OLIY TA’LIM TIZIMIDA FILOLOGIK FANLARNI O‘QITISHDA TALABALARNING LISONIY TAFAKKURINI RIVOJLANTIRISHGA YO‘NALTIRILGAN PSIXOLINGVISTIK TEXNOLOGIYALAR

Mazkur maqolada oliy ta’lim tizimida filologik fanlarni o‘qitish jarayonida talabalarning lisoniy tafakkurini rivojlantirishga qaratilgan psixolingvistik texnologiyalarning mazmun-mohiyati, didaktik imkoniyatlari va samaradorligi yoritiladi. Shuningdek, lisoniy tafakkurni shakllantirishda psixolingvistik yondashuvning ahamiyati, uning zamonaviy ta’lim texnologiyalari bilan integratsiyasi tahlil qilinadi. Tadqiqotda ilmiy-nazariy adabiyotlarni tahlil qilish, qiyosiy-tahliliy va umumlashtirish usullaridan foydalanildi. Natijada kontekstual, metakognitiv, multimodal, diskursiv, muammoli va kollaborativ o‘qitish texnologiyalari talabalarning nutqni hosil qilish va idrok etish ko‘nikmalarini, mustaqil va tanqidiy fikrlashini rivojlantirishi asoslab berildi. Maqolada psixolingvistik texnologiyalarni joriy etishda o‘qituvchining kasbiy kompetensiyasi va ijobiy psixologik muhitning ahamiyati ham ko‘rsatib o‘tildi.

The article examines the essence, didactic potential and effectiveness of psycholinguistic technologies aimed at developing students’ linguistic thinking in teaching philological disciplines in higher education. The importance of the psycholinguistic approach in shaping linguistic thinking and its integration with modern educational technologies are also analysed. The study uses theoretical analysis of the scientific literature, comparative-analytical and generalisation methods. It is substantiated that contextual, metacognitive, multimodal, discursive, problem-based and collaborative teaching technologies develop students’ skills of speech production and perception as well as their independent and critical thinking. The article also highlights the role of the teacher’s professional competence and a positive psychological environment in implementing psycholinguistic technologies.