Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Experimental research for developing students’ polilogic
speech skills in English
Mokhira TURSUNOVNA
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received July 2024
Received in revised form
10 August 2024
Accepted 25 August 2024
Available online
25 September 2024
This article addresses the relevant problems of improving
students’ polilogic speech skills and presents an experimental
study on teaching polilogic speech. It provides examples of the
criteria, goals, objectives, and stages of the experiment. Before
teaching the polilogue, questionnaires are administered to
university professors and students. In the teaching process,
students’ existing knowledge is assessed to determine their
ability to participate in a polilogue. They are then introduced to
various types of polilogs, such as debates, discussions,
roundtable discussions, group games, and collaborative learning.
In the next step, the rules of polilogic speech, sentences used in
polilogue, and lexical and grammatical units at the C1 level are
taught. Reading fiction and watching English films are used as
supplementary sources to enhance polilogic skills. Evaluation
criteria are employed to assess polilogic speech skills during the
experiment.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
Polilog,
Debate,
discussion,
round table discussion,
group games,
collaborative learning,
replica,
speech activity,
evaluation criteria,
experiment,
improvement.
Ingliz tilida talabalar polilogik nutq malakalarini
takomillashtirishning eksperimental tadqiqi
ANNOTATSIYA
Kalit so‘zlar
:
polilog,
debat,
munozara,
stol atrofidagi muhokama,
guruh o‘yinlari,
Maqolada talabalarning ingliz tilidagi polilog nutqini
takomillashtirish dolzarbligi asoslanadi, polilogik nutqni
o‘rgatishning eksperimental tadqiqi keltiriladi, ya’ni eksperiment
o‘tkazish mezonlari, maqsad va vazifalari hamda bosqichlaridan
namunalar
taqdim etiladi. Polilogni o‘rgatishdan avval universitet
1
Department of Teaching English Language Methodology, Uzbekistan State World Languages University.
E-mail: mxdjuraeva@mail.ru
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
415
birgalikdagi ta’lim,
replika, nutq faoliyati,
baholash mezoni,
eksperiment,
takomillashtirish.
professor-
o‘qituvchilari hamda talabalar o‘rtasida so‘rovnomalar
o‘tkaziladi.
Экспериментальное
исследование
для
совершенствования
навыков
английской
полилогической речи студентов
АННОТАЦИЯ
Ключевые слова:
полилог,
дебаты,
обсуждение,
обсуждение за круглым
столом,
групповые игры,
совместное обучение,
реплики,
речевая деятельность,
критерии оценивания,
эксперимент,
совершенствование.
В
данной
статье
обосновывается
актуальность
совершенствования английской полилогической речи
студентов, а также представлено экспериментальное
исследование преподавания полилогической речи. В статье
приводятся примеры критериев, целей, задач и этапов
эксперимента. Перед началом преподавания полилога
проводятся опросы среди преподавателей и студентов
университета. В процессе обучения полилогической речи
определяется уровень знаний студентов, то есть проверяется
их способность участвовать в полилоге. Затем им
предоставляется информация о типах полилогов, таких как
дебаты, дискуссии, обсуждения за круглым столом,
групповые игры и совместное обучение. Студентам
преподавать правила полилога, различные словосочетания,
используемые в полилоге, а также лексические и
грамматические
единицы
на
уровне
C1.
Чтение
художественной литературы и использование английских
фильмов рассматриваются как вспомогательные средства
для улучшения навыков полилогической речи. В ходе
эксперимента также применяются критерии оценки для
определения уровня навыков полилогической речи.
Talabalarga polilogik nutqni takomillashtirishga mo‘ljallangan eksperimentimiz
mutaxassisligi ingliz tili bo‘lgan oliy o‘quv yurtlaridagi talabalarga mo‘ljallangan. Chunki
ushbu oliy o‘quv yurti talabasi B1 yoki B2 daraja bilan universitetga kirsa
-da, bundan
avvalgi ikki bosqichlarda o‘quv dasturlari asosan monologik va dialogik nutq malakasini
shakllantirishga qaratilgandir. Binobarin qandaydir ma’noda ularda gapirish layoqati
shakllangan bo‘ladi, universitetda esa ular polilogik nutq jarayonlarida ishtiro
k etadilar.
