Òîøêåíò Ìàðò | 2020. 2-³èñì - Tadqiqot · 2020. 3. 31. · Òîøêåíò 5 Ìàðò...

1 Ìàðò | 2020. 2-³èñìÒîøêåíò

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Ìàðò | 2020. 2-³èñì Òîøêåíò

TÎØÊÅÍÒ-2020

"¤ÇÁÅÊÈÑÒÎÍÄÀ ÈËÌÈÉ-ÀÌÀËÈÉ ÒÀÄ£È£ÎÒËÀÐ"ÌÀÂÇÓÑÈÄÀÃÈ ÐÅÑÏÓÁËÈÊÀ 14-Ê¤Ï ÒÀÐÌÎ£ËÈÈËÌÈÉ ÌÀÑÎÔÀÂÈÉ ÎÍËÀÉÍ ÊÎÍÔÅÐÅÍÖÈß

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ÌÀÒÅÐÈÀËÛ ÐÅÑÏÓÁËÈÊÀÍÑÊÎÉ14-ÌÅÆÄÈÑÖÈÏËÈÍÀÐÍÎÉ ÄÈÑÒÀÍÖÈÎÍÍÎÉ ÎÍËÀÉÍ

ÊÎÍÔÅÐÅÍÖÈÈ ÍÀ ÒÅÌÓ "ÍÀÓ×ÍÎ-ÏÐÀÊÒÈ×ÅÑÊÈÅÈÑÑËÅÄÎÂÀÍÈß Â ÓÇÁÅÊÈÑÒÀÍÅ"

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MATERIALS OF THE REPUBLICAN 14-MULTIDISCIPLINARYONLINE DISTANCE CONFERENCE ON "SCIENTIFIC AND

PRACTICAL RESEARCH IN UZBEKISTAN"PART-2



Ó¤Ê 323(575.1)(063)ÊÁÊ 66.3(5¤)ÿ43É-18

"¤çáåêèñòîíäà èëìèé-àìàëèé òàä³è³îòëàð" [Òîøêåíò; 2020]

"¤çáåêèñòîíäà èëìèé-àìàëèé òàä³è³îòëàð" ìàâçóñèäàãè ðåñïóáëèêà 14-ê´ï òàðìî³ëè èëìèéìàñîôàâèé îíëàéí êîíôåðåíöèÿ ìàòåðèàëëàðè ò´ïëàìè, 31 ìàðò 2020 éèë. - Òîøêåíò: Tadqiqot,2020. - 279 á.

Óøáó Ðåñïóáëèêà-èëìèé îíëàéí êîíôåðåíöèÿ 2017-2021 éèëëàðäà ¤çáåêèñòîíÐåñïóáëèêàñèíè ðèâîæëàíòèðèøíèíã áåøòà óñòóâîð é´íàëèøëàðè á´éè÷à ¥àðàêàòëàð ñòðàòåãèÿñèäàê´çäà òóòèëãàí âàçèôà - èëìèé èçëàíèø þòó³ëàðèíè àìàëè¸òãà æîðèé ýòèø é´ëè áèëàí ôàíñîµàëàðèíè ðèâîæëàíòèðèøãà áà²èøëàíãàí.

Óøáó Ðåñïóáëèêà èëìèé êîíôåðåíöèÿñè òàúëèì ñîµàñèäà ìåµíàò ³èëèá êåëà¸òãàí ïðîôåññîð- ³èòóâ÷è âà òàëàáà-´³óâ÷èëàð òîìîíèäàí òàé¸ðëàíãàí èëìèé òåçèñëàð êèðèòèëãàí á´ëèá, óíäàòàúëèì òèçèìèäà èë²îð çàìîíàâèé þòó³ëàð, íàòèæàëàð, ìóàììîëàð, å÷èìèíè êóòà¸òãàí âàçèôàëàðâà èëì-ôàí òàðà³³è¸òèíèíã èñòè³áîëäàãè ðåæàëàðè òàµëèë ³èëèíãàí êîíôåðåíöèÿñè.

Ìàúñóë ìóµàððèð: Ôàéçèåâ Øîõðóä Ôàðìîíîâè÷, þ.ô.ä., äîöåíò.

1.¥ó³ó³èé òàä³è³îòëàð é´íàëèøè -Þñóâàëèåâà Ðàõèìà, ïðîôåññîð â.á.,þ.ô.í. (Æàõîí è³òèñîäè¸òè âà äèïëîìàòèÿ óíèâåðñèòåòè)2.Ôàëñàôà âà µà¸ò cîµàñèäàãè ³àðàøëàð -Íîðìàòîâà Äèëäîðà Ýñîíàëèåâíà, äîöåíò (Ôàð²îíà äàâëàò óíèâåðñèòåòè)3.Òàðèõ ñàµèôàëàðèäàãè èçëàíèøëàð -×àðèåâ Òóðñóí Õóâàåâè÷, äîöåíò (¤çáåêèñòîí äàâëàò êîíñåðâàòîðèÿñè)4.Ñîöèîëîãèÿ âà ïîëèòîëîãèÿíèíã æàìèÿòèìèçäà òóòãàí ðíè-Óðèíáîåâ Õîøèìæîí Áóíàòîâè÷, äîöåíò (Íàìàíãàí ìóõàíäèñëèê-³óðèëèø èíñòèòóòè)5È³òèñîäè¸òäà èííîâàöèÿëàðíèíã òóòãàí ðíè -Âîõèäîâà Ìåõðè Õàñàíîâà, PhD (Òîøêåíò äàâëàò øàð³øóíîñëèê èíñòèòóòè)6.Ôèëîëîãèÿ ôàíëàðèíè ðèâîæëàíòèðèø é´ëèäàãè òàä³è³îòëàð -Òóðñóííàçàðîâà Ýëüâèðà Òàõèðîâíà (Íàâîèé âèëîÿò õàë³ òàúëèìè õîäèìëàðèíè ³àéòà òàé¸ðëàø âàóëàðíèíã ìàëàêàñèíè îøèðèø µóäóäèé ìàðêàçè)7.Ïåäàãîãèêà âà ïñèõîëîãèÿ ñîµàëàðèäàãè èííîâàöèÿëàð -Àáäóìàæèäîâà Äèëäîðà Ðàõìàòóëëàåâíà, PhD (Òîøêåíò Ìîëèÿ èíñòèòóòè)8.Ìàäàíèÿò âà ñàíúàò ñîµàëàðèíè ðèâîæëàíèøè -Òîøòåìèðîâ Îòàáåê Àáèäîâè÷ (Ôàð²îíà ïîëèòåõíèêà èíñòèòóòè)9.Àðõèòåêòóðà âà äèçàéí é´íàëèøè ðèâîæëàíèøè -Áîáîõîíîâ Îëòèáîé Ðàõìîíîâè÷ (Ñóðõàíäàð¸ âèëîÿòè òåõíèêà ôèëèàëè)10.Òåõíèêà âà òåõíîëîãèÿ ñîµàñèäàãè èííîâàöèÿëàð -Íîðìèðçàåâ Àáäó³àþì Ðàµèìáåðäèåâè÷, äîöåíò (Íàìàíãàí ìóõàíäèñëèê-³óðèëèø èíñòèòóòè)11.Ôèçèêà-ìàòåìàòèêà ôàíëàðè þòó³ëàðè -Ñîõàäàëèåâ Àáäóðàøèä Ìàìàäàëèåâè÷, äîöåíò (Íàìàíãàí ìóõàíäèñëèê-òåõíîëîãèÿ èíñòèòóòè)12.Áèîìåäèöèíà âà àìàëè¸ò ñîµàñèäàãè èëìèé èçëàíèøëàð -Ìàìàòîâà Íîäèðà Ìóõòàðîâíà, ò.ô.ä., äîöåíò (Òîøêåíò äàâëàò ñòîìàòîëîãèÿ èíñòèòóòè)13.Êèì¸ ôàíëàðè þòó³ëàðè -Ðàõìîíîâà Äîíî £àõõîðîâíà (Íàâîèé âèëîÿòè òàáèèé ôàíëàð ìåòîäèñòè)14.Áèîëîãèÿ âà ýêîëîãèÿ ñîµàñèäàãè èííîâàöèÿëàð -É´ëäîøåâ Ëàçèç Òîëèáîâè÷ (Áóõîðî äàâëàò óíèâåðñèòåòè)15.Àãðîïðîöåññèíã ðèâîæëàíèø é´íàëèøëàðè -Ñóâîíîâ Áîéìóðîä ¤ðàëîâè÷, äîöåíò (Òîøêåíò èððèãàöèÿ âà ³èøëî³ õ´æàëèãèíè ìåõàíèçàöèÿëàø ìóõàíäèñëàðè èíñòèòóòè)16.Ãåîëîãèÿ-ìèíåðîëîãèÿ ñîµàñèäàãè èííîâàöèÿëàð -£àµµîðîâ ¤êòàì Àáäóðàõèìîâè÷, PhD, äîöåíò (Òîøêåíò èððèãàöèÿ âà ³èøëî³ õ´æàëèãèíèìåõàíèçàöèÿëàø ìóõàíäèñëàðè èíñòèòóòè)

Ò´ïëàìãà êèðèòèëãàí òåçèñëàðäàãè ìàúëóìîòëàðíèíã õà³³îíèéëèãè âà è³òèáîñëàðíèíã ò´²ðèëèãèãàìóàëëèôëàð ìàñúóëäèð.

© Ìóàëëèôëàð æàìîàñè© Tadqiqot.uz

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ÌÓÍÄÀÐÈÆÀ \ ÑÎÄÅÐÆÀÍÈÅ \ CONTENT

ÔÈËÎËÎÃÈß ÔÀÍËÀÐÈÍÈ ÐÈÂÎÆËÀÍÒÈÐÈØÉ¤ËÈÄÀÃÈ ÒÀÄ£È£ÎÒËÀÐ

1. Alimbayeva Go`zal To`liboyevnaXUDOYBERDI TO`XTABOYEV IJODINI O`RGANISH...................................122. Allaqulleva AzzatTECHNOLOGIES IN TEACHING FOREIGN LANGUAGES.............................143. Ahmedjanova NilufarBOSHLANG`ICH SINFLARDA FANLARNI O`QITISHDAINNOVATSION YONDASHUVLAR SAMARADORLIK OMILI SIFATIDA......164. Davron Ergashev Ulug'bek o'g'liABDULLA ORIPOV O'ZBEK SHE'RIYATIDAGI O'RNI.....................................185. Ochilov Bahodir, Eshmanov BaxtiyorLEKSIKOLOGIK VOSITALAR YORDAMIDA EKSPRESSIVLIKNING HOSILQILINISHI (ZULFIYA SHE'RLARI MISOLIDA)..............................................196. JUMANOVA GULCHEXRAMOTIVATING LEARNERS TO LEARN FOREIGN LANGUAGES.....................217. Hamrokulov TokhirA CASE STUDY OF ENGLISH AND ARABIC ADJECTIVES...............................238. Madraximova Soxiba Xasanboy qizi"At" PREDLOGI BIRIKMALARNING LOKATIV SINTAKSEMA BO`LIBIFODALANISHI...................................................................................................259. Misirova Nazira Yusupovna"JAYRON" SHE'RIDA LEKSIKOLOGIK VOSITALAR YORDAMIDAEKSPRESSIVLIKNING HOSIL QILINISH USULLARI......................................2710. Norboyeva Amina ShonazarovnaSIFAT HAQIDA UMUMIY TUSHUNCHA.......................................................2911. Sultonova Gulnoza Ollabergan qiziQUDDUS MUHAMMADIYNING BOLALAR ADABIYOTIDAGI O`RNI............3012. Xolmuratova Nasiba, Ibadullayeva NilufarRECOMMENDATIONS TO ENGLISH TEACHERS HOW TO IMPLEMENT THECLIL METHOD INTO TEACHING FOREIGN LANGUAGES.......................3113.Áàáàíèÿçîâà Äèëíîçà, Áåê÷àíîâà ÑàíîáàðTHE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES INTHE ORGANIZATION OF COGNITIVE ACTIVITY OF STUDENTS.................3314. Ibragimova Ra'no IsakovnaDAVR RUHI VA MAVZU MAS'ULIYATI..............................................................3515. Óìàðîâà Ñàèäà,ÏÐÎÔÅÑÑÎÐ FÀÉÁÓËËÎ¥ ÀÑ-ÑÀËÎÌÍÈÍÃ ÒÈË ÁÈÐËÈÊËÀÐÈ, ÕÀË£ÈÁÎÐÀËÀÐÈ ÂÀ ÎÊÊÀÇÈÎÍÀË Ñ¤ÇËÀÐ Á¤ÉÈ×À ÈËÌÈÉ£ÀÐÀØËÀÐÈ......................................................................................................3716.Gavharoy Isroiljon kizi, Anvarov AbbosbekLITERARY ANALYSIS OF MOTIF AND SYMBOL IN LITERATURE................3917.Abdullayeva Durdona, Tolqinboyeva Hushnuda FOUR FEATURES OF CLASSROOM PRACTICE IN ESP..............................4118. Áîðîòîâà Ìàòëóáàõîí, Àáäóëàòèïîâà ÇåáóíèñîÝÐÍÅÑÒ ÑÅÒÎÍ-ÒÎÌÏÑÎÍ ÒÀÁÈÀÒÃÀ ØÀÉÄÎ ÀÄÈÁ ÕÀ£ÈÄÀ................44


