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as a pyramid. At the top of the pyramid would be techniques and activities which teachers need to have at their disposal for the day-to-day life of the classroom; underneath this, knowledge of the language learning/teaching process to insure these activities are appropriate and effective; and, finally, forming the broad base, would be the teachers' own personal development. Conclusion
We have dealt with the implications for language teaching of some of the areas of the affective domain; there is a great need for incorporating these and others into the language classroom. Arguably, one of the challenges of education today is to provide more ways to educate all aspects of the student, including greater attention to the affective aspects as well as the cognitive. There is an ever-increasing list of options for enriching educational programs which are in different ways related to affect: arts in education, character education, education in values, cooperative learning, emotional intelligence, thinking skills, environmental education, learning styles, multiple intelligence teaching, multicultural education, to name only a few. Many language professionals are finding ways to incorporate options such as these in their language teaching programs, and by doing so, they are broadening what can be achieved in the language classroom. Interestingly, it is not unusual to find that academic performance is as good or better in language classrooms that also focus on these broader concerns.
References:
1. Al-Jarf, R. (2022a). Blogging about current global events in the EFL writing classroom: Effects on skill improvement, global awareness and attitudes. British Journal of Teacher Education and Pedagogy (BJTEP), 1(1),73-82.DOI:10.32996/bjtep.2022.1.1.8 https://alkindipublisher.com/index.php/bjtep/article/view/2926
2. Al-Jarf, R. (2022b). Blogging about the Covid-19 pandemic in EFL writing practice. Journal of Learning and Development Studies (JLDS), 2(1), 1-8. https://doi.org/10.32996/jlds.2022.2.1.1
3. Al-Jarf, R. (2022c). How instructors engage students in distance learning during the Covid-19 second wave. TCC Online Conference. Hawaii, USA. April 13-14. https://www.researchgate.net/profile/Reima-Al-Jarf/publication/357826530
4. Al-Jarf, R. (2022d). Learning vocabulary in the app store by EFL college students. International Journal of Social Science and Human Research (IJSSHR), 5(1), 216-225. DOI: 10.47191/ijsshr/v5-i1-30. http://ijsshr.in/v5i1/30.php
5. Al-Jarf, R. (2022e). Online vocabulary tasks for engaging and motivating EFL college students in distance learning during the pandemic and post-pandemic. International Journal of English Language Studies (IJELS), 4(1), 14-24. DOI: 10.32996/ijels.2022.4.1.2.
6. Al-Jarf, R. (2022f). Specialized dictionary mobile apps for students learning English for engineering, business and computer science. Journal of Humanities and Education Development (JHED), 4(1), 1-9. DOI: 10.22161/jhed.4.1.1.
© Tangrykulyyeva A., 2023
УДК 37
Акмухаммедов Т.Ч.,
преподаватель
Туркменский национальный институт мировых языков им. Довлетмаммета Азади PHRASEOLOGICAL UNITS IN TURKMEN AND ENGLISH LANGUAGES
Key words:
phraseological units, the idioms, learning and teaching English.
Based on the achievements of the scientific and technical development of the advanced countries of the world, concrete successes are being achieved in the country in carrying out the task of training specialists who excel in new technologies and innovations. To become an expert in any language, it is necessary to know the idioms, phraseological units, that is, stable vocabulary of that language. It is even more interesting to study the phraseological units in the English and Turkmen languages, which mean weather conditions, using the method of comparison. Knowing them enriches the vocabulary and helps to increase the student's ability to speak the language fluently. Over the years, phraseological units in the Turkmen language are studied by comparison and comparison with phraseology in other languages, dissertations are written. Among them, the works of A.Almammedov, O.Nazarov, and S.Shammayeva can be mentioned. Phraseological units in English and Turkmen languages are valuable for those interested in learning and teaching English in terms of developing the ability to use stable vocabulary. Phraseological units provide specific information about people's lifestyle, culture, and other aspects of their life. Phraseological units or idioms are specific expressions of a certain language. The meaning of phraseological units is not formed from the meaning of individual words that are part of it. When translating phraseological units, their metaphorical figurative meaning should be taken into account, not literally. Phraseological units are chosen according to the level of knowledge of the learners and will be better if they are taught in intermediate and advanced groups. The most effective way to teach them is to teach them in context rather than in isolation.
