СТУДЕНТТИН ТЕКСТТИ ТҮШҮНҮҮДѲ ОЙЛОО – КАБЫЛДОО ПРОЦЕССИН ӨНҮКТҮРҮҮ

2020 ◽  
pp. 27-30
Author(s):  
Н. Мамырбаева
Keyword(s):  
Communication Skills ◽  
Native Language ◽  
Writing Skills ◽  
Independent Writing ◽  
Language Classes ◽  
Language Students ◽  
Reading Texts

Аннотация: Бул илимий макалада студенттердин ой-жүгүртүүсүн, сүйлѳѳ речин ѳстүрүүдѳ – тексттин ролу чоң. Кыргыз тилининдеги тексттерди окутуп, үйрөтүү менен студенттердин өз эне тилинде туура сүйлөөсүнө, өз оюн башкаларга ачык, так жеткире билүүсүнө, баарлашуу чеберчилигине, оозеки кеп ишмердүүлүгүнө, диалог, монолог, маектешүү, пикирлешүү, өз алдынча жазуу жүзүндө баяндама, дил баян, эссе жаза алуусуна алып келет. Кептин ар кыл стилдери жана түрлөрү боюнча практикалык иштерди аткара алуусу, кырдаал шартка ылайык логикалуу, аргументтештирип, далилдүү сүйлөй билүүсүнө, иш кагаздарынын үлгүлөрүн даярдай алуусуна, тактап айтканда, кыргыз тили сабагынан алган билгичтик, көндүмдөрүн өзүнүн турмушунда кенен пайдалануу менен, муктаждык- тарын канааттандыра алуусуна алып келүү жагдайы каралган. Аннотация: Роль текста в процессе развития речи и воображения очень велика. Через чтение текстов на кыргызском языке студентов учим грамотно говорить на родном языке, аргументированно и четко выражать свою мысль, а также учим мастерству общения, составлению диалогов и монологов, умение вести беседу, развиваем навыки письменной речи: самостоятельному составлению эссе, сочинений и изложений. Выполнение практических занятий разных стилей и видов речи учит аргументированно, логически последовательно, обоснованно говорить, составлять образцы деловых документов т.е. умению широко применять знания, полученные на занятиях кыргызского языка, на практике. Ключевые слова: мышление, ”критическое мышление”, гетерономия, анализ мыслей, автономия, условный контекст, фаза мышления, важность фактологических знаний, мировоззрение. Abstract: the role of text in the development of speech and imagination is very great. Through reading texts in the Kyrgyz language, students are taught to speak their native language correctly, to Express their thoughts clearly and clearly, as well as teach communication skills, making dialogues and monologues, the ability to conduct a conversation, develop writing skills: independent writing of essays, essays and presentations. Performing practical classes of different styles and types of speech teaches you to speak logically, logically consistently, reasonably, make samples of business documents, i.e. the ability to widely apply the knowledge gained in the Kyrgyz language classes in practice.

The Role Of Authentic English Texts In The Development Of Writing Skills

2021 ◽  
Vol 03 (02) ◽  
pp. 122-137
Author(s):  
Tursunbayev Bakhtiyor ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Writing Skills ◽  
Great Difficulty ◽  
Foreign Languages ◽  
Global Information ◽  
Teaching Text ◽  
Development Of Students ◽  
Written Speech

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.

scholarly journals Language as Students’ Artistic Value: Linguodidactic Dimension

2021 ◽  
Vol 5 (1) ◽  
pp. 248-261
Author(s):  
Iryna Guslenko ◽  
Еvgeniya Myropolska ◽  
Natalia Myropolska
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Communication Skills ◽  
Literary Translation ◽  
Artistic Value ◽  
Language Classes ◽  
Research Questions ◽  
The One ◽  
Artistic Values

