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86лидирующую позицию. Образовательная деятельность будет успешной, если колледж ориентируется непосредственно на потенциального потребителя: студента, цель которого - получение качественного образования и реализация себя в обществе, и работодателя, желающего принять на работу квалифицированного специалиста, имеющего профессиональные знания для своего дальнейшего развития.
Список литературы
1. Концепция долгосрочного социально-экономического развития Российской Федерации на период до 2020 года: утверждена распоряжением Правительства Российской Федерации от 17 ноября 2008 г. № 1662-р.
2. Гончарова Н.И. Мониторинг результативности педагогической деятельности [Текст] / Н. И.Гончарова // Педагогическая диагностика. № 4, 2013. С. 94.
3. Плужникова И.И. Использование идей маркетинга в образовательной сфере. [Электронный ресурс] // И.И. Плужникова, Т.А. Ветлугина // Научная интеграция в современном мире: сборник статей Международной научно -практической конференции 22 апреля 2017 г. в г. Санкт -Петербурге. Самара: ЦНИК, 2017. С. 21-22. 88 с. ISBN: 978-5-9909863-5-0.
4. Плужникова И.И. Проектирование образовательной среды. [Электронный ресурс]. И.И. Плужникова, Н.Ю. Мишуткин // Педагогические и психологические науки: актуальные вопросы теории и практики: сборник научнывх трудов по материалам I Международной научно-практической конференции 31 мая 2017 г. в г. Казани. Научно-издательский центр «Открытое знание», 2017. С. 62-66. 97 с. ISBN: 978-500007851-9.
MATERIAL DESIGNING ON READING FOR ESP LEARNERS
Khayrullayeva D.
Khayrullaeva Dilorom - Senior Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: material design is an important part in the teaching practices. This article describes the process of material design of a foreign language. Reading for Junior students of ESP classes. It describes reading strategies and students' needs based on reading materials and stages of reading activities in designing reading materials for ESL learners Keywords: ESP learners, material designing, reading strategies, skimming, scanning, reading techniques.
Students are expected to be able to take part in struggle to progress this country in order to achieve prosperity. Therefore, junior high school students as young generations of Uzbekistan are also prepared to understand and be able to use English as a foreign language. As young generations, the students have to be more familiar with English as one of the international languages and expected there will be not many mistakes in applying it.
In the program of learning English as the foreign language in the country, our government focuses to develop learning for texts more than functions and grammar. However, functions and grammar are still taught through the genres. It tends to help students in order to be able to use and apply English for communication better and better. Completely, the texts contain grammar arrangements and vocabulary that can be understood by explanations and discussions in each teaching-learning process. Through texts, reading aloud and reading comprehension can also be learned continuously.
In every high school, students learn English based on the curriculum and syllabus that are represented by various materials delivered by teachers based on the lesson plans. Students are expected to master four skills of the English subject.
Reading is one of four English skills that are needed for students to improve the skills well. If the skill is mastered well, students can realize how to understand the texts. They can also learn vocabulary, structure, pronunciation in reading aloud and reading comprehension through texts. These activities actually can cover their learning of the other skills, listening, speaking and writing. Moreover, they will graduate if they can pass the final test that is conducted nationally by the government. Reading is the target for scoring because the final test consists of reading tests.
Based on the students' needs, teachers should prepare good reading materials to encourage the teaching-learning process. Especially, for teachers, creating creative and interesting reading materials is really important demand as a requirement in delivering their materials. Therefore, the materials should be arranged carefully and systematically so the teaching-learning process can be conducted effectively and well.
As good teachers, English teachers have to be able to design good materials that represent students' condition. Most students sometimes feel bored because of studying continuously. Generally, students have been tired for doing the learning process in the school in almost the whole day. Of course, it is possible for them to be stressed if after school, they still must study again.
