BOLALAR VA KATTALARNING TIL O'RGANISHIGA MOS KELUVCHI O’QITISH METODLARI
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moslashuvchan pedagogika, yosh omili, ikkinchi til o‘rganish, tanqidiy davr gipotezasi, neyroplastiklik, ijtimoiy-affektiv omillar, refleksiv o‘rganish, motivatsiya, kognitiv rivojlanish, intensiv o‘qitish, metakognitiv strategiyalar.Abstrak
Mazkur tezisda bolalik va kattalik davrlarida ikkinchi tilni o‘rganish jarayonida o‘qitishning moslashuvchan (adaptiv) pedagogik yondashuvlarini ishlab chiqish va takomillashtirish masalalari tahlil etilgan. Asosiy nazariy manba sifatida D. Singleton va S. Pfenninger (2018) tomonidan yozilgan “L2 Acquisition in Childhood, Adulthood and Old Age” maqolasi asos qilib olingan. Tezisda yosh omilining til o‘rganishdagi ahamiyati, “tanqidiy davr gipotezasi” (Critical Period Hypothesis — CPH), neyroplastiklik (miyaning o‘zgaruvchanligi), shuningdek, ijtimoiy va affektiv omillar ta’siri tahlil qilingan. Statistik tahlillar shuni ko‘rsatadiki, o‘qitishda moslashuvchan strategiyalar qo‘llanilganda, bolalar va kattalar o‘rtasidagi til o‘zlashtirish samaradorligi tafovuti 25–30% gacha kamayadi.
Iqtiboslar
Singleton, D., & Pfenninger, S. (2018). L2 Acquisition in Childhood, Adulthood and Old Age. Journal of Second Language Studies, 1(2), 254–275.
Penfield, W., & Roberts, L. (1959). Speech and Brain Mechanisms. Princeton University Press.
Lenneberg, E. (1967). Biological Foundations of Language. Wiley.
Bak, T. H., Long, M. R., Vega-Mendoza, M., & Sorace, A. (2016). Novelty, Challenge, and Practice: The Impact of Intensive Language Learning on Attentional Functions. PLoS One, 11(1–11).
Green, D. (2018). Second Language Learning and Cognitive Development. Oxford University Press.
