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03
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A
BSTRACT
in the article, the development of literary pronunciation skills in future teachers of the mother tongue is a
pedagogical problem. The benefits of using animation, audio and video texts over traditional exercise
examples for intensive development of nikma are discussed.
K
EYWORDS
Literary language, literary pronunciation, exercise, types of exercises, modern exercises, animation, audio
and video materials, innovative education, creativity.
I
NTRODUCTION
The high culture of oral and written speech is
important for the successful communicative
activity of future language and literature teachers,
it is based on a deep knowledge of the structure
of the modern Uzbek literary language, including
sound, and practical knowledge and skills. is the
correct use of speech tools in certain situations of
communication. In pedagogical universities, in
the formation of students' speech skills, in the
process of expressing their opinions in the
trainings (practical, seminar), the orthoepic
aspect is hardly paid attention to. As a result of
this, after starting his career as a teacher,
schoolchildren have a tendency to mispronounce
the sounds that occur in the speech of
schoolchildren, to teach using dialects, and even
to pronounce certain sounds without attention
can be carried out. This is the main obstacle to the
Journal
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Research Article
TEACHING FUTURE MOTHER LANGUAGE AND LITERATURE
TEACHERS TO LITERARY PRONUNCIATION AS A
PEDAGOGICAL PROBLEM
Submission Date:
September 20, 2023,
Accepted Date:
September 25, 2023,
Published Date:
September 30, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-38
Do'stmurodov G'iyas Husan
Teacher Of Tashkent State University Of Uzbek Language And Literature Named After Alisher Navoi,
Uzbekistan
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correct formation of literary pronunciation in
students.
It is not a secret that among the professions
whose main tool of activity is speech, teaching
ranks first, moreover, the number of teachers is
significantly more than the number of people
engaged in other professions of the same type .
This shows that teachers should pay attention to
the standards of literary pronunciation, speech
technique, diction, as well as the quality of speech
sounds. From this point of view, a criterion was
developed for future teachers of mother tongue
and literature.
Among the developed criteria, including the
teacher's speech culture, the ability to create a
comfortable environment in the educational
process, and the level of readiness to cooperate
with colleagues, parents and the public were
noted. In addition to the above, qualification
examination programs for literature teachers are
provided for active study of scientific information
in social studies, pedagogy and psychology,
speech culture and spelling (the teacher's spelling
and orthographic literacy was checked with
tests).
In the methodology of teaching the Uzbek
language as a mother tongue, the use of a
comprehensive approach to the orthoepic
preparation of the future mother tongue teacher
is the most important component of
multidimensional education aimed at organizing
active professionally oriented speech activities of
students. should be At the same time, it is
necessary to improve the pronunciation culture
of students by correcting the typical
shortcomings related to the pronunciation of
speech sounds, and to improve the methodology
of teaching orthography. In our opinion, this
approach reflects the established view of
orthoepy as a practical science, the actualization
of which occurs only in the study of phonetics.
However, in the practice of teaching orthography
in schools and universities, it is not sufficiently
taken into account that the formation of
orthographic skills and abilities is a long and
complex process, the ability to master the
orthographic norms of the Uzbek language along
with spelling literacy should form the basis of
linguistic knowledge.
The methodology of teaching Uzbek orthography
is relatively sufficiently developed and even later
improved due to the interference effect of dialects
at the level of pronunciation.
It can be seen that the study of the orthography of
the Uzbek literary language by students of the
native language and literature will not be
successful without analyzing their pronunciation.
Theoretical training in orthoepy is not enough: it
is difficult to form an exemplary orthoepic speech
without special observations of one's own or
someone else's speech.
Knowledge of orthoepic norms, well-developed
speech hearing in a philological student is an
indispensable condition for a well-expressed
reading technique, which is very necessary for the
teacher's oral speech.
A school teacher - a master of words should set
himself an important task: it is important to take
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at least half a step to form the correct, pure, fluent
speech culture of his students and to solve this
urgent problem in every lesson. , because a
person with real culture (general and
professional) cannot be imagined without literary
pronunciation skills, the most important
component of which is speech culture.
Teaching orthography today is one of the least
developed sections of the methodology of
teaching the mother tongue. This situation is
related to a number of objective and subjective
factors, without which it is impossible to create an
effective system of teaching orthoepic culture.
