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MISTAKES IN LEARNING A FOREIGN LANGUAGE AND THEIR
INTERACTIVE SOLUTIONS
Meyliqulova Feruza Bahodir qizi
Termiz Davlat Pedagogika Instituti
E-mail:
Allaberdiyeva Nilufar Safar qizi
Termiz Davlat Pedagogika Instituti
E-mail:
nilufarallaberdieva6@gmail.com
ABSTRACT
Today, in the era of rapid development and globalization, the demand for young
personnel who master the days is increasing as production increases. This is the basis for
popular young people to increase their interest in languages and learn foreign languages. But
a number of mistakes are made in the process of learning languages produced by students.
In this article, we will analyze some of the mistakes, problematic products and documents
that young people who are new to developing languages make.
Key words:
method, interactivity, student, foreign languages, educational programs,
educational load.
ОШИБКИ В ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА И ИХ
ИНТЕРАКТИВНЫЕ РЕШЕНИЯ
АННОТАЦИЯ
В условиях современной стремительно развивающейся глобализации спрос на
молодые кадры, владеющие иностранными языками, возрастает с каждым днем. Это
является причиной повышения интереса к иностранным языкам среди молодежи и
широкой популярности изучения иностранных языков. Однако из-за того, что
студенты в процессе изучения иностранных языков допускают ряд ошибок или
сталкиваются с некоторыми проблемными ситуациями, возникает и ситуация, когда
их энтузиазм к новым языкам, которые они изучают, быстро пропадает. В этой статье
мы рассмотрим некоторые ошибки, проблемные ситуации и их анализ, которые
совершают молодые люди, только приступившие к изучению иностранных языков.
Ключевые слова:
метод, интерактивность, студент, иностранные языки,
образовательные программы, учебная нагрузка.
INTRODUCTION
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As one of the means of knowing and communicating with the surrounding world, a
foreign language occupies a special place in the modern education system due to its social,
cognitive and developmental functions. Taking into account that the position of the Russian
language as a leading means of international communication in the world is becoming
stronger and there are no serious trends to stop or slow down this process, the problem of
using effective methods in this regard is being posed.
DISCUSSION
Learning Russian is very important. Of course, every person aims to achieve a certain
goal by doing something. Along with this, new language learners who start learning English,
Russian, French, German or any other Eastern languages aim to achieve a certain goal and
result by learning these languages. Unfortunately, some language learners make mistakes at
this step and face a number of difficulties later in the language learning process. Another
problem faced by young learners who are just beginning to learn foreign languages is their
fear of making mistakes while learning and using the language. Of course, avoiding making
mistakes in the process of language learning builds the ability of language learners to be
responsible for the language, but this process slows down language learning and the learner
gradually loses the ability to speak the language. may lead to difficulties in full development.
Usually, a language learner tries to avoid making mistakes in grammatical norms during
conversation in the language he is learning, which causes him to confuse the content of the
thought being spoken. This causes the listener to not fully understand the idea. It should not
be forgotten that mistakes and shortcomings are natural in any newly started work.
Pronunciation disorders and grammatical errors in the speech of new language learners can
be solved by constant self-improvement and practice of speaking the language. Another
mistake made by new language learners is to rely too much on the teacher's support and
avoid working on themselves. Of course, it is optimal to rely on the teacher's explanations
and help in the process of language learning, but it is a solution to minor complications
related to language learning that occur in the process of independent work, when students
avoid working on themselves or work less on themselves. Failure to find them will lead to
slow learners' language learning skills and poor results. It should not be forgotten that foreign
language skills cannot be built based on the speech of one person, because usually the speech
of teachers in that foreign language is very different from the speech of native speakers of
that foreign language. One of the best ways to avoid such problems is to watch movies and
listen to podcasts and radio broadcasts in that language. One of the problems faced by new
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foreign language learners is the overabundance of foreign language programs and the
inability of young people to choose the most suitable training programs and then transfer
them to training programs. is the inability to get away. What method is sometimes more
effective in learning foreign languages? face-to-face learning with a teacher or in groups?
This question arises in front of young people who have just started learning the language.
Observations show that the above two methods of learning foreign languages have their own
advantages and disadvantages. For example, by studying foreign languages in groups, it is
possible to quickly develop the ability to speak a foreign language, and to strengthen the
information learned in the lesson through mutual questions and answers.
