CC BY
13Show, 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).
Enquiry from cognitive psychology [1] has presented that listening skill is more than extracting meaning from incoming speech. It is a process of resembling the speech with what listeners already know about the topic. Teachers opted to help students organize their thoughts to activate appropriate background knowledge for understanding and to make predictions.
Listeners pay attention to nothing, they listen selectively, according to the purpose of .the task. This of course determines the type of listening required and the way in which listeners will approach a task. J.C. Richards distinguishes the differentiation between an interactional and a transactional purpose for communication. Interactional - language is applied in socially oriented manner, existing largely to satisfy the social needs of the participants, e.g. small talk and casual conversations. A transactional use of language, on the other hand, is more message-oriented and is used primarily to communicate information e.g., news broadcasts and lectures.
D. Mendelsohn [3] states a gap between the interests of listening researchers and classroom practitioners in that classroom materials do very little to develop meta-cognitive knowledge through raising learners consciousness of listening processes. This switches the emphasis of listening practice from product to process and the responsibility of learning from the teacher to the student.
Pre-listening activities become aid for students to make decisions about what to listen for and. subsequently, to focus attention on meaning while listening, teachers prepare students for what they will hear and they are expected to do. First, students need to bring to consciousness their knowledge of the topic, their knowledge of how information is organized in different texts and any relevant cultural information. Second, a purpose for listening must be established so that students know the specific information they need to listen for and/or the degree of detail required. Using all the available information, students can make predictions to anticipate what might hear.
References
1. Bymes H., 1984. The Role of Listening Comprehension: A Theoretical Base: Foreign Language Annals 17:317-29.
2. Feyten C., 1991. The Power of Listening Ability: An Overlooked Deminsion in Language Acquisition: The Modem Language Journal 75:173-80.
3. Mendelsohn D., 1998. Teaching Listening: Annual Review of Applied Linguistics 18:81-101.
4. O'MallyJ. &A.U. Chamot, 1990. Learning Strategies in Second Language Acquisition. Cambridge, CUP.
ПЕРЕВОД ДРЕВНЕТЮРКСКИХ ПОСЛОВИЦ НА ФРАНЦУЗСКИЙ ЯЗЫК
Насирдинова Ё.А.
Насирдинова Ёркиной Абдумухтаровна — ассистент, кафедра французского языка и литературы, Андижанский государственный университет, г. Андижан, Республика Узбекистан
Аннотация: в статье анализируются переводы древнетюркских пословиц на французский язык. Новизна исследования в том, что учёный впервые использовал морфический, фонотактической и синтактический анализы пословиц. Ключевые слова: паремиология, анализ, перевод.
В начале XXI века французский востовед, тюрколог и переводчик Реми Дор внёс огромный вклад в развитии литературных взаимосвязей двух народов в области фольклористики. Он перевёл ряд памятников устного народного творчества Узбекистана на французский язык. Среди них особое место занимает перевод древнетюркских пословиц [1, ^ 10]. На основе перевода лежат 100 пословиц из лингвистического словаря Махмуда Кашгари «Девони луготит турк»[1, ^ 14].
Во всех предыдущих исследованиях дивана учёные-переводчики особое внимание уделяли на антропологические исследования пословиц [2, 3]. Новизна исследований Реми Дора в методике лингвистического анализа пословиц [1, ^ 21].
Морфический анализ пословиц облегчает понятие совокупности изучаемых лингвистических явлений. Большинство пословиц состоят из двух частей. В первой части есть описание предмета или явления, а вот второй части идет выразительная оценка данного предмета или явления. Поэтому переводчик считает что структура пословицы аналогична к слову головоногие - «цевалёпод» (от греч. cephalo - голова; podо - нога) и делит её на две части: головка и ножка. Она характеризуется
