An Investigation of Pre-Service Music Teachers’ Self-Regulatory Skills

International Journal on Social and Education Sciences (IJonSES) is a peer-reviewed scholarly online journal. This article may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. All authors are requested to disclose any actual or potential conflict of interest including any financial, personal or other relationships with other people or organizations regarding the submitted work.

Introduction
Art teacher education in Turkey is carried out in the fine arts departments of the education faculties in universities. Employing student-centered strategies in artistic learning-teaching processes (Kara, 2020a;Doğru, 2020) and the need to increase the quality of music education and the desire to train students who can learn independently are reflected in music teaching undergraduate programs, and the lessons in music teaching departments are designed and taught with more and more detailed content. Therefore, individual differences of pre-service music teachers directly affect their performance in learning strategies and skills. The most crucial issue in the context of individual learning differences in training music teachers is the organization of appropriate educational activities by taking their learning characteristics into account, not through a single type of education (Küçük & Durak, 2021;Yağışan & Sünbül, 2009). For this reason, contemporary undergraduate music education programs accept the cognitive differences of students such as self-efficacy and self-regulatory skills and encourage effective processes and activities. There are many variables that make a difference in the learning process in music teacher education. Factors such as student's knowledge, skills, abilities, learning competencies, learning strategies and styles, teaching-learning environment, tools, materials and motivation can be listed (Ak, 2018;Boon, 2020;Bulut, 2021;Al-Husban, 2020;Gonzales et al., 2017;Atilgan & Tukel, 2021;Grohs et al., 2018;Hazar, Akkutay, & Keser, 2021;Hewit, 2001;Kaleli, 2020Kaleli, , 2021Kara, 2020b;Kasimoglu, 2021;Koyuncuoğlu, 2021;Kurnaz, 2007;McPherson, 2005;Matthews & Kitsantas, 2012;Mentiş Köksoy & Aydıner Uygun, 2018;Syafii, Kusnawan, & Syukroni, 2020). One of these variables is self-regulatory skills and International Journal on Social and Education Sciences (IJonSES) 549 strategies.
The development of pre-service music teachers" professional competencies and making them effective is largely related to their competencies in their field and their self-regulatory skills. The ability to improve the selfefficacy and self-regulatory skills of the pre-service music teachers is closely related to the understanding and application levels of the teaching principles of the course and the acquisition of the course content by the students. Pre-service teachers must put their self-regulatory skills and cognitive competencies into practice in the classroom environment (Boon, 2020;Cremaschi, 2012;Matthews & Kitsantas, 2012;Mentiş Köksoy A. & Aydıner Uygun, 2018).
One of the focal points of education is to develop self-regulated learners. Self-regulated learners are active agents who adapt their learning according to the situation and use them efficiently, and use their knowledge repertoire and strategies effectively in every situation (Pilotti, et al., 2021;Senemoğlu, 2004;Zimmerman, 2002). Self-regulated learners are aware of their strengths and weaknesses in academic tasks to set appropriate goals, implement strategies, adapt to changing environments and overcome obstacles (Winne & Hadwin, 1998;Zimmerman, 2002). Self-regulated learning is expressed as the individual's regulation of his own learning by watching and comparing it with his own values, reinforcing and punishing (Bandura, 1986;Boekaerts & Corno, 2005;Cheng, 2011;Wan, Compeau, & Haggerty, 2012). Efklides, Niemivirta, and Yamauchi (2002) define self-regulated learning as an effective and self-directed process in which students control, organize and monitor their cognitive abilities.
Self-regulated learning is a process that helps students manage their thoughts, behaviors, and emotions to navigate their learning experience successfully. This process takes place when a student's purposeful actions and processes are aimed at the acquisition of knowledge or skills (Senovska & Pryshliak, 2020;Tee, Leong & Abdul Rahim, 2019). In general, self-regulated learning consists of three phases: forethought and planning, performance monitoring, and reflections on performance (Pintrich & Zusho, 2002;Zimmerman, 2006). During the forethought and planning phase, students analyze the task and set specific goals to complete this task.
However, when students learn about unfamiliar topics, they may not know the best ways to approach the task or which goals are most appropriate. Teachers and/or more experienced peers can often instruct students on effective approaches in such situations. Then, in performance monitoring phase, students use strategies to make progress in learning task and monitor the effectiveness of these strategies and their motivation to continue progressing towards the goals of the task (Bembenutty, White, DiBenedetto, 2016;Smolej & Peklaj, 2011).
Unfortunately, when strategies are new, students sometimes revert to using more familiar and perhaps ineffective strategies. For example, students can switch to using the familiar flashcard strategy to study new vocabulary words, as it may seem easier than a new and effective strategy offered by the teacher. While taking the time to practice and learn the new strategy can lead to meaningful learning, students" use of fall-back will likely leave a significantly less effective means for their learning. Close teacher monitoring and specific feedback can help students learn to use new strategies fluently, especially if students face frustration. In reflection of the performance phase, students evaluate their performance on the learning task with regard to the effectiveness of the strategies they chose. At this stage, students should also manage their feelings about the Kaleli 550 outcomes of the learning experience. These self-reflections then affect students" future planning and goals and start the cycle (McPherson & McCormic, 1999;Pintrich & De Groot, 1990).
Self-regulated learning can be thought of as the opposite of traditional teaching methods in which the teacher presents the information and the students try to obtain the information presented passively (Meyers & Jones, 1993). Thus, active participation in learning is essential in self-regulated learning. However, in fact, selfregulated learning is a concept that goes beyond "active participation in learning". Self-regulated learning is a learning process in which (Zimmerman, 2006): -the learner is given opportunities to make decisions about various aspects of the learning process, -the student organizes and uses his/her mental abilities in many ways during learning.
This definition highlights two points. The first one is that "the student makes informed decisions about the learning process". In self-regulated learning, the learner makes decisions such as how the learning will be carried out, how much has been learned and what learning deficiencies are. The teacher helps the student in making these decisions, but the student is responsible. The second point is "activation of thought". In selfregulated learning, learning situations force the student to read, speak, listen, reflect, and write.
2. Metacognitive strategy consists of Metacognitive Self-Regulation, a large subscale that evaluates the use of strategies that help students control and regulate their own cognition, such as planning, monitoring, and regulatory strategies.
3. Resource management includes, Time and Work Environment (for example, using time well, having a suitable place to work), Effort Regulation (for example, insisting on a difficult or boring task), Peer Learning (for example, a workgroup or learning friends to help) and Seeking Help (eg. asking friends or teachers for help when needed) (Pintrich et al. 1991;Pintrich & Garcia 1995).
In addition to the broad theoretical support that self-regulated learning strategies are associated with increased learning outcomes (Zimmerman, 1990), findings from empirical studies reveal that effective self-regulated International Journal on Social and Education Sciences (IJonSES) 551 learning is associated with academic achievement (Dent & Koenka, 2016;Schmitz & Wiese, 2006 Fernandez-Rio et al, 2017). They examined different aspects of self-regulated learning with experimental methods. In particular, in the last decade, Dignath et al. conducted two comprehensive meta-analyzes and examined the effectiveness of self-regulated learning practices for primary and secondary school students (Dignath & Büttner, 2008;Dignath et al., 2008).
Although there are many studies on how self-regulatory skills are beneficial for primary and secondary school children (Nielsen, 2001;Nielsen, 2004;Leon-Guerrero, 2008;Ritchie & Williamon, 2013), the number of studies with pre-service music teachers is quite limited. However, self-regulatory skills can be used to increase the quality of education and student learning performance. First-year students with high self-efficacy and selfregulatory skills in tend to adapt to their first year at university better than those with low self-efficacy and selfregulatory skills (Chemers, Hu, & Garcia, 2001). The benefits of self-regulatory skills continue beyond the school years. Students with strong self-efficacy towards performing well in school and explore a wider range of career options (Schunk & Ertmer, 2000).
In addition, it was found that people with stronger self-efficacy beliefs and self-regulatory skills towards their routine professional work tend to have more successful careers (Stajkovic & Luthans, 1998). In this study, preservice music teachers" self-regulatory skills were investigated in a number of ways. Thus, answers to the following questions were sought:  What are the levels of self-regulatory skills of pre-service music teachers in general?
 Do pre-service music teachers" self-regulatory skills differ based on the variable of gender?
 Do pre-service music teachers" self-regulatory skills differ based on the variable of year of study?
 To what extent do pre-service music teachers" self-regulatory skills predict their academic achievement in individual instrument lessons?
 To what extent do pre-service music teachers" self-regulatory skills predict their overall academic achievement?

