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13THE ACCOUNT OF INDIVIDUAL FEATURES OF STUDENTS IN THE PROCESS TEACHING RUSSIAN LANGUAGE Jalolov Sh.U.
Jalolov Shuhrat Usmanovich - Russian language teacher, LANGUAGES DEPARTMENT, ANDIJAN BRANCH TASHKENT STATE AGRARIAN UNIVERSITY, ANDIJAN, REPUBLIC OF UZBEKISTAN
Abstract: this article is about abulities of students to learn foreign languages that is explained influence of their linguisticle abulities in class.
Keywords: linguistics, language, activity, memory, writing skills, phenomenon, phenomena.
UDC 8.1899
The problem of taking into account the individual characteristics of students in teaching them Russian language was not reflected in the works of scientists. Problem of individual differences is a problem of abilities. Ability is the properties of an individual, a complex which determines the success of certain activities. A certain set of individual characteristics is more effective in this particular activity, in other activity it is less effective. Like every ability, ability to master the language is manifested in the activity.
Linguistic ability is a combination of different properties. This is the ability to mastering phonetics, vocabulary, grammar, to master oral and written skills speech. Each of these abilities is a complex education and consists of a few simpler properties. What are the properties that determine human ability to master the language? They are: 1) a well-developed memory; 2) a certain level of thinking processes; 3) the degree of development of speech skills, developed on the material of the native language. Individual differences are found in memory qualities, which are characterized by the speed and strength of memorization,
accuracy and ease of reproduction. In order to remember the same material, different students need different times and different numbers of repetitions.
The strength of memory is determined by the degree of preservation of the learned material and speed his forgetting. A very important feature of memory is its readiness, which is expressed in speed and ease of reproduction of the material necessary at the moment. Disadvantages memory can be overcome by the correct organization of the processes of memorization and repetition.
Some types of memory are directly related to the problems of language acquisition: a) mechanical and logical, b) arbitrary and involuntary memory, c) short-term and long-term memory. An important place in mastering the Russian language is occupied by logical memory, when the meaning of the phenomenon being studied is remembered. However, sometimes only meaningful memorization is not enough. Some linguistic phenomena must be remembered in exact images (words, models, etc.). In such cases, mechanical is connected to meaningful memorization. In practice, it is very important to know the capabilities of each student, the amount of his memory, and the type of memory. The amount of memory is the amount of material that can be reproduced immediately after a single perception. Equally important for mastering the language is taking into account the laws of short-term and long-term memory. Short-term memory acts at the very initial stage of memorization and is characterized by a very brief storage of information obtained after a single very short perception, and, in this regard, the possibility of only immediate reproduction. Practice has shown that the greater the amount of short-term memory, the faster the student learns the phonetic structure of the language, its lexical and grammatical base. The long-term memory stores the received information. It is equally important to keep in mind another feature of memory - the phenomenon of interference, in which, under certain conditions, it seems crowding out old knowledge with new ones. The degree of displacement can vary and depends on what type of activity and in what conditions the students were
engaged in: what the more similar the new material has to the old, the stronger the old material erased in memory. When students engage in classrooms for several hours only Russian language is necessary to organize the presented material so that the possibility of avoiding the phenomenon of interference. In teaching Russian, it is important take into account the patterns of arbitrary and involuntary memory.
Involuntary memorization is developed in children. With age, they drop sharply. While the children daily "absorb" a huge amount of information, adults have an acute memory problem. Meanwhile, practice has shown that a person has hidden reserves of memory. Not all the information that comes to a person is recorded by his consciousness. Some of this information remains on the periphery of consciousness. The patterns of mechanical and logical, arbitrary and involuntary, short-term and long-term memory, as well as its typological differences characterize the individual characteristics of students. The ability to language is associated with thinking processes. If we talk about mental activity in the most general terms, then it acts as a process of solving problems. A task arises before a person if there is a specific goal and the conditions for the realization of this goal, but specific ways and means of achieving it are still unknown. Where there is no question, task, problem, there is no purposeful thought activity. In order for the learning process to be carried out more successfully, it is necessary to establish what type of mental activity a particular student has. So, when automating a skill, one group of students has a tendency to "curtail" operations, although the skill has not yet been developed. Students of the other group show too timid attempts to implement the knowledge gained, which delays the process of skill. However, the curriculum requires further study of the material, and students are forced to go further without forming a skill on the previous material. For the successful mastery of the language, such a quality of cognitive activity as the creative nature of thinking, which manifests itself in the ability to see and pose a new question, a new problem and then solve them, is no less important. Possession of a foreign speech is a creative process, since in the process of speech it is
necessary to combine the speech forms in the memory to express the content of thought. Systematic and consistent thoughts is a prerequisite for the development of speech skills. One of the factors contributing to the mastery of a foreign language is the level of speech skills developed on the basis of the mother tongue. It is necessary to know this level, since students in the process of teaching the Russian language use to a certain extent those speech skills and abilities that they developed on the basis of their mother tongue. The basis of this phenomenon is the general pattern of transfer of skills. So, in the process of teaching students the Russian language, it is very important to take into account both the general laws of memory and thinking, as well as the individual characteristics of students.
1. It is useful for students with various typological features of memory to give individual tasks for fixing new material and transferring it to long-term memory in accordance with the strengths of their memory. And only when the material will be sufficiently learned, give exercises on the development of other types of memory.
2. The teacher needs to remember that the similarity of new information with old, as well as the difficulty of follow-up activities are a significant obstacle in the learning process. Each lesson should have an integrated, complete structure, carry certain information.
3. The clear structure of each lesson, its division into small but independent parts will help the teacher keep students' attention on more material, since the beginning and end of the information received excite students most attention. For students with unstable attention, it is useful to give assignments to divide the digestible material into smaller parts so that they do not missed the right information.
4. The definition of forms of accounting for involuntary memorization and its use in the process learning Russian can give significant results.
5. The practice of teaching the Russian language showed that the process of developing speech
The skills of different students require a different amount of exercise and time.
Therefore, in order to achieve positive results, it is necessary to work out for each typological group has a specific exercise system that will contribute to the individual characteristics of the students' mental activity.
6. Based on the foregoing, we can assume that it is more appropriate when formation of groups to take into account not only the future specialty of students, but also individual characteristics of students who determine their ability to learn Russian language.
References
1. Kupriyanovich L.I. Reserves to improve memory. M., 1970. p. 2.
2. Bogaslovskiy V.V. General psychology. M., 1973. p. 15.
3. Zinchenko P.I., Sereda G.K. Memory. M.1970. p. 16.
4. Fress P., Piaget J. Experimental Psychology. M.1973. p. 19.
