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48а сreаtive effort. He, who penetrates into the subtleties of the literaiy work, is shying the аuthor's аesthetiс work.
But when one sees only the surface (plot) level of the book, he oversimplifies it. The term "stylistics" originated from the Latin word "stilus" or Greek "stylos", which meant sticks harp at one end and flat at the other used for writing on wax tablets. In the course of time it developed several meanings, each one applied to a specific study of language elements and their use in speech. Stylistics is a branch of general linguistic which concentrates on variation in the use of language.
"The Canterville Ghost" is a popular short novel by Oscar Wilde, widely adapted for the screen and stage. It was the first of Wilde's stories to be published, appearing in the magazine The Court and Society Review in February 1887. It was later included in a collection of short stories entitled Lord Arthur Savile's Crime and Other Stories in 1891 [2].
However, unlike the slightly scholarly usage of references as in ancient texts, they tend to be more spontaneous and expressive. Similes can also be read as a formulated allegory. Day to day language also incorporates similes, such as 'He's as slyas a fox' or 'She's as dumb as a doorknob'. So, the cognitive function of simile in Oscar Wilde's: Canterville ghost is to create images, to express emotions and to stress this or that feature of an object or phenomenon. Sometimes simile produces humorous and satiric effect.
References
1. Arnold I.V. Stylistics of the contemporary English language. L.: Englightening, 1981. p. 298.
2. Balayan A.R. Basic communicative characteristics dialogue: Doctorate thesis. M:. 1971. p. 22.
3. Vinogradov V.V. About the language of artistic literature. M.: Englightening, 1959. p. 656.
SPECIFICITY OF INTERACTION BETWEEN TEACHER AND STUDENTS IN THE PROCESS OF TEACHING A FOREIGN
LANGUAGE Fayzieva N.
Fayzieva Nodira - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article provides information about significanceof interaction between instructor and learners in the process of teaching a foreign language.It focuses attention on how the instructor should build the learning process in order to achieve good results. Keywords: training, process, communication, activity, partnership.
Planning a language course has some elements. Classical models of curriculum plan as well as more recent models agree on most of the elements, although they may subdivide some of them and give them slightly different names.
As a matter of fact, the modern process of teaching a foreign language involves the interaction of the teacher with students and students with each other. The teacher's ability to organize pedagogical communication with students determines in many ways the effectiveness of the modern educational process in a foreign language aimed at revealing the
personality traits of learners and their mastering a foreign language as a means of intercultural communication.
At each stage of the lesson, the actions of the teacher and students must be coordinated [1]. For example, if a teacher starts with a standard speech charge, repeating from lesson to lesson, from class to class, or from a formal homework survey, this will disrupt interaction with students, as it does not help to create a situation in which learners feel and realize the need in acquiring foreign knowledge, skills and abilities. But if the teacher's actions at the very beginning of the lesson are aimed at transferring his emotional state (the joy of meeting with students, from the upcoming communication with them), the use of speech material related to personal experience and the context of the activities of schoolchildren needed for the lesson, they will motivate the upcoming activity of students, to form their positive attitude towards the perception and assimilation of the subsequent educational content.
An underestimation of the factor of mutual understanding between the teacher and students can lead to significant losses in the practical field of teaching a foreign language. It is known that emerging interpersonal relationships can inhibit normal interaction or contribute to it. Therefore, even in the case of good teacher training, his ability ofmethodicallyappropriate planning and implementing his actions, the effect of teaching can be minimal because of the relations that have not developed between him and the students. Conversely, the orientation of the teacher's actions on teaching a language as a means of interaction, which determines communication with students as equal partners, individuals, and a collective of personalities, can ensure the practical mastery of a foreign language, albeit within a limited range.
What kind of relationships between the teacher and students can be observed in the teaching process? Which of them have a favorable impact on the quality of education?
Compare the verbal and non-verbal actions of the teacher, which characterize the diametrically opposite (polar) types of pedagogical communication: communication-intimidation and communication on the basis of enthusiasm for joint constructive activity.
