The Scientific Journal of the Modern Education & Research Institute, № 17, 15 September 2021 by Modern Education and Research Institute

scientific journal of the modern education & research institute • The Kingdom of Belgium

15 September 2021 Brussels, Belgium

Scientific Journal

of the Modern Education

& Research Institute

ISSN 2506-8040

scientific journal of the modern education & research institute • The Kingdom of Belgium

IN CooPEraTIoN wITH oUr MEMBErS:

scientific journal of the modern education & research institute • The Kingdom of Belgium

Every job has its ups and downs. But not every job can change life. The twenty-first century is undergoing major changes due to new scientific discoveries, informatization, globalization, the development of space studies, robotics, and artificial intelligence. This century is called the century of digital technology and knowledge! Digital technologies are changing the way we live, communicate, think, feel, and influence other people, social skills, and social behaviour. Under «innovative pedagogy» we understand new or changing theories and practices of teaching, learning, and assessment which are often made possible due to technology or with the support of technology. The pace of innovation and ability to adopt new practices varies around the world, and certainly not all existing practices are appropriate for all situations. Nonetheless, innovative pedagogies are increasingly demonstrating a general tendency to foster collaboration (including student-teacher collaboration), taking learning beyond the classroom into virtual space and allowing participants to connect with others who may be on the other side of the world. Some pedagogical methods demonstrate a tendency to place positive attitudes at the centre of attention because they can help people navigate uncertainty. The epidemiological situation at the beginning of 2020 has played a big role in current educational trends. The approaches that became the main tendency today are not solutions to all of the educational problems associated with the pandemic, but they are certainly relevant to these solutions. For example, contact restrictions have emphasized the importance of personal well-being and its impact on people’s ability to teach and learn. Many studies focus on needs of teachers and students. Issues such as social justice and equality, barrier free access to learning materials and suitable learning space, technical support and technology are coming to the forefront. Some pedagogical practices relevant today are based on the recognition of the leading role of human relationships and emotions in teaching and learning. All of us, as educators, want our students to be attentive in the classroom. But there is more to this desire than just that – we want our students to have the right attitude toward learning. We want them to be fully engaged in the learning process as this will lead to higher levels of achievement and satisfaction with learning outcomes for teachers as well as for students. This includes such educational methods as practicing gratitude and «best learning moments,» for example.

Ekaterina Tsaranok

Director, Modern Education & Research Institute 5

scientific journal of the modern education & research institute • The Kingdom of Belgium

CONTENT 1.

Bilous Oxana

EXPERIENCE AND BEST PRACTICES IN THE PROFESSIONAL ACTIVITY OF AN EDUCATIONAL PSYCHOLOGIST OF A RURAL SCHOOL UNDER CONDITIONS OF DISTANCE LEARNING

General education school of Zhanayessil village of the Department of Education for the Tselinograd District of the Administration of Education of Akmola Region Municipal State Institution, Kazakhstan......................................................................................................... 9

Bondarenko Yuliia

CORRECTIONAL IMPACT OF MUSICAL ACTIVITY ON THE DEVELOPMENT OF THE PERSONALITY OF A PRESCHOOLER WITH REDUCED VISION

Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine............................... 11

Buganova Svetlana, Alima Buganova

RECOMMENDATIONS FOR IMPROVING THE MODEL OF THE REPUBLIC OF KAZAKHSTAN BASED ON THE INDICATORS OF THE GLOBAL SOFT POWER INDEX 2021

International Educational Corporation; Narxoz University, Almaty, Kazakhstan................................ 16

4. Israil Mukaddas

SOCIOLINGUISTIC FEATURES. MEDIA TEXTS OF THE PANDEMIC PERIOD

Uzbek State University of World Languages, Tashkent, Uzbekistan......................................................... 20

5. Israil Shukhrat, Mukaddas Israil

REFLECTION OF A SUCCESSFUL DIALOGUE IN THE PRESS

Uzbek State University of World Languages, Tashkent, Uzbekistan......................................................... 24

Kalandarishvili Maia, Tamar Tukhashvili

Review of scientific research in the field of inclusive education at the Georgian University in the 2015-2021 Year

Saint Andrew the First-Called Georgian University of the Patriarchate of Georgia, Tbilisi, Georgia................................................................................................................................................. 29

7. Milevica Inga

Snowflake-style discussion: changing the discourse?

Alberta College, Riga, Latvia.......................................................................................................................... 34

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8. Magun Tatyana, Elena Chaplygina

IMPROVEMENT OF THE RESULTS OF MOTOR ABILITIES AND INDICATORS OF PHYSICAL DEVELOPMENT IN GIRLS IN BASKETBALL Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Lipetsk, Russia.................................. 39

9. Teshabaeva Dilfuza, Mukaddas Israil, Saodat Shamaksudova

MODERN NEWSPAPER LANGUAGE. SOSIO-PSYCHOLINGUISTIC ASPECT

Uzbek State University of World Languages; Journalism & Mass Communications University of Uzbekistan, Tashkent, Uzbekistan......................................................................................... 44

10. Tukhashvili Tamar, Nino Shukakidze The role and attitude of the individual assistant towards the students with special educational needs in the process of inclusive education

scientific journal of the modern education & research institute • The Kingdom of Belgium

EXPERIENCE AND BEST PRACTICES IN THE PROFESSIONAL ACTIVITY OF AN EDUCATIONAL PSYCHOLOGIST OF A RURAL SCHOOL UNDER CONDITIONS OF DISTANCE LEARNING Bilous Oxana Nurullovna (pgyurza@mail.ru) General education school of Zhanayessil village of the Department of Education for the Tselinograd District of the Administration of Education of Akmola Region Municipal State Institution, Kazakhstan

Abstract This article addresses the experience of practical work of an educational psychologist of a rural school amidst the pandemic, the accumulated methodological methods under the conditions when the work is arranged for distance learning of pupils. Keywords: practical methods, work rationalization methods, psychological health.

The practical activity of an educational psychologist in an ordinary educational institution has its own characteristics, an educational psychologist must be proficient in all areas of work of a specialist with the specified profile. If psychologists in private practice work with a specific age or quality group, for example, a child psychologist, a family psychologist; have a profile direction, for example, counseling psychologists, psychologists working with addictions and their prevention, specialists providing psychotherapeutic services, performing remedial activities, career counselors, etc., then an educational psychologist in an educational institution combines all the above skills in his/her activities, organizes and implements professional activities cumulatively [1, p. 4-21]. Accordingly, the knowledge, skills and abilities of a specialist who is a psychologist in an educational institution must correspond with the mission entrusted to him/her. Working in a traditional format, relying on the basic classical methods of work, the activity of an educational psychologist is clearly structured, systematic and rationally verified through years of practice. However, due to the changes occurred as a result of the global pandemic, the work of a psychologist in the education sector, as well as in all spheres of life in general, has undergone a number of changes requiring adaptation within a short period of time, finding the optimal way out of the situation, mutually beneficial to all categories of participants of the teaching and educational process, i.e. administration, teachers, students, parents and psychologists themselves, as well as specialists of assisting professions working in an educational institution [3, p. 757].The question of the problem magnitude may reasonably arise. The indisputable fact is that a person’s reaction cannot be predicted when he/she faces previously unexplored things, and can be unpredictable from indifference, a lack of interest to anger, fear or panic. And if megalopolises, cities are more attractive in terms of availability of specialists, clubs, facilities of all kinds, ensuring the maintenance of psychological health, then among rural residents, often, psychological health, a psychologist, a «helpline» is associated primarily with an educational psychologist in a school whose work you are familiar with personally or indirectly through a child attending school [2, p. 158]. It became especially true in the face of a tough lockdown that lasted quite a long time. The realities of life have developed in such a way that it was required to mobilize forces within the shortest possible time and rationally distribute the coverage of all categories of participants in the teaching and educational process. The capabilities of the Internet have become a powerful aid – from promising methods worked out in distance learning conditions, i.e. thematic videos «Children recommend

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to children ...» where relevant issues are considered on behalf of children and adolescents, such videos become viral, the audience reach is maximum. Students on their own work out part of the video material under a given topic, the psychologist edits, supplements with material and as a result, distributes the video material in groups and communities of students, organizes and receives feedback. [4, p. 690] In the work with students who are graduates, special attention was paid to the vocational guidance activities in the form of virtual tours to universities with an online flash mob launched after them, with recommendations provided in the form of links to the personal pages of students significantly expanding the audience who received a thematic tour. Videoconferences – zoom, question-and-answer sessions, individual counseling via videoconference – aroused the keen interest of students. Interaction with the parental community, administration and teachers in the conditions of distance learning is also implemented to a greater extent through the school website, the page in the system «Kundelik», interaction in social networks, personally and in a group, a thematic selection of statuses, publications of the psychologist’s personal accounts. It is necessary to note the actual benefits of traditional forms of work that could be implemented in the context of distance learning, i.e. distribution of memos and recommendations, author’s methodological manuals for parents, compilation of special literature for independent study, links to video materials in accordance with a personal request. The implementation of planned activities of an educational psychologist in an educational institution has a primary task – to assist in the preservation and maintenance of the psychological health of all categories of participants in the teaching and educational process. Besides the ability to mobilize promptly in the dynamically changing conditions of life is one of the criteria for the professionalism of any specialist.

References 1. Adushkina K. V., Lozgacheva O. V. «Psychological and pedagogical support of subjects of education». Training manual. Yekaterinburg 2017 2. Anikina N. S. «Initial bases of designing interactions of a teenager and rural collectives of various types» Actual problems of psychology and pedagogy: collection of articles of the International scientific and practical conference (March 10, 2015, Ufa). – Ufa: Aeterna, 2015 3. Zeer E. F., Zinnatova M. V., Bukovey T. D. «Psychological characteristics of transprofessional competencies of specialists (on the example of undergraduates-representatives of socionomic and technonomic groups of professions)» Psychology of education: a modern vector of development: [monograph] / scientific ed. S. B. Malykh, T. I. Tikhomirov; ed. by I. A. Yershov; Ministry of Science and Higher Education of the Russian Federation, Ural Federal University. Yekaterinburg: Ural Publishing House. un ta, 2020. 4. Korotaeva E. V. «Approaches to the interpretation of psychological and pedagogical interactions: a retrospective analysis». Psychology of education: a modern vector of development: [monograph] / scientific ed. S. B. Malykh, T. I. Tikhomirov; ed. by I. A. Yershov; Ministry of Science and Higher Education of the Russian Federation, Ural Federal University. Yekaterinburg: Ural Publishing House, 2020.

scientific journal of the modern education & research institute • The Kingdom of Belgium

CORRECTIONAL IMPACT OF MUSICAL ACTIVITY ON THE DEVELOPMENT OF THE PERSONALITY OF A PRESCHOOLER WITH REDUCED VISION Yuliia Bondarenko, Doctor of Pedagogical Sciences, Professor, Department of Special and Inclusive Education (bondarenkosspu@gmail.com) Sumy State Pedagogical University named after A. S. Makarenko, Ukraine

Abstract Vision disorders negatively affect the formation of the child’s activities, his personal development. The purpose of this research is to illuminate and justify the ways of enhancement the corrective influence of musical activity on personal development of preschool children with reduced vision. The introduction of special methods, techniques and means of personal development, correctional developmental classes, the implementation of the four stages of correctional work are defined as ways to enhance the correctional effectiveness of musical activity. Keywords: pre-school children with reduced vision; musical activity; ways of correctional influence; personal development.

Introduction Musical art has a great potential for the development of the individual. It introduces the child to universal values, contributes to his spiritual development. Inclusion of children in musical activity plays an irreplaceable role in their spiritual, moral, cultural and musical-aesthetic development. Since the beginning of the twentieth century until now, the problem of correctional influence of musical art on the development of children with special educational needs has been remaining relevant. Modern understanding of the correctional and developmental influence of musical art is based on fundamental researches of the problem of correctional orientation of the educational process and upbringing of children with special educational needs [10; 12]. In the field of preschool tiflopedagogics in Ukraine, the studies of E. Sinyova [11], S. Fedorenko [2], appeared to be significant. Their focus in correctional and pedagogical work with children who have visual impairments is on the complex influence on the various components of the personality structure. However, the aspect of the corrective musical influence on the development of the personality of children with reduced vision was not subject to a thorough study at the preschool tiflopedagogics. The Purpose of the Article: illumination and justification of ways to enhance the corrective influence of musical activity on personal development of preschool children with reduced vision. The Goals of the Article: 1. Investigation of the content range and the structure of remedial aspect of musical activity of preschool children with reduced vision. 2. Diagnostics of the levels of personal development of preschool children with reduced vision and comparing these data with the levels of personal development of children with normal vision. 3. Disclosure of the content of correctional work with preschool children with reduced vision during musical activity and validation of its effectiveness.

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In order solve the research problems and determine the content and implementation of component structuring of the correctional musical activity such theoretical methods as analysis, synthesis and generalization of literature were used. As for empirical methods: ascertaining experiment in revealing levels and features of personal development of preschool children with reduced vision and molding experiment to verify the effectiveness of corrective work were introduced. As well as statistical methods: mathematical statistics methods using Student’s t-criterion and Fisher’s exact criterion were applied in order to assess the dynamics of the personal development of children with reduced vision and the reliability of the data obtained in the experimental and control groups at the formative stage of the study and the effectiveness of the experimental work performed. The study of the levels and characteristics of personal development (PD) was carried out according to a specially developed diagnostic technique that contained five components of the PD with the corresponding indicators. The first component is needs-motivational (interest in musical art, desire to participate in various types of musical activity). The second component is emotional-axiological (demonstration of emotional activity in response to music, formation of emotional vocabulary, development of musical preferences). The third component is cognitive (perception and understanding of music, appropriateness and expressiveness of speech). The fourth component is psychomotor (activity of movements to music, spatial organization of movements and coordination of movements; coordination of movements of general and fine motor skills with speech). The fifth component is creative (ability to sing and move to music). 472 preschool children with reduced vision and 470 children with normal vision took part in the ascertaining experiment. At the molding stage of the study, 236 children of experimental and two control groups from preschool institutions of Ukraine (Kyiv, Dnepropetrovsk, Sumy, Ternopil, Kherson, Chernigov regions) were involved. The first control group included the children with normal vision (N/V), the second control and experimental groups involved the children with reduced vision (R/V). In consequence of the analysis of special literature, it was discovered that since the beginning of the th 20 century until modern time, music art has been considering as a factor that plays an important role in the correctional work with children having various disorders in psycho-physical development, at first in the direction of using musical-rhythmic exercises, and then–in practicing classes in musical education. Visual disorders and diseases affect the formation of all human activities and his mental functions; provoke the emergence of unfavorable conditions of development, the occurrence of secondary personality deviations. This underlines the importance and necessity of organizing the corrective process of musical activity of preschool children with reduced vision [1]. It should be noted that, special psychology states that corrective efforts should be directed at eliminating shortcomings and developing cognitive activity, emotional-volitional sphere, physical, locomotor qualities, speech and the personality of a child with psychophysical disorders, in particular with visual impairments [8; 11]. Preschool age is sensitive to the formation of musical activity skills and favorable for the correction of psychophysical development disorders [4; 11; 13]. The analysis of the investigated issue made it possible to figure out that the category of «musical activity» is connected to the sphere of musical art [9; 7]. Summarizing the approaches of inter-branch integration of scientific knowledge, the musical activity of the correctional orientation is treated as a way of engaging a child with reduced vision in the process of musical education. Thus, it not only implements educational, upbringing and developmental influences on child’s personality, but also correctional one, stimulating the improvement of disturbed components of personal development. The structure of the correctional orientation of musical activity is defined as systemic integrity. It consists of four blocks: musical-oriented, musical-cognitive, musical-praxeological, musical-creative with the corresponding components of personal development: needs-motivational, emotional-axiological, cognitive, psychomotor and creative. The taskoriented corrective effect on impaired components will improve the levels of personal development of preschool children with reduced vision that, thereafter, will contribute to their socialization. Comparative analysis of the empirically obtained data at the ascertaining stage of the study made it possible to reveal a significant disjuncture between the children with reduced vision and their contemporaries with normal vision at all levels of personal development: at high level 13.3%, at sufficient level 18.6%, at average level 17.1%, at initial level 14.8% (Figure 1).

scientific journal of the modern education & research institute • The Kingdom of Belgium

Figure 1. The Comparison of quantitative indicators of the levels of personal development of children with normal and reduced vision, obtained at the ascertaining stage of the study (in %).