Ko‘pincha talabalarning polilogik nutqini. Ya’ni debat, suhbatlarini kuzatganimizda, ular
mutlaqo polilog texnikasidan bexabar ekanliklari yoki munozara o‘zaro kelishmovchilik
tusini olishi, polilogda ma’lum dalil, argument yoki fikrga emas, balki shaxsning o‘ziga
nisbatan tanqidlar berilishini guvohi bo‘lamiz. Chunki bakalavriatning 4
-bosqichda esa
talabalar maktablarda amaliyot kursini o‘taydilar. Bizning fikrimizcha, maktabda dars
berish uchun, ya’ni bo‘lg‘usi o‘qituvchida polilogik nutq layoqati rivojlangan bo‘lishi kerak.
Bu ularga o‘zlari mukammal darajada o‘zlashtirgan bilimlarni amaliyot chog‘ida hech
qanday qiyinchiliksiz qo‘llay olishlariga yordam beradi. Nutqi ravon bo‘lgan talaba hech
qanday savol-
javoblardan qo‘rqmay o‘quvchilar bilan ishlaydi va turli guruh o‘yinlarini
Xorijiy lingvistika va lingvodidaktika
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tashkil qila oladi. Binobarin biz polilog turlari o‘tkazish texnikasi va ularda bemalol
ishtirok etish, hamda talabalarning polilogik nutqlarini S 1 darajada takomillashtirish
yuzasidan eksperiment materiallari ishlab chiqdik.
Tadqiqotimiz talabalardagi polilogik nutqni shakllantirish yoki rivojlantirish emas,
balki takomillashtirishga qaratilgandir.
Tajriba-sinov ishlari 4 bosqichdan iborat:
I Bosqich. Tajriba-
sinov ishlari o‘qituvchilar va talabalarga anketa so‘rovnomalar
berish va boshlang‘ich test o‘tkazishdan boshlanadi.
I Bosqichning vazifalari quyidagilardan iborat:
a) dastlabki sinovning maqsad va vazifalarini aniqlash.
b) ushbu sinovning maqsadiga ko‘ra uni o‘tkazish uchun material tayyorlash.
v) tekshiruv o‘tkazish.
g) tekshiruv natijalarini tahlil qilish.
Unda talabalarning polilogik nutq malakalariga egalik darajalari tekshiriladi. Ular
quyidagi mezon bo‘yicha aniqlanadi:
1.
Muloqotda qo‘llaniladigan til vositalari, replikalarni bilish darajalari.
2. Polilogdagi verbal va noverbal muloqotni bilishlari.
3. Polilogik nutq strukturasini bilish darajalari.
4. Polilog jarayonidagi qoidalarni bilish darajalari.
Questionnaire for students
1.What types of speech do you usually use during your English lessons?
A) oral B) written
2. What types of speaking do you use during your English lessons?
Monolog, dialog, polilog ( groupwork). Underline the necessary.
Why do you mostly use this very type of speaking?
----------------------------------------------------------------------------------------------
3.Which of the types of speaking is more difficult or easier for you ?
Monolog, dialog, polilog ( groupwork). Why? ------------------------------------------------
4.What kind of mistakes do you make when you speak? Phonetical, lexical,
grammatical, syntactical. Underline the necessary.
5.What types of polilog : debate, round table discussion, small group discussion , role
play do you usually use during your English lessons? Underline the necessary.
6.Do you know about telephone conference?
a) Yes b) No.
Do you agree with using it in language teaching?
a) Yes b) No.
7.Do you use any audiovisual materials, that is English films in class?
a) Yes b) No.
8.What kind of difficulties do you come across in understanding English films?
----------------------------------------------------------------------------------------------------
9.Do you agree with using audiovisual materials in class?
a) Yes b) No.
Questionnaire for teachers.
1.What courses/ aspects do you teach?
Xorijiy lingvistika va lingvodidaktika
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2.Who do you teach? Tick the right answer.
