Tashkent state pedagogical university named after nizami faculty of foreign languages

3.2. The results of the experimental study

The experiment is performed to show how to use negation avoiding mistakes in the English classroom by using exercises for different types of English negations and appropriate instructions as an explanation material of the theme.

The comparison of the systems of negation in the native and target languages, using linguacognitive and communicative approaches to teaching negation showed good results of acquisition of the language units of the category of negation.
The object of our experiment was the process of teaching negation in English. The subject of our experiment is peculiarities of teaching English negation to the pupils of the senior English language classes.
The aim of the experiment is to identify types of negation which cause difficulties in using, develop the exercises and explanations to teach negation and prove that the chosen material can help in acquiring English negation and avoid difficulties in using them.
To reach the aim of the experiment the following objectives were stated:

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  to identify specific, type, content and forms of methods and approaches to use in the educational process;
  
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  choose the most effective strategies and develop effective exercises which can be used in the educational process;
  
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  clarify the effectiveness of chosen strategies;
  
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  developing methodic recommendations to use in the educational process in the English classes.
  

Methods of the organization of the experiment (methods of the verification of the hypothesis, methods of achieving the objectives): empirical methods - study of scientific literature on the subject, pedagogical observation, survey and diagnostic methods (questionnaire, interview, testing); theoretical methods – modelling, analysis, synthesis, comparison, classification, generalization; statistical – mathematic statistical processing of the results.
Assessment criteria of the expected results were set in accordance with the goal and objectives of experiment and included the level of development of the linguistic competence of students (the ability to grammatically correctly build oral and written speech, correctly use linguistic expressions in communication and use the rules of interpretation linguistic expressions).
The basis and the stages of the experiment: the experiment was conducted on the base of the school № 9 of Tashkent region in Chirchik. In the research the pupils of the 10 G and 10 D (40 learners) participated. The experiment had the following stages:
The first stage – preparatory (November – December, 2020) – The task of the stage was in providing methodological base and preparation of the content for implementation of experimental work. This stage included the study of literature on the topic of research, empirical analysis of the problem and possible methods and ways of solution of the problem, which could be possible to use in educational process.
The second stage – ascertaining (January - February, 2021) – the objective of this period was to analyse how well the pupils are familiar to English negation, what problems they have in learning or using them, do a theoretical justification of the educational potential of chosen methods, development of the content of experiment, including lessons where educational organization tasks were used.
The third stage – forming (March – April, 2021) – forming appropriate skills of learners of using different types of negation in communication. On this stage the experimental study was organized with using suggested exercises. Additionally, it was carried out a pedagogical observation of the activities of students in the process of application of the exercised developed in the process of the research also the final diagnostics of the level of formation of the acquired language knowledge was completed.
As for the exercises the pupils were suggested to practice different groups of exercises for various types of negation in English. The exercises were subdivided and the first main group was based on linguacognitive method of teaching negation. Here we used phraseological units expressing negations with the help of visualization and various linguistic phenomena, and the meanings and cognitive mechanisms behind them through movements, facial expressions, gestures.
The next group of activities aimed to introduce with the variant of negation in English and their usage. As they are various and it was impossible to include all the type, we chose prefixation and negation, where firstly the negative prefixes were explained and followed by the exercise. Explanation and exercises for negative adverbs and statements as a form of negation is another theme which was included into the experimental study. And one more exercise was suggested for double negation which is not against the rules of English grammar, but exceptionally used to make some emotional emphasis, to strengthen negation and becoming more popular in modern English.
The fourth stage – analytical (May, 2021) – the task was to identify the level of success of the suggested methods in the process of learning English proving or disproving the suggested hypothesis.
The analysis of the results of the experiment. The results of experiment showed that the level of knowledge of the pupils in the experimental group (10 G) in comparison with control group (10 D) had improved. In the control group students were taught using traditional methods, while in the experimental group the newly developed exercises were used and the pupils themselves mentioned that it was easier for them to use grammatical structures, analyse them, make appropriate choice of vocabulary and structures, and they have less mistakes and difficulties in language acquisition.
The level of development of in the control and experimental groups is shown in Figures 1 and 2.
Figure 1.



Figure 2.



As one can see from the diagram the results of control group and experimental groups are different. Using of a developed material of linguocognitive exercises, negative prefixes exercises, negative adverbs and double negation exercises showed a good grow in the experimental group and shows that suggested language material was acquired successfully.
The results of the experiment showed that using exercises developed during the research in the English language classes conditions the creation of learning situations in which a certain set of knowledge is updated, which is necessary for solving a specific tasks; formed skills develop pupils readiness to communication in foreign language.

Outcomes of the third chapter

We relied on the communicative-cognitive and linguo-cognitive approaches to make it possible systematically teach negation in our research. Based on the role assigned to students in structure of tasks with a wide range of passive-oriented schematic images, diagrams, concept maps, explaining the nature of the studied phenomenon in connection with the relevant conceptual structures and mechanisms.
On the contrary, active-oriented funds imply direct participation of students in the process of generation, visualization, modification and interpretation of meanings.
Teaching negation should include the following components: accessibility and clarity, anthropocentricity and explicability, structured, motivation, communication orientated, cultural conditioning, reflexivity.
In the process of experiment, we also practiced the group of activities aimed to introduce with the variant of negation in English and their usage. As they are various and it was impossible to include all the type, we chose prefixation and negation, where firstly the negative prefixes were explained and followed by the exercise.
Explanation and exercises for negative adverbs and statements as a form of negation is another theme which was included into the experimental study. And one more exercise was suggested for double negation which is not against the rules of English grammar, but exceptionally used to make some emotional emphasis, to strengthen negation and becoming more popular in modern English.
We conducted experimental study. The results of the experiment showed that using exercises developed during the research in the English language classes conditions the creation of learning situations in which a certain set of knowledge is updated, which is necessary for solving a specific task, formed skills develop pupil’s readiness to communication in foreign language.