Núñez and Téllez [4] state that material design has been referred to by different terminology such as instructional materials design, course development, course books, instructional design strategies; all of these names may have the same purpose: to help students learn a language. In fact, Tomlinson [5] argues that materials for language learning are those which are used to facilitate language learning. Printed materials, course books, websites, videos, and readings are some of the different materials teachers use in their classes. Materials also vary as they inform students about the target language (informative), provide experience of the language use (experiential), help to make discoveries about the language (exploratory), guide to practice the language (instructional), or encourage use of the language (eliciting). The author points out that the ideal material should include all the previous elements.
Tomlinson [5] highlights that material development is a very important part in the teaching processes. Material development can be seen as a field of academic study as it involves reflection, design, production, evaluation, adaptation, and piloting.
Harwood [3] also highlights the need to develop materials to suit the contexts in which they are going to be used. In fact, homemade materials help learners achieve greater relevance and engagement than commercial materials.
Bernhardt [1] explains that in any discussion of comparisons between first and second-language reading, vocabulary and comprehension are the areas of reading that make the distinction between L1 and L2 perhaps most vivid. All reading begins with an oral/aural vocabulary; for first language readers, the process is one of recognizing words already in the oral/aural lexicon and then in enhancing the lexicon by adding more and more words. In great part, the placing of new words into that lexicon implies a learning of word and concept. In contrast, second-language readers do not have necessarily an oral/aural vocabulary that vaguely represents the second language or the language of interest. It can be concluded that reading should involve the understanding of the reader's interest for learning and the understanding of the text can also learn about vocabulary. Vocabulary is necessary to be understood but the reading comprehension also focus on some involved strategies.
Brown [2] gives strategies for reading comprehension which can apply in the classroom, they are: 1. Identify your purpose in reading a text; 2. Apply spelling rules and conventions for bottom-up decoding; 3. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning; 4. Guess at meaning (of words, idioms) when you aren't certain; 5. Skim the text
for the gist and for main ideas; 6. Scan the text for specific information (names, dates, key words); 7. Use silent reading techniques for rapid processing; 8. Use marginal notes, outlines, charts or semantic maps for understanding and retaining information; 9. Distinguish between literal and implied meanings; 10. Capitalize on discourse markers to process relationships.
These strategies can help students to be easier in do reading. Students can practice to apply these strategies continuously until the reading comprehension is understood by the students. All principals should be taught to students well so the students can really understand and apply them to read easily so they can do reading test well.
References
1. Bernhardt B.C., Chen Z., He Y., Evans A. C., Bernasconi N. (2011). Graph-theoretical analysis reveals disrubted small-world organization of Cortical thickness correlation networks in temporal lobe epilepsy. Cereb. Cortex 21,2147-2157 10.1093/cercor/bhq291 p. 14
2. Brown H. Douglas (2004). Language assessment: Principles and classroom practices. NY.Pearson Education. P. 188-189
3. Harwood N. (2010). Materials in ELT: Theory and practice. Cambridge: Cambridge University Press.
4. Nunez A., & Tellez M. (2009). ELT materials: The key to fostering effective teaching and learning settings. PROFILE, 11(2), p.175.
5. Tomlinson B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
THE USAGE OF ICT IN VOCABULARY TEACHING Xojakulov Sh.
Xojakulov Shukurullo - Senior Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article is devoted to the usage of ICT in vocabulary teaching. ICT is known to be the best source to any conventional classroom, especially when used properly and could be an asset to the foreign language to increase the vocabulary use in the classroom. Keywords: conventional methods, ICT, media, software.
One of the most important things in learning a language is vocabulary. Through vocabulary, people can express their thoughts and opinion about everything. That's why teaching vocabulary to the students is very significant.
Teachers sometimes are facing problems when dealing with teaching vocabulary. Part of the problem is when it concerns about what vocabulary should be taught and for what level. Although the syllabus include word list, but the list for one beginner syllabus must be different with other beginner syllabus at the different institution. Teacher sometimes doesn't know how to select the words to teach and how to teach them, especially for beginner level. A general principle in the past has been stated that it is easier to teach more concrete words for lower levels and gradually become more abstract. Words like 'book', 'pencil', 'chair', etc. Will be easier to explain because the things which the word represent are there in front of the students. However, when it's dealing with word such as 'kind' and 'honest' are not physically represented in the classroom and are too difficult to explain.
