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29lot to learn and teach. This area is still the most pressing issue today. This is another area of research and we will return to it.
References
1. Sattorov T. Q. Bo'lajak chet tili o'qituvchisining uslubiy omilkorligini shakllantirish texnologiyasi. -T.: TDYUI, 2003.-191 b.
2. Jalolov J. J. Chet til o'qitish metodikasi. Chet tillar oliy o'quv yurtlari (fakultetlari) talabalari uchun darslik. -T.: O'qituvchi, 1996. -368 b.
3. J. Jalolov. B. Zalotov. "Inglizcha talaffuzni o'rgatishda texnika vositalaridan foydalanish" T-2003.8b
4. Website http://www.englishteststore.com/
HOW TO CORRECT MISTAKES IN TEACHING ENGLISH
Mamadaliyeva B.
Senior teacher, Namangan Institute of Engineering and Technology
Abstract
The purpose of this article is not to the teaching methods of a foreign language, it seems important to us to define the role and error correction technology to implement declared competencies Keywords: teach, to communicate, learning, difficult, mistakes. process, language.
To teach students to communicate naturally in an artificial learning situation is difficult and to avoid mistakes in the process of mastering the language is not possible, therefore, the teacher must be warned and methodically correct the errors that arise. Based on the content of these competencies, the conclusion suggests itself that students should be able to use a foreign language for its intended purpose — to communicate and extract information and at the same time have a sufficient degree of literacy to achieve these goals. Fix problem: mistakes always worried teachers' strange language. Question to correct errors or no, but if corrected, how much depends on the methodology that the teacher uses in his work, as well as on the type of speech activity the fact in which the correction takes place mistakes. Having examined the brief history of the approach to error correction problem, every teacher English must first of all answer to the questions:
1) to correct errors or not? 2) when should be fixed and how?
In 1978, J. Hendrickson formulated urgent questions on the problem of fixing errors side, and in response to the first question from the list we give the answer is yes, in the process of teaching a foreign language errors need to be fixed. Other issues nominated by J. Hendricks are still standing in front of teachers.
— When should errors be corrected? Answering this question, the teacher should wives to consider the goals and objectives of the lesson, as well as forms educational activities. So, when fixing the grammar material (verb tenses, degrees comparing adjectives, modal verbs) it is advisable for the teacher to correct errors students directly in the course of utterance and fix the correct option. However, during me spontaneous (dialogic or monologue speech) when the goal is communication, and students express their opinion more reasonably and effective for the teacher to fix errors and analyze and correct them after completion of students' speech. Least effective we consider the method of delayed board (delayed correction), when parsing and mistakes are carried out by the teacher through a few days after completing the work (write test, essay, etc.).
— What mistakes should be corrected? Before answering this question, study the most typical causes in
a forest mistakes made by students studying foreign language.
1. The influence of the native language. Such errors pronounced by students in pronunciation of words (center, London, production), preowned logs (in Monday, in the cinema, on the station), in sentence constructions (In the room many tables. Me like this film), used in the sense of a synonym (business affair, case; case- incident, accident, occasion, case).
2. Fuzzy knowledge of the rules. Knowing the rule about adding -ed to the correct words goals, students add it by analogy to non- correct (growed, builded) or confused rules the formation of degrees of comparison of monosyllables and polysyllabic adjectives (colder, bigger, difficulter).
3. Errors made by inattention.
The causes of these errors can be different (same-the desire to demonstrate their knowledge, thoughts, focus on content, personal problems etc.). If the work performed by a student wears communicative nature and focus. The focus is on content only errors that prevent understanding. Duplicate errors are necessary. I must fix it. When working on gram math material, as well as when working on the formation of writing skills, attention- strong and weak should be given mistakes, including oversights.
— Who should correct the mistakes? Of course, the initiator of the process is the teacher, without its directing influence this process is impossible. At each lesson, the feeder is confronted with student errors that he must qualify for the reasons for the occurrence, quality, and in a matter of seconds organize the activities of the error correction team. Theoretical research and the experience of practitioners provide teachers with information for reflection, but, alas, there are very few recipes. The most recognized error correction methods:
self-correction (student self-correction of his mistakes); peer-correction (correction of errors by members of the group); teacher correction.
Having studied this problem, we can formulate the following conclusions: Errors — an integral element of the cognition process, an indicator of the assimilation of program material by students. Failure to correct mistakes prevents progress in learning a foreign language.