Method
This study was conducted in 2020-2021 academic year, using correlational survey model. The reason for choosing the application date of the study is to give first-year pre-service music teachers (first-year students) the opportunity to adapt to the new learning environment and to obtain end-of-term course achievement results.
After analyzing the data, feedback was provided to the participants. Informed consent was obtained from the research ethics committee and the participants. The names of the teacher candidates were kept confidential throughout the study. Quantitative data are based on participants" responses to the Self-Regulatory Skills Scale within the scope of this methodology.
The participants consisted of 198 students studying in music teaching departments at Necmettin Erbakan and Kaleli 552 Gazi University. 68.7% (n=136) of the students were female and 31.3% (n=62) were male. The distribution of students by the year of study was as follows: 26.3% (n=52) year 1, 27.2% (n=54) year 2, 23.7% (n=47) year 3 and 22.7 (n=45) year 4. While 81% (n=161) of the students stated that they studied a Western musical instrument within the scope of the instrument lessons, 23.7% (n=47) stated that they studied a Turkish musical instrument. The mean age of the participants is 21.2.

Self-Regulatory Skills Scale
The scale developed by Arslan and Gelişli (2015) was used to measure pre-service teachers' Perceived Self-Regulatory Skills in line with the purpose of the study. The validity and reliability analyses of the scale was carried out with 604 students. Confirmatory factor analysis results showed two factors, which make up 54.3% of the total variance. Confirmatory factor analysis showed that the two-factor model fits the data and consists of 16 items in total. The internal consistency coefficient for the whole scale is .88. These findings show that Perceived Self-Regulatory Scale can be accepted as a valid and reliable tool that can be used for pre-service music teachers.

Data Analysis
The quantitative data obtained were analyzed with the SPSS package program. The scores of the music teacher candidates' self-regulatory skills met the normal distribution assumptions (Yurt & Sünbül, 2012). Thus, the data were analyzed using descriptive statistics, independent samples t-test and one-way analysis of variance. Table 1 below shows the minimum, maximum, mean and standard deviation values of the scores that the preservice teachers obtained from the self-regulatory scale. According to the table, the scores of pre-service music teachers" self-regulatory skills ranged from 1.00 to 5.00.

Findings
Mean scores show that the participants" self-regulatory skills are at a high level in all sub-dimensions and in total. Table 2 below shows the analysis of the participants" scores obtained from the self-regulatory scale based on gender. The table shows that there was no significant difference in the self-regulatory skills of pre-service music teachers based on the variable of gender, both in sub-dimensions and total scores (p>0.05). No significant difference was found between the self-regulatory skills of male and female participants. Table 3 indicates the results of the One-way ANOVA Test performed on the participants scores obtained from the self-regulatory skills scale based on the year of study. The results of the One-Way ANOVA Test performed on the scores of the pre-service music teachers obtained from the self-regulatory skills scale based on their achievement levels are shown in Table 4. According to the table, no significant difference was found in all dimensions and total of the self-regulatory skills scale based on academic achievement (p<0.05). According to the Tukey test analysis, self-regulatory skills of the participants with high achievement levels were significantly higher than the participants with moderate and low achievement levels. Table 5 shows the results of the One-Way ANOVA Test performed on the scores of the pre-service music teachers obtained from self-regulatory skills scale based on the achievement in individual instrument lessons. The table shows the results of the analysis performed on the self-regulatory skills of the pre-service music teachers based on their mean grades obtained in individual instrument lessons. The results show that there was a significant difference in all dimensions and total of the self-regulatory skills scale based on achievement in

International Journal on Social and Education Sciences (IJonSES)
555 individual instrument lessons (p<0.05). According to Tukey test analysis, it was found that participants with high levels of achievement in individual instrument lessons had higher self-regulatory skills than their peers with moderate or low levels of achievement.

Discussion
In this study, which investigated the self-regulatory skills of pre-service music teachers in terms of some variables, the scores of the participants regarding the relevant variables were high. In this aspect, it points out that music teacher candidates have proactive skills in terms of gaining academic skills such as setting goals, choosing and developing strategies, and self-monitoring of one's activity (Zimmerman, 2008). Another finding of the study is about the differentiation of pre-service music teachers" self-regulatory skills based on gender.
Although female students got higher scores than their peers, the difference between the scores of the groups was not significant. These findings are similar to the findings of the studies conducted by Sağırlı and Azapağası (2009), Pintrich (1998) Yamaç (2011). However, there are studies that show the differences in selfregulatory skills of male and female participants (Bembenutty, 2007;Chuy & Nitulescu, 2013;Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002). According to Zimmerman (2006), while female students at primary and secondary school levels exhibit higher self-regulatory skills, the gender differences in upper grades decrease.
However, students' self-regulatory skills differ significantly based on the year of study. In general, in help seeking sub-dimension, the 3rd and 4th year teacher candidates exhibited high self-regulatory skills. In this respect, it is found that as the year of study increases, self-regulatory skills increase significantly. Research has shown that self-regulated learning strategies are related to experience. Pokay and Blumenfeld (1990) state that older students use metacognitive strategies more often to plan and monitor their work, while younger students who are less competent in using learning strategies may depend more on persistence. In this regard, it was found that pre-service music teachers developed their self-regulatory skills while acquiring field-specific skills in the academic process.
The last finding of this study is about the relationship between pre-service music teachers" academic achievement in their departments and individual instrument lessons and their self-regulatory skills. In general, it was found that participants with very high achievement levels have higher self-regulatory skills than their lowand moderate-achieving peers. As the achievement levels of the participants increase, their self-regulatory skills increase. These findings are similar to the research findings of Sönmez Ektem (2007), Sünbül et al. (2003), Pintrich et al. (1991), Zimmerman (2002. According to Zimmerman (2002), active participation in the learning process with self-regulatory skills leads an increase in academic performance. Therefore, self-regulated learning is an emerging area of research on student performance and achievement. Research show that there are differences in academic self-regulation and motivation between low and high achieving students (Ruban & Reis, 2006). Ruban and Reis (2006) report a different use of self-regulatory strategies between low achieving and high achieving students. High achievers are deep processors of the material, while low achievers tend to use low level strategies. Pokay and Blumenfeld (1990) show that when students are exposed to new content for the first time, students with effective self-regulatory strategies exhibit higher learning performance and achievement. On the Kaleli 556 other hand, Pintrich et al. (1991) revealed that self-regulation and self-efficacy are the best predictors of academic performance.
In addition, it was found that low achieving students displayed uncertainty and indecision in self-regulatory skills. According to Krouse and Krouse (1981), the main reason for inadequate achievement is student's own willpower, strategies and self-control, inability to use his or her emotions, desires, or actions effectively. This, with the increasing emphasis on independence and autonomy, explains why some very bright middle school students who are unable to adapt to the new and more challenging post-secondary environment, may have low achievement at university. Increasing use of self-regulatory skills in many branches and fields has been consistently associated with positive learning outcomes (Kramarski & Michalsky, 2009;OECD, 2002;Prat-Sala & Redford, 2012).

