INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 477
METHODOLOGICAL APPROACHES TO TEACHING RUSSIAN TO LEARNERS
FROM UZBEKISTAN
Radjabova Nargiza Bekmuradovna
Karshi State Technical University
Teacher of the Department of Uzbek Language and Literature
Abstract:
This article explores effective methodological approaches for teaching Russian to
the learners living in Uzbekistan at universities. As Russian remains a significant second
language in Uzbekistan due to historical and practical reasons, its instruction requires
approaches tailored to the linguistic and cultural background of Uzbek students. This paper
highlights key methodologies, including communicative, comparative, and culturally
integrated strategies, with a focus on bilingual learners. The study draws on recent academic
publications and reflects the practical needs of both teachers and students in a post-Soviet
context.
Key words:
Russian language teaching, Uzbek students, language methodology, bilingual
education, comparative linguistics
Introduction
Russian language education in Uzbekistan holds a unique position because of the country’s
Soviet past and its current multilingual context. Despite the growing role of English and other
languages, Russian remains important in education, media, and professional fields
(Cherginskaya, 2024). Uzbek students, especially those studying Uzbek Language and
Literature, often need Russian for academic and professional purposes. Therefore, it is
necessary to adopt teaching methods that support bilingual development, cultural
understanding, and communicative competence.
This paper discusses the modern methodological principles applied in teaching Russian to
students whose native or first academic language is Uzbek. The goal is to present approaches
that are both theoretically sound and practical in the university context.
Methods
This research is based on a qualitative analysis of academic sources, teaching guides, and
recent publications in the field of Russian language pedagogy. The main method was a
literature review, focused on articles and books published after 2018. Additionally, some
insights were drawn from interviews with experienced Russian language instructors working
in Uzbek universities. Sources were selected based on relevance to bilingual and comparative
teaching in post-Soviet countries.
Results
INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 478
The analysis revealed three main effective approaches: Communicative language teaching
(CLT), comparative linguistics, and cultural integration. The first one is CLT. This method is
widely used and considered effective for language acquisition in real-life contexts. According
to Tsagaraeva and Akbarova (2021), CLT enhances students' speaking and listening skills by
focusing on meaningful interaction rather than grammar memorization.
Meanwhile, comparing Russian and Uzbek grammar, vocabulary, and syntax helps students
understand language structures better. For example, Russian cases are often difficult for
Uzbek learners, so drawing parallels with Uzbek grammatical categories makes learning
more accessible (Arabova, 2023).
Finally, cultural integration is a crucial point in teaching Russian to Uzbek learners. Including
cultural materials such as Russian literature, history, and traditions improves motivation and
contextual understanding. Kamolova and Golovko (2024) suggest that culturally relevant
topics help develop cross-cultural competence, which is essential in bilingual education.
Teachers in Uzbek departments reported that using these strategies together brought better
engagement and progress among students. For example, a literature teacher in Tashkent State
University shared that when Russian texts were compared with Uzbek classical texts,
students responded with more interest and deeper analysis.
Discussion
These findings show the importance of adapting teaching methods to the specific linguistic
and cultural context of Uzbek students. While traditional grammar-based approaches still
exist, modern trends emphasize communication and understanding. Bilingual students benefit
from comparative analysis and culturally grounded tasks. However, there are challenges, such
as limited teaching materials that combine Russian and Uzbek content and lack of teacher
training in new methodologies.
Furthermore, institutional support is necessary to encourage methodological innovation.
Teachers should be encouraged to experiment and share their practices with colleagues.
Teacher training programs must also update their curriculum to include the latest research
and practical tools for bilingual education.
Conclusion
Teaching Russian to students in Uzbekistan requires thoughtful, culturally sensitive, and
interactive methodologies. Communicative, comparative, and culturally integrated
approaches have proven effective in recent years. To improve outcomes, teacher training and
materials development must align with modern educational needs. This paper hopes to
contribute to a more effective and student-centered Russian language education in Uzbekistan.
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INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE
ISSN: 2692-5206, Impact Factor: 12,23
American Academic publishers, volume 05, issue 05,2025
Journal:
https://www.academicpublishers.org/journals/index.php/ijai
page 479
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