The socio-cultural factor occupies one of the
leading positions in this sequence. The current
socio-cultural situation is fundamentally different
from the situation twenty to thirty years ago,
which is mainly focused on the existing
developments and recommendations on the
methodology of teaching orthography in primary
and secondary schools.
Significantly complicate the solution of the tasks
of teaching speech. culture in general, and
orthoepic culture in particular, today tends to
expand the field of literary pronunciation.
The degree of standardization of the sound
content of each literary language depends on the
practical elaboration of its alphabet, orthographic
and orthoepic norms. It should be mentioned
here that after the revolution until the 1930s,
most of the Turkic languages used the Arabic
alphabet. Later, this alphabet was reformed
according to the pronunciation and writing
standards of each of the 22 Turkic languages. The
reformed Arabic alphabet also created some
difficulties in acquiring the language. Therefore,
during the 1930s and 1940s, most Turkic
languages were forced to switch to the Latin
alphabet. And finally, since 1940, these languages
have been using Uzbek graphics. Naturally, such a
frequent change of the alphabet of Turkic
languages
caused
their
spelling
and
pronunciation standards to change as well. The
transfer of the current Uzbek script to a new
alphabet based on the Latin script is a
requirement of the needs and requirements of the
period of independence. Such changes indicate
that the Turkic languages had to go through a very
complicated path before they had their
standardized literary languages. Of course,
spelling dictionaries play a big role in the
standardization of every literary language. After
the use of Cyrillic script based on Uzbek graphics,
spelling dictionaries of several Turkic languages,
such as Kazakh, Azerbaijani, Kyrgyz, Turkmen,
Karakalpak, Chuvash, Yakut, Tuva, and Komik,
were published. There are a lot of scientific
studies about the historical improvement of the
spelling of Turkish literary languages, ways to
correct spelling mistakes, some difficult
situations in it, the spelling of personal names,
compound words, abbreviations, and proper
words. theoretical and practical ideas are given.
These
ideas
undoubtedly
gained
great
importance in the formation and development of
the Turkish literary language in general, and in
particular the spelling norms. It should be noted
that in most historical languages, literary
pronunciation standards have not yet been
strictly regulated.
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Some languages retain dialectal elements of
pronunciation, while others have not fully
implemented pronunciation rules. Despite this,
scientists have created several scientific works
devoted to the theory and practice of
pronunciation. It is a secret that along with the
achievements achieved in the created scientific
works, there are also works that should be
studied and researched. In particular, no clear
criteria have been developed regarding the accent
that creates the tone of speech and can even
change the meaning of words in a speech
situation. True, the general rules for accent: which
adverbs are unaccented in Uzbek, changing the
meaning of a word by moving the accent, accent
in double and repeated words The lexical and
morphological significance of its usage has been
researched, but less attention has been paid to the
orthoepic side, in our opinion.
Orthoepy - an important feature of literary
language is its adherence to a certain norm. As in
the field of grammar and lexis, pronunciation has
a standard that is common to all. Deviation from
this norm creates all kinds of difficulties in the
process of exchange of ideas. Orthoepia (Greek
orthos - "correct", epos - "speech") consists of a
set of rules for the literary pronunciation of
words and their parts in the language .
Pronunciation norms are specific to oral speech.
The rules of orthography are connected with the
phoneme system of the language, with the
changes of phonemes in certain positions. Correct
pronunciation is important in the process of
exchanging ideas. Orthopedics, which is a part of
the culture of speech, helps to increase the culture
of literary pronunciation, to make it a system. It
should be noted that the standard of correct
pronunciation has its own basis, which is
different from the standard of correct spelling.
Because in many cases the word and its parts are
not pronounced the same way as they are written
[2] .
Orthoepic pronunciation norms are formed
together with literary language. The previous
standards of literary pronunciation were created
on the basis of the old Uzbek literary language,
and then, as a result of the development of
science, technology and culture, the convergence
of written and spoken forms of the literary
language,
new
standards
of
literary
pronunciation of the Uzbek language were
formed. During this period, factors such as the
active involvement of the mass of workers in
political life, the social nature of production, the
growing cultural level of the people, general
literacy, and the development of secondary and
higher schools create conditions for the mastery
of the literary language by the mass of the people.
Radio broadcasting and cinema play an especially
important role in the spread of literary
pronunciation and its unity. These tools, schools,
and higher educational institutions have become
very important in the conscious assimilation of
the single literary pronunciation, in the adoption
of the norms of Uzbek literary pronunciation by
the general public [3] .
