The training of medical specialists with English language knowledge in higher education of Uzbekistan requires the implementation of a number of tasks, such as improving the methods
of learning the language and effective measures for organizing activities in this direction. It is important for medical students to master language skills in the field of their profession. In connection with the reduction of fundamental subjects at medical universities in Uzbekistan, teaching methods of teaching foreign languages should be reviewed, especially in recent years, as the modernization of higher medical education creates the problem of a sharp reduction in
humanities, including foreign languages. For significantly shortened hours, it is necessary to introduce effective teaching methods of English for medical students. There is a need to create integrative models of language teaching in the medical profession (ESP). This study shows that creating a special professional environment for
language learning has its advantages while teaching English as a discipline. The methodology of integration into the specialty and the relationship between the subjects allows students to learn the educational material in the most convenient and interesting way for them.
English slang, a colloquial or familiar type of speech in a specific area, is one of the subsystems of the English language. It is usually classified as a social dialect. The term “slang” usually refers to something that does not coincide with the norm of the literary language. Linguistics of the last twenty years has actively switched from the study of written language to the study and analysis of direct live communication. Functional varieties of the use of the language are derivative from the colloquial forms. The study of colloquial speech is extremely important because spoken language is the only true language and the norm for evaluating all other forms of speech.
The paper analyzes some aspects of using social-politic terms in Japanese, ways of inter-preting through analyzing some semantic specialties of terms. Recently, in the textual materials of the Japanese mass media, words written by the Japanese phonetic alphabet katakana, used for the written fixation of vocabulary of foreign origin, began to appear more and more. In itself, this phenomenon is not new - similar vocabulary in Japanese and has its own historical roots and specific use. Translation of the borrowed vocabulary involves the use of several methods, three of which we will consider in more detail in the framework of this article. The first way of transfer: borrowing. The simplest method of transfer is borrowing, which allows filling a gap, usually of a metalinguistic nature (new technique, unknown concepts). Borrowing would not even be such a way of translation, which we might be interested if the translator did not need it at times to create a stylistic effect. The second way of translation: calculating. Calculation is borrowing a special kind: we borrow from a foreign language one or another of the syntagmas and literally translate the elements that make up it. We thus obtain either the expression of the expression, and we use the syntactic structures of the translation language, introducing new expressive elements into it. The third way of translation: literal translation. A literal translation, or translation "word for word", means a transition from the source language to the translation language, which leads to the creation of a correct and idiomatic text, while the translator observes only the observance of the compulsory norms of the language. Since the process of assimilation of foreign-language elements begins from the moment they are introduced into the language by translators, it is appropriate to say a few words about the technology of translating specifically foreign names. When translating words and expressions with an incomprehensible associative meaning, as well as translating the names of realities, transcription, less often transliteration, calculating and explanatory translation (the transfer of the meaning of a foreign word or word combination with the means of the native language without preserving the motivation and form) can be applied. When calculating, transcribing and transliteration, sometimes you need to resort to comments. Can also be applied reception, which is a kind of explanatory translation and calculating-replacement of associative meaning.
The phenomenon of lexical borrowing is a significant aspect of language evolution, reflecting the cultural and societal interactions between communities. This study examines the borrowings of English sports terms in the Karakalpak language, focusing on the linguistic adaptations and semantic shifts that occur during the process. Through a comprehensive analysis of borrowed terms, their usage patterns, and socio-cultural contexts, this research sheds light on the dynamics of language contact and the influence of global sporting culture on minority languages such as Karakalpak. Data was collected from various sources including sports events, media, and interviews with native speakers. The findings reveal intriguing linguistic phenomena and contribute to our understanding of language contact and lexical innovation in multilingual environments.
The teaching of foreign languages is undergoing a transformation as educators increasingly integrate scientific principles into pedagogical approaches. Drawing upon insights from linguistics, cognitive psychology, neuroscience, and educational research, this article explores the scientific basis of language instruction. We delve into key linguistic principles that underpin effective teaching methods, such as the importance of meaningful contexts and authentic communication. Insights from cognitive psychology shed light on how the human mind processes and acquires language, informing strategies such as providing comprehensible input and utilizing multimedia resources. Neuroscience research highlights the brain's plasticity and its capacity to adapt to new linguistic structures, suggesting techniques like spaced repetition and multisensory learning to optimize language acquisition. Additionally, the role of technology in language learning, evidence-based pedagogical practices, and the integration of research findings into instructional methodologies are discussed. By embracing the scientific approach to language instruction, educators can design programs that enhance learning outcomes and contribute to a deeper understanding of language acquisition processes.
