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17стихия» (связанный с водой) и «огонь погребального костра». В христианскую эпоху основным и единственным стал образ «огня вообще». Количество и многообразие обозначений говорит об особой роли исследуемого концепта в древнеанглийской культуре.
Список литературы
1. Агаркова Н.Э. Концепт «Деньги» как фрагмент английской языковой картины мира: автореф. дисс. к. филол. н. Иркутск, 2001. 20 с.
2. Гамкрелидзе Т.В., Иванов В.В. Индоевропейский язык и индоевропейцы. Реконструкция и историко-типологический анализ праязыка и протокультуры. Тбилиси: Изд-во Тбилисского ун-та, 1984. 1331 с.
3. Маматкулова Б.Р. Концепт «огня» и процесс его изучения в истории // Наука и образование сегодня. № 5 (16), 2017. С. 39.
HOW ABSOLUTE BEGINNERS HAVE TO BE TAUGHT Buribaeva A.I.
Buribaeva Aziza Ismatullaevna — Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: learning English is becoming the primary intention of youth and olds. However the opportunities forced every member of the society to be curious toward this procedure. Perceiving the fact youth from their early age start learning the foreign language. In turn it is the hardest activity to them, because they hardly speak in their mother tongue, there is no way to learn foreign language. But, if the learners' approach is shifted he or she may get succeeded in targeted aim. About this shifts the author highlights some illustrations. Keywords: ESL, absolute, assume, realia, minimize, absolute, zeroes.
In today's globalized world, most beginner ESL students have had some contact with the English language, usually through the internet, movies or TV. They have most likely studied English at some point in their lives and abandoned their studies - they are often referred to as false beginners. But every now and then, we come across an absolute beginner, someone who has had so little exposure to English, they can't even handle the most basic greetings, verbs or vocabulary. Whether you are teaching a complete group of absolute beginners, or a few within a group of false beginners, here are some tips that will help your students go from ESL zeroes to heroes [1].
Prioritize learning goals: Absolute beginners have had so little exposure to the English language, they have completely nothing to build on. Naturally, you'll start with the basics, but consider what they'll need to know first. Does it make sense to start with a list of foods in English? Or colors or numbers? Probably not. What they need to know first is how to introduce themselves and greet others. The natural progression from there is the use of the verb "to be" (am from. He is from. etc.). Then you'll progress on to possessives (my country, your name, his family) and so on. Give priority to the language they will need first and foremost.
Don't assume anything: Don't make assumptions about what your students know. Assume they know nothing. For example, to practice the verb to be, you ask them what nationalities they are only to find out they don't know how to say nationalities in English. Countries and nationalities should be taught first, and then practiced with the verb "to be ". And this goes for a multitude of vocabulary and expressions. Don't assume a student will be able to answer you if you ask, "How are you? Absolute beginners won't know how to reply, unless you've specifically taught them [2]. Celebrate small achievements: Absolute beginners will tell you they don't speak English - till the very end of the course. What they're thinking is that they don't speak English fluently, or like you, for example. But make sure they're aware of what they can do. If on the first day of class they've learned to greet each in English, end your lesson by celebrating this, "Congratulations! You can now introduce yourself and greet each other in English ". Take the focus away from what they can't do and focus on what they can do instead. This proves to be tremendously encouraging!
Use their senses: Absolute beginners may not have enough knowledge to understand explanations, synonyms, definitions, i.e. anything you describe with words. Instead, use their senses to maximize learning. The easiest to use with beginners are visual aids like flashcards, but don't' forget to include plenty of gestures, as well as real life objects. The use of realia will allow you to utilize several senses at the same time, and it's often more engaging than two-dimensional pictures. Don't forget to use things they can smell and taste, too [3].
Show, don't tell: Because they haven't been exposed to the English language enough, try to minimize their reading of dialogues and conversations, and act out the situations, instead. Consider this: when you teach students to reply to a "How are you " do you have them read this short exchange first or just act it out directly? Of course, it's a lot better to simply show them how to reply. This goes for most of the expressions and functions they will have to learn.
Keep it real: Just because students are absolute beginners, it doesn't mean they can't handle real life situations. You should still teach in context, and provide as many examples of real life situations and real props as you can. Even though real maps, brochures or catalogues are filled with vocabulary they won't understand, it is important to help your absolute beginners deal with, precisely, these types of things. Show them how to pinpoint the information they may need like a phone number, address or website. Make sure they understand that it doesn't matter that they can't read the entire brochure, the important thing is that they learn to obtain what they need from it. By the time your absolute beginners finish their course, they will probably still not feel confident enough to say they "speak" English. That's ok. the idea of "speaking English" is too vague in this context.
Tend to prove them with some specific examples of what they can do now: go shopping on their own, ask for assistance, order food in a restaurant, etc. Ask them to remember what it was like when they knew none of this. Tell them they are your heroes for learning so much and overcoming their language barriers. They will feel like heroes, too!
References
1. Nunan David, 1997. Research Method in Language Learning. Cambridge: Prentice Hall.
2. Rivers Wilga. M., 1996. Interactive language Teaching. Cambridge: Cambridge University Press.
LISTENING - PROCESS DEALING WITH COGNITION Shavkieva D.Sh.
Shavkieva Dilfuza Shakarbaevna — English Language Teacher, DEPARTMENT OF FOREIGN LANGUAGES, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: language learning is the activity where our brain functions in greater pace. Every aspect plays an important role in the operation of human mind. And listening is not apart from this fact. As the unique process of language learning listening provides massive functionality one of which responds to cognition. The author tries to depict all the features of listening coming from cognitive point of view. Keywords: hearing, substantiate, recognize, socio-cultural, predict.
It is widely known that any foreign language is taught and learned by listening, speaking, reading, writing and translating. The modern methodological term listening is meant hearing, perceiving (recognizing) and comprehending (understanding). Psychologists substantiated that the three processes are taken place simultaneously while listening.
The importance of listening in language learning has only been recognized relatively recently [1]. In the early 60's methodological and psychological researches brought attention to the role of listening as a tool for understanding and a key factor in facilitating language learning. Listening has emerged as an important component in the process of second/ foreign language acquisition [2].
Listening is an invisible mental process, making it difficult to describe. Listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the immediate as well as the larger socio-cultural context of the utterance. Rost [3] defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation): constructing and representing meaning (constructive orientation): negotiating meaning with the speaker and responding (collaborative orientation) and creating meaning through involvement, imagination and empathy (transformative orientation).
Listening is a complex, active processes of interpretation in which listeners match what they hear with what they already know. There are two distinct procedures involved in listening comprehension. Listeners use "top-down" movement when they use prior knowledge to understand the meaning of the message. Prior knowledge can be knowledge of the topic, the listening context, the text type, the culture or other information stored in long - term memory as schemata (typical sequence or common situations around which world knowledge is organized).
