This article is devoted to the study of Arabisms in the field of education, which is one of the dynamically developing areas of science, since it serves as an inexhaustible source in the process of constant enrichment of the vocabulary of various languages of the world. The theoretical study of the development and functioning of terminology is one of the priority areas in modern linguistics. The terminology of the sphere of education is, first of all, a terminology of general literary vocabulary, therefore, the work included the terms names of positions, institutions, names of subjects, processes, phenomena, combined into the general concept of “terminology of the sphere of education”. The purpose of the article is to analyze the main structural and lexical-semantic characteristics in the field of education in the Uzbek language. The study includes Arabicisms of the sphere of education, which are masdars or participles in the original language. In the Uzbek language, they are all considered names. The article also covers and analyzes the grammatical, morphological and semantic features of borrowings. The study was carried out using a modern descriptive method using comparative analysis, classification and systematization of the vocabulary of the Uzbek language. The results obtained will allow a new approach to the understanding and solution of problems, such as word formation in the Uzbek literary language, the definition of lexical-semantic and structural-functional characteristics of terminology in the field of education.
Language learning strategies have often been taught to ESL students to help them become more effective learners. However, formal strategy instruction has most often been taught to either intermediate or advanced proficiency students, where English can be used easily for communication, or to students with the same language background, where the students' native language can be used. The purpose of this research was to find effective methods for modifying language learning strategy instruction, specifically in reading and vocabulary skills, in order to make it more accessible and usable for lowproficiency high school ESL students when the native language cannot be used for instruction. Fifteen high
school ESL students from varying language backgrounds, who were classified as high beginning English
proficiency, participated in this thirteen-week action research study. Lesson plans, anecdotal records, and
unit self-evaluation forms provided information about how instruction was conducted and how students
responded to it. Pre- and post questionnaires were also used to determine if the instruction was effective. The
results of the study suggest that a number of teaching strategies are helpful for making strategy instruction
accessible and usable for low-proficiency ESL students
Studies on the Arabic language are currently being conducted in Cairo, Damascus, Beirut, Baghdad, Algeria and Tunisia, where most of the studies in these linguistic centers are based on the traditions of Arabic schools. Scientists from the universities of Leiden, Paris, Oxford, Cambridge, Halle, Prague and Rome are more committed to studying Arabic grammar, adhering to European linguistic traditions. This tradition is also observed in the activities of scientists working on the Arab grammar system in the institutes of Russia, Azerbaijan, Armenia, Uzbekistan and Tajikistan. In addition, it is noted that European scholars studied the Arabic language based on the traditions of Arabic linguistics, and that the study of the Arabic language was carried out using European theories. To illustrate these two traditions, it is appropriate to study the work of Russian scientists, who have taken a leading place in Arab, European and European studies and have made a significant contribution to the development of Arab studies. This article is devoted to a chronological analysis of studies of issues of Arabic philology of a traditionally Arab and European direction. In the process of analysis, the scientific activity of scientists in the field of Arabic grammar, literature, the history of Arabic linguistics and dialectology is noted. The study of Arabic manuscripts played an important role in the formation and development of Arabic philology. The department of Oriental Studies, which studies Arabic literary language and manuscript monuments in the same language, originated in Europe. Later, this tradition came to Russia. Russian archeologists have made a number of achievements in this area. In particular, the study of manuscripts stored in library collections and private funds has been the task of scientific research since that time. In addition to Europe and Russia, the study of Arabic manuscripts in Uzbekistan began, especially in Bukhara, Samarkand and Khorezm. However, the study of manuscripts in these areas was considered more religious. It is noteworthy that unlike Russia and Europe, large theoretical studies on Arabic were carried out in Uzbekistan until the 14th century. This shows that Arabic studies have developed early on the territory of Uzbekistan.
Currently, there are heated debates about the belonging of the Korean language to one or another language family. The article describes the works of famous foreign Korean and Russian scientists on this topic.
In this article I wrote about observing students’ language acquisition process and their source of motivation. I tried to research how the kinds of motivation influence language learning. Many researches were conducted on the significance if motivation but I can add to this that the amount, range, and type of motivation, starting age learning language and personality have important and determining role in the learning process. Moreover, the language teacher has a significant function and role in giving motivation to the learner for learning language.
The implementation of English language policies in modern society varies across different regions, countries, and institutions. English is widely recognized as a global language and is often used as a medium of communication in various domains, including business, education, science, technology, and international diplomacy. Many countries have adopted English as a medium of instruction in schools and universities. English language proficiency may be a requirement for admission to certain educational programs or for obtaining academic qualifications. This article is about the English language policy implementation in modern Uzbekistan.
This article provides a comprehensive theoretical analysis of aspects of speech culture, modern speech culture, which are always in the focus of the linguists. It is impossible to imagine the unity of the people living in a developed country without three important concepts: homeland, language and culture. World linguistics has shown that the study of language should be studied not as a closed system, but as a system in motion that is, in relation to such areas as society, thought, culture, politics, ideology, religion and etc. The connection of the science of language with various fields opens up a wide range of possibilities in the discovery of its new features, since the doctrine of speech culture is developed in connection with the creation of views on literary and non-literary forms of language, static and dynamic state and its functional types. The modern concept in speech culture - normative, communicative, moral principle and rhetorical canon are the main features of cultural speech, all of which play a very important role development. In order to present speech in a cultural way, it is necessary to develop the skills of choosing and using the necessary language tools, to form a conscious attitude towards them and to follow the established norms.
