INGLIZ TILINI O‘RGANISHDA O‘QUV RESURSLARINING KOGNITIV VOSITACHI SIFATIDAGI ROLI: NAZARIY TIPOLOGIYA
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Mazkur maqolada ingliz tilini o‘rganishda o‘quv resurslarining kognitiv vositachi sifatidagi roli sotsiokultural va konstruktivistik
yondashuvlar asosida tahlil qilinadi. Tadqiqot Vygotskiyning vositachilik nazariyasi, Feyershteynning vositachilangan ta’lim
tajribasi hamda CEFR Companion Volume hujjatidagi zamonaviy qarashlarga tayanadi. Tadqiqotning asosiy maqsadi o‘quv
resurslarining kognitiv funksiyalarini ochib beruvchi nazariy tipologiyani ishlab chiqishdan iborat. Tadqiqot metodologiyasi
sifatida sifatli, nazariy-tahliliy yondashuv qo‘llanildi. Natijalar o‘quv materiallari faqat bilim manbai emas, balki o‘quvchilarning
tafakkur jarayonlarini shakllantiruvchi faol kognitiv vosita ekanini ko‘rsatdi
1. Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard
University Press, 1978.
2. Feuerstein, R., Feuerstein, R. S., & Falik, L. Beyond Smarter: Mediated Learning and the Brain’s Capacity for Change.
New York: Teachers College Press, 2010.
3. Lantolf, J. P., & Thorne, S. L. Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford
University Press, 2006.
4. Mayer, R. E. Multimedia Learning. Cambridge: Cambridge University Press, 2009.
5. Tomlinson, B. Materials Development in Language Teaching. Cambridge: Cambridge University Press, 2011.
6. Richards, J. C., & Rodgers, T. S. Approaches and Methods in Language Teaching. Cambridge: Cambridge University
Press, 2014.
7. Nunan, D. Experiential Language Learning. Cambridge: Cambridge University Press, 1993.
8. Council of Europe. CEFR Companion Volume with New Descriptors. Strasbourg: Council of Europe, 2020.
9. Ellis, R. The Study of Second Language Acquisition. Oxford: Oxford University Press, 2008.
10. Gersten, R., Chard, D., & Baker, S. “Factors Enhancing Mathematical Problem-Solving Success.” Journal of Learning
Disabilities, 33(6), 2000.
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