In accordance with the results of the ascertaining stage of the research, the problem of finding ways to enhance the corrective effectiveness of musical activity of preschool children with reduced vision arises. The goal of implementing the remedial aspect of musical activity is to improve the levels of personal development of preschool children with reduced vision due to the solution of a group of corrective-developing tasks aimed at improvement its disturbed components. These tasks include: 1. Needs-motivational: the formation of interest in communicating with musical art, desire to participate in various types of musical activity. 2. Emotional-axiological: the development of emotional activity, musical preferences, activation of emotional vocabulary. 3. Cognitive-epistemological: the development of perception and understanding musical works, their content and expressive means, overcoming verbalism of representations; the development of speech expressiveness, speech activation and communicative activity. 4. Effective-practical: the development of muscular-motor activity, spatial organization of movements, coordination of movements, their harmonization with speech. Overcoming the specific features of the performance of movements (uncertainty, inconsistency, constraint, stereotypy, gait disturbances, etc.), as well as the shortcomings of spatial orientation (incorrect trajectory, fear of moving in space, decreased activity, etc.). 5. Creative: the development of the ability to create (melody, motor image), development of independence in the creative process, overcoming negative manifestations (indistinctness, oversimplification, etc.) in the process of creating new products of musical activity. 6. Compensatory: the development of the sensory-perceptual sphere. The implementation of the tasks was carried out at four stages of corrective work. At the first stage, the propaedeutic stage (the period of early childhood), children developed auditory perception with the help of accessible types, forms and means of musical activity, and in the conditions of constant growth of success in its various forms, consolidation of the achieved positive results, application of special corrective methods and means of stimulation, activation and mediated assistance of adults. Musical images, speech, motivation for communication and musical-rhythmic moves were formed and developed. Thus, children were prepared to perceive musical information on a multimodal basis, which ensured the elasticity of the inclusion of sensory analyzers in compensatory work. Propaedeutic exercises were predominantly conducted in a family environment. At the second stage, the preparatory stage, attention was paid to the development of children’s interest in music and the desire to communicate with it, to participate in various kinds of musical activity, which ensured the formation of needs-motivational component of the musical and personal development of preschool children with reduced vision. The implementation of this stage was held in the daily regime of preschool children: in the process of educational activities of educators and specialists of the institution, independent children’s activities, as well as in conditions of family upbringing. Within the scope of the research subject, attention is focused on the implementation of the third–the corrective stage of the experimental work. It is determined by methods and means of managing personal development and special forms of organizing musical activity. 13

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The fourth –the presentation stage is aimed at demonstrating to preschool children with reduced vision their musical and musical-motor achievements in the process of musical entertainment, independent musical activity, etc. This stage is the evidence of the effectiveness of the corrective work performed. In the technical process of the forming experiment, a number of methods and means of personal development were used. Among them are: verbal (story, conversation, explanation, use of an artistic word); methods and techniques of purposeful assistance of teacher (instructions, advice, verbal support, hint); method of rhythmic declamation, reception of color correlation; visual (demonstration, illustration) using musical-didactic, multimedia means of visualization of the pedagogical process; practical (exercises, step-by-step training, simultaneous actions, imitation, creative reproduction, inventing, problem-solving situations, creating a situation of success). Particular importance was attached to the use of methods and means of compensatory development (sensory perception of music, «tactile» perception of music, and mimic reflection of the nature of music). To enhance the effectiveness of the corrective effect on impaired components of personal development, corrective-developing activities such as rhythmics, musical logo rhythmics, horizontal rhythm plastics, and musical therapy were introduced. Each activity was aimed at the complex implementation of correctivedeveloping tasks with an accentuated impact on individual disturbed components of personal development through the introduction of specific types of musical activity. The results of the forming stage of the study proved the effectiveness and performance of the organized and conducted corrective work. Thus, personal development of the children of the experimental group (r / v) has been considerably improved by all standards compared to children of the same category of the second control group (r / v) (with a significant difference at initial level – 10.5% and sufficient level – 10.1 % and, with less significant difference – at high level – 5.7% and average level – 5.3%). It has approached the levels of personal development of children with normal vision of the first control group, where the smallest difference between them was at initial level – 1, 8 % (at the ascertaining stage 14.8%). Positive shifts occurred in the children under study of sufficient level, where the difference between them was 5.5% (at the ascertaining stage – 18.6%), of high level – 5.7% (at the ascertaining stage 13.3%) and of average level – 13, 0% (at the ascertaining stage – 17.1%) (Figure 2).

Figure 2. Comparative analysis of the levels of musical and personal development of children of control and experimental groups.

Diagnostic data in the experimental group have demonstrated a positive dynamics of personal development of all its components and indicators studied. Compensatory development of children has become an important achievement in the process of introducing four stages of corrective work. It included the use of preserved analyzer systems in various types of musical activity, which were directed by the teacher to the development of auditory perception, timbre, dynamics, rhythmics, melodics, kinesthetic and motor-kinesthetic analyzer, etc. The great importance in this work was attached to the development of residual vision, its oculomotor mechanism, tracing functions, depth perception, the formation of skills for visual assessment of the distance between objects (accurate eye), color vision, etc. 14

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Conclusion The musical activity of the remedial aspect is treated as a way of engaging a child with reduced vision in the process of musical education. Thus, it not only implements educational, upbringing and developmental influences on the child’s personality, but also correctional, stimulating the improvement of disturbed components of personal development. As a result, the implementation of the ways of improving the corrective effectiveness of musical activities, which was outlined in the work, has significantly improved the levels of personal development of preschool children with reduced vision in the unity of such components as needs-motivational, emotionalaxiological, cognitive, psychomotor, and creative.

References 1. Bondarenko, Y. A. (2016). Stages of scientific comprehension beginning and development of the versatile influential mechanisms of the music art to a human. European journal of Special Education Research, 1, 13-23. 2. Fedorenko, S. V. (2009). Education of blind and visually impaired. Kyiv: NPU imeni M. P. Drahomanova. 3. Gordon, E. (1971). The psychology of music teaching. Prentice-hall inc. Englewood Cliffs, New Jersey. 4. Januszewska-Warych, M. (1997). Wpіyw wiczeс muzyczno-ruchowych na poziom koordynacji sіuchowo-ruchowej w przedszkolu w grupie dzieci 6-letnich [The influence of music and motor exercises on the level of hearing and coordination of movements in kindergarten in a group of children of six years]. WSP. Sіupsk. 5. Jordan-Szymańska, A. (1990). Percepcja muzyki [Music perception]. Warszawa: Wybrane zagadnienia z psychologii muzyki.WsiP 6. Kartava, Yu. A. (2016). The role of music education in the early socialization of children with visual impairments. Pedagogical sciences: theory, history, innovative technologies, 4(58), 398-407. 7. Porzinato, G. (1984). Psicologia della musica [The psychology of music.]. Bologna: Patron. 8. Schaffer, H.R. (2005). Psychologia dziecka [Introducing Child Psychology], Warsaw: PWN 9. Schwabe, C. (1972). Musik-Therapie. Bei Neurosen und Funktionellen storungen. Jena. 10. Synov, V. M. (2006). Psychological regularities of development and socialization of personality as a theoretical and methodological basis for the development of educational and correctional concepts. Actual problems of legal psychology, 15-19. 11. Synova, Ye. P. (2012). Features of the development and education of the person with profound visual impairments. Kyiv: NPU imeni M. P. Drahomanova. 12. Vygotskii, L. S. (1987). Psikhologiia iskusstva [Psychologyofart]. M. G. Iaroshevskogo (Ed.). Moskva: Pedagogika. 13. Wygotsky, L.S. (2005). Narzędzie i znak w rozwoju dziecka [Tool and Symbol in Child Development]. Warsaw: PWN.

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RECOMMENDATIONS FOR IMPROVING THE MODEL OF THE REPUBLIC OF KAZAKHSTAN BASED ON THE INDICATORS OF THE GLOBAL SOFT POWER INDEX 2021 Buganova Svetlana (svetlanabuganova7@gmail.com) Buganova Alima (buganovaalima@gmail.com) International Educational Corporation, Almaty, Narxoz University, Almaty

Abstract The model of Kazakhstan based on the Global Soft Power Index 2021 indices is considered. The development of Kazakhstan according to some indices is analyzed and recommendations for improvement are given. Keywords: soft power, education sub-index, culture sub-index, university rating, improvement.

The Global Soft Power Index 2021, based on objective and subjective data, makes it possible to assess the country’s resources for achieving the goals of cultural diplomacy (Fig.1).

Figure 1. Global Soft Power Index methodology and Kazakhstan’s position in 2020, 2021

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Each category effectively functions as an independent sub-index with an individual score and corresponding ranking. Let’s consider the model of the Republic of Kazakhstan with the help of these sub-indexes and make our suggestions for improvement: According to the international rating (World Giving Index) in 2019 Kazakhstan ranked 78 out of 126 countries in terms of charity [1]. This is a low indicator. Perhaps it is due to a small tax benefit, i.e. a large taxpayer gets the right to reduce his tax obligations in the case of charitable assistance – by 3%. It may be necessary to use correction factors in the application process, thereby constantly increasing the attractiveness of this benefit. If we analyze the indicators of the subcultural index, it should be noted that mass production does not necessarily lead to mass influence, so it is important to focus on the results of both «high» culture (e.g. fine art) and «pop culture» (e.g. music and movies). In this regard, it is necessary to consider the plans for the development of these types of culture in more detail in Kazakhstan. In the concept of cultural policy, it is necessary to supplement these points with specific indicators so that there is an understanding of how the development vector will be directed, funding will be organized, and what intermediate results should be expected. The «culture sub-index» is based on the indicators of the export of the music industry, international sports achievements, the number of international tourists. In this regard, more attention should also be paid, for example, to the development of music and sports schools, the wide dissemination of cultural values among the population of Kazakhstan. It is necessary to form a middle class that will visit museums and theaters, otherwise, everyone will be busy only with earning money for living, and culture will remain the fate of the rich or the obsessed. Without knowing our culture, it is unlikely that we will be able to promote it in other countries. In addition, the «culture sub-index» measures the quality, international reach, and attractiveness of a country’s cultural production. Of course, there is an upsurge in the film industry, but breakthrough projects are needed in terms of allowing competition for Hollywood if we focus on world powers. Therefore, it is necessary to outline the implementation steps, find out all the weaknesses and try to turn them into advantages. At the same time, it is not required to get too involved in pop culture. A rather better idea would be to preserve the country’s particular characteristics and traditions. The «Education Sub-index» focuses mainly on higher education, with metrics on the quality of universities, their ability to attract international students, and their contribution to the publication of academic research. Even for the states with a history of bilateral hostility, there is a positive impact on perception and communication when people study abroad. Previous studies on educational exchanges provide empirical data confirming the positive impact on the perception of the host country of foreign students after returning to their homes. It has also been shown that international student exchanges have positive indirect «ripple effects». Returning international students often become third-party defenders of their host country of study. If we consider the system of higher education in the Republic of Kazakhstan, then according to official data of the Bureau of National Statistics on Higher Institutions in the Republic of Kazakhstan – 125 universities have been registered at the beginning of the 2020-2021 academic year. One of the indicators of recognition and competitiveness of the university is its participation in the QS World University Rankings. This ranking shows the 1000 best universities from around the world, covering 80 different places. In 2021, 47 new universities entered the top 1000, and more than 5,500 universities were evaluated and considered for inclusion [2]. Of Kazakhstan’s universities, 13 (10.4%) participate in the world ranking, and 10 are in the Top 1000 universities. That is, only 8% of universities may be of interest to foreign citizens if they are guided by this rating (Fig. 2). The next indicator is the number of foreign citizens studying at universities of the Republic of Kazakhstan which is 6.5%. It should be noted that the main part is from the CIS (The Commonwealth of Independent States) countries. There were big plans to increase the number of international students to 50,000 in 2020, but the global pandemic has made its adjustments, and this figure remained at the point of 39,558 people. 17

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Figure 2. Positions of Kazakhstani universities in QS World University Rankings 2021

On the issue of publications of academic research: The number of publications of Kazakhstani scientists in the Web of Science and Scopus [3] amounted to 3872 (0.119% of the world level) and 4909 (0.147%), respectively, according to the results of 2019. It is gratifying that these indicators are growing, but unfortunately, there is no analysis in the open access, at the expense of which scientists and publications this is carried out. Another question is: how much research published in these databases is relevant and in demand in the world? In this regard, it is necessary to coordinate the Concept of Cultural Policy with the program [4] and secure adequate funding for scientific studies. For example, there is a clear underinvestment of education and science (the cost of education is 3.8%, while UNESCO recommends 5-7%). It would be fair if all universities were in the same conditions, for example, many normative legal acts of higher education do not relate to the activities of the «Nazarbayev University» – a world-class university. Perhaps universities need to be given real academic freedom so that they can compete on a global level and be attractive to foreign students. The high proportion of NEET youth (no job, no education, no income) in a number of regions should also be noted as a threat. It is of paramount importance to investigate this problem, to identify the sociodemographic profile (age, duration of NEET, poverty). Unfortunately, official statistics do not provide these answers, and programs aimed at improving education and employment have little effect. Some of the documents are flawed by high slogans and the lack of real ways of implementation. The «engagement sub-index» reflects the ability of states to interact with an international audience, stimulate cooperation and, ultimately, shape global results. It includes such indicators as the number of embassies, permanent missions that the country has abroad, membership in multilateral organizations, and contributions to foreign development assistance. It is known that Kazakhstan has been actively helping other countries for a long time (the total amount of official development assistance to other countries has reached 450 million US dollars). This is another little-known fact that needs to be covered in the media. 18

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Although the elements related to the economy may seem more rigid than soft, the «enterprise subindex» is not a measure of comparative economic power or output. This sub-index is aimed at reflecting the relative attractiveness of the economy. For Kazakhstan, attention should be paid to simplifying business procedures and attracting foreign investment. The «digital sub-index» includes a set of indicators reflecting the country’s digital communication, the effectiveness of state online services, and the use of digital diplomacy. The «Digital Kazakhstan» program also has a number of shortcomings, which are widely discussed in the press [5]. And before it’s too late, we need to rethink the priorities of digitalization. The 2020 pandemic showed the reality of existing programs, the digital capabilities of the state, the utopian nature of some ideas, and the obvious use of public funds for nothing. The «Government sub-index» evaluates state institutions, the country’s policy as a whole, democracy and equality, freedom of speech, and expression of will. Since we were more focused on culture and education in the research, we did not consider other sub-indexes in detail. In summary, we propose the following recommendations for Kazakhstan: • To participate in the world ranking, it is necessary to coordinate various state programs and focus on real results. • In the field of culture, it is necessary to form an audience within the country, to promote the art, music and sports industries. • To form a class of highly effective managers in the field of culture who understand the pressing problems and can solve them. • Expand benefits for patrons and sponsors. • In the education system, provide universities with real academic freedom, increase funding to 7%. • Widely advertise the ODA (Official Development Assistance) that Kazakhstan provides to other countries. • Work on improving the indicators of digitalization and the enterprise index. • It is also necessary to pay attention to such an indicator as «favorability towards foreign countries», which depends on the perception of cuisine, tourist hospitality, perception of technological products, luxury goods, confidence in the approach of foreign countries to global affairs. Proper planning and implementation of the aforementioned corrective measures will allow Kazakhstan to take a worthy place in the world ranking.

