CC BY
18
Some peculiarities of teaching kazakh to afghan listeners
4. Давыдов В. В. Проблемы развивающего обучения. - М.: Педагогика, 1986. - 240 с.
5. Пельменев В. К., Конеева Е. В. История физической культуры: Учебное пособие/Калинингр. ун-т. - Калининград, 2000. - 186 с.
Tastemirova Gulshara Asilbaevna, al-Farabi Kazakh National University, Candidate of Philological Science Ibragimova Meruert Nurhjigitovna, al-Farabi Kazakh National University, the Faculty of Pre -University education E-mail: ibragimova.meruert@mail.ru
Some peculiarities of teaching kazakh to afghan listeners
Abstract: The article discusses similarities proverbs and sayings of Kazakh and Oriental people. Nowadays teaching Kazakh to foreign audience is rapidly developing. The article considers the main problems in the process of teaching the Kazakh language to Afghan students such as peculiarities of explaining lexis of the Kazakh language and phonetics of the Kazakh linguistics.
Keywords: Kazakh language, Afghanistan, phonetics, learning, orthography.
Listeners from Islam Republic ofAfghanistan mainly con- sist of different parts like listening, reading, writing, speaking, sist of Pushtu, Tajik, Hazara, Uzbek nationalities. The official communication, revising grammar exercises and so on. The languages of the Republic ofAfghanistan are Pushtu and Dari main thing in the process of teaching Kazakh which requires
languages. In the written language it is used the Arabic-Farsi alphabet. Moreover, in Afghanistan 34 million people speak the Dari language which is considered to be a variant of Farsi.
In northern parts of Aughanistan such as Kandagar, Gyl-mand, Host, Nangarkhar, Paktya people get education in Pushtu because of dense population of Pushu nationality, while in districts Shubyrgan, Balkh, and Fariyab where there are a lot of people from Uzbek nationality the study is in the Uzbek language. However, in higher education institutions education is mainly in the Dari language.
In the Foundation Faculty of Al-Farabi Kazakh National University students from Aughanistan who are learning a language before entering the university have lessons of Kazakh first 6 weeks 36 academic hours in each. That is they have 3 Kazakh lessons 6 days a week. The Kazakh language is spoken at the lessons. There are approxiamately 15 thousand Arabic and Farsi words in the modern Kazakh language. These borrowed Arabic and Farsi words entered our language mainly in fields of science and education, astronomy, housekeeping, redarding Islam religion, in the direction of administration and politics. There are also a lot ofwords that don't regards to any of the groups mentioned above, they are used in everyday language, moreover there are a plenty of words which mean abstract notions in literary language.
The fact that there are a lot ofArabic and Farsi words helps Aughan students to understand certain words and intercommunicate at the Kazakh lessons. Because Arabic and Farsi languages are widely used in countries like Turkey, Pakistan, Iran, Aughanistan.
It is very challenging to teach Kazakh to a foreign audience. Teaching the Kazakh language to foreign students con-
paying a great attention is phonetics of Kazakh linguistics. At first lessons after explaining to Aughan students rules of letter and sound, alphabet we tell that vowels are divided into 2 groups: solid and soft vowels.
Being able to distinguish vowels as solid and soft ones plays an important role in mastering the Kazakh language and writing it accurately. After memorizing soft and solid forms of vowels and being able to dintiguish them, we suggest paying attention to orthography of vowels. For example,
A letter "a" in the middle of "zh, sh" and "y" is pronounced as "a" [s], but it is spelled as "a": zhay, shay [d3si, shsi];
The last letter in the Arabic and Farsi words is spelled as "a", but promounsed as "a" [s], i. e. Zhamila, rasua [damils, rasus];
Sounds "o, o, u, u, a" have their fixed palces in syllables, they are mainly used in the first syllable: or, korshi, kulyn, ulken, angime.
Sounds 'y, i' are not used at the end of words, and etc.
Having learnt the orthography of vowels Aughan students have skills of writing in Kazakh in a literate way.
