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Multimodal Resources: Expanding the repertoire of multimodal resources, including videos,
podcasts, and social media content, broadens learners' exposure to idiomatic expressions in
authentic contexts. Integrating multimodal materials into language curricula enhances learners'
comprehension and production skills while catering to diverse learning preferences and styles.
Corpus-Based Language Teaching: Drawing on corpus-based methodologies, language
teachers can develop specialized corpora of idiomatic expressions tailored to learners' proficiency
levels and learning objectives. These learner-centric corpora serve as valuable resources for both
instruction and independent study, fostering autonomy and self-directed learning. [4.92]
Collaborative Learning Environments: Fostering collaborative learning environments where
learners engage in peer-to-peer interactions and co-construction of knowledge facilitates the
acquisition and application of idiomatic expressions. Online platforms and social learning
networks provide opportunities for learners to exchange idiomatic expressions, share cultural
insights, and receive feedback from peers and instructors.
Incorporating these innovative approaches into idiomatic instruction promises to enhance
learners' proficiency and confidence in understanding and using idiomatic expressions effectively
in English communication. By embracing technological advancements and fostering cross-cultural
collaboration, educators can empower learners to navigate the complexities of idiomatic language
with greater ease and proficiency.
REFERENCES:
1.
Boers, F., & Lindstromberg, S. (2012). Experimental and intervention studies on formulaic
sequences in a second language. Annual Review of Applied Linguistics, 32, 83-110.
2.
McCarthy, M., & O'Keeffe, A. (2003). Collocation: A practical approach. Routledge.
3.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
4.
Thornbury, S. (2002). How to teach vocabulary. Pearson Education Limited.
5.
Khadjieva Dilbar, Jambulova Ayimxan
VERBALIZATION THE CONCEPT “FRIENDSHIP”
2023/5/1 Журнал Scientific Impulse
CURSORY REVIEW OF THE MATERIAL TEACHING ABSTRACTING IN THE
PROCESS OF LEARNING ENGLISH
Kubeysinova Dametken Tursunbaevna
Faculty of Foreign Languages, Karakalpak State University
It is customary to call an abstract a summary of the main provisions of a book, a scientific
theory. Therefore, setting ourselves the goal of laying down the elementary foundations of this
skill, we must teach students to determine what the main thing in a given text is, and to separate
this main from the secondary, highlight the details and determine their meaning in this context.
But, first of all, it is necessary to develop in students the ability, after a cursory glance at an article
or book, to determine what it is about and whether it will be able to answer the questions that
interest him. At the same time, it is very important to be able to bypass incomprehensible places.
[1]
Accordingly, the exercises teaching abstracting can be divided into 4 groups:
1. Exercises to teach understanding of the general content of the reading. This group includes
such exercises as determining the possible content of the exposition, looking for answers to general
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questions (who and what is it about, what is the time and place of the action), with a cursory
acquaintance with the text.
2. Exercises to teach understanding of key ideas or facts and highlighting details. These
exercises are aimed at finding the semantic milestones of the story, establishing the sequence of
events; at the same time, they educate attention to details, the ability to define their function in the
text. Typical exercises in this group are drawing up a plan, heading paragraphs, selecting material
for the characteristics of the characters, etc. The complication of the exercises in abstracting can
occur through a gradual transition from specific concepts to abstract ones. Particular attention
should be drawn to the facts described in the text, in addition to the facts; one should also dwell
on the ideas set out in the text. However, consideration of the ideas contained in the text requires
their analysis and evaluation, which is more specific for the exercises of the next group. [2]
3. Exercises to prepare the ability to review what has been read. These exercises challenge
students to express their attitude to what they read, give it an assessment and justify it. The highest
form of manifestation of this skill is the compilation of a review of what you read. In the process
of preparing for this form of activity, students need to develop the ability to highlight material in
the text that testifies to the author's attitude to certain characters or facts, to generalize individual
facts and thoughts and come to conclusions that characterize the author's position, not only relying
on directly expressed judgments, but also taking into account all indirect factors, hints, omissions,
etc.
There are some principles in developing materials suggested by Tomlison. Tomlison points
out some major principles in carrying out materials development for the teaching of language [3]:
Material should take hold, assist students to feel at ease and to generate self-confidence
The material comprehended by students should be appropriate and advantageous
Materials should facilitate students’ self-investment; provide them with opportunities to utilize
the target language to obtain communicative goals.
