UCHINCHI RENESSANS: TA'LIM, TARBIYA VA PEDAGOGIKA

https://doi.org/10.36078/987654711 Demak, ma’naviyat tarbiyasini faqat xorijiy tili darslarida ijobiy deb hisoblash mumkin. Xorijiy tilni o‘rganishda maqsadlardan biri, pragmatik bilim, ko‘nikma va malakalar, balki ta’lim ham bo‘lishi kerak. Bunda mazmun - bu madaniyat, bu shaxsning faoliyatda shaxsan o‘zlashtirgan ma’naviy qadriyatlari, shaxsning shakllanishi jarayoni sodir bo‘ladigan makon sifatida tushuniladi [5]. Xorijiy til o‘qitish jarayonida talabalarning ma’naviy-axloqiy tarbiyasi uchun pedagogik sharoit yaratish. Bu muammoni hal qilish uchun o‘qituvchi nafaqat o‘qitish metodikasini bilishi, o‘z faoliyatini ma’naviy va axloqiy tarbiyaga yo‘naltirish qobiliyatini ham talab qiladi. Yaqinda yoshlar hayotida barcha jabhalarining ma’naviy va axloqiy sohada o‘zgarishida ta’sir ko‘rsatdi. Insonparvarlik insoniyat borligining eng chuqur savollarini kelajak avlodlar uchun hayotining ma’nosini ochib berdi. Pedagogika yoshlarga konstruktiv ta’sir ko‘rsatadigan ta’lim-tarbiya usullari va usullarini belgilab, zamon talablariga javob berishga chaqirildi. Ta’limning ma’naviy yo‘naltirilgan paradigmasini asoslash zarurati, ma’naviyat muammolarini hal qilishning dolzarbligi yangi O‘zbekistonda qiymat-semantik vaziyat bilan bog‘liqligi belgilab olindi [4]. Xulosa qilganda, xorijiy tillarini o‘rganish jarayonida tanqidiy fikrlash ko‘nikmalarini shakllantirishga imkon beradigan, o‘z qarashlarini jamoat axloqi normalari bilan bog‘lash imkonini beradigan muammolar ko‘rib chiqiladi va muhokama qilinadi. Xorijiyt til darsida jarayonida o‘qituvchi talabaning dunyoqarashini, uning axloqiy xarakterini shakllantirish imkoniyatiga ega, chunki “Xorijiy til” fani o‘ziga xos lingvistik va tildan tashqari kompetensiyalar sohasi bilan bir qatorda uning munosabati va hulq-atvoriga ham ta’sir qiladi. Adabiyotlar ro‘yxati 1. O‘zbekiston Respublikasi Prezidenti Sh.Mirziyoyevning “Yangi O‘zbekiston” gazetasi bosh muharririga bergan intervyusi. 2. Bazarova U.M. The role of spiritual and moral education of students of Technical University in the lessons of foreign languages. Philadelphia, USA. – 2019. 3. Bazarova U.M. The state of the problem of moral and aesthetic education of students by means of a foreign language at the present stage. International scientific journal “Scientific Horizons”, 1. Moscow. – 2019. 47

https://doi.org/10.36078/987654711 4. Hakimova M., Bazarova U.M., Mirzaeva M.N. Opportunities for innovation technologies in higher education. International Journal on Integrated Education (IJIE) Indonesia. – №12. – 2020. 5. Bazarova U. Improvement of mechanisms of moral and aesthetic education of students in foreign language lessons of a technical university. Asian Journal of Research in Social Sciences and Humanities 11(11). – 2021. 6. Bazarova U. Spiritual and moral education of students in the use of technology in the preparation of future professionals for innovative activities in foreign language classes. – 2022. Distance learning and its importance in teaching foreign languages Keldiyor Davlatov Independent Researcher Tashkent Institute of Chemical Technology E-mail: [email protected] Annotation. This thesis discusses distance learning and its importance in learning foreign languages. The Internet is useful for both the student and the teacher. The use of online learning in the educational process makes it possible to study some topics at the same time as other subjects in the specialty, since integration helps to improve the educational process. The means of computer technology allow interaction between the teacher and the student in a dialogue. This type of interaction facilitates the exchange of information. Key words: distance learning, modern methods, modern technologies, online learning, distance learning, computer technologies. In the process of teaching a foreign language, it is important to mention the decision of the President of the Republic of Uzbekistan PD-1875 (December 2012) “On measures to improve the study of foreign languages. In the conditions of today, when many of us have to solve the problems of teaching a foreign language, each lesson offers us opportunities for new research, allows us to broaden our horizons, keep abreast of modern methods of teaching a foreign language, and also contributes to the establishment and development of cultures, implementation and adaptation in the system of education of new information technologies [1, 46]. 48

https://doi.org/10.36078/987654711 The combination of traditional methods and teaching aids with computer technology can be a reason for improving academic performance, student skills and an incentive for the development of independent work. Distance education first appeared in Europe in the middle of the nineteenth century, and is associated with the name of the English teacher Isaac Pitman. Later this form of education was widespread in the United States. At present, in this method of spending, there can be a significant reduction in the education process for the benefit of both parties in the global education system, which occupies a significant place in this case, the number of students is growing year by year. In addition, in our country it is based on the methodology of teaching and large- scale work is underway for the widespread introduction of the training system. Distance learning of a foreign language is characterized by its advantages [1, 34]. Based on distance learning, students do not even need to attend an educational institution. This creates some of the many kinds of learning opportunities. Specifically, the following training of this type include: − second higher education or additional information, those who are interested in training and retraining of personnel, retraining; − the degree of their desire to raise the level of modern requirements of employees of companies and enterprises; − second parallel information of any audience; − away from the center, population of less developed regions; − individuals with disabilities. Today, regardless of the field of activity, every professional cadre who is known to improve the level of foreign language teaching has developed a number of measures to achieve this goal by taking advantage of effective results. Since one of the specialists who started working in his specialty, without losing his job, in addition, without losing his extra time, has the opportunity to learn a certain foreign language [1, 45]. It is not only growing, the future staff, but with their knowledge and experience of leading experts who will help improve the knowledge of a foreign language. This method, students with disabilities, and people with disabilities in the education process and other students will have equal opportunities with the importance of this teaching method. Distance learning relies on computer telecommunications, video, radio, cable TV, voice mail, Skype, video, electronic forums such as the Internet based on a wide range of possibilities. This in itself increases the media literacy of students. Students 49

https://doi.org/10.36078/987654711 receive lectures in the form of audio and video. It is in different from the traditional methods of teaching students to listen to them again when conflicts arise at any time. The reader through the above-mentioned Internet technologies, while avoiding the problem of distance and cost of foreign language teaching lectures, the conference can be a direct participant. At the same time, as well as distance learning is an effective solution method in accordance with the following important factors that need to be taken into account. A student studying remotely can independently decide when and how much time during the semester he should devote to studying the material. He builds an individual training schedule for himself. Some educational institutions provide their students with the opportunity to postpone education for a long time and return to it without having to pay for educational services again. Distance learners don't have to worry about falling behind their classmates. You can always return to the study of more complex issues, watch video lectures several times, re-read the correspondence with the teacher, and already known topics can be skipped. The main thing is to successfully pass the intermediate and final certifications [2, 78]. Students can study from the comfort of their home or office, from anywhere in the world. To start learning, you must have a computer with Internet access. The absence of the need to visit an educational institution every day is a definite plus for people with disabilities, for those living in hard-to-reach areas, serving sentences in prisons, and parents with small children. Intermediate certification of students of distance courses takes place in the form of online tests. Therefore, students have less reason to worry before meeting with teachers for tests and exams. The possibility of subjective assessment is excluded: the system that checks the correctness of answers to test questions will not be affected by the student’s performance in other subjects, his social status and other factors. Teachers, tutors, teachers engaged in teaching activities remotely can pay attention to more students and work while, for example, on maternity leave. In traditional teaching, it is quite difficult for a teacher to give the necessary amount of attention to all the students in the group, to adjust to the pace of work of each. The use of remote technologies is suitable for organizing an individual approach. In addition to the fact that the student chooses the pace of learning for himself, he can quickly get answers to questions from the curator. 50

https://doi.org/10.36078/987654711 In conclusion, it should be noted that distance learning is today’s advanced teaching method. Such flexibility in the implementation of the education system in solving problems that arise in order to prevent them from being beneficial to all sectors of education, which, in particular, will help students learn foreign languages easily and successfully. References 1. Anisimov A.M. Work in the distance learning system. Moscow. – 2019. 2. Andreev A.V. E-learning practice. Moscow. – 2018. System-activity approach in practice of foreign language teaching Nazokat Davletyarova Independent Researcher Tashkent Pediatric Medical Institute E-mail: [email protected] Annotation. Nowadays the actual question of teaching is what should be the lesson of a foreign language in modern conditions. The aims and content of education are changing, new means and technologies of education appear, but whatever reforms are implemented, the lesson remains the eternal and main form of education. This thesis mainly discusses the effectiveness of modern approaches as well as methods in educating English language thoroughly. Moreover, this thesis illustrates how to use new innovative technologies in teaching English. The author’s purpose is to show the significant role of some up- to-date methods in teaching English intensively. Key words: distinctive teaching methods, teaching styles, communicative teaching methods, interactive methods, up-to-date approaches/strategies. With the advent of advanced technologies, the prominence of education is surged to effectively consolidate the teaching process. Furthermore, modern ways of educating English have enhanced in the last twenty years. Nowadays, everything alters, obviously in teaching the English language. Actually, there is an enormous variability of strategies of teaching foreign languages to language learners. It is universally known that each of this educational method is principally based on a particular vision of comprehension the language or the 51

https://doi.org/10.36078/987654711 learning process, frequently using specific materials and techniques used in a set sequence [1]. The procedure of English communicative learning will be more student- centered, but less time consuming. Therefore, it is promised that the educating quality will be improved and student`s applied English communication can be successfully cultivated, meaning that students` conversational capabilities will be further developed. Language in education would ordinarily create such naturally acquired language skill, enriching it through the improvement of literacy into a tool for abstract thought along with the acquisition of academic knowledge. Language teachers use a wide range of local stories, texts or English translation of literature in the classroom. The use of language as well as the use of various accents in listening activities or tests are widely inspired in the English language classroom. With the procreation of means of communication, such as smart phones, tablets and computers, it is inclined that textbooks will disappear in a few years. Additionally, the access to knowledge in terms of adjustment and movement has dramatically changed. Teaching in language classes concentrates on encouraging the learners thinking and language content, outcomes within learning techniques or approaches. There are important and complicated student –teacher interactions inside and outside the classroom. In a knowledge-based society as well as to below remain competitive and employable, teachers are expected to engage in a continuous professional development or the professional learning activities from the starting to the end of their careers. As with any other profession, teachers are also expected to assume a greater responsibility for their own professional learning, continually developing their knowledge and capabilities. Having realized the need of the hour: the English teachers convene distinctive kinds of conferences along with seminars to flourish or create a platform and to get to find out the upcoming ideologies in the English language teaching and also to upgrade themselves professionally. It is undoubtedly true that the fifth capacities, namely reading, writing, speaking, listening and grammar of language possibilities the efficiency to use grammatical structures with accuracy. Academic qualification merely may not assist teachers to grow professionally, on the other hand, they need to be equipped themselves with the up-to-date practices. What is more, the educating materials are being used in our country are nearly made available around the world. There had been so several 52

https://doi.org/10.36078/987654711 methodologies of teaching English language. In addition to the aspect of globalization which is inseparable from English teaching is an advancement of Information and Communication Technology [2]. New directions in English language educating as interactive approach or strategy of teaching English is increased because of sustain research by the central board of secondary education. This approach is also advocated by the Indian Council of School education. It is known that “to interact” means to communicate which each other during the interaction. Its means give the information, thoughts unfamiliar to receiver. In this case, we ought to focus on the below statement: Interacting approach, it related to the actual use of language [3]. We can also look through the following instruction: Interactive methods: Brainstorming, chain drills, think pair and share, Discussion, Debates, Role playing, Project work, Group work, Aquarium, Microphone It is universally accepted that below (interactive) teaching styles are “Brainstorming”, “Think pair and share” and so on. In interactive method some point of views are followed the leader, Test Tournaments, YouTube, Videos Quizzes, One Word, Opposite Arguments, Total Physical Response (TPR), Electronic Role Playing, Puzzle pieces. It is undeniably true that such types of methods are extremely helpful to arrange teaching and learning processes successfully. For example, “Brainstorming” as well as “Think pair or share” are very crucial for both language learner and teacher. Hence, such kinds of methods can persuade both of them to reckon logically, to analyze the thought appropriately, to express the ideas clearly, to assist to criticize or judge various views autonomously or to adapt the new atmosphere in any conditions, or else to strengthen language learners’ ability [4]. Taking into everything consideration, it is concluded that above factor the utilizing interactive ways or methods into educating and learning foreign languages process is one of the most pivotal solutions to overcome the issue. Besides that, it is undeniably true that teacher should be skillful and experienced at not only educating foreign languages, but also organizing the connection between the lessons and innovative technologies nearly professionally. The reason for this is that modern approaches and methods are efficient in teaching English language comprehensively. Of all the variety of its aspects, the most important, in our opinion, are the issues of teaching vocabulary as a constructive basis for each linguistic system. It is the vocabulary of any language, being the building material of the next one, that directly enters the linguistic reality, the 53

https://doi.org/10.36078/987654711 surrounding world, and the living life of society. It performs important functions of designating phenomena, facts, and processes of objective reality. References 1. Губанова И.В. Развитие самообразовательной компетенции обучающихся в электронной образовательной среде по иностранному языку. Россия: Кемерово. – 2020. 2. Makhamova G.T., Alimov Sh.S., Ziyayev A.I. Innovative pedagogical technologies in the English language teaching. Tashkent: ‘‘Science & Technology’’ Publishing House. – 2018. 3. Rogova G.V. Methods of teaching English. Leningrad: “Education” Publishing House. –1975. 4. Larsen-Freeman D. Techniques and principles in language teaching (2nd ed.). Oxford: PUP. – 2003. 5. Соосаар Н., Замковая Н. Интерактивные методы преподавания: настольная книга преподавателя. Санкт-Петербург. – 2004. 6. Егорова Д.И., Григорьева Е.Н. Развитие умений и навыков англоязычной письменной речи средствами информационного сопровождения учебной деятельности учащихся старших классов. Россия: Чебоксары. – 2020. Milliy mentalitetning maqollarda aks etishi Gulrux Eshonkulova 1-bosqich tayanch doktorant Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Xalqning mentaliteti tilda bevosita aks etadi. Til xalqlar oʻrtasidagi ogʻzaki aloqa vositasi hisoblanadi. Har bir xalqning turmush tarzi, oʻy- kechinmalari va dunyoqarashlarini biz oʻsha mamlakat xalq maqollari orqali bilib olishimiz mumkin. Mazkur tezisda maqollar orqali ingliz va oʻzbek xalq mentalitetitining namoyon boʻlishi qisqacha aks ettirilgan. Maqol materiallari odamlarning aqliy faoliyati sohasiga kirib borishi misollar orqali koʻrsatilgan. Kalit soʻzlar: mentalitet, maqollar, paremiologik qatlam. Maqollar bizning kundalik hayotimizning ajralmas qismidir. Xalqning koʻp asrlik tajribasi va donoligini, ulkan ijodiy va ma'naviy salohiyatini ifoda etib, ular 54