Usually, deviations from the norm of literary
pronunciation are more influenced by live speech
and the local dialect: it is incorrect from the point
of view of literary norms to pronounce gappi or
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gapti instead of kelyappan instead of kelyam . is
ri. In this sense, such dialectal forms are not
included in the scope of literary pronunciation. In
pronunciation, it is necessary to work for many
years to get rid of the features of the dialect and
instead to freely form the corresponding literary
pronunciation skills. The task of orthoepy is to
eliminate such deviations from literary
pronunciation and to turn colloquial speech into
a simple and understandable means of
communication [4] .
Orthoepy determines the pronunciation of
vowels and consonants, words and syllables,
morphematic structure of words and words (root
morpheme and affix) and pronunciation of word
combinations.
Orthoepy is a system of rules for the correct
pronunciation of words, their sounds, as well as
word forms consisting of stems and suffixes. The
branch of linguistics about this system is also
called orthoepy. Orthoepic norms are actually
created on the basis of the facts of the living
language of the people - from the various forms of
pronunciation in the living language, those that
correspond to the traditions of the literary
language and the traditions of development are
selected. For example, one word is pronounced
differently in Uzbek dialects: no-goz, koz-goz, ota-
ata, aka-oka, anor-onar . The suffix of the present
continuous verb is used in the dialects in the
forms -yapti, -opti, -utti, -vot(ti) : boryapti,
boropti, borutti, borvotti, etc. In the literary
language, none of these variants, koz, ota, aka,
anor, boryapti are classified as the literary
pronunciation standard (orphoepic standard).
Correct pronunciation is one of the important
signs of speech culture. Correct pronunciation is
as important as correct spelling in literary
language. That is why the formation of correct
pronunciation skills in pupils and students is
given serious attention at all stages of education
[2] .
The granting of the state language status to the
Uzbek language radically changed the attitude
towards the mother tongue. The renewal of the
content of mother tongue education has
determined the scope of work to be done in this
area. The first President of our republic spoke
about the problems in the field of education and
said: "Until now, no one has fully justified from a
scientific point of view what it is appropriate to
teach in which class to the students studying in
primary grades and beyond" [ 1] .
Dialect in Greek (dialectos) means conversation.
A dialect is a group of dialects that combine
similar dialect features. For example: Karshi
dialect, Tashkent dialect, Samarkand-Bukhara
dialect. If we take the Tashkent dialect from these,
this dialect includes the dialect of the city of
Tashkent, dialects such as Piskent, Parkent,
Karakhitay in the Tashkent region (except for the
dialects that belong to the Kipchak dialect in the
Tashkent
region).
Uzbek
dialects
are
distinguished by their phonetic, lexical and
morphological features. For example: Margylan in
Tashkent - Namangan in Kok:/ buvek eyel..
cheqeleg' 1 narven shet' shet'/ /shet' n'nech'
sezenek zsozenek tenche sendel sendel bervett'
beryett' borutt' evening late evening etc. k. [3]
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Literary Pronunciation is civility symbol _
Medium _ _ general ʼ lim from the 5th grade in the
system starting from pronounce it main unit
calculated speech " Orfoepia " section of sounds _
in the composition systematic it 's tickling starts _
Department of " Orthopeia " . education _ _ at the
request of according to _ that's it on the ground to
students speech sounds with together correct _ _
_ _ pronunciation and spelling the rules absorb
demand too is placed . _
Uzbek _ _ literary language different from dialects
o ' sib that it came out because of his
pronunciation about regions with dependent _ _
serious problems there is Mother language
textbooks in composition , especially orthography
circle study _ _ materials in giving the authors
population territorial pronunciation to the
language ta ʼ secret in consideration to get need _
( For example , in the USA each one state for
separately textbook created .) That no _ _ program
and textbooks in making orthoepic the point from
the point of view each one of the area in
pronunciation problems Note _ _ taken it is
necessary
Pedagogy sciences doctor Q. _ Husanbayeva's
education _ _ to the content the teacher _ too input
extremely correct _ _ _ _ approach _ Because
language levels exactly orthoepy and orthoepy in
education _ o ' of the teacher role very important
be , students _ _ literary pronunciation directly o '
from the teacher they learn _ _
That's it the point from the point of view than
education _ _ _ content spread of education _
didactic means , including school _ textbooks is
considered General medium _ _ education _ _ of
schools " Mother language " in textbooks of
orthoepy study _ _ some circumstances definition
_ _ and with description limited remains _
However , it is Uzbek of the language phonetic
