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SECTION 2. INNOVATIVE METHODS OF TEACHING
FOREIGN LANGUAGES
FORMING CORRECT SPEAKING SKILLS IN PRIMARY CLASS ENGLISH
LANGUAGE LESSONS WITH THE HELP OF POEMS AND
RHYMES
Gulamov Sanzhar Parkhatovich
English language teacher, teacher-master of Atatürk school-gymnasium № 17,
Turkestan, Kazakhstan
Аbstract:
This article considers to the introduction of a foreign language in elementary
school. It also points out one of the most important problems in the teaching methodology using
rhyme and poems in class. Rhymed material influences on a better development of pronunciation
skills. The main objective of foreign language teaching in primary schools is to develop pupils'
ability to communicate in the target language. Experience shows that the motivation of learning
foreign language of elementary school pupils at the beginning of the school course is quite high,
and pupils, in spite of the rapid fatigue, ready to pronounce a lot of time every sound. Comfortable
way of remembering articulation and auditory sound contributes to review the use of game
material (rhymes, patters and others).
Key words:
phonetic material, phonetic hearing ability, articulation of sounds.
The practical goal of learning a foreign language is to master two types of communication
tools - speaking and reading skills. But in order for a student to understand a foreign language, to
learn to speak and read English, it is necessary to learn to pronounce English sounds correctly. We
can achieve such a situation only through work aimed at forming students' correct speaking skills.
Usually, young children do not have proper pronunciation skills or they are not fully
developed, so they cannot pronounce English sentences correctly. English teachers in primary
school need to think carefully about their teaching activities. That's why, nowadays, forming the
ability to speak correctly is an urgent problem.
According to S. V. Mukhina, speech is not developed only by the student's linguistic
abilities, which are reflected in the ability to distinguish language features. The child listens to the
pronunciation of the word and evaluates this pronunciation [1:270].
If we explain some laws of the language to the child, then without any problems he will
focus his activity on learning the language and will analyze it during the game.
During the lesson at school, when the teacher gives the child an opportunity to answer
questions or asks him to explain the content of the text he listened to, he requires the child to work
with words, phrases and sentences, systematic vocabulary.
In modern methodological tools, the methods and ways of working with primary school
students are presented, which organize the child's learning of oral and written language, and serve
as a situation that promotes penetration into the real language.
The goal of teaching correct pronunciation is the listening-speaking side of speaking and
reading:
- acquisition of hearing and listening skills, development of phonemic hearing;
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- mastering the skills of correct pronunciation, i.e. the articulatory base of a foreign language
brought to automaticity, speaking words;
- is the development of the internal language (repetition from the inside) as a psychophysical
basis of the external language.
Students get acquainted with almost all objects of phonetic material taught at school at the
initial stage of education. The regularity of the introduction of new sounds and intonations is
determined not by their relative complexity, but by the patterns of the language with which
students are familiar.
According to V. M. Filatova, when using the analysis-imitation method, various methods of
creating new sound patterns find their harmony, including: interpretation of articulation, imitation
[2:332]. During the implementation of the instructions and rules given by the teacher, the students
learn the alveola, interdental sound, etc. learns. Thanks to such preparation, imitation becomes
accessible and effective. Most educational institutions use the modern method, analysis-imitation
method during explanation and training. If the child's ear is not trained, if he cannot pronounce the
sound correctly, the teacher often uses a guide-rule to remind him which language to start with.
For example, the articulation of the sound [r] in the English language can be explained by the
sound [г] in the Kazakh language, because the articulation position of both is similar.
In the process of getting acquainted with sounds, the methodological typology of sounds
should be taken into account. The sounds of the first group are usually learned by imitation. The
interpretation of the sounds of the second and third groups consists of four components, the
sequence of which may change:
1) pronounce the sound;
2) explain the correct way to pronounce it;
3) classification exercises;
4) students repeat the new sound. It should be noted here that the speech of the teacher during
the explanation phase is usually slightly distorted and focused on demonstration. Classification
exercises allow you to identify the features of a new sound. For this purpose, the teacher tells the
sound of the foreign and native language in advance, so as not to confuse it with the sound of the
native language that he is learning, and then asks the students to memorize the new sound. For
example, in the process of inserting the sounds [æ] - [е] - [e] - [ә].
According to V.M. Filatova, familiarization with the basic rhythmic-stress pattern is carried
out in the process of familiarization with language patterns. Here, the unity of imitation and
interpretation is clearly seen as a method of introducing new material (saying together without any
breaks during exhalation, with one accent, raising/lowering the accent, etc.) [2:332].
Learning to pronounce correctly is possible only in the course of mastering the phonetic base
of a foreign language at the level of syllables, oral stress, and emphasis. In other words, students
need to learn the features of the articulatory base of a foreign language, as well as the features of
accent and intonation characteristic of a foreign language.
In order to learn the phonetic base of a foreign language, it is necessary to learn the
articulatory habit typical of foreign speakers of this language, that is, to learn the usual position of
the speech organ when there is no articulatory movement. With the help of special exercises, the
teacher should create a situation so that the articulatory order of the foreign language becomes
familiar to students over time, and they do not even notice that they have moved from one
articulating order to another.
