Xalila Dáwletnazarov shıǵarmalarında arab, parsı, parsı-tájik, monǵol tillerinen awısqan ózlestirme sózler menen qatar rus tili arqalı ózlestirme sózler de kóplep ushırasadı. Shayırdıń shıǵarmalarında rus tili hám rus tiline basqa tillerden kirgen adam isimleri de ózlestirme sózler túrinde qollanıladı. Bul uluwma Xalila Dáwletnazarov shıǵarmalarında ǵana emes, al qaraqalpaq tilinde de rus tilinen hám rus tili arqalı basqa tillerden ózlesken adam atlarınıń menshikli adam atların hár tárepleme izertlegen tilshi ilimpaz O.Sayımbetov basqa tillik adam atlarınıń (rus tili hám rus tili arqalı basqa tillerden ózlesken menshikli adam atlarınıń) ózlesiwin úsh dáwirge bólip qaraydı: 1) 1917-jıldan – 40-jıllarǵa deyin; 2)1940-1960 –jıllar; 3) 1960-jıllardan 1980-jıllarǵa shekem. [13, 28-29]
The article is devoted to the formulation and concretization of the problem of the formation of a competency-based approach to teaching the Russian language in schools with the Uzbek language of instruction. The article compares the traditional approach, which is focused on instilling knowledge, skills in the Russian language, and the competence-based approach, which is aimed at developing the appropriate competencies in the Russian language among students. The combination in practice of two different strategies for teaching Russian as a non-native language occurs due to a widespread misconception among Russian language teachers, according to which competencies are identified with the sum of knowledge, skills and abilities. At the same time, the following distinction is proposed: competencies are knowledge in action, the ability to consciously apply skills and abilities in solving specific communication problems. Based on the results of the study, the need for a radical change in the pedagogical thinking of teachers of Russian as a non-native language working in the schools of Uzbekistan is stated.
Ushbu maqolada Rus tili va O’zbek tillardagi frazeologik birliklarning o’ziga xos xususiyatlarni o’rgangan xolda ularning qiyosiy-tipologik tahlili amalga oshiriladi. Shuningdek, rus tili va o’zbek tillaridagi frazeologik birliklardagi polisemiya va omonomiya hodisasi ko’rib chiqiladi
This article explores the features of studying bilingualism. It should be noted that global socio-political and economic changes are expanding interethnic and international contacts. Hence, in modern conditions, the need naturally arises to further improve the teaching and learning of the Russian language in educational institutions and national groups of our country. The article deals with the problems of lexical and grammatical violations in the Russian speech of students - national groups, as well as the problem of the culture of Russian speech of Uzbek students in the modern world, which are one of the most pressing problems of modern linguistics. Proficiency in Russian as a means of international communication allows students to better master their specialty, because it makes access to all publications available on a wide variety of scientific and technical problems. When teaching the Russian language, there has always been a problem of the positive and negative influence of the native language on the language being studied. This problem remains relevant in modern linguistics. Its solution is important both from the point of view of theoretical and from the point of view of practical significance in the development of national-Russian bilingualism. Consequently, the consistency of the Russian and native languages is due to the consistency of the manifestation of interference at all levels of the language.
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.
The article discusses one of the most important units of word formation, word-formation chain. The typology of the word-formation chain is analyzed on the example of the Russian and Uzbek languages. The most significant features of the contrast of the morphemic systems of the Russian and Uzbek languages are considered
The article discusses the game as one of the most exciting methods for learning the Russian language. Games are proposed aimed at more effective and entertaining learning of Russian as a foreign language. It is proven that the use of games in lessons facilitates the acquisition of knowledge, skills and abilities, promotes their actualization, as a result of which language learning occurs in an entertaining way, which contributes to the rapid mastery of speech in a non-native language.
The article discusses the issue of the concept of gamification as a new approach to increasing the effectiveness of learning, enhancing educational and cognitive activity, increasing student motivation through the use of the “Easter egg” technique, which is one of the current areas of use of information, digital educational technologies in the educational and cognitive process . The purpose of this article is to characterize and use the “Easter egg” gaming technique in literature classes “History of Russian literature of the 11th-18th centuries” in groups in the field of education “Russian language in foreign language groups.” To achieve the goal of the study, the following tasks were set: to analyze the concept of “problem-based approach”, “gamification of education”; define the concept of “game techniques” and highlight its main types; develop examples of the use of the “Easter egg” gaming technique in the discipline “History of Russian literature of the 11th-18th centuries.” The article makes an attempt to use the “Easter egg” gaming technique in the discipline “History of Russian literature of the 11th-18th centuries.” The article notes the advantages of gamification in educational activities, such as cognitive, organizational and methodological, informational and motivational-value aspects.
Произведения и литература древней Руси в целом актуальны в современном мире. Они повествуют историю становления русского государства, носят нравоучительный характер, раскрывают сложные мировоззренческие понятия о месте человека в мире, дают возможность получить опыт нравственной оценки окружающего нас мира.
This article tells about the life path of Uzbek writers who introduced their people to the work of Russian writers. Several methodological tips are given.
This article discusses the main barriers faced by students of Russian as a foreign language. The main reasons for these barriers, including phonetic, grammatical, lexical and cultural aspects, are described, specific recommendations are offered for overcoming them and effectively learning Russian as a foreign language.
Writing skill is one of the basic skills to learn any language, and everyone is in urgent need of it to express his ideas, opinions and feelings, not to mention keeping it, and transferring it through the barriers of the place and time, and yet the learners always suffer from many difficulties and problems in their learning to write, leading to shortcomings in their skills Written; This prompted many researchers to search for new strategies that can solve the difficulties and problems of learning to write, and address the shortcomings in the written skills of learners. This research came to collect a number of these strategies, which previous studies have confirmed their success in solving these difficulties and problems, and the treatment of that deficiency in the written skills of learners.
В целях повышения речевой культуры видное место должны занимать упражнения, направленные на расширение активного словаря детей, а также на выработку у них умения выбирать из своего словарного запаса для выражения мысли те слова, которые наиболее соответствуют содержанию высказывания и делают его правильным, точным и выразительным.
In the article, the author makes an attempt to semantic classification of adverbial phraseological units of the Russian language by applying the method of component analysis.
The article is devoted to analysis of the phenomena of grammatical interference underlying typical errors that arise in the Russian speech of native Uzbek speakers. The most important discrepancies in case functions in the Russian and Uzbek languages that generate interference are highlighted. Differences in the verbal system are touched upon as well. The analysis of the phenomena is carried out from the perspective of functional grammar.
The article examines the problem of teaching Russian in an Uzbek school. The author focuses on the specific difficulties of teaching Russian to Uzbek students, especially in the process of understanding the functions of prepositions and prefixes.