“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 122 ~
ISSUES FACED IN TEACHING AND COMMUNICATING IN UZBEK
OUTSIDE UZBEKISTAN
Jalilov Abdulvosidxon Muhammad o‘g‘li
Student of University of science and technologies
Turabayeva Sitora Zokirovna
Philosophy doctor of philolgy
Abstract:
The study and teaching of the uzbek language abroad face a numberof
challenges,including limited resources,cultural and linguistic barriers, as well as a
shortage of qualified teachers. Furthermore, regional dialects of the language, low
global demand, and the lack of practical teaching materials complicate the process.
However, there are effective solutions, such as the development of modern
educational resources, the integration of cultural education, and the use of digital
platforms for learning. It is also important to foster cooperation between educational
institutions in Uzbekistan and international institutions, launch language exchange
programs, and emphasize the cultural and economic significance of the Uzbek
language to increase student motivation and interest.
Key words:
Uzbek language, dialects, qualified teachers, digital learning,
motivation, educational challenges, Central Asia, language immersion, online
platforms, language exchange programs, global demand.
The Problems of Teaching Foreign Languages in Uzbekistan. How Serious Are
They? "Currently, the decisions being made to define the directions of education
policy have a significant impact on the country's scientific, economic, political, and
cultural needs," says Azamat Akbarov, a columnist for "Daryo," an expert from the
"Great Future" group, and a professor at the Busan Foreign Language University in
South Korea. The early language education system, which has been implemented in
some countries since the 1990s, is also suitable for our country, and in 2017-2018,
some legal documents related to this area were proposed.
Learning a Language in Childhood
Any child who demonstrates typical developmental progress is capable of
learning any language they encounter in the environment where they live and has the
potential to communicate with others. From a neurological perspective, any child
without pathological defects can learn two, three, or even more languages. However,
the level of competence each child reaches in any language depends on the need to
use the language and the surrounding environment. According to many studies today,
when foreign language teaching is done with appropriate methods and approaches, it
leads to successful results. However, this success can only be achieved when teaching
“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 123 ~
methods and materials are applied in accordance with the students' level of
proficiency. Two main conditions are necessary: the student’s ability to communicate
in a foreign language environment and the meaningful use of the language in
contextual situations.
We Should Not Expect Miracles in Language Learning
The materials presented in language teaching must be meaningful, and the topics
should be interconnected, sometimes linking what the child has learned in other
subjects. In this regard, foreign language teachers should collaborate with teachers of
other subjects, and the lesson plans should be coordinated. Moreover, it is important
to consider each student's experience and life during the learning process and link it
to the lesson. In this context, it is advisable to use models based on meaningful tasks,
as well as stories and songs, that are appropriate for the student’s cognitive,
linguistic, and social development stages.
In conclusion, given that more than half of the world’s population speaks two or
more languages in their daily lives, we must realize that learning a foreign language
is not a miracle. Moreover, we can teach foreign languages not as an achievement
attainable by only a few, but as a skill necessary for students to keep up with the
times.
In today's era of integration and globalization, the need for interpersonal
communication between different countries and nations is growing increasingly.
Knowledge of a foreign language has become one of the most important conditions
for establishing communication between people of different nationalities, which is
why the desire and interest in learning languages is rapidly increasing in the modern
world. Specifically, in recent years, the need to learn the Uzbek language, along with
other foreign languages, has notably increased. The beginning of a new era in
economic, political, and cultural relations between Uzbekistan and Turkey after 2016
was certainly a key factor in this development.
Today, how is the Uzbek language taught in higher education institutions in
Turkey? Clearly, under new conditions, there is a need for a new approach to learning
foreign languages, and in this case, the Uzbek language. The world is rapidly
changing, and the process of globalization, including economic, political, and cultural
integration, is gradually covering all areas of society. The processes of interaction
and unification between the languages and cultures of different countries are taking
place. In this situation, foreign language teachers face challenges related to teaching
languages, cultures, and the foreign language world. At the same time, key conditions
for effective communication between representatives of different cultures include
mutual understanding, mutual respect, and tolerance toward cultures. Although
Uzbek and Turkish languages belong to the same language family, as E.M.
Vereshchagin argues, "two national cultures are never completely symmetrical with
“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 124 ~
each other; this situation arises from the national and intercultural elements of each
culture."
Moreover, it is important to recognize that the form of intercultural relations in
today's society is being carried out in new forms. For example, voice, video
communication, and text exchange through platforms such as email, Skype,
Telegram, WhatsApp, Zoom, as well as social services like Facebook, Twitter, and
other personal blogs and pages, are increasingly being used. The improvement of
electronic tools has paved the way for the development of "communication through
computer tools," which has significantly changed the nature of communication and
has led to the increased use of the concept of the "global world."
