Volume 03 Issue 09-2023
293
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
293-302
SJIF
I
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(2021:
5.478
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(2022:
5.636
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6.741
)
OCLC
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1368736135
A
BSTRACT
the article describes the effective use of types of exercises when teaching the Uzbek language in the higher
education system, the skills and qualifications established in the Uzbek language in the requirements of the
technical direction, as well as training tasks for their formation, and suggestions-considerations. Exercises
are also described, classified, and new textbooks and manuals contain recommendations and samples of
what grammar and conversational exercises are like.
K
EYWORDS
Exercise, types of exercises, grammar exercises, higher education, speech skills, Uzbek language,
qualification, competence, DTS, training tasks, phonetic exercises, methodology, improvement, textbook,
manual, modern training tasks, lexical exercises, exercises for reading comprehension.
I
NTRODUCTION
New knowledge and skills of the Uzbek language
are realized through exercises. After the new
material is presented and given a sample, the
stage of teaching the use of this material in speech
and the process of bringing it to the level of
mastery are also in charge of educational tasks. In
the process of using the grammatical form, the
student learns the necessary skills through
exercises, in which case the skill of using it is
formed quickly enough. Exercises of all types
should be communicative in nature. Exercises can
be grammatical and speech-specific, that is,
Journal
Website:
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Copyright:
Original
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4.0 licence.
Research Article
EFFECTIVE USE OF TYPES OF EXERCISES IN UZBEK
LANGUAGE LESSONS
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-47
Umarova Nigora Zainitdinovna
Head Of The Department Of Tashkent State Technical University Named After Islam Karimov, Uzbekistan
Volume 03 Issue 09-2023
294
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
09
Pages:
293-302
SJIF
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(2021:
5.478
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(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
exercises that form skills and develop speech
abilities, preparatory exercises.
In this regard, X. Mukhitdinova's " Practice is a
special type of educational training, with the help
of which the appropriate qualifications and skills
are formed in students based on the knowledge
provided. Exercises play a very important role in
language learning. The language system is a
phenomenon characterized by its versatility, the
interdependence of its units according to the
structural
and
functional
characteristics,
therefore, exercises in language education will
have a different appearance and structure. In
contrast to mother tongue education, the main
part of the exercises performed in the process of
learning another language is focused on the
formation of communication skills, and later
some methodologists recommend dividing such
exercises into speech exercises and language
exercises .
E. Davronov looks at tasks both as a goal and as a
means. In the didactic theory, the terms
"assignment", "educational task", "intellectual",
"work", " exercise " are used together with the
terms "independent work". A.N. Leontiev
understands the concept of task as follows: "A
task is a goal based on certain conditions." He
uses the terms "need," "motive," and "activity" to
describe the specific characteristics of a task. Y. A.
Ponomarev created a number of categories in the
theory of tasks, in particular, he determines the
interaction of the subject and the object in the
educational situation, the activity of the subject in
acquiring knowledge and improving it. And O.
Rozikov analyzed the educational tasks from the
point of view of their connection with the
educational material in the scientific-pedagogical
research. According to him, "the educational task
is a modified form of the educational material that
depends on the educational goals . "
In mother tongue education, exercises should be
used not to impart knowledge, but to create skills
and competences .
In general, there are the following types of exercises:
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VOLUME
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Pages:
293-302
SJIF
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They should have a communicative task that
corresponds to the speaker's task in real speech
practice. With this in mind, the basic
requirements for preparatory exercises are as
follows:
1) existence of a communicative task;
2) relationship between situations;
3) they should be constructed in such a way as to
ensure relative accuracy and speed of execution.
In the methodology, according to the method of
operation, preparatory exercises are divided into
imitative, replacement, transformational and
reproductive.
1. Imitation exercises. Their goal is to repeatedly
listen and pronounce the presented ready
samples. Students themselves do not create
anything here: they take ready-made forms and
use them without changing anything. In this case,
the main condition of the assignment is in the
form of "Listen and repeat". There are also several
types of imitation exercises:
1. Short answers to questions:
- Are you going for a walk?
- Yes, I will go. (No, I won't go.)
This exercise simulates the act of real
communication.
2. Short answers to alternative questions:
- Are you going to school or to the store?
–
To school.
Here students have the opportunity to answer.
3. Exercises in the content of reception:
Types of exercise
phonetic exercises
lexical exercises
grammar exercises
speech exercises
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- I'm going to the library now.