Conclusions and Recommendations
As a result, self-regulatory skills appear as a significant and high-level variable in music teacher candidates.
According to the findings of the research, the self-regulatory skills of pre-service music teachers differed according to year of study, achievement in individual instrument lessons and overall academic achievement variables. It was found that especially students with high self-regulatory skills exhibited high levels of achievement in field-specific individual instrument lessons and academic lessons in general.
In the present study, attention has been drawn to self-regulatory skills, which have been ignored until today in the development of the teaching process in music teaching departments, but are of great importance for students.
Based on the results of the study, the following suggestions could be made: it should be taken into account that learners studying in music teaching departments may have different self-regulatory skills, and therefore, students should be supported in the teaching processes. On the basis of the assumption that each individual has their own learning strategies and pace, those who prepare music teaching curricula, educators or experts should design processes that improve students' self-regulatory skills. From this point of view, it could be suggested that researchers plan research that test the effect of teaching practices that take into account the individual differences of students studying in music teaching departments with regard to their self-regulatory skills. To Zimmerman (2008), through the use of strategies and self-regulation, performance can be greatly improved. In this respect, the theoretical and practical contents such as learning strategies, methods and techniques in the programs that train music teachers enable pre-service teachers to be competent in their self-regulatory skills.
The present study revealed that there were significant differences in pre-service music teachers" self-regulatory skills based on their academic achievement levels in individual instrument lessons and their overall academic achievement. However, the data of the study were collected through a self-assessment scale. Thus, the results obtained in the present study have limitations in estimating the reasons for the differences that occur according to the self-regulatory skills of pre-service teachers when compared to the results of studies that can be carried out based on concrete observational data. Studies to be carried out using qualitative research methods such as observation and interview will support the results of the present study.


Pedagogical Requirements for the Organization of the Educational Process in Specialized State Educational Institutions

The article describes the pedagogical requirements for the organization of the educational process in state specialized educational institutions.

Introduction
In developed countries, education of students with disabilities is one of the main strategic directions. At the World Education Forum in Incheon, South Korea, in collaboration with the United Nations, UNICEF and the World Bank, a new vision for education for 2030 adopted by these international organizations and developed countries states that "education is a major important activity, a driving force development and sustainable development".
A number of studies have been carried out around the world aimed at ensuring social protection of children with developmental disabilities and those in need of long-term treatment, at creating the necessary adaptive environment for their education and integration into society, at optimizing a differentiated network of specialized state educational institutions for children with disabilities. Special attention is paid to this issue. At the same time, special attention is paid to improving the mechanisms of organizing the educational process in state specialized educational institutions. Due to the rapid introduction of the most advanced technologies into the life of our country, the learning outcomes of students with disabilities also require the definition of methods, tools, organizational forms of training to improve and evaluate the adopted standards. The fact that the existing research in this area is insufficiently provided determines the relevance of the problem under study. The main requirements for the organization of the educational process in specialized state educational institutions should be an educational process that helps the student to adapt to the environment, find his place in society, and be as independent as possible. At the same time, the peculiarity of the work of teachers is, first of all, the integration of teaching and upbringing to the extent that it helps to obtain uniform knowledge [1][2][3][4].

Main Part
In specialized state educational institutions, training is carried out, assistance in obtaining general secondary and vocational education, adaptation and integration of children with various disabilities in physical. And mental development, creating the necessary conditions for this, as well as raising children with disabilities who need social assistance and assistance in learning. The main tasks of specialized public schools are: Organization of a differentiated and individualized educational process in order to ensure the optimal development of students in a personality-oriented, sociallyoriented education system; Personality training by forming the most optimal model of behavior in personal, family, social life and work, The function (task) of preparing and including each person in various spheres of life, his participation in the culture of this society is performed by a social institution. Education is one of the indicators of the social rights (status) of each person and one of the factors that determine and change the social structure of society as such. The correct choice of educational content and the confidently applied broadcasting methods ensure mental, social and personal development.
Speech disorders in students with disabilities are systemic. They show that not all actions related to speech activity are formed to one degree or another, such as weak motivation, decreased need for speech, gross violation of speech activity, internal program of speech actions, use of a speech program, speech control, violation of comparison operations premarital results. Speech disorders in students with disabilities come in different forms and require a differentiated approach in their analysis. Symptoms (the sum of symptoms) and the mechanism of speech impairment are determined not only by the general underdevelopment of the brain system, but also by the local pathology of the system directly related to speech. This further complicates the appearance of speech disorders in schoolchildren with disabilities. As with normal children, all forms of speech impairment occur in students with disabilities. In students with disabilities, speech disorders persist long-term and are difficult to maintain between high school years.
Distorted pronunciation of speech sounds, as well as the use of alternating sounds, is much more common in mentally retarded students. With a monomorphic violation of sound pronunciation, the mispronunciation of sounds is significantly, about 2.5 times, greater than the replacement of sounds. However, in polymorphic distortion, sound substitution and sound distortion occur in relatively equal amounts. The next feature of violations of speech pronunciation among students with disabilities is manifested in the use of the same, clear, distinct articulatory techniques in independent speech. If we look at education from a pedagogical point of view, then the main and specific is the two-way relationship of the educational process -the process of teaching and learning. Learning is an activity for those who teach, and learning is an activity for those who are learning. Cognitive activity can be carried out without a teacher outside the field of education, if it is not related to education. However, the interrelated activities -teaching and learning -take place only in the learning process. Didactic relations "teaching -teaching" arise only when the cognitive activity of students is directed by the teacher according to a special plan with a clear goal. The relationship between teaching and learning determines the special social significance of education in the form of pedagogical activity. Another necessary description of education is that thanks to the unity of teaching and upbringing in the learning process, not only knowledge is acquired, but also trust, faith, moral qualities, and character traits are formed. -the effectiveness associated with the assessment.
Although mentally handicapped students are enrolled in specialized public schools, the teacher must comply with the basic requirements common to all types of lessons, depending on the purpose and content of each lesson, the size and nature of the material. These requirements include the following results: Each lesson should have an imaginary goal, one or another key end result, to which the teacher and students strive. In the process of preparing for the lesson, the teacher must first have a clear idea of his goal and correctly formulate it in the lesson plan or program.
Each goal should have five key characteristics: • perfection of content; • control of the expected result; • timeliness; • validity (adequacy of student opportunities); • motivation (according to evidence of human activity).
Achievement of the goal is provided only by a clear solution of the tasks assigned to this lesson. Each training session has three main interrelated group tasks: • the teacher should be guided by special didactic principles when guiding the educational activities of mentally retarded students in order to complete tasks that expand knowledge; • encourage students to participate in learning activities and provide psychological and pedagogical support for these activities. Each lesson should reflect a common part of a lesson chain on a specific topic. The knowledge gained in the lessons of the social direction should be connected and based on the concepts already acquired by them. Thus, along with the acquisition of new knowledge, the materials covered are also consolidated; • involves the purposeful implementation of the thinking of mentally retarded schoolchildren (memory, attention, emotional and volitional qualities, working capacity). Each lesson should be aimed at improving assimilation, allowing you to use compensatory mechanisms, to do this, the teacher must be able to see the student's personal development in the implementation of planning and an individual approach to improving work at all stages of learning; • educational tasks -the goal of the formation of real, positive qualities of a person, worldview, moral convictions, artistic culture.
The teaching carried out in the educational process requires the teacher to: Thus, along with the acquisition of new knowledge, the materials covered are also consolidated, to be able to analyze and interpret psychologically and mentally retarded students in a specific pedagogical situation, their behavior, actions, attitudes, influences; -the use of teaching tools and methods depending on the age and personal capabilities of students; -organization of labor activities to form independence, including the creation of conditions for the formation of self-service activities; Teaching, Improvement -Development and educational tasks require different teaching methods in the classroom. The teaching method refers to how the teacher transfers knowledge and how students acquire knowledge, skills and competencies. Learning content (program) is an organizational teaching method (lesson) and teaching methods are interrelated, but these concepts are limited. The program determines the content of training, that is, the amount and amount of knowledge that students need to master. Study and analysis of the problems of social integration of www.psychologyandeducation.net mentally retarded students, the conditions and possibilities for their solution; Diagnostics and vocational guidance of mentally retarded students. This is an organizational form of training. The teaching method determines the way of knowledge transmitted by the teacher in the context of a particular form of teaching, the acquisition of knowledge by students in this subject. Careful consideration should be given to the teaching method as well as the means of teaching mentally retarded students. The methods used in the lesson include the teacher's story, conversation, observation, etc. will depend on the topic and content of a particular session.
The teaching methodology is selected taking into account the spirit of the student, his age and individual characteristics (the specificity of the student's disability and the level of his compensation). There is a welldefined order of teaching methods that differ as follows: -by sources of knowledge (oral, visual, practical); -specific for the cognitive activity of students (explanatory and descriptive, reproductive, problematic, partially research, research); -for didactic purposes (method of presenting new knowledge, repetition, consolidation of knowledge, control method). Oral presentation of the material is the most convenient and advanced teaching method. Indeed, mentally retarded students experience difficulties in perceiving and understanding oral speech, because their attention switches, after a short period of time they are distracted, distracted and lose the beginning of the teacher's story. Nevertheless, in specialized state educational institutions, this method occupies a leading position in education, which is fully justified in practice. The material presented by the teacher can take different forms: • do not use visual aids; • use of visual aids; • use of various teaching aids (video projector, slide film, slide show, video).
Conversation is a question-and-answerbased teaching method. In the learning process, the teacher often changes the method of conversation, which requires the assimilation of the material, the creation of conditions for mental activity, taking into account a number of characteristics of mentally retarded students. The teacher skillfully encourages students to make independent conclusions based on the questions asked. In addition, the speaking method teaches mentally retarded students to express their thoughts, which are considered important and necessary in oral speech.
The following enables the chat method: -the questions that the teacher asks the students during the interview should be well thought out. questions should not contain suggestive or hesitant answers. it is necessary to change the questions to check the students' understanding of the studied material and their oral speech; -Requirements for the answers of students: answers must be accurate and complete, depending on the nature and method. in the answers, students should be asked to correctly correct grammatical expressions in speech, incorrect pronunciation and repetition of a phrase. It is very important to teach mentally retarded schoolchildren to work with books and text. Books, textbooks, texts, various manuals help to consolidate knowledge [3,4].

