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52The contextual education of future bachelors of science in law is revised during lectures, seminars, laboratory and practical classes, research activities carried out by students in accordance with the curriculum and research activities based on student initiative and supports the educational process and content of practical training.
The educational activity of students during the internship, which is recognized as an adaptation period for the work of future professionals, is complex. Students carry out various activities. Therefore, the activity of students in the period of internship requires the manifestation of significant willpower, hard work and a positive approach to professional activity, because the activity of lawyers consists of a constant solution of various legal problems and issues.
During the internship, students master the elements of research activities. Future specialists develop skills of analysis of phenomena, determination of motives and essence of activity in the course of work on a scientific problem. They learn to identify the knowledge needed to solve the problem, to apply effective methods and techniques, to reflect and evaluate the effectiveness of the work performed, which guarantees the formation of all components of professional competence.
References
1. A. E. Artemova, The Problem Of Improving The General And Professional Development Of The Personality Of Law Students, A. E. Artemova, Actual problems of improving cooperation with law enforcement officials, M., Law, 143-150, (2004).
2. I. Beh, Spiritual Values In The Development Of Personality, I. Beh, Pedagogy and psychology, No. 1, 124, (1997).
3. G. V. Belenka, Formation Of Professional Competence Of A Modern Teacher Of A Preschool Educational Institution, monograph, Kyiv, University, 320, (2011).
4. V. V. Zhelanova, Pedagogical Tools Of Contextual Education Technology, V. V. Zhelanova, Pedagogical anthology, ed. 24, 28-34, (2014).
5. Protecting The Public Interests, textbook, K. Atika-N, 336, (2004).
6. O. Kopylenko, Problems Of Legal Education In Ukraine In The Context Of The Bologna Process Status II, Problems And Prospects Of Ukraine's Integration Into The European Educational And Scientific Field, materials of IX int. scien. conf., April 12-15, 2005, Uzhgorod, (Ukraine) - Snina (Slovakia) Order I, H. M. Oleksyka, Uzhgorod, 18, (2005).
7. O. O. Krasovska, Organization Of Professional Training Of Future Primary School Teachers In The Field Of Art Education On The Basis Of Contextual Education, O. O. Krasovska, Pedagogical sciences, theory, history, innovative technologies, No. 5, 265272, (2015).
8. Methodical Recommendations On The Organization And Practical Training Of Students Of The Faculty Of Law, specialty 7.060101, Legal studies, Authors: V. M. Kravchuk, O. M. Yuhymyuk, Lutsk, Lesya Ukrainka Volyn National University, 117, (2011).
9. R. M. Prima, Formation Of Occupational Mobility Of The Future Primary School Teacher, Theory And Practice, R. M. Prima, monograph, Dniprope-trovsk. IMA-press, 367, (2009).
10. R. Prima, Educational Opportunities Of Project Technologies As A Form Of Contextual Education Of The Future Occupationally Mobile Primary Education Specialist. Psychological And Pedagogical Problems Of Rural Schools, ed. 52, 292-296, (2015).
11. About the approval of Standard Regulations On The Legal Clinic Of Higher Education Institutions Of Ukraine, Order of the Ministry of Education and Science of Ukraine No. 592 dated 03.08.2006, II Official Gazette of Ukraine, No. 32, 680, (2006).
12. I. S. Sergeyev, How To Implement A Competency-Based Approach In The Classroom And In Extracurricular Activities, practical textbook, I. S. Sergeyev, V. I. Blinov, M. ARKTI, 132, (2007).
ENHANCING VOCABULARY DEVELOPMENT THROUGH MASS MEDIA
Pyagay A.
second year postgraduate Tsay E.
c.p.sc., docent, University of International Business,
Almaty
Abstract
Vocabulary acquisition is related to how people expand the number of words they understand as they learn a new language. Knowledge of words in a second foreign language (SFL) is essential for the learner to understand the written text well and to be able to convey basic ideas using vocabulary. Mass media are playing an essential role in human life. This article focuses on features of mass media to be used by teachers for improving vocabulary competence of students and the opportunities of mass media in developing English vocabulary.
Keywords: vocabulary, competence, teaching, English, mass media.
