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29Изучение эмоционального компонента школьной адаптации первоклассников позволяет сделать следующие выводы:
- большинство первоклассников обладает оптимальной работоспособностью: нагрузки соответствуют возможностям и образ жизни этих детей позволяет восстанавливать затраченную энергию;
- эмоциональный фон у большинства первоклассников в норме;
- преобладающими у первоклассников оказались проблемные 3 и 4 типы развития эмоциональной сферы; низкий уровень развития эмоциональной сферы;
- у большинства первоклассников преобладает положительное отношение к школе;
- статистически значимые половые различия выявлены в отношении преобладающего эмоционального фона, положительный эмоциональный фон преобладает у девочек.
Таким образом, проблема адаптации младших школьников к школьному обучению не теряет своей актуальности в настоящее время.
Список литературы
1. Выготский Л.С. Избранные психологические исследования. М.: Педагогика, 1956.
520 с.
CRITERIA OF SELECTING A GOOD ENGLISH-ENGLISH DICTIONARY IN LEARNING A FOREIGN LANGUAGE Tursunboeva M.A.
Tursunboeva Mukhlisa Anvar qizi - Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion discusses the criteria of selecting a good English-English dictionary in learning a foreign language which facilitates students' language learning. Dictionary doesn't only help students acquire language in a practical way, but also provides them with a sense of independence in the learning process. The author of the article suggests the simplest solution to recommend learners to buy a time-tested academic favorite, or to have students purchase dictionaries designed specifically for second-language learning.
Keywords: dictionary, selecting criteria, proficiency, proper dictionary, instructors, facilitate, to be exposed, larger vocabulary, independence, time-tested, over-simplifying, contextual.
English-English dictionaries are an essential tool in building language for both native and non-native speakers, and as such must be used wisely and with caution. Regardless of a student's level of English proficiency, instructors must recognize that the skills necessary for proper dictionary consultation are not inherent; they must be acquired through explicit instruction and practice. They must also recognize that students rely heavily on the advice of their instructors, especially when making the decision to purchase a dictionary, a book that is likely to become one of students' biggest and most valuable language learning resources. Consequently, instructors need to educate themselves about what components are most important in a student dictionary, as well as of how to teach students the skills required using a dictionary properly [1, p.p. 67-85]. Most instructors recognize that their students have not yet developed the extensive language skills required to filter meaning out of the
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abstract and dense wording often used in academic English-English dictionaries, therefore they must recommend dictionaries which are level-appropriate, and which will facilitate students' language learning. In doing so, they will not only be helping their students acquire language in a practical way, but will also be providing them with a sense of independence in the learning process.
While most English-English dictionaries provide the same standard pieces of information about each word, including part of speech, phonetic spelling, and a list of meanings for each word, it is the way in which these pieces of information are presented that determines whether a student can benefit from using the dictionary. Therefore, a good English-English dictionary for ESL students should include most of the following components [2, p.p. 43-45]:
• A list of possible definitions of a word presented in order of frequency of use (most common to least common). If structured this way, students will be able to recognize which is the most popular use of a word, rather than trying to determine this independently.
• Definitions that show high levels of differentiation. This will enable students to become familiar with the various uses of a word without a great deal of confusion and additional searching.
• Definitions should be followed by useful and clear contextual examples, or by what calls, "high explanatory support". This is likely the most essential component of a good dictionary, as it is these types of examples that provide students with knowledge of the practical uses of a word. Without practical and clear examples of how a word can be used, dictionaries provide nothing but meaningless lists of unfamiliar words.
• Finally, dictionaries should present multiple pieces of information in a clear, organized, and non-intimidating manner for the user.
