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403. Free writing. Suggested by Elbow for helping native speakers break through the difficulty of getting started, free writing is also known by various other terms, such as "wet ink" writing and "quick-writing". The main idea of this technique for students to write for a specified period of time (usually about 5 minutes) without taking their pen from the page. As Rico puts it, "Don't stop for anything. . . . Never stop to look back, to cross something out,. . . to wonder what word or thought to use ... If you get stuck it's fine to write 'I can't think what to say. . . as many times as you like [1, p. 23]. "Be free from the necessity of worrying about grammar and format, students can often generate a great deal of prose which provides useful raw material to use in addressing the writing assignment at hand. For EFL students, this technique often works best if the teacher provides an opening clause or sentence for the students to start with. The free writing generated after the students copy this sentence and continue to write down whatever comes into their heads can be kept private or shared with other students.
4. Clustering. Another technique for getting many ideas down quickly, clustering begins with a key word or central idea placed in the center of a page (or on the blackboard) around which the student (or teacher using student-generated suggestions) jots down in a few minutes all of the free associations triggered by the subject matter—using simply words or short phrases. Unlike listing, the words or phrases generated are put on the page or board in a pattern which takes shape from the connections the writer sees as each new thought emerges. Completed clusters can look like spokes on a wheel or any other pattern of connected lines, depending on how the individual associations are drawn to relate to each other. By having students share their cluster patterns with other students in the class, teachers allow students to be exposed to a wide variety of approaches to the subject matter, which might further generate material for writing [2, c. 54-60].
References
1. Rico G.L. Clustering: Pre-writing process. Sacramento. California State Department of
Education. 1996. Pp. 23-29.
2. Hughey,J. B., Wormuth D.R. Teaching ESL Composition: Principals and techniques.
New York; Newbury House. 2005. Pp. 54-60.
BENEFITS OF PROJECT WORK IN TEACHING FOREIGN
LANGUAGES Akamova N.M.
Akamova Nozima Muzaffarovna - Senior Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT OF PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts benefits of project work in teaching foreign languages. The author of the article discusses several advantages of using project work in teaching which makes learning process of foreign languages interesting. Keywords: teaching, activities, multi-skill, common purpose, outcome, project work, collaboratively, target language, connected, displays.
Project work in teaching foreign languages involves multi-skill activities which focus on a theme of interest rather than specific language tasks. In project work, students work together to achieve a common purpose, a concrete outcome (e.g., a brochure, a written report, a bulletin board display, a video, an article for a school newspaper, etc). There are four types of projects:
1. Information and research projects which include such kinds of work as reports, displays, etc.
2. Survey projects which may also include displays, but more interviews, summaries, findings, etc.
3. Production projects which foresee the work with radio, television, video, wall newspapers, etc.
4. Performance/Organizational projects which are connected with parties, plays, drama, concerts, etc. [1, p. 65].
What these different types of projects have in common is their emphasis on student involvement, collaboration, and responsibility. In this respect, project work is similar to the cooperative learning and task-oriented activities that are widely endorsed by educators interested in building communicative competence and purposeful language learning. However, it differs from such approaches, it typically requires students to work together over several days or weeks, both inside and outside the classroom, often in collaboration with speakers of the target language who are not normally part of the educational process.
Students in tourism, for example, might decide to generate a formal report comparing modes of transportation; those in hotel/restaurant management might develop travel itineraries. In both projects, students might create survey questionnaires, conduct interviews, compile, sort, analyze, and summarize survey data and prepare oral presentations or written reports to present their final product. In the process, they would use the target language in a variety of ways: they would talk to each other, read about the focal point of their project, write survey questionnaires, and listen carefully to those whom they interview.