Materials should consider that positive impacts of instruction are usually lingered, students have
various learning styles and vary in affective attitudes.
Materials should provide a silent period while beginning the process of instruction, should not
confide extensively in supervised practice and should provide opportunities for outcome feedback.
Along with the analysis of the author's position, it is necessary to determine his own attitude
to what is read. For students, this will be the answer to the question whether they like what they
read and why, to talk about agreement or disagreement with the author's position, about the
assessment of the historical events described in the text, about the comparison of the features of
the social system of their homeland and the country of the studied language, etc. ...
4. Exercises teaching the selection of evaluative material from the text, and exercises
teaching self-assessment of the read. Typical for this group are exercises such as answering
questions of an evaluative nature, choosing in the text sentences containing qualitative
assessments, drawing up characteristics of the characters.
Active exercises. A communicative task can be considered a means of activating thinking.
The communicative tasks of reading involve mainly reading comprehension. However, as is
known from the psychology of speech, reading is not limited only to understanding what is being
read, therefore the reading process can be represented as "actions with the text aimed at solving a
communicative task" and realizing the main functions of mediated communication. When drawing
up activating exercises for the development of initiative speech based on reading, it is necessary
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to take into account such factors as: the type of communicative task, the reader's attitude to this task, taking into account
his personal characteristics, the nature of the text in terms of its content. Exercises should be modeled so that a
communicative task is set in them, so that they can cause the corresponding need of students for reading, provide
motivation, and stimulate speech actions. [4]
In order for students to be able to perform the exercises described above, focusing entirely on the content of
what is being read, it is necessary to carry out certain preparatory exercises. They are aimed at recognizing and quickly
undivided perception of large elements of the text, at developing a normal pace for reading a coherent text as a whole.
They are:
1. Exercises to teach the recognition and understanding of the familiar.
These are exercises that teach the recognition of the graphic form of words and expressions placed among
other well-known phrases, as well as exercises in correlating the given content with the graphic form. For example,
find among the sentences written on the board that which is on the card presented by the teacher, or that which
corresponds to the picture shown by him.
2. Exercises that teach an uninterrupted understanding of individual sentences, for example, among a group of
sentences written on a blackboard, find those that do not fit the rest of the topic.
3. Exercises to teach understanding of sentences containing unfamiliar words. This group includes exercises
in the grouping of combined words, translation of sentences with gaps, filling in gaps by meaning, etc.
4. Exercises aimed at teaching the coverage of large units of text and the development of a normal reading
pace. These exercises include briefly presenting cards with words, phrases, whole sentences, and groups of sentences
written on them. The challenge is to teach students to cover the entire proposed group of words at a glance.
Teachers may design interesting and successful lesson plans by combining course cassettes, visual aids,
internet resources, literature, role-playing activities, grammar exercises, writing prompts, vocabulary-building
activities, collaborative learning, and evaluation tools.
Making classes engaging, learning simple, and facilitating instructors' ability to communicate ideas clearly
are the goals and significance of teaching and learning resources. By facilitating learning, instructional materials can
greatly raise students' accomplishment levels.
The simplest and most exciting learning technique, which is built on the principle of the associative series,
is the use of pictures. Most of the information (80%) is assimilated by a person through visual images. You write
down a word, its transcription and translation into a certain picture-story, or you download ready-made pictures from
the Internet, divided by subject matter: plants, fruits, numbers, colors, animals, etc.
REFERENCES:
1.
Fries Ch. Teaching and Learning English as a Foreign Language. Ann Arbor, 1947.
2.
Ivanov D.V. On the basics of analytical reading, “Scholarly notes of the MOPI”, volume XIX, issue. 4, 1959
3.
Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University Press.
4.
West M. Learning to read a foreign language. London,1955.
EXISTING SOME PROBLEMS AND SOLVING THEM WITH SOME EFFECTIVE
STRATEGIES IN TEACHING SPEAKING AMONG LEARNERS
Kudaybergenova Sapiura, Karakalpak State University
Kidirbaeva Nurjamal, BA student of Karakalpak State University
Annotation:
This
article will help learners who will learn English and who are currently
learning English to develop and improve the speaking skills,
which is one of the 4 skills of the
English language. The article also gives ideas about some strategies to enhance spoken English.