Mass media is a tremendous source of information for individuals as well as society. Books, magazines, newspapers, records, radio, television, internet media, movies, all of these are considered mass media that reach out to millions at one time. In the upcoming
years, the media will become more prevalent. Comprehending media and their impact would be essential to their wise use. Everybody is influenced by the mass media in one way or another on a regular basis, when you read a science paper, when you turn on the radio in
the car, when you watch a film on TV, etc. The cumulative impact on culture of all these media channels are enormous; often we are not conscious of them. Despite the arguments about the mass media, the majority of intelligent individuals believe that mass media do a spectacular job in delivering news and informing the community. It is the job for teachers to help learners realize this knowledge, to pass it on to future generations and to attempt to use it for academic purposes.
The use of different types of media in the classroom has always been a struggle, and it is more than a challenge how to get media into the classroom. Learners and teachers should be able to access the various media through diverse technologies in their classroom. Media offers innovative and practical suggestions to the teachers and students. It encourages teachers to fulfill their students' different needs and interests. This kind of materials also provide students with a lot of language practice by activities using newspapers, magazines, TV, radio, books, movies and Internet, exercises that improve the ability to read, write, speak and listen. Media facilitates entertaining learners and promote extensive reading English by giving the learners the inspiration and the desire to continue their reading outside the classroom.[1]
Nowadays the knowledge is extensive and it comes from various channels, so people should strive to realize the most of this information, how to gain knowledge about particular issues, how to become mindful of challenges, opportunities and tools. It is rather important to discover issues that concern society. We should understand the media, the information it sends and its impact on us, how to investigate this extensive knowledge and establish a framework of the media that generates revival in people's lives.
Vocabulary is an essential part of EFL course. It is a principal issue that learners have to deal with when using words in completing exercises in the classroom. It is necessary to establish the relevant methods and activities to satisfy the needs and interests of learners. It is widely agreed that vocabulary competence has a really special spot in communicative competence. [2] As a result, vocabulary development has gained significant attention in the teaching and learning of languages. Vocabulary is a crucial part of language proficiency and offers a strong base for how well learners can read, write, listen and speak. Without a comprehensive knowledge of vocabulary and appropriate techniques to gain new words, students learning English as a second language (ESL) frequently encounter enormous language barriers.
Vocabulary is a fundamental knowledge that has to be learned by any language learner. Students need to broaden their vocabulary in order to be fluent, since a restricted one impedes effective communication. While learners are acquiring a new language, they frequently struggle with restricted vocabulary in general. Nowadays, there are a number of different approaches used to teach vocabulary during English lessons. English courses concentrate on the actual language commonly used in English-speaking countries. Not only do educators strive to teach vocabulary in a context, it is not only about persistent phrases as it was before, and it can help in both the academic and personal aspects of life.
There are several approaches for acquiring vocabulary that have been studied by different scholars. Ig-
baria [3] stresses the pedagogical importance of teaching and learning in the context. Learners remember words better in the context of understanding them. Griffiths [4] indicates that the immersive nature of video games promotes learning and allows audiences to explore new topics or knowledge. Glossing is one of the ways to enhance incidental vocabulary learning. [5] Vocabulary is an important tool for the reading skill.
According to Chall [6], vocabulary knowledge can help reading, and reading can contribute to vocabulary growth. So, vocabulary and reading are both important elements for students' learning of the English language. Newspapers and magazines, being a mass media, are very important for students in general and in English lessons in particular as they provide relevant information, informing about everything that is happening in the world and around us. Thus, they deepen and broaden the horizons of students. Another feature of newspapers is that they include texts of various types and language styles being not easily found in conventional sources and textbooks of the English language. In newspapers and magazines, we can find poems, comics and articles about new films, new youth movements, sports clubs, music, art, environmental issues. Magazines are tools for different subjects, cutting out images and extracts relevant to particular topics. Magazines can also be instruments in the creation of language in providing images to inspire verbal or written narratives.
Newspapers are needed to be used in language classes. The use of newspapers in a foreign language classroom has different purposes and ways. They can be used for the culture and language study since newspapers provide a natural source of many written English varieties and national cultural specifics. In academic research, text analysis, stylistics and semantics newspapers can be used as additional material and illustrations when evaluating various styles of texts. The diversity of subjects and issues makes newspapers fascinating and inspiring to collaborate with the students. Newspapers cover real life events and this excites the curiosity of students. Newspaper-based classroom exercises can involve students in pleasurable activities and facilitate their further reading. Several pre-activity and while-activity methods can be used in teaching vocabulary through reading:
• Send students the information in advance; tell them to seek out vocabulary by themselves.
• Clarify some primary vocabulary in the content.
• Sum up the newspaper subject matter.
• Ask students to think what they know about the newspaper object.
• Tell the participants the title and present any corresponding pictures.
