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Yaponiya ta'lim tizimi o'zining yuqori samaradorligi bilan tanilgan bo'lsa-da, u o'quvchilarga
katta bosim o'tkazishi va ularning ruhiy salomatligiga salbiy ta'sir qilishi mumkinligi haqidagi
tanqidlarga ham duch keladi..
GERMANIYA TA`LIM TIZIMI
Germaniya ta'lim tizimi yuqori darajada tuzilgan va bir nechta bosqichlardan iborat bo'lib, har
bir bosqich o'ziga xos xususiyatlarga ega. Germaniya hukumati maktabgacha ta’lim muassasalari
uchun qayg’urishmaydi. Bog’chalar cherkovlar va homiylarning yordami orqali yuritiladi.
Germaniyadagi o’rta maktablar 2 ga bo’linadi. Bular; quyi va yuqori o’rta maktablar. Odatda quyi
maktablar o’quvchilarni yuqori maktabga kirishga tayyorlaydilar.[2]
Xulosa. O'zbekiston, Yaponiya, Germaniya va AQSh ta'lim tizimlarini taqqoslashda, ularning
o'xshashliklari va farqlarini ko'rish mumkin. Har bir tizim o'zining madaniy, ijtimoiy va iqtisodiy
kontekstida shakllanib, o'ziga xos xususiyatlarga ega. Har bir mamlakatning ta'lim tizimi o'zining
tarixiy, madaniy va ijtimoiy-iqtisodiy omillariga bog'liq holda shakllanib, o'ziga xos xususiyatlarga
ega. Ushbu tizimlarning o'xshashliklari va farqlari ularning samaradorligi va sifatini taqqoslashda
muhim rol o'ynaydi.
FOYDALANILGAN ADABIYOTLAR
1.
M.F.Zikirjonova., Xorij davlatlarini ta`lim tizimi, SCIENTIFIC
PROGRESS VOLUME 3 ǀ ISSUE 4 ǀ 2022 ISSN: 2181-1601 262-264 bet
2.
www.OPENSCIENCE.UZ /ISSN 2181־0842 B.O.Sanaqulov, Sh.S.Shavqiyev., Yaponiya
talim tizimi "SCIENCE EDUCATION " SCIENTIFIC JOURNAL / IMPACT FACTOR
3.848 MAY 2023 / VOLUME 4 ISSUE 5
3.
Ҳайдаров, С. А. (2023). ТАРИХ ДАРСЛАРИДА САНЪАТ АСАРЛАРИДАН
ФОЙДАЛАНИШНИНГ УСУЛЛАРИ. Oriental renaissance:Innovative, educational, natural
and social sciences, 3(1/2), 92-96.
4.
International Scientific and Practical Conferen Chirchiq davlat pedagogika
universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari 211־b, April 23־
24,2024
5.
6.
EFFECTIVE METHODS AND TECHNIQUES FOR TEACHING FOREIGN LANGUAGES
Mirzayeva Gulasal Ergashovna
Denau institute of entrepreneurship and pedagogy
“Foreign languages and literature” department teacher
Mahkamova Sabrina Ikrom qizi
The student of Denau institute of entrepreneurship and pedagogy
Annotation
: This article talks about foreign language teaching methods in educational
institutions, foreign language teaching methodology, types of modern methods used in this
methodology and their use. It also mentions the psychological basis of foreign language teaching
methodology and interactive ways used in learning English and in higher education institutions.
Key words
: methodology, aspect, written speech, real life English, movies in English, note-
taking, input based, interactive ways.
