THE ROLE OF EMOTIVE VOCABULARY IN LANGUAGE TEACHING: EMOTIVE-COGNITIVE COMPETENCE

Abstract

Proper assimilation of language elements, which are often used to express emotions in everyday life, in language communication, plays an important role in achieving results. Elements that express emotions, such as conjunctions, phrases, words and emotions in context, reflecting the culture of the language and nation, add a certain strength to pronunciation, give a lively effect to communication. The inability to learn such elements by representatives of other languages creates difficulties in conveying the meaning of the intended speech of the speaker. In this regard, in language communication, it is important to understand how a language learner reacts to someone using words or groups of words that correspond to their emotional state. In the course of research written in this direction and the differentiation of language teaching tools, we found that psychological approaches to Language Teaching, features of emotional perception of the language learner, rational use of the emotional tone of each language for language learning have a special impact on achieving a positive result. In order to gain experience in the development of language teaching tools, special attention was paid to the tools of teaching not only Russian and English, which have become models in their system, but also Turkish, which are now widely used around the world. In other words, the subject of the study received lecture books on the Turkish language and books for teaching the Kazakh language. The purpose of our research work is to determine the role of emotives, emotive vocabulary in teaching a language as a foreign language, to reveal its theoretical essence, to show the emotive potential of words, the role of emotional intelligence. To do this, we considered it necessary to group the emotions in the language teaching tools, determine the frequency of use, similarities between the two languages, inter-level connections, and lexical nature. Thus, the results of the analysis and conclusions on the importance of teaching the Kazakh language in the practice of other languages, as well as on the importance of paying attention to emotionality were obtained. Considering emotional intelligence as one of the components of modern teachers and language learners, it is proved that achievements in the development of the individual are directly related not only to his life experience, knowledge, skills and abilities, but also to the level of emotional intelligence.