"¤ÇÁÅÊÈÑÒÎÍÄÀ ÈËÌÈÉ-ÀÌÀËÈÉ ÒÀÄ£È£ÎÒËÀÐ" ÌÀÂÇÓÑÈÄÀÃÈ ÐÅÑÏÓÁËÈÊÀ14-Ê¤Ï ÒÀÐÌÎ£ËÈ ÈËÌÈÉ ÌÀÑÎÔÀÂÈÉ ÎÍËÀÉÍ ÊÎÍÔÅÐÅÍÖÈß ÌÀÒÅÐÈÀËËÀÐÈÌÓÍÄÀÐÈÆÀ \ ÑÎÄÅÐÆÀÍÈÅ \ CONTENT

19.Bahriddinov Muslim, Usuvaliyeva Rano Sadriddinovna,Bobomirzayeva Ravshanoy RayimjonovnaTHE OPPOSITION OF EMOTIONALLY COLOURED AND EMOTIONALLYNEUTRAL VOCABULARY.....................................................................................4620. Gavharoy Isroiljon kizi, Yusupova HabibaxonLITERARY ANALYSIS OF GANRE OF NOVELS.................................................5021. Mardonova MohigulBOSHLANG`ICH SINF MATEMATIKA DARSLARIDA "ULUSH" VA"KASR"TUSHUNCHASINI O`RGATISH.........................................................................5222. Olimova MuqaddamBOSHLANG`ICH SINFLARDA O`QISH DARSLARINI TASHKIL ETISHNINGMAQSAD VA VAZIFALARI. UNING TARBIYAVIY AHAMIYATI.......................5323. Sharapova Gulshanda, Muhammedova SaltanatKICHIK YOSHDAGI O`QUVCHILARNI MATEMATIKA FANIGAQIZIQTIRISHDA DIDAKTIK O`YINLARNING O`RNI..................................5524.ÍÀÑÐÓËËÀÅÂÀ ÃÓËØÀÍ, ÕÀÌÄÀÌÎÂ ¥ÀÉÄÀÐÀÍÒÐÎÏÎÖÅÍÒÐÈÊ ÌÅÒÀÔÎÐÀÍÈÍÃ ÝÊÑÒÐÀËÈÍÃÂÈÑÒÈÊ ÎÌÈËËÀÐÀÑÎÑÈÄÀÃÈ ÒÀÑÍÈÔÈ................................................................................5625. Munisa Saydullayeva, Aziza AlangovaCOMMUNICATIVE TEACHING FOREIGN LANGUAGE.................................5926.Anvarjon Abdirayimov,"YETTI" SONINING LINGVOMADANIY TALQINI........................................6027. Abdiyeva Sadoqat,ONA TILINI O'QITISHNI RIVOJLANTIRSHDAGI MUAMMOLAR VA ULARNIBARTARAF ETISH BO'YICHA MULOHAZALAR..................................................6228. Abdullayeva Dildora Abduraxmonovna,TEACHING PRONOUNCIATION IN TEACHING ENGLISH............................6429. Abdullayeva Xurshida Adhamjonovna,LEARNING ENGLISH THROUGH FAIRY TALES...........................................6630. Abdurahimova Feruza Maxmudovna,THE IMPORTANCE OF RIDDLES IN TEACHING ENGLISH.........................6831. Abdurazakova Umida Olimovna, Matmusaeva Dilorom AtakhanovnaTHE ROLE OF SONGS IN LEARNING ENGLISH..........................................7032. Ablaqulova Kamola,CHIN INSONIYLIK TUSHUNCHALARINING NAVOIY ASARLARIDA AKSETISHI.................................................................................................................7333. Adhamova Mushtariy Iqboljon qizi.O'ZBEK TILSHUNOSLIGIGA O'ZLASHMA SO'ZLARNING KIRIB KELISHITADQIQI...........................................................................................................7534.Adinayeva Yashna,O'ZBEK TILI DARSLARIDA BUYUK AJDODLARIMIZ MEROSIDANFOYDALANISH...................................................................................................7735.Akramova Mavluda Abduvohidovna,ADABIYOT DARSINI SAMARALI TASHKIL ETISH............................................7936.Munisa Saydullayeva, Aziza AlangovaDEVELOPING INTERCULTURAL TOLERANCE OF STUDENTS...................81

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37.Aziza Alangova, Munisa SaydullayevaINTERPERSONAL INTERACTION IN FORMATTING GROUP EFFECTS...8338.Aziza Alangova, Munisa SaydullayevaLOCALIZATION AS A PROCESS OF LINGUISTIC TRANSFORMATIONSTRUCTURES AND CONTENTS OF DYNAMIC TEXT....................................8539. Aliyeva Salima,NAVOIY DAHOSIGA EHTIROM - MILLATIMIZ UCHUN SHARAF.................8740. Allayarova ShoxsanamLEKSANDR SERGEYEVICH PUSHKIN IJODIDA O'RTA OSIYO XALQLARIHAQIDAGI MA'LUMOTLAR............................................................................8941. Aminova Yulduz Navro'zovna,CHET TILINI O'QITISHDA AXBOROT TEXNOLOGIYALARINING O'RNI....9142.Amonova Dilfuza,ZAMONAVIY DARS - SAMARADORLIK OMILI...........................................9343.Aripova GulnozaO'ZBEK MUSIQA TERMINOLOGIYASINING TARAQQIYOTIDALEKSIKOGRAFIK TADQIQOTLARNING O'RNI...............................................9544. Arzibayev O'tkir,WAYS OF TEACHING SPEAKING ACTIVITIES IN TEACHING ENGLISH...9745. Asatova Zulfizar,"QUTADG'U BILIG" DOSTONINI "FSMU" TEXNOLOGIYASI ASOSIDAO'RGANISH......................................................................................................9946. Axmadova Ozoda Axrorovna,O'QUVCHILARNING DUNYOQARASHINI KENGAYTIRISHDA KITOBNINGAHAMIYATI.......................................................................................................10147. Axmedova Iroda Sobirjon qiziENGLISH PROVERBS AND THEIR ANALYSIS WITH THE ALTERNATIVESIN THE UZBEK LANGUAGE............................................................................10248. Axmedova Sabohat,MAKTABDA CHO'LPON SHE'RIYATINI O'RGANISH.......................................10549. Axrorova Moxichehra,INGLIZ TILI DARSLARIDA TRENING USLUBIDAN FOYDALANISHNINGPEDAGOGIK-PSIXOLOGIK MOHIYATI...........................................................10750. Baxriyeva Nilufar,ONA TILI DARSLARIDA MATN BILAN ISHLASH USULLARI HAQIDA......10951. Boboqulova Maftuna,ALISHER NAVOIYNING YOSHLAR TARBIYASI SOHASIDAGIQARASHLARI....................................................................................................11152. Boboxonova Xolida Akramjonovna,LISTENING IS THE BASIS OF COMMUNICATION......................................11353.Mahliyo Boyqulova, Bahoroy ShermatovaTARJIMADA TARIXIYLIK VA MILLIYLIK........................................................11554.Bozorova Gulrux,MAKTABDA MUMTOZ ADABIYOT VAKILLARINING IJODINIO'RGANISHDA ZAMONAVIY TEXNOLOGIYALARDAN FOYDALANISH......11755. Bozorova Hulkar,O'QUVCHILARNING DUNYOQARASHINI KENGAYTIRISHDA KITOBXONLIK MADANIYATINING O'RNI...................................................119



56. Bo'ronova Gulchehra,ERGASHTIRUVCHI BOG'LOVCHILARNING PARADIGMATIKVA SINTAGMATIK MUNOSABATLARI.........................................................12157. Bulturova Mohichehra Ilxomovna,COMMUNICATIVE GAMES IN TEACHING SPEAKING SKILLS..............12358.Dadaboyev Zafar Zakirovich,LEARNING ENGLISH THROUGH SONGS......................................................12559.DINARA OCHILOVA,FEATURES OF TRANSLATION OF ENGLISH LITERARY TEXTS INTOUZBEK............................................................................................................12760. Diyora Abduvosiyeva,TRANSLATION OF GEOGRAPHICAL NAMES..................................................12961.Djalilova Aziza Maxamatjanovna,USING GAMES IN PRIMARY CLASSES.........................................................13062.DJO'RAYEVA SHAXNOZA MURODOVNAO'ZBEKNING SOHIBQIRONI.............................................................................13263. Djurayeva Ziyoda Djamoliddinovna,GRAMMAR GAMES IN TEACHING ENGLISH.............................................13364. Dushaeva Sokhiba, Kuziev Shavkat, Alijonova LayloDISCOURSE AND ITS PRIVILEGE IN TEXT FORMATION.........................13565. Pirnazarova Manzura Matnazarovna, Dushamova Nodirabegim DushamovnaLEV NIKOLAYEVICH TOLSTOYNING "OILAVIY BAXT" ASARI - ESKITUYG'ULARDAN YANGI TUYG'ULARGA ASOS...........................................13766. Egamberdiyeva Saodat Ergashevna,ADABIOYT DARSLARIDA VIDEO LAVHALARNING O'RNI...........................13967.EGAMOVA OYGUL QOSIMOVNASHARQ ALLOMALARI HAYOTI -TARBIYA MAKTABI...................................14168. Erbo'tayeva Noriniso Xamdamovna, Xolbo'tayeva Barno AbdurasulovnaONA TILI VA ADABIYOT FANLARINI Î'QITISHDA ZAMONAVIYYONDASHUVLAR.............................................................................................14269. Ergasheva Muqaddas Erdonovna,BADIIY ASARNI O'QUVCHILARGA YETKAZISHDA ILMIY DIDAKTIKTAHLILNING O'RNI........................................................................................14570. Eshimbekova Saodat MamirovnaONA TILI DARSLARIDA INTERFAOL USULLARNING QO'LLANILISHI....14771. Fatullayeva Firuza,O'QITUVCHI NUTQINING TA'LIM SIFAT VA SAMARADORLIGIGATA'SIRI..............................................................................................................14972.Fatullayeva Muharram,MAKTABDA ONA TILI FANINI O'QITISHDA ZAMONAVIYYONDASHUVLAR..........................................................................................15173.Fuzalova Munisa Jurayevna,GRAMMAR GAMES IN TEACHING ENGLISH...............................................15374.Shahnoza GiyazovaA.NAVOIYNING "MAHBUB UL-QULUB" ASARINIO'QITISHNING YANGI USULLARI.................................................................155