https://doi.org/10.36078/987654711 nafaqat xalqning dunyoqarashini, mentalitetini aks ettiradi, balki ona tilida soʻzlashuvchi xalqning madaniy-milliy munosabatlari va an'analarini avloddan – avlodga takrorlaydi. Maqol materiallari odamlarning aqliy faoliyati sohasiga kirib borishga imkon beradi, qiyosiy tadqiqotlar oʻtkazish uchun keng imkoniyatlarni ochib beradi, chunki turli tillarning maqol tizimini taqqoslash orqali, bu holda rus va ingliz kabi tipologik jihatdan bir-biriga oʻxshamaydigan tillarni aniqlash mumkin. Til mentalitetining maqollarida universal va milliy oʻziga xos, chunki “maqol va maqollardan yaxshiroq narsa yoʻq”. Maqollar oʻrganilayotgan tilning ruhi va tuzilishi haqida tushuncha bermaydi va xalq mentalitetining oʻziga xos xususiyatlari toʻgʻrisida – uning tashuvchisi [1, 4]. “Mentalitet” tushunchasi nafaqat milliy oʻziga xos xususiyatlarni, balki dunyoqarashni belgilovchi barcha xususiyatlarni ham anglatadi muayyan odamlarga xos xususiyatlar. Har qanday alohida xususiyatlar guruhini ajratish va unga “mentalitet” nomini berish maqsadga muvofiq emas, chunki odamlarning dunyoqarashi yaxlit va organikdir. Biroq, ba'zi xususiyatlar ustunlik qilishi mumkin, bu maxsus koʻrish uslubini yaratadi va quyidagilarga imkon beradi ma'lum bir xalq mentalitetining oʻziga xos xususiyatlari haqida gapiradi [2, 32]. Shuningdek, mentalitetni tahlil qilishda odamlar ichidagi sezilarli farqlanishni hisobga olish kerak, buning natijasida nafaqat milliy mentalitetning umumiy xususiyatlari, balki alohida guruhlarning mentaliteti haqida ham gapirish mutlaqo muhimdir. Har bir xalqning milliy paremiologik merosini oʻrganish orqali biz alohida milliy hamjamiyatning oʻziga xosligini baholashimiz mumkin. Maqollarda turli xil mavzu aks etishi mumkin. Mehnatkashlik toʻgʻrisida, insoniylik, halollik va oʻgʻrilik toʻgrisida, vatanparvarlik toʻgrisida, kattalar va kichiklarga hurmatda boʻlish va xokazolar borasidagi mavzularni uchratishimiz mumkin. Oʻzbek xalq maqollari singari ingliz xalq maqollari ham oʻz millatining noyob durdonasi sanaladi. Ijtimoiy hayotdagi oʻzgarishlar bilan shartlangan holda maqollar mazmunida turli darajadagi oʻzgarishlar – torayish yoki kengayishlar yuz beradi. Mana shu faktning oʻziyoq maqolning jamiyat hayoti, xalq turmushi bilan bevosita bogʻlanishda ekanligini koʻrsatadi [3, 303]. Demak, xalqning oʻtmishdagi falsafiy-iqtisodiy va madaniy turmush tarzini, hayotini oʻrganishda asosiy rol oʻynaydi. Mashhur rus yozuvchisi L.N. Tolstoy 55

https://doi.org/10.36078/987654711 “Har bir maqolda men shu maqolni yaratgan xalq siymosini koʻraman” degan edi va bu yuqorida keltirgan barcha fikrlarimizni tasdiqlay oladi. Oʻzbek va ingliz maqollarining yana bir jihati shundaki, ularda ibratlilik, ya’ni maqollarda ibratli fikrlar beriladi. Maqollardagi pand-nasihat, ibratli fikrlar ularni yanada kuchli va oʻz oʻrnida ta’sirchanligini oshiradi. Masalan: Oʻzbek tilida: “Sabr qilsang, gʻoʻradan holva bitar, Besabrlar oʻz oyogʻidan yitar”. Ingliz tilida: “Comes to him who waits, Everything”. Ikkala tillardagi maqollarda yana bir narsa koʻzga yaqqol tashlanadiki, maqollar orqali insonlarga qarata kinoya, piching, istehzo, zaharxanda ma’nolardagi hikmatlar aytiladi: Ingliz tilida: “Long hair and short wit”. Oʻzbek tilida: “Sochi uzun-aqli kalta”. Oʻzbek maqollarida bolalarga nisbatan juda katta etiborda qaralsa, ingliz maqollarida bolalarga nisbatan koʻproq uy hayvonlariga boʻlgan mehr ustunroq turadi. Masalan: O‘zbek tilida: “Onayu-bola, gul bilan lola”. Ingliz tilida: “A cat in gloves catches no mice” [4, 42], - bu hayvon obrazi zaminida albatta inson turibdi, “qoʻlqopli mushuk sichqon tuta olmaydi”. Ingliz maqollarida inson harakteri haqida gapiradigan boʻlsak bu xalq boshqa xalqlarga qaraganda juda katta hurmat talabliligi, magʻrurligi bilan ajralib turadi. Masalan: Ingliz tilida: “Eat out of smb.’s hand”, ya’niki, “Birovning qoʻlida ul boʻlguncha, Oʻz uyingda qul boʻl”. Ingliz tilida: “Better a glorious death than a shameful life”. Oʻzbek tilidagi tarjimasi: “Yer boʻlib yashagandan, Sher boʻlib oʻlgan yaxshi”. Ingliz maqollarida oʻzbek maqollariga qaraganda dinga juda katta e’tibor qaratiladi, birgina shayton obrazi orqali insonlarga, ya’ni yomon odamlarga soʻzlari yoʻnaltirilgan boʻladi. Masalan: Ingliz tilida: “Devil finds work for the idle hands to do, The”. Tarjimasi: “Dangasa boshin yesin, shaytonning gʻamin yesin”. 56

https://doi.org/10.36078/987654711 Oʻzbek halqi bolajon xalq, mehmondoʻst xalq va shuni ham alohida ta’kidlashimiz kerakki, oʻzbek maqollarida qaynona-kelin munosabatlariga alohida urgʻu beriladi. Masalan: “Qaynonali kelin qarqara kelin, Qaynonasiz kelin masxara kelin”. “Mehmon kelar eshikdan, rizqi kelar teshikdan” Yuqoridagi misollardan koʻrinib turibdiki, maqollar xalqning turmush tarzidan kelib chiqqan holda yaratiladi, ularda oʻsha xalqning oʻy-kechinmalari, fikrlari, dunyoqarashlari aks ettirilgan boʻladi. Mashhur tilshunos Dal aytganidek, “maqollar toʻplami-bu xalq tilidan, tajribadan olingan hikmatlar majmuasi, sogʻlom aql sarasi, xalqning hayotda orttirgan haqiqati” [5, 222]. Biz qaysi millat maqollariga toʻxtalmaylik, biz ularda oʻsha mamlakat madaniyatini koʻrgan boʻlamiz. Adabiyotlar roʻyxati 1. Аdamiya N.L. Russian-English-German dictionary of proverbs, sayings, popular expressions and biblical aphorisms. Мoscow: Fintа. – 2005. 2. Ivanova, Е.V. Proverbial conceptualisation of the world (on English and Russian proverbs). Cand. thes. in philol. scien. Saint Petersburg. – 2003. 3. Imomov K., Mirzayev T., Sarimsoqov B., Safarov O. Oʻzbek xalq ogʻzaki poetik ijodi. Toshkent: “Oʻqituvchi” nashriyoti. – 1990. 4. Karamatova K.M., Karamatov H.S. Proverbs–maqollar–пословицы. Toshkent: “Mehnat” nashriyoti. – 2000. 5. Порудоминский В.И. Жизнь и слово: Даль. Москва: Молодая Гвардия. – 1985. Effective instructional strategies for language development in English learners using STEAM technologies Umida Irgasheva Independent Researcher University of Tashkent for Applied Sciences E-mail: [email protected] Annotation. The thesis shows effective strategies for learning English for students based on STEAM technology, and explains the role of STEAM technology in English classes. Describes ways to provide opportunities for 57

https://doi.org/10.36078/987654711 English language learners in the classroom using STEAM technologies to use language and other meaning-making resources. The role of language and culture in STEAM learning is explained in the thesis. Key words: STEAM technology, proficiency level, approach, brief discussion, strategy. Participation in science, technology, engineering, art and mathematics (STEAM) disciplines offers unique learning opportunities for English learners (ELs). It should be noted that although there has been an increase in research with English learners in STEAM subjects, there are few large-scale systematic studies to demonstrate widespread effectiveness of particular strategies and approaches. Moreover, it could provide strong links to students’ outcomes of specific practices to engage English learners at different proficiency levels and from different backgrounds. Given the limited causal evidence, the committee drew upon the available descriptive evidence and case examples to look for emerging themes suggestive of promising strategies and approaches. It is organized to first give an overview of classroom culture—describing some of the views that teachers of STEAM have about English learners, the way English learners are positioned in the STEAM classroom, and the value of teachers engaging with English learners’ families. It is then followed by a brief discussion of the changing role of the English as a second language (ESL) teacher in the STEAM classroom. It is identified promising instructional strategies for enriching STEAM learning and language development and concludes with a brief discussion of curriculum [4, 85]. Teachers must “purposefully enact opportunities for the development of language and literacy in and through teaching … core curricular content, understandings, and activities” if they are to interest, engage, and challenge their English learning students. Their efforts to construct safe classroom communities and effectively implement instructional strategies have been found to impact both English learners’ views of themselves as learners and their math and science achievement. Researchers have examined a wide range of teachers’ knowledge and beliefs about the resources, interests, and strengths of their English learners both within and across studies. Overall, it is clear that there is substantial 58

https://doi.org/10.36078/987654711 variability in the views of teachers of English learners in STEAM subjects hold, including asset-based and deficit-based orientations toward English learners [6, 941]. Teachers from different countries thought mathematics was ideal for beginning English learners to transition into learning English; at the same time, preservice teachers most likely viewed mathematics as “devoid of language” and purely symbolic in nature. However, the majority of preservice teachers who intended to teach high school mathematics and who had exposure to learning a second language themselves provided responses aligned with research on the complex nature of language and discourse in mathematics [2, 477]. For those teachers who accept the need to integrate content and language, additional struggles are identified. In their teaching of mathematics, both relied on mere exposure to English and local cultural experiences rather than explicit instruction in linguistic and cultural norms to meet the needs of their English learning students. Additional examples of perceived challenges in integrating language and content include struggles to find enough time both to teach English learners the subject matter and develop English proficiency and to address the needs of both ELs and other students; difficulties in differentiating misunderstandings grounded in content versus those grounded in language; and failures to consistently use ESL strategies to promote English language development in STEAM lessons [3, 77]. Some teachers appear to ignore the value of student talk, equate discourse with vocabulary, work with English learners in isolation rather than as part of the whole class, or fail to adequately support groupwork. Others, however, believe that a welcoming and safe classroom community is needed if ELs are to participate, learn and understand the importance of engaging ELs in STEAM disciplinary talk and practices. If the expectation is for all students, including English learners, to learn science, teachers need to develop learning environments and instructional strategies that acknowledge the cultural and linguistic resources that students bring to the science classroom, not only the challenges that their students face in engaging in science inquiry. This is not easy work. It is important to encourage student participation, and they worked to establish relationships with their students, provide a safe classroom environment, encourage native language use, and implement groupwork. It is significant to elicit and build on student experiences and understanding as well. In order to 59

https://doi.org/10.36078/987654711 engage ELs in challenging STEAM instruction, it is important to create a climate that positions them as capable participants with rights and duties in classroom social interactions. English learners can be positioned inequitably in peer-to- peer and whole-class discussion. In that case, the inequitable positioning constrains ELs’ access to learning opportunities necessary for developing both advanced STEAM technology and English language proficiency. Research examining classroom interactions emphasizes the teacher’s role in promoting EL academic success and participation. If teachers position ELs as students with deficits who consistently need assistance, this will shape ELs’ positioning in peer-to-peer interactions. References 1. Botirbekova G.A. Elektron darsliklar innovatsion texnologiyalarning turi sifatida. Oriental renaissance: Innovative, educational, natural and social sciences. – №1(10), 798-802. – 2022. 2. Botirbekova G.A. Talabalarning og‘zaki nutqini o’stirish uchun mashqlar bilan ishlash. Молодой учёный. – №47, 476-477. – 2019. 3. Irgasheva U.R. Formation of professional competencies of the students in the process of studying the educational program “STEAM technologies in education”. International Journal of Discoveries and Innovations in Applied Sciences. – №1(6), 76-80. – 2021. 4. Irgasheva U.R. Improving students’ professional speech competence based on steam technologies in teaching English at technical universities. Journal of Central Asian Social Studies. – №2(2), 81-87. – 2021. 5. Irgasheva U.R. Ingliz tili darslarida talabalar kasbiy nutq kompetentsiyasini takomillashtirishda steam texnologiyalar ahamiyati. Art Word International Journal. – №4(1-1). – 2021. 6. Irgasheva U.R. Talabalar kasbiy nutq kompetensiyasini takomillashtirishning pedagogik aspektlari. Oriental Renaissance. – №2, 937- 945. – 2022. 7. National program of personnel training of the Republic of Uzbekistan. Collection of normative documents of higher education. Tashkent: “East” Publishing House. – 2001. 60

