Bo‘lajak nemis tili o‘qituvchilarida til ko‘nikmalarini rivojlantirishning lingvokognitiv asoslari va lingvodidaktik qiyinchiliklari
DOI:
https://doi.org/10.5281/zenodo.22751350Аннотация
Mazkur maqolada bo‘lajak nemis tili o‘qituvchilarining tinglab tushunish, gapirish, o‘qish va yozish ko‘nikmalarini
rivojlantirishning ilmiy-metodik, lingvokognitiv va lingvodidaktik asoslari tizimli tahlil qilingan. Tadqiqot maqsadi
to‘rt til ko‘nikmasini alohida amallar yig‘indisi emas, balki integrativ kasbiy-nutqiy qobiliyat sifatida tavsiflovchi nazariy
model yaratish va ularning rivojlanishiga to‘sqinlik qiluvchi qiyinchiliklar tipologiyasini aniqlashdan iborat. Tadqiqotda ilmiy
adabiyotlarni tizimli sharhlash, qiyosiy-tipologik tahlil va modellashtirish metodlaridan foydalanildi. Natijada to‘rt ko‘nikmaning
olti komponentli (akustik-grafik kodlash, kognitiv-protsessual qayta ishlash, matniy-diskursiv tashkil etish, strategik-
metakognitiv boshqaruv, sotsiomadaniy-pragmatik moslashtirish, kasbiy-metodik refleksiya) integrativ lingvokognitiv
modeli ishlab chiqildi hamda lingvodidaktik qiyinchiliklarning to‘qqiz yo‘nalishli tipologiyasi va besh bosqichli diagnostika
algoritmi taklif etildi. Maqola xulosalari bo‘lajak nemis tili o‘qituvchilarini kasbiy tayyorlash dasturlarini takomillashtirishda
amaliy ahamiyatga ega.
Ключевые слова
til ko‘nikmalari, nemis tili, bo‘lajak o‘qituvchi, lingvokognitiv model, lingvodidaktik qiyinchilik, tinglab tushunish, gapirish, o‘qish, yozish, kasbiy tayyorgarlikБиблиографические ссылки
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