71Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
IMPORTANCE OF POEMS AND SONGS IN FOREIGN LANGUAGE
LEARNING PROCESS
Aysulu Djoldasovna Avezimbetova Baxtgul Jaksimovna Ilyasova
Assistant teachers of Foreign Language Department, Nukus State Pedagogical Institute
ABSTRACT
In this globalization period humans attempt to get data in any languages and as the consideration of English as a language of modern life, learning English has been in a peak in several decades. Especially, learning foreign languages by help of poems and songs is stated one of the easiest and the most his paper purposes to analyze what skills the work with poems and songs assists to make progress and be influential the ways to organize the study process with them.
Keywords: Phonetic, intonation skills, lexical skills, active vocabulary, passive vocabulary, potential vocabulary, grammar skills, sociocultural competence, limerick, authentic
INTRODUCTION
Knowledge of a foreign language, and especially English, which has long secured the status of one of the most studied languages in the modern world, is undoubtedly a significant advantage of an educated, intelligent person. But mastering the English language, mastering complex grammatical rules and the richest vocabulary according to phonetic laws, which often lead students to a dead end from the fact that the rules of reading do not always coincide with spelling - all this requires long and hard work. The question arises: how to motivate a student a comprehensive school for the assimilation of the minimum that modern educational and methodological complexes provide?
METHODS AND MATERIALS
In the methodology, there are many ways to "sweeten the pill", i.e. to provide the material in the most interesting and easy to digest form, without sacrificing the content. One of these methods are poems and songs in English.
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
Formation of phonetic skills when working with poems and songs.
Working with songs and voiced poems helps to improve rhythmic intonation and auditory-pronouncing skills. These are two large groups of pronunciation skills, the level of proficiency of which depends on how well the English language learner will perceive a native speaker's speech by ear and how correctly, according to the phonetic laws of the English language, he will be able to convey his thought in English. Rhythmic-intonation skills presuppose knowledge of the features of intonation, pausing , tempo of utterances [9, p. 65] of foreign speakers, which differ from
Russian phonetic rules and, accordingly, if they are not known and used incorrectly, they can lead to a communicative failure. Auditory-pronouncing skills imply the ability to recognize individual phonemes, words, syntagmas and sentences in coherent speech, as well as the ability to correctly articulate sounds in words, phrases and sentences, observing the rules of intonation, stress and pausing [9, p. 66]. Songs and voiced poems are valuable material for mastering these skills. Another advantage of using such material for this purpose is that, unlike standard methods of teaching phonetics, poems and songs help to increase motivation and, accordingly, are a more effective means of mastering phonetic material. Poems and songs and even rhymes "easily fit into any stage of the lesson and give students genuine pleasure" [1].
Formation of lexical skills when working with poems and songs.
For the foreign language class at the beginning of the study any new topics useful the use of poetic material, as a rule, in a particular the poem is a certain theme or topic, which allow students to the initial stage of familiarization with new material, so to speak, from the height of bird flight to see what language they will study. As for the songs for younger schoolchildren, most of them contain words with a minimum number of syllables, and many the words are repeated many times during the entire playback, which is very useful for better assimilation of new words. Under the formation of lexical skills to understand the activities of teachers, aimed at training active (i.e. vocabulary, which must be learned for all types of speech activity), passive vocabulary (i.e. the vocabulary that students should to be able to recognize when reading, but not the obligation, to use in your own speech) and forming the base potential of the dictionary (i.e., words which we do not study specifically, but the meaning of which can be guessed from the context or form). As part of working with songs based on the formed phonetic knowledge, the student should be able to
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
recognize a word in another person's speech and associate its phonetic side with the meaning. As part of the work with poems, the student should, based on knowledge about the peculiarities of spelling, see a certain meaning behind the sequence of letters. And finally, knowing the form and meaning of the word, the student must correctly use it in his own speech and in writing. The undoubted benefit of using poems and songs is that the study of the new occurs on the basis of repetition of the old, because new words and expressions are used in the text together with previously studied ones, which helps to better consolidate the material covered, and also reflects the new possibilities of compatibility of known lexical units with each other, which were not covered earlier. Another important advantage of the poetic material is that it often contains proper names, geographical names, realities of the countries of the studied language that are absent in the native. All this allows the student to draw in his imagination his own, unique picture of a particular country.
Formation of grammatical skills when working with poems and songs.
