Vol. 12.2 (2021)

The problem of representation of the concept “hero image” in the linguistic and educational process

The problem of representation of the concept “hero image” in the linguistic and educational process Gozalova, Marina R.; Gazilov, Magomed G. This study's object is linguisticand educatioalmeans that express the hero image as a phenomenon of the formation of the process of cultural development of the people. This paper aims to study the representation of the image of heroin in the linguistic, educationaland socio-spiritual space of the youth of the modern world society. The relevance of the research lies in the fact that the linguistic features and ways of teachingthe hero image and the changes that the image of hero undergoes over time in the languages of different peoples are explored: in recent years, the world has seen the process of transforming heroic images, their revaluation, and devaluation. In the modern social and spiritual space, the image of a real hero changes. The study material was the data from dictionaries, fictious books,mass media, as well as questionnaires. Europe and, first of all, France for the Russians have historically been a cultural hero, being guided by which Russia has often transformed itself in the course of its history, but the image of this cultural hero has greatly changed in the 21st century in the era of the end of neoliberal globalization.

The advantages of using TED talks materials in ESL classrooms

The advantages of using TED talks materials in ESL classrooms Tatyana, Shelestova; Kalizhanova, Anna; Romanyuk, Sevara; Altynay, Zhuman This article presents TED Talks materials to teach English in secondary and higher educational institutions. The authors describe such advantages of TED Talks materials as their authenticity, availability, variety, utility, user-friendly usability of the website with the materials, and the existence of scripts for each video. The authors prove that TED Talks materials are effective for developing students’ speaking skills and extending their vocabulary by describing the experience of conducting English classes using TED Talks materials during the professional-pedagogical practice, the results of which are also given in this article. After 34 English lessons with the use of TED Talks materials within the framework of the elective course «English for Academic Purposes» for 8-11 grade pupils,the participants of the classes demonstrated better public speaking skills and could speak on different topics for more than 10 minutes without any visual aids.

Collective Learning Method

Collective Learning Method G. S., Saparova In modern conditions of the development of education, when the goal of improving the quality of education is set for teachers, it is important to correctly direct the work of the methodological association of subject teachers.In these conditions, the most important task of the system of post-secondary, higher, and postgraduate,additional professional education is mastering the methodology and theory of new didactics, built on the natural science (scientific) approach to teaching, and the technology of a collective method of learning (CLM), i.e. technology of mass and high-quality training and education according to ability. It is the teacher's living in this whole process that determines his technological literacy. In this regard, the purpose of our article is to reveal the main way of forming technological literacy ofpractitioners, mastering CLMtechnology, the technology of “teaching” a student, its application in teaching practice, which will allow “to include each student in communicative and cognitive activity.

Communicatıon skill levels of trainers according to the perception of B2-B3 visually impaired athletes

Communicatıon skill levels of trainers according to the perception of B2-B3 visually impaired athletes Akif Afyon, Yakup Communication is a powerful tool for the trainer. And the trainers' tool is communication. A good trainer must have good communication skills. The trainers having good communication skills are successful. The propose of this research is to evaluate the effects of different variables (factors) on the trainers’ communication skill levels, according to the perceptions of visually impaired athletes. 39 male, 59 female, totally 98 visually impaired athletes from sport clubs in different provinces participated in the study voluntarily. The trainer communication skill scale, developed by Yılmaz in 2008, is a five point Likert type-scale includes 48 items in total and the items of it are expressed as "never, sometimes, very little, quite a lot, always". The total Cronbach-Alpha of the trainer communication skill scale was found to be 0.973. In this study, in which trainer communication skills were analyzed, SPSS 22.00 Program was used, which is used in quantitative research methods. In the study, T test and One Way Variance Analysis (One-Way ANOVA) were used for mean, standard deviation, frequency, independent samples. No significant difference was detected in the communication skills of the trainers according to the variables gender, disability status, sports branch, visual level, year of doing sports, and the year of working with the trainer (p> 0.05). İn conclustion, as a finding of the study, it is observed that the communication skills of the trainers affected all the characteristics of the visually impaired athletes taken place in the training process. Communication is an extremely important and effective tool for visually impaired individuals, as they are visually impaired. Working with a trainer with good communication skills for visually impaired athletes will lead them to success. Communication is their nonexistent eye. They can easily reach the information they need by communicating. Through the communication, their lives get facilitated and they become socialized by entering the society. Since their communication is good, their persuasion power is high. Again, because of their good communication, their education level is high. They can seek their rights and are not dependent on anyone. Thanks to communication, they are free. They have represented our country in the paralympics in various sports branches and have been successful. Because of their good communication, they have made their existence accepted in the society. In the study we conducted, not significant difference was found between the variables because their expectations or emotional thoughts were the same

The relationship between physical education and other branch teachers’ stress and anxiety during covid-19

The relationship between physical education and other branch teachers’ stress and anxiety during covid-19 Dalbudak, İbrahim; Özkan, Pınar In present study, it was proposed to compare the physical education teachers’ and other branch teachers’ stress and anxiety levels. 155 physical education (sport) teachers and 126 teachers from other branch, working in the province of İzmir participated in the study voluntarily. In the study, as a data collection tool; personal information form, Perceived Stress Scale developed by Cohen et al (1983) and adapted to Turkish (turkey) by Bilge et al., (2009), and also State-trait Anxiety Inventory which is designed by Spielberger et al., (1964) and adapted to Turkish (turkey) by Öner and Le Compte, (1983) were applied and used. SPSS program (statistical software) was used to compare and analyze the obtained data. In addition; in the analysis of data, means of independent T Test, One-Way Variance Analysis and Correlation were conducted as a statistical method. In the study, it was found that there is a strong, positively significant relationship between perceived stress and state-trait anxiety in individuals. According to the results of the study, it can be said that stress and anxiety levels of female teachers are higher than male teachers, stress decreases with increasing age and working years, teachers who do team sports are less stressed, other branch teachers are more anxious than physical education teachers, and as the level of education increases, anxiety decreases, the anxiety of teachers who do not have a sports branch is higher than those with a sports branch, and that the anxiety level of teachers with high monthly income is lower (P<0.05). It is recommended to encourage teachers to do sports and to provide teachers with in-service training to cope with stress and anxiety.