44
c)
Controlling element of the noun, which negates the whole meaning of the sentence: No man
could complete with him.
d)
Nodiv, none, no one functioning as subject, negates the meaning of the whole sentence:
Nodiv would harm him.
e)
No when goes with gerund expresses prohibited action: No smoking, no talking.
Regarding the category of adjectives, only the antonymicy differentiates positivity and
negativity in binary opposition. For example: collocations like to be ill – to be well, to smell nice
– to smell bad, to taste sweet – to taste bitter and etc, lion-hearted – hare-hearted.
Regarding the category of adverbs; the adverbs of negativity, as it’s mentioned by L. G.
Alekseev in his book are barely, hardly, badly, lazely, hardly ever, least of all, little, never, never
again, not only, down nowhere, rarely, scarcely as others would be noticed in syntactical method
of expression of negativity.
Regarding the category of verbs as well, the antonymicy differentiates the meanings of
negativity. Examples are:
to break – to construct, to destroy – to mend
to fall – to stand, to forget – to remember,
to settle – to unsettle, to explicit – to implicit,
to appear – to disappear, to ripe – to unripe,
to do harm – to do good, to be for – to be against
to deny – to forget.
Some prepositions and particles express negativity in syntactical use with the other part of
speech, and in the structure of collocations and sentences. For example: unlike, in contrast with,
neither…nor and negative particles are no, not, never, without, against, unaware, etc. Examples
are:
You are
neither
a friend
nor
a servant.
Not
a man, not a sail upon the sea.
I was
unaware
of it.
References
1.
Bauer L. English Word Formation. – L.: Cambridge University Press, 2003. – 311 p.
2.
Muminov O. Lexicology of The English language. – Тошкент., “Мехридарё” 2008.
3.
Zandvoart R. W. A Handbook of English Grammar. London, Longman, 2007. p. 205-
208.
4.
Буранов Д. Ж. Қурбаназаров П. Англичан тилиниң грамматикасы. Морфология. Н-
М, 1974. 215-221-бет.
5.
Мешков О. Д. Словообразование современного английского языка. М., 1976.
INNOVATIONS IN MODERN LINGUISTICS AND LANGUAGE TEACHING
Hayitova Dilafruz Qilich qizi
Student of Chirchik State Pedagogical University
Scientific supervisor: Khazratkulova E’zoza
Abstract:
In a world frequently filled with stress, monotony, and obstacles, reading acts as both a
refuge and an adventure for countless individuals. Books have the power to transport readers to
45
realms that lie beyond their daily experiences—be it enchanted worlds, different eras, or entirely
new viewpoints. This article examines how reading offers a mental retreat from life's pressures
while simultaneously unlocking pathways to creativity, understanding, and personal growth. By
recognizing the psychological advantages and the adventurous possibilities that reading presents,
we can better appreciate why stories enthrall us and the ways in which literature enhances our
lives
Keywords:
Reading, escapism, adventure, imagination, empathy, mental health, self- discovery,
fantasy, personal growth, storytelling
Linguistics is an important part of human communication, and its study has advanced greatly
in recent decades. Advances in technology, psychology, and pedagogy have resulted in astonishing
advances in language instruction, altering old techniques and improving learning outcomes. This
article delves into the most recent developments in modern linguistics and language teaching,
focusing on technical improvements, innovative teaching approaches, and the role of artificial
intelligence in defining the future of language education. The mix of current technologies and new
language research has resulted in more effective learning opportunities. Language education is
becoming more interesting and accessible as it adopts individualized approaches and interactive
methods. Understanding these advancements can assist educators, linguists, and students in
making the best use of the most recent language learning technologies and strategies.
Language acquisition and linguistic research have been transformed by artificial intelligence
(AI). Chatbots, virtual assistants, and speech recognition software are examples of AI-powered
systems that assist language learners in honing their language skills. More precise machine
translation, grammatical checking, and individualized learning are made possible by natural
language processing, or NLP. Furthermore, AI-powered language models are able to produce
writing that is human-like, which facilitates meaningful practice and interaction for students. The
combination of corpus linguistics with big data in language studies is another significant
development. Large volumes of text data may now be analyzed by linguists to comprehend
language usage, trends, and patterns. Language education has improved as a result of this data-
driven approach, which has produced more accurate dictionaries, better language models, and a
better knowledge of how languages change over time.
The emergence of mobile language learning applications has transformed how people
acquire new languages. Apps like Duolingo, Babbel, and Memrise use gamification techniques to
make learning engaging and interactive. These platforms use adaptive learning algorithms to
personalize lessons based on a learner’s progress, ensuring users focus on areas where they need
the most improvement. The convenience of mobile learning allows users to practice anytime and
anywhere, making language acquisition more accessible. In addition to apps, online platforms such
as Coursera and edX offer structured courses taught by professional instructors. These platforms
provide interactive exercises, video lessons, and quizzes, making the learning process more
comprehensive. The accessibility of digital learning tools ensures that language education is no
longer limited to traditional classroom settings, giving learners greater flexibility in their studies.
Innovations in Language Teaching Language teaching methodologies have evolved to
incorporate technology and modern pedagogical theories. One of the most significant innovations
is the flipped classroom model, where students engage with learning materials at home and use
classroom time for interactive activities. This approach encourages active participation and allows
46
teachers to provide personalized feedback. The communicative approach, which emphasizes real-
life language use, has also gained popularity. This method focuses on developing speaking and
listening skills through authentic conversations, role-playing, and problem-solving activities.
