Metakognitiv strategiyalar ingliz tili o‘qituvchilarida o‘qish kompetentligini oshirishning pedagogik vositasi sifatida

Dilnoza Kurbanbayeva

doi:10.47689/2181-3701-vol3-iss7/S-pp152-157

Dilnoza Kurbanbayeva Tayanch doktorant, O'zbekiston davlat jahon tillari universiteti

DOI

https://doi.org/10.47689/2181-3701-vol3-iss7/S-pp152-157

Kalit so‘zlar

metakognitsiya , o‘qish malakasi , bo’lajak ingliz tili o’qituvchilari , strategiya o‘qitish , o‘qituvchilar ta’limi , refleksiv o‘rganish , tushunish , pedagogik vosita

Annotasiya

Ushbu maqolada bo’lajak ingliz tili o‘qituvchilarining o‘qish kompetensiyasini oshirishda metakognitiv strategiyalarning samarali pedagogik vosita sifatidagi imkoniyatlari tahlil qilinadi. Lingvistik, kognitiv va madaniy ko‘nikmalarning murakkab uyg‘unlashuvi sifatida qaraladigan o‘qish kompetensiyasi o‘qituvchilarni tayyorlash dasturlari uchun muhim ahamiyatga ega. Tadqiqot tanqidiy tushunish va refleksiv o‘rganishni rivojlantirishda metakognitiv xabardorlik, ya’ni o‘z o‘qish jarayonlarini rejalashtirish, nazorat qilish va baholashning rolini ta’kidlaydi. Bo‘lajak o‘qituvchilarni strategiyaga asoslangan ta’limga jalb qilish orqali, ushbu yondashuv mustaqil o‘rganish ko‘nikmalarini shakllantirish, matnni talqin qilishni takomillashtirish va ularning o‘qish ko‘nikmalarini kelajakdagi sinflarga o‘tkazish qobiliyatini kuchaytirish maqsadini ko‘zlaydi. Maqolada metakognitsiyaning nazariy modellari va amaliy tilshunoslikdagi empirik natijalarga asoslanib, o‘qituvchilarni tayyorlash o‘quv dasturlarida metakognitiv strategiyalarni o‘rgatishni joriy etish bo‘yicha amaliy tavsiyalar beriladi. Xulosa qilib aytganda, ushbu strategiyalarni tizimli qo‘llash chuqurroq tushunishga, akademik savodxonlikni oshirishga va barqaror kasbiy malakaga erishishga olib keladi.

Bibliografik manbalar

Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC Digest. pp. 1–5.

Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, pp. 112–130.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), pp. 906–911.

Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). Routledge. pp. 65–88.

Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routledge. pp. 102–118.

Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction. Lawrence Erlbaum. pp. 15–51.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Routledge. pp. 47–76.

Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), pp. 460–475.

Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. pp. 35–58.

Zhang, L. J., & Wu, A. (2009). Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use. Reading in a Foreign Language, 21(1), pp. 37–59.

Yuklashlar

20 10

Nashr qilingan

2025-08-25

Metakognitiv strategiyalar ingliz tili o‘qituvchilarida o‘qish kompetentligini oshirishning pedagogik vositasi sifatida

Qanday qilib iqtibos keltirish kerak

Kurbanbayeva, D. 2025. Metakognitiv strategiyalar ingliz tili o‘qituvchilarida o‘qish kompetentligini oshirishning pedagogik vositasi sifatida . Xorijiy lingvistika va lingvodidaktika. 3, 7/S (Aug. 2025), 152–157. DOI:https://doi.org/10.47689/2181-3701-vol3-iss7/S-pp152-157.