Mastering the grammar and syntax of the English language, as well as mastering phonetics and vocabulary, are important for the formation of productive and receptive skills. Thanks to working with poetic material ,grammatical and syntactic constructions are better mastered. Moreover, their assimilation occurs both consciously and unconsciously. For example, in children's songs, the simplest grammatical structures and syntactic models that are easily fixed in the student's mind. This is especially true of sentence and phrase models, since in order to convey any thought, predication is necessary, which sets a certain logical order to a disparate chain of words. Students master grammar and vocabulary based on ready-made speech models, which in the future will be an excellent help when creating their own statements by analogy with an example firmly entrenched in their minds. Familiarization with new grammatical rules and their training very often turn into a routine. The student is required to mechanically memorize all kinds of tables, diagrams and perform the same type of exercises. Very often, schoolchildren have the impression that grammar is something immense and terribly difficult to understand, as a result of which it discourages any interest and desire to learn a foreign language and often develops fear. To avoid this, it is necessary to diversify the hours allotted to grammar. And it is the poetic works that will help bring joy and eliminate the conflict between the student and the English language.
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
Formation of socio-cultural competence.
As noted by J. M. Arutyunova, "poetic texts develop memory, hearing, imagination, contribute to the conscious use of vocabulary, help to consolidate grammatical constructions, contribute to the education of taste for the word and language" [3, p. 33]. The most important, global goal of learning a foreign language at school is to educate language as a means of communication and the ability, if necessary, to correctly, adequately reproduce the acquired skills in such a way that communicative problems do not arise.failures when communicating with representatives of other cultures. At the same time, mastering foreign language speech is impossible without knowledge of the peculiarities of the culture of native speakers of the studied language. Therefore, another equally important task of teaching a foreign language is the activity of the teacher to introduce students to the culture of this people. Poetic works reflect the vision of the world of people of another culture, points of view regarding certain problems in various spheres of society, the values of these people, traditions. Not everyone can afford to provide their children the possibility of immersion in the environment of the language being studied. However, the teacher can bring this environment to the lesson. Thus, "by saturating the educational space with units of material and spiritual culture (artifacts, authentic materials), we thereby model the language environment" [2, p. 70]. Using song and poetry works in the lesson, you do not need to be limited to certain time frames, i.e. to resort to the works of any one period. It is important to refer to the material of different eras and, of course, of different genres, thus also forming an aesthetic taste.
The use of limericks. Poetic samples can be a great material for working in the lesson such a genre as limericks. "Limerick is a form of a short humorous poem that appeared in the UK, based on playing nonsense" [12]. This poetic genre is an excellent example of real English humor. Using limericks in English lessons, the teacher has the opportunity to introduce students to the world of classical English literature and introduce them to such famous writers as L. Carroll, R. Kipling, D. Galsworthy, who were fond of this genre. Such classes should help to broaden the horizons of students and motivate them to independently familiarize themselves with other representatives of English culture and their works.
In addition, Limericks have excellent material for working on language tools. The work itself should not present any particular difficulties, because limericks, first of all, are strictly limited in volume. On the other hand, they are something similar to
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
Russian ditties, i.e. the same mischievous, funny, sometimes requiring ingenuity to understand. "Limerick is characterized by wordplay, homonymy, synonymy, polysemy, hyperbole, onomatopoeia" [4, p. 51]. They are authentic examples of pure English speech and manner of thinking.To better attract attention and mobilize all students to work, it is desirable provide similar poetic works together with illustrations. Although it seems that the use of illustrations is necessary, since initially the pictures or the graphics were an inseparable unity.
RESULTS
In order to work with poetic works to bring positive results, both in the short and long term, meeting all the above-mentioned goals of their use in a foreign language lesson, it is necessary be guided by some rules for the selection of such material. At the same time, it is important to note that the use of poems and songs is not the main tool of a teacher for the upbringing, education and development of students. "They should be organically interwoven into the course of the lesson and be a natural continuation of the learning situation" [7, p. 25]. Having studied the articles of English language teachers, it can be noted that most of them distinguish the following as selection principles.
According to The principle of authenticity, it is necessary to use authentic materials that are the product of the creativity of the people of the countries of the studied language. The allocation of this principle is due to the fact that authentic materials have a huge educational and cognitive value, being a reflection of the uniqueness of the culture, values, ideals, worldview of this people and, therefore, enrich the inner world of students. The undoubted benefit of authentic materials lies in the fact that they are primarily intended for people who are native speakers of this language, i.e. they are not adapted.
