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34As a result, the goal was achieved: a description of phraseological units of human intelligence in the English language. This thesis makes a certain contribution to the development of phraseology in terms of studying phraseological units.
REFERENCES
1. Vinogradov V. V. Izbrannie trudi. Leksikologiya i leksikografiya. - M.: 1977. - S. 140-161.
2. Teliya V.N. Vtorichnaya nominasiya i yee vidi // Yazikovaya nominasiya (vidi naimenovaniy) / Otv. red. B.A. Serebrennikov. - M.. 1977. - s. 160.
3. Shanskiy N.M. Leksikologiya sovremennogo russkogo yazika. - M., 1964.- s.23.
DICTIONARIES
4. Kunin A.V. Bol'shoy anglo-russkiy frazeologicheskiy slovar'. - M.: Rus. yaz. - Media, 2005. - s.1210 .
5. Collins Cobuild Dictionary of Idioms / HarperCollins Publishers, 2002;
6. The Oxford Dictionary of Phrase, Saying and Quotation. Oxford University Press, 2002;
INTERNET DICTIONARIES
1. https:// idioms. The free dictionary.
2. https://www.merriam-webster.
ASSESSMENT OF SOCIAL STATUS AND PRESTIGE OF A TEACHER'S PROFESSION
Mubina Olimovna Nosirova
Uzbek State University of World Languages, Department of General linguistics Tashkent, Uzbekistan
Annotation. The purpose of this article is to examine the social status of educators in modern society. It is noted that the processes of globalization and informatization, as well as changes in socio-economic conditions directly affect the situation of teachers. The relevance of the study of the social status of teachers is emphasized, since it significantly affects their social well-being and self-fulfillment in work, and therefore the learning outcomes in general.
Keywords: teacher, teacher, educator, educational process, teacher functions, pedagogy, pedagogical activity.
Introduction
The article presents an investigation of the preparation of the educating staff of auxiliary schools to alter the proficient culture and fashion of educational work in agreement with the unused prerequisites of the state and society. Two viewpoints are recognized: the degree of teachers' mindfulness of the necessities made by guardians and state agents, on the one hand, and the overwhelming sort of instructor inspiration related to the choice of a calling, on the other. The preparation of the educating staff for changes in proficient movement is considered within the setting of the common sociocultural changes taking put in Russia.The article is based on data from a large-scale study conducted in May - June 2005 by the Center for Sociological Research at Moscow State University as part of the Education System Reform project, which was implemented by the National Training Foundation (NFPC) using IBRD loan funds.
Literature review
The teacher is a dynamic subject of the instructive prepare and plays a noteworthy part within the arrangement of the information base, worldview and esteem rules of the youthful era. The educating calling is exceptionally old. The role of the instructor within the improvement of society is critical since he teaches youthful individuals and shapes the era. Hence, to a few degree, we are able say that the educator shapes the long run of society, the longer term of science and culture. At all times, unmistakable teachers acknowledged the part of the instructor in society. A educator may be a instructor, a companion of a individual who makes a difference society to rise to the most elevated level of culture [2, 62].
The teacher is a dynamic subject of the instructive prepare and plays a noteworthy part within the arrangement of the information base, worldview and esteem rules of the youthful era. The educating calling is exceptionally old. The role of the instructor within the improvement of society is critical since he teaches youthful individuals and shapes the era. Hence, to a few degree, we are able say that the educator shapes the long run of society, the longer term of science and culture. At all times, unmistakable teachers acknowledged the part of the instructor in society. A educator may be a instructor, a companion of a individual who makes a difference society to rise to the most elevated level of culture
In like manner, the premise for starting the method of inner rebuilding of the proficient community may be an mindfulness of the inconsistency between the outside prerequisites that are forced on the comes about of the exercises of this community and the real comes about. In other words, the inside status for changes is related with the mindfulness of one's possess put (one's claim position) in connection to other social and proficient positions, as well as with the mindfulness of demands (coming from other positions) and a basic appraisal of the degree of their compliance with these demands.
