Vol. 6 No. 3 (2026): EIYB (Educational Yield Insights & Breakthroughs)
Articles

UMUMIY O‘RTA TA’LIMDA INGLIZ TILINI O‘QITISHDA DIFFERENSIAL YONDASHUV ASOSIDA O‘QUVCHILARNING KOMMUNIKATIV KOMPETENSIYASINI RIVOJLANTIRISH METODIKASI

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  • Shohsanam Mirzayeva Dilmurot qizi
Shohsanam Mirzayeva Dilmurot qizi
Toshkent shahar Sergeli tumani 300-maktab ingliz tili o‘qituvchisi

Published 2026-06-10

Keywords

  • ingliz tilini o‘qitish, differensial yondashuv, kommunikativ kompetensiya, individual farqlar, EFL, pedagogik tayanch, moslashuvchan guruhlash, kommunikativ topshiriq, formativ baholash, umumiy o‘rta ta’lim.

Abstract

Umumiy o‘rta ta’lim maktablarida ingliz tilini o‘qitish jarayonining amaliy samaradorligi faqat o‘quv dasturida belgilangan leksik-grammatik materialning o‘zlashtirilishi bilan emas, balki o‘quvchining mavjud til resurslaridan muayyan kommunikativ vaziyatda mustaqil foydalana olishi bilan belgilanadi. Biroq bir sinf tarkibidagi o‘quvchilarning ingliz tilini egallash sur’ati, lug‘at zaxirasi, tinglab tushunish imkoniyati, og‘zaki nutqqa kirishish faolligi, yozma ifoda tajribasi, xatoga munosabati va mustaqil ishlash darajasi bir xil emasligi frontal tashkil etilgan darslarda sezilarli metodik ziddiyatni yuzaga keltiradi. Mazkur maqolada ingliz tilini o‘qitishda differensial yondashuv o‘quvchilarni qat’iy ravishda “kuchli”, “o‘rta” va “sust” guruhlarga ajratish vositasi sifatida emas, balki umumiy ta’lim maqsadini saqlagan holda unga olib boruvchi pedagogik yordam, topshiriq murakkabligi, nutqiy tayanch, ish sur’ati, kommunikativ mas’uliyat va kutiladigan mustaqillik darajasini moslashtirish mexanizmi sifatida tadqiq etiladi. Tadqiqot nazariy-metodologik tahlil, qiyosiy pedagogik tahlil, kommunikativ vazifalarni funksional tasniflash hamda metodik modellashtirish usullariga tayangan. Differensial ta’lim, kommunikativ kompetensiya va chet tilini o‘qitishga oid ilmiy qarashlarni o‘zaro bog‘liq holda o‘rganish asosida diagnostik kuzatuv, moslashuvchan guruhlash, ko‘p darajali pedagogik tayanch, umumiy kommunikativ natija, formativ kuzatuv va bosqichma-bosqich mustaqillashtirishdan iborat metodik model ishlab chiqildi. Tahlil natijalari differensiallashtirishning samarasi o‘quvchilarga mutlaqo boshqa-boshqa mazmundagi topshiriqlar berishda emas, ko‘p hollarda bir xil mazmun va kommunikativ maqsadni saqlab, vazifani bajarishga ko‘rsatiladigan yordam hamda til ishlab chiqarish talabi darajasini o‘zgartirishda namoyon bo‘lishini ko‘rsatadi. Bunday tashkil etilgan darsda nisbatan kam til tajribasiga ega o‘quvchi ham real kommunikativ jarayonning to‘laqonli ishtirokchisi bo‘lib qoladi, yuqori tayyorgarlikdagi o‘quvchi esa oddiy topshiriqni tez tugatib qo‘yish o‘rniga murakkabroq fikrlash va mustaqil nutq yaratishga yo‘naltiriladi. Taklif etilgan metodik yondashuv o‘quvchilar o‘rtasidagi tabiiy individual farqlarni ta’lim jarayoniga xalaqit beruvchi holat sifatida emas, darsni moslashuvchan loyihalashni talab qiluvchi pedagogik omil sifatida ko‘rishga imkon beradi

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