Tavsif:

Ushbu tadqiqot o'zgacha tashkil etilgan dars modeli (flipped classroom) ikkinchi tilni o‘zlashtirish (SLA) jarayonidagi samaradorligini o‘rganadi va kommunikativ kompetensiyani rivojlantirishga e’tibor qaratadi. Tadqiqot an’anaviy darslardagi passiv o‘rganish va kam interaktivlik muammosini ko‘tarib, buni hal qilish uchun ushbu yondashuvni taklif qiladi. Bu model yanada faol va talaba markazli ta’lim muhitini yaratishga yordam beradi. Tadqiqot ushbu model tilga sho‘ng‘ish, faol o‘rganish va o‘quvchi mustaqilligini qanday rivojlantirishini tahlil qiladi. Unda talabalar nazariy materialni darsdan oldin mustaqil o‘rganib, dars davomida esa amaliy mashg‘ulotlarga jalb qilinadilar. Shuningdek, bu yondashuvning Kommunikativ Til O‘qitish (CLT) tamoyillari va sotsiomadaniy ta’lim nazariyalari bilan pedagogik mosligi ham ko‘rib chiqiladi. Tadqiqotdan kutilayotgan natija shuki, aksincha tashkil etilgan dars modeli tilni o‘rganish jarayonida so‘zlashuv ko‘nikmalarini, ishtirokchilik darajasini va tilni eslab qolish qobiliyatini sezilarli darajada yaxshilaydi. Buning sababi – u interaktiv o‘rganish imkoniyatlarini oshirib, kognitiv yukni kamaytirishi va talabalarni real hayotda muloqot qilishga ishonchliroq qilishidir. Tadqiqot shuni ko‘rsatadiki, ushbu model ikkinchi til o‘rganuvchilarining kommunikativ kompetensiyasini rivojlantirishda samarali usul bo‘lib, faqat oldindan beriladigan materiallar puxta tayyorlanishi va dars davomida mazmunli interaksiya ta’minlanishi lozim.

Abstrakt:

Abstract: Traditional language learning methods often fail to provide learners with sufficient opportunities for real-world communication, resulting in limited speaking proficiency and engagement. This study explores the effectiveness of the flipped classroom model in second language acquisition (SLA), with a focus on enhancing communicative competence. The research addresses the problem of passive learning and low interaction in traditional classrooms, proposing flipped instruction as a solution to create a more interactive and student-centered environment. The study investigates how flipped instruction facilitates language immersion, active learning, and learner autonomy, allowing students to process theoretical content before class and engage in communicative practice during in-class sessions. It also examines the pedagogical alignment of flipped instruction with Communicative Language Teaching (CLT) and sociocultural theories of learning. The expected outcome of this research is to demonstrate that the flipped classroom model can significantly improve speaking proficiency, engagement, and language retention by increasing interactive learning opportunities. Findings suggest that flipped instruction fosters a more dynamic and participatory learning process, reducing cognitive overload and enhancing students' confidence in real-world communication. This study concludes that the flipped classroom is a powerful approach to developing communicative competence in second language learners, provided that pre-class materials are well-structured, and in-class activities emphasize meaningful interaction.

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