"Measuring English as a Foreign Language (EFL) Proficiency Among Secondary School Students in Benin: A Comparative Analysis" investigates the language proficiency levels of secondary school students in Benin. Through a comparative analysis, this study evaluates the English language skills of students, considering factors such as classroom instruction, curriculum, and socio-economic background. The research aims to provide insights into the effectiveness of EFL education in Benin and identify areas for improvement in language teaching and learning strategies.
Learning is an active communication between students and the teacher, so it does not have a one-way property. Basically, the success of the process of teaching a foreign language directly depends on the teacher. Each teacher, based on his professional experience, chooses methods and techniques of work. Language teaching approaches and methods have cast light on the language teaching theory and practice.
There are still many controversies about their usefulness and appropriateness. This article tries to analyze the
effectiveness of one of the most influential teaching methods: Grammar-translation Method, in order to have
a better understanding and application in the future teaching practice. Using theoretical materials made in
this sphere, it is obvious that, there is no inherent contradiction between grammar instruction and
communicative approach, and a sort of explicit grammar instruction can complement communicative
language teaching to raise learners’ conscious awareness of the form and structure of the target language
This article focuses on translation practice that helps students acquire, develop, and strengthen their knowledge and skills in a foreign language. Translation integrated into the practice of language learning along with generally accepted learning activities such as reading, listening, writing and vocabulary development can be described as a “pedagogical tool” as its purpose is language learning. Translation activity forces students to communicate in two directions: from a foreign language and into it. During translation, students are encouraged to notice differences in structure and vocabulary, strengthen grammatical skills, shape their own way of thinking, and correct common mistakes that might otherwise go unnoticed. Students can get the most out of their learning if they are encouraged to use their translation skills correctly. Translation is a good tool for learning a foreign language.
It is intended that this annotated bibliography be used as a stand-alone resource or in tandem with the related literature review about Language Planning and Policy: Factors that Impact on Successful Language Planning and Policy. A variety of literary sources, such as research reports and journal articles, are consulted in the bibliography. In order to give a summary of the main ideas and shared comprehension of the elements that influence successful language planning and policy, especially in relation to the revitalization of Indigenous and minority languages also upkeep. The goal was to find more modern works of literature, created about approaches and materials on language policy and planning (LPP). Although the literatures were based on the review’s body of work was expanded to include foundational works that addressed the major.
Linguocultural studies, a new branch of modern linguistics, studies a language not only as a means of knowing, but also as the cultural code of a nation. The idea that scientists which is seeing the world differently through the prism of the mother tongue is attracting a lot of new research among researchers. In linguistics, when cultural information is studied through language that carry information, such language units are grouped under the term linguocultural units. For example, realia, concept, lacunas, stereotypes, speech labels are all linguocultural units. The main tasks of linguocultural studies are to describe the linguistic picture of the world, the conceptosphere, which is a set of basic concepts of culture, the linguistic consciousness and linguistic units that reflect the national-cultural mentality of language owners, national socio-cultural stereotypes specific to speech. An analysis from the point of view of linguocultural studies in the study of cultural transfer in the translated text helps to study the language of the people's thinking in the study, its specific aspects of perception of the world. When a work of art is translated, the ideas in it, the factors that reflect the worldview of the nation, are also receptive to the text of the translation. Just as each language reflects the culture of that nation, so while the translated reader reads the work in his own language, some phrases encourage the reader to understand and imagine the work in terms of their own culture. That is, a single text can be understood and interpreted differently from the point of view of different peoples, nations. Because factors such as the nature, culture, customs, and religion in which a person lives influence his world of thoughts, concepts, and imaginations. The use of culturally colored words that are not found in the original text in the translated text is a factor in the fact that the translated text is a cultural transfer. While this may be the method the translator consciously uses to convey the idea of the sentence in the original text, it may also be the method chosen to ensure that the translated work is understandable to the reader. In either case, the most important factor in both methods is culture, which reflects the transfer of culture in the translated text.
This article will discuss the problems of learning the Bengali language in Uzbekistan and challenges for the future, also problems and perspectives. The very ancient cultural ties of the Republics of Uzbekistan and Bangladesh were also affected in this feature. Until the beginning of the 20th century, comments were made on measures to study and introduce the Indian language in Central Asia for the first time. It was against this background that the history of teaching the Indian language in Tashkent, at the Department of South Asian Languages, was discovered with great difficulty, and reviews were made of the invaluable work of Russian linguistic scholars who began teaching the Indian language. The main essence of the problem is the history of the beginning of teaching Bengali at the Department of South Asian Languages of the Tashkent State University of Oriental Studies (TSUOS), in which teachers taught for the first time. The degree to which the teaching of the Bengali language at the Tashkent State Pedagogical Institute has ended is an indication of the nature of the tasks associated with these problems. Up to now, achievements in teaching the Bengali language have also been mentioned. Complete information on the issues described above is given in this article.
