THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
62
CHALLENGES FACED BY NON-NATIVE UZBEK WRITERS IN
ACADEMIC WRITING
Khayitkhon Farkhodjon kizi Tukhtaboeva
Student:
Yaroslav Vladimirovich Golovko
Scientific supervisor
Chirchik State Pedagogical University
4th year student in Foreign languages and literature (English)
tukhtaboyevakhayitkhon@gmail.com
Mobile phone: +998888767404
https://doi.org/10.5281/zenodo.15278705
Abstract:
Academic writing is a critical skill for students and scholars
worldwide, requiring a strong command of both subject matter and language.
Non-native writers face additional challenges, particularly those writing in a
language that is not their mother tongue. For non-native Uzbek writers, these
challenges are compounded by a unique blend of linguistic, cultural, and
institutional barriers that hinder their academic writing. Uzbek, as the official
language of Uzbekistan, has distinct grammatical structures, vocabulary, and
writing conventions that create difficulties when students and scholars write in
foreign languages such as English or Russian. This work aims to explore the
challenges faced by non-native Uzbek writers in academic contexts, focusing on
linguistic difficulties, cultural influences, and institutional support. Additionally,
it will provide strategies for overcoming these challenges and improving
academic writing skills.
Key words:
Academic writing, Uzbek writers, language proficiency,
linguistic challenges, cultural influences, bilingual education, writing
conventions, academic English, institutional support.
Аннотация
: Академическое письмо является важнейшим навыком
для студентов и учёных по всему миру, требующим глубокого владения
как предметной областью, так и языком. Для пишущих не на родном языке
этот процесс сопровождается дополнительными трудностями. Особенно
это касается носителей узбекского языка, для которых академическое
письмо на иностранном языке сопряжено с рядом уникальных
лингвистических, культурных и институциональных барьеров. Узбекский
язык, являясь государственным языком Республики Узбекистан, имеет
свои особенности грамматической структуры, словарного состава и
правил письменной речи, что вызывает затруднения в письменной речи
на иностранных языках, таких как английский или русский. Данная работа
направлена на изучение трудностей, с которыми сталкиваются носители
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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узбекского языка при письме в академических контекстах, и обращает
особое внимание на языковые сложности, культурные влияния и уровень
институциональной поддержки. Кроме того, работа предлагает стратегии
преодоления этих трудностей и улучшения навыков академического
письма.
Ключевые слова:
академическое письмо, писатели-носители
узбекского языка, языковая компетенция, лингвистические трудности,
культурные влияния, двуязычное образование, нормы письменной речи,
академический английский, институциональная поддержка.
Annotatsiya:
Akademik yozuv talabalar va olimlar uchun dunyo bo‘ylab
muhim ko‘nikma bo‘lib, u predmet bo‘yicha chuqur bilim va tilni yaxshi bilishni
talab qiladi. Ona tili bo‘lmagan yozuvchilar qo‘shimcha qiyinchiliklarga duch
kelishadi, ayniqsa o‘z ona tillaridan boshqa tilda yozayotganlar. Ona tili o‘zbek
bo‘lgan yozuvchilar uchun bu qiyinchiliklar lingvistik, madaniy va institutsional
to‘siqlarning o‘ziga xos aralashmasi tufayli yanada murakkablashadi, bu ularning
akademik yozuvlariga to‘sqinlik qiladi. O‘zbek tili, O‘zbekistonning rasmiy tili
sifatida, o‘ziga xos grammatik tuzilmalar, so‘z boyligi va yozuv an’analariga ega
bo‘lib, bu talabalar va olimlarning ingliz yoki rus tillari kabi xorijiy tillarda
yozishida qiyinchiliklar tug‘diradi. Ushbu ish ona tili o‘zbek bo‘lgan
yozuvchilarning akademik kontekstdagi qiyinchiliklarini, xususan, lingvistik
qiyinchiliklar, madaniy ta’sirlar va institutsional yordamga e’tibor qaratib
o‘rganishni maqsad qiladi. Bundan tashqari, ushbu qiyinchiliklarni yengish va
akademik yozuv ko‘nikmalarini yaxshilash strategiyalarini taqdim etadi.
Kalit so‘zlar: Akademik yozuv, o‘zbek yozuvchilari, tilni bilish darajasi,
lingvistik qiyinchiliklar, madaniy ta’sirlar, ikki tilli ta’lim, yozuv an’analari,
akademik ingliz tili, institutsional yordam.
Introduction
Language proficiency is one of the primary obstacles for non-native Uzbek
writers. Many Uzbek students grow up in bilingual environments, with Uzbek as
their first language and Russian or English used for academic purposes. As a
result, students may struggle with mastering formal academic registers in both
their native and foreign languages. While Uzbek is the official language of the
country, its academic usage is limited, and many students are taught in Russian
or English, which are the dominant languages in higher education. This linguistic
duality often leads to a lack of proficiency in academic Uzbek, leaving students
unable to express their thoughts clearly and persuasively in either language
(Nizamova, 2018).
