Педагогик акмеология 7-tom 36-san (2026)
DETERMINING THE IDEAL QUANTITY OF VOCABULARY TO TEACH BEFOREHAND TO MAXIMIZE READING COMPREHENSION AND PREVENT COGNITIVE FATIGUE.
Sultonqulov, Gayrat
Annotaciya
This study examines how the volume of lexical instruction delivered prior to atask influences reading comprehension for English for Specific Purposes (ESP) undergraduates.Conducted at the “Tashkent Institute of Irrigation and Agricultural Mechanization Engineers”National Research University, the research involved 38 participants from the fields of Economics,Aerospace Technology, and Material Science. Grounded in Cognitive Load Theory and theVocabulary Threshold Hypothesis, the project investigated the optimal threshold for pre-teachingtargeted terms to maximize reading comprehension without inducing cognitive fatigue.Participants were exposed to three distinct instructional design models utilizing low, moderate,and intensive levels of vocabulary preparation. The empirical findings indicate that a moderatepre-teaching load yields significantly better text comprehension compared to low preparation,whereas an excessively high load provides diminishing returns and increases working memoryfatigue. For technical domains like Aerospace and Material Science, strategic instructional designthat optimizes vocabulary acquisition for essential terms proves far more effective than exhaustive,high-volume lexical introduction.
освоение словарного запасатеория когнитивной нагрузкипонимание прочитанногоVocabulary AcquisitionCognitive Load TheoryReading ComprehensionLugʻatni egallashKognitiv yuklanish nazariyasiOʻqib tushunish koʻnikmasi,
Metadata derekkózi: jurnal OAI-PMH arxivi · Sindex tolıq mátindi saqlamaydı, derekkózge silteme beredi.