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Developing speaking skill through discussion for B1 level learners
Seytimbetova Aykumar Pulatbaevna
Uzbekistan state world languages university
Teacher
E-mail:
Abstract:
The article discusses the developing speaking skill through discussion for B1 level
learners
and its role in teaching English of the secondary learners. The article pays special attention
to the problem of worldly and scientific concepts. The author also argues for the use of modern
teaching methods such as interactive, project-based, integrative, etc. As an example, the author
presents a lesson plan, where special attention is paid to the development of speaking skill of B1 level
students. The lesson plan includes techniques and methods such as discussion, project, game, etc.
The author concludes about the project methodology, and gives examples of traditional and
innovative teaching methods.
Key words:
speaking skill,
developing learning principle, interactive, integrative, methods,
approaches
In recent years, the question of the use of new information technologies in
schools has been increasingly raised. This is not only new technical means but also
new forms and methods of teaching, a new approach to the learning process.
Topical issues of language training
in the globalized world
418
The concept of learning developing was formulated by Vygotsky L. S. (1991)
based on the works of outstanding scientists Zankov L. V., Rubinstein S., Leontiev A.,
and many others, the analysis of the fundamental mental function, like thinking, its
connection with speech.
Based on the teachings of famous psychologists, Vygotsky L.
S. concluded that “speech is a psychological tool that mediates thinking at its early
stage, in the process of practical activity”. The scientist expressed this idea in the
paraphrased expression of "Faust," Goethe "In the beginning was the deed", instead of
the Bible, "In the beginning was the word." So, for Vygotsky, in the beginning was the
deed (practical activity), which is mediated by the word.
In the nature of learning developing, the system of modern methods of
innovative methods, design methods, integrative and others are responsible.
At the
same time, an interactive method is gaining considerable importance.
As demonstrated by pedagogical practice – the skillful implementation of the
principle of developing the way of learning promotes to a more in-depth
comprehension of the studied grammatical topics, and the formation of students’
development creative independence.
It is known that, despite the effectiveness of the project methodology, it has not
yet taken a firm place in the practice of teaching English, and this is largely due to the
fact that teachers insufficiently assess the possibilities of an advanced method of
learning, and are often limited to methods such as drawing up a cluster, brainstorm,
KWL, etc.
The importance of the English language necessitates the search for new ways
and methods of teaching English to improve the quality of knowledge. In the field of
practice, all active methods of teaching are being introduced. The determining principle
in improving the amount of knowledge is the developing principle, which meets the
nature of modern techniques - cognitive, project, interactive, integrative, etc. One of
the important skills in developing the principle of learning and the integrative method
is speaking skills.
Topical issues of language training
in the globalized world
419
Below, we give as an example in the development of speaking skill through
discussion for B1 level students, a lesson on the study of the topic: "Politics and
Youth", modern, active methodological training related to the implementation of the
developing principle of learning.
All tasks’ types of work offered in the lesson are advancing method. As L.
Vygotsky rightly argued: “Good learning is learning that runs ahead of development
and leads it.”
Lesson plan: Politics and Youth
Level:
B1
Time:
80 min
Aims:
- To develop reading and speaking skills
- To revise language of politics
Materials
: Handouts, laptop, OHP, presentation, whiteboard, marker
Mode of interaction:
Whole group, pair work, group work
Introduction
This lesson gives students the opportunity to find out about the political system in the UK and
to discuss the attitude of many young people towards politics.
Warm-up
Time:
10 min
Objective:
to introduce the topic
Materials:
Handout 1.
Procedure:
Teacher distribute Handout 1 and asks questions according to the pictures
Ø
Can you name any of the people or the buildings?
Ø
Which country do they belong to: Britain or the USA?
After discussion, Ss match the people in the photos 2 in pairs.
