Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Semantic analysis of Anglicisms that entered the
pedagogical terminology of the Uzbek language
Zarifa MUSTAFAKULOVA
Termez University of Economics and Service
ARTICLE INFO
ABSTRACT
Article history:
Received March 2024
Received in revised form
10 April 2024
Accepted 25 April 2024
Available online
25 July 2024
The considered article puts forward the need to use
advanced pedagogical technologies, interactive methods, and
innovative teaching methods in the process of teaching a
foreign language. In the context of teaching foreign languages in
the Republic of Uzbekistan, new methods and requirements for
assessing the knowledge and skills of teachers are being
introduced, based on the recommendations of the
Commonwealth of Independent States of Europe.
2181-3701
/© 2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3-pp95-98
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
teaching methods,
working methods,
interactive methods,
pedagogical process
computer,
communication methods,
student,
teacher,
technology,
vocabulary.
Oʻzbek tili pedogogik terminologiyasiga kirib kelgan
anglisizmlarning semantik tahlili
ANNOTATSIYA
Kalit so‘zlar
:
o
‘
qitish usullari,
ish usullari,
interfaol usullarpedagogik
jarayon kompyuter,
muloqot usullari,
talaba,
o‘qituvchi,
texnologiya,
so‘z boyligi.
Ko
‘rib chiqilgan ushbu maqolada chet tili kurslarini o‘qitish
jarayonida ilg‘or pedagogik texnologiyalardan inter faol,
innovatsion metodlar va muloqot usullaridan foydalanish talab
etiladi. O‘zbekiston Respublikasida chet tillarini o‘qitish
Yevropa Mustaqil Davlatlar Hamdo‘stligi tavsiyalari asosida
chet tili o‘qituvchisining bilim va ko‘nikmalarini baholash
bo‘yicha yangi uslub va talablar ishlab chiqilmoqda.
1
Teacher, Termez University of Economics and Service. E-mail: mustafoqulovazarifa94@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
96
Семантический анализ англицизмов, вошедших
в педагогическую терминологию узбекского языка
АННОТАЦИЯ
Ключевые слова:
методы обучения,
методы работы,
интерактивные методы
педагогического процесса,
компьютер,
методы общения,
ученик,
учитель,
технология,
словарный запас.
Рассмотренная
статья
выдвигает
необходимость
использования передовых педагогических технологий,
интерактивных методов и инновационных способов
обучения в процессе преподавания иностранного языка.
В контексте обучения иностранным языкам в Республике
Узбекистан внедряются новые методы и требования к
оценке знаний и умений преподавателей, основанные на
рекомендациях Содружества Независимых Государств
Европы.
INTRODUCTION
To meet the goals of a particular educational process, a range of working
techniques and forms are employed in teaching approaches. Based on the numerous
forms, a plethora of teaching techniques have been developed, and this process is still
ongoing. How a specific ACT of learning is structured is a type of self-study that helps to
accomplish that objective. These are some of the possible routes for the action that needs
to be taken, with the path selected based on the goal in mind. Education can be imparted,
for instance, through the use of books, computers, display aids, announcements, teacher
preparation, home education, and preschool education. For example, after selecting any
of the foregoing methods to teach the doctrine, each of these methods is used for the
purpose that is considered appropriate. These are the methods used by a teacher,
a teacher in a family, a preschool education institution, and the school education;
computers, books, and other educational tools. Each path chosen by the same number to
teach arithmetical acts implies using specific techniques. Each action is carried out in a
specific way and the appropriate method. Thus, the use of interactive methods in
teaching subjects is unique.
METHOD AND ANALYSIS
Every interactive technique used in education may be carefully learned and put
into practice to help students think more deeply and solve problems more effectively.
Encourage pupils' inventiveness and engagement. The students' knowledge, abilities, and
qualifications are broadened and enhanced when they analyze various theoretical and
practical problems using interactive methods [1, c. 47]. You can read some general
remarks on this matter below. Interactive learning strategies and interactive graphic
organizers are the two categories into which the techniques are classified. This is a quick
game. But it allows time for reflection. When other students say,
“
The rest of the students
are thinking about themselves,
”
this game promotes learning together. To play, you'll
need a little. Also, every student needs to be in a circle. You need to choose a theme. For
example, things found in a kitchen, food, profession, and so on. The game begins by
throwing a ball to a student. The reader speaks an English word on the subject and
throws the ball to the next reader. Anyone who accepts the ball must make a statement
on that subject. If they repeat the words or if they cannot find a word within a few
seconds, they will quit the game and watch the game. Do not worry, they’re still learning.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
97
You can change this game in a slightly different way. Instead of speeches on a subject,
every student can say something different to the next reader. For example, you can start
the game by saying “say something red”. This makes the game somewhat challenging,
since the reader should know what the subject should look like before thinking about a
word. Many English speakers Pictionary are familiar with the drawing game. For
illustration purposes, you can use simple whiteboard or white magnetic card. Divide the
class into 2 groups and draw the table on the 37 side of the board for each team. You
write scores here. A team of the team will be released. And the chooses one of the many
reversible words and draws that word on a board. And others will have to find. The score
will be awarded to the team that won 10 points is the winner. In the process of teaching
foreign language courses, advanced pedagogical technologies are required to use
interactive, innovative methods and communication methods. Foreign language teaching
in the Republic of Uzbekistanis based on the recommendations of the European
Commonwealth of Independent States (CEFR) to assess the knowledge and skills of
foreign language teacher’s new methods and requirements are being developed.
