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teacher personal development as a lifelong learning journey underscores the pivotal role educators
play in shaping the quality of education students receive. Investing in opportunities for personal
development is akin to investing in a robust and effective education system, creating a positive
and dynamic classroom environment. People who are specializing in teaching English as a foreign
language (TEFL), elective courses emerge as key contributors to the formation of a well-rounded
educator. These courses not only enhance language proficiency but also delve into cross-cultural
communication, specialized pedagogies, literature exploration, and strategies for diverse learners.
The comprehensive toolkit acquired through elective courses enriches the professional growth of
TEFL educators and significantly elevates the learning experience for students in the diverse
landscape of language education.
REFERENCES:
1. O‘zbekiston Respublikasining 2020 yil 23 sentabrda qabul qilingan “Ta’lim to‘g‘risida”gi
O‘RQ-637-sonli Qonuni.
2. O‘zbekiston Respublikasi Prezidentining 2019 yil 8 oktabr “O‘zbekiston Respublikasi oliy
ta’lim tizimini 2030 yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida”gi PF-5847-sonli
Farmoni.
3. Beerkens-Soo, M., & Vossensteyn, H. (2009). Higher education issues and trends from an
international perspective. Netherlands: Centre for higher education policy studies.
4. Sabot, R. and Wakeman-Linn, J. (1991) Grade Inflation and Course Choice. The Journal of
Economic Perspectives, 5,159-170.
http://dx.doi.org/10.1257/jep.5.1.159
5. Ting, D. H., & Lee, Ch. K. Ch. (2012). Understanding Students’ Choice of Electives and Its
Implications. Studies in Higher Education, 37 (3), 309-325.
http://dx.doi.org/10.1080/0307507
6.
Kuatbayevich A. R. INDIVIDUAL TA’LIM TRAEKTORIYASINI AMALGA OSHIRISH
OLIY TA’LIM MUASSASALARIDA CHET TILLARINI O’QITISHNING SIFATINI
OSHIRISHNING USULI SIFATIDA //QUALITY OF TEACHER EDUCATION UNDER
MODERN CHALLENGES. – 2023. – Т. 1. – №. 1. – С. 1200-1205.
7. Kalbaevna, K. Z. (2022). INTEGRATED EDUCATION AS A MEANS OF DEVELOPING
SOCIAL-PEDAGOGICAL COMPETENCE OF FUTURE TEACHERS. International Journal of
Early Childhood Special Education, 14(7).
8. Abatov A., Yuldashov N. Grammatical categories of the English noun and their expressing in
the sentence //Journal of Universal Science Research. – 2023. – Т. 1. – №. 4. – С. 532-537.
CUMULATIVE SENTENCES TO IMPROVE WRITING SKILLS
Ahmadalieva Dilrabo,
Andijan State Institute of Foreign Languages
Annotation:
The article discusses some difficulties encountered in teaching and learning
writing. Writing is challenging for many students, and it requires a good understanding of
sentence structure and often calls for extensive research to express ideas effectively. The paper
proposes some writing activities that focus on cumulative sentences to help students become more
aware of descriptive sentences.
Key words:
base proposition, simple sentences, cumulative sentence,
a phrase,
independent clause.
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Writing as many students and teachers believe is the most challenging language skill. It
requires a good understanding of different type of sentences and often involves extensive research
to articulate ideas effectively. During the process of writing, students need to invest a significant
amount of time into understanding how English grammar works and practicing building
challenging sentence. In his book "Teaching by Principles: An Interaction Approach to Language
Pedagogy," Brown (2007) emphasizes that writing is not just a system of signs or "graphic
representations of spoken language." Learning to write requires mastering the skill of constructing
advanced-level sentences. This entails converting simple sentences into complex ones. It is
important for writing teachers to understand the proper starting point and sequence for teaching
writing.
In my experience, I have observed many writing classes where teachers put a lot of effort
into teaching writing. However, it is well-known that writing develops gradually through practice
and developing analytical thinking.
Some
students have a strong desire to improve their writing
skills, but without proper guidance, this desire dwindles and their confidence fades. Some learners
resort to memorization of advanced vocabulary or sentences and try to use them in different
contexts without understanding if they fit appropriately. Writing can be challenging, even for
professional writers. It requires mental effort and concentration, making it difficult for students to
feel confident when constructing sentences.
In the process of teaching writing, grammar plays a
crucial role. However, it should be noted that simply learning rules is not enough. It is important
to have practical applications of grammar to produce well-formed sentences. Students require a
comprehensive understanding of grammar to create meaningful sentences in English. Without
correct grammar, it becomes challenging for students to comprehend the meaning of written
sentences. This notion has been investigated by many researchers.
According to Hogue (1995) a
sentence is a group of words that contains a subject and a verb and expresses a complete thought.
Hornby (2000) defines a sentence as a set of actions expressing a statement, a question, or an order,
usually containing a subject and a verb. Furthermore, according to Andersen (2014) a sentence is
a complete set of words that conveys meaning. It always begins with a capital letter and ends in a
full stop, exclamation, or question mark. According to Frank (1972), a sentence is generally
classified into two types. It can be divided by its function and its structure.
Understanding different kinds of sentences can significantly improve students' writing skills
in many ways. First of all, it allows students to vary the structure of their sentences, making their
writing more engaging and interesting to read. Additionally, using different sentence structures
can help students convey complex ideas more clearly and effectively, and present complex
thoughts and arguments in a coherent manner. Writing is about connecting related ideas and
providing logical transitions between different parts of the text. Practicing making these types of
sentences helps students to think critically, leading to the ability to express more sophisticated
ideas. In other words, mastering cumulative sentences can contribute to the development of a more
mature writing style and empower students to express themselves more effectively, leading to
improved writing skills and greater success in academic and professional contexts. In this article,
I will suggest some writing activities that focus on building cumulative sentence. These activities
aim to increase students' awareness of sentence type and structures, both simple and complex, and
help them to construct better more advanced sentences.
