Oʻzbekcha
NOFILOLOGIK TAʼLIM YOʻNALISHI TALABALARINING INGLIZ TILIDAGI OGʻZAKI NUTQ KOʻNIKMALARINI ARKA MODELI ASOSIDA RIVOJLANTIRISH
Journal
Filologiyaning dolzarb masalalari
Issue
“Filologiyaning dolzarb masalalari” mavzusidagi respublika ilmiy-amaliy anjumani
Abstract
Maqolada nofilologik taʼlim yoʻnalishi talabalarining ingliz tilidagi ogʻzaki nutq koʻnikmalarini rivojlantirish masalasi ARKA – faoliyat, refleksiya, konseptuallashtirish, qoʻllash – modeli asosida tadqiq etiladi. Model D.Kolbning ekspiriensial taʼlim nazariyasiga asoslanadi. Nofilologik auditoriyaning oʻziga xos jihatlaridan kelib chiqib, 80 daqiqalik amaliy mashgʻulot uchun moslashtirilgan variant taklif etiladi, bosqichlarning vaqt taqsimoti, baholash mezonlari va qoʻllash cheklovlari asoslanadi.
Keywords
nutqiy xavotir
refleksiya
ARKA modeli
ekspiriensial taʼlim
ogʻzaki nutq koʻnikmasi
nofilologik yoʻnalish
kasbiy yoʻnaltirilgan til taʼlimi
Русский
В статье исследуется развитие навыков устной английской речи студентов неязыковых направлений на основе модели ARKA – деятельность, рефлексия, концептуализация, применение, восходящей к теории экспериентального обучения Д. Колба. Исходя из особенностей неязыковой аудитории, предлагается адаптированный вариант модели для 80-минутного практического занятия, обосновываются распределение времени по этапам, критерии оценивания и ограничения применения.
навыки устной речи
рефлексия
модель ARKA
экспериентальное обучение
неязыковое направление
профессионально ориентированное обучение языку
речевая тревожность
English
The article investigates the development of English speaking skills in non-philological degree programmes on the basis of the ARKA model – activity, reflection, conceptualization, application – which derives from Kolb’s theory of experiential learning. Proceeding from the specific features of the non-philological audience, an adapted version of the model for an 80-minute practical class is proposed; its time allocation, assessment criteria and limitations are substantiated.
ESP
experiential learning
language anxiety
reflection
speaking skills
ARKA model
non-philological programmes
1. Kolb D.A. Experiential Learning: Experience as the Source of Learning and Development. – Englewood Cliffs, NJ: Prentice-Hall, 1984. – 256 p.
2. Morris T.H. Experiential learning – a systematic review and revision of Kolb’s model // Interactive Learning Environments. – 2020. – Vol. 28, No. 8. – P. 1064–1077.
3. Brown H.D. Language Assessment: Principles and Classroom Practices. – New York: Pearson Longman, 2004. – 324 p.
4. Horwitz E.K., Horwitz M.B., Cope J. Foreign Language Classroom Anxiety // The Modern Language Journal. – 1986. – Vol. 70, No. 2. – P. 125–132.
5. Hutchinson T., Waters A. English for Specific Purposes: A Learning-Centred Approach. – Cambridge: Cambridge University Press, 1987. – 183 p.
6. Ellis R. Task-based Language Learning and Teaching. – Oxford: Oxford University Press, 2003. – 387 p.
7. Ilyasa F.F., Rahardja M.N.A., Firmansyah M.I., Faqihuddin A., Muflih A. ARKA Model Implementation (Aktivitas, Refleksi, Konseptualisasi, Aplikasi) in Learning: Building 21st Century Competencies // Al-Tadzkiyyah: Jurnal Pendidikan Islam. – 2024. – Vol. 15, No. 1. – P. 179–195.
8. Nation I.S.P., Newton J. Teaching ESL/EFL Listening and Speaking. – New York: Routledge, 2009. – 213 p.
9. MacIntyre P.D., Dörnyei Z., Clément R., Noels K.A. Conceptualizing Willingness to Communicate in a L2 // The Modern Language Journal. – 1998. – Vol. 82, No. 4. – P. 545–562.
10. Willis J. A Framework for Task-Based Learning. – Harlow: Longman, 1996. – 183 p.
11. Council of Europe. Common European Framework of Reference for Languages: Companion Volume. – Strasbourg: Council of Europe Publishing, 2020. – 278 p.
12. Oʻzbekiston Respublikasi Prezidentining 2021-yil 19-maydagi PQ-5117-son "Xorijiy tillarni oʻrganishni ommalashtirish faoliyatini sifat jihatidan yangi bosqichga olib chiqish chora-tadbirlari toʻgʻrisida"gi qarori // lex.uz.
13. Jalolov J.J. Chet til oʻqitish metodikasi. – Toshkent: Oʻqituvchi, 2012. – 432 b.
