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Pragmatik muvaffaqiyatsizlik - bu aytilgan narsa nimani anglatishini tushuna olmaslikdir, bu ko‘pincha madaniyatlararo muloqotda tushunmovchilik yoki chalkashlikka olib kelishi mumkin. Shu sababli, ushbu maqola O‘zbek tilini o‘rgatish sinflarida pragmatik muvaffaqiyatsizlikka olib keladigan omillarni o‘rganadi. O‘qituvchiga yo‘naltirilgan ta'lim sifatida quyidagi omillar; haqiqiy ma'lumotlarning yo‘qligi; ingliz tilini madaniy farqlarni hisobga olmasdan o‘rgatish; lingvistik kompetentsiyaga yo‘naltirilgan baholash tizimi aniqlandi.

  • Web Address
  • DOIhttps://doi.org/10.56292/SJFSU/vol28_iss6/a61
  • Date of creation in the UzSCI system 20-01-2023
  • Read count 255
  • Date of publication 15-12-2022
  • Main LanguageO'zbek
  • Pages302-305
English

Pragmatic failure is the inability to understand what is meant by what is said, which can often lead to misunderstanding or confusion in cross-cultural communication. For this reason, the present article explores the contributing factors of pragmatic failure in Uzbek’s ELT Classrooms. The following factors as teacher-centered teaching; lack of authentic input; teaching English without considering the cultural differences; linguistic competence oriented evaluation system were found out.

Ўзбек

Pragmatik muvaffaqiyatsizlik - bu aytilgan narsa nimani anglatishini tushuna olmaslikdir, bu ko‘pincha madaniyatlararo muloqotda tushunmovchilik yoki chalkashlikka olib kelishi mumkin. Shu sababli, ushbu maqola O‘zbek tilini o‘rgatish sinflarida pragmatik muvaffaqiyatsizlikka olib keladigan omillarni o‘rganadi. O‘qituvchiga yo‘naltirilgan ta'lim sifatida quyidagi omillar; haqiqiy ma'lumotlarning yo‘qligi; ingliz tilini madaniy farqlarni hisobga olmasdan o‘rgatish; lingvistik kompetentsiyaga yo‘naltirilgan baholash tizimi aniqlandi.

Русский

Прагматическая неудача — это неспособность понять, что имеется в виду под тем, что говорится, что часто может привести к непониманию или путанице в межкультурной коммуникации. Поэтому в данной статье рассматриваются факторы, которые приводят к прагматическим неудачам на уроках узбекского языка. Были определены следующие факторы как система оценки, ориентированная на языковую компетенцию, образование, ориентированное на учителя; отсутствие реальной информации; преподавание английского языка без учета культурных различий.

№ Author name position Name of organisation
1 Saidova M.U. 1 Bukhara State University
2 Shamsieva S.R. 2 Bukhara State University
№ Name of reference
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3 3. Campbell, R. and R. Wales. "The Study of Language Acquisition." In J. Lyons (ed.) New Horizons In Linguistics. Harmondsworth: Penguin. 1970. p.65. (Kempbell, R. va R. Uels. "Tilni o‘zlashtirishni o‘rganish". J. Lyonsda (tahr.) Tilshunoslikda yangi ufqlar. Harmondsworth: Pingvin. 1970. 65-bet).
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5 5. Kasper, G. Can pragmatic competence be taught? Second Language Teaching and Curriculum Center, University of Hawaii. 1997. p.30. (Kasper, G. Pragmatik kompetentsiyani o‘rgatish mumkinmi? Ikkinchi tilni o‘qitish va o‘quv markazi, Gavayi universiteti. 1997. 30-bet).
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7 7. Widdowson, H. G. Aspects of Language Teaching. Oxford: Oxford University Press. 1990. p.45. (Widdowson, H. G. Til o‘qitishning aspektlari. Oksford: Oksford universiteti nashriyoti. 1990. 45-bet).
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