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CURRENT STATUS AND PROBLEMS OF TEACHING RUSSIAN LANGUAGE IN
UZBEKISTAN
Scientific leader: Qodirqulova Sitora
Navoi Innovation University
Teacher of the department of “Philology and language teaching”
Rabbimova Dilsora
Navoi Innovation University
3rd year student of the direction of “Philology and language teaching: Russian”
Abstract.
This article analyzes the current state and existing problems of teaching the Russian
language in Uzbekistan. While the Russian language occupies an important place in the
education system of our country, it is noted that there are a number of problems, such as the
level of qualification of teachers, the lack of educational and methodological materials, and the
limited opportunities for students to use the language in practice. It is also noted that the
insufficient use of a communicative approach in the teaching process, the lack of modern
teaching aids and electronic resources have a negative impact on students' language skills. The
author provides pedagogical strategies and practical proposals to eliminate existing problems,
which are aimed at increasing the effectiveness of teaching the Russian language.
Keywords:
russian language, culture, methodological approaches, student motivation, modern
technologies, innovative methods, teacher qualifications.
Introduction.
Today, the Russian language remains an integral part of the education system in
Uzbekistan. Because the Russian language is of great importance not only in the development
of economic and cultural relations with neighboring countries, but also in international
scientific cooperation, the use of scientific and technical innovations. Therefore, the Russian
language is taught as a compulsory or additional subject in schools, lyceums, colleges and
higher educational institutions [1]. However, in practice, there are a number of problems in the
effective teaching of this language, which significantly affect the perfect mastery of the
language by students. Among the main problems, one can single out the level of qualification of
teachers, the lack of educational and methodological materials, and the limited opportunities for
students to use the language in practice. The effectiveness of the educational process depends
primarily on the level of knowledge and pedagogical skills of the teacher. Although there are
enough Russian language teachers in Uzbekistan, their level of qualification is not the same. In
some regions, there is a shortage of Russian language teachers, and those that do exist often
tend to teach using traditional methods. For example, some teachers emphasize memorizing
grammar rules but do not sufficiently apply a communicative approach. As a result, students,
although theoretically knowledgeable, cannot communicate fluently in Russian in practice. In
addition, in-service training courses are not organized regularly and effectively. Many teachers
have difficulty using modern pedagogical technologies, electronic platforms, and interactive
methods [2]. This makes the learning process uninteresting and one-sided.
High-quality textbooks, exercise books, audio and video materials are essential for effective
teaching of the Russian language. Currently, textbooks used in many schools and universities in
Uzbekistan are based on outdated requirements and do not sufficiently reflect modern
communicative methods. This quickly bores students and reduces their desire to use the
language in practice. Educational institutions in remote areas, in particular, lack additional
literature, dictionaries, exercise books and multimedia tools [3]. As a result, students cannot
develop skills such as expanding new vocabulary, listening comprehension or retelling the text
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they have heard. Access to modern scientific articles, books and electronic databases written in
Russian is also limited in higher education.
Practice plays a key role in language learning. If students do not have the opportunity to apply
the knowledge learned during the lesson in real-life situations, their speech skills will develop
poorly. In Uzbekistan, the use of Russian is often limited. In everyday life, communication is
mainly in Uzbek, and Russian is spoken only in some families or in official situations. In
addition, many educational institutions do not have enough Russian-language clubs, theater
stages or discussion clubs. Students do not have the opportunity to communicate in Russian
outside of class. Therefore, they have difficulty translating their theoretical knowledge into
practical speech.
To solve the above problems, it is necessary to implement comprehensive measures. First of all,
it is important to organize regular and modern advanced training courses for Russian language
teachers, equip them with new methodologies and technologies [4]. Secondly, it is necessary to
update textbooks and manuals, increase interactive teaching materials, and widely introduce
audio-video tools. Thirdly, it is useful to expand the opportunities for students to communicate
in Russian - it will be useful to organize circles, competitions, theatrical lessons, contests, and
various creative projects.
Today, it is very important that the language teaching process, whether it is a native language, a
foreign language, or a second language, is based on modern methodological approaches.
Unfortunately, in Uzbekistan, in particular, the communicative approach is not sufficiently
applied in the process of teaching Russian. In many schools, the teaching process is based
mainly on grammatical rules, dry translations, and theoretical exercises. This hinders the
development of students' ability to communicate freely in a real language environment. As a
result, in many cases, even though they accumulate vocabulary, they are unable to use Russian
freely in real-life situations.
