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Abstract
Ikki tilli (bilingv) muhitda muloqot qiluvchi shaxsning nutqida uchraydigan til interferensiyasi — bu bir til birliklarining (fonetika, leksika, grammatika, pragmatika) ikkinchi tilga ko‘chishi natijasida yuzaga keladigan og‘ishlar majmuasidir. Interferensiya ko‘pincha “xato” sifatida talqin qilinadi, ammo psixolingvistika nuqtayi nazaridan u bilingv ongdagi parallel faollashuv, raqobat va nazorat mexanizmlarining tabiiy oqibatidir. Tadqiqotning maqsadi: (1) interferensiyaning asosiy psixolingvistik mexanizmlarini (neselectiv leksik kirish, inhibitsion nazorat, konflikt monitoring, ishchi xotira yuklamasi, intertil fenomeni) empirik dalillar asosida tavsiflash; (2) interferensiya yuzaga kelish sharoitlarini “muloqot konteksti” (bir tilli rejim, ikki tilli rejim, zich kod-almashuv) bilan bog‘lash; (3) ta’lim amaliyoti uchun metodik yechimlar paketini (diagnostika, kontrastiv yondashuv, focus on form, og‘zaki tuzatish, translanguaging, metalingvistik kompetensiya, nazoratni mashq qildirish) asoslab berish. Maqolada meta-tahlil va ko‘p takrorlangan tajriba natijalaridan foydalanildi: bilingv leksik “defitsit” masalasida 130 tadqiqotdan 478 effekt o‘lchovini qamrab olgan meta-analitik xulosalar, til switching xarajatlari bo‘yicha klassik eksperimental dalillar hamda ikkinchi tilni tushunishda ona tilining “ongsiz” faollashuvi haqida neyrofiziologik (ERP) ko‘rsatkichlar tahlil qilindi. Natijalar shuni ko‘rsatadiki, interferensiyani kamaytirish faqat “taqiqlash” bilan emas, balki bilingv nazorat tizimini didaktik jihatdan to‘g‘ri boshqarish, ijobiy transferni kuchaytirish va o‘quvchi e’tiborini zarur formal belgilarga o‘z vaqtida yo‘naltirish orqali samarali kechadi.
References
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