Acceso usuarios
Raees Calafato
Agar, til o‘qituvchilarida yuqori darajadagi metallingvistik bilim va til qobiliyati yetishmayotgan bo’lsa, ular o‘z talabalariga bu ko’nikmalarni rivojlantirishga yordam bera olishmaydi. Ushbu maqolada o‘rta maktablardan ingliz, Xitoy, frantsuz, nemis va ispan tillarining 89 nafar ko’p tilli o‘qituvchilarining til qobiliyatlari, metalingvistik bilimlari, tilni saqlash odatlari, o‘z-o’zini samaradorligi va xavotirlari o‘rtasidagi bog’liqlik haqidagi ma’lumotlarini tavsiflovchi korrelyatsion aralash usul yordamida to’plagan tadqiqot hisoboti keltirilgan. Topilmalar shuni ko’rsatdiki, ishtirokchilarning metallingvistik bilimlari, tashvishlari va rasmiy ravishda o‘rganilgan ko’p tillilik ularning til qobiliyati bilan ijobiy bog’liqdir. Bundan tashqari, ilg’or til qobiliyatiga ega bo’lgan ishtirokchilar tilni saqlash bo’yicha faoliyat bilan shug’ullanadilar, ular zaifroq qobiliyatga ega bo’lgan ishtirokchilardan miqdoriy va sifat jihatidan farq qiladi.
Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitude, metalinguistic knowledge, language maintenance habits, self-efficacy, and anxiety. The findings revealed that participants’ metalinguistic knowledge, anxiety, and formally acquired multilingualism positively correlated with their language aptitude. Moreover, those possessing advanced language aptitude engaged in language maintenance habits that were both quantitatively and qualitatively different from those who exhibited weaker aptitude.
