409
image that becomes a governor of his own behavior and the measure to estimate the behavior of other
people.[4;35-36]
The ability to ask questions in the interview is the most important thing. There can be no live
communication with a person without the ability to inquire about him, about his impressions and
observations, about his studies, hobbies, etc. In junior school students have more logical thinking, so
here they are realized in a question sentence.
To develop the skills of unprepared speech is very useful to the conduct the dialogue on the
basis of a read or audited story. Here you can artificially invoke: the reaction-exclamation, the
reaction- question, the reaction- request, the reaction - surprise, etc.
Teachers are aware of the fact that conversation in the form of unprepared dialogue represents
the greatest difficulties for students. It is understandable why, first of all, because of lack of visual
supports (especially in senior school), the dependence on your conversation partner (that is how he
pronounces the sounds which vocabulary he has, etc.). Therefore, the teachers try to make students
master a certain number of the most commonly used phrases. [6, 85-86]
The so called ‹‹equal›› dialogue, i.e. where the interlocutors exchange the information, seems
to me the most important. To facilitate this task, such a dialogue can be conducted or better to say it
can be built according to the plan proposed by the teacher. You can develop such a plan with the
students.
In the first chapter of our study we gave the theoretical justification of teaching foreign language
dialogue, meaning of the concept "dialogue", and showed the content of the concepts and factors
affecting on its development as a linguistic category.
Also we gave the analysis of tools, methods and techniques of teaching English dialogue, the
pros and cons of these components.
At the end of the theoretical part of the research we revealed the psychological-pedagogical
aspects of dialogue as a component of foreign language learning for the most full team-work of
students and teachers.
REFERNCES
1.
Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. The teaching of English as
an international language. A practical guide. London: Collins. 2005
2.
Alvermann, D. E. & Hayes, D. A. Classroom discussion of content area reading
assignments: An intervention study. Reading Research Quarterly, 24
,
(2001). 305-335.
3.
Alvermann, D. E., O’Brien, D. G., & Dillon, D. RWhat teachers do when they say they
are having discussions of content reading assignments: A qualitative analysis. Reading Research
Quarterly, 25, (2006). 296-322.
4.
Diane Freeman, Y.S. Between Worlds: Access to Second Language Acquisition,
Portsmouth, New York, Heinemann. 2011.
5.
Diane Larsen-Freeman and Marti Anderson. Techniques & Principles in Language
Teaching Oxford University Second Edition 2000.
6.
Jack C. Richards, Theodore S. Rodgers Approaches and Methods in Language
Teaching Second Edition Cambridge University Press 2016
THE IMPORTANCE OF TEACHING VOCABULARY
магистр, преподаватель, Дәулетова Айнұр Серікбайқызы
г. Шымкент ЦАИУ
магистр, старший преподаватель Джиянбаева Л.А.
г. Шымкент ЮКУ иени М.Ауезова
This is a simple matter of teacher education, teachers tend to teach the methods used by the
teachers who trained them. In the field of teaching no language. this is more wrong than in the field
of teaching. Perhaps for this reason, the whole class training procedure was eternal, but anyone who
takes it seriously, even a short one. can contribute to new leaning, or the presence of a student, or a
communication function very quickly realizes that this is just useless trimming.
410
Vocabulary is a very important means to express our thoughts and feeling, either in spoken or
written form. Indeed, neither literature nor language exists without vocabulary. John Drink Water
rightly says that words are the bricks the bricks with which the poetry and the literature of the world
have been built. It is mainly through using words that we compose and express our thoughts to others.
We can tackle our own task through words. It shows words are powerful tools. Famous imperialist
poet, Rudyard Kiplag says that words are the most powerful drug used by mankind. Those who are
rich in vocabulary can speak and write English correctly. Therefore, the study of vocabulary is at the
center while learning a new language. English being a second language or foreign language, one
needs to learn vocabulary in the systematic way. In fact, without vocabulary communication in a
second or foreign language is not possible in a meaningful way.
Developing vocabulary occurs in two ways:
Through indirect instruction; using rich reading experiences to grow vocabulary ‘naturally.’
Paying attention to context to work out meaning and using background knowledge.
AND Through direct ‘robust’ instruction. Good vocabulary instruction involves…
1. Decisions about which words to teach
2. Decisions and expertise around how to teach these words
Therefore, it would be better to steincarefully studying "readingand vocabulary" in the context
ofteaching English as a foreign language.
Focusingon vocabulary is useful for developing knowledge and skills in multiple aspects of
language and literacy. This includes helping with decoding (phonemic awareness and phonics),
comprehension, and also fluency.
