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time. The Book of Proverbs is a perfect example of a seminal cultural resource that serves all three of the purposes listed above. Quite insightful, these introduce us to the finer aspects of human values, morals, and behaviour. These are wiser and more concise forms of learning applicable to life in all facets. Proverbs are timeless gems that inculcate within us a sense of enlightenment and a sense of living.
The use of proverbs and sayings contributes to the automation and activation of many grammatical phenomena. Proverbs and sayings develop creative initiative, enrich the vocabulary of students, and help to learn the structure of the language, develop memory and emotional expressiveness of speech.
A proverb is usually a short saying that gives someone some advice. Some of them are quite straightforward and relatively easy to understand. Some of them seem to make no sense at all (but that's where we come in). The more you hear proverbs and idioms used in context, the more you'll get a grasp of their meaning.They can be used to inspire or to motivate students; they can be used as cautionary wisdom. As proverbs have all developed in some human experience, students and educators may recognize how these messages from the past can help inform their own experiences. They can provide a source of comfort for individuals, create coherence within a community, and maintain a common cultural identity over time. The Book of Proverbs is a perfect example of a seminal cultural resource that serves all three of the purposes listed above. References:
1. Neil Norrick. 1985. How Proverbs Mean: Semantic Studies in English Proverbs. Amsterdam: Mouton.
2. Sw. Anand Prahlad. 1996. African-American Proverbs in Context. Jackson: University Press of Mississippi.
3. Hassan Zolfaghari & Hayat Ameri. «Persian Proverbs: Definitions and Characteristics». Journal of Islamic and Human Advanced Research 2(2012) 93-108.
© Aydogdyyeva B.R., 2023
УДК 159.9
Tangrykulyyeva A.
Instructor of Foreign languages department for technical fields Oguz han Engineering and technology university Ashgabat, Turkmenistan
CARING THE STUDENTS' PSYCHOLOGICAL ASPECTS IN TEACHING FOREIGN LANGUAGES
Abstract
Positive Psychology is a branch of psychology that focuses on studying what makes life most worth living. It is based on the idea that people can be inspired to achieve their maximum potential and develop their best selves. It focuses on positive states and traits that contribute to greater positive experiences, positive institutions, emotional resilience, visualizing success and mindfulness, factors that help people achieve a sense of fulfillment, and manage stress more effectively.
Key words:
kinaesthetic, conseptualize, positive psychology, morphosyntax Introduction
As language teachers, we have to pay attention to many things in our work so why add "attention to affect"? Perhaps the simplest, most direct answer is that whatever we focus most on in our particular context, be it general English, morphosyntax, phonetics, literature, English for academic writing or any other special area, attention to affect will make our teaching more effective. If I want to communicate to my students my respect for and interest in what I teach and to encourage them to share this interest, I have a valuable ally in attention
to affect. Study Skills Help the students develop their study skills, how to organize their ideas using mind maps and graphic organizers; how to read (types of reading), how to visualize objects, actions or events while speaking or writing; how to remember (mnemonic devices); how to summarize information in points in order to remember. The students need to develop note-taking skills such as using shorthand; taking notes in outline form; jotting down main ideas and key words. How to organize their notebook. Teach the students presentation skills (what to do before presenting in class such as searching topic, making an outline, preparing a Powerpoint, rehearsing; what to do while presenting; and what to do after the presentation). Encourage the students to discover their learning style. Concepts are not always easy to define but we can consider that basically affect is related to "aspects of emotion, feeling, mood or attitude which condition behaviour".
• Language learning should take place in a low-anxiety atmosphere.
• Opportunities for learners to succeed and thus raise their confidence should be built into classroom activities.
• The learner should be considered holistically: cognitive, emotional and physical aspects.
• Language learning should involve personally meaningful experience.
• Learner knowledge and resources should be drawn upon and autonomy is to be favoured and developed. In educational contexts it is important to keep in mind that emotions, thinking and learning are inextricably linked.