In such an era, the content and methods of teaching the Uzbek language as a
foreign language are also changing.
The content of Uzbek language education consists of three parts:
1.
Purpose
: The elements of teaching Uzbek as a means of communication,
including linguistic, conversational, socio-cultural, and cognitive skills and abilities.
2.
Activities
: Including reading, listening, writing, and communication skills.
3.
Features of the educational environment
: These include educational
resources, material-technical support, the Internet, social pages, email, and other
information technology tools.
The skills and components of communication in a foreign language —
linguistic, conversational, socio-cultural, and cognitive — are the goal of learning not
only the Uzbek language but any foreign language. Achieving this goal requires
learning language units, developing speaking, listening, reading, and writing skills,
acquiring regional, geographical, and cultural knowledge, and creating the necessary
educational environment for gaining basic communication and personal skills.
The text, as a central unit of teaching the Uzbek language, and the use of the
Internet, social media pages, and other information technology tools, along with the
effective application of programs, contribute to increasing the motivation for learning
foreign languages. For example, news about the latest global events (sports, culture,
politics, and other fields), speeches by native speakers (famous people's speeches,
seminars, interesting TV programs, movies, music videos, and more) enrich the
content of lessons, which further increases interest in learning another language,
specifically Uzbek, and Uzbek culture.
– Are there any achievements in this area? Perhaps we should also acknowledge
the positive developments?
– Of course. In the years of independence, there have been significant
achievements in the field of mother tongue education. Through the hard work and
dedication of our devoted educators and scholars such as Professor Hamid Ne'matov,
Abduhamid Nurmonov, Nizomiddin Mahmudov, Ra'no Sayfullayeva, Askar
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Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
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G‘ulomov, Muhammadjon Qodirov, and Muhabbat Abduraimova, the following
accomplishments have been achieved:
•
A goal for educating students with a national mindset and world outlook,
focusing on developing independent logical and creative thinking, was established;
•
A curriculum that includes the unique structure of our national language was
developed;
•
The most effective method for developing cognitive abilities was introduced.
The educational goal was updated. During the previous regime, the issue of
educational goals in mother tongue education was not on the agenda. The goal,
summarized as "producing independent and creative thinkers and developing their
skills to express thoughts correctly and concisely in both spoken and written forms,"
is unique in our language education system, not seen in the teaching of other national
languages. This has had an unprecedented positive impact on developing national
consciousness and values. The educational goals have been consistently reflected in
the curricula and modern textbooks over the past quarter century.
Literary language became vital for the advancement of the country. Literary
language is the standardized form of the common national language, based on
scientific norms. It includes orthographic, phonetic, grammatical, and stylistic rules.
Therefore, educational systems were established to teach students these necessary
norms of the literary language. These were considered essential and practical
knowledge.
Later, with the transition to a seven-year education system, the teaching of
literary language became more formalized, with the focus shifting to theoretical
linguistic principles, often overshadowing the teaching of actual literary speech. As
education extended to a twelve-year system, the teaching of mother tongue became
more focused on linguistics, straying further from its original purpose of teaching
effective communication.
References used:
1. Akbarov, A. (2023).
The Problems of Teaching Foreign Languages in
Uzbekistan
. Daryo. Intervyu asosida olingan mulohazalar.
2. Vereshchagin, E. M., & Kostomarov, V. G. (1990).
Language and Culture:
Linguistic and Cultural Studies in Teaching Russian to Foreigners
. Moscow: Russian
Language Publishers.
3. Ne'matov, H., Nurmonov, A., Mahmudov, N., Sayfullayeva, R., G‘ulomov,
A., Qodirov, M., & Abduraimova, M. (2015).
O‘zbek tilini o‘qitish metodikasi
.
Toshkent: O‘zbekiston Milliy Ensiklopediyasi.
“
Global lingvistika: yangi yondashuvlar va tadqiqotlar”
mavzusidagi xalqaro ilmiy-amaliy anjuman
~ 126 ~
4. Ministry of Public Education of the Republic of Uzbekistan. (2017).
Concept
for the Development of the System of Teaching Foreign Languages in the Republic of
Uzbekistan
.
5. European Commission. (2001).
Common European Framework of Reference
for Languages: Learning, Teaching, Assessment
. Strasbourg: Council of Europe.
6. Crystal, D. (2003).
English as a Global Language
. Cambridge University
Press.
7. Brown, H. D. (2007).
Principles of Language Learning and Teaching
(5th
ed.). New York: Pearson Education.
8. Internet-based platforms and technologies: Zoom, Skype, WhatsApp,
Telegram, Facebook – referenced in the context of digital communication and online
learning.
9. Republic of Uzbekistan (2017–2021).
Reforms in Language Policy and
Education Strategy
– based on official government education development programs.
