Second language acquisition (SLA) among Arab learners has been an area of ongoing research and pedagogical concern. This study examines the paradigm shift in the approach to SLA among Arab learners, exploring how traditional language teaching methods have evolved to accommodate the linguistic and cultural needs of this specific learner group. The research reviews recent developments in SLA theories, instructional strategies, and technology integration that have contributed to the paradigm shift. By understanding the changing landscape of SLA in Arab learners, educators can design more effective and culturally relevant language learning programs, enhancing the language proficiency and communication skills of Arab learners in diverse contexts.
The paraphrases of the Uzbek language were studied for the first time in the article. Preliminary ideas about the types of paraphrases were also presented. To date, paraphrases have not been studied in a monograph, not only in Uzbek linguistics but also in all world linguistics, which is not a separate, special object of scientific research. Although paraphrases are actively used in our oral and written speech as one of the means of artistic imagery, they are one of the factors that show the richness of language, and the breadth of semantic possibilities. Paraphrases serve to make speech impressive, clear, logical, and unique. There are only a few articles in world linguistics that give a concise definition of paraphrases in dictionaries, along with comments, noting that paraphrases have their own characteristics within the means of artistic representation and should be studied separately. Consequently, the separate study of this figurative expression from a scientific and theoretical point of view, the elucidation of its nature, and the discovery of its essence are one of the issues to be addressed in today’s general linguistics, especially stylistics. The work is based on the achievements in the field of linguistics, the categories of dialectical philosophy: generality and specificity, cause and effect, possibility and reality, unity of form and content, clarity and abstraction. The problem of paraphrasing (figurative expression), which is one of the means of expression, which clearly shows the richness of any language, has not been the subject of separate research to date. But there are certain ideas about paraphrasing, albeit a little about its place in language and speech. Observations show that from a general linguistic point of view, the same term is used in invariants such as paraphrase, periphrase, periphrases, and it is noted that speech is one of the most effective means of expression. We found it necessary to use the term paraphrase in our article. Because, first of all, this term is widely used in general linguistics. That is, it is mentioned separately in monographs, manuals, textbooks and articles; secondly, and most importantly, the term paraphrase clearly defines the nature of the phenomenon under study. By the way, the part «para» in the term paraphrase means similar or contiguous, meaning a pair. It is well known that paraphrases in language arise as a result of a deeper study and knowledge of world events, and an increase in the ability of human thinking. The development of technology and science, the fact that the people who are the owners of the language, its creator, are in full contact with neighbouring countries, as a result of increased trade with them, also increase the number of paraphrases at the expense of words passed from one language to another. Therefore, we aimed to examine the paraphrases of language (languages) together with the historical society - its history, in connection with the development of the people.
In the modern world, Chinese is one of the most widely spoken languages. It is not only the official language of the PRC, but also the official language of the Republic of Singapore. For historical and cultural reasons, the Chinese language has spread not only in the countries of Southeast Asia, where it is the language of communication, education of immigrants from China (Malaysia, Indonesia, Thailand, Laos, etc.), but also in Europe and America. The study of the issue of the nomination of the Chinese language is based on a detailed analysis of the data available in the studies of both Chinese and foreign Sinologists, in particular Russians. In addition, the collected data were compared with lexicographic data. When analyzing the data, the provision was taken into account that both written and spoken language can have several historical forms with their own names.
Language corpus is an important tool for language education - the creation of lingua-didactic and dictionaries, as well as for various researches, diachronous and synchronous study of language, the development of speech competence, vocabulary, speech patterns. In particular, the creation of frequency dictionaries based on it allows creating a list of real active words for language learning and translation dictionaries. It also assists to save time and avoid large-scale manual work.
This article discusses the creation of frequency dictionaries on the basis of language corpus and the possibilities of the Uzbek language corpus.