References 1. Ranking of countries by the level of charity, https://nonews.co/directory/lists/countries/givingindex (accessed: 15.02.2021). 2. QS World University Rankings 2021. – From 3-11. 3. Science and Innovation activity of Kazakhstan / Statistical collection / NurSultan 2020 – – 355s. 4. The State Program for the development of Education and science of the Republic of Kazakhstan for 2020-2025, approved by the decree of the Government of the Republic of Kazakhstan dated December 27, 2019 No. 988. 5. Shibutov M. Weak points of «Digital Kazakhstan». https://365info.kz/2019/02/slabye-tochki-tsifrovogo-kazahstana-obnarodoval-ekspert (accessed: 12.03.2021).

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SOCIOLINGUISTIC FEATURES MEDIA TEXTS OF THE PANDEMIC PERIOD Israil Mukaddas Irgashevna, Professor, Doctor of Philosophy (israil19mukaddas@gmail.com) Uzbek State University of World Languages, Uzbekistan

Abstract The article examines the modern language of the media, which is one of the most striking indicators of social change. It reflects the speech changes in all spheres of public life during the pandemic. A special role in the process of changing the language of the media is played by rapidly developing information and communication means, which is a direct reflection of the process of globalization. The article analyzes in detail the characteristic sociolinguistic markers that reflect socially significant events occurring during the pandemic. Keywords: derivation, linguoculture, media texts, occasionalisms, speech practice, speech changes, system connections, modern literary language, sociolinguistic factors, mass media (mass media), trends in linguistics, extralinguistic factors.

In modern society, it is the media and journalism, including new media, that have become the most important force that forms the modern literary language. In the context of a decline in the quality of education, a reduction in interest in reading classical literature, it is the media that has fallen to the role of the main tool for the preservation and development of the modern literary language. The daily routine of modern people is increasingly built or organized around the mass media. Mass media work for their audience, and the ideal language of a particular media should correspond to the language of the target audience [1, p. 625]. Thus, the constant participation in the creative process of those users for whom the media itself is produced, and the co-creation of professionals and non-professionals, become important characteristics of the modern audience. Mass communication can be safely called a new linguistic reality, which is located at the center of modern language processes. This is a model of a modern national language, in which its literary basis and non-literary spheres interact [3, p. 89]. The complexity of the modern language situation lies in its multidimensionality. Common language processes involve not only «old» factors, such as the interaction of functional styles, colloquial speech opposed to book speech, vernacular, dialects that have almost lost their meaning, jargons, but also new ones, for example, the Internet, the role of which will increase. In these conditions, the language of the media plays the role of a unifying factor, a kind of testing ground on which the interaction of a wide variety of means is tested and tested. Being by nature very permeable, mass communication includes everything that has a social significance. At the same time, literacy, literature is an indispensable condition for the language of the media. Numerous manuals on practical stylistics are devoted to the education of these qualities [4, p.763]. The level and nature of media language research is largely determined by the state and evolution of world linguistics, which in recent decades has been heading towards extensive development. There is a decisive turn from the study of language as a closed system to the study of lan20

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guage in its many connections and functions (language and society, language and thinking, language and culture, politics, ideology, religion). This is clearly evidenced by the formation of complex disciplines (linguoculturology, socio -, psycho -, pragmalinguistics, anthropocentric linguistics, etc.), this is also evidenced by the rapidly developing linguistics of speech [1, p.627]. By developing the literary language, the language of the media also contributes to the development of culture [5, p. 8]. The language of the media covers the entire life of the nation – everything that has a public interest. But some areas of the spiritual life of society are of paramount importance for the media, they form the core, the main thing in the activities of the media and their language. The first, leading place among these areas belongs to politics. As an area of state and public activity, politics largely determines the life of society. This is due to the relevance of the policy for the media. Affecting the interests of almost all segments of the population, politics and its lexicon become part of the dictionary of the literary language [5; p.423]. The events that began at the end of 2019 and are currently continuing, which will go down in history as the «pandemic of the COVID-19 coronavirus infection caused by the SARS-CoV-2 coronavirus» 1, have already significantly affected and continue to affect all spheres of public life without exception, which naturally should have found reflection and speech communication. This was reflected not only in the fact that in almost all languages of the world, the number of uses of nominations with the meaning ‘COVID-19’ (Russian ‘coronavirus’) has increased hundreds of times, but also in many other manifestations of their active development not only by speech, but in some cases by language systems. It seems that the study of these manifestations, first of all, is of undoubted interest for linguistic, as well as sociolinguistic and linguocultural comprehension, since it is important for a researcher representing the listed scientific fields to identify and describe specific forms of «habitation» of a word in a language both in the conditions of a specific language and in a language in principle, as well as to establish patterns and trends in the development of various kinds of new formations in various communicative-speech and linguocultural systems. In the main building of the National Corpus of the Russian Language (https://ruscorpora.ru/new; then – RNC) were only 7 uses of the word «coronavirus» indicating that the Russian language it is known already for at least two decades, and will bring some of the contexts in which this nomination is functioning: • SARS has a natural origin and is probably re-Combinator avian and bovine coronaviruses. NATO Representative Colonel J. Nevill and WHO representative R. Hyer officially stated on Russian television that the coronavirus has a natural origin and is in no way connected with the development of biological weapons or careless manipulations in scientific laboratories. [7, 5] When a word is in demand for one reason or another (in the vast majority of cases – extralinguistic), this, in addition to increasing the frequency (sometimes very significant) of its use, is evidenced by both the expansion of its derivational connections and their obvious dynamization, which we observe in relation to the nomination «coronavirus» in 2020. From the beginning of the XXI century and up to the beginning of 2020, the word-formation nest of the nomination under consideration in the Russian language included only three components: the noun coronavirus (root word); the name the noun beta-coronavirus, formed from its base by the way of word composition, and formed by the suffix method from the same base of the adjective coronavirus. All the listed lexical units in this period were clearly part of the special (professional) vocabulary and were used in scientific or popular scientific texts mainly on medical topics. At the beginning of 2020, after the information recorded in the Chinese The Wuhan outbreak of infection has become known to the whole world and it is rapidly spread across the planet, the derivation when considering the nomination clearly intensified, resulting in one-a substantial extension in different languages, word-formation nests («with-the collection of single-root words, ordered derivatives derivational relations» [6, 503], where this category functions as a root word, this nest is the «lead» (A. N. Tikhonov). In the Russian language, the most expressive neoplasm from the nomination «coronavirus», perhaps, should be recognized as occasionalism, the authorship of which is attributed to the President of the Republic of Belarus A. G. Lukashenko: thanks to him, the word – combination coronavirus psychosis entered the speech practice of our time, which quickly turned into (under the influence of current trends in the modern language) in corona-psychosis. Prerequisites for education by the President of the Republic of Belarus the occasional use of the word «coronavirus» can be noticed already in a number of publications in March 2020, for example, in one of the messages on the INTERFAX portal. EN from March 27, we find A. G. Lukashenko’s assessment of the coronavirus pandemic with the word «psychosis», which the journalist supplements 21

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with the definition «coronavirus» in the title of the message: President of Belarus Alexander Lukashenko called the US decision to impose a state of emergency in connection with the coronavirus pandemic shortsighted, but praised the position of Donald Trump; he called the situation around COVID-19 « psychosis «( here and further in the text illustrations highlighted by me – – I. Z.), which, according to him, stopped the world economy. [11] In less than a week, both the phrase «coronavirus psychosis» and the complex word « corona-psychosis» formed on the basis of this phrase, which is also perceived by almost everyone as an occasional from President A. G. Lukashenko, begin to be very actively used in various Russian-language journalistic texts-both in Belarusian and Russian; we will cite only some excerpts from April publications of last year: • According to him [A. G. Lukashenko], many people are already thinking about it today above the main question: what will happen after the coronavirus pandemic. «Does it not seem that the powerful of this world without a war (Macron has already called it a war), through this so-called coronavirus psychosis, including infodemia, want to remake the world?» – the president noted in an interview with the Mir TV and radio company on Thursday. He is quoted by the state agency BelTA. Today, everyone is already responding: after the pandemic, the world will be different. And I agree with this. But where will our place be in this world? That’s the main question for me. Not corona-psychosis, not info– pandemic. It is there, but a month or two will pass. The question remains, where is our place, « Lukashenka noted. [10] It is noteworthy that already on April 11, 2020, an article by Viktor Shenderovich appeared on the Internet portal of the famous Russian radio Echo of Moscow entitled «Keep your eyes open: corona-psychosis from «father « Lukashenko», which contains a kind of sociolinguistic interpretation of the education in question, cf. in particular: «Сorona-psychosis « – newspeak from President Alexander Lukashenko. From the very first days, when the disease spread beyond the borders of China and began to quickly seize new territories, the head of Belarus stubbornly refused to admit the existence of the problem. What kind of «panacea» he did not offer: to drink vodka, and to plow on a tractor in the field, to steam in the bath and eat well. [9] However, the initially negative connotative coloring did not prevent the new formation «corona-psychosis» from actively introducing itself into modern speech practice, and not only in the Republic of Belarus and The Russian Federation, but also other post-Soviet states. Judging by the data of Urban Dictionary, during March – August 2020, seven neoplasms included in the LSH of interest to us entered the English-language speech practice (three of them appeared in April, two in May, one each in June and August): • Covidity (the ability to express emotion without use of the lower half of the face for emotional expressions behind a mask); • Covidhead (slang for the feeling of being entirely overtaken, mentally and emotionally, by stress due to the Coronavirus Pandemic; there is no Russian-language analogue; • Covidhoaxamitis (a crippling mental disability that results in a diminished capacity to understand the basic science about the viral pandemic caused by SARS-CoV-2 (Covid 19) thus espousing inaccurate and deceptive information that minimizes, disregards and embraces that the disease is simply a hoax); • Coviding (how you’re responding emotionally and physically to the worldwide Covid-19 pandemic of 2020); • Covidism (interpretation of the words in the Urban Dictionary is absent, given only the containing phrase (example: I am suffering from Covidism in 2020), which allows to determine the contextual meaning: emotional and/or physical condition of the individual, due to the influence of coronavirus pandemic of 2020); • Covidmania (an uncontrollable obsession or preoccupation with coronavirus diseases like Covid19); • Covidophobia (a morbid fear of coronavirus diseases). The formed lexical and semantic group also contains nominations that are clearly synonymous with the word corona-psychosis, which functions in the East Slavic (Russian-and Ukrainian – speaking) speech 22

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practice: covidophobia (covidphobia) and covidmania (covidmania). From our point of view, the categories Covidhoaxamitis, Coviding and Covidism, as well as Covidhead, which has no analogue in the Russian language, are partially synonymous with the word coronapsychosis, despite the fact that their meanings need contextual clarification to a greater extent than «covidphobia» and «covidmania» as words with obvious negative connotations. Thus, today we can confidently say that the COVID-19 pandemic caused by the SARS-CoV-2 coronavirus has already left a very noticeable mark in modern speech practice and media materials around the world, as evidenced by the current practice of various linguistic cultures. The «coronavirus» dictionary, which continues to be actively updated, is of absolute interest for understanding both from a communicative and linguistic point of view, and from the positions of system-structural and functional linguistics – and not only within the boundaries of a specific national language, but also (perhaps to the greatest extent) in a comparative way.

References 1. Bushuyev A.B. Language dynamics and sociodynamics: some phenomena in modern Russian // The Russian literature in the context of modern integration processes: Materials of the second intern. scientific conf. Volgograd, Apr. 24–26. 2007: in 2 v. Volgograd: Publishing house VolGU, 2007. V. 1. 625–628 p. 2. Zarva M.V. Word in broadcasting: about language and style of broadcasts. Pronunciation in radio– and the television speech: reference book. M.: Flint: Science, 2011. 376 p. 3. Petrova N.E. Language of modern mass media: means of speech aggression. M.: Flint: Science, 2011. 160 p. 4. Shakhovsky V.I. Language humiliation in the context of modern communication in Russia // Problems of speech communication. Saratov, 2007. № 7. 763 p. 5. The mass media language and politics / under the editorship of G. Ya. Solganik. M.: Publishing house of the Moscow University; Journalism department of the Moscow State University named after M.V. Lomonosov, 2012. 952 p. 6. Tikhonov, A.N. (1997), Slovoobrazovatel’noe gnezdo [Word-building nest]. Karaulov, Yu.N. (ed.) Russian language, Encyclopedia, Moscow, Bol’shaya Rossiiskaya entsiklopediya publ., Drofa publ., pp. 503-505. (in Russian) 7. Tsymbalova L. M., Kiselev O. I. International Symposium on Civil-military Cooperation in the field of influenza surveillance and Control. // «Questions of virology», 2003.12.01). 8. Volodina M. N. The language of mass media as a special type of social interaction. // The language of mass media as an object of interdisciplinary research. Ch. 2. – M., 2004. 9. www.echo.msk.ru/blog/currenttime/2623110-echo/ 10. www.interfax.ru/world/702191 11. www.interfax.ru/world/701243

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REFLECTION OF A SUCCESSFUL DIALOGUE IN THE PRESS Israil Shukhrat Mukhtar ugli, Professor (muzaf17@gmail.com) Israil Mukaddas Irgashevna, Doctor of philosophy (Philology), Professor (israil19mukaddas@gmail.com) Uzbek State University of World Languages, Uzbekistan

Abstract As the researchers note, the main important principle of building an interview is a dialogue. Dialogue is a multi-faceted term, used both to denote a communicative type of speech, and to denote one of the types of interviews (interview-dialogue). Dialogue as a communicative type of speech was formed in antiquity, it is, along with the monologue, the basic concept and the basis for the construction of Russian speech. The problem of distinguishing between dialogue and monologue has become one of the main problems in linguistics of the XX century. The resolution of this issue was handled by L. P. Yakubinsky, L. V. Shcherba, T. G. Vinokur, from modern researchers-E. V. Krasilnikova, E. N. Shiryaev and others. The article is devoted to the study of the interview genre as one of the leading information genres of journalism at the beginning of the XXI century, to identify the stylistic features of interviews, the peculiarities of the functioning of linguistic-stylistic units within the interview, to analyze scientific research on this topic. Keywords: dialogue, dialogical unity, interview, interview-dialogue, interview-monologue, linguistic and stylistic features, journalistic style, sociolinguistic factors, journalist’s remark, press language.

