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ㅏ あ
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yu		 ゅ
lyu		 る
ru
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e		 ぇ け
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te		 で
de		 ね
ne		 へ
he		 べ
be		 ぺ
pe		 め
me		 れ
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ㅗ お
o		 ぉ こ
ko		 ご
go		 そ
so		 ぞ
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no		 ほ
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bo		 ぽ
po		 も
mo		 よ
yo		 ょ
lyo		 ろ
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wo
o ㅋ ㄱ ㅅ ㅈ ㅌ ㄷ 촉 ㄴ ㅎ ㅂ ㅃ ㅁ 야 ㄹ 와
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vu
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ke		 ゲ
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ä Ä ö Ö ü Ü ß                
프랑스어
á à Á À é è É È ç Ç ê        
스페인어
à á Á é É í Í Ó ó Ú ú Ñ ñ ä Ä
Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ  
Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ
ㅶ ㅷ ㅸ ㅹ ㅺ ㅻ ㅼ ㅽ ㅾ ㅿ ㆀ ㆁ ㆂ ㆃ ㆄ ㆅ ㆆ
ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ                  
′ ″ ℃ Å ￠ ￡ ￥ ¤ ℉ ‰ ＄ ％ Ｆ ￦ ㎕ ㎖ ㎗ ℓ ㎘ ㏄
㎣ ㎤ ㎥ ㎦ ㎙ ㎚ ㎛ ㎜ ㎝ ㎞ ㎟ ㎠ ㎡ ㎢ ㏊ ㎍ ㎎ ㎏    
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㎂ ㎃ ㎄ ㎺ ㎻ ㎽ ㎾ ㎿ ㎐ ㎑ ㎒ ㎓ ㎔ Ω ㏀ ㏁ ㎊ ㎋    
㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆    
± × ÷ ≠ ≤ ≥ ∞ ∴ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒
≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
᠐ ᠑ ᠒ ᠓ ᠔ ᠕ ᠖ ᠗ ᠘ ᠙            
ᠠ ᠡ ᠢ ᠣ ᠤ ᠥ ᠦ ᠧ ᠨ ᠩ ᠪ ᠫ ᠬ ᠭ ᠮ ᠯ
ᠰ ᠱ ᠲ ᠳ ᠴ ᠵ ᠶ ᠷ ᠸ ᠹ ᠺ ᠻ ᠼ ᠽ ᠾ ᠿ
ᡀ ᡁ ᡂ ᡃ ᡄ ᡅ ᡆ ᡇ ᡈ ᡉ ᡊ ᡋ ᡌ ᡍ ᡎ ᡏ
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'학술논문' 에서 검색결과 12,546건 | 목록 1~20
The Spanish Seneca and the Black Legend in English Revenge Drama: Spaniards, Moors, and Stoics Onstage.
Academic Journal
Muñoz, Victoria M.
Sixteenth Century Journal. Spring2024, Vol. 55 Issue 1/2, p221-241. 21p.
Web of Science Scopus JCR 저널정보 Find it@PNU
THE ARTICLE IN ENGLISH: COMMUNICATIVE FUNCTIONS, LINGUISTIC PICTURE OF THE WORLD AND TEACHING APPROACHES
Academic Journal
D.I. Kozuev; A.D. Barktabasova; Ch.K. Sasinova
Vestnik Bishkek state university af K Karasaev. 72:121-125
Find it@PNU
GLASS TRADE BEADS FROM THE ENGLISH COLONIAL PERIOD IN THE SOUTHEAST, CA. A.D. 1607–1783
Academic Journal
Marcoux, Jon Bernard
Southeastern Archaeology, 2012 Dec 01. 31(2), 157-184.
Full Text (ProQuest) Full Text (JSTOR) Scopus Find it@PNU
Cherokee households and communities in the English Contact period, A.D. 1670--1740.
Dissertation/ Thesis
Marcoux, Jon Bernard
Dissertation Abstracts International; Dissertation Abstract International; 69-11A.
