This study compares the SLA experiences of two sixth-grade pupils with differing linguistic abilities, highlighting the impact of early exposure, teaching methods, and emotional factors. Using Krashen’s and Vygotsky’s theories, it underscores the importance of tailored strategies, and emotional support in fostering effective language acquisition and learner confidence.
| Mualliflar | Karimova , Ozodakhon, Каримова , Озодахон, Karimova , Ozodakhon |
|---|---|
| Jurnal | Тамаддун нури |
| Nashr sanasi | 2024-12-28 |
| Jild | 12 |
| Son | 63 |
| Betlar | 28-30 |
| Til | Ingliz |
| DOI | 10.69691/vsaegt57 |
DOI: 10.69691/vsaegt57 · Maqolaning asl sahifasi
Second Language Acquisition (SLA), Krashen’s Input Hypothesis, Affective Filter Hypothesis, Vygotsky’s Sociocultural Theory, Differentiated Instruction., освоение второго языка (SLA), гипотеза Крашена о входных данных, гипотеза аффективного фильтра, социокультурная теория Выготского, дифференцированное обучение.
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