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Большая часть учащихся оценивала ход урока как очень интересный и полезный с
использованием игровых технологий. На эти показатели, исходя из результатов
проведенного нами исследования, можно увидеть, что применение игровых технологий
является наиболее эффективным и способствует сосредоточению внимания учащихся на
полном занятии.
В заключение мы установили, что использование игровых технологий при
обучении математике положительно влияет на успеваемость учащихся, лучшее понимание
и восприятие уроков. Эти игры не только дают информацию по предмету, но и улучшают
память учащихся. В традиционном образовании учащимся наскучили однообразные
уроки, хотя они полностью понимают урок. Это видно из проведенных исследований.
Согласно опросу, большинству учащихся понравилось использование игровых технологий
на занятиях. Это показывает, что использование игровых технологий в образовании
эффективно и влияет на качество обучения учащихся.
Список использованных источников
1.
Иванов С.В., «Современные методы обучения в школе», Москва: Просвещение, 2020.
2.
Кузнецова М.И., «Геймификация в образовании: новый взгляд на обучение»,
Екатеринбург: Учитель, 2022.
3.
Prez, M. D. M., Duque A.G., Garca, L.F. (2018). Game-based learning: Increasing
thelogical-mathematical, naturalistic, and linguistic learning levels of primary school students
Journal of New Approachesin Educational Research (NAER Journal), 7(1),2018. –p.31-39.
4.
А. Е. Абылкасымова, Т. П. Кучера, В. Е. Корчевский, З. А. Жумагулова., ученик для 9
кл. общеобразоват., шк, 2019, Исдательсво: Мектеп
5.
Wuensch, Karl L. (October 4, 2005). «What is a Likert Scale? and How Do You Pronounce
'Likert?'». East Carolina University. Retrieved April 30, 2009.
THE ROLE OF LEARNERS’ SELF-ASSESSMENT IN DEVELOPING
PHRASEOLOGICAL COMPETENCE
Zokirova Gulilola Khurshid kizi
A PhD student of Jizzakh state pedagogical university
Abstract:
This thesis explores the impact of self-assessment on the development of
phraseological competence among language learners. Self-assessment is identified as a key
factor in enabling learners to recognize their strengths and weaknesses, set personal learning
objectives, and apply targeted learning strategies to improve their command of idiomatic
expressions and collocations. Through self-assessment, learners are motivated to engage more
deeply with the learning material, tailor their learning process to their individual needs, and
actively correct their language use.
Keywords:
Self-assessment, phraseological competence, language learning, oral
fluency, idiomatic expressions, learning strategies, language education
Self-assessment has a positive impact on learners' development of phraseological
competence. It allows learners to acknowledge their learning strengths and weaknesses, set
learning commitments, and use learning strategies to raise awareness and take further actions [1].
The use of self-assessment as a formative assessment source enables initial improvements in
learners' oral fluency development [2]. It helps learners become more aware of their existing
phraseological knowledge and the gaps within it. This awareness is crucial for identifying which
phrases need more practice or understanding.
By assessing their own abilities, learners often find motivation to improve areas where
they perceive weaknesses. This can lead to a more targeted approach to learning phraseology,
such as focusing on idiomatic expressions or specific types of collocations that are relevant to
their needs or interests.
Self-assessment encourages learners to take control of their own learning process. It
enables them to set personal goals, choose relevant materials, and use strategies that suit their
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learning styles. For phraseological competence, this might mean selecting resources that offer
extensive exposure to and practice with idiomatic expressions and collocations.
Self-assessment provides an opportunity for learners to notice and correct their own
mistakes. In terms of phraseological competence, this could involve recognizing and rectifying
errors in idiom usage or collocation. Over time, this process helps to refine their understanding
and use of phrases.
As learners notice improvement through self-assessment, their confidence in using the
target language increases. Confidence is particularly important in the use of idiomatic language,
as learners may initially feel hesitant to use expressions with which they are not fully
comfortable.
By regularly assessing their phraseological competence, learners can set realistic goals
and track their progress over time. This process helps in maintaining motivation and providing a
clear sense of achievement as they reach their targets.
Incorporating self-assessment into the learning process can enhance learners’ autonomy,
awareness, and effectiveness in achieving their educational goals. There are some of the most
effective methods for doing so:
Learners keep a personal journal where they reflect on their learning experiences,
challenges, and progress. This method encourages learners to think critically about what they
have learned, identify areas for improvement, and set goals for themselves. Reflective journals
are particularly useful for developing writing skills and phraseological competence in language
learning.
