Muammoni Muammolashtiring va O'z Hikoyangizni Yarating!
Men shu paytgacha kuzatganlarim va hozirda Britaniyada akademia faoliyatni kuzatib turib, ilm-fan sohasidagi insonlar ya yaxshigina hikoyanavis (storyteller) bo'lishlari kerak deb hisoblayman. Masalan, bizning soha — ingliz tili o'qitish — juda ko'p yo'nalishlarni o'z ichiga oladi. Ulardan hammasidan oz-moz xabardor bo'lish muhim. Ammo eng muhimi, bir yoki ikki yo'nalishni mahkam ushlab, o'sha maydonda yetuk mutaxassis bo'la olish.
O'zingiz qiziqqan va ustida ishlayotgan yo'nalishni esa "sota" olishingiz kerak. Bu yerda sotish deganda, men Instagram yoki Telegramda mahsulot yoki kurs reklama qilishni emas, balki xalqaro konferensiyalar yoki grantlar uchun loyihalarda g'oyangizni sotishni nazarda tutyapman. Suhbatlar, muhokamalar va intervyularda g'oyangizning muhimligini hamda unga e'tibor berilishi kerakligini asoslab, tushuntira olish juda muhimdir. Buni chuqur bilim va o'zingiz egallagan puxta bilimni ingliz tilida aniq va ta'sirli tarzda ifoda etish ko'nikmalarisiz amalga oshirishning iloji yo'q.
Inglizlarda bir idioma bor: “Jumping on the bandwagon” — bu iborani “oqimga qarab suzish” yoki “trendga ergashish” deb tushunish mumkin. Masalan, IELTS testiga tayyorlanish yoki tayyorlash bizda ayni "bandwagon". Ko'pchilik aynan shu bilan mashg'ul.
Ko'pincha mana shu "bandwagon" ichidagi ko'pchilik e'tibor bermayotgan, lekin salbiy ta'sirlari sezilayotgan muammolarni ko'tarib chiqish mumkin. Masalan, IELTS testiga tayyorlanish jarayonida o'qituvchilar o'quvchilarining critical thinking, critical reading, va critical writing ko'nikmalarini oshirishga qanchalik e'tibor berishyapti? IELTSdan yuqori ball olish, yuqorida aytilgan uchta ko'nikmaning puxta egallanganini bildiradimi? Yoki, ingliz tili o'qituvchilarining obro'si va darajasi ham aynan ushbu test natijalariga bog'liq bo'lib qolayotgani qanchalik to'g'ri?
Vaholanki, o'qituvchilar uchun birinchi o'rinda emotional intelligence, communication, interpersonal, visionary, yoki leadership ko'nikmalarining yuqori bo'lishi til ko'nikmalaridan ham muhimroq emasmi? Lekin bu jihatlar inobatga olinmay, faqatgina til sertifikatlari asosida baho berilishi va o'qituvchilar asosan shu mezonga qarab ishga olinishi qanchalik to'g'ri?
Mana shunga o'xshash yoki boshqa muammolarni ko'rganingizdan so'ng, bu mavzuda ko'proq o'qib-o'rganishingiz va o'z hikoyangizni yaratishingiz kerak. Bu jiddiy muammo ekanligi, bunga e'tibor qaratish va zarurat tug'ilganda o'zgarishlar qilish kerakligiga boshqalarni ishontirish aynan sizning hikoyangizga bog'liq. Nufuzli grantlar va loyihalar uchun mablag'lar asosan shu tarzda qo'lga kiritiladi.
P.S. Muammoni shunchaki ko'rsatib qo'ymang. Muammoni muammolashtiring!
©Bekzod Khayitov
Men shu paytgacha kuzatganlarim va hozirda Britaniyada akademia faoliyatni kuzatib turib, ilm-fan sohasidagi insonlar ya yaxshigina hikoyanavis (storyteller) bo'lishlari kerak deb hisoblayman. Masalan, bizning soha — ingliz tili o'qitish — juda ko'p yo'nalishlarni o'z ichiga oladi. Ulardan hammasidan oz-moz xabardor bo'lish muhim. Ammo eng muhimi, bir yoki ikki yo'nalishni mahkam ushlab, o'sha maydonda yetuk mutaxassis bo'la olish.
O'zingiz qiziqqan va ustida ishlayotgan yo'nalishni esa "sota" olishingiz kerak. Bu yerda sotish deganda, men Instagram yoki Telegramda mahsulot yoki kurs reklama qilishni emas, balki xalqaro konferensiyalar yoki grantlar uchun loyihalarda g'oyangizni sotishni nazarda tutyapman. Suhbatlar, muhokamalar va intervyularda g'oyangizning muhimligini hamda unga e'tibor berilishi kerakligini asoslab, tushuntira olish juda muhimdir. Buni chuqur bilim va o'zingiz egallagan puxta bilimni ingliz tilida aniq va ta'sirli tarzda ifoda etish ko'nikmalarisiz amalga oshirishning iloji yo'q.
