CC BY
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Недостатки использования контекста в обучении грамматики:
• Альтернатива - использование упрощенных текстов - может создать обманчивое впечатление о том, как языковой элемент используется естественным образом, что опять же отрицательно сказывается на цели использования текстов.
• Студенты, которым нужны быстрые ответы на простые вопросы, могут рассматривать использование текстов как «живописный маршрут» для понимания языка и вместо этого предпочли бы более быстрый и более прямой путь.
Список литературы /References
1. Акрамова Н.М., Бурхонова Г.Г. Усовершенствование иноязычной грамматической компетенции студентов неязыкового вуза с позиции коммуникативного подхода. // Вестник науки и образования, 2019. № 20-3 (74) С. 5-7. [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/usovershenstvovanie-inoyazychnoy-grammaticheskoy-kompetentsii-studentov-neyazykovogo-vuza-s-pozitsii-kommunikativnogo-podhoda/ (дата обращения: 04.12.2019).
2. Khodjaeva G.D. Problems encountered in teaching English as a foreign language // Вопросы науки и образования, 2019. № 5 (50). [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n7problems-encountered-in-teaching-english-as-a-foreign-language/ (дата обращения: 04.12.2019).
3. Шаходжаев М.А., Бегматов Э.М., Хамдамов Н.Н., Нумонжонов Ш.Д. Методы эффективного использования информационно-коммуникационных технологий в образовательном процессе // Проблемы Науки, 2019. № 10 (143). [Электронный ресурс]. Режим доступа: https://cyberleninka.ru/article/n/metody-effektivnogo-ispolzovaniya-informatsionno-kommunikatsionnyh-tehnologiy-v-obrazovatelnom-protsesse/ (дата обращения: 04.12.2019).
ERROR CORRECTION IN STUDENTS' WRITTEN WORKS AT ENGLISH LANGUAGE CLASSES Okhunova Sh.K. Email: Okhunova17145@scientifictext.ru
Okhunova Shakhnoza Kodirovna - Teacher of the English language, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: this article under discussion deals with the issues of correcting mistakes in the written works of students in English language classes. Today there are modern approaches to correcting mistakes in oral speech while studying the language. We often frighten our students with the word "error", although it is mistakes that are an integral and even somewhat necessary part of the learning process. It has long been proven that the overall meaning of the word "error" is broader and reflects phenomena and processes in the use of the language. Sometimes it is not always useful to correct errors in speech. Since students make various mistakes which in their turn have various reasons, the methods of correcting errors should also be various.
Keywords: mistakes, approach, modern, correcting, students, reason, methods, various, speech, process, phenomenon, English, lesson.
ИСПРАВЛЕНИЕ ОШИБОК В ПИСЬМЕННЫХ РАБОТАХ СТУДЕНТОВ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА
Охунова Ш.К.
Охунова Шахноза Кодировна - преподаватель, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы исправления ошибок в письменных работах студентов на уроках английского языка. На сегодняшний день существуют современные подходы к исправлению ошибок в устной речи при изучении языка. Мы часто пугаем своих учеников словом «ошибка», хотя именно ошибки - это неотъемлемая и даже в некоторой степени нужная часть процесса обучения. Уже давно доказанный факт, что общее значение слова "ошибка" шире и отображает явления и процессы в использовании языка. Иногда не всегда полезно исправлять ошибки в речи. Поскольку студенты допускают самые разные ошибки, которые в свою очередь имеют самые разные причины, то и методы исправления ошибок должны быть разнообразными.
Ключевые слова: ошибки, подход, современный, исправление, студенты, причина, методы, разнообразный, речь, процесс, явление, английский язык, урок.
UDC 372.881.1
Teaching English writing is an important area worthy of effort and investigation. Recently methodologists and linguists emphasize and recommend teaching and developing writing skills because of its importance in language teaching. Writing requires certain knowledge and skills related to filling out questionnaires; writing and responding to letters of all kinds, including both official and personal CVs, biographies, autobiographies; miscellaneous statements; review writing; writing annotations; report writing; writing essays, essays, essays; greeting card writing; writing notes, etc. [2].
Today there are modern approaches to correcting errors in oral speech while studying the language. We often frighten our students with the word "error", although it is errors that are an integral and even somewhat necessary part of the learning process. It has long been proven that the general meaning of the word "error" is wider and reflects phenomena and processes in the use of the language. Sometimes it is not always useful to correct errors in speech. Since students make a variety of mistakes, which in turn have a variety of causes, the methods of error correction should also be varied.
So, what are the main reasons for mistakes made by our students in the process of learning a foreign language:
1. Influence of native language. Of course, the native language influences the correctness of the phonetic design of the studied language. For example, it is very difficult for Germans to pronounce the Russian letter "s" before the vowel letter. For Russian-speaking people it is typical to stun the consonants at the end of the word. This reason also affects vocabulary and grammar.
2. Fuzzy knowledge of the rules. So a student who knows that the past time of the verb is formed by the end of - ed can say: "Igrowed up in Great Britain" or the student may apply the rules incorrectly, so some people make mistakes like, "Your cat is more bigger than mine".
3. Students often make mistakes because of being inattentive.
Modern methodologists believe that the essence of error correction should be based on students' understanding of what mistake he made and how he should correct it. That is why modern domestic and foreign teachers-linguists believe that the teacher should only highlight or emphasize the place where the mistake was made, because it will make students think again, remember the rule or exception and find out for themselves exactly what it was
made. In this case, students find mistakes and correct them themselves. Pupils must learn to find, correct and comment on their mistakes, and, initially, the teacher must teach them how to correct them. Independent correction of mistakes corrects spelling skills, knowledge of alphabet and grammar. The better the teacher trains his students, the less mistakes he will have to make when checking his writing [4].
