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Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
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≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
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'학술논문' 에서 검색결과 117건 | 목록 1~20
African Literature in English. East and West, by Gareth Griffiths (Longman Literature in English Series. Harlow: Pearson Education, 2000)
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Klaus Stierstorfer
Miscelánea: A Journal of English and American Studies, Vol 24 (2001)
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Dieter Mehl: English Literature in the Age of Chaucer (The Longman Literature in English Series)
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Archiv für das Studium der neueren Sprachen und Literaturen.
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Andrew Lang’s Discursive Cosmopolitanism in Longman’s Magazine
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Hughes, Linda K.
Studies in Scottish Literature. 48
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What is philology and its difference from other areas: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 12 Abstract : This article provides information about the history of philology, teaching methodology, what philology is, and its difference from other fields. Key words : Philology, teaching methodology, science, linguistics, literary studies, tex- tual studies, source studies. Philology (from ancient Greek: philologia - «love of words», «love of words») is a general science consisting of the cooperation of humanities - linguistics, literary studies, textual studies, source studies, paleography, and others; studies the histo-ry and essence of human spiritual culture by linguistic and stylistic analysis of writ-ten monuments. The text, which consists of the sum of its internal issues and ex-ternal relations, is the first basis that determines the existence of philology. By focusing on the text and creating supporting comments (the most ancient form of philological works), philology covers human life, first of all, spiritual life with all its breadth and depth. Philology appeared in the period when the culture of writing was relatively advanced. The ancient highly developed cultures of the Middle East were almost unaware of philology, and in the Middle Ages Western Europe did not pay enough attention to it either; At the same time, philology is the homeland of philosophy. In India and Greece, thinking about words and speech, in the way of its analysis, appeared in harmony with philosophy. Despite the conflicts that later occurred between the pursuit of abstraction in philosophy and the precision and concreteness of philology, the initial integrity and unity of philosophy and philolo-gy was not accidental: the periods of the rise and development of philology often coincided with the great periods of epistemological thought (for example, in the Hellenistic world - from Aristotle, in Europe in the 17th century - It happened after R. Descartes, in Germany in the 19th century - I. Kant). Qad. Chinese culture had its own philological traditions (Liu Se’s works, 5th-6th centuries AD). But Qad. The philological teachings of India and China, and their achievements in this field, were not known to Europeans until recent times. The traditions of European philology relied entirely on Greek sources, and ancient Sunyo philology. During the period of the Sophists (2nd half of the 5th century - 1st half of the 4th century BC), the ABDURAKHMONOVA MOKHINUR BAKHROMJON QIZI Student of Uzbek StateWorld Language University KHODIYEVA SHAKHNOZA ABDULLAYEVNA Senior teacher of Uzbek State World Language University WHAT IS PHILOLOGY AND ITS DIFFERENCE FROM OTHER AREAS https://doi.org/10.47689/STARS.university-pp12-16 STARS International University 13 field of literature is sufficiently separated from the non-literary environment to become the object of theoretical poetics and philology. Among the sophists, Pro-tagoras, Gorgias, Prodicus and others made great contributions to the develop-ment of philological methods; Greek literary theory rises to a higher level with Aristotle’s Poetics. In the Hellenistic period (3rd-1st centuries BC), philology was separated from the science of philosophy and passed into the hands of specialists - the librarians of Alexandria and Pergamum: they were engaged in identifying and interpreting the corrected texts of ancient authors. Dionysius of Thrace (c. 150-90 BC) developed a theory of word groups that is still in use today. Among the schol-ars of the early Christian era, Origen and Jerome (the person who first translated the Bible into Latin) carried out enormous textological works on the original ver-sion of the Bible and the Greek translation. The tradition of Greek philology was continued in Byzantium in the Middle Ages, preserving its ancient status (study and interpretation of classic texts); After the fall of the Roman Empire (1453), Re-naissance Italy inherited Byzantine philology thanks to the fleeing scholars. Qad. In Rome, philology was distinguished from phammatics, which studied the gram-matical aspect of the language, spelling. The next stage of development of philol-ogy is associated with the treatises of Dante, Boccaccio, Petrarch, and Lorenzo Wall during the Renaissance. In these treatises, the true content of Aristotle’s works is revealed, p. the