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METHODS OF TEACHING THE UZBEK LANGUAGE: TRADITIONAL AND
MODERN APPROACHES
Umirova Mamlakat Imomovna
Teacher of the department "Philology and teaching languages",
“International school of finance technology and science” institute
Annotation:
Uzbek is an ancient language, belonging to the Turkic branch of the Altaic
language family. Today, the number of Uzbek speakers worldwide exceeds 40 million. This
article explores the various methods employed in teaching the Uzbek language, contrasting
traditional and modern approaches. It highlights the characteristics, advantages, and
disadvantages of each method, emphasizing the importance of a balanced approach to language
education. By integrating both traditional and modern techniques, educators can create a more
effective and engaging learning environment that caters to diverse student needs.
Keywords:
Uzbek language, teaching methods, traditional approaches, modern approaches,
language education, student engagement, active learning.
Introduction
Social development at the beginning of the 20th century required the introduction of the native
language as a special subject in educational institutions, with a specific goal of instilling and
popularizing literary language norms. Naturally, the new goal required new content and new
means. The method of achieving this goal, tested and justified in the experience of European
countries in the late 19th and early 20th centuries, was to teach the normative grammatical,
spelling and pronunciation norms of the native language in schools. The possibilities of the
Uzbek language are so wide that it is possible to find beautiful and elegant styles necessary for
prose and poetry. The feeling of love for the language enters the blood with mother's milk. Our
language is our spiritual wealth, our spiritual being. We will not be mistaken if we say that
language is the main tool that makes the nation beautiful and introduces it to the world. The
feeling of love for language should be alive and well in the heart of every person [1].
The Uzbek language, as the official language of Uzbekistan and a member of the Turkic
language family, plays a crucial role in the cultural identity and communication of its speakers.
As globalization continues to influence education, the methods used to teach the Uzbek language
have evolved significantly. Traditional methods, characterized by teacher-centered instruction,
have been widely used for decades. However, modern approaches that emphasize student
engagement and active participation are gaining traction. This article aims to examine both
traditional and modern teaching methods in the context of Uzbek language education, providing
insights into their effectiveness and applicability in contemporary classrooms.
Main Part
The native language teaches the student to think independently, to fully express his thoughts
orally and in writing. The level of literacy of the student, his place in social life is built on the
knowledge and skills acquired from the native language.
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It is known that each national language, in addition to accurately and adequately reflecting the
material world, also fully expresses the spiritual world, its sorrows and joys. A person has the
ability to express his attitude towards everything, and this ability is always revealed through
certain forms of language.
In order to convey to students the unique elegance of the language, to make them feel, perceive
and use it rationally, modern information and pedagogical technologies are currently being
effectively used in native language education, in addition to traditional methods. In recent years,
various methods have emerged, such as brainstorming, brainstorming, boomerang, blitz-survey,
cluster, case study, and hermeneutic interview [2].
Traditional Methods of Teaching the Uzbek Language
Traditional teaching methods have been the cornerstone of language education for many years.
These methods are predominantly teacher-centered, focusing on direct instruction and rote
memorization. The traditional methods include:
1. Lecture Method. In this approach, teachers deliver content through lectures while students
passively absorb information. This method is effective for conveying large amounts of
information but may limit student interaction.
2. Repetition and Drilling. To reinforce vocabulary and grammar rules, teachers often employ
repetition and drilling techniques. This method aids in memorization but may not promote deeper
understanding or practical application.
3. Testing and Examinations. Traditional assessment methods, such as quizzes and exams,
evaluate students' knowledge primarily through recall. While these assessments can measure
factual knowledge, they often do not reflect students' ability to use the language in real-life
situations.
№
Advantages of Traditional Methods
Disadvantages of Traditional Methods
1
• Structure and Clarity: Traditional
methods provide a clear structure for
lessons, making it easier for teachers to
plan and deliver content.
• Limited Engagement: The passive nature
of traditional methods can lead to
disengagement among students.
2
• Foundation Building: They establish a
solid foundation of vocabulary and
grammar rules essential for language
proficiency.
