Department of continuous professional education graduation paper



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Taqrizchi: I.Imomov,
Toshkent davlat iqtisodiyot universiteti
Umimiy va aniq fanlar kafedrasi katta o`qituvchisi
ESN: STT Core Trainer, TESOL 2021

Oʻzbekiston Respublikasi Xalq ta’limi vazirligi


(QTMO ta’lim muassasasi nomi)


______________________________________________kafedrasi (boʻlimi)




BITIRUV ISHI TOPSHIRIQ VARAQASI


20___ -yil “_____” ___________ kuni ___________ - sonli buyruq bilan
(sana) (oy) (buyruq raqami)
______________________________________________________________
(qayta tayyorlash kursi nomi, yoʻnalishi)

yoʻnalishi boʻyicha tashkil etilgan qayta tayyorlash kursi


Tinglovchining F.I.SH. ______________________________________________


Faoliyat yurituvchi ta’lim muassasasi _______________________ viloyat (shahar)


__________________________________________________________________

Faoliyat turi (lavozimi, dars beradigan fani) ______________________________


__________________________________________________________________

Diplom boʻyicha ma’lumoti ___________________________________________


Bitiruv ishi mavzusi __________________________________________________________________
__________________________________________________________________
________________________________________________________________

Mavzu berilgan sana “____” ____________ 20____-yil, buyruq № _____


Bitiruv ishini himoya qilish sanasi “_____” ______________ 20___ -yil


Tinglovchi ___________ __________________________


Rahbar ___________ __________________________


Kafedra mudiri ___________ __________________________

1 Derewianka B.M. Knowledge about language in the Australian curriculum: English. Australian Journal of Language and Literacy, 35 2012. (2): 127-146.

2 Elaine Tarone and George Yule., Focus on Language Learner.; Oxford univ., 1991

3 Clark U. Grammar in the curriculum for English: What next? Changing English 2010. 17: 189 - 200.

4 Clandinin D. Personal Practical Knowledge: A study of teachers’ classroom images. Curriculum Inquiry 2005. 15: 361-385.

5 Brown H., Douglas ‘Principles of language teaching’, N.Y., 1987

6 Carter R. ed. Knowledge about Language. London: Hodder and Stoughton. 1990.

7 Cameron D. Dr Syntax and Mrs Grundy: Grammar, myths and morals. Changing English: Studies in reading and culture 1994. 2: 34–43.

8 Calderhead J. Teachers: Beliefs and knowledge. New York, NY: Macmillan. 1996. 709–725.

9 Cajkler W. and Hislam J. Trainee Teachers' Grammatical Knowledge: The Tension between Public Expectation and Individual Competence. Language Awareness 2002.11: 161-177.

10 Borg S. and Burns A. Integrating Grammar in Adult TESOL Classrooms. Applied Linguistics 2008. 29: 456–482.
Cajkler W. and Dymoke S. Grammar for Reading: why now and what for? Changing English 2005. 12: 125-136.

11 Jones L. “Communicative Grammar Practice”. CUP 1992

12 Borg S. Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 2003. 36: 81-109.

13 Hashemi with Raymond Murphy L. “English Grammar in Use”. Supplementary Exercises, CUP 1995

14 Cajkler W. and Dymoke S. Grammar for Reading: why now and what for? Changing English 2005. 12: 125-136.

15 Billows F.L., The Techniques of Language Teachig. Longman, 2002

16 Bennet William Arthur Aspects of Language and language teaching. London-New York., Cambridge univ. press, 2008


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