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146Educational games
When teaching English as a second language to adult learners, games and fun activities can be just as important as when teaching younger age groups. Fun adult-oriented educational games and activities can help teachers to build class cohesion, raise energy levels and most importantly, provide a framework that motivates learners to produce the target language. Role games, imitations, business games can be used at the lessons to improve communicative skills of students. Dramatization
An exciting world of performances, songs, games, improvisations, imitations can provide invaluable help to teacher in formation and developing language competence, solving problems of aesthetic upbringing, developing creativeabilitiesstudents. Activity that stimulatesimagination awakens feelings and inspires to play different roles is called drama. In the process of study of foreign language, dramatization turns the lesson into a pleasant and fascinating activity and frees students from a sense of fear. Project methodology
After completing the exercises at the lesson, discussing particular topic,and students get homework assignment: make a presentation or project on the given topic. Students may write a script, make a presentation, and prepare a play or video.Although implementing project work in the English language classroom may require some creativity, it's certainly possible and effective. Teacher works with students throughout the entire project to give feedback.
Audio and video tasks
Interactivity in the process of viewing of a video in a foreign language begins on an emotional level [3]: students feel enthusiastic watching the film and exchanging their views, thinking and speaking during the discussion. Teachers may use such popular films as "Twilight", "Patriot", "The Queen Elizabeth", "Romeo and Juliette" and others. The teacher chooses those methodical methods that contribute to the achievement of learning objectives: to intensify learning process.
References
1. Lozanov G. Suggestology. Sofya, 1971.
2. Shekhter Yu. Emotional and conscious approach for teaching target language. M., 1993.
3. Shukhin A. Modern intensive methods and technologies for teaching foreign languages. M., 2008.
4. Barker Ch. Boost your vocabulary 1. London, 2002.
TYPES OF DISCOURSE IN LINGUISTICS Turdiyeva Yu.
Turdiyeva Yulduz - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: not only is discourse difficult to define, but it is also not easy to make a clear cut division of discourse as such. Therefore, depending on the form linguists distinguish various kinds of communicative products. A type of discourse might be characterized as a class of either written or spoken text, which is frequently casually specified, recognition of which aids its perception, and consequently production of potential response. Keywords: discourse, written and oral discourse, extralinguistic signals, grimaces, gesticulation, expressions.
When the stress is on a symptom aspect the fulfilled function is expression, as a result the discourse type is narrative. Last but not least in this division is argumentative discourse which is characterized by the accent on the signal aspect.
This distinction due to its suitability for written communicative products more than for spoken ones, faced constructive criticism whose accurate observation portrayed that there are more functions performed. Consequently there ought to be more types of discourse, not to mention the fact that these often mix and overlap. Thorough examination of the matter was conducted, thus leading to the emergence of a new, more detailed classification of kinds of spoken texts.
The analysis of oral communicative products was the domain of Steger, who examined features of various situations and in his categorization divided discourse into six types: presentation, message, report, public debate, conversation and interview. The criteria of this division include such factors as presence, or absence of interaction, number of speakers and their relation to each other (their rights, or as Steger names it 'rank'), flexibility of topic along with selection and attitude of interlocutors towards the subject matter.
However, it is worth mentioning that oral discourse might alter its character, for instance in the case of presenting a lecture when students start asking questions the type changes to interview, or even a conversation. Using this classification it is possible to anticipate the role of partakers as well as goals of particular acts of communication.
The above mentioned typologies do not exhaust the possible division of discourse types, yet, nowadays endeavor to create a classification that would embrace all potential kinds is being made. Also, a shift of interest in this field might be noticed, presently resulting in focus on similarities and differences between written and spoken communication [3].
Apart from obvious differences between speech and writing like the fact that writing includes some medium which keeps record of the conveyed message while speech involves only air, there are certain dissimilarities that are less apparent. Speech develops in time in that the speaker says with speed that is suitable for him, even if it may not be appropriate for the listener and though a request for repetition is possible, it is difficult to imagine a conversation in which every sentence is to be rephrased. Moreover, talking might be spontaneous which results in mistakes, repetition, sometimes less coherent sentences where even grunts, stutters or pauses might be meaningful. The speaker usually knows the listener, or listeners, or he is at least aware of the fact that he is being listened to, which enables him to adjust the register. As interlocutors are most often in face-to-face encounters (unless using a phone) they take advantage of extralinguistic signals as grimaces, gesticulation, expressions such as 'here', 'now', or 'this' are used. Employment of nonsense vocabulary, slang and contracted forms (we're, you've) is another feature of oral discourse. Among other significant features of speech there are rhythm, intonation, speed of uttering and, what is more important, inability to conceal mistakes made while speaking [1].
In contrast, writing develops in space in that it needs a means to carry the information. The author of the text does not often know who is going to read the text, as a result he cannot adjust to readers' specific expectations. The writer is frequently able to consider the content of his work for almost unlimited period of time which makes it more coherent, having complex syntax. What is more, the reader might not instantly respond to the text, ask for clarification, hence neat message organization, division to paragraphs, layout are of vital importance to make comprehension easier. Additionally, owing to the lack of context expressions such as 'now' or 'here' are omitted, since they would be ambiguous as texts might be read at different times and places. One other feature typical of writing, but never of oral discourse, is the organization of tables, formulas [2].
Naturally, this division into two ways of producing discourse is quite straight forward, yet, it is possible to combine the two like, for example, in the case of a lesson, when a teacher explains something writing on the blackboard, or when a speaker prepares detailed
notes 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.