written texts of Greek and Roman writers were studied and interpreted from a critical point of view. During the period when philology was depressed in Europe in the Middle Ages, during the 8th-14th centuries, Arabic philology began to develop on a large scale. In Arabic philology, the fields of lin-guistics and partly literary studies are developed. During this period, Kufa and Basra grammar schools (currents) emerged. Representatives of the grammar school of Basra: Khalil ibn Ahmad (8th century) and his student Sibawayhi devel-oped the standards of the classical Arabic language in their works and compiled the first explanatory dictionary of the Arabic language. Sibawayhi divided the word groups into 3 main groups (noun, verb, letter) defined the syntactic relations of word groups. The representatives of the Kufa grammar stream devoted their works to the syntax of the Arabic language and the dialectal grammatical features of the Arabic language. In the 9th and 10th centuries, both grammatical streams rose to the level of an independent school of linguistics. On the basis of Basra and Kufa fammatic trends, the Baghdad fammatic school was created, and the Bagh-dad grammatical theory was created. Ibn Jinni (10th century), a representative of the Baghdad grammar school, paid attention to issues of etymology in his works. As the rule of the Arab caliphate spread to Syria, Egypt, Iran, Spain, and Central Asia, philologists developed in these regions under the influence of the philologi-cal currents of Kufa, Basra, and Baghdad. representatives also participated. En-glish orientalist Ye. According to Brown, 30 of the 45 most influential representa-tives of Arab science and culture were representatives of non-Arab peoples. The emergence of the science of Turkic philology is also connected with the scientific activities of these scientists. Although philology was not considered a special sci-ence among the Turkic peoples in ancient times, there are many works related to it - dictionaries, grammars, treatises on literary studies, reviews, books on the his-tory and ethnography of the Turkic peoples. written Mahmud Koshgari (11th cen-tury) occupies a special place in the history of culture and science of Turkic peo- Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 14 ples. He is one of the scientists and the first to create the science of Turkic philol-ogy. His work «Devonu Lugotit Turk» covers almost all areas of this science: lexi-con, phonetics and morphology of Turkic languages, classification of Turkic lan-guages, oral creativity of Turkic peoples, etc. The work also contains valuable in-formation on ethnography, toponymy, and geographical location of Turkic peo-ples. M. Koshgari also founded the comparative study of languages. Mahmoud Zamakhshari (11th-12th centuries), nicknamed «Jorullah» («Neighbor of God») by the scholars of his time, made a great contribution to the development of Eastern science and culture. He created more than 50 works related to philosophy, history, literary studies, folklore studies, linguistics. His work «Mukaddimat uladab» is im-portant not only in terms of studying the history of the Arabic language and lin-guistics, but also in terms of studying the history of the languages of the Turkic peoples. In the dictionary part of the work, Persian and Mongolian translations of Arabic words as well as Turkish translations are given. In addition to these, more than 10 monolingual or bilingual explanatory dictionaries created by well-known or unknown authors in the 13th-19th centuries made a certain contribution to the development of the science of philology in Turkic languages. Also, Alisher Navoi’s works «Muhokamat ullugatayn», «Mezon ulavzon», «Majolis unnafois», «Tarihi mu-luki Ajam», Babur’s «Mukhtasar» («Risolai aruz») and «Boburnoma», Abul g hozi Bahadirkhan’s «Shajarai turk» and « «Shajarai tarokima» books, historical works of authors such as Munis, Ogahi, Bayani, Sheikh Ahmad Tarazi’s book «Funun ulbalo-ga» on literary studies and other scientific works enriched the science of philology in a broad sense. In the 18th century in Germany, the philologist I.I. A new era of philology begins due to the emergence of Winckelmann’s theory of «neohuman-ism» (new humanism). The question of the whole, whole image of the an c ient world is raised with the same scientific rigor as it was during the Renaissance. German philologist philology A. Wolf uses the term «philology» as the name of the science of antiquity, the ancient world. During this period, philology was under-stood in a very broad sense and included not only the study of a specific national language and literature, but also history, philosophy, art, and even material cul-ture. Philology. the department that studies cultural monuments and i nterprets the works of Greek and Roman authors was later called «classical philology». In the 19th century, the process of separation of philology from other disciplines in-tensified. As a result of the work of German philologists G. Uzener, E. Rode, U. von Wilamowitz Möllendorf and others, world history is separated from philology as an independent branch of science; at the same time, under the influence of romanti-cism and other Goya trends, along with «classical philology», «new philology» was born: Germanic studies (such as Ya. and V. Grimm), Slavic studies (A. Vostokov, V. Ganka), Oriental studies. At the same time, the Grimms, philologist