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75.Gulrukh Shodieva, Sadokat JumaevaHOW CAN WE IMPROVE YOUNG PUPILS LEARNING AND THE ENGLISH LANGUAGE?...............................................................................15776.Hamidova Gulhayo,XALQ OG'ZAKI IJODI - SO'Z SAN'ATI...........................................................15975.Hamrokulov TokhirMORPHOLOGICAL CONSTRUCTION OF ARABIC AND ENGLISH WORDSUSING ACTUARIAL ANALYSIS....................................................................16176. Hamroyeva Nodira Ashurovna,ALISHER NAVOIYNING TA'LIM VA TARBIYA HAQIDAGI QARASHLARI...16377. Hasanova GuljahonADABIYOT SAN'ATI INSON YARATGAN BETAKROR MO'JIZA..................16578. Haydarova Zamira,MA'RIFATLI AYOLLAR HAQIDAGI NAVOIYNING QARASHLARI...............16779. Hazratqulova Bumayram Xakimjonovna,LEARNING ENGLISH THROUGH VIDEO APPLICATION..............................16980. Hikmatova Gulbahor,ONA TILI VA ADABIYOT DARSLARIDA YOZMA NUTQNI O'STIRISHMASHQLARINI TASHKIL ETISH......................................................................17181. Ibragimova Feruza Odiljanovna, EXTENDING CONVERSATION AMONG THE PUPILS................................17282. Èáðàãèìîâà Ìóàççàì Ñîäèêæîí Êèçè,ÐÎËÜ ÈÊÒ Â ÎÁÓ×ÅÍÈÈ ßÇÛÊÓ...............................................................17483. Ibrogimova Zebiniso Abdupattayevna,NEMIS TILINI O'RGATISHIDA NEMIS TILIDA KOMMUNIKATIVSALOHIYATNI SHAKLLANTIRISH.................................................................17684. Islomova Vazira Normurotovna,SO'Z UMMONIDAN GAVHARLAR.................................................................17885. JABBOROVA DILNAVOZ SHARIPOVNAXALQIMIZNING BULBULZABON FARZANDI..............................................18086. Jeraxovskaya Viktoriya Vladimirovna,IMPORTANCE OF MOTIVATION IN LANGUAGE LEARNING.....................18287. Jo'rayeva Umida Mirzahakimovna,ADABIYOT DARSLARIDA INTERFAOL USULLARNI QO'LLASH................18488. Jo'rayeva Marhabo,NASRIY JANRLARNI O'RGATISH USULLARI...............................................18689. Jumaboyeva Mexri,SO'Z TURKUMLARINI O'QITISHDA INTERFAOL USULLARNINGAFZALLIKLARI..................................................................................................18790. Munira KarimovaAMERICAN LITERATURE AT THE BEGINNING OF XX CENTURY..........18991. Karimova Feruza Xolovna,ONA TILI DARSLARIDA KAFOLATLANGAN NATIJAGA ERISHISHNINGMETODIK ASOSLARI........................................................................................19192. Kenjaboyeva Madina Ma'mur qizi,PRONUNCIATION IN TEACHING ENGLISH................................................193



93. Êåíæàåâà Ãóëðóõ Áàõîäèðîâíà,ÀËÈØÅÐ ÍÀÂÎÈÉ ÌÅÐÎÑÈÍÈ ¤ÐÃÀÍÈØÄÀ ÒÀÚËÈÌ-ÒÀÐÁÈßÌÀÑÀËÀÑÈ....................................................................................................19594.Khidirova Komila Anvar qizi CROSS-CULTURAL ANALYSIS OF SIGN LANGUAGE...............................19695. Khujamberdieva Dilorom,THE TASKS OF MODERN PHONETICS AND ITS ROLE IN TEACHINGENGLISH..........................................................................................................19896. KROMOVA FERUZA HAKIMOVNAABDULLA QODIRIY O'ZBEK ROMANCHILIGINI ASOSCHISI.......................20097. Kunduzova Adolat ErgashevnaTHE IMPORTANCE OF USING INTERACTIVE GAMES IN TEACHING ENGLISH........20298. Kuvondikova Gulbaxor, Meliqulova Sevara,FORMATION OF KEY COMPETENCES IN ENGLISH LANGUAGELESSONS.............................................................................................................20499. Ismailova Laylo XondamirovnaTHE ROLE OF ADVERTISING IN THE DEVELOPMENT OF NATIONALECONOMY AND TORISM..................................................................................206100. Luiza Davlyatova,USING AUTHENTIC MATERIALS ON LANGUAGE LESSONS....................208101. Muhammad Humayun Nadim SHIMOLIY AFG'ONISTON O'ZBEKLARI LEKSIKASINING TARIXIY-ETIMOLOGIK XUSUSIYATLARI.....................................................................210102. Madalieva Dilso'z,BOSHLANG'ICH SINFLARDA O'QUV MOTIVLARININGHUSUSIYATLARI............................................................................................212103. Madaminova Muxayyo,Tilavova Diana,BOSHLANG'ICH SINFDA SINFDAN TASHQARI O'QISHNINGMAQSAD VA VAZIFALARI...........................................................................214104. Turaeva Maftuna Boboyorovna LINGUODIDACTIC REQUIREMENTS TO LEARNING, TEACHING ANDASSESSMENT OF ENGLISH AS A GENERAL EDUCATIONAL TARGETSUBJECT AT SCHOOL, LYCEUM AND COLLEGE.........................................216105. Ìàêàåâà Çóëüôèÿ ÄàìèðîâíàÏÐÈÌÅÍÅÍÈÅ ÊÅÉÑ-ÒÅÕÍÎËÎÃÈÈ Â Ó×ÅÁÍÎÌ ÏÐÎÖÅÑÑÅ ÂÓÑËÎÂÈßÕ ÐÅÀËÈÇÀÖÈÈ ÏÐÈÎÐÈÒÅÒÍÛÕ ÍÀÏÐÀÂËÅÍÈÉÊÎÍÖÅÏÖÈÈ ÐÀÇÂÈÒÈß ÑÈÑÒÅÌÛ ÍÀÐÎÄÍÎÃÎ ÎÁÐÀÇÎÂÀÍÈßÓÇÁÅÊÈÑÒÀÍÀ ÄÎ 2030 ÃÎÄÀ........................................................................219106. Mamajonova Feruza Abdulboqiyevna,THE ROLE OF ICT IN TEACHING ENGLISH...................................................222107.Mamatxo'jayeva Dildora AhmadjonovnaADABIYOT DARSLARIDA O'QITISH JARAYONINING SAMARADORLIGINIOSHIRISH...........................................................................................................224108. Mansurov Azimjon Maxamatjonovich,LEARNING ENGLISH THROUGH POETRY....................................................226109. Matniyozova Sevara Bahromovna, Oltibayeva Shaxnoza ZaripboyevnaO'ZBEK TILIDA YUKLAMALAR VA UNI O'QITISH MASALALARI...............228

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110. Mavlanova Gulnigor Bakhriddin kiziSTUDYING THE PORTRAYAL OF FEMALES IN V.WOOLF'S "MRS.DALLOWAY".......................................................................................................230111. Maxmudov Muxiddin.O`ZBEK VA INGLIZ XALQ OG'IZAKI IJODIDAGI MAQOLLARNING QIYOSIYTADQIQI............................................................................................................232112. Minavarova Saodat Tojimahamatovna,IMPROVING STUDENTS' SPEAKING SKILLS................................................233113. Mirzayeva Gulnoza Yuldashbayevna,IMROVING SPEAKING SKILLS...................................................................235114. Mo'minova Mashhura G'anijonovna,ROLE OF USING ENGLISH-LANGUAGE TALES DURING FOREIGNLANGUAGE CLASSES.......................................................................................237115. Mo'ydinova Shohista G'ulomjonovna,ONA TILI VA ADABIYOT DARSLARIDA AXBOROT KOMMUNIKATSIYATEXNOLOGIYALARNING AHAMIYATI.........................................................239116. MUHAMMADIYEVA NASIBALI MUSTAFOYEVNAMUHAMMAD YUSUF IJODIDA BAHOR MADHI...........................................241117. Murodova Zuhro KarimovnaTEXNOLOGIYA DARSLARIDA O'QUVCHILARNI TARBIYALASHDAMUTAFFAKIRLAR MEROSINING AHAMIYATI..............................................243118. Musayeva OrzuhonIN LEARNING FOREIGN LANGUAGE...........................................................244119. Muwsa NarimbetovCONTENT BASED INSTRUCTION (CBI)..........................................................246120. Nazarova Tursunoy YuldashevnaONA TILI VA ADABIOT FANINI O'QITISHDA AXBOROT-KOMMUNIKATSIONTEXNOLOGIYALARDAN FOYDALANISH.......................................................248121. Norova Hilola,NAVOIY ASARLARINING FARZANDLAR TARBIYASIDAGIBETAKROR O'RNI..............................................................................................250122. Nurimova Hayitgul,TEXNOLOGIYA DARSLARIDA O'QUVCHILARNING UMUMKASBIY BILIMVA KO'NIKMALARINI SHAKLLANTIRISH METODIKASI...............................252123.Gú lxan Nurlı bekovaKÓRKEM SHÍǴ ARMALARDA AWÍ ZEKI SÓYLEW STILINIŃ LEKSIKALÍ QÓZGESHELIGI...............................................................................................254124. Nurullayeva Mavluda Pirnafasovna6-SINF INGLIZ TILI DARSLARIDA YANGI SO`ZLARNI RASMLAR BILANSOLISHTIRISH MASHQLARI..........................................................................256125. Íóðóëëàåâà Íîäèðà,ÂÎÇÌÎÆÍÎÑÒÈ ÈÑÏÎËÜÇÎÂÀÍÈß ÈÍÔÎÐÌÀÖÈÎÍÍÛÕÒÅÕÍÎËÎÃÈÉ Â ÏÐÎÖÅÑÑÅ ÎÁÓ×ÅÍÈß ÐÓÑÑÊÎÌÓ ßÇÛÊÓ...................257126. Sarvinoz O'rinboyeva, Bahoroy ShermatovaTIL SEMANTIKASI VA SO'Z MA'NOLARINING SINXRON TARJIMAGA OIDMUAMMOLAR.................................................................................................259



127. Ochilova Mahliyo Baxtiyor qiziSINONIM SO'ZLARGA DOIR NAZARIY QARASHLAR TAHLILI.................261128. Ochilova Halima,ADABIYOT FANING HAYOTIMIZ BILAN UYG'UNLIGI............................264129. Omonova Dilafro'z,TOPISHMOQ - XALQIMIZ OG'ZAKI IJODINING KICHIK JANRLARIDANBIRI....................................................................................................................266130. Absamadova Mahliyo, Abduhakimova Kamola, Orzikulova MavsumaNEMIS VA INGLIZ TILLARIDAGI MAJHUL NISBAT TUSHUNCHASI VAUNING GAPDA QO'LLANILISH TARTIBI....................................................268131.Murodova Muqaddas, Otamurodova FaridaO'ZBEK VA INGLIZ TILIDAGI UNLILAR TASNIFI.......................................270132. Parmonova Manzura,MUMTOZ ADABIYOTGA XOS SHE'RIY JANRLARNI O'RGANISH272133. Parmonova Nisora,MAKTABDA DRAMATIK ASARLARNI O'RGANISH........................................273134. Parpiyeva Nigora Xoshim qizi, THE IMPORTANCE OF ROLE - PLAYING GAMES.....................................275135. Pulatova Oydin Alimdjanovna,METHODS OF USING ENGLISH-LANGUAGE TALES IN FOREIGNLANGUAGE LESSONS...................................................................................277

12



ÔÈËÎËÎÃÈß ÔÀÍËÀÐÈÍÈ ÐÈÂÎÆËÀÍÒÈÐÈØÉ¤ËÈÄÀÃÈ ÒÀÄ£È£ÎÒËÀÐ

XUDOYBERDI TO`XTABOYEV IJODINI O`RGANISH

Alimbayeva Go`zal To`liboyevnaXorazm viloyati Gurlan tumanidagi4-maktab boshlangìch sinf o`qituvchisi. Tel: +998932867837

Annotatsiya: Mazkur maqolada bolalar adabiyotining zabardast vakili, romannafis yozuvchi XudayberdiTo`xtaboyev hayoti ijodi haqida so`z boradi.

Kalit so`zlar: Fel'etonchi, "Hadik", "Tilxat", "Ona", "Xarakteristika", "Barvaqt aytilgan azon", "Domlaninguyiga o`t ketdi", "Maxsus topshiriq", "Jonginam, shartingni ayt".

Xudoyberdi To`xtaboyev katta-yu, kichik bolalarning sevimli adibi. U hozirgi zamon o`zbek bolalaradabiyotida sarguzasht va fantastika janrlarining rivojlanishiga katta hissa qo`shib kelayotgan talantli adib sifatidakitobxonga ma'lum va mashhurdir.

Xudoyberdi To`xtaboyev 1932-yilning 17-dekabrida Farg'ona viloyatining O`zbekiston tumanigaqarashli Kattatagob qishlog'ida dehqon oilasida dunyoga keldi. Boshqa bolalar qatori Xudoyberdi ham podaboqdi, yer chopdi, paxta terdi, xullas, qishloqda bo`ladigan hamma mehnatlarda hol-qudrat ishtirok etdi.,hayot nimadan iborat ekanligini yoshligidanoq bila boshladi.

Bo`lajak adib ikkinchi jahon urushi yillarida o`qishni yig'ishtirib dalada ketmon chopdi, hisobchilikqildi, mashaqqatli mehnat bilan suyagi qotdi.

Qo`qon pedagogika bilim yurtini muvaffaqiyatli tamomlagan Xudoyberdi To`xtaboyev ona qishlog'idamuallimlik qilar ekan, unda ilmga cheksiz ishtiyoq uygònadi. Shuning uchun ham u o`qituvchilikni tashlab,Toshkent davlat dorilfununiga o`qishga kirdi. Bu yerda Alisher Novoiy, Bobur, G`.oùlom, Oybek, O .Olimjon,A.Qahhor asarlarini sevib o`qidi, o`rgandi.

Unversitetni tugatib, Bog'dod tumanida o`qituvchilik qildi. Ilmiy bo lim mudiri, direktorlik lavozimlaridaishlab, yoshlarni ilm-fan nurlaridan bahramand etish ishlarida faoliyat ko`rsatdi. She'riy mashqlari vaqtlimatbuot sahifalarida e'lon qilina boshladi. Bu esa bo`lajak adibni markazga - Toshkentga ijodiy ish bilan jiddiyshug'ullanishga chorlar edi. Shunday ham bo`ldi. U 1958-yilda Toshkentga ko`chib keldi. "Toshkent haqiqati"gazetasiga ishga kirdi.

"Hadik", "Tilxat", "Ona", "Xarakteristika", "Barvaqt aytilgan azon", "Domlaning uyiga o`t ketdi","Maxsus topshiriq", "Jonginam, shartingni ayt" kabi kattalar uchun qissa va hikoyalar yozgan XudoyberdiTo`xtaboyev bolalar uchun ham hikoyalar yarata boshladi.

Inson olamga kelibdiki, ona allasi aytilibdiki bolaga rostgo`y bo`lish, yolgòn gapirmaslik masalasi qulog'igaquyiladi. Chunki kim yolgònchi bo`lsa, o`zgalarga riyokorlik ko`rsatsa, bir kun emas, bir kuni siri foshbo`ladi, yolgònchiligi oshkor bo`lgach, izza bo`lib odamlar yuziga tik boqa olmay qoladi. Oddiy bir misol:adibning "Shoshqaloq" hikoyasini olib ko`raylik.

Shavkat juda shoshqaloq bola, doimo shoshilganidan gap orasida yolgòn-yashiq gapni ham qistiribyuboraveradi. Buni uning qo`shni ayol- Komila xolaga yolgòn gapirib qo`yib, mana bunday izza bo`libqolishi misolida ham bilib olamiz.

"Kichkina rais" hikoyasining qahramoni kichkintoy o`quvchi bola. Lekin Foziljonning xatti-harakati,intilishi, paxta dalalarini sergaklik bilan kuzatishi, fikr yuritishi raislarga xos.

Xudoyberdi To`xtaboyevda yozuvchilikka ishtiyoq uygòtgan, qobiliyatining shakllanishida muhim rolo`ynagan, asarlariga qaytarilmas rang va jilo bergan narsa hayot, vaqtli matbuot, redaktsiyadagi qaynoq ijodiymuhit va qunt, chidam bilan o`qish, o`rganish, o`z ustida ishlash bo`ladi.

Xudoyberdi To`xtaboyev uzoq yillar fel'etonchi bo`lib ishlab, kishilarning yurak dardini, hasratini quntbilan o`rgandi. Bunday shikoyatlarga sabab bo`layotgan shaxslarning xatti-harakatlarini mufassal bilib olishgaintildi. Davrdan orqada qolgan, sarqit deb atalgan illatlar botqog'iga botgan, molu dunyoga hirs qo`yganshaxslar haqida talay fel'etonlar yozdi. "Sariq devni minib", "Sariq devning o`limi" nomli asarlari ana shufaktlarni umumlashtirish asosida yuzaga keldi, desak to`g`ri bo`ladi.

Foydalanilgan adabiyotlar:



1. Jumaboyev M. O'zbek bolalar adabiyoti. -T.: O'qituvchi, 2002.2. Jumaboyev M Bolalar adabiyoti. -T.: O'qituvchi, 2011.

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TECHNOLOGIES IN TEACHING FOREIGN LANGUAGES

Allaqulleva AzzatXorazm viloyati Urganch shahri90 938 76 [email protected]

Annotation :This article deals with peculiarities of using technologies in teaching foreign languages Thearticle reveals the essence of the use of advanced educational technologies in teaching a foreign language andprovides a structural and informative characteristic of these technologies; justifying didactic conditions for theintroduction of advanced educational technologies in teaching a foreign language.

Key words : technology, peculiarity ,education, teacher, pedagogical, facilitator.

Technology is one of the most important factors of social and language change. The new era sets newtasks and responsibilities for modern teacher. The tradition way of teaching English has been radicallychanged with the advent of great technology. Technology provides as many opportunities as to make learninginteresting and also make this process more productive in terms of improvements. This technology is at thecore of the globalization process; affects educational work and culture.

Teachers who love technology and feel comfortable using it will be up to date on recent advances andoften readily learn and experiment with implementing different technologies in their teaching, whetheroffline or online. Sometimes they are criticized by more techno-critical teachers for using technology toomuch without evidence of their effectiveness in helping students learn better or faster. The article revealsthe essence of the use of advanced educational technologies in teaching a foreign language and provides astructural and informative characteristic of these technologies; justifying didactic conditions for the introductionof advanced educational technologies in teaching a foreign language; the content and methods of interactivelearning using advanced pedagogical technologies, in general, the introduction of advanced pedagogicaltechnologies in the practice of the school. Since we know that learning and education are becomingincreasingly independent in time and place, it is necessary to find new models for integrating new mediainto a principled approach to teaching and learning that enriches and complements traditional materials andproven delivery systems in existing institutions. Various contributions to this study show some of thepossibilities of new technologies for language learning and language teaching. As Mark noticed "Contentprogram updates can ensure that teachers and students meet and can work with current and authentic sources.Such meetings connect the training with the most important events of our time and emphasize the generalidea that knowledge itself is not fixed and not completed, that there are many discoveries and a library ofanalyzes that can be available to students." Following this idea, we may say that the attitude of teachers tonew media and the corresponding concepts of their use and organization of education will determinewhether the desired results can be achieved and whether a shift in learning culture is possible. New media notonly contribute to changing the learning culture in an institutional context, but also require such changes.They provide new opportunities and challenges due to:

- offering a wider range of educational materials (especially teaching methods);- providing more independent learning, offering a wide choice, individual forms of learning or free

forms of learning;- giving teachers and students the opportunity to jointly plan and organize courses;- Facilitating communication between students and between students and the teacher via the Internet.The innovative potential of online languages needs to be fully understood, where teachers can create and

maintain language communities, disassemble them when they have exhausted their functions, and connectminds and hearts to discuss everyday problems or even complex issues. Language is a social activity thatrequires real partners to communicate, and teachers increasingly have to hire new partners with whom theirstudents can practice the target language. It becomes clear that teachers need new conceptual skills, given thequalitative leap that is necessary to move from proven controlled media, such as a textbook, with orderedadditional materials, to a more open and interesting approach when using new media. in full. Teachers shouldmove to the role in which they create learning experiences. As we mentioned above, language teachers mustnow take on new roles and come to a situation in the classroom with appropriate attitudes and approaches.Other new and important teacher roles are those of the mediator, researcher, and developer of complexlearning scenarios, the employee, and the evaluator. As facilitators, teachers in many ways need to knowmore than they, as policy information providers. Facilitators should be aware of the various materials



available to improve students' language skills. In a context like this, where ascending processes are applied,this emphasis on the choice and independent use of materials by students under the guidance of a teacherwas defined from the point of view of resource pedagogy, in parallel with other pedagogies such as time ofchoice and cooperation pedagogy. In addition, we would like to point out that teachers need to introduce newpedagogical technologies in order to create interesting lessons that attract the attention of students. Encouragingstudents to become more active participants in the lesson can sometimes help them see the goal ofimproving their communication skills in the target language with their use.

Summing up, teacher education is a key element of success in this more flexible language audience,where teachers will be able to effectively use and recommend new teaching technologies and other resources.Teachers should not only know and understand the functions of the various media available in the multimediaenvironment, but also know when they are best used.

THE LIST OF USED LITERATURE:1. Mark Warschauer. Online English News: Its Listening and Teaching. Media in Foreign Language

Instruction.2000, 109p.2. Rita Balbi. Semiannual survey report on the development of China's Internet 1993, 205 p;(2003/1),

China Internet Network Information Center. 2003.3. Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University

Press, 1991.

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BOSHLANGÌCH SINFLARDA FANLARNI O`QITISHDAINNOVATSION YONDASHUVLAR SAMARADORLIK OMILI SIFATIDA

Ahmedjanova NilufarXorazm viloyati Urganch shahridagi 25-son umumiy o`rta ta`lim maktabiningboshlangìch sinf o`[email protected]

Annotatsiya : Ushbu maqolada boshlangìch sinflarda fanlarni o`qitishda innovatsion texnologiyalarningo`rni va ahamiyati bayon etilgan.Shuningdek dars jarayonida turli xil o`yinlardan foydalanishning muhimjihatlari o`quvchilar tomonidan samarali o`zlashtirilishiga xizmat qilishi asoslangan.

Kalit so`zlar: innovatsion texnologiyalar,AKT,tahlil ,taqqoslash,raqobat,tadqiqot, o`yintexnologiyasi,muvaffaqiyat.

Barkamol avlod ta'lim-tarbiyasi ilk maktab yoshidan boshlanganda ijobiy natija berishini barchamiz yaxshibilamiz. Chunki boshlang'ich sinf bamisoli poydevor, poydevori mustahkam bino esa pishiq va samaralidir.Harbir dars jarayonida mashg'ulotni qiziqarli va mazmunli tashkil eta olish, o'quvchilar diqqatini jamlay olishdaAKTdan foydalanish samarali natija bermoqda. O'quvchilarda uzluksiz o'z ustida mustaqil ishlash imkoniyatitug'ildi.Ular o'rgangan manbani "tahlil qilish" va "taqqoslash" xususiyatlarini ham mustaqil bajarishadi.Shularni e'tiborga olib, boshlang'ich ta'limda axborot-kommunikatsion texnologiyalardan unumlifoydalanilmoqda. O'qish, ona tili, matematika, tabiat, musiqa, texnologiya darslari bo'yicha dasturlar asosidatayyorlangan,animatsiyali,slaydlardan,multimedialardan foydalanish maqsadga muvofiqdir. E'tiborli tomonishundaki, o'quvchi yangilikka qiziquvchan bo'lganligi sababli ekranda berilgan savollarga do'stlaridan oldinjavob berishga intiladi.

