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LINGUISTIC AND PSYCHOPEDAGOGICAL APPROACHES TO DEVELOPING
STUDENTS’ READING SKILLS
Ka imo a Muyassa Rus amjon’s daugh e
An English eache a school 26
Email: [email p o ec ed]
Phone: +998931799219
Anno a ion: This a icle explo es he ole o linguis ic and psychopedagogical app oaches in
de eloping s uden s’ eading skills. The main objec i e o he s udy is o iden i y how hese
app oaches in luence he e ec i e o ma ion o eading compe ence in lea ne s. The esea ch was
conduc ed among 60 s uden s om g ades 7 o 9 in seconda y schools in Namangan egion. The
p ima y me hods used include es s, ques ionnai es, obse a ion, and in e iews. Resul s om he
expe imen al g oup, whe e in eg a ed me hods we e applied, showed signi ican imp o emen in
eading comp ehension, ocabula y acquisi ion, and he abili y o exp ess opinions. Compa ed o he
con ol g oup, he expe imen al s uden s sco ed 19% highe on a e age in pos - es s. The indings
sugges ha he in eg a ion o linguis ic and psychopedagogical me hods plays a c ucial ole in he
e ec i e eaching o eading skills.
Key wo ds: Reading skills, linguis ic app oach, psycho-pedagogy, mo i a ion, lea ne engagemen
O‘QUVCHILARNING O‘QISH MALAKALARINI SHAKLLANTIRISHDА LINGVISTIK
VA PSIXOPEDAGOGIK YONDASHUVLAR
Ka imo a Muyassa Rus amjon kizi
26-mak ab Ingliz ili o’qi u chisi
Email: [email p o ec ed]
Tele on: +998931799219
Anno a siya: Ushbu maqolada o‘qu chila ning o‘qish malakala ini shakllan i ishda ling is ik a
psixopedagogik yondashu la ning o‘ ni o‘ ganiladi. Tadqiqo ning asosiy maqsadi - o‘qu chila da
sama ali o‘qish ko‘nikmala ini i ojlan i ishda ilshunoslik a psixologik-pedagogik me odla ning
o‘za o a’si ini aniqlashdi . Tadqiqo Namangan iloya idagi umumiy o‘ a a’lim mak abla ida 60
na a 7–9-sin o‘qu chila i ish i okida olib bo ildi. Unda es la , so‘ o nomala , kuza u a suhba la
asosiy me od si a ida qo‘llanildi. Taj iba gu uhi bilan in eg allashgan yondashu asosida olib bo ilgan
da sla na ijasida o‘qu chila ning ma nni ushunish da ajasi, yangi so‘zla ni o‘zlash i ishi a o‘z
ik ini i odalash ko‘nikmala i ancha oshgani kuza ildi. Nazo a gu uhiga qa aganda aj iba gu uhi
o‘qu chila i es la da o‘ acha 19% yuqo i na ijala ga e ishgan. Tadqiqo xulosala iga ko‘ a, o‘qish
malakala ini shakllan i ishda ilshunoslik a psixopedagogika yondashu la ining uyg‘unligi yuqo i
sama ado likni a’minlaydi.
Kali so‘zla : O‘qish malakasi, ling is ik yondashu , psixopedagogika, mo i a siya, il o‘ ganish.
ФОРМИРОВАНИЕ НАВЫКОВ ЧТЕНИЯ УЧАЩИХСЯ НА ОСНОВЕ
ЛИНГВИСТИЧЕСКИХ И ПСИХОПЕДАГОГИЧЕСКИХ ПОДХОДОВ
Каримова Муйасар Рустамжоновна
Учитель английского языка в школе №26
Электронная почта: [email p o ec ed]
Телефон: +998931799219
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Aннотация: В данной статье рассматривается значение лингвистических и
психопедагогических подходов в формировании навыков чтения у учащихся. Цель
исследования — выявить влияние этих подходов на развитие эффективных умений понимания
текста. Исследование проводилось среди 60 учеников 7–9 классов общеобразовательных школ
Наманганской области. В качестве основных методов использовались тесты, анкеты,
наблюдение и интервью. Учащиеся экспериментальной группы, обучающиеся по
интегрированному методу, показали значительный прогресс в понимании текста, запоминании
новой лексики и формулировке собственного мнения. Их результаты были в среднем на 19%
выше по сравнению с контрольной группой. Выводы исследования подтверждают, что
сочетание лингвистического и психопедагогического подходов повышает эффективность
формирования навыков чтения..