https://doi.org/10.36078/987654711 Ko‘p tillilikda interferensiya tushunchasi fanlarning ilmiy tadqiqot muammosi sifatida Zebuniso Isanova 1-bosqich tayanch doktorant O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotasiya. Hozirgi kunda ikki tillilik va ko‘p tillilik kabi tushunchalar doirasidagi tadqiqotlar dolzarb bo‘lib, ushbu yo‘nalishda o‘rganiladigan tushunchalardan biri bu interferensiyadir. Ko‘p tilli muammolar juda murakkab va barcha darajalarni (fonetik, leksik, grammatik, imlo) o‘rganishni qamrab oladi Ayrim til darajalari ta’sirida boshqa til tuzilishi me’yorlari buziladi. Interferensiyaning yuzaga kelishiga insonning o‘z nutqini ona tili yoki ikkinchi boshqa til me’yorlari asosida qurishi sabab bo‘ladi. Ushbu tezisda interferensiya bir necha fan sohalarida tadqiq qilinishi hamda uning turlari to‘g‘risida so‘z yuritiladi. Kalit so‘zlar: ko‘p tillilik, bilingvizm, interferensiya, transpozitsiya, metodika, transference, interference. Interferensiya (lot. inter – orasida, ferens – tashuvchi) ma’nosini anglatadi va bu ko‘p tillilikning eng ko‘p o‘rganilgan tushunchasi bo‘lib, u lingvistika, metodika, psixolingvistika kаbi sohalar doirasida tadqiqot qilinadi. O‘tgan asrning 50-yillariga qadar psixolingvistika doirasidagi interferensiya faqat salbiy hodisa deb hisoblangan, bu chet tillarini o‘zlashtirishga salbiy ta’sir ko‘rsatdi. Psixologik nuqtayi nazardan, interferensiya boshqa tilni o‘rganishda avvalgi o‘rganilganlarning yangi ko‘nikmalarni shakllantirish uchun ona tilining ko‘nikmalari va qobiliyatlari ta’siri sifatida qaraladi. Tilshunoslik nuqtayi nazaridan interferensiya lingvistik jarayon va o‘zaro ta’sirlar natijasi sifatida qaraladi. Chet tillarini o‘qitish metodikasida chet tili o‘zlashtirish jarayoniga sezilarli ta’sir ko‘rsatadigan transpozitsiya va tillararo interferensiya kabi hodisalarga katta e’tibor beriladi. Ona tilining ta’siri o‘rganilayotgan tilni egallash yoki undan foydalanish jarayonida xatolarga olib kelganda, ona tili ta’siri ostida normadan chetga 61

https://doi.org/10.36078/987654711 chiqish va ikkinchi til tizimida ifodalangan bo‘lsa, salbiy ta’sir yoki interferensiya. Ona tilining ta’siri o‘rganilayotgan tilda normaning buzilishiga olib kelmasa, lekin unda mavjud bo‘lgan qonuniyatlarni rag‘batlantirsa (ya’ni til o`rganuvchiga o‘zlarining til faoliyatida avvalgi tajribalari shunga o‘xshash muammolarni hal qilish uchun ishlatilgan narsalardan foydalanishga imkon bersa), ushbu hodisa transpozitsiya hisoblanadi. Shunday qilib, interferensiya yangi tilni o‘zlashtirishga salbiy ta’sir ko‘rsatadigan hodisadir. Bu ona tili ta’siri ostida ikkinchi til tizimi normadan og‘ishlarda ifodalanadi. Interferensiya tillararo va til ichida bo‘lishi mumkin. Tillararo interferensiya farqlar mavjudligi tufayli paydo bo‘ladi, ona va o‘rganilayotgan tillarning tizimlari, ma’no va foydalanish darajasida sodir bo‘ladi [1, 87]. Hozirgi vaqtda ko‘pchilik chet el tilshunoslari ikki tilli yoki ko‘p tilli nutqda lingvistik xususiyatlarni o‘zaro o‘tkazish sifatida aralashish deb hosoblashadi. Bunda eng keng tarqalgan inglizcha terminlar “language transfer”, lekin boshqa ekvivalentlari ham bor, masalan, L1 interference, linguistic interference, crosslinguistic influence, transference, interference. Interferensiyaga oid tadqiqotlar U.Vaynrayxning “Языковые контакты” monografiyasidan keyin jadallashdi [2, 15]. Unda interferensiya – chet tillarini bilishi natijasida ikki tilli nutqda paydo bo‘ladigan til me'yorlaridan chetga chiqish deb ta’rif berildi. Uning interferensiyaga bergan ta’rifida quyidagi muhim xususiyatlar berilgan: (1) me’yordan chetga chiqish, (2) nutqda ikki tilli tilning paydo bo‘lishi, (3) ikki tilli tilni bir nechta til bilan tanishtirish shartligi. Masalan rus olimi V.Y. Rozensveyg fikriga ko‘ra, interferensiya bu tillarning o‘zaro bog‘liqlik qoidalarini ikki tillilik tomonidan buzilishi bo‘lib, uning nutqida me’yordan og‘ishda namoyon bo‘ladi [3, 28]. Interferensiya ikki tilli yoki ko‘p tilli tomonidan o‘z tillaridan birining elementlarini (masalan, ona tili) ongsiz ravishda u hozirda gaplashayotgan tilga o‘tkazishidir, bunda ikkita til tizimi to‘qnashadi va xabar qabul qiluvchi uchun bu g‘ayrioddiy intonatsiya, urg‘u, noto‘g‘ri tugatish yoki prefiks, g‘alati so‘z tartibi yoki tushunarsiz leksik muvofiqlik yoki metafora shaklida qabul qilinadi. Shunday qilib, interferensiya tilning barcha darajalarida namoyon bo‘ladi: fonetik, fonologik, morfologik, semantik, sintaktik, leksik. 62

https://doi.org/10.36078/987654711 V.V. Alimov o‘z qo‘llanmasida interferensiya darajalarining quyidagi tasnifini ta’kidlaydi: • tovush (fonetik, fonologik va tovush-reproduktiv) interferensiya; • orfografik interferensiya; • grammatik (morfologik, sintaktik va tinish belgilari) interferensiya; • leksik interferensiya; • semantik interferensiya; • uslubiy interferensiya; • til ichidagi interferensiya [4, 230]. Vaynrayx ta’kidlaganidek, “grammatik interferensiya bir til tizimiga kiritilgan grammatik birliklarni tartibga solish, moslashtirish, tanlash yoki o‘zgartirish qoidalari boshqa til elementlarining taxminan bir xil zanjirlariga nisbatan qo‘llanilganda paydo bo‘ladi” [2, 38]. Boshqacha qilib aytganda, grammatik tillararo interferensiya deganda grammatik me’yorlarning buzilishi yoki uning til tizimining grammatik me’yorlari asosida shakllangan ona tilining grammatik ko‘nikmalari va ko‘nikmalarini o‘tkazish natijasida o‘rganilayotgan chet tilining grammatik me’yorlaridan chetga chiqish tushuniladi. Grammatik interferensiya deganda ona tilining grammatik tuzilishining o‘rganilayotgan chet tilining tuzilishini o‘zlashtirishga ta’siri tushuniladi. Leksik interferensiya odatda “soxta do’stlar” (false friends) kabilarda namoyon bo‘ladi. Soxta do’stlar bir xil shaklga ega, ammo turli tillarda turli xil etimologiya va turli ma’nolarga ega. Ularni bitta tabiiy tildagi omonimlarga qiyoslash mumkin. M.Djusupov fonologik interferensiya ustida ishlar olib bordi [5, 25]. Uning fikricha, shaxs ongidagi til aloqalarining natijasi xilma-xilligi bilan ajralib turadigan nutq aralashuvidir. Bu tilning barcha darajalarini qamrab oladi: tovush, leksik, so‘z yasalishi, morfologik, sintaktik, stilistik interferensiya, situasion interferensiya va boshqalar [6, 148]. Xulosa shuki, interferensiya bir tilni bilishdagi bo’shliqlar boshqa tilning resurslari bilan qoplanganda paydo bo‘ladi. Ushbu hodisa noaniq, ba’zi tilshunoslar ular buni aloqa uchun to’siq deb bilishadi, boshqalari keyingi tillarni o‘rganish uchun yordam beradi deb bilishadi. 63

https://doi.org/10.36078/987654711 Adabiyotlar ro‘yxati 1. Азимов Э.Г., Щукин А.Н. Новый словарь методических терминов и понятий (теория и практика обучения языкам). Москва: Издательство ИКАР. –2009. 2. Алимов В.В. Интерференция в переводе: монография. –2005. 3. Вайнрайха У. Языковые контакты. – 1979. 4. Джусупов М. Межъязыковое и межкультурное контактирование: понятие, слово, психообраз, интерференция. – 2016. 5. Джусупов М. Звуковые системы русского и казахского языков: слог, интерференция, обучение произношению. Ташкент. – 1991. 6. Розенцвейг В. Языковые контакты. – 1972. Communicative strategies as a key for improving students’ strategic competence Ma’rifat Ismailova PhD Student Uzbekistan State World Languages University E-mail: [email protected] Annotation. In the modern education system, a competency-based approach is considered to be a leading factor in the training of specialists in any field. When learners encounter some problems in communication due to their limited linguistic experience, effective communication strategies are keys to solve them. This thesis is devoted to support the value of teaching strategic competence in EFL classrooms with the help of communication strategies. This paper offers different definitions of communication strategies and strategic competence itself. Key words: communicative competence, strategic competence, components, approach, communicative strategies, verbal and non-verbal means, context of situation. Strategic competence and its role in developing students’ readiness for communicative activity in a foreign language is one of the main tasks of the educational process. A modern expert of a foreign language should not only have linguistic knowledge of the studied language, but also be able to choose language units suitable for certain real situations, be able to respond to unexpected turns 64

https://doi.org/10.36078/987654711 that may occur in the process of conversation, correct speech behavior, should also have the ability to choose and avoid a number of obstacles that affect effective communication with the interlocutor [1, 68]. However, in order to carry out such activities, strategic competence should have a functional nature for students and graduates of higher education. Thus, in our opinion, the study of students' strategic behavior is one of the most essential areas of modern pedagogy. Effective communication based on the above views is carried out through communicative strategies. Communicative strategies are closely related to the concept of strategic competence because with the help of these strategies students' strategic competence is improved and demonstrated. The term strategic competence was first introduced by Canale and Swain as one of the main components of communicative competence and defined as follows: “strategic competence is the verbal and non-verbal means that help to overcome communication problems that occur when the speaker does not have insufficient knowledge through the use of communication strategies” [3, 102]. Communicative strategies are a set of actions used to fill the gaps between the interlocutors caused by the lack of linguistic resources in the process of communication. According to our opinion, communicative strategies are “conscious plans” used by the speaker to solve a problem in order to achieve a certain goal. Therefore, the language user implements the strategy according to the plan based on the situation. As a result, the strategy used in the plan is used as the main key in achieving the communicative goal. Communicative strategies are divided into the following types that embody several substrategies [2, 66]: Avoidance or Reduction strategies Message replacement Topic avoidance Message abandonment Achievement or Compensatory strategies Circumlocution (e.g., the thing you open bottles with for corkscrew) Approximation (e.g., fish for carp) Non-linguistic means (mime, pointing, gestures, drawing pictures) Word-coinage (e.g., vegetarianist) Literal translation from L1 65

https://doi.org/10.36078/987654711 Foreignizing (e.g., L1 word with L2 pronounciation) Code switching to L1 or L3 Time-gaining strategies Fillers, hesitation devices and gambits (e.g., well, actually..., where was I...?) Self and other repetition Self-monitoring strategies Self-initiated repair (e.g., I mean ...) Self-rephrasing (overelaboration) (e.g., This is for students.. pupils... when you’re at school...) Interactional strategies Appeals for help Direct (e.g., What do you call...?) Indirect (e.g., I don’t know the word in English.. or puzzled expression) Requests Repetition request (e.g., Pardon? Or Could you say that again please?) Clarification requests (e.g., what do you mean by ...?) , Confirmation requests (e.g., Did you say...?) Interpretive summary (e.g., You mean...? / So what you’re saying is ...?) Comprehension checks Whether the interlocutor can follow you (e.g., Am I making sense?) Whether what you said was correct (e.g., Can I/you say that?) Whether the interlocutor is listening (e.g., on the phone; Are you still there?) There are two main approaches to the classification of communication strategies listed above: 1. product-based classification 2. process-based classification [3, 49]. Product-based typological classification led to a typology based on structural differences of units in the structure of the sentence, and the possibilities of expressing ideas under such differences are covered, and it includes the following strategies: avoidance, paraphrase, conscious transfer, appeal for assistance, and mime (avoidance, interpretation, conscious transmission, asking for help, etc.). If a language learner encounters problems in the process of communication, he avoids the solution of the problem in a way that avoids difficulties or develops an alternative plan by making changes to the plan. Process-based classification offers an alternative taxonomy of communication strategies, in which it is important to identify the cognitive 66

https://doi.org/10.36078/987654711 processes underlying strategy selection, as well as the selection of factors involved in this process [4, 98]. Therefore, communicative strategies are interpreted as a manifestation of general cognitive processes that determine the ability to know a language or learn a certain language. All in all, it can be seen that the cognitive aspect of strategic competence takes an important place in process-based situations in receiving information and expressing an opinion with the help of communicative strategies, and this is manifested as a leading factor in the achievement of the communicative goal of the interlocutor. References 1. Canale M., Swain M. Theoretical bases of communicative approaches to second language teaching and testing. applied linguistics. – 1980. 2. Celce-Murcia M., Thurrell S. A pedagogical framework for communicative competence: a pedagogically motivated model with content specifications. Issues in Applied Linguistics. – 1995. 3. Cook A.L. Implicit learning in adult second language acquisition: abstractness and awareness. The University of Edinburgh. – 2006. 4. Rabab'ah G. Communication problems facing Arab learners of English. Journal of Language and Learning. – 2005. Zamonaviy axborot muhitida mediata’lim rivoji Tursuntosh Isroilova Mustaqil izlanuvchi Chirchiq davlat pedagogika universiteti E-mail: [email protected] Annotatsiya. Ushbu tezisda zamonaviy axborot muhitida mediata’lim masalalari, samaradorlikdagi ahamiyati ko‘rsatib berilgan. Axborot ta’lim tizimini yaratishni amalga oshirish zamonaviy axborot vositalari va aloqa imkoniyatlaridan, shu jumladan, axborot texnologiyalarining maksimal imkoniyatlaridan foydalanish bilan yangi ta’lim muhitini qurishdir. Kalit so‘zlar: ta’lim, texnologiya, nazorat, vosita, texnologiya, maktab, o‘quv, elektron, virtual, innovatsiya. 67

