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Buxoro Xalqaro
Universiteti

7-tom, 2-son, b. 279–281, Nashr: 2026-08-11

INGLIZ TILINI O'QITISHNING PEDAGOGIK-PSIXOLOGIK MEZONLARI

ПЕДАГОГИКО-ПСИХОЛОГИЧЕСКИЕ КРИТЕРИИ ОБУЧЕНИЯ АНГЛИЙСКОМУ ЯЗЫКУ

PEDAGOGICAL AND PSYCHOLOGICAL CRITERIA FOR TEACHING THE ENGLISH LANGUAGE

  • Cho’liyev Isomiddin Ilxomovich — Buxoro xalqaro universiteti mustaqil tadqiqotchisi

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Annotatsiya

Ushbu maqolada ingliz tilini o'qitish jarayonining samaradorligini belgilovchi pedagogik-psixologik mezonlar tizimli tahlil qilinadi. Til o'rganish jarayoni nafaqat kognitiv, balki motivatsion, emotsional va ijtimoiy-interaktiv omillar ta'sirida kechishi asoslab beriladi. Xorijiy va mahalliy tadqiqotchilarning (Vygotskiy, Bandura, Gardner, Dörnyei, G'oziyev, Karimova) nazariy qarashlari asosida o'quvchining til o'zlashtirish faoliyatini baholashning kompleks mezonlari ishlab chiqilgan. Tadqiqot natijalari ingliz tili darslarida pedagogik strategiyalarni psixologik jihatdan asoslangan holda loyihalashtirish zarurligini ko'rsatadi.

Аннотация

В данной статье проводится систематический анализ педагогико-психологических критериев, определяющих эффективность обучения английскому языку. Обосновывается, что процесс изучения языка формируется не только когнитивными, но и мотивационными, эмоциональными и социально-интерактивными факторами. На основе теоретических взглядов зарубежных и отечественных исследователей (Выготский, Бандура, Гарднер, Дёрней, Гозиев, Каримова) разработан комплексный набор критериев оценки языковой деятельности обучающегося. Результаты исследования показывают необходимость проектирования педагогических стратегий на уроках английского языка на психологически обоснованной основе.

Abstract

This article provides a systematic analysis of the pedagogical-psychological criteria that determine the effectiveness of English language teaching. It argues that the language learning process is shaped not only by cognitive but also by motivational, emotional, and socio-interactive factors. Drawing on the theoretical views of foreign and local researchers (Vygotsky, Bandura, Gardner, Dörnyei, G'oziyev, Karimova), a comprehensive set of criteria for assessing learners' language-acquisition activity has been developed. The findings show the need to design pedagogical strategies for English lessons on a psychologically grounded basis.

Kalit so'zlar: pedagogik-psixologik mezonlar, chet tili ta'limi, motivatsiya, individual xususiyatlar, ta'lim strategiyasi, o'quv faoliyati, kommunikativ kompetensiya, o'z-o'ziga ishonch

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