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METHODOLOGY OF TEACHING PROVERBS AND SAYINGS OF ENGLISH IN GENERAL EDUCATION SCHOOLS Abbasova N.K. Email: [email protected]
Abbasova Nargiza Kabilovna - Senior Teacher, ENGLISH LANGUAGE DEPARTMENT, FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion deals with the issues of teaching proverbs and sayings of English in general education schools. The author considers that in recent years the issue of applying modern methods of teaching foreign languages in general education schools and their effective use for improving the quality of teaching foreign languages to students, forming and developing their communicative culture has been raised more often. Real practice shows that teachers sometimes set pedagogical tasks in accordance with the disclosure of certain learning material, rather than based on the possibilities and prospects of students' development. The use ofproverbs and sayings as a method of organizing learning is one of the best ways to make a lesson bright, rich and extraordinary, and most importantly, interesting for students, which certainly contributes to better memorization. Keywords: proverbs, sayings, teaching methods, students, certain, educational, material, communicative, foreign language, development, use, promote.
МЕТОДИКА ПРЕПОДАВАНИЯ ПОСЛОВИЦ И ПОГОВОРОК АНГЛИЙСКОГО ЯЗЫКА В ОБЩЕОБРАЗОВАТЕЛЬНЫХ ШКОЛАХ
Аббасова Н.К.
Аббасова Наргиза Кабиловна - старший преподаватель, кафедра английского языка, факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: данная статья рассматривает вопросы преподавания пословиц и поговорок английского языка в общеобразовательных школах. Автор статьи считает, что в последние годы всё чаще поднимается вопрос о применении современных методов преподавания иностранных языков в общеобразовательной школе и их эффективном использовании для повышения качества обучения иностранным языкам учащихся, формирования и развития их коммуникативной культуры. Реальная практика показывает, что иногда учителем ставятся педагогические задачи в соответствии с раскрытием определенного учебного материала, а не исходя из возможностей и перспектив развития учащихся. Использование пословиц и поговорок как прием организации обучения является одним из наиболее лучших способов сделать урок ярким, насыщенным и неординарным, а главное интересным для учащихся, что, безусловно, способствует лучшему запоминанию.
Ключевые слова: пословицы, поговорки, методика преподавания, учащиеся, определенный, учебный, материал, коммуникативный, иностранный язык, развитие, использование, способствовать.
UDC 372.881.1
In recent years, the issue of using modern methods of teaching foreign languages in general educational schools and their effective use to improve the quality of teaching foreign languages to
students, the formation and development of their communicative culture has been increasingly raised. Sometimes teachers set pedagogical tasks in accordance with the disclosure of certain learning material, rather than based on the possibilities and prospects of students' development. The use of proverbs and sayings as a method of organizing learning is one of the best ways to make a lesson bright, rich and extraordinary, and most importantly, interesting for students, which certainly contributes to better memorization of the educational material [1].
Proverbs and sayings can be used at different stages of the lesson and at all levels of instruction (primary, secondary, senior) with different levels of language training for students, depending on what goals the teacher pursues and what skills the teacher wants to develop in his students at this stage of instruction. Proverbs and sayings are apt expressions created by the people and borrowed from literary works that express wise thoughts in short form. Proverbs and sayings are usually made up of two rhyming parts. They have direct and figurative meaning, which is morality. In foreign language lessons, proverbs and sayings can be used not only for their memorization and correct interpretation or use in speech, but also as a means of developing and controlling a whole complex of communicative skills and abilities: lexical and grammatical, speaking and writing, reading and listening [2].
Teaching proverbs and sayings at English lessons allows you to solve a number of didactic tasks, namely:
• teaching: improving pronunciation and pronunciation skills, activating grammatical skills, developing translation skills, enriching vocabulary of students.
• developing: broadening their horizons, developing skills to express their thoughts in a foreign language, activating thinking abilities.
• educational: formation of moral and ethical principles, fostering a tolerant attitude towards the culture and traditions of other peoples.
• motivating: developing interest in learning a foreign language through reading the original language, forming and increasing sustainable motivation, developing cognitive abilities of students.
Since from the first foreign language lessons the pronunciation is the primary focus, it should be noted that the use of proverbs is essential for the development of pronunciation skills. The use of proverbs at the lesson will help the teacher to practice the pronunciation of individual sounds in a relaxed and playful way at the beginning of the lesson. In addition, proverbs and sayings can help develop the most difficult English sounds that are not found in the mother tongue:
• interdental sounds [ 0, 5 ]: Wealth is nothing without health.
• nasal sounds [ g ]: Saying and doing are two different things.