Dialogue is a part of colloquial speech (in contrast to the monologue that underlies the literary language), it consists of a chain of replicas [12, p. 115]. The concatenation of replicas, in which the second replica is based on the first one in its structure, grammatically depends on it, is called a dialogic unity and is the main unit of the dialogue [10, p. 84]. However, the presence of a chain of replicas cannot be perceived as an unconditional marker of the dialogue [12, p. 274], there is no strict boundary between a monologue and a dialogue, as evidenced, for example, by the frequent inclusion of extensive monologic statements of communication subjects in the dialogue: «Replicas turn into logically expanded arguments, polemically sharpen, grow into monologues addressed to the interlocutor, and the entire dialogue becomes a system of dialogically correlated and compared monologues» [19, p. 172]. In the newspaper, the dialogue is reflected primarily in the genre of interviews. Their close fusion is evidenced by the fact that in some works analyzing interviews, the term «dialogue» is used as a synonym for interviews in general [19, p. 197]. However, the genre of the interview can also reflect such communication between the journalist and the interviewee, in which the latter’s answer is, in fact, a monologue – this type of interview is called a monologue interview. The role of a journalist in this case is reduced to the following: the journalist initiates a response-a monologue of the interviewee with his 24

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remark. Even if in a printed interview, the journalist’s remarks are inserted into the text-monologue of the interviewee (such as «Yes, yes», «Of course»,» This is understandable», and so on), this does not change the essence of the monologue, since the journalist’s remarks are an expression of contact attention, consent and no more [9, p. 140]. Interview-dialogue is the most common type of interview, formally expressed by a chain of questions and answers alternating with each other. The genre of conversation has similar features. Determining the place of this genre in the classification causes difficulties. Thus, V. V. Voroshilov takes this genre beyond the scope of interviews, a conversation in his system of journalistic genres is equal, for example, with news, a note, a report and an interview [18, pp. 67-68]. In the book «Fundamentals of the creative activity of a journalist», a conversation is given as a kind of interview, along with a dialogue, a monologue and other types, that is, the scope of its features for the authors is different from the features of an interview-dialogue [3, p.145]. We adhere to the opinion of B. V. Streltsov, who considers an interview-conversation to be synonymous with an interview-dialogue [16, p. 51]. The text of the interview-monologue is not formally divided, at the beginning of it the journalist’s question is given, which determines the topic of the conversation, then there is a detailed monologue of the interviewee. This construction does not at all indicate that during the conversation the interviewer did not ask questions or did not interrupt the speaker, just the author considered it unnecessary to break the text into replicas. On the pages of newspapers, this type of interview is less common compared to an interviewdialogue, since a long fragment of the text makes it difficult to read. In this form, advertising interviews of politicians, interview reports of business leaders, and so on are often given. A distinctive feature of the sketch interview is the presence of author’s comments, digressions, and so on: «The sketch interview gives the journalist the opportunity not only to ask questions, but also to express his opinion, comment on the facts in question, tell about the situation in which the conversation took place, give brief characteristics of his interlocutor, create his portrait with a few strokes» [7, p. 219]. Such a variety of types of interviews is presented on the pages of the Russian and Uzbek press. However, various publications with dissimilar expressive-stylistic and, accordingly, genre models, prefer certain types of interviews, ignoring others. The analysis of interviews used in newspapers from the point of view of reflecting the author’s origin, purpose and subject of the message, taking into account compositional and linguistic features (such as types of questions, ways of their arrangement in the text and the relationship between them), types of interviews helps to identify genre models of publications, their orientation, their readership. The modern press impresses with its diversity. These are entertainment newspapers, women’s magazines, «high-quality» press, and specialized publications. But despite all the differences in their subject matter and style, there is something that unites the press-the publication model. The understanding of interviews as a method of obtaining information is more typical for Western scientists. In Russia, the study of interviews as a method is mainly carried out by practical journalists, for example, M. I. Shostak, M. N. Kim [8, p. 51]. The term «interview» (in the sense of an interview as a genre) is defined in dictionaries as «a conversation intended for publication by a well-known figure with a correspondent on a matter of public interest» [2, p. 672]. Modern authors somewhat clarify this formulation, noting the expansion of the group of interviewees (from a «well-known figure» to any person): «This genre is a conversation of a journalist with one or more persons of public interest, intended for transmission through the channels of the mass media» [7, p. 218], – as well as expanding the range of topics: «This is a conversation intended for the mass media and initiated by a journalist with any person on any topics of interest to the general public» [4, p. 259]. However, scientists agree that the author’s position, whatever it is called, is still present in the interview, expressed in the author’s style, manner of speech, his speech position. Speech positions, or « speech parties», are associated with several factors that determine them – the topic, the personality of the interlocutor, language competence, the language appearance of the speakers [5, p. 144]. E. I. Golanova identifies two main speech positions of the interviewer: 1) the interviewer is traditionally polite, correct, adheres to the norms of public communication, questions are usually prepared in advance; 2) the interviewer is a representative of the «new wave» of journalists, has his own « language mask», psychological looseness and freedom in choosing language means, the interview proceeds in the form of a free conversation, questions are often not prepared at all [5, p.144]. 25

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These speech positions are a characteristic feature of journalism of the last two or three decades, because earlier, in an era when journalism was « prescribed» in textbooks and recommendations and it was almost impossible to deviate from the rules, the role of a journalist was reduced to the role of a stenographer and no more. Only recently, the interviewer has become an active participant in communication, which is clearly reflected in the appearance of the second type of the journalist’s speech position. The main communicative task, the pragmatic purpose of the interview is «to get important, useful, interesting information as a result of communication between a journalist and a participant (participants) of a particular meeting and transmit them through the mass media to the general public» [6, p. 251]. Another purpose of the interview is to encourage the reader to familiarize himself with the text of the conversation [6, p. 251]. Such a double focus determines the stylistic features of the interview genre. The invasion of advertising on the pages of newspapers has led to the emergence of a new type of interview – advertising, the main purpose of which is the desire to force the reader to buy a product or service after reading the text of the interview. Thus, the target setting also becomes an important factor in the style of different types of interviews. So, the development of the interview genre has led to the appearance of various types, reflected in various classifications. The analysis of these classifications through the prism of genre-forming features allows us to identify the features of the genre and its specific formations. The category of the author in the interview is manifested in the presence of two speech positions, which, in turn, affect the style of the genre. The purpose and subject of the message are reflected in the division of interviews into informational, expert, problematic, and«dating»interviews. Depending on the subject of the message, there is a logical scheme of the interview, which may consist of one or two semantic centers. Another genre-forming feature is the standard of the means of expression. Interviews, referring to the journalistic style due to their connection with current phenomena and events of our time, are aimed at truthfully reporting the most important information from reliable sources, comprehensively highlighting a fact with reference to the interlocutor..., reflecting public opinion on important issues of social life [1, p. 57]. The interview is a special kind of text, which is based on the co-authorship of two people – the journalist and the interviewee. In accordance with the peculiarities of this type of text, the informative content of the interview text is set by special communicative requirements that distinguish this method of information exchange from a normal dialogue. On the pages of newspapers and magazines, the text of the interview is presented in the form of a dialogue. It is advisable to attribute this type of text to the monologized type of dialogical speech, where the» monologue « statements of the interviewee are directed by more brief remarks of the journalist. The main unit that reflects the specifics of the dialogue is a replica-a segment of speech limited by the change of speakers. It can consist of one or more sentences. Some replicas are relatively independent in form and content, while others do not have this independence. The utterances in these replicas are connected and mutually conditioned and are considered as a special communicative and structural-grammatical unit – a dialogic unity. The questions in the journalist’s remarks are aimed at obtaining the maximum amount of information. The volume and nature of the information in the answers of the interviewee depend on the communicative essence of the question. At the formal language level, subjective information can be presented in the interview text by: 1) emotional-evaluative vocabulary, 2) contextually-conditioned indirect evaluative means, 3) stylistic techniques. As the analysis shows, the ratio of objective and subjective information in the answers of the interviewee depends on the type of interrogative remark. A special question is aimed at obtaining very specific information. The answer is in such a dialogical unity. fills in the question, concretizes the fact that was outlined in the question. An interview is characterized by the fact that the answer to a special question is usually simple, contains more than one sentence. Answers to a special question can only provide the requested information, do not contain additional information. The general question in the interview, as it may seem, is aimed at obtaining less information, since the very formulation of the question requires confirmation or denial of the fact outlined in the question. But since the very type of the interview text implies the need to justify one’s point of view, the answer consisting only of the words «yes» or «no» is not informative enough and is insufficient for continuing 26

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communication between the journalist and the interviewee. Therefore, «yes» or «no» is usually followed by complete sentences that develop the topic of the question, giving a statement of facts or events, commenting on or evaluating them. Question-and-answer dialogical units often include alternative questions in the speech sector of a journalist. The communicative essence of the answer to an alternative question is the choice of one of the facts and the assertion of its reality. In the answers, the interviewee justifies why he chooses one and not another point of view on the question posed and proves its advantages. Therefore, the answer to this type of question has a special persuasiveness. In the texts of interviews, they can be presented not only in the form of a «question-answer», where the question prompts the interlocutor to speak. One of the means of encouraging a journalist to speak out is also full-fledged narrative sentences that thematize the interviewee’s subsequent remark. These proposals are often retrospective in nature, contain a reference to some initial fact or event, the opinions of other persons, etc. Such remarks often contain the journalist’s assessment of previous events, which are presented from the point of view of his individual perception, thereby encouraging the interlocutor to express his subjective attitude to the mentioned fact or phenomenon. In the text of the interview, every dialogical unity is not autosemantic. Given by the title, a single thematic core is traced in the text, which splits into several particular subtopics that unite from one to several dialogical units. They carry a certain load in the deployment of the main topic of the conversation and information progression. Such associations are conventionally called «extended dialogic unities». They are characterized by relative autosemanty, thematic integrity and completeness within the framework of the general text. The boundaries between the «extended dialogical units» pass where there are minimal thematic and logical-semantic connections between the replicas. In the text of the interview, the extended dialogical unity consists of several dialogical units that are closely related to each other, within which there are strong thematic connections. The journalist’s remark seems to follow from the interviewee’s answer and can represent, in a communicative sense, not only an incentive to speak, but also a reaction to the words of the interlocutor-an accompanying remark. It can be: 1) a word hint, a brief clarification, an addition, a question. 2) the accompanying remarks of the journalist may also be separate evaluation proposals commenting on what the interviewee said. It can be concluded that in question-and-answer dialogical units, the nature of the information requested and received depends on the type of question. In most cases, the information received is broader than the requested one and contains an element of subjective assessment. In the text of the interview, there are dialogical unities that do not contain a formally expressed question. Nevertheless, the initial remark of a journalist in such dialogical units, usually reporting some facts known to the interviewee, also requires him to provide additional information and is the starting point of the conversation. The dialogical unity can be expanded by including additional replicas of the journalist, expressed by elliptical or full-component narrative sentences, the purpose of which is to obtain additional information. Thus, we examined the features of information transmission in the text of a newspaper and magazine interview and identified the relationship between the requested and received information within the dialogical unity of the interview text, the nature of which depends on a particular type of question.

References 1. Collection of scientific works of the Moscow State Research Institute named after M. Toreza. – M., 1987, issue 286. – p. 57. 2. Explanatory dictionary of the Russian language: In 4 vols /ed. Ushakov. -M., 1994.-Vol. 1. -STB.1216; Dictionary of modern Russian literary language. M.,1948-1965.-Vol.5 STB.393; Dictionary of the Russian language.– M.,1985.--S. 672. 3. Fundamentals of creative activity of a journalist. St. Petersburg, 2001. – p. 145. 27

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4. Golanova E. I. Public dialogue yesterday and today (communicative and speech evolution of the interview genre)//Russian language today. – M., 2000. -– p. 259. 5. Golanova E. I. About the modern public dialogue. – Moscow: Nauka, 1996. – p. 144. 6. Golanova E. I. Public dialogue: communicative usage. M., – p. 251 7. Grabelnikov A. The Job of a journalist in the press. –M., 2001.-S. 219. 8. Kim M. N. From concept to completion: Technology training journalistic works. St. Petersburg, 1999. 9. Krasilnikova E. V. On the relationship between a monologue and a dialogue//Poetics: Stylistics. Language and culture. In memory of T. G. Vinokur. – M., 1996. – pp. 138-142. 10. Russian grammar.– M., 1980. Vol. 2. -S. 84 11. Shcherba L. V. Modern Russian literary language. // Shcherba L. V. Selected works on the Russian language. – M., 1957. – pp. 115-116. 12. Shcherba L. V. The Decree. CIT.– p. 115-116. 13. Shiryaev E. N. What is a conversational dialogue? // Russian language: historical development and modern times. -M., 2001. -P. 274 14. Shostak, M. I. a Journalist and his work. -M., 1998. 15. Staffnaya E. I. On the question of the role of the title complex in the implementation of the communicative intention of the text//Pragmatics and typology of communicative units of the language.– Dnepropetrovsk, 1989. – p. 98. 16. Streltsov B. V. Fundamentals of journalism. Genres. Minsk, 1990. -S. 51. 17. Vinokur T. G. Dialogic speech. // Linguistic encyclopedic dictionary. – M., 1990. – p. 135; Monologue speech//Ibid. – p. 310; Russian: Encyclopedia. – M., 1997. – P. 119. 18. Voroshilov V. V. Journalism. St. Petersburg., 2000. – p. 67-68. 19. Yeryomina L. I. Dialogization as a way of constructing a journalistic text//The style of the Russian language. Genre and communicative aspect of the stylistics of the text. – M., 1987. – p. 172. 20. Yakubinsky L. P. On dialogic speech. // Yakubinsky L. P. Selected works. Language and its functioning. – M., 1986. - p. 17-58.

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Review of scientific research in the field of inclusive education at the Georgian University in the 2015-2021 Year Maia Kalandarishvili (kalandarishvilimaia64@gmail.com) Tamar Tukhashvili (tukhashvilitamar@gmail.com) Saint Andrew the First-Called Georgian University of the Patriarchate of Georgia, Georgia

Abstract In 2015-2021, several organizations in Georgia, led by the Georgian University, conducted research to study the psychological aspects of inclusive education. Studies have been conducted in several areas, namely the cognitive and social adaptation of children with disabilities in the study group. The results showed that: 1. The use of an individualized curriculum significantly enhances the cognitive skills of students with disabilities. 2. Adequate psychological training significantly increases the degree of their social adaptation in the educational elite 3. Inclusive groups have a higher level of student empathy compared to non-inclusive groups. 4. Parental education has a significant impact on increasing the learning motivation of a disabled child 5. Research of social attitudes and conduct of appropriate trainings develops adequate attitudes towards inclusive education in the society Keywords: inclusive education, learning motivation, cognitive skills, social adaptation, empathy skills, social attitude.

In 2015, the research was started together with 4 educational institutions of Georgia, Sn.Andrew Georgian University Sokhumi State University, D.Uznadze Psychological-Counseling Center, Private School «AISI. The research continues to this day. Psychological research has been conducted in several areas:

1. The purpose of the first research (2015-2016): To study the positive impact of inclusive education and individual curriculum on the development of cognitive and social skills of students with disabilities, in particular,such cognitive skills as , the ability to attention concentration and willpower ability. According to the purpose of the research, the research hypothesis is as follows: Inclusive education, expressed in a specific inclusive academic program, has had a positive impact on the psychological development of students with disabilities. In particular: a) Development of attention concentration; B) Development of willpower ability Based on the purpose of this study and the survey hypotheses, the following objectives were identified:

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a. Assessment of attention concentration, at the beginning of the academic semester and at the end of the semester with students with disabilities as in the test group and in the control group (regular students). b. Assessment of willpower ability at the beginning of the academic semester and at the end of the semester with students with disabilities as in the test group and in the control group (regular students). Research methods: The study used two research methods: 1. Kurt Levine Willpower Test for Kids. 2. Burdon test for mesure of attention concentration for children of primary school age. Research participants: The research was conducted at,, Aisi,, Private Secondary School in Tbilisi. Seven groups of eleven classes were selected: namely, 95 students. Gender of study participants: 54 boys and 41 girls Age: Age of study participants from 6 to 17 years. Selection – The participants of the survey are school students. 10 students with disabilities (test – group) and 85 normal school students (control group). Description and analysis of results: Statistical programs Microsoft Excel 2010 and SPSS 21 are used for data processing. Comparative analysis of the results of the first (beginning of the semester) and second (end of the semester) stages of the research. Based on the comparison of the results, it was found that individual plans clearly have a positive impact on the psychologcial development of school students with disabilities. Both skills were taught in the second phase and better results were achieved at the end of the semester than at the beginning of the semester. a) Attention concentration: The average level of the first level is 41.39, the second level is 74.38 , T-test -10.9, P <0.05 As we can see, from the results , at the end of the academic semester, the level of attention concentration increased significantly. b) Willpower ability: The average level of the first level is 59.5, the average level of the second level is 81.3, T-test is 12, P <0.05 As we can see,from the resilts, at the end of the academic semester, the of intensity of willpower ability increased significantly also. Conclusions: An individual plan prepared for students with disabilities is designed adequately and positively affect the development and increse the intesity of such cognitive psychological skills, such as attention concentration and willpower ability of the disabled students.

