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МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №0 3/2018 ISSN 2410-6070
ПЕДАГОГИЧЕСКИЕ НАУКИ
УДК 37.02
С.М. Базарова
преподаватель, ГулГУ (г.Гулистан, Узбекистан)
Ш.А. Анварова студентка, ГулГУ (г.Гулистан, Узбекистан)
INTEGRATED-SKILL APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE
Аннотация
Данная статья опубликована с целью стать проводником для преподавателей английского языка как иностранного, развивающих языковые способности студентов. Она посвящена применению интегрированного подхода в развитии коммуникативных навыков в аудитории, в которой все четыре навыка преподаются взаимосвязанно.
Ключевые слова
Раздельные навыки, интегрированные навыки, метод, стратегия.
One image for teaching EFL is that of a tapestry. The tapestry is woven from many strands, such as the characteristics of the teacher, the student, the setting, and the relevant languages. For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways. For example, the instructor's teaching style must address the learning style of the student, the student must be motivated, and the setting must provide resources and values that strongly support the teaching of the language. In addition to the 4 strands - teacher, student, setting, and relevant languages - other important strands exist in the tapestry. In a practical sense, one of the most crucial of these strands consists of the 4 primary skills of listening, reading, speaking, and writing. This strand also includes associated or related skills such as knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage [2, 19]. Many strategies help weave the skills together [5, 121].
There are at least 2 forms of instruction that are clearly oriented to integration. 2 types of integrated-skill instruction are content-based language instruction and task-based instruction. The 1st of these emphasizes learning content through language, while the 2nd stresses doing tasks that require communicative language use. Both of these benefit from a diverse range of materials, textbooks, and technologies.
In content-based instruction, students practice all the language skills in a highly integrated, communicative fashion while learning content such as science, mathematics, and social studies. Content-based language instruction is valuable at all levels of proficiency, but the nature of the content might differ by proficiency level. For beginners, the content often involves basic social and interpersonal communication skills, but past the beginning level, the content can become increasingly academic and complex. The Cognitive Academic Language Learning Approach (CALLA), created by Chamot and O'Malley shows how language learning strategies can be integrated into the simultaneous learning of content and language [1, 39]. At least 3 general models of content-based language instruction exist: theme-based, adjunct, and sheltered. The theme-based model integrates the language skills into the study of a theme. The theme must be very interesting to students and must allow a wide variety of language skills to be practiced, always in the service of communicating about the theme. This is the most useful and widespread form of content-based instruction today, and it is found in many innovative textbooks. In the adjunct model, language and content courses are taught separately but are carefully coordinated.
In task-based instruction, students participate in communicative tasks in English. Tasks are defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form [3, 83]. The task-based model is beginning to influence the measurement of learning strategies. In task-based instruction, basic pair work and group work are often used to increase student interaction and collaboration. For instance, students work together to write
МЕЖДУНАРОДНЫЙ НАУЧНЫЙ ЖУРНАЛ «ИННОВАЦИОННАЯ НАУКА» №0 3/2018 ISSN 2410-6070
and edit a class newspaper, develop a television commercial, enact scenes from a play, or take part in other joint tasks. More structured cooperative learning formats can also be used in task-based instruction. Task-based instruction is relevant to all levels of language proficiency, but the nature of the task varies from one level to the other. Tasks become increasingly complex at higher proficiency levels. For instance, beginners might be asked to introduce each other and share one item of information about each other. More advanced students might do more intricate and demanding tasks.
To integrate the language skills, teachers should consider these steps: 1) Learn more about the various ways to integrate language skills in theclassroom; 2) Reflect on their current approach and evaluate the extent to which the skills are integrated; 3) Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on; 4) Even if a given course is labeled according to just one skill, remember that it is possible to integrate the other language skills through appropriate tasks; 5) Teach language learning strategies and emphasize that a given strategy can often enhance performance in multiple skills.
With careful reflection and planning, any teacher can integrate the language skills and strengthen the tapestry of language teaching and learning. When the tapestry is woven well, students can use English effectively for communication.
Список использованной литературы:
1. Chamot, A., O'Malley, J. The CALLA Handbook. -MA: Addison Wesley, 2004.
2. Mohan, B. Language and Content. -MA: Addison Wesley, 2006.
3. Nunan, D. Designing Tasks for Communicative Class. -Cambridge: CUP, 2009. 5. Oxford, R. Language Learning Strategies. -Boston: Heinle & Heinle, 2010.
© Базарова С.М., Анварова Ш.А., 2018
УДК 796
Д. Ибодуллаева
студентка ГулГУ г. Гулистан, Узбекистан
СОЦИАЛЬНАЯ ЗНАЧИМОСТЬ ЗАНЯТИЙ АКАДЕМИЧЕСКОЙ ГРЕБЛЕЙ
Аннотация
В статье выявляется социальная значимость развития академической гребли, обосновывается необходимость развития данного вида спорта в Узбекистане.
Ключевые слова
Академическая гребля, физическое развитие, воспитательное значение, дистанция, нагрузка, Олимпиада.
В связи с потребностями современного общества вопрос физического воспитания приобрёл особую значимость. Важнейшими задачами физического воспитания стали: общее укрепление здоровья, гармоничное развитие, формирование основ здорового образа жизни, а также разработка и внедрение наиболее эффективных средств и методов развития двигательных возможностей. Особую роль при этом играет применение рациональных двигательных режимов и физических упражнений. Академическая гребля - это один из немногих видов спорта, в котором задействуются 95% мышц всего тела [1, 8]. Спортсмены находятся в лодках и гребут спиной вперед. Коррекция движения лодки осуществляется по специальным дорожкам (буйкам), натянутым по поверхности воды вдоль гребного канала [1, 8]. Стандартная дистанция -
