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CENTRAL ASIAN JOURNAL OF EDUCATION
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Volume 4, Issue 8,August 2025
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THE IMPORTANCE OF EXERCISES AND TASKS IN THE
FORMATION OF LINGUISTIC (PHONETIC) COMPETENCE
IN UZBEK LANGUAGE LESSON
Rasulov Namoz Murodulloyevich
Independent researcher
Alisher Navo’i Tashkent State University of
Uzbek Language and Literature
https://doi.org/10.5281/zenodo.16791809
ARTICLE INFO
ABSTRACT
Qabul qilindi: 05-Avgust 2025 yil
Ma’qullandi: 07- Avgust 2025 yil
Nashr qilindi: 11- Avgust 2025 yil
The article analyzes the static and dynamic
characteristics of exercises and tasks in learning
foreign languages. In particular, their role in
consolidating knowledge, applying theory to practice,
and developing speech competence is highlighted. The
importance of alphabet, pronunciation, and spelling
exercises in teaching the Uzbek language as a foreign
language and their role in the harmonious formation of
phonetic, lexical, and grammatical competencies is
shown. It is justified that exercises serve as a bridge
that prepares the language learner for real
communicative situations.
KEY WORDS
foreign language, exercise, task,
linguistic competence, alphabet,
pronunciation, spelling, theory and
practice, speech development..
“It is not an exaggeration or a mistake to say that learning a foreign language is a process
of doing exercises,” wrote the methodologist J. Jalolov, referring to the dynamic and static
nature of exercises. Indeed, learning a foreign language cannot be imagined without doing
exercises: whether they are given in a book (static) or aimed at applying them in a real speech
situation (dynamic)!
The important role and significance of exercises/tasks in learning foreign languages as a
means of consolidating the learned knowledge, as well as their practical application in speech,
can be proven by the following:
Consolidation and automation of knowledge - through exercises and tasks, the student
repeats the learned grammatical rules or new words, applies them in practice. This not only
consolidates knowledge, but also brings its application in speech to an automatic state.
Frequently performed exercises activate knowledge, help to keep them in memory for a long
time.
Bridging the gap between understanding and application - even if theoretical knowledge
(for example, grammatical rules) has been learned, it is not easy to apply them in practice.
Exercises turn this theory into practical activity. The student begins to move from the “I know
the rule” stage to the “I can speak correctly” stage.
Developing speech competence - with the help of exercises/tasks, the student gets used
to expressing his thoughts clearly, grammatically correct, and meaningfully. This develops
language skills such as reading, writing, listening, and speaking. For example, by writing a text
based on new words, he can strengthen his vocabulary and written speech at the same time.
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Error detection and correction - through exercises, the student sees and corrects his
mistakes. This develops self-observation and control. Also, as a result of constant practice, the
student becomes confident in his knowledge, becomes more free and active in speech, and his
motivation for the language being studied increases.
Exercises/tasks are tools that act as a bridge in learning a foreign language. They
prepare the student for a real language environment.
In the formation of linguistic competence, along with exercises/tasks that are common
to all foreign languages, there are also special types of exercises/tasks specific to the Uzbek
language. For example, exercises on working with syllables are among them. It should be
noted that some exercises serve to form only one type of language competence, while others
may have an integrative character, that is, in such exercises, phonetic, lexical or grammatical
competences are developed in a composite form.
Exercises that form phonetic skills include letter recognition, pronunciation, and
spelling proficiency. G. Asilova divides the formation of these skills into stages such as
introduction, observation, and correction. The introduction and observation stage is suitable
for the elementary level, where mastering the sound system of the Uzbek language is a
prerequisite, and this requires a specific system of exercises. The correction stage involves
correcting the pronunciation of adult language learners.
Not all written and oral exercises/tasks related to letter recognition (alphabet), sound
acquisition, and spelling can be considered relevant for the elementary level. While alphabet
exercises are completed at the elementary level, pronunciation and spelling exercises have a
spiraling nature up to a higher level.