• One-Size-Fits-All: These methods often
fail to accommodate diverse learning styles
and individual needs.
3
• Efficiency: In large classrooms,
traditional methods allow for efficient
delivery of content to many students at
once.
• Rote Learning: Emphasis on memorization
can hinder critical thinking and creativity in
language use.
Table 1. Advantages and disadvantages of traditional methods
This method, which is mostly employed in philologically orientated higher education institutions,
offers language instruction in accordance with the aspectual principle, or in the direction of
distributing the curriculum in a methodical order. In this instance, the Uzbek language is taught
in a series of levels, which enables you to thoroughly become acquainted with the lexical-
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semantic and grammatical capabilities of the language and understand it in-depth theoretically.
Consequently, this approach should be applied at philologically orientated higher education
institutions.
Modern Methods of Teaching the Uzbek Language
In today's educational process, the desire and attention to the use of interactive methods,
innovative technologies, pedagogical and information technologies during the process of
educational lessons is increasing day by day. The teacher creates an environment for the personal
improvement, development, acquisition of knowledge and upbringing of the student in this
process, and therefore also performs a management and guiding function.
Innovative technologies further improve the quality and efficiency of education, help to increase
the educational and cognitive activity of students in the center of the educational process, ensure
the integrity of the educational process. A high-level indicator of student activity is the
organization of educational and cognitive activity, the will and activity of which become the
subject of the student's consciousness. To achieve this goal, first of all, the teacher must be able
to choose technologies that lead to the goal, ensure the integrity of the educational and
educational process [3].
When the teacher, in addition to providing other information during the lesson, shows additional
information on the topic, such as Internet information, multimedia programs, tables, and the like,
this not only increases the students' desire for the lesson, but also helps them develop their free
reading at the required level and fully master the subject as much as possible. As a result of the
use of innovative technologies, students' skills in free thinking, analysis, drawing conclusions,
expressing their ideas, defending them in a well-founded way, and conducting healthy
communication, discussion, and debate are improved and formed.
In contrast to traditional methods, modern approaches prioritize student engagement and active
learning. They include:
1. Interactive Methods. Techniques such as group discussions, role-playing, and peer teaching
promote collaboration among students. This interaction enhances language skills through
practical use.
2. Project-Based Learning (PBL). PBL involves students working on projects that require them
to apply their language skills in real-world contexts. This method fosters critical thinking,
creativity, and teamwork.
3. Technology Integration. The incorporation of digital tools, such as language learning apps,
online resources, and multimedia presentations, enriches the learning experience. Technology
can facilitate personalized learning pathways and immediate feedback.
An interactive approach in the methodology of teaching foreign languages is often considered:
1) as a communicative approach;
2) as a kind of communicative approach;
3) as a modified direct method, including a number of other methods.
N.V. Bagramova [4] holds that "the main attention in the communicative-interactive approach is
paid to the communication process itself and the learning situation in the classroom," while the
communicative functions of language are the focus of the pure communicative approach. In
contrast, the interactive approach to teaching has become more and more opposed to the
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communicative one in recent years.
Computer technology is frequently used in conjunction with an interactive approach to foreign
language instruction. On the other hand, we will interpret the terms "interactive approach" and
"interactive program" as follows. "Being interactive often means interacting, being in the mode
of conversation, dialogue with someone." "An interactive approach in teaching Uzbek as a
foreign language" is a method that allows students to interact with one another and with the
teacher. It also allows the teacher to model how students can actively interact, communicate in
Uzbek, exchange knowledge and skills, and develop the ability to work effectively in a group or
team. It also helps students adapt more quickly to new situations, teams, and changing conditions.
An "interactive program" often means the creation of a learning virtual space, which means, first
of all, the interaction of a person and a computer. We believe that an interactive program can be
implemented using an interactive approach to teaching and interactive methods without
involving computer technology in conditions of live communication, immersion in a real
language and cultural environment [5].
№
Advantages of Modern Methods
Disadvantages of Modern Methods
1
•
Increased
Engagement:
Active
participation fosters higher levels of
motivation and interest in learning.