• Before reading, outline the key vocabulary.
• Challenge students to guess the plot.
• Allow your students to use the dictionary during the practice.
• Facilitate your students to comprehend the general meaning of the words, rather than to recognize every term.
• Allow the students to add their own understanding of the world to their reading.
• Focus on helping students understand the grammatical structure and make it easier to master the density of details.[7]
Monitoring of reading comprehension is carried out using various exercises. It can be an explanation of the reasons and motives, the social significance of an event, people's actions, a generalized conclusion about what has been read, a student's opinion about a newspaper report. Based on the foregoing, the teacher outlines the stages of working with newspaper texts. Newspaper learning vocabulary practices may be fascinating and multifarious. It could be about tabloids, headline variations, articles, categorizing publications, reality check, sharing news, ranking editorials, press conference, news in brief, images, predicting pictures, celebrities, photo stories, visual media, advertising, role-playing commercials, work interviews, horoscopes, TV guides, cartoons, meteorological data matching, special groups of interest, newspaper brainteasers, crossword puzzles and plenty more. With the help of the media, vocabulary activities can be organized through reading comprehension, writing and grammar, critical thinking and discussion.
Conclusion
Mass media play an essential role in improving students' vocabulary competence. This allows teachers to vary assignments and use different approaches to differentiate learners according to their vocabulary level and speed of learning new words. Mass media can help educators to motivate students in learning English language. Media enhances learners' imagination, promotes their critical thinking and problem-solving skills. The use of mass media can help with reflective feedback and peer assessment in the classroom. It may contribute to creating engaging atmosphere and supporting
learners by each other. Using the media as part of the school educational program will enhance the students' knowledge of English vocabulary.
References
1. Karadag R. The perceptions of primary school teachers and teacher candidates towards the use of mass media in teaching Turkish language. International Journal on New Trends in Education and Their Implications. 2014, 3 (12).
2. Celce-Murcia, M. Teaching English as a second or foreign language. Second edition. New York: New-bury House. 2001.
3. Igbaria, A.K. Teaching English Vocabulary, Jami'a, Alqasemi Academy (R A): Academic College of Education. 2003, (7).
4. Griffiths, M.D. Video games: Advice for teachers and parents. Education and Health. 2003, 21, pp. 48-49.
5. Hong, X. Review of effects of glosses on incidental vocabulary learning and reading comprehension. Chinese Journal of Applied Linguistics. 2010, 33 (1), pp. 56-73.
6. Chall, J. S. Two vocabularies for reading: Recognition and meaning. In M. G. McKeown & M. E. Curtis (Eds.). - The nature of vocabulary acquisition. -Mahwah, NJ: Lawrence Erlbaum. - pp. 7-17.
7. Sanderson P. Using Newspapers in the Classroom, CUP. 2002.
CRITERIA AND INDICATORS OF THE FORMATION OF SOCIAL MOBILITY OF HIGH SCHOOL
STUDENTS
Sitnikov A.
Director of MAOU Secondary school No. 216 Novosibirsk
КРИТЕРИИ И ПОКАЗАТЕЛИ СФОРМИРОВАННОСТИ СОЦИАЛЬНОЙ МОБИЛЬНОСТИ
СТАРШЕКЛАССНИКОВ
Ситников А.С.
директор МАОУ СОШ№ 216 г. Новосибирск
Abstract
The article deals with the problem of determining the criteria and indicators of the formation of social mobility of high school students. Social mobility is understood as readiness and ability to make flexible decisions (psychological component of mobility) and quick actions in the space and time of society (socio-pedagogical component). The author defines the criteria and indicators of the level of formation of social mobility of high school students. As a fundamental characteristic of social mobility and its leading criterion, human movement in social relations and relationships is designated. On the basis of reflexive, cognitive and activity indicators, the levels of formation of social mobility are determined: situational, stable, valuable.
Аннотация
В статье рассматривается проблема определения критериев и показателей формирования социальной мобильности старшеклассников. Под социальной мобильностью понимается готовность и способность к принятию гибких решений (психологическая составляющая мобильности) и быстрых действий в пространстве и времени социума (социально-педагогическая составляющая). Автор определяет критерии и показатели уровня сформированности социальной мобильности старшеклассников. В качестве принципиальной характеристики социальной мобильности и ее ведущего критерия обозначено движение человека в социальных отношениях и взаимосвязях. На основании рефлексивных, когнитивных и деятельностных показателей определены уровни сформированности социальной мобильности: ситуативный, устойчивый, ценностный.