I. Alphabet (recognizing letters) exercises/tasks:
1. Find the first letters of words.
__o‘ri, __elfin, __lak, __avvora, __ilam, __assa, __siriq…
2. Find the missing vowels.
jo‘j__, kap__l__k, l__ylak, maym__n, narv__n, __lma …
3. Find the hidden word using the letters given in random order – anagram.
zumuzro – uzumzor, molin – lemon, maliaz – mazali …
4. Distinguish lowercase letters by capital letter or vice versa.
A__, __k, G__, T__, __m, N__,
6. Find the correct sequence of letters based on the alphabetical order.
A) Dd, Hh, Ff B) Gg, Ii, Ll D) Oo, Bb, Ss
7. Work on different letters (o‘, g‘), letter combinations (sh, ch, ng) or symbols (the stop
sign).
When performing alphabet exercises, the words studied within this topic should not be
exceeded. They must be previously referred to the learner in the form of pictures or text.
Through alphabet exercises, the language learner is prepared for technical reading.
II. Pronunciation exercises/tasks. These are of a dual nature. First, the language learner
gets used to pronouncing the sounds of the current language correctly, and secondly, he
develops listening comprehension skills in this language. Pronunciation exercises/tasks can
include the following:
1. Reading given words, sentences, microtext, poetry, dialogues and rapid sayings.
2. Working on words with different pronunciations but the same spelling (homonyms
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and homographs):
tok - tok; tom - tom, yangi - yangi; – atlas – atlas, …
3. Working on words with similar pronunciation but different spelling (paronyms and
homophones). In such exercises, exercises are carried out on similar vowels (i and e, u and o')
or consonants (x and h, z and s, d and t, b and p):
khush – hush; rasm – razm, kurt – kurut, kayin – kiyin, …
4. Repeating the announcer's speech synchronously with a pause.
5. Finding the written expression of the sound – a letter or word based on listening.
6. Work on specific sounds. For example, ng, j (chick, magazine), o', g', h, q.
III. Spelling exercises/tasks. A person learning a foreign language is much more vigilant
in the matter of spelling. This alertness cannot be compared to his native language. Because a
person feels how a misspelled word or suffix affects the content of a sentence in his native
language, that is, he feels that a misspelled word does not mean a rude meaning. However,
when learning a foreign language, the imagination in the native language works differently. If
a single unit is misspelled, it can seriously affect the content of a sentence or text. Therefore, a
language learner always memorizes the words and suffixes of the language being studied, not
only semantically, but also grammatically.
Spelling is a skill that is formed with and without rules. If the spelling that applies to the
main forms of words is considered irregular spelling, then the spelling that occurs when
grammatical forms are added to words is considered regular spelling. In the Uzbek language,
regular spelling includes a complex system of spelling of bases and suffixes, rules for
transposition, addition, separation, spelling of capital letters, and hyphenation. Spelling
exercises are usually not considered independent exercises. They develop in harmony with
lexical or grammatical skills. The main exercise/task that forms spelling can be a dictation.
In conclusion, exercises and tasks in learning foreign languages, as the main tool,
develop students' linguistic competence. They perform many important tasks, such as
consolidating and automating knowledge, transforming theoretical knowledge into practical
activities, forming speech competence, analyzing and correcting errors. In this process, the
static and dynamic characteristics of the exercises complement each other and prepare the
student for real speech situations.
Special exercises and tasks, including exercises on syllables, the alphabet, pronunciation,
and spelling, are of great importance in teaching the Uzbek language to foreign students.
These exercises form phonetic, lexical and grammatical competencies in a composite way and
harmonize them with each other. Exercises and tasks not only consolidate theoretical
knowledge, but also develop skills such as translating it into practical speech activity, self-
control, and ensuring independence and freedom in speech
References:
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O‘zbek tilining imlo lug‘ati N.Mahmudov tahriri ostida – Toshkent. Akademnashr. 2012. – B
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2. İbrahim G. va boshqalar. Yedi İklim Türkçe. Çalışma kitabı A1. – İstanbul. Yunus Emre
Enstitüsü. 2015. – B 10.
3. Xidoyatova D. va boshqalar. O‘zbek tili. 7-sinf uchun darslik. – Toshkent. Respublika ta’lim
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AND INNOVATION
Volume 4, Issue 8,August 2025
www.in-academy.uz
markazi. 2022. – B 8.
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