Full Text (KERIS DDOD) Find it@PNU
THE ARTICLE IS DEVOTED TO MODERN APPROACHES TO TEACHING ENGLISH: INTERACTIVITY AND INNOVATION
Academic Journal
A.D. Reshytko
Innovate Pedagogy. 2:59-62
Find it@PNU
An integrative approach to teaching foreign languages at school: 200 Безусловно, речь идет не о том, чтобы заниматься развитием детей в ущерб знаниям, а о том, чтобы развитие коммуникативных навыков было специально направлено на развитие личности младших школьников. Используемые приемы работы способствуют развитию диалогической речи, расширению кругозора учащихся, поддержанию интереса к изучению английского языка. ЛИТЕРАТУРА: 1. H.Palmer. The Scientific Study and Teaching of languages, London, 1922. p138. 2. Гамезо М.В., Матюхина М.В., Михальчик Т.С. Возрастная и педагогическая психология. М.: Изд-во Просвещение, 1992. с.38. 3. Щерба Л.В. Преподавание иностранных языков в средней школе., М.:1947. с 42-43. AN INTEGRATIVE APPROACH TO TEACHING FOREIGN LANGUAGES AT SCHOOL Uzaxbaeva A. Teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan Abstract : This article examines and discusses ways to apply an integrative approach in teaching and some fundamental issues related to the language training of students at school. At the present stage of society's development, an urgent problem is the comprehensive training of students, which consists of a number of consecutive, successive stages of qualification growth, providing for a multi-variable result, the development and formation of a morally mature person who is able to actively participate in social life. The leading element of such training is the humanitarian one, which allows you to form a free personality with independent creative thinking and the ability to constantly improve yourself. The process of teaching a foreign language at school is subject to special requirements, the effective implementation of which is possible in conditions of interconnectedness of teaching all types of speech activities, active inclusion of humanitarian, regional and cultural aspects in the content of teaching students. The term "integration" was firmly established in the works on pedagogy in the 80s. Originally from the Latin "integratio", which means restoration, replenishment, integration of any parts into a whole, even earlier this term was widely used in the professional vocabulary of various fields of knowledge to denote the corresponding process [1; 4]. The Philosophical and Encyclopedic Dictionary [2; 203] develops the definition of integration, complementing it with such a concept as "the side of the development process associated with the integration of previously heterogeneous parts and elements into a whole". A similar definition can be found in the "logical dictionary-reference book" [2; 203], which defines integration as "...combining into a whole, into the unity of any elements, restoring any unity". In the exact sciences, one can trace the understanding of integration as summation over some parameter with its own weight, and integral as "an integer quantity considered as the sum of its infinitesimal parts" [3; 48]. In English literature, "integrate" [3] the term "integration" in a broad sense is used to characterize the process of convergence and connection of sciences that occurs along with the process of differentiation. In biology, integration is understood as "... orderliness, consistency and unification of functions and structures inherent in a living system at various levels of organization " [2; 203]. In psychology, we find "group integration", characterized as "consistency, orderliness and stability of the system of intra-group processes" [4; 19]. Philosophers define integration as the process of forming connections that ensure the interdependence of elements and the appearance of an "integrative property" [1; 51]. A.D. Ursul uses the term "integration" to denote the integration of any parts into a whole and uses it to characterize the processes of interconnection of previously autonomous elements as a single set [5; 113]. In all the above definitions, there is a single tendency, on the one hand, to show the interrelation, interdependence of individual elements, and on the other, the formation of integrity. Each element is in a relationship with others based on consistency, orderliness, and stability. Thus, particular sciences in the interpretation of the term "integration" define, first of all, as a union into a whole, the restoration of some unity, integration can be understood as the process of becoming a whole. In pedagogy, integration is defined as " ... the highest form of expressing the unity of goals, principles, content, forms of organization of the learning and upbringing process carried out in two cycles 201 of education, aimed at intensifying the entire training