The Semantics of Morphological Means of Expressing Human Emotions

People face various psychological states, situations, emotions, and conflicts to realise their various desires in life, and they often deliver these situations to others through language means. Hence, there is a need to study various manifestations of the psychological state of a person, the phenomena of internal feelings, not only at the linguistic level, but also at the level of mental consciousness. Therefore, the main purpose of the work is to analyse the semantics of morphological means of expressing human emotions. Consideration of the definitions from various literary texts, explanation through linguistic means of various psychological situations that arose during communication to meet all the needs of humanity, the influence of expressed thoughts from these texts, emotions in various psychological situations, emotional stress, the definition of nature through psychological acceptance, and the interpretation of the expressive semantics in linguistic means contributed to this study. In the work, using the analysis of scientific studies of various scientists, it was determined that emotions play an important role in human communication. Phraseological units that are able to express the concepts of a state were analysed. It has been established that in psychology, the position of word units is used as communicative and significative functions, which makes it possible to outline the position as a means of exchanging opinions

Formation of Readiness of Future Teachers of the Republic of Kazakhstan for Implementation of Education in the Inclusive Environment

Objective: The study aims to explore the readiness of future teachers for the implementation of education in the inclusive environment.Background: Inclusive education, which is intensively included in the practice of the modern school, raises many complex issues and new challenges. The teachers need specialised training in the field of correctional pedagogy to provide professional assistance and training for children with the oppositional defiant disorder.Method: The main method of research in the article is the study of literature on the research problem and a questionnaire survey method which was participated by 247 teachers of comprehensive schools of Karaganda Region.Results: During the analysis of the results of the survey, it was noted that many teachers were not ready for full and optimal communication with children with disabilities in development. The authors identified the conditions for the formation of professional and personal readiness of the teacher to work with children with disabilities.Conclusion: The transition to inclusive education requires the participation of all specialists of the education system and the availability of fundamental theoretical developments. The main problems of teachers who will have to work in the environment of inclusion are related to their theoretical training and practical skills of teaching this contingent of children