Opción, Año 33, No. 85 (2018): 273-289
ISSN 1012-1587 / ISSNe: 2477-9385
Methods of teaching derived words of the Kazakh language by interactive technologies
Gulshat Nurbekova
shatnur71@mail.ru
Sagira Odanova
sagira68@mail.ru
Bagila Sabdenova
boken_888@mail.ru
Lazzat Adilbekova
lazzat.m.adilbekova@gmail.com
Zeinep Osmanova
zeinep1975@mail.ru
Kazakh State Women’s Teacher Training University,
Almaty, Kazakhstan
Abstract
There are many ways to learn foreign
languages taught to teachers
by
teachers. Analyzing language laws of branch "word formation" one can say that teaching by new
technologies is of great importance. Conclusions in scientific-theoretical,
methodical works, requirements in education system
are
a basis for drawing up the concept of training by new technologies in word formation
of the Kazakh language. It is the model
directed to the future. Training by new technologies is
an actual problem
which is implemented at each
lesson
of educational institution,
in
everyday communication, in life, deeds leading to self-improvement
and self-formation of future personality.
Keywords: new technology, alternative thinking, word formation,
interactive methods.
Recibido: 10-01-2018 Aceptado: 09-03-2018
Métodos de
enseñanza de las palabras derivadas del
lenguaje
de Kazakh mediante tecnologías interactivas
Resumen
Hay muchas maneras de aprender idiomas extranjeros
enseñados a los maestros, por los maestros. Analizando las leyes del lenguaje de la rama llamada "formación
de
palabras" se puede decir que la enseñanza
mediante nuevas tecnologías es de gran importancia. Las conclusiones
en los trabajos metódicos y teórico-científicos, requerimientos en el sistema
educativo, son una base para construir el concepto de entrenamiento
por nuevas tecnologías
en la formación de palabras de la lengua kazaja. Es el
modelo
dirigido al futuro.
La capacitación mediante nuevas tecnologías es
un
problema real que se implementa
en cada lección de la institución
educativa, en la comunicación
cotidiana, en la vida, las acciones que
conducen a
la auto-mejora y la auto-formación de la personalidad futura.
Palabras clave: tecnología, pensamiento alternativo, formación de palabras, métodos interactivos.
1.
INTRODUCTION
Training by new technologies
of
linguistic bases of language
subjects is the type
of training which
is
not
limited
to
providing
knowledge in a certain amount and
formation of
necessary skill and abilities, it is aimed at comprehensive
development of cognitive-
psychological properties like general development of a learner, thinking, summarizing, remembering, imagination, representations, etc.. The importance of teaching the Kazakh language including
word formation
with new technologies, is as follows:
• Disclosure
of internal secrets of the language, knowledge of it as an "animated" phenomenon
– provides conditions for independent
search, knowledge acquisition.
• Teaching the language by new technologies
pays attention not only
to finishing the thought, but along with it holds the content of the language personality
at the center of discovery, and ability to
find artistic language facilities, the enhancement of language culture, development
of business search are at the forefront. Expressive-emotional content makes it possible to understand the peculiarities of using special words and author's words.
• It gives an opportunity to reveal creative abilities of an individual,
to form and develop abstract and independent thinking.
• It also provides an opportunity to reveal the spiritual possibilities
of
each person, to form humanity and bases of a healthy lifestyle, by creating conditions for the development of each person to enrich
his
intellect.
As
a result of in-depth study of word formation, it is observed
that students receive reliable and versatile in-depth knowledge of the
actions and ways of word formation, types of word formation,
differences
in the main root word from
the
root, the ratio of the derived word to word
classification.
2.1. Object and methods of research
The linguistic basis of
teaching the Kazakh
language, more precisely the
methodology of teaching
derived words of
the Kazakh
language with interactive technologies
is connected with linguistics.
Linguistics is
the science about language, and the technique of teaching
derived words with modular interactive technologies considers
the patterns and effective ways of applying
them in teaching of the Kazakh language. With such methods
of teaching derived words, the
communicative features of the taught language are of primarily concern. In philological specialties, derivative words are considered in the branches
of
linguistics, they promote to development of grammar and interactive
technologies promote to the study of linguistic regularities, orders and
methods of word formations. BAYTURSYNOV (1992) is the founder of
method of teaching the Kazakh language. The linguist in his works "Bayanshy", "Which method is better" writes about different problems of methodology. The author in his teaching the parts of sentences
offers his
own principle from
easy to difficult, from simple to complex. The
requirements of BAYTURSYNOV (1992) in language teaching are the basis
of
other methodologists-linguists’ works.
