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11загадку, необходимо точно знать правильное написание слова. Часто подобные загадки вводят в заблуждение, сбивают с толку, так как сначала они приводят к неправильной разгадке. Например:
Qu'est-ce qu'il y a, à la fin de un arc-en-ciel? (Lettre l) Дословно: Что находится на конце радуги?
Первое, что приходит в голову - это собственно радуга, которая появляется в небе после дождя, но этот образ далёк от правильной разгадки - ведь на конце слова arc-en-ciel находится буква L, то есть если бы мы переводили эту загадку на русский язык, то разгадкой была бы буква А (последняя буква в слове «радуга»).
В русском языке много подобных аналогов, например: Чем кончаются день и ночь? (мягким знаком), что в России на первом месте, а во Франции - на втором? (буква Р).
Итак, нами была предпринята попытка анализа французских загадок и их коммуникативных особенностей. Перспективой дальнейших исследований данной проблемы является установление жанровых канонов загадки и их изменения на протяжении веков.
Список литературы
1. Городецкий Б.Ю. Коммуникативные основы теории языка // Методы современной коммуникации. М.: МГЛУ, 2003. С. 88.
2. Журинский А.Н. «Семантическая структура загадки». М.: «Наука», 1989. С. 4.
3. Мечковская Н.Б. «Семиотика. Язык. Природа. Культура». М.: «Академия», 2008. С. 366.
4. Gaston P. Preface / Р. Gaston. Rolland, 1877. P. 5-12.
HOW TO TEACH SPEAKING SKILLS TO THE STUDENTS OF HEI
Pazylov E.A.
Pazylov Elyor Abduvayit ugli - Student, DEPARTMENT ENGLISH LANGUAGE AND LITERATURE, FACULTY FOREIGN LANGUAGES, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: this article looks at overlapping of language skills in a Communicative Approach addressing the whole person. It discusses the role of speaking in language learning and the qualities promoted by spoken interactive exercises. Practical solutions to overcoming the obstacles to implementing spoken communicative activities are also outlined. Also the article discusses the role of pronunciation in a Communicative Approach. Keywords: speaking, distinctions, overlapping, learning process, role.
UDK 81
In your class, you may have been taught about the four language skills-reading, writing, listening, speaking-as separate items. But as might have occurred to you then, and must be obvious to you now that you are actually teaching, these four skills do not separate out into four neat segments. They overlap. They flow in and out of each other. You may emphasize speaking in a particular activity, but at the same time you will also require your students to listen, and maybe to read and write. The tidy distinctions of teaching English may be useful for packaging information. In the classroom, however, where you put that information to work, you will discover that language teaching, like life, is considerably more messy than just reading books would lead you to believe.
If you are teaching in an interactive mode, to this overlapping of the four skills is added the richness and complication of meaningful communication. There are traditional
approaches to language teaching (Grammar Translation, Direct Method, Audiolingual Method), which attempt to manage the language learning process by emphasizing a controlled, measured practicing of language items, with the teacher very much in charge. When you use a Communicative Approach, on the other hand, emphasizing language learning as interaction, elements of unpredictability naturally arise as the teacher opens the lesson to meaningful communication rather than focusing on practice of a grammar rule [1, p. 46]. Working in an interactive mode means giving your students the opportunity to talk about themselves in personally relevant ways. In doing this you will be adding a new dimension to the language learning process. You will be moving beyond the intellectual and appealing to the emotions as well. Whether your students are adults, adolescents, or children, they will all respond to your interest in them. But working with the dimension of feelings has constraints [1, p. 52].
First of all you must feel comfortable in talking about feelings and opinions. Second, you must check that your students also feel comfortable in sharing their feelings and opinions. Some cultures do not consider it appropriate to talk about oneself, or to share deeply held values with those who are not members of the immediate family.
Third, you must create a classroom environment which is accepting and non-judgmental. To achieve this you should take on the role of an impartial facilitator: one who listens and acknowledges, but who does not impose views. If you expect students to trust you by talking about matters which are important to them, then you must show that you respect their right to express their opinions, even if you do not agree with them. It should also be acknowledged that your students have certain rights. They may opt out of certain discussions, and should not be forced to speak; they should be heard and respected; and they should extend the same courtesy to their classmates.
Fourth, the overall focus on feelings and opinions in discussions and activities should be constructive. This is not to say that you should deny expressions of negative feelings [2, p. 124]. Many of your students may be living in difficult conditions. Their problems are real and should not be avoided. But while allowing time for consideration of the negative, you should also be prepared to move in positive directions. You can do this by asking questions such as "What do you like about yourself and your life?", rather than asking the kind of questions which focus on "What do you not like about yourself and your life?"
References
1. Sion Christopher. (Ed.). Recipes for Tired Teachers. Addison-Wesley Publishing Company. Inc., 1985.
2. Bazarova L.B. Sovremenny'e informatsionny'e texnologii v protsesse formirovaniya leksicheskix navo'kov na urokax angliyskogo yazo'ka // Nauka, obrazovanie i kultura. № 4 (19), 2017. S. 50-52.
3. Mamatkulova B.R. Kontsept «ognya» i protsess ego izucheniya v istorii // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 39.
4. Bazarova L.B. Learning foreign language through reading // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 40.
5. Rahmonova K.T. Self study is a discovery of effective language learning strategy // Nauka i obrazovanie segodnya. № 5 (16), 2017. S. 42.
