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177something new related to English or foreign language push yourself into role play i.e. you will learn it better, by the way you manage to reinforce your knowledge taken during the course.
References
1. Davies P. (1990). The use of drama in English language teaching. TESL Canada Journal. № 8 (1). P. 87-99.
2. Bozorova L.B. Sovremenno'e informatsionno'e texnologii v protsesse formirovaniya leksicheskix navo'kov na urokax angliyskogo yazo'ka // Nauka, obrazovanie i kultura. № 4 (19), 2017. S. 41.
3. Mamatkulova B.R. Kontsept «ognya» i prosess 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.
LINGUISTICS AND COUNTRY STUDY AS THE ASPECTS OF ENGLISH
LANGUAGE TEACHING Karimova Z.A.
Karimova Zaynab Abduamitovna - English Language Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN C, REPUBLIC OF UZBEKISTAN
Abstract: different information about a particular state, taught in the process of teaching the foreign language, is called country study. Education by means of a foreign language presupposes knowledge of the culture, history, religions and traditions of the country of the studied language. The author claims that, by obtaining two aspects the process of learning languages becomes more comfortable and convincing because of the real imaginative environment created within the given aspects. Keywords: linguo-countrystudy, country study, approach to learning, discipline, language unit, foreign language, vocabulary.
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The progressive development of international contacts and ties in politics, economy, culture and other fields determines the consistent orientation of modern methods of teaching foreign languages to the real conditions of communication. The desire for communicative competence, as the final result of training, implies not only the possession of appropriate foreign language equipment (i.e. the language competence of students), but also the assimilation of colossal non-linguistic information necessary for adequate learning and mutual understanding, because the latter is unattainable without the relative equality of the basic Information about the surrounding reality. A noticeable difference in the stock of this information among speakers of different languages is mainly determined by the different material and spiritual conditions of existence of the respective peoples and countries, the peculiarities of their history, culture, social and political system, political system, etc. Thus, it became generally accepted that there is a need to deeply understand the specificity of the country of the language being studied, and thus the need for a country studies approach as one of the main principles of teaching foreign languages [1, p. 18].
So what is this - country study and linguistics? Acquaintance with the culture of the country of the studied language was one of the main tasks since antiquity. Teaching of classical languages, as an interpretation of religious texts, is not conceivable without cultural commenting. In the teaching of living languages from the end of the fourteenth century, along with oral speech, the acquaintance with the realities of the country of the language being studied is put on the first place. This was especially characteristic of the German linguistic and didactic school. Different information about a particular state taught in the process of teaching the language is commonly called country studies, in Germany -cultural studies (kulturkunde), in American educational institutions there are language and territory courses, in the French Methodical School. There is the notion of "language and civilization" (langue et civilisation). English colleagues use the theory of "linguocultural studies". The interim state educational standard among the objectives of teaching foreign languages at a basic level includes the
education of "schoolchildren a positive attitude to a foreign language, the culture of the people who speak this language [1, p. 63]. Education by means of a foreign language presupposes knowledge of the culture, history, realities and traditions of the country of the studied language. "The appeal to the problem of studying language and culture is not accidental at the same time, since it allows to successfully combine elements of regional studies with linguistic phenomena, which act not only as a means of communication, but also as a way of acquainting learners with a new reality for them. The theories of "Linguistic culture" emphasize that this direction, combines, on one hand, language training, and on the other - gives certain information about the country of the language being studied. Since the main object is not the country, but the background knowledge of native speakers, in the generalized form of their culture, it would be correct to talk about "cultural studies". However, the term "Linguo-countrystudy" is already firmly established in the practice of teaching foreign languages and, perhaps, it should be left. However, it is necessary to clearly represent the difference between country study and linguistic studies. If country study is a social discipline, in which language should not be taught, then linguistic culture is a philological where discipline is largely taught not separately as an object, but in classes on semantics of the language units.
References
1. Gumboldt V.F. Izbranni'e trudi' po yazi'koznaniyu - OAO Izdatelskaya gruppa «Progress, 2000. C. 5.
2. Bozorova L.B. Sovremenno'e informatsionno'e texnologii v protsesse formirovaniya leksicheskix navo'kov na urokax angliyskogo yazo'ka // Nauka, obrazovanie i kultura». № 4 (19), 2017. S. 40.
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.
THE PECULIAR FEATURES OF FICTIONAL TEXTS Adilova Ch.A.
Adilova Charos Alim qizi - English Language Teacher, SECONDARY SCHOOL № 11, SYRDARYA, REPUBLIC OF UZBEKISTAN
Abstract: the following article states some issues relating to linguistics. Precisely to the field of linguistics which deals with the texts. The author claims that fictional text is inseparable element of stylistics. And while reading this or that text having literary character it is important to reflect upon the imaginary world of the author. So in this article the author clearly expresses some peculiar features of the above mentioned activity.
Keywords: fictional text, imaginary world, verbal explications, evaluation and emotiveness, anthropocentric character, linguistic personality.
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The fictional text has always been one of the vital issues of stylistics. There are many scholars and famous philologists such as V.V. Vinogradov, V.V. Vinokur, I.R. Halperin, and R. Jacobson who conducted researches on the basis of fictional texts. According to D.U. Ashurova the fictional text is a specific type of communication characterized by the primary communicative activity of the author and the secondary communicative activity of the reader.
The main aim of the fictional text is to reflect the imaginary world of the author. The most distinguishing feature of the literary text is its aesthetic function which presupposes the impact on the reader both by the linguistic form of the text and its conceptual content. Aesthetics of the text is closely related to the categories of imagery, evaluation and emotiveness, therefore the analysis of these categories and their verbal explications in the text arc of cultural concern of text theory.
Anthropocentric character is another most essential property of the literary text. The principle of anthropocentrism is a vital problem of modern linguistics which shows that the study of language is closely related to human being. This issue was widely discussed in the works by V.V. Vinogradov,
