178
imply that Quizlet can be considered a good candidate for both teachers and students for vocabulary
instruction and learning.
REFERENCES
:
1.
Solidjonov, D.Z. (2021). The impact of the development of internet technologies on education at
pandemic time in Uzbekistan. In Студент года 2021 (pp. 108-110).
2.
Solidjonov, D. Z. (2021). The impact of social media on education: advantage and
disadvantage. Экономика и социум, (3-1), 284-288.
3.
Solidjonov, D. (2021). Modern education and useful methods for teaching. Scienceweb academic
papers collection.
INGLIZ TILI GRAMMATIKASINI AKT BILAN O‟QITISH
Norqulova M.B.
Tayanch doktorant, Ajiniyaz nomidagi NDPI
Nukus, O‘zbekiston
Hozirgi kunda dunyoda innovatsion texnologiyalarni ko‘payishi hamda jahon hamjamiyatlari
o‘rtasidagi globallashuvni rivojlanishi ta‘lim va tarbiyada shu bilan bir qatorda yurtimizda chet-tili
sifatida o‘qitilayotgan jahon tillaridan biri hisoblangan ingliz tilini o‘qitish va o‘rgatishda yangi
yondashuv va uslublarni talab qilmoqda. Ingliz tilida to‘g‘ri va ravon so‘zlashish uchun uning
grammatikasi qonun-qoidalaridan boxabar bo‘lish juda muhim. XXI asr axborot kommunikatsion
texnologiyalari asri, biz hayotimizning har bir jabhasida ularning turli tumanlaridan foydalanayabmiz.
Zamonaviy yoshlarimiz AKT ning qulayligi, qiziqarliligi va samaradorligi yuqori bo‘lganligi sababli ham
ularni o‘rganishga bo‘lgan qiziqishlari yuqoridir.
Yurtimizda ko‘plab olimlar ingliz ili o‘qitish metodikasi yuzasidan ko‘plab ilmiy izlanishlar olib
borishgan, masalan Chet tilini AKT yordamida o‘qitish ustida G.K.Bakiyeva, L.T.Ahmedova,
N.P.Babaniyazova, M.Muhiddinova, G.S.Sobirova kabi olimlarimiz ishlashgan. Ingliz tili grammatikasini
o‘qitish juda qadimgi metodlarimizdan biri hisoblanib mamlakatimizda va jahonda ko‘plab ilmi ziyolilar
fikr yuritishgan. R.V.Rogova [Rogova, 1991: 287] fikriga qo‘shilgan holda, shuni ta‘kidlash joizki,
«Grammatikasiz nutqning har qanday shaklini o‘zlashtirish imkoni mavjud emas, chunki grammatika so‘z
va tovush tarkibi bilan birga nutqning moddiy asosi hisoblanadi». Semenovning [Semenov, 2006:143]
fikriga asosan «AKT hayotimizning ko'plab sohalariga hukmron sifatida bostirib kirdi va o‘zgartirdi,
lekin AKT ning o‘zi iste‘molchilar tomonidangina boshqariladi» . "Hozir hamma narsa o'zaro platforma.
Bu biz yashayotgan haqiqatning bir qismi - ko'p qirrali, multimediali dunyo - va men buning bir qismi
bo'lganimdan juda xursandman" deya ta‘kidlaydi Robert J. Sozyer [R.Sozyer, 2002:67]. Ishonamizki,
dunyoning aksariyat maktablarda o'qituvchilar so'z boyligini oshirish uchun qo'llashlari mumkin bo'lgan
raqamli vositalar va axborot texnologiyalari mavjud va ularning soni yanada oshadi deb umid qilamiz. Bu
vositalar o'quvchilarning qiziqishini oshiradi va so'zlardan foydalanib, grammatik qoidalarga asoslangan
to‘g‘ri va ravon gapirishlariga ko‘maklashadi.
Mening ilmiy ishim mavzusi o‘rta maktablarda ingliz tili grammatikasini AKT yordamida
o‘qitish bo‘lganligi sababli ham, bu metodni maktablarda eksperiment sifatida sinab ko‘rish va uning
samaradorlik darajasi necha foizligi, o‘quvchilarning chet-tili grammatik kompetensiyasini oshirishdagi
yordamini aniqlash mening vazifalarimdan biridir. Shu sababli ham biz Qoraqalpog‘iston Respublikasi
Xalq ta‘lim vazirligi ministridan eksperiment o‘tkazish uchun yozma ruxsat olib, Qoraqalpog‘iston
Respublikasining besh ta tumanida tajriba sinovlardan oldin, o‘quvchilarning bilim darajasini tekshirish
bo‘yicha grammatikaga doir mashqlar va yigirma ta savoldan tashkil topgan so‘rovnomalarni to‘ldirib
berishlarini so‘radik. O‘quvchilarga ta‘lim beradigan ingliz tili muallimlarining ham fikrlari biz uchun
qiziq bo‘lganligi va dissertatsiya ishimizga aloqasi bo‘lganligi sababli ham ulardan ham anketalar olindi.