https://doi.org/10.36078/987654711 Mamlakatimizda zamon talablari asosida ta’lim jarayonini tashkil etish, jumladan, oliy ta’lim tizimida axborot kommunikatsiya texnologiyalarini joriy etish orqali yuqori malakali kadrlar tayyorlashga alohida e’tibor qaratilmoqda. O‘zbekiston Respublikasini yanada rivojlantirish bo‘yicha Harakatlar strategiyasida “Uzluksiz ta’lim tizimini yanada takomillashtirish, sifatli ta’lim xizmatlari imkoniyatlarini oshirish, mehnat bozorining zamonaviy ehtiyojlariga muvofiq yuqori malakali kadrlar tayyorlash siyosatini davom ettirish” muhim ustuvor vazifa sifatida belgilangan [1]. Bu borada kompyuter texnologiyalari asosida pedagoglarni loyihaviy-konstruktorlik va ilmiy-tadqiqotchilik kasbiy faoliyatiga tayyorlash metodikasini metodologik yondashuvlar asosida takomillashtirish, pedagogga xos sifatlarni va kasbiy faoliyatga tayyorgarlik darajalarini baholash metodikasini ishlab chiqish kasbiy kompetensiyalarini rivojlantirishga xizmat qiladi. Ta’lim jarayonida kompyuter texnologiyalaridan foydalanish bo‘yicha A.A. Abduqodirov, U.Sh. Begimqulov, F.M. Zakirova, J.A. Hamidov, O.X. Turakulov kabi olimlar ilmiy tadqiqotlar olib borganlar. Bugungi iqtisodiyot – bu bilimlar, investitsiya loyihalari va yuqori texnologiyalarning innovatsion iqtisodiyoti hisoblanadi. Ta’lim mazmuni, ta’lim texnologiyalari, ta’lim tizimining barcha infratuzilmasi va yangi iqtisodiyotning ehtiyojlari o‘rtasidagi kengayib borayotgan bo‘shliqni bartaraf etish zarur. Bunda hal qiluvchi rol o‘quv va ta’lim tizimini axborotlashtirish bilan hal etiladi. Zamonaviy sharoitda ta’lim olish inson faoliyatining muhim yo‘nalishlaridan biri bo‘lib, ta’lim tizimining odamlar va jamiyatning yuqori sifatli ta’lim xizmatlariga bo‘lgan ehtiyojlarini qondirish qobiliyati ko‘p jihatdan mamlakatning iqtisodiy va madaniy rivojlanish istiqbollari va samaradorligini belgilaydi. Agar o‘quv muassasasi tegishli moddiy-texnik bazaga va pedagogik potentsialga ega bo‘lsa, innovatsion texnologiyalarni yaratish mumkin. Bugungi kunda maktab tizimida innovatsion texnologiyalarni joriy etish, ularni tatbiq qilish zamon talab etmoqda. Maktab tizimida boshqaruv faoliyatini avtomatlashtirish va o‘quv jarayonini axborotlashtirish orqali yagona axborot- ta’lim muhiti yaratish orqali ta’lim sifatini oshirish mumkin. Axborotlashgan jamiyatda maktabning o‘tish bosqichida ta’limining mazmuni, usullari, tashkiliy shakllarini o‘zgartirish jarayoni hisoblanadi. Ta’limni axborotlashtirish nafaqat maktabga kompyuterlarni o‘rnatish yoki Internetga ulanish bilan bog‘liq, balki maktabni axborotlashtirish bir tomondan, maktabning barcha sohalarida katta hajmdagi ma’lumotlarni kompyuter 68

https://doi.org/10.36078/987654711 texnologiyalari yordamida shakllantirish, foydalanish va qayta ishlashning zarurati bilan baholanadi. Axborot ta’lim muhiti axborot texnologiyalari sohasidagi zamonaviy yutuqlarni maktabda o‘quv jarayonini boshqarishning an'anaviy usullariga asoslangan holda qo‘llash imkonini beradi. Tizim elektron arxivda moslashuvchan qidirish imkoniyatiga ega bo‘lgan xodimlar va o‘quvchilarning shaxsiy fayllarini yuritishga, o‘qituvchilar va sinflar uchun elektron jadvallarni yuritishga, elektron sinf jurnalini va elektron kundalikni Internet orqali o‘quvchilar va ota-onalarga Internet orqali baholar, jadvallar va uy vazifalari haqida tezkor ma’lumot olish imkoniyatini yaratishga imkon beradi. Shunday qilib, boshqaruv faoliyatini avtomatlashtirish va o‘quv jarayonini axborotlashtirish orqali maktabda yagona axborot-ta’lim muhiti yaratish, maktab bitiruvchilarining ijtimoiylashuvi uchun sharoit yaratish, shu jumladan mehnat bozorining real ehtiyojlarini hisobga olgan holda erishish mumkin [2, 67]. Axborot-ta’lim muhitini yaratishdagi vazifalar: − ta’lim jarayonidagi ishtirokchilarning axborot-kommunikatsiya kompetentsiyasini oshirish mexanizmini ishlab chiqish; − axborot texnologiyalariga asoslangan ta’limning yangi davridagi o‘quv jarayoniga interfaol ta’limni joriy etish va bosqichma-bosqich o‘tish; − maktab web-saytida yangiliklarni doimiy aks ettirish; − ta’lim jarayonining ishtirokchilari to‘g‘risidagi ma’lumotlarni o‘z ichiga olgan yagona ma’lumotlar bazasini yaratish; − o‘qituvchilar va o‘quvchilar uchun masofaviy o‘qitish imkoniyati; − o‘quvchilarning individual ishlarini, kollektiv va guruh ishlarini tashkil etish imkoniyatlarini berish; − o‘qituvchilarning ijodiy ishlarini rivojlantirish va maktab o‘quvchilarining o‘quv faoliyatini faollashtirish, ularni faol o‘qitish usullari va doimiy yangilanadigan o‘quv vositalaridan foydalanish orqali amalga oshiriladi. O‘qitishda axborot texnologiyalaridan foydalanish quyidagilar hisoblanadi: − o‘quvchilar dunyo haqida bilish usullaridan biri sifatida; − mavzu bo‘yicha qo‘shimcha ma’lumot manbayi sifatida; − o‘qituvchi va o‘quvchilarning mehnatini mustaqil tashkil etish va o‘z- o‘zini tarbiyalash usuli sifatida; − o‘qituvchi uchun tabaqalashtirilgan yondashuv uchun imkoniyat sifatida; 69

https://doi.org/10.36078/987654711 − o‘quvchilarni individual ravishda o‘rganish doirasini kengaytirishning bir usuli sifatida. O‘qitish jarayonida axborot resurslari va Internet xizmatlaridan foydalaniladi: − axborot manbalari (kataloglar, ommaviy axborot vositalari, kutubxonalar, entsiklopediyalar ...); − ta’lim resurslari (elektron o‘quv adabiyotlari, o‘z-o‘zini o‘qitish kurslari, dasturiy ta’minot ...); − aloqa xizmatlari (elektron pochta, chat xonalari, yangiliklar guruhlari, forumlar); − qidiruv xizmatlari; multimedia vositalari. Maktab maydonini axborotlashtirish quyidagi muammolarni hal qilishga yordam berishi kerak: − ta’lim xizmatlaridan foydalanishdagi tafovutlarning kuchayishi; − mintaqaviy ta’lim imkoniyatlarining tengsizligi; − o‘quvchilarning o‘z bilimlaridan real hayotda foydalanishga etarli darajada tayyor emasligi; − o‘qituvchilarning o‘z ishlarida AKT vositalaridan foydalanishni istamasligi; − moddiy-texnik bazaning ta’limning zamonaviy ehtiyojlariga mos kelmasligi; − maktab tashqi aloqalarining yanada dinamik rivojlanishi. Maktabda axborot ta’lim muhitini shakllantirish ta’lim sifatini oshirish bilan birga quyidagi imkoniyatlarni yaratadi [3, 211]: 1. Yagona axborot makonini yaratish – o‘quvchilarni o‘qitish va tarbiyalashning sifat jihatidan yangi darajasiga o‘tish uchun zarur shart- sharoitlarni yaratish maqsadida axborotlashtirish orqali maktab ishining turli sohalarini birlashtirishga e'tibor qaratish. 2. Maktablarni axborotlashtirish jarayonini boshqarish tizimini yaratish – o‘quvchilarni o‘qitish va tarbiyalashni tashkil etishda sifat jihatidan yangi bosqichga o‘tish. 3. Amalga oshirishimiz o‘quv jarayonini uslubiy ta’minlashni yangi bosqichiga o‘tishga imkon beradigan yondashuvlar tavsifi. 4. O‘qituvchilarning malakasi va kasbiy tayyorgarligini oshirish, maktab o‘qituvchilarining axborot madaniyatini oshirishga qaratilgan bo‘lib, bu 70

https://doi.org/10.36078/987654711 o‘quvchilarni o‘qishni tashkil etishning sifat jihatidan yangi bosqichiga o‘tish va o‘quv jarayonini metodik ta’minlashga yordam beradi. 5. O‘quvchilar bilan ishlashni tashkil etishda axborot texnologiyalaridan foydalanish – global axborot makonida bemalol yura oladigan, yuqori axborot madaniyati va yuqori darajadagi ishchanlikka ega bo‘lgan o‘quvchi shaxsini shakllantirish uchun sharoit yaratadi. Bugungi rivojlangan yangi O‘zbekistonni qurayotgan vaqtimizda zamonaviy axborot muhitida media ta’lim masalalari avtomatlashtirilgan tizimlarni yaratish zamonaviy o‘quv jarayonlar uchun asos bo‘ladi. O‘quv jarayonini tashkil etishda yangi axborot texnologiyalarini joriy etish maktab ma’muriyatining o‘quvchilar faoliyatini, pedagogik kadrlar ishini hisobga olish ishini takomillashtirishga imkon beradi. Axborot ta’lim muhitini shakllantiriligan maktablarda ma’lumotlarni saqlash va qayta ishlash, kiritilgan mezonlarga muvofiq tezda qidirish va tanlash va har xil turdagi hisobotlarni yaratishga imkon beradi. Bunday holda, ma’lumotlar bazasi ilovasi ma’lumotlarni mahalliy tarmoq orqali uzatish imkoniyatiga ega bo‘lishi kerak. Shuning uchun dastur o‘quvchilar, ota-onalar va maktab o‘qituvchilari to‘g‘risida aniq va tezkor ma’lumot olishda katta yordam beradi. Adabiyotlar ro‘yxati 1. Nasirova Sh.N., Maxmudova M.A. Improving the quality of education in systems thinking. IV Международной открытой конференции «Современные проблемы анализа динамических систем. Приложения в технике и технологиях». Воронеж. – 2019. 2. Махмудова М. А., Хамраев Ў.Н., Насирова Ш.Н. Ta’lim samaradorligini oshirishda dasturiy-didaktik majmualarning ahamiyati. “O‘zbekistonda ilmiy- amaliy tadqiqotlar” mavzusidagi Respublika 13-ko‘p tarmoqli ilmiy masofaviy onlayn konferensiya materiallari. Toshkent. – 2020. 3. Носирова Ш.Н., Махмудова М.А. Компьютер дастурлари воситасида ўқувчиларнинг билим эгаллашга қизиқишларини ривожлантириш. “Муаллим ҳем узлуксиз билимлендирир” Илмий-методикалық журнал. – №5. Нукус. – 2019. 71

https://doi.org/10.36078/987654711 Oliy ta’limda ECTS modelining joriy qilinishi va uning muhim jihatlari Marufjon Karimov Mustaqil izlanuvchi Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. ECTS tizimi talabalar va universitetlarga ma’ruzalar va o‘quv dasturlari bilan birga keladigan ish yukini aniqlash va tushunishga yordam beradi. Avvaliga bu mushkul jarayondek tuyulishi mumkin, lekin aslida tushunish juda oson. Ushbu tezisda ECTS kredit tizimi haqidagi eng keng tarqalgan savollar bo‘yicha so‘z yuritiladi. Kalit soʻzlar: ECTS, kredit modul, mustaqil ta’lim, baholash me’yori. O‘zbekiston Respublikasi Prezidentining 2019-yil 8-oktabrdagi “O‘zbekiston Respublikasi oliy ta’lim tizimini 2030 yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida”gi PF-5847-sonli Qarori oliy ta’limning kredit-modul tizimiga o‘tish jarayonidagi dastlabki qadam bo‘ldi [1]. Ta’lim muassasalarida o‘quv jarayonini kredit-modul tizimiga bosqichma-bosqich o‘tkazish, xalqaro tajribaga asoslangan oliy ta’limning ilg‘or standartlarini joriy etish, o‘quv dasturi bo‘yicha nazariy bilimlarni olishga qaratilgan ta’limda amaliy mashg‘ulotlar, ko‘nikmalarni shakllantirishga qaratilgan ta’lim, oliy ta’lim mazmunini sifat jihatidan yangi bosqichga ko‘tarish asosiy maqsad bo‘ldi. Mamlakatimiz va xorijdagi oliy ta’lim muassasalarining ilg‘or tajribalarini hisobga olgan holda kadrlar tayyorlashni tashkil etishni yanada takomillashtirish, kasbiy munosabatlarni munosib darajada tashkil etishni ta’minlash, talabalarni dunyoqarashi va bilimini kengaytirish, ularni mustaqil bilim olishga rag‘batlantirish kabi jarayonlar muhim hisoblanadi. Ta’limdagi kredit tizimi universitetlar tomonidan bakalavr, magistratura yoki doktoranturada o‘qish davomida talabalarning mehnati va harakatlarini o‘lchash va baholash uchun qo‘llaniladigan standartdir. Ko‘pincha, har bir mamlakat ta’limda turli xil kredit tizimidan foydalanadi va bu kreditlar qanday ishlashini va kredit ballarini bir akademik tizimdan boshqasiga qanday o‘tkazish mumkinligini tushunish muhimdir. Bundan tashqari, ba’zida talabalar universitetga kirish uchun zarur bo‘lgan boshlang‘ich kredit talablarini qondirish uchun tayyorgarlik kurslarini o‘tashlari lozim bo‘ladi. 72