Learning a language is one of the most crucial aspects of human life. A language, as a means of
communication, can be practically acquired at home, in public settings, or in the classroom. In our
modern era, where international relations are thriving, mastering foreign languages and
multilingualism has become increasingly significant. In higher education institutions across our
country, students are generally taught three languages. In this regard, the renowned writer G‘afur
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G‘ulom once said: “Most of our perceptive youth are proficient in three languages
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.” These languages
have specific classifications in language education: the mother tongue, the second language, and a
foreign language. The mother tongue is the primary language that plays a fundamental role in shaping
thought and cognition. Concepts internalized through the mother tongue serve as a foundation for
learning a second or foreign language, where the words of the new language become reflections of
familiar concepts (1). In terms of quantity, these words appear in three different forms but convey the
same meaning, such as kitob – book – книга. The second language refers to the language spoken by
people of other nationalities within the same country, while a foreign language is one spoken outside
the learner's native environment. The teaching process for these three languages differs: first, the
mother tongue facilitates cognitive development; second, the mother tongue and the second language
are acquired naturally in a linguistic environment, whereas a foreign language is typically learned in
an artificial setting, mainly through classroom instruction with a teacher. This distinction necessitates
the application of appropriate foreign language teaching methodologies. Effective foreign language
instruction requires knowledge of language teaching methodologies. The methodology of foreign
language teaching encompasses a comprehensive approach involving teachers, students, and learners,
aiming to develop practical, educational, disciplinary, and cognitive skills in language acquisition.
The methodologies of foreign language teaching have been extensively studied by the methodologist
I.V. Rakhmanov. The translation method is divided into two types: the grammar-translation method
and the text-translation method. In the grammar-translation method, grammatical exercises are used
to enhance the learner's logical thinking. The main principles of this method include:
1. Language learning is based on written speech.
2. Grammar rules are memorized first, and then sentences are constructed according to these rules.
3. Completing grammatical exercises is the primary method of learning.
4. The meanings of grammatical structures and words are explained through literal translation.
5. Language acquisition is achieved through word-for-word translation and memorization.
The Direct Method -The direct method is also divided into two major groups: the natural method
and the direct method. In the natural method, learning to speak a foreign language precedes learning
to read and write. At the initial stage of foreign language instruction, emphasis is placed on developing
listening skills and associating speech patterns with sounds, words, and sentences.
The Input-Based Method - The input-based method is a language acquisition approach that
prioritizes listening and reading first, followed by speaking and writing. This method is based on the
principle that language is best learned through exposure to real-life situations, where learners absorb
language naturally by hearing and seeing it in context.The "input-based method", also known as
"input-based language acquisition," was developed by Stephen Krashen. His theory emphasizes the
importance of comprehensible input—language that learners can understand with the help of
context—allowing them to acquire the language naturally over time. In the 1980s, Stephen Krashen
developed the "Second Language Acquisition" theory, in which he emphasized the input-based
approach as a key factor in language learning. According to Krashen, comprehensible input is the
foundation of effective language acquisition. The input-based method can be summarized as follows:
1. Comprehension – Learners acquire a language by listening to or reading materials that they
mostly understand. Some parts may be new, but these unfamiliar elements help them progress.
2. Natural Acquisition – This method resembles how children learn their first language by
listening to speech in their environment. Similarly, learners absorb a foreign language through
extensive listening.
3. Focus on Meaning – Instead of concentrating on grammar rules or worrying about mistakes,
learners focus on understanding the meaning of what is being said.
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4. Diverse Input – The more a learner listens to and reads content in various contexts, the more
naturally they acquire the language.
5. Delayed Speaking – Learners are not required to speak or write immediately. They develop a
strong foundation in comprehension first, and only later begin to express themselves when they feel
ready. In foreign language acquisition, attention, perception, memory, and thinking play a crucial role.
Psychological research confirms that mastering a language starts with observation and perception,
then moves to cognitive processing, and finally develops into practical application in real-life
situations.
In today’s world, interactive methods play a significant role in language learning. These methods
are particularly important in improving students’ language proficiency and preparing specialists who
can compete in the global scientific and academic fields.