__1st еar students __2nd еar students __3rd еar students__4th еar students
3.What types of speech do you usually use during your English lessons? Listening,
speaking, reading, writing. Underline the necessary.
4.Do you often correct your students speaking mistakes? Why?
5.Should all the speaking mistakes be corrected? Why?
6.How do you usually correct your students speaking mistakes?
7.What types of speaking do you mostly use during your lessons?
Monolog, dialog, polilog. Underline the necessary
Why do you mostly use this very type of speaking?
8.What kind of mistakes do your students make in their speaking? Phonetical,
lexical, grammatical, syntactical. Underline the necessary.
9.What types of polilog, that is debate, round table discussion, small group
discussion , role play do you usually use during your lessons? Underline the necessary.
10.Do you know about telephone conference? Yes / No.
Can it be used in language teaching? Yes / No.
11.Do you use any audiovisual materials, that is English films in class? Yes / No.
12.What kind of difficulties do your students come across in understanding English
films?
13.How do you teach listening comprehension?
14.What ways of teaching listening comprehension do you know?
15.What is your opinion of using audiovisual materials, that is watching English
films in class? State the reason?
II Bosqich talabalarga polilog haqida dastlabki bilimlar beriladi.
1.
Talabalarga polilog birliklari debat, muzokara, bahs haqida ma’lumotlar beriladi
(2, 120
–
140).
2.
Ularni o‘tkazish texnikasi tushuntirildi.
Verb
al va noverbal muloqot haqida ma’lumotlar berildi.
Verbal muloqot mashqlari:
3.
Video asosida dalil keltirishga o‘rganiladi. Mashqlar bajariladi.
4.
O‘zgalar fikriga munosabat berish. Fikrni ma’qullash replikalari beriladi va
mashqlar bajarildi.
5. Fikrga qarshi chiqish mashqlari bajarildi.
6.
Kichik va katta guruhlarga bo‘linib guruh o‘yinlari va bahslar o‘tkazildi.
Ushbu bosqichda qo‘yidagi mashqlar bajariladi.
Polilogda ishlatiladigan replikalarni o‘rgatish mashqlari.
1. Write down all possible phrases which can express the following:
To agree entirely
I completely agree with you
To add an argument
To support the opinion
To disagree in a strong way
To disagree to give reasons
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To explain the point of view
To ask for an opinion
To support the previous point of view
To interrupt
Sorry for interrupting, but may I say
To make a proposal
To give an argument
To warn of negative consequences
II. According to the following intentions given below name the speech patterns
which are suitable for these intentions:
Starting, Taking the floor, Checking an agreement, Moving on. Disagreeing, Asking
for clarification, Coining back to the main point, Asking for an opinion, Dealing with
interrupting, Asking for further information, Correcting a misunderstanding, Building up
an argument, Presenting a counterargument, Closing a discussion.
Sh. Choose the phrases given below according to the following: opening, keynote
speech, discussion, summary, closing.
I would like to point out that; That's right; Summing up all you've just said; To make
matters worse; What 1 would like to do is to; One way of dealing with this would be to...;
Shall we get started? The main aim of our discussion today is...; All things considered; We
propose to... .
IV. Group the phrases given below. Decide who can use them: A spokesperson,
participants or both. Don't forget to speak about the stages of polylog:
We need to discuss; I wonder if I might comment on the last point; OK; Shall we get
started? Let's turn to; What's your opinion about this? 1 recommend to; I agree with you
on the whole, but... ; You are right; In most cases... ; Wouldn't you agree that...? Why don't
you...? Tn general...; Thank you.
V. Fill in the blanks with the correct phrases given below:
I've thought that was I obvious, It seems that you're confusing, Do you think that,
and vice versa? Isn't it rather that they, are said to have, I've heard that argument time and
time again, somewhere along the line. I wonder whether that's the case. What I'm saying
is that, I'm not sure that it works like that. You see, For a start, I don't suppose, Let's look
at the other side of the coin, Don't you think they're right to be.
A: the young have anything to learn from the elderly
B: Well, older people
more experience than younger ones.
L: but nodiv ever says what experience!
