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Designing listening tasks is not a simple way. In designing the tasks, the teacher should consider
the types of listening performance in order to match the instrument of the task with the learning
objectives. Teacher should also concern more on what aspects/micro skills that the teacher wants to
measure through the task.
REFERENCE:
1. Anderson, N., Bachman, L., Perkins, K., & Cohen, A. (1991). An exploratory study into the
construct validity of a reading comprehension test: triangulation of data sources. Language Testing
2. Richard, J. 2008. Teaching Listening and Speaking. Cambridge : Cambridge University
Press.
3. Richards, J. (1983). Listening comprehension: approach design, procedure.
4. Tajieva, A., & Babaniyazova, N. (2015). EDUCATIONAL REFORMS IN THE
REPUBLIC OF UZBEKISTAN IN OPERATION.
ISJ Theoretical & Applied Science
,
7
(27), 134-
137.
THE IMPORTANCE OF CREATING AN EMOTIONALLY POSITIVE
ATMOSPHERE WHEN TEACHING A FOREIGN LANGUAGE
Nurkhassym Bayan Bakytzhankyzy
1-year master’s student of the Foreign Languages Theory and Practice Department,
Astana International University, Astana, Kazakhstan
Introduction.
The shift from a knowledge-based to an activity-based educational paradigm has
led to significant changes in the modern education system. Today, the focus is on the student's
personality, motives, interests, and emotions within the educational space. Emotions play a crucial
role in education, influencing all aspects of the learning process.Emotions are intertwined with
learning, capable of both enhancing and hindering the learning process. The emotional sphere is now
a subject of research among psychologists, teachers, and methodologists, as emotions are recognized
to shape human behavior, attention, will, and memory.
Domestic and foreign psychologists have been researching emotions for a long time (P.K.
Anokhin, V.K. Vilyunas, N.V. Witt, A.N. Leontiev, P.V. Simonov and others). Speaking about the
physiological, psychological, cultural and educational significance of emotions for a person, R.K.
Bozhenkova notes that emotions: "cover all types of social activities that form a communicative
space: media, politics, everyday communication. Emotions have become the most important
components of the mind, thinking and linguistic consciousness of a modern person belonging to any
linguistic culture." [3;7] Studying the cognitive processes of personality consciousness, B.I. Dodonov
notes that emotions are able to regulate human behavior and speech behavior. [5;272] D. Goleman,
considering emotional intelligence, includes knowledge of one's emotions; emotion management,
motivation for oneself; recognition of emotions in other people, maintaining relationships, as well as
personal qualities such as enthusiasm, perseverance and social skills.[4;478] Being one of the most
important parts of a person's social nature, emotional intelligence determines the quality and
productivity of his activities. Modern research in the field of psychology allows us to establish the
nature of the relationship between negative and positive emotions in the structure of purposeful
human behavior with different results (not very successful and successful). Thus, E.A.Yumatov
developed a dynamic theory of emotions based on information and biological theories. The researcher
studied in detail and described the stages of emotion development in a person's purposeful behavior,
depending on his personality traits and the ratio of the expected and received result. The theory of
emotions presented by the scientist proved the possibility of controlling and managing emotions in
the organization of purposeful behavior and identified ways to achieve such behavior. Renowned for
his studies on facial expressions and emotions, Ekman's work has contributed significantly to our
understanding of how nonverbal cues can influence interpersonal interactions.Body language plays a
significant role in creating an emotionally positive atmosphere in teaching English. Nonverbal cues
such as facial expressions, gestures, posture, and eye contact can convey warmth, enthusiasm, and
empathy, which are essential for building rapport with students and establishing a supportive learning
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environment. By using open and welcoming div language, educators can communicate their
interest, attentiveness, and approachability, thereby encouraging students to feel more comfortable,
engaged, and connected during English language lessons. Positive div language can also help
convey confidence, clarity, and enthusiasm, which can enhance the overall learning experience and
foster a sense of trust and mutual respect between teachers and students. In essence, the connection
between div language and emotional positivity in teaching English lies in the ability to create a
welcoming and supportive atmosphere that promotes effective communication, collaboration, and
learning. Introverts and extroverts can both play important roles in creating an emotionally positive
atmosphere in teaching English, each bringing unique strengths to the learning environment.
Introverts may excel in creating a calm and focused atmosphere, where students feel comfortable
expressing themselves without feeling overwhelmed by excessive stimulation. On the other hand,
extroverts can bring energy, enthusiasm, and dynamism to the classroom, creating a lively and
engaging atmosphere that motivates students to participate actively and collaborate with their peers.
Their outgoing nature can help break the ice, encourage student interaction, and inject a sense of fun
and excitement into English language lessons. It should be particularly noted the experimental data
of N.F. Kaskova, Yu.N. Krainova and E.N. Tregubova, who in their experiments proved that the
process of memorizing any information, including foreign language, presented in an emotionally
positive way, is much more effective than memorizing neutral information. Tregubova, "memorizing
emotionally colored information is not only more successful, but also more stable in relation to factors
that worsen the reproduction of words more firmly and for a long time."[7, p.222]Have scientists
from Harris Insights & Analytics found out that many students suffer from self-doubt and constant
anxiety related to school. What prevents students from learning and how to influence it? All internal
attention is spent on domestic conflict, and energy is spent on adapting to the situation. At school,
such a child becomes distracted and forgetful. Previously, students' non-standard thinking was
evaluated, unusual problem solving options and interesting thoughts were encouraged.Today, most
tasks are performed by children in the form of testing, and studying becomes uninteresting and
monotonous work. Because of this, children do not want to think creatively, to reflect. Today, children
stay at home a lot doing nothing. Because of this, they lose their desire to explore the world and
communicate with their peers. But when children have no communication, motivation is lost.
