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.
Hayitov ELT
Siz rasmda ko'rayotgan mahsulot grechka. Agar shuni inglizchasi tarjimasini lug'atga qaramasdan bilsangiz 1⃣ lug'atga qarab topgan bo'lsangiz 2⃣ raqamini qoldiringchi kommentda.
1 raqamini qoldirganlarga ofarin👏 2 yoki 0 raqamini qoldirganlar xafa bo‘lmang, o‘zim ham yaqinda bildim buni tarjimasini. Bu postdan maqsad siz bilan til o‘rganish davridagi bir kichik jarayon bilan bo‘lishmoqchiman.
Do‘kondan grechka sotib olganimda, mahsulot qadoqlangan paketda buckwheat deb yozilganini ko‘rdim. Qizig‘i, oldin umuman grechkani ingliz tilida qanday aytilishiga ishim tushmagan ekan. Uyga olib kelib, 2 marta ovqat tayyorladim, shu jarayonda paketga ko‘zim tushdi, grechkani inglizchasini ko‘rdim. Lekin oxirgi safar taom tayyorlayotganimda, xorijlik do‘stlarimizdan biri nima tayyorlayotganimni so‘radi. Buni qarangki, shunda grechkani inglizchasi esimga kelmadi. Borib paketga qarab, keyin “It’s buckwheat” dedim. Shundan keyin qandaydir xotiramda yaxshi saqlanib qoldi shu so‘z.
Bu jarayon bilan nima demoqchiman? Men paketdagi buckwheat yozuvini ko‘rganimda, miyani receiptive (qabul qiluvchi) funksiyasi orqali bu so‘zni xotiramga joylagan bo‘lsam kerak. Yana 2-3 marta ko‘zim tushganda, bu xotira mustahkamlangan. Bu degani, agar bu so‘z reading yoki listeningda uchrasa, bu so’zni tushunish imkoniyatlarim yaxshi degani. Lekin mendan nima ekanini so‘rashganida, birdan ayta olmadim va bu so‘zni og‘zaki ifodalashni vaziyat talab qilgani uchun yana bir bor manbaaga (paketga) qarashga majbur bo‘ldim.
Passive lug‘at zahiramiz aktiv lug‘atdan ko‘ra har doim tezroq rivojlanishi va passive so‘z zahirasining kattaroq bo‘lishini ko‘pchiligimiz bilamiz. Mendagi jarayon ham so‘zni shunchaki yodlab xotirada saqlash, undan xohlagan paytingizda foydalana olasiz degani emas, degan bir nazariyani bir kichkina isboti bo’lsa kerak. Buning uchun yana bitta maxsus jarayon yoki vaziyatdan o‘tishingiz kerak. Bu jarayon sizdan shu so‘zni og‘zaki ifodalashni talab qilishi kerak.
Do‘kondan grechka sotib olganimda, mahsulot qadoqlangan paketda buckwheat deb yozilganini ko‘rdim. Qizig‘i, oldin umuman grechkani ingliz tilida qanday aytilishiga ishim tushmagan ekan. Uyga olib kelib, 2 marta ovqat tayyorladim, shu jarayonda paketga ko‘zim tushdi, grechkani inglizchasini ko‘rdim. Lekin oxirgi safar taom tayyorlayotganimda, xorijlik do‘stlarimizdan biri nima tayyorlayotganimni so‘radi. Buni qarangki, shunda grechkani inglizchasi esimga kelmadi. Borib paketga qarab, keyin “It’s buckwheat” dedim. Shundan keyin qandaydir xotiramda yaxshi saqlanib qoldi shu so‘z.
Bu jarayon bilan nima demoqchiman? Men paketdagi buckwheat yozuvini ko‘rganimda, miyani receiptive (qabul qiluvchi) funksiyasi orqali bu so‘zni xotiramga joylagan bo‘lsam kerak. Yana 2-3 marta ko‘zim tushganda, bu xotira mustahkamlangan. Bu degani, agar bu so‘z reading yoki listeningda uchrasa, bu so’zni tushunish imkoniyatlarim yaxshi degani. Lekin mendan nima ekanini so‘rashganida, birdan ayta olmadim va bu so‘zni og‘zaki ifodalashni vaziyat talab qilgani uchun yana bir bor manbaaga (paketga) qarashga majbur bo‘ldim.
Passive lug‘at zahiramiz aktiv lug‘atdan ko‘ra har doim tezroq rivojlanishi va passive so‘z zahirasining kattaroq bo‘lishini ko‘pchiligimiz bilamiz. Mendagi jarayon ham so‘zni shunchaki yodlab xotirada saqlash, undan xohlagan paytingizda foydalana olasiz degani emas, degan bir nazariyani bir kichkina isboti bo’lsa kerak. Buning uchun yana bitta maxsus jarayon yoki vaziyatdan o‘tishingiz kerak. Bu jarayon sizdan shu so‘zni og‘zaki ifodalashni talab qilishi kerak.