METHODOLOGY OF TEACHING THE TURKMEN LANGUAGE AT UNIVERSITIES

The success of teaching any lesson largely depends on the richness of its information resources (learning materials, didactic resources). There are several primary sources of didactic data collection. They can be represented as follows:

1. University Educational Moodle.
2. Information received from the Internet (innovative information technologies).
3. Tutorials.
4. Stories, some extracts, materials from periodicals.
5. Using the University Educational Moodle. The information supply of the course is important in adapting it to the requirements of the organization of the course. When the didactic information is sufficient, it is possible to use several types of teaching methods in the lesson. It is necessary for both the teacher and the student to organize the lesson freely, to use traditional and modern methods of method approaches, to observe the rules of choosing an opportunity.
6. The use of the Internet has become a major component of the teaching methodology in recent decades. The use of computer technologies and free and purposefully selected educational materials through the Internet in the practical application of modern teaching methods gives high results. This, on the one hand, contributes to the modern organization of the lesson, and on the other hand, enriches it in terms of content. Moreover, when working with Internet information, it leads the teacher to become familiar with the educational design features of the international education system.

The role of innovative technology in teaching the Turkmen language. When talking about new technologies in education, first of all, the computer comes to mind, and later the use of interactive whiteboards is also introduced into the educational process. Innovative technologies play a key role in achieving the goals of the lesson, as they replace a number of teaching aids and teaching aids used in the traditional methodology. New technologies are distinguished by their modernity, convenience in teaching lessons, high efficiency in carrying out educational work and teaching.

When teaching the Turkmen language lesson, in order to use new technologies, the electronic version of the educational didactic materials adapted to the purpose of the lesson should be prepared by the teacher (during the preparation for the lesson). Electronic devices are used in close connection with computer technology, which is the main means of data collection and storage, and allows data processing and communication (information exchange).

Types of active learning methods. As we know, teaching methods are didactic category. Teaching methods are the activities of teachers and students that are related to each other and directed towards the achievement of lesson objectives. In order to solve the problem of choosing ways to communicate with students in Turkmen language classes (oriented to the profession), the teacher should thoroughly understand the multidimensional classification of methods and other conditions of teaching the Turkmen language. Depending on the stages of the lesson, all methods of teaching are divided into methods of providing didactic materials (teaching during the teacher’s teaching) and monitoring it. Based on the types of didactic materials, the methods of the teacher’s teaching are also divided into periods when the teacher educates (teaches), reflects the learned knowledge in the minds of students (brings to mind, enlivens in the minds of students) and practically checks the mastery of what has been taught in the minds of students.

The results of the teaching methods help the teacher to organize the students to reinforce the knowledge and develop the skills provided in the lesson. Two practical methods of strengthening knowledge: 1) method of organizing a monologue on a linguistic topic; 2) question-and-answer method. The use of these methods of strengthening the lesson has many types of teaching methods developed in connection with the experience gained in teaching the Turkmen language to students (the use of them is carried out according to the occasion of the lesson and the student’s readiness at that moment). For example, question-and-answer is the most commonly used method of teaching. This method helps to thoroughly master the lesson and teach it thoroughly. The concept of “reinforcement” has a stable structure, but the methods of its implementation are constantly changing. The higher the pedagogical skills of the teacher, the more ways to reinforce what was taught in the lesson.

The theoretical and practical aspects of the methodology are used separately and in connection with each other (as a whole) in the Turkmen language classes. Their selection is closely related to the skills of the teacher and the learning characteristics of the student group being taught. In other words, the choice to use one or more of them (a set of methods) is conditioned by psychological, pedagogical, methodological and linguistic features.

In modern didactics, the focus is on the classification of teaching methods. When methodologists categorize lesson periods, the ideas expressed vary. For this reason, there are many opinions regarding the classification of teaching methods. Taking into account the major methods of teaching methodology, two (conditional) types of their classification can be presented.

1. Traditional (conventional) methods of teaching (narrative, description, conversation).

2. It is a division of students’ work methods (assignments, To-dos, independent works).

Common teaching methods include:

a) oral methods (in which the source of education is recitation or using a printed text);

b) methods of teaching by demonstration (in which the source of education is objects, events, animations, etc. that can be observed through teaching aids);

c) practical methods (where the source of education is the result of students’ skillful actions, tasks, tasks, independent work, homework, individual work, etc., performed in order to achieve a high level of their activity).

Students learn and develop skills by doing practical work. When working with practical methods, the teacher’s task is to explain unfamiliar material or something unclear, answer questions that often arise from students, give additional ideas to the educational material, introduce innovations, enrich the information base, and others.

The interview method is one of the most common learning methods used in learning all parts of the Turkmen language and getting acquainted with new material, in the consolidation and repetition phase. This method is widely used by teachers and contributes to the activation of education. Interviews allow students and teachers to interact with each other.

Formation of students’ ability to master the theoretical aspects of taught didactic materials is achieved by using linguistic analysis methods in teaching. This method is rich in various approaches to teaching almost all parts of linguistics in the Turkmen language class, i.e. familiarization with study materials prepared for a new topic, consolidation of what has been learned, conversation, question-and-answer and all other stages of the lesson.

Observation method. Linguistic phenomenology is used to better understand the theoretical data of linguistics. This method has long been considered as an effective way of teaching national language to students in linguistics.

A method of promotion. One of the methods closely related to language analysis and monitoring of language phenomena is standardization. The standard of the language is presented to the student in a ready-made form and this standard is the main tool for acquiring knowledge (understanding) for the student.

Problem-based teaching method. This method is used in the teaching of the Turkmen language (as it is used in other subjects) in order to teach the student to think, draw conclusions and express his personal point of view. This method can be used to explain all or part of the learning material. By using this method, the teacher can motivate the student to learn new knowledge and determine the level of mastery of the topic. The method of problem-based teaching helps to reveal the student’s self-management skills, to develop independent preparation (reading, learning) skills, to independently solve the problems that arise in the educational process, and to improve the ability to solve those problems.

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