https://doi.org/10.36078/987654711 Xalqaro talabalar uchun eng dolzarb akademik kredit tizimlari quyidagilardir: ECTS – Yevropa kreditlari; Semestr kredit soatlari (SCH) va chorak kreditlari – Amerika kreditlari. O‘qish davomida olgan har bir kurs uchun talaba bir qator kreditlarni qo‘lga kiritadi. Kursni tugatganidan so‘ng erishgan bilim va ko‘nikmalarini miqdori bo‘yicha professor-o‘qituvchi tomonidan baholanadi. Baholashning umumiy shakllari quyidagilardan iborat: kursdagi faollik (oddiy “davomat” emas); kurs davomida olingan testlar; loyihalar/tadqiqot ishlari; og‘zaki/yozma imtihon. Asosan, har bir kurs uchun ma'lum miqdordagi kredit ballari talab qilinadi, ular turli mezonlar, shu jumladan talabaning ish yuki, o‘quv natijalari va aloqa soatlari bilan belgilanadi. Odatda, talaba kursga kirish uchun qanchalik ko‘p mehnat va kuch talab etsa, bu kurs shunchalik ko‘p kreditlarga arziydi. Tavsiya etilgan ish yuki o‘rtacha talaba uchun taxminiy hisoblanadi. Talabalar uchun ta’lim kredit tizimining foydali jihatlari. Talaba har qanday turdagi o‘quv dasturi (modullar, kurslar, tadqiqot, dissertatsiya ishi va boshqalar) uchun akademik kredit olishi mumkin va ular dasturni muvaffaqiyatli yakunlash uchun zarur bo‘lgan ishni ifodalaydi. Akademik kreditlar orqali talabalar o‘zlarining ta’lim yutuqlarini baholashning izchil va shaffof usuliga ega bo‘lishadi. Berilgan kreditlar malakaga olib kelishi mumkin bo‘lgan kredit transkriptida qayd etiladi. Talabalar uchun ECTSning asosiy afzalliklari quyidagilardan iborat: Talaba bir EHEA (Yevropa oliy taʼlim hududi) davlatida bakalavr va boshqa EHEA davlatida magistraturada o‘qishi mumkin, xuddi bir mamlakatda o‘qigandek. O‘zi xohlagan EHEA mamlakatida ish topishi mumkin, chunki uning kreditlari tan olinadi. Agar u chet elda semestrda o‘qiyotgan qo‘shma darajaga yozilsa, ECTS kreditlari yordamida o‘z universiteti o‘qish soatlarini kuzatib borishi oson bo‘ladi. Soddalashtirilgan akademik hujjatlar. 73

https://doi.org/10.36078/987654711 O‘quv sinfi, seminar, stajirovka, tezis va hokazolarning murakkabligini, u tugatgandan so‘ng taklif qiladigan kreditlar soniga qarab baholash osonroq. Universitetlarda mahalliy va xalqaro talabalar o‘rtasidagi farq kamroq. Agar talaba dasturni tashlab qo‘ysa ham, ECTS kreditlari uning ilmiy yutuqlarini isbotlashga yordam beradi, shuning uchun u bir xil kurslarni qaytadan o‘tishi shart emas. Ba'zi hollarda, masalan, ta’limdagi ECTS kredit tizimi, talabalar ish yukiga qarab kredit oladilar. Ushbu ish yuki o‘rtacha talabaning kerakli ta’lim natijasiga erishish uchun zarur bo‘lgan aniq vaqtini bildiradi. Ish yukiga ma'ruzalar, seminarlar, individual ta’lim, imtihonlar va boshqalar kabi ko‘pgina akademik faoliyat kiradi. Yevropa kredit o‘tkazish va jamg‘arish tizimi (ECTS) nima? Yevropa kredit o‘tkazmalari tizimi (ECTS) universitetlar tomonidan qo‘llaniladigan va hukumatlar tomonidan kelishilgan ball tizimi bo‘lib, xalqaro ta’limni chegaralar orqali solishtirishni osonlashtiradi. ECTS nafaqat o‘qish bo‘yicha tajriba almashish, balki kunduzgi bakalavr, magistratura va doktorantura (PhD) darajalarini tan olish uchun ham qo‘llaniladi. ECTS tomonidan kiritilmagan yoki qabul qilinmagan yagona istisno bu yakuniy daraja sertifikati, odatda siz daraja oxirida topshiradigan imtihondir. Yevropa kredit o‘tkazmalari tizimi - yoki, aniqrog‘i, Yevropa kredit o‘tkazish va jamg‘arish tizimi - Yevropa oliy ta’lim hududida o‘qishni taqqoslanadigan jarayon hosil qilishga imkon beradi. Kreditlar tizimi har qanday universitetda bitta kurs yoki modul bir xil qiymatga ega ekanligini anglatadi. Tizim talabalarga oʻqish davomida Yevropaning turli davlatlarida oʻqish va yashashga yordam beradi. Bu, shuningdek, chet elda o‘qishni ancha osonlashtiradi, chunki bu universitetlar taklif qilayotgan darslar va kurslarni solishtirishi mumkin, shuning uchun talaba chet eldagi semestr yoki o‘quv yili uchun kredit oladi. Turli institutlarning ma'ruzalari uchun kreditlar bir daraja yoki malakaga to‘planishi (yoki qo‘shilishi) mumkin, bu esa ko‘proq moslashuvchanlikni ta'minlaydi. ECTS tizimi Yevropa oliy taʼlim hududi (EHEA) mamlakatlari tomonidan qabul qilingan. G‘arbdagi Portugaliyadan sharqda Rossiya va Qozog‘istongacha bo‘lgan 48 davlat EHEAga a'zo bo‘lgan. Talaba o‘qishini boshqa ECTS tan oladigan universitetga qiyinchiliksiz ko‘chirishi mumkin (agar uning o‘qigan fanlari boshqa universitetga to‘g‘ri kelsa, shuning uchun ECTS modelini qabul qilgan davlat oliy ta’lim tizimi ro‘yxatidagi ECTSda 74

https://doi.org/10.36078/987654711 umumiy mavjud bo‘lmagan eski tizimdagi fanlarni iloji boricha olib tashlashi kerak yo‘qsa bu samarasiz ketgan vaqt va mablag‘ muammosiga olib keladi) ECTS ballari haqida. ECTS ballari yoki ECTS kreditlari o‘quv dasturini yoki o‘quv dasturidagi modulni bajarish uchun zarur bo‘lgan ish yukini ko‘rsatadi. ECTS ballari faqat ish yukini ko‘rsatadi; ular baho ko‘rsatmaydi. Modullarning ECTS ballari o‘quv dasturi uchun umumiy ish yukini ko‘rsatish uchun jamlanadi: Bakalavr yoki bakalavriat darajalari odatda 180 (3 yil kunduzgi) dan 240 ECTS (4 yil kunduzgi) gacha o‘zgarib turadi. Magistrlik darajalari odatda 60 ECTS (1 yil to‘liq kun) dan 120 ECTS (2 yil to‘liq vaqtda) gacha. Moslashuvchan ish yuki tufayli PhD dasturi qancha kreditdan iborat bo‘lishini aniq aytish oson emas. Modul talabalarning ta’lim tizimidagi bilim, malaka va ko‘nikmalarini baholashning reyting tizimiga asoslanadi. Unda talabaning butun ta’lim faoliyati, ya’ni auditoriyadan va auditoriyadan tashqari o‘zlashtirgan bilimlari ball bilan baholanadi. Shunday qilib, bir talaba sinfga qarab, raqobatbardoshligi nuqtai nazaridan bir xil ko‘rsatkich bo‘yicha turli baholarga erishishi mumkin. Biroq, ECTS baholash tizimlari ko‘plab milliy baholash tizimlariga qaraganda ancha shaffofdir va bu talabaning akademik natijalarini boshqa talabalar bilan solishtirishga yordam beradi. Adabiyotlar ro‘yxati: 1. O‘zbekiston Respublikasi Prezidentining 2019-yil 8-oktabrdagi PF-5847 “O‘zbekiston Respublikasi oliy ta’lim tizimini 2030-yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida”gi Qarori. 2. O‘zbekiston Respublikasi Vazirlar Mahkamasining 2020-yil 31- dekabrdagi “Oliy ta’lim muassasalarida o‘quv jarayonini tashkil etish tizimini takomillashtirish chora-tadbirlari to‘g‘risida”gi qarori. 3. O‘rinov V. O‘zbekiston Respublikasi oliy ta’lim muassasalarida AKTSning kredit-modul tizimi: Asosiy tushunchalar va qoidalar. Toshkent. – 2020. 4. Davydova O.V., Zvonnikov V.I., Chelyshkova M.B. Universitetda kreditlar tizimini joriy etish bo‘yicha ko‘rsatmalar. Moskva. – 2010. 5. Jabborova A. Oliy ta’limda kredit-modul tizimida ta’lim jarayonini rejalatish va tashkil etish. Arxiv Nauchnyx Publikatsiy JSPI. – 2020. 6. Riko C. Yevropa oliy taʼlim hududida tarjimonlar tayyorlash: Boloniya jarayoni uchun oʻquv dasturlarini loyihalash. Keys tadqiqoti. Tarjimon va tarjimon murabbiyi. - №4(1). – 2010. 75

https://doi.org/10.36078/987654711 Ingliz badiiy adabiyoti orqali ijtimoiy-madaniy kompetensiyani oshirish Feruza Kattayeva 1-bosqich tayanch doktorant Termiz davlat universiteti E-mail: [email protected] Annotatsiya. Ingliz badiiy adabiyotini mutolaa qilish davomida talabalar adabiyotdagi matn osti ma'noni anglashi va asarda tasvirlangan hayotni “o‘zga” ong orqali idrok etishlari, dunyoni kuzatishlari mumkin. Ushbu tezisda ingliz badiiy adabiyoti mutolaasi davomida uni ijtimoiy-madaniy kompetensiyaviy tahlil qilish, talabalarning kognitiv va emotsional bilimlari rivojlanishi qatorida hayotning barcha murakkabliklariga oson yechim topish manbayi ham ekanligi borasida fikr yuritilgan. Kalit so‘zlar: ingliz badiiy adabiyoti, ijtimoiy-madaniy kompetensiya, matn osti ma’no, ijtimoiy-madaniy faktor. “Chet tili” tushunchasi o‘quv predmeti sifatida 18-asrning ikkinchi yarmida ilmiy nashrlar sonining milliy tillarda ko‘payishi va shu munosabat bilan lotin tilida ta’lim tili maqomining yo‘qolishi natijasida paydo bo‘ldi [5, 230]. O’shandan boshlab chet tillari turli xalq tillarida yozilgan badiiy va ilmiy kitoblarni o‘qish zarurati bilan bog‘liq amaliy vazifalarga yo‘naltirilgan holda o‘rganila boshlandi. Сhet tilini o‘rganishda badiiy adabiyotning ahamiyati borasida K.D. Ushinskiy: “Avvalambor tili o‘rganilayotgan mamlakat adabiyoti bilan tanishish, keyin aqliy gimnastika va eng so‘ngisi tilni amaliy jihatdan mukammal egallash” vositasi deya ta’kidlagan [2, 361]. Ingliz badiiy adabiyotidan chet tilini o‘qitishda foydalanishning bir necha afzalliklari mavjud bo‘lib, ularning muhimi til birliklari, ijtimoiy-madaniy bilimlar, leksik va grammatik bilimlarni egallagan holda ularni muloqotda qo‘llay olishdir. Bundan tashqari, ular tarbiya vosita va fikrlashni kengaytiruvchi manba sirasiga ham kiradi. M.A. Bogatireva ingliz badiiy adabiyoti mutollaasi davomida ijtimoiy- madaniy kompetensiyaning quyidagi sotsiolingvistik elementlarga alohida e’tibor qaratish kerakligini ta’kidlaydi [1, 21]: 76

https://doi.org/10.36078/987654711 a) ijtimoiy munosabatdagi belgilar elementi - uchrashuv, tanishish va xayrlashish jarayonida ishlatiladigan ko‘rishish shakllari, murojaat shakllari, muloqot davomida maqsadni yetkazishda uchun foydalaniladigan shartli iboralar va undov so‘zlar; b) nutqning odob-axloq shakllari elementi - ijobiy xushmuomalalikni ifodalovchi so‘zlar, salbiy xushmuomalalikni ifodalovchi so‘zlar, xushmuomalalik formulalarini qasddan e'tiborsiz qoldirishda ishlatiladigan so‘z'lar; c) xalq donoligining ifodalari elementi – maqol va matallar, irim-sirimga oid so‘zlar, baho beruvchi so‘zlar, idiomalar; d) aloqa registrlari elementi - sovuq xushmuomalalik, rasmiy, norasmiy, neytral, tanish, samimiylikni bildiruvchi so‘zlar; e) dialektlar va aksentlar elementi – muloqot jarayonida so‘zlovchining shevasidan uning kelib chiqishini aniqlovchi so‘zlar. Ingliz tilshunos olimi M. Tselche-Mursiya (Marianne Celce-Murcia) esa ijtimoiy-madaniy kompetensiyaning elementlarini quyidagi faktorlari ichida tasvirlab ko‘rsatadi (1-jadvalga qarang) [4, 24 ]: 1-jadval. M.Tselche-Mursiyaning taklif qilgan ijtimoiy-madaniy kompetensiyaning faktorlari ko‘rinishi Ijtimoiy-madaniy kompetensiya Faktorlar Elementlar Ijtimoiy matnosti Ishtirokchilarning o‘zaro hamkorlik ta’siri (contextual) faktorlar Kommunikativ vaziyat Stilistik muvofiqlik faktorlari Xushmuomalalik (rasmiylik darajasi) Sohaga xos registrlar Ijtimoiy-madaniy bilimlar Madaniy faktorlar Madaniyatlararo xabardorlik Asosiy dialekt yoki mintaqaviy shevalar, lahjalar borasidagi bilimlar Tana tili Nolisoniy muloqot faktorlari Ijtimoiy masofa ahamiyati Paralingvistik omillar (novokal shovqinlar, ovozlar) Uzluksiz ta’lim tizimining chet tillar bo‘yicha davlat ta’lim standarti ham ushbu keltirilgan barcha fikrlarga mos kelishini xulosa qilib ko‘rsatamiz va ingliz badiiy adabiyotlarini xulq-atvor, o‘zini tutish va etiket qoidalarini bilish komponentini tahlil qilish bilan davom ettiramiz. Ushbu komponent murojaat 77

