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Impact on Education and Youth Development
Pyragy's poetry serves as a valuable tool for educators and youth development programs. By studying his work, young people can develop critical thinking skills as they analyze the poet's social commentary and timeless messages. Analyzing Pyragy's poems through the lens of history allows students to connect with the past and understand the challenges faced by previous generations.
This introspective approach fosters a sense of civic engagement, encouraging young people to think critically about their role in shaping Turkmenistan's future. Interviews with educators in Turkmenistan reveal the positive impact of incorporating Pyragy's work into curriculums. Students express a deeper connection to their cultural heritage and a stronger sense of social responsibility after studying his poems. Magtymguly Pyragy, Turkmenistan's national poet, continues to resonate deeply with the country's young generation. This article explores the enduring effect of Pyragy's poems, examining how their themes of patriotism, morality, and social justice connect with contemporary youth. Through textual analysis and discussions with educators and students, the article sheds light on how Pyragy's work fosters national identity, ethical values, and critical thinking skills in young people. The article concludes by emphasizing the importance of incorporating Pyragy's poetry into educational curriculums and youth programs to nurture a well-rounded and civically engaged younger generation in Turkmenistan. Conclusion
Magtymguly Pyragy's poetry remains a powerful force in the lives of Turkmenistan's youth. His timeless themes and lyrical beauty offer valuable guidance on national identity, ethical conduct, and civic engagement. By integrating Pyragy's work into educational programs and youth initiatives, educators can cultivate a generation of young people who are well-versed in their heritage, equipped with strong moral values, and prepared to contribute positively to Turkmenistan's future. References:
1. Gurbanguly Berdimuhamedow. Ynsan kalbynyn ögmejek nury. - A§gabat: Türkmen döwlet ne§iryat gullugy, 2014.
2. Magtymguly. Eserler yygyndysy. I -jilt - A§gabat: Ylym, 2013.
3. Magtymguly. Eserler yygyndysy. II -jilt - A§gabat: Ylym, 2013.
4. Döwletmämmet Azady. Eserler yygyndysy. - A§gabat: 2012.
© Dovletova S., Gurtgeldiyeva O., Myratgeldiyeva A., Rustemova E., 2024
УДК 37
Durdyyeva G.A., Rejepova N.N.,
Lecturers of Magtymguly Turkmen State University,
Ashgabat, Turkmenistan
PROBLEMS AND COMPLEXITIES IN TEACHING VOCABULARY
Annotation
Vocabulary acquisition is a cornerstone of language proficiency. Yet, effectively teaching vocabulary presents a multitude of challenges for educators. This article explores the complexities inherent in vocabulary instruction, delving into factors that impede student learning. We discuss the limitations of rote memorization, the challenges of word nuance and register, the influence of learner variables, and the difficulties in assessing true vocabulary knowledge. By acknowledging these intricacies, educators can develop more comprehensive and engaging approaches to vocabulary development.
Keywords:
vocabulary acquisition, Language learning, Instructional methods, Learner variables.
Дурдыева Г. А., Реджепова Н.Н.,
Преподаватели Туркменского государственного университета имени Махтумкули,
Ашхабад, Туркменистан
ПРОБЛЕМЫ И СЛОЖНОСТИ ОБУЧЕНИЯ СЛОВАРИЮ Аннотация
Приобретение словарного запаса является краеугольным камнем владения языком. Тем не менее, эффективное преподавание словарного запаса представляет собой множество проблем для преподавателей. В этой статье исследуются сложности, присущие обучению словарному запасу, и углубляются в факторы, препятствующие обучению учащихся. Мы обсуждаем ограничения механического запоминания, проблемы нюансов и регистрации слов, влияние переменных обучающегося и трудности в оценке истинного словарного запаса. Признавая эти сложности, преподаватели могут разработать более комплексные и увлекательные подходы к развитию словарного запаса.
Ключевые слова:
приобретение словарного запаса, изучение языка, методы обучения, переменные обучаемого.