The article analyzes information about word formation and its history. This article analyzes the linguistic module and algorithm, as well as its types from independent components of linguistic programs. The need for an algorithm based on the rules of compound word formation for the formation of a lexico-grammatical code is scientifically substantiated. The importance of language modules of a complex word in the formation of the linguistic base of the national corpus of the Uzbek language is emphasized.
Morphological analysis is a fundamental task in natural language processing that involves breaking down words into their constituent morphemes to understand their grammatical structure and meaning. However, when morphological analysis is applied to English language sentences by Hindi language users, noise issues arise due to the syntactic and structural differences between the two languages. This study addresses these noise issues and proposes techniques to improve the accuracy of morphological analysis for English sentences processed by Hindi language users. By exploring methods to handle word order variations, phrasal differences, and other syntactic disparities, this research aims to enhance the effectiveness of morphological analysis tools for bilingual users and facilitate their comprehension of English language sentences.
The specificities and the basic directions of English language organization in the lingual high schools are stated and covered in the thesis. The three module system of teaching in account with linguistic skills and professional competence of English language during studying process is presented in the thesis. The research in the thesis showed and proved that lingual specificities of studying English language in the department of English language in the Uzbek State World Languages University is effective version of development of theoretical and practical skills of English language in written and oral types of communication. Actuality and importance of the thesis is consisted that the lingual high schools have
differentiation on levels of English language and lingual abilities of students help them not only freely speak on English but also create unique communicative situation and increase motivation at students.
This article is devoted to the problem of typology of lexical difficulties in teaching Chinese language to students-philologists of the Republic of Uzbekistan. The author covers the views of scientists on the comparative study of the vocabulary of native and foreign languages, considers the views of various researchers on the nature of interference, describes the set of conditions by which its nature is determined. In the comparative analysis of the two languages there are two tasks - linguistic and methodological. The task of linguistic analysis is to identify everything general and distinctive in these languages as fully and in depth as possible. The task of methodological analysis is to select from all material identified as a result of linguistic analysis one that can facilitate the consistent introduction of lexical material into the educational process, i.e., that contributes to the intensification of the educational process. The Uzbek and Chinese languages belong to different language families. The Chinese language in terms of morphological classification belongs to the isolating type, and it is generally accepted that the main feature of languages of this type is the immutability of words and the absence of formal, or morphological, elements in a word. It follows that the Chinese language is in a difficult relationship with concepts such as syllable and morpheme. The Uzbek language refers to agglutinative languages, in which the grammatical forms of words (case forms) are formed by affixation, that is, adding standard suffixes (endings) to the word base. The categories of difficulties encountered by philological students of the Republic of Uzbekistan in the lexical layer of the Chinese language - they are associated with the form of the word, meaning and use. The categories of difficulties encountered by in the lexical layer of the Chinese language are highlighted - they are related to the form of the word, meaning and use.
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.
The study and research of written sources related to language learning serves as a mainstay for the development of this field. Therefore, the role of the work of Zakhiriddin Muhammad Babur "Mubayin" in the development of our literary language and national literature is invaluable. The aim of the author's work was a poetic and clear explanation of the science of Sharia to his son Humayun. By the 15th - 16th centuries, the lexical layer of the Old Uzbek literary language had become significantly poorer. Purely Turkish words have been replaced by Arabic, Persian and Tajik. This, in turn, alienated the general public from science and education. This led to the crisis of the old Uzbek literary language. Babur, who understood the process correctly, tried to use pure Turkish words in his works. With this work, Zakhiriddin Muhammad Babur contributed to the development of the Uzbek literary language, the history of the Uzbek literary language, terms, words and phrases in the religious and philosophical spirit of the Uzbek literary language, as well as to the science of Sharia. During the writing of the mubayyn, the artist again introduced obsolete Turkic words into the history of the Uzbek literary language. He also strove to write a work that would be convenient, easy and understandable for the reader of that period. As a result, Mubayin became popular among the people of his day.
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.
