Научные основы устранения стресса в процессе понимания прочитанного у будущих учителей немецкого языка

Аннотация

Ключевые слова: В данной статье описаны научно-обоснованные языковое действие, методические рекомендации для будущих учителей деление текстов на виды, немецкого языка, направленные на улучшение навыков процесс, понимания прочитанного и снятия напряжения в процессе содержание текста, понимание прочитанного, чтения и понимания, а также на оптимальное результат, распределение времени, использование преимуществ дидактика, наглядных материалов и разнообразных типов текстов в организация. организации урока. When it comes to reading comprehension, the actual process of reading comprehension should be synchronized with the context in the textbook or other material. During reading comprehension, it is not recommended to read these texts quickly or to put different symbols on the texts. According to many didactic linguists, preparing students for reading comprehension in advance is the most effective way to achieve this result, and they also emphasize that longer authentic texts organized around games are more effective for students. interesting and can help them overcome their stress in class. Therefore, this process helps the students to focus on the context rather than the individual words in the texts, and the stress in the reading process is relieved because the general meaning of the text is understood, as a result, this method is less useful for the student than the dictionary. can also be used [1; 50-52]. LITERATURE REVIEW There are general solutions for overcoming reading comprehension problems. Studies show that if a student has not worked with any text in the middle of his studies, he will always have problems with reading comprehension. It can be seen from this that it is necessary to start the stage of preparation for discharge as early as possible. Read Bassiswissen Didaktik Deutsch als Fremd und Zweitsprache by Michaela Brintzer, Hans Jürgen Hantschel, Sandra Kroemer, Monica Müller-Frorath, Lourdes Ross they emphasized this idea as a solution to the stress in understanding [7;35-36]. RESEARCH METHODOLOGY According to the opinions and studies of Michaela Brintzer, Hans Jürgen Hantschel, Sandra Kroemer, Monika Müller-Frorath, Lourdes Ross, the teacher should pay special attention to the correct distribution of time in the lesson. Therefore, they advise that you should always try to organize the lesson in a meaningful way with additional materials and do not forget to ensure its continuity, and also note that the following recommendation should be followed. For example, they suggest that you don't start the lesson immediately by teaching the text (like Open your book and read page 45), but instead start by using visual aids, including: – Pictures – Demonstration materials – Mimic movements – Interesting questions and answers on the topic [7; 40-42] 115 Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика и лингводидактика – Foreign Linguistics and Linguodidactics Issue – 2 № 2 (2024) / ISSN 2181-3701 ANALYSIS AND RESULTS Today, it is important to pay attention to the organization of lessons and the distribution of time during the lesson. Sometimes the teacher may not be able to allocate the class time properly, this is due to a lack of time and a somewhat urgent situation. It aims to make the lesson fast and finish on time, but in some cases, students may not be able to get full information in the lesson and quickly forget what they have learned. When working with texts, teachers should take into account the fact that students will still have difficulty translating new words during the lesson, however, the teacher should always work with them to develop new words. For this, the teacher can do it using different posters and association charts. The combination of different images in the text also makes the content of the text easier to understand for the students and can help them to remember the new words. Next, it is very important that the teacher chooses the text correctly during the lesson. For this, the teacher must have the ability to distinguish any type of text. For example: a letter, newspaper article, newsletter, recipe or advertising text. However, when students with some experience do not understand foreign language texts, they try to understand it in one reading. For example, the following texts are examples of this. CONCLUSION/RECOMMENDATIONS In conclusion, it should be noted that the content of the text also has its influence on the environment during the lesson, and together with its easy understanding of the content and essence, it serves to pave the way for the further teaching process. For example, if you're reading an email, you don't expect an advertisement or recipe information from the email. Another key aspect is that if students are focused on the content of the text, they will be more likely to find new words and increase their self-concept.