LINGUISTIC AND PSYCHOLINGUISTIC FOUNDATIONS OF READ-ALOUDS IN TEACHING ENGLISH
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Ovoz chiqarib o‘qish ingliz tilini o‘qitishda (ELT) samarali pedagogik vosita sifatida keng e’tirof etilgan bo‘lib, yosh o‘quvchilarda tinglab tushunish, so‘z boyligini rivojlantirish va o‘qish savodxonligini rivojlantiradi. Mazkur maqolada tilni o‘zlashtirish, kognitiv va savodxonlikni rivojlantirish nazariyalaridan kelib chiqib, ingliz tili o‘qitishda ovoz chiqarib o‘qitish metodining lingvistik va psixolingvistik asoslari o‘rganilgan. Ovoz chiqarib o‘qishning ingliz tilini o‘rganishga ta’sirini baholash uchun 8-11 yoshli o‘quvchilar bilan kichik eksperimental tadqiqotni o‘z ichiga olgan aralash usullar yondashuvi qo‘llanildi. Natijalar shuni ko‘rsatadiki, ovoz chiqarib o‘qish fonologik ongni, sintaktik va semantik tushunishni sezilarli darajada oshiradi, shu bilan birga tilni faol va interaktiv tarzda o‘rganishni rag‘batlantiradi.
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4. Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8-17.
5. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
6. Pinker, S. (1994). The language instinct: How the mind creates language. HarperCollins.
7. Rasinski, T. V. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. Scholastic.
8. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312.
9. Trelease, J. (2019). The read-aloud handbook (8th ed.). Penguin Books.
10. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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