‒
I also go to the library. (Here you can suggest
words in a conversational style: Huh? That's
good! How interesting, me too ... etc.)
4. Exercises in the definition content.
- I'm going to the store now.
- To the store?
- Yes, to the store.
Imitation exercises are very effective, they do not
cause difficulties, create the illusion of
communication, "free" mastery of the new,
formed, creates an atmosphere of psychological
comfort.
2. Substitution exercises - here the students have
to make a proposal to substitute another lexical
structure of the existing sentence, another lexical
unit for the accepted structure:
- I'm going to the cinema now.
- to the pharmacy?
‒
And then to the hospital.
3. Transformational exercises - here the students
themselves must use the lexical unit in the correct
form:
- I want to buy a pen.
- don't you have a pen?
4. Reproductive exercises - here students
themselves choose a lexical unit, use it in a taught
form. Such meshes can be divided into the
following types.
1. Free answers to questions:
- Where are you going on Saturday?
- When will you go on an excursion?
2. Exercises - games like "guess":
And now guess where I'm going on Saturday?
- To the museum
- To the museum? No, not to the museum.
- To the theater.
- To the theater? No, not to the theater, etc.
3. Exercises using various objects, diagrams,
cards.
Speech exercises - they develop speech skills, a
communicative task. These are "natural
communication exercises in various types of
speech activity." The question arises, should
students be given speech exercises as part of
learning a grammatical topic? After all, this is not
teaching grammar, but teaching speaking. By
teaching grammar, we do not teach practical
lessons. Among the numerous speech exercises,
we distinguish three large groups:
1. Text teaching exercises (read, heard, seen).
They have a communicative basis. But for it to
become a speech exercise, the following
conditions are necessary: it must be a story for a
person, the text must be unfamiliar, so that it is
retold with a certain communicative task.
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SJIF
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5.636
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(2023:
6.741
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1368736135
2. Situational exercises. Here, the situation is not
just the topic of conversation or the place where
the conversation takes place. The situation is a set
of factors that stimulate speech acts. Such factors
are the "actors" themselves, their social
roles, their relationships, characters, motives, as
well as the conditions under which the situation
develops. For example, you are on vacation at an
international youth camp, and you are tasked
with developing a menu for a festive evening. In
solving this problem, students use all their
knowledge - language tools.
3. Game exercises - popular among students, they
create an atmosphere of natural lively
communication and positive emotions in the
audience, which is especially important in
language teaching. Language works here as a
means of communication, because the goal of the
game is to guess, to win. In this case, students are
given the following tasks, for example:
1. "Guess who it is." Students are divided into two
teams, one - guess, the other - guess.
2. "Learn through the portrait."
3. "Who knows the city better."
It should be noted that all kinds of games, contests
are recreation, distraction from "serious"
activities. In fact, all kinds of games are the final
stage of preparation of any form. Each
grammatical form to be learned should be taken
consistently through the "steps" of preparatory
exercises.
2. Lexical exercise and its types
1. Explain the word given by the teacher.
2. Describe the picture given by the teacher in one
word.
3. Determine the number of words in the sentence
listened to.
4. Enter the missing letters or letter combinations
in the word (
image-based or without).
5. Determine the meaning of the word based on
certain elements
(root, prefix, suffixes).
6. Choose a number of words related to the
specified topic, and
others.
Exercises to help students develop receptive and
effective speaking skills.
1. Form words, phrases, use the bases given
below, adverbs.
2. Choose from the row and write different words
with the same base.
3. Name the verbs and nouns that can be
combined with this.
4. Replace phraseological units with one word.
5. Make a sequence of successive narrowing of the
sentence, shortening it by one word at a time and
vice versa.
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6. Repeat the read text (according to the plan, by
questions, by key words, by pictures).
7. Using the named lexical units, repeat the
dialogue in the form of a monologue.
8. Use them to create a dialogue based on a
monologue.
9. Plan the story you listened to.
10. Finish the story.
Exercises that contribute to the formation of
effective speaking skills of students.
1. Name the things on the table.
2. Choose the words in the picture.
3. Choose words for the proposed situation.
4. First describe the picture using these words,
then describe it independently.
5. Describe (room, seasons, person's appearance,
etc.).
6. Tell a story based on keywords.
7. Create a story on a specific topic.
8. Write an essay on the given topic, etc.
Students should have a vocabulary notebook.