system..." [2, 16]. An important role in the theoretical justification and practical implementation of the idea of integration in pedagogy belongs to A. P. Belyaeva. Summarizing the data of private sciences, analyzing the definitions of integration in philosophy, A. P. Belyaeva deepens this concept, emphasizing that integration in any sciences is both a process and a result of creating an inextricably integral one [3]. Introducing the term "integration" into the methodology, we rely on the same set of meanings that it has in engineering, economics, mathematics, pedagogy, etc. However, we develop and clarify this concept in the appendix to our curriculum. We understand it in the framework of the training program developed by us as follows: integration is the merging of the content, forms, methods, principles of teaching into a single whole and the interpenetration of elements of language training in the scientific, professional, general education and humanitarian spheres. The description of integration as a process helps to identify the following most necessary invariant stages of this procedure: determining the system-forming factor, creating a new program structure, reworking the content, checking effectiveness, and correcting results. These invariants can be fundamental to the development of the curriculum for school students. Integration appeared in an effort to model a holistic learning process. The definition of integration goals is associated with a conscious need and the identified ability to link individual subjects, topics, and sections. The selection of integration objects is determined by the following: in order to speed up and intensify the program, intra subject integration is carried out, and if desired, it can be expanded at the expense of components that are close to each other courses, inter subject integration is implemented. After selecting the content objects necessary for integration, we select invariant and variable components – components of our own content. The definition of the system-forming factor of integration means finding the basis for unification. Without a system-forming factor acting as an integrator, no pooling of knowledge is possible. Whole sciences and even systems of sciences can act as a system-forming factor. For example, some authors [4; 7] consider "their" technical knowledge to be an integrator of sciences, others consider teaching methods to be a system– forming factor, and third-psychology. In the program developed for students, the integrator and system-forming factor is the educational text, which is also the material: 1) for the acquisition of knowledge in the academic subject-a foreign language; 2) for the interconnected training of all types of speech activity; 3) for the formation of necessary skills and abilities; 4) to get acquainted with the language system; 5) to ensure the formation of spiritual culture and a system of universal values. A. P. Belyaeva believes that the development of scientific knowledge is always characterized by two main opposite trends-integration and differentiation, emphasizes the dialectical unity of the processes of integration and differentiation, which do not coexist with each other and do not follow each other, but appear one in the other and through the other, interpenetrating, mutually conditioning, mutually anticipating and simultaneously mutually negating each other a friend [3]. In accordance with the principle of unity of integration and differentiation, the integrative approach in teaching should present the content in a differentiated form, making it possible to reflect the unity of the general through integration, and the specific through differentiation. The built flowchart of the sequence systematically fits into the stages and specific forms of training. Thus, integration issues are solved by adding or replacing content blocks, which vary depending on the stage of training and the age group of students. The content of variable-modular blocks is differentiated. Invariant are country studies, cultural studies, and general scientific blocks. Despite the fact that there is a lot of talk about integration, nevertheless, different sciences and even the most different sections of the same subject are still presented as something closed, self-sufficient, almost unrelated to other aspects of the subject and other academic disciplines. Students should see functional connections between different disciplines and their constituent parts, and be able to identify common methodological approaches in mastering knowledge. REFERENCES: 1. Akhlibitsky B.A. Categorical aspect of the concept of integration//Dialectics as a basis for integrating scientific knowledge. - L., 1984. p. 51. 