One of the most effective interactive methods involves the use of technology in the learning
process. There are numerous platforms and online courses designed to enhance different language
skills, such as listening, speaking, writing, and reading. For example, the "Real Life English" app is
specifically designed for English learners. This app allows students to interact directly with native
speakers, enabling them to practice real-life conversations from anywhere. Additionally, learners can
select a specialized tutor who explains complex vocabulary and grammar structures used by native
speakers. This kind of active practice not only improves speaking skills but also enhances listening
comprehension. To further improve listening comprehension, the "Movies in English" website is also
useful. This platform helps learners understand connected speech and linking words, which are
essential for natural English pronunciation. Another effective interactive technique is the "Note-
Taking" method. This approach is particularly beneficial for IELTS listening, especially in the
multiple-choice section, where learners must select the correct answers based on what they hear. The
note-taking method consists of several key stages:
1. Reading and Understanding the Given Questions – Before listening, learners should carefully
read and comprehend the questions to anticipate what information they need to focus on.
2. Listening to the Audio and Writing Down Key Points – While listening, they should jot down
important words, phrases, or numbers that can help identify the correct answers.
3. Predicting the Answer Using the Notes – Based on their notes, learners should try to guess the
most likely answer before checking the options.
4. Matching the Predicted Answer with the Given Choices – Finally, they should compare their
predicted response with the multiple-choice options and select the most accurate answer.
One of the modern interactive methods is the Input-Based Method. Input refers to the language
exposure that learners receive, which helps them develop their language skills. This input can come
from various sources, such as teachers, other learners, and the surrounding environment.
The Input-Based Method is divided into two main parts:
1. Reading and Comprehension Exercises – These involve reading texts and understanding their
meaning, helping learners acquire new vocabulary and improve overall comprehension.
2. Listening and Execution Tasks – These require learners to listen to information and follow
instructions without necessarily producing language themselves. The goal is to enhance
comprehension skills, for example, by learning new words through reading and listening to stories.
This method is particularly beneficial for students preparing for IELTS, especially in overcoming
difficulties in the reading section. Through input-based learning, students develop the ability to
understand texts more easily, express their ideas effectively, and improve their vocabulary usage
skills. The Input-Based Method follows these essential steps:
Analyzing Information – Extracting the main idea from the text and understanding its core
message.
Reading-Writing Integration – While reading, learners write down unfamiliar words along with
their translations and explanations, then use these words to construct various sentences.
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Using Diverse Resources – Enhancing text comprehension by working with articles, essays,
books, and textbooks.
Discussion and Critical Thinking – Learners express their opinions on the given text, explain and
justify their answers, which helps develop critical thinking skills.
In higher education, great emphasis is placed on developing students' independent learning skills.
Interactive methods actively engage students' cognitive processes, encouraging them to search for
solutions and critically analyze given tasks. These methods make lessons more engaging and effective,
allowing students to share their ideas and expand their knowledge.
Some of the most effective interactive learning techniques include:
1) Brainstorming - This technique involves posing a question related to a specific subject (often
on an unfamiliar topic) to students. Key features include:
Students respond quickly without overthinking.
No answer is judged as incorrect or irrelevant during the brainstorming phase.
After collecting responses, the teacher and students analyze the ideas together.
Students can also be divided into groups, allowing them to collaborate and learn from each other.
This method stimulates creative thinking, encourages active participation, and helps students generate
new ideas efficiently.
Round Table - In this activity, a sheet of paper with a task or question is passed around a group
of students. Each student writes their response before passing the paper to the next person. Once all
students have contributed, the responses are reviewed and discussed. Incorrect answers are eliminated,
and correct answers are counted to evaluate student performance. Example tasks:
List the main categories of pedagogy. Name the key aspects of pedagogical mastery.
This method promotes collaborative learning, enhances knowledge retention, and encourages
participation.
Gallery Walk - In this technique, students are divided into small groups, and each group is given
a specific problem to solve. They write down their suggestions and solutions within a 10-minute time
frame. After that, the groups exchange papers, review the previous group's ideas, and add their own
insights if necessary. Example topics: Challenges in learning and teaching foreign languages Modern
methods used in language education.
