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49THE THEORY OF RAISING COGNITIVE INTEREST OF STUDENTS Tilavoldiev O.
Tilavoldiev Otabek - Teacher, "ENGLISH LANGUAGE AND LITERATURE " DEPARTMENT, PHILOLOGY FACULTY, GULISTAN STATE UNIVERSITY GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the following article brings thoughts about increasing the cognition of learners in the educational process. Author's claim is on the engagement of the instructor with the students from their early school life. This is the moment when schoolchildren get new knowledge about the world.
Keywords: teaching, educational, interest, knowledge, invention, new.
UDC 8.1
Cognitive interest, like any personality trait and motive of a schoolchild's activity, develops and forms in activities, and above all in teaching. Formation of students' cognitive interests in learning can occur through two main channels, with one the content of the subjects themselves contain this possibility, and on the other - by a certain organization of cognitive activity of students. The first thing that is the subject of cognitive interest for schoolchildren - this is new knowledge about the world. That is why a deeply thoughtful selection of the content of educational material, showing wealth, enclosed in scientific knowledge, are the most important part of the formation of interest in learning [1].
What are the ways to accomplish this task?
First of all, interest excites and supports such educational material that is new to students, unknown, amazes their imagination, and makes one wonder. Surprise - a strong stimulus of knowledge, its primary element. Surprised, person seeks to look ahead. He is waiting for something new [2].
But the cognitive interest in educational material cannot be maintained all the time only by vivid facts and its attractiveness cannot be reduced to astonishing and astounding imagination. C. D. Ushinsky wrote that that the subject, in order to become interesting, must be only new, and partly familiar. New and unexpected always in the educational material acts against the background of the already known and familiar phenomenon. That is why to maintain the cognitive interest is important to teach students the ability to see the new in the familiar.
Such teaching leads to the realization that the everyday, repetitive phenomena of the surrounding world have many amazing sides, which student can learn in the classroom. And why the plants are drawn to the light, and about the properties of the melted snow, and that a simple wheel, without which not a single complex mechanism can do now, is the greatest invention.
All significant phenomena of life that have become usual for a child by virtue of their repeatability can and should acquire for him, learning is unexpectedly new, full of meaning, a completely different sound. And this is sure to be a stimulus of interest of student to cognize.
Not everything in the educational material can be interesting for students. And then there is another, no less important source of cognitive interest is the process itself. To arouse the desire to learn, you need to develop the need of the student to engage in cognitive activity, which means that in the process itself the student must find attractive sides so that the process of teaching itself contains positive charges of interest.
One of the most revolutionary achievements over the past decade, which greatly influenced the worldwide educational process, has become the creation of a worldwide computer network called the Internet, which literally means "international network" (from
English international net). Use of cyberspace for educational purposes is an absolutely new direction of general didactics and private methodology, since the changes occurring affect all aspects of the educational process.
Education, learning a foreign language in primary school aims to achieve the following goals:
Development of the child's personality, his speech abilities, attention, thinking, memory and imagination; motivation to further mastery of a foreign language.
At the heart of all these skills and abilities is cognitive activity, the development of which is one of the key shaping the personality of the child. [1]
References
1. Arnold J. (2000). Affect in Language Learning. Beijing: Foreign Language Teaching and Research Press. P.59.
2. Brown, H. (2001). Teaching by Principles: An Interactive Approach to language Pedagogy. Beijing: Foreign Language Teaching and Research Press.
3. Harmer J. (2007). "How to teach English" Pearson Education Limited.
4. Wendy A. Scott and Lisbeth H. Yotreberg "Teaching English to Learners" Longman, London New York.
THE AID OF READING TO POSSESS LANGUAGE PROFICIENCY
Ummatova M.B.
Ummatova Ma 'mura Bekbulovna - Teacher, DEPARTMENT OF "FOREIGN LANGUAGES INTER-FACULTIES ", PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the article talks about the effectiveness of reading skills in obtaining sufficient language ability to communicate, and fulfill written assignments as well. The author gives clues about readings core features.
Keywords: recognition, reading, skills, potential, meaning, text.
УДК 8.1
Students often believe they must understand every word in order to read English. In fact, good reading means the ability to process chunks of language larger than single words, so striving for word-for-word recognition will actually slow students down and interfere with their overall comprehension. We should encourage them to use the context of the passage to understand it, rather than reaching for the dictionary every time they do not recognize a word. Context clues include use of functional definitions, as in "The scientist used a caliper to measure the thickness of the paper" where the meaning of "caliper" can be inferred from the description of the function of a caliper. Using context clues also includes noting grammatical clues, such as recognizing that a word is an adjective because of its position in the sentence, or noting past tense endings or possessive forms [1].
Context clues also include understanding the meaning of the other words in the sentence and applying such understanding to infer the meaning of an unknown word or phrase. For example, students can be taught to infer the meaning of the word "drought" in the sentence "Because of the drought, many communities in the Sahel region of Africa have to leave their homes to search for water.
We should be sure to get the most out of any reading passage we assign, using it in various ways so that students work with familiar material that they understand well in doing various types of reading and study skills exercises. Although our students will probably
