This article examines a new field of comparative linguistics and cultural studies, its scope, objects, goals and objectives. This direction arose between linguoculturology and comparative linguistics, which compares language and culture through the prism of the native language. The basic principles of comparative studies and various approaches to analysis - contrastive and comparative - are defined. It is emphasized that comparative linguistics and cultural studies are applied aspects of linguoculturology that have good prospects for development. Development of the foundations of a new branch of knowledge - linguoculturology, which arose at the intersection of linguistics and cultural studies and explores the manifestations of the culture of the people, which are reflected and entrenched in the language. It is shown how culture forms and organizes the thinking of a linguistic personality, linguistic categories and concepts, how one of the fundamental functions of language is carried out - to be an instrument for the creation, development, storage and transmission of culture. Linguistics of the 21st century actively develops a direction in which the language is considered as the cultural code of the nation, and not just a tool of communication and knowledge. The fundamental foundations of this approach were laid by the works of W. Humboldt, A.A. Potebny and other scientists. For example, W. Humboldt argued: "The boundaries of the language of my nation mean the boundaries of my worldview."
While presenting at English language lessons in ordinary Karakalpak schools, you can often see students sitting passively at desks and trying to speak only when the teacher calls them. Due to the fact that most students do not have the opportunity to speak foreign language outside the classroom, learning English turns into memorization of grammatical forms and vocabulary, exercises in translation from Karakalpak into English and vice versa. With the spread of new information technologies, teachers have received opportunity use various media for enrichment language environment of their class. If in the 80s of the last century in the teacher’s arsenal foreign language were audio recordings and educational TV shows (language labs in special schools and language departments of universities), and at the end o f 90s a n d the beginning of XXI century on helping teachers computer CD-ROMs, video, satellite TV and the Internet came into our life.
Статья посвящена рассмотрению актуальных вопросов изучения русского языка. Развивая интерес к предмету, продумывая все этапы урока, учитель должен уместно использовать методы преподавания для получения более высокого результата. Установлено положительное влияние использования дифференцированного метода в ходе преподавания русского языка как иностранного, позволяющего учитывать разные показатели индивидуальных особенностей учащихся.Рассмотрены основные особенности подбора материала для работы на занятиях, а также оценено влияние личностных особенностей учащихся, менталитета, пола, возраста на развитие интереса к изучаемому предмету. Контроль за усвоением знаний учащихся должен проводиться учителем на каждом уроке. При этом выяснено,что степень грамотности учащихся зависит от наличия у них навыков самоконтроля во время выполнения письменных и устных заданий.
The article discusses one of the most important units of word formation, word-formation chain. The typology of the word-formation chain is analyzed on the example of the Russian and Uzbek languages. The most significant features of the contrast of the morphemic systems of the Russian and Uzbek languages are considered
The current study examines the representation of gender stereotype in English as a Foreign Language (EFL) textbooks, namely Guess What, for elementary school pupils produced in Uzbekistan. The research aims to ascertain how gender is represented and what kinds of stereotypes expressions are used in the Guess What series by focusing on four areas; Adult Social Role Beliefs, Domestic Role Beliefs, Educational Role Beliefs, and Professional Role Beliefs concerning school type variables. The method used in this research was descriptive qualitative method. Language is not perceived only orally or in written forms, but through visual language too, such as pictures on posters, images in books, magazines. They are ubiquitous in modern life and are of great importance to get the message, as they convey and represent particular meaning (Fairclough, 2013). English language teaching materials, which are one of the main sources of target language and culture input, have a great impact in the formation of pragmatic competence and the development of relational identity.
Visual aids plays a huge role in teaching process. Teacher without visual aids is seemed as unarmed soldier in the war. This article provides the aspects of language from a range of perspectives, touching on a number of fundamental issues, notably the variation in visual properties across languages.
In this article, the development of the initial view of integrative processes, there are general comments on the integrative activities carried out by many of our great scientists in different periods of the East.
Hozirgi global dunyoda ilm-fan tezlik bilan kurtak ochib rivojlanib bormoqda. Ta’lim sohasining yangidan yangi zamonaviy qurilmalar-u, tesha tegib ulgurmagan yangi o‘quv dasturlari, innovatsion g‘oyalar bilan boyitilishi va hokazolarni misol keltirishimiz mumkin. Xo‘sh, bunga sabab nima?