2. Bezrukova V.S. Pedagogical integration: essence, mechanisms of implementation//Integration processes in pedagogical theory and practice. Sverdlovsk: 1990, 128 p. (in Russian) 3. Belyaev, A.P. Theoretical basis of the integration of the content of vocational education. - Sverdlovsk: 188. - 19 p. 202 4. Kedrov B.M. Integrative function of philosophy in the system of modern scientific knowledge//Dialectics as a basis for integrating scientific knowledge. - L., 1984. - p. 7-12. 5. Kitaygorodskaya G.A. Methodological foundations of intensive foreign language teaching. – M.: MSU Publishing House, 1986. 176 p. 6. Levin V.G. Integrative function of understanding the system//Dialectics as a basis for integrating scientific knowledge. - L.: 1984. - p. 72. ОҚЫЎДЫ ҤЙРЕТИЎ ПРИНЦИПЛЕРИ Шанназарова Г. 2 курс магистрант, Лингвистика (немис тили) қәнигелиги, Бердақ атындағы ҚМУ, Нѳкис, Ѳзбекстан Ғәрезсиз Ӛзбекистанымыздыӊ оның қурамында суверенлик ҳуқуқына ийе болған Қарақалпақстанның дунья жәмийетшилигинде тутқан орны кҥн сайын ӛсип, халықаралық қатнасықлар, саўда – сатық, туризм ҳәм де мәмлекетлер арасындағы мәдений ҳәм экономикалық, илмий – техникалық, билимлендириў тараўындағы қатнасықлар раўажланып, беккемленип баратырған бир ўақытта оның келешегин таратыўшы жасларға шет тиллерин пухта ҥйрениў ҳәм де мәселелерди еркин тҥрде талқылаў, олар туўралы ӛз пикирин тартынбастан айтыў, улыўма аўызеки ҳәм жазба тҥрде қатнаслар жасап билиўди ҥйретиў ҳәзирги кҥнниң кешиктирип болмайтуғын ең тийкарғы ўазыйпаларыннан бири болып табылады. Белгили болғанындай дидактикалық, психологиялық, сондай-ақ методикалық принциплер бар. Олардан тысқары С.К. Фоломкина [6] тәрепиннен ислеп шығылған оқыўға ҥйретиў принциплери де бар. Бул принциплер оқыўдың ӛзине тән сӛйлеў ҳәрекети тҥри ҳәм де шет тил тәлиминен кӛзленген мақсетлигин билдиреди. Оқыўды ҥйретиў де тӛмендеги принциплерге әмелетиў тийис: 1. Оқыўды ўйретиў – сӛйлеў ҳәрекетиниң тҥрин ҥйретиў деп қаралыўы керек. Усы қағыйданы итибарға алып ис жҥритилген де ғана, оқыўшыларға оқыў туўралы дурыс жоллама бериледи. Тил материалын ӛзлестириў ямаса текстке жақын сӛйлеп бериўди бирден – бир оқыў ўазыйпасы деп билместен, текстти ҳәрекетте қолланыў материалына айландырыў алдынғы орынға шығарылыўы усынылады. Оқыўшыларға текстти оқып мағлыўмат – хабар алыў шынығыўларын орынлатыў – бирлемши жуўмақлаўшы мақсет әмелде қолланылыўы керек. Буған сӛйлеў әмеллерин орынлаў арқалы ғана ерисиледи, бул процессте белгили нәтийжеге (мазмунды билип алыў, хабарды ийелеў) нәзерде тутылады. Текстти оқыў руўҳый байыўға, таза –таза мағлыўмат – ҳабарларды алыўға қаратылған оқыў методикалық илаж – шара есапланады. Оқыў процессинде жумыс: оқыў алдыннан тапсырма берилиўи шәрт ҳәм оқып болғаннан соң тийисли методикалық усылларды қолланып, тҥсингенлиги тексериледи. Толық ҳәм анық тҥсингенлиги оқыўшылар тәрепинен ўазыйпаны табыслы орынлаў есапланады. Қулласы, усы принцип бойынша оқыўдың тийкары–оқыўшыға мағлыўмат – хабар жеткизиў қағыйдаластырылып қойылады. 2. Оқыўды ҥйрениў, билиў процесси сыпатында шӛлкемлестириледи. Тек әмелий ҳәрекет кӛрсетиў менен шекленбестен, текстти оқыўшы билиўге, таза мағлыўмат – хабар ҥйрениўге ҳәрекет етеди. Мағлыўмат – хабар алыў – билиў ҳәрекетин жҥритиў болып табылады. Бул жерде билиў ҳәм де сӛйлеў ҳәрекетиниң паркын билиў керек. Сӛйлеў ҳәрекет нәтийжесин билиўге алып келеди. Ӛйткени, оқыў материаллар (булл жерде текст) мазмунына итибарды кҥшейтиў талап етиледи. Мазмунының қызықлылығы оқыўшылардың мағлыўмат – хабаралыўға интилиўлерин белгилеўши, оларды қызығыў менен, ыклас менен оқыўға ҥндеўши принцип ўазыйпасын аткарады. Тексттиң мазмунында ҳәм тилинде ақылға муўапық шегарасындағы қыйыншылықлар болыўы оқыўшының ақыллылық ҳәрекетин кҥшейтиўи, пикирлеўин – ойлаўын иске қосыўына себеп болады. Демек, усы принципке муўапық оқыўшылар шет тилде оқып, бир ўақытта билиў ҳәрекети менен шуғылланады. 3. Оқыўшылардың ана тили ҳәм екинши шет тилде топлаған оқыў дарежелерине сҥйенип, оларға шет тилде оқыў ҥйрениледи. Дәслеп, оқыўшының шет тилде оқыўға мҥнәсибети қәлиплестириледи. «Оқысам ҥйренемен» деген нақылға әмел етип ис тутыў зәрурлиги пайда болады. Биринши шәрт мине усы. Тил тәжрийбесиндеги сӛйлеў усылларының кӛшиў ҳәдийсесине гезлесемиз. Шет тил де ҳәрип – сес мҥнәсибетлериниң ӛзлестириў менен оқыўшыларға иштен оқыўды усыныў мақсетке муўапық . Бул екинши шәрт есапланады. Бир сӛз бенен айтканда, оқыў дәўиринде тил тәжрийбесиниң илажы барынша қолланылыўы талап етиледи. 4. Оқығанды тҥсиниў ушын оқыўшылар ҥйренилип атырған тил структурасы, қәсийетлерин ийелеп, оларға тийкарланған ҳалда жумыс алып барыўлары керек. Тил материалын
Academic Journal
A Uzaxbaeva
Ренессанс в парадигме новаций образования и технологий в XXI веке. :201-203
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Changes in the design of centrally-planned timber frames during the English Middle Ages, A.D. 1250--1350.
