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FORMATION OF PHRASEOLOGICAL COMPETENCE AMONG STUDENTS IN
ENGLISH LESSONS
SAMBETOV YERLAN SERICOVICH
Master's degree teacher Abai Kazakh National Pedagogical University, Kazakhstan, Almaty
MYRZAKHANOVA GULZHAN KUTTYBAEVNA
Senior lecturer, master's degree, Abai Kazakh National Pedagogical University, Kazakhstan,
Almaty
ORDABAEV CHINGIZ KANATOVICH
Master's degree teacher Abai Kazakh National Pedagogical University, Kazakhstan, Almaty
ASHIMOVA NURGULSAGIDOLLAEVNA
Senior lecturer, master's degree, Abai Kazakh National Pedagogical University, Kazakhstan,
Almaty
TUREKHANOVA AKMARAL BAGDATOVNA
Master's degree teacher Abai Kazakh National Pedagogical University, Kazakhstan, Almaty
Annotation. All languages have phraseologies that reflect the history, culture, and customs of the people and are intimately linked to the creative thinking of the people. Phenomenology lessons have to be designed in a way that allows learners to draw parallels between the English language and culture and their own language and culture. Students' attention must be drawn to the comparison of English phraseological units with those of their home language in order to do this. Understanding phraseological composition and being able to apply it in communication is known as phraseological competence. Only when a learner understands and is able to use the phraseological system of the language, they are studying can it be said that they have attained phraseological competency. This article is about all aspects offormation of phraseological competence among students in English lesson.
Keywords: competence, foreign language teaching, phraseological competence, phraseological units, intercultural communicative competence.
It is well acknowledged that a language's structure is a multilayered, intricate system that includes the lexical-phraseological level. Nonetheless, the characteristics of a certain people's material and spiritual culture, as well as the aspects of their cognitive experience, are most clearly expressed at the phraseological sublevel of language. The most significant aspect of national culture is found in the phraseological sublevel of language. In addition to learning the language and its structure, students who study phraseology in foreign language programs get the chance to "immerse" themselves in a different country and get an understanding of its nuances. Without understanding the local culture of the language, one cannot truly grasp a foreign language.
Since the phraseological fund of any language is formed primarily by linguistic units that nominate the most relevant concepts for a particular people, we believe that the analysis of the phraseology of the foreign language under study allows us to isolate the most important concepts for a given ethnic group, verbalized at the level of nomination. Since learning a foreign language entail learning a new culture, comprehending these ideas is essential to learning a foreign language and, by extension, to understanding a foreign culture. This method uses language as a means of expressing the national perspective on the world and as a crucial component.
This makes it clear that pupils' phraseological competency has to be developed. We view this procedure as one of the fundamental jobs carried out in the actual teaching of English.
It should be mentioned that although if the word "phraseological competence" is not listed in the dictionary of methodological terms, it was initially and is now often used in scientific and methodological works. Since phraseological units are regarded as units of content of lexical competence—which is distinguished within the framework of linguistic competence and is understood as "knowledge of the vocabulary of a language, including lexical and grammatical components and the ability to use them in speech"—this concept has been left out in the list of pan-European competencies in foreign language proficiency.
Understanding phraseological composition and being able to apply it in communication is known as phraseological competence. Only when a learner understands and is able to use the phraseological system of the language, they are studying can it be said that they have attained phraseological competency [1, p. 175].
One of the most crucial aspects of communicative competence is students' capacity to convey their ideas and communicative goals in a foreign language accurately, expressively, and symbolically using all the many linguistic tools at their disposal, including phraseological units. Since communication is an extension of real-world interaction, it employs genuine language, with all of its potential stylistic and functional variances. A student will not be able to participate fully and equally in conversation with native speakers of the language they are studying if they are not familiar with phraseological units. This is because they will not be able to freely interact with them in a variety of communicative contexts. This establishes the necessity for pupils to develop phraseological competency, which includes understanding of:
1) comprehension of a large number of phraseological units and a phraseological dictionary;
2) grammatical rule systems for the application of phraseological units in speech;
3) functional limitations on the use of phraseological units in various domains of endeavor;
4) the primary methods of incorporating phraseological units within the context to ensure appropriate information perception;
as well as the ability to:
1) appropriately react to a message that contains phraseological units;
2) manage the communication scenario, consider the student's degree of linguistic and general knowledge as well as his phraseological competency, and prevent communication errors; 3) converse at the level of conjecture;
4) employ phraseological elements in a range of speech genres [2, p.29-31]. It should be noted that while assessing the degree of growth of phraseological competence, the information and abilities that make up its content might serve as control variables.
