Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The axiological importance of language learning in Uzbek
society
Turgun ISMAILOV
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received June 2024
Received in revised form
10 June 2024
Accepted 25 July 2024
Available online
15 July 2024
The present article primarily addresses the significance of
language learning in Uzbekistan, encompassing the principal
factors and requirements of Uzbek society with respect to
language teaching methodology. Furthermore, the fundamental
axiological and ethnocultural implications of language
acquisition have been examined. The primary methodology
employed in this investigation was a comprehensive literature
review. This entailed a theoretical analysis of pedagogical
resources and experiences, a comparative analysis, and a data
analysis based on survey and needs assessment. The latter
covered a range of social and methodological questions
pertinent to Uzbek society. The objective was to obtain precise
data for the article's readers and audience, as well as to
synthesize pedagogical experience. The practical significance of
this study lies in its potential to inform the training of teachers
in a pedagogical university for activities in the language
learning environment. The materials and conclusions of this
study can be used in the practice of raising the qualifications of
university teachers in the field of professionally oriented
English as a Foreign Language (EFL) classes, pedagogy and
methodology courses. The reliability of the study's results and
conclusions is ensured by the theoretical, methodological, and
ethnocultural soundness of the initial provisions related to the
approaches used, as well as the use of a set of research methods
that are adequate to the subject, goals, and objectives.
Additionally, the effectiveness of the developed methodology
was verified through experimental means, and the research
results were subjected to both quantitative and qualitative
analysis. The results of the experimental work were presented
and discussed at a monthly meeting of the Department of
Integrated Course of English Language at Uzbekistan State
World Languages University.
2181-3701
/©
2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss4-pp298-303
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:
family,
young generation,
assessing system,
foreign languages,
social stratification,
school life.
1
Associate Professor, PhD, Dean of English Language Faculty 3, Department of Integrated Course of English
Language № 3,
Uzbekistan State World Languages University.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
299
O‘zbek jamiyatida til o‘rganishning aksiologik ahamiyati
ANNOTATSIYA
Kalit so‘zlar
:
oila,
yosh avlod,
baholash tizimi,
chet tillari,
ijtimoiy tabaqalanish,
maktab hayoti.
Ushbu maqola O‘zbekistonda til o‘rganishning ahamiyatini
tahlil qilishga bag‘ishlangan bo‘lib, o‘zbek jamiyati tomonidan
o‘qitish usullariga qo‘yayotgan asosiy omillar va talablarga
e’tibor qaratiladi. Til o‘zlashtirishning aksiologik va
etnikmadaniy ta’sirlarini tahlil qilishga alohida e’tibor beriladi.
Tadqiqot adabiyotlarni o‘rganish, pedagogik resurslar va
tajribalarni nazariy tahlil qilish, o‘zbek aholisi o‘rtasida
o‘tkazilgan qiyosiy tahlil va ehtiyoj tahliliga asoslanadi. Ishning
amaliy ahamiyati ishlab chiqilgan usullardan pedagog kadrlar
tayyorlash va ularning malakasini oshirishda, ayniqsa,
ingliz tilini chet tili sifatida o‘qitish sohasida qo‘llash
imkoniyatlaridadir. Nazariy va uslubiy asosliligi bilan
tasdiqlangan tadqiqot natijalari O‘zbekiston davlat jahon tillari
universiteti ingliz tili integratsiyalashgan kursi kafedrasi
yig‘ilishida muhokama qilingani tadqiqotning ahamiyati va
dolzarbligini ko‘rsatadi.
Аксиологическая значимость изучения языка в
узбекском обществе
АННОТАЦИЯ
Ключевые слова:
семья,
молодое поколение,
система оценивания,
иностранные языки,
социальная
стратификация,
школьная жизнь.
Эта статья посвящена анализу значимости изучения
языка в Узбекистане, акцентируя внимание на ключевых
факторах и требованиях, предъявляемых узбекским
обществом к методикам преподавания. Особое внимание
уделено анализу аксиологических и этнокультурных
эффектов освоения языка. Исследование опирается на обзор
литературы,
теоретический
анализ
педагогических
ресурсов и опыта, сравнительный анализ и анализ
потребностей, проведённый среди узбекского населения.
