NOFILOLOGIK YO‘NALISH TALABALARI KASBIY-LEKSIK KOMPETENSIYASINI RIVOJLANTIRISHDA INTERFAOL YONDASHUV

Admin bo'lib kirish (www.admin.slib.uz)

Tizim sinov (TEST) rejimida ishlamoqda! Murojat uchun @slib_support

Eski talqinga o'tish link

13 феврал 2025

Asosiy til:Ingliz

NOFILOLOGIK YO‘NALISH TALABALARI KASBIY-LEKSIK KOMPETENSIYASINI RIVOJLANTIRISHDA INTERFAOL YONDASHUV

Fan yo'nalishi:

67ade28e34445.pdf

PDF

“O‘zbekistonda xorijiy tillar” ilmiy-metodik elektron jurnal

Maqola chop etish see more

MAQOLA ANNOTATSIYASI

Til o‘rgatishda autentik materiallardan foydalanishning pedagogik qiymati XIX asrning oxirlaridan beri keng tan olingan va muhokama qilib kelingan bo‘lib, u turli sohalardagi tadqiqotchilar va pedagoglarning e’tiborini tortgan. Autentik materiallardan foydalanish nazariy jihatdan qo‘llab-quvvatlanishiga qaramay, ularni amaliy joriy etish jarayoni nisbatan sekin sur’atlarda rivojlanib kelmoqda. Darsliklar bu kabi materiallarni samarali tarzda integratsiya qilishning murakkabliklarini va talablarini yetarli darajada qoplay olmaydi. Ushbu tadqiqot autentik materiallar, ya’ni real hayotdagi muloqotlar, autentik matnlar va TermoCLIL yondashuvi asosidagi keys tadqiqotlardan foydalanishning afzalliklari va qiyinchiliklarini o‘rganadi. Ushbu yondashuvning samaradorligi talabalar va o‘qituvchilardan olingan onlayn so‘rovlar orqali baholandi. Tadqiqotda, xususan, matematika talabalari uchun ixtisoslashtirilgan autentik o‘quv materiallardan foydalanish va uning ixtsisoslikga oid leksik kompetensiyani rivojlantirishdagi ahamiyati haqida so’z yuritilgan. Tadqiqot Guliston davlat universitetining birinchi kurs matematika talabalarida ingliz tilini maxsus maqsadlar uchun o‘qitish doirasida o‘tkazildi. B1 darajasidagi autentik materiallarni integratsiya qilishga yo‘naltirilgan ta’lim resurslari tanlanib, amaliy va kommunikativ kontekstlarni yaratish uchun ishlab chiqildi hamda dars jarayonlarida joriy etildi. Natijalar shundan dalolat beradiki, autentik materiallar va akademik kontekstlar talabalarni qiziqtirish va jalb etishda sezilarli darajada ijobiy ta’sir ko‘rsatadi.

MUALIFLAR

Teglar

# чтение# reading# терминология# terminology# аутентичные материалы# authentic materials# математика# mathematics# terminologiya# ESP# аутентичные тексты# matematika# authentic texts# профессиональная лексика# Autentik materiallar# o‘qish# TermoCLIL# professional lexicon# CBI# Task-based instruction# professional leksika# autentik matnlar# TBI — vazifaga xoslangan ta’lim # TBI — форма специализированного

Maqolani baholang

0

0 ta

Maqola idintifikatorlari

ROI:

https://eroi.uz/11.0222/A0225-0006

DOI:

Mavjud emas

Foydalanilgan adabiyotlar

Burger, S., Weinberg, A., & Wesche, M. (2013). Immersion studies at the University of Ottawa: From the 1980s to the present. Cahiers de L’ilob, 6, 21-43. DOI: https://doi.org/10.18192/olbiwp.v6i0.1130

Bruner, J.S. (1990), Acts of meaning. Cambridge, Mass.: Harvard University Press, 188 p.

Crandall, J., & Tucker, G. R. (1990). Content-based instruction in second and foreign languages. In A. Padilla, H. Fairchild, & C. Valadez (Eds.), Foreign language education: Issues and strategies. Newbury Park, CA: Sage. Retrieved from: https://eric.ed.gov/?id=ED366187

Cheng, Y. (2000). The effects of formal schemata on the reading comprehension of expository texts by Chinese students. Doctoral Dissertation, South Illinois University, Carbondale

Ellis, R. 2003.Task-Based Language Learning and Teaching. Oxford: Oxford Harmer, J. 1996.How to Teach English. London: Addison Wesley Longman

Fortanet-Gómez, I. and Räisänen, Ch. (eds.): 2008, ESP in European Higher Education. Integrating Language and Content. John Benjamins, Amsterdam

Kumaravadivelu, B. (2006). TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly, 40, 59. Retrieved from:https://doi.org/10.2307/40264511

Lightbown, P., & Spada, N. (2013). How languages are learned (4 ed.). Oxford, UK: Oxford University Press.

Mehisto, P. 2007, What a school needs to consider before launching a CLIL programme: the Estonian Experience, in D. Marsh and D. Wolff (eds.), Diverse Contexts – Converging Goals.CLIL in Europe (61-77). Peter Lang, Frankfurt am Main.

Mart, C. (2013). The Grammar-Translation Method and the Use of Translation to Facilitate Learning in ESL Classes. Journal of Advances in English Language Teaching, 1, 103-105.

Marsh, D. 2002. Content and Language Integrated Learning: The European Dimension Actions, Trends and Foresight Potential. Retrieved from: http://europa.eu.int/comm/education/languages/index/html

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.

Richards, J. C. (2000) Curriculum Development in Language Teaching, New York: Cambridge University Press, Retrieved from: https://books.google.ru/books?id=tVhx_B3a3qQC&source=ttb&redir_esc =y

Zhang Zicheng. (1993). Literature review on reading strategy research, Retrieved from: https://eric.ed.gov/?id=ED366908