INGLIZ TILINI O‘QITISHDA REFLEKSIV TOPSHIRIQLAR: LINGVISTIK VA DISKURS YO‘NALISHIDAGI YONDASHUV

Annotatsiya. Maqolada oliy ta’limda maxsus maqsadlar uchun ingliz tilini (ESP) o‘qitishda refleksiv topshiriqlarning lingvistik asoslari tahlil qilinadi. Refleksiya pedagogikada ko‘pincha kognitiv yoki emotsional faoliyat sifatida qaraladi, biroq muallif ESP sharoitida uni o‘ziga xos til vositalariga ega diskursiv amaliyot sifatida ham o‘rganish zarurligini asoslaydi. ESP mashg‘ulotlari uchun refleksiv topshiriqlar tipologiyasi, to‘rt bosqichli ta’lim sikli, iqtisodiyot, tibbiyot, huquq va turizm yo‘nalishlari uchun namunaviy topshiriqlar hamda refleksiya darajalarini baholash mezonlari taklif etiladi.

Abstract. The article examines reflective tasks as a linguistically grounded component of teaching English for Specific Purposes (ESP) in higher education. Reflection is usually discussed in pedagogy as a cognitive or affective activity; this paper argues that in ESP it should also be treated as a discourse practice with its own recognisable language resources. Drawing on the theory of reflective practice, systemic functional linguistics, appraisal theory and the concept of metadiscourse, the study describes the lexico-grammatical and discourse features through which learners report, interpret and evaluate their professional and language learning experience. The paper concludes that reflective tasks become effective in ESP only when the language of reflection is taught explicitly and is linked to the communicative demands of the learners’ future profession