Teaching the Russian language to non-Russian audiences in the era of globalization and intercultural interaction is becoming more important than ever. And a special role in this regard is assigned to a specialist in Russian as a foreign language. At the moment, Uzbekistan has accumulated significant experience in considering the tiers of the Uzbek language system in comparison with the Russian language.
The main objectives of training non-philological students are: developing skills and abilities to work with special texts; training in the basics of professional communication; development of communicative and cognitive needs using the Russian language; formation and improvement of the ability to enter into communicative relationships in various communication situations, including those close to professional ones, using commonly used and terminological vocabulary while freely using the rules of grammar. Learning the Russian language always takes place on the basis of automated skills to operate with the facts of the native language. At the present stage of the development of methods of RFL teaching, control problems remain relevant for the most objective assessment of the knowledge of students of technical universities, forms of control are constantly being improved.
This article examines the effectiveness of integrating technology into English language classrooms for secondary-level students in Nukus. Through a synthesis of research findings, practical insights, and case studies, it explores the benefits, challenges, and best practices associated with using technology to enhance language learning in this context. The study emphasizes the importance of technology in fostering engagement, personalization, and authentic language experiences, while also addressing issues such as access, digital literacy, and teacher training. By illuminating the transformative potential of technology-enhanced language instruction, this article aims to inform educators, policymakers, and stakeholders about the opportunities and considerations inherent in leveraging technology to promote English language proficiency among secondary-level students in Uzbekistan.
This article will likewise look at vocation open doors as language subject matter experts and different professions upgraded by unknown dialect abilities, as well as the significance of making a practical system for inspiration to enable U.S. understudies concentrating on unknown dialects to accomplish the degree of unknown dialect capability required in the work environment. To achieve the required change in perspective, a maintainable system for fruitful unknown dialect learning would likewise require preprofessional and vocation situated programs in unknown dialects included under the umbrella of Dialects for Explicit Purposes and Business Language Studies. The proposals of the Cutting edge Language Affiliation report, "Unknown dialects and Advanced education: New Designs for an Impacted World," with its proposed change of the customary 2-level framework into an "integrative methodology with various pathways to the major, obviously exhibit the significance of projects in Dialects for Explicit Purposes and Business Language Studies. Ends and future requirements likewise incorporate the importance and significance of high-profile organizations, for example, "Numerous Dialects One World," the foundation and implementation of unknown dialect prerequisites, the significance of legacy language speakers, and the need for a brought together essential promotion crusade uniting all areas of the Language Endeavor.
The article gives a comparative analysis of the Charter of terminological organizations in the Persian and Uzbek languages, as well as its principles. It is well known that in accordance with theoretical and scientific views, as well as the recommendations of the world terminology of Vienna, Prague and Russian terminology schools, an international standard has been established, which is an instruction for all languages in general linguistics. Prior to this, a number of standardization associations were created, including in 1926 the ISA (International Association for Standardization) - the "International Association for Standardization", in 1931 in Europe the British Standard Institution - the British Institute of Standardization, and in 1946 the ISO ( International Organization for Standardization). And in Iran at different periods were established three language academy to preserve the purity of the language. The third academy, that is, the last of them, is the “Academy of Persian Language and Literature”, which was founded in 1991 and has its own Instruction. At the same time, "Atamakom" started its activities in the Uzbek language, and completed it in the short term. The article presents an analysis of the International Terminological Organization Standard - ISO 704, which was created at the school of world terminology, as well as the influence of its principles on term formation on the rules of term formation in the Persian and Uzbek languages, different and similar sides of each. In addition, some paragraphs of the Charter of the "Academy of the Persian Language" were compared and analyzed by the relevant paragraphs of the terminology of the Uzbek "Atamakom". The main goal of the article is to analyze the provision of terms for borrowing by terminological organizations that were founded for the formation of terms in the Persian and Uzbek languages, as well as compare and study the Statutes for the formation of new terms, to look at the correspondence of the clauses of the Standard of the International Terminological Organization ISO 704. As a result of comparisons of theories a number of proposals for the creation of terms in the Uzbek language are presented.
English is currently described in many different ways: as "world language", "global language", "lingua franca", "connected language", etc. This article highlights the role of English that is being taught from three perspectives, namely as a first or native language (L1), a second language (L2), as a foreign language (FL) and some challenges as a global language.
An adverb is a lexico-grammatical class of unchangeable, as a rule, words denoting a sign of an action, quality or object and acting in the syntactic function of a circumstance or definition, less often of a predicate. The adverb in all languages of the world belongs to the late parts of speech, the formation process of which continues to the present day. At the same time, words belonging to this category still retain their functions in other parts of speech from which they were formed. Another distinctive feature of the adverb is the conceptual heterogeneity of the class of words in comparison with other parts of speech. Based on the above, we can say that there are many definitions of adverbs in Afghan and Iranian studies. Previously, the works of Arab scholars served as the basis for studying the grammar of Dari and the Persian languages; today, Afghan and Iranian philologists admit that there are significant differences between Arabic and their languages, and therefore, in studying the grammar of their language, they try to take into account the grammatical features exclusively Farsi. It should be noted that there is an activity of Iranian philologists in the field of writing scientific articles and books devoted to the interpretation of a particular grammatical issue, the attention of researchers to the structure of syntax has increased. We have analyzed a number of works on the grammar of the Dari and Persian languages, which touch on the question of parts of speech and minor members of a sentence. Below is a brief description of some works on the grammar of the modern Dari and Persian languages, in which the question of our research is most fully considered. In world linguistics, the Dari language is not widely studied, like the Persian language. In Iranian studies, in the scientific description of this language, it is mainly noted that it differs from the modern Persian language. In the Dari language, as well as in the Persian language, the authors consider the adverb from a morphological and syntactic point of view. In the course of our research, we analyzed the works related to the modern Dari language, as well as unique works that are being republished for the second time in Afghanistan
This article gives some insight into the role of the media – the press of time and television in the development and popularization of the Arabic literary language. In addition to using the Arabic literary language as the language of international communication, the language of fiction, the Arabic literary language is used as the language of instruction in administrative and administrative documents of schools and educational institutions, social and political, educational and in scientific literature. The fact that the Arab countries are so numerous also suggests that each Arab country has its own regional literary language.