Knowledge of vocabulary meanings affects children’s abilities to understand and use words
appropriately during the language acts of listening, speaking, reading, and writing. Such knowledge
influences the complexities and nuances of children’s thinking, how they communicate in the oral
and written languages, and how well they will understand printed texts.
First, reading is a complex skill, meaning it involves a number of small skills. First, it is the
ability to recognize stylized shapes that represent shapes, curves and lines on the ground, as well as
points in narrow relationships. In addition, it is not only about recognizing forms, but also recognizing
them as the same or different, as well as recognizing how to use uppercase and lowercase letters such
as " A " and "a"for educational purposes. Good modern infant learning recognizes the need to teach
this type Of cognition, and is designed to select many time forms and patterns and generally to
develop this perceptual apparatus.
These are, however, low-level skills that are mechanical in nature; where students are literate
in a language that uses the Latin alphabet, it is not difficult to possess these skills. Difficulties can
only arise if students are illiterate or literate in a language that uses the Roman script. [3;46-53]
The second skill used in this complex is the ability to identify black marks on paper-shapes
expressed in language. If you do not have the ability to speak the language, then learning is impossible.
correlation seems to be between pattern elements on paper and formal language elements. In
accordance with the nature of these formal linguistic elements, the nature of the skills involved in the
work changes.[1;12-19]
These elements can be complex groups of sounds, such as" words"," phrases"," sentences", or
even" paragraphs"," chapters", or"books". or the main elements that are called these phonemes can
be separate "sounds". Readers who learn to identify large groups of sounds with paper expressions
can learn to "see and speak", learn to identify paper expressions by the "phonetic" method; both types
of skills are necessary to develop effective reading. The speed of reading, for example, depends
primarily on the development of the first; reading aloud, at least, on the second.
The third skill involved in General learning skills is an intellectual skill in essence; it is the
ability to identify black marks on paper through a form; an element of language, such as the ability
to associate words as sound, with meanings that reflect these words. [ I;72-891
Thus, we have three components of reading skills: a) recognition of black characters; b) their
relationship with formal linguistic elements; C) the radio of the result to the further significant. So
the point of reading is that understanding darksymbols on a-C paper in this conversation has been
411
greatly sign lifted a jot of difficulties, in particular. it is unimportant to understand how tliC process
that can be made from the symbols used is not a direct network chant.
The recognition size can be large or small, and correlation involves scanning test and the values
it transmits on both a physical object and a Linguistic object, The reader clearly conveys his
knowledge of the language and knowledge of the world. makes an expectation that it should be, and
the degree of accuracy of his forecast IS one of the tIiCtors of free reading. [3;42-6]
The word reading, of course, has a number of General concepts. This is sounding out loud, a
very complex skill that first involves understanding black marl and then producing the right sounds,
Most people were able to "see" what they were asking if they were reading something out loud. In
the process of vowel reading, and usually in the absence of several lines in front of their language,
the eyes determine that it is several words. This process is similar to A-C-B.
If the training includes only the first two of the a-b components provided above, the result will
be "print". In this sense, it is very easy to learn to read in an exotic language [1;54-59]
According to the squiggles on the page, you can learn to write the correct sounds, which is not
explained much. It should be recognized that reading aloud is primarily oral speech, For those who
study foreign languages, this is closer to "pronunciation" than "understanding".
Despite the fact that it is necessary to strive to develop the skills of reading aloud, it is obvious
that the content and language can not be done using an unfamiliar text, the content and language of
which maximize the linguistic capabilities of students. [2; 22-3]
This requires a familiar text whose content and language are clearly understood, a detailed
explication and experience of the special problems presented in it, as well as methods of small groups.
It should also be recognized that the usefulness of learning aloud skills is limited.
As an everyday spirit, you need to read aloud, radio journalists, clergymen, probably actors and
all that. For most, its meaning is minimal, the topic means "silent reading" and this is the most likely
interpretation of the term.
This is probably the closest approach to the subject of study, as it is called. It is obvious that the
greatest reading in the world is silence. The reading room is a quiet room. But the nature of silent
reading skills is uneven.[4;44-62]
What it is used for varies depending on what it is used for. Some of them may include for
studying the material that needs to be studied, for viewing pointers, headings and Chapter outlines,
for scrolling-especially when one piece of information is searching through a mass of other printed
information, for reading pleasure or preparing to read aloud, for studying the material, for learning
the language in which the material is written - this is the study of the text in a literary sense, or learning
a language that a foreigner may need.
