DIFFERENTSIAL KO’RSATMALAR: CHET TIL SIFATIDAGI INGLIZ TILI DARSLARIDA KO'P BOSQICHLI VAZIFALARNI QO’LLASH
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Maqolada ingliz tili darslarida turli darajadagi ko’rsatmalar berish, shuningdek, vazifalarni to'g'ri taqsimlash muhimligiga e'tibor qaratilgan. Ilmiy tadqiqotlar shuni ko'rsatadiki, tabaqalashtirilgan o'qitish elementlarini amaliyotga tatbiq etishda muammo mavjud va ko'plab o'qituvchilar ingliz tili darslarida ko'p bosqichli vazifalarni qo'llash uchun bilim yoki tajribaga ega emaslar. Ushbu maqolada ilmiy tadqiqotlar va adabiyotlarni tahlili asosida ko'p bosqichli vazifalarni ishlab chiqish bo’yicha ma'lumotlar va elementlar keltirilgan.
Nilufar JAMOLIDDINOVA. (2024). DIFFERENTSIAL KO’RSATMALAR: CHET TIL SIFATIDAGI INGLIZ TILI DARSLARIDA KO’P BOSQICHLI VAZIFALARNI QO’LLASH. «O‘zMU XABARLARI», 1(1.4), 98–101. https://doi.org/10.69617/nuuz.v1i1.4.2010
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11. Natasha Pourdana & Mehdi Shahpouri Rad. Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context. Journal of Modern Research in English Language Studies, Vol. 4, No. 1, 2017.p.69-87.
12. Sally Wai-Yan Wan. Differentiated instruct ion: Hong Kong prospective teachers’ teaching efficacy and beliefs, Teachers and Teaching: theory and practice, 2015. DOI: 10.1080/ 13540602.2015.1055435
13. Marvin S. Canquea, Glenn A. Trinidadb, Mary Jane P. Cortesc. Differentiated Instruction through Tiered Activities in Teaching Geometry to the Junior High School students. Turkish Journal of Computer and Mathematics Education Vol.12 No.6, 2021, p. 5373-5380.
2. Nilufar Akramjonovna Jamoliddinova & Sherzod Abdug’ani o’g’li Valijonov. THE CONCEPTS OF "COMPETENCE" AND "COMPETENT" AND THEIR ANALYSIS BASED ON SCIENTIFIC AND METHODOLOGICAL LITERATURE REVIEWS. Mental Enlightenment Scientific-Methodological Journal, 1(01), 2021, 148–156. Retrieved from http://mentaljournal-jspu.uz/index.php/mesmj/article/view/62
3. Jessica Hockett. Differentiation Handbook: Strategies and Examples: Grades 6–12. Tennessee Department of Education. 2018
4. Jamoliddinova, N. APPLICATION OF DIFFERENTIATED INSTRUCTIONS IN ENGLISH CLASSES. Western European Journal of Linguistics and Education, 2(2), 2024, 14-20.
5. https://westerneuropeanstudies.com/index.php/2/article/view/315
6. Gregory, G. H. Differentiated instructional strategies in practice: Training, implementation, and supervision. Thousand Oaks, CA: Corwin. 2008.
7. Tomlinson, C. A. Fulfilling the promise of the differentiated classroom. Alexandria, VA: ASCD. 2003.
8. Tomlinson, C. A., & Allan, S. D. Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. 2000.
9. Robinson, P. (2003). Attention and memory during SLA. In C. J. Doughty, & M. H. Long (Eds.). The Handbook of Second Language Acquisition. Malden, MA: Blackwell Publishing. p. 631-678.
10. Richards, M. R. E. & Omdal, S. N. Effects of tiered instruction on academic performance in a secondary science course. Journal of Advanced Academics, 18, 2007, p. 424–453.
11. Natasha Pourdana & Mehdi Shahpouri Rad. Differentiated Instructions: Implementing Tiered Listening Tasks in Mixed-Ability EFL Context. Journal of Modern Research in English Language Studies, Vol. 4, No. 1, 2017.p.69-87.
12. Sally Wai-Yan Wan. Differentiated instruct ion: Hong Kong prospective teachers’ teaching efficacy and beliefs, Teachers and Teaching: theory and practice, 2015. DOI: 10.1080/ 13540602.2015.1055435
13. Marvin S. Canquea, Glenn A. Trinidadb, Mary Jane P. Cortesc. Differentiated Instruction through Tiered Activities in Teaching Geometry to the Junior High School students. Turkish Journal of Computer and Mathematics Education Vol.12 No.6, 2021, p. 5373-5380.
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