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Список литературы / References
1. Галимова Н.С. Исследование комплементарных компетенций, формируемых в научно-образовательном кластере/ Актуальные вопросы современной экономики, 2020. № 1. С. 170-176.
2. Методические рекомендации по разработке основных профессиональных образовательных программ и дополнительных профессиональных программ с учетом соответствующих профессиональных стандартов" (утв. Минобрнауки России 22.01.2015 N ДЛ-1/05вн).
TEACHING WRITING FOR COMPREHENSION IN PROSE FICTION
ANALYSIS
Ibadullayeva U.H. Email: Ibadullayeva686@scientifictext.ru
Ibadullayeva Umida Habibullayevna — Teacher, DEPARTMENT OF ENGLISH TEACHING METHODOLOGY № 1, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: literary appreciation and language teaching have long been associated with two different constructs. However, with careful selection and planning, literary study and language teaching can be integrated for the benefits of language learning as well as for literary appreciation. This article is attempted to investigate the students' opinion in relation to the effective way of understanding the intrinsic elements of prose fiction, their opinion in relation to analyzing fictions in the form of an essay, and what they learn in terms of the literary aspects and writing aspects. Keywords: essay, fictions, prose analysis, students' perception, writing for comprehension.
ОБУЧЕНИЕ ПИСЬМУ ДЛЯ ПОНИМАНИЯ В АНАЛИЗЕ ПРОЗЫ
Ибадуллаева У.Х.
Ибадуллаева Умида Хабибуллаевна - преподаватель, кафедра методики обучения английскому языку,
Узбекский государственный университет иностранных языков, г. Ташкент, Республика Узбекистан
Аннотация: литературная оценка и преподавание языка уже давно ассоциируются с двумя разными конструкциями. Тем не менее, при тщательном отборе и планировании литературное изучение и преподавание языка могут быть интегрированы для получения выгод от изучения языка, а также для оценки литературы. В данной статье предпринята попытка исследовать мнение студентов относительно эффективного способа понимания сущностных элементов художественной прозы, их мнение относительно анализа художественных произведений в форме эссе, а также то, что они изучают с точки зрения литературных аспектов и аспектов письма.
Ключевые слова: эссе, художественная литература, прозаический анализ, восприятие студентов, написание для понимания.
UDC 81-139
Introduction. Within the past, the incorporation of writing in dialect educating has not pulled in numerous considerations from analysts and professionals. In any case, in spite of its contentions, since 1980 the incorporation of writing in dialect classes was as of now satisfactory [1]. The implementation of writing in language classes started within the early 19th century when Britain and its colonies utilized writing to educate dialects [3]. Among the genres of scholarly content, composition fiction may be a sort of scholarly sort which is for the most part accessible in any implies of communication. With the progression of innovation, one can discover fiction effectively from web. Numerous of the fictions from different classes are downloadable from the web, extending from books, brief stories, scaled down fictions, and smaller scale fictions, either classic or advanced. In later decades, the usage of composition fictions in dialect course isn't something unused.
Numerous specialists have misused the utilize of exposition fictions for educating dialect aptitudes, such as for instructing, for tuning in and perusing abilities, for instructing composing, and for educating coordinates aptitudes [1]. The instructing of exposition is closely related with the educating of perusing as the main goal is comparative, that's comprehension.
The procedures of instructing perusing such as skimming, filtering, and quiet perusing can be connected to comprehend composition fabric. He assist states that since the objective of instructing exposition is exceptionally near to the objective of instructing perusing, the kind of action involved is as a rule replying the comprehension questions within the conclusion of the passage.
In connection to the educating and learning of composition fictions in college level, it is exceptionally common for the teachers to show a set of comprehension questions to the understudies to be replied either in bunches or separately, and either replied orally or in composed form.
Setyaningsih utilized collaborative gather examination to fathom the students' issue in composition examination. In collaborative gather examination, the understudies worked in bunches to perused, talk about, analyze the fictions based on the issues and questions given by the speaker. After they have wrapped up with the talk, each bunch at that point displayed the result of the dialog before the course. The investigation was conducted in two cycles which brought about within the expanded scores from cycle 1 to cycle 2. She concluded that collaborative gather examination is compelling to make strides the students' capacity in analyzing the inborn components of fictions. Furthermore, Novianti conducted a case consider on the instructing of exposition in a college in West Java, Indonesia. She found out that the procedures that the speaker utilized are person perusing task taken after by a confront to confront comprehension address session conducted orally, and allotting bunch perusing and bunch talk with distinctive level of English capability level understudies so that the tall achiever can offer assistance the moo achiever to get it the content [5].
Teaching Prose Fictions
The thought of utilizing writing, particularly composition fiction, in dialect classes has given birth to the models of how to apply them within the classroom. Researchers propose a few models for utilizing writing in dialect classes. Lazar classifies the approach that can be utilized for applying writing in dialect instructing, specifically language-base demonstration, the content-based show, and individual improvement demonstration. The language-based demonstrate coordinating the writing syllabus and etymological components such as the usage of linguistic use, lingual authority, and talk to depict the stylish side of the works [1].
