Development of Ecological Imagination in the Process of Teaching

Text Structure

Klarakhon Mavlonova

Tashkent State University of Uzbek Language and Literature named after Alisher Navoi, Tashkent, Uzbekistan

Keywords: Text, Text Structure, Lexical-Grammatical Tools, Laws of Logic, Communication, Text Error, Ecology,

Environmental Education, Psychology of Environmentally Responsible Behaviour, Environmental Education.

Abstract: This article describes the structure of the text, the importance of learning the rules for it, the types of text

errors in the text (essays), the content of education on the study of text structure in 6th grade native language

lessons; examples of rules and exercises are given; the issues of directing students’ linguistic knowledge of

text structure to the development of speaking skills related to text writing, texts, methods of providing

environmental education to students by working on dialogues.

1 INTRODUCTION

Today in the native language classes of general

secondary schools’ special attention is paid to the

development and implementation of the content,

tools, methods and techniques of teaching related to

text linguistics, which serve to form the speech and

linguistic competencies of students in text structure

and attention began to be focused on - Abramova S.V.

(2007) - N.S. Valgin (2003) - Sadykhova, S (2010) -

Antonova E.S. (2007) - N. Bekniyazova (2012). For

the teaching of the native language of Uzbekistan,

research work is being carried out on the system of

rules and exercises, questions and assignments on the

structural features of the text for grades 5-9 -

Mavlonova K. (2021) - Mavlonova K (2021) - N.S.

Valgin (2003) - Galperin I.R (1974). Teaching text

structure is one of the most important learning

objectives in developing students’ connected speech.

It is important to develop students’ oral and written

speaking skills by teaching them the features of the

functional-semantic structure of the whole text and

the laws of text creation.

2 MANUSCRIPT PREPARATION

The rules of text creation are partially (elementally)

started in the primary grades, and from the 5th grade

https://orcid.org/0000-0003-4954-9996

onwards, they are implemented through continuous,

coherent and gradual learning. Continuity is ensured

by gradually improving and complicating the rules of

text structure from class to class. Based on this

principle, the rules of text structure in 7th grade

Native Language lessons are established. The

following cases are taken into account:

 Review some of the rules covered in grades

5-6.

 Theoretical knowledge covered in grades 5-

6 will be expanded and deepened in grade 7

and classifications will be more detailed.

 new information.

The first group of rules is not repeated in the 7th

grade at the beginning of the school year but is simply

repeated and memorized. Even then, it is not the rules

themselves that are taken, but the steps taken to

restore action.

The second group of rules introduces new aspects

of linguistic concepts learned in grades 5-6.

In Grade 7, the Native Language textbook takes

the opportunity to better understand some of the

concepts, that is, to expand students' knowledge

through new aspects of concepts. It is also planned to

teach new rules in order to get acquainted with a more

detailed classification of linguistic phenomena. For

example, in grades 5–6, sentences and parts of text

are studied using personal and visual pronouns, while

in grade 7, students use other types of pronouns for

this purpose.

Mavlonova, K.

Development of Ecological Imagination in the Process of Teaching Text Structure.

DOI: 10.5220/0012952400003882

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 1075-1079

ISBN: 978-989-758-723-8

1075

The rules of the third group include modal words,

punctuation (colon, dots, etc.). The content of the text

structure rules for Grade 7 will be further clarified

based on the current “Native Language” textbooks

and the requirements set for Grade 7 in the national

curriculum.

The interactive method has a good effect in the

process of working in more groups: passion for the

success of the group leads to activity in the content of

teaching each other so that all the members of the

group can prepare in the same way, it leads to

important mental and physiological states such as

joint decision-making and joint response. Below we

will focus on the recommended interactive methods

for classes:

Table 1: Interactive methods for different grades.

Grade 5 "Let's choose a title", "Wrong sentence", "Is there a limit to the sentence?"

Grade 6 "Specific Order", "Replace with Pronoun", "Bottom Up"

Grade 7 "Compare - Differentiate", "Silent conversation", "From simple to complex"

Grade 8 "Thinking and evidence", "Enriching the text", "I am a reporter"

Grade 9 “Editing and Analysis”, “From Part to Whole”

We will recommend one of the methods of activating

ecological concepts through language education to

students below:

2.1 Assignment

Read the text of the given dialogue. Make up suitable

questions for the answers given by the interviewer,

fill in the text and write.