Moreover, proverbs and sayings help to activate and automate individual grammatical forms and structures. The communicative method involves teaching grammar on a functional and interactive basis. It means that grammatical phenomena are not studied as "forms" and "structures" but as means of expression of certain thoughts, relations, communicative intentions. Proponents of direct methods stand for an implicit approach to grammar learning, believing that repeated repetitions of the same phrases in appropriate situations ultimately produce the ability not to make grammatical errors in speech. Therefore, being on the one hand a means of expressing thought and, on the other hand, implementing the forms or constructions studied in speech, proverbs and sayings contribute to the automation and activation of these grammatical forms and constructions. Thus, with its help it is possible to express the request, advice, suggestions, wishes, permissions, prohibitions, and cautions that exist in proverbs [3]. For example:
• Don't burn your bridges behind you.
• Don't throw out your dirty water before you get in fresh.
The activation of various topics such as modal verbs (no particle to after can, must):
• And man can do no more than he can. You make your bed and you must lie on it.
And studying numbers will certainly be more interesting and effective if you use proverbs and sayings, because in the context of numbers are remembered more quickly:
• Rain before seven, fine before eleven. A bird in the hand is worth two in the bush.
The need to find the means of equivalent translation of proverbs and sayings into the native language of the learners develops the ability to adequately select lexical units, stimulates the interest of students to work with the dictionary, improves translation skills and abilities. Working with proverbs and sayings helps to develop linguistic and contextual guesswork, as words used in English proverbs often sound very different in the mother tongue translation. (For example, To kill two birds with one stone -To kill two hares with one stone).
Thus, having considered the method of using proverbs and sayings, one can conclude that it increases the motivation of students to learn and master a new material, as well as provides an
opportunity to apply acquired knowledge in different situations of communication. Therefore, using proverbs and sayings in foreign language lessons develops creative initiative through prepared and unprepared speech.
References / Список литературы
1. Paley O.I. Work with proverbs and sayings at the English lesson in IX grade. // Foreign languages at school, 2000. № 1. P. 40-42.
2. Solovova E.N. Method of teaching foreign languages: advanced course. Moscow: AST: Astrel, 2010. P. 272-275.
3. Baratboeva G.R. A blend of approaches as a new perspective to effective grammar teaching // " "Mirovaya nauka". № 9 (30), 2019. [Electronic Resource]. URL: https://science-j.com/domains_data/files/30/Rafaelova.pdf/ (date of access: 10.02.2020).
EFFECTIVE TECHNIQUES OF DESIGNING TEACHING MATERIAL IN TEACHING THE ENGLISH LANGUAGE Khusanov Kh.Kh. Email: [email protected]
Khusanov Khasanjon Khusankhuja ugli — Teacher, ENGLISH LANGUAGE DEPARTMENT, FOREIGN LANGUAGES FACULTY, FERGHANA STATE UNIVERSITY, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion is devoted to the use of effective techniques of designing teaching material in the English language teaching. The author of the article believes that one of the main tasks facing modern education is to educate a person with a high cultural level, the ability to navigate in the modern world. Familiarizing students with the practice of communication at the interstate level, to participate in intercultural dialogue makes it possible to practical realization of their intellectual and personal potential. This requires a high level of communicative culture, communicative competence, developed communication skills also in a foreign language. Keywords: effective, language, foreign, modern, education, practice, potential, method, project, independent, implementation, communicative.
ЭФФЕКТИВНЫЕ МЕТОДЫ СОСТАВЛЕНИЯ УЧЕБНОГО МАТЕРИАЛА ПРИ ОБУЧЕНИИ АНГЛИЙСКОМУ ЯЗЫКУ
Хусанов Х.Х.
Хусанов Хасанжон Хусанхужа угли — преподаватель, кафедра английского языка, факультет иностранных языков, Ферганский государственный университет, г. Фергана, Республика Узбекистан
Аннотация: данная статья посвящена вопросам использования эффективных методов составления учебного материала при обучении английскому языку. Автор статьи считает, что одной их основных задач, стоящих перед современным образованием, является воспитание личности с высоким культурным уровнем, умением ориентироваться в современном мире. Приобщение учащихся к практике общения на межгосударственном уровне, к участию в межкультурном диалоге делает возможной практическую реализацию их интеллектуального и личностного потенциала. Это требует высокого уровня коммуникативной культуры, коммуникативной компетенции, развитых навыков общения, в том числе и на иностранном языке. Ключевые слова: эффективный, язык, иностранный, современный, образование, практика, потенциал, метод, проект, самостоятельный, реализация, коммуникативный.
UDC 372.881.1
In designing teaching material in teaching a foreign language a teacher should take into consideration development of the following: competence (including the formation of professional and communicative competence with all its components: linguistic, sociolinguistic, sociocultural, social, strategic); integrated; personal-oriented (development of a student's personality through creating conditions in which a student could improve his or her abilities); program-targeted (learning should