Results and Discussion
Students work with published texts and gradually learn to read for themselves and understand what they are reading. Annotated reading allows you to identify specific words and phrases as well as the meaning of the entire text. Students acquire knowledge that provides general information in the lessons of expressive reading, at the same time acquiring and accumulating vocabulary, developing verbal and logical speech and mental activity. It is difficult to overestimate the practice of production in ISSN: 00333077 1082 www.psychologyandeducation.net teaching social work to mentally retarded students. Indeed, conducting internships with students of a specialized state educational institution creates many difficulties. The teacher must be able to make the explanations difficult enough during the practical training to have a strong relationship with the students, because they are often distracted and find it difficult to focus. Therefore, the teacher should pay special attention to: clearly define the purpose, content, explanatory methods of industrial practice and carefully and thoroughly prepare for industrial practice; -it is necessary to prepare students for a story about the purpose, content, organization of internships, methods of working on internships, their profession, to find answers to questions that arise during internships; -during the practice, in order not to exclude any of the students, all students should strive to understand the meaning of the material studied and gain new knowledge; After the internship, of course, it is advisable to conduct an interview to consolidate the internship material. It is very important to prepare students from specialized public educational institutions for life, including learning, for example, degreasing the surface of a plate with a dishwashing liquid, wetting clothes before washing, removing stains from clothes with household tools, measuring water temperature, preparing marinades for canning, etc. ... Students should understand and memorize the program material they learned during the lesson. Students with intellectual disabilities feel the need for teacher guidance in order to properly understand the lesson. It is necessary to remember the basic rules, teach them to write down. To do this, the teacher should encourage students to separate the main idea from the texts written on the board, book, newspaper, etc. And ask them to write it down in their notebooks. It is well known that knowledge, skills and abilities are inseparable and closely related. Mentally retarded students may know the multiplication table well, but may not be able to apply it in practice or may not follow the rules of grammar when writing words may know that 1 liter is equal to 100 ml, but may not be able to measure the same volume of water using a 250 ml beaker. it is important to be able to apply the knowledge gained in specially organized classes in the repetition process.
Correct control of the knowledge of mentally retarded students is a difficult process, a mentally retarded student can not always express his knowledge without difficulty, does not know how to use speech [4]. Therefore, it is impossible to completely and objectively not recognize the identification of knowledge only through oral speech. Given the specifics of the problem of mental development of students, it is necessary to organize several types of research work, as well as be able to apply different methods of testing students' knowledge. To achieve a different analysis of the activities of students, the teacher must take into account that students can apply the knowledge gained in everyday life, in practice.
The process of training and education in a specialized educational institution is organized taking into account the individual characteristics of students. The knowledge of students is assessed in the prescribed manner, taking into account the specifics of their shortcomings.
The educational process is determined in accordance with the state standard of general secondary, secondary specialized, vocational education. The educational process is organized by the Ministry of Public Education of the Republic of Uzbekistan, the Center for Secondary Special and Vocational Education in the manner prescribed by curricula and programs.
The agenda, which provides for scientifically based, appropriate exchange of studies, voluntary socially useful work and www.psychologyandeducation.net recreation is organized taking into account the fact that children live in a specialized educational institution.
A specialized educational institution has organized preparatory groups for children with hearing and vision impairments and insufficient preparation for schooling.
The number of classes in public secondary special schools depends primarily on the organization in accordance with the sanitary norms and rules of the educational process, as well as on the type of specialized educational institution, the number of students and the number of classes.
In accordance with the resolution of the Council of Ministers of the Republic of Karakalpakstan, regional khokimiyats and khokimiyats of the city of Tashkent, the Ministry of Public Education of the Republic of Karakalpakstan, regional departments of public education and secondary specialized, vocational education Implemented in accordance with the established procedure on the recommendation of the Ministry of Finance of the Republic of Karakalpakstan, regional financial departments and the Main Department of Finance the city of Tashkent.
The beginning of the academic year, the duration of classes and vacations, as well as the procedure for the final state certification and the submission of staterecognized education documents are carried out in the manner prescribed by law.
The transfer of students from one class to another in a specialized educational institution is carried out on the basis of the decision of the pedagogical council, on the basis of the conclusion of the medical and pedagogical staff of the specialized educational institution.
The transfer of students from one specialized educational institution to another specialized educational institution or to a general educational institution for training in inclusive (harmonized) conditions is carried out with the consent of the child's parents or their deputies, according to the conclusion of the psychological, medical and pedagogical commission.
The procedure for transferring students from one specialized educational institution to another specialized educational institution or to a general educational institution for training on inclusive (harmonized) conditions is established by the Ministry of Public Education of the Republic of Uzbekistan.
The transfer of a student from a specialized educational institution to an appropriate institution under the Ministry of Health or the Ministry of Labor and Social Protection of the Republic of Uzbekistan is carried out by decision of the pedagogical council with the consent of the parents or guardians of the child.
The procedure for transferring a student from a specialized educational institution to an appropriate institution under the Ministry of Health or the Ministry of Labor and Social Protection of the Republic of Uzbekistan The Ministry of Public Education, the Center for Secondary Special and Vocational Education, the Ministry of Health is determined by the Ministry.

Conclusion
In short, the administration of a specialized educational institution is responsible for the placement of students who are unable to study at this specialized educational institution.
The educational process is organized on the basis of a variety of student activities, from simple self-service to various forms of voluntary community service.
Physical education of students is carried out due to the correct organization of the agenda, strict adherence to the norms of the educational load, the conduct of therapeutic measures, the development of students' hygiene skills, physical education and sports, and the organization of recreational activities. Labor training and education of students is carried out taking into account local conditions, the demand for labor, in training workshops, as well as in rural areas in the subsidiary farm of a specialized educational institution, taking into account the specifics, health status, capabilities and interests of mental and physical development.
In state secondary specialized educational institutions, various clubs, clubs, studios, sections are organized for the development of the mental, physical and creative abilities of students.


