Mazkur maqolada xorijiy tillarni o‘qitishda yondashuvlarning o‘rni va til talimida ulardan samarali foydalanish haqida fikr yuritilgan. Muallif yondashuv termini va uning turlarini ilmiy va nazariy jihatdan yoritib bergan. Shuningdek, yondashuv o‘quv fanining mazmuni haqidagi qarashlarni umumiylashtiradi, undan konkret bilim sohasidagi tadqiqotning umumiy metodologik asosi sifatida foydalaniladi, tadqiqotchi faoliyatini u yoki bu hodisalarini o‘rganish bo‘yicha yo‘nalishini aniqlaydi. Yondashuv til o‘qitish sistemasi zamiridagi fundamental komponent bo‘lib, o‘qitishning umumiy metodologik asosi sifatida gavdalanadi va o‘quv fanining maqsadi, vazifalari hamda ta’lim jarayonida ularni amalga oshirish imkoniyatini taminlaydigan ta’lim mazmuni haqidagi mavjud nuqtayi nazarlar bilan xaraktayerlanadi
Today, Uzbek literature can be considered one of the most developed and unique in Central Asia. It is a unique phenomenon in the region, the uniqueness of which is explained by the fact that the country is geographically in the heart of Asia, and genetically belongs to the Islamic cultural traditions. Indeed, the translation of the masterpieces of our literature into foreign languages and their worthy place in the treasury of world literature is of special importance today. At the same time, it is difficult to say that at present the translation of works of art from Uzbek into foreign languages is carried out sufficiently. The rich Uzbek culture reflected in the works of art remains a mystery to foreign readers. However, the growing interest of our literature lovers in the rich culture of the Uzbek people, in our classical and modern literature, shows that there is a serious need for the translation of samples of our literature. The issues of scientific study of the problems related to the translation of literary texts and the verification of published translations remain relevant. In the texts of fiction or poetry, language is not only a means of conveying information, but also a means of its artistic reproduction, conveying the aesthetic value of the work. In addition, the literary text is also a source of information about foreign culture. The value of comparative translation studies is that they make a significant contribution to the development of specific translation theories within specific language pairs.
This article is devoted to the study of the theoretical aspects of the problems associated with word choice in literary translation, in which the main focus is on the views of foreign and Uzbek translators on this topic. Some of the comments and conclusions made in the article may be useful to the creators in the future translation process.
Статья посвящена проблеме методики обучения письму и письменной речи студентов в вузах Узбекистана. В ней рассматриваются группы различных письменно-речевых упражнений, направленных на формирование у студентов письменных навыков и умений. Здесь показана роль и тесное взаимоотношение преподавателя русского языка на рассмотрение и уделение внимания к коммуникативно-обучающим функциям, важным построениям учебного занятия на коммуникативно-речевой основе и обучению русскому языку уделять большое внимания к трём основным компонентам: каллиграфической, графической иорфографической.
This essay examines the value of employing Braille resources in the language instruction of blind and visually impaired students in Uzbekistan. It looks at the difficulties this particular group of learners has and emphasizes the advantages of using Braille as a teaching tool. The conclusion of the essay discusses the value of Braille resources in empowering blind and visually impaired students in their language learning journey after presenting a literature review, hypothesis, research questions, results, and discussion.
The article is about culturally responsive teaching and learning. In this research culturally responsive teaching and learning is defined, and culturally responsive strategies to language teaching is applied. As we know, diversity in the classroom is becoming increasingly common, and it is important for teachers to recognize and value the different cultures and backgrounds of their students. Culturally responsive teaching and learning is an approach that recognizes and responds to the diverse needs of students in the classroom.