The entry of the Republic of Uzbekistan into the world market, the expansion of international relations necessitate the formation of a language culture of students in foreign languages, especially world ones, which include the Russian language. This article reveals the issues of teaching Russian as a foreign language. Factors affecting the effectiveness of training are considered, among which are: a concrete definition of the goals and objectives of training; taking into account the native language, the level of basic knowledge, the stages of education; selection and presentation of lexical and grammatical material; visibility; selection of textbooks and teaching aids, etc. The author highlights the difficulties encountered in learning a foreign language, due to several factors. Among them, differences in the systems of the native and Russian languages are indicated: the absence of certain grammatical categories, the mismatch of their functions, various ways of expressing certain grammatical meanings, as well as the irregularity of a number of linguistic phenomena in the Russian language itself. The author separately dwells on the categories of gender, case, time and species. Particular attention is paid to innovative teaching methods and technologies. Based on examples, the possibilities of their use in the teaching process are revealed.
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.
Over the past 20 years and more, a great deal of interest has been paid to grammar teaching in EFL (English as a Foreign Language) and ESL (English as a Second Language) classes. Much of the research has been into which methods and approaches offer the learners the greatest opportunities to learn the target language. However, according to Motha, pinions on the right approach to learning a language differ as widely as the languages themselves” (Motha, 2013: 3). This helps to describe the discussion that this work covers. The aim of this work is to examine the areas of explicit versus implicit teaching and deductive and inductive teaching, with a focus on teaching grammar in EFL classes.
The article examines the issue of the relationship and interdependence of language and culture. This problem serves as an important factor in teaching foreign languages and it is scientifically based by the author that it is necessary to study the folk culture belonging to this language, along with the linguistic features of the language. The views, approaches and recommendations related to this problem are described in this article.
Critical thinking refers to the individuals’ ability to think and make correct decisions independently. Nowadays enhancing critical thinking in learners is considered one of the foreign language teachers’ tasks due to its high position in foreign language classrooms. There are various factors affecting language learners’ critical thinking skills. Among these factors is the assessment methods used. Therefore, through managing the ways of assessing language learners' ability, language teachers can help them develop critical thinking skills. In this we will talk about critical thinking and ways to enhance it.
The policy of the reforming of the medical sphere of education in Uzbekistan has a huge impact on teaching of the foreign language as a discipline within the general humanitarian sciences. English language teaching is gradually beginning to fade into the background, which in the nearest future threatens to "drop out" from the register of disciplines of medical universities. Foreign language, in particular, English as a general education subject, is almost lowered to the last place. The weak methodological base of the discipline "Medical English", which has replaced "general English" in the direction of ESP in recent years, as well as the modernization of professional medical education in general, creates a number of problems in the process of English language teaching. One of the most relevant areas of higher medical education has become the process of teaching special subjects in English, which also raises a number of urgent issues to address. The possibilities of improving the mechanism of learning a foreign language and effective measures for organizing activities in this direction determines the superiority for the medical higher educational institutions. In this regard, the establishment of a special specific environment for teachers of English in modern non-linguistic universities on the basis of profile and professional orientation, taking into account modern methods of teaching a foreign language, is an important factor in achieving high results in this direction.
The reason for the review detailed here is to examine the connection between the degree of fulfillment in English of an example of 100 English significant understudies at the College of Bahrain and their level of inspiration in learning the language. The outcomes exhibit no huge relationship between the persuasive factors and understudies' scholastic achievement in English. Notwithstanding being profoundly instrumentally and integratively orientated and holding a serious level of inspiration while learning the language, neither of these ascribed to their achievement in the topic. Hence Gardner and Lambert's persuasive hypothesis isn't viewed as functional among these understudies. Their scholarly achievement associates exceptionally altogether with their capability in the language. As such, the more capable they are in English, the more effective they are in their scholarly teaches. The outcomes got for the inspirational factors were interestingly, with the aftereffects of most investigations attempted in second language learning circumstances and are along these lines deciphered as maybe mirroring the pretended by the monolingual and monocultural foundation of the understudies. For the inspiration to work among the gathering of students concentrated here, they need to have chances of coming into contact with speakers of the language.
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.
The article discusses the introduction of terms and non-terms into the Uzbek language and their importance. The emergence of new words, terms and phrases in our language under the influence of the rapid development of international technology and communication in the XXI century and its role in the development of language. It consists of studying, comparing, analyzing the new meaning of words, how new words enter our language today.
Second Language Acquisition (SLA) is one of the debatable topics regarding to speed and effectiveness in adults or children foreign language learning. There have been several researches to solve the issue; however, the results are different and contradicting. In this research two volunteers participated in three staged survey which showed children’s priority in acquiring foreign language in a short period of time.