Motivation plays a big role in learning a foreign language, which determines the productivity of
educational activities.And without motivation, neither study nor personal development is possible. A
student may not like public speaking, even if he has never been wrong. Personality traits - for
example, the type of temperament or character - determine children's behavior, even if not 100
percent. At the same time, the fear of speaking is not necessarily related to cognitive abilities — the
child will solve written tasks for the maximum score, but get lost at the blackboard. At home, a child
can be considered the smartest, most beautiful and brave — everyone likes how he reads, draws and
sculpts from sand. Of course, such a miracle does not deserve a "three" for the answer at the
blackboard. The need to meet expectations does not allow him to feel free, makes him control every
step. If, at the same time, the teacher also demands too much from the child or behaves rudely with
him — for example, jokes in front of the whole class about his mistakes — then the student will doubt
himself more and more. The teacher plays a central role in creating a supportive learning environment.
The teacher should present the information in a way that is understandable, and use verbal and non-
verbal means to create a friendly atmosphere in the lesson. P.V.Simonov proved that negative
emotions are caused due to insufficient information, and positive emotions are caused when there is
enough information or it is in excess [6, p. 20].One of the ways to create a favorable atmosphere is
the use of gaming technologies in the educational process. This technology makes it possible to apply
knowledge that students have dealt with only in theory. It is necessary to use non-traditional forms of
teaching, especially at the initial stage of learning, using situational and game techniques. It is
necessary to keep in mind the differentiated approach. It has been noted that, even without using
sophisticated methodological techniques, teachers achieve good results if they are able to create an
environment in which students work with full dedication. M.A.Ariyan and S.V.Chernyshov, speaking
about the culture of speech of a foreign language teacher, note that "emotionally colored speech tools,
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addressed directly to the emotional and motivational sphere of students, enhance the significance of
what has been said and increase the interest" in mastering foreign language speech. [2;91]
Conclusion.
In the realm of foreign language education, creating a positive emotional
environment is crucial for optimal learning outcomes. Research shows that positive emotions enhance
cognitive abilities and aid in memory retention. By fostering a nurturing and supportive atmosphere,
language learners are more motivated, engaged, and confident, leading to increased participation,
improved language skills, and deeper understanding. Modern educational approaches emphasize the
importance of non-didactic elements in language teaching, highlighting the need for a secure and
motivating environment that encourages learning. Building meaningful relationships between
students and educators is key to facilitating effective learning experiences. In the contemporary
foreign language classroom, characterized by dynamic interactions and emotional intensity,
cultivating a positive emotional atmosphere is essential for enhancing learning effectiveness and
overall satisfaction for all involved parties.
REFERENCES
1.
Andreeva, I.N. On the new theory of emotional intelligence / I.N. Andreeva // Bulletin
of the Belarusian State University. - 2010. – No. 3. – pp. 48-51
2.
Ariyan, M.A. Realization of the regulatory function of emotions in the educational
process in a foreign language /M.A. Ariyan, S.V. Chernyshov // Language and culture. – 2022. – No.
58. – pp. 91-106
3.
Bozhenkova, R.K. Problems of modern society: the role and functions of emotions in
communicative relations / R.K. Bozhenkova, N.A. Bozhenkova, D.V. Atanova // Proceedings of the
Southwestern State University. Series Linguistics and pedagogy. – 2012. – No. 1. – pp. 7-12
4.
Goleman, D. Emotional intelligence / D. Goleman / translated from English by A.P.
Isaeva. – M.: ACT: ACT MOSCOW; Vladimir: VKT, 2009. – 478 p.
5.
Dodonov, B.I. Emotion as value / B.I. Dodonov. – M.: Politizdat, 1978. – 272 p.
6.
Simonov, P.V. Emotional brain / P.V. Simonov. – M.: Nauka, 1981. – 215 p.
7.
Tregubova, E.N. Training of a foreign language teacher in the specialty "Linguistics
and intercultural communication" taking into account the emotional factor: PhD thesis. ... pedagogical
sciences:13.00.08 / Tregubova Elena Nikolaevna. –Voronezh, 2001. – 222 p.
THE IMPORTANCE OF IMPLEMENTING NEW TEACHING METHODS OF
ENGLISH FOR MEDICAL STUDENTS
Nurlibaeva Nargiza Azatovna – 1 year Master Student of
Nukus State Pedagogical Institute named after Ajiniyaz
Scientific advisor- Tajieva Aliya Utebaevna: p.i.k., docent of
Nukus State Pedagogical Institute
In today's increasingly globalized society, the need for English language proficiency has never
been greater. This is especially true for medical students, who often find themselves collaborating
with colleagues and patients from diverse linguistic and cultural backgrounds. With the rise of
international medical institutions and the expansion of telemedicine, it is essential for medical
students to be well-versed in English. This article explores the importance of implementing new
teaching methods of English for medical students, focusing on the benefits of these approaches and
how they contribute to the development of well-rounded medical professionals.
In the modern world, knowledge of the English language is an integral aspect of the education
and career of many specialists, including employees of medical organizations and students in
specialized educational institutions. International cooperation, scientific research, advanced
techniques and equipment – all this encourages medical professionals to study English at a
professional level. At the same time, teaching English to medical students implies teaching both the
general basics of the English language and teaching a professional language. At the same time, the
specifics of teaching a foreign language to future medical workers imply an operation to a wide
variety of methods of pedagogical work.