Communication-intimidation is characterized by a steady aspiration of the teacher to seize the initiative in the lesson, to occupy a dominant position and impose their volition on the students. To this end, he uses the order, censure, threat in the form of an order, notations, admonitions, sometimes punishment (for example, in the form of a bad mark).
The main functions of the teacher are reduced to instructions for the sequence of performing oral and written exercises, purposeful work on correcting mistakes, assessing the statements of students. In this case, the interaction of the teacher and students is essentially a simple reciprocal exchange of replicas, during which the teacher acts, as a rule, as a formal organizer of the learning process. He inspects his main task only in any ways (even the most severe) to achieve assimilation of the program material by the students. An authoritatively oriented teacher starts from the fact that the student is obliged to learn and unquestioningly fulfill all that is required of him in the lesson. External order and discipline are, as a rule, the result of strict verification and control of students by the teacher.
All this creates tension in the relationship between learners and educators, often leads to conflicts between them, causes mutual hostility. Thus, the teaching model adopted by an authoritatively oriented teacher is teaching "asacquiring knowledge, skills and abilities", and the communication model is a "one-sided" model [2, P.56].
Only in the conditions of joint constructive activity of the teacher and students, which has a personal meaning for each of them (that is, in the conditions of personal interaction), partnership relations develop between them. These relations are manifested in the interrelation and mutual influence of the educator and learners, in the consistency of their verbal and non-verbal actions.
In a co-active environment, the teacher's main "tools" become requests, advice, approval, or benevolent censure. The functional load of the teacher inevitably changes: in the lesson, he focuses the students' attention not on doing exercises ("Read!", "Listen!", "Repeat!" and
etc.), but on the content aspect of the activity, revealing the purpose and motive of each task (what needs to be done and for what). The main form of educational activity in this case is not listening, speaking or reading in the target language, but a joint enthusiasm for communicative-cognitive-subject activity, live communication of the teacher with students. The leading motto of their joint activity is the slogan "We are acting together!". Depending on the situation in the lesson, the teacher in the eyes of the students acts as a voice partner or an assistant and a consultant, or initiator of communication, and, if necessary, an arbitrator. As for the student, due to favorable interpersonal relations, he does not feel afraid to make a language mistake, be misunderstood. He feels relaxed and free. The result of benevolent relations between the teacher and students is an increase of the level of motivation in the behavior of the latter. Thus, the teacher, by organizing a joint activity in the lesson, chooses the model of teaching as a "free disclosure of the person", and the model of communication is "multilateral".
Adoption of this or that style of communication affects the nature of the content and organization of EFL lesson. A creative teacher who knows how to build the educational process as a process of revealing the abilities of trainees and, therefore, works in the mode of communication as a joint enthusiasm for activity, emphasizes attention in his work on the content aspects of teaching in their correlation with the personal characteristics and abilities of trainees. In turn, an authoritatively working teacher uses such approaches and methods of teaching that violate the interaction and mutual understanding of all participants in the learning process, and cannot organize genuine communication in the lesson effectively. All in all prosperous interaction between teacher and learners is very essential in order to achieve good results in the learning process.
References
1. Galskova N.D. Contemporary methodology of teaching foreign languages/ Manual. 2-
edition. M., 2003. p. 192.
2. Graves K. Designing Language Courses: A Guide For Teachers.-Heinle & Heinle
Publishers, 2000.
ПРОБЛЕМА КОНТРОЛЬНО-ОЦЕНОЧНОЙ ДЕЯТЕЛЬНОСТИ ПЕДАГОГА В УСЛОВИЯХ РЕАЛИЗАЦИИ КОМПЕТЕНТНОСТНОГО ПОДХОДА Берестова В.В.
Берестова Варвара Владимировна - магистр,
кафедра экономики, управления и права, Профессионально-педагогический институт Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования Южно-Уральский государственный гуманитарно-педагогический университет,
г. Челябинск
Аннотация: в статье рассматривается проблема контрольно-оценочной деятельности педагога в условиях реализации компетентностного подхода. Также поднимается вопрос о средствах оценивания качества результатов обучения студентов при реализации компетентностного подхода в соответствии с требованиями федеральных государственных образовательных стандартов. Предлагаются формы и методы оценивания, позволяющие соотнести компетенции и способы оценивания