Write down new words. This indicates which
words the student should say. Developing the
correct way to write words is an important factor
in general vocabulary work. The process of
writing words and rewriting vocabulary will help
you memorize them. Writing new words is not
only an introduction, but also the beginning of
vocabulary correction.
The work of teaching to read a text begins with
the stage of its formation. Reading techniques,
reading aloud and reading skills. This work is
carried out in close connection with the phonetic
aspect of the language:
the rhythmic-melodic and intonation models of
the studied language with formation of
pronunciation;
reading aloud ensures solid assimilation of letter-
sound ratios, contributes to the formation of
skills;
dividing the speech stream into semantic and
unified units, rhythmmelodic relationships and
perception of graphic material by certain blocks.
In this regard, the following exercises to be
performed
aloud
are
recommended
in
methodological literature.
1. Phonetic exercises aimed at formation.
2. Reading sentences with the gradual
accumulation of elements (first in slow motion,
and then at an increasingly fast pace).
For example:
- He is studying.
"Dildora is reading a book."
"Dildora is reading an interesting book."
- Dildora is reading an interesting book about
Samarkand.
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3. Alternative reading of affirmative and
interrogative.
4. Phonetic analysis of sentences.
text (finding phraseological emphasis, semantic
groups, determining the type of intonation
constructions).
5. Reading small passages prepared in advance,
reading individual phrases that make it up.
6. Memorizing small poems and prose fragments,
proverbs, words, phrases, language twists and
reading them after the book.
7. Memorizing the same material by listening.
8. Expressive reading of poetic and prose
passages.
Although the exercises given in the "Set of
Exercises" compiled by M.Usmonova mainly
consist of monolingual exercises aimed at
forming grammatical skills, the last exercises of
the 12-exercise set of options include related
texts and translation exercises, which increase
the vocabulary of the requirements, the extent to
which the grammatical topics are covered. tasks
aimed at determining their thorough mastery,
checking that they can correctly apply the
acquired knowledge and skills in oral and written
speech.
If how to organize the lesson, in particular, the
teaching of phonetics, orthography, and
orthography in Uzbek language classes, is
completely left to the discretion of the teacher,
then the skills and qualifications of literary
pronunciation and spelling are inevitably not the
same. And the rules of pronunciation and spelling
require uniformity. In this sense, the issue of
automating the development of speech
competence in the requirements becomes very
relevant.
the correct pronunciation, spelling literacy,
logical thinking skills, and the regular increase in
vocabulary, which are very necessary for the
demand, are formed not by long-term training,
but systematically, by continuous, practical work
based on a system of special questions, exercises
and tasks. . This leads to systematic repetition, as
a result of which skills and competences begin to
form and develop.
Exercises for learning to read.
Reading as a complex speech skill is taught on the
basis of mastering its components; the synthesis
of its components appears when reading a text
with all its features.
As a result, the formation of a certain skill occurs.
Difficulties of the same order are eliminated by
specially organized refresher courses. The level of
skill formation should reach the recognition of
automatic acquisition of language facts, which
allows the demand to shift from form to content.
Exercises can be complicated in the following
areas:
- increasing the tasks solved at the same time;
‒
complexity of language material due to the use
of text elements of different levels - words,
phrases, sentences, microtext;
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- increasing the speed of physical exercises. Pre-
text exercises-assignment purposeful formation
of psychological mechanisms of reading,
explaining the meaning of new words and
grammatical phenomena and using them in
teaching.
The acquisition of language facts includes the
following assimilation stages:
1. Perception is an event in a sentence or a lexical
unit that occurs during the demonstration of
grammar.
2. Imitation - reproductive increase of the
learned, following the teacher.
3. Observation - reading different language
materials forms and contexts.
4. Using
–
the exercise of making sentences with
is a language phenomenon being studied.
Work with language material ends at the stage of
pre-text exercises. In the next stages, students'
attention is focused on understanding the text
information, its semantics:
Pre-text exercises form a communicative attitude
to reading. Post-text exercises should provide
control. Reading comprehension is the success of
semantic processing of information in accordance
with questions and tasks formulated in pre-text
exercises.
Work on the development of assumptions based
on linguistic and extralinguistic (contextual)
bases should be: can be done in the teacher's
focus and in a series of special exercises. For
example,
the
following
exercises
are
recommended in methodological literature:
1. Select single base words from the list of words
(text); determine their meaning.