Masalan, bir marta kompyuterda test bajargan o'quvchi keyingi safar qachon test bajarishini intizorbo'lib kutadi. Sababi, o'qituvchi test natijalari (qog'oz varianti)ni keyingi darsda e'lon qilsa, kompyuterda esatest yakunida o'z balini biladi va hattoki, ijobiy ball ola olmasa qayta topshirib ko'rishni so'raydi. O'quvchilaro'rtasida dars jarayonida raqobat rivojlanadi. Raqobat bor joyda esa o'sish bo'ladi, o'sish esa o'z natijasiniko'rsatadi.

Ta`lim tizimini qayta qurish hozirgi zamon bosqichida rivojlangan davlatlar darajasida O`zbåkistonningilgòr ilmiy tåxnik, iqtisodiy, ijtimoiy va madaniy jihatdan rivoj topishini ta`minlashga loyiq yuksak ma`naviy-madaniy va axloqiy sifatlarga ega chuqur bilimli, iqtidorli, talabchan va tashkilotchi, raqobatbardosh kadrlarnitayyorlashni talab etadi. Shu bois råspublikamizda ta`lim tizimiga yangi pådagogik tåxnologiyalar kirib kålmoqda.Endilikda ta`lim jarayonida o`quvchilarni zåriktirib qo`ymaydigan, fikrlashga, mustaqil ishlashga yo`naltirganinnovatsion texnologiyalar va o`qitish vositalaridan samarali foydalanish muhim ahamiyatga ega.

Har bir xalqning ertangi kuni o'sib kelayotgan yosh avlodga, ularning bugungi kunda qanday ta'lim-tarbiya olayotganiga bog'liq. Bunday mas'uliyatli vazifani bajarish hozirgi zamon o'qituvchisidan, ayniqsaboshlang'ich sinf o'qituvchisidan o'z kasbiy mahoratini oshirib borishni, ilg'or pedagogik texnologiyalarmohiyatini chuqur anglab yetishni va darslarni noan'anaviy tarzda tashkil etishni talab etmoqda. Bu darslargao'yin texnologiyalarini olib kirish demakdir.

Tàdqiqîtchilàrning o'yin õususiyatlàrini tà'riflàshichà, uning muhim qirràlàri shundàn ibîràtki, u erkinrivîjlànuvchi fàîliyatni fàrqlàydi.

O'yin uchun hissiy ko'tàrinkilik õîsdir. U o'zàrî kuràsh, musîbàqàlàshish, ràqîbàt shàklidà nàmîyonbo'làdi.

Fàîliyatni rivîjlàntiruvchi o'yinlàr diqqàt, õîtirà, nutq, tàfàkkur, qiyoslàsh màlàkàsi, sîlishtirish,o'õshàshni tîpish, fàràz, hàyol, ijîdiy qîbiliyat, o'quv fàîliyatini mîtivàtsiyalàshni rivîjlàntirishgà qàràtilgàn.

O'yinlàrni o'tkàzishdà bîlàlàrning individuàl và yosh hususiyatlàrini inîbàtgà îlish lîzim. Chunkimàktàb yoshidàgi o'quvchini tushunchàlàri sinfdàn-sinfgà ko'chgàndà o'zgàrib bîrishi sir emàs.

O'yinni tàshkillàsh và o'yingà bîlàlàrni qiziqtirish o'qituvchidàn kàttà màhîràt, mehnàt tàlàb etàdi. "Qarama-qarshi so`zlar" o`yini : Ushbu o`yin mashgùlot bolalarning mantiqiy tafakkurini rivojlanishiga samarali yordam beradi .

O`yin individual, guruh bilan o`tkazilsa ham bo`ladi. O`yin sharti quyidagicha: O`qituvchi bolaga bir so`zniaytadi, bola esa shu so`zning qarama-qarshi ma`no anglatuvchisini topadi.

Masalan: baland-past, issiq-sovuq, qorongì-yorug`, qattiq-yumshoq, uzoq-yaqin kabi.



"Umumiy nomini top" o`yini Bu o`yin ham bolalar mantiqiy tafakkurini rivojlanishiga samarali yordam beradi. O`yin sharti

quyidagicha: o`qituvchi bolaga bir guruhga mansub bo`lgan uchta yoki to`rtta narsa nomini aytadi. Bolaularning umumiy nomini aytishi kerak.

Masalan: ot, qo`y, sigir, buzoq so`zlarini aytsa, bola esa: ot, qo`y, sigir, buzoq - uy hayvonlari debumumiy nomini aytadi. Tarvuz, qovun, handalak-poliz mahsulotlari, qo`lqop, palto, etik, bo`yinbog` -qishki kiyimlar.

"To`rtinchisi ortiqcha" o`yini Bolalarga bir guruhga mansub bo`lgan uchta narsa va boshqa guruhga mansub bitta narsa nomi aytiladi.

Bolalar ulardan to`rtinchisi ortiqchaligini anglashlari va ayta olishlari kerak. Sababi so`ralganda bola fikriniasoslab bera olishi kerak.

O`yin jarayonida faqat to`rtinchisi emas, bolalarda hosil bo`lgan ko`nikmalarni hisobga olgan holdabirinchisi, ikinchisi, uchinchisi ortiqcha tarzida ham tashkil etish mumkin. Chunki faqat to`rtinchisi ortiqchabo`lsa, bola fikrlamay turib, o`zida oldingi o`rtoqlarining javobidan ko`nikma hosil qilib, to`rtinchisi ortiqchadeb qo`ya qoladi.

Lola,binafsha,bulbul,atirgul; Samarqand,samolyot,Xorazm,Namangan Bu o`yinda bolalarning tafakkuri rivojlanibgina qolmay, shu bilan birga ularning nutqiy faoliyatini

rivojlanishiga yordam beradi.Muvàffàqiyatdàn îlingàn xursàndchilik, qiziquvchànlik insîn shàõsining hàr tîmînlàmà rivîjlànishigà

îlib kelàdi.O'yindà qîidàlàrni và munîsàbàtlàrni àniq bàjàrishgà àlîhidà e'tibîr qàràtilàdi. Bundà birinchi màrîtàbà

sàrdîrlik hîsil bo'làdi. Bîlàlàrdà tàshkilîtchilik ko'nikmà và màlàkàlàri rivîjlànà bîshlàydi.Musîbàqà o'yinlàrini àlîhidà o'yin guruhigà àjràtish mumkin. Bu o'yinlàrdà muvàffàqiyatgà erishish bîlà

uchun judà àhàmiyatlidir. Shuning uchun àynàn musîbàqà o'yinlàridà muvàffàqiyatgà erishish mîtivàtsiyasishàkllàngàni và rivîjlàngàni uchun bu o'yin teõnîlîgiyasini îlib kirish bîlàdàgi qiziqish và ishtiyoqinio'sishigà yaõshi sàmàrà bo'lishi mumkin.

Foydalanilgan adabiyotlar ro'yxati:1. Boshlangìch ta'lim pedagogikasi innovatsiyasi va integratsiyasi. T: G`.Gùlom 20132. Boshlang'ich ta'limda zamonaviy pedagogik texnologiyalar T.G'afforova T-2011.3. Mustaqil fikrlashning taraqqiyotga ta'siri. Gòziev E. Ma'rifat gazetasi. 2017yil.4.Pedagogika tarixi. K.Hoshimov, S.Nishonova, M.Inomova T:O'qituvchi, 1996.5.Ta`limda innovatsion texnologiyalar T:"Istèdod"2009 Shodmonova Sh.S,Mirsagatova N.S, Ibragimova G.N, Mirsolieva M.T6. Ta'lim, fan va innovatsiya T-2017 R.A.Mavlonova, N.Raxmonqulova, R.Ishmuhammedov

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ABDULLA ORIPOV O'ZBEK SHE'RIYATIDAGI O'RNI

Davron Ergashev Ulug'bek o'g'liJizzax viloyati Sharof Rashidov tumani29 - umum ta'lim maktabi 11 sinf o'quvchisi.Telfon:+995581791

Annatasiya: Abdulla Oripov biz sevgan shoir sifatida o'zning ulkan va go'zal she'rlari bilan qalbimizda joyolgan. Abdulla Oripov 1941 yil 21 martda Qashqadaryo viloyati Koson tumani Neko'z qishlog'ida dunyogakeldi. 1958 yilda o'rta maktabni oltin medal bilan tamomlagan Oripov Toshkent Milliy universitetiningjurnalistika fakultetiga o'qishga kirib, uni ham 1963 yilda imtiyozli diplom bilan yakunlaydi.

Kalit so'zi: yoshlik, ijod, ulkan parvoz.

Abdulla Oripovni ijodni ko'zatar ekanmiz unda hech kimga uxshamagan bir nafislik bor uning ilk faoliati"Yosh gvardiya" (1963-69), G'afur G'ulom nomidagi Adabiyot va san'at nashriyotlarida muharrir (1969-74), "Sharq yulduzi" jurnalida adabiy xodim, bo'lim mudiri (1974-76), O'zbekiston Yozuvchilar uyushmasidaadabiy maslahatchi (1976-82), mas'ul kotib (1985-88), Toshkent viloyat bo'limida mas'ul kotib (1982-83),"Gulxan" jurnalida muharrir (1983-85), 1996 yildan O'zbekiston Yozuvchilar uyushmasi raisi lavozimdaishlagan.

Abdulla Oripov Shoir va jamoat arbobi, O'zbekiston xalq shoiri Abdulla Oripovning "Tilla baliqcha","Men nechun sevaman O'zbekistonni" singari dastlabki she'rlari talabalik yillarida yozilgan va o'zbek she'riyatigayangi, iste'dodli, o'ziga xos ovozga ega shoirning kirib kelayotganidan darak bergan .Ha esimda bu she'rni menham ilk bora Abdulla Oripovning kitobida o'qiganman. Ko'p utmay, "Mitti yulduz" (1965) ilk she'rlarto'plamining nashr etilishi she'riyat muxlislarida paydo bo'lgan shu dastlabki tasavvurning to'g'ri ekanliginitasdiqlagan. Shundan keyin shoirning "Ko'zlarim yo'lingda" (1966), "Onajon" (1969), "Ruhim", "O'zbekiston"(1971), "Xotirot", "Yurtim shamoli" (1974), "Yuzma-yuz", "Hayrat" (1979), "Najot qal'asi" (1981), "Yillararmoni" (1983), "haj daftari", "Munojot" (1992), "Saylanma" (1996), "Dunyo" (1999), "Shoir yuragi"(2003) singari she'riy kitoblari Oripov o'zbek she'riyatiga o'tgan asrning 60-yillarida sobiq sovet jamiyatida esaboshlagan yangi shabadaning elchisi sifatida kirib keldi. Oripovning dastlabki she'rlaridagi romantik kayfiyatasta-sekin o'z o'rnini falsafiy mushohadalarga bo'shatib, shoirning hayotda ro'y berayotgan voqea va hodisalargamunosabati faol tus oldi.

Abdulla Oripov O'zbekiston Respublikasi Davlat Madhiyasining matni muallifi ekani bilan ham xotiralardasaqlanib qoladi. U Navro'z va Mustaqillik bayramlarini o'tkazish bo'yicha yozilgan aksariyat ssenariylarmuallifidir.

Oripov Yozuvchilar uyushmasiga raislik qilgan kezlari O'zbekiston eng yangi tarixi adabiy jarayonigarahbarlik qildi.

Abdulla Oripov jahon adabiyoti durdona asarlarini o'zbek kitobxonlariga yetkazishda ham samarali mehnatqildi. U A. S. Pushkin, N. A.Nekrasov, T. G. Shevchenko, L. Ukrainka, R. Hamzatov, Q. Quliyev va M.Bayjiyev asarlarini o'zbek tiliga mahorat bilan tarjima qildi. O'z navbatida, uning asarlari ham rus, ingliz,bolgar, turk, ukrain, turkman, ozarbay-jon kabi ko'plab xorijiy tillarga tarjima qilingan. Abdulla OripovKaliforniya (AQSh) Fan, ta'lim, sanoat va san'at xalkaro akademiyasining haqiqiy a'zosi. Soka universiteti(Yaponiya) professori. "O'zbekiston milliy ensiklopediyasi" Bosh tahrir hay'ati a'zosi, Hamza nomidagihamda Alisher Navoiy nomidagi O'zbekiston Respublikasi Davlat mukofotlari laureati edi.

