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обоих языков встречается значительно меньше наименований цвета, чем во фразеологических.
Концептуализация цвета в пословицах в целом связана с восприятием цвета как
характеристики, на которую не стоит полагаться (может быть обманчивой) [2;32-41].
Е.А. Горн рассматривает цветообозначения в сопоставительно переводческом аспекте:
выявляются цветообозначения, вызывающие осложнения при переводе с английского на
русский, и анализируются функции цветообозначений в англоязычном и русскоязычном
художественном тексте [4;4].
Таким образом, значительная часть работ по лингвистике (и частично в психологии,
которая в этом аспекте оказывается тесно связанной с лингвистикой) посвящена проблеме
выделения наименований «основных» цветов. Кроме того, наименования цвета в лингвистике
рассматриваются с точки зрения когнитивной лингвистики, психо- и этнопсихолингвистики,
исторического и сопоставительного языкознания. Работы, в которых изучаются наименования
цвета в этих областях, затрагивают значимые для проведения данного исследования темы,
такие как модели возникновения наименований цвета, ассоциации, связанные с
наименованиями цвета, и другие.
Кроме как в работе Н.В. Беловой, где рассматривается слово образование
прилагательных цвета в русском языке и в этой связи упоминается сленговая единица
«фиолетово» [2; 266-280], цветообозначения в сниженных пластах лексики не исследовались.
БИБЛИОГРАФИЯ
1. Вежбицкая А. Обозначение цвета и универсалии зрительного восприятия. // А.
Вежбицкая Язык. Культура. Познание. 1996
2. Белов А. И. Цветовые этноэйдемы как объект этнопсихолингвистики М., 1988
3. Жалгасов Н. Семантика пословиц в свете антропоцентрической парадигмы
//Иностранная филология: язык, литература, образование. – 2019. – №. 2 (71). – С. 55-59.
3. Фрумкина Р. М. Цветб смысл, сходство Аспекты психолингвистического анализа _ М.,
1984
TECHNIQUES FOR WORKING WITH AUTHENTIC VIDEO FOR FORMATION
OF LEARNERS’ SOCIOCULTURAL COMPETENCE
M.Djumanazarova – 1
st
year master student of NSPI
The willingness and learners’ ability to interact with each other in a multicultural world is one
of the main goals of teaching a foreign language. Therefore, in order to develop sociocultural
competence, the teacher needs to create problem situations with the help of which learners develop
the ability to identify the general and culturally specific in the development models of various
countries and civilizations, develop a willingness to represent their country, its culture, taking into
account possible cultural interference of listeners, and constructively defend their position without
humiliating others and without becoming dependent on other people’s priorities.
Therefore, the main tasks when teaching a foreign language culture are:
1. Determination of the minimum volume of cultural material;
2. Formation of cultural awareness skills in students;
3. Formation of the concept that different cultural models have the right to exist;
4. Formation of the student’s readiness to participate in intercultural communication;
5. Development of oral and written speech culture [1;78].
The sociocultural approach to language education is to teach a foreign language as a means of
intercultural communication, where there is a close relationship between language as a tool for
learning world culture, national culture and social subcultures of the countries of the language being
studied, the spiritual heritage of the country with the real language of communication.
Thus, the sociocultural paradigm is aimed at:
1) development of learners’ worldview and their historical training;
2) development of the communicative culture of students;
3) teaching ethically acceptable and legally justified forms of self-expression in society;
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4) teaching the ethics of discussion communication;
5) the needs of students’ self-education [2;24].
While watching videos, learners must master a set of general educational skills and adaptive
skills.
General academic skills:
- highlighting the necessary, significant information in the process of listening to a film episode;
- comparison, comparison, classification of information;
- anticipation of information;
- generalization and evaluation of information;
- written recording of information.
Among the adaptive skills we highlight:
- development of linguistic conjecture based on word-formation models and grammatical
forms;
- development of contextual insight;
- developing an understanding of what was said
Let's consider the exercises at the demonstration stage of the video that contribute to the
formation of sociocultural competence in more detail:
Role-play
Each learner receives the name of a historical figure or famous person from the country of the
language being studied (the teacher can prepare in advance a short historical background - a biography
to remove difficulties associated with the semantic form of the message and the source of
information). The teacher recommends that students pay attention to the events happening to the
character in the episode, to his character traits, and linguistic means of expressing his thoughts and
feelings. Then the teacher asks the learners to play their roles from memory. It is not necessary to
reproduce the text verbatim, you need to play the role of the character so that the class can guess who
they are talking about. If the selected segment is very short, you can learn the roles by heart. Once
learners have guessed all the famous people, the sound is turned off and learners voice their characters
as they watch.
Video translation
The teacher needs to select a documentary or feature film of a linguistic and cultural nature with
subtitles in Russian, select from it a 2-minute episode containing a dialogue (or a conversation
between several people) in which there are no complex lexical units and ask learners to translate the
subtitles into English. The main task is not to recreate the original, but to translate the titles, taking
into account existing language knowledge. Learners are shown the plot of the film without sound.
When the first subtitle appears, the teacher will pause the video and ask learners to record their
translations. It is necessary to avoid literary translations; it is more interesting to formulate speech
equivalents using their knowledge of the English language. At the end of this work, learnerss compare
their translations in groups of 2-3 people, then they voice the corrected translation.
