Volume 04 Issue 06-2024
165
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
04
ISSUE
06
Pages:
165-174
SJIF
I
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(2022:
5.636
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6.741
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7.874
)
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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
Language teaching methodology has achieved
significant results in recent years. In particular,
best practices for teaching a specific language as
a second language - innovative pedagogical
technologies were introduced. The Uzbek
language is one of the languages recognized by
the world community and studied with great
interest in many countries of the world. Decree
Journal
Website:
http://sciencebring.co
m/index.php/ijasr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Research Article
THE IMPORTANCE OF EDUCATIONAL TASKS IN THE
DEVELOPMENT OF EDUCATION IN THE STATE LANGUAGE IN
TECHNICAL AREAS OF HIGHER EDUCATION
Submission Date:
June 20,
2024,
Accepted Date:
June 25, 2024,
Published Date:
June 30, 2024
Crossref doi:
https://doi.org/10.37547/ijasr-04-06-24
Umarova Nigora Zainitdinovna
Head of the Department of Tashkent State Technical University named after Islam Karimov, Uzbekistan
Volume 04 Issue 06-2024
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(ISSN
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VOLUME
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165-174
SJIF
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1368736135
No. PF-5850 of the President of the Republic of
Uzbekistan dated October 21, 2019 "On measures
to fundamentally increase the prestige and status
of the Uzbek language as a state language" was
approved. In 2020, the Presidential Decree on the
further development of the Uzbek language and
the improvement of the language policy was
signed. In it, the task of creating a modern
methodology of teaching the Uzbek language is
defined . It has the task of implementing the state
language in all fields, developing modern
methods of teaching the Uzbek language. In
particular, there are systemic problems in
teaching the Uzbek language in technical
universities. Improvement of the teaching
methodology depends first of all on the quality of
educational tasks.
The granting of the state language status to the
Uzbek language changed the attitude towards the
language. The content of education has been
updated, the scope of work to be done in this field
has been determined . In the history of education,
what to teach and how to teach has been and
remains one of the main problems”[2] .
The educational materials provided in the Uzbek
language textbooks and manuals have also
acquired a new form and content. At the same
time, there are serious shortcomings and room
for reflection in the teaching of the state language.
Despite the fact that so much time has passed
since then, the content of educational tasks
related to the education of the Uzbek language in
groups or classes where education is conducted
in other languages has not changed significantly.
The teaching methodology is reflected in the
educational tasks. At this point, it is permissible to
comment on the concept of educational tasks. In
the methodology, educational tasks can be
divided into reproductive and cognitive-
pragmatic types. In traditional education, in
language teaching, educational tasks with a
reproductive nature were used. Reproducible
learning tasks are tasks that are the result of a
ready, easy, reproducible form (or answer to a
question) aimed at demonstrating knowledge and
skills related to the subject in the textbook [3].
For Russian groups such as H.Muhitdinova,
A.Rafiyev, I.Mirzayev, M.Boltayev, regarding the
teaching of the Uzbek language in groups where
education is conducted in other languages; M.
Boronov, Sh. Yuldasheva and D. Kabulova, A.
Yusupov [1;56] conducted a number of scientific
and methodological studies for Karakalpak-
speaking groups. Educational tasks are not able to
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fully form students' speaking competence. It
should be noted that in this study, Uzbek language
teaching is mainly provided in Russian groups.
Therefore, the scientist believes that in the
teaching of the Uzbek language, the grammatical
knowledge that expresses a certain content
should be given in a meaningful coherence and
step-by-step continuity, and the speech topics
should be given accordingly to the formation of
correct Uzbek speech in Russian-speaking
students and automated speech skills. and
believes that it leads to the formation of skills [4].
In order to do this, he considers it appropriate to
provide speech topics and grammatical
information in the Uzbek language programs and
textbooks in the following order: 1) a topic
related to the expression of a certain opinion; 2)
grammatical subject; 3) speech topic; 4) material
for literary study.
Experiments have shown that the organization of
Uzbek language education in this way helps to
expand the scope of thinking of students in Uzbek,
to create the opportunity for them to express
independent thoughts in Uzbek. We believe that
this approach should be used at all stages of
continuous education.
EI Passov in his research "One of the most
important and complex problems in second
language education is the selection of language
and speech materials and their correct
distribution, in which, first of all, the age of
students, the direction of education taking into
account the selection and distribution of the
grammatical minimum, that is, it will be
necessary to solve the problem of giving what to
whom and when" [5].
LS Vygotsky emphasized that learning the mother
tongue is done from the bottom up, and acquiring
a foreign language is done from the top down [6].
In contrast to mother tongue teaching, in groups
where education is conducted in other languages,
the main part of educational tasks is directed to
the development of speaking skills. Therefore, the
exercises related to this education will also be
different. For example, B. Lapidus divides them
into speech exercises and language exercises [7],
while E. Passov believes that "dividing exercises
into language and speech exercises affects the
integrity of language and speech", and
accordingly, he divides the exercises into
emphasized that it is divided into communicative
and conditional communicative exercises [8].
