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language. The speaking skill includes a communicative ability to use language to chat and transmit message in various and appropriate phenomenon that are to say speaking is an important skill which deserves more attention in both and second language because it reflects people's thought and personalities. For speaking fluently and effectively there are some features which are very necessary to both learner and teacher in order to speak fluently. Teaching and speaking are very vital branch of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success the learners in school and success later in every phrase of life. Therefore, it is important that language teachers pay great attention to teach speaking. With the aim different speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skill necessary for life. Speaking for EFL students is an effective activity which takes more practice and training. Actually, for teaching speaking skill, the researcher found some problems with both lecturer and also the students. Introduction Speaking is one of four skills in English which demanding the speakers to be skillful to produce oral speech and to know to use phrase in sentence. Because of that, speaking and writing is called as effective skill [2, 79].
Conclusion. Many of students in university do not well trained to produce the ability of speaking. Different speaking activities listed above can contribute a great deal to students in developing basic necessary skills for life. These activities make students more active in learning process.
References
1. Celce-Murcia M., 2001. Teaching English as a Second or Foreign Language. USA:
Heinle&Heinle. 134 p.
2. Chaney A.L. and Burk T.L., 1998. Teaching Oral Communication in Grades K-8.
Boston: Allyn&Bacon. 79 p.
DETERMINATION OF SELF-PERCEIVED LISTENING COMPREHENSION STRATEGIES Kambarova D^.
Kambarova Dilnoza Musakulovna - Teacher, DEPARTMENT OF THE ASPECTS OF ENGLISH LANGUAGE, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this cross-sectional overview points at exploring English instructing college students approximately their self-perceived tuning in comprehension techniques they utilize to comprehend tuning in writings. It is prescribed that Uzbek EFL learners ought to be made mindful of the importance of these procedures to improve their tuning in comprehension. English dialect instructors ought to give their understudies with suitable aptitudes of how to tune in, hindsight on tuning in handle and concentrate on practicing metacognitive and socio-affective procedures amid their tuning in errands. Keywords: cognitive, listening comprehension strategies, metacognitive, perceptions, socio-affective.
UDC 81-139
Introduction. It has moreover been detailed that in spite of these endeavors, English dialect educating has not appeared the specified comes about and Uzbek EFL learners fall flat to attain the required capability within the target dialect counting verbal aptitudes [3]. A developing mass of investigate has suggested that failure of accomplishing the required
capability in verbal aptitudes by university students is caused by variables just like the frail school graduates who connect colleges, unseemly educational module, defective educating strategies, non-supportive environment and need of inspiration on learners' part etc. [2].
Literature Review. Vandergrift has expressed that out of the four fundamental dialect abilities, tuning in is the foremost troublesome to think about and hence the slightest caught on. In spite of the fact that appropriate comprehension of this expertise is exceptionally critical for effective English dialect learning because it encourages ESL/EFL learners to internalize different dialect components when they are uncovered to adequate dialect input through tuning in aptitudes [7]. Rost has expressed that "a key distinction between more fruitful and less effective acquirers relates in expansive portion to their capacity to utilize tuning in as implies of acquisition". O'Malley, Chamot, and Kupper have detailed that "listening comprehension is an dynamic and cognizant prepare in which the audience develops meaning by utilizing signals from relevant data and from existing information, whereas depending upon numerous key assets to fulfill the assignment necessity ." In this manner, it happens that tuning in may be a complicated movement that's not one or the other simple to work neither out nor conceivable without broad mental effort [6]. This realization of tuning in aptitudes as a dynamic prepare has raised an intrigued among analysts to distinguish tuning in techniques and their utilization by EFL learners. It has been found out that effective audience members make an successful utilize of tuning in techniques to superior get it tuning in writings and successful utilize of these procedures "if recognized and portrayed, can be instructed to less fruitful learners to superior their learning". Tuning in investigate of this sort has delivered "several, but comparative scientific classifications of tuning in strategies" as detailed by Kassem [4].