Character/Event study
Working in groups, learners write words that they associate with each sociocultural event or
movie character and explain why they think those words are appropriate.
Prediction
The video is played with sound and image, but from time to time the picture freezes, and during
the pause, students try to predict what the characters will say or do in the next frame.
Jigsaw listening and viewing
The class is divided into two groups. The teacher asks one group to leave their room while the
second group watches a movie clip with the sound turned off.
The first group returns, the second leaves the class. The episode is shown again with sound, but
without picture. Then the groups come together, split into pairs and discuss what happened on the
screen and who said what.
Deducing dialogue from pictures
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The teacher chooses the plot of a linguistic and cultural film, consisting of a dialogue between
two people, asks the first option to write down only one role on paper, the second option writes down
another role. Thus, each option has gapped dialogue instead of another role. Learners watch a video
without sound and write down expected lines. At the second stage, the teacher shows an episode with
only a sound track, but without a picture. Learners in pairs try to recreate the plot of the film in the
form of dialogue. Note that the work is judged not on the exact reproduction of the original, but on
how their version fits the visual images of the video.
Ideally, as a result of such work, learners should be able to independently record a section of
text from the audio of a video, and also be able to correctly interpret the reactions, facial expressions
and gestures of the characters.
REFERENCES
1.Makarovskaya I.V. Communicative competence and a teacher’s self-image: dissertation ...
candidate of psychological sciences. – St. Petersburg, 2003. – 195 p.
2.Passov E.I. Portrait of communicativeness//Foreign language education: communicative
methodology. - No. 1(13) 2004. – p. 50
ҚОРАҚАЛПОҚ ТИЛШУНОСЛИГИДА КОЛОРАТИВ ФРАЗЕМАЛАРНИНГ
ЎРГАНИЛИШИ
Есанова Айнура– Нукус ДПИ
стажёр ўқитувчиси
Мустақиллик йилларида мамлакатимизда тилнинг фразеологик тизимини ўрганишда
олимлар турли аспектлардаги тадқиқот масалаларига эътибор қаратмоқда. Қорақалпоқ
тилшунослигидаги фразеологизмлар ҳам кўп жиҳатларига кўра ўрганилди. Лекин уларнинг
ичида алоҳида мавзуий гуруҳни ташкил қиладиган колоратив фраземалар алоҳида тадқиқот
объекти бўлган эмас. Ваҳоланки, Қ.Пахратдинов ва Қ.Бекниязовлар томонидан тузилган
«Қорақалпоқ тилининг фразеологизмлар луғати» да колоратив фраземаларнинг юздан ортиғи
келтирилган ва маънолари тушунтирилган [1;160].
Бундай фраземалар алоҳида текширилмаган бўлса ҳам, диссертацияларда, илмий
мақолаларда, ўқув қўлланмаларда баъзи жиҳатлари ўрганилган, илмий таҳлил қилинган.
«Қорақалпоқ тилининг изоҳли луғати» да ранг билдирувчи сифатлар изоҳланган, ҳамда
уларнинг турғун бирикмалар, жумладан фраземалар таркибида ишлатилиши ҳам
тушунтирилган [2].
Тилшунос А. Бекбергенов “Қара” сөзиниң мәнислери ҳаққында” номли мақоласида
қорақалпоқ тилидаги ранг билдирувчи сифатлардан энг кўп қўлланиладиганлардан бири
“қора” сифати ҳақида фикр юритади. Лексеманинг фраземалар таркибида иштирок этиши,
улар англатган маъноларни таҳлил қилади. Фразеологизмлар таркибида “қора” сўзи кўпинча
инсонларга ёқимсиз, ёмон тушунчалар билан боғлиқ ҳолда келишини кўрсатади. Қара басы,
қара зил, қара жол, бахты қара, қара бет, қара маңлай, қаралай өшиў, қараңды батыр каби
мисолларни келтиради ва уларнинг маъноларини изоҳлайди. “Бу сўзнинг кўчма маънолари
кўпчилик ҳолатда инсонга ёқимсиз ёмон тушунчалар билан боғлиқ ва унинг ушбу маънолари
тилимизда бир қанча турғун бўлиб келади, –деган хулосага келади [3;54-58].
Тилшунос Г.Айназарова қорақалпоқ тилидаги тенг икки компонентли фраземаларни
тадқиқ қилар экан, уларнинг ичида колоратив фраземаларни ҳам ўрганади. Фразеологизмлар
бир неча мавзуий гуруҳларга ажратилган. Улардан бири рангни, тур-тусни билдирадиган
сўзлар иштирокида пайдо бўлган фразеологизмлар деб ажратади. Уларга қуйидаги
мисолларни келтиради: ақ шашлы, сары тисли; ақ дегени алғыс, қара дегени ғарғыс; ағы ақ,
қызылы қызыл; ақ дегени – ақ, қара дегени – қара; қара тер, қара суў.
Шунингдек, “одамнинг эмоционал ҳолатини, аҳволини акс эттирадиган сўзлар
иштирокида ясалган тенг икки компонентли фразеологизмлар” мавзуий гуруҳида бир