The words "obj ects of control" refer to the skills, knowledge, and verbal abilities that comprise a certain competency. The idea of an object of control in connection to level testing is understood as a training program unit that is assessed throughout the testing process (e.g., knowledge of verb types, noun case construction and use, or the student's capacity to ask an inquiry or make a request). To obtain the most accurate sense of what knowledge, skills, and abilities of the student should be tested, it is of course required to designate objects of control. Consequently, this aids in identifying the particular information and abilities that comprise the overall framework of language competency.
It is clear how important it is for students to develop phraseological competency in all of its guises when speaking. However, a review of methodological and special education literature reveals:
1) a lack of phraseological material in textbooks and teaching aids;
2) the volume of phraseological units that should be included in educational practice; and
3) the lack of development of a system of exercises aimed at developing skills in perception, understanding, and use of phraseological units in speech.
4) the need to generalize and comprehend scattered information on the topic of interest to us in light of the latest achievements in the fields of linguistics, linguodidactics, and cultural studies. In summary, these issues must be addressed to some extent.
A review of methodological, scientific, and educational literature reveals a conflict between the necessity for students to grasp phraseology and the inadequate advancement of instructional
strategies for helping them comprehend and use phraseological components. This inconsistency results in several issues:
One of them has to do with the selection and reduction of phraseological material used in English language instruction: what should and shouldn't be included in instructional materials; what portion of the included material belongs in the student's vocabulary in the active part and what portion in the passive part.
Another difficulty is how to best organize students' study of English phraseology while keeping in mind the unique complexity and variability of this class of nominative English language meanings as well as their critical societal significance. It is essential to provide a thorough linguistic description of the relevant language content before determining the variety of phraseological units to be included in the linguodidactic process at various levels and stages of studying the English language.
We believe that the training units ought to be phraseological units in the widest meaning of the word.
One method of linguistic nomination is phraseological units. When a phraseological unit fulfills this role, it can either be the principal name of the relevant reality or fall under the expressive-synonymous name category; in the latter instance, it is a stylistically indicated unit of nomination with the proper connotation. The material of teaching English might therefore incorporate phraseological units with a variety of components and degrees of meaning rethinking, ranging from idioms to compound names, in accordance with the suggested interpretation of phraseological units.
Phonological competence development is a multifaceted process that may be maximized. Let's look at the primary paths that, in our opinion, should be taken to optimize this procedure. The work required to master phraseological units is often similar to that required to master words and free phrases; that is, consumption of these units' situational conditionality, meaning, and form— multicomponent composition with a fixed order of components and inequality between the literal meanings of the unit's components and the phraseological unit's overall meaning—are not taken into consideration. If English phraseological units are taught as a distinct educational and methodological unit in English language classrooms and get 15-25% of the class time, then the process of students learning them will be comprehensive and efficient [3, p.137].
As students gain proficiency with vocabulary and grammar, they should progressively move on to phraseology. Phrasology should be studied beginning in the first year of English study and should be continued until the completion of the educational process.
The development of linguistic and methodological foundations is required for the selection of phraseological units because there are no guidelines regarding the number of phraseological units that should be taught to students. As a result, an English teacher must choose phraseological units on his own, relying on his own language preferences and experience. Randomly selecting phraseological units has a detrimental effect on students' language proficiency levels. We see the communicative value and frequency of use of phraseological units as the primary criterion in the hierarchy of principles for choosing phraseological units.
The goal of contemporary English teaching techniques is for pupils to reach a certain degree of language competency. Therefore, language units—in our example, phraseological units—must be included in the content of a particular level of development of communicative competence, and any language material provided to students must find its place in linguodidactic descriptions of levels. It appears that once level-by-level phraseological minimums are produced, the distribution of phraseological material throughout training phases will be feasible.
It is reasonable to provide information about the formal features of phraseological units through the perception of semantics and the designated communication situation, which corresponds to the principles of the communicative orientation of teaching English. The study of phraseological units should be based primarily on knowledge (understanding) of the semantics of phraseological units. It is best to learn idioms (phraseological units) using visual aids that illustrate both the phraseological unit's true meaning and the picture that underlies it [4].