Teaching English as a foreign language can be a difficult task, but it can also be very rewarding. It is important to be patient with your students and make sure that they are following your lessons. It’s also necessary to use different teaching methods, such as games, projects, and activities in order to keep your English learners interested and engaged in the language-learning process
Ushbu maqolada xorijiy til kompetensiyalarini o’qitishda innovatsion texnologiyalarni amaliyotga samarali joriy etish va yangi texnologik jarayon va o’qitishning yangi zamonaviy usullari haqida fikr yuritilgan. Shuningdek, o'quvchilarda o’rganayotgan xorijiy tilga nisbatan qiziqishni kuchayirish ular xotirasining ichki imkoniyatlarini ishga solish, o’quvchilardagi o’z kuchiga bo’lgan ishonchini hosil qilishni ham o’z ichiga oladi.
The article deals with the massive relationship of the two concepts language and culture which came from the unity of culture and language to the 21st century science, and well-known scholars working on the important branch of linguistics.
Tadqiqot chet tillarini o'rganish usullaridan biri bilan bog'liq bo'lib, bu Yevropada ilmiy asoslarga ega va muvaffaqiyatga erishgan usul. Ushbu metoddan ba'zi mamlakatlarda foydalanaman va ushbu tadqiqotda men talaba sifatida arab tilini lingvistik immersion usulidan foydalangan holda o'qitish bo'yicha tajribamni taqdim etdim. Imom va al-Xatib o'rta maktabi - A.
Ushbu tadqiqotda Turkiya misolida til ta'limi sohasidagi olti yillik tajribamni yetkazaman. Turkiyaning eng yaxshi maktablaridan birida uch yil o‘qituvchi va uch yil tadqiqotchi, ona tilisi arab tili bo’lmaganlar uchun arab tilini o’qitish sohasida o‘qituvchi va murabbiy.
The article examines methods of teaching foreign literature to students studying the Russian language. The main goal of the work is to demonstrate the possibilities of implementing multilingual education using the example of analyzing the work “The Picture of Dorian Gray”. Particular attention is paid to the methods of analysis of the adapted version of this work in English.
Reading in a foreign language helps remove many of the difficulties of learning a language; by reading, we train our written language, which is difficult to train only by speaking. Secondly, we become familiar with the culture and realities of the country of the target language. The ability to read English makes it possible to read many masterpieces of English literature in the original.
The 21 st century is the century of the globalization. Everywhere we can see construction processes of multistory buildings, skyscrapers, the business centers. Many countries conclude agreement with each other, start trading with each other. Roughly speaking, the world opens up for us and for reciprocating, we need to communicate to the world. For this purpose, the language will help us and the most important and influencing language in the world is English language.
O‘zbek tilida birlik va ko‘plik, ya’ni son kategoriyasining o‘rganilish masalalariga,tahliliga bag‘ishlanadi. Ko‘plik ma’nolarining tuzilishi, mazmuni, vazifasi va qo‘llanishini, o‘zbek tili tarixida ko‘plikning grammatik ko‘rsatkichlari yozma manbalar asosida aniqlanishi, ko‘plik ma’nosini ifodalovchi morfologiyaga doir ishlarda ot turkumida gram matik kategoriya sifatida o‘rganildi.
The article analyses the game method, as a method of teaching consecutive interpretation of senior students of a language university. At present, the role of the interpreter as an intercultural intermediary is growing, that implies the mastery of students’ skills in interpretation activities in various communication situations. The exercises-games presented in the article allow teachers to model different types of interpretation situations in the classroom and promote the willingness of future interpreters to carry out interpretation activities in real conditions of intercultural communication.
The relevance of the purposeful formation of students’ skills in consecutive interpreting is caused, on the one hand, by increased requirements for professional training of an interpreter in the context of reforming the teaching of foreign languages at universities and, on the other hand, insufficiently systematic teaching this important type of interpreting activity to students. In order to increase the effectiveness of teaching students of a language university consecutive interpreting (Cl), it is necessary to use various exercises that take into account the psychological characteristics of undertaking interpreting activities. As the practitioners of interpreting claim, the specifics of an interpreter’s work is that (s)hc often has to deal with subject areas that (s)hc is far from due to his/her humanitarian linguistic education. That is why specialists in the field of interpretation training recommend constant expanding their horizons, trying to learn as much as possible special terminology associated with various industries and scientific knowledge. The methods described in the article contribute to the process of developing students’ skills and expanding their background knowledge.