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most used indirect apology strategy. Another indirect way to convey an apology is "acknowledgment of responsibility" which includes acceptance of the fault or responsibility by the speaker. The speaker can use different sub-sets to convey the meaning of responsibility or even deny the responsibility. These subsets can be listed as follows: accepting the blame, e.g. "It is my fault," expressing self-deficiency, e.g. "I was confused," recognizing the other person's deserving of an apology, e.g. " You are right!" and expressing lack of intent, "I didn't mean to" [1]. In other situations, speakers could offer to repair the damage caused by his or her action. In a given context, repairing might include repairing or replacing the damaged good by the offender, or repairing the inconvenience caused by the action. For example, in the case of an apology that the offender breaks the other's computer, the suggested apology might be, "I will buy you a new one." This type of action might require an action or not according to the response of the listener. A promise of forbearance is another type of indirect strategy, which includes future action or promise that the action will not happen again. This certain type of indirect apology strategy is situation dependent and does not hold a majority part as a strategy to apologize.
Despite the limitations of the study, it can be stated that the results might benefit the society to a great extend in understanding the apology speech acts. The study stays limited to certain aspect of apologies and cross-cultural pragmatics. Further research studying the phenomenon in a deeper level can be very beneficial for a better understanding. Also, variables such as social class, gender, and diversity can be other potential research areas for the further studies.
References
1. Cohen A. & Olshtain E. (1983). Apology: A speech act set. In Wolfson & E. Judd (Eds.), Sociolinguistics and Language Acquisition (18-35). Rowley, MA: Newbury House.
2. Cohe, A., Olshtain E. & Rosenstein D. (1986). Advanced EFL apologies: what remains to be learned? International Journal of the Sociology of Language, 62, 51-74.
3. Holmes J. (1990). Apologies in New Zealand English, Language in Society. 19, 155199.
ASSESSMENT AS SYSTEMATIC PROCESS IN TEACHING
Khaknazarova Z.A.
Khaknazarova Zilola Azamatovna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH
LANGUAGES FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, UZBEKISTAN
Abstract: assessment for learning (AFL) is an approach to teaching and learning that creates feedback which is then used to improve students' performance. Students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard. Successful student learning is most effective with an aligned system of standards, curriculum, instruction, and assessment. When assessment is aligned with instruction, both students and teachers benefit. Students are more likely to learn because instruction is focused and because they are assessed on what they are taught. Keywords: assessment, assignment, tests, formative assessment, formal and informal assessment.
Teachers are also able to focus, making the best use of their time. Rhode Island's learning standards describe educational objectives - what students should know and be able
to do by the end of a course or grade level - but they do not describe any particular teaching practice, curriculum, or assessment. Without standards, districts and schools don't have goals to shoot for. By matching what is taught in the classroom to the standards in each subject area, students (and their parents and teachers) will know what teachers should be teaching, what students should be learning and what they will be tested on. Curriculum provides a "map" for how students will master the standards. Decisions about what that map looks like are made by districts, schools, and teachers. This map includes the materials (e.g. lesson plans, assignments, tests, resources) that will make learning possible. Teachers are responsible for providing instruction by identifying teaching practices that are effective for all students, since not every student learns or retains information in the same way. This is where teachers get to be creative in how they engage students in learning. Assessments are the tools and methods educators use to what students know and are able to do. Assessments range from teacher questioning techniques to statewide assessments. Assessments are only useful if they provide information that is used to improve student learning. Assessment inspires us to ask these hard questions: "Are we teaching what we think we are teaching?" "Are students learning what they are supposed to be learning?" "Is there a way to teach the subject better, thereby promoting better learning?"
One way of thinking about AFL is that it aims to 'close the gap' between a learner's current situation and where they want to be in their learning and achievement. Skilled teachers plan tasks which help learners to do this. AFL involves students becoming more active in their learning and starting to 'think like a teacher'. They think more actively about where they are now, where they are going and how to get there. Effective teachers integrate AFL in their lessons as a natural part of what they do, choosing how much or how little to use the method. AFL can be adapted to suit the age and ability of the learners involved [2].