https://doi.org/10.36078/987654711 shakllari, salomlashish odati, xushmuomalalikning asosiy nutqiy me’yorlari - normalarini bilish kabi elementlarni o‘z ichiga oladi. Ingliz badiiy adabiyotlarining umumiy tahliliga ko‘ra murojaat shakllarining dear, my son, “TOM!”, Mrs. Mann, sir, Mr. Bumble, dear, gentleman, my boy, a prentice, my friend, you Bumble, my good fellow, you little wretch, you little un-grate-ful, mur-de-rous, hor-rid villain, ‘ladies, yes’m, mum, your majesty, my servant, my land, my lordy, lordy, Goodness gracious kabi turlarini ishlatilganini guvohi bo‘ldik. Murojaat shakllari borasida fikrimizni respublikamiz olimlari olib borgan tadqiqot ishlariga tayanib tahlil qilishni ma’qul ko‘rdik. M.T. Qodirovaning tadqiqot ishlariga asoslanib kommunikativ-pragmatik jihatdan murojaat vositalarining 28 xil turdagi nutq aktining amalga oshirilishi ta’kidlangan [5,15]. 28 dan ortiq ingliz badiiy adabiyotlaridan 800 ga yaqin qo‘llanilgan murojaat shakllarini tahlil qildik va ularning barchasida xushmuomalalik bilan ifoda etilganligiga guvoh bo‘ldik: 1. Аfsus yoki achinishni ifodalash akti: ‘Ah, bless 'em, that I do, dear as it is,' replied the nurse. 'I couldn't see 'em suffer before my very eyes, you know sir'. (Ch.Dickens. Oliver Twist) 2. Buyruqni ifodalash akti: “A-a- ah!” he cried to Buck. “Gif it to heem, by Gar! Gif it to heem, the dirty t’eef!”. (J.London. The call of the wild) 3. Jahlni ifodalash akti: 'You have made a mistake, sir,' I said coldly, releasing my hand from his grasp. (O.Henry. A Ramble in Aphasia) 4. Ijozat berish akti: - “I guess it’s all right. You can go on in, comrade”. (J. Reed. Ten Days That Shook the World) 5. Maslahat berish akti: - “Keep warm old man,” the boy said. “Remember we are in September.” (E.Hemangway. The old man and the sea) 6. Maʼlumot olish akti: Will you tell me, madam,' he besought her, 'who occupied the room I have before I came?'. (O.Henry. The Furnished Room) Demak, nutqimizda qo‘llanilajak barcha murojaat shakllarida, avvalambor, xushmuomalik bo‘yog‘i bo‘lishi lozim degan xulosaga keldik. Adabiyotlar ro‘yxati 1. Богатырева М.A. Социокультурный компонент содержания профессионально-ориентированного учебника (Англ. яз., неяз. вуз.). Москва. – 1998. 78

https://doi.org/10.36078/987654711 2. Lim Y. An analysis of primary school english textbooks for integrative cultural competence. – 2020. 3. Qodirova M.T. Turli tizimli tillarda murojaatning kommunikativ- pragmatik aspekti (ingliz va o‘zbek tilllari materiallari asosida). Termiz. – 2021. 4. Ушинский К.Д. Собрание сочинений. Москва. – 1949. 5. Щерба Л.В. О разных стилях произношения и об идеальном фонетическом составе слов. – 1947. Relationship of problem-research, oral, exhibition and practical methods Gulnoza Komilova Independent Researcher Tashkent Institute of Chemical Technology E-mail: [email protected] Annotation. This thesis discusses the interdependence of problem- research, oral, visual and practical methods. Problem-research methods of teaching are used in practice with the help of oral, visual and practical methods of teaching. In the problem-search methods of teaching, visual aids are now used not for the purpose of activating memorization, but for setting tasks that create problematic situations in classes. In addition, in recent times, more and more visual aids are being prepared, in which, in the form of a series of pictures and diagrams, certain situations are depicted that require students to think independently in order to tell some generalizations and distinguish the dominant reasons. Key words: educational material, problem-research, problem approach, independent study, reproductive. For this reason, there is talk about methods of problem-based presentation of educational material, problem-based and heuristic conversations, use of problem-research-type demonstration methods, problem-research practical work or even research work. According to M.N. Skatkin and I.Y. Lerner, these types of methods include some phenomena such as problem statement of teaching, partially - search or heuristic, research methods. “Binary methods” proposed by M.I. Makhmutov are some phenomena of problem-search method [1, 24]. 79

https://doi.org/10.36078/987654711 Presentation of educational material in the method of problem-based story and problem-structured lecture implies that the teacher thinks, proves, summarizes and analyzes facts in the process of the presentation, and makes the thinking of the listeners more active and creative and follows him. Heuristic and problem-search conversation is one of the problem-based teaching methods. The teacher poses a series of coherent and interrelated questions to the students, while answering them, the students have to make certain assumptions and then try to independently prove their correctness, with which they try to make independent progress in mastering new knowledge. If during a heuristic conversation, such assumptions usually apply to only one of the main components of a new topic, then during a problem-search conversation, students solve a whole series of problem situations. Therefore, the difference between these conversations is conditional and refers only to the standard of application in problematic situations. Problem-searching exercises are used when students are able to independently perform certain types of actions that lead to the acquisition of new knowledge, according to the teacher’s assignment. In such exercises, in the process of solving practical tasks, students do not apply new elements of knowledge, but learn them, and then these elements are understood and used when performing training exercises. Problem-research exercises can be used not only when approaching the mastery of a new topic, but also when strengthening it on a new basis, that is, when performing exercises that deepen knowledge [3, 56]. It is important to note that problem-based learning is intended for everyone, not just learners. The essence of the work is that the problem-based approach should cause all students to be interested in the future problem, to be involuntarily surprised, to think about it, to compare something, to make assumptions, to argue, to choose the most realistic hypothesis. Finally, problem- based teaching allows students to control their thinking, to quickly receive information from students and to express their opinion to them immediately. But one cannot rely on the objective positive effect of problem-based teaching. A special approach will be necessary for free assimilators. When setting cognitive tasks, teachers provide a variation of their difficulty, for this, they attract free learners to answer relatively easy questions, stimulate their answers, and 80

https://doi.org/10.36078/987654711 thereby create an interesting factor for them to participate in thinking about more complex problems. Tasks for free learners should be actionable, variable (problematic questions are accompanied by additional guiding questions), and instructions on how to do the work. It is especially useful to assign free students to prepare and conduct problem experiments, which activates the student’s thinking. The problem-based approach to teaching is usually combined with the information-reproductive method in the same lesson, because the content of the subject can always be communicated to students, or, on the contrary, is difficult for them, they cannot afford it, there may be questions that need to be clarified. Therefore, it is necessary to optimally combine various methods and methods of research and reproductive teaching. The interaction between the mentioned teaching methods, on the one hand, stems from the need to eliminate the formal and receptive approach to knowledge acquisition, which does not ensure the preparation of students for future creative activities and independent acquisition of knowledge. On the other hand, this requirement warns pedagogues against unilaterally exaggerating the role of research, heuristic methods of teaching, because these methods cannot be effective without a certain base of factual knowledge. In addition, these methods require a lot of time, and, finally, not any educational material allows such mastering, for example, it is necessary to acquire a number of practical, labor skills, extremely important material, chronological meaning refers to assimilation of information, etc. [2, 64]. The information that the teacher brings to the lesson should be divided into two parts, one of which the students will master, and the other part will be mastered by them. The main criteria for dividing information into two parts are: a) the information offered to students for independent learning should be as difficult as possible for students to master and at the same time should take into account their real learning opportunities; b) students must acquire information within the time limit specified in the program; c) the consistency and understanding of some set of information acquired in a creative way should be high enough, or, more precisely, this set of information should be higher than in cases where it is acquired by a reproductive method. 81

https://doi.org/10.36078/987654711 In conclusion, it should be said that Reproductive methods, first of all, provide students with faster and stronger recall of educational information, direct management of educational activities, practical skills and competencies to quickly identify typical deficiencies in knowledge. is used for the purpose of finding. Reproductive methods, especially if the content of the educational material is mainly informational, if it describes the methods of practical actions, is too complicated for students to be able to search for knowledge independently, if it is a fundamentally new calculation, and therefore, to solve problematic situations in students. is used effectively in the absence of ready-made knowledge. It is rational to use them even when students have not yet been taught to solve problem tasks, they should be gradually introduced to the method of problem-based teaching. References 1. Abdullayeva B.S., Sadikova A.V., Toshpolatova M.I. Organization of extracurricular activities in mathematics in elementary grades is intended for students of the “Elementary education and educational work” bachelor’s course of higher educational institutions of pedagogy. Tashkent: “Jahon-Print”. – 2011. 2. Azizkhodjayeva N.H. Pedagogical technology and pedagogical skills. Tashkent. – 2003. 3. Akhmedov M. and others. Mathematics. Tashkent. – 2003. 4. Akhmedov M. and others. Mathematics lessons in the 1st grade. Tashkent. – 2003. Tarbiyalanuvchilarga ingliz tilini o‘rgatishning innovatsion usullari Dilnoza Mamatova 2-bosqich tayanch doktorant O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Ingliz tilini erta yoshdan o‘rgatish hozirgi kunning dolzarb masalalaridandir. Ushbu tezisda maktabgacha ta'lim tashkilotlari ingliz tili o‘qituvchilarining kasbiy kompetensiyasini takomillashtirishda innovatsion texnologiyalarning roli va ahamiyati borasida so‘z yuritilgan. 82

https://doi.org/10.36078/987654711 Kalit soʻzlar: innovatsion texnologiya, kasbiy kompetensiya, elektron platforma, masofaviy ta'lim, maktabgacha ta’lim. Hozirgi kunda ma'lumki, distansion ta'lim, blendid ta’lim tobora keng joriy qilinmoqda. Buning o‘ziga xos ijobiy tomoni shundaki, ta'lim oluvchi yoki malaka oshiruvchi masofadan turib keng imkoniyatga ega bo‘la oladi. Buning natijasida nafaqat ta’lim oluvchi balki ta’lim beruvchi ham vaqt jihatidan ancha qulaylikka ega bo‘ladi. O‘zbekiston Respublikasi Prezidentining 2017-yil 30-sentabrdagi “Maktabgacha ta'lim tizimi boshqaruvini tubdan takomillashtirish chora- tadbirlari to‘g‘risida”gi Farmoni hamda “O‘zbekiston Respublikasi maktabgacha ta'lim vazirligi faoliyatini tashkil etish to‘g‘risida”gi Qarori [1, 3] bunga dalildir. Maktabgacha ta'lim tashkilotlari (MTT) da ta'lim-tarbiya jarayonini yuqori saviyada tashkil etish tarbiyalanuvchilarga ta’limning keyingi bosqichlarida qiynalmasdan davom ettirishga imkoniyatlar yaratadi. 2017-2021 yillarda O‘zbekiston Respublikasini yanada rivojlantirish bo‘yicha Harakatlar strategiyasida “yuksak bilimli va intellektual rivojlangan avlodni tarbiyalash, maktabgacha ta’lim tashkilotlarida kompetentli ilmiy pedagogik kadrlar zahirasini yaratish” [2, 5] kabi vazifalar belgilanib, bu borada bugungi kunda ingliz tili o‘qituvchilarida ijtimoiy kommunikativlikni faollashtirish, ijtimoiy lingvistik tayyorgarligini oshirish muhim ahamiyat kasb etadi. Respublikamizda maktabgacha ta’lim tizimining rivojlantirilishi uchun alohida e'tibor qaratilmoqda, eng ilg‘or xorijiy tajribalar asosida har jihatdan zamonaviy tizim yaratilmoqda, maktabgacha ta'lim tizimi mazmuni va uni amalga oshirishning zamonaviy pedagogik va axborot-kommunikatsion texnologiyalaridan foydalanishning maqbul mexanizmini yaratish ustida tadqiqotlar olib borilmoqda. O‘sib kelayotgan yosh avlodni barkamol inson qilib tarbiyalash borasidagi zamon talablari darajasiga olib chiqishga erishish, yosh avlodga ta'lim-tarbiya berishda milliy va umuminsoniy qadriyatlarga tayanish orqali ta'lim-tarbiyaning mohiyati, mazmunini shakllantirish va takomillashtirish, maktabgacha ta'lim pedagogikasi fanining qoida va qonunlarini xalqimizning boy tajribalari asosida boyitib borish va uning yangi qirralarini izlash bugungi kunning dolzarb muammolaridir. Hozirgi kunda o‘quv ta’limiy fanlar bo‘yicha, xususan, ingliz tilini o‘rgatuvchi texnologiyalarning yetishmovchiligi, ingliz tili o‘qituvchilarining kasbiy kompetensiyasi yetarli darajada rivojlanmaganligini ko‘rishimiz mumkin. Sababi shu vaqtgacha 83

