This article describes the function of anaphora and its use in Uzbek linguistics to encourage the listener to speak in Uzbek language, to reveal the features of the artistic text. In addition, linguistic and stylistic features of the artistic text, the principles of the uniqueness of anaphora in the artistic text were studied, and the unique features of anaphora and epiphora were revealed.
In this article sentences of motivation in the Korean language are considered, as well as forms of imperative and inviting inclination which are added to motivational sentences. Relying on the formal semantic structure
of motivationalsentences in Korean, the study identifies four semantic groups: the order group (명령 [mionion]), the request group (부탁 [butag]); group of advice (상담 [sandam]); group of appeal (어필 [eopil]). The analysis of motivational sentences in the modern Korean shows that the factors providing informative completeness in motivational sentences are characterized by the categories of an addressee,
an award and an objective.
В статье раскрывается понятие направления личности. Особенное внимание уделено понятию о потребностях и понятиях смысла жизни человека его существования и стремление к социальной сфере деятельности.
This article contains thoughts and comments about the socio-psychological factors of preparing students for family life. One of the main socio-psychological factors influencing how students perceive family life is their cultural background. Different cultures have different values, norms and expectations about family structures and relationships. For example, collectivist cultures prioritize the family unit, which values interdependence and cooperation, while individualistic cultures emphasize individual achievement and independence. Teachers must be sensitive to these cultural differences and help students navigate the balance between tradition and modernity.
This article will focus on thoughts and reflections on the socio-psychological factors of preparing students for family life. One of the main socio-psychological factors affecting how students perceive family life is their cultural background. Different cultures have distinct values, norms, and assumptions regarding family structures and relationships. For example, collectivistic cultures prioritize family unity, which values interdependence and cooperation, while individualistic cultures emphasize personal achievement and independence. Teachers are sensitive to these cultural differences and should help students manage the balance between tradition and modernity.