BAYTURSYNOV (1992) noted that a student must independently acquire knowledge through experience, the teacher's duty
is to give the student those tasks with which
he
can cope without anyone's
help, and the teacher's task is that he only directs
the student
to
his goal. The well-known scientist BAYTURSYNOV
(1992) in his article "About teaching grammar" noted that during grammar teaching pupils should learn oral and written speech at the same time, for each chapter of linguistics, after studying all the
material, it is necessary to carry out assignments
to consolidate the past, material, so we can offer the following order of teaching the Kazakh language:
1. Materials for teaching grammar should be multilevel
and systemic.
2. These materials have to follow one another and supplement each
other.
3. The goals of all topics that are planned according to the plan are
predetermined and explained to pupils so that they can make sure of usefulness of all the prepared topics.
4. The materials of the prepared topics on grammar do not end with
explanations only. This knowledge is immediately applied in
practice where students work independently
using these grammar
materials.
5. According
to the materials, it becomes clear that the language is a legitimate linguistic phenomenon.
6. It is necessary to find a common, close connection
between the names (phonetics, vocabulary, syntax, punctuation), which until today is not completely defined.
7. It is necessary to define the auxiliary function of grammar and
artwork. By means of the work of art, students need to develop
reading and speaking skills. It is necessary to teach them to write
correctly and freely, correctly express their thoughts in writing.
"Students have to make sure of usefulness of the upcoming topics."
The advice of coincides with the actual problem of our research
topic. But we know, today this issue has not found its full answer
in educational sphere. Therefore, in training of language facts it is
mandatory
to disclose their respective sides, so that students can effectively use it in the educational process without difficulty. It is necessary
to explain students what the dialogue is and how it is made up. For
example, on a forthcoming new
topic there are
conversations between two or more people, and this conversation is
called a dialogue. During the dialogue the words of each of them
begin with a new line and through a dash. We have to explain a new theme using interactive technologies, then our lesson will be interesting, we should make it clear to students
that this method of
instruction is the best and necessary method in communication.
Assertions of BASYMOV (1993) indicate that the technique of teaching derived words with interactive technologies
is the main
task in
study of
derived words.
Therefore,
if teachers use interactive technologies
in conducting
Kazakh language lessons,
then in the course of independent work students will have interest
in learning the language. Language information
will be transmitted
through interactive technologies
from simple to complex, which will not make it difficult for students to understand the speech. It is
provided to control teaching of lexical topics with interactive technologies and
ability to use
them in adjustable branches of linguistics. AKHANOV
(2002) noticed: "Until we distinguish the concept of origin from the concept of version, it will not be easy for us to teach students, these concepts in textbooks
go
as a single whole, first we have to figure out where
the single and where
the general thing is and teach students to distinguish general from the single thing". ZHUBANOV (1995) in his work "Researches of the Kazakh language"
says that in order to produce a new word, we can not only take the root of the word and add the ending to it but
also add the root itself or a derivative word and get a new word
with additional meaning. For example: bala-shaga (children and someone), ulkendi-kishili (large and
small), kozbe-koz (eye
to
eye), etc. These words are called double, threefold words. They are
still divided into five types: tendes kosar (equal object) (aga-іnі (brother-younger brother)),
sozdes kosar
(verbal object)
(uzyn- uzyn (very long)), matauly kosar (related object) (uime-ui (house
by
house)), tіrkeuli kosar (subordinate object) (et-met (meat and something else)), kosakty kosar (combined
object) (ap-ademi (very beautiful) ). KALIEV (1994) in his article "Production of the word
is a
new sphere of the Kazakh
language" and in the monograph "Dialectal production of a word in Kazakh dialects" touches upon the issue of word formation for the first time as a separate branch
of the modern Kazakh
language.