• Resource Intensive: Implementing modern
methods may require additional resources,
training, and time for teachers.
2
• Critical Thinking Skills: Modern
methods encourage students to analyze,
evaluate, and apply their knowledge in
diverse contexts.
• Classroom Management Challenges:
Increased student interaction can lead to
difficulties in maintaining classroom
discipline.
3
• Adaptability: These approaches cater to
various learning styles and preferences,
promoting inclusivity in the classroom.
• Variable Outcomes: The effectiveness of
modern approaches can vary based on
students' backgrounds and experiences with
independent learning.
Table 2. Advantages and disadvantages of modern methods
Students' logical, mental, creative, and critical thinking skills are developed, and they acquire the
professional attributes needed to become a mature specialist, thanks to modern teaching methods
that are intellectual in nature and the use of cutting-edge technologies in the preparation of
qualified professionals, particularly at the higher education level. By providing teachers with
strong pedagogical skills for the lower levels of education and knowledgeable personnel in their
profession, this type of personnel training will assist enhance the quality of education overall and
boost efficiency. In higher education, students learn modern science and receive instruction in a
speciality, whereas in elementary school, they study the fundamentals of science, or general
education. For this reason, the methods used in higher education are not only ways to transmit
and comprehend knowledge, but also ways to increase penetration into the scientific process and
expose its ideological and methodological foundations.
The goals of the native language teaching methodology are as follows:
Increase and enrich vocabulary
Develop independent thinking, creative thinking
Formation of speech skills
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Acquiring the ability to create independent texts
Pedagogical innovation is the process of developing, implementing, testing and evaluating
innovations in education that help to effectively achieve these goals. Among them: the
educational process changes over time, the labor market places new demands on future
employees, and training is modified, adapted to new goals, new pedagogical methods, styles and
techniques are needed to achieve this.
Conclusion
In conclusion, the current state of the education system is characterized by the increasing role of
non-traditional educational technologies. With their help, students acquire knowledge much
faster than with traditional technologies. The teaching of the Uzbek language encompasses a
spectrum of methodologies ranging from traditional to modern approaches. While traditional
methods provide essential foundational knowledge through structured instruction, modern
techniques enhance student engagement and practical application of language skills. Educators
should strive to create a balanced approach that incorporates elements from both methodologies
to foster a comprehensive learning environment. By doing so, they can better equip students with
the linguistic competencies necessary for effective communication in an increasingly
interconnected world. Ultimately, embracing both traditional and modern methods will lead to
more effective Uzbek language education that meets the diverse needs of learners today.
Our mother tongue, which has the status of the state language, is a very rich language. In the
process of its education, we should focus all our attention on increasing the student's vocabulary,
feeling and understanding the subtleties of meaning, differences and similarities of words,
pronouncing and writing without errors, being able to connect words to form sentences, and from
sentences to form texts, finding and correcting semantic and grammatical errors in compounds,
logical errors in texts, expressing a thought with various means, performing a number of logical
operations, such as restoring the continuation of an interrupted thought, correctly assessing the
speech situation and using the possibilities of the language accordingly.
References:
1.
U. Jabborov METODLARDAN FOYDALANIB O‘ZBEK TILINI O‘QITISH //
Scientific progress. 2021. №4.
2.
Rahmatjonov, Shahzodxon Shodiboyzoda ZAMONAVIY TAʼLIM TIZIMIDA O’ZBEK
TILINI O’QITISHNING TEXNOLOGIYA VA INNOVATSIYALARI // ORIENSS. 2023. №4.
3.
Mamlakat Umirova. INNOVATIVE METHODS FOR TEACHING AS A FOREIGN
LANGUAGE. (2024). International Journal of Artificial Intelligence, 4(04), 36-38.
https://www.academicpublishers.org
4.
Bagramova N.V. Interactive approach in teaching foreign languages. M., 2001. p.9.
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Anisimov V.V., Groholskaya O.G., Nikandrov N.D. General principles of pedagogy. M.,
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Umirova Mamlakat Imomovna. (2025). THE BENEFITS OF GAME INTEGRATION IN
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