Dietz, I. Do-brovsky, A. Vostokov and other philologists developed the comparative-historical method of language study. In the 18th and 19th centuries, the science of Turkic studies appeared as a branch of philology. During the period when special departments of philology as above appeared and the comparative historical method began to be used, the concept of philology narrowed and became equal to linguistics. At the end of the 19th and the begin-ning of the 20th century, the concept of philology became clearer and included the study of languages and literature; such disciplines as textology, source stud- STARS International University 15 ies, paleography appear as auxiliary fields of philology, especially the formation and development of textology played an important role in publishing manuscripts and works of classic poets (for example, Yusuf Khos Hajib, Atoi, Navoi, Babur; Pushkin, Lermontov, etc.). Linguistics and literary studies that make up philology, in turn, are divided into special fields: general linguistics, language history, the study of modern languages; folklore studies are also included in the scope of liter-ary theory, literary history, literary criticism and other philology because folklore is also an art of speech. Modern philology reveals new problems of language and literature study and develops new methods; developing a continuous connection with written sources typical of all periods of social life; philological research is being conducted with a deep scientific and critical approach to existing sourc-es. The most important characteristic of modern philology is to limit its tasks to the tasks of such subjects as history, philosophy, art history, and cultural history, which were separated from the bosom of philology, which was once considered a single, integrated science, and at the same time, creative cooperation with them. Although the foundations of Uzbek philology go back to the times and works of M. Koshgari, M. Zamakhshari, it has developed in a unique way over the years! how-ever, Uzbek philology in the current sense began to form at the beginning of the 20th century: Uzbek linguistics, literary studies, source studies, and textual studies developed as branches of philological science. Current Uzbek philology is devel-oping in every way as a component of world philology. M. Behbudi, Fitrat, Chol-pon, Avloni, Elbek, Ghozi Olim Yunusov, A. Zahiri, Otajon Hashim, Hodi Zaripov, S. Ibrohimov, P. Shamsiyev, Sh. Khurshid, Olim Sharafiddinov, S. Mutallibov, Izzat Sultan, O. Usmanov, S. Usmanov, U. Tursunov, philology Kamal, V. Abdullayev, V. Zohidov, G‘. Karimov, philology Abdullayev, A. Gulomov, H. Sulaymanov, Russian scientists Ye. Polivanov, K. Yudakhin, A. Borovkov, V. Reshetov, A. Kononov, A. Shcherbak, and others have significant contributions. Also Sh. Shoabdurahman-ov, G. Abdurahmonov, A. Hayitmetov, A. Kayumov, A. Rustamov, Q. Mahmudov, M. Askarova, HI. Rahmatullayev, A. Hajiyev, A. Abdugafurov, B. Valikhojhayev, N. Karimov, T. Mirzayev, B. Nazarov, E. Fozilov, E. Begmatov, H. Nematov, A. Nur-monov, N. Makhmudov, and other contemporary Uzbeks have been participating in the development of philology with their scientific research. Philology has faced difficulties in the English-speaking world. Many Americans who studied in college do not know this word, and those who often repeat texts written by ancient Greek or Roman classics. Philology is a science of science. the king, the pride of the first great modern universities - grew up in Germany in the eighteenth and nine-teenth centuries. In the twelve years before 1850, the most advanced humanistic research in the United States and Great Britain and its generative currents were sent through the intellectual life of Europe and America. philosophy of text (liter-ature such as classical and biblical studies, «Sanskrit and Arabic», «Medieval and modern European writers»); 2) the theory of the origin and nature of language and (3) the comparative structure and historical evolution of languages and language families study ».»The events that happened since 1800 were the origin of «compar-ative philology», events that happened by Darwinists, such as «the common origin of humans», was based on the widest horizons and new knowledge. By the 18th century, English colonial leaders who were covering botany and Greek at school, realized that they had to do their work properly in classical Persian and even San- Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 16 skrit, they could not help noticing similarities between the oriental languages and their classical counterparts, but what was their meaning, and what was the origin of the distinction of language rather than of species?» The comparative philology of the study and development of true Indo-European languages quickly gained great respect in Germany.» Answer Grimm, true expressions of philologists and rare collectors, «There is no punishment, or so cruel to error. As mathematics or physics, in every sense a hard science, serious details have a cruel morality.» Popular English Philology to all kinds of questions about, etymology, different types of pronunciation and grammatical usage, sources of Cockney vocabulary, words, original place and per-sonal names, and pronunciation, it is very interesting to hear things discussed in railway stations and smoking rooms you can read long letters about them in the press, sometimes decorated with random, misunderstood, misinterpreted