construction to himself _ special to complexities
have become him _ _ _ mastery _ _ not only from
foreigners , but from Uzbeks too diligent with to
work Demand is enough After all , it 's today in the
day public information in the means some TV
presenters , radio reporters own _ _ in his
speeches g ' unnatural their use of pronunciation
person's g ' ashini brings and this condition their
literary pronunciation me ʼ s
hores correct _ _ _ _
he mastered it that they didn't get it feeling stands
_
However , it is Uzbek to students too orthoepy
education _ _ in the process only speech bodies in
the textbook common graph drawing with limited
without remaining , sounds pronunciation status
reflection reached special drawings based on
education _ _ give , phonetic to exercises
opportunity as long as start ' drink in classes more
_ _ sit down _ separation , high in classes to them
place _ _ with back stand up literary language me
ʼ shores take over important factor that that's it o
' rinda separately to emphasize _ it is necessary
School " Mother language " in textbooks too ,
higher education _ _ in textbooks too phonetic to
exercises sit down _ not separated . This condition
it 's Uzbek literary pronunciation of values _ he is
a student and students by enough o ' without
being absorbed to stay take coming of reasons is
one Mother language education _ _ to history look
If we throw it , it's like this exercises it 's Uzbek
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language science as formed initial in the years
(1930 -1940) print done in textbooks too not to
meet witness we will be _ As a result, limiting
teachers to these exercises (actually, alternative
textbooks can also be used) leads to insufficient
formation of literary pronunciation of students.
, it has become a habit to use the speech sound [
k] instead of the consonant [ q] in the
pronunciation of some words . Therefore, the two
exercises given in the textbook will not be enough
to teach the Khorezm student the norms of
literary pronunciation. Not all teachers are able to
create educational tasks similar to the subject, but
not exactly repeating the educational tasks in the
textbook, create a system of exercises and use
them effectively.
In the Tashkent region, in particular, in the urban
area, the use of the back consonant of the deep
tongue [ h] instead of the throat consonant is
regular ( khandaley, khurmat, khamma, etc. ), as
well as in Bukhara , Samarkand (in the urban
area). , it can be said that in some districts of
Surkhandarya and Kashkadarya regions there are
problems with the pronunciation of the vowel [
о'] .
In this regard, Samarkand region can be
mentioned separately. In the districts of
Pastdargom, Urgut and Nurabad, there is
confusion in the pronunciation of vowels [ i]-[e] .
Similarly, there are problems with the use of
vowels [ o'] - [u] in Kattakogon district . Residents,
students, and even teachers [ o] vowel [u] , [u]
vowel [ o'] they use instead.
In order to bring these speech sounds to a literary
standard in the speech of students of the listed
regions, it is necessary to develop special
phonetic exercises, which are almost not paid
attention to in today's textbooks and manuals,
and separate oscillographic drawings (pictures)
that reflect the appearance of speech organs
during the pronunciation of sounds.
Also, the fact that the guttural consonant [ h] is
used incorrectly in both written and spoken
speech by many people, and that efforts to
eliminate it are almost not noticeable, make it
necessary
to
develop
the
necessary
recommendations in this regard and implement
them immediately. requires implementation.
1999-2000 in the 5th grade "Native language"
textbook created under the leadership of H.
Ne'matov, which was widely used [h] and [ x ] The
educational material given for differentiating
consonants in spelling and pronunciation is much
more useful to the student than others [1] .
Along with the pronunciation of the above
consonant letters, there are also a number of
problematic situations related to vowel sounds in
students' speech . In particular, [u], [o'], [i], [e] are
among them.
in Uzbek [o'] It is known that the vowel is
pronounced differently in different places, but the
issue of distinguishing it for students remains
problematic. The fact that most native language
textbooks do not pay attention to the nuances
related to the pronunciation of the vowel O' casts
a shadow over our students' full mastery of the
norms of literary speech. In the practical
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textbooks of higher education related to the field,
there is theoretical information that partially
focuses on this issue, but it is not developed in a
practical way [2] . It should be noted that only in
the "Mother Tongue" textbook, which is widely
used today, information on the difference in
pronunciation of the vowel [o'] is provided with
examples [3] . This is, of course, a positive
phenomenon, but the comment that "in one case
it is narrower and in another it is said more
broadly" is hardly helpful to the student in
practical terms. The given examples cannot be
pronounced correctly without the teacher's help .
