INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
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ABOUT THE BASIC PRINCIPLES OF CONTENT MINIMIZATION LEARNING UZBEK
IN SCHOOLS WITH KARAKALPAK THE LANGUAGE OF INSTRUCTION
A. Sultanova
Nukus state pedagogy named after Аjiniyaz associate professor of the Department of Uzbek
language of the Institute
M. Shojonova
Nukus State Pedagogical Institute named after Аjiniyaz 1st Stage Student of Uzbek language and
literature at the Faculty of Turkic languages
In the now-defunct Uzbek language program for schools with other languages of instruction [1] the
selection of lexical and grammatical material is based on thematic and functional-semantic
principles. However, these principles are not always suitable for determining the content of Uzbek
language teaching in schools with closely related languages (Karakalpak, Kazakh, Turkmen, and
others). the languages of instruction. Since they do not exclude from the content such linguistic
phenomena that have similarities in meaning and usage in the native language of students and
Uzbek as the official language for schools of the Republic of Uzbekistan. The purpose of excluding
linguistic phenomena corresponding in two languages (linguistic terms-concepts, definitions,
characteristics, classifications, grammatical forms and means) [2.116] from the teaching content is
to minimize the program material, which will eliminate repetitions in relation to native language
lessons; those word forms that students practically use in speech due to bilingualism are taken into
account. The minimization of the content of Uzbek language teaching is carried out in the following
directions: – selection of linguistic terms-concepts to be studied in a particular class; – selection of
definitions for terms specific to the Uzbek language, and orthoepic, spelling, grammar, and
punctuation rules; – selection of phonemes, orthograms, punctograms, grammatical forms that
require additional explanations. Such minimization is possible only with the correct choice of the
leading principles of the selection of linguistic phenomena. They can be the following principles:
- consideration of the level of development of children's speech in their native and studied (Uzbek)
language; including consideration of mistakes made in the speech of schoolchildren; "Actual
challenges of modern science" ISCIENCE.IN .UA Issue 6(38) 147
– consideration of the degree to which students acquire theoretical knowledge in their native
language lessons; – taking into account the similarities and differences between the Karakalpak and
Uzbek languages. Clarifying the level of speech development of students in grades 5-7 makes it
possible to determine their capabilities and needs in learning the Uzbek language, i.e. to outline the
initial state of language phenomena mastered by students and the consistent deployment from class
to class of theoretical information feasible for understanding and assimilation. As you know, from a
lexical point of view, individual word-terms can be considered familiar to students and there is no
need for special work on them as new linguistic concepts; based on the stock of Karakalpak words
with similar (slightly similar) pronunciation, spelling and usage, it is possible to introduce a certain
part of Uzbek terms without theoretical reasoning. For example: gap – gap (sentence). The principle
of taking into account the similarities and differences of the linguistic phenomena of the Uzbek and
Karakalpak languages plays a very important role in minimizing the content of teaching the Uzbek
language . Comparing phonetics, graphics, vocabulary, linguistic terms, grammatical forms, their
meanings and usage, it is possible to identify the facts of full or partial correspondence, exclude
repetitions from the mandatory educational minimum, and select only those linguistic phenomena
that, due to the presence of a discrepancy in the two languages require the study of theoretical
information. The differences in the linguistic phenomena of Uzbek and Karakalpak languages also
indicate the nature of the mistakes made in the speech of students, help to choose the direction in
INTERNATIONAL MULTIDISCIPLINARY JOURNAL FOR
RESEARCH & DEVELOPMENT
SJIF 2019: 5.222 2020: 5.552 2021: 5.637 2022:5.479 2023:6.563 2024: 7,805
eISSN :2394-6334 https://www.ijmrd.in/index.php/imjrd Volume 12, issue 03 (2025)
167
conducting comparisons in Uzbek language lessons. Linguistic terms are concepts that have
similarities in usage in the Karakalpak and Uzbek languages, but have some differences in
pronunciation and spelling, also contribute to the expansion of boundaries in the field of
assimilation of word-terms. For example: bygin – buin (syllable) … There are many such
possibilities. However, the enumeration of some of them already makes it possible to conclude that,
relying on the vocabulary (as well as the stock of terms of the native language), it is possible to
successfully minimize the terms (instead of 400, leave only 100 of the most necessary ones), thereby
reducing the time for mastering terminology.
When selecting the content of Uzbek language teaching in schools with the Karakalpak language of
instruction, it is important to take into account the capabilities and needs of students. The
opportunities are determined by the age characteristics of the students. Grades 5-7 are the beginning
of the development of more amoral, creative, and theoretical thinking.
Minimizing the linguistic phenomena included in the content of Uzbek language teaching is not a
mechanical reduction, but the creation of a minimum of opportunities for the fullest possible
language learning. This is reflected in the fact that by learning Uzbek to a minimum extent, using an
analogy with their native language, students can master it at the maximum level.
Thus, when determining the minimum content of teaching the Uzbek language, the following
principles are appropriate: taking into account the level of development of children's speech in their
native and studied (Uzbek) languages; including taking into account mistakes made in the speech of
schoolchildren; taking into account the degree to which students master theoretical knowledge in
their native language lessons; taking into account the similarities and differences between the
Karakalpak and Uzbek languages.
Used literature:
1. Учебная программа: Государственные образовательные стандарты и
учебные прогаммы общего среднего образования по предмету узбекский язык.
//Государственные образовательные стандарты и учебные прогаммы на основе
преемственности. – Tаshkent, RTM, 2010. – С. 114–194. (На узб. яз.)
2. Юлдашев Р.А. Методика развития речи учащихся путем обеспечения
их обильного говорения на уроках узбекского языка. – Ташкент: «Fan va
texnologiya», 2012. – 216 с. (На узб. яз.)