In conclusion, learning a foreign language is a complex process that involves various challenges.
One of the key difficulties learners face is comparing the foreign language with their native language.
Effective language teaching requires mastering different methodologies and applying them in practice.
Interactive methods and modern teaching techniques play a crucial role in helping learners develop
grammar, reading, listening, writing, vocabulary, and speaking skills. By integrating these approaches,
students can enhance their proficiency and achieve greater success in language learning.
References:
1. Jalolov, J. (2012). Chet tili o’qitish metodikasi. Toshkent.
2. Sanaqulov, Z., & Jo’raboyev, B. Chet tili o’qitish metodikasida zamonaviy metodlar.
Academic Research in Educational Sciences (Issue 4).
3. KHIDIROVA, M. A., & TEMIROVA, M. A. K. (2019). TRANSLATION PROBLEMS OF
PROVERBS FORMED WITH PROFESSIONS FROM ENGLISH INTO UZBEK. Развитие и
актуальные вопросы современной науки, (6), 29-31.
4. Shamshetova, A., Melibayeva, R., Usmonova, X., & Xaydarov, I. (2018). Umumiy
psixologiya. Toshkent.
5. Ergashovna, M. G. (2025). ZAMONAVIY TEXNOLOGIYANING TA’LIMDAGI
TA’SIRI.
Ta'limda raqamli texnologiyalarni tadbiq etishning zamonaviy tendensiyalari va
rivojlanish omillari
,
40
(1), 285-290.
6. RASULOVNA, R. D., KHOLIKULOVNA, B. M., & ERGASHEVNA, M. G. (2021). The
Problem of Intercultural Competence in Using Phraseological Units.
development
,
7
(2), 35.
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7. Temirova, M. A., & Maxsumov, R. M. (2024). LINGUО-СULTURАL АNАLYSIS ОF THE
TEXTS ОF TRАDITIОNАL ENGLISH АND UZBEK СHILDREN'S РОEMS. CURRENT
RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES, 5(05), 81-85.
8. Murodova, S. K. (2024). THE IMPORTANCE OF DEVELOPING PRAGMATIC
COMPETENCE IN TEACHING ENGLISH IN UZBEK CLASSROOMS. ОБРАЗОВАНИЕ И
НАУКА В XXI ВЕКЕ, (51-4).
TА’LIMDА JАRАYONIDА INKLYUZIV KOMPETENTLIKNI RIVOJLАNTIRISH
Mirzаyevа Nilufаr Fozilovnа
Osiyo Texnologiyаlаr Universiteti,
“Tа’limdа аxborot texnologiyаlаri” yo’nаlishi mаgistrаnti
Аnnotаtsiyа.
Ushbu mаqolаdа tа’lim jаrаyonidа inklyuziyа mаsаlаlаri tаhlil qilinаdi. Inklyuziv
tа’limning mohiyаti, uning аhаmiyаti vа tа’lim tizimidаgi roli yoritilаdi. Shuningdek, inklyuziv
tа’limni аmаlgа oshirishdа uchrаydigаn muаmmolаr vа ulаrni hаl etish yo‘llаri tаhlil qilinаdi.
Tаdqiqotdа xorijiy tаjribа vа milliy tа’lim tizimidа inklyuziyа tаmoyillаrining qo‘llаnilishi bo‘yichа
tаkliflаr keltirilgаn.
Kаlit so’zlаr.
Inklyuziv tа’lim, mаxsus tа’lim, imkoniyаti cheklаngаn shаxslаr, tа’lim tizimi,
pedаgogik yondаshuvlаr, metodologiyа, innovаtsion texnologiyаlаr.
Kirish. Hаr bir mаmlаkаt vа dаvlаt uchun shu dаvlаtning yosh аvlodi tа’limi ulаrgа zаmonаviy
tаlаblаrgа jаvob beruvchi tа’lim stаndаrtlаrigа mos rаvishdа bilim berish kelаjаkkа qo’yilgаn bugungi
qаdаmdir. Inklyuziv tа’lim mаhаlliy tа’lim tizimi uchun mа’lum bir yаngilikdir, shuning uchun uni
modellаshtirish vа аmаlgа oshirishning bаrchа bosqichlаridа mаlаkаli boshqаruvni tаlаb qilаdi.