The present paper focuses on the problem of values and representation of language as an artistic value. The main objectives of the research are to specify the role of artistic values for people, represent the methodology for the integration of arts into foreign language classes, evaluate its results. The research questions of the study aimed to investigate how the experimental course contributed to students’ attitude towards artistic values, the development of their language and communication skills. The outlined methodology of arts integration into foreign language classes involves teaching art terms, phraseological units about art, popular-quotations, and teaching through literary translation and dialogue of cultures. The one-term experimental integrated course of English and art classes was implemented by two secondary schools in Kyiv (Ukraine). The evaluation of the results was done with the method of qualitative research. The findings confirmed that language as an artistic value is a powerful instrument for students’ personal, artistic, and cognitive development.

scholarly journals Language as Students’ Artistic Value: Linguodidactic Dimension

2021 ◽  
Author(s):  
Iryna Guslenko ◽  
Еvgeniya Myropolska ◽  
Natalia Myropolska
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Communication Skills ◽  
Literary Translation ◽  
Artistic Value ◽  
Language Classes ◽  
Research Questions ◽  
The One ◽  
Artistic Values

The present paper focuses on the problem of values and representation of language as an artistic value. The main objectives of the research are to specify the role of artistic values for people, represent the methodology for the integration of arts into foreign language classes, evaluate its results. The research questions of the study aimed to investigate how the experimental course contributed to students’ attitude towards artistic values, the development of their language and communication skills. The outlined methodology of arts integration into foreign language classes involves teaching art terms, phraseological units about art, popular-quotations, and teaching through literary translation and dialogue of cultures. The one-term experimental integrated course of English and art classes was implemented by two secondary schools in Kyiv (Ukraine). The evaluation of the results was done with the method of qualitative research. The findings confirmed that language as an artistic value is a powerful instrument for students’ personal, artistic, and cognitive development.

scholarly journals Target versus Native Language Use in Foreign Language Classes: Perspectives of Students and Instructors

2018 ◽  
Vol 11 (5) ◽  
pp. 74
Author(s):  
Emrah Ekmekci
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
French Language ◽  
German Language ◽  
Significant Difference ◽  
Language Classes ◽  
Language Classrooms ◽  
Language Students ◽  
L1 Use ◽  
Academic Year

Whether or not to use students’ native language (L1) in second or foreign language classes has always been debated by many scholars and researchers. This controversial issue has taken place in the literature with various case studies and findings. The current study investigates into both students and teachers’ perspectives on using L1 in foreign classes. The study was conducted in a state university offering compulsory language education for at least one academic year in three foreign languages, English, German, and French in 2016-2017 academic year. As data collection instruments, two Likert-type questionnaires were administered to instructors and students. Ten English, seven German and three French Language instructors participated in the study together with 217 students from three compulsory foreign language preparatory classes. Descriptive data were analysed in order to determine the students and instructors’ perspectives about L1 use. ANOVA test was also used to find out whether there exist significant differences among students and instructors with regard to L1 use. The results reveal that there is a statistically significant difference between English and German language students and between French and German language students with regard to L1 use in the foreign language classrooms. However, there is not a statistically significant difference between English and French language students with regard to L1 use in the foreign language classrooms. The findings also indicate that there is no statistically significant difference among English, French and German language instructors concerning the use of L1 in the classes.

scholarly journals Creative approach to development of competence “writing” in foreign language classes

2018 ◽  
Vol 50 ◽  
pp. 01025 ◽  
Author(s):  
Irena V. Aleshchanova ◽  
Natalia A. Frolova ◽  
Marina R. Zheltukhina
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Communicative Competence ◽  
Writing Skills ◽  
Professional Communication ◽  
Special Role ◽  
Structural Element ◽  
Language Classes ◽  
Practical Recommendations

