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потвердеть гипотезу, что на стороне всех славян их общий язык, многовековая
история и никто не может сломать их дух!
Таким образом, подводя итог и обобщая, можно сказать, что культурные
истоки славян имеют ключевой роли в нашей повседневной жизни. Славянская
культура, мифология и язык являются неотъемлемой частью национального
достояния всех славянских народов. Сохранение исторического и духовного
опыта каждой нации, входящей в славянский мир способствует развитию,
расцветанию и движению вперёд!
Список литературы:
1.
Драганов М. С. Българино, бъди. Изд. на БАН. 2003. 328 с.
2.
Дугарова Т. Ц. Реалии внешнего мира в контексте этнического
самосознания (на материале изучения ментальных ориентаций бурят) Развитие
личности. 2017. № 4. С. 155–192.
3.
Мухина В. С. Личность: Мифы и Реальность (Альтернативный взгляд.
Системный подход. Инновационные аспекты) Екатеринбург: ИнтелФлай, 2007.
1072с.
4.
Стефаненко Т. Г. Этнопсихология: учебник для вузов 4-е изд., испр. и
доп. М.: Аспект Прогресс, 2009. 368 с.
5.
Хаджийски И. М. Оптимистична теория за наш народ. Изд. Отечество,
1997. 434 с.
CARTOON FILMS IMPROVING PRONUNCIATION ABILITY
(PhD) O.B. Mallayeva
Senior teacher of Academy of MIA
Sh.A. Abdullayeva
Master of production education of the Bukhara State University
Abstract:
This article is written to describe whether cartoon films can improve
students’ pronunciation ability and to what extent cartoon films can improve students’
pronunciation ability. Furthermore, to identify what happens when cartoon films are
used as a teaching learning media in pronunciation practice.
Key words:
cartoons, types of cartoons, audio visual aids, a cost effective
substitute, recreation for kids, attention-grabbing make relax and fun class.
Cartoon Films as Teaching Media:
The benefits of mistreatment media in
teaching and learning method. It is seen in their statement “When a lot of infor- mation
is communicated by learning me- dia, teacher will offer a lot of attention to the
unambiguously human facet of educa- tion, understanding the requirement of
individual students, serving to them to line and understand goals and stimulating them
to use the information of- fered from academic media. a. the aim of the lesson in respect
to the theme of la- bor and therefore the program, b. the sci- entific objective of the
lesson, c. the char- acteristics of the category members age, sex, academic background,
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and the rea- son for learning the language, d. commu- nication issues which can have
an affec- tion the lesson hesitation and withdrawal caused by tameness, anxiety, or
difficul- ties in relationship at intervals the group, e. the look of the lesson on plan, and
of- fered resources visual and audio. The equipment utilized by the author in the
analysis is cartoon film that belongs to audio visual aids [2, 156p.]. Films are a unit
type of recreation that enacts a story by sequence of pictures giving by the illu- sion of
continuous movement. Here, film is treated as a type of recreation. The goal of film as
recreation media is to entertain the viewers. Meanwhile, the goal of film as an art is to
provide specific messages to the viewers. Since film provides specif- ic messages to
the viewers, the author has a tendency to understand film as an art. From the definitions
higher than, is ex- plicit that films area unit story that por- trays man’s interpretation
of life recorded as a collection of moving pictures to be shown on TV or cinema so as
to pro- vides specific messages to the viewers.
The benefits of Films
: 1) Films are a
unit acquainted medium to update stu- dents which will keep student inter- est within
the theories and ideas be- low discussion. Students will see the theories and ideas in
action. In additional than a figurative sense, theories and concepts leap from the screen.
2) Films are also a cost effective substitute for field jour- neys and alternative universe
visits. While most films area unit fiction, they will sup- ply powerful experiences that
stu- dents’ area unit unlikely to own in an ex- ceedingly school room. Such experiences
take less time than field journeys and don’t have the expense of travel. 3) Films supply
each psychologicalfea- ture and affectional experiences. They will provoke sensible
discussion, assess- ment of one’s values, and assessment of self if the scenes have
strong emotional content [4, 103p.].