According to Shcherbak, one of the most
important distinguishing signs of vowels in
Turkic languages is width-narrowness, that is, a
sign characteristic of the degree of opening of the
mouth . According to this sign, vowels form a two-
step opposition in a number of Turkic languages,
in particular in Yakut, Altaic, Karagas, Tuva,
Kyrgyz, and Bulgarian languages: a, (ã), o, õ - wide
(compact), i, ĩ, ü, u
- narrow (diffuse). The number
of vowel phonemes is counted as eight in the
above languages, not taking into account the
contradiction according to their quantitative sign.
Studies on the phonetics of the Uzbek language
show that there are three levels of conflict: wide a
- o; semi-wide e
–
o'; tor i - u. The reason why
vowels are divided into wide, semi-wide, and
narrow is that during their pronunciation, the
lower jaw is lowered or the distance of the tongue
from the hard palate is different. For example,
during the pronunciation of the vowel i , the
tongue rises to the maximum, the lower jaw also
takes this position. As a result, the gap between
the tongue and the hard palate is brought closer
to a minimum level, and the airway in the oral
cavity is also reduced and narrowed to a
minimum level. That is why the phonemes i and u
are called narrow vowels. The reason for placing
u and i on the same line here is that during their
pronunciation the space between the hard palate
and the tongue is almost the same. But since the
lips are actively involved in the pronunciation of
u , there is a phenomenon of lipping.
A student's oral speech comes to school formed
under the influence of his place of birth, family
and relatives. Sometimes it is quite difficult to
transfer them from the situation they are used to
to the framework of literary pronunciation
standards. In such a situation, the teacher must
start the initial activity in the process of teaching
orthography by focusing on working on difficult-
to-pronounce speech sounds based on regional
problems. Otherwise, some students may not be
able to pronounce certain speech sounds well into
adulthood. Such "speech deficiency" can hinder a
student for life in cultural circles. If the teacher
regularly works on special pronunciation
exercises, paying special attention to students
who have problems with oral speech, it is clear
that there will be no room for problems. However,
in this regard, phonetic exercises are not given a
special place in the actual didactic educational
tools of the school (textbook, manuals).
G'. Hamroyev scientifically and theoretically
justified the role of exercise in the development of
speaking skills: Below we can understand that
each term has its own meaning. That is, exercise if
it refers to acquiring the skills and qualifications
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expected from this activity by repeating a specific
action several times, then the assignment means
a task, a task that is given to a person, including a
student, to be performed once in order to
strengthen a subject [ 1 ] .
So, practice is a means of developing skills or
competences. A task is like a device that stores
data. It has a guiding feature. A student can be
taught to think and work independently through
assignments. After all, both exercises and tasks
are an important component of "Mother Tongue"
textbooks.
Theoretical
information,
i.e.
grammatical rules, creates knowledge and
understanding in the student within the defined
topic. In the educational content, the skills and
competences expected to be acquired by the
student are mainly formed by exercises.
Assignments serve to enrich the student's
knowledge in this place.
In our opinion, based on the analysis of the
formation and historical development of
orthoepy educational materials, a detailed study
of the problems in this regard will allow to find
their solution.
R
EFERENCES
1.
Makhmudov N. Teacher speech culture.
Textbook for undergraduate students of
"Teacher Training and Pedagogy Science".
Publishing House of the National Library of
Uzbekistan named after Alisher Navoi -
Tashkent. 2007. 188 p.
2.
A healthy generation is the foundation of
Uzbekistan's development // I.A. Karimov's
speech at the 9th session of the Oliy Majlis of
the Republic of Uzbekistan, August 29, 1997. -
T.: Marifat-madadkor, 2002. - 62 p.
3.
Lerner Ya. Didakticheskie osnovy metodov
obucheniya Text. / I. Yes. Lerner.-M. :
Pedagogy, 1981.
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186 p.
4.
Aliev A., Nazarov K. Reference book of the
Uzbek language. - "Fan" publishing house of
the Tashkent Academy of Sciences of the
Republic of Uzbekistan. 1992. p. 5-6.
5.
Husanboeva Q. Scientific-methodological
foundations of teaching students to think
independently in the process of literary
education: ped. science. doctoral diss. autoref.
- T.: TDPU, 2006. - 262 p.
6.
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