1. O‘sib ulg‘ayib kelayotgan yangi avlodga berilayotgan ta’lim sifatini yaxshilash.
2. Ta’lim sifatini yaxshilash uchun zamonaviy, yangi texnik qurilmalarga ehtiyoj oshishi.
3. Ilm-fan bilan uzviy yoki bilvosita bog‘liqligi uzoqqa bormaydigan sanoat sohalarida raqobat oshishi
This article contains the results of the introduction, as part of experimental training, of the methodology developed by the author in the process of studying the issue of linguodidactic features of consecutive two-way interpreting. The article describes the prerequisites for the study, the interpretation of the term "translation ”, as well as some psycholinguistic features and characteristics of the mechanisms of consecutive translation activity. The relevance of the study is due to the fact that dramatic changes taking place in various areas of our society have led to the need to improve the quality of professional training of qualified specialists - namely, competent consecutive translators. The purpose of the article is to show the effectiveness of the developed methodology by describing the results of an experimental test of senior (3-4) students of language universities of translation faculties. Particular attention is paid to mathematical analysis and calculation of results. Theoretical methods are used: the study and analysis of pedagogical, psychological psycholinguistic literature, literature on the problems of speech, creative and cognitive activity, literature on the theory and practice of translation, analysis of the content of teaching consecutive interpreting in senior courses of a language university; empirical -observation of the educational process at the faculty of theory and practice of translation; student testing; questioning of teachers and students; conducting a training experiment, systematization and synthesis of experimental data, their interpretation. The research results consist in the fact that the specifics of consecutive two-way interpreting are disclosed to some extent, the mechanisms of memory operation in the interpretation process are described, the results of using the methodology developed by the author for teaching consecutive interpreting in conditions that are close to real by using it in teaching senior students (3-4) in language universities are presented. The author's view on teaching consecutive interpreting will be of interest to specialists both in the field of translation studies and in the field of methodology.
Латинские афоризмы очень прочно вошли в нашу жизнь. Их можно встретить в литературных произведениях и в научных статьях, периодической печати и в разговорной речи, и, как правило, в своей исходной форме, то есть на латинском языке. Это нам еще раз говорит о том, насколько многообразна меткая народная мудрость, насколько широко латинские выражения охватывают все стороны жизни римлян.
The rhetoric in the professional work of a teacher is presented in the article. Specific features of the pedagogical speech are described.
The present article describes the methods that enhance students` vocabulary range who learn Russian language in « Russian language» module/Additionally, methods assist learners to employ vocabulary in learning process and create environment for communication in Russian language, and gain the skills such as analyzing the communicative situations, understanding the plot of various texts efficiently, also formulating the discursive situations in order to use Russian language
в современных условиях активного развития цифровых инструментов системы образования, повсеместного внедрения искусственного интеллекта во все сферы деятельности человека, превалирование ценностей потребления, а также сверх быстроты глобальных процессов, возникает острая потребность в развитии духовного ориентира. В качестве противовеса этим глобальным процессам, становится актуальным организация гуманистического, ценностно культурного формирования личности учителя, обладающего не только суммой знаний, умений и способностей, а развитой системой ценностей и, в конечном счете, таким важным качеством как «интеллигентность». Особенно важным качество «интеллигентности» является для учителей русского языка как иностранного, осуществляющих свою педагогическую деятельность в иноязычной среде, в условиях межкультурной коммуникации. Актуальность рассмотрения вопроса о роли современной интеллигенции обусловлен, тем что данная социальная группа, как универсальная и наднациональная, является транслятором, хранителем, создателем и выразителем лучших ценностей, образцов, норм поведения. Объектом исследования является – учитель русского языка как иностранного, работающий в международных гуманитарных проектах, как выражение характерного образа интеллигенции. Целью статьи является рассмотрение необходимости формирования современного образа учителя, как представителя культурно-профессиональной группы, воплощающей в себе основные представления об интеллигенции в современном российском обществе