Kлючевые слова: Навыки чтения, лингвистический подход, психопедагогика, мотивация,
учебная активность.
INTRODUCTION
In he mode n educa ional p ocess, de eloping s uden s’ eading skills is conside ed one o he mos
impo an and u gen issues. This is because eading is he main means o acqui ing knowledge,
ob aining in o ma ion, analyzing, unde s anding, and e alua ing. Especially in lea ning a o eign
language, eading is no only abou passi ely ecei ing in o ma ion bu is also closely ela ed o
c i ical hinking, ocabula y expansion, unde s anding g amma and ex s uc u e. The e o e, o
e ec i ely de elop eading skills, i is essen ial no only o possess linguis ic knowledge bu also o
conside s uden s’ psychological cha ac e is ics, mo i a ion, and s ages o pe sonal de elopmen .
The linguis ic app oach ocuses p ima ily on he s uc u e o language—phone ics, ocabula y,
g amma , syn ax, and p agma ics— o de elop eading skills. In his app oach, he lea ne enhances
hei language compe ence by analyzing he ex , lea ning new wo ds, and unde s anding g amma ical
s uc u es. Mo eo e , he linguis ic app oach in ol es analyzing he gen e, s yle, con ex , and cul u al
backg ound o he ex being ead. This allows s uden s o unde s and no only he wo ds o he
language bu also he meanings and alues behind hem [3].
Howe e , no all s uden s achie e he same le el o success in mas e ing language ma e ial. The
eason is ha each s uden possesses unique psychological and social cha ac e is ics. The psycho-
pedagogical app oach ocuses p ecisely on his aspec . This app oach akes in o accoun he lea ne ’s
age, le el o cogni i e de elopmen , a en ion and memo y ea u es, in e nal and ex e nal mo i a ion
o lea ning, lea ning en i onmen , eache ’s s yle, and emo ional a mosphe e in he class oom [7;8].
The e o e, in de eloping eading skills, i is necessa y no o igno e psychological and pedagogical
ac o s bu o ha monize hem wi h linguis ic ac i i y o enhance educa ional e ec i eness.
In oday’s educa ion, in eg a ed me hods ha combine linguis ic and psycho-pedagogical app oaches
a e p o ing o be highly e ec i e. Fo example, communica i e me hods, CLIL (Con en and
Language In eg a ed Lea ning), and ask-based lea ning app oaches show no able esul s in
de eloping eading skills. This a icle aims o iden i y how such app oaches can imp o e s uden s’
eading abili ies, which me hods a e he mos e ec i e, and how o design app oaches ailo ed o
indi idual lea ne s’ needs.
The ele ance o his a icle lies in he ac ha i analyzes no only heo e ical ounda ions bu also
p ac ical expe iences, obse a ions, and da a ob ained h ough expe imen al lessons. Mo eo e , he
esul s o he s udy can se e as a guide o school eache s, me hodologis s, and language eaching
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specialis s. Th ough hese app oaches, s uden s’ in e es in eading inc eases, and hei abili y o
exp ess hei hough s independen ly and c i ically analyze ex s is de eloped.
LITERATURE REVIEW AND METHODS
Va ious o eign and local esea che s ha e p oposed di e en app oaches o de eloping eading skills.
The linguis ic app oach is mainly based on eaching language uni s such as ocabula y, g amma ical
s uc u es, and syn ax. N. Chomsky emphasized he s uc u e o language and inna e linguis ic abili y,
while S. K ashen [5] p oposed ha language can be na u ally acqui ed h ough eading. Ha me [4],
in his wo k The P ac ice o English Language Teaching, highligh s he impo ance o conside ing
lea ne s’ language p o iciency le els and mo i a ion when wo king wi h ex s.