1
2
3
Topical issues of language training
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420
A
B
C
Key
Task 1. The photos show:
1 The White House (USA),
2 Buckingham Palace (Britain),
3 The Houses of Parliament (Britain)
A Queen Elizabeth II (Britain)
B President Donald Tramp (USA)
C Members of the House of Lords (Britain)
Pre-reading activity
Time:
20 min
Objective:
to increase Ss reading comprehension, to introduce new vocabulary
Materials:
Handout 2, whiteboard, marker
Procedure:
Teacher writes the words from Task 1 and asks their definitions. After guessing
T distributes Handout 2 and Ss should match the political words to their definitions.
Key: 1.
F; 2.a; 3.d; 4.b; 5.c; 6.e
In the Task 2 “Before you read”, T discuss the questions with the whole class.
Ø
Do they know what the photos on this page represent?
Ø
What is an English Lord?
Key:
The photos represent the two chambers of the British parliament (top-The House of
Commons, Middle – The house of Lords), plus the Scottish parliament.
A Lord is an English aristocrat whose title is passed down through his male heirs. Until recently,
every English Lord had an automatic place in the British parliament, but this hereditary right
was withdrawn in 1999.
In the next Task 3 Ss read the text, answer the questions and complete the task in pairs.
Key: 1. The House of Commons
2. The House of Lords
3. The Honourable Member
4. The Lord Chancellor
5. It represents Britan’s historical prosperity.
Topical issues of language training
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421
T checks general comprehension about Political people and places by asking questions such as:
1) This person is the head of the government.
2) This person is the head of state.
3) These people are elected to represent their areas (known as constituencies). They are also known
as MPs.
4) This place is where the Parliament meets.
5) This is the name of the main right-wing party.
6) This is the name of the main left-wing party.
The Queen / The Conservative Party / The Prime Minister / Members of Parliament / The
Houses of Parliament / The Labour Party
Key: 1 – The Prime Minister 2 – The Queen 3 – Members of Parliament 4 – The Houses of
Parliament 5 – The Conservative Party 6 – The Labour Party.
While stage. Find Somediv Who…
Time:
10 min.
Objective:
to increase speaking ability and communicative competence
Materials:
Handout 3, Handout 4.
Topical issues of language training
in the globalized world
422
Procedure:
T copies
Handout 3
for each student or put it on the board for Ss to copy into a
notebook. Ask students to add two more statements of their own in the blank spaces at the bottom of
the chart before they begin. Then get everyone standing up and moving around the class to ask each
other the questions. Make sure students know they can’t write the same person for more than one
question and that the extra information is important.
Handout 3 – Find Somediv Who…
Politics – sentence completion
• This task leaves students completely free to express their own opinions. If you are working
with young learners, think carefully about whether or not your students are mature enough to be
able to do this before you offer them this task. With teenagers there is a certain element of risk
involved in a completely open ended task like this.
• To save photocopies and to make the task more challenging, dictate the sentences to your
students. Alternatively, give each student a copy of
Handout 4.
Handout 4 – sentence completion
Complete the following sentences to express your own opinion. Then compare your sentences
with a partner.
Topical issues of language training
in the globalized world
423
1) In my opinion, most politicians…
2) If I were Prime Minister or President of my country I would…
3) The political system in my country is…
4) I wish politicians would…
5) In an ideal world…
While – listening activity
Time:
10 min.
Objective
: to develop listening skill through audio track
Material:
audio, laptop, Handout 5
Procedure:
Make sure
that Ss understand the difference between general, local and European
elections (member of the national parliament are elected at general elections, members of local
district council are elected at local elections, and members of the European parliament are elected at
European elections).
Ss listen to two young British talking about politics and they should answer the questions for
each person.
Key:
Jake: 1. 22
2. No, not very
3. Yes
4. No
5. Yes
6. Because he thinks that it might make
people learn a bit more about politics when
they’re still at school
Beth: 1. 24
2. No
3. No
4. No
5. No
6. Because she does not think that it would
make any difference to anything or that many
16-year-olds would be interested.
After listening, give to Ss a couple questions for discussion
Ø
Are young people in your country generally politically apathetic?
Ø
Would you like to be a politician? Why / why not
?
Post stage Vote for us!
Time:
30 min
Objective:
to fix knowledge about politics and to present role-play.