2. Create a list of words (text) based on a specific
suffix; determine their meaning.
3. Person , object , sign , action denotative words
group .
4. Given words between , sometimes spelling
similar the words found and missing word with
the sentence fill in
5. Including missing word with fill in
6. Estimate the content (completion) of the text,
name it .
Full study done increase for to teach too
important _ Sentence , paragraph, text main thing
separate show ability _ This attitude with the
following exercises recommendation will be :
1. In the sentence main the idea find _
2. It was important in the sentence ( in the text ) .
find the words ( paragraphs ) .
3. Offer to those who are interested attention
facing , in the text main thoughts find
4. Text the plan make up
Entrepreneurship correspondence , structure and
lexicon and grammar appropriation business
writing like diplomacy of types features ,
commerce , industry is also relevant in the fields .
Thus, the linguistic basis of teaching writing
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should be multi-genre texts with specific
characteristics - linguistic and extralinguistic.
Types of exercises for teaching writing
The complexity of the structure of the written
text, its expansion makes the process of learning
to write longer and more difficult. As in the
teaching of other types of speaking activities,
preparation and speaking exercises are used in
teaching writing.
Preparatory exercises are divided into:
1) development of relevant lexical and
grammatical materials (for example, forms of
thank you, sorry, greeting letters; forms of verbs
to express wishes in letters of different styles,
etc.);
2) provide information about the components of
texts of a certain genre and then expand;
3) written respectively provide information and
later on expand ;
Each type of speech work has its own preparatory
exercises. necessary. Preparatory exercises are
usually done at home. For example, the ability to
ask questions for writing a letter, the ability to
convey information, to prove a certain thesis for
writing a first-person essay, to describe an event
and event, to tell a story. This is related to saving
time in the audience, which is better to devote to
forms of oral speech: it is known that the speed of
writing is about 15-25 words per minute.
Speech exercises. In the development of written
speech, expositions and compositions are
recognized as speech exercises.
Presentation is always a creative process. This is
understood as the construction of an independent
communicative statement based on the original
text. The speaker departs from the source text,
summarizes, details, makes changes, changes the
design of the language, expresses a personal
attitude, evaluates
There are three types of presentation.
1. Brief presentation-brief repetition of the text
on semantic bases; conclusion (summarizing the
main points of the text);
summary; Essay (summary of content and
conclusions of the work).
2. Show a detailed presentation;
the text of the presentation may be related to the
inclusion of additional descriptions of any details,
introduction, recording of the summary text,
recovery of the hero's biography, etc.
3. Free presentation - once after listening,
students repeat the content of the text in writing,
change the content, try to express their
impressions of the text as a whole
An essay is a student's independent written work.
Essay. It should develop the ability of students to
form the main idea, taking into account the
specific features of text construction. Depending
on the situation, words, semantic and predicative
structures of the program can be changed.
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SJIF
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OCLC
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As a conclusion, it can be said that effective use of
educational tasks in teaching Uzbek language as
the state language in the technical fields of higher
educational
institutions
increases
the
effectiveness of the lesson. The role of exercises is
especially important in the development of
speaking skills and competences. Applying the
types of exercises in accordance with the topic
leads to the development of speaking skills and
skills in students. Of course, in higher education,
it is advisable to seriously differentiate the types
of educational tasks according to their function,
and use them in their place.
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1.
Mukhitdinova Kh. Improvement of the
scientific-methodical foundations of ensuring
the continuity of Uzbek language teaching at
the educational stages Ped. science. doc. …dis.
-Tashkent, 2011. -347 p.
2.
Leontev A.N. Problemy razvitiya psyche. - M.:
Pedagogy, 1972. - 576 p.
3.
Rozyskov O.R. Teoreticheskie osnovy
optimalo pramenenia systemy uchebnyx
zadach v obuchenii scholnikov (na materiax
humanitariannyx zadach). Abstract diss ...
doc. ped. science - Tbilisi, - 1986. - 50 p
4.
Hamroev G'.H. Classification of exercises
according to the formation of skills and
qualifications // Educational and innovative
research.
–
Bukhara, 2021. -#4. - B. 231-240.
5.
Usmonova M., Azlarov E., Sharipov G'. Uzbek
language (guide for Russian groups of higher
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Hamroev G'.H. Classification of exercises
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Bukhara, 2021. -#4. - B. 231-240.
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Chesnokova M.P. The method of teaching the
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