In spite of the truth that tuning in is an critical ability, ESL/EFL learners as a rule discover it the foremost troublesome dialect expertise [3]. Vandergrift has proposed that one likely reason of this trouble lies within the reality that as a rule EFL learners are not instructed how tuning in aptitudes can be learned successfully. It has been found out that tuning in comprehension methodologies are the academic exercises and strategies which play an imperative part in moving forward the comprehension of tuning in input and its review [7]. Agreeing to Vandergrift, tuning in comprehension techniques "refer to the methodologies that audience members deliberately or unknowingly utilize in arrange to get it, analyze, and translate a text" [7].
Vandergrift has characterized socio-affective procedures as the ones utilized by audience members within the shape of collaboration with peers and companions, to verify comprehension and to play down uneasiness to guarantee superior tuning in comprehension. The case of socio-affective procedures is "to select to practice a phone discussion in L2 with another understudy, in arrange to create certainty, or compensate themselves with a donut when they effectively total a few assignments within the target language" [1]. Habte-Gabr has too emphasized that these techniques incorporate fortifying learning by building superior learning relationship among the instructors and learners. Besides, it is additionally vital for learner to know how to decrease the uneasiness, appear improved certainty and keep tall inspiration to maximize tuning in comprehension [2].
Conclusion. It is profoundly suggested that instructors ought to give their understudies with this certainty and strength to conversation almost their tuning in issues as well as the techniques they have utilized to handle those issues. An unbiased talk and sharing of their triumphs and disappointments in this respect will too offer assistance Uzbek EFL learners select suitable and reasonable methodologies. It moreover appears imperative that instructors ought to energize their understudies to share their criticism with their lesson mates to assist minimize these issues and improve conceivable outcomes of made strides tuning in comprehension.
References
1. Bidabadi F. & Yamat H., 2011. The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. English Language Teaching. 4 (1). 26-32.
2. Bingol M.A., Celik C.B., Yildiz C. N. & Mart C.T., 2014. Listening Comprehension difficulties encountered by students in second language learning class. Journal of Educational and Instructional Studies in the World. 4 (4). 1-6.
3. Graham S., 2003. Learner strategies and advanced level listening comprehension. Language Learning Journal, 28, 64-69. doi: 10.1080/09571730385200221.
4. Kassem H.M., 2015. The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy. English Language Teaching. 8 (2). 153-169.
5. Rost M., 2001. Teaching and researching listening. London: Longman.
6. Vandergrift L., 2003. Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning. 53 (3). 463-496.
ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ ПО ФОРМИРОВАНИЮ И ЗАКРЕПЛЕНИЮ ПРЕДСТАВЛЕНИЙ ДЕТЕЙ О ДОБРОТЕ КАК О ЦЕННОМ КАЧЕСТВЕ ЧЕЛОВЕКА, РАЗВИТИЮ СОЦИАЛЬНЫХ ЧУВСТВ, ФОРМИРОВАНИЮ МОРАЛЬНО-НРАВСТВЕННЫХ
КАЧЕСТВ У ДЕТЕЙ Коробко Е.В.
Коробко Елена Валентиновна - воспитатель, Муниципальное бюджетное дошкольное образовательное учреждение Детский сад комбинированного вида № 5, ст. Крыловская, Краснодарский край
Аннотация: в данной статье проанализирована работа по формированию и закреплению представлений детей о доброте как о ценном качестве человека, развитию социальных чувств, формированию морально-нравственных качеств у детей. Для проведения этой работы выбрана проектная деятельность. Ключевые слова: социально значимый, доброта, морально-нравственные качества.
Работа по формированию и закреплению представлений детей о доброте, как о ценном качестве человека, развитию социальных чувств, формированию морально-нравственных качеств у детей мной была организованна в форме педагогического проекта. Проект призван учить детей делиться своим теплом с теми, кому его не хватает. Социально активная деятельность готовит ребят к последующей гражданской деятельности, ими приобретается социальный опыт, формируется умение самостоятельно планировать и реализовать задуманное, нести ответственность за свои действия. Дети учатся сотрудничать как со сверстниками, так и с взрослыми.