Becoming a creative writer begins with learning how to capture pictures in words. The
problem is that the types of sentences learners probably know how to write—the types they would
use in academic writing—do not have sufficient power for descriptive writing. Nor do they offer
176
sufficient syntactic variety for artistic work. So, what students need to write descriptive type of
sentence, the answer is the cumulative sentence.
A cumulative sentence is one which "accumulates," or "gathers together" information. In its
simplest form, it is composed of a base proposition—that is, an independent clause—and
other
propositions
that an author has made into adjectival, adverbial, or absolute modifiers. In the
sentences below, the base propositions have been bolded. If it is looked closely at the first two
sentences and at the last one, it become clear that each has only one
independent clause
(the base
proposition), and everything else in these sentences is either an absolute, adjectival, or adverbial
modifier—that is, a
word
or a
phrase
or a
dependent clause
—that adds information about the entire
independent clause or something in the independent clause or in one of its modifiers.
Here are several sentences that show the vivid detail that cumulative sentences can convey.
Diyora had stopped at the corner of Bobur and Shota Rustaveli for just a moment,
wondering whether to go home or back to the Textile Institute, where she had been so busy lately,
working on her project for graduation. Finally deciding that she should go check on her aged
grandmother, she turned and began to walk toward the steps of the cool, dark underpass that
would take her to the other side of the street and from there to the five-room apartment where she
and her mother and grandmother and two black cats lived.
As she turned toward the underpass behind her, a soft, spring breeze playing with her long,
radiant hair, each of the many sequins on her pale blue dress began to sparkle in the bright
afternoon sun, and together they dazzled Davron, entranced him, froze him momentarily in the
spot across the street where he had been waiting impatiently for the traffic light to change.
He was bewitched. Anxiously dashing between the cars racing toward him and by him,
ignoring the chorus of horns and the shouts of drivers peeved at this impetuous young fellow who
dared to dart among them, Davron hurried to reach that dark-haired beauty before she walked
away, hurried for fear that he might never see her again, never talk to her, never even know her
name.
A
proposition,
in its simplest form, is a
single independent clause
that has no
modifiers.
Here are seven propositions:
The man gave the woman roses.
The man was handsome.
The woman was lovely.
The roses were beautiful.
The man was young.
The woman was young.
The roses were pink
.
Note that two of the propositions give information about the word
man
, two of them give
information about the word
woman
, and two of them give information about the word
roses.
These
propositions have a very simple syntactic (sentence) structure:
Subject + Verb + Complement (S + V + C)
In these six sentences, the subjects are
man, woman
,
and
roses.
The verb is
to be
.
And the
complements are
handsome, lovely, young, beautiful,
and
pink—
all of which are adjectival.
Only one of the propositions,
the man gave the woman roses,
contains the words
man,
woman
, and
roses—
all of which are
nominal
. This proposition has a different syntactic structure:
Subject + Verb + Indirect Object + Direct Object (S + V + IO + DO)
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If we wanted to, we could state the proposition in another way—
the man gave the roses to
the woman.
This proposition has a somewhat different syntactic structure.
Subject + Verb + Direct Object + Indirect Object (S + V + DO +IO)
If we wanted to put all of this information into one sentence, the easiest way to do it would
be to take the complements from the six propositions with the S + V + С structure and add them
to the proposition with the S + V +IO + DO structure.
So, we're choosing the proposition
the man gave the woman roses
as our base proposition
— that is, the proposition that we will add all of the information to — and we will make all of the
other propositions into modifiers.
To conclude, it is clear that a base proposition can have many modifiers and that one
modifier can modify another modifier. Phrases and clauses can be adjectival modifiers and single-
word modifiers stands before a nominal and that phrases and clauses go after it. We can ask
students to practice building a cumulative sentence by providing ready base propositions.
REFERENCES:
1.
Alderson, J. Charles. and Bachman, Lyle. F. (2004). Assessing Grammar. Cambridge:
Cambridge University Press.
2.
Brown, H. D. (2007). Teaching by principles: An interaction approach to language pedagogy.
3.
Hogue, Ann. (1995). Academic Writing. New York: Longman
4.
Hornby, A. S. (2000). Oxford Advanced Learner’s Dictionary of Current English (Sixth
Edition). New York: Oxford University Press
5.
Frank, Marcella. (1972). Modern English, A Practical Reference Guide. New Jersey: Prentice
Hall Inc. Englewood Cliffs.
6.
Writing syllabus, (2012). Uzbekistan. The Ministry of Higher and Secondary Specialized
Education.
CONTINUOUS PROFESSIONAL DEVELOPMENT IN TEACHING
Alimbaev Mirkabil
Ph.D. Student, Lincoln University, Malaysia
Abstract.
Continuous Professional Development (CPD) in teaching has emerged as a vital
component in enhancing the quality of education, particularly in the context of English language
teaching in Uzbekistan. This paper explores various models and approaches of CPD, including
Communities of Practice, Action Research, Collaborative Inquiry, Job-Embedded Professional
Learning, and Microteaching. Additionally, it discusses the benefits of CPD for educators,
students, and the educational environment, along with the challenges and barriers to its effective
implementation. Drawing on existing literature and empirical evidence, the paper underscores the
importance of tailored and differentiated CPD programs that address the diverse needs of teachers
while providing sustained support and opportunities for reflection. By addressing these
challenges, policymakers and educational stakeholders can foster a culture of continuous learning
and professional growth among teachers, ultimately improving student learning outcomes.
