ПОТЕНЦИАЛ ИСПОЛЬЗОВАНИЯ ДЕДУКТИВНЫХ И ИНДУКТИВНЫХ УТВЕРЖДЕНИЙ В ОБУЧЕНИИ АНГЛИЙСКОМУ КАК ИНОСТРАННОМУ ЯЗЫКУ.

Бейбиткызы Айжан

магистр 2 курса иностранных языков: английского и немецкого.

Актюбинского регионального универитета имени К.Жубанова

Аннотация. В данной статье рассматриваются основы понятия рассуждения и его основные виды. В ходе статьи были прокомментированы дедуктивные и индуктивные формы рассуждений, а также подчеркнута важность и роль этих суждений в обучении английскому языку. Освещаются вопросы эффективности применения данной методики, анализируются ее преимущества и недостатки. При подведении итогов при изучении иностранного языка раскрывается проблема развития критического мышления и самопознания учащихся.

Ключевые слова: дедукция, индукция, умозаключение, критическое мышление, индуктивный метод, индуктивный метод

POTENTIAL OF LEVERAGING DEDUCTIVE AND INDUCTIVE STATEMENTS IN TEFL

Aizhan Beibytkyzy

2-year master’s student of English and German Languages Department,

NJSC “Aktobe K. Zhubanov Regional University”, Aktobe, Kazakhstan

aizhanbeibitkyzy@mail.ru

Scientific adviser: Aidyn Aldaberdikyzy

PhD, assistant-professor

NJSC “Astana IT University”, Astana, Kazakhstan

aydyn9@gmail.com

Abstract. This article discusses the basics of the concept of reasoning and its main types. In the course of the article, deductive and inductive forms of reasoning were commented on, and the importance and role of these judgments in teaching English was emphasized. The questions of the effectiveness of the application of this technique are highlighted; its advantages and disadvantages are analyzed. When summarizing the results of learning a foreign language, the problem of developing critical thinking and self-knowledge of students is revealed.

Key words: deduction, induction, inference, critical thinking, inductive method, inductive method

INTRODUCTION

Reasoning is a way of obtaining new knowledge based on some existing knowledge.

This method is a transition from some statements that fix the existence of certain situations in reality to a new statement and, accordingly, to knowledge of the existence of the situation that this statement describes.

The transition from some statements (premises of a conclusion) to a statement (conclusion) in a conclusion can be made on the basis of an intuitive discretion of some connection - such conclusions are called meaningful; or by logical deduction of one statement from others - these are conclusions of a formal logical nature. In the first case, it is essentially a mental act. In the second case, it can be considered as a certain logical operation. The latter is the subject of the study of logic.

The relevance of this article lies in the fact that deductive and inductive reasoning in teaching a foreign language increases students ' ability to think critically.

In reasoning, as we have already said, there are premises - statements representing the initial knowledge, and a conclusion - a statement to which we come as a result of reasoning.

In natural language, there are words and phrases indicating both the conclusion ("means", "therefore", "from here it can be seen", "therefore") and the premises of the conclusion ("since", "since", "after all"). Presenting a judgment in some standard form, it is customary in logic to indicate first the premises, and then the conclusion, although in natural language their order may be arbitrary: first the conclusion, then the premises; the conclusion may be "between the premises".

The concept of reasoning as a logical operation is closely related to the concept of logical following. Given this connection, we distinguish between right and wrong conclusions.

A conclusion representing a transition from premises to a conclusion is correct if there is a logical sequence relation between the premises and the conclusion. Otherwise, if there is no such relationship between the premises and the conclusion, the conclusion is wrong.

In dividing reasoning into right and wrong, we must distinguish the relation of logical following of two types – deductive and inductive. The first guarantees the truth of the conclusion with the truth of the premises. The second - if the premises are true - provides only a certain degree of plausibility of the conclusion (some probability of its truth). Accordingly, conclusions are divided into deductive and inductive. The former are otherwise also called demonstrative (reliable), and the latter are plausible (problematic).