Trainees' mistakes — material for understanding and planning corrective work. The intervention of the teacher in correcting mistakes should be reasonable, tactful and sufficient, contribute to the formation of positive motivation and increase self-esteem of students.
References
1. Doff, A. (1993): Teach English. Cambridge: Cambridge University Press.
2. Edje, J (1989). Mistakes and Correction. London: Longman.
3. James, C. (1998). Errors in language Learning and Use: Exploring Error Analysis. London: Longman.
THE IMPORTANCE OF USING "SHAKHNAMA" IN FOREIGN LANGUAGE TEACHING
Xolboyeva N.
Teacher of the Department of Foreign Languages, Namangan Institute of Engineering Technology, Namangan Uzbekistan
Abstract
The name of Abdulqasim Firdavsi is famous around the world. It has been two centuries since he captivated the hearts of European libraries. In the East, it has been entertaining people for a thousand years and supporting their thoughts and dreams. The only work that gave the poet eternal life and beauty in his name is his epic. This work is called "Shakhnama" - "Book of Kings". This article deals with the poet's work "Shakhnama" and the use of advice in it.
Keywords: "Shakhnama", didactic, epic poem, literary thought, inscription, human feelings.
The name of Abdulqasim Firdavsi is famous all over the world. It has been two centuries since he captivated the hearts of European libraries. In the East, he has been entertaining people for a thousand years and supporting their thoughts and dreams. The only work that gave the poet eternal life and beauty in his name is his epic.
According to legends, he worked on his work for 30-35 years. This great epic is 60,000 couplets long. From the time this work was written, it was accepted by the reader not as a "Book of Kings" but as a "King Book" of the people's dreams and ideals. That is why he became famous not only among the Persian speakers, but all over the Middle East and, gradually, the whole world. Abdulkasim Firdavsi, a profound scholar of the legends and myths, epics and myths of the peoples of Central Asia and Iran, set himself the goal of summarizing the nearly four thousand years of myths and real history of these people, their artistic thinking in one great epic, and was able to fulfill this task at a high artistic level.
Scholars studying the "Shakhnama" divide it into three major parts. In the first section, ancient legends are reworked and artistically expressed. The second part deals with the people's heroes. The third section describes the lives of historical kings.
The "Shakhnama" has been fully translated into many languages of the world, and some parts of it have been translated into some languages. Based on his epics, musical works, dramas and mebrettos were written, films were made, and works of fine art were created.
Firdavsi fulfilled the task set before him with the talent of great artists and created a truly masterpiece. The great German poet Goethe says, "When Firdavsi wrote the legendary and historical past of Iran, the next generation was left with nothing but general words and some interpretations".
The leading idea of "Shakhnama" is to glorify the Motherland, to show the power of the people, to glorify the people's heroes.
That is why this wonderful work was rejected by the then sultan Mahmud Gaznavi and the author was persecuted.
"Shakhnama" is a promising work. One who reads it awakens the feeling that humanity will not stay long in the clutches of evil, darkness, and gloom, and that the human mind will prevail.
In this great work, the poet puts forward many philosophical ideas and problems. Creates the character of his contemporaries, draws lines, depicts battle scenes. Describes the fate of kings, athletes, commanders and soldiers, the historical destiny of a nation.
River, sea "Shakhnama" is rich in jewels. That's why every diver can find pearls to suit his taste. Distinguished readers, in order to convey this sea taste and flavor, a bowl of water-"Shakhnama" was presented to him.
According to the authors, "Shakhnama" is one of the works of moral, educational and natural significance. The person who reads it imagines himself in another world. It is no exaggeration to say that "Shakh-nama" has the right to bring up its students as honest, morally perfect people, beautiful character, graceful nature.
The epics from the "Shakhnama" are very impressive. It also affects the human psyche. Today's young people of our independent state must use such purposeful works in educational institutions for their future. They should also be encouraged to go around in the Garden of Paradise.
We said that there are many epics in the play. Among them: "Rustam and Sukhrob", "The Story of Siyavush", and so on. Among the main ideas put forward in the epic are the poems glorifying friendship, humanity, hard work, patriotism, valor, love.
The protagonist of "Shakhnama" is a poet from Seystan Rustami. Firdavsi portrays the hero, the savior of his homeland, Rustam with great skill. Rustam is the most famous Iranian hero, he is the mainstay of the Ira-