https://doi.org/10.36078/987654711 Maktabgacha ta'lim tashkilotlari ingliz tili o‘qituvchilarini kasbiy mahoratini oshirish kurslarining mavjud emasligi ta'lim sifatining pasayishiga olib keladi. 2022-yil 1-yanvarga qadar maktabgacha ta'lim tizimida zamonaviy o‘qitish shakllari, yangi pedagogik va axborot texnologiyalari joriy qilinadi. Bu haqda AOKAda ta'lim-tarbiya tizimini yanada takomillashtirish, ilm-fan sohasini rivojlantish masalasida qabul qilinishi kutilayotgan Prezident Farmoni loyihasiga bag‘ishlangan matbuot anjumanida Maktabgacha ta'lim vaziri o‘rinbosari Maqsudjon Yo‘ldoshev ma'lum qildi. Buning uchun eng avvalo maktabgacha ta'lim tashkilotida faoliyat yuritayotgan pedagoglarning malakasini oshirish va qayta tayyorlash tizimini yanada takomillashtirish lozim, ayniqsa, hozirgi kunda xorijiy tilga bo‘lgan e'tiborni inobatga olgan holda ingliz tili o‘qituvchilarinin pedagogik kompenentligini oshirish va ularni qayta tayyorlash muhim masaladir. Raqamli iqtisodiyot jadallik bilan o‘sish davrida bunday elektron platformaning yaratilishi maqsadga muvofiqdir. Zamonaviy maktabgacha ta’limning asosiy maqsadi quyidagilarda namoyon bo‘ladi: maktabgacha ta’lim tashkilotlari ta'lim-tarbiya jarayoni tizimini yanada takomillashtirish, ularning moddiy-texnika bazasini mustahkamlash; maktabgacha ta’lim tashkilotlari tarmog‘ini kengaytirish; maktabgacha ta’lim tashkilotlarini malakali va mahoratli pedagog-tarbiyachilar bilan ta’minlash; ilg‘or xorijiy tajribani hisobga olgan holda bolalarni har tomonlama intellektual, axloqiy, estetik va jismoniy rivojlantirish sharoitlarini yaratish; maktabgacha ta’lim sifatini oshirish, maktabgacha ta’lim tashkilotlarida bolalarni maktabga sifatli tayyorlashni tubdan yaxshilash, ta’lim- tarbiya jarayoniga jahon amaliyotida keng qo‘llaniladigan zamonaviy ta’lim dasturlari va texnologiyalarini joriy etish kabilardan iborat [2, 4]. Maktabgacha ta’lim tashkilotlari ingliz tili o‘qituvchilarining kasbiy kompetensiyasini takomillashtirishga yo‘naltirilgan o‘quv jarayonining tahlili shuni ko‘rsatmoqdaki, mazkur jarayonda maktabgacha ta’lim tashkiloti ingliz tili o‘qituvchilarining kasbiy faoliyati uchun zarur bo‘lgan bilimlar va asosiy tushunchalar haqida yetarlicha ma'lumot berilmayabdi. Maktabgacha ta’lim pedagogikasiga oid bilimlar uning amaliyotidan uzilib qolgan. Bu esa maktabgacha ta’lim samaradorligini ta’minlashga salbiy ta’sir ko‘rsatmoqda. Maktabgacha ta’lim sifati va samaradorligini ta’minlashga erishish uchun yuqori malakali pedagog-kadrlar va rahbar xodimlar tayyorlashga ham alohida e’tibor qaratilishi lozim. 84

https://doi.org/10.36078/987654711 Tadqiqot muammosining hozirgi davrda o‘rganilish holati va uning dasturiy ta’minoti O‘zbekistonda deyarli amalga oshirilmagan. Tahlillar va nazariy jihat bilan cheklangan, amaliyotda qo‘llanilmagan. Rossiya Fedaratsiyasi, Xitoy, Yaponiya, Germaniya kabi rivojlangan mamlakatlarda maktabgacha ta’lim tizimini nazariy va metodologik o‘stirish to‘g‘risida doimiy monitoring olib boriladi. Rossiya Federatsiyasida T.Morozovning “It’s long way” onlayn platformasi [3, 1], barcha fanlarga yo‘naltirilgan Harward, California, Massachut universitetlarining EdX platformasi, Yaponiyaning Eigox elektron platformasi va TreeWords platformalari [4, 2] bunga misoldir. Xalq ta’limi xodim o‘qituvchi va o‘quvchilari uchun bepul Coursera platformasi [5, 4] mavjud. Xitoyda maktabgacha yoshdagi bolalarga ingliz tilini o‘rgatuvchi GoGokid, Da-Da kabi platformalarning faoliyatini kuzatishimiz mumkin. Shu kabi platformalar yana Koreyada Englishunt, Afrika davlatida Teach Me 2 nomlari bilan mavjud. CELTA (Certificate in Teaching English to Speakers of Other Languages) – bu boshlang‘ich o‘qituvchilari yoki rasmiy o‘qituvchi malakasiga ega bo‘lmagan holda dars beradiganlar uchun mo‘ljallangan dasturdir [6, 5]. TKT (Teaching Knowledge Test) – dastur bo‘lajak yoki hozirda amaliyotda faoliyat yuritayotgan o‘qituvchilarning bilim saviyasini rivojlantirish uchun mo‘ljallangan. ICELT (In- service Certificate in English Language Teaching) elektron platformasi o‘qituvchilik qobiliyatini rivojlantirmoqchi bo‘lgan amaliyotchi o‘qituvchilar uchundir. Delta (Diploma in Teaching English to Speakers of Other Languages) masofaviy ta'lim dasturi esa, o‘qitish metodikasi bo‘yicha bilimlarini va amaliy ko‘nikmalarini oshirmoqchi bo‘lgan tajribali o‘qituvchilar uchun qo‘llaniladi. Yuqorida keltirib o‘tilgan barcha dasturlar, elektron platformalar asosiy maqsadi yo‘nalishi bitta ya'ni ingliz tilini o‘rganish va o‘rgatishdan iboratdir. Bularning farqli tomoni shundaki, ularning dasturiy ta'minotlari va obyektlari turlichadir. Loyihamizda ishlab chiqish ko‘zda tutilgan elektron platformamiz bulardan farqli o‘laroq aynan maktabgacha ta’lim tizimining xalqaro ta’lim sifat ko‘rsatkichlarini oshirishga, pedagog o‘qituvchilarini o‘z-o‘zini ustida ishlashlariga hamda o‘ziga qulay vaqt va sharoitda ta’lim olishiga xizmat qiladi. O‘zbekistonda 13 ming 500 maktabgacha ta’lim muassasasi faoliyat ko‘rsatmoqda. Bu yil Maktabgacha ta’lim vazirligi tizimiga bolalar qamrovini 2018-yildagi 37,7 % dan 52 % ga yetkazdi. 2020-yilda bu ko‘rsatkich 59,5 % bo‘lishi kutilmoqda, shuningdek, 85,2 % 6 yoshli bolalarni majburiy 1 yillik ta’lim bilan qamrab olish rejalashtirilgan. Statistik ma’lumotlarga ko‘ra, yildan yilga 85

https://doi.org/10.36078/987654711 maktabgacha ta’lim tashkilotlarida bolalar qamrovining o‘sishi, ta’lim tizimining malakali kadrlarga ehtiyoji oshishini ko‘rsatadi. Buning natijasida pedagog kadrlar orasida raqobat kuchayadi va bu narsa o‘z-o‘zidan o‘qituvchilarning malakasini oshirish va qayta tayyorlash dasturlariga tayanadi. Shu paytgacha maktabgacha ta’lim tashkilotlari ingliz tili o‘qituvchilari uchun kasbiy kompetentligini oshirish kurslari va uning platformasi yaratilmagan. Elektron platformalar bugungi kunda har qanday kompaniya yoki ta’lim tizimi foydalanishi kerak bo‘lgan vositalardir. Sababi? Bugungi kunda har qachongidan ham ko‘proq ta’lim texnologiyasi, shuningdek moslashuvchan va mavjudlik, modernizasiyaga talab va, eng avvalo, bugungi raqamli iqtisodiyot ehtiyojlariga moslashtirish talab qiladi. Elektron platforma masofaviy ta'limni osonlashtirish uchun yaratilgan virtual ta’limdir. Veb texnologiyadan foydalanish kundan-kunga o‘sib boradi, ta’lim-tarbiyaning yangi usullari ta’lim olamiga kirib keldi. Hozirgi kunda e’tiborga olish tendensiyasi elektron ta’limdir. Shubhasiz, onlayn o‘rganish bolalar va o‘qituvchilarga foyda keltiradi. U sinfdagi bolalarning o‘quv tajribasini oshirar ekan, o‘qituvchilarga resurslarni cheksiz yetkazib topish imkonini ham beradi. Bolalar bog‘chasi darajasida elektron ta’limni targ‘ib qilish va amalga oshirish bolalarning ta’lim istiqbollarini ijobiy shakllantirish uchun juda muhimdir. Maktabgacha ta’lim tizimida xalqaro malaka talablariga javob beradigin pedagoglarni tayyorlashga keng xizmat qiladi. Biz yaratayotgan elektron platforma ta’lim sifatini oshirishda, pedagog o‘qituvchilarning yangi zamonaviy pedagogik texnologiyalaridan foydalanish samaradorligini oshirishga yordam beradi. Elektron platforma orqali pedagoglar o‘zlariga zarur bo‘lgan bilim va ko‘nikmalarga ega bo‘libgina qolmay, balki egallagan ilmiy nazariy bilimlarini tajribalar asosida mukammallashtirishga ega bo‘ladilar. Jahon miqyosida karantin tufayli ta’lim muassasalarida ta’lim jarayoni bir oz oqsagandek bo‘ldi. Ushbu platforma masofaviy ta’limning eng yaxshi shakllaridan biri deya e'tirof etishimiz mumkin. Ma’ruzalar bazasi o‘qituvchi pedagoglarning dunyoqarashini kengaytiradi. Mavzular sodda tilda tushuntiriladi. Bundan tashqari, o‘rganilgan mavzu bo‘yicha bilimlarni tekshirish uchun vazifalar jamlanmasi ham taqdim etiladi. Bugungi kunda raqamli iqtisodiyot jadal rivojlangan paytda elektron o‘quv platformalarining roli beqiyosdir. Bunga talab tobora ortib bormoqda. Nafaqat mamlakatimizda, balki butun dunyoda o‘quv platformalaridan foydalanish va 86

https://doi.org/10.36078/987654711 ularni ommaga taqdim etish sekin-asta ko‘paymoqda. Biz taqdim etayotgan platforma ko‘proq maktabgacha ta'limda faoliyat yuritayotgan ingliz tili o‘qituvchilari o‘z kasbiy kompetensiyalarini rivojlantirishi uchun xizmat qiladi. Adabiyotlar ro‘yxati 1. O‘zbekiston Respublikasi Prezidentining 2017-yil 30-sentabrdagi “Maktabgacha ta’lim tizimi boshqaruvini tubdan takomillashtirish chora- tadbirlari to‘g‘risida”gi Farmoni. 2. O‘zbekiston Respublikasi Prezidentining 2016-yil 29-dekabrdagi “2017– 2021 yillarda maktabgacha ta’lim tizimini yanada takomillashtirish chora- tadbirlari to‘g‘risida”gi PQ-2707-sonli Qarori. 3. https://www.labirint.ru/reviews/goods/583624/. 4. https://treewords.com/. 5. https://ru.coursera.org/. 6. https://www.cambridgeenglish.org/teaching-english/teaching-qualifications/celta/. Gamification method in teaching foreign languages for young learners Indira Mambetova Independent Researcher Karakalpak State University E-mail: [email protected] Kamila Dospanova Independent Researcher Karakalpak State University E-mail: [email protected] Annotation. The development of the Internet and the need to create attractive educational practices, the proliferation of games led to the emergence of gamification as a new form of education and training. Many teachers saw the potential of gamification in complementing and expanding traditional learning opportunities, but some researchers saw the phenomenon as an opportunity to shift the entire educational paradigm, where the emphasis would be on social interactive learning rather than teacher-assisted learning and self-learning. 87

https://doi.org/10.36078/987654711 Key words: technology, method, gamification method, motivation, research. Gamification is the act of using game elements in activities unrelated to games, such as education, business, psychology, marketing, etc. A professor, analyst, speaker, learning expert and designer of instructional games and gamification, Karl M.K. believed: “Gamification is the introduction of gaming technologies into non-gaming processes, including education and using game mechanics, aesthetics and game thinking to involve people in learning and solving various problems and to increase their motivation” [1, 46]. It is inconceivable not to agree with him due to the fact that learning process is not all about textbooks and worksheets, as the humankind is developing so the needs of people are changing. Gamification in education involves the acquisition of many potential benefits, including the following: ▪ students feel like “masters” of their learning process; ▪ more relaxed atmosphere in regards to failure as; ▪ students can just try again; ▪ more enjoyment in the process of a study session; ▪ learners can show intrinsic motivation to learn; ▪ students can use different learning strategies with; ▪ using different avatars/characters. Gamification can be incorporated into the educational process, and bring high results in training only if a number of principles and conditions. There are four main ways to use gamification in learning environment: ▪ adaptation of assessments to gaining experience points in the game; ▪ changing communication in the classroom; ▪ changing the structure of classes; ▪ changing the structure of students in the class. Kapp distinguished two types: gamification (structured games) and content (content games). He pointed out that these two types are not opposites, on the contrary, they can effectively complement each other. Structured gamification uses game elements such as scores, levels, achievements, and leaderboards are to keep students interested and motivated while studying course materials. At the same time, the content of the course is only instructive. This is how the 88

https://doi.org/10.36078/987654711 Quizlet platform works. Each user can create his own module, which consists of a set of cards with words and their definitions, translations or images. When creating a module, users can access different modes for storing words. Users can choose any learning mode they are interested in, and the platform will display the words and phrases the students have taught and what else they need to remember. Content gamification aims to change course content to make it more like a video game. The content course itself is not a game, it only contains game- specific mechanics. This means that the purpose of the course is still educational, not entertaining. It is considered the possibility of using gamification when teaching foreign languages in three directions: we can gamify courses or various elements of courses (such as Quizlet Live), and use products with integrated learning software (such as Duolingo and Survive and learn Japanese) or create a learning course in which game mechanics are an integral part of the course (for example, zombie-based learning). The choice should be based on the student’s educational needs and course goals [2, 45]. The teacher could set a goal for students: 80% of the students in the class must take a test/quiz to get good grades. More than 3-4 errors. In the oral expression practice class, students can be asked to write and explain stories about specific topics (“Travelling”, “Our Country”, etc.). If the assignment is not completed, the student who passed the exam should provide all possible support to their peers, who must prove that they are members of the same team. As extra points can be used as rewards, and even given as organized workshops or trips. For example, if all students have written audio articles on the theme of “Our country”, it is appropriate to go to walk outside the school. Therefore, students study materials together without competing with each other. The most successful students help others. Gamification has been proven to be noticeably effective, each in academic settings, e-studying settings or even for company groups the usage of it to educate employees. In teaching process, we used this method to modernize old-school classroom games such as bingo, treasure hunt, taboo words. For instance, the bingo game could be adapted in a such way: putting vocabulary phrases on bingo playing cards and notice if students can match the phrases after listening to the definitions. Moreover, playing digital games can be used as one of the exciting ones in learning process. We have got all been skilled to like online achievements, 89