The psychopedagogical app oach, on he o he hand, is based on Vygo sky’s [8] heo y o he Zone
o P oximal De elopmen , which akes in o accoun lea ne s’ pe sonal, emo ional, and psychological
cha ac e is ics. B une ’s The Cul u e o Educa ion u he en iched his app oach by emphasizing he
cul u al and de elopmen al aspec s o lea ning.
Simila ly, Richa ds and Rodge s [6], in hei book App oaches and Me hods in Language Teaching,
demons a ed he signi icance o he communica i e app oach in de eloping eading skills.
Uzbek schola s Shodmono [7] and Abdu ahmono a [1] also emphasize he impo ance o using
me hods based on age-speci ic ea u es, mo i a ion, and lea ne s’ indi idual needs in o ming eading
skills.
In conclusion, he in eg a ion o linguis ic and psycho-pedagogical app oaches plays a c ucial ole in
e ec i ely de eloping eading skills.
In his s udy, he e ec i eness o linguis ic and psycho-pedagogical app oaches in de eloping
s uden s’ eading skills was in es iga ed. The esea ch was conduc ed among 7 h–9 h g ade s uden s
in he Tashken egion. Pa icipan s we e di ided in o wo g oups: an expe imen al g oup and a con ol
g oup. Lessons in he expe imen al g oup we e o ganized using an inno a i e app oach.
The ollowing me hods we e used in he s udy:
• Tes s – o assess s uden s’ eading le els.
• Ques ionnai es – o ga he s uden s’ opinions.
• Obse a ion – o examine pa icipa ion and in e es le els du ing lessons.
The collec ed da a we e p ocessed h ough s a is ical and desc ip i e analysis, and key conclusions
we e d awn based on he esul s.
RESULTS AND DISCUSSION
The da a collec ed du ing he s udy we e analyzed o de e mine he e ec i eness o eading lessons.
The di e ences be ween he expe imen al and con ol g oups we e examined in he ollowing key
a eas:
1. S uden s’ le el o ex comp ehension,
2. Ac i e pa icipa ion and mo i a ion du ing eading,
3. Speed o acqui ing new ocabula y,
4. Abili y o hink independen ly and c i ically.
The esul s o diagnos ic es s conduc ed be o e and a e he expe imen we e as ollows:
• S uden s in he expe imen al g oup sco ed an a e age o 56% a he beginning and 83% a he end.
• The con ol g oup s a ed wi h 55% and imp o ed only o 64% by he end.
This di e ence indica es ha lessons conduc ed h ough he in eg a ion o linguis ic and
psychopedagogical app oaches signi ican ly enhanced s uden s’ eading compe ence. Based on he
ques ionnai es adminis e ed o s uden s, he ollowing conclusions we e d awn:
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• 85% o s uden s in he expe imen al g oup a ed he lessons as in e es ing and unde s andable.
• 78% o hem epo ed ha hey s a ed acqui ing new wo ds as e h ough ex s.
• Only 52% o con ol g oup s uden s exp essed sa is ac ion wi h hei lessons.
Fu he mo e, s uden s no ed an inc ease in hei willingness o exp ess opinions eely, answe
ques ions, and pa icipa e ac i ely in class oom discussions du ing he language lea ning p ocess.
Obse a ions conduc ed du ing he expe imen e ealed he ollowing:
• S uden s in he expe imen al g oup ac i ely pa icipa ed in lessons, asked mo e ques ions, and ied
o sha e hei opinions abou he ex s.
• Thei coope a ion and communica ion skills de eloped no iceably—especially in g oup wo k,
de ending hei opinions, and exchanging ideas wi h pee s.
In con as , in he con ol g oup, he eache ’s dominan ole was mo e e iden , and s uden s’
independen hinking ac i i y was ela i ely lowe . Based on he conduc ed s udy, he ollowing
signi ican indings we e iden i ied:
1. The in eg a ion o linguis ic and psychopedagogical app oaches has an e ec i e impac on
de eloping s uden s’ eading skills. In pa icula , hei abili y o wo k wi h ex s, acqui e new wo ds,
and exp ess ideas independen ly imp o ed conside ably.
2. The es esul s o s uden s in he expe imen al g oup we e 19% highe han hose o he con ol
g oup, demons a ing he e ec i eness o he applied me hodological app oaches.
