Senior teacher at jspi sh. Djabbarov Teacher at Communal service collage in Jizzakh M. Kulieva Methods of teaching phraseological units at collages

Senior teacher at JSPI Sh. Djabbarov

Teacher at Communal service collage in Jizzakh M. Kulieva
Methods of teaching phraseological units at collages.
Ушбу мақола касб-ҳунар коллеж талабаларига фразеологик бирликларни ўргатиш методларига бағишланади. Фразеологик бирликлар ва идиомаларни ўргатиш усулларининг бир нечтаси мисоллар асосида кўрсатилган.
Teaching idioms at collage, any teacher deals with diverse difficulties like: set-expressions, phraseological units, collocations and idioms. “Idiom is an expression, word, or phrase that has a figurative meaning that is comprehended in regard to a common use of that expression that is separate from the literal meaning or definition of the words of which it is made. In general it’s hard to translate idioms, except in a circuitous way. Besides idioms are not easy to teach and learn. However, the use of idioms makes the speech more colourful, expressive and authentic. Undoubtedly, the knowledge and use of various idioms helps to understand another language and culture.

We've seen that many idioms – in that their meanings are not easily unpacked from their component parts. Knowing the meaning of put and up allows us to interpret the sentence I put up a shelf in the kitchen. But this knowledge is not much help in unpacking either I put Luke up for the weekend or I put up with Luke for the weekend. Both these last examples are idioms. Idiomaticity exists at both the single word and multi-word level. Individual words can be used figuratively, as in This plan doesn't grab me; The kitchen is a pigsty. More typically, idioms are formed from collocations, and vary from being both very fixed and very idiomatic (smell a rat; the coast is clear) to being both less fixed and less idiomatic (explode a myth/theory, etc; run a business/theatre, etc).

Idioms present problems in both understanding and in production. They are difficult to understand because they are not easily unpacked, and they are difficult to produce because they often allow no variation. Few errors sound more comical than an even slightly muddled idiom (e.g. I don't want to blow my own horn; instead of I don't want to blow my own trumpet). Moreover, many idioms have a very narrow register range, being used only in certain contexts and for certain effects. They therefore need to be approached with a great deal of caution, and most teaching guides recommend teaching them for recognition only.

Traditional teaching approaches tend to group idioms together according to some category, and present them in sets. But, as with phrasal verbs, teaching a set of idioms that are notionally related – such as idioms associated with parts of the body (down at heel, put your feet up, foot the bill, toe the line, etc.) – would seem to be a sure recipe for confusion. It's not difficult to imagine what could go wrong: put your heels up, toe the bill, etc. More typically, idioms are grouped by theme. For example, the expressions under the weather, off color, run down and out of sorts are all synonymous with ill. But again, if these are being taught for production, the potential for confusion is high.

As with phrasal verbs, a more effective and less perilous approach might be simply to teach them as they arise, and in their contexts of use. That is, to treat them as individual lexical items in their own right, without making a song and dance about them. Since idioms tend to cluster together, certain text types are often very rich in them. In this extract (from Sugar) idioms (including idiomatic phrasal verbs) are underlined.

There are numerous techniques concerned with vocabulary presentation which aimed to improve speaking activity. However, there are a few things that have to be remembered irrespective of the way new lexical items are presented. If teachers want pupils to remember new vocabulary and to use it needs to be learnt in context, practiced, and then revised to prevent students from forgetting. We can tell the same about grammar. Teachers must be remembered better if introduced in a “memorable way”. Bearing all this in mind, teachers have to remember to employ a variety of techniques for new vocabulary presentation and revision.

Some of these techniques are:

1. 
   Visual techniques. These pertain to visual memory, which is considered especially helpful with vocabulary retention. Learners remember better the material that has been presented by means of visual aids. Visual techniques lend themselves well to presenting concrete items of vocabulary-nouns; many are also helpful in conveying meanings of verbs and adjectives. They help students associate presented material in a meaningful way and incorporate it into their system of language values.
   
2. 
   Verbal explanation. This pertains to the use of illustrative situations, synonymy, opposites, scales, definition and categories.
   
3. 
   Use of dictionaries. Using dictionary is another technique of finding out meanings of unfamiliar words and expressions. Students can make use of a variety of dictionaries: bilingual, monolingual, pictorial, thesauri, and the like. Dictionaries are “passports to independence”, and using them is one of the student-centered learning activities.
   

To use a text like this in class, learners could be set the task of working 01 the underlined idioms from either their form or their context. For example, going strong is easily unpacked from its components. Sparks are beginning to fly is less obvious, but its negative connotation can be deduced from what follows (Eeek! Things aren't too good...). Showing learners how to work on idiomatic meaning from these kinds of clues can not only contribute t passive vocabulary knowledge but can improve reading skills as well.

The main aim of these techniques is to enlarge student’ vocabulary which is the only way to enlarge their communicative activity. Our research was dedicated to the analyses of different methods of teaching foreign language oriented on communicative activity. We found out that using games at lessons become very popular and productive way of overcoming the language barrier.

Many experienced textbooks and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. Language games make learners use the language instead of thinking about learning the correct forms. They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings. They also enable learners to acquire new experience within a foreign language which are not always possible during a typical lesson.

The main advantage of games is possibility to use different recourse. We described in our work different ways of using idioms. English is a language particularly rich in idioms-those modes of expression peculiar to a language (or dialect) which frequently defy logical and grammatical rules. Without idioms English would lose much of its variety and humor both in speech and writing. We wrote about different ways of activities where using idioms at the lessons can help to enlarge vocabulary, to overcome language barrier and to know more about culture of English-speaking countries. The results of experimental lessons showed us the increase of pupils’ activity thanks to the different tasks with a help of idioms. Idioms were used in such type of activities as role-plays, presentations, problem-solving activities and etc.

All these activities were closely connected with studying program and were an interesting and productive addition to all new grammatical, phonetical and lexical materials. According to results we come to conclusion that idioms can be useful and important additions to the teaching English language in Uzbek schools.
Used literature:

1. 
   Nattinger J. R. and DeCarrico J. S. Lexical Phrases and Language Teaching, Oxford, O.U.P., 1992.
   
2. 
   Seidl, I., McMordie, W. English Idioms and How to Use Them. – Oxford, 1978.
   
3. 
   Колкер Я. М. Практическая методика обучения иностранному языку: Учеб. пособие –М.: Издательский центр «Академия», 2000.
   
4. 
   Кунин А. В. Курс фразеологии современного английского языка. – Изд. 2-е, переработанное. – М., 1996.