Научная статья на тему 'Typology of exercises for teaching the foreign language'

Typology of exercises for teaching the foreign language Текст научной статьи по специальности «Языкознание и литературоведение»

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Аннотация научной статьи по языкознанию и литературоведению, автор научной работы — Eshmuratova Aygul, Tursynova Guldar, Umarova Zamira, Aydarova Aiganym

In article features and types of exercise when training a foreign language are analysed.

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Текст научной работы на тему «Typology of exercises for teaching the foreign language»

Typology of exercises for teaching the foreign language

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Eshmuratova A. , Tursynova G. , Umarova Z. , Aydarova A.4

Типология упражнений для обучения иностранному языку Ешмуратова А. Т.1, Турсынова Г. И.2, Умарова З. Д.3, Айдарова А. А.4

1 Ешмуратова Айгул Талипбековна /Eshmuratova Aygul - преподаватель;

2Турсынова Гулдар Исмаиловна / Tursynova Guldar - преподаватель;

3Умарова Замира Джумаходжаевна / Umarova Zamira - преподаватель;

4Айдарова Айганым Аманжоловна /Aydarova Aiganym - преподаватель, кафедра иностранных языков для гуманитарных специальностей, филологический факультет,

Южно-Казахстанский государственный университет им. М. Ауэзова, г. Шымкент, Республика Казахстан

Abstract: in article features and types of exercise when training a foreign language are analysed.

Аннотация: в статье проанализированы особенности и типы упражнений при обучении иностранному языку.

Keywords: typology, methods, exercise, methodology, dialogical speech, communication. Ключевые слова: типология, методы, осуществление, методология, диалогическая речь, коммуникация.

Exercise plays a dominant role in the educational process. In fact, all the methods and techniques used by the teacher must be eventually materialized in exercise, in practice using a foreign language as means of communication. Whatever type of lesson didn't take any kind of speech activity nor taught, the main part of any lesson structure remains an exercise in the broad sense of the term. The lack of a large number of exercises, lack of proper training of the voltage when running continuously following each other doing exercises lesson of a foreign language is highly inefficient, blunt the interest of students towards this subject. In contrast, the prevalence of a variety of active exercises in class creates all the necessary conditions for continuous practice in language of student activities. This indicates that exercise as a method of teaching should permeate all levels and all stages of teaching a foreign language in school [1].

As the object of study, we consider the activity of the teacher to introduce a system of exercises in learning a foreign language in primary school. The subject of the study is the conditions and factors of success of the teacher to build English language skills in students by means of exercises.

The specific features of the modern English language teaching materials and teaching materials contained in the sets of exercises. To do this, consider the following tasks: consider the concept of «exercise» in the psychological, didactic and methodological aspects; Identify relevant to the objectives of this work classification exercise; identify the features of the use of exercise in modern English language teaching materials; analyze the CMO for efficient use of exercise; identify effective methods of use of exercises in modern English class.

To effectively address the objectives of this work used the following set of methods of scientific and pedagogical research: analysis of existing pedagogical ideas and techniques; study materials and results of teaching activities; classification; generalization; content analysis of educational complex; graphic methods of processing the results of the study. In the methodological literature, there are different approaches to defining the goals, objectives, role of exercise in learning a foreign language and therefore different criteria for

their classification and typology. Before proceeding to the characterization of the structure of the exercises should be defined understanding of the term «exercise» [2].

Study the structure of the exercises in the methodological literature has so far received little attention. This, of course, does not mean that the Methodists and teachers enjoyed some «structureless» exercises. Description of the structure of exercises is fragmented and does not cover all aspects of language and speech activities. The structure of the exercises can be modeled based on the overall structure of learning activities in this general method of language teaching. The main argument for this approach is the coincidence of the nature of these phenomena. Exercise is only a particular kind of activity at all. Each exercise can be divided into two components: the target and the executive (with the inclusion of control and self-control). The aim in the general method determines only the end result of language learning. The purpose of the exercise formulates the next tasks associated with the formation of knowledge, skills and abilities, the overall goal is always communicative nature, the purpose of the exercises can be both a training and communication. A similar relation holds in the second link. The primary means of achieving the ultimate goals in the general method is learning activity (cognitive and communicative). The main way to perform immediate objectives are different kinds of action: differentiation, imitation, substitution, transformation. Feedback exercises also has its own characteristics. In general, the method of feedback is considered only in principle. In the exercises, she acquires a concrete form of programmed (key system in textbooks and other programmable benefits, check with the help of teaching machines, and others.) And not programmed (under the guidance of a teacher) methods. Thus, the ratio of the overall structure of the method and structure of the exercises is the ratio of the total and the individual [3].