Inglizlarda bir idioma bor: “Jumping on the bandwagon” — bu iborani “oqimga qarab suzish” yoki “trendga ergashish” deb tushunish mumkin. Masalan, IELTS testiga tayyorlanish yoki tayyorlash bizda ayni "bandwagon". Ko'pchilik aynan shu bilan mashg'ul.
Ko'pincha mana shu "bandwagon" ichidagi ko'pchilik e'tibor bermayotgan, lekin salbiy ta'sirlari sezilayotgan muammolarni ko'tarib chiqish mumkin. Masalan, IELTS testiga tayyorlanish jarayonida o'qituvchilar o'quvchilarining critical thinking, critical reading, va critical writing ko'nikmalarini oshirishga qanchalik e'tibor berishyapti? IELTSdan yuqori ball olish, yuqorida aytilgan uchta ko'nikmaning puxta egallanganini bildiradimi? Yoki, ingliz tili o'qituvchilarining obro'si va darajasi ham aynan ushbu test natijalariga bog'liq bo'lib qolayotgani qanchalik to'g'ri?
Vaholanki, o'qituvchilar uchun birinchi o'rinda emotional intelligence, communication, interpersonal, visionary, yoki leadership ko'nikmalarining yuqori bo'lishi til ko'nikmalaridan ham muhimroq emasmi? Lekin bu jihatlar inobatga olinmay, faqatgina til sertifikatlari asosida baho berilishi va o'qituvchilar asosan shu mezonga qarab ishga olinishi qanchalik to'g'ri?
Mana shunga o'xshash yoki boshqa muammolarni ko'rganingizdan so'ng, bu mavzuda ko'proq o'qib-o'rganishingiz va o'z hikoyangizni yaratishingiz kerak. Bu jiddiy muammo ekanligi, bunga e'tibor qaratish va zarurat tug'ilganda o'zgarishlar qilish kerakligiga boshqalarni ishontirish aynan sizning hikoyangizga bog'liq. Nufuzli grantlar va loyihalar uchun mablag'lar asosan shu tarzda qo'lga kiritiladi.
P.S. Muammoni shunchaki ko'rsatib qo'ymang. Muammoni muammolashtiring!
©Bekzod Khayitov
Qizlar, yigitlardan o’rganinglar ozgina befarqlikni!
Kurs ishlarimdan bittasiga test anxiety mavzusini tanlaganman. Mavzu bo‘yicha materiallarni o‘qiyotganingizda, albatta, imposter phenomenon va perfectionism faktorlariga duch kelasiz.
Imposter phenomenon – Shaxsning erishgan yutuqlari va qobiliyatlariga qaramay, muvaffaqiyatini his qila olmasligi, shaxsning o‘ziga ishonmasligi va o‘ziga bo‘lgan shubhalarini anglatadi.
Perfectionism – Nuqsonsiz, mukammal bo‘lishga intilish va o‘ziga doimiy yuqori standartlarni qo‘yish.
Eng qizig‘i, o‘rganishlar shuni ko‘rsatmoqdaki, barcha bosqichlarda – maktab, universitet va karyera misolida – qizlarda yigitlarga nisbatan perfectionism va imposter phenomenon darajasi yuqori ekan. Buning bir qator sabablari bor, masalan, bittasi “cultural values”, ya’ni mentalitet bilan bog‘liq bo‘lgan faktorlar. Misol uchun “Ota-onamning yuzini yorug‘ qilishim kerak” yoki “Mendan ustozlarim va do‘stlarim kutayotgan natijalarni ololmasam nima bo‘ladi?” degan tashvishlar perfectionism va imposter phenomenonga olib kelishi mumkin.
Bu sifatlarning mavjudligi ko‘proq insonni xavotirda yurishga yoki o‘ziga ishonchini kamaytirishga olib kelishi, shu bilan birga, ruhiy holati va akademik faoliyatga salbiy ta’sir qilishi mumkin.
Nima ham derdik, qizlar, biz sizga ishonamiz! Faqat atrofdagilarni natijalarim bilan xursand qilaman deb haddan tashqari depressiyaga tushmang.
Bizdan o‘rganing ozgina befarqlikni!
Kurs ishlarimdan bittasiga test anxiety mavzusini tanlaganman. Mavzu bo‘yicha materiallarni o‘qiyotganingizda, albatta, imposter phenomenon va perfectionism faktorlariga duch kelasiz.
