Efficitncy of using information technologies in teaching the zero form in the Kazakh language

EFFICIENCY OF USING INFORMATION TECHNOLOGIES IN TEACHING THE ZERO FORM IN THE KAZAKH LANGUAGE

Abstract. In modern Kazakh language teaching, it is important to take into account the grammatical features of the language. One of the specific grammatical features of the Kazakh language is the presence of a zero form. The zero form means that the words in the sentence express a specific meaning without any structural grammatical form. Consideration of specific task models and zero-form learning methods emphasize the importance of research. The main purpose of the article is to consider the features of the use of information and communication technologies in teaching the zero forms of the Kazakh language.

The use of modern information technologies in the classroom makes learning bright and interesting for a student of any age and forms an emotionally positive attitude towards the subject. The objective of the study is to teach the zero form of the Kazakh language using specific methods and sets of exercises with the possibility of information and communication technologies. A separate methodology for studying the zero form did not previously exist in the domestic methodology. Teaching the zero form in the Kazakh language has its own characteristics. In the practice of teaching the Kazakh language, effective cognitive methods were applied using the achievements of information and communication technologies in the use of zero forms. In this direction, the article presents a model and results of teaching the Kazakh language zero forms using this technology.

Our review of the methodology of domestic scientists, who considered the zero form as an object of study, also shows the practical significance of the article. It is especially important to teach the Kazakh language, taking into account its peculiarities of learning it. The results of classes conducted with students in the practical part of the research and the use of new technologies proved the effectiveness of teaching methods. The study is of great practical importance. The results of the study can be used as a teaching aid and lesson planning for young methodologists and teachers of the Kazakh language.

Key words: information and communication technologies, ICT, zero form, Kazakh language teaching, teaching methods, Kazakh language grammar.

Introduction. Nowadays, the increasing status of the Kazakh language as a state language requires consideration of new teaching methods of the Kazakh language. As a result of studying the Kazakh language course, students should be able to use modern technologies in language teaching and the methods of teaching the Kazakh language in practice. The lack of research on the methodology of domestic scientists who considered the zero form as a form of research shows the importance of our article. It is especially important to teach the Kazakh language taking into account its specific features. At the same time, we considered the teaching of the zero form in the Kazakh language as a separate research object, due to the relevance of the research.

Teaching the zero form in the Kazakh language has its own characteristics. At the same time, some research works on adaptation of current modern methods to zero-form teaching were analyzed. The main concepts forming the basis of the methodology include: goals, content, teaching process, principles, methods, approaches, tools and organizational forms. In this direction, the peculiarities and methodology of teaching the zero form in the Kazakh language were considered as a separate research object. Although the zero form in the Kazakh language is considered by many reporters and scientists, there are very few works that consider its teaching methodology. By zero form we mean that the words in the sentence express a certain grammatical meaning without any grammatical form. Learning languages, along with communicative methods, has recently received a new impetus, as well as cognitive methods: Recently, there is a shift from assimilating various aspects of the language (vocabulary, grammar) to active use of the foreign language in life. The Kazakh language, on the one hand, is becoming a professional or other means of obtaining information. And on the other hand, a means of communication. As Ahmetshein mentioned in his research, it is possible to talk about effective communication only if a person receives or conveys information correctly (Akhmetshin, 2018). In this regard, we often hear from teachers and psychologists that communicative-cognitive competence is effective only if a person has critical thinking.

Today, different definitions of the term “informational communication” can be found in various scientific studies. Informational communication, according to a number of scientists, rational search and the ability to reject one’s prejudices (Bolotov V., Spiro D., 2009). Critical thinkers can come up with new ideas and see new possibilities. Sh. Brumfit, in turn, defines it as rational reflective thinking aimed at deciding what to believe and what to do (Sh. Brumfit, 2008). This is very important in solving new problems. Informative communication does not imply negativity or criticism.

According to D. Cole, this technology refers to consciously looking at different approaches to make basic judgments and decisions (D. Cole, 2008). Information and communication technology assumes that each student does not take anything for granted and forms his own opinion within the curriculum. This is important in the development of a consciousness that rejects dogmas, which develops through the formation of new information about life experience. According to Laletina T.A. informational communication is the starting point for the development of creative thinking. Information and communication technology develops the following skills for the listener:

- Ability to work together with others;

- Ability to take responsibility for one’s own education;

- Increasing the efficiency of information reception;

- Increasing interest in both the material being taught and the learning process

itself;