There are a number of recommendations for error correction technology in written works:
1. Before collecting written papers, you should give time for self-testing of the completed tasks.
2. Students can correct their own mistakes by using a whiteboard that contains the right options for their work, allowing them to compare the right with the wrong one, and to see the wrong one in their notebooks.
3. While students do their written work, the teacher passes through and reviews their notebooks, marking suggestions for mistakes but do not indicate the mistake itself. Then, after a certain time, the teacher comes to the student again, and if the error has been corrected, he removes the previously set sign indicating the wrong writing. This method is very effective, as the teacher does not have much difficulty and it does not take much time to find the error.
4. A self-check is also possible: when the written work is coming to an end, and the teacher has to collect workbooks, the students can change jobs and check the written assignments for mistakes (making mistakes over the margins) of their classmates. However, it should be remembered that this work should be led by the teacher, i.e. one student reads aloud, explaining the orthography, and the others, listening and analyzing, correcting the completed tasks [1]. This method requires honesty and self-control on the part of the students, as the teacher may offer to check his or her own work in order to find mistakes. The students put the number of mistakes made on the fields and the teacher counts the mistakes made and gives the grade. In this way, the teacher can diversify the process of correcting mistakes, and changing the forms of correcting mistakes and assigning grades makes students more vigilant and responsible, and develop their ability to detect mistakes in their own work. However, these recommendations only apply when we are dealing with graphic or spelling exercises, since in written works such as writing, writing, annotations (i.e., when we are dealing with creativity), the verification of written works should be done by the teacher [3].
In conclusion, the best way to correct mistakes in written works is to do it in the form of group or paired work. For example, in the form of a competition "Who will find more mistakes?" or "Who will find 5 mistakes in work faster? Pupils either work on their own writing, or change jobs, or get the same jobs with the same mistakes. Tasks for these types of work can be varied, for example: find the mistakes yourself and correct them; find the number of mistakes; correct the highlighted mistakes by asking the teacher questions.
References / Список литературы
1. Galiakberova A.R., Nigmatullina A.Sh., Akramova N.MUsing information and communication technologies to develop writing competence of students at the lessons of the English language // Vestnik nauki i obrazovaniya, 2019. № 20-3 (74). URL: https://cyberleninka.ru/article/n7using-information-and-communication-technologies-to-develop-writing-competence-of-students-at-the-lessons-of-the-english-language/ (date of access: 10.12.2019).
2. Okhunova Sh.K. Development of written speech in teaching a foreign language // Problemy Nauki, 2019. № 11-2 (144). URL: https://cyberleninka.ru/article/n/development-of-written-speech-in-teaching-a-foreign-language/ (date of access: 10.12.2019).
3. Akamova Nozima Muzaffarovna. Teaching writing as a type of communication // Voprosy nauki i obrazovaniya, 2018. № 11 (23). URL: https://cyberleninka.ru/article/n/teaching-writing-as-a-type-of-communication/ (date of access: 10.12.2019).
4. Khodjaeva Guzal Djakhonobodkhonovna. Problems encountered in teaching English as a foreign language // Voprosy nauki i obrazovaniya, 2019. № 5 (50). URL: https://cyberleninka.ru/article/n/problems-encountered-in-teaching-english-as-a-foreign-language/ (date of access: 10.12.2019).
5. Umaraliev Z.B., To'ychiev I.K., Akramova N.M. Problems encountered in learning English for specific purposes // Voprosy nauki i obrazovaniya, 2019. № 3 (47). URL: https://cyberleninka.ru/article/n/problems-encountered-in-learning-english-for-specific-purposes/ (date of access: 10.12.2019).
USE OF GROUP WORK AT THE LESSONS OF THE GERMAN
LANGUAGE 1 2
Jo'raeva M.T. , Astonova G.R. Email: Jo'raeva17145@scientifictext.ru
'Jo 'raeva Mastura Tojihakim qizi - Assistant, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGHANA POLYTECHNIC INSTITUTE; 2Astonova Go 'zalkhon Rakhmonalievna - Magister, DIRECTION: LINGUISTICS (GERMAN LANGUAGE), FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: in the process of implementing the new educational standards, the main emphasis is placed on the professional position of the teacher: "his focus on success, faith in the students, the ability to plan and organize such joint activities of the teacher and students, which has meaning and significance for students of a certain age, the ability to combine frontal work with the entire audience, with individual work with a specific student, to differentiate the requirements for training, to actively use in the learning process, modern means of training The group form of organization of students' educational work in the classroom has a wide range of possibilities. Students - to get emotional and meaningful support; to try their hand in a situation where there is no pressing authority of the teacher, attention of the entire audience; to gain experience in performing the most important functions that form the basis of learning skills (control and evaluation and planning); for the teacher - to use additional means of involving students in the content of learning; at the same time, to build personal emotional and business relationships of students, as well as the realization of the individuality of the student.
Keywords: students, experience, learn, control, content, authority, teacher, emotional, function, audience, differentiate.
ПРИМЕНЕНИЕ ГРУППОВОЙ РАБОТЫ НА УРОКАХ НЕМЕЦКОГО ЯЗЫКА Жураева М.Т.1, Астонова Г.Р.2
'Жураева Мастура Тожихаким кизи - ассистент, кафедра обучения языкам, факультет управления в производстве, Ферганский политехнический институт; 2Астонова Гузалхон Рахмоналиевна - магистр, направление: лингвистика (немецкий язык),
факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан