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Swales and Feak (2012) emphasize the importance of mastering academic
language conventions, noting that non-native speakers, particularly those from
bilingual backgrounds, often face difficulties in achieving fluency in both formal
writing and technical academic discourse. For Uzbek writers, these difficulties
are further compounded by the need to write in foreign languages with different
syntactic structures and vocabulary. Uzbek language learners often encounter
challenges in articulating complex ideas in English due to a lack of equivalent
academic terms (Jalilov, 2014).
Methods
The grammatical differences between Uzbek and languages like English or
Russian are significant and pose substantial challenges for non-native Uzbek
writers. Uzbek follows a subject-object-verb (SOV) sentence structure, which
contrasts with the subject-verb-object (SVO) structure used in English and
Russian (Nizamova, 2018). This difference can lead to awkward sentence
constructions when attempting to write in English, as non-native writers may
inadvertently transfer Uzbek sentence structures.
Additionally, Uzbek is an agglutinative language, meaning that words are
formed by adding prefixes and suffixes, which can complicate translation and
sentence construction in languages like English. Flowerdew (2000) notes that
non-native speakers often transfer their native grammatical structures when
writing in a second language, resulting in syntax that may be unclear or
grammatically incorrect. As such, non-native Uzbek writers frequently produce
sentences that are not fully aligned with English or Russian sentence structures,
affecting both clarity and flow.
Results
Vocabulary poses another challenge for non-native Uzbek writers. While
some academic concepts in Uzbek are borrowed from Russian or English, there
is often no direct equivalent in Uzbek. This lack of standardized academic
terminology makes it difficult for non-native writers to express themselves with
precision, particularly in technical fields like medicine, law, and science (Jalilov,
2014). Non-native Uzbek writers may either borrow foreign words, which can
be confusing to readers, or create new terms, which may not always be
understood or accepted in academic circles.
Leki (2007) emphasizes that the difficulty of finding equivalent academic
terms is a common issue for non-native writers. In Uzbekistan, this problem is
particularly pronounced because there is no standardized academic lexicon in
Uzbek that mirrors those found in English or Russian. This gap can lead to
THEORETICAL ASPECTS IN THE FORMATION OF
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International scientific-online conference
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awkward phrasing or confusion when translating complex academic concepts
into Uzbek. As Nizamova (2018) suggests, non-native writers must often grapple
with linguistic and terminological limitations, hindering their ability to
communicate their ideas effectively in both their native and foreign languages.
Discussion
Cultural norms and expectations significantly influence academic writing.
Academic writing in English, for example, often values brevity, objectivity, and
directness, while Uzbek academic writing may place greater emphasis on
thoroughness, formality, and narrative style (Hinkel, 2004). In Uzbek academic
traditions, there is a tendency to incorporate personal experience or illustrative
examples to strengthen arguments, which contrasts with the preference for
impersonal, evidence-based writing in Western academia (Jalilov, 2014). Non-
native Uzbek writers may thus struggle to adapt their writing style to meet the
expectations of international academic audiences, especially in fields like social
sciences, where the personal voice is often discouraged.
According to Nizamova (2018), cultural differences in writing styles can
create significant barriers for non-native Uzbek writers when they attempt to
engage with global academic communities. These writers may inadvertently
include subjective elements in their work, which may be considered
unprofessional or irrelevant in Western academic contexts. As Hinkel (2004)
notes, different cultural approaches to academic writing shape how ideas are
presented, and for Uzbek writers, adjusting to more formal, impersonal styles of
argumentation can be a challenge.
In addition to writing style, the cultural approach to argumentation also
varies across academic traditions. In Uzbek academic writing, it is often common
to build arguments indirectly, with the introduction of complex ideas through
anecdotes or detailed background information (Jalilov, 2014). In contrast,
English academic writing requires a more direct approach, where the main
argument is presented clearly and concisely at the outset, followed by logical
reasoning and evidence (Swales & Feak, 2012). This cultural difference can
cause confusion for non-native Uzbek writers, who may find it difficult to adapt
to the expectation of succinctness and clarity in Western academic contexts.
Conclusion
The educational system in Uzbekistan, while improving, still faces
significant challenges in providing comprehensive academic writing instruction.
According to Jalilov (2014), the Uzbek education system historically placed less
emphasis on writing skills compared to other aspects of learning, such as rote
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memorization or oral examination. Although there has been progress in
integrating academic writing into curricula, many students are still not
adequately trained in formal writing techniques, research methodologies, and
citation practices. This deficiency in writing instruction makes it difficult for
non-native writers to develop the skills necessary to write effectively in both
Uzbek and foreign languages.
Moreover, as Nizamova (2018) points out, the lack of specialized training
programs and writing support services, such as writing centers or peer feedback
mechanisms, further exacerbates the difficulties non-native Uzbek writers face.
This lack of institutional support makes it harder for non-native writers to
improve their academic writing and meet international academic standards.
In addition to insufficient writing instruction, non-native Uzbek writers
often lack access to essential resources such as academic journals, writing tools,
and professional editing services. These resources are widely available in many
Western institutions, but in Uzbekistan, access to these tools is limited (Jalilov,
2014). Without access to these resources, non-native Uzbek writers face
additional hurdles in producing high-quality academic work.
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