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benefits, it is vital to address ethical issues such as data privacy, bias, and equitable access. A balanced
and thoughtful implementation of AI, grounded in educational values and guided by ethical principles,
will ensure that it becomes a powerful ally in shaping the future of global education.
References:
1.
Chen, X., Xie, H., Zou, D., & Hwang, G.-J. (2020).
A review of artificial intelligence in
education
. Educational Technology & Society, 23(1), 1–12.
2.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016).
Intelligence Unleashed: An
Argument for AI in Education
. Pearson Education.
3.
Holmes, W., Bialik, M., & Fadel, C. (2019).
Artificial Intelligence in Education: Promises
and Implications for Teaching and Learning
. Boston: Center for Curriculum Redesign.
4.
Russell, S. J., & Norvig, P. (2016).
Artificial Intelligence: A Modern Approach
(3rd ed.).
Pearson.
5.
Tuomi, I. (2018).
The impact of artificial intelligence on learning, teaching, and education
.
European Commission Joint Research Centre.
6.
Williamson, B., & Piattoeva, N. (2020). Objectivity as standardization in data-scientific
educational governance: Grasping the global through the local.
Research in Education
, 101(1),
69–91.
O’QITISHDA MULTI METOD VA MIXED METOD YONDASHUV
Berdaq nomidagi
Qoraqalpoq Davlat Universiteti
Ta’lim va ta’rbiya nazariyasi va metodikasi
2 kurs tayanch doktoranti Kaipbergenova Hurliman
Annotatsiya:
Ushbu tezista ta’lim sifatida har hir metodlarning qollanilishi, asosan multi va
mixed metodalarning qollanilishi, ularning bir biridan farqi haqida muhokama qilingan.
Kalit so’zlar:
multi-metod, mixed-metod, keys tadqiqot, gipoteza, paradigma.
Miqdoriy va sifatli tadqiqot usullarini birlashtirish hozirgi kunda, ayniqsa, ijtimoiy fanlar
tadqiqotida keng tarqalgan amaliyotdir. Ushbu ikki yondashuv mos keladigan kuchli tomonlarga ega
va ulardan foydalanish tadqiqot munosabatlarini topishda tadqiqotning kuchli tomonlarini
yaxshilaydi. Weller va Barns ta'kidlashicha, "miqdoriy va sifatli ishlarni birlashtirgan ikkita alohida
yondashuv mavjud, ular multi-metod va mixed-metod tadqiqot deb ataladi". Multi-metod tadqiqotlar
turli usullar ostida natijalarni birlashtirishga intiladigan triangulyatsiyaga asoslanadi. Mixed-metod
tadqiqoti asosiy talqin qilish uchun mumkin bo'lgan natijalar yondashuviga tayanadi. Keys
tadqiqotlari sabab-oqibat talqiniga erisha olishi shubhasizdir, lekin buning o'rniga, metodlar o'rtasida
mehnat taqsimotini yaratishga intiladi, bunda katta ishlar asosiy munosabatlarni isbotlaydi, keys
tadqiqotlar esa tadqiqotlar farazlari, ularning ko'lami va tadqiqot gipotezalarining to'g'riligini tanqidiy
tasavvur qiladi [11]. Kroll va Neri fikrlariga ko’ra tadqiqot hodisa sifatida sifat va miqdoriy
yondashuvlar bilan mashhur, ammo siz qaysi yondashuvni afzal ko'rishingizga qarab, ikkita
paradigmani birlashtira oladigan va ularni mixed-metod va multi-metod usullarga joylashtirgan
boshqa yondashuvlar paydo bo'ldi. Ba'zi tadqiqotlar shu paytgacha mixed-metod usullarni sifatli usul
sifatida tan olishga muvaffaq bo'ldi, boshqalari esa uni mustaqil ravishda ajratib turadi. Boshqa
tadqiqotchilar ham borki, ular faqat bitta tadqiqotda mixed-metod usulni sifat va miqdoriy
yondashuvlarga metod shaklida joylashtirganlar, ammo mixed-metod usullar ham faqat miqdoriy
bo'lishi mumkin, boshqalari esa sifatli [10]. Greene takidlashicha multimetod uchun u ilmiy
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tadqiqotdagi juda ko'p yorqin masalalarning mumkin bo'lgan yechimi sifatida paydo bo'ldi va har
qanday savol va mumkin bo'lgan javob sifatida paydo bo'ldi [7]. Denzin va Cook fikrlaricha
multimetod odamlarning ijtimoiy hayotdagi xulq-atvorini tushunish uchun natijalarni olishdan
boshlandi tadqiqotning turli darajalarida turli ma'lumotlarni aralashtirish orqali tadqiqot usullarini
o'zgartirish bilan birga kelgan mixed metod usullar. Multimetod antropologiya va dasturni baholash
sohasida boshlangan [5].
