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11notes to be read out during his speech. Moreover, some of the foregoing features are not so explicit in the event of sophisticated, formal speech or a friendly letter.
References
1. Gee J.P. 2001. An introduction to discourse analysis. London: Routledge.
2. McCarthy M. 1991. Discourse analysis for language teachers. Cambridge: CUP.
3. Renkema J. 2004. Introduction to discourse studies. Amsterdam: John Benjamins Publishing.
TEACHING SLOW LEARNERS AND THE HANDICAPPED
Rakhmatova A.B.
Rakhmatova Aziza Bakhtiyor qizi - Student, THE 3rd ENGLISH LANGUAGES FACULTY, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article mainly emphasizes on the vitality of self-image and ensures that the child's self-image is positive. Many teaching strategies you can use to ensure effective and productive acquiring environments and experiences for all students, including those with physical impediments particularly slow and the handicapped who have mobility-related disabilities are presented in detail. Having a responsibility to learn about accessibility for persons with disabilities and how it relates to the development and delivery of accessible programs and courses is the most advisable approaches.
Keywords: self-concept, study habits, self-image, remedial teaching, concentration, audiovisual media, background information.
By slow learners we mean the normal youths who end up at the bottom of the class or in low-ability classes in an ability-grouped system. They are not considered to be handicapped, for they do not show special signs of disability. Rather, they seem to plugging along slowly at the rate their test scores and your observations would lead you to expect. They are usually deficient in basic skills and have very poor work and study habits, coupled with short attention spans for academic work and difficulty grasping abstract concepts. Being prone to failure, they are liable to develop poor self-concepts, lose interest in their school work and misbehave.
Slow learners need careful and vigilant teaching. To them ordinary educational establishments are a history of discouragement and frustration. Being slow, they do not have time to learn the essentials of one lesson before the class moves on to the next one. Consequently, they keep dropping "behinder and behinder" until they are hopelessly buried in the debris of not-yet-learned information, concepts and aptitudes [1]. Yet, if you will take the time to explain carefully, repair unlearned skills and background and adapt the material to be learned, you might be able to turn slow learners around and get them moving forward.
Remedial work is vital, but you will be more effective if you focus on teaching your subject. Use remedial teaching as means to teaching the subject rather than as an end in itself. Do not give simply a watered- down version of the academic course, but do keep the course down to earth, emphasizing rudimentary principles and specifics. Also see to it that the students get a chance to practice the skills of transparent, critical thinking in practical, realistic situations. For slow learners, attempting to make the course work simple, practical, realistic and meaningful is far more constructive.
Subsequently, make judicious utilization of audiovisual media. Watching demonstrations, observing phenomena, looking at motion pictures, making collections and building exhibits and models are all examples of concrete, tangible activities that can help slow students learn. Be sure that these activities are kept simple and are clearly explained.
Poor learners need plethora of instruction. In giving explanations, go into detail. Use plenty of illustrations. Keep your language as simple and direct as possible. Be sure the students know the meaning of the words you use, write them on the board. Be thorough and avoid shortcuts, for with these students' shortcuts are more than likely to turn out to be short circuits. Because slow learners might find it difficult to transfer their learning, be careful to point out the implications of each lesson in detail.
Your teaching strategies and instructional materials for slow learners should be simple, easy but adult. Shorter essays and problems, simplified texts and simplified readings will make your classes more effective if they do not seem babyish. The necessity of making sure that what is being taught is mature enough for the students cannot be too heavily emphasized. One young teacher of remedial mathematics in a central city high school found that he could not make any headway until he disguised the basic arithmetic he was trying to teach as algebra. When the students worked on the algebra, they began to learn addition and subtraction and also to attend class more regularly. To walk the tightrope between the too simple and too complex is often quite hazardous [2].
Realistic activities help motivate slow learners and make transfer of learning relatively easy. Sometimes these slow students may find it difficult to see the relevance of many mathematics problems but when the problem has to do with the cost of purchasing, financing and maintaining a particular car the pertinence of the mathematics involved may become both obvious and interesting to them. In English classes, letter writing to real people can make composition more realistic. A class newspaper may help students see the importance of their schoolwork. Similarly, the presentation of an assembly or the preparation of an exhibit can be used to make the learning process real.
Coming to an end, the handicapped students should be treated just like anyone else, only more so. The objective in dealing with handicapped students should be to help them to become independent. They should be purveyed with ample chances to make real contributions to the academic life and coursework and to become accepted as members of their social group. Because of their handicaps, these students might be prone to maladjustment, so be aware of signs of maladjustment. Care should be taken to ensure that the students do not become the butt of other students. The class that provides the handicapped with a healthy, normal atmosphere and in which disabled students are stimulated to do their best will promise satisfying outcomes for the years to come.
References
1. McCarthy M. (2009): Language as Discourse.// The newspaper article from New York.
2010 issue. Mnemonic devises.
2. Jay Walker. (2012): Speaking, gives a very useful insight into the nature of learning
English within broad pedagogical framework.
