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литературе, что, в свою очередь, будет служить основой для оценки уровня знаний родного языка
и литературы.
ЛИТЕРАТУРА:
1.
Аавиксоо Я. Обеспечение качества: неортодоксальный взгляд на проблему // Alma mater
(«Вестник высшей школы»). М.,2002.
2.
Бордовская Н.В., Титова Е.В. Методика оценки качества деятельности преподавателей
вуза. – Издательский центр Приморского государственного университета, 2003.
3.
Решетникова О.А.,Демидова М.Ю. Новые подходы к разработке контрольно-
измерительных материалов //Народное образование.№9.2015.
4.
Решетникова О.А. Разработка новых моделей контрольно-измерительных материалов
основного Государственного экзамена / Педагогические измерения/ Educational measurements,
1/2018.
5.
Стандарты и рекомендации для гарантии качества высшего образования в европейском
пространстве. – Йошкар-Ола: Аккредитация в образовании, 2008.
6.
Douglas, Dan. Understanding Language Testing. London – New York, 2010.
7.
Fulcher, Glenn. Practical Language Testing. London, 2010.
IMPACT OF GLOBALIZATION ON HIGHER EDUCATION
Mamirbaeva D.Dj.
Ph.D, Docent, English Language and Literature Department, NSPI,
Nukus, Uzbekistan
Dawletmuratova D
.
second-year MA student KarSU, Nukus, Uzbekistan
The status of English as a world language and its potential impact on other languages is a
fundamental subject in the linguistic ecology of the Internet. According to Krauss (1992), 90 percent of
human languages will vanish or be severely weakened in the next century. English is becoming more
widely used, particularly as a second language and as a lingua franca—a common language of
communication among speakers of many languages. The use of English in other countries is not
compelled by legislation or military strength; rather, the United States has a popular culture that is
consumed and mimicked by other countries, aiding the spread of English. Kachru (1996) stated that there
is no single English language, but rather a variety of Englishes that have arisen throughout former British
and American colonies, despite the fact that none of these variants has been officially acknowledged. As a
result, while English is becoming more widely used, it has also being co-opted and domesticated in some
circumstances.
Furthermore, the worldwide or regional dominance of a particular language may shift. Fishman
(1998) gave a historical account of Russian growth, demonstrating how Soviet policy was to force
Russian on ethnic people. These same populations have been de-emphasizing Russian in public life since
the fall of the USSR, to the disadvantage of their ethnic Russian populations. Even among Uzbeks who
are more skilled in Russian than English, Wei and Kolko's (2005) survey-based study of Uzbekistan (a
former member-state of the USSR) concluded that Russian is losing ground to English as the most
important language on the Internet.
As part of the Diversity Theory, the Internet promotes the use of different languages, including
minority languages. Graddol provides more sophisticated hypotheses, integrating imperial language
distribution with variables that predict local language coexistence. Graddol (1997) predicted that by 2050,
English would be displaced as the world's single hegemonic language by a "oligarchy" of world
languages, including Chinese, Spanish, Arabic, Russian, Hindi, and Malay.
As a result, while globalization will have an impact on local languages, it will not cause their
extinction or replacement. While the Internet may increase the demand for a lingua franca such as
English, other variables, such as ethnic and national identities, foster linguistic plurality, according to
Warschauer (2002). Globalization processes, whether they promote English as a means of communication
or as a means of coercion, can have significant repercussions.
Globalization's impact can also be explored by concentrating on a single institution, such as
higher education. The majority of the literature on this topic focuses on the usage of English, and some of
the questions highlighted are similar to those expressed in the previous research on language and
globalization: Is the use of native languages at universities threatened by English? How have universities
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and their users adopted English, and to what extent have they done so? Is English on its way to becoming
the dominant language of science and scholarship, or has it already arrived?
Even in countries like Germany, which was formerly regarded as the epicenter of global research
and study in the early twentieth century, English is gaining traction. Kachru (1996) found that, while
English is not yet widely used as a language of instruction at the undergraduate level, it is featured on
university Web pages, and English is typically the language of instruction at the graduate level, as well as
the language of publication, in fields such as medicine and natural science. The decision to use English in
education differs by country and is frequently influenced by the status of the country's original language.