It says about the need to study word formation as a separate branch of linguistics
and necessity to determine the place and role in science as a separate branch in the language
system. There are a number of scientific works of well- known scientists of our country about this problem: the textbook by N. Oralbaeva
"Word formation in the language system", the
article by E.Zhanpeisov, S.Nurkhanov "Word
formation of the modern Kazakh language", N.Orbayeva's monograph "Word formation
of
the Kazakh language" and several textbooks
of
B. Kasym «Word
formation of the
Kazakh
language».
Nowadays these works have become the direction
for a versatile research on word formation. As a result, scientific
research works of our compatriots such as S.Isayev, G.Shakenov, G.Kaliyev,
A.Salkynbay, B.Kasym,
M.Atabaeva, K.
Kurmanaliev, Zh.
Sarbalaev, Zh.Otarbekova, B.Esimseitov,
N.Kokysheva,
S.Samenova, etc. saw the light (BAYTURSYNOV, 1992).
Analyzing the language laws of word formation,
determining
the
nature of
linguistic
themes in
teaching of new technologies, the
technology of developing teaching is of great importance. Training new technologies is an urgent problem that is realized at every lesson of an
educational institution, in everyday communication, in life, actions
leading
to
self-improvement, self-formation of
the
future
personality. Although this is a single thread of traditional and innovative pedagogical
technology,
this does not mean that they need to be separated from each other. Along with their inherent characteristics,
they have common
interrelated properties. The teacher as a whole should
understand the
content of interconnected
application of pedagogical technologies for
successful implementation of educational goals and objectives taking into account their characteristics. Differences between traditional methods and
innovative technologies.
Individual features of traditional methods and
innovative technologies and methods of explanatory and illustrative teaching, teaching methods, pedagogical pedagogical ways. Inherent in
various options of techniques aimed at activation and development
of students’
cogitative activity: problematic issues, heuristic
stories, trainings, interactive methods, business games, training, in-depth training, etc.
MODULAR COMPONENT OF TEACHING
The teacher forms his
work
adapting it
to
students. The
main
source of teaching
is the textbook and teacher’s lecture. Additional
literature, new sources
of information, audiovisual means are
used.
Training is organized on the basis of creativity, formation of a direct link with the student, feedback creation of the acquired material.
ORGANIZATIONAL COMPONENT
The teacher forms his work adapting
it to the student. The main source of teaching is the textbook and teacher’s lecture. Additional
literature, new sources of information,
audiovisual means are used. Training is organized on the basis of creativity, formation
of
a direct connection
with the student, feedback
creation of the acquired material. Application
in
practice
of traditional technologies, innovative
technologies in combinations of continuity of its success, requirements of
an era, and a current of time answering to inquiries of today’s need shows
the
necessity
of their use in educational process. In educational process
new technologies are carried out on the
basis of updating traditional
methods, creation of bilateral relations, an activation of students’ activity.
Each
technology differs in independent new
methods and ways. It is advisable to teach by new technologies, to think critically about word
formation topics. The data specified from the scientific point of view obtained on the basis of the training
strategy to think critically have a new
approach and new characteristics.
Students’ ability of searching and thinking systematically increases, there are abilities of finishing
systematized thoughts, their literacy increases and vocabulary
is enriched
as well. In this direction their efficiency show: a) selection of new names, difficult names (compound words) revealing
a theoretical basis of one
exact language theme; b) practice of their opinions and views from a critical point of view on one exact language theme; to teach to continue
writing the thought of a previous student, that is, to teach to continue the
content, etc.
Aims and problems of teaching to word formation: to explain laws of word formation thoroughly: 1. On the basis of training word- formation themes by new technologies it is effective to use the educational
module creating conditions for development of abstract thinking and
students’
creativity. 2. In profound teaching to word formation from a theoretical point to use effective methods-ways
and
experience applied in
education system.
3. In teaching to word-formation themes use new effective technologies. 4. Adherence of features of word-formation themes
in compliance of programs and textbooks explain in comparison a specific
difference and signs of language themes. 5. In the course of training of
word-formation topics ability use the growth of students’ reflective and cognitive activity, develop their vocabulary, theoretical knowledge,
contents, mastering, numerical and high-quality
changes in practice and
life. Word formation of the Kazakh language is created from the systems
of exact language subjects and language concepts. Its content and development of specific features is a
difficult psychological process. It can
be
observed how students master word formation rules and laws, know
and
correctly use their specific features. To understand means to realize
the
content of unfamiliar language material, mastering the maintenance of
educational material.