The Role of Beach Sports and community participation in Investigating the sustainability criteria in historic centers of AL-Hilla city

Babylon city (18-6 B.C.) located on Euphrates river which represents the First nucleus of the historic centers in the province of Babylon. The river coast has been an important part for thousands of years ago, as a socio-cultural activity. In (1101 A.C) historic downtown was found in AL-Hilla city south of Babylon city. The beach continued to be used for cultural and social activities similar to the past. Recently, these historic centers with their river coast are suffering from neglect, decay, and depreciation, as a result of, random urban planning. This paper is an attempt to adopt an analytical descriptive curriculum to develop and revival the two historic centers, through employment beach sports, as well as depending on community participation in design decision, to harmonize sustainability thought and achieving human well-being in Babylon city. Its discussed the role of the beach sports to configuration river coast in the two historic centers and downtown, in another word, how can the establishment of beach sports play a basic role in Investigating the sustainability criteria in Al-Hillah city through community participation?. The conclusions show that the establishment beach sport activates in the city today achieve (57.3%)of the overall sustainability criteria, and it contributed in development of two historic centers in another word, beach sports activities establishment will be supported the sustainable criteria, as well as, the reason of the low achievement of the current sustainable criteria is environmental degradation.

Introduction
Today, the sports activities are considered community activities and civilization phenomenon, characterized by economic, cultural, and social dimensions in this city. [17, p:430-431] [18, p194]. furthermore, it has a historical depth and association with monuments and heritage in AL-Hilla city, in another side, no research evidence of its potential to achieve the sustainability concept With no investment of its potential to achieve sustainability concept in the city and the river spaces and harmony with modern thought and achieve the well-being of humanity in this city. Shatt Al-Hillah represented the First nucleus for the appearance of historic centers in the Babylon Province, such as, historic centers which go back to the (1101 A.C) and Babylonian city, which go back to the (18-6 B.C) [1, p10]. These two centers together contributed to the formation of the city's river spaces, and methodologies were different to develop the city's river spaces according to the philosophy which dominated in the different time period of the city history and how to deal with requirements and humanitarian needs. Since then The reign of the Babylonians and through the Islamic era until the end of the twentieth century the configuration of the river coast has been expressed of the 2 philosophies (the ideal rational philosophy and positivism and pragmatism) and it was the living application of these philosophies. As a result of, random urban planning (see Fig. 1) these centers with their river coast are suffering from neglect, decay. The research is an attempt to adopt a scientific Curriculum which contributes to the development of the city and revival of urban centers these historic centers with their river spaces in especially, In line with, the thought of sustainability And achieve Human well-being through Public Community participation. The public problematic of this paper ( there is a lack of beach sports in Al-Hillah city, don't achieve Human needs, and never exploitation the river coast, which is a negative effect on the city's growth), and public problem how can the beach sports play a basic role in determining the sustainability criteria and configure the river beach spaces in the city?. there are set of research goals linked with the fields of sport and urban design, such as Studying the suitability of beach sports with historical depth in determining the sustainable criteria of AL-Hilla river spaces through community participation, furthermore, Detection the activating role of beach sports rooted in history to achieve the urban development of the city economically, socially and environmentally through community acceptance of these events. At the sports field level, the goals are to Detection the possible degree of modernistic Community interaction with beach sports which have a historical depth in harmony with current thought and applied dimensions, to determine the bases and rules of these games.to achieve the research goals the researchers adopted a descriptive-analytical curriculum contain tow axis( theoretical axis and The application axis ) The research conclusions show the establishment of the beach sport in the city now achieve (59.3%) of the overall sustainability criteria. these activations contribute significantly to urban development (economically, socially, and environmentally ), and its investment and financing(private and self), furthermore, there is a weak relationship between the community and historical depth of sport, also community sports continues with modern activities and there is a negative correlation (-.378-) is significant at the (0.05) level between achieving sustainable criteria and sample age, also there is a strong negative correlation (-.538-) is significant at the (0.01) level between achieving Environmental criterion and sample age, whereas the weak Correlation and is not significant at the (0.05) among other factors.

Literature Review
Sustainability is a difficult term to define, it has multiple definitions. In general, sustainability requires a balance between three dimensions; economic, environmental, and social. this definition means the indicators which utilized to measure sustainability must be calculated of these dimensions [3, p:2] [19,p:3] [20,p:8]. The sports activities contribute to social and cultural development through ) language, celebrations, national and regional identity, education, social norms as well as traditions and beliefs ( , wherever is characterized as follows:-A. Sports events are featuring highly popular, as well as, its very interaction of all communities (Careers, age, And sex) in AL-Hilla society with these activates. furthermore, It has a high health and culture benefits. In another hand, it Supports and encourages the cooperation spirit, coexistence, and peace among the all society member, also it Supports the democracy thought and popular participation, as well as, it contributes significantly to support the national feeling and strengthen the link between human and the land. [4, p:7][5,p:5][21,p:2-3] B. The sport is characterized by thought and philosophical dimension, which is developed through the history stages development of the city, and the transition from classical philosophy (rationalism and experimentalism) to modern philosophy in the 20th century. the sport is a branch of philosophy that tries to create a concept of analysis of sports fields as a human activity. [6, p:4] [22,p:45-48]. Since the period of Babylonians then Islamic then modernity periods and following period, the river spaces as an urban component reflected the applications and reflection of common philosophies [7, p:218]. The historical philosophical stages passed through three stages, and sports events were one of these areas affected by these philosophies as the follows:- Philosophically, Babylonian society was affected by an ideal rational philosophy, where religion played a major role in Mesopotamia thought and practice. Historically, the ancient Iraqis have known Gilgamesh Games -the Olympic Games -before appearing in Greece more than 1000 years ago where they moved to the Phoenicians [9]. the excavations on ancient Babylonian antiquities and drawings on the walls of Assyrian civilization refers to the human has known swimming since the beginning of his presence on the ground more than 6000 years ago, as well as, Existence of the fishing sport which is documented with sculptures decorating the palaces and temples of Assyria. In general, the games were played in this period are ( A.C).The river spaces were influenced by Islamic philosophy, which is an ideal rational philosophy, linking all concepts with the God and raise the value of Spirituality, so it has contributed to the development of river spaces and supported the games such us Swimming, Riding, hunting shooting Running Sport because it links these events with the ideas of protection, defense, strength, courage, nobility, and equestrian. 3) 3rd historic stage: -Philosophy of formulation river spaces in the 20th century, In this Period The river spaces were influenced by the ideas of modernism movement and adopted the ideal rational approach through the ideas of architects Pioneers, such as abstraction, simplicity, purity, utilitarianism, and other concepts. As a reflection of this modern movement thought, the sport has evolved in all its types and reached the top of its evolution in the 20th century.
The sports activities are featuring to support the development of the city economic, this dimension is linked to three fields as follows:-1) Urban development by raising the price of urban land and rents, and housing, also providing employment opportunities. 2) Marketing such us:-(rights of publicity and announcement marketing, television marketing, Tournaments and Games marketing, players marketing, Marketing of sports and social facilities, and Marketing internal and external services to the audience) 3) The investment is content two vectors:-Capital financing such us ( Government, private and self-principal), as well as, the operation such us (privatization and Convert clubs into joint stock companies) [

Methodology
to achieve the research goals the researchers adopted descriptive analytical curriculum contain tow axis (theoretical axis and the application axis) as a follows:-

Theoretical axis(Literature Review)
To establish a database based on them the main axes of research and investigation of scientific literature which dealt with the research subject )directly or indirectly(, and related with beach sports and sustainable criteria of river beach spaces in the city ,as well as, determining procedural definitions, solving the research problem, and defining goals.

