studios and concert halls, etc.
Another important factor is the need to use music when learning a foreign language. According to both domestic and foreign psychologists, music is one of the most effective ways to remember linguistic material, because it represents a type of activity that involves both hemispheres of the brain, which in turn contributes to the storage of the material and, as experience shows, its faster reproduction [2].
The methodological advantages of songwriting in teaching a foreign language, and not only a foreign language, are obvious. It is known that in Ancient Greece, many texts are taught singing, and in many schools in France and the United States it is practiced now. It is also possible to say about India, where at present in primary school alphabet and arithmetic are taught by singing.
Why should music be more widely used in foreign language classes? If you consider a foreign language as a subject of study, then along with solving purely pragmatic problems of development of speech skills in oral and written speech, a foreign language is considered as a means of expanding humanities, development of emotional and sensual perception of the world. The formation of communicative competence in the broadest sense of the word is based on certain moral and value guidelines, which are formed and developed not only at the level of formal logic and cognitive abilities. Underestimating the use of other means of obtaining information in addition to printed texts and their verbal discussion leads to some one-sidedness, distortion in human development, some richness, when the perception of the world is based only on the formal logic of the mind, which is unnatural, disturbing the inner harmony of man, the harmony of his relations with the outside world. As it is known, in pedagogical psychology different types of perception and, accordingly, types of students with predominance of this or that type are distinguished.
However, formal, ill-considered, excessive fascination with any means of education, as a rule, does not bring positive results. A competent teacher will always be able to determine the degree of methodological and pedagogical expediency of the use of music for the formation of language, speech, socio-cultural skills and abilities in each particular case and refuse to use it in another case. In order to choose the best methods of working with music in the classroom, I will consider options for working with some of the above types of musical information.
There are obvious reasons to use music in the educational process. They are the following:
• Creating a certain mood and appropriate atmosphere of communication.
• Setting the pace of the task.
• Relieving the tension
• Providing emotional switching from one activity to another.
• Facilitating the creation of a learning situation with the help of non-verbal information supports.
• Adding a national flavour to the communication situation (when developing receptive and productive speech activities).
• Using imagination, emotions, to form feelings and promote their verbal expression.
• Expanding the range of country studies and socio-cultural knowledge.
It is obvious that for educational purposes it is desirable to use songs with winning lyrics. However, the lyrics in the song are not everything. The song should have a certain rhythm, it should "sing well". There are songs that you need to listen to, but there are also songs that are designed, above all, to move under them at a certain pace and rhythm, and the meaning is not so important. The song in this case is simply designed to create a certain atmosphere, the effect of involvement in a single action.
To conclude, through interactions, students can improve their language level as they listen to or read authentic texts, or just exchange their opinions in conversations, discussions, debates, or game-based tasks on applied material in the sphere of music.
References / Список литературы
1. Akramova N.M. The use of music in English lessons to increase the motivation of students. World
science: problems and innovations. Collection of articles of the XXI scientific and practical
International conference: in 2 h. Vol. Part 2. Pp. 146-148. [Electronic Resource]. URL:
https://elibrary.ru/item.asp?id=35211369/ (date of access: 14.11.2019).
2. Khamidov Sayyora Nurmatova. Interactive methods and their application in the classroom English // science and education, 2018. № 18 (40). Pp. 50-51. [Electronic Resource]. URL:https://cyberleninka.ru/article/n/interaktivnye-metody-i-ih-primenenie-na-zanyatiyah-angliyskogo-yazyka/ (date of access: 14.11.2019).
3. Mamadalieva Hapira Abdukhalilovna. The role of games in teaching foreign languages / / <url>, 2019. № 1 (42). Pp. 95-98. [Electronic Resource]. URL: https://cyberleninka.ru/article/n/the-role-of-games-in-teaching-foreign-languages/ (date of access: 14.11.2019).
STRATEGIES IN DEVELOPING VOCABULARY OF A FOREIGN LANGUAGE LEARNERS Abduvalieva A.Z. Email: [email protected]
Abduvalieva Adiba Zakirovna — Senior Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion touches upon the strategies applied in enlarging the learners' vocabulary while learning foreign languages. The author of the article suggests different ways to improve the learners' vocabulary. According to the author, expanding vocabulary is a priority for those who want to learn how to maintain a conversation with foreigners. This is partly true, because the meanings of familiar words can often be guessed about the general meaning of the statement. However, there are also situations in which a lack of understanding of the grammatical and syntactic connections can lead to the fact that the phrase as a whole will acquire the opposite true meaning for you. In any case, words are still the basic elements of speech, and therefore the number of words you know depends largely on the success of communication in English.
Keywords: vocabulary, learners, translation, traditional method, vocabulary in context, phrase, meaning, connection, communication.
СТРАТЕГИИ ПОВЫШЕНИЯ СЛОВАРНОГО ЗАПАСА ИЗУЧАЮЩИХ ИНОСТРАННЫЙ ЯЗЫК Абдувалиева А.З.
Абдувалиева Адиба Закировна — старший преподаватель, кафедра обучения языкам, факультет управление в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает стратегии в повышении словарного запаса изучающих иностранный язык. Автор статьи предлагает несколько методов, с помощью которых учащиеся улучшают уровень словарного запаса. По мнению автора, пополнение словарного запаса - первоочередная задача для тех, кто хочет научиться поддерживать беседу с иностранцами. Отчасти это верно, ведь по значениям знакомых слов часто можно догадаться об общем смысле высказывания. Однако бывают и такие ситуации, в которых непонимание грамматических и синтаксических связей может привести к тому, что фраза в целом для вас приобретет совершенно противоположное истинному значение. Так или иначе слова все равно остаются базовыми элементами речи, а потому от того, каким количеством слов вы владеете, во многом зависит успех коммуникации на английском языке. Ключевые слова: словарный запас, учащиеся, перевод, традиционный метод, слова в контексте, фраза, значение, связь, коммуникация.
УДК 372.881.1
Teaching English vocabulary is an important area worthy of effort and investigation. Recently methodologists and linguists emphasize and recommend teaching vocabulary because of its importance in language teaching. Vocabulary is needed for expressing meaning and in using the receptive (listening and reading) and the productive (speaking and writing) skills. Linguist David Wilkins summed up the importance of vocabulary learning by saying: "Without grammar very little can be conveyed, without vocabulary nothing can be conveyed." His view is echoed in this advice to students: "If you spend most of your time studying grammar, your English will not improve much.