In the mean time, the content-based show centers on the examination of writing in terms of the authentic and social foundation, the sort, and the explanatory gadgets. The individual improvement demonstration, on the other hand, emphasizes the self-reflection toward the works that's by relating the content with the learners' individual encounters, conclusions, and feeling. Essentially, Rodriguez proposes three models for educating dialects by utilizing writing, to be specific the social show, the dialect demonstrate, and the individual development demonstrate. The social demonstrate centers on the transmission of culture, sentiments, thoughts and the target dialect learnt, though the dialect show center on the utilize of writing as a implies of learning vocabulary and structures to make scholarly implications [4].
The final show as proposed by Collie is the individual development demonstrate which puts emphasize on the individual association of the learners to examined for delight as well as to examined for elucidation [2]. Looking at the models proposed by Lazar and Collie relation between the models can be drawn. They are on the understanding that writing can be utilized to instruct dialect components, such as lexicon and language structure, as well as to upgrade learners' individual encounter and improvements. Lazar's substance based show appears to be comparative to Collie's social demonstrate since the reason of this show is alike. In any case, Lazar recommends earlier applying any of the models, the learners' require ought to be distinguished so that a fitting show can be chosen for them [3]. In their self reflection composing, the understudies composed three ways for understanding the natural components of exposition fictions, specifically analyzing it within the shape of exposition, making questions, and the combination of both.
The learners may type in their self-reflection composing that making paper for analyzing prose fiction is the compelling way for understanding the inherent components of the portrayal [5]. In their composing, a few of the students' state:
"In my supposition, by composing an exposition, I can get it the natural components of brief fictions, and I can learn more approximately abnormal vocabulary "
"In my supposition, the foremost successful way for understanding the inherent components of a brief story is by composing an exposition around it. Since by composing an exposition, I can get it the story easier."
"By composing a paper, I can center more on the inherent components since I cannot fair analyze a story without understanding it. In case I make my claim questions, I cannot get it the story in detail, since I will fair reply the questions without analyzing it deeper."
All in all, the utilize of exposition composing for exposition investigation benefits dialect learners not as it were from the point of view of exposition subjects, but moreover from the point of see composing course. The students can learn almost fictions' natural components, as well as the composing abilities. Learners would get a part of points of interest from the movement when composing to memorize or composing for comprehension is utilized within the dialect classroom.
References / Список литературы
1. Braz da Silva R., 2001.Using Literary Text in the ESL Classroom. R.Ci. Humanas, 1 (2), 171-178.
2. Collie J. & Slater S., 1987. Literature in the Language Classroom. Cambridge: Cambridge University Press.
3. Lazar G., 1993. Literature and Language Teaching: A Guide for Teachers and Trainers. Cambridge University Press.
4. Rodriguez A. & Leonor G., 2017. Students' Language Skills Development through Short Stories. ikala, Revista de Lenguaje y Cultura. 22 (1), 103-118.
5. Setyowati L. & Sukmawan S., 2015. Mini Fictions for Writing Expository Essay. English Teaching Journal. 3 (2), 47-53.
THE EFFECT OF TECHNOLOGY USE ON THE NATURE OF TEACHER'S PROFESSION Usmanova D^. Email: Usmanova686@scientifictext.ru
Usmanova Dilnoza Muratovna — Teacher, DEPARTMENT OF INTENSIVE TEACHING OF SECOND LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment. This introduces a very valid point of how the teaching profession will change in the era of digital technologies. The following study will investigate the effect of the implementation of the technology in the English as a foreign language (EFL) classes on the nature of the teachers' profession.
Keywords: digital immigrants, digital natives, integration, new technologies, technology enhanced environment, professionalism.
ВЛИЯНИЕ ИСПОЛЬЗОВАНИЯ ТЕХНОЛОГИИ НА ХАРАКТЕР ПРОФЕССИИ УЧИТЕЛЯ Усманова Д.М.
Усманова ДилнозаМуратовна - преподаватель, кафедра интенсивного обучения второму языку, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Aннотация: традиционная роль учителя как центра школьного образования в последнее время меняется с появлением новых технологий в классе. Одним из эффектов новых технологий является децентрализация учителей в учебной среде. Это очень важный пункт того, как профессия учителя изменится в эру цифровых технологий. В следующем исследовании будет рассмотрено влияние внедрения технологии на уроках английского языка как иностранного на характер профессии учителя.
Ключевые слова: цифровые иммигранты, цифровые аборигены, интеграция, новые технологии, улучшенная среда, профессионализм.
UDC 81-139
Introduction. Educating English for Speakers of other dialects (TESOL) has continuously battled to develop a proficient character. English educating has verifiably been seen as "a characteristic blessing or a talent" [1]. Instead of a teaching or recognized calling. To address and relieve these concerns, proficient organizations, which are concerned with teacher's proficient advancement,