For the instructing community, the closest positions straightforwardly surveying the quality and seriousness of educational work are the position of guardians and the position of agents of the state - heads of instructive administration bodies. Turning to a broader sociocultural setting, we are able say that there are two "customers" of the instructive prepare at the same time: the state, which tackles the vital assignments of creating the nation and protecting the country, and the society, which takes care of its claim well-being and well-being of the more youthful eras.
Social status will be considered primarily from the point of view of the prestige of the teaching profession. Prestige is a reflection in the public mind of the real social situation of this group. It is characterized by the influence and respect that this group enjoys in society. The prestige of professions indirectly reflects the hierarchy of professions and types of labor activity existing in society, which is determined by differences in the degree of complexity and responsibility of labor, the complexity and duration of the vocational education necessary for it, its level of remuneration, as well as other factors.
Researchers characterize the change in the social status of teachers as descending group mobility of the teacher's stratum. Meanwhile, professional status is a factor in the regulation of labor behavior, and its change entails a change in role-based behavioral models. In particular, this is manifested in the fact that even with a strong attitude to "sow rational, good, eternal", worsened living and working conditions form the beginnings of a pragmatic approach to school among teachers.
According to parents, the quality of training of teachers should be monitored, their selection is necessary. To some extent, their hopes are associated with the young generation of teachers and the development of their professional competence. In summer, teachers should be trained: to learn new approaches, methods, so that it would be interesting for children to learn.
The teacher moreover made no endeavors to distinguish variables depending on the teacher himself that may impact the alter in demeanor towards him in society. To begin with of all, such components might incorporate the intrigued of instructors in getting tall comes about in instructive and imaginative exercises, their proficient competence fundamental to illuminate in hone the modern errands confronting the school: guaranteeing the changeability and individualization of the instructive prepare, the movement introduction of instruction, proficient self-determination of understudies, plan and look and inquire about exercises of understudies.
In this article, motivation is considered as a combination of various motives of teacher work: these are not so much material incentives, which in the conditions of low wages have lost force, but intangible ones - the importance and responsibility of the profession, the creative nature of work, communication with children, the prestige of the profession, and the possibility of professional growth.
The meaning that a person gives his work directly affects his satisfaction with work, his subjective well-being, the effectiveness of the functioning of the organization in which he works. Job satisfaction is a state of balance between claims (requests, needs) and an assessment of their degree of implementation. Dissatisfaction with work arises as a result of low incentives to work, unrealized motives (for example, non-recognition of colleagues) or the inability to carry out a life task. Dissatisfaction with work, being temporary or permanent, has a negative impact on the attitude to work and labor behavior of individuals.
Teaching today is a noble but thankless job. The value orientation of teachers proper, which was retained by most teachers and was not destroyed during the social transformations of the last twenty years, should be considered as the engine of positive professional changes that are still possible today in the pedagogical environment. Society is changing, and the needs of modern children are very different from the needs of children of the previous generation.
Unlike the voices of parents and the state, the voice of the child for the teacher has immediate power and credibility, each time confronting him with new complex tasks. As long as among teachers the orientation toward interaction with students remains, pedagogical professionalism remains.
At the same time, it ought to be famous that most working teacher have deliberately chosen a calling. The premise of their choice was the shaped thought that it was teachers' work that best compared to their mental capacities and character, as well as the trust that instructing would permit them to completely realize all goals and openings in hone. When instructors conversation around the significance of their work, they basically show the esteem of instructor work for them. This permits us to tell us that the instructing calling has not however misplaced the meaning of livelihood - open benefit. But it ought to be borne in intellect that the bearers of this proficient personality are instructors who have a long work involvement and have associated life with this social institution.
The role of the teacher in society, i.e. its social functions undergo changes along with the development of society itself. It cannot be otherwise: the teacher lives in society and, therefore, with it experiences all the changes that occur in this society. It is not surprising that in different historical eras, the social role of the teacher changed, evolved from the level of a hired artisan to a civil servant.
Any teacher not only teaches his subject, but also carries out pedagogical activities in general. And this means that as a teacher he is constantly in interaction with children, parents, colleagues, other people and performs certain functions. Studies of scientists (N.V. Kuzmina, V.A. Slastenin, A.I. Shcherbakov) showed that in the pedagogical process the following interrelated functions of a teacher are realized:
- diagnostic - the study of the level of education of students;
- prognostic - the ability to determine the direction of educational activity at each stage of work;
- design function - selection and organization of the content of educational material;
- organizational - involving students in the pedagogical process and stimulating their activity;
- information - the transfer of scientific information;
^ecKaa creative - the attitude of the teacher to pedagogical activity as a creative process.