The main goal of the communicative approach is to develop students' practical language skills,
that is, to develop the ability to use it freely in the process of communication [5]. In this method,
the lesson is not built around the teacher, but around the student's activity. Students learn to
freely express their thoughts, have conversations, and use language in various life situations.
Unfortunately, in many schools, due to the old-fashioned teaching methods, such opportunities
are not created enough. In addition, the lack of modern teaching aids and electronic resources
also has a significant negative impact on students' language skills. For example, the limited use
of interactive textbooks, audio materials, video lessons, and online platforms slows down the
development of students' listening comprehension, correct pronunciation, and oral expression
skills. Nowadays, multimedia tools are very important in language learning, because they
directly immerse the learner in the language environment and make the listening and speaking
processes more natural.
The lack of electronic resources creates difficulties not only for students, but also for teachers.
When teachers are unable to use new methods, visual materials or interactive tasks in the lesson
process, the lesson turns into a dry theory. This leads to a decrease in interest in students and a
decrease in motivation to learn the language. As a result, both the effectiveness of the lesson
and the level of student knowledge do not reach the expected results.
Currently, in many countries, “task-based learning” and “communicative approach” are widely
used in language teaching. In these methods, students acquire the language by performing real-
life tasks. For example, by modeling situations such as shopping in a store, asking for directions,
or talking on the phone during the lesson, students practice using the language in a natural
environment. Unfortunately, such approaches are very rare in our schools. Also, the textbooks
themselves lack interactivity. Although textbooks contain more texts and grammar exercises,
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there are fewer tasks aimed at building a conversation. Therefore, although students can
complete the exercises in the book, they have difficulty engaging in practical communication.
Another important aspect in the issue of electronic resources is the ability to connect to the
Internet. Currently, in some schools, the quality of the Internet is poor or absent. As a result,
students cannot use foreign resources, online courses, and interactive programs. In such a
situation, the language learning process is dependent only on traditional textbooks and teachers.
In this regard, the following problems can be seen in teaching Russian in Uzbekistan:
Insufficient use of the communicative approach - although students receive theoretical
knowledge, they cannot enter into practical communication.
Lack of modern teaching aids - limited audio, video, multimedia resources.
Low access to electronic platforms and the Internet - students cannot use online
resources.
Lack of interactivity of textbooks - conversations, role-playing, practical exercises are
not included enough.
To eliminate the problems encountered in the process of teaching the Russian language in
Uzbekistan, it is necessary to pay special attention to improving the qualifications of teachers.
Because the effectiveness of the educational process largely depends on the professional
knowledge and methodological approaches of the teacher. Therefore, the organization of
regular retraining courses, seminars and trainings will create a basis for the effective use of
modern pedagogical and innovative methods by teachers. The issue of the lack of educational
and methodological materials is also relevant. Today, the quality and volume of textbooks,
additional textbooks and electronic resources in many schools do not meet the requirements.
Therefore, it is advisable to create new-generation textbooks, develop manuals that include
interactive games and tasks, and prepare resources adapted to the age and psychological
characteristics of students. In addition, the widespread use of a communicative approach in the
teaching process is important. Unfortunately, current classes focus more on memorizing
grammatical rules and translating texts, which limits the possibilities for practical use of the
language. Therefore, it is necessary to increase classes that develop students' conversational
skills, express their opinions freely, and communicate in various situations. For example, you
can encourage communication in Russian through small stage performances, video productions,
group discussions, or interactive games. The widespread use of modern technologies also
increases efficiency. Electronic dictionaries, mobile applications, online platforms, and
interactive educational programs increase students' interest and expand their opportunities to
use the language in real-life situations. Further development of computer classes and Internet
capabilities in schools, as well as the creation of multimedia resources for the Russian language,
will greatly assist in this regard.
Another practical suggestion is to create favorable conditions for students to widely use the
Russian language in practice. For example, by organizing various language clubs, holding
Russian language days or cultural weeks, and involving students in preparing small projects,
essays or speeches, they will learn to use the language. In addition, strengthening cooperation
with Russian-speaking schools or higher education institutions will also yield good results.
Conclusion.
In conclusion, for effective teaching of the Russian language, it is necessary to
increase the professional capacity of teachers, create modern textbooks and electronic resources,
widely introduce interactive methods that increase student motivation, and form a language
environment. If these measures are implemented, the quality of Russian language teaching in
our country will significantly increase, and students will have the opportunity to master the
language in depth and effectively.
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