Developing a series of tasks that target the skills and capacities of phraseological unit perception, understanding, and usage in speech is a good idea.
Students must possess adequate background knowledge of the sociocultural setting in which the English language is used in order to develop phraseological competence. Using linguistic and linguocultural remarks is a requirement for students to work with phraseological units in an efficient manner.
All languages have phraseologisms that reflect the history, culture, and customs of the people and are intimately linked to the creative thinking of the people. Phenomenology lessons have to be designed in a way that allows learners to draw parallels between the English language and culture and their own language and culture. Students' attention must be drawn to the comparison of English phraseological units with those of their home language in order to do this.
Working on texts in the context of "home reading" helps pupils develop their phraseological competency. A wealth of rich and diverse phraseological material may be found in many artistic works. The challenge of establishing a natural context for phraseologisms' introduction and usage is resolved when they are provided within the framework of the work. Students also exhibit an emotive and critical attitude toward the texts they discuss, which enables them to employ newly learnt phraseological units in speech.
Outside of a particular task, phraseological units in speech—which are primarily related to the expressive methods of language—are only used when the speaker so chooses; in other cases, he utilizes a non-phraseological counterpart. Thus, the approach to teaching phraseological units to students should focus on helping them to establish and retain a favorable attitude about using phraseological units in their own speech.
Since phraseological units in the communicative act contain a significant amount of pertinent, emotive-evaluative, ethnocultural, and other information, the student must, of course, consider the interlocutor's ability to understand and interpret them when incorporating them into his speech.
The capacity of the interlocutor to handle a particular communication scenario and appropriately reply to a message including phraseological units is another important consideration for the student. The speaker communicates to the addressee that he trusts him to understand the complex meaning of a phraseological unit and respond appropriately by using phraseological units in speech communication. However, this is only possible if the communicants' linguistic knowledge, which includes adhering to their phraseological competence, and their general knowledge of the world are both strong enough [5, p.61]
In situations where there is a disparity between the communicator's general knowledge and phraseological knowledge (which frequently occurs when speaking with international students), phraseological units should be included in the contextual environment with phraseological unit semanticizers in order for the listener to successfully understand the meaning of the phraseological unit. In this instance, the phraseological context guarantees the interlocutor's comprehension and accurate interpretation of the phraseological meaning.
Phonological units can be employed in both formal and informal contexts during communication.
Phrasmological units can be used effectively in official communication in a variety of fields, including science, politics, economics, education, religion, and the arts and sciences. Phrasal units with literary, mythological, Christian, socio-historical, and terminological roots are frequently employed in various domains.
Nonetheless, a greater portion of the phraseological corpus of contemporary English is employed in casual conversation, including in daily living, family connections, personal interactions, and production activities.
Since each sociocultural domain has beliefs about what phraseological units are utilized in typical contexts according to the social function of communicants, official and informal spheres of speech communication have their own set of phraseological ways of communication. Due to these characteristics, it is imperative that students understand the functional constraints governing the use
of phraseological units in many domains of endeavor and cultivate the capacity to employ phraseological units across a range of speech genres.
In this regard, a practicing teacher should clarify to students why phraseological units, which are associated with the informal sphere of communication, are appropriate to include in scientific, journalistic, or political areas of communication. This is because the author wants to express the speaker's or writer's attitude toward the situation and the participants in it as clearly as possible. The example of journalism, which is intended to have the greatest possible impression on readers in order to shape public opinion, might be used to illustrate this usage of phraseological units.
When a student can use phraseological units in an unusual context for speech communication, incorporate language game elements into his statement, or subject phraseological units to various individual authorship transformations, it can be considered that they have reached the highest level of phraseological competence. This includes mastering phraseological dictionaries and methods of using them in various genres.
Therefore, the article's discussion of the linguistic and methodological challenges of helping students become proficient phraseologists in English classes is essential reading for anybody studying phraseology at the collegiate level.
1. Guillermo Rojo, Ignacio Palacios, María Sampedro Mella & Aurélie Marsily. Los's corpus de appendices de español LE/L2: panorama actual y perspectivas futuras. Journal of Spanish Language Teaching 9:2, 2022, p. 174-189
2. Bestgen, Y., & Granger, S. Quantifying the development of phraseological competence in L2 English writing: An automated approach. Journal of Second Language Writing, 26, 2014, p. 28-
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