2. The purpose of the second research (2016-2017): To study the process of socialization and adaptation of students with disabilities in the classroom using various psychological and pedagogical methods. Research methods: • Moreno,s sociometric mesaurement method • special «fairy tale» therapy • Some psychological exercises and traning methods for increasing the social adaptation of the peaple in the groups. Socio-metric index. If at the first stage (beginning of the semester) all the sessions of the socio-metric index of each student with disabilities were equal to zero, they had no other choice.This meant that none of the group members had a formal or informal relationship with a disabled students. Which obviously means 30

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a very low level of social adaptation of students with disabilities in the study group.Social adaptation trainings were conducted several times during the semester. We used various exercises, elements of «fairy tale therapy» to increase social adaptation in the group of disabled children.At the end of the semester we again measured the sociometric index of each disabled child.

Results:

In this second phase (at the end of the semester) the sociometric index of each student with disabilities was increased,for each student with disabilities increased by two units, which is a low level but it is still a positive social activity. The average sociometric index in the group of school students is 0.3 with disabilities. (P <0.05, difference is significant). Conclusions: Our psychological training has had a positive effect on improving the social adaptation of the disabled child in the process of interaction with the members of the learning group. Students with Down Syndrome are more likely to adapt to the school environment than children with Autism.

3. The purpose of the third research (2017-2018) To study the influence of family factor on raising the motivation of children with disabilities to study in high school. The aim of our study was to assess how family attitudes affect the level of motivation of students with disabilities.

The hypothesis was as follows:

Mothers of children with disabilities have a greater impact on the level of educational motivation of normal high school children. Research methods: As research methods, the study used two tools: a ) The projection drawing test «My Family» and b) An in-depth interview on learning motivation and family relationships. Our research sample included 14 children with disabilities, students of «Aisi» school and children of school # 5 in Rustavi, 7 boys and 7 girls from 6 to 11 years old. So there were 7 students with disabilities (test group) and 7 students with disabilities (control group). The process was conducted individually. In particular, the participant painted a picture of «my family» and then an in-depth interview began. As a result of the analysis, we found out that our hypotheses were confirmed. In particular, our research has shown that the attitudes and views of family members influence the attitudes and perspectives of children with disabilities; They also influence the motivation to go to school, study and interact with the public. Research has shown that mothers are more affected by the level of motivation of children with disabilities. Studies have shown that mothers are more likely to tell their children about school, encourage them on the first day of school, and they are always there to teach their children a love of learning and explain to them how important friendships and relationships with peers are.

4.The purpose of the forth research (2018--2019): The levels of student empathy in inclusive and non-inclusive schools The level of empathy of students in inclusive and non-inclusive schools was examined. The hypothesis was that inclusive education and contacts with students with disabilities increase students' levels of empathy. The research was conducted in 10 schools of Tbilisi. (5 schools with inclusive education and 5 schools without inclusive education), 400 school students were interviewed. Research methods: Yusupov Empathy Test (Georgian version). 31

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Results:

M I.s = 10.5 and M uI.s = 6.2 T test = 2.4 P <0.05. Conclusions: Our hypothesis is correct. In inclusive schools – the level of student empathy is much higher than in non-inclusive schools.

5. The purpose of the fifth research (2019-2020) To study the role of training in changing public attitudes towards the Students with Special Educational Needs.

Purpose and objectives of our research:

150 people participated in the study at the Dimitri Uznadze Psychological-Counseling Center. The training was named,, «Theory and Practice of Inclusive Education». The training consisted of two parts; Theoretical, where the essence of inclusive education was discussed, developmental disorders(down syndrome, autism spectrum, attention deficit and hyperactivity syndrome (ADHD), ), intellectual development disorders, etc .; legislative case in Georgia about inclusive education regulations, exercises and discussion, which was directly related to a specific violation and etc. The duration of the theoretical part was 24 hours, 6 days, four hours a day with face-to-face contact. In the second part of the training, participants received information about the evaluation criteria, which would help to describe students' skills in the assessment process in different areas:motor(large motor skills and fine motor skills), cognitive, academic skills, functional, communicative skills,using them they had to identify strengths and weaknesses and then– write down, delivered case based on standard format of individual plan. The practical part also included 24 working hours, 6 days, four hours a day (total theory and practice -48 hours). The study was attended by students, lawyers, journalists, representatives of the medical field, school special teachers and subject teachers, psychologists, university professors, language and speech specialists, personal assistants, kindergarten teachers, parents of the students with special educational needs. The study used side variables: age, education, gender, employment, and «who rated» (or one with a disorder).

Hypothesis of the research:

Acquisition of knowledge (in this case the training format) in inclusive education changes the attitude towards the students with special educational needs both in the cognitive and emotional components.

Research Method:

(Criter, Fabrigar and Pete Addiction Scale).

Instruction Evaluate a student with special educational needs according to the given criteria, who has one of the listed disorders (underline): physical disorder,intellectual disorder, sensory disturbance (hearing and / or sight), speech disorder,behavioral and emotional disorders,the need for long-term hospitalization, difficulties due to social factors and for this reason he/she is not able to overcome the requirements of the National Curriculum. The respondent must answer 2 questions. He is asked to describe his feelings towards the object of study on an 8-point scale (for the emotional component), then assesses the characteristic traits on the following pairs on a 7-point scale (for the cognitive component) (see the scale).

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1. Choose the number on each scale that best describes your feelings toward snakes: -3 -2 -1 0 1 2 3

hateful

-3

-2

-1

Love

Sad annoyed tense Bored Angry Disgusted sorrow

-3 -3 -3 -3 -3 -3 -3

-2 -2 -2 -2 -2 -2 -2

-1 -1 -1 -1 -1 -1 -1

0 0 0 0 0 0 0

+1 +1 +1 +1 +1 +1 +1

+2 +2 +2 +2 +2 +2 +2

+3 +3 +3 +3 +3 +3 +3

delighted Happy Calm excited relaxed acceptance Joy

2. Please choose the number on each scale that best describes the traits or characteristics of snakes: -3 -2 -1 0 1 2 3 useless -3 -2 -1 0 +1 +2 +3 useful foolish -3 -2 -1 0 +1 +2 +3 Wise unsafe -3 -2 -1 0 +1 +2 +3 Safe Harmful -3 -2 -1 0 +1 +2 +3 beneficial Worthless -3 -2 -1 0 +1 +2 +3 valuable Imperfect -3 -2 -1 0 +1 +2 +3 perfect unhealthy -3 -2 -1 0 +1 +2 +3 wholesome

Analysis of experimental data:

1) Common date for all types of disorders in students with special needs: Experimental date results show that our main hypothesis is improved. Planned training as an independent variable affects the change in attitudes towards students with special educational needs. Change in positive direction on the scale of relations. Before training, the average emotional the relationship component was 4.5 – slightly more than the neutral valence of the relationship. After training this becomes 5.7 – much more positive than neutral. This difference between the estimates is statistically significant. (T-test = 3.5 P <0.05 fig. 1) The same difference in the cognitive component of the attitude before training and after training. The pre-workout score was 5.19 and the post-workout score was 6.5. After training, the valence of the cognitive component of the attitude became more positive. This difference is statistically significant (T-test = 4.5. P <0.05)

References 1. M. Kalandarishvili, Y. Torchinava. Inclusive education and its psychological aspects , Tbilisi: Universal, 2016 2. M. Kalandarishvili, Y. Torchinava pedagogical and psychligucal aspects of Social adaptation of desables students , Tbilisi: Universal, 2018 3. Inclusive Education – A Guide for Teachers. Ana Laghidze, Tatia Pachkoria, Maia Bagrationi.-1. Tbilisi-2009. 4. Inclusive education – student, family and school. Tatia Pachkoria, Salome Mazmishvili, Tamuna Kbiltsetskhlashvili, Ketevan Iashvili, Meiko Chelidze. 5. Public attitude towards the students with special educational needs– Tamar Tukhashvili; Proceedings of the Georgian University, [volume #3, p.317], Publishing House «Geor gian University» – Tbilisi 2017 6. Basics of inclusive education (training materials) – D. Uznadze Psychological-Counseling Center, T. Tukhashvili, E. Ninoshvili.-2016-2020. 33

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Snowflake-style discussion: changing the discourse? Inga Milevica (inga.milevica@gmail.com) Alberta College, Latvia

«Snowflake generation» stands for the vulnerable and sensitive generation following the millennials – generation Z (Gen Z, sometimes iGeneration, iGen, the generation born between 1997 and 2012). This designation was reinforced by an article in The Telegraph magazine, describing an increase in the number of UK universities oppressing students’ freedom of speech and expression. «The origin of this term is associated with the perception of the youth of the 2010s as overly sensitive and vulnerable, and not inclined to agree with opinions and images of the world, different from those that correspond to their beliefs. The term «snowflake» itself refers to the attitude of overly caring parents who raise their children as «unique and precious snowflakes.» [Труфанова, 2017, 107 с.] I must say that this designation has already firmly entered into use not only in English in 2016, it is included in the Collin’s Dictionary, but also in many world languages. In the Russian tradition, along with the designation «snowflake generation», the designations «digital natives» («цифровые аборигены») and «Peter Pan generation» («поколение Питера Пена») are also used, reflecting the main features of this generation – not only sensitivity, but also digitalization and infantilism. Research points out even more specific characteristics of «snowflakes». This generation is even more technologically integrated than millennials, living in a cyborg-like reality in which who they are, what they do, and how they feel is intertwined with a complex world web driven by technologies. Google predated their birth, and global communication via social media has always been the norm; continuous communication with other people and with the world of information is taken for granted. Like millennials, they have experienced many oversights and infrequent fails; their attention span is even shorter than that of millennials, and their expectations for instant responses and information are even higher. [Shatto, Erwin, 2016] It is expected that «snowflakes» put technology at the center of their daily life, they are accustomed to a diverse world and feel comfortable in it. [Miller, Mills, 2019, 80 p.] The typical university environment, however, is less technology-oriented, less family-supervised, and less explicit about academic expectations than high school. In addition, students are often find it difficult to learn and they are not as individually supported as it was before. As a result, first-year students often face the first real chances of academic failure due to little direct parental involvement and more «distant» teachers than in high school. Besides, in this new university environment, they need support and want teachers to «care» for them and support their success. [Therrell, Dunneback, 2015] «As a result [...] more and more formal or informal demands are made on teachers to be especially careful with the feelings of students, in particular, to warn before class that some of the topics covered may hurt their feelings. Thus, controversial, debatable issues may ultimately be banned altogether. So, instead of the ideals of free dialogue and critical thinking, we come to dogmatism within various social groups. The «situational knowledge» of these «snowflake» students leads to the fact that they are not ready for dialogue with any other opinions and instead of improving intercultural understanding, only deterioration occurs». [Труфанова, 2017, 107 с.] So, the picture is not the most optimistic one. But is it really that bad? In the modern pedagogical paradigm, the theory of generations (William Strauss and Neil Howe (1991) in Generations. The History of American Future, 1584 to 2069) [Howe, Strauss, 2000] is known and popular largely due to the idea that representatives of different generations differ in 34

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a set of values, beliefs and behaviors. «By taking this idea into account, it is important not to absolutize it, since it generalizes overly large strata of people without taking into account national, confessional, social characteristics, psychological types, motives.» [Федотенко, 2020, 80 с.] It is not surprising that the theory of generations is widely criticized, and not only in scientific discourse: representatives of the younger generation often criticize this idea in public space. Research by I.O. Alekseeva, for example, showed that TED videos on the issue of millennial generation (the results of this study can be extrapolated to «snowflakes») are mainly broadcasted by young people, and their main goal is to develop an alternative narrative created by stereotypes. The speakers present themselves as a materialized stereotype, i.e. use provocative tactics to later compare millennials with older generations, i.e. use counter-attack tactics and, in conclusion, clearly state their own idea of the generation. [Alyeksyeyeva, 2017, 23 с.] In this regard, I have to mention the book C. Kadakia (2017), which largely reveals the myths that have been formed regarding the millennial generation The Millennial Myth: Transforming Misunderstanding into Workplace Breakthroughs, as well as B.A. Lutz (2017) dissertation research Millennial pedagogy: Towards understanding millennial myths and identity. It seems that the further development of scientific research carried by the criticism of the theory of generation can become very productive for changing the discourse of this theory, in the perception of which the Barnum effect can be identified. It is easy to agree that the organization of extracurricular activities is one of the common problems of a modern university, the solution of which largely depends on the successful process of minimizing various kinds of risks, including those associated with generational differences. Groups of such risks in the educational process, in particular, are described by prof. Inna Fedotenko: groups of didactic risks, including technological, dispositional (value), risks of mismatch, as well as educational (risks of relationships). [Федотенко, 2020] «All groups of risks are represented in educational environment of a modern university, however, in our opinion, dispositional and mismatch risks associated with deformations in the axiosphere of subjects dominate.» [Федотенко, 2020, 79 c.] A lot has been written about the fact that an educational institution is a unique combination of generations and their views, beliefs and positions [Kleinhans et al., 2015], [Rickes, 2016], and a unique system of issues related to attracting and retaining students. [Miller, Mills, 2019], [Seemiller, Grace 2016], [Shatto, Erwin 2016], [Goldman, Martin, 2016], [Howe, Strauss, 2000] Studies often admit that in such a combination of 3 to 5 generations at the university, dispositional risks – a clash of different value priorities of teachers and students – are almost inevitable, thus also inevitable is the risk «the teacher imposes his value orientations on students, poorly understanding the specifics of the axiosphere of today’s bachelors and masters». [Федотенко, 2020, 79 c.] And this risk becomes even more serious, because the diagnostics of «teachers of [Tula] University showed that most of the teachers have a very vague idea of the characteristics of these groups, and in the educational process they do not take into account specific characteristics, different worldviews, priorities and value mindsets of these groups». [Федотенко, 2020, 80 с.] So, our youngest college students are often perceived to need more attention and care than previous generations, and as schools struggle to attract and retain these youngest students [Goldman and Martin, 2016], the question arises on what these students need to do to achieve success. [Miller, Mills, 2019, 78 p.] And cases of such a need for more attention (or supposedly a need) in universities appear with expressive frequency in the field of information. One of the most recent and highly resonant cases is the suicide of a Natasha Abrahart, 20-year-old student at the University of Bristol. Representatives of the University of Bristol will face trial: the student’s parents said that the girl was a victim of negligence. The girl committed suicide the day before the conference, at which she would have had to speak in front of a 329-seat audience. The girl’s parents believe that the university representatives, who knew about the girl’s panic attacks, did not properly take care of the well-being, health and safety of their daughter. [Ewens, 2020] Research, in particular [Miller, Mills, 2019], emphasizes the idea that teaching staff ’s development is a central component of student success program. However, at the same time, there is the risk of creating stereotypes about different generations and creating straw men from the «snowflakes» of millennials and students of the generation Z. [Miller, Mills, 2019, 87 p.] And most certainly, if we formulate the problem as a problem of students requiring too much attention, then it becomes insoluble. However, the study [Miller, Mills, 2019] showed that the motivation of university students can be improved without spending massive amount of extracurricular time or «hands» on the part of teachers. Using adaptive teaching methods and 35