Практическая
значимость
работы
заключается
в
возможности применения разработанных методов в
подготовке преподавателей и повышении их квалификации,
особенно в области преподавания английского языка как
иностранного. Результаты исследования, подтвержденные
теоретической
и
методической
обоснованностью,
обсуждались на заседании кафедры интегрированного
курса английского языка Узбекского государственного
университета мировых языков, что свидетельствует о
важности и актуальности проведённого исследования.
INTRODUCTION
The topic of the family is a prominent one in academic research, as evidenced by
the numerous studies that have been conducted on the subject. It may appear that the
authors tend to concentrate on disparate aspects. Consequently, there are a plethora of
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
300
examinations of the positive aspects of family functioning, the roles and models that
families fulfil. Additionally, there is a notable focus on family crises, their precipitating
factors and consequences for the younger generation. These topics are of significant
interest to numerous theoreticians and researchers. They employ a multitude of
theoretical constructs, taking into account the interactional, structural-functional,
situational, institutional and other trends. [2]. From the perspective of this paper, the
most interesting are the pedagogical and psychological contexts of the family. This is
justified by the author's cyclical research on the dynamics of changes in the value
systems of representatives of society and the conditions of the values recognized by the
young generation. [10].
LITERATURE REVIEW
The English language plays an integral role in our lives, as it serves as a conduit for
communication. English is the primary language used for learning any subject around the
globe. It is therefore imperative that students learn English, as doing so will widen their
horizons, help them to build their emotional intelligence, and open up career
opportunities. According to Putra, Erlangga, “English is spoken in some of the most
economically and culturally influential countries globally, and over the centuries it has
become the main language not only for international communications but also for
international business, medicine, academia, technology, science, and law” [7]. The
importance of the English language in Uzbekistan is increasing day by day. Almost all
multinational companies will use English when they organize meetings with other
foreign countries companies. Moreover, most universities accept this language, and
students in higher education are taught this subject six or seven times a week. It is a fact
that all around the world; tourists use this language to communicate with other nationals
as a common language. British Council argued that the spread of English provided
unlimited access to the modern world of science, information and communications
technology (ICT), money, power, international communication, and intercultural
understanding as well as entertainment and many more fields. Thus, all these opinions
above prove that family is indicated here as an assessing and controlling system of
education for the young generation [8].
Assessing systems of values makes it possible to anticipate the involvement of
young people in every aspect of life, and how they seek and determine their place in it,
thus initiating their development. These actions correspond to young people's
developmental timeframes, but also cause many difficulties for them, among which there
are conditions resulting from the complexity of the modern world, including in particular
the disappearance of all standards, the vehemence, diversity, and specificity of the
phenomena and situations one is confronted with [1]. In this context, the observation of
the young generation's world of values, and the search for sources of the youth's system
of values need to be considered as a necessary action by the representatives of various
scientific disciplines. It should be assumed that gaining and constantly updating accurate
and comprehensive knowledge about what young people value creates the best
opportunity to build effective educational models, which are more suitable for the
existing conditions [10]
METHODOLOGY
When analyzing different sources of human values, it should be noted with
satisfaction that the family is still one of the significant sources of young people's values,
being a natural group in which people can develop in the biological, psychological, and
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
301
social spheres. This has been emphasized by leading experts in this field. The family has
an extraordinary value, i.e. the ability to unite spiritually the group of people who provide
help and care to one another, based on true or implied biological connection as well as
family and social tradition [3]. It is undoubtedly the best educational environment due to,
among other things, direct contact between all family members, strong and natural ties,
and continuity of educational influences [6]. However, the attitude of adolescents to the
patterns of thinking and acting passed on in the family is not always straightforward and
it depends on many experiences gained outside the family.
The research observations should be considered important from the perspective of
implementing the educational process within the family and estimating its outcomes.
Regardless of the adopted concept (convergence or classical universalism), it is necessary
to determine both endogenous and exogenous factors [2]. The contents and
corresponding educational methods used for intergenerational communication should
also be reconsidered. This is a particularly justified and urgent step given the trends
observed in aging societies, including the Uzbek one.
