Sharofat t. Chorieva

Background. Graphic organizers (in particular, the hierarchical diagram “How?” and the “Pyramid” scheme) play a significant role in the study of Russian as a foreign language by high school students. They contribute not only to the formation of foreign-language communicative competence, but also develop a creative approach, the ability to work in a team, logical-critical, systemic, creative thinking, and independent work skills. In scientific literature, the potential of graphic organizers has not been sufficiently considered, since they are most often described without completed samples. Teaching Russian with the help of graphic organizers in schools with Uzbek and other languages of instruction will simplify, systematize and interestingly design the educational material.

Objective. The aim is to analyze the role of graphic organizers (in particular, the hierarchical diagram “How?” and the “Pyramid” scheme) in the formation of foreign language communicative competence of students and to test their effectiveness experimentally.

Study Participants. The study involved 448 respondents, students of grades 9–10 of secondary comprehensive schools with the Uzbek language of instruction in the Tashkent, Namangan and Surkhandarya regions of the Republic of Uzbekistan.

Methods. We used the methods of theoretical analysis of scientific literature, as well as the methods of quantitative and qualitative analysis.

Results. In practical pedagogical work, graphic organizers perform illustrative, cognitive, communicative and developmental functions. As a result of their use, students learn to transform information into a plan, algorithm, table, diagram; skillfully present educational material in visual and verbal form; use a dialogical form of communication; transform information into a more accessible form for further use in life situations.

Conclusions. The conducted research shows that in the experimental groups, as compared to the control groups, the indicators of success in completing tasks correspond to a high and more creative level, which confirms the effectiveness of the introduction of technologies with graphic organizers. The level of communicative competence of students in experimental groups increased by 24% as a result of using graphic organizers.