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making it clear that someone cares about whether students are learning can affect student motivation and participation in their own learning process. [Miller, Mills, 2019, 87 p.] There is a particular interest in this context in how the generation of «snowflakes» organizes its communicative behavior, including during educational and public discussions. If representatives of the «snowflake generation» – the sensitive and vulnerable – are given the opportunity to participate in discussions in class or outside of them, does this mean that snowflakes will refuse this form of group communication? Or does it mean that we are experiencing some kind of change in the discourse of discussions? Let’s look at some recent research once again. The «snowflakes generation», in addition to thing mentioned earlier, is characterized by «a higher level of creativity, [they] are ready to choose non-standard tasks, value originality, strive to demonstrate it» [Федотенко, 2020, 80 с.], besides, they are «more emotional, vulnerable, touchy, capricious. They are sensitive to intonation, gestures of the companion, behavior models, distance of interaction» [Федотенко, 2020, 81 с.] and, «unlike millennials, «snowflakes» have more empathy, are able to listen and hear each other, participate productively in group discussions» [Федотенко, 2020, 81 с.], at the same time «they are afraid of the session, cyberbullying, teacher’s remarks, unsuccessful responses at seminars, fear «not to meet the expectations of parents» [Федотенко, 2020, 80 с.]. Consequently, as the research results show, discussions should be organized and not avoided as a genre of public communication that potentially threatens the younger generation. It is also important to clearly formulate the task of the discussion («a clear message» described by [Miller, Mills, 2019]), to indicate the role and boundaries of the host or the moderator of the discussion, in addition, to define more precisely and/or in detail the type of discussion. The author has already addressed the issue of communicative behavior of representatives of certain subcultures, in particular, the communicative behavior of a hipster [Milevica, 2019], in addition, in study guide on rhetoric for students [Milēviča, 2019], the author reviewed methods of public speaking, presentations and discussions from the standpoint of communicative success and predicting communicative risks. In this study, the author addressed the issue of public discussions involving «snowflakes» and the possible change in the discourse of this genre. First of all, let us address the meanings of the words denoting the genre of interest. Semes «dispute» and «consideration (discussion)» turn out to be integral for the words discussion, polemics and debate. To compare, discussion «Dispute, consideration of a question at a meeting, in the press, in a conversation» (дискуссия «Спор, обсуждение какого-н. вопроса на собрании, в печати, в беседе») [slovaronline. com], polemics «Dispute during discussion, clarification of problems, questions» (полемика «Спор при обсуждении, выяснении каких-н. проблем, вопросов») [slovaronline.com], debates «Public disputes when discussing something, exchange of views on some questions» (дебаты «Публичные споры при обсуждении чего-л., обмен мнениями по каким-л. вопросам»). [slovaronline.com]. The differences between the lexemes «dispute» and «consideration (discussion)» can be formulated by such pairs of designations (pairs based on associative semes) related to the phenomenon of communicative comfort so important to «snowflakes»: competition – non-competition, condemnation and criticism – expressing an opinion, respectively, emotionally, not-calm, anxious, not-comfortable – unemotional, calm, not anxious, comfortable. Thus, one of the important tools for creating a comfortable communication event is the precise definition of the form of discussion. The title or topic of the discussion might be just as important. To demonstrate how it is possible to formulate both its genre and the topic of the discussion, let us address a small analysis of public discussions. One of the notable public events in Latvia is the two or threeday conversation festival «Lampa» («The Lamp»), which has been taking place for the fifth year in the city of Cesis. The conversation festival increases its audience every year, which is an indicator of its popularity among visitors of all ages: 2015 – 3 500 visitors, 2016 – 9 000, 2017 – 10 000, 2018 – 16 000 , 2019 – more than 20 000 visitors. In 2020, the festival was not canceled: it was partially held remotely (picture 1. shows an example of what an online discussion looks like).

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Picture 1. «Lampa» festival online discussion (https://festivalslampa.lv/lv/video-arhivs/1306)

216 topics of conversations (discussions, panel discussions, conversations) of «Lampa» festival, which took place in September 2020, partially in a distant format, were analyzed. Conversations in the festival program were thematically divided (Human. Education. Finance and economics. Safety and rights. Europe and the world. State and society. Culture and peace of mind. Environment and energy. Media. Technologies. Do not miss: https://festivalslampa.lv/lv/video-arhivs?applocale=lv&archive=true&), and the thematic section the «Youth» itself was not in it. Of the 216 themes of the festival, 35 are devoted to the topic of youth (although this is a conditional selection, since other topics may also be relevant for young people). Let us take a closer look at the main features of the analyzed discussion titles and their genre names. Forms of discussion are varied – with elements of theater and interactivity (and this is under conditions of COVID-19!) and other, for example, Interaktīvā diskusija «Reliģija un izglītība: pretnostatījums vai savstarpējs papildinājums?»; (ltv. Interactive discussion «Religion and Education: confrontation or complementary?»); Terapeitiskā saruna «Man riebjas skola» (ltv. Therapeutic conversation «I hate school»); Diskusija ar teātra elementiem «Tev būs mīlēt Raini!» (ltv. Discussion with theatrical elements «You shall love Rainis!»). The titles of the discussions are formulated simply, in so-called friendly language, sometimes on the boundary of colloquial and jargon, without unnecessary terminology. For example, Diskusija «Vai muzejs mani piečakarēs?» (ltv. The discussion «Will museum will screw me over?»); Diskusija «Esmu muļķis, ko tālāk?» (ltv. The discussion «I’m a fool, now what?»); Latvian Youth conversation «My friend has no brain» (ltv. Jauniešu saruna «Manam draugam nav prāta»); Panel discussion «The youth don’t get it» (ltv. Paneļdiskusija «Jaunieši nejēdz»). Discussion titles rarely contain opposite opinions (pro et contra, theses containing a choice between two extremes – there are only 3 out of 35 of them: Diskusija «Dzīvošana ar vecākiem — bagātība vai trauma?» (ltv. The discussion «Living with parent – wealth of trauma?»); Diskusija «Pilsētā vai laukos: kur laimīgāka bērnība?» (ltv. The discussion «City or countryside: which on brings the happier childhood?»); Interaktīvā diskusija «Reliģija un izglītība: pretnostatījums vai savstarpējs papildinājums?» (ltv. Interactive discussion «Religion and Education: confrontation or complementary?»). This minimizes the possible risk of a frontal verbal attack, dispute, and offers comfortable communicative conditions for discussion. The titles of such discussions usually contain a common problem, indicated by the common language, thus the invitation to participate becomes even more effective, eg, Diskusija «Zēns. Balets. Vīrietis.» (ltv. The discussion «The boy. Ballet. The man»); Saruna «Kāpēc pašnāvība?» (ltv. The conversation «Why suicide?»). Discussion titles reflect the young person as a subject, not an object, as a speaker about his problem, and not as an abstracted carrier or representative of the problem, thus additionally offering comfortable 37

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communicative conditions for conversation, for example, diskusija par teātri «Te nav, ko redzēt!» (ltv. the discussion about the theatre «There’s nothing to see here!»); diskusija «Pašnāvības Latvijā. Vai/kā es varu palīdzēt samazināt pašnāvību skaitu?» (ltv. the discussion «Suicide in Latvia. Can/how can I help to reduce the number of suicides?»). Thus, the genre of discussion today does not change its discourse, but – largely due to the understanding of the peculiarities of the axiosphere of young people – it becomes richer and more diverse and as a tool for extracurricular activities for young people of the post-millennial generation it can be recognized as successful with a condition that it is implemented in the base of the discussion, but not dispute, which provides an opportunity to most productively reveal both the topic of the conversation and the relationship between the participants of the conversation of different ages. In addition, it makes sense to use nonoppositional formulations (for and against) as methods for creating comfortable communicative conditions for discussion; the title of the discussion in a friendly way, formulating a topical issue from the perspective of the subject of the conversation.

References 1. Alyeksyeyeva, I.O. In defence of Millenial Generation Communicative Tactics of TED Speeches. Лінгвістика ХХІ століття. 2017, 18-23. 2. Goldman, Z., & Martin, M. (2016). Millennial students in the college classroom: Adjusting to academic entitlement. Communication Education, 65 (3), 365-367 3. Howe, N., Strauss, W. (2000). Millennials rising: The next great generation. New York, NY: Vintage. 4. Ewens, Hannah. Parents of Student Who Killed Herself Are Taking Bristol University to Court. Vice. 20.07.2020. https://www.vice.com/en_uk/article/y3z5pm/natasha-abrahart-parents-bristoluniversity-legal-proceedings 5. Kadakia, Crystal. The Millennial Myth: Transforming Misunderstanding into Workplace Breakthroughs. Berrett-Koehler Publishers, Inc, Oakland, 2017. 6. Kleinhans, K., Chakradhar, K., Muller, S., & Waddill, P. (2015). Multigenerational perceptions of the academic work environment in higher education in the United States. Higher Education (00181560), 70(1), 89-103 7. Lutz, B.A. Millennial pedagogy: Towards understanding millennial myths and identity. A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY, Ames, Iowa, 2017. 8. Miller, A.C., Mills, B. ‘If They Don’t Care, I Don’t Care’: Millennial and Generation Z Students and the Impact of Faculty Caring. Journal of the Scholarship of Teaching and Learning, Vol. 19, No. 4, October 2019, pp.78-89. 9. Milevica, Inga. Do Hipsters are Bad Orators: Research Issues of Communicative Personality. Proceedings og Research Wolrld International Conference on Arts, Education and Social Science (ICAES), 1-2 May, 2019, Dublin, Ireland, 2019. – 1-6 pp. 10. Milēviča, Inga. Veiksmes retorika. Rīga: Burtene, 2019. 256 lpp., il. 11. Rickes, P. C. (2016). How gen z will continue to transform higher education space. Planning for Higher Education Journal, 44(4), 21-45 12. Seemiller, C., & Grace, M. (2016). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26 13. Shatto, B., & Erwin, K. (2016). Moving on from millennials: Preparing for generation z. The Journal of Continuing Education in Nursing, 47(6), 253-254 14. Федотенко, И.Л. (2020). Риски образовательной среды университета в контексте теории поколений. Межпоколенческие отношения: современный дискурс и стратегические выборы в психолого-педагогической науке и практике, (1), 78-82. 15. Словарь онлайн https://ozhegov.slovaronline.com 16. Труфанова, Е.О. (2017). «Ситуационное знание» и идеал объективности в науке. Epistemology & Philosophy of Science, 54 (4), 99-110. 38

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IMPROVEMENT OF THE RESULTS OF MOTOR ABILITIES AND INDICATORS OF PHYSICAL DEVELOPMENT IN GIRLS IN BASKETBALL Tatyana Magun (magun@mail.ru) Elena Chaplygina (chaplyginaelena48@mail.ru) Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University, Russia

Abstract The article presents the results of a practical study of the improvement of motor abilities and strengthening the physical data of first and second year girl students who go in for basketball. Keywords: students, basketball, motor abilities, physical development.

Introduction The development of motor abilities is one of the main goals during the process of physical education. The solution of this problem allows for optimization of personal physical development. It means it becomes possible to develop all human physical skills thoroughly, improve motor abilities, strengthen and keep human health. A lot of scientists pay attention to development and improvement of physical skills [1, 4, 5, 6, 9, 11 etc.]. They generally examine different methods how to develop some physical skills. Power, speed, speed-power, motor-coordination qualities and abilities, general and special endurance influence the results of motor activities the most significantly. In our research we underline the improvement of these motor abilities as they are the most important during physical preparation of basketball girl players.

Working hypothesis If the training process includes exercises influencing the development of speed-power qualities, special endurance and ability to distinguish muscular efforts and there are necessary equipment conditions for training, motor abilities will be developed very effectively.

Purpose of research Purpose of research is to estimate the effectiveness of the developed set of exercises to improve the motor abilities of basketball girl players.

Research problems: To determine the initial level of motor readiness and physical development of the I–II courses girl students. To identify and experimentally justify the effective directions of setting the training process of girl students of the I–II courses. To reveal the effectiveness of the developed complex of physical exercises.

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Research methods and realization: • • •

theoretical: analysis and generalization of pedagogical literature on the research topic; empirical: pedagogical observations in the process of pedagogical experiment; experimental: analysis of pedagogical testing data, anthropometry, statistical processing of experimental data.

Research realization The study was conducted at the Lipetsk state pedagogical University named after P. P. Semenov-TyanShansky. The experiment lasted from December 2018 to May 2019. 30 girls took part in the pedagogical experiment. 15 girls were students of I-II courses, which made up the control group, as well as 15 girls of 1718 years engaged in basketball section, made up the experimental group. The study of physical development and testing of motor training of the studied groups was conducted both before the beginning of training according to the method developed by us and after. Our work consisted of three stages. At the first stage (ascertaining) – the empirical and theoretical material was collected, the contingent of participants of experiment was selected, the scientific apparatus of research was developed. At the second (formative) stage, experimental work was carried out, motor abilities and physical development of students of control and experimental groups were studied and evaluated, we did processing of results. At the third stage (synthesis) – the results of the research were analyzed, the influence of the developed technique on the studied parameters was proved, the conclusions were formulated.

The results and their discussion We conducted a study of motor abilities and physical development of girl students of the 1 and 2 courses. It was estimated on the indicators characterizing the level of development of power, speed-power, coordination abilities and flexibility in comparison with control standards and test indicators and standards of motive readiness in literary sources. The calculation of the main statistical characteristics was carried out by the method of B. A. Suslakov (1982).[14] Evaluation of motor abilities was carried out on the following tests: Bending forward from a standing position. We used the torso forward tilt test in determining the flexibility of the spine. The data obtained both in the control group (10.5±0.86 cm) and in the experimental group (11.7±0.87 cm) are lower than the average indicators of regulatory requirements (15.9±5.8 cm), which indicates a low development of flexibility not only of students who do not play sports, but also of girls attending the sports basketball section. Long jump from the spot. This test was used to determine the strength of leg muscles [2]. The average height of the girls from the sports section is 189±2.42 cm. Speed-power abilities of students of the control group is 176±2,01 cm, which is slightly higher than the normative data presented in the literature (172 cm), but at the same time lower than the results of the experimental group. Jump up (Abalakov’s test). The data of the control group (43.46±1.28 cm) were also lower than the average (45±6.4 cm) and lower than the results of the experimental group (47.16±1.42 cm). Six-minute run (Cooper test). The evaluation of endurance showed that if in the control group the girls ran a distance of 1105±73.87 m for 6 minutes, in the experimental group this distance was not much higher – 1155.6±20.84 m, which is almost similar to the average test results of 1130 m. These data indicate almost the same toughness as the girls not involved in sports as basketball players. Throw of the stuffed ball. The test with throw of the stuffed ball revealed the following results: the control group – 6.6±0.96 m, the experimental group – 7.03±0.09 m, which in both cases is higher than the average 6.4 m. Long jump with the addition of 50% to 75%. This test reflects the coordination abilities of students. The results in the girls of the control group are 9.3±0.7 cm, but the results of the athletes are slightly higher (11.5±0.48 cm). However, we did not find an average of this test data for our age group of 17-18 years. 40

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Physical development of girls was evaluated by the following indicators and compared with the average data and indicators of the experimental group [12]: Height. Thus, the average value of height in the control group is 164.9±1.3 cm, which is slightly higher than these standards of physical development, which are 158±4 cm and lower than in the experimental group – 172±2.2 cm. Weight. The average weight of girls in both groups is higher than the average for this age (52.1±6 kg). In the control group it is equal to 55.8±1.4 kg, and in the experimental group it is 65.53±2.43 kg. Significant excess weight in the experimental group can be associated with taller height of basketball players. Chest circumference. It is 89±0,7 cm in the control group, and 91,86±1,2 cm in the experimental group. These parameters almost correspond to the average test ones (90 cm). Lung capacity. it was established that the lung capacity of the girls in both groups (the control group – 3.04±0,08 ml; the experimental group – 3.3±0,12 ml) is below the average standard rate which is equal to 3.97 ml. Backbone power. The strength of the muscles of the torso extensors. [8; 15] At the age of 17-18 years, the strength of the muscles of the trunk extensors according to regulatory requirements is 82.5±20 kg, which is higher than in the control group, where the average value is 68.6±2.37 kg and is lower the average in the experimental group where it is 85.43±1.65 kg. Thus, the indicators of motor skills and physical development of women who are not engaged in sports sections, at the beginning of the experiment did not meet the standard requirements presented in the literature, except weight and body mass, as well as long jump and throw of the stuffed ball. It indicates the low motor fitness and lack of physical development of students. The same indicators in the experimental group almost in all standards exceed the regulatory requirements presented in the literature for this age and are slightly higher than the indicators of 17-18 years girls, except for lung capacity and flexibility test. This indicates that the sports section should pay more attention to the development of flexibility. We realized the pedagogical experiment to test the effectiveness of the proposed method of training for girls of the experimental group engaged in the basketball section. It lasted six months and after we tested each of the groups again. The results of the dynamics of the studied indicators at the end of the pedagogical experiment are presented in tables 1 and 2. Table 1. Evolution of results of motor fitness

№ Tests 1.