Currently, as a result of pedagogical forecast, it has been established that by the end of this millennium and at the beginning of the next, the role of pedagogy in society will increase [3, 60]. It is pedagogy that should become a science that will be studied by specialists working with children. The success of pedagogy, education and training directly depends on the prosperity of society.
Here we want to emphasize the importance of the teacher and educator: they have the responsibility to form a value system from a very early age, to help parents and other people interested in upbringing organize this process correctly.
The problem of training a modern teacher is one of the most important socio-pedagogical problems. Developing pedagogy as a science, many researchers paid special attention to the teacher's problem and its training system. The most significant lack of education is the lack of mentors who are specially trained to fulfill their duties.
One of the most important knowledge of a teacher is knowledge not only of the taught subject, but also specifically pedagogical. The teacher should prevail with diverse, accurate and specific knowledge of the sciences that he will teach. A comprehensive comprehensive education is needed for the teacher. However, theoretical knowledge alone is not enough for a teacher; it is still necessary to master the practical art of teaching, to acquire skills in pedagogical work.
Conclusion
Master has always been a respected person in society. Once he was almost the only educated person, especially in the countryside, and his erudition is the main source of knowledge. The role of a teacher in society is important. The teacher values human qualities above all. The teacher is an example to follow. Attitude towards teachers is always the same criterion of humanity and decency, as is attitude towards parents and the motherland. They are an integral part of our being, they seem to unite a generation, since they pass on their experience and knowledge to younger ones.
List of references:
1. Bocharova V.G. Sotsial'nyy pedagog: dolzhnost', professiya, prizvaniye. - M., 2007. - 230 p.
2. Botalova N. Funktsii shkol'nogo sotsial'nogo pedagoga // Sotsial'naya pedagogika. - 2003. - № 1. - P.149-
155.
3. Orlov A.A. Sovremennyy uchitel': sotsial'nyy prestizh i professional'nyy status // Pedagogika. - 1999. - № 7. - P.60-61.
4. http://studme.org/14140135/psihologiya/funktsii_pedagogicheskoy_deyatelnosti Parabuchev A.I. Uchitel' v epokhu obshchestvennykh transformatsiy — k avtoportretu professii. 246-259 p.
SIGNIFICANCE OF TEACHING DISCOURSE FOR ENGLISH LANGUAGE LEARNERS
Abduramonova Nezire Enverovna
UZswlu, Tashkent, Uzbekistan
Abstract.
All participants of the communication process should know model of verbal and nonverbal behavior, depending on the circumstances that unfold. When join in communication, for realization of the set communicative goal it is necessary to be able to choose a particular model of verbal behavior among those models, which already exist, taking into account the communicative situation and the conversation strategy.
In numerous EGP (English for Common Purposes) and ESP ( English for Particular Purposes) instructive teaching English is still instructed with the conventional approach which centers on educating language structure, the four dialect aptitudes, etc, and which does not empower understudies to create contextualized sentences opposite to discourse-based approaches which center on talk instead of the sentence. Discourse-based approaches have had a extraordinary affect on the educating results since they empower learners to ended up competent clients of dialect. The point of this paper is to shed a few light on the part and usage of discourse-based approaches in English dialect instructing, centering on the significance of discourse examination, pragmatics, foundation information and setting.
Kew words: competence, competency, discourse-based approaches, sub-competencies, verbal and nonverbal means, speech acts, linguistic persona_
Introduction
Concepts of the «competence» and «competency» are considered from different perspectives by scientists. Andrii Khutorskii distinguishes terms of «competence» and «competency». He indicates that the competence is a set of interrelated human features (knowledge, ability, skills, and ways of activity). Competency in this field is having competence by the person including the personal feelings about object of activity [Khutoskii, 2003: p. 55].
Foreign communicative competence is an integral characteristic of the professional activity of a specialist,