There are its peculiarities of explaining the lexis of the Kazakh language. In explaining one of the lexical themes — sayings and proverbs a teacher can ask students to give their own equivalents to Kazakh ones and it helps to compare them, to express student's ideas correctly, and to form students' speaking skills.
It is very important to use models of proverbs and sayings to motivate students to learn a language. Proverbs help students to enrich their vocabulary, to make them deeply understand hidden meanings, moreover, they have a significant meaning in upbringing.
Section 4. Pedagogy
During lessons Aughan students have made sure that proverbs and sayings of Kazakh and other Oriental people have a lot in common. To prove it let's take a Kazakh proverb 'Bireuge or kazba, ozin tusesin' which means 'Don't dig a pit for others, you may fall yourself in it'. This is similar to Fir-dousi's couplet 'Qim qazyp qousa teren qudyk, oilansyn ozi zhaily bolsa qulyk' (One who digs a deep pit should think of himself first).
To sum up, we are convinced that there a lot of peculiarities of teaching Kazakh to Aughan speakers. We believe that teaching by comparing two languages, explaining parts of the Kazakh linguistics as phonetics, lexis and so on help students to enrich their vocabulary and to make the teaching process more effective and interesting. It is obvious that getting acquainted with new vocabulary, finding their meanings and learning them by heart make students's memory better and speak in Kazakh with preparation or without.
References:
1. Rustemov L. Z. Qazirgi qazaq tilindegi arab-parsy kirme sozderi. - A, 1982.
2. Kumisbayev O. Parsy poeziyasy.- Almaty: Kazakh universiteti, 2003. - 132 p.
3. Kumisbayev O. Shygys shayirlary. - Almaty: Kazakh universiteti, 2004. - 137 p.
Umarbekova Anara Anarbayevna, Talas State University Kyrgyzstan E-mail: nursart@mail.ru
The pedagogical help to parents concerning the organization of studies of pupils of initial classes
Abstract: The maintenance ofpedagogical education for parents concerning the organization of studies of pupils of initial classes is considered in this article. Such specific questions are analyzed as: the day regimen of the pupil, providing a place and observance of the daily optimum regimen for preparation for lessons, training of the pupil in the skills promoting quickly to get to work, and also in due time to do homework.
Keywords: pedagogical education; organization of studies; initial class; day regimen of the pupil; daily optimum regimen; preparation for lessons; training in skills, in due time to do homework.
Умарбекова Анара Анарбаевна, Таласский государственный университет Кыргызстан
E-mail: nursart@mail.ru
Педагогическая помощь родителям по вопросам организации учебных работ учеников начальных классов
Аннотация: В данной статье рассматривается содержание педагогического образования для родителей по вопросам организации учебных работ учеников начальных классов. Анализируются такие конкретные вопросы, как: режим дня ученика, обеспечение места и соблюдения ежедневного оптимального режима для подготовки к урокам, обучение ученика навыкам, способствующим быстро приступать к работе, а также своевременно выполнять домашнее задание.
Ключевые слова: педагогическое образование; организация учебных работ; начальный класс; режим дня ученика; ежедневный оптимальный режим; подготовки к урокам; обучение навыкам, своевременно выполнять домашнее задание.
Общеизвестно, что успеваемость ученика связана шо воспитать своего ребенка легко может каждый человек, и с заботами со стороны членов семьи. Прежде всего, ро- если только он действительно захочет, а кроме того, это дители должны чувствовать значимость учебной работы дело приятное, радостное, счастливое» [3]. Как отмече-и всю ответственность своего участия в ней. Данную за- но в данном высказывании организация учебной работы дачу ярко освещает высказывание известного педагога в семье на первый взгляд кажется легкой и без проблемной,
А. С. Макаренко: «Правильное воспитание самого но на самом деле при ее выполнении возникает множество раннего детства — это вовсе не такое трудное дело, как препятствий разной степени трудности. Таким образом, многим кажется. По своей трудности это дело по силам при организации учебной работы ребенка родители, пре-каждому человеку, каждому отцу и каждой матери. Хоро- жде всего, должны ставить требования к себе и, что нема-