Bending forward

Long jump from the spot

Jump up

Six-minute run

Throw of the stuffed ball

Long jump with the addition

Group

At the beginning of the experiment Х δ m

At the end of the experiment Х δ m

control

10,5

3,33

±0,86

10,5

3,35

±0,86

>0,05

exper.

11,7

3,4

±0,87

12,53

3,47

±0,9

>0,05

control

176,0

7,8

±2,01

177,5

8,3

±2,1

>0,05

exper.

189,3

9,37

±2,42

194,4

8,56

±2,21

<0,05

control

43,46

4,96

±1,28

44,5

5,7

±1,5

>0,05

exper.

47,16

5,53

±1,42

50,7

6,4

±1,65

<0,05

control

1105,3 77,74

±73,87 1147,0 67,7

±17,5

>0,05

exper.

1155,6 80,68

±20,84 1193,0 88,76

±22,93 >0,05

control

6,6

0,25

±0,96

6,8

0,3

±0,07

<0,05

exper.

7,03

0,36

±0,09

7,23

0,28

±0,07

<0,05

control

9,3

3,0

±0,77

9,7

2,8

±0,73

>0,05

exper.

12,0

1,87

±0,48

12,13

1,56

±0,4

>0,05

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Table 2. Results of changes in physical development data

№

Tests

Height

Weight

Chest circumference

Lung capacity

Backbone power

Group

At the beginning of the experiment

At the end of the experiment

control

164,9

5,18 ±1,3

164,9

5,18

±1,3

>0,05

exper.

172,0

8,52 ±2,2

172,0

8,52

±2,2

>0,05

control

55,8

5,49 ±1,4

56,0

6,0

±1,5

>0,05

exper.

66,53

9,44 ±2,43

66,0

10,37

±2,68

>0,05

control

89,0

2,71 ±0,7

89,0

2,8

±0,74

>0,05

exper.

92,86

4,61 ±1,2

92,0

5,12

±1,32

>0,05

control

3,0

0,33 ±0,08

3,08

0,3

±0,08

>0,05

exper.

3,264

0,48 ±0,12

3,3

0,43

±0,11

>0,05

control

68,6

9,02 ±2,37

69,8

8,4

±2,2

>0,05

exper.

85,43

6,41 ±1,65

86,86

6,45

±1,67

>0,05

Analysis of the results showed that in the control and experimental groups indicators of motor training and physical development tend to increase. However, the changes of these indicators over the period of the pedagogical experiment is statistically significant (p>0.05). The exception is the results in the throw of a stuffed ball in the control group, where the shift of the indicator is statistically significant (p<0.05). We explain the lack of statistically reliable data in the control group primarily by the fact that in the process of pedagogical experiment in the control group not enough attention was paid to the improvement of motor abilities. Moreover classes were held only 2 times a week in physical education classes. We explain the lack of statistically reliable data in the experimental group primarily by the fact that during the pedagogical experiment the main attention was paid to the technical and tactical actions of basketball players, as well as to the development of speed and strength, which is indicated by statistically significant shifts (p<0.05) in such indicators as long jump, jump up and throw.

Conclusions Based on the analysis of the dynamics of changes in indicators characterizing the level of improvement of motor abilities and physical development of students during the pedagogical experiment, it can be concluded that: Motor abilities and physical development of students of the 1-2 courses of the Lipetsk State Pedagogical University named after P. P. Semenov-Tyan-Shansky engaged in sports section and indicators of the students who are not engaged in basketball are higher average indicators of motor abilities. Classes in the experimental group led to higher changes in performance than in the control group. And at the same time, changes in indicators characterizing the level of development of speed and strength abilities, such as long jump from the spot, throw of the stuffed ball, jump up are statistically reliable. The results indicate higher efficiency of the proposed and tested methods of improvement motor abilities, which led to positive changes in the development of speed-strength abilities of basketball girl players.

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References 1. Arutsev, A.A. Speed of game movements of young basketball players and individualization of its improvement by making corrections on the basis of express information: dis. ... cand. of pedag.: 13.00.04 [Text] / Arutsev, Alexander Alexandrovich. – Moscow, 2003. – 173 p. 2. Bondarevsky, E.Ya. About reliability of control exercises [Text] / E.Ya. Bondarevsky, S.G. Lobanov, V.A. Uvarov // Physical culture at school. – 1970. – № 12 – P. 4-6. 3. Ganchenko I.O., Acting method of pedagogical control of the level of general and special physical fitness of cadets of the Ministry of Internal Affairs of Russia – employees of special units [Text] / I.O. Ganchenko, R.S. Akhmerov // Physical culture, sports – science and practice. – 2012. – №3. – P. 26-30. 4. Grashchenko, A.Y. Methods of development of physical qualities of flexibility of 10-11 years schoolgirls: For example, classes in circus arts [Text]: dis. ... cand. of pedag.: 13.00.04 / Grashchenko, Anna Yurievna. – Tyumen, 2003. 160 p. 5. Guralev, V.M. Development of physical qualities of students based on the increase of statokinetic sustainability [Text]: dis. ... cand. of pedag.: 13.00.04 / Guralev, Vladimir Mikhailovich – Chelyabinsk, 2004. – 144 p. 6. Zabelina, L.N. Differentiated method of development of physical qualities of students of technical high school taking into account their individual characteristics [Text]: dis. … cand. of pedag.: 13.00.04. / Zabelina, Lyudmila Nikolaevna. – Tula, 2011. – 164 p. 7. Control standards for students [Electronic resource]. URL: https://nsportal.ru/shkola/materialydlya-roditelei/library/2011/12/08/kontrolnye-normativy-dlya-uchashchikhsya (date accessed: 10.04.2019) 8. Martirosov, E.G. Research methods in sports anthropology [Text] / E.G. Martirosov. – M.: FIS, 1982. – 200 c. 9. Martynenko, V.S. Methods of development of general endurance of university students by means of track and field running [Text]: dis. ... cand. of pedag.: 13.00.04 / Martynenko, Vladislav Sergeevich. – Volgograd, 2009. – 160 p. 10. Methods of physical fitness assessment [Electronic resource]. URL: https://studfiles.net/ preview/2365198/page:9/ (accessed: 10.04.2019) 11. Movletkulova, A.S. Development of special physical qualities of athletes-young men [Text]: dis. ... cand. of pedag.: 13.00.04 / Molekuljva, Aigul Sabitovna. – St-Petersburg, 2007. – 165 p. 12. Standards of physical development of children and adolescents aged 7-17 years [Electronic resource]. URL: https://studfiles.net/preview/6759762/page:11/ (accessed: 10.04.2019). 13. Studios. The essence of the problems solved in physical education, and the form of their specific statement [Electronic resource]. URL: https://studopedia.info/4-115035.html (date accessed: 10.04.2019). 14. Suslakov, B.A. Statistical methods of processing of measurement results [Text] / B.A. Suslakov // Sports Metrology / ed. V. M. Zatsiorsky – M.: FIS, 1982. – 256 p. 15. Chogovadze, A.V. Medical control in physical education and sports: studies. manual for medical in-tions [Text] / A.V. Chogovadze, M.M. Kruglyy. – M.: Medicine, 1977. – 175 p.

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MODERN NEWSPAPER LANGUAGE SOSIO-PSYCHOLINGUISTIC ASPECT Teshabaeva Dilfuza Muminovna, Doctor of Philology, professor (dilfuza_bonu@mail.ru) Israil Mukaddas Irgashevna, Professor (israil19mukaddas@gmail.com) Uzbek State University of World Languages, Uzbekistan

Shamaksudova Saodat Khidoyatovna, Senior lecturer, scientific researcher (saodat.xidoyatovna@gmail.com) Journalism & Mass Communications University of Uzbekistan, Uzbekistan

Abstract A thorough study of the newspaper language is closely connected with the study of literary language characteristics. Therefore, the importance of studying the linguistic problems of newspaper language culture is enormous. Although several centuries have passed since the appearance of newspaper and magazines, but their language began to be studied from the beginning of the twentieth century. In general, the issues of the modern language of the media were studied by such researchers as Konkov V. I., Potsar A. N., Smetanina S. I., Kostomarov V. G., Kubryakova E. S., Tsurikova L. V., Sadullaev D. S., Solganik G. Ya., Volodina M. N., Teshabayeva D. M., Bakiyeva G. H., Israil M. I., Toshmukhamedova L. I., Shamaksudova S. H. The article presents the conclusions of the study and analysis of sosio-psycholinguistic and functional-communicative aspects of modern newspaper language, speech-cultural evaluation (construction techniques, reasonable and expedient application). Keywords: development of literary language, expressiveness, linguistic phenomenon, newspaper language, psycholinguistic aspect, sociolinguistic aspect, socio-political, vocabulary standardness.

The history of the study of terms such as «press language», «newspaper language» in Uzbek linguistics A. Abdusaidov’s doctoral dissertation titled» genre characteristics of the newspaper language « was thoroughly covered. [1, p. 37] According to the author, the press has special features, it is an independent linguistic phenomenon, which differs from the biblical form of the literary language. In it pure literary language harmonizes the features of lively colloquial language, artistic and formal style. The history of the Uzbek literary language we can observe in the example of the Press that different words appeared in different periods of the Uzbek people’s history, some words were withdrawn from consumption and re-appeared in consumption in the influence of changes in society. For example, independence, independence, District, Region, Governor, Minister, power, reserve, ministry, office, etc. Socio-political lexicon is close to the language of the newspaper, since it is understandable, after all, the same feature is its characteristic for the terminological sphere. One of the reasons why the socio-political lexicon is acceptable and familiar to many is that they are widely used in the language of mass propaganda and propaganda, which means the media language. The peculiarity of the lexical in socio-political content is that it covers a wide range of topics. This circle embodies the invasions of Politics, Economy, Trade, jurisprudence, culture and other spheres. The central place is occupied by the same conjoined lexical meaning associated with the expression of the most important ideological and political concepts from all groups of the socio-political lexicon. [2, p. 18] 44

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More recently, in connection with the aggravation of the situation in the Middle East, many neologisms appeared on the pages of the newspapers to describe the relevant events (al-Qaeda, Shiite, Sunni, Taliban, Al Jazeera, etc.) that «terror is the most radical way of struggle, the most evil way»; «the most effective way to combat aggression is the upbringing of young people»; «at the same time Bloody clashes, shootings between the conquerors and the Khamas group are becoming more and more. In this way, socio-political lexical units have the property of evaluation, express the basic concepts, essence, direction of publicism and, in general, do not differ from the publicistic (newspaper) lexicon, are part of it, and the publicistic style can be considered as the peculiarity of the newspaper language. The main features of the newspaper language are associated with its main functions. At present, the use of words related to human rights and land, religious and moral values, mysticism has expanded to the newspaper lexicon : Ramadan, Eid, Qurban Eid, sacrifice, Sufism, Naqshbandiya, tawdah, Friday prayer, etc.k. Words and expressions such as national self-awareness, national mentalism, national values, national values, national culture were faollashdi in the press pages. With its role, words related to terrorism and religious extremism began to be used: terrorism, Islamic fundamentalism, religious fanaticism, messianism, religious extremism, etc.k. Since the antiterrorist struggle has escalated all over the world, military terms have also been used in the press: bronejelet, camouflage, militant, and so on. Such changes in the language of Newspaper have a direct impact on the development of the literary language. In the language of newspaper, the application of elements inherent in all styles of literary language, in which the biblical and colloquial style was confused, led to the interpretation of it as a manifestation of the literary language. Such cases that occurred during the development of the literary language were not excluded from the researchers’ point of view. At present, the application of a lot of assimilation words in the texts of the newspaper and their manifestation in the media is evidence that the attitude of the Uzbek speakers from foreign languages to the lexicon is also different. Nevertheless, the language, which is developing at an intensive, rapid pace, along with society, is also actively enriched with new words. Again, as a result of the increasing number of neologisms on the pages of the gazette, it is also unclear which of them will be forgotten, which ones will be preserved. It is also noticeable that the evaluation property changes in the gaseous specific conjugate lexicon. The semantic changes taking place in the composition of such words are manifested as a direct aksi of democratic changes in society. Since changes in the lexical layers are not noticeable in other manifestations of newspaper, the words in them are mostly neutral and are prone to extensive syntactic aggregation. Therefore, the features of andosensitivity in them are not observed at all. In the current press lexicon, the feature of informativeness or the ability to bring basic information transmission to the general plan is strong. This is especially evident in the headlines: «New York meetings of the president of Uzbekistan»;» cooperation issues were discussed « and so on.. In the leaders, too, one can observe such a situation, «in the south of Afghanistan, a helicopter belonging to the international coalition forces crashed»; «Nissan of Japan» is engaged in the production of the autocontent in China», etc. Issues related to the formation and development of the language of the press, in particular the newspaper language, for the first time the Russian linguist g. O. Studied by Vinokur. He evaluated the andosavity of newspaper as a constant and positive feature for the newspaper language. He noted that «the need for the information consumer to communicate information as much as possible and as quickly as possible in a timely manner leads to the automation and management of its production process. The most and often used phrases and sentences in the Gazete are formed on the basis of a ready-made mold. They will be developed in the process of preparation of newspaper material and will manifest in the style of linguistic molds.» [6, p. 183] This is also observed in the Uzbek language of newspapers. For example: quot; Let Go; was stressed; managed; led; was stressed; was told about; observed; the tasks were explained, the tasks were explained. «...tasks related to each of our subjects were described»; «tasks related to all citizens of our homeland are described. In newspaper texts, along with language tools that serve to impressiveness, template (mold) combinations characteristic of it are also widely used. For example: an official visit; from the place of the accident; not giving permission to the villains; cordial communication; problems waiting for their solution; rivoji low; from every hectare; in the current year and so on. 45

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In the emergence of such words, the dissemination of information in the form of a newspaper or magazine by means of information transmission served as an important non-linguistic factor. The easy overcoming of space and time with the help of information with them, opened the possibility of dividing time into the periods of the past, modernity and the future. The dissemination of information in both oral and written form was to some extent an impetus to the emergence of mold words. Some researchers believe that mold is more commonly used than words in oral public speech. This case is also explained by the fact that in oral speech the speaker relies on knowledge, understanding and thoughts that are known to all. [8, p. 16] Therefore, andosensitivity and impressiveness are recognized not only as newspaperg, but also as features inherent in the entire press, they constitute the dialectic unity of the two stylistic signs. The fact that a particular tool created by one author is repeatedly used by others, as a result of its support, is fixed in the texts of the press. In other words, it becomes a template or template units specific to newspaper and magazines. For example: at this stage; to this day; official relations; hard criticism; a wide range; held event; ... compete for; every minute and b. Any means of expression, especially if it is intended to exert an emosonal-expressiveness effect, loses its expressiveness force over time, while the evaluation properties in it tend to be renewed or changed. The development, flexibility and richness of the literary language is largely determined by the degree of its standardization, the different situations associated with speech, the greater or lesser number of molds intended for the purpose. The inadequacy of such forms of speech as this forces the owners of speech to recompose, seek out phrases and formulas for certain conditions of communication. And this is evidenced by the fact that speech genres are sufficiently developed. Literary language narration leads to the emergence of the usual forms of expression, communication of thought. [2, p. 86] Standardization of speech reflects the tendency to formulate the usual, socially strengthened methods of language automation, regularity, stability of means of expression, naming and evaluation. Another direction that opposes the tendency to automatism and regularity and interacts with itirga is the tendency to break the automation of speech formulas, renew them, expressively aspiration. The process of interaction of these trends covers the entire literature tilni, all its methods. However, in each of them, this interaction occurs in its own way, according to the available factors and laws. In the language of the publicistic newspaper, the stated process is manifested as the mandatory and direct – regular interaction of the standardized and expressive joints of the speech chain, their interchange and interdependence. The peculiarity of this will depend on the specific factors of the reality of the gas under modeling. Both tendencies arise from the nature of the newspaper language, its social character and its communicative significance. Newspaper language is directed to a public, content-diverse audience. Therefore, its forms should be socially significant, understandable, touching for different social groups. From the point of view of both the speech producer («kollektiv promoter and promoter») and the recipient of the speech, the newspaper language demonstrates its maximum predisposition to standardization, the need for it. In this way, newspaper-speech standardization has a social communicative and evaluative direction, artisticspeech standardization has an individual – communicative direction. Newspaper relies on the standard for the use of open multiple marotaba, which is based on propaganda, propaganda, evaluation, in most cases, emotional impact. It is no secret that there is an opinion that the standard language will be associated with negative features and reflect negative omillarni, such as monotony, repetition. But it does not contradict the diversity of the standard language, but implies exactly the same diversity, presupposes individual skills, uniqueness, taste and other qualities from the use of language. Skill is the wealth of ready-made phrases (the larger the reserve of conversational formulas, the richer the language will be), from skillfully choosing them, it is important to use new, impressive standards, and not molds, in which the bunda is worn out, has lost its expressivenessevaluation properties. Obviously, the standard is also of great aesthetic importance. This is the main building material of any speech, including speech, intended for aesthetic and publicistic influence. The aesthetic role of the standard will be to create individual, unique works from «unification details». [7, p. 178] The pragmatic (that is, about direct propaganda, propaganda) importance of the standard is also not less important. Because it is used in the newspaper as its direct evaluator, with slogans, summons, political evaluations and it is used in expression and strengthening. In this way, the general trends towards standardization and expressiveness will have a specific, distinctive feature in the newspaper-publicistic style. The features of the Newspaper-publicistic style both 46