The application axis
Contains the following stages:-

Suggested beach sports activities
According to the literature review and history of the city, the researchers elected and suggest the following activities as proposals for beach sports as follow:a) Swimming and games associated such as (beach volleyball, beach basketball, beach football, and Canoeing ). b) The marathons and games associated such as (Walkways and Bicycle race, Carts pulled by horses). c) Riding.

Participants and Case study
The researchers identified case study by conducting a survey testing through the Internet and election A random sample (820 samples) of AL-Hilla society, which represents all the community type such as (Careers, age, and sex). the questionnaire was prepared consist (4th group) based on literature review and using a Likert scale ( three degrees yes, no, and maybe or I don't know or some time ), then alpha coefficient(Cronbach's Alpha) for the present study Has been tested and equal(0.943). The questionnaire including (4th) group:-1. General information group:-includes questions about (Careers, Age, and Sex, Level of science). 2. Social dimension group:-includes questions about local society desires of beach sports activities in city's river spaces, which included (9) historical beach sports activities with. 3. Economic dimension group:-includes (7) questions about investments and funding from the private, public and self-sector, unemployment and job opportunities desired by citizens which related with proposed of the sports field. 4. Environmental dimension group:-includes (15) questions about the reality of sports activates in the city which contains visual and chemical pollution, and the environmental conditions in the areas where sports activities were established and related to urban development in the city through the identification of (waste volume, cleanliness, road network, quality of neighboring buildings, aesthetic level, urban land prices and Rentals).

The results
The results of the questionnaire of people distributed to most of the city's Neighborhoods were as follows:-

Results of the first group about the general information
AL-Hilla society were Interaction with the beach sports proposal from the researcher in river coast in the city and the results as indicated in the Table 4. Percentage of participants (20% female) and (80% males), in the same time, the rate of (47%)male youth ages (18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29) years were the most active age groups. amount of participants who graduates of university education (56.4%) and postgraduate studies (29.3%), whereas, amount of participants who graduates of, Primary, Secondary and Intermediate (13.6%).The proportion of participants of the unemployed is (14.4%) and (19.5%) for free workers.

Results of sustainability criteria Dimensions
Include the following:-

Results of the second group (Social dimension group)
The results of the questionnaire about this group as follows:-1. The society accepting Beach Sports from recorded the highest percentage (28.3%) for beach football Sports , (14.7%) for swimming, (14.5%) for bicycle race , (12.5%) for beach volleyball, then Walkways and Canoeing, whereas the low percentage of community acceptance of Carts pulled by horses, Riding, and beach basketball, .also the results of the questionnaire found that ( 84.6% ) of the participants practiced different types of sports as habits with the high health criterion as shown in Table 5. 2. Only (10%) of the society is satisfied adequacy of the existing coastal activities in the city in exchange, on the other hand (89%) the majority of them are not convinced . also the practice of sport has strengthened their relationship with the family and supports communication with friends as shown in Table 6. 3. (20%) of society participate in social clubs, (50%) a café frequented (20.1%), smokers (18%) and drink alcohol(2.9%), finally (33.3%) from Of them believed that sports were caused by not going to cafes, smoking and drinking alcohol as shown in Table 6.

Results of the Third group (economical dimension group)
The results of the questionnaire about this group as follows:-1. (76%) of the sample are ready to work in the commercial, cultural and entertainment fields which associated with the beach sports establishment, (21.5%) are willing to invest their Private money in sports sector, in another hand the majority of them wanting to be established by specialized companies and government support, also (90.5%) of the society believes that the establishment of coastal sports projects achieve jobs, attract tourists and revive the national economy, As in Table 7. 2. (69.6%) Of respondents support that the State contributed to the establishment of sports activates in the city, (57.5%) was self-participation of athletes, and (88.4%) of them support that specialized investment companies give implement beach sports Projects in the city as shown in Table 7. 3. (92%) Of respondents think that the establishment of beach sports in the Hilla River will contribute to attracting tourism.

Results of the fourth group (Environmental dimension)
The results of the questionnaire about this group as follows:-1. The questionnaire results indicate that (18.9%) of beach activities on AL-Hilla river are Playgrounds and squares, furthermore (11%) are social centers. 2. (89.1%) Of participants confirmed that Sports activities are not enough in AL_ Hilla, (17.4%) of these events are squares and playgrounds, and ( 25.7% ) of them are serviced by transportation, also (10.4%) of those roads were established after the sporting events existing.in the same way, only (7.9%) the new buildings Allocated for sports service and( 75.3%) are converted buildings for sports use. as shown in Table 8. 3. (92.1%) of the society believe that the establishment of sports activities will positively affect the aesthetics of the city, through the exploitation of urban land by sporting events, clean up the rivers , beach plantations , compatibility with the city's heritage and historic ,Creating a healthy environment , create new architectural attractions , Providing entertainment venues , turn public ownership to private ownership, development of the surrounding physical environment and associated sports events of Recreational and commercial activities which will cause to the Urban development all the city furthermore , river coast . 4. The results of the participants answers that the establishment of sports activities in the city contributed to increasing of urban land prices by( 29.5%), raising the prices rents by (24%), As well as, raising prices of nearby residential units by (26.2%), and nearby residential complexes were established by (34.1%), furthermore commercial and cultural activities are available related to sports activities as shown in Tble 8. 5. (75.2%) of the participants confirmed the areas which dedicated to sports activities suffer from the waste. as well as, (18.4%) of them say Spread of the diseases in their neighborhoods, and (17.1%) of them confirmed they suffering from the diseases as shown in Table 7.

Results of the relationship among all groups
The results of the questionnaire Analysis by using (Independent sample T-Test) and identify Pearson correlation(r) factors and significant at the 0.05 level(sig) for Independent factors (Age, Careers, educational attainment) and depending factors(sustainable criterion achievement) as shown in Tables  10 and 11. Discuss the findings of the practical study by comparing the results of sustainable dimension criteria accruing from beach Sports activities today and their relationship with the (1st group) factors. The results indicate there is a correlation negative relation (-.378-) is significant at the (0.05) level between achieving sustainable criteria and sample age, also there is strong negative correlation (-.538-) is significant at the (0.01) level between achieving environmental criterion and sample age , whereas the weak correlation and is not significant at the ( 0.05) among other factors .in another site, there is strong positive correlation (.640 ) is significant at the (0.01 ) level between achieving Social criterion and sustainable criterion and supporting alternative hypothesis.

Conclusions
1-according to the results of the (1st) group, is shown that there is no relationship among sustainable criterion achieving, Careers, and Educational Achievement, whereas it was associated negative relationship with age, in another word, whenever age increased the community conviction decreased to achieve sustainable criterion. 2-according to the results of the (1st & 2nd) groups showed as follows:-A. sports activities in general and the beach sport especially attracted the majority of young people and both sexes, despite their different regions, origins, and cultures. B.
The society practices sport As a habit ,therefore the health index has risen in their psychologically and physically. The society conscious and they have convinced of the ability of these sporting Activities to create social communication at the family and community level. Also, improve the desired social habits of the whole of the Society. D.
the society has tendencies toward activities which have been associated with experimental philosophy rather than rational idealism, so this the implementation of these activities in harmony with the community, which ensures the success of urban development later and the establishment of beach sports support all kinds of society. 3-according to the results of the (3 rd ) group showed as follows:-A. The great convictions, preparations, and wishes of the society to work and support of these proposed activities. B. these activities can be invested and financed by the private sector and society participation C.
This is an indicator imposes On the urban designer determine the commercial use land In the region nearby Sports activities D. The achievement of a sustainable criterion is highly associated with the economic factor. 4-according to the results of the (4 th ) group showed as follows:-A. Sports activities will contribute to raising beauty levels and urban development in the city by improving the environment visually, reducing pollutants, raising real estate and urban land prices, and contribute to the revival of housing, Trade, transportation, and others sector. B.
The achievement of the sustainable criteria which a result of activating sports activities cause affect directly to achievement environmental criterion and urban development higher than its impact on social and economic criteria, where it is strongly related with environmental and urban development indicators 5-As a results of all the groups which showed and support the (main hypothesis) , despite the lack of establishment beach sport activates in the city today, but it achieve (57.3%)of the overall sustainability criteria, as well as , achieved the social criteria by(21.7% ), economic criteria by (25%) ,And(10.59%) to support the environmental criteria ,also it contributed to historic centers development in another word ,beach sports activities establishment will be supported the sustainable criteria 6-The reason for the low achievement of the current sustainable criteria is physical and environmental degradation

1-
To Spread Consciousness of the importance of the relationship between sports activities in general and beach sports in particular with the city history and investment in urban development. the establishment of peach sport in the area specified in master plan of the city (Plan No. (1) ( ,as well as , support the historical and philosophical development of the city , and the receiver repercussions during his daily movement within urban environment, through walking or cycling or canoe, also to achieve pleasure sensual of receiver by adding a (new act) changeable and developed within the river spaces and its implications of the urban development of the city.