Foydalangan adabiyotlar ruyxati:1.6-sinf adabiyot kitobi 2017-yil 2015 yil Ma'naviyat nashiryoti



LEKSIKOLOGIK VOSITALAR YORDAMIDAEKSPRESSIVLIKNING HOSIL QILINISHI

( ZULFIYA SHE'RLARI MISOLIDA)

Ochilov BahodirGulDU talabaEshmanov BaxtiyorJizzax viloyati Bahmal tumani44-maktab o'qituvchisiTel: +998(97)223 71 98

Annotatsiya. Bu maqolada xalq sevgan shoira Zulfiyaxonim she'rlarida omonim so'zlar orqali ekspresivlikyoritib, tahlil qilingan.

Kalit so'z: sath birligi, omonim so'zlar, she'r, band, fonetik, morfologik, leksik- frazeologik, sintaktitusullar

"Ekspressivlik" lotincha "ifodalash" , "namoyon bo'lish" degan ma'noni ifodalab, bu terminini fanga rusolimi N. Timofeyev-Resovskiy olib kirgan. Tilshunoslikda ekspressivlik -til birligining aloqa so'zlashuv jarayonidaso'zlovchining nutq mazmuniga yoki nutq qaratilgan shaxsga nisbatan sub'yektiv (ijobiy yoki salbiy)munosabatining ifoda vositasi bo'la olishini ta'minlaydi. Bundan tashqari, ekspressivlik tilning barcha sathbirliklari uchun xosdir.

Bilamizki, zabonimizda ekspressivlik turli sath birliklari orqali vujudga keladi.Tilshunos olim A. Abdulayevo'zbek tilida ekspressivlikni ifodalshning turli xil: fonetik, morfoligik, leksik-fraziologik, sintaktik usullarihaqida fikr bildirgan. Biz o'z maqolamizda ekspressivlikni leksikologik vositalar ko'magida hosil qilinishiniZulfiya she'rlarning tahlili orqali izlanish olib borishga harakat qilib ko'ramiz. Ekspressivlikni leksikologikvositalarning shakldoshlik turi orqali berishga urunib ko'ramiz. Shoiraning xalqimiz orasida yod bo'lib ketganshe'rlari orasidan "Sen qaydasan, yuragim" nomli she'rini tanlab oldik.

Qalb bo'lganda yiroqda,Iroda ekan ojiz.Do'stlar ham ko'p atrofda,Ammo men yakka-yolg'iz.She'rning birinchi bandidan o'rin olgan qalb, bo'l, do'st, ham, so'zlarida shoirning ekspressiv vositalar

qo'llaganligi ma'lum.Qalb I arabcha yurak,dil (ot); qalb II arabcha egri, nopok (sufat).[1,178]Bo'l I yuz bermoq (fe'l); bo'l II bo'laklarga ajratmoq (fe'l).[2,61]Do'st I do'stlik rishtalari bog'langan kishi (ot);do'st II zavqolayotganini bildirish uchun aytiladigan so'z

(undovso'z).[2,64]Ham I (bog'lovchi); ham II "teng", "birga" degan ma'nolarni anglatadi.[2,65]Birdan qalbim keksarib,Qosh ham qochdi yuzimdan.Sen,sirdoshim axtarib,Xayol ketgan izingdan.She'rning ikkinchi bandidan o'rin olgan qoch, yuz, ket so'zlarida ekspressivlik holatlari kuzatiladi.Qoch I jo'nash, yashirinish (fe'l); qoch II bo'g'oz bo'lmoq (fe'l).[2,76]Yuz I bet, aft (ot); yuz II raqam (son).[2,87]Ket I yaqindagi joydan uzoqdagi joyga qarab harakatlanmoq (fe'l); ket II oxir, orqa (ot).[2,68]Qayga ketding,yuragim,Bitd ibardosh va toqat.Suhbatingdir tinglagim,Dilda xasratim qat-qat.She'rning uchinchi bandidan o'rin olgan bit, va, qat so'zlarida shoirning ekspressiv so'zlarni qo'llash

mahorti namayon bo'lgan.Bit I kishi yoki hayvon tanasida qonni so'rib yashovchi qanotsiz mayda parazit (ot); bit II tugmoq, tamom

bo'lmoq (fe'l); bit III unib mo'l hosil bermoq (fe'l).[1,30]Va I (bog'lovchi); va II va-a shunaqami (undov so'z)[2,85]Qat I qatlam (ot); qat II suyakdan yasalgan taxtacha (ot); qat III sheva shakli (so'roq olmoshi); qat IV

20



kesmoq (fe'l).[2,74]Ko'pdir aytajak so'zim,O'gitlaringga zorman,Yig'laysan deb do'stlarimTa'naqilar.Netay men?She'rning to'rtinchi bandidan o'rin olgan qil so'zida shoirning ta'sirchanlik mahoratini e'tirof etishimiz

mumkin.Qil I soch, mo'y (ot); qil II bajarmoq (fe'l).[2,75]Sovish bermaydi mengaYoqib ketganing olov.Netay,yetmaydi senga,O'rtaga tashlangan g'oz.She'rning beshinchi bandidan o'rin olgan ber, yoq, o'rta, g'oz so'zlarida shoirning ekspressivlik mahoratini

ochishda muhim rol o'ynaydi.Ber I qo'liga tutqazmoq, uzatmoq (fe'l);ber II "birov uchun bajarganlik"grammatik ma'nosini qo'shadi (ko'makchi fe'l).[2,59]Yoq I taraf (ot);yoq II yondirmoq (fe'l); yoq III ma'qul bo'lmoq, to'g'ri kelmoq (fe'l).[2,86]O'rta I ikki nuqtaga nisbatan deyarli bir xil uzoqlikda joylashgan oraliq (ot);o'rta II boshlang'ich bilan oxirgi me'yor oralig'idagi (sifat); o'rta III kuydirmoq, qizdirmoq (fe'l).[1,172]G'oz I parranda (ot); g'oz II modda (ot);g'oz III kaloriya (ot).[2,89]Ishqqa maskan yuragim,Topib ber deb qistaydi.Nima qilay berahim-Ruhim seni istaydi.She'rning oltinchi bandidan o'rin olgan top, ruh, istak so'zlarida shoirning ekspressivlik mahoratini ko'rib

o'tishimiz mumkin.Top I buyruq (fe'l); top II top-top (taqlidso'z).Ruh I arvoh (ot); ruh II metal (ot).[2,77]Istak I xohish (ot); istakII ishkom, so'ri bag'azlariga tok navdalarini bog'lash uchun ishlatiladigan tol

chiviqlari (ot).[1,69]Zulfiya she'rlarini tahlil qilish shuni ko'rsatadiki, shoira ekspressiv ma'no ifodalashda omonimlarni o'z

o'rnida qo'llashdek leksikologik usuldan unumli foydalanib, badiiylikni yanada oshirish va badiiy matnningta'sirini kuchaytirishga erishgan. Shuning uchun ham Zulfiyaxonim she'rlari xalqimiz qalbidan chuqur joyegallagan desak mubolag'a bo'lmaydi.

Foydalanilgan adabiyotlar:1. Shavkat Rahmatullayev. O'zbek tili omonimlarning izohli lug'ati . -T.,O'qituvchi, 1984.2. Anvar Baxramov, Bahodir Shamsiyev. Hozirgi o'zbek adabiy tili. -T., 2016.3. Zulfiya. Yillar sadosi.Saylanma.Toshkent, 1995.4. Abdullayev A. O'zbek tilida ekspressivlikning ifodalanishi. -T., Fan, 1983.



MOTIVATING LEARNERS TO LEARN FOREIGN LANGUAGES

JUMANOVA GULCHEXRA YANGIBOZOR TUMANI6 -SON [email protected]

Abstract : This article deals with peculiarities of using games in teaching foreign languages.Gamesenable learners to acquire new experiences within a foreign language which are not always possible during atypical lesson. Games also lend themselves well to revision exercises helping learners recall material in apleasant, entertaining way.

Key words :games, experienced, role-play, to practice, advantages, communicative competence.

Àííîòàöèÿ: Â äàííîé ñòàòüå ðàññìàòðèâàåòñÿ îñîáåííîñòè ïðèìåíåíèÿ èãðîâûõ ôîðì ïðèîáó÷åíèè èíîñòðàííûõ ÿçûêîâ. Èãðû ïîìîãàþò ïðèîáðåòàòü íîâûé îïûò ÷òî ÿâëÿåòñÿ íåâîçìîæíûìâ îáû÷íîì óðîêå .Èãðû òàêæå ýôôåêòèâíû äëÿ ïîâòîðåíèÿ ïðîéäåííîãî ìàòåðèàëà â ïðèÿòíîé èðàçâëåêàòåëüíîé îáñòàíîâêå.

Êëþ÷åâûå ñëîâà: Èãðû ,îïûòíûé, ðîëåâûå èãðû, ïðàêòèêîâàòü, ïðåèìóùåñòâà, êîììóíèêàòèâíàÿêîìïåòåíöèÿ.

The advantages of using games.Many experienced textbook and methodology manuals writers haveargued that games are not just time-filling activities but have a great educational value. W. R. Lee holds thatmost language games make learners use the language instead of thinking about learning the correct forms. Healso says that games should be treated as central not peripheral to the foreign language teaching programme.A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns againstoverlooking their pedagogical value, particularly in foreign language teaching. There are many advantages ofusing games. "Games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato). They are highly motivating and entertaining, and they can give shy students more opportunity toexpress their opinions and feelings (Hansen). They also enable learners to acquire new experiences within aforeign language which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato, they, "add diversion to the regular classroom activities," break the ice, " [but also] they are used tointroduce new ideas". In the easy, relaxed atmosphere which is created by using games, students rememberthings faster and better (Wierus and Wierus). Further support comes from Zdybiewska, who believes gamesto be a good way of practicing language, for they provide a model of what learners will use the language forin real life in the future.

Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should beused just because they help students see beauty in a foreign language and not just problems.

Choosing appropriate games.There are many factors to consider while discussing games, one of which is appropriacy. Teachers

should be very careful about choosing games if they want to make them profitable for the learning process.If games are to bring desired results, they must correspond to either the student's level, or age, or to thematerial that is to be introduced or practiced. Not all games are appropriate for all students irrespective oftheir age. Different age groups require various topics, materials, and modes of games. For example, childrenbenefit most from games which require moving around, imitating a model, competing between groups andthe like. Furthermore, structural games that practice or reinforce a certain grammatical aspect of languagehave to relate to students' abilities and prior knowledge. Games become difficult when the task or the topicis unsuitable or outside the student's experience.

Another factor influencing the choice of a game is its length and the time necessary for its completion.Many games have a time limit, but according to Siek-Piskozub, the teacher can either allocate more orless time depending on the students' level, the number of people in a group, or the knowledge of the rulesof a game etc.

When to use games.Games are often used as short warm-up activities or when there is some time left at the end of a lesson.

Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when theteacher and class have nothing better to do". Games ought to be at the heart of teaching foreign languages.

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Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefullychosen. At different stages of the lesson, the teacher's aims connected with a game may vary:

1. Presentation. Provide a good model making its meaning clear;2. Controlled practice. Elicit good imitation of new language and appropriate responses;3. communicative practice. Give students a chance to use the language.Games also lend themselves well to revision exercises helping learners recall material in a pleasant,

entertaining way. All authors referred to in this article agree that even if games resulted only in noise andentertained students, they are still worth paying attention to and implementing in the classroom since theymotivate learners, promote communicative competence, and generate fluency.

Follow-up means asking every student's opinion about the role play and welcoming their comments(Milroy, 1982; Horner & McGinley, 1990). The aim is to discuss what has happened in the role play andwhat they have learned. In addition to group discussion, an evaluation questionnaire can be used.