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for speech and for language are determined by the rule of social evaluation, for which the head is a print. It is an expression in language and speech, in its structure. In the press, impressiveness is determined by the peculiarities of the genres. In information genres, if the purpose of such communication is served by neural language tools or neuro-language words and phrases, in the rest of the press genres, the opposite landscape is observed. For example: field stars, white gold creators, and so on. Newspaper-publicistic speech-this is a speech that must first be influenced, therefore, to the maximum extent takes into account the interests of the audience. Hence, even from the point of view of the address of speech, the newspaper speech is socially extremely significant. The role of the author in the use of the above-mentioned linguistic means of expression in the texts of the newspaper is of particular importance. The events presented in the press release bayonida the intervention of the author is manifested as the legality that determines its originality, strength and expressiveness. No matter what the author does not say, in his speech, directly and indirectly, his attitude to the subject is determined by his voice, price, feeling, chain of thoughts, interest: «let’s talk in detail»; «the capital of our motherland in this respect...». Since modern press language is a complex literary product, its influence on the literary language can also be positively assessed. In general, the creation of press texts is characterized as a public discursive and is created in accordance with communicative, methodological and linguistic norms. From the above comments, we can conclude that in the Uzbek newspaper language of the present time there are mainly two trends: firstly, if the official style is preserved in the official press publications; secondly, the artistic-publicistic style, which is the product of a mixture of different styles, is dominant in the entertainment press. This, of course, is explained by the fact that human communication has become so popular that the press serves such popularity. However, the language of the press belongs to the biblical style. In any media verbal text, along with general linguistic norms, it is also required to adhere to the norms of the biblical style, which are one of its manifestations. Within the framework of this method, speech communication is carried out in official situations. In addition to communicative norms, it is considered necessary to take into account ethical (moral) norms in the texts of the press. Moral problems on the pages of the press are associated with the predominance of habits in the speech behavior of Communists, with the coverage of the content of moral concepts in the publicistic discursors. [3] Russian researchers distinguish two trends in the coverage of problems with moral norms on the pages of the newspaper. To these: a)moral requirements in the communicative application of the language, that is, the problems of the speech behavior of the addressee (this is expressed in the following connotations: forgery, the consciousness of the addressee, maltreatment, rudeness, Vanity, violence, fear, death, sexual anger, the suppression of the press pages of words – jargon); b) the perception of contemporary moral contradictions and problems in the language (that is, a certain lexical sequence of related words is often used, the increase in vocabulary, the processes of word-building, metaphorization, etc. [7] All of the above comments belong to socio-political publications. They are reflected in the modern linguistic phenomenon and the cases of ustivor. Speaking of the newspaper-journalistic style, it should be noted that the formation and development of the newspaper-journalistic lexicon is determined by two main factors, two main tasks: on the one hand, the message, information, on the other hand, propaganda. Effectiveness in the delivery of information in the language of the newspaper is an important need to achieve a balance between interaction and its presentation in any format, and to adhere to it at all times.

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References 1. Abdusaidov A. Language features of newspaper genres. Author of the dissertation of the doctor of philological Sciences. – Tashkent, 2005.-. P. 37. 2. Bantysheva L. L. Socio-political vocabulary of the early twentieth century: traditions of study. Political linguistics. – Issue (1) 21. – Yekaterinburg, 2007. – P. 18. 3. Dustmukhammad H. Problems of professional ethics of a journalist. – T., 2007. 4. Kostomarov V. G. Linguistic taste of the epoch. From observations of the speech practice of the mass media. – St. Petersburg: Zlatoust, 1999. – P. 86. 5. Teshabayeva D.M., Bakiyeva G.Kh., Israil M.I., Tashmukhamedova L.I., Nuritdinova M.Ch. Media linguistics and editing. III volume. –Tashkent, Uzbekistan, 2019.– 550 p. 6. Vinokur G. O. Culture of the language. // Essays on linguistic technology. – M., 1935. – P. 183. 7. Media language as an object of interdisciplinary research. Tutorial. Part 2. – Moscow: Moscow State University, 2004. 8. Zadronov M. N. Assortment for the continent. // Ogonek. 1998. No. 15; Lysakova I. P. The type of newspaper and the style of publication. The experience of sociolinguistic research. – L., 1989; Panov M. V. From observation of the style of today’s periodicals. // The language of modern journalism. M., 1988.

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The role and attitude of the individual assistant towards the students with special educational needs in the process of inclusive education Tamar Tukhashvili (tukhashvilitamar@gmail.com) Nino Shukakidze (Nino.shukakidze97@gmail.com) Saint Andrew the First-Called Georgian University of the Patriarchate of Georgia, Georgia

Abstract The master’s thesis “The role and attitude of the individual assistant in the process of inclusive education for students with special educational needs” refers to the role of the individual assistant (job description) in the process of inclusive education and also his attitude towards students with special educational needs. The aim of our study was to determine the attitude of the individual assistant towards students with special educational needs in the emotional-cognitive context and also to compare the attitudes of the main and control groups towards the students with special educational needs. 220 people participated in the study (196 - female, 24 - male). We divided the age category into four groups: 18-24 years, 25-35 years, 36-45 years and 46 and over. The main group consisted of individual assistants, while the control group consisted of special teachers and people of different professions from the general population. Their education qualifications corresponded to both higher education and vocational education. Of the people participating in the study, 60 were special teachers, 60 were individual assistants to students with special educational needs, and 100 were from the general population. Based on the objectives and specifics of the study, we decided to use the Georgian version of the “Addiction Questionnaire” compiled by Stephen L. Crites, Leandre R. Fabrigar, Richard E. Petty. The study found that the attitude of the individual assistant towards students with special educational needs is positive, both in the cognitive and emotional component, as well as the attitude of the individual assistant and the special teacher are identical in the cognitive and emotional component. And the attitude of the special educator differs from that of typical societal data. Keywords: inclusive education; Special educational needs, individual assistant

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Introduction Inclusive education is expanding day by day and is actively developing. The main provision of inclusive education is that all children are born different but equal. And despite the differences, all students should be provided with equal opportunities. [1] The profession of individual assistant is quite new in Georgia and is slowly establishing itself. The purpose of the Special Education Assistant Services is to effectively involve students with special educational needs in the learning process, to create a safe environment, to promote student communication, socialization, and to develop the skills needed for independent living. [2;3] The Individual Assistant Service is designed for those who need more support for perfect involvement in the educational process .They need more than a teacher or other specialist the school can provide. In addition to learning difficulties, there is a need for an individual assistant even if the child has a need for care, which can be caused by a health condition, behavioral and emotional disorders, significant impairment of physical, motor and sensory functions.

Research goals and objectives Research objectives:

• • • • • • •

Determining the attitude of an individual assistant towards the students with special educational needs in the emotional-cognitive context. Comparison of the attitudes of the core and control groups towards the students with special educational needs. The objectives of the research are: Determining the attitude of the individual assistant towards the students with special educational needs in the emotional-cognitive context. Determining the attitude of special teachers/educators towards the students with special educational needs in the emotional-cognitive context. Determining the attitude of a society with typical development towards the students with special educational needs in the emotional-cognitive context. Comparison of the attitudes of the core and control groups towards the students with special educational needs.

The research hypotheses are:

For the purposes of the study, several hypotheses have been processed: The attitude of the individual assistant towards the the students with special educational needs is positive, both in the cognitive and emotional component. b) The attitudes of the individual assistant and special educator towards the students with special educational needs are identical in both cognitive and emotional components. c) The attitudes of individual assistants and special educators towards the students with special educational needs differ from attitudes of a typical society. In particular, the attitude of a typical society is more neutral according to both components (emotional and cognitive). d) Individual assistants with psychological education show a more positive attitude towards the students with special educational needs than people with other professions.

Research Methodology(Criterion, Fabrigar and Pete Addiction Scale) Instruction

Evaluate a student with special educational needs according to the given criteria, who has one of the listed disorders (underline): physical disorder,intellectual disorder, sensory disturbance (hearing and / or sight), Disorder of learning ability, speech disorder,behavioral and emotional disorders,the need for long-term hospitalization, difficulties due to social factors and for this reason he/she is not able to overcome the requirements of the National Curriculum, Difficulties in learning caused by the language barrier. 50

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The respondent must answer 2 questions. He is asked to describe his feelings towards the object of study on an 8-point scale (for the emotional component), then assesses the characteristic traits on the following pairs on a 7-point scale (for the cognitive component) (see the scale). 1. Choose the number on each scale that best describes your feelings toward snakes:

hateful Sad annoyed tense Bored Angry Disgusted sorrow

-3 -3 -3 -3 -3 -3 -3 -3 -3

-2 -2 -2 -2 -2 -2 -2 -2 -2

-1 -1 -1 -1 -1 -1 -1 -1 -1

0 0 0 0 0 0 0 0 0

1 +1 +1 +1 +1 +1 +1 +1 +1

2 +2 +2 +2 +2 +2 +2 +2 +2

3 +3 +3 +3 +3 +3 +3 +3 +3

Love delighted Happy Calm excited relaxed acceptance Joy

2. Please choose the number on each scale that best describes the traits or characteristics of snakes:

useless foolish unsafe Harmful Worthless Imperfect unhealthy

-3 -3 -3 -3 -3 -3 -3

-3

-2 -2 -2 -2 -2 -2 -2 -2

-1 -1 -1 -1 -1 -1 -1 -1

0 0 0 0 0 0 0 0

1 +1 +1 +1 +1 +1 +1 +1

2 +2 +2 +2 +2 +2 +2 +2

3 +3 +3 +3 +3 +3 +3 +3

useful Wise Safe beneficial valuable perfect wholesome

Analysis of the obtained results The influence of age on attitudes towards the students with special educational needs. According to the diagram, we can say that age affects the attitude towards the students with special educational needs, both in emotional and cognitive context. In particular, people who are united in the 25-35 age category are more positive towards the students with special educational needs than in other age category. Influence of gender factor on the degree of attitude

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Also, the influence of gender factor on the attitude towards the students with special educational needs should be mentioned. The study found that the attitude of females is more positive towards them than attitude of males. This attitude is noticeable in both emotional and cognitive component. Influence of education factor on the degree of attitude

Most of the people in the study had higher education. If we rely on the data presented in the diagram, people with higher education show a more positive attitude towards the students with special educational needs than graduate students and vocational school graduates. Influence of occupational factor

The research shows the following result: teachers show a more positive attitude towards the students with special educational needs, followed by psychologists, this attitude is noticeable in both emotional and cognitive components.

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To test our research hypotheses we used ANOVA (dispersion analysis) and also, T-test.

From the table below we can say that the (Sig) probability P = 0.00, which is less than 0.05 at our preselected significance level, shows that our hypothesis has been proven. A statistically significant difference is observed in at least one of these three groups.

Reliability of hypotheses Based on the research hypothesis, we were also interested in separately examining whether the attitudes of the individual assistant and special educator towards the students with special educational needs were identical in both cognitive and emotional components, and separately compared the attitudes of these two groups with the general population. We used the Independet Samples T-test for comparison. In particular (Sig) probability P (0.385)> 0.05, therefore, there is no difference between individual assistants and special educators in the emotional and cognitive component together. Probability in the emotional component P = 0.546. At 0.546> 0.05, Consequently, in this component, these two groups do not differ in their attitudes towards the students with special educational needs. As for the cognitive component, the probability is P = 0.010. At 0.010 <0.05, a difference is observed between these two groups. We also wanted to know if the attitudes of special educators and individual assistants differed from the general population data. P = 0.000 <0.05 which means that in terms of dependence between these two groups, a difference is observed. Also, the difference between them is obvious according to the individual components, namely, in the emotional component, as P (0.000) <0.05 and in the cognitive component P (0.001) <0.05. As for the comparison of the dependence of the individual assistant and the general population, the difference is also noticeable here, in particular, at P = 0.000 <0.05, which means that the difference between these two groups is observed according to the common components, However, no statistically significant difference was observed in the cognitive component between individual assistants and the general population (P = 0.568> 0.05). The attitudes of assistants and special educators towards the students with special educational needs differ from attitudes of a typical society. In particular, the attitude of a typical society is more neutral than that of an individual assistant and spec. teacher attitudes according to common components, however differences are observed according to both components. Another hypothesis was developed by us: people with the profession of psychologist were more positively disposed towards the students with special educational needs than representatives of all other professions. According to the data obtained as a result of the research processing, this hypothesis was not confirmed in any of the components. Namely, at P = 0.314> 0.05.

Reliability calculation We calculated the reliability rate according to Cronbach's alpha. As a result, it was found that the research conducted by us is reliable and it is possible to generalize the results obtained. Cronbach's alpha is equal to 0.908, and the reliability rate is 0.000. This is a high rate in order to positively assess its reliability and generalize the results obtained. 53

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Conclusions: • • •

•

The attitude of the individual assistant towards the students with special educational needs is positive, both in the cognitive and emotional component (hypothesis confirmed). The attitudes of individual assistants and special educators towards the students with special educational needs are identical in both the cognitive and emotional components, however, differences are observed according to the individual component. (Hypothesis partly confirmed). The attitudes of individual assistants and special educators towards the students with special educational needs differ from the attitudes of a typical sociologist: the attitudes of a typical sociologist are more neutral than the attitudes of an individual assistant and a special teacher towards both components (hypothesis confirmed). Our hypothesis of individual assistants with psychological education having a more positive attitude towards the students with special educational needscompared to people in other professions has not been proven.

References 1. Ministry of Education and Science of Georgia – «Guide to Inclusive Education for Teachers». Tbilisi, 2009 2. Assistant Guide for Students with Special Educational Needs. Caritas Germany 3. Internal regulatory documents: Constitution of Georgia, Law on General Education, Order 16 / n, National Curriculum (Chapter Eight.)

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The Scientific Journal of the Modern Education & Research Institute, № 17, 15 September 2021

Articles inside

Alberta College, Riga, Latvia

Saint Andrew the First-Called Georgian University of the Patriarchate of Georgia, Tbilisi, Georgia

Uzbek State University of World Languages, Tashkent, Uzbekistan

Sumy State Pedagogical University named after A. S. Makarenko, Sumy, Ukraine

International Educational Corporation; Narxoz University, Almaty, Kazakhstan

Uzbek State University of World Languages, Tashkent, Uzbekistan

General education school of Zhanayessil village of the Department of Education for the Tselinograd District of the Administration of Education of Akmola Region Municipal State Institution, Kazakhstan