Use of elements of people ethno-cultural heritage during grammatical material teaching
Journal Title: Інженерні та освітні технології - Year 2018, Vol 6, Issue 3
Abstract
The article deals with the use of methods of establishing associative connections and receiving surprise in the use of ethnocultural artifacts and linguistic material for the purpose of effective teaching for mastering several languages. To introduce a system of multilingual education in the Republic of Kazakhstan and form the ideal person of the Kazakh society mentioned in the "Movement for the Future: Spiritual Renewal" program, it is important not only to change the essence and content of the education system, but also to find mechanisms for its implementation. Contribution to this problem involves the use of new methodologies for the formulation of the language as an active and motivating action that forms a common space for education and upbringing, as well as the use of the actual in the given period of information transfer from subject to subject and subject-oriented learning technologies. The Kazakh language in the Republic of Kazakhstan is the state language, Russian is the language of interethnic communication, and English is the language of successful integration into global integration. In this regard, the study of the Kazakh language causes difficulties, firstly, because the majority of the population is Russian-speaking and inflectional Russian sat down in the minds of students, and because of the synthetic system of the Kazakh language it is more difficult to master. To cope with this big problem, it is necessary to find non-standard ways of influencing the mind of the student and his emotions. Without this, the teaching of the state language will continue to be an attempt at simple memorization of words. This article analyzes this issue and is considered from the point of view of the communicative task of the language, explaining the order of distribution of the members of the proposal based on the historical details of the Kazakh people - for example, on the basis of the structural elements of the yurt. The main idea of the authors is that ethnocultural methodology is a prerequisite for the formation of a complex system of language and a structured language system based on a formal, semantic structure and communicative language, strengthening the structure of the sentence that provides intonational continuity; so you can find similar similarities from the ethnocultural heritage and the data of the population and use it in the educational process. This question is comprehensively shown on an example of a specific thematic development.
Authors and Affiliations
Nurziya Abdikarim, Shin-Asil Akashevich Kenen
Keywords
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- EP ID EP622462
- DOI 10.30929/2307-9770.2018.06.03.01
- Views 68
- Downloads 0
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