These
days, there is a growing interest in and focus on the use of cutting-edge technologies in
the classroom. In the current educational framework, this is partly because students can
use modern technology to conduct independent research, analyze information, and even
draw conclusions. During this process, the teacher accomplishes management and
supervision duties while also fostering personal growth, formation, education, and
upbringing. Throughout the course, the student takes center stage. Students acquire
sophisticated, skillful abilities using instructional technology, experience, and interactive
approaches. One of the most crucial challenges is the integration of contemporary
communication technologies into the educational process; specifically, the appropriate
and focused use of these tools will raise students' interest. This creates opportunities for
the use of innovative technologies in education and the demand increases.
The contrastive typological study of the linguistic phenomenon causativization in
the languages of different genealogical families. For the strict and consecutive analysis of
these two languages, it is desirable to work out concrete ways of description. Causative
form is formulated by adding one of causative affixal morphemes
–
tir,
–
dir,
–
ir, -qiz,
–
giz,
–
g, -iz,
–
qaz,
–
gaz,
–
kaz, -sat, -ar,
–
ir to the root or the stem of the verb. Being added
to the root or the stem of the verb these affixal morphemes do not change the lexical
meaning of the verb they are added to; receiving one of these affixal morphemes the verb
acquires additional causal meaning, for example, the verbs with the additional causative
meaning uxlatmoq, “make/let/cause someone sleep”; o’qitmoq “make/let/cause
someone read” are formed from the verbs uxlamoq “to sleep”, o’qimoq “to read”. So, the
verb uxlatmoq, on the one hand is correlated with the verb o’qitmoq, on the second hand,
it is opposed to the non-
causative verbs uxlamoq and o’qimoq. There we have the binary
opposition: paradigmatic and syntagmatic. As the result of this opposition in the
causative form of the verb uxlatmoq two parts are defined: uxla
–
“sleep” which exist in
the non-causative form uxlamoq and the part
–
t adds the additional shade of causation to
the main part.
The verbs with the zero morpheme uxlamoq “sleep” (in Uzbek imperative form of
the verb is expressed by the zero morpheme), o’qi “read” become non
-causative forms
only when they are opposed to the causative forms uxlat and o’qit. Mentioned above
verbs 1) uxla “sleep” and o„qi “read” being opposed to uxladi “slept” –
uxlayapti “is
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
3 (2024) / ISSN 2181-3701
98
sleeping” –
uxlaydi “will sleep”; 2) o’qi “read” being opposed to o’qidi “read [red]” –
o’qiyapti “is reading” –
o’qiydi “will read” are considered to be not non
-causative forms,
but imperative forms of the verbs. Without mentioned oppositions, we cannot speak of
one or the other form either. In the pair of verbs bezamoq/bezatmoq “to decorate /to
decorate”, we find an expression of causal meaning with the absence of non
-causal
meaning. Pair of verbs bezamoq/bezatmoq cannot be included in the system of
causativization, because only sound distinctions do not make up the form of the word. In
the given above pair of verbs bezamoq/bezatmoq the same meaning is expressed, that is
“to decorate”, as we see there is no opposition non
-causative/causative. As we have
marked above imperative form of the mood in Uzbek is expressed by the zero morpheme,
it correlates with the causative, and indicative forms of the verb depending on the
position of the usage.
CONCLUSION
As the Uzbek language is considered to be agglutinated, it is desirable to give a
theoretical interpretation of this phenomenon. The function of agglutination and fusion
as the two means of word-building or word-changing is the technique of connecting the
root morpheme or the stem to the affixal morpheme. The means of connecting affixal
morphemes to root morphemes or stems of words changes the opposition
“
agglutination
inflection
”
to
“
agglutination-fusion
”
. Agglutination is the technique of connecting
morphemes such as root morphemes to affixal morphemes, inflexion is paralleled to
grammatical means, which express definite grammatical meaning: “man –
men”, “foot –
feet”; in these words, the grammatical meaning of plurality is expressed by inflection, in
the words “pen –
pens” grammatical meaning of plurality is expressed by affixation.
Agglutination is observed in the structures of the Uzbek and it is a specific feature of the
Uzbek language. While connecting the affixal morpheme to the root morpheme by fusion
both the root and affixal morpheme can change their sound structure, sometimes either
the root or the affixal morpheme changes its sound structure. In this case, separation of
the affixal morpheme from the root morpheme harms the word’s sound structure and the
word loses its independence. The limits between the root morpheme and the affixal
morpheme are dark. It is impossible to separate the affixal morpheme from the root
morpheme without causing harm to the structure of the word. As we see the grammatical
meaning expressed by the zero morpheme in the Uzbek word structure is depended on
the position it is used, that is, it is depended on the binary opposition of at least two or
more forms of this word with the same lexical meaning and the same class of words it is
included. The absence of a grammatical form of a word does not mean that this word is
not grammatically formulated. Every word is grammatically formulated though its
grammatical formulation is not always explicit.
REFERENCES:
1.
Gromova O.A. Audiovisual method and practice of its application. M., 1977.
2.
Nigmatov Kh.G. Reconstructive Strategy and the Tasks of Uzbek Synchronic
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Serebrennikov B.A. About the Voice in Finno-Ugric and Turkic languages. Akad.
nauk SSSR. In-t yazykoznaniya. Moskva: Izd-vo Akad. nauk SSSR, 1960. 300 s
4.
Tursunov U. The Verb. In the book: Tursunov U., Mukhtorov J., Rakhmatullayev
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