Encouraging learners to set their own learning goals and track their progress towards
these goals is a powerful way to engage them in the self-assessment process. This method fosters
motivation and responsibility for their own learning. Tools like learning contracts or goal-setting
worksheets can be used to facilitate this process.
While peer assessment involves learners in evaluating each other's work, it also
encourages self-assessment as learners compare their work with that of their peers. This method
can enhance critical thinking and provide diverse perspectives on their own work, contributing to
deeper learning and self-reflection.
Regular practice tests and quizzes provide learners with opportunities to test their
knowledge and skills in a low-stakes environment. Analyzing their results helps learners identify
areas of strength and weakness. Online platforms and apps can facilitate this process by
providing instant feedback.
For skills such as public speaking, language pronunciation, or physical activities,
recording oneself and observing the playback can be an enlightening self-assessment method. It
allows learners to critically evaluate their performance, notice areas for improvement, and track
progress over time.
The thesis underscores the positive impact of self-assessment on enhancing
phraseological competence in language learners. By facilitating a deeper awareness of their
phraseological knowledge and gaps, self-assessment empowers learners to take a proactive role
in their language development journey. It encourages a personalized learning approach, enabling
learners to set goals, choose appropriate learning materials, and employ strategies that align with
their individual learning styles and needs. This not only boosts learners’ confidence in using the
target language but also maintains their motivation and provides a clear sense of achievement.
The integration of self-assessment strategies into language learning curricula is therefore
recommended as an effective approach to enhancing learners' linguistic skills and facilitating
their journey toward fluency.
References:
1.
Anna, Fletcher. (2022). Self-assessment as a student-agentic zone of proximate competence
development. Educational Review, Available from: 10.1080/00131911.2022.2103520
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2.
Adriana, Duque, Micán., Liliana, Cuesta, Medina. (2017). Boosting vocabulary learning
through self-assessment in an English language teaching context. Assessment & Evaluation in
Higher Education, Available from: 10.1080/02602938.2015.1118433
3.
Siamak, Mazloomi., Mona, Khabiri. (2018). The impact of self-assessment on language
learners’ writing skill. Innovations in Education and Teaching International, Available from:
10.1080/14703297.2016.1214078
4.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
5.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education: Principles, Policy & Practice, 5(1), 7-74.
6.
Godwin-Jones, R. (2011). Emerging technologies: Mobile apps for language learning.
Language Learning & Technology, 15(2), 2-11.
EXPLORING PEDAGOGICAL NEOLOGY: ITS ESSENCE AND
IMPLICATIONS
Mahbuba Ziyayeva-Jizzakh politehnical institute
Abstract: Pedagogical neology, the study and application of new terms and concepts in
education, has emerged as a vital field in contemporary educational discourse. This article delves
into the essence of pedagogical neology, elucidating its significance, methods, and implications
for educational practice. Drawing upon linguistic theories and pedagogical frameworks, we
explore how the creation and adoption of new terms can enhance communication, innovation,
and understanding in the field of education. Additionally, we discuss the role of pedagogical
neology in fostering inclusivity, cultural relevance, and adaptability within educational contexts.
Through this comprehensive analysis, we aim to provide insights into the transformative
potential of pedagogical neology in shaping the future of education.
Keywords: Pedagogical neology, education, terminology, innovation, inclusivity,
communication.
In the rapidly evolving landscape of education, language serves as a cornerstone for
communication, understanding, and innovation. Every generation of educators grapples with new
ideas, methodologies, and technologies, necessitating a dynamic and adaptive approach to
pedagogical discourse. Pedagogical neology emerges as a vital field at the intersection of
linguistics and education, offering insights into the creation, adoption, and implications of new
terms and concepts within educational contexts.
The essence of pedagogical neology lies in its recognition of the fluid nature of
education, where traditional language may struggle to capture the nuances of contemporary
practices and theories. As educators navigate diverse learning environments, cultural landscapes,
and technological advancements, the need for specialized terminology becomes increasingly
apparent. Pedagogical neology responds to this need by providing a framework for the
development and integration of new terms that reflect the evolving realities of teaching and
learning.
This article seeks to explore the essence of pedagogical neology, delving into its
significance, methodologies, and implications for educational theory and practice. By examining
the role of language in shaping educational discourse, we aim to shed light on the transformative
potential of pedagogical neology in shaping the future of education.
Through a comprehensive analysis of linguistic theories, pedagogical frameworks, and
interdisciplinary insights, we will unravel the complexities of pedagogical neology and its
implications for educators, researchers, and policymakers alike. By embracing linguistic
innovation, collaboration, and inclusivity, pedagogical neology offers a pathway towards
