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with or an introduction to a new topic. In this activity the blackboard is the main item,
because focused object is blackboard vocabulary.
References / Список литературы
1. Dale Edgar and O'Rourke Joseph, 1971. Techniques of Teaching Vocabulary.
2. Thornberry Scott. How to teach Vocabulary, Pearson Education Ltd, Edinburg Gate, Harlow, Essex. Printed in Malaysia, 2002. 21-28, 45, 144-148, 151-152.
3. Palmberg Ralph. Word power into active speech. Teacher Development (selected articles) edited by Thomas Kral. Cambridge: Mit Press., 2001. 198-199.
4. Stephen Ray Flora. The power of Reinforcement, New York: Addison Wesley Longman, Longman, 2005. 136-138.
5. Stieglitz Ezra L. and Varda S. Stieglitz, 1981. 'SAVOR the word to reinforce vocabulary in the content areas'. Journal of Reading.
CLT AS A MEANS OF DEVOLOPING ADULT LEARNERS" FOREIGN COMMUNICATION COMPETENCE Umarova M.K. Email: Umarova679@scientifictext.ru
Umarova Malika Kiyamiddinovna - Teacher, DEPARTMENT OF INTEGRATION OF LANGUAGE SKILLS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: topicality of the article is to teach English to adult learners using communicative language teaching method. Taking into account life, work, and age factors of adult learners CLT proved itself as the best method to master the English language by adults. Aim and tasks of the article is to define an adult learner, pointing out his/her characteristics, needs, experiences and expectations and prove that Communicative Language Teaching is the best method for developing adult learners" foreign language comprehension. The structure of the article consists of three main parts: introduction, methodology, and conclusion. Keywords: adult learners, young learners, scientists, methods, conception, competency, communication, structure, practice, techniques.
КОММУНИКАТИВНЫЙ МЕТОД КАК СРЕДСТВО РАЗВИТИЯ КОМПЕТЕНЦИИ ВЗРОСЛЫХ В ОБЩЕНИИ ЗА РУБЕЖОМ
Умарова М.К.
Умарова Малика Киямиддиновна - преподаватель, кафедра интеграции языковых навыков, Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: актуальность статьи заключается в том, чтобы научить английскому языку взрослых учащихся с использованием метода преподавания коммуникативного языка. Принимая во внимание факторы жизни, работы и возраста взрослых учащихся, CLT зарекомендовал себя как лучший метод для изучения английского языка взрослыми. Цель и задачи статьи - определить взрослого учащегося, указать его/ее характеристики, потребности, опыт и ожидания и доказать, что преподавание коммуникативного языка является лучшим методом развития
понимания иностранного языка взрослыми учащимися. Структура статьи состоит из трех основных частей: введение, методология и заключение.
Ключевые слова: взрослые ученики, молодые ученики, ученые, методы, концепция, компетентность, общение, структура, практика, методики.
UDC 13.00.08
Introduction. Teaching English to adult learners differs from teaching young learners. The reason is that adult learners have very clear goals about what they want to learn and how they are going to achieve that. They also have very limited time and do not accept spending it on playing around with the language for no particular purpose. Therefore, to teach English to adults successfully a teacher needs to follow methods and techniques that are fit for adults. Adult learners bring to the classroom a lot of issues that a teacher must address creating a successful learning environment. Teachers must be prepared to understand their needs and be flexible enough to alter lessons when they are proving to be ineffective in the classroom.1 It is always necessary to be aware that adult students are not actually that unique from youthful ones. They have more life experience and will be more critical; however they are still beginners when it comes to English. However, those who teach adults must be aware of the differences between the teaching - learning patterns specific to adults, however, and those that generally function with children, on the other. The article will discuss the cognitive, attitudinal, behavioural and methodological characteristics presented by the adult learners of English in today's world, taking into account both theoretical and practical data. Methodology. Adult EFL learners choose to improve their lives as particular individual and family and community members. Adult participants in EFL training give a quantity of motives for enrolling in classes: "to enhance standard English language competence; to tackle personal, family, or social problems; to meet work demands or pursue higher employment; or to further their education." 2
The students in an adult class are commonly working people. Students with work may additionally possess education, training, and abilities that will gain them in their learning. Others may also be unemployed and they may additionally be in search of similarly training and training to prepare themselves for the job market. Alternatively, those who have not worked and don't plan to will most probable be bored in work-related topics.3
Taking into account age and life factors such as job, experience, and family of adult learners, it is very difficult for adults to acquire a new language thoroughly. They can have a lot of difficulties in learning process. Their main purpose for learning the language is communication in the target language because of the demand at work or other life issues. Taking into account all these, Communicative Language Teaching is the best way of developing their language competence and helps to acquire the language a bit easily. Throughout my investigations I am going to prove CLT as the best method to improve and develop adult language comprehension through communication. We use the time adult language learner to distinguish these learners from youthful language learners enrolled in important and secondary schools; these agencies possess very distinct characteristics from grownup language learners. These attributes, wonderful from these of youthful language learners, led to the introduction of the term androgogy, a word popularized to distinguish the discipline of person mastering from that of pedagogy.
Although many adult EFL students frequently share comparable characteristics, each one is a unique individual, and as a result, they may be very special from each other. Differences
1 Robinson J., & Selman, M. "Partnerships in learning: Teaching ESL to adults," Toronto, Pippin Publishing Corporation, 2000: P. 86-159.
2 National Center for ESL Literacy Education, "Adult English language instruction in the 21t century,"Washington, DC: Center for Applied Linguistics, 2003: P. 121-179.
