TALABALARNING FRAZEOLOGIK KOMPETENTSIYASINI OSHIRISHDA KOGNITIV YONDASHUVNING ROLI
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Ushbu maqola kognitiv yondashuvlar idrok, xotira va muammolarni hal qilish kabi aqliy jarayonlardan foydalanish orqali frazeologik
kompetensiyani qanday oshirishi mumkinligini o‘rganadi. U turli xil o‘qitish usullarini, shu jumladan kontekstli o‘qitish, aniq
ko‘rsatmalar, interaktiv mashg‘ulotlar, takrorlash va turli xil amaliyotlar, ko‘rgazmali qurollar va multimedia, iboralarni tanlash
mashqlari, kontekstli grammatikani o‘rganish, xatolarni tuzatish va fikr-mulohazalarni ko‘rib chiqadi. Har bir usul o‘rganish, jalb qilish,
ushlab turish va qo‘llash samaradorligi nuqtai nazaridan baholanadi. Natijalar shuni ko‘rsatadiki, ushbu kognitiv strategiyalarning
kombinatsiyasi frazeologiyani o‘rganishda yanada keng qamrovli va samarali yondashuvni ta’minlaydi. Ushbu usullarni birlashtirib,
o‘qituvchilar o‘quvchilarga frazeologik birliklarni o‘rganishda va ularning umumiy til bilish darajasini oshirishda yaxshiroq yordam
berishlari mumkin.
2. Bakker, E., & Trienekens, N. Effective Strategies for Teaching Collocations: Insights from Cognitive Science. Journal of Language Teaching and Research, 12(3), 245-259. 2021
O‘zMU xabarlari Вестник НУУз ACTA NUUz Social SCIENCES 1/3 2025
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3. Chen, X., & Liu, L. Contextualized Learning and Its Impact on Phraseological Competence in ESL Learners. Language Learning & Technology, 26(1), 32-48. 2022
4. García, P., & López, M. Integrating Multimedia in Phraseology Instruction: A Cognitive Perspective. Modern Language Journal, 104(2), 180-195. 2020
5. Chen Y.C. & Lai H.L. Teaching English idioms as metaphors through cognitive oriented methods: A case in an EFL writing class. English Language Teaching, №2, 2013.
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7. https://www.fluentu.com/blog/educator-english/teach-english-idioms/, p. 13.
8. Lundblom E.G. & Woods J. Working in the Classroom: Improving Idiom Comprehension through Classwide Peer Tutoring, Communication Disorders Quarterly, 2012.
9. Nguyen, A., & Thomas, J. Error Correction and Feedback Strategies in Phraseology Instruction: Cognitive and Practical Insights. Applied Linguistics, 43(2), 202-219. 2022
10. Smith, R., & Zhao, X. Explicit Instruction vs. Contextualized Learning: Comparative Effects on Phraseological Acquisition. Language Teaching Research, 27(3), 215-230. 202Alhaysony, M.H. Strategies and difficulties of understanding English idioms: A case study of Saudi University EFL students. International Journal of English Linguistics. №1, 2017.
2. Bakker, E., & Trienekens, N. Effective Strategies for Teaching Collocations: Insights from Cognitive Science. Journal of Language Teaching and Research, 12(3), 245-259. 2021
O‘zMU xabarlari Вестник НУУз ACTA NUUz Social SCIENCES 1/3 2025
- 124 -
3. Chen, X., & Liu, L. Contextualized Learning and Its Impact on Phraseological Competence in ESL Learners. Language Learning & Technology, 26(1), 32-48. 2022
4. García, P., & López, M. Integrating Multimedia in Phraseology Instruction: A Cognitive Perspective. Modern Language Journal, 104(2), 180-195. 2020
5. Chen Y.C. & Lai H.L. Teaching English idioms as metaphors through cognitive oriented methods: A case in an EFL writing class. English Language Teaching, №2, 2013.
6. Cooper T. Teaching idioms. Foreign Language Annals, 1998.
7. https://www.fluentu.com/blog/educator-english/teach-english-idioms/, p. 13.
8. Lundblom E.G. & Woods J. Working in the Classroom: Improving Idiom Comprehension through Classwide Peer Tutoring, Communication Disorders Quarterly, 2012.
9. Nguyen, A., & Thomas, J. Error Correction and Feedback Strategies in Phraseology Instruction: Cognitive and Practical Insights. Applied Linguistics, 43(2), 202-219. 2022
10. Smith, R., & Zhao, X. Explicit Instruction vs. Contextualized Learning: Comparative Effects on Phraseological Acquisition. Language Teaching Research, 27(3), 215-230. 202
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