Abstract
Ingliz tili leksikasini o‘qitishda gamifikatsiya (o‘yin dizayni elementlarini o‘yin bo‘lmagan ta’lim kontekstiga ko‘chirish) o‘quvchini faollashtirish, takrorlashni tizimlashtirish va mustahkamlashni “ko‘rinadigan” qilish orqali leksik o‘zlashtirish natijalarini yaxshilashi mumkin. Biroq gamifikatsiyani “faqat ball-badge-leaderboard” bilan cheklash motivatsiya va o‘zlashtirish sifatida barqaror natija bermaydi; metodik yadro kognitiv mexanizmlar (retrieval practice, spaced practice, feedback), leksik bilimning ko‘p qatlamliligi (receptive-productive, breadth-depth) va o‘quvchining avtonomiyasi bilan bog‘lanmagan dizaynlar “qiziqarli, lekin sayoz” o‘rganishga olib keladi. Ushbu maqolada gamifikatsiya elementlarini ingliz tili leksikasini o‘qitishning lingvodidaktik maqsadlari bilan moslashtiruvchi metodik model taklif qilinadi: (1) leksik birlikni ko‘rish-anglash-chaqirib olish-qo‘llash zanjiri, (2) fazalangan qayta chaqirish va “me’yoriy qiyinchilik” (desirable difficulty) tamoyili, (3) mahoratga yo‘naltirilgan baholash (mastery) hamda ijtimoiy hamkorlikni qo‘llovchi mexanikalar. Modelning ilmiy asoslari gamifikatsiya va o‘yinlashtirilgan ta’lim bo‘yicha meta-tahlillar, ELTga oid tizimli sharhlar va mobil ilovalar orqali leksik o‘rganish natijalari bilan dalillanadi.
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