3 Robinson, J. & Selman M, "Partnerships in learning: Teaching ESL to adults," Toronto, Pippin Publishing Corporation, 2000:P. 86-159.
among learners encompass variants in native language, socio-economic status, age, instructional background, work histories, degree of literacy, cultural practices, ethnicity, goals, immigration status, size of time, and personal experiences and characteristics.1
Learner populations served in adult EFL instructions are diverse. No category is a simple homogeneous crew in any sense. It is now not distinct to find refugees, immigrants, farmers, the elderly, single women, married guys with established families, people mastering to read for the first time, and university-bound students all in the same grownup EFL school room2.
Teaching adults is now not like teaching children. Traditionally, teens are seen as empty vessels into which teachers can pour knowledge. Parents and instructors try to manage the statistics that goes into the school room to determine the satisfactory of mastering that comes out. Trainers cannot control adults this way. Children have little actual world experience upon which to base their learning. Adults have their own experience that can enrich their education. Adults can compare their new knowledge with previous and find changes and differences. What we learn in childhood becomes the foundation as what we learn as adults.
Teaching adult learners can be very rewarding, however very difficult as well. EFL teachers must not forget that they are dealing with people who have their own lives outside school, some with very busy schedules. But adult beginners are additionally better equipped for dialogue and exchange. They come to classification with a set of equipment and data that can be of remarkable use. Moreover, teachers need to supply them with reasons why each aspect of what they train is important.
Teaching adults is now not like teaching children. Traditionally, teens are seen as empty vessels into which teachers can pour knowledge. Parents and instructors try to manage the statistics that goes into the school room to determine the satisfactory of mastering that comes out. Trainers cannot control adults this way. Children have little actual world experience upon which to base their learning. Adults have their own experience that can enrich their education. Adults can compare their new knowledge with previous and find changes and differences. What we learn in childhood becomes the foundation as what we learn as adults.
Conclusion. Teaching adult learners can be very rewarding, however very difficult as well. EFL teachers must not forget that they are dealing with people who have their own lives outside school, some with very busy schedules. But adult beginners are additionally better equipped for dialogue and exchange. They come to classification with a set of equipment and data that can be of remarkable use. Moreover, teachers need to supply them with reasons why each aspect of what they train is important. Furthermore, adults want practical applications to solidify what they learn. It is vital that the education surroundings ought to be welcoming so that all learners experience safe to participate. The education need to be presented in a respectful manner, where learners have an opportunity to share their experiences.
References / Список литературы
1. Littlewood W. "Communicative language teaching: an expanding concept for a changing world. In E. Hinkel (Eds.). Handbook of research in second language teaching and learning". New York. Routledge, 2011. P. 541-557.
2. National Center for ESL Literacy Education, "Adult English language instruction in the 21t century". Washington, DC: Center for Applied Linguistics, 2003. P. 121-179.
1 Littlewood W. "Communicative language teaching: an expanding concept for a changing world. In E. Hinkel (Eds.). Handbook of research in second language teaching and learning," New York, Routledge, 2011:P. 541-557.
2 National Center for ESL Literacy Education, "Adult English language instruction in the 21t century,"Washington, DC: Center for Applied Linguistics, 2003: P. 121-179.
3. Rao Z. "Chinese students' perceptions of communication and non-communicative activities in EFL classroom". China. ELT journal, 2002. P. 85-105.
4. Robinson J. & Selman M. "Partnerships in learning: Teaching ESL to adults". Toronto. Pippin Publishing Corporation, 2000. P. 86-159.
ДИАГНОСТИКА ПРЕДСТАВЛЕНИЙ ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА О ТРУДЕ ВЗРОСЛЫХ Черкасов И.А. Email: Cherkasov679@scientifictext.ru
Черкасов Илья Александрович - магистрант, кафедра дошкольного и начального образования. Липецкий государственный педагогический университет им. П.П. Семенова-Тян-Шанского,
г. Липецк
Аннотация: в статье рассматривается проблема ознакомления детей дошкольного возраста с трудом взрослых. Анализируются знания и отношение дошкольников к различным профессиям. Трудовое воспитание дошкольников - целенаправленный процесс формирования у детей положительного отношения к труду, желания и умения трудиться, нравственно ценных качеств, уважения к труду взрослых. Истоки трудового воспитания лежат в дошкольном возрасте, когда ребенок впервые начинает испытывать потребность в самостоятельной деятельности, заявляя о своих намерениях и проявляя себя субъектом своих желаний и интересов. Воспитание этой потребности — одна из центральных задач трудового воспитания детей. Ключевые слова: ознакомление с трудом взрослых, профессия, трудолюбие, отношение к труду, дети старшего дошкольного возраста, рабочие профессии.
DIAGNOSIS OF REPRESENTATIONS OF OLDER PRESCHOOL CHILDREN ABOUT ADULT WORK Cherkasov I.A.
Cherkasov Ilya Alexandrovich - Undergraduate, DEPARTMENT OF PRESCHOOL AND PRIMARY EDUCATION, LIPETSK STATE PEDAGOGICAL UNIVERSITY NAMED AFTER P.P. SEMENOV-TYAN-SHANSKY,
LIPETSK
Abstract: the article considers the problem of introducing preschool children to adult labor. The knowledge and attitude of preschoolers to various professions are analyzed. Labor education of preschoolers is a purposeful process of forming a positive attitude towards work, desire and ability to work, morally valuable qualities, and respect for adult work in children.
The origins of labor education lie in preschool age, when the child first begins to feel the need for independent activity, declaring his intentions and manifesting himself as the subject of his desires and interests. Raising this need is one of the central tasks of the labor education of children.
Keywords: familiarization with adult work, profession, hard work, attitude to work, children of preschool age, working professions.
УДК 1174
Ознакомление детей с трудом взрослых рассматривается в контексте проблем трудового воспитания, формирования моральных качеств и развития личности