Understanding, depth, and detail we consistently grow through these ways of using reading.
The experienced reader has these ways of reading. Usually encouragedin surtitle reading-are
sonteti"jes grouped together and called extensive reading The purpose of this reading to cover the
maximum amount of text tn the shortest possible A relatively low degree Of understanding IS enough
for tins, either that's all you're looking anyway. or because the Itself IS very devoid, such as newspaper
reports, This Icon shows that those who use it are not With specific skills. but with enacts that catty
out the application of these skills. that fåjmharlty. but not a very deep acquaintance. but With a large
amount of reading material.
By continuing with a Wide range of training activities. you can achieve the amount of
experience needed rib fast and eitécuve learnable It is also one of the tools that allows a foreigner to
get a significant model of the language that they want to learn, planning to practically live in the
country where this language is their native language. [2;44-6]
The other two types of reader activity-reading and reading for the study Of linguistics-are also
often grouped together and are called intensive readers. Once again, this term shows that the results,
rather than the nature of the skills in which the greatest Interest is involved, are m this case a deep
and thorough understanding of the dark characters on paper. This is about a detailed understanding
of very short texts. Intensive reading usually depends on texts that are less than 500 words long. The
goal is to achieve a complete understanding of the logical arguments, the rhetorical structure or
412
structure of the text, its symbolic, emotional and social backgrounds, the author's goals and objectives,
and the language tools used to achieve their goals.[1;22-34]
The speed of reading is closely related to the level of understanding. The speed that can include
the Material will be slow as the depth and clarity of understanding increases, but there are a number
of other factors involved. One of them may be clear text. Another factor is that the content of the text
is familiar to the reader. However, it is possible to develop the speed of reading, and effective learning
involves a high speed of learning with a high level of understanding [3;382-385].
Many believe that reading and slow learning are the same, or at least you need to learn slowly
to learn well. It is very important that trust is interrupted. Training includes several other types of
other skills and may include several different types of learning skills. A good student probably wants
to make a preliminary review of what they are studying, which leads to the formulation of a number
of questions about the subject being studied, after which they partially review, partially read carefully
and find answers to these questions, and when writing an answer, they review the material in the
future.
This sequence of operations describes a well-known research technique, and it is obvious that
this is much more than just a slow read. Every teacher should take care to help improve the overall
learning speed of students. Free silent reading offers, especially, a threat to getting any higher
education, and when fry and many others.
ПАЙДАЛАНЫЛҒАН ӘДЕБИЕТТЕР ТІЗІМІ:
1.
Bradly, L., and Bryant, P.E. Categorising sounds and learning to read- a causal connection
Nature,301,419-521
2.
Goodman, K. Reading. A psycholinguistic guessing game. Journal of theReading Specialist,
126-137Macmillan, 1999.
3.
R. Isaacs, Learning Through Language, Tanzania Publishing
4.
W. F. Mackey, Language Teaching Analysis, Longman, 1999.
5.
M. Macmillan, Efficiency in Reading, British Council, ETIC Occasional
INNOVATIVE TECHNOLOGIES IN TEACHING FOREIGN LANGUAGE IN
HIGHER EDUCATION
Магистр педагогических наук
Дәулетова Айнұр Серікбайқызы
Центрально-Азиатский Инновационный Университет,
Қазахстан, г. Шымкент
.
The article discusses the role of modern information technologies as necessary components of
teaching a foreign language at a university, as well as the role of modern interactive types of
communication generated by scientific and technological progress, such as interactive television and
the Internet.
The current socio-economic situation contributes to the fact that many areas of human activity,
including education, are rapidly developing due to the introduction of various innovations, which has
led to a change in the paradigm of education from traditional to innovative, which requires higher
education to improve the training of a qualified employee of the appropriate level , which necessitates
the formation of foreign language communicative competence, which is the main goal of teaching
foreign language. Linguistic competence is a complex phenomenon that requires the division of the
entire complex of phenomena included in it into separate components. All teachers should build their
work taking into account the real needs, motivation and abilities of students. The use of new
information technologies in teaching a foreign language is not only new technical means, but also
new forms and methods of teaching, a new approach to the learning process. The main tasks of the
teacher are to create conditions for practical mastery of the language, the choice of teaching methods
that would allow each student to show their activity and their creativity, as well as the activation of
the student's cognitive activity in the process of teaching a foreign language. Modern technologies
make it possible to solve a number of pedagogical problems aimed at enhancing educational activities