B: They've lived through personal and family relationships. In
many cases, they've bought and sold houses. They've witnessed ups and downs in
their careers. They're often experts on matters of health ranging from minor ailments to
major operations. Some of them have been round the world.
A: But do these achievements really relate to the problems of young people today?
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B: They have to,
older people have been there before. They've
had the problems and found the solutions.
A: today's young live in a different age
, they don't go
looking for information on the shelves of their local reference library. If they need
any kind of advice, they'll find it on the Internet.
their grandparents will
know how to use Search Engines.
B: quantity of information with quality of information. Nodiv
knows you better than someone in your own family. You don't need a global in-
strument to solve a local problem.
A: What can the young teach the elderly?
B: If the elderly are receptive, they could share some of the benefits of information
technology. An E-mail message or a fax could save someone with mobility problems a lot
of time and effort. Telephone banking could spare them having to queue in one of the few
remaining branches of their bank. The elderly are ften confused by modern telephones and
automatic switchboards.
A: enjoy getting out and about instead of sitting next to a tele
phone? suspicious of technology which is turning us all into screen-
gazers and zombies. The young are so hooked on these electronic toys, that they
can't really see where they're going. The elderly do not need all this virtual reality.
They are content to listen to the trees rustling in the wind, to smell the summer
grass and to watch the setting sun.
VI. Look at the expressions and decide which you would use: to ask for an opinion,
information
1)
to expand
2)
to give advices, recommendations, proposals
3)
to report conclusions
4)
to express priorities
5)
to express emotional reactions
7) to express agreements, disagreements
Excellent; Where is the clue? Personally I think, I understand what you're saying,
but..., Apart from. You have to do, Despite of that... I would recommend..., Shouldn't you
choose something that will be..., That's rather strange. As far as I know, For me, the (next)
most important thing would be to..., After all I mean, To sum up; You may be right, but I
still think...; I see but...
VIII. Use (he phrases given below in small polylogues while discussing the following
situations:
1)
You want to apologise for something you said.
2)
You have to tell someone their winning lottery ticket is a forgery.
3)
You wish you hadn't given up your previous job.
Don't forget about expanding phrases, advices, recommendations, proposals,
phrases expressing priorities, emotional reactions, link words: adding points, reporting
conclusions. Use the arguments and phrases which are used to introduce one's view.
1.
I think, we will have to agree to differ;
2.
I am afraid, I don V agree at all;
Xorijiy lingvistika va lingvodidaktika
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3.
My career prospects are...;
4.
To be responsible for...;
5.
To talk about luck…;
6.
To feel sorry for misfortunes, shortcomings or losses...;
7.
To express regrets about smth...;
8.
Hard work, good luck, natural talent;
9.
What's really important to me is to be able...; JO. For me, the (next) most
important thing would be to...; 11. What I would most like to do is to...;
12.
Your interest is in...;
13. It can lead you up the wrong path...
IX. Respond to the following stimulating sentences.
•
May all your wishes come true!
•
What I need is a good rest... -1 knew he was going to cause trouble, and cause
trouble he did...
•
The Russians have a marvelous folksong tradition...
•
You never give me any help!
- Do that again and I will hit you!
- Why are you laughing?
•
There are three things I can never remember- names, facers, and... I've forgotten
the other...
•
You
—
who rarely gets angry - really lost your temper!
•
Have you met our handsome new financial director?
•
I've hardly been anywhere since Christmas!
III Bosqich talabalarning polilogning turli ko‘rinishlarida nutq strukturalariga amal
qilib so‘zlashni o‘rganishlariga qaratilgan.
1. Terminlarga aniqlik kiritishni o‘rgatish uchun biror predmetga ta’rif berish
mashqlari bajarildi.
2. So‘z boyligini oshirish va kerakli so‘z spontan esga kelmaganda uzundan
-uzun
pauzalar yuzaga kelmasligi uchun, vaziyatdan chiqib ketish uchun perifraza mashqlari
bajariladi.
3.
TS, MSS, 2 DSS , CS matn strukturasiga binoan mantiqiylik, mazmunan ketma-
ketlikka rioya qilgan holda gapirishni o‘rganish mashqlari.