Blended learning, which combines traditional classroom instruction with digital tools, has become
a widely adopted strategy. Online platforms provide supplementary resources such as videos,
quizzes, and interactive exercises, enabling students to reinforce their learning outside the
classroom. This combination of traditional and digital teaching enhances student engagement and
comprehension.
Virtual Reality and Augmented Reality in Education
Virtual and augmented reality (VR/AR) technologies are being integrated into language
education, allowing learners to immerse themselves in realistic language environments. For
example, VR simulations can place students in real-world scenarios, such as ordering food in a
restaurant or navigating a foreign city, enhancing their practical language skills. These immersive
experiences improve retention and confidence in real-life communication. Augmented reality
applications, such as interactive flashcards and language-learning games, provide an engaging way
to practice vocabulary and grammar. By merging digital and physical elements, AR enhances
traditional language learning experiences. The ability to experience and interact with a language
in a virtual setting makes learning more enjoyable and effective. As VR/AR technology advances,
its role in language education will likely expand, offering even more realistic and interactive
learning environments. Task-based language teaching (TBLT) is another innovative approach that
focuses on completing meaningful tasks rather than memorizing grammar rules. This method
encourages learners to use language in context, improving their ability to communicate effectively.
Similarly, Content and Language Integrated Learning (CLIL) integrates language learning with
subject knowledge, allowing students to acquire language skills while studying other academic
subjects. This approach is particularly effective in bilingual and multilingual education settings.
Students learn language naturally by engaging with relevant topics, increasing motivation and
understanding. Both approaches emphasize real-world communication and problem-solving,
making language learning more practical. These methods move beyond traditional rote
memorization, helping students develop fluency and confidence. As education systems evolve,
TBLT and CLIL will likely play a more prominent role in modern language instruction.
It is impossible to ignore AI's contribution to individualized language acquisition. Platforms
driven by AI examine each learner's unique learning style and offer personalized lesson plans.
Real-time feedback from chatbots and virtual instructors helps students get better at vocabulary,
grammar, and pronunciation. Accurate pronunciation evaluation is made possible by speech
recognition technology, which helps pupils improve their speaking abilities. AI-powered adaptive
learning makes language acquisition more effective and pleasurable by allowing students to
advance at their own speed. By identifying strengths and limitations, machine learning algorithms
enable teachers to modify their pedagogical approaches. Learning outcomes are improved when
AI is used in language instruction because it makes it simpler for pupils to obtain precise and
timely corrections. The use of AI in language instruction will advance further as it develops,
providing more individualized and efficient instruction.
The future of language teaching will likely see even greater integration of technology. With
the rise of AI and machine learning, language education will become more.
47
References
1. Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). Pearson
Education.
2. Chomsky, N. (2016). What Kind of Creatures Are We? Columbia University Press.
3. Dudeney, G., & Hockly, N. (2012). How to Teach English with Technology. Pearson Education.
4. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd
ed.). Cambridge University Press.
5. Chapelle, C. A. (2010). The Handbook of Technology and Second Language Teaching and
Learning. Wiley-Blackwell.re personalized and data-driven.
6. Khazratkulova, E. I. K. (2022). The importance of psycholinguistic aspects in teaching English.
Oriental renaissance: Innovative, educational, natural and social sciences, 2(5-2), 194-197.
7.Khayitova, D.Q. (2024) Reading serves as a means of escape and adventure .Ta’limning
zamonaviy transformatsiyasi 14 , 150-153.
ИМЕНА ПРИЛАГАТЕЛЬНЫЕ В РОМАНЕ М.Ю. ЛЕРМОНТОВА «ГЕРОЙ
НАШЕГО ВРЕМЕНИ»
Ибатова Мадина Нуриддиновна,
магистр 1-курса направления
Университета информационных технологий и менеджмента (Карши
)
Аннотация:
В статье рассматриваются имена прилагательные, используемые в романе
М.Ю. Лермонтова «Герой нашего времени». Анализируется их роль в создании
художественного образа героев, а также их функции в структуре произведения.
Выявляются основные семантические группы прилагательных, особенности их
употребления и стилистическая нагрузка. Особое внимание уделяется прилагательным,
характеризующим главного героя — Печорина. Приводятся примеры из текста,
подкрепляющие анализ, а также рассматривается влияние прилагательных на восприятие
читателем произведения.
Ключевые слова:
прилагательное, лексика, «Герой нашего времени», Лермонтов,
художественный образ, стилистика, эпитет, язык художественной прозы.
М.Ю. Лермонтов в своём романе «Герой нашего времени» создал сложный
психологический портрет своего героя — Печорина. Важную роль в формировании образов
персонажей, их эмоциональной и психологической характеристики играют имена
прилагательные. Их анализ позволяет глубже понять авторскую позицию и стилистические
особенности произведения. Исследование лексики Лермонтова даёт возможность раскрыть
его литературные приёмы и увидеть влияние на последующую русскую литературу XIX
века.
Прилагательные, встречающиеся в романе, можно разделить на несколько
семантических групп: х
арактеризующие внешность героев:
«бледный», «красивый»,
«грустный», «измождённый», «осунувшийся»; п
ередающие эмоциональное состояние:
«равнодушный»,
«разочарованный»,
«надменный»,
«порывистый»,
«угрюмый»;
о
писывающие природу и окружение:
«мрачный», «туманный», «знойный», «скалистый»,
