In this article, the author analyzes the essence of the differentiated approach n-depth. Specifically, numerous definitions of this approach, provided by scholars such as Carol Ann Tomlinson, Frederick Burke, Carleton Washburn, M. Antonova, E. Rabunsky, Dave Steckler, Mike Schmoker, John Jick, N. Abdullaeva, and N. Mamadjonova, are compared in detail. The work of authors who have made significant contributions to the development of this approach internationally and in our country is thoroughly covered. The positive and negative aspects of this approach are compared. The high potential of this approach in foreign language teaching is also analyzed. The author provides examples of methods, techniques, technologies, and types of exercises that can be used in foreign language teaching using the variable approach. For example, differentiated instruction provides each student with various ways to absorb lesson material (lesson content), understand new information (process), and express that knowledge in a final product, ensuring effective learning. Differentiated education is an educational system in which each student has the right to master an appropriate level of knowledge and choose subjects and topics that best suit their needs, interests, and level of knowledge.
| Mualliflar | Акрамов, Шухрат |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-11-05 |
| Jild | 10 |
| Son | 1 |
| Betlar | 197-203 |
| Til | O‘zbek |
Вариативный подход, иностранный язык, метод, технология, английский язык, Кэрол Энн Томлинсон, Variativ yondashuv, xoriiy til, chet til, metod, texnologiya, ingliz tili, Kerol Enn Tomlinson, Differentiated approach, foreign language, method, technology, English language, Carol Ann Tomlinson
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