Dissertation/ Thesis
MacKay, Allan Gordon, III
Dissertation Abstracts International; Dissertation Abstract International; 65-01A.
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Title in English: Masculine Visions of Women Rape in England, in the Period of the Plantagenet Family (A.D. 1154- 1485)
Academic Journal
Journal of Scientific Development for Studies and Research.
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Development of autonomous learning skills and the use of multimedia technologies in English classroom
Academic Journal
A.D. Dukenova
Bulletin of the Karaganda university Pedagogy series. 11429:200-207
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The property market in English towns, A.D. 1 100-1600
Academic Journal
Derek Keene
Publications de l'École française de Rome 122(1):201-226
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Пути и способы развития коммуникативных умений и навыков на уроках английского языка, основанные на опытах педагогики: 199 ПУТИ И СПОСОБЫ РАЗВИТИЯ КОММУНИКАТИВНЫХ УМЕНИЙ И НАВЫКОВ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА, ОСНОВАННЫЕ НА ОПЫТАХ ПЕДАГОГИКИ Сулайманова А. Преподаватель, КГУ имени Бердаха, Нукус, Узбекистан Аннотация : Общение, или иными словами коммуникация, его особенности и механизмы являлись предметом изучения философов и социологов, психолингвистов и психологов. Использование коммуникативной методики – объективная необходимость, продиктованная закономерностями любого обучения как такового. Как известно, все, чему обучается человек, он стремится использовать в предстоящей деятельности. Ключевые слова : коммуникативная компетенция, коммуникативные умения, мышление, навыки коммуникации. В настоящее время цель «обучать общению» является социальным заказом общества, тем более профессионально-коммуникативной ориентацией будущих филологов. Речь идет о формировании коммуникативной компетенции, т.е. способности к готовности осуществлять как непосредственное общение (говорение, понимание на слух), так и опосредованное (чтение с пониманием иноязычных текстов, письмо). Начальный этап в обучении английскому языку очень важен, потому что от него зависит успех в овладении предметом на последующих этапах. Г.Палмер, английский методист придавал очень большое значение началу в изучении иностранного языка. Так он писал: ―Take care of the first two stages and the rest will take care of itself‖ [1] Учителю необходимо учитывать, что иностранный язык для учащихся новый предмет, и что он является вторым языком по отношению к первому-родному языку. При изучении родного языка, говорил Л.В.Щерба, дети занимаются осознанием своего мышления путем проникновения в содержание понятий, выражаемых средствами их собственного языка словами и грамматическими формами, они осознают значение слов и форм родного языка, но не имея термина для сравнения, очень трудно осознать значение слов и категории родного языка. Изучение иностранного языка помогает осознанию родного, так как он дает возможность обеспечить термин для сравнения и, как образно говорил Л.В.Щерба, уже на начальной ступени заставляет учащихся «понемногу освобождаться из плена родного языка» [3]. Изучение иностранного языка уже на начальном этапе может развивать логическое мышление учащихся. Существует ряд упражнений, направленных на использование таких операций как: анализ, синтез, сравнение и умозаключение. Например: Look at the pictures and agree or disagree. – Анализ Read and say what the underlined words mean. – Анализ – Синтез Choose the right sentences. – Сравнение-Анализ What do you think about him? – Анализ-Умозаключение. При организации коммуникативного процесса важную роль играет учет личностных и возрастных особенностей младших школьников. Младший школьный возраст является чрезвычайно благоприятным для овладения коммуникативными навыками на уроках английского языка. Любовь к предмету в данном возрасте очень тесно связано с ощущением психологического комфорта, радости, потребности и готовности к общению, которые создает учитель на уроке. Для младшего школьного возраста характерна готовность к школьному обучению, в основе которой лежит интерес к новой деятельности, являющейся источником мотивации обучения. Готовность ребенка к школе определяется его владением достаточным объемом знаний из области повседневного общения, культура и поведение, умением сотрудничества, желанием учиться. Эти качества формируются в семье, в преддошкольные годы, и от уровня их сформированности в значительной мере зависят вхождение ребенка в школьную жизнь, его отношение к школе и успешность обучения [2]. Многие методисты считают раннее начало занятий по иностранному языку предпочтительно для достижения базового уровня овладения коммуникативными навыками. Итак, младший школьный возраст является наиболее оптимальным в усвоении иностранного языка. В этом случае в поле зрения остается задача, решить которую призвано начальное обучение данному предмету, а именно развитие коммуникативных навыков. Это предполагает наличие у школьников не только практических умений, но и определенных качеств личности: общительности, раскованности, желания вступать в контакт, умения взаимодействовать в коллективе и так далее. 