2-
Set strategies by planners, Athletes, architects and the disciplines related to the development of programs to guide the groups wishing to invest their funds in the sports field, benefit Provide job opportunities, raising the criteria of living for other social groups and supporting the tourism in the city.

2-
Are you willing to invest your own money in the proposed beach sport?

3-
Do you support to give implement beach sports Projects to specialized investment companies?


A Comparative Study of the IGM Use in China’s English Textbooks

IGM (ideational grammatical metaphor) is frequently used in English textbooks, the application of which may influence learners’ proper understanding. The present paper conducts an empirical research on the application of IGM in three English textbooks for English learners of different levels in China including junior high school, senior high school and college with a view to exploring the rate and tendency of IGM application at different levels. It is found that IGM is favored in all the textbooks and nominalization ranks the first among other types of IGM. Besides, the higher the learning level is, the more frequently IGM is used. These findings suggest that the use of IGM in the investigated textbooks turned to be appropriate for EFL learners across three different levels.

I. INTRODUCTION
Since the reading ability is an important ability that English learners should possess, it is necessary for English teachers to know how to teach reading in a more efficient way. English teachers teach reading on the basis of different kinds of English discourses, so judging the difficulty degree of an English text is of great importance for them. According to Halliday (1999Halliday ( , 2008, founder of systemic functional linguistics, grammatical intricacy is an important notion in characterizing the complexity of language. However, this notion has not yet been fully examined in the TEFL (Teaching of English as a Foreign Language) setting, particularly in EFL (English as a foreign language) textbooks. Vinh (2017) examined grammatical intricacy across textbook levels in a book series used in tertiary education in the Vietnamese context. Ferzhawana et al (2019) investigated ideational grammatical metaphor in senior high school English textbook. This study intends to examine the application of ideational grammatical metaphor (IGM) across different textbook levels to discover the difficulty degree of texts from a new perspective, with a view to exploring the rate and tendency of IGM application at different levels of English textbooks published in China.

II. DEFINITION OF IGM
Systemic functional linguistics approaches metaphor from the perspective of language functions. According to Thompson (2000), IGM was related to ideational function, which meant that language can be used to talk about our experience of the world, including the worlds inside our minds, to describe events and the entities involved in them. Halliday (1985, pp. 597-603) categorized grammatical metaphor into ideational grammatical metaphor and interpersonal grammatical metaphor. The former referred to the process which should have been expressed by verbs or adjectives but was expressed by nouns in fact. It also referred to taking non-process as process at semantic level and using verbs to express what should have been expressed by other word categories in form. Halliday (1996) commented that nominalization was the single most powerful resource for creating IGM. IGM mainly falls into three categories, namely verbal nominalization, adjective nominalization and verbalization.

A. Research Questions
This study was undertaken to address the following questions: (1) What is the general picture of IGM use in the textbooks for learners from junior high school, senior high school and college? (2) What are the differences of the rates of IGM use in the textbooks for the above three levels of learners? Why?

B. Data Collection
Firstly, the number of sentences bearing features of verbal nominalization, adjective nominalization and verbalization will be counted by the author. The number of the IGM sentences will be counted by the author under the criterion proposed by Zhu Yongsheng (2006). Quantitative measurements of the rate of IGM use at all levels and the tendency of IGM use from junior high school to senior high school to college will be combined with qualitative discussions. To achieve this goal, the number of the use of IGM in each text will firstly be counted. Then, the rate of the use of IGM of each text will be calculated. After that, the rate of the use of IGM at each level will be calculated. Finally, the tendency of the use of IGM from junior high school to senior high school to college will be analyzed. In the following parts, the collection of data and the process of doing this research will be illustrated in detail. Table 1 reports the details of data collection. Crystal is popular with all age groups and has the ability to amuse people all over the world.

Verbalization
In 1985, there was little rainfall in Ethiopia, which led to poor harvests and the death of many of the country's cattle.

C. Data Analysis
Statistical analyses were conducted on the basis of the number of IGM sentences and that of the words in an article. The rate of IGM used in an article was calculated by the equation (the number of the IGM/ the number of the words) ×1000 and the rate of IGM used in a book was calculated by the average frequency of IGM of the 15 texts. Finally, tendency of the use of IGM from junior high school to college was analyzed by the aid of EXCEL 2010 and a line chart reflecting the tendency was formulated.

IV. RESULTS AND DISCUSSION
This part is composed of two subparts. The first subpart provides a report of the rate of IGM used in each text as well as at each level. It also provides a report of the tendency of IGM used from junior high school to college as well as the number of the use of verbal nominalization, adjective nominalization and verbalization at each level. The second subpart presents a detailed discussion based on the data collected.

A. General Description of IGM Use
In this part, results collected are reported and analyzed, including the following aspects: the rate of IGM used in each text as well as at each level, the tendency of IGM used from junior high school to college, and the number of the use of verbal nominalization, adjective nominalization and verbalization at each level.  Table 2 shows that 11 in 15 texts taken from junior high school textbooks contain IGM and the average rate of IGM use is 4.5. Although there are 4 texts that do not contain IGM use, it does not mean that exposing second language learners to IGM is not necessary in junior high school. The average rate of IGM use shows that junior high school students have already been required to know IGM. And it is worthwhile for second language teachers to pay attention to exposing second language learners to IGM use in textbooks at junior high school level.  Table 3 shows that all 15 texts taken from senior high school textbooks use IGM and the average rate of IGM use is 4.2. That all 15 texts take from senior high school contain IGM use means that it puts forward higher requirements for senior high school students to understand IGM. Although the average rate of IGM use is a bit lower than that of senior high school, it does not mean that it is not important for senior high school students to be exposed to IGM. Since senior high school period is a critical period for second language learners to acquire a second language, exposing them to IGM is more important for them to activate LAD and make it work successfully in order to develop the English way of thinking and metalinguistic ability.  Table 4 shows that all 15 texts taken from college textbooks use IGM and the average rate of IGM use is 5.8. From senior high school to college, all 15 texts at each level contain IGM use, which shows that IGM is used more and more frequently. As a result, teachers at senior high school level should help second language learners build a solid foundation of using IGM in order to help them keep pace with the requirement of college. Besides, the average rate of IGM use is 5.8, which is far higher than that of junior high school and senior high school. This result is also consistent with the proposition that there is a higher requirement for second language learners with age.  Table 5 shows that although the rate of senior high school is a bit lower than that of junior high school, the use of IGM is generally on the rise, which means that more and more IGMs are used from low grades to higher grades. And from senior high school to college, the rate of IGM use increases rapidly. From senior high school to college, second language learners are at formal operation period, which is a critical period of understanding IGM, since their abstraction ability is developed rapidly. Besides, the use of IGM is an important characteristic of academic English. As a result, senior high school English teachers should expose second language learners to more and more sentences containing IGM use and help them understand this kind of characteristic of English. By doing so, teachers can help them transit from the study of general English to that of academic English.   Table 6 shows that the total number of IGM use is on the rise and from senior high school to college the number rises rapidly. Verbal nominalization is used the most frequently at all levels and the use of it keeps rising from junior high school to college. Adjective nominalization is used the second most frequently. Verbalization is used least. As a result, teachers should help second language learners cultivate metaphorical thinking ability in order to develop their English way of thinking since English discourses always show their authors' way of viewing the world at grammatical level.
In this study, nominalization includes two cases. One is that the process is regarded as an object and represented by nouns in incongruent form, while in congruent form it is represented by verbs. This is called verbal nominalization. For example, The police investigated the matter. The police conducted an investigation into the matter. The first sentence is in congruent form and includes a process. The process is expressed by the verb "investigate". The language of this sentence is distinct and easy to understand. The second sentence is in incongruent from. It changes the verb "investigate" into "investigation" which fulfills the function of object in the sentence. Through recategorization, the dynamic process becomes static, which offers people a new way of viewing the world. And English-speaking people often adopt this way to think and behave.
The other is that the quality of things is regarded as an object and represented by nouns in incongruent form, while in congruent form it is represented by adjectives. This is called adjective nominalization. For example, I was not hungry to be free. I was not born with a hunger to be free. The first sentence is in congruent form and includes a quality which is expressed by the adjective "hungry". The second sentence is in incongruent form and changes the adjective 'hungry' into the noun "hunger", accordingly the attribute becomes a circumstance.
In this study, verbalization refers to taking non-process as process at semantic level and using verbs to express what is usually expressed by other word categories in form. There are four types of verbalization. The first one is to take time as a process. For example, She left before I arrived.
Her departure preceded my arrival. To show precedence relationship, adverbs like "afterwards" and conjunctions like "after" are used. However, in incongruent form, it is taken as a process and expressed by verbs.
The second one is to take cause and effect as a process. For example, We rushed and so we became confused. Our rushing led to our confusion. The second sentence takes cause and effect relationship as a process. It is usually expressed by conjunctions, but in incongruent form, it is expressed by verbs.
The third is to take the condition as a process. For example,

