European International Journal of Philological Sciences
47
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TYPE
Original Research
PAGE NO.
47-50
DOI
OPEN ACCESS
SUBMITED
20 February 2025
ACCEPTED
19 March 2025
PUBLISHED
21 April 2025
VOLUME
Vol.05 Issue 04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Strategies for Teaching
Eastern Languages as
Foreign Languages in The
Context of Modern
Education
Azimbayeva Nargiza Tuxtamuradovna
Senior Lecturer at the Department of Uzbek and Oriental Languages,
Oriental University, Uzbekistan
Abstract
: This article analyzes modern approaches to
teaching Eastern languages - in particular, Arabic,
Persian, and other related languages - as a foreign
language. The role, effectiveness, and capabilities of
modern
information
technologies,
multimedia
platforms, and interactive educational tools in the
teaching process are considered. The importance of
taking into account the cultural component in language
teaching, the possibilities of using online educational
platforms, and the issues of individualizing the
educational process are also highlighted. The results of
the study demonstrate the importance of modern and
innovative approaches to effective teaching of Eastern
languages.
Keywords:
Eastern languages, teaching as a foreign
language, modern tools, interactive education,
information technologies, online education, cultural
competence, innovative approaches.
Introduction:
Globalization processes are further
increasing the interest of the peoples of the world in the
culture, language, and science. With the increasing
influence of Eastern countries in this process, the need
to study their languages is also expanding. In particular,
teaching Arabic, Chinese, Japanese, Korean, and Persian
as a foreign language is gaining strategic importance
today.
Oriental languages, namely Arabic, Persian, Turkish,
Urdu, and other languages, are of great importance
worldwide today. The culture, historical heritage, and
economic development of Eastern countries make
studying these languages not only academically but also
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European International Journal of Philological Sciences
practically important. Studying Oriental languages
helps to strengthen economic and political ties around
the world [1]. For example, Arabic is an important
language not only in the Arab world, but also in many
countries with strong economic ties. Persian plays an
important role in cultural and economic ties in Iran and
Afghanistan. Turkish, Turkmen, and others are the
main languages of cultures in various regions, and their
study creates important opportunities for global
innovations and research.
The use of modern pedagogical methods and
technologies in the process of studying Oriental
languages is of great importance. The use of interactive
methods, multimedia tools and Internet platforms has
become widespread methods for students to easily
and effectively master language information
Today, everyone knows that the Internet has
enormous
information-providing
capabilities.
However, it should not be forgotten that in achieving
educational goals, any educational tool, no matter
what its features, has didactic issues in the first place
[2]. The Internet, with all its capabilities and resources,
is a means of achieving these goals and objectives. In
this article, we will consider what didactic issues can be
used to solve the Internet in learning an oriental
language.
Modern teaching tools and technologies
Online learning platforms
Through platforms such as Duolingo, Busuu, Memrise,
HelloTalk, students can independently learn Arabic or
Chinese step by step. In addition, the practice of
conducting virtual classes via Zoom and Google Meet
is becoming widespread.
Multimedia educational tools
Audio-video lessons, electronic textbooks, audiobooks
and QR-code exercises make language learning lively
and interactive. In particular, graphic animations are
very effective in learning Chinese characters.
Mobile applications and gamified learning
Gamification - that is, organizing the teaching process
in a game style, increases students' interest and
motivation in the language. Such applications play an
important role in increasing vocabulary and developing
listening skills.
The Internet provides a wide range of opportunities for
learners of oriental languages. In particular, distance
learning courses and online learning programs create
convenient conditions for students to independently
engage in extracurricular activities and expand their
knowledge [3]. In addition, the Internet is also an
unlimited storehouse of information on various fields.
However, the question arises of how to use it effectively
and how to apply its capabilities to the learning process.
To answer these questions, it is first necessary to
determine the characteristics of the oriental language,
not the opportunities that the Internet gives us.
The main goal of teaching a foreign language is to form
communicative competence. All other goals, namely:
educational, intellectually developing, formative goals,
are directed precisely towards this main goal.
Today, this goal, namely the formation of
communicative competence, has become a need for all
categories of students, including students studying a
foreign language. Even if the student's specialty is not
related to foreign trips or communication with foreign
specialists, using the Internet, obtaining and
transmitting information from it is a need for all
professionals, since the main part of the information on
the network is in English [4]. Thus, to effectively use the
Internet, one requires not only the development of
computer skills, but also knowledge of a foreign
language. Therefore, the need to learn a foreign
language is growing [5]. After all, a perfect person who
meets the requirements of the times must be
comprehensively developed, knowledgeable and fully
mastered in his field. This is probably one of the reasons
why UNESCO declared the century in which we live the
century of polyglots.
Interactive educational programs and computer
simulations are used to help students master the skills.
This makes the learning process more interesting and
effective. For example, special programs for learning the
Persian alphabet, grammar and vocabulary exercises
can be used to test and improve students' knowledge.
The peculiarity of teaching an oriental language is that it
consists of developing the four types of speech activity:
learning the basics of the oriental language,
understanding, speaking, reading and writing.
