CC BY
0
in English: open, conditional open syllables: nine, lake, rose.
The third group includes words that consist of different letters and have letter combinations that make one sound. For example: in English: ir, er, ur letter combinations mean /o:/ sound.
The fourth group consists of words that contain accented, unaccented, accented and unaccented letter combinations. For example, in English: ee, ea, oo, oi, ou, au, el, ol, al, wh, vr, aw, ow, ev, al, ild.
The fifth group composes written texts based on the historical principle. This group consists of the most difficult words to spell. For example, in English: one, two, daughter, busy. Words belonging to groups 4-5 make up 65% of the school's lexical minimum. The words of these two groups are difficult to spell. This evidence should be taken into account when teaching the correct spelling of English words. In the early stages, it is useful to teach students how to write based on spelling rules. For example, in English, the spelling of words in open and closed syllables. One of the ways to teach spelling in a foreign language is to transfer the existing knowledge and skills of spelling in Turkmen language to English as much as possible. For example, in English, the spelling of the words: sport, doctor is similar to the spelling of the words of the Turkmen language. Список использованной литературы:
1. Антонова И.И., Рыжова Л.Н. Усвоение лексики английского языка с помощью ЭВМ в старших классах. Ж. «ИЯШ», 1989, № 5.
2. Барышников Н.В. О преемственности целей обучения иностранному языку в средней школе и в вузе. Ж. «ИЯШ», 1989, № 5.
3. Рогова Г. В. Методика обучения английскому языку. (На английском языке) Л., 1975.
© Dovletmyradova J., 2024
УДК 37
Ekeyeva G.,
instructor.
Oguz han Engineering and Technology university of Turkmenistan.
Serdarova G., instructor.
Magtymguly Turkmen State University.
Ashgabat, Turkmenistan.
TEACHING VOKABULARY AT THE LESSONS OF ENGLISH Abstract
In order to know any language, it is necessary to study its structure and vocabulary well. Since words form the material basis of language, it is impossible to master other parts of the language without learning them well. Even if you know other parts of the language, you can't have a conversation if you don't know the words. For example, if you know about 100 grammatical and phonetic rules and 5 words, you will not be able to have a conversation. But on the contrary, if you know 5 rules and about 100 words, you can organize a small conversation.
Key words:
foreign language, pedagogy, educational activities, students, young teachers, theory.
Экеева Г.,
инструктор.
Инженерно-технологический университет Туркменистана имена Огуз хана.
Сердарова Г., инструктор.
Туркменский государственный университет имени Махтумкули.
Ашхабад, Туркменистан.
ПРЕПОДАВАНИЕ СЛОВА НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА
Аннотация
Чтобы знать любой язык, необходимо хорошо изучить его структуру и словарный запас. Поскольку слова составляют материальную основу языка, невозможно овладеть другими частями языка, не выучив их хорошо. Даже если вы знаете другие части языка, вы не сможете вести разговор, если не знаете слов. Например, если вы знаете около 100 грамматических и фонетических правил и 5 слов, вы не сможете вести беседу. А наоборот, если знать 5 правил и около 100 слов, можно организовать небольшую беседу.
Ключевые слова:
иностранный язык, педагогика, образовательная деятельность, студенты, молодые преподаватели, теория.
In order to know any language, it is necessary to study its structure and vocabulary well. Since words form the material basis of language, it is impossible to master other parts of the language without learning them well. Even if you know other parts of the language, you can't have a conversation if you don't know the words. For example, if you know about 100 grammatical and phonetic rules and 5 words, you will not be able to have a conversation. But on the contrary, if you know 5 rules and about 100 words, you can organize a small conversation.
Theorists assert that there is a conversational vocabulary for developing speaking skills and a learning vocabulary for reading.1 Indeed, not all words encountered in reading are fully used in active conversation. Therefore, it is appropriate to divide the entire vocabulary of students into active vocabulary and inactive vocabulary. Active vocabulary refers to the words students use in everyday conversation. This dictionary allows students to develop their basic vocabulary, express their own thoughts and understand the ideas of their conversations through language and writing without translation. The non-active vocabulary includes words that students come across in their homework, newspapers, magazines, radio and television, as well as words that have been previously learned and then used inactively. The boundary between active and inactive dictionaries is very arbitrary. If the teacher regularly monitors students' homework, checks their vocabulary notebooks, and requires them to talk about the summaries they wrote, then the words from the inactive vocabulary can be transferred to the active vocabulary. Conversely, no matter how well new words are learned, if they are not regularly repeated in live conversation, they can easily slip into the inactive vocabulary. Accordingly, the teacher should require students to work on not only active vocabulary but also passive vocabulary.
As in the whole process of teaching foreign languages, teaching vocabulary has three goals in mind. As mentioned above, teaching students about active and inactive vocabulary and their use in conversation means that the practical goal of teaching words is fulfilled. In addition, it is necessary to fulfill general educational and educational goals in teaching vocabulary. When studying the words of a foreign language, students realize that the same concepts that are common to all mankind are expressed through other means: they compare the ways
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.