Recognizing what students require from a dictionary to facilitate language acquisition is crucial to an instructor's ability to make an informed recommendation to students. This is only half the battle, however, considering the multitude and variety of English-English dictionaries currently on the market. Instructors must be conscious of students' needs, but must also familiarize themselves with the numerous types and brands of dictionaries available to students. While the simplest solution would be to recommend a time-tested academic favorite, or to have students purchase dictionaries designed specifically for second-language learning, it seems likely that ESL students beyond a high-beginner level would benefit more from using a regular English-English dictionary designed for either native-speakers or general academic study. In this way, students will be exposed to larger vocabularies, while also feeling that the dictionary they are using is not over-simplifying the language because they are second language learners [4, p.p. 67-75].
While aspects such as layout, structure, and size of word bank are important factors in whether an English-English dictionary is useful to ESL students, it is the definitions themselves that are the determining factor for ESL students. As a result, instructors must recognize that definitions provided in English-English dictionaries can vary greatly in degree of difficulty. Often, the definitions provided in English-English dictionaries are abstract and difficult to interpret. This reflects the notion that dictionaries often provide dense, multi-layered definitions that only serve to be cognitively disruptive to students' learning process. This problem stems from the fact that many definitions are filled with numerous other words that are most likely unfamiliar to ESL students, which necessitates a never-ending process of searching for word after word. This endless searching can result in the student's inability to learn the meaning of the word he was originally searching for. Neither are definitions always followed by practical, contextual examples of the word, which leaves the user to either guess at how the word is used, or to skip over the word altogether [3, p.p. 56-63].
In selecting English-English dictionaries that will facilitate ESL students' language learning rather than complicate it, instructors should look for dictionaries that offer
definitions, which contain wording that is straightforward and easy to understand. Likewise, they should look for definitions in which there are relatively few words that would confuse the user. Finally, to further students' understanding of a word's definition, English-English dictionaries should also provide clear, contextualized examples of how each word is used.
References
1. Brett A & Rothlein L. Vocabulary acquisition from listening to stories and explanations of target Words. The Elementary School Journal, 1996. P.p. 67-85.
2. Herman R.A. & Dole J.A. Theory and practice in vocabulary learning and in instruction. The University of Chicago. The Elementary School Journal. 1, 1998. P.p. 43-45.
3. Rivers W.M. Foreign language skills. Chicago: University of Chicago Press., 2001. Pp. 56-63.
THE IMPORTANCE OF SPEAKING SKILLS FOR EFL LEARNERS
1 2 Khaydarova N.G.\ Muhammedov M.2
1Khaydarova Nigina Ganiyevna - Teacher;
2Muhammedov Muhsin - Student, ENGLISH LANGUAGE DEPARTMENT, BUKHARA ENGINEERING TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article brings to light, the importance of speaking skills. The article gives information about some of interesting activities that can be used to develop your speaking abilities.
Keywords: lingua franca, communicate, smooth, proficient, authentic materials.
The English language has become an international language. Among nations it serves as a lingua franca. It is spoken, learnt and understood even in those countries where it is not a native's language. English is playing a major role in many sectors including medicine, engineering, education, advanced studies, business, technology, banking, computing, tourism etc. All our software development today, the communication facilities available to us through internet, our access to a variety of websites, are all being carried out in English. As a result, English is being taught and learned around the world as a second language today. Language is a tool for communication. We communicate with others, to express our ideas, and to know others' ideas as well. Communication takes place, where there is speech. The importance of speaking skills hence is enormous for the learners of any language. For a smooth running of any system, the speakers of a language need to be especially and purposefully trained in the skill of speaking. In-order to become a well rounded communicator one needs to be proficient in each of the four language skills: listening, speaking, reading and writing, but the ability to speak skillfully, provides the speaker with several distinct advantages. The joy of sharing one's ideas with others is immense. When we speak to others we come to have a better understanding of our own selves, as Robert Frost once said: ''I am a writer of books in retrospect, I talk in order to understand, I teach in order to learn.'' Undoubtedly, the clarity in speech reflects clear thinking. An effective speaker can gain the attention of the audience and hold it till the completion of his message. Speaking skills are important for career success, but certainly not limited to one's professional aspirations. Speaking skills can also enhance one's personal life. The researcher conducts such activities in the class which aims to develop communicative competence in