The methods submitted above are only less part of the whole list of various effective methods of teachinga foreign language. The teacher should remember that each of the submitted methods works more effectivelyif they are combined and applied together at every lesson. It is impossible to allocate the best and mosteffective of them, every teacher himself chooses for himself what method approaches for each concretecase better.

REFERENCES1. Scott, W. A., &Ytreberg, L. H. (2000). Teaching English to children. New York: Longman2. Rodrieguez, R. J. & White, R. N. (2003) From role play to the real world. Rowley, MA: Newbury

House Publishers, Inc.3. Horner & McGinley, 2000



A CASE STUDY OF ENGLISH AND ARABIC ADJECTIVES

Hamrokulov Tokhir(Student of SamSIFL,Samarkand, Uzbekistan)[email protected]+998944796660

Abstract. This paper has presented a case study of English and Arabic adjectives in attributive position atthe sentence level with pedagogical implications at SamSIFL. They make mistakes in constructing Englishadjectives in attributive position at the sentence level because of their mother tongue interference, besidesEnglish and Arabic employ different processes and structures in forming the adjective sentences of the varioustypes. Communicative teaching methods would bring about progress in the level of the students and integrateother language skills. Students should acquire the ability to perform various types of language functions,related to English adjectives construction in attributive position and other types of English adjectives.

Keywords: English adjectives, Arabic adjectives, SamSIFL, a case study

Definitions of Adjectives According to Quirk and Greenbaum (2003), adjectives are attributive when they pre-modify nouns,

and they appear between the determiner and the head of the noun phrase. For example: 'the beautifulpainting'; 'his main argument'. But in Arabic this construction would be completely different, the nouncomes before the adjective and the article' the' in the first one would be repeated in the same noun phrase asin; 'the painting the beautiful' and in the second one the possessive adjective 'his' came after the noun'argument', then we add the article' the' before the adjective 'main' and becomes in Arabic (argument his themain). Adjectives are words acting to modify nouns. They play a significant role in many different languages.English adjectives may take two core functions in a sentence. They can be used in attributive or predicativeposition. The adjective is a term used in the grammatical classification of words to refer to the main set ofitems, which specify the attributes of nouns (Crystal, 1985). Longman Dictionary (2006) defines anadjective as a word that describes a noun or pronoun such as ''black'' in the sentence, 'she wore a black hat',or ''happy'' in the sentence, 'they try to make you happy'. According to Mac Fadyen (2008), adjective is aword that modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjectiveusually precedes the noun or the noun which it modifies. On the other hand, Chalker (1984) states that"a traditional definition of an adjective is that it says what somebody or something is like." In other words,adjective words have a sort of descriptive meaning.

Attributive Adjective in English The authors' concern in this paper is English adjective in attributive position, which is the most

common position between a determiner and a noun. Therefore, adjectives in this position are called ''attributive''because they attribute a quality or a certain characteristic to the noun. For example 1) All those distinguishedstudents. 2)All those beautiful gardens. We have to understand here that the underlined adjectives are in theattributive position because they precede the nouns. However, this does not mean that the noun phrasescannot be positioned predicatively in a sentence. For example, we can say: All those students are distinguished.Crystal(1985) describes the term "attributive" as: "the term normally used to refer to the role of adjectivesor nouns when they occur as modifiers of the head noun phrase".

Adjectives in Arabic The adjective in Arabic comes after the noun, while in English comes before the noun at the

sentence level. Let us see the Arabic sentence: Al-waladu al-kasslan; this means in English The-boy the-lazy (The lazy boy). As we saw in this example in Arabic the adjective came after the noun, and there is arepetition of the definite article "the", but in English, there is no such construction. According to Aziz(1989), attributive adjectives agree with nouns in definiteness, number, gender, and case. Attributiveadjectives in Arabic normally post-modify the head noun as we saw in the above example. Arabic adjectivesalways agree with the nouns they post modify in gender, number, case and definiteness or indefiniteness.Once again let us consider the Arabic adjective word "Taweel" (tall) in a sentence of definite, nominativeand masculine feature; as in this Arabic sentence; Al-Ragulu Al-Taweel; this means the-man the-tall; as weexplained this case above; which would be in English ( the tall man ). Here, the definite article is used withboth the noun and the adjective. Now, let us consider an Arabic adjective sentence of a definite, nominativeand feminine: Al-Ameerah Al-Gamillah (the- princess the- pretty) (the pretty princess). If we come to theindefinite, nominative and feminine: e.g. Mallikah Adellah (Queen fair) ( A fair queen ). As we all know,

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Arabic is written from right to left.Conclusion The present study was to examine the major difficulties that English students at Aden University face

when they construct English adjectives in attributive position at the sentence level. Most of the learners werenot familiar with the basic rules of English adjectives construction. Arab learners of English Departmentencounter a great difficulty at this point, and they are in need of more practice in training on how to use thevarious types of adjectives, especially that of attributive position in the different order.

References1. Chalker, Sylvia. (1984). Current English Grammar. London: Macmilan Publishers.2. Crystal, D. (1985). A Dictionary of Linguistics and Phonetics. New York: Basil Blackwell.3. Lado, R. (1957). Linguistics across Cultures: Applied Linguistics for Language Teachers. Ann Arbor,

MI: University of Michigan Press. http://dx.doi.org/10.1121/1.19185014. Mac Fadyen, H. (2008). What is An Adjective?. University of Ottawa, Hyper Grammar.5. Quirk, R., & Greenbaum, S. (2003). A University Grammar of English. India: Person Education

(Singapore) Ptd.Ltd.



"AT" PREDLOGI BIRIKMALARNING LOKATIV SINTAKSEMA BO`LIBIFODALANISHI

Madraximova Soxiba Xasanboy qiziXiva tumanidagi 2-maktabning ingliz tili fani o`qituvchisi Tel: +998996663253

Annotatsiya: Mazkur maqolada "at" predlogining murakkab qo`llanishi bayon qilingan. "at" predlogigapdagi o`rni haqida atroflicha ma`lumotlar berilgan.

Kalit so`zlar: Birikmalar, aniqlovchi, artikl, fe`l, yasama fe`l.

Bizga ma`lumki, otlik belgi bu u yoki bu birikmaning o`zida predmetlik , yani otlik belgilarini namoyonqilishdir. Ingliz tilida "at" predlogli birikmalar otlik belgisini, biz ularning o`zida determinativ , yanianiqlovchi deb ataladigan elementlar bilan birikishida namoyon bo`ladi va bunday determinativlargaquyidagilar kiradi: kishilik olmoshlari,ko`rsatish olmoshlari,predlogli birikmalarning qaratqich kelishigidagiot bilan,sifat bilan,son so`z turkumiga oid so`z va artikl bilan birikishi kiradi.Badiiy adabiyotlarga tayanganholda "at" predlogining quyidagi determinativlar bilan birikishini aniqladik.

" at " predlogining sifat bilan birikib kelishi: 1)She works at the big house. U katta uyda xizmat qiladi. 2)Lionel and James …gaped openly at a large man. Leonel va Jeymis …baxaybat odamga xayron qarab qolishdi. " at " predlogining artikl bilan birikib kelishi:1) I am always amazed at the number of men who throw themselves at your feet.2) Julia cringed at the thought.Julia o`zining hayolidan qo`rqib ketdi.3)Brader frowned , took Julia`s arm at the elbow…Breider qovog`ini o`yib , Julianing bilagidan ushladi." at " predlogining kishilik olmoshlari bilan birikib kelishi:1)Peter forced himself to look directly at her eyes again. Peter o`zini uning ko`zlarida tik qarashga majburladi. At predlogi voqea va hodisaga nisbatan ham ishlatiladi. "At" predlogi fe`lli birikmalarda bog lanib kelish

munosabatini ko`rsatadi. O.Jespersenning fikricha "at" predlogining catch, grasp fe`llari bilan bog`lanibkelishi to`ldiruvchili birikmalar tuzilishi o`rtasidagi farqni ko`rsatadi.

O`zidan keyin "at" predlogini talab qiluvchi fe`llar.To aim- nishonga olmoq.The hunter aimed at the wolf - ovchu bo`rini nishonga oldi.To arrive at - yetib kelmoq. (kichikroq, joy, shaharga)He arrived at Klin. - u Klinga yetib keldi.To call at - biror joyga kirmoq.Does the steamer call at Poti? - Paraxod Potiga kiradimi?To hint at - biror narsaga shama qilmoq.What are you hinhing at? - siz nimaga shama qilayapsiz?To knock at - taqillatmoq.He knocked at the door. - eshikni taqqilatdi.Laugh at - ustidan kulmoq, masharalamoq.They laughed at him. - ular uni ustidan kulishdi.

To look (glance) at - qaramoq.I looked at him. - men unga qaradim.To shoud at - qichqirmoq, baqirmoq.Don`t shout at him - unga baqirmang.To thow at - otmoq (tomonga)He threw a stone at the dog. - U itga tosh otdi.Bundan tashqari at predlogi boshqa fe`llar, sifatdosh, sifat, ot yoki his- tuyg`uni ifodalovchi fe`llar bilan

ham qo llanadi.

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Foydalanilgan adabiyotlar: 1. Bo`ronov J. "Ingliz tili grammatikasi" o`qituvchi, Toshkent 1978.2. Ganshina M. A. "English grammar" Moskva. 1976.



"JAYRON" SHE'RIDA LEKSIKOLOGIK VOSITALAR YORDAMIDAEKSPRESSIVLIKNING HOSIL QILINISH USULLARI

Misirova Nazira YusupovnaJizzax viloyati Mirzacho'l tumani 5-umumta'limmaktabining ona tili va adabiyot fani o'qituvchisiTelefon:+99-894-912-28-08

Annotatsiya. Ushbu maqolada el ardoqlagan shoir Muhammad Yusufning "Jayron" she'ri orqali omonimso'zlar vositasida ekspressivlik yoritib, tahlil qilingan.

Kalit sao'zlar: band, misr, she'r, omonim so'zlar, fonetik, morfologik, lksik-frazeologik usullar.

"Ekspressivlik" va uning ma'no-mohiyati haqida rus olimi Timofeyev-Resovskiy va o'zbek tilshunos olimiA.Abdullayev isholib borganlar. Ushbu tushunchani fanga rus olimi N.Timofeyeva-Resovskiy olib kirgan."Ekspessivlik" lot. "ifodalash", "namoyon bo'lish" degan ma'nolarni anglatadi. Tilshunoslikda ekpressivlik- tilbirligining semantik- stilistik belgilari majmui; til birligining aloqa so'zlashuv jarayonida so'zlovchining nutqmazmuniga yoki nutq qaratilgan shaxsga nisbatan sub'yektiv (ijobiy yoki salbiy) munosabitining ifoda vositasibo'la olishini ta'minlaydi.

Aloq-aralashuvida til vositasida turli his-tuyg'u, emotsiya, ta'sirchanlik ham ifodalanadi. Bu tilning estetikyoki ta'sir etish vazifasi deyiladi. Ayrim adabiyotlarda esa tilning estetik vazifasi ekspressivlik vazifasi deyiladi.

Shu narsa ma'lumki, o'zbek tilde ekspressivlikni ifodalashning turli xil: fonetik, morfologik, leksik-frazeologik, sintaktik usullari mavjud. Ushbu maqolada "Jayron" nomli she'ri misolida ko'rib chiqamiz. Shoirshe'rda emotsional- ekspressiv ma'noni leksikologik usulda hosil qilishda omonimik vositalardan unumlifoydalangan.

Qon yig'latdi qaysi bag'ritosh,Jayron, nega ko'zing to'la yosh?Oyog'ingga qo'yib yotay bosh,Jayron, nega ko'zing to'la yosh?...She'rning birinchi bandida qon, to'la, yosh , oyoq, qo'y, yot, bosh so'zlarida ekpressivlik vositalari

qo'llangan.Qon I qizilsuyuqlik (ot); qon II mamnunbo'lmoq (fe'l). [1.75]To'la I ichini, sathini batmom egallagan (sifat); to'la II nimanidir evaziga pul bermoq, biror narsaning

qiymatini pul berib qoplamoq (fe'l) [2.140]Yosh I ko'zdan chiqadigan suyuqlik (ot); yosh II umr (ot); yosh III navqiron, qari bo'lmagan (sifat).