The method of teaching Russian language begins to teach language to students in primary school. The first method of teaching Russian language is practicing technique. Psychological and pedagogical laws of the learning process are like the needs of the society. At the beginning of these needs are communication tools. The communication tools define the ways of teaching Russian to students according to their language characteristics. The method of teaching Russian language consists of the literary parts of the language skills of students, the concepts of grammar, the change of language system over time (assimilation) and other parts of language science. Methodology; pedagogy, psychology and philosophy at the intersection of disciplines. These disciplines have a common interest.
"Pedagogical language contact" as the main concept of sociolinguistics has a narrow and broad interpretation. When the term pedagogical language contact is read in a broad sense, the function of a means of communication is performed not only by two independent languages, but also by two dialects within the same language. That is, the speaker-addressee and the listener-addressees are persons belonging to different dialects of the national language. In addition, the pedagogical communication of the pedagogue through literary language or a dialect related to this pedagogical language is also an example of pedagogical language contact in a broad sense.
The article discusses general issues related to the study of the verb synonymy of the Persian language. At the beginning of the article, the general questions of synonymy are examined, the points of view of various scholars - linguists on this phenomenon are revealed, and also a brief analysis of works devoted to the coverage of the problems of synonymy in the Persian language is given. Following consideration of the general signs of synonymy and the criteria for synonymity, the article determines which of the criteria are applicable to the verb vocabulary of the Persian language. It is emphasized that synonyms should be considered as a synchronous phenomenon, which does not exclude the possibility of considering obsolete or out-of-use words as synonyms. The main criteria for distinguishing synonyms in the Persian language are phonetic, morphological, and semantic-stylistic criteria. Based on the fact that words should differ in their sound composition, the phonetic variants of the same word available in the language do not represent special value for synonymy, although their use can serve as an artistic and stylistic tool. According to the morphological criterion, synonyms must belong to the same part of speech. The semantic-stylistic criterion is related to interchangeability. Further, the article concludes that with regard to the verb vocabulary of the Persian language, interchangeability is possible taking into account the presence in the Persian language of words that have different emotionally expressive colors, stylistic differences, and equal syntactic use. As a result, the conclusion is made that the interchangeability criterion “works” when words belong to the same lexical environment and are used in equivalent contexts.
The article is devoted to the formulation and concretization of the problem of the formation of a competency-based approach to teaching the Russian language in schools with the Uzbek language of instruction. The article compares the traditional approach, which is focused on instilling knowledge, skills in the Russian language, and the competence-based approach, which is aimed at developing the appropriate competencies in the Russian language among students. The combination in practice of two different strategies for teaching Russian as a non-native language occurs due to a widespread misconception among Russian language teachers, according to which competencies are identified with the sum of knowledge, skills and abilities. At the same time, the following distinction is proposed: competencies are knowledge in action, the ability to consciously apply skills and abilities in solving specific communication problems. Based on the results of the study, the need for a radical change in the pedagogical thinking of teachers of Russian as a non-native language working in the schools of Uzbekistan is stated.
This article touches upon the most pressing issues in the field of modern Arabic terminology, namely, the ways in which the Arabic language is conveyed the latest terms used to denote modern technological advances in the field of communication. Arab countries, like many other developing states, are only consumers of the latest advances in science and technology that are emerging in more developed regions of the world. It is these “fruits” of technological progress that contribute to the formation of new, previously non-existent objects, phenomena and “transformations”. The latter not only enrich the "world of electronics", but also contribute to the expansion of the linguistic vocabulary of the "carrier" language, and then the languages of "consumers". Thus, the article analyzes and describes the most commonly used methods of transmitting the Arabic "speech" of the above-described newest names of gadgets that did not previously exist among the Arabs. It is well known that any language strives to preserve its identity and avoid direct foreign borrowings. The Arabic language in this context is no exception. In this regard, the author highlights the numerous attempts of the Arabic language to avoid direct borrowings by adapting their own lexical units. Sometimes, due to the lack of suitable semantic lexemes, the Arabic language is forced to use more "gentle ways" of transferring new foreign names, ie. by using methods such as "tracing paper" and "half-calf". On the other hand, despite attempts to avoid direct foreign borrowings, under the influence of the "fashion" for the English language, the facts of the "entry" of Western terms into the language of the Arab people are comprehensively observed, undergoing only transliteration necessary for this language.
This scientific article explores the role of the sociocultural component of education in enhancing motivation for learning foreign languages, with a particular focus on learners for whom English is a second language. Drawing upon Vygotsky’s sociocultural theory and various empirical studies, this article demonstrates how the integration of sociocultural elements into language instruction can significantly increase students’ motivation, engagement, and proficiency in second language acquisition. Several examples and practical recommendations are provided to illustrate the potential of this approach in real educational settings.