Giddings, Grant va Johnson larning takidlashicha mixed metodli tadqiqot hozirgi vaqtda
tadqiqotning zamonaviy usulini belgilovchi asosiy tadqiqot yondashuvlaridan biri sifatida qaralmoqda
[6]. Creswell mixed metod yondashuvining etakchi ta'rifini ishlab chiqdi va uni "tadqiqotchi
ma'lumotlarni to'playdigan va tahlil qiladigan, topilmalarni birlashtiradigan va bitta tadqiqotda yoki
so'rov dasturida sifat va miqdoriy yondashuvlar yoki usullardan foydalangan holda xulosalar
chiqaradigan tadqiqot" deb atagan [2]. Bundan tashqari, mixed metod usullarni bajarishda sifat va
miqdoriy usullarning ahamiyati va afzalliklarini tushunish juda muhim, chunki bajarilgan hamma
narsa ikkita usul bilan bog'liq [1]. Creswell ta'kidlashicha, yondashuv ko'p yillar davomida, ayniqsa,
turli ijtimoiy fanlar sohalarida rivojlanib bormoqda. Bundan tashqari, paradigma sifatida sifat va
miqdoriy usullardan tashqari, mixed metod usullar, shuningdek, ba'zi metodologik muammolar bilan
yuzaga kelgan bo'lsa-da, yanada yorqinroq tadqiqotni rivojlantirish uchun avvalgi ikkita yondashuvni
tom ma'noda birlashtirgan uchinchi yondashuv sifatida tan olinadi [3]. Teddi va Tashakkori ham
mixed metod usullarni “parallel yoki ketma-ket bosqichlarda sifatli va miqdoriy ma’lumotlarni
to‘plash va tahlil qilish usullaridan foydalangan holda tadqiqot loyihalari” deb ta’riflashda oldinga
borishdi. Mixed metod usulning asosiy muammosi tadqiqot jarayonining boshidanoq takrorlanadigan
va umumlashtirilishi mumkin bo'lgan xulosalar qilish uchun respondentlardan ma'lumotlarni olishda
batafsilroq formula va ko'rsatmalar berishdir [12]. Johnson fikricha mixed metod yondashuvi
jarayonga to'sqinlik qiladigan kamchiliklar bilan birga keladi, biroq bir nechta tadqiqotchilar sifat va
miqdoriy usullarni birlashtirishning kamchiliklarini bitta mustahkam yondashuvga aylantirishga
harakat qilishgan va shu bilan aralash usul tadqiqot paradigmasi deb ataladi[8].
Greene
takidlashicha
multimetod uchun, ijtimoiy fanlar bo'yicha murakkab tadqiqot savollariga
javob berish maqsadida yondashuvni tushuntirishga harakat qilgan bir nechta tadqiqotlar mavjud [7].
Ushbu yondashuvdagi tadqiqotchilar bir xil turdagi yoki yondashuvning turli xil uslubiy tahlillarini
tanlashlari mumkin. Bu bir nechta sifatli tadqiqot usullaridan foydalanish yoki ikki xil miqdoriy
usullarni tanlash bo'lishi mumkin. Bunday metodologik yondashuvlardan foydalanish multi metodli
tadqiqot deb ataladi [2]. Shuni ta'kidlash kerakki, ikki xil paradigmadan ikki xil usuldan foydalanish
bir vaqtning o'zida bir paradigmadan ikki yoki undan ortiq tadqiqot usullarini qo'llashdan ko'ra
avtomatik ravishda mixed metod ga tushadi. Shuning uchun multimetod bitta paradigma yoki
yondashuvdan tanlash bilan ishlaydi, lekin tadqiqot loyihangizni tahlil qilish uchun turli usullardan
foydalanishni tanlash bilan ishlaydi [9]. Multi metod, shuningdek, turli va keng qamrovli tadqiqot
natijalarini olish imkoniyatini oshiradi. Multimetod haqidagi savolga javob berishning yana bir yo'li
- bitta yondashuvdan barcha tadqiqot metodologiyalari ro'yxatini birlashtirish va keyin bir xil
yondashuvdan ikki yoki undan ortiq usullardan foydalangan holda tadqiqot o'tkazish [3]. Bundan
tashqari, Tashakkori va Teddli multi metodni “bir nechta usul yoki bir nechta dunyoqarash
qo‘llaniladigan tadqiqot” deb ta’riflaydilar. Bu erda uchta toifa ko'rinadi, ular; multimetodli tadqiqot,
mixed metod tadqiqot va aralash model tadqiqoti. Xulosa qilish mumkinki, ushbu atamalar orasidagi
farq "ta'rif, tadqiqot savollari, tadqiqot usullari, ma'lumotlarni to'plash va tahlil qilish va xulosa
chiqarish jarayoni" orqali tadqiqotning tadqiqot bosqichi bilan bog'liq[11].