Material:
Handout 6
Topical issues of language training
in the globalized world
424
Procedure:
This is a fun task that could lead on to becoming a mini project. Put students into
groups or ‘parties’. They will have to think of a name for their new political party and to think up five
policies that they will use to try and win the election.
Handout 6 – Vote for us!
You are going to create a new political party! Think of a name for your party and think of five
things you will do if you are elected. Then try to persuade your classmates to vote for you.
When all groups have finished, give them each two minutes to try and persuade the other
groups to vote for them. Then hold a class election. If you have time to prepare it, make ballot papers
and use a shoebox so students can have a secret vote. Then count up the votes and let the winners
celebrate!
To sum up, the developing principle of learning is not limited to using only
modern methods. It is necessary to skillfully combine the traditional methodology
(inductive, deductive teaching methods; composing a sentence; adding words or
phrases; translating from English to Russian, etc.), with innovative teaching methods
(project presentations, creating interactive situations; game technology and much
more).
All this taken together will help to teach students "running ahead of their
development", developing them spiritually and morally.
References
1.
Semenova E.V. Метод проектов как средство преодоления конфликта культур на
занятиях английского языка // Теоретические и прикладные аспекты педагогического
образования. - Красноярск, 2003. - С. 56-61
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in the globalized world
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2.
Vygotsky L.S. Педагогическая психология. М.: Педагогика, 1991.
3.
Урок иностранного языка: учебное пособие / под. ред. Е.И. Пассова, Е.С. Кузнецовой.
– Воронеж: НОУ “Интерлингва”, 2002. – C. 40
4.
Сатибалдиев, Э. К. (2022). Родной и неродной языки: лингвистические и методические
аспекты речевой интерференции.
5.
Сатибалдиев, Э. К. (2022). Родной и неродной языки: лингвистические и методические
аспекты речевой интерференции.
6.
Temirova, N. A. (2023). COMMUNICATIVE APPROACHES TO TEACHING INTERNET
NEOLOGISMS: A REVIEW OF SCIENTIFIC POINTS OF VIEW. In ББК 81.2 я43 Методика
преподавания иностранных языков и РКИ: традиции и инновации: сборник научных трудов
VIII Международной научно-методической онлайн-конференции, посвященной Году педагога
и наставника в России и Году русского языка в странах СНГ (11 апреля 2023 г.)–Курск: Изд-
во КГМУ, 2023.–521 с. (Vol. 193, p. 38).
7.
Temirova, N. A. (2023). TEACHING NEOLOGISMS TO ADVANCED LEARNERS
THROUGH GROUPING BY THE INTRALINGUISTIC FACTORS. In ББК 81.2 я43 Методика
преподавания иностранных языков и РКИ: традиции и инновации: сборник научных трудов
VIII Международной научно-методической онлайн-конференции, посвященной Году педагога
и наставника в России и Году русского языка в странах СНГ (11 апреля 2023 г.)–Курск: Изд-
во КГМУ, 2023.–521 с. (p. 43).
Investigating semantic shifts in words related to technological advancement in
English
Sabirova Nigora
UzSWLU
Graduate student
Abstract
This article aims at investigating semantic change in words connected to
technological progress in English. The meanings of one word in different context were
compared. Having analyzed semantic aspect in words the following findings were
detected: 1) the most frequently implemented type of semantic change was
generalization which facilitated to the formation of new meaning because of
technological advancement. 2) New terms emerged mostly due to widespread
utilization of computer and the Internet. In order to be aware of changes occurring to
the language during the era of technologies, one should learn about new terms and
notions. It is essential not to fall behind of time.
Key words:
semantic shift, technological advancement, context, meaning, factors,
term.
Introduction
Language is not static; it changes over time. All language fields including semantics
undergoes changes. Semantic shift is the process of changing the meaning of a word.
Semantic change has been studied from different perspectives. Types of semantic shift,
factors and consequences of semantic change were investigated by many researchers.
Although a lot of examples within the surveys were introduced, there are no works