and used interesting information No, the subject of English philology is street has a strange fascination for the man within, but almost everything that is thought and said about it is wonderfully and hopelessly mistaken. English Philology attracts a greater number of cranks and defects than the giyas, which is the knowledge of people who are probably less educated on any subject. the general ignorance about it is so profound that it is very difficult to convince people that it is really a well-known fact and a definite doctrine on linguistic matters.» «If the nineteenth language of language is the century of discovery, the twentieth century is the century of language attachment. The nineteenth-century distinguished language in several ways: it learned to see language as an amalgam of sounds, and therefore how to study sounds, to understand the diversity of language, and to understand the history or studied not as a piece of literature, but as a separate language. «Philology» was considered the best. «Other studies, especially innovations such as anthropology, began at the same time that philology helped the emergence of linguistics ... New studies were different from the century: in the century, linguis-tics once again united language. words and so He developed an interest in the study of the sounds that combine to form words, understood universals in other languages, and he reintegrated other languages with other languages, particularly philosophy and psychology.» References: 1. Warschauer, M., & Kern, K. (2000). Network-based Language Teaching: Con- cepts and Practice, Cambridge: Cambridge University Press.[1] 2. Boswood, T. (1997). New Ways of Using Computers in Language Teaching (New Ways in Tesol Series II), California: Teachers of English to Speakers of Other Languages.[2] 3. Harmer, J. (2007). How to teach English, Harlow, Essex: Pearson-Longman. [3] 4.www.ziyonet.uz.[4]5.Jeyms Tyorner, Filologiya: Zamonaviy gumanitar fanlarning unutilgan man- balari, Princeton University Press, 2014[5] 2.Genri Vild, «Angliyadagi ingliz filologiyasi: Oksford universitetidagi imtihon maktablarida nutq so‘zlagan birinchi dars», 21 fevral 1921.[6]
Academic Journal
Mokhinur Abdurakhmonova; Shakhnoza Khodiyeva
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:12-16
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Self-study in learning foreign language: 190 To conclude, research can be fun, interesting and fascinating. A feeling of accomplishment, satisfaction, and pride can be the result of contributing to the ―greater cause‖ of our ―way of knowing.‖ Research is a complex, exacting, and complex process that yields the ultimate reward of truth or at least a path leading to it [Bailey, D. M.: 1997]. Using innovative ways of doing research is one to achieve a great goal. REFERENCES: 1. Çaparlar CÖ, Dönmez A. What is Scientific Research and How Can it be Done? Turk J Anaesthesiol Reanim. 2016; 44: 212–8 2. Resnik DB. What is Ethics in Research & Why is it Important? Natonal Institute of Environmental HealthSciences;2015. 3. The practice of social research (9th ed.). Belmont, CA: Wadsworth Thomson Learning. Bailey, D. M. (1997). 4. Educational research: an introduction (4th ed.). New York. Longman. Creswell, J. W. (1998). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, CA: Sage Publications. 5. https://www.teacherph.com/-steps-research-process 6. https://www.ncbi.nlm.nih.gov/pmc/articles SELF-STUDY IN LEARNING FOREIGN LANGUAGE Dauletova D.B. Assistant teacher, English Language and Literature Department, KSU named after Berdakh, Nukus, Uzbekistan Dauletbaeva G. 2 nd year student, English Language and Literature Department, KSU named after Berdakh, Nukus, Uzbekistan Abstract: The use of technology has received increasing recognition as a means capable of bridging formal and informal settings in the target language learning and enabling students to actively and effectively use technology both inside and outside the classroom. Key words: self-study, new methods, motivation Аннотация: Использование технологий получает все большее признание как средство, способное объединить формальные и неформальные условия при изучении целевого языка и позволяющее учащимся активно и эффективно использовать технологии как в классе, так и за его пределами. Ключевые слова: самообучение, новые методы, мотивация There has been an increasingly large div of research on students‘ use of technology for second or foreign language learning. These research studies have generally concentrated on students‘ perceptions and evaluations of the suitability of technological devices for language learning, adoption of these technological devices in the classroom settings, and the factors that affect the effectiveness of language learning in classroom technology-using conditions. For example, P. Winke and S. Goertler found that songs and movies were the most frequently used technologies and the ease of access was the strongest predictor of the frequency of technology use [Winke; Goertler: 2008] Recent research on technology-facilitated language learning, however, has been mostly laboratory and classroom experiments of technology applications in the formal educational contexts Consequently, our knowledge and understanding of students‘ self-regulated use of technology for target language learning is still limited. Aspects of technology-assisted language learning such as goal setting, motivation-regulation, and