This study examines the question of development of an important component of the foreign language communicative competence - the skill of writing as a structural element of the technical university students’ professional competence. The methods and ways of the stated aim achievement are analyzed from the perspective of the competence and personality-oriented approaches. Professional communication is presented as a multicomponent phenomenon, requiring detailed study. Foreign and domestic research in the field of foreign language teaching formed the theoretical basis for studying the methodical and didactic aspects of writing activities. The authors define students’ acquisition of writing skills in the process of education as the development of elementary communicative competence. Tasks for the writing skills development are described as a productive tool for organizing educational activities. The authors emphasize the special role of creative tasks and how they can contribute to achieving the set goals in teaching. Practical recommendations on the development of writing skills and this process monitoring are given.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

Mr. and Mrs. Smith: A Student Introduction to Federal Tax Compliance and Documentation

2015 ◽  
Vol 31 (1) ◽  
pp. 119-132 ◽  
Author(s):  
Michaele L. Morrow ◽  
Shane R. Stinson
Keyword(s):  
Communication Skills ◽  
Professional Practice ◽  
Income Tax ◽  
Tax Compliance ◽  
Personal Income Tax ◽  
Initial Information ◽  
Face To Face ◽  
Client Advocacy ◽  
Tax Practice

ABSTRACT In this case, students assume the role of new accounting staff tasked with the preparation of a personal income tax return and supporting documentation for a client of their firm. Students are provided prior year work papers and client communications, a copy of the prior year's tax return, as well as a letter and supporting documents from the client for the current year. To complete the case, students generate questions based on the initial information provided, meet face-to-face with the client, and roll forward a set of electronic work papers before submitting a complete current year engagement file for senior review. This case adds work papers and client interaction to the traditional tax compliance case to reinforce both the technical and communication skills valued in professional practice. The formulation of questions for the client also allows students to practice discussing technical topics in a non-technical manner and underscores the required balance between attitudes of client advocacy stressed in professional tax practice and legal requirements for “good-faith” tax return reporting. This case is appropriate for an individual income tax course at either the undergraduate or graduate level, and can be easily adapted to increase or decrease difficulty.

Characteristics of educators’ talk about decontextualised events

2020 ◽  
Vol 45 (4) ◽  
pp. 362-376
Author(s):  
Rebecca Andrews ◽  
Penny Van Bergen
Keyword(s):  
Communication Skills ◽  
Future Event ◽  
Time Points ◽  
Long Day ◽  
Future Events ◽  
Day Care Centres ◽  
Highly Correlated ◽  
Children’S Thinking ◽  
Sydney Australia

This study investigated the characteristics of educators’ talk about decontextualised events with young children in seven early childhood long day care centres in Sydney, Australia. Educators were partnered with up to six children aged between 27 and 60 months. Across two time points, 85 educator–child dyads discussed past and future events. Educators’ use of questions, contextual statements, evaluations and prompts and children’s use of questions, open-ended responses, yes-no responses and spontaneous information statements were examined. Educators’ evaluative statements were highly correlated and educators’ questions were moderately correlated with children’s open-ended responses in past event conversations. Educators’ evaluative statements were highly correlated with children’s open-ended responses in future event conversations and were the only significant predictor for children’s talk. Given the important role of educators in scaffolding children’s thinking and communication skills, the recommended strategies for educators’ talk in decontextualised conversations include: sharing the conversational load, making frequent contextual statements and following the child’s lead/interests.

Tools for Analysis: Journals and Writing Skills

1986 ◽  
Vol 51 ◽  
pp. 10-11
Author(s):  
David M. Brodsky ◽  
Eileen M. Meagher
Keyword(s):  
High Schools ◽  
Political Science ◽  
Communication Skills ◽  
Writing Skills ◽  
Student Writing ◽  
English Department ◽  
Written Communication ◽  
Student Journals

Instructors directly responsible for improving student writing skills rely on many techniques, among them student journals, to help their charges master the rudiments of written communication. Instructors in such disciplines as political science, however, may exclude the development of written communication skills from the objectives they hope students achieve. Instead they regularly bemoan their students inability to put together two or three readily understandable sentences on any topic of concern, simultaneously condemning the high schools or English department for failing to teach students how to write.

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