BXU Logo

Buxoro Xalqaro
Universiteti

10-tom, 1-son, b. 242–246, Nashr: 2026-09-13

TALABALARDA CHET TILINI O’RGANISH SAMARADORLIGINI TA’MINLOVCHI SHAXS XUSUSIYATLARINING PSIXOLOGIK TUZILMASI

ПСИХОЛОГИЧЕСКАЯ СТРУКТУРА ЛИЧНОСТНЫХ ОСОБЕННОСТЕЙ, ОБЕСПЕЧИВАЮЩИХ ЭФФЕКТИВНОСТЬ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА У СТУДЕНТОВ

THE PSYCHOLOGICAL STRUCTURE OF PERSONALITY CHARACTERISTICS ENSURING FOREIGN LANGUAGE LEARNING EFFECTIVENESS IN STUDENTS

  • Ruzmetova Zilolakhon Dilmuradovna — Ma’mun universiteti, G’arb tillari va adabiyoti kafedrasi dotsent v.b. · ORCID: 0009-0000-5969-3946

To'liq matn (PDF)

Annotatsiya

Maqolada talabalarda chet tilini o’rganish samaradorligini belgilovchi shaxs xususiyatlarining psixologik tuzilmasi tahlil qilinib, ushbu tuzilma asosida ishlab chiqilgan SHAF-modeli (shaxsiy resurslarni faollashtirish orqali til o’zlashtirish samaradorligini ta’minlash modeli) ilmiy jihatdan asoslanadi. Model "Big Five" shaxslilik omillari va VIA 24 shaxsiy kuch konsepsiyasini yagona nazariy-amaliy tizimga birlashtiradi, bu yondashuv Markaziy Osiyo ta’lim psixologiyasi adabiyotida ilgari qo’llanilmagan. 190 nafar talaba (106 filologiya, 84 nofilologiya yo’nalishi) ishtirokida o’tkazilgan so’rovnoma natijalari asosida 11 psixodiagnostik instrumentning asosiy shkalalari bo’yicha tasviriy statistika va Kolmogorov-Smirnov normallik testi natijalari keltirilgan. Ko’pchilik shkalalarda normal taqsimotdan sezilarli chetlanish aniqlanishi keyingi tahlil bosqichlarida nonparametrik statistik usullarning qo’llanilishini metodologik jihatdan asoslaydi. Maqolada, shuningdek, SHAF-modelining uch bosqichli tuzilmasi (diagnostik, faollashtiruvchi, integrativ) va uning nazariy manbalari tavsiflangan.

Аннотация

В статье анализируется психологическая структура личностных особенностей, определяющих эффективность изучения иностранного языка у студентов, и обосновывается разработанная на этой основе модель SHAF (модель обеспечения эффективности овладения языком посредством активизации личностных ресурсов). Модель объединяет факторы личности «Большая пятёрка» и концепцию 24 характерных сильных сторон VIA в единую теоретико-прикладную систему, что ранее не применялось в литературе по педагогической психологии Центральной Азии. На основе опроса 190 студентов (106 - филологического, 84 - нефилологического направления) представлены описательная статистика и результаты теста нормальности Колмогорова-Смирнова по основным шкалам 11 психодиагностических методик. Существенное отклонение большинства шкал от нормального распределения методологически обосновывает применение непараметрических статистических методов на последующих этапах анализа. Также описана трёхэтапная структура модели SHAF (диагностический, активизирующий, интегративный этапы) и её теоретические источники.

Abstract

The article analyzes the psychological structure of personality characteristics that determine the effectiveness of foreign language learning among students, and provides theoretical grounding for the SHAF model (a model for ensuring language-acquisition effectiveness through the activation of personal resources) developed on this basis. The model integrates the Big Five personality factors with the VIA 24 character strengths concept into a unified theoretical-applied system, an approach not previously employed in Central Asian educational psychology literature. Based on a survey of 190 students (106 philology, 84 non-philology track), descriptive statistics and Kolmogorov-Smirnov normality test results are presented for the principal scales of 11 psychodiagnostic instruments. Substantial deviation from normal distribution in most scales methodologically justifies the use of nonparametric statistical methods in subsequent analysis stages. The article also describes the three-stage structure of the SHAF model (diagnostic, activation, and integrative stages) and its theoretical sources.