200 Безусловно, речь идет не о том, чтобы заниматься развитием детей в ущерб знаниям, а о том, чтобы развитие коммуникативных навыков было специально направлено на развитие личности младших школьников. Используемые приемы работы способствуют развитию диалогической речи, расширению кругозора учащихся, поддержанию интереса к изучению английского языка. ЛИТЕРАТУРА: 1. H.Palmer. The Scientific Study and Teaching of languages, London, 1922. p138. 2. Гамезо М.В., Матюхина М.В., Михальчик Т.С. Возрастная и педагогическая психология. М.: Изд-во Просвещение, 1992. с.38. 3. Щерба Л.В. Преподавание иностранных языков в средней школе., М.:1947. с 42-43. AN INTEGRATIVE APPROACH TO TEACHING FOREIGN LANGUAGES AT SCHOOL Uzaxbaeva A. Teacher, English Language and Literature Department, KarSU named after Berdakh, Nukus, Uzbekistan Abstract : This article examines and discusses ways to apply an integrative approach in teaching and some fundamental issues related to the language training of students at school. At the present stage of society's development, an urgent problem is the comprehensive training of students, which consists of a number of consecutive, successive stages of qualification growth, providing for a multi-variable result, the development and formation of a morally mature person who is able to actively participate in social life. The leading element of such training is the humanitarian one, which allows you to form a free personality with independent creative thinking and the ability to constantly improve yourself. The process of teaching a foreign language at school is subject to special requirements, the effective implementation of which is possible in conditions of interconnectedness of teaching all types of speech activities, active inclusion of humanitarian, regional and cultural aspects in the content of teaching students. The term "integration" was firmly established in the works on pedagogy in the 80s. Originally from the Latin "integratio", which means restoration, replenishment, integration of any parts into a whole, even earlier this term was widely used in the professional vocabulary of various fields of knowledge to denote the corresponding process [1; 4]. The Philosophical and Encyclopedic Dictionary [2; 203] develops the definition of integration, complementing it with such a concept as "the side of the development process associated with the integration of previously heterogeneous parts and elements into a whole". A similar definition can be found in the "logical dictionary-reference book" [2; 203], which defines integration as "...combining into a whole, into the unity of any elements, restoring any unity". In the exact sciences, one can trace the understanding of integration as summation over some parameter with its own weight, and integral as "an integer quantity considered as the sum of its infinitesimal parts" [3; 48]. In English literature, "integrate" [3] the term "integration" in a broad sense is used to characterize the process of convergence and connection of sciences that occurs along with the process of differentiation. In biology, integration is understood as "... orderliness, consistency and unification of functions and structures inherent in a living system at various levels of organization " [2; 203]. In psychology, we find "group integration", characterized as "consistency, orderliness and stability of the system of intra-group processes" [4; 19]. Philosophers define integration as the process of forming connections that ensure the interdependence of elements and the appearance of an "integrative property" [1; 51]. A.D. Ursul uses the term "integration" to denote the integration of any parts into a whole and uses it to characterize the processes of interconnection of previously autonomous elements as a single set [5; 113]. In all the above definitions, there is a single tendency, on the one hand, to show the interrelation, interdependence of individual elements, and on the other, the formation of integrity. Each element is in a relationship with others based on consistency, orderliness, and stability. Thus, particular sciences in the interpretation of the term "integration" define, first of all, as a union into a whole, the restoration of some unity, integration can be understood as the process of becoming a whole. In pedagogy, integration is defined as " ... the highest form of expressing the unity of goals, principles, content, forms of organization of the learning and upbringing process carried out in two cycles
Academic Journal
Ренессанс в парадигме новаций образования и технологий в XXI веке. :200-201
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SHAYISTA KHAN AND THE ENGLISH MERCHANTS IN BENGAL. I: 1664-1677 A.D.
Academic Journal
Khan, Abdul Majid
Proceedings of the Indian History Congress, 1943 Jan 01. 6, 365-371.
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