cognitive strategy use particularly in an English as a Foreign Language – EFL context remains in need of further empirical inquiry. After all, in the course of learning a second or foreign language, learners are at the center of learning and play an instrumental role in shaping outcomes of their learning experiences. Key to this view of learner-centredness is self-regulation and learners taking the responsibility for their own learning [Holec: 1981]. Nevertheless, what is lacking in recent research on technology-assisted language learning is a systematic examination of SRL strategies in technology-using conditions particularly in an EFL context. This study investigated university students‘ technology-assisted self-regulated learning – SRL strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. 191 Self-Regulated Learning: Self-regulated learning has been widely acknowledged to be learners‘ systematic effort to manage and regulate their learning process in order to achieve particular learning goals. While different theoretical models provide different definitions of SRL, there is a consensus that SRL is a multifaceted construct containing cognitive, meta-cognitive, behavioral, and self-motivational aspects. According to P.R. Pintrich et al., cognitive strategies refer to the skills that learners use to process the information and knowledge when completing a task. They help students to construct, transform, and apply second language – L2 knowledge [Pintrich: 1991]; [Oxford: 2013]. Social-behavioral strategies, as a key aspect of self-regulation, involve learners‘ control over their learning behavior under the influence of contextual aspects. Finally, motivational strategies refer to the procedure or thoughts students applied intentionally to sustain or increase their interest to engage in a task. In various models of SRL in the literature, self-regulated learners are depicted as being capable of controlling over the cognitive, emotional, motivational, and behavioral aspects of learning [Zimmerman; Schunk: 2011]. Research also shows that those more effective at self-regulation use a broader repertoire of learning strategies and persist longer in the face of adversity compared to their less self-regulated counterparts. Self-Regulated Language Learning in Technology-Using Conditions: P. Benson described two important categories of learning resources: traditional learning resources, for example, reference and course books and resources provided by modern educational technology, for example, information communication technology applications. According to P. Benson, self-regulation is manifested not only in the active regulation of learning strategies but also in the management of different kinds of learning resources [Benson: 2001]. As such, technology-based self-regulated English learning – SRL strategies refer to specific actions taken by the learners to learn English or to enhance their English learning in technology-using conditions. A large quantity of technology-assisted SRL strategies were identified in previous studies conducted in a variety of research contexts, such as consulting online dictionaries, using translation software, reading texts on the computer, searching the web for information, listening to the radio, exploring cultural knowledge on YouTube and so on. The investigated role of mobile phone technology in the employment of language learning strategies among the undergraduate students shows that the study employed a self-designed questionnaire to collect data on students‘ language learning strategies, which was based on the classification of the language learning strategies. The results show that different types of mobile phone-assisted language learning strategies are helpful in improving students‘ English proficiency. Nevertheless, constrained by the adoption of classification of the language learning strategies, these studies largely focused on students‘ use of cognitive and meta-cognitive strategies. Furthermore, self-regulation is context-specific and situation-specific, which means that measurement of technology-based self-regulated language learning should be domain-specific [Wang; Zhan: 2020] Self-Efficacy: Self-efficacy refers to individuals‘ personal evaluations of their capability of accomplishing a particular task. According to P. Benson efficacy beliefs influence the courses of action people choose to pursue, the challenges and goals they set for themselves and their commitment to them, how much effort they put forth in given endeavors, and the outcomes they expect their efforts to produce [Benson: 2001]. While there is prolific research on self-efficacy in the general education field, it is only within the past two decades that self-efficacy has been attracting researchers‘ attention in the field of L2 acquisition. A study of the influence of self-efficacy and other motivational self-beliefs on the achievement among college intermediate students also revealed that self-efficacy for self-regulation was the most significant predictor of intermediate foreign language achievement, and that students who perceived themselves as capable of using effective meta-cognitive strategies to monitor their academic work time effectively were more apt to experience academic success in intermediate foreign language. Recently, a number of L2 studies tended to develop new self-report self-efficacy measurements to investigate the role of