Inklyuziv tа’limning sаmаrаdorligi bir qаtor shаrt-shаroitlаrni yаrаtishni o’z ichigа olаdi, ulаr orаsidа
аsosiylаri quyidаgilаrdir: mutаxаssislаrning inklyuziv pedаgogik jаrаyonni аmаlgа oshirishgа
tаyyorligi (tаyyorlikning bаrchа turlаrini o’z ichigа olаdi:
-shаxsiy, kаsbiy, psixologik vа boshqаlаr), insonpаrvаrlik, insonpаrvаrlik. tа’lim tizimi, shu
jumlаdаn jаmoаdа аxloqiy-psixologik muhitni shаkllаntirish;
-bolаlаrni rivojlаntirish vа ijtimoiylаshtirish uchun tuzаtish yordаmi vа psixologik pedаgogik
yordаmni tаshkil etish.
Tadqiqot usullari va materiallari. Hozirgi kundа “Inklyuziv tа’lim nаzаriyаsi vа texnologiyаsi”
kursi tаshkil etilgаn bo’lib u tаlаbаlаrni innovаtsion аmаliy psixologik sohаgа kiritishni nаzаrdа tutаdi
,tаlаbаlаrgа inklyuziyа pedаgogikаsining mohiyаti vа аmаlgа oshirish usullаri hаqidа tushunchа
berаdi, tа’lim inklyuziyаsi shаroitidа pedаgogik fаoliyаt аmаliyoti nаzаriyаsi vа tushunchаsini
rivojlаntirishgа yordаm berаdi, ijodiy qobiliyаtlаrni rivojlаntirаdi. Kursning mаqsаdi tаlаbаlаrdа
inklyuziv tа’lim muhitini qurishning nаzаriy аsoslаri vа аmаliy mexаnizmlаri hаqidа tushunchаlаrni
rivojlаntirish, inklyuziv tа’limdа bolаni, o’qituvchini, oilаni kuzаtib borish muаmmolаrini hаl qilishni
tа’minlаydigаn kompetensiyаlаrni shаkllаntirishdаn iborаt. Zаmonаviy fаn vа аmаliyotdа sog’lom
bolаlаr vа nogiron bolаlаrni birgаlikdа o’qitish vа tаrbiyаlаshdаgi pedаgogik jаrаyonni belgilаsh vа
tаvsiflаsh uchun integrаtsiyа, аsosiy oqim, inklyuziyа kаbi аtаmаlаr qo’llаnilаdi.
“Integrаsiyа” аtаmаsi lotinchа integrаre – to‘ldirish, to‘ldirish so‘zidаn kelib chiqqаn.
Pedаgogikаdа «ijtimoiy integrаtsiyа» аtаmаsi XX аsrdа pаydo bo’lgаn. vа dаstlаb АQShdа XX
аsrning 60-yillаridаn boshlаb irqiy, etnik ozchiliklаr muаmmolаrigа nisbаtаn ishlаtilgаn. Bu аtаmа
Evropаdа nutq аylаnishigа kirdi vа nogironlаr muаmmolаri kontekstidа qo’llаnilа boshlаndi. [1;15]
Inklyuziv tа’lim - (frаntsuzchа inklyuziv - shu jumlаdаn), umumiy tа’lim (ommаviy) mаktаblаrdа
аlohidа ehtiyojli bolаlаrni o’qitish jаrаyonini tаvsiflаsh uchun ishlаtilаdigаn аtаmа. Inklyuziv tа’lim -
mаvjud jismoniy, intellektuаl, ijtimoiy, hissiy, lingvistik vа boshqа xususiyаtlаrgа qаrаmаy, hаr bir