The scientific basis for teaching language topics from
a theoretical
point of view is, firstly, advantageous
to use visual aids in educational
process in accordance with the lesson topics. As students learn how to
directly perceive questions of word formation
through diagrams, tables,
and
support schemes. Secondly, the method-ways used in the learning
process must correspond to the objectives of the lesson. This is the basis for formation of precise educational skills in the process of teaching word-
formation topics. The role of the effective organization of educational
training process by new technologies of word formation of the Kazakh language is great. In order to determine the similarity
and difference of linguistic themes systematized from the subject "Word formation", its connection with the branches of language levels can be represented by a
set
of exercises, level tasks. The volume
and content of educational materials, word-formation
topics, competence in educational content of
word formation
sector, system of exercises devoted to the formation
of skills, level tasks, types of creative work, exercises devoted to critical
thinking, types of tasks are systematized on the basis of teaching methods position. Through taking into account the characteristics of students, it is possible to disclose their individual
abilities. In accordance with this, the
system of impact on formation of topic knowledge on the subject of word formation, knowledge of each student is taken into account.
The linguistic themes of word formation are closely connected
with the teaching of new technologies
and
are implemented through a modular system. Word formation themes require that
the problem
position was in the problem nature of educational process content, methods, forms of organization.
Problem
of education does not provide knowledge in a
ready
form, it is aimed at developing of search by students, independence,
creative thinking. In this regard, in teaching
of "Word formation" branch
its difference with other branches of the language is performed on the
basis of these positions: the specific features of word-formation
themes,
word-building analysis, analysis, the difference in research from
morphological analysis, the system
of references to word-formation
topics, data in the textbook and its processing. Through integration position, it is possible to determine the content knowledge
of
the word
formation subject, work out SIW (students’
independent work) and SIWT (students’ independent work with the teacher) educational programs, and determine the connection
between the chapters and sections of the
language topics close to each other.
Content of knowledge
on
"Word formation" subject. The Kazakh language textbook and the Kazakh language training program are the main
document determining
the goals and objectives of the Kazakh language.
The aim of providing knowledge on word formation
of the Kazakh language, competent skills from the practical point of view is set. Basing of Kazakh language textbooks on the main state standards, coherence of the provided knowledge
in main linguistic branches for realization
of communication between theoretical materials and exercises in relation to word formation, exercises and tasks for formation of cognitive level of
students, linguistic knowledge have to be formed on these theoretical
bases.
3. RESULTS
The development of information and communication technology in
educational programs is an effective
and lasting step which has been able to crea te qualitative changes in goals, plans, methods
and practices and,
as a
result, the effectiveness of education. It can be characterized
by the development of ideas, longstanding
dreams and unsolved problems, such as the application of education, the focus on the learner's abilities and
needs,
the
institutionalization of student-centered, and
the
change
of teacher's role as a guide, and finally the realization
of lifelong learning to be realized. The methodological
basis of teaching new technologies of word-formation
topics by new technologies should be formed on
consistency and continuity. It is necessary to feel that in the program of the
Kazakh language, compiled on the
basis
of
the educational state standard, the subject of word formation
and
morphology
of
the Kazakh
language consists not only of grammar rules, but exercises and tasks which develop students' thinking, moreover they are the source of national
cultural heritage of the language, the core of existence, knowledge. It will
be
realized when forming the internal connection of a training material, the
general
educational content and
linking
the
work
of students in creative direction. To give an opportunity
for thinking formation to the
future personality, his world outlook
and
creative work.
The comprehensive development of any scientific subject, the main branches of that subject lead to problems of teaching
new technologies
from the
scientific and theoretical
point of view. One of the main differences of
training by new technologies is – training with difficulties at the scientific and highest level of developing teaching, explaining
by in-depth analysis from the scientific point of view of a certain topic in accordance with such
positions as development of theoretical thinking. As a result of teaching by new “Word formation” technologies the student gains deep knowledge
on
the basis of reliable and versatile scientific knowledge about the object of a specific
study of the chapter, the goals and tasks of the chapter, methods and ways of word formation,
the
attitude of the new formed concepts towards groups of words, connection
of
the chapter with lexicology, morphology. Methodical peculiarity
of teaching new
technologies of "Word formation"
branch is the following: it is based on
word-formation concepts in educational and cognitive activity of students, it is a methodical system aimed at abstract thinking and development
of inference. In implementation of this methodical system, a special role is
primarily assigned to literate
and informative
explaining of theoretical knowledge in the branch of "Word formation"
language. Development of
students’ mental activity
can
be traced by their full mastering of program material, ability to analyze independently,
assimilate scientific concepts,
and
improve practical activities.