4.
TS Topic sentence tuzishni o‘rganish maqsadida gap nima haqida ekanini , ya’ni
berilgan matndan asosiy mazmunni ifodalovchi gapni topish mashqlari.
5.
MSS, DSS strukturalarini o‘rganish maqsadida 1 abzasni qisqartirib, 1 gap
shakliga keltirish mashqlari bajariladi (3, 200
–
250).
6.
Conclusive sentence, ya’ni xulosa qilishni o‘rganish mashqlari.
Noverbal muloqot mashqlari:
7.
Ko‘z kontaktini bog‘lay olish mashqlari. Bunda talabalar ma’lum bir masalaga o‘z
fikrlarini bildiradilar va bunda e’tibor ko‘proq ko‘z kontaktiga beriladi.
8.
Hammaga eshitarli bo‘lgan ovozda va tushunarli tarzda ravon so‘zlash
mashqlari.
9.
Qo‘l harakatlari va yuz mimikalariga rioya qilish mashqlari.
10.
O‘zni erkin tutib so‘zlash mashqlari (5, 138–
139).
Ushbu bosqich mashqlari qo‘yidagilardan iborat.
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Talabalar filmdagi bir necha muloqotchilardan iborat polilogik nutqqa e’tibor
berishlari kerak. Bunda ular muomala vositalari va muloqot priyomlarini o‘rganadilar.
•
muloqotni davomiyligini ta’minlash;
•
bir-
biriga bog‘langan holda nutqni davom ettirish;
•
so‘zlovchilar bir fikrdan boshqa fikrga o‘tganlarida qanday til vositalaridan
foydalanishlari (mantiqiylik nazarda tutilmoqda);
•
hayotiy voqealarda muloqot ko‘rinishlari qanday bo‘lishi;
•
turli situatsiyalar qanday ko‘rsatib berilishi;
•
rollar almashinuvi qanday kechishi.
Masalan,
1. Pride and Prejudice filmidan lavha.
Mr. Bennet was among the earliest of those who waited on Mr. Bingley. He had
always intended to visit him, though to the last always assuring his wife that he should not
go; and till the evening after the visit was paid she had no knowledge of it. It was then
disclosed in the following manner. Observing his second daughter employed in trimming
a hat, he suddenly addressed her with:
"I hope Mr. Bingley will like it, Lizzy."
"We are not in a way to know WHAT Mr. Bingley likes," said her mother resentfully,
"since we are not to visit."
"But you forget, mamma," said Elizabeth, "that we shall meet him at the assemblies,
and that Mrs. Long promised to introduce him."
"I do not believe Mrs. Long will do any such thing. She has two nieces of her own.
She is a selfish, hypocritical woman, and I have no opinion of her."
"No more have I," said Mr. Bennet; "and I am glad to find that you do not depend on
her serving you."
Mrs. Bennet deigned not to make any reply, but, unable to contain herself, began
scolding one of her daughters.
"Don't keep coughing so, Kitty, for Heaven's sake! Have a little compassion on my
nerves. You tear them to pieces."
"Kitty has no discretion in her coughs," said her father; "she times them ill."
"I do not cough for my own amusement," replied Kitty fretfully. "When is your next
ball to be, Lizzy?"
"To-morrow fortnight."
2. Conversation
(polilogdagi 3 ta ishtirokchi)
Newsagent's shop. Sunday morning. A young married couple, Anne and Jim, meet
Ronald Marcer, a middle-aged librarian, while buying the Sunday newspapers.
Ronald: 'Sunday Telegraph', please. Thank you.
Jim: We would like all the Sunday papers. Why... hello, Mr. Marce r?
Ronald:
Hello.
Jim:
You know my wife, Anne, don't you?
Ronald:
Yes, We've met once or ... How are you?
Anne:
Yes, of course. How are you, Mr. Marcer?
Ronald: Buying up the whole of the paper shop morning?
Jim:
Well ... We want to plan our summer holiday you see. And it's about time of
especially that... that all the holiday adverts appear in the ...
