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7УДК 37
DIDACTIC-METHODICAL BASES OF TRAINING CONVENTION IN FOREIGN LANGUAGE AVERAGE STAGE OF TRAINING
Toshxonov Lochin, Andijan agricultural institute, Uzbekistan, Andijan. E-mail: [email protected]
Abstract. Developing the skill to recognize the grammatical context is a very complex and time-consuming process and there can not be a universal recipe. But the goal of learning grammar when teaching reading as a kind of speech activity is to pave the way for understanding the information contained in the text material. Important are the issues associated with teaching the skill of using the semantic context as a means of expanding the foreign language dictionary.
Key words: foreign language, important, didactic, level, student, step, activity, dictionary.
Аннотация. Разработка навыков распознавания грамматического контекста - очень сложный и трудоемкий процесс, в рамках которого нет и не может быть универсального рецепта. Но цель изучения грамматики при преподавании чтения как своего рода речевой деятельности заключается в том, чтобы проложить путь к пониманию информации, содержащейся в текстовом материале. Работа посвящена основным вопросам, связанным с обучением навыку использования семантического контекста как средства расширения словаря иностранного языка.
Ключевые слова: иностранный язык, важный, дидактический, уровень, студент, ступень, деятельность, словарь.
Important are the issues associated with teaching the skill of using the semantic context as a means of expanding the potential dictionary. It is very important, from the first steps, to focus students on a careful attitude to the text, since the text contains many "guesses", the keys to understanding both the meaning of unknown words and the content of the text material. It should be clearly demonstrated to the trainees that the reader does not need to refer to the dictionary every time they meet an unfamiliar word. We only need to be very attentive to the context and know some simple "guidelines". Knowledge of these "landmarks" helps to perceive the text more fully and deeper, accustoms to working with the text as a whole, and not with separate words, which is absolutely necessary in developing the reading skill as a type of speech activity. It is also necessary to develop the skill of revealing the semantic connections between words. Usually students put forward hypotheses about the
content of a sentence, based on the meaning of words, without taking into account their semantic functions, uniting and dismembering words arbitrarily. Meanwhile, the correct understanding of the meaning of a sentence is determined not so much by the meaning of a single word, as by its form and syntactic function, that is, by a grammatical context. In the role of the latter can be the form of a word, the sequence of words in word combinations, the presence or absence of an article, a preposition, etc.
Therefore, the student needs to develop skills of perception of the grammatical context, which lead to the formation of the language compression skill of the text. This includes skills:
- to define a sentence as simple or complex, to single out in it elementary segments, sentences;
- find and understand within each elementary segment full-valued verbs (predicates, the core word of turnover, and
- also a predicative name);
- find and understand on the basis of semantic and formal agreement with the predicate subject, direct complement and predict the structural-semantic scheme of the entire global group;
- predict the informative value of circumstances, definitions.
The amount of material to be learned can be limited at the discretion of the teacher, depending on the level of knowledge of the students. And their attention should be focused on potential "traps", on those aspects of grammar, incomplete understanding of which leads to an incorrect interpretation of the content side of the text. It can be:
- word order;
- passive constructions;
- modal constructions;
- gerund and communion;
- subordinate clauses;
- adverbs used attributively, etc.
The source material for all tasks should be text, as the goal of the training is to develop the skill to recognize the listed grammatical phenomena when you perceive the information of the text. The lexical side of texts should not cause difficulties for students. The volume of lexical material previously learned is sufficient to fill the selected grammatical structures. A necessary condition is also the exclusion of traditional training exercises, such as, for example, "form a passive form", etc. They are useless here. When processing the relevant text material, all assignments should provide for the mental activity of the students. It is supposed to determine which part of the speech is omitted, what form of the verb is required, etc., based on the content. The student must find out whether the word denoting the agent or object is missing, or the action, the sign, etc. The choice of a word or answer should be explained in
English. Individual words can be proposed to translate into their native language, for example:
- If the wind rises it brings clouds.
- If the wind rises it will bring clouds.
Effective are also:
Questions for understanding (comprehension questions):
A. Not asked them to be good.
B. He promised them to be good.
Who is expected to be good?
Choice of the correct interpretation of the sentence (multiple choice):
If the problem were solved, we could undertake a new experiment.
A. It is too late to undertake a new experiment.
B. It is too early to undertake a new experiment.
C. We can undertake a new experiment, but only under certain conditions.
A number of general questions to one sentence:
If the student had worked hard, he would have passed the examination.
A. Did the student pass the examination?
B. Did the student work hard?
C. Is it possible for the student to pass the examination?
As can be seen from the examples given, it is often enough to check the understanding of various grammatical phenomena that each of these questions is aimed at revealing an understanding of the individual moments of the content plan. When working with passive structures, you can use the following task: When working with passive structures, you can use the following task:
Read the sentence carefully, answer the questions:
A. After John was taken the man to the hospital, he felt tired but relieved.
B. After having been taken to the hospital, he felt tired but relieved.
Who was taken to the hospital?
Why did John feel relieved?
Especially it is necessary to stop on markers, as they play a major role for recognition of the grammatical context. Students should know such markers as:
- for nouns: a, the, some, this, after, my, three;
- for adjectives: adjectival suffixes (-al, -y, -ant, -ive), their place in the sentence (after the noun marker, after the noun, after the verb-ligament);
- for verbs: forms of verbs (to be, to have, to do), modal verbs, place in the sentence;
- for the proposed phrases: in, out, over, though, below, beside, etc .;
- punctuation marks: comma, quotes, colon, etc.
References:
1. Fry, E.B. (2000), Skimming and scanning. Advanced level. Jamestown Publishers.
2. Greenall, S. & D. Pye (2007), Reading 4. Cambridge Skills for Fluency. Cambridge: CUP.
3. Newspapers and magazines (e.g. English Teaching Professional, Uzbekistan Today, The Economist, The New Scientist, National Geographic etc)
4. URL: http://teachingenglish