This helps them not only to understand well but also to use them appropriately. Using the phraseological units given to the students, it is advisable to perform dialogues and games of different characters. Also, in order to draw attention to the use of phraseological units in life, giving examples of their use in mass media and works of art, teaching them through videos and songs is also one of the effective methods. Phraseological units can be on different topics, one of them is phraseological units representing weather conditions in English and Turkmen languages. The following phraseological units are examples of them. Phraseological units included in the word "rain" Rain or shine - in any case, under any conditions, whatever. I'll always love you, come rain or (come) shine - I'll always love you, in any case. It is raining cats and dogs - Take your umbrella and a jacket because it's raining cats and dogs - Take your umbrella and a jacket because it's raining cats and dogs. Phraseological units included in the word "snow" are (As) white as snow. Now that my grandmother has stopped dying his hair, it's become as white as snow. We are completely snowed under at work because it is the end of the tax year. Phraseological units included in the word "wind". How the wind blows - It looks like I might be considered for the job, but I'm waiting to see how the wind blows - It looks like I might be considered for the job, but I'm waiting to see how the wind blows. Wind up one's bottoms - listen. Myself and Jack went ashore today to wind up our bottoms - Myself and Jack went ashore today to wind up our bottoms. Phraseological units containing the words 'star' and 'moon'. To be born under a lucky star Janet found a fantastic job as soon as she finished college. I guess she was just born under a lucky star - Janet got a great job right out of college. I think he was born on a good day. To bless one's (lucky) stars - to be grateful for one's fate. You should bless your lucky stars that you managed to avoid that violent car accident. To cry for the moon - to demand the impossible. There's no point in crying for the moon. To think the moon is made of green cheese. You really think you've got a chance at this promotion after insulting the boss? Right, and the moon is made of green cheese - Do you think there's a chance for you to get promoted after insulting your boss? That's right, you believe in the impossible! Phraseological units that include the words "fog" ('fog') and "smoke" ('smoke') (All in a fog) - to be in trouble, to be in an unclear state. After the accident he went about in a fog, even though he had not been injured - The big smoke - big city. I wouldn't like to live in the Big Smoke - I wouldn't like to live in the big city. Phraseological units included in the word "lightning": Lightning never strikes twice in the same place - Lightning never strikes the contest last year, but lightning never strikes twice in the same place it would be foolish to wait for luck). As swift as an arrow (as lightning, as though or as the wind) Swift as an arrow, Mary finished her exam and raced out of the classroom-Mary finished her exam and raced out of the classroom. In the scientific works on phraseological units in the Turkmen language, it is possible to meet phraseologisms related to natural phenomena. This can be seen in the example of the work
"Phraseological dictionary of the Turkmen language" published in 1976. Looking at other studies conducted in this regard, the active use of the names of natural phenomena such as "yel" and "wind" in stable vocabulary can be explained by the fact that Turkmenistan is located in a geographically favorable place. Stable phrases used in connection with the names of natural phenomena: To get wind of the mouth - to get out of the mood by talking, to talk a lot - talk the hind legs of a donkey. The women began to praise Khalnazar after they talked the hind legs of a donkey. To give away - to waste, to ruin, to throw away - good penance. They go people's passion [2] - They go people's passion. However, it is possible to come across stable phrases related to the subject. Out of the frying pan in the fire, escape the bear and fall to the lion. Let us escape from the rain and fall to the endless drop! [2]-Hopefully will note scathe bear and fall to the lion. References:
1. Altayev S. Achilova G., Gujukov S. Phraseological dictionary of the Turkmen language. - Ashgabat: "Ylim", 1976.
2. Atajanov A. Tekegyzy Tatyana. - Ashgabat: "Turkmenistan", 1987.
3. Kerbabaev B. An important step. - Ashgabat, 1955.
4. Agatha Christie. The Murder of Roger Ackroyd. - United Kingdom: William Collins, Sons. 1926.
© Акмухаммедов Т.Ч., 2023
УДК 517.001
Аннамаммедов С.Д.
Преподаватель,
Туркменский государственный университет имени Махтумкули,
г. Ашгабад, Туркменистан
ВЫСШАЯ МАТЕМАТИКА В МИРЕ ФИНАНСОВ: КАК РАССЧИТАТЬ РИСКИ И УПРАВЛЯТЬ ИНВЕСТИЦИЯМИ С ПОМОЩЬЮ УРАВНЕНИЙ
Аннотация
В данной статье рассматривается применение высшей математики для анализа и управления рисками в финансовых инвестициях. Обсуждается использование различных математических инструментов, таких как дифференциальные уравнения, теория вероятности и комбинаторика, для оценки и прогнозирования рисков финансовых операций. Также приводятся примеры решения практических задач по расчету оптимального портфеля инвестиций, минимизации риска и максимизации прибыли.
Ключевые слова
Высшая математика, мир финансов, расчет рисков, управление инвестициями, уравнения.
Annamammedov S.D.
Lecturer, Magtymguly Turkmen State University, Ashgabat, Turkmenistan
HIGHER MATHEMATICS IN THE WORLD OF FINANCE: HOW TO CALCULATE RISKS AND MANAGE
INVESTMENTS USING EQUATIONS
Annotation
This article discusses the use of higher mathematics for analysis and risk management in financial investments. Discusses the use of various mathematical tools, such as differential equations, probability theory,