Learning a new language has numerous obstacles, one of which is knowing the language's vocabulary. Encourage pupils to become autonomous learners during the potential of second language (L2) vocabulary development is an important strategy to deal with the problem. Thus, the purpose of this study is to investigate the use of various vocabulary learning strategies among adult English as a foreign language learner, as well as to examine the various vocabulary learning strategies and determine the benefits and drawbacks of each strategy. It was able to determine which VLS was utilized the most regularly and least repeatedly by learners who had completed the language program and those who were still in the course. It also discovered effective ways for teaching vocabulary to students.
This study aims to investigate language contact in Colombia, specifically focusing on Criollo Sanandresano, a unique Creole language spoken on the island of San Andrés. Through a pilot study, we explore the linguistic features, sociolinguistic context, and patterns of language use and transmission within the community. Data were collected through interviews, observations, and language recordings, providing insights into the language's origin, development, and vitality. The findings shed light on the dynamics of language contact and its implications for the preservation and maintenance of Criollo Sanandresano in the face of external influences. This pilot study serves as a foundation for further research on language contact and the unique linguistic heritage of San Andrés.
The study examined integrated didactic strategies, integrated educational activities, and the integrative nature of learning. The native languages of the learners are also taken into consideration by this approach, especially when those languages are explicitly taught. /Is a result, it is possible to "track" two (or possibly three or four) languages at once. Today’s national education evolution is characterized by a wide range of innovative schools. One of the elements of studentcentered learning, along with individualized instruction and flexible process organization, is the design of a learning process on an integrated basis. The benefits of using an integrated approach while teaching foreign languages are examined in this article. In a sense, this also opens the door for differentiated language instruction and better approaches to meeting the needs of the students. Nevertheless, it can be recommended that future studies go into additional specifics regarding the variety of situations and the effect that English instructors' training and/or experience has on how they teach in a post-method age. Students are able to establish more solid linguistic foundations for quicker and more effective language learning thanks to English language instruction and the integration of ICT technology into the curriculum. The purpose of the current paper is to clarify the theoretical foundation for ICT integration into English teaching strategies. The advantages, characteristics, and instructional design of an integrated approach to language teaching are also highlighted.
Discourse is the creation and organization of the segments of a language above as well as below the sentence. It is segments of language which may be bigger or smaller than a single sentence but the adduced meaning is always beyond the sentence. The term discourse applies to both spoken and written language, in fact to any sample of language used for any purpose. Any series of speech events or any combination of sentences in written form wherein successive sentences or utterances hang together is discourse. Discourse analysis is the study of how language is used in texts. It looks at the ways in which people use language to communicate, and how this use of language affects the way that people interpret and understand what is being said.
The exotic lexicon of any language is the historical and contemporary interaction of the speakers of this language with representatives of other countries and languages in various spheres of society: social, economic, cultural, educational, sports and many other spheres. It is created as a result, in ancient times, which regions were occupied by another people and created conditions for spreading their language and lexical exchange. comes into our mother tongue directly or through a second language. When studying the structural features of the exotic lexicon in our language, it is necessary to study it in connection with the history of this language and the historical life experiences of its users.
The process of learning a language differs between children and adults. Children have a natural ability to acquire language effortlessly and quickly, while adults often struggle with vocabulary and grammar. This discrepancy can be attributed to various factors such as brain development, cognitive abilities, and prior language exposure. Studies have shown that children are more adept at developing native-like pronunciation and intonation, whereas adults tend to retain an accent from their native language.
The Law “On the State Language of the Republic of Uzbekistan” was adopted and the Uzbek language gained a legal basis. The law is an important factor in expressing the spirituality, spirit and dignity of the Uzbek nation, that is, the status of the language has been legally strengthened. In his speech on the occasion of the 30th anniversary of the official status of the Uzbek language, President of the Republic of Uzbekistan Shavkat Mirziyoev said that “Uzbek as a state language has emerged as a powerful force uniting our people and mobilizing our society for great goals... Language is the wealth, values and property of the nation”.