Abai Kazakh national pedagogical university хабаршы «Арнайы педагогика» сериясы, Серия «Специальная педагогика»
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| Methodology.
It is known that a person is formed by the social environment and the corresponding layer of society, the people and culture of this country. A person who speaks his native language is a product of his time, his people, society, and the like. So you should accept it, communicating with them, clearly demonstrate this and learn what is happening in his country, what are the similarities and differences between the culture of the native language and linguistic culture of the English language. Thus, the relative aspect of languages and cultures - native language and English-occupies an important place in linguistic and cultural competence. This is primarily a comparison at the lexical level, which can be considered a definition of reality, connotation, and national-cultural environment. Vocabulary, being directly related to the objects and phenomena of the material world and the history of society, serves not only the needs of linguistic communication, but also is a kind of form of consolidation and transmission of social cognitive experience from generation to generation. Therefore, the lexical system is determined primarily and most often by the categories of the material world and social factors. The main purpose of the vocabulary as the initial element of communication is the manifestation of realia, i.e. the diversity of the world and relations in which one and the same society lives. The word is a symbol of realism and unity of language. It represents something outside of the language and at the same time is associated with certain relationships with other elements of the language [2, 343]. For the efficient formation of linguistic skills developed and experimentally tested technology to conduct a comparative analysis of linguistic means in both languages, the use of linguistic concepts in adequate conditions of foreign language communication, interpretation of the linguistic and cultural concepts, comparisons and identify similar and different features of the lexical systems of English and native languages, including approaches, tasks and exercises, which include the following materials: 1) the "warm-up" method, which involves "refreshing" students before starting to study any topic of the module and is carried out with the help of leading questions from the teacher or students in the group. For example. What interesting facts have you already learned about TPU scientists and research? 2) "collecting hypotheses", aimed at developing the skills of probabilistic forecasting as a type of anticipation. The anticipation mechanism is implemented in cases where the teacher specifically organizes when students need to make several interrelated comments in order to predict events occurring in audio or printed text. The selected comments and statements are recorded on a blackboard or specially prepared poster, which leads to a discussion of the comments received to form a clear picture of the education and personal speech experience of the students. The teacher's instructions for reading and listening can be a motivation to complete the task. In order to enhance the linguistic and cultural knowledge of students in their native culture, the teacher can offer students special questions for discussion. 3) "updating associations" involves the creation of associograms on the topic under study. Each group of students gets one concept. The job runs with the help of worksheets that schematically depict an empty sociogram with the concept. After completing associaram students each group present their Association, arguing them one way or another concept. This method not only helps students to activate the lexical material on the topic, but also helps to consistently and logically express thoughts and ideas in English. Working in a group allows you to initially select leaders from among the participants, as well as assistant leaders, and switch leaders from classes to classes, which allows each student to become an equal partner of foreign language communication. 4) "Working with illustrations", mainly drawings and photographs, which not only arouse students 'interest in learning English, but also introduce them to the socio-cultural realities of the country of the language being studied, contribute to the activation of students' speech experience, cause various associations on the issue under discussion, create prerequisites for a free conversation about what they have seen. In addition to pictures, questions help students express their opinions, arouse interest in the problem, and there is a free conversation in the group. 5) "Working with titles" is very interesting for students, as students, relying on linguistic and cultural concepts, learn to independently guess the topic of communication, audio or printed text, to argue the proposed answer and the correctness of their assumption. ВЕСТНИК КазНПУ им. Абая, серия «Специальная педагогика», №1(64), 2021 г. 101 6) "selection of equivalents" teaches students the skills and abilities of selecting the equivalents of English and Russian concepts, followed by their interpretation in English. This type of task provides students with the opportunity to choose, compare and establish similarities and differences between the lexical units of the English language and their native speakers. 7) "interpretation of linguistic and cultural concepts in the English language". Such methods as definition, interpretation, synonyms, translation are traditional methods of semanticizing lexical units within the framework of the conceptual level. N.B. Merkish called these approaches "culturally neutral", since they allow us to reveal data about the lexical meaning of words-realities and background words, and cultural specificity is present on the lexical background of these units. Being traditional, the comprehension or interpretation of lexical units in English acts as an effective means of improving the cultural information accumulated by students in the process of studying the topic. For example, students are asked to divide into groups. Each group of students, based on the information, is assigned to interpret one of the linguistic and cultural concepts obtained as a result of reading an authentic text or watching a video containing specific facts of the culture of the English language. Students of other groups should understand the meaning of the linguistic and cultural concept and call it in English. 8) "Maintaining the reader's protocol" is aimed at developing the ability to adequately perceive the meaning of a word in the process of reading an authentic text. After reading the text and completing the task, the students get a complete picture of the lexical background of this reality. 9) "Creating a story on a topic using reference words on the cards"" This task is more effective if the use of words in the cards is due to the involvement of illustrative material. For example, before watching a video, students are asked to compose their story with words taken from the text, and thus anticipate the events of the listened text. 10) "Creating and reproducing a dialogue using vocabulary with cultural characteristics" "Students must independently guess the meaning of certain words through the context. Creating and playing your own dialogues promotes the conscious and contextual use of words with certain cultural characteristics in conditions of adequate communication. 11) "Explanation" reflects the background information of this lexical unit as a method of semanticizing a linguocultural concept, in which students guess the meaning of the studied concept. The purposeful and systematic application of this described methodological approach, a set of tasks and exercises in the English language, ultimately contributes to the consistent formation of a list of linguistic and cultural knowledge and skills that form linguistic and cultural competence [2, 345-346]. жүктеу/скачать 3,17 Mb. Достарыңызбен бөлісу:
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