KIRISH: bugungi globallashuv jarayonida chet tillarini o‘rganish jarayoni nafaqat lingvistik bilimlarni egallash, balki o‘quvchilarning psixologik holatini ham hisobga olishni talab etadi. Xususan, “affektiv filtr” tushunchasi til o‘rganishda muhim omil bo‘lib, u o‘quvchilarning qo‘rquv, ishonchsizlik, stress kabi hissiy holatlari bilan bog‘liq to‘siqlarni anglatadi. Ushbu tushuncha til o‘rganish samaradorligini sezilarli darajada pasaytirishi mumkin. Fransuz tili darslarida o‘quvchilarning erkin fikrlashi, o‘zini ifoda etishi va nutqiy faoliyatga faol jalb etilishi uchun affektiv filtrni kamaytirish zarur. Shu nuqtai nazardan, ijodiy-nutqiy loyihalar samarali pedagogik vosita sifatida ahamiyat kasb etadi. Mazkur yondashuv o‘quvchilarning qiziqishini oshiradi, ularning nutqiy kompetensiyasini rivojlantiradi va psixologik to‘siqlarni kamaytiradi. MAQSAD: tadqiqotning asosiy maqsadi - fransuz tili darslarida ijodiy-nutqiy loyihalardan foydalanish orqali o‘quvchilarda affektiv (hissiy) filtrni kamaytirish va bu orqali ularning nutqiy faoliyat samaradorligini oshirishdan iborat. MATERIALLAR VA METODLAR: mazkur tadqiqotda quyidagi metodlardan foydalanildi: Nazariy tahlil - affektiv filtr nazariyasi va ijodiy ta’lim texnologiyalariga oid ilmiy adabiyotlarni o‘rganish. Pedagogik kuzatuv - fransuz tili darslarida o‘quvchilarning faoliyati va hissiy holatini kuzatish. Eksperimental metod - ijodiy-nutqiy loyihalarni amaliyotda qo‘llash. So‘rovnoma va testlar - o‘quvchilarning o‘ziga bo‘lgan ishonchi, motivatsiyasi va nutqiy faolligini aniqlash. Tadqiqot jarayonida o‘quvchilarga quyidagi turdagi ijodiy loyihalar taklif etildi: Rol o‘ynash (dialog va sahna ko‘rinishlari). Miniprezentatsiyalar. Hikoya tuzish va taqdim etish Video va audio loyiha ishlari NATIJA VA MUHOKAMA: tadqiqot natijalari shuni ko‘rsatdiki, ijodiy-nutqiy loyihalardan foydalanish o‘quvchilarning affektiv filtrini sezilarli darajada kamaytiradi. Xususan: O‘quvchilarda nutqiy qo‘rquv kamaydi, o‘ziga ishonch ortdi, darslarda faollik va ishtirok darajasi oshdi, fransuz tilida erkin fikr bildirish ko‘nikmalari shakllandi. Ijodiy loyihalar orqali o‘quvchilar o‘zlarini erkin his qila boshladilar, bu esa ularning psixologik to‘siqlarini bartaraf etishga yordam berdi. Shuningdek, dars jarayonida ijobiy muhit shakllandi, bu esa o‘qituvchi va o‘quvchi o‘rtasidagi samarali muloqotni kuchaytirdi. XULOSA: fransuz tili darslarida ijodiy-nutqiy loyihalardan foydalanish affektiv filtrni kamaytirishda samarali vosita hisoblanadi. Ushbu yondashuv o‘quvchilarning psixologik holatini yaxshilaydi, nutqiy faoliyatini rivojlantiradi va chet tilini o‘zlashtirish samaradorligini oshiradi. Shu bois, zamonaviy ta’lim jarayonida ijodiy yondashuvlar va interfaol metodlardan keng foydalanish maqsadga muvofiqdir.
INTRODUCTION: in the context of modern globalization, the process of learning foreign languages requires not only the acquisition of linguistic knowledge but also consideration of learners’ psychological states. In particular, the concept of the “affective filter” is an important factor in language learning, representing barriers related to emotional states such as fear, lack of confidence, and stress. This factor can significantly reduce the effectiveness of language acquisition. In French language classes, it is essential to lower the affective filter to ensure students’ free expression and active participation in speech activities. In this regard, creative-speech projects serve as an effective pedagogical tool, increasing learners’ interest, developing their communicative competence, and reducing psychological barriers. AIM: the main objective of the study is to reduce students’ affective (emotional) filter in French language classes through the use of creative-speech projects and thereby improve the effectiveness of their speech activity. MATERIALS AND METHODS: the following methods were used in the study: Theoretical analysis – study of scientific literature on the affective filter theory and creative educational technologies. Pedagogical observation – monitoring students’ activities and emotional states during French lessons. Experimental method – implementation of creative-speech projects in practice. Surveys and tests – assessment of students’ confidence, motivation, and speech activity. During the research, students were offered the following types of creative projects: role-playing (dialogues and dramatizations), mini-presentations, storytelling and presentations, as well as video and audio projects. RESULTS AND DISCUSSION: the results of the study showed that the use of creative-speech projects significantly reduces students’ affective filter. In particular: Students’ speaking anxiety decreased. Self-confidence increased. Classroom participation and activity improved. Skills of free expression in French were developed. Through creative projects, students began to feel more comfortable, which helped them overcome psychological barriers. In addition, a positive classroom environment was formed, enhancing effective interaction between teacher and students. CONCLUSION: in conclusion, the use of creative-speech projects in French language classes is an effective means of reducing the affective filter. This approach improves students’ psychological state, develops their speech activity, and increases the effectiveness of foreign language acquisition. Therefore, it is advisable to widely implement creative and interactive methods in modern education.
ResearcherUz