In this article I am going to share my experience of using different methods of teaching English as a foreign language in non-philological educational institutions. Modern society requires competitive specialists who are able to communicate in a professional foreign language in their specialty. The question of how to teach a professionally oriented English has become more relevant today than ever. First of all, it should be said that the content of teaching a foreign language as a complex dialectical unity formed from the interaction of a certain the way of organized educational material and the process of teaching it is determined by the totality of educational, developmental and educational learning goals. In modern methods of teaching foreign languages, the main emphasis is on the formation of communicative competence. The communicative competence of a specialist can be defined as the ability of a specialist to carry out communication in the process of execution various actions and solving different problems based on specially formed knowledge and skills.
In this article, the principle of economy is one of the factors that characterize the development of the language, its essence in the language, ensuring the maximum transfer of information in a short period of time, in other words, contributing to the improvement of the communicative function of the language. He seeks to get rid of words, syllables and grammatical forms that do not carry information and do not help explain. The role of language in the evolution of language cannot be absolute: there are tendencies and phenomena in the language that oppose both strictness and counteraction, for example, an excess of language and its special cases at the level of the word are the prosthesis and pleonasm.
Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek.
The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.
The article discusses the author's corps and its significance in modern glossary, the world of Pushkin's author's corps, the Czech writer's corps, Shakespeare's author's corps and their shortcomings. The interface of the author's corps is made up of different designs and structures, and the author is responsible for its completeness, the interface should be attractive and impressive. The creation of the interface is based on the design of the national or modern features, the interface should involve the life and works of the artist in photoes. The Corpus of Linguistics is a very rapidly developing branch of the world of computational linguistics, which has achieved great success in this regard.
The Corpus of Linguistics is also taught as a science in world universities. The subject of this discipline is the theory and practice of building a corpus, such as body features and the basics of programming. The Corpus of Linguistics deals with general theory and practice of computational linguistics, the formation of the language body, and computer technologies. The article tells about modern information technologies that have created tremendous opportunities for language functionality. Computer translation, editing, analysis, electronic dictionary and thesaurus are proof of our opinion. Especially the creation of modern electronic dictionaries and the culture of their use is one of the effective ways of learning a language. In particular, the role of language buildings created and developing at a fast pace throughout the world when demonstrating the ability and ability to master the language is very large. The purpose of the article is to study the linguistic foundations of the Uzbek language corpus, to study the linguistic value of the linguistic corpus, the history of corpus linguistics, to study the author's linguistics of the corpuses, its features in the social, lexicological, educational and other fields.
The article gives an idea about the interface, the content of the corpus, its flawless functioning and at first glance the importance of the author’s personality, creative heritage, classification.
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 metho-dological 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.
This article aims to discuss all the problems faced by teachers in teaching English language. That what are the problems that the English teachers faced in teaching the English language. The students belong to different countries where the English language is not a native language, they learn the English language as a second language
The article considers the system of principles for creating a modern textbook for adults as a basic linguodidactic tool in teaching Russian to foreigners at an advanced stage of training, with the focus of the educational process on the formation of intercultural competence. Russian language textbook for foreigners contains topics and situations of reality that are relevant to Russian linguoculture in their verbal embodiment in texts of different genres and styles of the modern Russian language. The author demonstrates that with a cognitive-communicative approach, the discursive base of the textbook on the Russian language for foreigners contains relevant topics and situations of reality in their verbal embodiment in texts of different genres and styles of the modern Russian language.; the linguistic concept of the textbook is based on the achievements of theoretical Russian studies; the methodological interpretation of the educational material reflects the understanding of the experience of teaching Russian to foreigners. The textbook serves as a basis for creative use both by the teacher in the educational process and by the students in their independent work, which plays a crucial role in learning. The author emphasizes the importance of the modern textbook as a means of improving the professional competence of the teacher. The author notes that the textbook takes into account the specifics of the forms and norms of modern communication, including the use of information and communication technologies. The textbook is based on clearly defined goals based on the internal motivation of students, focuses on the development and improvement of their communication skills with the active cooperation of the teacher and the student.