Xulosa qilib aytadigan bo'lsak, mixed metod va multimetodlar bir nechta tadqiqotchilar
tomonidan o'z sohalariga qarab bir-birining o'rnida va turlicha qo'llaniladi. Yuqorida muhokama
qilingan ikki masalaga turlicha yondashuvlardagi bu kelishmovchilik ikki usuldan birortasini
qo'llashga intilgan kichik va yoki yosh tadqiqotchilarning ongida chalkashliklarni keltirib chiqarishda
davom etishi mumkin. Shu sababli, bo'lajak tadqiqotchilar va akademik tadqiqotlarga qiziqishi bo'lgan
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talabalarga rahbarlik qilishda yordam berish uchun aralash va ko'p metodli tadqiqotlar masalasini
to'g'rilash va kuchaytirish zarurati mavjud.
Foydalanilgan adabiyotlar:
1.
Anguera, M. T., Blanco-Villaseñor, A., Losada, J. L., Sánchez-Algarra, P., & Onwuegbuzie,
A. J. (2018). Revisiting the difference between mixed methods and multimethods: Is it all in
the name? Quality & Quantity, 52(6), 2757-2770.
2.
Creswell, J. W. (2015). Revisiting mixed methods and advancing scientific practices. In The
Oxford handbook of multimethod and mixed methods research inquiry.
3.
Creswell, J. W., & Plano Clark, V. L. (2011) Designing and Conducting Mixed Methods
Research (2nd ed.). Thousand Oaks, CA: Sage Publications 3, 53-106.
4.
Denzin, N. (1978). K. The research act. New York: McGraw-Hill Book Company, 2, 291-302.
5.
Giddings, L. S., & Grant, B. M. (2007). A Trojan horse for positivism? A critique of mixed
methods research. Advances in nursing science, 30(1), 52-60.
6.
Greene, J. C. (2015). Preserving distinctions within the multimethod and mixed methods
research merger. In The Oxford handbook of multimethod and mixed methods research
inquiry. 5, 606–615. Oxford University Press, Oxford.
7.
Johnson, R. B. (2012). Dialectical pluralism and mixed research. Am. Behav. Sci. 56(6), 751–
754.
8.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm
whose time has come. Educational researcher, 33(7), 14-26.
9.
Kroll T, Neri M 2009 Designs for mixed methods research. In: Andrew S, Halcomb E J (eds)
Mixed Methods Research for Nursing and the Health Sciences. Wiley-Blackwell, Chichester,
UK, pp 31–49.
10.
Weller, N. & Barnes, J., (2017). Case studies and analytic transparency in causal-oriented
mixed-methods research. PS: Political Science & Politics, 50(4), 1019-1022.
11.
Tashakkori, A., & Teddlie, C. (2003). Handbook on mixed methods in the behavioral and
social sciences. 1, 13-50.
FEATURES OF THE MODERN APPROACH TO THE FORMATION OF DISCURSIONAL
COMPETENCE IN STUDYING FOREIGN LANGUAGES
Kaliknazarova Ziyada Marat kizi
Doctoral student of KSU
Currently, like all sciences, philology is facing unique challenges. In particular, the formation of
discursive competence in the study of foreign languages is considered very important. Therefore, this
problem requires comprehensive analysis and a deep scientific study of its connection with social
processes. In general, an important goal of teaching a foreign language to schoolchildren and
university students is the development of foreign language communicative competence. This, in turn,
consists of a number of subcompetencies. Despite the fact that many scholars agree with the structure
of foreign language communicative competence, they have not reached a consensus on the
components and their content. In particular, one of the first works devoted to the development of
models of communicative competence in a foreign language was written by M. Canale and M. Sven.
[3] proposed three components of subcompetence: grammatical, sociolinguistic, and strategic. A few
years later, M. Canale [4] improved this model and creates another, fourth, subcompetence - discursive
competence. Analysis of the initial models allows us to emphasize that scientists put their conceptual
content into some terms representing small competencies. In particular, "grammatical competence" in