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Anne:
So we thought we'd have a good look at bout everything that's going.
Ronald:
I see ... Yes ... You have to book up early these days. Are you thinking of going somewhere?
3.
Filmga javoban talabalar qo‘yidagicha fikr bildirishlari kerak
:
•
to agree or disagree partly;
•
to suggest another decision;
•
to avoid the answer or keep back your own opinion;
•
to express support.
How
about
going
on
a
package
to
Europe':
U Do you think our lives have been improved by the Internet?
4. Bunga javoban talabalar
qo‘yidagicha fikr bildirishlari kerak
:
•
to agree and begin speaking;
•
not to support the talking but explain the reasons;
•
not to agree, suggesting another decision of the matter.
You will take the floor at the conference, won
‘t
you?
Would you tell a group of London students about Russian folksong tradition?
5. Guruhlarga bo‘linib turli mavzularda munozara, bahs, suhbatlar o‘tkazadilar.
Mavzular, savollar ko‘rilgan film mazmunidan kelib chiqqan bo‘ladi.
IV Bosqich, ya’ni yakuniy sinov ishlarimizning maqsadi:
a)
talabalarning tajriba o‘tkazilgandan so‘nggi polilogik nutq malakalari
darajalarini aniqlash;
b) tajriba-sinovdan olingan dalillarni tahlil qilish;
v) taqdim etilayotgan metodikamiz samaradorligi yuzasidan xulosa chiqarishdan
iborat.
Talabalar polilogik nutq layoqatini baholash mezoni.
Nutq
1 ball
Ma’lum bir
nutq sifatining
mavjud
emasligi
2 ball
Nutq sifatining
minimal
darajada
ekanligi
3 ball
Nutq sifatining
nisbatan yuqori
darajadaligi
4 ball
Ma’lum bir
nutq sifatining
maksimal
darajada
mavjudligi
Aniq
lilik
So‘zlovchi
mavzuga
taalluqli bo‘lgan
bilimlarni
yеtarlicha
egallamagan,
leksik birliklarni
o‘z o‘rnida
qo‘llamayapti
So‘zlovchi
mavzuga
taalluqli bo‘lgan
bilimlarni
deyarli
egallagan, leksik
birliklarni
hamma vaqt
ham o‘z o‘rnida
qo‘llamayapti
So‘zlovchi mavzuni
va predmetni
yaxshi bilishi
ko‘rinib turibdi, shu
bois leksik
birliklarni o‘z
o‘rnida qo‘llamoqda
So‘zlovchi
mavzuni va
predmetni
chuqur bilishi
ko‘rinib turibdi,
shu bois hamma
leksik birliklarni
o‘z o‘rnida
qo‘llamoqda
Dalil
kelti
rish
So‘zlovchi
bildirayotgan
fikr,mulohazalari
ni dalillar bilan
asoslamayapti
So‘zlovchi fikriga
onda-
sonda ba’zi
dalillar
keltiryapti
So‘zlovchi bir necha
xil dalillarga
tayanyapti, lekin
resipietlarga nutq
ta’sirchan bo‘lishi
uchun psixologik
usullarni
qo‘llamayapti
So‘zlovchi
mumkin qadar
ko‘plab dalillar
keltirmoqda,
nutqda
ta’sirchanlikni
oshiruvchi
psixologik
usullarni
qo‘llamoqda
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
423
Diqqatni
jalb
qilish
So‘zlovchi
auditoriya
diqqatini
tortmayapti,ko‘z
kontakti , qo‘l
harakatlari,
o‘ziga ishonch
yo‘q.
So‘zlovchining
auditoriya bilan
ko‘z kontakti
onda-
sonda, qo‘l
harakatlari ,
o‘ziga ishonch
kam.
So‘zlovchining
auditoriya diqqatini
jalb qilishga
harakat qilyapti,
ko‘z kontakti , qo‘l
harakatlari, o‘ziga
ishonch bir muncha
bor.
So‘zlovchi
auditoriya
diqqatini
butunlay jalb
qilaypti,ko‘z
kontakti , qo‘l
harakatlari,
o‘ziga ishonch
mavjud.