The Definition of Cartoon Films:
Cartoon is
often related to youngsters. Basically, cartoon is recre- ation for kids, however these
days the adults are a unit at home with this term since some cartoon movies are a unit
cre- ated for the adults. According to some definitions higher than, it is over that car-
toon could be a form of media because the illustration of man’s character, man’s idea,
and sure situation by mistreat- ment drawings rather than real individu- als and places.
a. Lengthen the memory of data b. Teach a talent effectively c. Con- tribute to a
fascinating angle d. Stimu- late individuals to action. The humor in cartoon has nice
stimulate profit, even for students with restricted ability. Based on the statements
higher than, it is over that cartoon films offer important advantag- es to the scholars,
during this case build- ing their motivation and interest in learn- ing English
pronunciation.
The Role of Cartoon Films in Pronunciation apply:
Pronunciation
ability is achievement in some ways that. The employment of au- diovisual media can
give some vital as- pects in stimulating students motivation in producing the right
pronunciation. In several subjects, cartoons will open up vary of worthwhile learning
activities. They conjointly state their opinion that schoolroom mistreatment films have
several values, for instance, pupil interest is heightened, a lot of learning is
accomplished, the retention of learned material is a lot of permanent, and inter- est in
reading increase. Cartoon film is one amongst recreation media which will even be
used as teaching media. Not like alternative film varieties, cartoon films have special
characteristics that area unit close to children’s imagina- tion. They’re fun, colorful and
enticing. Cartoon films’ characters have a ro- bust influence to kids. Some kids are a
unit galvanized by particular cartoon films character; some others are a unit even
456
captivated with it [5, 87p.]. Typ- ically, the character could be a hero that continually
will a decent deed. ac- quainted characters like attendant, Detec- tive Conan,
Spiderman, et cetera area unit children’s idol and children’s model as well. they’ll
simply copy one thing their idols do, say, and wear. The bad impact of this development
is that the kids can flow dangerous factor within the sure cartoon films like violence
and rude audi- tory communication. However, the nice news is that they’ll be driven to
try and do adecent deed. they’re conjoint- ly excited to inform their exper- tise
throughout watching their favorite cartoon film as a result of it makes them relax.
Considering the students’ characteristics as young learners, the au- thor assumes that
there are a unit some similarities between kids (young learners) and cartoon film [1,
13-18p.]. Chil- dren area unit distinctive and have their own characteristics that area
unit almost like the character of cartoon film. Car- toon films area unit terribly
acquaint- ed to kids. The mix of audio stimuli and video stimuli best owed in cartoon
film can facilitate the kids perceive the fabric concerning the correct pronuncia- tion
comprehensively. Besides, the au- thor assumes that by listening and imitat- ing the
target language within the cartoon films based on the pronunciation teach- ing theory,
the students’ pronunciation ability is multiplied [1, 46p]. Cartoon films are thought
about to be applica- ble media to make relax and fun class at- mosphere. Due to the
evidences higher than, and taking the benefits of cartoon film into account, the author
tries to use cartoon film as an equipment in teaching pronunciation to kids.
The con-
clusion
from the opinion is that media plays a very important role as teaching aids to
attain the teaching learning goals. In choosing the suitable media because the teaching
aids, the teacher ought to consider some factors.
List of literature:
1. Bowen, Betty Morgan. 1994. Look Here! Visual Aids in Language Teaching.
Lon- don and Basingstoke. McMillan Publisher Ltd
2. Celce-Murcia, M., Brinton, D., & Good- win, J. 1996. Teaching
Pronunciation: A
3. Reference for Teachers of English to Speakers of Other languages.
Cambridge: Cambridge University Press
4. Champoux, JE.1999. Journal of Manage- ment Inquiry. Pdf format available
at http://jmi.sagepub.com/content/8/2/206. full.pdf+html; accessed in January 16 2010
at 12.00 pm
5. Dalton, David F. 1997. Some Techniques for Teaching Pronunciation: The
Internet TESL Journal, Vol. III, No. 1 available at www.aitech.ac.jp Hornby, A.S.1995.
Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford University
Press
