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16УДК 378
PRACTICAL TIPS FOR LEARNING A FOREIGN LANGUAGE
Irgashev Maxmud Usmonovich, Andijan agricultural institute, Uzbekistan, Andijan E-mail: bankgni@mail.ru
Annotation. The main principles of training foreign language in the directions of the magistracy in the light of new educational standards are considered. It is told about the courses held at the faculty within the framework of the magistracy.
Key words: foreign language, magistracy, courses, English, linguistic relations, foreign language competence, foreign communicative competence.
Аннотация. Рассмотрены основные принципы изучения иностранных языков по направлениям магистратуры в свете новых образовательных стандартов. В статье представлены данные о курсах, проводимых на факультете в рамках магистратуры.
Ключевые слова: иностранный язык, магистратура, курсы, английский, языковые отношения, компетенция иностранного языка, иностранная коммуникативная компетенция.
Learning a foreign language can begin in two ways: through oral speech and through reading. The first way (if you have the opportunity to choose) is more suitable for people with good mechanical memory, good hearing and imitation abilities (especially for children). The second way can be more pleasant to people with good logical memory, a tendency to logical thinking, analysis and comparison.
But from wherever you start, you need to master all kinds of speech activity anyway: speaking, writing, understanding, translation. I'll try to answer two questions that my adult students most often ask: how to learn words and how to "talk," to overstep the barrier of stiffness. To learn words effectively, we must first of all learn how to use the dictionary. Having restored the names of the English parts of speech in memory, learn these names (and their notation) in English and do not search for the meaning of the word in the dictionary, until you determine which part of the speech is in this text. Pay attention to the icons n, v, adj, adv, cnj, pg, etc. Next - three "not":
1) Do not look words in the dictionary "list", without context. Lazy students think that they save time in this way: wrote out all the unfamiliar words from the text, then looked them up in alphabetical order in the dictionary - and the basta. From such work as much benefit, as from the surrender of "thousands".
2) Do not write down the first meaning of the word; see other meanings, phraseological combinations with this word - and choose the meaning appropriate in meaning.
3) Do not get used to the short, so-called "miniature" dictionaries. Among them, very few good - even if you assess the suitability for beginners. We should strive to move quickly to monolingual explanatory dictionaries (without giving up good bilingual dictionaries).
So, you wrote out the word (or just looked in the dictionary). How to keep it in memory? It depends on the properties of your memory and how you use it. Learn yourself, see in what conditions the words are remembered by you better. Some like cards that can be carried with them, shifted from pocket to pocket, postponed learned, etc. Others prefer to write out words on large sheets of paper and hang them at home and even at work. This is a very good way, but you need to be vigilant about yourself. With words one should construct phrases on their own, sheets must be changed, after a while again returning to them to check memorization. If the sheets just hang, you will very soon start to look at them as wallpaper (are you sure that you remember well the wallpaper picture in your room, although look at them for several years?). Learn the rules of word formation. Then, by looking at one word in the dictionary, you will be able to form (or learn in the text or speech) some more single-root words. For example, knowing the basic word-building suffixes and prefixes, you can create moving (adj), moved (adj), unmoved (adj), movingly (adj), move (n), movement (n) from the verb move yourself.
If you have a task quickly and purposefully to increase your vocabulary - create families of words on a single topic (housing, food, travel, etc.). Another very good, though laborious, way: to come up with an offer with a new word (or expression), say it aloud several times, write yourself on tape, after a while listen to yourself.
In general, writing yourself (reading the text, tongue twisters, telling a story, retelling, etc.) is extremely useful - and very revealing. Nobody knows your strengths and weaknesses better than yourself, in everything!
Training material (textbooks, workbooks, all kinds of exercises) should belong to you. You should write translations of words on its pages, emphasize articles, prepositions, idiomatic expressions, highlight particularly liked or difficult to remember combinations. The text should breathe your thoughts, your work. You can always return to it, and associative memory will allow you to remember and many other things connected with this word or expression.
As for the sacramental question: how to stop being afraid to speak, how to "unleash the language" - then the answer to it is simple: to talk, talk, talk more, no matter what. Easier said than done - "it's easy to say," you will say. Of course, giving advice is always easier than doing it yourself. But I have no other answer to this question.
Much here depends on the conditions in which the language is taught, but the main thing is after all you yourself. When a person already knows a little language, the eternal dilemma of fluency versus accuracy arises - the need to choose between fluency and correctness of speech. If a person is not shy about his pronunciation, he does not think particularly about grammar and choice of words - he speaks fluently enough, achieves understanding using facial expressions, gestures - and makes a large number of all kinds of errors. His speech may be terrible on hearing, but on the other hand ... Nobody can communicate with a man who painfully long thinks about what time to use and what excuse to put before the last noun, even if in the end he squeezes himself out grammatically the correct phrase.
How to be? As in many other things, one should seek a compromise, something in between fluency of speech (but not uncontrolled) and correctness (but not so hard). In our country, this problem especially often turns into an "or - or" because of the lack of real opportunities for foreign language communication and an extremely strict, I would say, prosecutorial attitude to mistakes. We are mistaken for mistakes and punished. Forgive rarely. These traditions are felt in the teaching of foreign languages. The retired teacher will stop the pupil two and three times during one sentence, correct it, force it to repeat, sometimes he will repeat himself instead of the student - what kind of coherent speech is there, especially fluency!
Look for your own way, individual ways of revealing your possibilities, but always try to optimally combine your knowledge in the language with your speech skills. Good luck and success!
References:
1. Teaching foreign languages in school and university. St. Petersburg, 2001.
2. Polat E.S. Internet in foreign language lessons ideas [Electronic resource] / URL: http://nauka.com/ Foreign languages at school. 2001. № 2, 3.
3. Sysoev PV, Evstigneev M.N. Educational Internet resources in the system of language training of students // Foreign languages in school. 2008. № 8.
4. Theory and methodology of teaching: textbook [Text] / V.S. Kukushin. -Rostov-on-Don: Phoenix, 2005. - 474 p.
5. Promoting active learning: Strategies for the college classroom [Text] / Meyer, C., & Jones, T. B.. San Francisco: Jossey-Bass. 1993.- 278 p.
