Abstract
Darsning boshlanish bosqichi ikkinchi tilni o'qitishda muhim o'rin tutib, o'quvchilarning motivatsiyasi, diqqatini jamlash va dars jarayoniga tayyorligiga bevosita ta'sir qiladi. Ushbu tadqiqot ingliz tilini o'qitish (ELT) darslarida "ice-breaking" faoliyatlarning tizimli pedagogik strategiya sifatidagi rolini o'rganadi. Tadqiqot konstruktivistik ta'lim nazariyasi, Vygotskiyning sotsiokultural yondashuvi, Krashenning affektiv filtr gipotezasi va kommunikativ til o'qitish tamoyillariga asoslanadi. Sifatli tahlil orqali pedagogik adabiyotlar va sinf amaliyotlari o'rganildi. Natijalar shuni ko'rsatadiki, ice-breaking faoliyatlar o'quvchilarning xavotirini kamaytiradi, oldingi bilimlarni faollashtiradi va sinf ichida muloqotni rivojlantiradi. Tadqiqot dars boshlanishining to'g'ri tashkil etilishi o'quv samaradorligini oshirishini ta'kidlaydi..
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