In many educational contexts today we are concerned with the topic of diversity. One of the advantages of attention of affect is that it can make it much easier to address learner diversity. To begin with, a seemingly small change in attitude on the part of the teacher can make a big difference. If we are aware of our students as individuals, each a representative of diversity and having a unique identity, we can communicate to them in subtle ways acceptance of and respect for their individuality. This can facilitate a positive classroom climate and the creation of a well-functioning group in which the learning process can unfold. There, diversity may be seen less as a problem than as a natural part of life, an interesting challenge and a resource. Diversity often seems to be taken as meaning "good" students (intelligent, hardworking, successful, attentive) mixed with "bad" students (dull, lazy, failing, problematic) but from an affective, humanistic perspective, there are other, more productive ways to look at diversity, as, for example, with learning styles. Some students learn best through visual means, others auditory and others haptic/kinaesthetic. If teachers vary their activities to take the different styles into account, at some point they can give all learners the opportunity to achieve in ways that are easiest for them. Choice is inherently motivating. When we are forced to do something, our feeling of autonomy is limited and we are not going to be intrinsically motivated. One way teachers can motivate learners and at the same time respond to diversity is to look for ways to build choice into their classes. Using group projects requiring different kinds of skills or offering varied options for homework assignments are ways of recognizing learner diversity and enriching our classrooms. Diversity is, then, also a question of encouraging students to develop their learning resources by giving them increasingly open-ended tasks which may involve work in small cooperative groups, to develop social responsibility in a community of learners, leading to responsible citizenship education. Language teachers may have to cover a specific syllabus but doing every exercise in the textbook is certainly not the only way to do so. Teachers have the advantage of knowing their own students and being able to find material that is relevant and interesting to them in order to reinforce what they need to teach. Learners can also be encouraged to find materials to use, thus reducing the work load of teachers and stimulating learner autonomy. An important challenge - and by no means an impossible one - for teachers would be to find ways to cover any necessary course requirements while at the same time providing for "whole person learning". More important, however, than adding new activities is perhaps a new vision of what we as teachers want to do and can do in the classroom, a more all-encompassing view of language teaching.
Affect and the teacher
As an essential part of the classroom community, teachers need to be concerned with their affective side as well as that of their students. In the case of language teachers, teacher development could be conceptualized
as a pyramid. At the top of the pyramid would be techniques and activities which teachers need to have at their disposal for the day-to-day life of the classroom; underneath this, knowledge of the language learning/teaching process to insure these activities are appropriate and effective; and, finally, forming the broad base, would be the teachers' own personal development. Conclusion
We have dealt with the implications for language teaching of some of the areas of the affective domain; there is a great need for incorporating these and others into the language classroom. Arguably, one of the challenges of education today is to provide more ways to educate all aspects of the student, including greater attention to the affective aspects as well as the cognitive. There is an ever-increasing list of options for enriching educational programs which are in different ways related to affect: arts in education, character education, education in values, cooperative learning, emotional intelligence, thinking skills, environmental education, learning styles, multiple intelligence teaching, multicultural education, to name only a few. Many language professionals are finding ways to incorporate options such as these in their language teaching programs, and by doing so, they are broadening what can be achieved in the language classroom. Interestingly, it is not unusual to find that academic performance is as good or better in language classrooms that also focus on these broader concerns.
References:
1. Al-Jarf, R. (2022a). Blogging about current global events in the EFL writing classroom: Effects on skill improvement, global awareness and attitudes. British Journal of Teacher Education and Pedagogy (BJTEP), 1(1),73-82.DOI:10.32996/bjtep.2022.1.1.8 https://alkindipublisher.com/index.php/bjtep/article/view/2926
2. Al-Jarf, R. (2022b). Blogging about the Covid-19 pandemic in EFL writing practice. Journal of Learning and Development Studies (JLDS), 2(1), 1-8. https://doi.org/10.32996/jlds.2022.2.1.1
3. Al-Jarf, R. (2022c). How instructors engage students in distance learning during the Covid-19 second wave. TCC Online Conference. Hawaii, USA. April 13-14. https://www.researchgate.net/profile/Reima-Al-Jarf/publication/357826530
4. Al-Jarf, R. (2022d). Learning vocabulary in the app store by EFL college students. International Journal of Social Science and Human Research (IJSSHR), 5(1), 216-225. DOI: 10.47191/ijsshr/v5-i1-30. http://ijsshr.in/v5i1/30.php
5. Al-Jarf, R. (2022e). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4(1), 14-24. DOI: 10.32996/ijels.2022.4.1.2.
6. Al-Jarf, R. (2022f). Specialized dictionary mobile apps for students learning English for engineering, business and computer science. Journal of Humanities and Education Development (JHED), 4(1), 1-9. DOI: 10.22161/jhed.4.1.1.
© Tangrykulyyeva A., 2023
УДК 37
Акмухаммедов Т.Ч.,
преподаватель
Туркменский национальный институт мировых языков им. Довлетмаммета Азади PHRASEOLOGICAL UNITS IN TURKMEN AND ENGLISH LANGUAGES
Key words:
phraseological units, the idioms, learning and teaching English.