Volume 04 Issue 06-2024
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(ISSN
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VOLUME
04
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Pages:
165-174
SJIF
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(2022:
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(2024:
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To emphasize the concept of "task" in scientific
research, researchers used terms such as "goal",
"situation", "state", "form". SL Rubstein writes:
"the mental activity of a person consists in the
performance of tasks: - the goal included in the
condition determines the task[9]". According to
A.N. Leontiyev, "a task is a goal based on certain
conditions[10]". Therefore, many psychological
studies related to the study of educational tasks
are based on the opinions of these scientists.
In his works, AYPonomarev defined the concept
of "assignment" based on the categories of
"educational situation" and "the situation that
causes subject movement"[11].
In the works of LMFridman, a definition of
educational tasks based on a problem situation is
given, that is, "any sign model of a problem
situation can be called a task. O. Rozikov, who
deeply studied the educational tasks, in order to
determine the characteristics of the educational
tasks, compared them with the educational
material, and said that "the educational task is a
modified form of the educational material arising
from the needs of teaching and learning ”, gives
the definition [12].
Methodist scientists have not been paying
attention to the approach of educational tasks to
the development of speaking skills. It is necessary
to develop communication skills in the state
language in order to train future specialists in the
higher education system to be able to work
effectively in their field. In this, there is a need to
create a system of pragmatic educational tasks
developed mainly for selected texts.
H. Muhiddinova, while studying and comparing
different opinions on this matter, gradually
developed the exercises and tasks used in the
Uzbek language education until today on the
principle of easy to difficult. It is noted that the
development of the scientific-theoretical and
methodical basis of giving attention to the
direction of education, at what stage, to whom,
what exercises and assignments has not been
scientifically researched [13]. One of the urgent
issues of today is to study the issues of what kind
of exercises to use in teaching the Uzbek language
in Russian groups, how to distinguish tasks from
exercises, and how to develop speaking skills in
higher education institutions. Solving problems
related to educational tasks creates conditions for
the elimination of confusion related to the
assignment of exercises and assignments in
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Uzbek language textbooks and training manuals
and the development of speech competence in
Uzbek language education . Although innovative
approaches are used in the methodology of
teaching the Uzbek language, there are specific
methods of language teaching.
At this point, it is appropriate to dwell on G.
Hamroev's theory about the didactic distinction
between exercises and assignments in the course
of the lesson. In the practice of teaching the Uzbek
language, two types of assignments are used.
These are exercises and assignments. In fact,
there are almost no exercises based on repetition
in Uzbek language textbooks and manuals. The
contents of assignments are not fully specialized
in the formation of skills and competences, as in
the practice of teaching foreign languages.
Exercises and tasks, in general, educational tasks
should be aimed at the formation of speaking
competence, rather than the formation of
knowledge.
If we dwell on the concepts of "competence" and
"competence", these terms were first used in
linguistics in the middle of the 20th century by N.
Chomsky, and in the process of using the language
"activity-oriented knowledge, skills and abilities
as a set", and in the field of education it is
interpreted as a "competent approach", it is noted
as one of the factors that determine the
effectiveness in education. Dictionaries interpret
the meanings of these words differently. In the
"Explanatory Dictionary of the Uzbek Language"
the word competence is explained as follows:
"Competence - (lat. sompetere - to be capable,
worthy). 1) Scope of powers of a specific
organization or official defined in official
documents; authority. 2) A person's awareness of
a certain field, the level of knowledge of this field"
[13], and in translation dictionaries, this word is
interpreted as follows: "Competence - 1. A field in
which a person is well-informed and effective; 2.
walk. scope of right (duty, work)"; "Competence -
1. An area or subject in which a person is well-
versed;
2.
Authority,
right
discretion;
Competent/- nyy, -naya, -noe, -en, -na - well-
informed,
well-educated,
well-versed,
knowledgeable, aware, factor; 2) reasonable,
considerate, respectable; 3) has the competence,
i.e. the right; competent. Competence means the
possession of deep knowledge, based on deep
knowledge,
reasonableness,
awareness,
effectiveness"[14].
H. Muhiddinova in the field of education defines
the word competence as competence, and
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competence as ability, and the competence
approach to education is aimed at forming the
ability to apply acquired knowledge, skills and
abilities in their personal, professional and social
activities. states that it is appropriate to
understand that it is the direction of education
[5]. In fact, the competence approach in language
education is the ability of students to use the
materials of the language they are learning and
the information they receive in their life activities,
to express their thoughts in this language
independently orally and in writing, and to apply
it in accordance with speech situations. It consists
in the acquisition of language skills, that is, the
formation of the ability to use the language in a
practical way.
Education based on the competence approach is
education aimed at forming the ability to apply
acquired knowledge, skills and abilities in their
personal, professional and social activities, and
students have independent thinking and an active
citizenship position. It creates creativity,
initiative, the ability to use information and
communication technologies wisely in one's
activities, conscious choice of profession, healthy
competition and general cultural skills.