Umumiy hisobda 6 ta maktab, 19 ta sinf, 426 ta o‘quvchi va 32 ta o‘qituvchi qatnashdi. A2 darajali
o‘quvchilar 5-9 sinflarda ta‘lim olishadi, biz shundan faqat 7-8 sinflarni olishga qaror qildik. Grammatika
qismi 7-8 sinf o‘quvchilaring darslik kitoblarida berilgan mavzulardan berilgan, bilim darajalariga mos
mashqlardan tashkil topgan. O‘quvchilar tajriba sinov ishlarida qatnashayotganlaridan mamnun holda
anketalarni to‘ldirib berishdi. 205 ta o‘quvchi eksperiment guruh, 221 o‘quvchi nazorat guruhlarda ta‘lim
olishadi.
Ingliz tili grammatikasini o‘z ichiga olgan mashqlar kesimida 30 ta savolni o‘z ichiga olgan edi.
O‘quvchilar qay darajada yecha olishgani quyidagi jadvalda ko‘rsatilgan.
7-sinflar
25-30
19-24
18<
1
Nazorat guruhi
7 %
21 %
62 %
179
2
Tajriba-sinov guruhi
8 %
23 %
69 %
8-sinflar
25-30
19-24
18<
1
Nazorat guruhi
10 %
17 %
73 %
2
Tajriba sinov guruhi
11 %
16 %
73 %
Bu jadvalda sinflar, guruhlar, nechtadan savolga javob berishgani va necha foiz o‘quvchi to‘g‘ri
yechgani haqidagi ma‘lumotlar foizda ko‘rsatilgan.
Tajriba sinov ishlarimizning birinchi bosqichi shulardan iborat, hozirgi kunda nazariy
metodologik qismidamiz, yaqinda A2 darajali o‘quvchilarning leksik va grammatik kompetensiyasini
shakllantirishga oid ta‘lim platforma va inglizcha so‘zlarni o‘zbek, qoraqalpoq va rus tillariga tarjimasi
berilgan kompyuter va telefonda foydalanish mumkin bo‘lgan elektron lug‘atni maktab o‘quvchilariga
foydalanishga beramiz. Eksperimentimiz keyingi bosqichlari haqida kelgusi maqola va tezislarimizda
axborot berib boramiz. Yosh avlod juda zukko va bilim olishga chanqoq, xotirasi tezkor, ishonamizki
zamonaviy innovatsion texnologiyalariga asoslangan chet tili grammatikasini o‘rtgatadigan yangi
platforma ular uchun qulay va qiziqarli bo‘ladi. Ingliz tili xususidagi bilimlarini oshirib, Grammatik
kompetensiyalarini rivojlantirishga yordamlashadi.
ADABIYOTLAR:
1.
Рогова Г.В. Методика обучения иностранным языкам в средней школе. – М.: Просвещение,
1991. – 287 с.
2.
ICT tools and environments of child development
3.
Robert.J.Sozyer ICT in education. Canada. 2002. 67.
KEEPING INTERACTIVE IN ONLINE TEACHING: METHODS THAT WORK
Melieva S.G.
Master of Linguistics, EFL Teacher at Yeoju Technical Institute in Tashkent,
Tashkent, Uzbekistan
Abstract:
In this article we explore ways of keeping students engaged in online classroom. These
methods include online games and teamwork which enable students to be motivated and participate in the
lesson with equal enthusiasm as in traditional classroom.
Key words
:
online learning, online games, engagement, Kahoot, Quizizz, Padlet, breakout rooms, face-
to-face learning, teamwork.
Online education has become a broad field for scientific research in recent years since the demand
for online learning has increased due to pandemic procedures; however, it would be wrong to claim that
Covid-19 was the only booster of e-learning as the growth of students enrolled in online courses has been
witnessed for the last decade caused by the urge of seeking more flexible alternatives to traditional, face-
to-face instruction (Capra, 2014). Ironically the shift to online learning also means that educators around
the world are facing a number of challenges as it imposes adaptation of students to new culture of
learning and even more student-centered approach (Edmundson, 2007). This adaptation may discourage
some students to achieve the same results as in face-to-face classes and participate actively during online
classes due to lack of teacher control. As motivation is considered as one of the most powerful catalysts in
ESL learning (Iaremenko, 2017) this article will research methods of keeping the students engaged in
online classes as well as share the results of survey conducted among second-year students.
Methods that have been used in online classes in Yeoju Technical Institute in Tashkent (YTIT) to
keep students engaged include:
Use of online game quizzes such as Kahoot, Quizlet, Quizizz
We are living in the golden age of technology and digital literacy which leads to using and
incorporating digital games in second and foreign language teaching processes (Halim, 2020). According
to the qualitative research, conducted Turgut and Irgin (2009) young learners who played computer
games in cyber cafes improved their language skills in general and their lexical resource in particular.
This research illustrates effectiveness of online games while practicing new vocabulary. In online lessons
we also use quizzes which must be played online in teams or individually. Due to pandemic, Kahoot