AFL strategies are directly linked to improvements in student performance in summative tests and examinations. Research shows that these strategies particularly help low-achieving students to enhance their learning. Traditionally, AFL has been closely associated with formative assessment because practices such as questioning and providing feedback help 'form' or 'shape' student learning. This differs from summative assessment which typically is an attempt to measure student attainment at the end of a period of learning.
One assessment cannot answer every question about student learning. For example, if a teacher wants to know if students learned the material she just taught and where they may be struggling to adjust the next day's instruction he/she may give a short quiz of a few questions on a specific skill. If he/she wants to know if the students mastered the material taught in the first semester and is ready to learn more challenging content he/she may give a longer test that measures several skills. A comprehensive assessment system includes both state and local assessment of student learning. State assessments which are given annually provide a valuable "snapshot" to educators and families and help us see how we're doing compared with other districts, compared with the state as a whole, and compared against several other high-performing states. State assessments only account for about 1% of most students' instruction time. Results from state assessments which are part of a comprehensive assessment system keep families and public at large informed about school, district, and state achievement and progress. Local assessments measure student progress and achievement in numerous ways, including classroom tests, which our teachers develop, administer, and grade [1]. The methods and assessments that define a districts' assessment system are determined by schools and districts. Formative assessments, such as classroom assignments, homework, and quizzes and tests, occur while the content is still being taught. These assessments inform teachers of what students know or do not know and provide feedback, so teachers can adjust accordingly. This is the type of assessment that occurs most often. School-wide or district-wide assessments help guide instruction and curriculum development and help schools and districts identify additional programs or resources that might be needed support student learning or professional development teachers may need to improve instruction. District or school wide assessments are administered periodically
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throughout the year and are common across the school or district in which they are administered. These assessments often measure instructional units or groups of standards, but typically not the depth and breadth of the standards at one time.
References
1. Allen M.J. (2004). Assessing Academic Programs in Higher Education. San Francisco: Jossey-Bass.
2. Suskie Linda (2004). Assessing Student Learning. Bolton, MA: Anker.
LANGUAGE EXPRESSIVE MEANS IN ENGLISH MEDIA TEXTS
Aminova G.R.
Aminova Guzal Rakhatovna - English Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH
LANGUAGE FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to features of conveying expressiveness in media texts with the help of the linguistic means by which various emotions are expressed in the English discourse. Connection between expressiveness and the emotionality is proposed to study using emotionally evaluative means.
Keywords: expressive means, neologisms, colloquial and emotionally colored vocabulary, figurative phraseological units.
Recently, the interest of linguists in the expressiveness of media speech has noticeably increased. This is due to the fact that the corpus of media texts is very large, and the power of their informational and psychological impact on the audience is unlimited. Expression takes on particular importance in the spheres of politics, journalism, radio and television. It encourages the audience to a certain reaction to the transmitted information, influencing the life of society, the consciousness and ideas of people. When translating media texts, the translator often encounters difficulties in connection with the need to convey the essence of the information as correctly as possible without losing the stylistic coloring and avoiding ambiguity. In this regard, the study of linguistic and translation aspects of expression in media texts seems relevant.
Expressiveness (lat. Expressio) - "a property of a text or part of a text that conveys meaning with increased intensity and results in emotional or logical reinforcement, which may or may not be figurative" [1, p. 51]. Putting his thought into a linguistic form, the author of the message inevitably expresses a subjective attitude towards the content or addressee of the text. Therefore, expression is considered as the detection of the speaker's individuality, manifested in the feelings, emotions and evaluations of the subject. Many researchers point to the connection between expressiveness and the concepts of "emotionality" and "evaluativeness" [2, 51; 3, 21].
Expressive means of language include: literary and book vocabulary, neologisms, foreign language inclusions, abbreviations and abbreviations, colloquial and emotionally colored vocabulary, figurative phraseological units, paths and figures, etc. [4, 43-124]. Expressiveness is a typological and functional feature of the texts of the "writing" and "electronic" press, which are divided into four functional genre types: news, information analytics and commentary, journalism and advertising [5, p. 59]. All the above types of media texts, except for advertising, served as the material for this study.