I sleep with the window open unless it is really cold. Whether I sleep with the window open is determined by the weather condition.
The first sentence is in congruent form and the condition is expressed by a conjunction. The second sentence is in incongruent form and the condition is expressed by a verb.
The last one is to take concession as a process. For example, I felt he was wrong, although I did not say so at the time. My silence did not mean that I felt he was right. In the second sentence, the logical relationship becomes a dynamic process. Nominalization is more recognizable and used more commonly than verbalization. That's why in the 45 texts the use of nominalization accounts for almost 100% of the whole number of the use of IGM while verbalization is used only four times.

B. Detailed Discussion Based on the Data Collected
When it comes to the general picture of IGM use, according to the five tables above, it can be concluded that IGM is used commonly from junior high school to senior high school to college and the tendency of IGM use is generally on the rise. It suggests that second language learners are required to know and understand IGM especially that existing in reading materials ever since they are in junior high school. Since the existence of IGM can make it more difficult for second language learners to comprehend the text, second language teachers should introduce IGM to them gradually, exposing them to this kind of linguistic phenomenon. By encouraging them to compare and analyze the differences 774 JOURNAL OF LANGUAGE TEACHING AND RESEARCH between congruent form and incongruent form, teachers can help them understand different expressions of different discourses. Second language learners are familiar with sentences in congruent form which are direct, but they are not familiar with sentences in incongruent form. Second language teachers should help them transform sentences in incongruent form into congruent form, which will make these sentences more comprehensible. This kind of comprehensible input can activate second language learners' LAD and contribute to acquisition. What's more, among the three kinds of IGM, verbal nominalization is used most frequently. It makes the content more concise but is not simple in fact. It makes the reading material become more difficult for second language learners to comprehend. Since verbal nominalization can be recognized more easily and exists more commonly, understanding this kind of IGM can benefit second language learners when they read English materials. And they are required to grasp this kind of IGM most. The use of language reveals the user's way of thinking, so helping second language learners recognize, understand and use IGM can develop their English way of thinking and metalinguistic ability.
When it comes to the differences of IGM use at three levels, it shows that at junior high school level, only 11 in 15 texts use IGM; while at senior high school and college level, all 30 texts use IGM. Allowing for the distinctions, it can be concluded that second language learners meet higher standards when they are in senior high school and college. And this is consistent with the cognitive developing rule of students that their thinking become more and more abstract with the increase of their age. Senior high school students and college students are at formal operational stage and their abstract logical thinking ability develops rapidly. Therefore, senior high school English textbooks and college English textbooks use more and more IGM in order to help them develop this kind of ability. The research result suggests that English teachers at junior high school level should help English learners build a solid foundation of the use of IGM in order to get them better prepared for English study in senior high school. And English teachers at senior high school level should enhance students' understanding and application of IGM in order to get them better prepared for the need of academic English in college. As to the phenomenon that the average rate of IGM use at junior high school level is a bit higher than that of senior high school level, the reasons still need to be further investigated.
Since students have been exposed to IGM since junior high school, teachers in junior high school should develop students' ability to recognize IGM. When they are teaching reading, they should tell students which sentence contains IGM and help them to paraphrase this sentence to make it in congruent form. According to Krashen's Input Hypothesis, only when comprehensible input which is a bit higher than the learner's current level is provided can it facilitate language learning. As a result, if some sentences containing IGM are not transformed into the congruent form, students will not be able to understand. Thus, the teachers need to help students paraphrase the sentence to make it much easier to understand.
Then teachers should guide students to recognize the differences between the sentence in congruent form and the sentence in incongruent form. According to Sapir-Whorf Hypothesis, there is an interdependence between language and thought. The language structure people habitually use influences the way they think and behave. Different sentences in different forms embody people's different ways of thinking and expressing the world around. By guiding students to observe the subtle differences, teachers can help them be capable of knowing how English-speaking people view and express the world. Learning a language is not only to learn its pronunciation, vocabulary, grammar, etc. but also needs to learn the way in which its users think. This will help reduce the influence of negative transfer. If students maintain the Chinese way of thinking, then what they produce will be Chinglish, which may cause confusion in cross-cultural communication.
Finally, students' ability of second language acquisition develops rapidly during senior high school according to the Critical Period Hypothesis, so teachers should help them develop metalinguistic ability. On the basis that students have learned what is IGM, teachers should help students to apply this knowledge to practice, that is, to ask students to transform the sentence in congruent form into the sentence in incongruent form and use IGM consciously in the sentences they make up on their own. Teachers should encourage students to write more sentences in incongruent form.

V. CONCLUSION
The present study probes into the use of three kinds of IGM, the rate of the use of IGM at three levels and the tendency of the use of IGM from junior high school to senior high school to college through quantitative analysis. Through the study, the following findings are highlighted.
First of all, as to the general picture of IGM use, IGM is used frequently at all of the three levels. That's to say, students have been exposed to IGM since junior high school. And this is consistent with Halliday's thought that people will not be exposed to IGM until they go to high school.
What's more, the rate of the use of IGM at junior high school level is a bit higher than that of senior high school level and far lower than that of college. And the tendency of the use of IGM is generally on the rise. Besides, the 30 texts taken from senior high school and college all contain IGM, which means IGM is used more and more frequently and it puts forward higher requirements for English learners at senior high school and college level.
Finally, of the three kinds of IGM, verbal nominalization as well as adjective nominalization are used the most frequently and verbalization is used the least frequently. This result is also consistent with previous studies that nominalization is used the most frequently in English texts.
In the future, more texts at different levels should be taken into consideration, which can render the findings more convincing. Besides, the study does not intend to exaggerate the role of IGM in English reading teaching, but to arouse the attention of teachers and students. It is hoped that this study can benefit further researches and improvement of teaching and learning English as a foreign language.