Ushbu tadqiqot Oʻzbekistondagi IELTSga tayyorgarlik koʻrayotgan oʻquvchilar orasida aralash til va toʻliq ingliz tili suhbat klublarining lugʻat boyligini rivojlantirishga taʼsirini oʻrganadi. Aralash usullardan foydalanilgan tadqiqotda 16 nafar talabalar ishtirok etdi. Ular ikki guruhga boʻlingan holda IELTS bilan bogʻliq lugʻatni oʻrganishga qaratilgan 4ta 90 daqiqalik darslarga qatnashdilar. Boshlanishida ona tiliga yordam berish imkoniyati berilib, keyinchalik ingliz tiliga oʻtgan aralash til suhbat klubi lugʻat boyligini rivojlantirishda sezilarli va doimiy yaxshilanishlarni koʻrsatdi. Toʻliq ingliz tili ishlatiladigan Suhbat Klubi esa, faqat ingliz tilini boshidanoq ishlatdi. Ilmiy natijalar toʻplangan oldin va keyin testlari, Likert shkalasi orqali soʻrovnomalar va suhbatlardan olingan sifatli maʼlumotlar asosida oʻrta darajadagi oʻquvchilar uchun aralash til yondashuvi koʻproq samarali ekanligini koʻrsatdi. Tadqiqot natijalari shuni koʻrsatadiki, til oʻrganishning dastlabki bosqichlarida ona tiliga yordamni qoʻshish lugʻat boyligini rivojlantirishni va til oʻrganish jarayonini yaxshilaydi.
This study explores the impact of Mixed-Language and Full English Conversation Clubs on vocabulary development among pre-IELTS learners in Uzbekistan. Using a mixed-methods design, the research involved 16 students, divided into two groups, who participated in four 90-minute sessions focused on IELTS-related vocabulary. The Mixed-Language Conversation Club, which initially allowed native language support before transitioning to English, showed significant and consistent improvements in vocabulary acquisition compared to the Full English Conversation Club, which used English exclusively from the start. Quantitative data from preand post-tests and Likert scale surveys supported by qualitative insights from interviews revealed higher engagement and efficiency for intermediate learners in the Mixed-Language approach. The findings suggest that integrating native language support in the early stages of language learning can enhance vocabulary development and overall language progress.
Ushbu tadqiqot Oʻzbekistondagi IELTSga tayyorgarlik koʻrayotgan oʻquvchilar orasida aralash til va toʻliq ingliz tili suhbat klublarining lugʻat boyligini rivojlantirishga taʼsirini oʻrganadi. Aralash usullardan foydalanilgan tadqiqotda 16 nafar talabalar ishtirok etdi. Ular ikki guruhga boʻlingan holda IELTS bilan bogʻliq lugʻatni oʻrganishga qaratilgan 4ta 90 daqiqalik darslarga qatnashdilar. Boshlanishida ona tiliga yordam berish imkoniyati berilib, keyinchalik ingliz tiliga oʻtgan aralash til suhbat klubi lugʻat boyligini rivojlantirishda sezilarli va doimiy yaxshilanishlarni koʻrsatdi. Toʻliq ingliz tili ishlatiladigan Suhbat Klubi esa, faqat ingliz tilini boshidanoq ishlatdi. Ilmiy natijalar toʻplangan oldin va keyin testlari, Likert shkalasi orqali soʻrovnomalar va suhbatlardan olingan sifatli maʼlumotlar asosida oʻrta darajadagi oʻquvchilar uchun aralash til yondashuvi koʻproq samarali ekanligini koʻrsatdi. Tadqiqot natijalari shuni koʻrsatadiki, til oʻrganishning dastlabki bosqichlarida ona tiliga yordamni qoʻshish lugʻat boyligini rivojlantirishni va til oʻrganish jarayonini yaxshilaydi.
В исследовании рассматривается влияние смешанных языковых клубов и клубов полного английского общения на развитие словарного запаса среди учащихся, готовящихся к экзамену IELTS, в Узбекистане. Используя методику смешанных исследований, в исследовании приняли участие 16 студентов, которые были разделены на две группы и прошли четыре 90-минутных занятия, направленных на изучение лексики, связанной с IELTS. Смешанный языковой клуб, где на первых порах разрешалось использовать родной язык, а затем происходил переход на английский, продемонстрировал значительные и стабильные улучшения в освоении лексики по сравнению с клубом полного английского общения, который с самого начала использовал только английский язык. Количественные данные, полученные в ходе предтекстовых и посттестовых заданий и опросов по шкале Лайкерта, подкрепленные качественными результатами интервью, показали более высокую вовлеченность и эффективность учащихся среднего уровня при использовании смешанного языкового подхода. Полученные результаты свидетельствуют о том, что включение поддержки родного языка на ранних этапах изучения языка может способствовать развитию словарного запаса и общему прогрессу в изучении языка.
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | USMONOVA M.R. | TESOL PhD talabasi | Sookmyung ayollar universiteti |
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