In the modern sense, the educational process is considered as a process of interaction
between the teacher and students to introduce students to certain knowledge, skills, abilities
and values. Each teaching method organically includes the educational work of the teacher
(presentation, explanation of new material) and the organization of active learning and
cognitive activities of students. That is, the teacher, on the one hand, explains the educational
material himself, on the other hand, he tries to stimulate the learning and cognitive activity
of students (encourages them to think, draw independent conclusions, etc.)
A foreign language lesson is considered as a social phenomenon, where the
class is a certain social environment where the teacher and students enter into certain social
relations with each other, the learning process is an interaction of all participants. At the
same time, success in learning is the result of collective use of all opportunities for learning.
And students have to contribute a lot to this process. In all classifications there are methods
of verbal presentation of knowledge. These include story, explanation, explanation,
conversation, briefing. Verbal methods are used at all stages of learning: during preparation
for mastering new material, during its explanation, assimilation, generalization and
application.
The "Round Discussion" method is of great importance in mastering the
Russian language. It is known that in the method, the teacher formulates a problem and offers
students a task. The student can evaluate the importance of the problem in the process.
Students will be able to talk about the issue presented. They discuss their positions and come
to a common decision. One well-known method is Brainstorming, which focuses on problem
solving rather than discussing it. However, according to this method of teaching English, the
audience is divided into two groups - "idea generators" who actually propose ideas, and
"experts" who evaluate the position of each at the end of the "attack".
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When using the selected methods in Russian, the following criteria should be
followed:
1.
Your level of preparation;
2.
How much time you can devote to lessons;
3.
Financial opportunities;
4.
Their priorities and desires.
Also, information can be absorbed more easily in the following ways: by ear,
through a textbook, with the help of video lessons, in a playful way, etc. The student's
interests are also taken into account. His opinion and personal interests should not be
ignored. In order to help the student as much as possible, it is necessary to explain the channel
of
his
perception
and,
accordingly,
the
direction
of
tasks.
A conversation is a dialogue: teacher's questions and students' answers. The student's
mind follows the teacher's mind, as a result of which the students move step by step in
acquiring new knowledge. According to the appointment, interviews are divided into: 1)
introductory or organizational; 2) communication of new knowledge; 3) synthesize or
identify; 4) control and correction. According to the level of cognitive independence of
students,
reproductive
and
heuristic
conversations
are
distinguished.
An introductory (preparatory) interview is usually held before the start of the training.
Its purpose is to determine whether students correctly understand the meaning of the
upcoming work, have a good idea of what and how to do it. Interview (explanation) can be:
question-and-answer, avoiding objections, memorizing answers; Socratic (gentle, respected
by the student, but allowing doubts and objections); heuristic (putting the student in front of
problems and demanding his own answers to the questions posed by the teacher). All types
of
conversation
are
used
in
elementary
school.
Synthesizing (final or reinforcing) conversations serve to summarize and systematize
the knowledge available to schoolchildren, and control-corrective (checking) conversations
are used for diagnostic purposes, as well as for the development, clarification, and
completion of new facts or rules. is used when knowledge that students have. In order to
conduct the interview successfully, the teacher must seriously prepare for it. It is necessary
to clearly define the topic of the interview, its purpose, create a plan-concept, choose visual
aids, form the main and auxiliary questions that may arise during the interview, and think
about the methodology of its organization and conduct.
CONCLUSION
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In conclusion, it can be said that in order to avoid problems and problems in the
process of learning the desired languages, it is necessary to be more responsible for language
learning, to work on yourself regularly. Success in any task, not just language learning,
requires consistency. Only then can you fully master the language being studied.
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Блохина И.Г. Статья «Проблема изучения русского языка русскими и
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Имамкулов Б. Р., & Абдуллаева, М. Р. (2023). ФОРМИРОВАНИЕ
УМЕНИЙ И НАВИКОВ БУДУЩИХ ПЕДАГОГОВ В ОБЛАСТИ ДВУЯЗЫЧИЯ ДЛЯ
ШКОЛЫ УЗБЕКИСТАНА.
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Савенкова И. Преподаватель РКИ. «Как интересно и эффективно учить
русский язык: 10 советов для тех, кто уже многое пробовал».
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Умаров, А. А., & Абдумуродова, М. Р. (2023). ЯЗЫКОВЫЕ И РЕЧЕВЫЕ
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