– What is the weather?

– A mixture of various gases and substances

necessary for human, animal and plant life.

– …?

– Of course, there is air in the water.

– …?

– That's right, there is air in the soil too. Earthworms

also get air from underground.

– …?

– Plants breathe air through their leaves.

– …?

– There is more oxygen in the air in forests, pastures

and mountain slopes.

– …?

– The more plants there are on Earth, the more oxygen

there is in the air.

Through this task, it is aimed to form students' ability

to create a dialogue and develop their ability to

understand the environment. If they are required to

work with punctuation marks related to the text of the

dialogue through the first task, they should create

sentences corresponding to the content of the

sentences given in the second task. It is advisable for

students to work with their classmates.

In the 6th grade, it is required to inform students

that, in addition to the main topic, sub-topics, i.e.,

plan items, are reflected within this topic in the

sequence indicated by the order number. To show

what the main topic is about, that sub-topics are

within this main topic, that each topic (main, sub-

topic) should talk (write) about something is the

content of education. It is said in which way sub-

topics are compatible with the main topic. These can

be illustrated in the diagram below.

Figure 1: Sequential representation of main and sub-topics.

There are such topics, each of which reflects more

than 10 sub-topics, and sub-topics can be branched in

turn, as described above:

Main topic

sub-topic

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Figure 2: Branches of sub-topics.

3 RESULTS AND DISCUSSION

Rules are an important part of teaching text structure

to students. Y.S. Antonova explains the difference

between the teacher's explanation and the following

knowledge: that is, it is a material for future

knowledge or skills. The success of the educational

process depends on the formation of students' skills in

the transformation of information received into

knowledge". In other words, it is not the knowledge

(the rule that forms the basis of knowledge) that a

teacher gives information about the structure of the

text. Knowledge, according to analysis, is almost in

the form of a strict judgment.

Y.S. Antonova's views on grammar and pragmatics

can be summarized as follows: In methodological

science, the text is interpreted in two ways: 1)

grammatically; 2) pragmatically. While grammar

teaches the concepts of text structure, pragmatics

teaches the use of textual language phenomena in

speech. In native language classes, grammar is used

as a tool for learning, and pragmatics is used to apply

knowledge to skills and competencies through

exercises.

Problems of teaching writing in the native language,

as well as in Uzbek (state) language lessons

T.Ziyodova, M.Rikhsieva, N.I.Bekniyazova,

R.A.Yuldashev and M.M. Rikhsieva researched,

created monographs, methodical manuals. Recent

achievements in linguistics are mentioned in these

works, components specific to the syntactic integrity

of the text (paragraph) are separated, typical text

errors in students' written creative works are

classified and explained, attempts are made to reveal

the reasons, based on what to teach recommendations

are outlined. These recommendations, as noted by

Y.S. Antonova, are information provided to students.

I.R. Galperin noted that the type of this document,

which consists of a number of separate units,

expressed in the form of a written document,

combined by different types of lexical and

grammatical connections, is literary processed

according to the genre and has a certain modal

character and pragmatic direction. 'kidladi.

Apparently, the characteristics of the text are

reflected in this definition, that is, the text has the

following aspects:

 a logical whole;

 informative nature;

 structural formation;

 integrity in meaning;

 intellectual completeness

The difference between a text and a sentence syntax

is that the sentences are lexically and grammatically

connected, logically connected, and have their own

peculiarities in formation. Organizational aspects of

the text include concepts such as paragraphs, titles,

parts of the text, the internal structure of the text, the

laws of interdependence of sentences, the role of

lexical and grammatical devices. With this in mind,

Y.S. Antonova states the following: when analyzing

textbooks from this point of view, exercises based on

certain words and phrases become useless. Some

derived language units make it difficult to determine

lexical and grammatical meanings”.

In the hierarchy of levels of knowledge, pragmatics

ranks higher than linguistics. Language exists as a

system, and pragmatics learns how to use this system.

"PinGeneral

classification

of penguins"

"Nutrition

Source"

"History of origin"

"Common type"

"Life style"

"Unique feature"

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The essence of a linguistic approach to the analysis of

oral works is to determine whether the text depends

on the purpose of the author, because the effect of the

pragmatic instruction of the speaker or writer extends

(applies) to the whole idea. Accordingly, the analysis

of textbooks from this point of view shows the

ineffectiveness of exercises based on individual

words and phrases.