Students whose native language is well-known and has a large number of speakers conduct
Internet searches in both their native language and English. Students whose native language is not widely
spoken or supported by economic prosperity, on the other hand, are increasingly turning to English. Some
people are concerned about the growing popularity of English in higher education. Altbach (2004) used
the dispute over the major language of teaching in the Netherlands as an example, citing concerns about
the survival of the Dutch language if English began to dominate higher education.
In higher education, the usage of English is linked to reputation and job advancement. Pakir
proposed that Singaporeans adapt English to make it "glocal"—globally appropriate while remaining
culturally relevant—in order to retain their cultural identity.
In summary, the advantages of using English in higher education include greater institutional and
individual status and popularity locally and/or worldwide. There are also financial benefits, such as higher
student enrollment and graduation compensation. Collaboration and information access are also
commonly mentioned. The disadvantages of English adoption include the risk of the native language's
decline and loss of status, especially if there are few speakers.
REFERENCES:
1.
Kachru, B. B. (1996). World Englishes: Agony and Ecstasy. Journal of Aesthetic Education, 30,
135-155.
2.
Wei and Kolko's (2005).
Resistance to Globalization: Language and Internet Diffusion Patterns in
Uzbekistan.
New Review of Hypermedia and Multimedia, Vol.11, #2, 205-220.
3.
Graddol, D. (1997). The future of English? London: British Council.
4.
Warschauer M. (2002) Networking into academic discourse. Journal of English for
Academic
Purposes 1(1), 4558.
КЛАСТЕР АСОСИДА ЛОЙИҲАЛАШ ФАОЛИЯТИНИ ТАКИЛ ҚИЛИШ
Абдиримова
И.К.
катта ўқитувчи, Чирчиқ давлат педагогика институти, Ўзбекистон
тел: +998907386573
Жалилов Ж.
Чирчиқ давлат педагогика институти талабаси, Ўзбекистон
Аннотация:
Мақолада лойиҳа фаолияти ва педагогик таълим кластери тушунчаларига таъриф
берилиб, кластер усулини таълим жараѐнида ўқувчиларнинг лойиҳалаш фаолиятида қўллаш
механизмлари, усуллари ҳамда йўналишлари кўрсатиб ўтилган. Лойиҳалаш фаолиятида кластер
усулидан фойдаланиш таълим самарадорлигини оширишда муҳим ўрин тутиши илмий жиҳатдан
ѐритилган.
Калит сўзлар:
кластер, кластер тамойиллари, лойиҳалаш фаолияти, педагогик таълим кластери,
кластер ѐндашув, инновацион технология, инновацион ѐндашув, таълим тизими, лойиҳа.
Давлатимиз мустақилликни қўлга киритгандан кейин таълим давлат сиѐсатининг устувор
соҳасига айланиб, ушбу соҳада туб ислоҳотлар амалга оширила бошланди. Ҳукуматимиз
томонидан таълим соҳасини тубдан ислоҳ қилиш мавжуд камчиликларни бартараф этиш
мақсадида таълим ва кадрлар тайѐрлаш соҳаларига оид бир қатор қарорлар қабул қилинди.
Педагогик таълим соҳасида инновацион иқтисодиѐтнинг тараққий этиш шароитида инновацион
фикрловчи, мустақил изланувчи ва қарорлар қабул қилишга қодир, келажакда ижтимоий ва
профессионал муҳитга мослашувчан, жамоа бўлиб ишлайдиган ва муаммоларни ҳал қила оладиган
ўқувчиларни тайѐрлаш муҳим аҳамият касб этади. Лойиҳа фаолиятида турли таълим
муассасалари, жамоат ва давлат ташкилотларининг ҳамкорлигини назарда тутувчи лойиҳалар
асосий ўрин тутади. 1918 йилда Колумбия университети қошидаги педагогика коллежи