A. Yusupov stated that it is appropriate to use
pronunciation exercises in the initial classes to
develop speaking competence in Uzbek language
teaching. In this case, the student, of course,
compares the information he is learning in Uzbek
with the information in his native language, and
learns based on comparative pronunciation. Then
the other sections are effectively mastered based
on this approach.
It is known that in order to get a clear idea about
the subject, comparing it with the other one helps
the student to get a vivid picture at once. For
example, it is difficult to achieve the expected
result by giving as many definitions as you want
to explain the subject of "Accent" to a language
learner. But if you compare the accent of the
Uzbek language with the accent of a word in one
of the Russian, Karakalpak, German or English
languages, you will immediately get an idea [1].
The issue of educational tasks that form speech
competence,
in
particular,
pronunciation
exercises, has been sufficiently studied in other
languages. In world experience, exercises are
used continuously. Textbooks and manuals
published for higher education in our country do
not effectively use special drawings (pictures)
showing the pronunciation of sounds. It is known
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that the literary pronunciation of some sounds
characteristic of the Uzbek language cannot be
fully taught with simple, traditional exercises, as
is shown by the speech of today's students,
especially teachers. Enriching the content of
assignments with unique texts about the cultural
heritage and values that everyone in our country
must know will greatly contribute to the
meaningfulness of Uzbek language lessons.
The main part of the problems related to the
teaching of the Uzbek language in foreign
language
groups
of
higher
educational
institutions is directly related to speech skills, as
well as to the educational tasks that form them.
Assessment-friendly speaking skills that are
actively used in language teaching today are:
These skills are developed in the Uzbek language
education, mainly through exercises, and the level
of formation is checked by means of assignments.
In this regard, new approaches should be
implemented in the state language teaching
system.
So, in the Uzbek language lesson, in particular,
when explaining the subject of phonetics, it is
appropriate for the teacher to compare the
student with the necessary knowledge in his
native language as much as possible. The
teacher's knowledge of the target language will
have a negative or positive effect on the result.
In the course of the lesson, units of two languages
are compared, each of them has its own
characteristics. Grammatical differences and
speaking skills
listening
comprehension
to speak
reading
to write
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similarities between the languages will be
pointed out. For example, word order is different
from Russian. In the explanation of the
pronunciation of sounds that are not similar to
Uzbek in the Korakalpok language, the
differences, such as the de-sounding of Uzbek
consonants in pronunciation, the different
pronunciation of some nasal sounds, as well as
the place of concordance and inconsistency in the
pronunciation and writing of sounds in general,
are compared. . In this process, the student
becomes an active participant of the lesson,
moreover, he gradually begins to continue the
comparison himself. Comparison develops the
student's ability to work independently. This is
one of the main tasks of Uzbek language
education. When the student understands the
unique aspects of the Uzbek language in the
process of comparison, the student develops a
desire to learn this language independently.
educational tasks in ensuring the content and
improvement of Uzbek language education is
extremely important. Because with their help, the
conditions for speaking in the literary language
and using its various possibilities will appear.
Educational tasks are formed both on the basis of
linguistic information and on the basis of speech
topics. There are two types of competencies
developed in Uzbek language classes.
A. Yusupov: "Speech competence is mainly
formed through exercises and assignments. The
issue of educational tasks is presented in English,
German, French language textbooks in more
perfect, complete and colorful forms, and the
remarkable thing is that this process does not end
with general secondary education, but rather
with higher education. will continue"[1], he says.
The texts that make up the content of the tasks of
the current Uzbek language textbooks do not
create a complete idea of the geography of the
country in the student. In particular, it is possible
to improve educational tasks by working on texts
that inform students about ancient historical
places such as "Afrosiyob", "Ellikkala", "Boysun",
which are considered the jewels of Uzbekistan.
Even many students from Karakalpakstan are not
fully educated because it is not included in
textbooks and manuals. This kind of information
is part of the assignments in Uzbek language
textbooks.
In particular, English, German and French
language experiences can be effectively used in
improving educational tasks. In order for a
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student to express his opinion beautifully and
clearly, he must have a broad worldview, a
sufficient vocabulary, as well as knowledge of
proverbs and proverbs infused with the national
spirit of the people, their (Uzbek-Karakalpakcha)
- Russian) will also improve the quality of the
lesson. It will not be without benefit if folk
proverbs are quoted more not only in literature
textbooks, but also in native language textbooks.
After all, proverbs as "rules of life" give the
student more information than a simple example.
In order for the student to develop his speech
competence, he must first of all be given the
conditions, modern skills and competencies
cannot be formed with traditional educational
assignments. For this reason, there is a need to
develop modern educational tasks that prepare
the student for various speech situations, prepare
them to freely exchange ideas in the state
language of their specialty.
R
EFERENCES
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