Baltabaeva Z.K.
Senior lecturer, Doctor of
Pedagogical sciences
Kazakh National Pedagogical University
named after Abay
Cognitive
training of parts of speech
The
person learns the world represented by universal and national socio-historical
practice, by means of language. Social-historical practice defines features of
language in consciousness of the carrier of this language the language picture
of the world is represented. Therefore, the language picture of the world at
children corresponds to correct national traditions and education which promotes
its transformation to the person, to the patriot of the nation. In the course
of time the child doesn't lose the informative interest to disclosing of
secrets of the world, the effective remedy of its further development promotes
not only conscious training of children, but education of their outlook.
Formation of national mentality in children is realized at lessons of the
Kazakh language by studying adjectives by means of didactic materials.
G.N.Smagulova
who studied cultural aspect of language considers: «In linguistics in studying world
outlook, artistry and figurativeness of the Kazakh nation the pivotal problem which
is faced by young and future generation who are on the threshold of a new
millenium, is studying the features of national culture by means of the
language» [1, 5]. By means of words it is possible to give education according
to national features; it is enough to remember educational value, for example,
folklore which our children hear from us since small years. For example, all
know that hospitality of the Kazakhs became the original national distinction
of these people as at the heart of it the wide soul of Kazakhs lies. For
example, for Kazakhs the horse is a sacred animal, symbol of nation. A swan –
also a sacred bird for Kazakhs. In the Kazakh proverb «don't shoot swans, don't
betray the friend» symbolical value is also underlined. On the basis of the
given part of a picture of the world the belief of totemism is laid, and it is
obvious. For Kazakhs a swan is totem (a sacred bird). About such national cognism,
designating a symbol, A.Amirbekova says:« The basis of symbol – an image. But
the image receives the national status and by means of only one property keep
symbolical value. In due course additional means become hardly appreciable, the
image generated on similarity, passes in a symbol, and then also loses
figurativeness. The symbol refers to value, but can't transfer this value. And
the image forces to understand the validity more deeply. The symbol defines its
form, model »[2,36]. Thus, through training of schoolboys of initial classes to
the words-symbols, expressed by an adjective, and also deep and substantial
conceptual structure it is possible to develop their character.
Nowadays
it is paid particular attention to training of language as knowledge means as
the pupil seizing language laws, it is brought up on values of a native
language. And this is the most important thing. Therefore the cognitive
linguistics which has appeared rather recently, investigates language in
consciousness of the person, by means of its expression, a parity of personal
character and language speech of the individual that is language knowledge of
the person. Words in our language explain an image of environment, but in
cognitive science they are considered not only in visible actions, but also
from positions of their mental representation (internally knowledge), the
internal phenomena, models, symbolical kinds, the human approach in quality of
cognitive language models, that means that the cognitive world of the person is
defined by its cogitative activity and practice. The person learns the world by
means of language which is represented on the basis of universal and national
socio-historical practice. Then national practice defines features of language
on the basis of what in consciousness of the carrier of this language the
language picture of the world is represented. Thus, at school the basis
national world outlook starts and language knowledge to be formed, therefore
the technique of cognitive training is some kind of the base. Training to the ability
to understand the qualitative signs designating national knowledge, to allocate
their cognitive signs promotes education of pupils in national spirit. Therefore
the cognitive training of adjectives promotes formation at them the national
character, outlook.
Thus,
after the adjectives concerning a word the person, will be pronounced by pupils
in the form of words, word combinations, sentences, it is possible to suggest making
the text with the given adjectives. Such application of language units in
creativity will promote perfection of their cogitative activity.
At
training of adjectives it is not necessary to be limited only with the research
of adjectives in the sentence, statement of questions, but it is important to
apply system of the tasks, capable to expand national knowledge of pupils, to
raise their cogitative activity. For example, the adjectives characterizing the
person could be classified as follows:
• the
Adjectives concerning character of the person:
Quick-tempered,
kind, obedient etc.
• the
Adjectives concerning related communications:
Jealously
treated relatives, sympathetic etc.
• the
Adjectives designating the relation of the person to any subject, the
phenomenon:
The fan
of drinking tea, the fan of eating the meat etc.
• the
Adjectives designating strength of the person:
Strong,
mighty, courageous etc.
Applying
the given adjectives in word combinations, sentences, proverbs and sayings, in
fragments from poems, pupils will learn to expand the informative knowledge
concerning the use of adjectives in speech.
Summing
up, it is possible to tell with confidence that training of adjectives on a
basis of the world outlook of pupils of elementary grades promotes increase of
speech activity, lexicon development, and expansion of an outlook of pupils.
References
1.
G. Smagulova. National-cultural aspects of related phraseologies. -
Almaty. 1998. – 196.
2.
A.B. Amirbekova. Peculiarities of verbalization of conceptual structures
in poetical text. – Almaty, 2006 – 122.