Induction is a way of presenting linguistic material, which is based on the path from a particular, concrete fact of language to a general conclusion, rule. Induction is used during a conversation between a teacher and students on a linguistic topic, in the process of observing language material. Induction is appropriate when working on simple material available for independent analysis and generalizations.

Deduction is a way of presenting language material based on general laws; it is a way from general provisions to the conclusion of a particular rule. Language phenomena are completely new to students, it is quite difficult to understand their essence on their own, and so the authors of textbooks use a deductive presentation of new knowledge.

Deduction plays a big role in our thinking. In all cases when we bring a specific fact under a general rule and then deduce some conclusion from the general rule in relation to this particular fact, we make a conclusion in the form of deduction. And if the premises are true, then the correctness of the conclusion will depend on how strictly we adhered to the rules of deduction, which reflected the laws of the material world. So, in order to make sure that the conclusion really follows from the premises, which sometimes are not even all expressed, but only implied, we give deductive reasoning the form of a syllogism: we find a large premise, put a smaller premise under it and then deduce the conclusion. At the same time, we pay attention to the extent to which the rules of syllogism are observed in the conclusion. The use of deduction based on the formalization of reasoning makes it easier to find logical errors and contributes to a more accurate expression of thought [1. p.12].

METHODOLOGY

Reasoning as a special form of thought has various ways of linguistic realization. The main way to implement reasoning in linguistics is complex sentences, when the causal semantics of two simple sentences allows us to talk about the presence of reasoning.

The main method of argumentative influence in teaching English is a logical proof, presented in the form of various reasoning, which act as a form of indirect knowledge of the world. Consequently, we can obtain new knowledge indirectly, with the help of various types of reasoning, as their cognitive essence is manifested in this. At the present stage of the development of science, there is a fairly high interest in reasoning inference on the part of linguists. The presence of reasoning in the process of learning English is natural phenomenon that illustrates the course of the thought process, embodied in specific language forms and structures.

Teaching English from a logical-linguistic perspective is extremely important, as it allows us to expand our understanding of the language. Semantic interpretation of linguistic phenomena is invariably connected with their logical content. Certain forms of language necessarily interact with certain logical forms. An example of such a logical-grammatical unity is the abbreviated categorical reasoning. It takes a certain intellectual effort to see and understand how and in what semantic, lexical, syntactic forms reasoning’s are presented in English language.

Apart from thinking, it is impossible to determine the specifics of language, since logical categories are the basis of language formations. As it was investigated by Issers O.S., attention to the thought processes taking place in the minds of communication participants in learning English can explain the nature of the communication process itself, the processes of language generation and understanding [2. p. 55].

According to D.P. Gorskyi, there are other connections between the materials, conceptual, semantic meanings of words that do not depend on the specific grammatical means of language. Already in the depths of a simple sentence, causal relationships can be traced between its members [3. p. 78].

These connections are logical. G.V. Kolshanskyi also confirms that the success of language learning is formed based on the deployment of a certain thought and logical connections [4. p.44-51].

In our article, a comprehensive logical-linguistic approach to the study of English language is implemented, in which reasoning plays an important role. This makes it possible to attribute it to the field of accumulation of experience and acquisition of knowledge, which are reflected in language and expressed by using linguistic means.

RESULTS AND DISCUSSION

Every person has the opportunity to develop deductive thinking, which will be useful in different life situations.

Games. Different games can be used to develop memory: chess, puzzles, Sudoku and even card entertainment make players think through their moves and memorize cards.

Problem solving. That's when the school curriculum in physics, mathematics and other sciences will come in handy. While solving problems, slow thinking training takes place. It is not necessary to dwell on one solution option and it is recommended to look at the problem from a different point of view, offering an alternative.

