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of word formation of the two languages, their similarities and differences. This comparison itself helps the student progress to a certain extent. Students learn words according to the thematic principle, and the addition of vocabulary allows them to read additional literature, newspapers and magazines about the life of the people whose language is being studied outside of the textbooks. They also talk to people from other countries and learn about those countries and peoples. These works have great practical and educational value.
The number of hours provided for foreign languages in secondary school curricula and programs is still insufficient. Thus, only the words learned in the course work cannot ensure that students use a foreign language as a means of communication. Therefore, increasing the importance of extracurricular activities in this subject is one of the necessary conditions. By using technical means, instructional tools and different types of work in these activities, students' vocabulary can be continuously increased. If we refer to the results of the conducted research, then it can be seen that students of two parallel classes in the same school differ strongly in terms of vocabulary. This means that the words and expressions that students learn in school depend not only on the requirements of the program, but also on the effectiveness of the methods used by the teacher. Список использованной литературы:
1. Л.С.Андреевская-Левенстерн Л.С., Михайлова О.Э. Методика преподавания французского языка в средней школе. М. 1958.
2. Антонова И.И., Рыжова Л.Н. Усвоение лексики английского языка с помощью ЭВМ в старших классах. Ж. «ИЯШ», 1989, № 5.
3. Барышников Н.В. О преемственности целей обучения иностранному языку в средней школе и в вузе. Ж. «ИЯШ», 1989, № 5.
4. Рогова Г. В. Методика обучения английскому языку. (На английском языке) Л., 1975.
© Ekeyeva G., Serdarova G., 2024
УДК 37
Hezretkuliyeva G.,
Instructor of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan Aydogdyyeva B., Student of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
IMPROVING LEXICOLOGY IN TEACHING FOREIGN LANGUAGES THROUGH THE POEMS OF MAGTYMGULY PYRAGY
Annotation
This article expresses the potential of Magtymguly Pyragy's poems as a didactic tool for enhancing learners' acquisition of foreign language vocabulary. Pyragy, a renowned Turkmen poet, employed a rich tapestry of words, encompassing both commonplace expressions and vivid imagery. By incorporating his poems into foreign language instruction, educators can foster a deeper understanding of lexical nuances, cultural contexts, and the aesthetic qualities of language.
Keywords:
Magtymguly Pyragy, Turkmen language, Lexicology, Foreign language teaching, Poetry.
Хезреткулиева Г.,
Преподаватель
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан Айдогдыева Б., Студентка
Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
СОВЕРШЕНСТВОВАНИЕ ЛЕКСИКОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫХ ЯЗЫКОВ ЧЕРЕЗ СТИХИ МАХТУМКУЛИ ФРАГИ
Аннотация
В данной статье выражается потенциал стихов Махтумкули Фраги как дидактического инструмента для улучшения усвоения учащимися словарного запаса иностранного языка. Фраги, известный туркменский поэт, использовал богатый набор слов, сочетающий в себе как банальные выражения, так и яркие образы. Включив его стихи в программу обучения иностранному языку, преподаватели могут способствовать более глубокому пониманию лексических нюансов, культурного контекста и эстетических качеств языка.
Ключевые слова:
Махтумкули Фраги, туркменский язык, лексикология, преподавание иностранных языков, поэзия.
Introduction
Developing a robust vocabulary is a cornerstone of foreign language proficiency. Lexical knowledge empowers learners to grasp meaning, express themselves effectively, and appreciate the cultural richness embedded within language. This article proposes that the poems of Magtymguly Pyragy, a celebrated Turkmen poet, offer a valuable resource for instructors seeking to invigorate vocabulary acquisition in their foreign language classrooms.
Magtymguly Pyragy and the Power of Language:
Magtymguly Pyragy (1724-1780) is revered as a national hero in Turkmenistan. His poems, characterized by a blend of simplicity and profound meaning, address themes of love, social justice, and patriotism. Pyragy's mastery of language is evident in his utilization of a diverse vocabulary, ranging from everyday Turkmen words to evocative metaphors and similes.
The Pedagogical Value of Pyragy's Poetry:
Here's how incorporating Pyragy's poems into foreign language instruction can benefit learners:
Exposure to Rich Vocabulary: Pyragy's poems present learners with a vast array of words, encompassing both common and more obscure terms. By encountering these words in context, learners can begin to grasp their definitions and nuances.
Cultural Context: Pyragy's poems are steeped in Turkmen culture and traditions. Analyzing his poems allows learners to explore these cultural aspects while enriching their vocabulary with terms specific to the Turkmen way of life.
Aesthetic Appreciation: Pyragy's poems are not merely didactic tools; they are works of art. Through their exposure to the beauty and rhythm of his language, learners can develop a deeper appreciation for the aesthetic qualities inherent in foreign languages.
Strategies for Utilizing Pyragy's Poetry in the Classroom:
Here are some suggestions for incorporating Pyragy's poems into foreign language lessons:
Close Reading: Instructors can guide learners through a close reading of selected poems, focusing on unfamiliar vocabulary and cultural references.
Recitation and Performance: Encouraging learners to recite or perform Pyragy's poems aloud can solidify their understanding of the vocabulary and enhance pronunciation.
Creative Activities: Learners can create their own poems inspired by Pyragy's work, employing newly acquired vocabulary and emulating his style. Conclusion
Magtymguly Pyragy's poems offer a unique and engaging approach to enhancing vocabulary acquisition in foreign language classrooms. By integrating his works into lesson plans, instructors can equip learners with a richer understanding of Turkmen language and culture, while fostering an appreciation for the power and beauty of language itself. References:
1. Gudar, Nurcan Oznal (2016). Mahtumkulu Guldeste. Istanbul: Salon Yayinlari.
2. Kazimoglu, Samir (1994). Literature of Turkic People (in Turkish). Ecdad Publications.
3. Levin, Theodore; Daukeyeva, Saida; Kochumkulova, Elmira (2016). Music of Central Asia. Indiana University.
© Hezretkuliyeva G., Aydogdyyeva B.R., 2024
УДК 37
Hojanepesova M.,
lecturer.
Magtymguly Turkmen State University.
Ashgabat, Turkmenistan.
HOMONYMS AND HOMOPHONES IN ENGLISH LANGUAGE
Abstract
Creating and developing students' phonetic skills is based on several didactic principles. Implementation of the Consciousness Principle does not mean the theorization of the entire learning process. One of the most necessary situations is to explain the pronunciation of hard-to-pronounce sounds. This makes it easier to pronounce sounds. Pronunciation takes on an auxiliary character and ceases to be used after the formation of the appropriate phonetic skills and habits.
Key words:
foreign language, pedagogy, educational activities, students, young teachers, theory.
Ходжанепесова М.,
преподаватель.
Туркменский государственный университет имени Махтумкули.
Ашхабад, Туркменистан.
ОМОНИМЫ И ОМОНИМЫ В АНГЛИЙСКОМ ЯЗЫКЕ Аннотация
Создание и развитие фонетических навыков учащихся базируется на нескольких дидактических