self-efficacy in the L2 learning process. For example, to address the need for valid and reliable tools to assess ESL learners‘ self-efficacy, developed the English Self-Efficacy Questionnaire to measure English self-efficacy in the following four areas:  English listening;  English speaking;  English reading;  English writing. Subsequent Confirmatory factory analysis – CFA with data from university students confirmed a second-order common factor with these four first-order latent constructs: 192  English listening  English speaking  English reading, and  English writing. To date, studies that adopted the English Self-Efficacy Questionnaire showed that students‘ English language self-efficacy influenced their use SRL [Wang; Zhan: 2020]. English language self-efficacy was also found to positively influence students‘ feedback preferences and behavior in academic English course settings. Among the positive emotions, enjoyment has been recognized as a most typical positive emotion experienced by foreign language learners and has received increasing attention from researchers in the field of educational psychology. Enjoyment was a sense of satisfaction and reward that generated from activities or the achievement of activities. In the literature of educational psychology, enjoyment is often defined as a positive psychological state coming from the efforts by the person who stretches beyond himself to accomplish something challenging or difficult [Lake: 2015]. Clearly, it can be concluded from the above review that while there has been an attempt to integrate learning strategies with elements of SRL and meta-cognition in the context of technology supported language learning, the literature on the application of self-regulation in technology-supported second language learning is still fairly limited. Although the importance of the role of the strategic and motivational factors in first and second language contexts has been well documented, how these factors function in relation to students‘ learning achievement in the context of technology use for self-regulated language learning has been under-researched. Conclusion: This study contributes to the knowledge about EFL undergraduate students‘ SRL strategies in technology-using conditions. The results of the study add to the literature that considers how technology-based SRL strategies are associated with students‘ language learning achievement. From a theoretical perspective, the research extends SRL theories to technology-using language learning conditions, particularly with respect to the significant role of English enjoyment and English language self-efficacy, and in relation to students‘ English learning outcomes. Pedagogically, awareness of the complex interrelationships among SRL strategies, English enjoyment, English language self-efficacy, and learning outcomes is helpful for educators to clearly understand what actually motivates and empowers students‘ self-directed technology use for learning and the quality of this technology-based learning process. It is thus important for educators to create a pleasant and inspiring environment that empowers students in self-regulation of their technology-facilitated English learning practices so that they experience learning success and satisfaction inside and outside the classroom. Self-learning is not just about performing better in the classroom or outside the classroom. It is about being able to aim the life in whatever direction to choose and conquering the obstacles. Learning an unused ability can be very a part of fun. There's so much data accessible in the day and time which, in case utilized accurately, can genuinely offer assistance to learn a part of modern abilities and encourage in advance. REFERENCES: 1. Benson P. Teaching and Researching Learner Autonomy in Language Learning. London: Longman. 2001. 2. Holec H. Autonomy in Foreign Language Learning. Oxford: Pergamon Press. 1981. 3. Lake J. Positive L2 self: linking positive psychology with L2 motivation // Language Learning Motivation. Second Language Acquisition. ed. M.T. Apple, D. Da Silva, T. Fellner. Bristol: Multilingual Matters. 2015. 4. Pintrich P.R., Smith D., Garcia T., McKeachie W. A Manual for the Use of the Motivated Strategies for Learning Questionnaire – MSLQ. Ann Arbor. MI: University of Michigan. 1991. 5. Winke P., Goertler, S. Did we forget someone? Students‘ computer access and literacy for CALL. Calico J. 25. 2008. pp. 482-509. 6. Zimmerman B.J., Schunk D.H. Self-regulated learning and performance: An introduction and an overview // Educational Psychology Handbook Series. Handbook of Self-Regulation of Learning and Performance. eds B.J. Zimmerman and D.H. Schunk. New York. NY: Routledge. Taylor & Francis Group. 2011. pp. 1-12.
Academic Journal
D Dauletova; G Dauletbaeva
Ренессанс в парадигме новаций образования и технологий в XXI веке. :191-193
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Hilary Ng'weno.The Men from Pretoria. Nairobi: Longman crime series, 1975
Academic Journal
Peter Nazareth
World Literature Written in English. 16:67-70
Scopus Find it@PNU
Fundamentals of Academic Writing: Longman Academic Series, Linda Butler, Pearson, Longman. (2007). P236, ISBN: 9780131995574 & ISBN: 013199557X
Academic Journal
G. H. Abeyweera
International Journal of English Literature and Social Sciences. 6:099-101
Open Access (OpenAIRE) Find it@PNU
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