Extension of knowledge. The development of deduction implies that a person must constantly work to increase his horizons, "absorbing" a lot of information from different fields. This will help in the future to build their conclusions based on specific knowledge and experience.

Be observant. Deduction is impossible in practice if a person does not know how to notice important details. While communicating with people, it is recommended to pay attention to gestures, facial expressions, the timbre of the voice and other nuances, which will help to understand the intentions of the interlocutor, calculate his sincerity and so on. While on public transport, watch people and make various assumptions, for example, where a person is going, what he is doing and much more?

Deduction is a special case of statement. In a broad sense, inference is a logical operation, as a result of which a new statement – conclusion (conclusion, consequence) is obtained from one or more accepted statements (premises).

Depending on whether there is a logical connection between the premises and the conclusion, two types of conclusions can be distinguished.

In deductive reasoning, this connection is based on a logical law, by virtue of which the conclusion follows from the accepted premises with logical necessity. The distinctive feature of such a conclusion is that it always leads from the true premises to the true conclusion.

In inductive reasoning, the connection of premises and conclusions is based not on the law of logic, but on some factual or psychological grounds that do not have a purely formal character. In such a conclusion, the conclusion does not follow logically from the sprinkles and may contain information missing from them. The reliability of the premises therefore does not mean the reliability of the statement deduced from them inductively. Induction gives only probable, or plausible, conclusions that need further verification [3. p.89].

Deductive ones include, for example, the following conclusions:

If it rains, the ground is wet.

It's raining.

The ground is wet.

If helium is a metal, it is electrically conductive.

Helium is not electrically conductive.

Helium is not a metal.

The line separating the premises from the conclusion replaces the word "therefore".

Examples of induction can serve as reasoning:

Argentina is a republic; Brazil is a republic;

Venezuela is a republic; Ecuador is a republic.

Argentina, Brazil, Venezuela, Ecuador are Latin American states.

All Latin American States are republics.

Italy – republic; Portugal – republic; Finland – republic; France – republic.

Italy, Portugal, Finland, France are Western European countries.

All Western European countries are republics.

Induction does not provide a complete guarantee of obtaining a new truth from existing ones. The maximum we can talk about is a certain degree of probability of the deduced statement. Thus, the premises of both the first and second inductive inference are true, but the conclusion of the first of them is true, and the second is false. Indeed, all Latin American states are republics; but among Western European countries there are not only republics, but also monarchies, for example England, Belgium and Spain.

Logical transitions from general knowledge to a particular type are particularly characteristic deductions:

All people are mortal.

All Greeks are human.

Therefore, all Greeks are mortal.

In all cases when it is necessary to consider some phenomena on the basis of an already known general rule and to draw the necessary conclusion in relation to these phenomena, we conclude in the form of deduction. Reasoning leading from knowledge about a part of subjects (private knowledge) to knowledge about all subjects of a certain class (general knowledge) is typical inductions. There is always the possibility that the generalization will be hasty and unreasonable.

At the same time, deduction cannot be identified with the transition from the general to the particular, and induction with the transition from the particular to the general. In the argument "Shakespeare wrote sonnets; therefore, it is not true that Shakespeare did not write sonnets" there is a deduction, but there is no transition from the general to the particular. The reasoning "If aluminum is plastic or clay is plastic, then aluminum is plastic" is, as is commonly thought, inductive, but there is no transition from the particular to the general.

Deduction is the derivation of conclusions that are as reliable as accepted premises; induction is the derivation of probable (plausible) conclusions. Inductive inferences include transitions from the particular to the general, as well as analogy, methods of establishing causal relationships, confirmation of consequences, target justification, etc.

The particular interest shown in deductive reasoning is understandable. They allow us to obtain new truths from existing knowledge, and moreover with the help of pure reasoning, without recourse to experience, intuition, common sense, etc. Deduction gives an absolute guarantee of success, and not just provides one or another – perhaps a high – probability of a true conclusion. Starting from the true premises and reasoning deductively, we will certainly get reliable knowledge in all cases.

