Keywords
fonologik ishlov
ishchi xotira
ehtimoliy prognozlash
metakognitiv strategiyalar
pastdan yuqoriga ishlov berish
yuqoridan pastga ishlov berish
urg‘uli bo‘g‘in
kichik maktab yoshi
A1 daraja
pragmatik munosabat.
How to Cite
Abstract
Boshlang‘ich sinflarda ingliz tili darsidagi tinglash mashg‘ulotlari ko‘pincha eshitilgan matn yuzasidan savollarga javob olish bilan cheklanadi: o‘quvchining nutqni idrok etish jarayoni o‘rgatilmaydi, faqat uning natijasi tekshiriladi. Tinglashning kognitiv modellari, ishchi xotiraning yoshga qarab rivojlanishi va metakognitiv ta’limga oid tadqiqotlar umumlashtirilib, 3–4-sinf o‘quvchilarida tinglab tushunish kompetensiyasi lingvistik-fonologik, kognitiv-protsessual, strategik-metakognitiv va kommunikativ-pragmatik komponentlar birligi sifatida asoslandi. Har bir komponent uchun 8–10 yoshli bolaning imkoniyatlariga mos ko‘rsatkichlar belgilandi. Bu yoshda tushunishning asosiy to‘sig‘i mazmunni talqin qilishda emas, nutq oqimini so‘zlarga ajratish va eshitilganini xotirada ushlab turishda ekani, metakognitiv ko‘nikmalar esa o‘qituvchining yo‘naltiruvchi savollari yordamida, ona tilida va soddalashtirilgan shaklda shakllanishi ko‘rsatildi. Taklif etilgan shart- sharoitlar tinglash mashg‘ulotini natijani tekshirishdan jarayonni o‘rgatishga yo‘naltirish imkonini beradi.References
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