4. DISCUSSION
It shows scientific achievements, peculiar use of the acquired knowledge and abilities in unfamiliar situation, their decision; ability to see theoretical features of language subjects; reasonably use familiar
theoretical data in
new
peculiar situations;
formation of vital
skills,
powers, alternative thinking, etc. Analyzing
language laws
of branch
"word formation", defining the nature of language subjects in training by new technologies the technology
of
developing training is of great importance.
"Word formation"
is a complex concept that is part of the
scientific system of language,
as well as phonetics,
vocabulary,
morphology. Therefore, the first lessons on the word-formation issues
should be aimed at acquaintance of scientific system of "word formation"
branch. It is necessary to explain that the branch of word formation has its
own individual concepts, goals and tasks, that the object of a research is
special system as well as a set of language categories, as methods and
ways of word formation, derivative meaning, the concept of a new name,
etc. The content of provided knowledge on branch of "Word formation"
language should be favorable for development of independent and abstract
thinking and inference. Guided by scientific and consecutive
positions of
teaching, it is necessary to take into account the substantial connection
and
internal laws of word-formation themes.
The purpose of providing additional education is to create the structure that provides flexible knowledge that ensures satisfaction
of this successful need of a
person in organization of training and content, as
well
as defining new needs. For comprehensive
development of a personality, traditional education
and
business skill has to enter the content of
education reflecting the social development of society. If the content and volume of knowledge are incorrectly
determined, then the problem of developing an individual will not be solved correctly. Also it is necessary
to define necessary positions of training and technology of teaching in determining the content and volume of education, because teaching positions and process of teaching,
the student's personality and
pedagogical activity, a subject and theoretical themes systematized on
them
are
considered in the unity of educational content. The principle and
systematic nature
of the
educational content creates
conditions
for
student’s creative work, because the components
of
educational content and volume are related to basic knowledge.
Practicality
is not possible without knowledge,
creative activity is formed on the basis of a certain amount of knowledge
and activity. In the course of training each student
has
to acquire the system of scientific knowledge based on a certain
amount of knowledge, skills of practical activity, as well as the idea
of
the worldview, aesthetic ideas and ideas of morality.
5.
CONCLUSION
Evidence suggests that in order to improve education and improve the quality of Kazakh language learning, it should be revised, revised, and even changed in the traditional ways of teaching Kazakh language.
Electronic learning as a new educational technology
is one of the phenomena
of the modern world that has come into being in the age of
information and knowledge-based society. In principle, determination of content and volume of knowledge,
provided to students in the Kazakh language is a complex and theoretical
issue. It is known that they should
only teach the language data from scientific
point of view to the
requirements
of
education system, comprehensively
summed up and precisely defined which have no disagreements in compliance with the
methodological point of view. And the content of education or volume of knowledge is a preliminary forecasting
of
teaching according to capabilities of
students in each
class, collection of
selected linguistic material that is easy to understand
and
explored on the basis of simple positions. The use of educational software in learning environments is a
good way to discover and access information resources to prepare learners for future life. The quality of education
depends on the proper and continuous use of educational software in the classroom. In the issue of
determining
the
amount of knowledge provided by the Kazakh language
and selection of specific properties of this material
and their precise selection, the following scientific and methodological concepts are taken as a
basis: 1) students’ age characteristics; 2) features of student’s class; 3) student’s
ability to reflect; 4) the number of specific features of linguistic material; 5) a set of specific features of linguistic facts. Scientific and methodological laws that take into account the selection in accordance
with specific features of linguistic materials are systematized as well: 1)
clarity of the theme and term; 2) scientific accuracy of linguistic material;
3) need to take into account the internal features of linguistic material; 4)
compliance of specific features of linguistic material to the given class; 5)
inhesion of specific features only for this material; 6) creation of specific
features for vital necessity; 7) use of specific features of the language in a daily speech practice; 8) the system nature of specific features of the
material that are taken into account.
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