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These exercises are aimed at active repetition of individual sounds, syllables, phrases, and
sentences after the instructor-teacher or announcer. Such exercises can also be used as a game -
"Echo", "Parrot", "Broken phone".
According to V. M. Filatova, the most effective way to learn phonetic material is to
memorize rhymes and rhymes with phonetic material being learned:
[ai]- My kite is white, My kite is light
And it can fly, High in the sky.
[f, s]-She sells seashells on the seashore
The shells she sells are seashells, I am sure [2:333].
From the phonetic point of view, the method of dividing complex linguistic units into
syllables starting from the last syllable is also very effective.
One of the means of improving the skill of correct pronunciation is phonetic training, the
purpose of which is to avoid possible phonetic difficulties (hearing-correct pronunciation,
rhythmic-intonation), not to allow the sound environment of the mother tongue to influence the
language being learned, to change the articulatory apparatus from the Kazakh language to a foreign
language [2:335].
According to G.S. Sinkevich's opinion, the use of rhymes in the English language class
contributes to a high level of mastery of language material, because the influence of the memory
mechanisms allows you to increase the volume and strength of the memorized material. Thanks to
the use of poems in the lesson, there is an opportunity to present various aspects of the social life
of the people of the country in a visual and concrete way. Paintings can affect a child's mind, mood,
and visual-creative memory, and contribute to the aesthetic education of children [3,50].
According to T.P.Rachok, the main focus in the work of every teacher is on the process of
striving to transform the teaching process from smooth mechanical repetition to creative research.
Poems that develop a child, enrich his spiritual life, and teach him to see the beauty of nature
contribute to this [4,15].
While teaching the correct pronunciation of the [i] sound, you can also include the following
mistake:
"Tick-tock, tick-tock,"
Ticks Tommy's clock.
"Tick-tock, tick-tock,"
Ticks and ticks his clock.
Similar sleepers can be chosen to play any sound that is difficult for children. Therefore, the
beds should be divided according to the following signs:
- sleep should not be long;
- the content of the bed should not be uniform, because the child is in this bed
choose a special toy or object and learn while playing, because at this age the child
remembers words associated with specific images, actions, and feelings better. Lullabies with
melody are emotionally rich, therefore, they are well remembered, give variety to the lesson, and
cheer up children.
Poems and rhymes also enrich students' vocabulary, improve the ability to speak quickly,
and contribute to the acquisition of lexical or grammatical material on the topic.
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USED LITERATURE:
1.
Бадамбекқызы Зауре. «Ағылшын және қазақ тілдерінің салыстырмалы фонетикасы».-
Алматы, 2010.
2.
Mukhina VS. Age psychology: phenomenology of development, childhood, adolescence:
textbook for university students. - M., Academy, 2000.
3.
Filatova V.M. Methodology of teaching foreign languages in elementary and basic secondary
school: textbook for students of pedagogical colleges - Rostov n/D., Phoenix, 2004.
4.
Sinkevich G.S. Song on the English lesson // foreign languages in the school - 2002. - №1. - S.
50-54.
5.
Racok T.P. Work on poems in English lessons // Foreign languages in school. - 1999. - No. 2.
Q. 15-18.
ACQUISITION OF LEARNING ENGLISH THROUGH MOVIES
A. Kasymbekova
Senior teacher, International Kazakh-Turkish University after H.A. Yasavi, (Turkestan,
Learning English as a foreign language (EFL) is a difficult task. Traditional methods of
language learning such as textbooks, grammar drills, and memorization of vocabulary can be time
consuming and ineffective. To increase the efficiency of English language learning, innovative
methods have emerged, such as the use of films and television serials. This paper will examine
the various ways in which films and television serials can be used to facilitate the learning of
English by EFL students.
Nowadays life in the modern world is almost impossible without minimum foreign
languages. More and more people want to learn foreign languages. We know that about
1,100,000,000 people in the world currently speak English, and 400 million of them use it as their
first language. The number of people who want to study it is constantly growing in the world. In
addition, English is the language of international communication, and if you know English, you
will be understood in any country in the world. Many people want to learn English. There are
many ways to study it, but not every one of them allows us to master the skills of living modern
colloquial speech.
Some researchers of the methods of languages express their opinion towards the movies.
According to Ismaili M., one of the effective ways of teaching English as a Foreign Language
(FFL) is by watching movies. Media especially movies help learners to get interested in language
and have fun. It also impacts to enhance their language skills[1]. In accordance with Tognozzi E.,
watching movies have some advantages, since they can capture learners’ attention in the target
language. Visual images of the film will motivate the learners' perceptions directly [2].
Lehrer, & Simon suggest that movie fragments help learners enhance memory and recovery
of information in reading and listening. Cause, they will try to use words and word combinations
in their daily life which they learned in watching movies [3].
Watching movies and series in English is one of the most enjoyable ways to learn English.
We just lie on the couch, watch a nice movie and learn English. This is true if learners are fluent
in the language and understand English as well as their native language. If they are just learning
the language, they will have to work a little.