There are four important elements of an effective school. These are educational
processes, school and environment relations, school climate and culture, family and
parent relations. It is important to create a good relationship between school, family, and
environment [1]. Students’ academic success is affected by such factors as socioeconomic
status, supportive teacher, student motivation, and language proficiency. However,
Collins, Jordan and Coleman cited that the most important factors influencing students’
success are family involvement, school and classroom atmosphere. Similarly, according
to Epstein, Sanders, Sheldon, Simon and Salinas family has an essential role in students’
school achievement. Many other studies are showing that the family environment, in
which the education given and supported, has significant contributions to student
success [4]. There is a need to develop an understanding that shares the responsibilities
with the family and the school in contemporary societies, instead of schools that neglect
the family. School administrators also need to save themselves from the obligation to
criticize only in compulsory parent meetings with an understanding that look down on
the parents. The most important stakeholder of the school is the family. Studies have
shown that the success of schools in regions where families have problems is low [3].
According to a study Hill and Tyson, 2009, three types of parental involvement in
education is examined. First one is home based involvement which includes
communication between parents and children about school and school related issues.
Second type of involvement is referred as school-based involvement, including school
visits, participating school administration, being volunteer in school events and
communicating with parents and school staff. Finally, the third involvement type is
academic socialization which includes communication with parents about their
expectations from school, linking school work with events, and fostering education by
fostering learning strategies and making plans for the future [5].
RESULTS AND DISCUSSION
The table below shows some foundational features of families that influence the
social stratification and education of the young generation. The first column involves the
positive effects of family features such as high income, the congenial atmosphere in the
family, high education level keeping in touch with school, and so on. The next column
demonstrates some negative effects of the family on education of youth. These negative
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Issue
–
2
№
4 (2024) / ISSN 2181-3701
302
factors can be shown as the drawback of any society those can be observed every day of
life. We can indicate these drawbacks such as unemployed parents, exposure of the child
to negative, oppressive expectations, staying away from school, low educational level,
and so on. (Table 1.)
Table 1.
Distinguishing features of families
Having a high level of income,
Low income,
Work of parents,
Unemployed parents, especially father.
Happy family atmosphere,
Violence in the family and environment.
Living at home with parents
Fragmented family structure; the death or
separation of one of the parents, the absence of
the father, the mother raising the child alone,
High education level,
Low education level,
Successful family members in cultural and
sportive fields,
The indifference of family members to cultural
sportive activities
Family involved in child education,
Indifference of the family to the education of
the child,
Keeping the family in touch with the school,
regularly visiting the school, teachers and
attending meetings,
The family’s indifference to school, leaving the
child’s education completely to school, not
attending to meetings,
Reasonable expectations from the child, no
pressure,
Oppressive and unsuitable expectations
Positive attitudes and behaviors toward the
child
Exposure of the child to negative.
The next data is based on the Survey conducted at Uzbekistan State World
Languages University, taken from students of English faculty 3. The most common and
vital six questions on learning foreign languages are provided there. The table below
shows how the Uzbek society and families support or neglect education and Foreign
languages. The conducted survey indicates that 100% student s considers that Language
acquisition is reputation in Uzbekistan. Coming to the percentage of foreign language
learning is high enough in Uzbek families. By and large, the parents in old ages know
Russian and Young parent acquired English and Russian.
Table 2.
Survey on the importance of families in foreign language learning
Question
Yes %
No %
Does your family influence you to study higher education?
72%
28%
Do they interrupt you to study foreign languages?
17%
83%
Do you think that the young generation should follow society or family views on
education?
49%
51%
Do your parents know any foreign language in your family (not including border
countries)?
75 %
25%
Do you think language learning is important for the family environment?
50 %
50 %
Do you think it is a reputation to study foreign languages in Uzbek society?
100%
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
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4 (2024) / ISSN 2181-3701
303
Conclusion. All of the aforementioned minds concur that the foundation for human
existence within this society is based on the premise that the acquisition of knowledge,
whether pertaining to the learning of foreign languages or any other field of study, is
initiated within the familial unit. Moreover, individuals who have pursued their studies
abroad have the opportunity to return to their homeland, where they can retain positive
memories, utilize their newly acquired Uzbek language skills, and foster respect for their
people for an extended period. Consequently, language learning represents a
fundamental aspect of education at all levels. It considers a number of factors, including
the level of language proficiency, the age of the student, emotional state and attitude
towards the language being studied, social and personal factors, and motivation to learn a
foreign language.
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