While emphasizing the importance of deduction in the process of unfolding and substantiating knowledge, one should not, however, detach it from induction and underestimate the latter. Almost all general provisions, including scientific laws, are the results of inductive generalization. In this sense, induction is the basis of our knowledge. By itself, it does not guarantee its truth and validity, but it generates assumptions, connects them with experience and thereby gives them certain plausibility, a more or less high degree of probability. Experience is the source and foundation of human knowledge. Induction, starting from what is comprehended in experience, is a necessary means of its generalization and systematization.

All the previously considered reasoning schemes were examples of deductive reasoning. The logic of statements, modal logic, the logical theory of categorical syllogism – all these are sections of deductive logic.

So, deduction is the deduction of conclusions that are as reliable as the accepted premises.

In ordinary reasoning, deduction only rarely appears in full and expanded form. Most often, we do not specify all the parcels used, but only some. General statements that can be assumed to be well-known are usually omitted. Conclusions arising from accepted premises are not always explicitly formulated either. The very logical connection that exists between the initial and inferred statements is only sometimes marked by words like "hence" and "means",

Often deduction is so abbreviated that one can only guess about it. It can be difficult to restore it in its full form, indicating all the necessary elements and their connections.

Conducting deductive reasoning without omitting or shortening anything is quite burdensome. A person who points out all the prerequisites of his conclusions creates the impression of a petty pedant. And at the same time, whenever there is doubt about the validity of the conclusion made, one should return to the very beginning of the reasoning and reproduce it in as complete a form as possible. Without this, it is difficult or even simply impossible to detect the mistake made [5. p. 98].

CONCLUSION

Logical thinking involves not only the widespread use of acquired knowledge, but also overcoming the barrier of past experience, moving away from the usual courses of thought, resolving contradictions between updated knowledge and the requirements of a problem situation, the originality of solutions, their originality.

The use of deduction and deductive reasoning in the process of finding new things is natural. However, in order for the knowledge found in this way to be transferred to others, used to solve a wide range of tasks, both their essential features and ways of operating with this knowledge must be well understood. That is why one of the main qualities of the mind included in learning; we consider awareness of our mental activity, the ability to make it the subject of thought of the most problem-solving subject.

So, deductive reasoning from a psychological and pedagogical point of view plays a huge role and is a source and condition for the development of logical, abstract, deductive and heuristic thinking. Their importance in the formation and development of moral qualities of a person is great. By the time a child enters school, he can, with the right teaching methodology, develop the ability to build deductive conclusions. It is deduction that is the way to systematize educational material. With its help and through it, various connections are established. It is a means of motivation and acquisition of new knowledge by students develops the most important intellectual and educational skills.

Our article has shown that using deductive reasoning, we solve, develop the logical thinking of schoolchildren, teach children to think correctly, argue and prove what is important, and even necessary. The search for new ways to activate the creative activity of schoolchildren in the classroom is one of their urgent tasks of modern methods of teaching a foreign language.

Therefore, the use of our methodological recommendations by an elementary school teacher in the development of the ability to use deduction when learning a foreign language.

References:

1. Minto V. Deductive and inductive logic. - St. Petersburg, 1995.-155 p.

2. Issers O.S. Communicative strategies and tactics of speech. / O.S. Issers. M.: Unified URSS, 2003. - 284 p.

3. Gorskyi D.P. Formal logic and language. / D.P. Gorsky// Philosophical questions of modern formal logic. M., 1991. - p. 5390.

4. Kolshanskyi G.V. On the linguistic mechanism of text generation. / G.V. Kolshanskyi // Questions of linguistics. M., 1983. - No. 3. - pp. 44-51.

5. Thornberry S. How to teach Language, Pearson Education Ltd, Edinburg Gate, Harlow, Essex. Printed in Malaysia 2002.- 45p.