From the cause of classify text errors and their causes,

the essence of communicative and activity-based

approach, cognitive approach in the scientific article

of T.N. Sokolniskaya, methodical manual of R.

Yuldashev and M. Rikhsieva we set ourselves the

goal of developing rules and exercises for text

structure for grades 5-9, based on their age

characteristics, level of knowledge, and interest in

mastering the culture of speech.

T.N. Sokolniskaya suggests the following

classification of text errors based on the criteria for

evaluating essays:

 Text errors, that is, errors that violate the

integrity and consistency of the meaning of

the statement.

 Errors in breaking text into paragraphs.

 Errors that disrupt the verbal connection of

sentences and content in the text.

Mistakes in the organizational aspects of the essay are

not reflected here.

In the methodical manual of R.Yuldashev and

M.Rikhsieva "Textual errors in essays, methods of

their correction" textual errors are classified in terms

of technical design, content and compositional

structure of the written work as follows:

 organizational and technical text errors in

essays;

 semantic-logical text errors;

 text errors in lexical-grammatical

connection of sentences (including

punctuation marks);

 textual errors in parts of the text due to the

compositional structure of its type.

We know that the laws of logic are the sequence of

ideas, the logical completeness of which is expressed

in the placement of units of text in a certain way. The

laws of logic apply in the essay (text). “The laws of

logic, which are specific to clear and reasonable

thinking, apply to all disciplines: authenticity,

contradiction, exception, and sufficient fundamental

law. These laws are the basis of right thinking”.

Textbook Errors and Methods for Correcting Essays

states that “Textual errors are the result of a lack of

practical knowledge of language phenomena that are

not specifically studied in native language classes.

These mistakes are not three or four, but many. This

prevents the written essays (created texts) from

meeting the standard requirements”. As one of the

practical solutions to this scientific-methodological

problem, the rules related to the organizational and

technical aspects of the text (text structure) and

exercises to strengthen them were developed and put

into practice for students. This handbook introduces

Grade 5 students to the following skills: delimiting

sentences in a text; text subject; text title; pieces of

text; plan the text (essay); paragraph; add

classification to the text; placement of poetic verses

in the text; insert narrations, hadiths, proverbs and

sayings, wise sayings into the text in the form of

quotations; to ensure consistency of sentences in parts

of the text.

It is well known that text research and analysis is the

most important educational process for creating a text

in a communicative context. In this process, it is

necessary to approach the issue both practically and

theoretically, so that students know the specifics of

the structure of the text, as well as be able to create an

independent text.

The following is a list of the best ways to determine

the theoretical knowledge and practical skills of text

structure in 6th grade Native Language lessons.

 Lexical-grammatical connection between

sentences in the text:

o rhyming connections of

sentences in the text;

o the connection of sentences with

conjunctions.

 Text types and their parts.

 Expressing the thesis in the essay (text).

 General structure of the text.

 The subject of parts of the text.

 Use of nicknames in text types

(document, letter, message, message,

image, narration, travel).

 Inconsistencies in the content of some

sentences in the essay (text).

 Consistency, logic, semantic accuracy of

the statement in the essay (matm).

 Use the word in its proper place in the

text.

 Some sentences and paragraphs in the

essay are connected in the sense of place

and time.

4 CONCLUSION

The above recommended content for 6th grade is

based on the current content of Native Language

education, analysis of foreign literature and written

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works of students, and further improvement,

enrichment, new theoretical rule as well as practical

exercises. In the context of grammatical literacy, to

increase the student's vocabulary, to feel and

comprehend the subtleties, differences and

similarities of words, to pronounce and write

correctly, to connect words, to compose a text from

sentences , find and correct logical and grammatical

errors in connections, logical errors in the text,

correctly understand the opinion of others, express a

thought in different ways, perform a series of logical

operations, such as restoring the continuation of a

broken thought, correctly assess the speech situation

and focuses on developing and developing skills to

use language opportunities appropriately.

Exploring the types of sentences, the

interrelationships of sentences at the level of text

creation, while acquiring knowledge and skills in text

structure, creates a solid foundation for students to

pursue specific goals and effectively master the native

language. After all, linguistic phenomena act mainly

through connected speech and show their real

communicative nature.

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