Let us consider, for example, the production of a travel brochure. To do this task, tourism students would first have to identify a destination, in their own country or abroad, and then contact tourist agencies for information about the location, including transportation, accommodations in all price ranges, museums and other points of interest, and maps of the region. They would then design their brochure by designating the intended audience, deciding on an appropriate length for their suggested itinerary, reviewing brochures for comparable sites, selecting illustrations, etc. Once the drafting begins, they can exchange material, evaluate it, and gradually improve it in the light of criteria they establish. Finally, they will put the brochure into production, and the outcome will be a finished product, an actual brochure in a promotional style. [2,p.80]
One of the great benefits of project work is its adaptability. We can do projects on almost any topic. They can be factual or fantastic. Projects can, thus, help to develop the full range of the learners' capabilities. Projects are often done in poster format, but students can also use their imagination to experiment with the form. It encourages a focus on fluency.
Each project is the result of a lot of hard work. The authors of the projects have found information about their topic, collected or drawn pictures, written down their ideas, and then put all the parts together to form a coherent presentation.
Project work is a highly adaptable methodology. It can be used at every level from absolute beginner to advanced. There is a wide range of possible project activities, and the range of possible topics is limitless. Positive motivation is the key to successful language learning, and project work is particularly useful as a means of generating it.
Another point is that this work is a very active medium like a kind of structured playing. Students are not just receiving and producing words, they are:
• collecting information;
• drawing pictures, maps, diagrams, and charts;
• cutting out pictures;
• arranging texts and visuals;
• carrying out interviews and surveys;
• possibly making recordings, too.
Lastly, project work gives a clear sense of achievement. It enables all students to produce a worthwhile product. This feature of project work makes it particularly well suited to the mixed ability class, because students can work at their own pace and level. The brighter students can show what they know, unconstrained by the syllabus, while at the same time the slower learners can achieve something that they can take pride in, perhaps compensating for their lower language level by using more photos and drawings. [2, p.87]
References
1. Harmer, Jeremy. The practice English language teaching. London-New York; Longman, 1991. Pp.65-70.
2. Penny Ur. Discussions that work. Task-centered fluency practice.: Cambridge University Press, 1981. Pp.80-87.
ОСНОВНЫЕ НАПРАВЛЕНИЯ В ИССЛЕДОВАНИИ НАЦИОНАЛЬНО-КУЛЬТУРНОЙ СПЕЦИФИКИ ФРАЗЕОЛОГИЧЕСКИХ ЕДИНИЦ Эшанкулова Н.
Эшанкулова Наргиза - преподаватель, кафедра теоретических дисциплин английского языка 3, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: в лингвистике уделяется большое внимание вопросу взаимодействия языка и культуры. Культура, как и язык, является формой сознания, отображающей мировоззрение человека. Язык служит средством накопления и хранения информации, он - вместилище знаний человека о мире.
Ключевые слова: языковая картина мира, антропологическая парадигма, фразеологическая единица.
Эта концепция перекликается с концепциями ещё в прошлом веке В. Гумбольдтом о «народном духе» языка. Язык есть единая духовная энергия народа в понимании Гумбольдта [1]. Исследование взаимосвязи языка и культуры приобретает новый ракурс рассмотрения в связи с изучением картины мира и, в частности, языковой картины мира. Язык - это знаковая система, где зафиксирована не только реальность, но и символическая вселенная. Каждый язык отражает определенный способ восприятия и организации мира. Он различен для всякого языка и во многом отличается от научной картины мира. У каждого народа разная природа, быт, история, ценности. Это и составляет национальную модель мира. Современный этап в развитии фразеологии как лингвистической дисциплины характеризуется пристальным вниманием к вопросам семантики фразеологических единиц (ФЕ).
Фразеология важна для изучения семантических процессов, связанных с развитием системы значений слов, рождением новых знаков, процессов, способствующих совершенствованию нашей компетенции при изучении функционирования языковой системы.
Проблематика национально-культурного своеобразия фразеологической системы языка в настоящее время является предметом исследования многих лингвистов. Повышенное внимание к данной теме обусловлено общим всплеском интереса к проблеме «Язык и культура» в последние годы, которая, в свою очередь, получила новый импульс религия в рамках складывающейся сейчас новой, антропологической