Kalit so'zlar: chet tilini o’rganish samaradorligi, shaxs xususiyatlari, "Big Five", VIA 24 shaxsiy kuch, SHAF-modeli, psixodiagnostika, yosh va pedagogik psixologiya, BRM-4 (sifatli ta’lim)

Foydalanilgan adabiyotlar

  1. N. Yuldosheva and Z. Axmadjonova, “Xorijiy tillarni o‘qitishda pedagogika va psixologiyaning o‘rni,” Pedagogik va psixologik tadqiqotlar, vol. 2, no. 6, pp. 9–13, 2024, doi: 10.5281/zenodo.14049664.
  2. X. Abdullohova and A. Shamsiyeva, “O‘zbekistonlik o‘quvchilarning ingliz tilini o‘rganishda uchraydigan muammolari va ularni yengish yo‘llari,” Multidisciplinary Journal: Fundamental Research Scientific Journal, vol. 1, no. 5, pp. 157–159, 2025, doi: 10.5281/zenodo.15609067.
  3. N. Avliyakulova, N. Q. Murodova, and D. K. Umrzoqov, “Chet tilini masofaviy o‘qitish bilan O‘zbekiston Respublikasi ta’lim muassasalarida o‘quv jarayonini boshqarishga kreativ yondashuv,” Innovative Development in Educational Activities, vol. 3, no. 9, pp. 28–31, 2024, doi: 10.5281/zenodo.11187538.
  4. F. Ismiatun and D. Ni’mah, “A Study on the Interplay of Personality Traits and Language Learning Strategies among University Students,” International Conference on English Language Teaching (ICON-ELT), vol. 4, no. 1, 2023.
  5. L. Yang and M. Duan, “The role of emotional intelligence in EFL learners’ academic literacy development,” Heliyon, vol. 9, no. 1, Art. no. e13110, 2023, doi: 10.1016/j.heliyon.2023.e13110.
  6. H. Li, “Perceived teacher-student relationship and growth mindset as predictors of student engagement in foreign language learning: The mediating role of foreign language enjoyment,” Frontiers in Psychology, vol. 14, Art. no. 1177223, 2023, doi: 10.3389/fpsyg.2023.1177223.
  7. J. Fu, Y. Ding, K. Nie, G. H. K. Zaigham, et al., “How does self-efficacy, learner personality, and learner anxiety affect critical thinking of students,” Frontiers in Psychology, vol. 14, Art. no. 1289594, 2023, doi: 10.3389/fpsyg.2023.1289594.
  8. J. S. Lee, N. M. Yeung, and M. B. Osburn, “Foreign Language Enjoyment as a mediator between Informal Digital Learning of English and willingness to communicate: A sample of Hong Kong EFL secondary students,” Journal of Multilingual and Multicultural Development, pp. 3613–3631, 2022, doi: 10.1080/01434632.2022.2112587.
  9. X. Yu, Y. Wang, and F. Liu, “Language Learning Motivation and Burnout Among English as a Foreign Language Undergraduates: The Moderating Role of Maladaptive Emotion Regulation Strategies,” Frontiers in Psychology, vol. 13, Art. no. 808118, 2022, doi: 10.3389/fpsyg.2022.808118.
  10. X. Ren and J. Abhakorn, “The psychological and cognitive factors causing college students’ demotivation to learn English in China,” Frontiers in Psychology, vol. 13, Art. no. 890459, 2022, doi: 10.3389/fpsyg.2022.890459.
  11. Y. Guo and Y. Qiu, “Taking a Fresh Look at Foreign Language Enjoyment Research in SLA: Current Status, Future Directions, and Pedagogical Implications,” Frontiers in Psychology, vol. 12, Art. no. 820025, 2022, doi: 10.3389/fpsyg.2021.820025.
  12. H. Guo, W. Gao, and Y. Shen, “L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?,” Frontiers in Psychology, vol. 13, Art. no. 897698, 2022, doi: 10.3389/fpsyg.2022.897698.
  13. A. Nuralieva, Z. Wei, A. H. Al-Qadri, N. Saraa, and M. Chang, “Students’ beliefs, basic psychological needs, classroom participation, foreign language anxiety, and academic adjustment: A correlation study in Tashkent, Uzbekistan,” Heliyon, vol. 10, no. 18, Art. no. e37127, 2024, doi: 10.1016/j.heliyon.2024.e37127.
  14. S. Duan, X. Han, X. Li, and H. Liu, “Unveiling student academic resilience in language learning: A structural equation modelling approach,” BMC Psychology, vol. 12, Art. no. 177, 2024, doi: 10.1186/s40359-024-01665-1.
  15. A. Alamer, E. Saeedy Robat, M. E. Shirvan, R. M. Ryan, et al., “Self-Determination Theory and Language Learning: A Multilevel Meta-Analysis,” Educational Psychology Review, vol. 37, Art. no. 59, 2025, doi: 10.1007/s10648-025-10038-y.