Javob
ning
to‘g‘ri
ligi
(adabiy
til
norma
lariga
mosligi
So‘zlovchi adabiy
til normalarini
biladi, lekin
uning turli
darajalarida
ko‘plab xatolikka
yo‘l qo‘ymoqda.
So‘zlovchi adabiy
til normalarini
biladi, lekin
uning turli
darajalarida
xatolikka yo‘l
qo‘ymoqda.
So‘zlovchi adabiy til
normalarini biladi,
lekin uning turli
darajalarida
unchalik sezilarli
bo‘lmagan
xatolikka yo‘l
qo‘ymoqda.
So‘zlovchi adabiy
til normalarini
biladi, uning turli
darajalarida
amaliy jihatdan
hech qanday
xatolikka yo‘l
qo‘ymayapti.
Ifodalilik
So‘zlovchi
ekspressiv-
emotsional
usullarni
qo‘llamayapti,
mantiqiy
urg‘uga,nutq
tempiga rioya
qilmayapti, past
va noaniq
so‘zlamoqda.
So‘zlovchi
ekspressiv-
emotsional
usullarni
kamdan-kam
qo‘llayapti,
onda-sonda
mantiqiy urg‘uga
rioya qilyapti,
nutq tempi xato,
past va noaniq
so‘zlamoqda.
So‘zlovchi
ekspressiv-
emotsional
usullarni tez-tez
qo‘llamoqda,
mantiqiy urg‘u
to‘g‘ri, nutq
tempida tutilish
yo‘q,ammo past
ovozda
so‘zlamoqda.
So‘zlovchi turli
ekspressiv-
emotsional
usullarni
qo‘llamoqda,
mantiqiy
urg‘uga,ovoz
tempiga rioya
qilmoqda,
baland va aniq
so‘zlamoqda.
Ko‘rgaz
malilik
Debat jarayonida
optimal darajada
ma’lumotni
yеtkazuvchi
ko‘rgazmali
vositalardan
foydalanilmadi
Debat jarayonida
ma’lumotni
yеtkazishda
unchalik effektiv
bo‘lmagan
ko‘rgazmali
vositalardan
foydalanildi
Debat jarayonida
nutq asosiy
mazmunini
ifodalovchi va uni
tushunarliligini
oshiruvchi
ko‘rgazmali
vositalardan
foydalanildi
Nutq mazmunini
oydinlashtiruv-
chi, to‘ldiruvchi,
isbotlovchi,
asoslovchi va uni
tushunilishini
optimallashtiruv
chi ko‘rgazmali
vositalardan
foydalanildi
Mantiqiy
lik
(kompo
zitsion
tuzilish)
So‘zlovchi
mazmunan
ketma-ketlikni
buzgan holda
nomantiqiy
ma’lumotlar
bermoqda,
tushunishni
qiyinlashtir
moqda
So‘zlovchi
mazmunan
ketma-ketlikni
bir oz buzgan
holda ayrim
nomantiqiy
ma’lumotlar
bermoqda,
tushunishni
qiyinlashtir
moqda
So‘zlovchining
nutqi mazmunan
to‘g‘ri ketma
-
ketlikda,
ma’lumotlar
y
еtarlicha mantiqiy
,
resipientlarga
tushunarli
So‘zlovchining
nutqi mazmunan
to‘g‘ri ketma
-
ketlikda,
ma’lumotlar juda
mantiqiy ,
resipientlarga
asosiy va to‘liq
ma’noni
y
еtkazib
bera oladi.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
424
Ma’lu
mo
tlar
darajasi
So‘zlovchi
hammaga
ma’lum bo‘lgan,
resipientlarga
qizig‘i bo‘lmagan
ma’lumotlarni
y
еtkazmoqda
So‘zlovchi
unchalik dolzarb
bo‘lmagan,
resipientlarga
unchalik qizig‘i
bo‘lmagan
ma’lumotlarni
y
еtkazmoqda
So‘zlovchi
resipientlarga
dolzarb
ma’lumotlarni
еtkazmoqda, biroq
faqatgina faktlarni
aytib o‘tish bilan
chegaralanmoqda
So‘zlovchi
faktlarni chuqur
sharhlab,
dolzarb va
resipientlarga
qiziqarli bo‘lgan
ma’lumotlarni
yеtkazmoqda
Nutq
ravon
ligi
So‘zlovchining
nutqida ko‘plab
begona
so‘zlarning, uzun
pauzalarning
mavjudligi
So‘zlovchining
nutqida begona