Target exercise aspect represented as a so-called instructions, tasks, goals. Taken together, they must ensure that the immediate objectives. Depending on the formulation type of exercise purposes varies substantially. As part of the exercise involves the executive and control components. Until recently, this is an important structural component of the exercise was not represented in school textbooks. It was assumed that the entire burden of verification tasks will be to go to a teacher. Success of programmed instruction allowed the authors of a new series of textbooks stable use some techniques of control and self-control. Many of the exercises are checked in the traditional way: the teacher correcting errors in speech and reading student errors in dictations and other written exercises. Also monitor the progress of the exercise carried out by conventional methods, that is, under the guidance and with the direct participation of the teacher. Thus, the exercise consists of two main components: the purpose and actions to implement it. However, the characteristics of each of the structural components are changed significantly depending on the type of exercise.

The importance of the system of exercises is that it provides the organization learning and organization of the learning process.

Not enough to know the methodical characterization of exercises, their types, kinds and be able to choose the most adequate of them. It does not guarantee absorption. In terms of organization of the process of mastering the system of exercises must provide: a) selection of appropriate exercises relevant to the nature of the skill and quality (mechanism), or other skills; b) determining the necessary sequence of exercises: mastering always goes through some stage and proceeds to the methodological basis of certain principles or rules; c) determining the ratio of exercises those or other types, species, subspecies and variants, because it determines the success of not less than the correct sequence of exercises; g) the regularity of certain material; e) the correct relation (relationship and interaction at all levels of the system. Under the system of exercises understand such a complex types, species and varieties of exercises performed in a sequence and in such numbers that take into account the regularities of formation of abilities and skills in various types of speech activity in their interaction and provide the highest possible level of knowledge of the OIA under specified conditions [4].

Collectively exercises the nature and amount of the latter may vary depending on the goals of their performance, for the development of communicative skills, or to build separate their components. So you can call the following hierarchy of concepts: «system», «subsystem», «complex», «series», «series», «group exercises». In this paper, was considered one of the most important tasks of foreign language teaching - typology exercises. This theme is versatile and requires special attention. Exercise as a method of teaching is the leading. It can have a very large range of applications that can be directed to the sphere of mastering the language material, the exact aspect of a foreign language, and the sphere of formation of skills in different kinds of speech activity - at listening, speaking, reading and writing. That is why there are many approaches to the definition of goals, objectives, role of exercise in learning a foreign language.

That exercise are the main direct method of organizing work of the teacher and students, students with each other or with the student textbook and work independently. Therefore, the determination of the status of exercise, their structure and function of their typology -one of the most important tasks of the methodology. In order to properly use the textbook as a primary means of learning a foreign language, you need a better understanding of its functions and features of its content and structure, understanding the importance of exercise, ability to navigate in them. In particular, you should know that none of the material component of the content of the textbook cannot have itself methodological significance if it is not correlated to those actions that are based on it should be formed.


1. The system of exercises in teaching foreign language in schools and universities. Interuniversity collection of scientific papers, ed. Shatilova S. F. L. - 1978. - P. 55.

2. The oretical foundations of methods of teaching foreign languages in high school. Ed. Klimentenko AD, AA Mirolyubova M. - 1981.-P.134.

3. Shchukin A. N., Azimov E. G. «Glossary of methodological terms». St. Petersburg, -1999. - P. 120.

4. Yazikova N. V. Collection of tasks and assignments on methods of teaching foreign languages. L., - 1977.-P.75.

Formation of festive culture preschoolers Antonova A.

Формирование праздничной культуры дошкольников Антонова А. Р.

Антонова Асия Рафкатовна /Antonova Asiya - музыкальный руководитель, Муниципальное автономное дошкольное образовательное учреждение Детский сад № 4 «Дельфин» муниципального района Учалинский район, г. Учалы, Республика Башкортостан

Аннотация: о приобщении детей к музыке. О проведении праздников и развлечений в ДОУ. Методика и рекомендации по проведению праздников.

Abstract: оп the admission of children to music. On conducting celebrations and entertainment in preschool. Methods and recommendations for the holidays.

Ключевые слова: праздники, развлечения, дети дошкольного возраста. Keywords: holidays, entertainment, children of preschool age.

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