Research and publications

aspects of learning style: sensory preferences, personality types, desired degree of 
generality, and biological differences.

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Learning strategies are defined as “specific actions, behaviors, steps, or techniques -
such as seeking out conversation partners, or giving oneself encouragement to 
tackle a difficult language task -- used by students to enhance their own learning” 
(Scarcella & Oxford, 1992, p. 63). When the learner consciously chooses strategies 
that fit his or her learning style and the L2 task at hand, these strategies become a 
useful toolkit for active, conscious, and purposeful self-regulation of learning. 
O’Malley and Chamot (1990:43) went beyond the previous definitions to give a 
more focused definition. They defined Learning strategies as “techniques and 
devices used by second language learners for remembering and organizing samples 
of the second language. One of the ways learners become actively involved in 
controlling their own learning is by using strategies. Strategies are the thoughts and 
behaviors that learners use to help them comprehend, learn, or retain 
information”. For O’Malley and Chamot (1990) learning strategies may include 
focusing on selected aspects of new information, analyzing and monitoring 
information during acquisition, and organizing or elaborating on new information
When we evaluate teaching and learning process, it becomes important to make 
explicit the criteria used in our judgments, and to be principled in our evaluations. 
well-prepared and ad-hoc evaluations are likely to be unreliable, unfair, and 
uninformative. They are not a suitable source on which to base educational decisions. 
Making decisions about a teacher at work in the classroom will involve a different set 
of evaluation criteria from those needed to evaluate a set of learning tasks, any 
evaluation of teacher performance will also be structured differently from an analysis 
of learner performance. In many ways this is not so different from the judgments we 

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make on other matters, which also involve different criteria at different times for 
different purposes. 
Tutors are constant in a responsible positon in front of learners. Furthermore they 
should know how to improve pupils knowledge and their worldview. Teacher should 
organize lessons with visual and kinesthetic games, motivation cards, and interesting 
movies and facts. Also teacher pay attention to evaluate pupils during lesson to 
multiply their aspirations. Evaluation has a different overall focus and several 
different purposes from student assessment. While evaluation may be seen as a 
‘means’ analysis (it is intended to serve the learning process), student assessment has 
a much more limited perspective with a focus on the ‘ends’ of learning in terms of 
what the learner has achieved at particular points. 
1.
I.A.Karimov “There is future without history”. Tashkent 1997 p 47. 
2.
I.A.Karimov “Harmoniously developed generation is basic of progress of 
Uzbekistan” 1998. 
3.