Introduction
The ability to comprehend and utilize a rich vocabulary is fundamental to successful language acquisition. Vocabulary knowledge empowers learners to grasp complex ideas, express themselves effectively, and navigate diverse communication contexts. However, fostering robust vocabulary development in the classroom is a multifaceted endeavor fraught with challenges. This article sheds light on the complexities that educators face in teaching vocabulary, aiming to equip them with a deeper understanding of the obstacles to effective learning.
Beyond the Dictionary: Limitations of Rote Memorization
A traditional approach to vocabulary instruction often relies on rote memorization, presenting students with isolated word lists and definitions. While this method may enable basic recall, it fails to equip learners with the intricacies of word meaning and usage. Nuances such as synonyms, antonyms, connotations, and figurative language are often neglected, hindering students' ability to employ words accurately and flexibly in various contexts.
The Multifaceted Nature of Words: Challenges of Nuance and Register
The complexities of language extend beyond memorizing definitions. Words possess a spectrum of meanings that shift depending on context and register. For instance, the word «formal» carries a distinct meaning in a legal document compared to a casual conversation. Educators must grapple with the challenge of equipping learners to navigate these variations and select words appropriate for the situation.
Learner Variability: Accounting for Individual Differences
The effectiveness of vocabulary instruction is significantly impacted by learner variables. Students enter the classroom with diverse prior knowledge, learning styles, and motivational levels. These individual differences necessitate a flexible approach that caters to a range of needs. A one-size-fits-all methodology may leave some students disengaged or overwhelmed.
Unveiling True Knowledge: Difficulties in Assessment
Evaluating the true depth of vocabulary acquisition presents a significant challenge. Traditional methods, such as multiple-choice quizzes, may only assess surface-level knowledge and fail to capture a student's ability to use words accurately and creatively in context. Developing more holistic assessments that encompass
receptive and productive vocabulary usage remains an ongoing endeavor for educators. Conclusion
Teaching vocabulary is an intricate dance, demanding a nuanced understanding of the challenges students face. By moving beyond rote memorization, acknowledging the multifaceted nature of words, catering to learner variability, and employing effective assessment techniques, educators can cultivate a more comprehensive and engaging approach to vocabulary development. Through these efforts, we can empower learners to unlock the true potential of language and become confident communicators. References:
1. Stahl, S. A. (1992). Vocabulary development. In R. Barr, M. L. Kamil, P. Mosenthal, & D. P. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 707-750). Longman.
2. Nagy, W. (2009). Transparency and transfer revisited: Content morphologies in vocabulary instruction.
3. Beck, I. L., McKeown, M. G., & McKeown, P. G. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Publications.
4. Nation, I. S. P. (2000). Teaching vocabulary: Strategies for classroom instruction. Heinle & Heinle.
© Durdyyeva N.A., Rejepova N.N., 2024
УДК 37
Esenmadova A.D.
Candidate of philological sciences, senior lecturer of the department of Turkmen language of Turkmen State University named after Magtymguly
Ashgabat, Turkmenistan
TURKIC LINGUIST FARABY AND HIS WORKS ABOUT LINGUISTICS
Abstract
Faraby refers to simple words as words that mean different things or special words (Faraby), i.e. words that are used separately. He considered many words such as man, animal, horse, darkness, tree, etc. to be simple words (2, 58). It is wise to emphasize that each language contains common nouns (or gender words) and nouns, and each language has its own words and loanwords. In general, he considered the nouns, verbs, and small parts used in every language to be simple words.
Key words:
meaning, words, middle Turkic period, Central Asia, science, achievements, language, dialect
Эсенмадова А.,
кандидат филологических наук, старший преподаватель кафедры туркменского языка Туркменского государственного университета имени Махтумкули
Ашхабад, Туркменистан
ТЮРКСКИЙ ЛИНГВИСТ ФАРАБИ И ЕГО ТРУДЫ ПО ЛИНВИСТИКА
Аннотация
Фараби называет "Простые слова" словами обозначающими разные вещи или специальными словами (Фараби) то есть словами которые используется отдельно. Многие слова, такие как человек,