so‘zlarning
pauzalarning
mavjudligi
So‘zlovchining
nutqida bilinmas
darajada begona
so‘zlarning,
pauzalarning
mavjudligi
So‘zlovchining
nutqida begona
so‘zlarning,
pauzalarning
yo‘qligi
Tushu
narlilik
So‘zlovchi
resipientlar
uchun yangi
bo‘lgan so‘z,
jumla, termin,
qisqartma,
abbreviatura
larga izoh
bermayapti
So‘zlovchi
resipientlar
uchun yangi
bo‘lgan so‘z,
jumla, termin,
qisqartma,
abbreviaturalarn
ing ba’zilariga
izoh beryapti
So‘zlovchi
resipientlar uchun
yangi bo‘lgan so‘z,
jumla, termin,
qisqartma,
abbreviaturalarnin
g ko‘piga izoh
beryapti
So‘zlovchi
resipientlar
uchun yangi
bo‘lgan so‘z,
jumla, termin,
qisqartma,
abbreviatura
larning
hammasiga izoh
beryapti
Xulosa qilib aytganda, polilogik nutqni takomillashtirish bir necha jarayondan
iboratdir:
-universitet professor-
o‘qituvchilari hamda talabalar o‘rtasida anketa
so‘rovnomalar o‘tkazish;
-
polilogni o‘rgatish uchun dastlab talabalarning bilimlarini aniqlash, ya’ni
polilogda ishtirok etish qobiliyatlarini tekshirish;
-
talabalarga polilog turlari, ya’ni debat, munozara, stol atrofidagi muhokama,
guruh o‘yinlari, birgalikdagi ta’lim haqida ma’lumot berish;
- polilog qoidalari, polilogda ishlatiluvchi jumlalar, S1 darajadagi leksik va
grammatik birliklar o‘rgatish;
-
polilogni takomillashtirishda badiiy kitoblar o‘qish va ingliz filmlaridan
foydalanish;
- polilogik nutq malaklarini aniqlashda baholash mezonidan foydalanish.
Yuqorida keltirilgan jarayonlarga mas’uliyat bilan yondashilganda talabalarning
polilogik nutqini C1 darajada takomillashtirishga erishiladi.
FOYDALANILGAN ADABIYOTLAR RO‘YXATI:
1.
L.T.Axmedova, V.I.Normuratova. “Teaching English practicum”, Toshkent
-2011.
164 bet.
2. B. Bannet,
C.Rolheisser, L.Stevahn.”Cooperative Learning”,1990 r.340 .
3.
G.Broughton, Ch. Brumfit, R.Flavell, P.Hill, A.Pincas. “Teaching English as a
Foreign Language”, 2003. r.257.
4.
Sh.T.Bo‘taev, N.M.Yuldasheva. “Umumevropa kompetensiyalari tizimi (CEFR)
asosida til o‘rganuvchilarning bilimini baholash uchun qo‘yilgan talablar(uslubiy
qo‘llanma”. Toshkent
-2017.-40 b.
5.
“In
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service distance training course for teachers of English”. Romania, Polirom
2003, p 138-139.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
425
6.
Xayns Lemmerman. “Uroki ritoriki i debatov” , Unikum Press
-2011. Str 336.
7.
Djuraeva M. “Choosing appropriate exercises in improving students’ polilogic
speech” Emergent: Journal of educational discoveries and lifelong learning.
- ISSN:2776-
0995, Volume 2, Issue 6 June, 2021, p 19-23.42.
8.
Djuraeva M. “Using online app for teaching English Speaking”, Web of scientist:
International Scientific research journal, -Vol.3, No. 5 (2022) p.877-881.
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