Научная статья на тему 'The isssue of correcting students’ mistakes in the teaching process'

The isssue of correcting students’ mistakes in the teaching process Текст научной статьи по специальности «Языкознание и литературоведение»

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TEACHING / STUDENTS / MISTAKES / FOREIGN LANGUAGE

Аннотация научной статьи по языкознанию и литературоведению, автор научной работы — Budikova Marguba Hoshimovna, Mamatova Nilufar Abduhoshimovna

The purpose of teaching foreign language in a high school is to master the skills necessary for oral and written communication: a conversation on general and professional topics, extracting from the text in foreign language the basic and necessary information. The problem of mistakes requires careful consideration. In the methodology a single psychological-pedagogical approach towards mistakes has not been worked out yet. Grammar mistakes are revealed when the text is translated into native language during the current and final control.

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Текст научной работы на тему «The isssue of correcting students’ mistakes in the teaching process»

THE ISSSUE OF CORRECTING STUDENTS' MISTAKES IN THE TEACHING PROCESS Budikova M.H.1, Mamatova N.A.2

1Budikova Marguba Hoshimovna - Teacher; 2Mamatova Nilufar Abduhoshimovna - Teacher, DEPARTMENT OF LANGUAGES, PEDAGOGY AND PSYCHOLOGY, ANDIJAN STATE MEDICAL INSTITUTE ANDIJAN, REPUBLIC OF UZBEKISTAN

Abstract: the purpose of teaching foreign language in a high school is to master the skills necessary for oral and written communication: a conversation on general and professional topics, extracting from the text in foreign language the basic and necessary information. The problem of mistakes requires careful consideration. In the methodology a single psychological-pedagogical approach towards mistakes has not been worked out yet. Grammar mistakes are revealed when the text is translated into native language during the current and final control.

Keywords: teaching, students, mistakes, foreign language.

Relevance of the topic. The purpose of teaching foreign language in a high school is to master the skills necessary for oral and written communication: a conversation on general and professional topics, extracting from the text in foreign language the basic and necessary information [5].

Teaching is carried out stage by stage. The 1st stage - introduction, submission of educational material, the 2nd stage - "processing" of the material by students. The attitude of the teacher towards the mistakes of students at these two stages of activation of the teaching material is fundamentally different. At the first stage almost all mistakes are corrected [2]. At the second stage correction is not always done, because during the period of practice in communication it is necessary to develop in students the desire to create new thing, to practice new linguistic material, because "nothing so reduces enthusiasm and desire as a constant correction of mistakes" (Rivers U .).

The problem of mistakes requires careful consideration. In the methodology a single psychological-pedagogical approach towards mistakes has not been worked out yet [6]. One can not but agree with some researchers who believe that this approach should be based on the following positions:

1) mistake is a normal phenomenon in the learning process;

2) correct mistakes, not the student;

3) don't correct the mistake made by the student at the moment of creative act of speech;

4) the mistake should be corrected when it distorts or makes the meaning of the statement incomprehensible;

5) the correction of mistakes must always be of the character of presenting and repeating the correct form after the teacher.

In this case, the explanation is a reminder and not an explanation, i.e. not a message of some grammatical information or rules [3]. Sometimes it is much more expedient to add several typical examples or samples of the given system of phenomena simultaneously with the presentation of the correct form. In fact they will be the explanation of the mistake. This approach towards mistakes allows the teacher to achieve freedom in communication, since it relieves the student of the stress, connected primarily with the fear of making a mistake [1].

It is very important to evaluate the results and successes of the students constantly, not to forget to encourage them for their daily small achievements. From the beginning of educational activity the teacher should help the trainees to develop the right and objective criteria for evaluating their results [2, 4]. The learner must get an idea of the complex system of language, about the vast amount of knowledge that is required for his fluent

acquisition. Students need to understand why it takes so much effort to master a foreign language and to be properly oriented on each individual stage of training. Then the trainee will be more objective and at the same time optimistic about his modest successes [3].

Awareness of the results of efforts plays a big role in teaching, but the most important thing is the correct correlation between the learner's specific level of pretensions and the level of his actual achievement. It is this correlation that gives the result the quality of success or failure. When the teacher adjusts the level of the students' claims, helping them to see their opportunities and successes, or vice versa, because they can not always evaluate themselves then the trainee learns to see the fruits of his work and he has a stimulus for better performance of his work [6].

All these arguments concern the psychological-pedagogical attitude towards the mistakes of the students. Nowadays, many methodologists tend to support this kind of attitude towards mistakes, noting the importance of encouraging and supporting the faith of students in success. It is necessary to stop on the specifics of making mistakes as well. The main goal is the absence of communicative mistakes, i.e. those mistakes which violate understanding and hence communication [4]. It doesn't mean that we do not work on the correctness of speech, but at the same time we must remember that sometimes we demand from the trainee much more perfect statements than in our native language.

Wrong pronunciation is considered as a deviation from the norm of literary pronunciation. For the norm of literary pronunciation it is characteristic that in the presence of a commonality in the perception and reproduction of words, phonemes and intonation, the given language crystallizes one of the pronunciations of the word / phoneme / or the form of intonation as the correct variant, while allowing the coexistence of other variants of the correct but less common pronunciation [2].

For the learner mistakes in the distortion of the norm are characteristic. They must be corrected first. There is one correct way of dealing with mistakes - this is recognition of the need for a conscious analysis of mistakes. For language learners, especially adults, the way of conscious analysis of one's own mistake is the way to overcome the mistake.

Grammar mistakes are revealed when the text is translated into native language during the current and final control. These mistakes are associated with the lack of development of certain skills. Often the students think that if they are allowed to use a dictionary during exam then there will be no problems with the translation [3]. Nevertheless, the problems occur. So, correction of mistakes in teaching a foreign language, certainly must be done: constantly - with the introduction and primary activation of educational material; selectively - in the process of speech practice, if this mistake violates communication [1, 5].

References

1. Mazur E., 1997. Peer instruction: A User's Manual. Upper Saddle River. N.J. Prentice Hall.

2. Benson P. & Ying D., 2013. Peer teaching as a pedagogical strategy for autonomy in teacher education. Chinese Journal of Applied Linguistics, 36(1), 49-67. Boud D., Cohe, R.,& Sampson J. (Eds.), 2001.

3. Richards J.C. & Lockhart C. College English curriculum requirements. Peking: Peking Foreign Language Education Press., 1996.

4. Peer teaching: A description and evaluation. Teaching Sociology, 2 (2). 133- 146. Murphey T. Australia, 1996.

5. Near peer role models. Teacher Talking to Teacher. 4 (3). 21-23. Mynard J. & Almarzouqi I., 2006.

6. Teachable moments build relational memory. Kappa Delta Pi Record, Spring, California. USA, 2007.