DISCUSSION
The text of a poetic work should correspond to the level of foreign language proficiency of students, i.e. when working with it, students should rely on already mastered grammatical, phonetic, lexical knowledge and skills. At the same time, the higher the level of foreign language proficiency, the more difficult the material should be. The text of the poetic work should correspond to the topic of the lesson, the age characteristics of the students and carry certain useful information [5, p. 67] [6]. Stages of working with poetic material. Being a valuable material that carries
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
information about the culture of the countries of the studied language; the information that was created in the minds of people with a different mentality, it is necessary to follow a certain algorithm of work "in order to reveal all the rich potential" [5, p. 68] of such a material.
Whether you are a novice teacher or a teacher with many years of experience, it is still important to always keep in mind the fact that teaching should be approached in good faith. It is necessary to try to organize various, entertaining forms of work with students in foreign language lessons.
Despite the fact that preparing for such lessons can take much longer time than the development of the classic, standard plan (after all, it is necessary to choose material that will fit well in the educational process; which will fit the level of proficiency in the class, and age characteristics of students) neglected authentic poems and songs is not necessary, because they contain rich phonetic, lexical and grammatical material, and, anyway, contribute to the formation of a secondary linguistic personality.
After analyzing the articles of many teachers, one can come to an unambiguous conclusion about the fact that the use of such material really increases the motivation and stimulates students to learn a foreign language. But it should be borne in mind that students should wait for such classes. It is not necessary to conduct them regularly, otherwise it will turn into a routine. Thus, it can be seen that the use of poems and songs can be an excellent help during the educational process, which will bring variety to the lesson without interfering with the implementation of its developmental and educational goals.
REFERENCES
1. Volkova T. Poems and rhymes as a means of motivation when learning English // Foreign languages. Foreign languages. June 24, 2015 [Electronic resource].
Access mode: http://iyazyki.prosv.ru / (date of reference: 29.09.2016).
2. Gribanova K. I. Development of students' communicative competence on the material of poetic works//Foreign languages at school, 2011. No. 1. p. 70.
3. Zhupanova Y. L. Formation of grammatical skills based on poetic text//Foreign languages at school, 2010. No. 5. p. 33.
4. Kungurova I. M., Tkachenko K. I. Limerick as a special genre of poetic absurdity and its methodological potential // Foreign languages at school, 2014. No. 9. pp. 5152.
Academic Research in Educational Sciences VOLUME 2 | ISSUE 10 | 2021
ISSN: 2181-1385
Scientific Journal Impact Factor (SJIF) 2021: 5.723 Directory Indexing of International Research Journals-CiteFactor 2020-21: 0.89
DOI: 10.24412/2181-1385-2021-10-954-960
5. Mityugina T. G. Solovyova Zh. V. Methodological techniques for using songs and musical presentations in English lessons // English at school, 2014. No. 1 (33). pp. 67-68.
6. Ostapchuk N. A., Ostapchuk E. N. Basic principles of selection of song material//Modern Research and Innovation, 2015. No. 11. [Electronic resource]. Access mode: http://web.snauka.ru/issues/2015/11/58955 / (accessed 29.09.2016).
7. Pavlova E. A. Poems and rhymes in foreign language lessons are an effective means of
mastering language material // Foreign languages at school, 2009. No. 2. p. 25.
8. Romanovskaya O. E. Methods of working with musical and poetic folklore in the course of teaching English at school//Foreign languages at school, 2008. No. 8. pp. 16, 17.
9. Solovova E. I. Methods of teaching foreign languages. M.: Enlightenment, 2006. P. 6-8; 65-66; 80-81; 103; 136.
10. Cameron L. Teaching Languages to young learners. Cambridge, England: Cambridge University Press, 2001. Pp. 32
11. Murphey T. Music & Song. Oxford, England: Oxford University Press, 1992. P. 130-131.
12. Limerick (poetry) // Wikipedia. [electronic resource]. Access mode: https://ru.wikipedia.org/wiki / (accessed 29.09.2016).
13. Edward Lear's Limericks. [electronic resource]. Access mode: http://lir.ramot.ru/limeriki.htm / (accessed 29.09.2016).