3. Mo i a ion and in e es in lessons inc eased. S uden s app ecia ed he new echniques and we e
mo e eage o pa icipa e ac i ely.
4. In e ac i e me hods (g oup wo k, ques ion-and-answe ac i i ies, ex -based discussions) helped
shape s uden s’ posi i e a i udes owa d eading.
5. Conside ing indi idual app oaches and s uden s’ psychological cha ac e is ics enhanced hei
class oom engagemen and imp o ed lea ning ou comes.
In gene al, in eg a ed me hodological app oaches se e as an e ec i e means o de eloping eading
skills and con ibu e o imp o ing s uden s’ o e all language compe ence.
CONCLUSION
The esul s o his s udy show ha he in eg a ion o linguis ic and psycho pedagogical app oaches
plays a c ucial ole in de eloping s uden s’ eading skills. In adi ional app oaches, eading was o en
limi ed o unde s anding he ex , answe ing ques ions, and memo izing new wo ds. Howe e ,
h ough in eg a ed app oaches, s uden s de elop highe -o de cogni i e abili ies such as independen
hinking, c i ical analysis, and exp essing emo ional esponses.
Acco ding o he da a ob ained om he expe imen , he linguis ic app oach s eng hened s uden s’
ocabula y, g amma ical knowledge, and analy ical hinking ega ding ex s uc u e. The psycho-
pedagogical app oach, in u n, equi es aking in o accoun he lea ne ’s psychological cha ac e is ics,
lea ning pace, in e nal and ex e nal mo i a ion, as well as socio-emo ional needs. This explains why
s uden s in he expe imen al g oup achie ed highe academic esul s compa ed o hose in he con ol
g oup.
The analysis e ealed ha :
• Comp ehension and he abili y o d aw conclusions om ex s imp o ed signi ican ly;
• S uden s became accus omed o exp essing hei ideas independen ly h ough ques ions and
discussions;
• In e es and en husiasm owa d eading inc eased;
• Posi i e eache –s uden in e ac ion se ed as a mo i a ional ac o ;
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• The psychological app oach enhanced he e ec i eness o indi idualized ins uc ion.
Thus, i was p o en ha a one-sided app oach is insu icien o de eloping eading skills. On he
con a y, along wi h linguis ic knowledge, i is essen ial o conside s uden s’ emo ional and
psychological s a es, lea ning s yles, in e es s, and needs. This makes lessons mo e e ec i e and
meaning ul o lea ne s.
In conclusion, in eaching languages and de eloping eading skills:
• The linguis ic app oach se es as he ounda ion o knowledge,
• The psycho-pedagogical app oach se es as he basis o indi idualiza ion,
• Thei in eg a ion ensu es e ec i e lea ning.
In he u u e, he de elopmen and implemen a ion o lesson plans, adap ed ex books, and
me hodological guides based on hese app oaches will con ibu e o u he imp o ing he quali y o
educa ion.
FOYDALANILGAN ADABIYOTLAR
1. Abdu ahmono a, D. (2020). Nu qiy aoliya a kommunika i kompe ensiya. Toshken : Fan a
exnologiya nash iyo i.
2. B une , J. (1996). The Cul u e o Educa ion. Camb idge, MA: Ha a d Uni e si y P ess.
3. Chomsky, N. (1965). Aspec s o he Theo y o Syn ax. Camb idge, MA: MIT P ess.
4. Ha me , J. (2015). The P ac ice o English Language Teaching (5 h ed.). Ha low: Pea son
Educa ion Limi ed.
5. K ashen, S. D. (1982). P inciples and P ac ice in Second Language Acquisi ion. Ox o d:
Pe gamon.
6. Richa ds, J. C., & Rodge s, T. S. (2001). App oaches and Me hods in Language Teaching (2nd
ed.). Camb idge: Camb idge Uni e si y P ess.
7. Shodmono , Sh. (2019). Pedagogik exnologiyala a pedagogik maho a . Toshken :
“Inno a siya” nash iyo i.
8. Vygo sky, L. S. (1978). Mind in Socie y: The De elopmen o Highe Psychological P ocesses.
Camb idge, MA: Ha a d Uni e si y P ess.