https://doi.org/10.36078/987654711 and this is where in gear such as Duolingo come into play. It lets you to attain online badges and liberate achievements as you go. You can also monitor your progress, which inspires you via way of means of displaying your language- gaining knowledge of progress. Also, during lessons students love playing Kahoot! Quizizz, Quizlet Live, and the most recent online games, Blooket. Each student that has faced with Kahoot program in the class, is fascinated and motivated to go on the learning. Learning with music may be very powerful for auditory learners. Games such as Lyrics Training are very powerful for a few people. After all, consider what number of songs you realize the lyrics to. This way to learn helps to improve listening skill and consolidate new vocabulary or information. Social networks and chatting with Other Language Learners may develop and get students level into the upper one. Tools such as HelloTalk and Hinative permit humans to communicate with others that already understand an overseas language, and those which are nonetheless mastering an overseas language. Undoubtedly, it can be applied to school subjects, but it is also widely used in self-study apps and courses, and as we grow, the role of gamification will not stop. Even though the usage and role of this method are not deeply investigated for adults as an effective one but seeing into the applications for smartphones and other electronic devices for learning foreign languages, for their interface, level and how materials should be given for learners it makes a big sense that it could be complicated for children to absorb information and get results from such kind of level games. Therefore, regarding gamification as a new type of educational organization, it can be said that it has huge educational potential, the internal mechanism of gamification enables to perform activities at the highest level, as Dobychina N.V. said: “is the root cause the source of the child’s activity, which has a creative, transforming character” [4, 85], and stimulates subjective activities without making children divorced from reality. Gamification works as it triggers real, effective human feelings together with happiness, intrigue, pleasure and accomplishment. All across the world, groups, establishments and family manufacturers are the usage of gamification, with marvelous results. We have reason to believe that gamification is one of the best ways to promote foreign language learning. References 1. Adams E., Rollings A. Fundamentals of game design. New Jersey. – 2007. 90

https://doi.org/10.36078/987654711 2. Добычина Н.В. Компъютерные игры – театр активных действий: философские проблемы информационных технологий и киберпространства. – 2013. 3. Figueroa-Flores J. Using gamification to enhance second language learning. Digital Education Review. – 2015. 4. Kapp K.M. The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons. – 2012. 5. Kapp K., Blair L., Mesch R. The gamification of learning and instruction Fieldbook: Ideas into practice. San Francisco: Wiley. – 2013. 6. Marczewski, A. Gamification: a simple introduction. New York. – 2013. 7. Reiners T. Gamification in education and business. New York: Springer. – 2015. 8. Shea T. Gamification: using gaming technology for achieving goals. New York: The Rosen Publishing Group. – 2014. 9. Werbach K. Engage and conquer. Moscow: Mann, Ivanov and Ferber. – 2015. 10. Zichermann G., Linder J. Game-based marketing: inspire customer loyalty through rewards, challenges, and contests. John Wiley & Sons. – 2010. Madaniyatlararo muloqot kompetensiyasi Mavlyuda Mirzaeva Mustaqil izlanuvchi Navoiy davlat konchilik va texnologiyalari universiteti E-mail: [email protected] Annotatsiya. Ushbu tezisda madaniyatlararo muloqot kompetensiyasi haqida keng yoritilgan bo‘lib, unda Prezidentimizning 2021-yil 19-maydagi PQ-5117-son “O‘zbekiston Respublikasida xorijiy tillarni o‘rganishni ommalashtirish faoliyatini sifat jihatidan yangi bosqichga olib chiqish chora- tadbirlari to‘g‘risida”gi Qarori va uning hozirgi kundagi dolzarbligi to‘g‘risidadir. Kalit so‘zlar: xorijiy til, madaniyatlararo muloqot, kompetensiya, Uchinchi Renessans. Jahon oliy ta’lim muassasalarida ijtimoiy-madaniy munosabatlardagi tub o‘zgarishlar bo‘lajak mutaxassislarning kasbiy kompetensiyalarini mikro-makro, mezo darajalarini inobatga oluvchi kreativ modellar amaliyotga tatbiq 91

https://doi.org/10.36078/987654711 etilmoqda. Bilim oluvchilarning kasbiy kompetensiyasini shakllantirish, kasb- hunar ta’limini modernizatsiyalashga oid innovatsion yondashuvlar ta’limning ijtimoiy, intellektual, madaniy va texnik jihatlarini jamiyatning mutaxassis kadrlarning professionalizmiga nisbatan talablari asosida talabalarning kasbiy bilimlari va tayyorgarliklarini kompetensiyaviy yondashuv asosida rivojlantirishga doir amaliy ishlari tizimli olib borilmoqda [1]. Bu borada, mamlakatimizning dunyo hamjamiyatiga integratsiyalashuvi, fan va texnikaning rivojlanishi yosh avlodning yangicha ijtimoiy munosabatlarga kirishish malakalarini o‘zlashtirishi, ta’lim olish va mehnat faoliyatini zamonaviy talablarga mos holda tashkil etish ko‘nikmalariga ega bo‘lishi uchun zarur bo‘lgan axborotlarni olish va ulardan foydalanish bir necha chet tillarni mukammal bilishni taqozo etadi. Bundan tashqari, axborot-kommunikatsiya texnologiyalaridan foydalanish, xalqaro miqyosidagi iqtisodiy va siyosiy aloqalarda chet tillar, ayniqsa ingliz tili asosiy muloqot vositasi vazifasini bajarmoqda [4]. Kompetensiya haqida to‘xtalib o‘tarkanmiz, avvalambor, “kompetensiya” so‘zining ma’nosini tushinib olishimiz lozim. Kompetensiya lotincha so‘z bo‘lib, “competentis” – qobiliyatli deganidir. Bu atamani chet tillarni o‘qitish jarayonida bilimlar, malakalar, ko‘nikmalar majmuyi sifatida tushunamiz. Mazkur til nomi bilan biz madaniyatni o‘qitamiz. Shunday qilib, til va madaniyat ta’limning teng huquqli, bir-birini o‘rnini to‘ldiruvchi, birga ta’sir qiluvchi vositalari sifatida ishlatiladi. Til o‘rganish jarayonida tilni o‘rganuvchilarda kompetensiya shakllanadi [3]. Har bir yangi tilni egallab, biz tasavvurlarimiz imkoniyatlarini kengaytiramiz va bu jarayon yangi til va madaniyatni tushunishimizga sabab bo‘ladi. Ko‘plab olimlarning fikricha, turli madaniyat vakillari o‘rtasidagi suhbat tilga oid bo‘lmagan sabablar, pragmatik kompetensiyaning bir qismi bo‘lgan madaniy fonni bilmaslik sababli buziladi [2]. Chet tillarni o‘rganishda o‘z madaniyatiga va tili o‘rganilayotgan mamlakat madaniyatiga e’tibor berish kerak. Chet tilini va madaniyatini o‘rganayotganda: − o‘zini bir vaqtda bir necha madaniy guruhlar (etnik, ijtimoiy, hududiy, diniy, til va xokazo) madaniyatlar subyekti sifatida tasavvur qilishni; − turli madaniy guruhlar vakillari orasida madaniy o‘xshashlikni ko‘ra bilishni; 92

https://doi.org/10.36078/987654711 − guruhlar toifasiga mansublikni o‘zgarishi muloqot kontekstiga bog‘liqligini tushunishni; − zamonaviy madaniy jamoalar orasidagi madaniy normalarni ko‘ra bilishni; − umuminsoniy jarayonlarda o‘z o‘rnini bilishi. Kommunikativ metodika g‘oyalariga binoan chet tili o‘qitish mazmuni tarkibidagi til materiali (leksika, grammatika, fonetika)ni tanlash va o‘quv jarayonida qo‘llashda funksional yondashish tavsiya etiladi, ya’ni til o‘rganuvchi til hodisalarini nutqiy faoliyat yuritish maqsadida o‘zlashtiradi. Bunda muloqot birlamchi ta’limiy vazifa hisoblanadi. Chet tili ta’limini asosiy maqsadi axborot almashishga qaratiladi [5]. Muloqot maqsadining ro‘yobga chiqishida til birliklarini puxta egallash ularni nutqda erkin va to‘g‘ri ishlatishga xizmat qiladi. Tilni o‘zlashtirish natijasida kommunikativ kompetensiya shakllanadi. Til o‘rganuvchi shaxsi faoliyat subyekti tarzida tavsiflanadi. Tildan amaliyotda foydalana olgan so‘zlovchida kommunikativ kompetensiya shakllangan deb hisoblash mumkin. Chet tilda shakllangan kompetensiyaga binoan tilni fikrni shakllantirish va ifodalash vositasi sifatida axborot olish/berish, tili o‘rganilayotgan mamlakat madaniyatidan xabardor bo‘lish kabilar o‘rgatiladi. Bular jumlasiga madaniyatlararo kompetensiyasi va diskursiv kompetensiyani kiritish mumkin. Ta’lim sifatini ko‘tarish, ta’lim oluvchilarning intellektual faolligini oshirish ushun yangicha usullarni tatbiq etish pedagogikaning bosh vazifalaridan biriga aylanib bormoqda. Yangi pedagogik texnologiyaning afzalligi zamon sinovidan o‘tib, interfaol darsning sifat va samaradorligini oshirishda muhim omil ekanligi o‘z isbotini topmoqda. Talabalarga madaniyatlararo muloqotni o‘rgatishda interfaol usullardan foydalanish yaxshi samara beradi. Interfaol usul deganda, ta’lim beruvchi va ta’lim oluvchining o‘zaro hamkorlikdagi faoliyati tushuniladi. Faollik o‘z-o‘zidan vujudga kelmaydi. Ta’lim oluvchilarni faollashtirish o‘zlashtirilishi kerak bo‘lgan til materialini tanlash, taqdim etishda uning sifatiga e’tibor berishga bog‘liqdir. [6]. Adabiyotlar ro‘yxati “Yangi 1. O‘zbekiston Respublikasi Prezidenti Sh.Mirziyoyevning O‘zbekiston” gazetasi bosh muharririga bergan intervyusi. 93

https://doi.org/10.36078/987654711 2. Mirzaeva M.N. Technology of forming professional competence of students of technical university in the lessons of foreign languages. Научные горизонты. – 2019. 3. Mirzaeva M.N. Formation of concept and technologies of cultural competence at students of technical universities. Theoretical & Applied Science. – 2020. 4. Mirzayeva M.N., Xasanov S., Goziyev A. Communicative competence as a component of the professional competence of a teshnisal specialist. Актуалные вопросы современной науки. – 2021. 5. Mirzaeva M.N. The acquisition of a foreign language. Молодой ученый. – 2017. 6. Sharipova I.A. Efficiency of interactive methods of teaching a professionally-oriented English language for students of a technical university. Theoretisal & Applied Ssiense. - 2019. Methods of training future pre-school English teachers through web resources Elmira Moydinova PhD Student Uzbekistan State World Languages University E-mail: [email protected] Annotation. In this scientific thesis, the importance of forming the professional competence of future English language teachers working in preschool educational organizations through educational web resources is considered in detail. In addition, methods of using seven formats of educational web resources in the implementation of the educational process were analyzed. Key words: English language, professional competence, educational web resources, ICT. Many measures are being taken by our state to inform the educational process, to provide modern software necessary for the effective use of information and communication technologies in the educational process. The presidential decree of the Republic of Uzbekistan of October 6, 2020 No. 4851 “On measures to further improve the education system in the field of information technologies, develop scientific research and integrate them with the IT 94

https://doi.org/10.36078/987654711 industry” was adopted. According to the decree, the improvement of the personnel training system in the field of information technologies is one of the important conditions for the successful implementation of the “Digital Uzbekistan – 2030” strategy, the development of digital technologies and the wide implementation of them in the daily life of the population [1]. In our country, great attention is paid to information technologies in the in-depth teaching of the English language, which implies the effective conduct of pedagogical activities in the education system and the achievement of significant results. On the basis of the professional competence of future English language teachers in pre-school education, we include knowledge, skills, competences, characteristics of professional value, self-awareness as a person during preparation for professional activities, i.e. we understand the factors that cover all aspects of personality, such as the development and formation of one’s professional capabilities. According to it, the use of modern information technologies in the formation of professional competence and creativity of future English language teachers in pre-school education is gaining priority. It should be noted that information and communication technologies (ICT) are technologies based on the use of computers, Internet systems and various computer applications. Based on this, in today’s digital age, technology and English language learning are closely related to each other, and this creates leading methods to help the development of language learning. The relevance of the topic is that working with educational web resources and Internet services in learning and teaching English has its own characteristics. Therefore, before starting a systematic training course, students should be introduced to Internet search engines. Today, seven types (formats) of educational web resources are unique, all are closely related and each is used as a continuation of the next. They are: Hotlist, Multimedia Scrapbook, Treasure Hunt, Subject Sampler, Insight Reflector, Concept Builder and Web-Quest [2, 163]. The choice of their type depends on the purpose of the lesson, its educational, educational and developmental aspects. 1. Hotlist “List of links” – a list of sites with textual materials on this topic. This format helps to develop students' skills in working with information (identifying the problem, the main idea, recording and summarizing the necessary information) [3, 62-64]. 95

https://doi.org/10.36078/987654711 2. Multimedia Scrapbook “Multimedia collection” means a list of multimedia resources. Unlike Hotlist, Scrapbook includes photos, audio and video clips, graphics, animations, video fragments. 3. Treasure Hunt – includes questions about the content of each site, in addition to links to various sites on the topic. Based on these questions, the teacher can guide the research and cognitive activities of students. Based on these questions, the teacher can direct the research and knowledge activities of the students. 4. Subject Sampler “Set of examples” – the next level of difficulty compared to Treasure Hunt, which includes questions based on the content of sites, links, as well as text and multimedia materials on the Internet. In the process of deep and detailed mastering of the subject, students should answer set questions aimed not at factual study of the material, but at the discussion of controversial topics. 5. Insight Reflector “Reflection of the essence” – writing an essay based on a list of references, questions that require writing skills and knowledge gained, personal impressions and experiences [4, 19]. 6. Concept Builder is a list of resources that includes analytical questions to build an inductive approach when students are asked to determine the concept of a topic and the level of the question. It includes developing students' conceptual thinking, introducing them to information, and determining the initial conditions of the situation. 7. Web-Quest “Internet project” is one of the complex types of educational web resources. This is an activity plan that uses web resources for any project on any topic. A web quest is a specially organized type of research activity, in order to solve its assigned tasks, students search for information on the network at specified addresses. In addition, a web quest is a specially organized type of research activity, in order to solve its assigned tasks, students search for information on the network at specified addresses. They were created in order to form students’ skills of efficient use of time, analysis of information, effective application and use of received information for practical purposes, as well as critical thinking and evaluation skills. In order for this independent activity to be as effective as possible, the following elements should be present in the web quest: an entry state that describes the time and explains the initial situation; task to be performed; a set of links to network resources needed to perform a 96