Imposter phenomenon – Shaxsning erishgan yutuqlari va qobiliyatlariga qaramay, muvaffaqiyatini his qila olmasligi, shaxsning o‘ziga ishonmasligi va o‘ziga bo‘lgan shubhalarini anglatadi.
Perfectionism – Nuqsonsiz, mukammal bo‘lishga intilish va o‘ziga doimiy yuqori standartlarni qo‘yish.
Eng qizig‘i, o‘rganishlar shuni ko‘rsatmoqdaki, barcha bosqichlarda – maktab, universitet va karyera misolida – qizlarda yigitlarga nisbatan perfectionism va imposter phenomenon darajasi yuqori ekan. Buning bir qator sabablari bor, masalan, bittasi “cultural values”, ya’ni mentalitet bilan bog‘liq bo‘lgan faktorlar. Misol uchun “Ota-onamning yuzini yorug‘ qilishim kerak” yoki “Mendan ustozlarim va do‘stlarim kutayotgan natijalarni ololmasam nima bo‘ladi?” degan tashvishlar perfectionism va imposter phenomenonga olib kelishi mumkin.
Bu sifatlarning mavjudligi ko‘proq insonni xavotirda yurishga yoki o‘ziga ishonchini kamaytirishga olib kelishi, shu bilan birga, ruhiy holati va akademik faoliyatga salbiy ta’sir qilishi mumkin.
Nima ham derdik, qizlar, biz sizga ishonamiz! Faqat atrofdagilarni natijalarim bilan xursand qilaman deb haddan tashqari depressiyaga tushmang.
Bizdan o‘rganing ozgina befarqlikni!
Hayitov ELT
Students' reaction to mock tests and real ones.
Student’s reactions to IELTS mock exams vs real ones.
“... you do an old paper before the mocks and there is no pressure on whatsoever to get a good mark in that, and it just, like, gives you the feel of it, but that doesn’t really help because it doesn’t help you to relax in the real exam because there’s pressure and there isn’t in the mock" Putwain (2009, p 66).
The following manifestation above from a student helps me understand the attitude towards mock exams, real exams and the ones students do independently at home. While I was preparing the students for the IELTS test, a common response that the students present is a mismatch between the scores they get while practising at home and exams in the class. They often say they have higher results when they practice at home and cannot replicate that result during the classroom exams or real IELTS exams. The excerpt above from Putwain puts forward an opinion or theory that students perform better when they know that they are not evaluated or (assessed). Practicing the IELTS test at home also offers non-evaluative and a relaxing condition which is highly likely to lead to better results compared to classroom conditions where students feel more pressure because of the evaluative situation.
“... you do an old paper before the mocks and there is no pressure on whatsoever to get a good mark in that, and it just, like, gives you the feel of it, but that doesn’t really help because it doesn’t help you to relax in the real exam because there’s pressure and there isn’t in the mock" Putwain (2009, p 66).
The following manifestation above from a student helps me understand the attitude towards mock exams, real exams and the ones students do independently at home. While I was preparing the students for the IELTS test, a common response that the students present is a mismatch between the scores they get while practising at home and exams in the class. They often say they have higher results when they practice at home and cannot replicate that result during the classroom exams or real IELTS exams. The excerpt above from Putwain puts forward an opinion or theory that students perform better when they know that they are not evaluated or (assessed). Practicing the IELTS test at home also offers non-evaluative and a relaxing condition which is highly likely to lead to better results compared to classroom conditions where students feel more pressure because of the evaluative situation.
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Qo'shiq ham kayfiyatga mos tushdi. It's a long, long way from... Happy new year!
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Tomosha qilamiz, zavqlanamiz. Yaratgan egamning mo'jizasini qarang!
Ajoyib sunset bo'ldi!
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Ancha bo‘libdi, kanalda post qo’ymaganimga. Bu videoni 1-yanvar kuni olgandim: kimlardir yangi yilni nishonlayotgan paytda, ayrim talabalar, shular qatorida o‘zim ham, yozma ishlar bilan band edik. Yozma ishimning qoralama variantini ko‘rib chiqish uchun kutubxonaga kelgandim. 5100 so‘zdan iborat “Test anxiety in EFL students” mavzusidagi insho deyarli tayyor. Qizig‘i, hali O‘zbekistonda o’quvchilarni IELTS imtixoniga tayyorlab yurganimda, 250-300 ta so‘z yozishga erinmasliklarini, xalqaro universitetlarda o‘qisangiz, katta masshtabdagi akademik writing yozishingizga to‘g‘ri keladi, deb aytardim, shu qismat o‘zimning boshimga tushdi. Albatta “qismat” deb hazillashayapman, bu orzu va reja edi.