CC BY
13MAIN FEATURES OF TEACHING A FOREIGN LANGUAGE
IN MIXED ABILITY GROUPS 1 2 Abdullaeva U.N. , Atajanova M.R.
1Abdullaeva Umida Nigmatullaevna - Teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE;
2Atajanova Mahliyo Rahimjon qizi - Student, GROUP 445, ENGLISH LANGUAGES FACULTY 2, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY,
TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the topic of organizing the process of learning a foreign language in groups of students with mixed ability regarding proficiency in foreign languages. The reasons for the emergence of such groups are considered, as well as the problems that may arise when studying in such educational environment. The most effective form of student group interaction in the learning process is determined. The feasibility of using educational materials of different levels of difficulty when teaching a foreign language in mixed ability groups is confirmed. The article also notes that this format of work aroused interest among students, the majority of whom began to respond more actively in the classroom. As a result, their level of language proficiency has improved.
Keywords: foreign language proficiency, educational environment, Internet resources, texts of various levels of complexity, mixed ability groups.
Recently, special attention has been paid to the study of foreign languages and knowledge of a foreign language is a competitive advantage of any modern person. E.A.Mikhaleva notes: "in modern ethnocultural conditions, characterized by bilingual and multilingualism in the working environment, knowledge of languages is the most important component of the intellectual capital of employees" [1, p. 92].
In the modern world, English is a fairly popular means of communication. M.V.Volosova points out that: "the consciousness of this has led to the fact that teaching English is given great attention not only in language schools, and the teaching methods used are aimed at developing the skills of writing, reading and, of course, speaking" [2, p. 11] ...
However, as far as students from different schools are concerned, we can see different proficiency in foreign language, ranging from an advanced level of a foreign language to an almost lack of reading, writing, listening and speaking skills in a foreign language. Some school graduates can speak and write a foreign language almost fluently, know grammar rules well, and understand foreign speech by ear. Other graduates have only basic skills.
It should be noted that there are several reasons for this situation. First, not all schoolchildren are motivated to learn a foreign language. Some people consider a foreign language a "superfluous" subject that only takes time and effort. As a consequence, due to this attitude, the proficiency of the FL remains low or improves only slightly. A.N. Leontyev emphasizes that: "in order not to formally master the material, one must not " leave" the training, but live it, it is necessary for the training to enter life, so that it has a vital meaning for the student" [3, p. 378].
The formation of motivation for learning a foreign language depends on many factors. The personality of the teacher and the educational environment both play an important role in this process. A.E.Seliverstova considers "the educational environment as one of the leading conditions for motivating schoolchildren to learn foreign languages" [4].
At a higher education institution, the student's attitude towards learning a foreign language may change. Students strive to master the FL, first of all, in order to further use the FL for professional purposes [5, P. 202].
Secondly, many schoolchildren are not ready not only for foreign language communication, but also for communication in their native language. Such students are not ready to communicate with peers and with teachers due to a number of their intellectual and
personal qualities. According to S.A.Nurmukhambetova: "in addition to language skills and speech skills, communicative success also depends on other properties of the intellect and personality as a whole, which determine the willingness to communicate" [6, p. 48].
Additionally, we note that the personality traits of students can both enhance and destroy communicative motivation. Some authors refer to the "destroyers of motives" as individual shyness and lack of social interaction.
References
1. Mikhaleva E.A. Yazykovoe obrazovanie kak sostavliayushchaya ekonomicheskogo kapitala lichnosti na sovremennom rynke truda / A. Mikhalev // Fundamentalnoye issledovaniye. 2008. No.7. P. 91-93.
2. VolosovaM.V. Osobennosti obucheniya angliiskomu yazyku v shkolakh Yaponii / M. V. Volosova // Pedagogicheskiy zhurnal. 2015. No. 1-2. P. 10-20.
3. Leontiev A.N. Psikhologicheskie voprosy soznatelnosti ucheniya/ A. N. Leontiev // Vybranniye psikhologichekiye raboty. M., 1983. V. 1. P. 378.
4. Seliverstova A.E. Motivatsiya shkolnikov k izucheniyu inostrannykh yazykov v usloviyakh sovremennoi obrazovatelnoi sredy/ A. E. Seliverstova // Sovremenniye problemy nauki i obrazovamniya. 2013. No. 2; URL: http://www.science-education.ru/ru/article/view?id=8702.
5. Khramova Yu.N. Organizatsiya vneauditornoi samostoyatelnoi raboty po inostrannomu yazyku dlia studentov-yuristov v neyazykovom vuze / Yu.N. Khramova, R.D. Khairullin // Sovremenniye visokiye tekhnologii. 2016 No. 5 P. 201-205.
6. Nurmukhambetova S.A. Effektivnoe formirovanie kommunikativnoi gotovnosti k ovladeniyu inostrannym yazykom kak rezultat pedagogicheskogo modelirovaniya/ S.A. Nurmukhambetova // Vektor nauki TSU. Seriya Pedagogika, Psikhologiya, 2016. No.3(26). P.48-52.
АЛГОРИТМ ПО РАЗВИТИЮ ПРИЕМОВ УМСТВЕННЫХ ДЕЙСТВИЙ У СТУДЕНТОВ 1-Х КУРСОВ КОЛЛЕДЖА ПО
БИОЛОГИИ Небратенко Е.М.
Небратенко Елена Михайловна - аспирант, кафедра методики преподавания биологии, химии и экологии, Московский государственный областной университет, г. Мытищи
Аннотация: целью статьи является показать методику развития приемов умственных действий у студентов по биологии в виде алгоритма, методические и педагогические условия для их развития, а также перспективы разработки методики с помощью инновационных образовательных технологий. Проведен анализ методического, психологического и педагогического материала по теме исследования, а также апробирована предложенная методика. В заключение статьи сформулированы основные положения по использованию алгоритмов для развития логических приемов мышления.
Ключевые слова: анализ, синтез, сравнение, классификация, абстрагирование, обобщение, алгоритм.
Развитие приемов умственных действий является одним их определяющих критериев развития системы образования и свидетельствует об уровне знаний обучающихся [4, с. 150]. К приемам умственных действий относятся анализ, синтез, сравнение, классификация, абстрагирование, обобщение [2, с. 10]. Мы считаем, что
92