In learning an oriental language, great attention is paid
to oral exercises. This is the main feature of the subject
and the difficulties of teaching it, namely in the
formation of speaking skills [6]. Cinema and literature
play a large role in learning the language and culture of
oriental languages. In addition to learning the language,
reading works in this language and watching films
ensures that students learn the language alive.
Examples of Persian and Arabic literature, as well as
Turkish or Urdu literature, help them to understand
their language and culture more deeply.
So, since speech can only be developed in live
communication, for this, of course, a partner in speech
is needed. No matter how perfect computer programs
are, they provide only quasi-communication (i.e.,
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European International Journal of Philological Sciences
communication with a machine, not with a living
person). Computer telecommunications are an
exception. In them, the student enters into
communication with a real partner - a native speaker.
Communicative competence is directly related to the
competences of linguistics, cultural studies, and
regional studies [7]. Therefore, the system of teaching
an oriental language does not allow students to deeply
study the language of the people of the countries
where the language is being studied, without knowing
and understanding its culture, customs, and traditions.
Using Internet materials is especially interesting for
working on projects. The teacher can collect
information from the Internet that expresses various,
even contradictory, opinions on the issue being
discussed and analyzed at the same time. Students can
be divided into small groups and use this information
to discuss an issue. In this case, students will have the
opportunity to sort through the materials and identify
those relevant to the project they are working on, and
prove their correctness. The task of collecting
information can also be assigned to the students
themselves. A similar method can be used to teach
pronunciation.
The advantage of the Internet is that you can get the
latest information from it when necessary. There are
also opportunities to use teleconferences, the Zoom
platform, and e-mail services to find out the opinions
of native speakers and citizens of the country where
the language is being studied on a given issue via the
Internet. During the lesson, you can hold discussions
on materials collected from various categories and on
the opinions of people living in different parts of the
world (for example, presidential elections, events
taking place in different parts of the world, opinions
about new books, how the same holidays are
celebrated differently in different countries, etc.). You
can also select the necessary and very interesting
illustrations from the Internet. This can be called a
dialogue of cultures based on real communication with
representatives of different cultures during the lesson
[8]. After all, the main part of the projects begins and
ends in the lesson.
The didactic possibilities of the Internet are also wide
in connecting students' extracurricular activities in a
foreign language with their activities during the lesson.
First of all, the Internet is needed for written or oral
communication in a foreign language. The advantage
of international telecommunication projects is that it
creates a real language environment. No other method
and technical means have such an opportunity. That is
why we were forced to limit ourselves to conditional-
speech exercises during the lesson [9]. Using various
games during the lesson can only create motivation for
speaking a foreign language, but it does not form truly
natural communication.
Those working on the project are engaged in thinking
about a problem, analyzing, researching and, of course,
collecting information and discussing this information
with each other [10]. The important thing is that in such
conditions, language directly fulfills its function, that is,
it becomes a means of forming and expressing thought.
The student is immersed not only in the problem being
analyzed, but also in activities in a foreign language, in
another culture.
The problem being analyzed together can be related to
any topic, for example, environmental, political,
creative, historical, sociological or linguistic. The main
thing is that it is analyzed by the students in the
language they are studying. The need to collect
information in the process of working on the project
forces students to use virtual libraries, virtual cafes and
museums, as well as various information servers. In this
case, the need to enter into a live conversation with real
partners brings students face to face with e-mail,
teleconferencing, chat technologies.
In addition to mutual telecommunication projects,
students can also work on improving their knowledge of
a foreign language [11]. There are distance learning
courses for students of various levels on the Internet for
this
purpose.
Participation
of
students
in
teleconferences, including online (in real time) chats
with students from different countries (usually such
conversations are conducted in a foreign language), is
an additional and very interesting opportunity for new
acquaintances and real speech practice. During such
discussions and conversations, the student not only
exchanges information, but also gets acquainted with
elements of another culture.
The study of oriental languages is not limited to Uzbek
or Middle Eastern countries, but is of great strategic
importance on a global scale. Modern technologies and
pedagogical methods create great opportunities to
accelerate and make this process more effective [12]. At
the same time, it is important to use innovative methods
to overcome the difficulties of language learning and
maintain student interest.
Learning
Eastern
languages
opens
up
great
opportunities not only for language acquisition, but also
for mutual understanding of cultures and strengthening
global cooperation.
Innovative approaches to teaching methods
• Communicative approach
- lessons focused on
speaking and dialogue are more effective.
• Creating a language environment
- using AR
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European International Journal of Philological Sciences
(augmented reality) and VR (virtual reality)
technologies, it is possible to artificially create a
language environment.
• Taking into account the cultural context
- language
should not be separated from culture. Cultural norms
play a special role in the teaching process in Eastern
languages [13].
CONCLUSION
Teaching Eastern languages as a foreign language is
reaching a new level with the help of modern
technologies. For effective teaching, it is necessary to
effectively use information and communication
technologies, implement multimedia tools, take into
account the individual approach and cultural context.
This will not only increase the number of language
learners, but also strengthen their skills.
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