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8ФИЛОЛОГИЧЕСКИЕ НАУКИ
VIZUALISATION AS A METHOD OF LEARNING TURKISH LANGUAGE AT THE ELEMENTARY LEVEL Mammadova A.J.
Mammadova Aytan Jeyhin kizi - Candidate of philological sciences, Associate Professor, DEPARTMENT OF AZERBAIJANI LANGUAGE AND METHODOLOGY OF ITS TEACHING, SUMGAIT STATE UNIVERSITY, SUMGAIT, REPUBLIC OF AZERBAIJAN
Abstract: the article is intended to describe application of one of the teaching techniques, aimed to make the process of acquiring a foreign (in our case Turkish) language more successful, and to form a better structure for the received information for non-Turkish students. The author emphasizes the importance of this technique for the creation of a more interactive and interesting academic activity and analyzes the advantages and disadvantages of this technique included in the process of learning the new information. Keywords: language, visualization, association, communication, remembering, method.
Actuality of the research: Learning of any language is a very complicated and multistage process, there are so many methods for relieving of it but at the same time making more effective. The choice of method depends on a lot of factors, starting from private preferences and psychological features, for example a learner's memory type. But, according to practice, most people have a good visual memory, that's why the method of visualization is a universal and important part of any educational process. This method can be used for stimulation of the congenital thinking ability of learners thanks to convenient presentation of the material and interactivity.
Methodology: Examination of the most effective variants of use of visualization, such as mnemotechnics, watching of photo and video materials, and also the method of creation of the semantic analogy.
The term «visualization» origins from the Latin «visualis» - something accepted visually. Visualization is mentioned in various pedagogical concepts, including the theories of schemes by R. Anderson and F. Bartlett. These scientists represent visualization as a removal of the image from internal plan into the external one, using the associative range [1, 23]. It means that visualization plays an important role in remembering words and phrases, pronouncing them we should imagine their meaning virtually. For example, saying in Turkish «altin sonbahar» (a gold autumn) we connect the phrase with a bright autumn day, with yellow-leaf trees as if poured with gold, and when we repeat this phrase it becomes filled with an autumn gold. Even years later it will seem the same. But, this method is actual only for the cases when it is possible to easily select an associative range.
it is also good to memorize phrases by describing pictures or photos. Photos have more advantages than simple pictures. Photos are more realistic, since they are the documents, which let the learners to feel the atmosphere of the caught event or situation.
For example, the picture 1 below is an illustration to the phrase «Anne ve be§ikteki gocugu».
Fig. 1. Mother and her child in a cradle The following figure is an illustration to the phrase "Dalgali mavi denizdeki kadin".
Fig. 2. A woman in the blue wavy sea The figure number 3 can be characterised as «Kuguk kiz ve a§gi heykeli ».
Fig. 3. A little girl with a monument of old cooker
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«Thanks to its visual clues and experiences that it creates, pictures and photos help learners improve their vocabulary easily and remember the words correctly» [5, 78].
Also we should underline usefulness of watching video materials, such as Turkish movies, series, presentations and animations with subtitles. This will make the learning process more interesting, since it is possible «to select the video files even in accordance with the learner's age and interests» [2, 31]. Besides, this kind of visualisation enables the elementary level learner to accept and to copy pronounciation, since movies build an emotional bonding between learner and the language. Learners feel some closeness to the studied language thanks to movies, because these movies carry certain aspects of culture, traditions and literature of the language [4, s. 191].
Vizualization is also an essential part of the method of synectics, supporting use of private analogy for creation of visual association. As an example we can take an explaination of meaning of the Turkish word «durak» (bus station) to Russian learners. in Russian this word sounds abolutely identically, but means «fool». So, we can suggest Russian students to imagine some foolish guy waiting for a bus to remember meaning of this word in Turkish. Analogies can differ from each other, they can be private, audial, etc. Summary
As a result of our research we should note that the technology of visualization is one of the most advanced methods for both mastering the elementary level of the studied foreign language, but also for structuring of the received information. It is necessary to remember that inclusion of the visual aspects into the learning process can improve grammatical and lexical component of the learners' language competency, since «learning of grammatical rules should be accompanied by intensive development of grammatical skills» [3]. The better developed visual information provides higher degree of the cogitative activity during a process of learning a language. The main task of the teacher is finding an optimal balance between presentation of visual and word information, since the best results can be achieved by interaction of them.
References
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2. Собченко Т.А. Визуализация как способ струтурирования знаний при изучении иностранного языка. Материалы VIII международной научно-практической конференции «Слово. Предложение. Текст: Анализ языковой культуры». 22 июля, 2015.
3. Хомский Н. Аспекты теории синтаксиса. Кембридж, 1965. С. 247.
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5. Takil N.B. Yabanci dil olarak turkce ogretiminde resimyazilar ve baglamsal cumlelerle kelime kazanimi. Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic. Volume 11/3 winter, 2016. Р. 2131-2150. ANKARA-Turkey.