[1.87]Oyoq I jonli organizmning yurishga, tik turishga xizmat qiladigan organ (ot); oyoq II eskirgan, kosa,

qadah. Idish-oyoq (ot). [2.91]Qo'y I uy hayvoni(ot); qo'y II narsani biror joyga joylamoq (fe'l). [1.76]Yot I begona (sifat); yot II uzala tushmoq, saqlanmoq, uxlamoq (fe'l). [1.87]Bosh I kalla (ot); bosh II birinchi (sifat). [1.60]Yurak qoning to'kilgan so'qmoqBag'ri alvon lolaqizg'aldoq,Senga toshlar otdi qay gumroh,Jayron, nega ko'zing to'la yosh?..She'rning ikkinchi bandidan o'rin olgan so'qmoq, tosh, ot so'zlarda ekspressivlik o'rin olgan.So'qmoq I yolg'izoyoq yo'l (ot); so'qmoq II urmoq, tushirmmoq (fe'l). [1.80]Tosh I mo'rt tog' jinslarining umumiy nomi (ot); tosh II uzunlik o'lchov birligi (ot); tosh III qirg'oqdan

oshmoq (fe'l). [1.82]Ot I miniladigan aravaga qo'shiladigan uy hayvoni, yilqi (ot); ot II ism. nom (ot); ot III irqitmoq,

tashlamoq (fe'l). [2.95]Zor yig'lading buncha ham hayhot,Menda ham bor sendagi sayyod…Ey beozor, ey mo'min jonzot,Jayron, nega ko'zing to'la yosh?..Ushbu banddan o'rin olgan ham, bor so'zlarida biz yozuvchining estetik mahoratini uchratishimiz

mumkin.

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Ham I (bog'lovchi); ham II "teng", "birga" degan ma'nolarni anglatadi.[1.65]Bor I mavjud (predikativ so'z); bor II numerativ, kitobiyko'tarinki, marta, karra, da'fa (tojikcha); bor

III ma'lum maqsad bilan biror yerga yo'nalmoq (fe'l); bor III mustaqil fe'l anglatgan leksik ma'noga"davomli yo'nalish" grammmatik ma'nosini qo'shadi (ko'makchi fe'l); bor IV kimyoviy element. [2.33][1.60]

Bu dunyoning nokaslari bor,Ezgulikni ko'rolmaydilar.Meni ham qon qildilar ular,Jayron, nega ko'zing to'la yosh?..She'rning to'rtinchi bandidan o'rin olgan bu, dunyo, ko'r, qil so'zlari orqali ekpressivlik mahoratini

ko'rishimiz mumkin.Bu I bu, bunga, bunda (olmosh); bu II (yuklama). [1.61]Dunyo I jahon, olam (ot); dunyo II boylik, davlat (ot). [1.63]Ko'r I nazari tushmoq (fe'l); ko'r II so'qir (sifat). [1.68]QilI soch, mo'y (ot); qil II bajarmoq (fe'l). [1.75]Labim bilan yarang silayman,Senga dardi shifo tilayman,Kel, tug'ishgan og'ang bo'lay man,Jayron, nega ko'zing to'la yosh?..So'nggi bandda yara, sila, dard, tug', bo'l so'zlarida yozuvchining yuksak badiiy mahoratini namoyon

qilganini ko'ramiz.Yara I jarohat, dog' (ot); yara II yaroqli bo'lmoq (fe'l). [1.86]Sila I idishning cheti bilan baravar qilib (ravish); sila II baliq turi (ot); sila III siypamoq (fe'l). [1.78]Dard I koyish so'zi (ot); dard II kasallik, tashvish (ot). [1.62]Tug' I bayroq, belgi (ot); tug' II farzandnni dunyoga keltirmoq (fe'l). [1.83]Bo'lI qismlarga ajrtamoq (fe'l); bo'l II mavjudlikni, borliqni anglatadi (fe'l); bo'l III mustaqil fe'l anglatgan

leksik ma'noga turli grammatik ma'nolar qo'shadi yoki zamon yasalishida qatnashadi ( ko'makchife'l); [2.40,41].Muhammad Yusuf she'riyatida hissiy ta'sirchanlikning barkamol namunalariga guvoh bo'lamiz. Darhaqiqat,

shoir o'z muhlislariga estetik zavq, ko'taringki kayfiyat bag'ishlaydi. Balki shuning uchun Muhammad Yusufshe'rlari ravon va silliq o'qiladi. Muhamad Yusuf kabi shoirlar doim xalqimiz e'tirofida qoladi.

Foydalanilgan adabiyotlar:1. Anvar Bahromov, Bahodir Shamsiyev. Hozirgi o'zbek adabiy tili. -T., 2016.2. Shavkat Rahmatullayev. O'zbek tili omonimlariningi zohli lug'ati. -T., O'qituvchi,1984.3. Abdullayev A. O'zbek tilida ekspressivlikning ifodalanishi. -T., Fan, 1983.4. N. Uloqov. Tilshunoslik nazariyasi. -T., 2016.5. Muhammad Yusuf. Saylanma.Toshkent, 2007.



SIFAT HAQIDA UMUMIY TUSHUNCHA

Norboyeva Amina ShonazarovnaXorazm viloyati Qo`shko`pir tumanidagi 5-maktabning boshlang`ich sinf o`qituvchisi.Tel: +998941108842

Annotatsiya: Ushbu maqolada sifat so`z turkumi haqida keng ma`lumotlar berilgan.Kalit so`zlar: Sifat darajalari, oddiy daraja, qiyosiy daraja, orttirma daraja ozaytirma sifatlar, kuchaytirma

sifatlar.

Predmet belgisining ortiq-kamligiga ko'ra farqlanishi sifat darajalari deyiladi: go'zal, aqlliroq, eng bilimlikabi.

Sifatlarda 3 ta daraja bor: Oddiy daraja; 2. Qiyosiy daraja; 3. Orttirma daraja.1.Predmetning belgisini boshqa predmetdagi belgiga qiyoslamagan holda ifodalaydigan sifat oddiy darajadagi

sifat deyiladi.Masalan: qizil, shirin, katta, aqlli, ¸qimli kabiMirzo Bobur katta shoir, jangu jadalda qo'rqish nimaligini bilmas sarkarda bo'lib yetishibdi. (Laylak keldi

yoz bo'ldi)Predmetlardagi bir xil belgini qiyoslashdan 2 xil daraja: qiyosiy va orttirma daraja kelib chiqadi.2.Predmetlardagi bir xil belgini taqqoslagan holda ko'paytirib, orttirib ifodalaydigan sifatlar qiyosiy

darajadagi sifatlar deyiladi. Qiyosiy daraja-roq qo'shimchasini qo'shish bilan hosil qilanadi. Bunday sifatqatnashgan gapda -dan -ko'ra, -ga -qaraganda, -ga nisbatan, -dan qo'shimchali so'z va birkmalar keladi.Masalan: Undan aqlliroq bola ekanligini suhbatlashganda aytgan fikrlaridan sezildi. (S.Kamol)

3.Orttirma daraja. Predmetlardagi bir xil belgi qiyoslari orqali o'ta orttirib ko'rsatadigan sifatlar orttirmadarajadagi sifatlar deyiladi. Oddiy darajadagi sifat oldiga eng, hammadan, g'oyat, g'oyatda so'zlarini keltiribhosil qilinadi.

Masalan: Eng yaxshi she'rlari chop etilgan yosh shoirlar bahru bayti uyushtirishdi.Ozaytirma va kuchaytirma sifatlar: Sifatlar predmetdagi belgini normal holatdan kamaytirib yoki

ko'paytirib ifodalashi mumkin. Bunda qiyoslash, taqqoslash bo'lmaydi.Shunga ko'ra sifatlar ikki turga bo'linadi:1.Ozaytirma sifatlar. Predmetlik belgisini kamaytirib ifodalamaydigan sifatlar ozaytirma sifat deyiladi. Ular

ikki xil yo'l bilan hosil qilinadi:1)Morfologik yo'l bilan. Bunda sifatga -mtir, -imtir, -ish, -mtil, -imtil, -roq qo'shimchalarini qo'shib

hosil qilinadi: qoramtir, sarg'imtil, oqish, ko'kish, qizg'in kabi.Masalan : Quyoshning qizg'ish nuri sahnani yoritadi.2.Sintaktik usul bilan. Bunda sifat oldiga och, nim, sal, picha so'zlarini keltirib hosil qilinadi: och pushti,

nim qorong'u, sal achchiq, picha sho'x kabiMasalan: Qayiqlar to'xtaydigan joyda och yashil, tiniq, moviy, rang xojiya-oppoq qayiqlar yengil

to'lqinda chayqalib turardi. (S.Komol)3. Kuchaytirma sifatlar: Bu sifatlar predmetlarning belgisini qiyoslamagan holda kuchaytirib ifodalaydi.

Ular sifatning birinchi bo'g'inini tovush o'zgarishlari bilan, birinchi bo'g'inni ikkinchi bo'g'indagi birtovushni qo'shib takrorlash orqali birinchi bo'g'inga tovush qo'shish yo'li bilan hosil qilinadi: ko'm-ko'k,oppoq, but-butun, yap-yapaloq.

Masalan: Jeyms Yaxtani to'ppa-to'g'ri qayiq turgan yerga haydab borardi. (S.Kamol) Shuningdek kuchaytirma sifatlar sifatning oldiga tim, g'irt, obdon, juda so'zlarini keltirib hosil qilinadi:

g'urt xom, tim qora, obdon sho'x, juda go'zal kabi.Ba'zan sifatlar juft xolatda qo'llanganda noaniq belgini ifodalanashi mumkin.

Foydalanilgan adabiyotlar:1. A.G`ulomov. Ona tili o'qitish printsiplari va metodlari. T.: O'qituvchi, 1992.2. www.ziyonet.uz sayti.

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QUDDUS MUHAMMADIYNING BOLALAR ADABIYOTIDAGI O`RNI

Sultonova Gulnoza Ollabergan qiziXorazm viloyati Hazorasp tumanidagi 19-maktabboshlangìch sinf o`qituvchisi. Tel: +998943139087

Annotatsiya: Mazkur maqolada bolalarning suyukli shoiri Quddus Muhammadiy hayoti va ijodihaqida so`z boradi.

Kalit so`zlar: Bolalar adabiyoti, "Tong o`yini", "Paranji", "Ahmad va asalari", "Selektsiya stantsiyasi".

Quddus Muhammadiy butun umrini, ijodini kichkintoylarning katta adabiyotiga bagìshladi. Uning ijodinihoyatda serqirra, mahsuldor, bolalar dunyosiga xos va mosdir.

She'r yo`lin o`rgatgan quyoshim, oyim,Kunduzim, yulduzim, ilhomim, so`zim,Shu Vatan, shu xalqim, shu o`gil-qizim,She'rimning asosiy mavzui sizlar.Asarim ovozi - parvozi sizlar,O`zingiz ilhomim oltin o`zagi,O`zingiz she'rimning husn-bezagi,Chunki siz men uchun, men-chi siz uchun...Haqiqatan ham shoir she'rlarining mavzui bepayon Vatani, uning mehnatsevar xalqi, shirin "o`g'il-

qizlari"dir, asarlarining ovozi ham, "parvozi" ham, "ilhomi"ning "oltin o`zagi", she'rining "husn - bezagi"ham shulardir.

Shoir o`z asarlarida bolalarning yurak tuygùlarini, orzu va intilishlarini, o`qishdagi yutuqlarini aksettirish bilan birga, ulardagi kamchiliklarni qoralaydi, uni yo`qotish yo`llarini izlaydi, topadi, o`z o`quvchisigatalabchan o`rtoq, qattiq qo`l ustoz sifatida yo`l ko`rsatadi.

Shoirni bolalarning hamma tomoni qiziqtiradi. U bolalarga nima xunigu nima chiroylik, nima yaxshi-yu,nima yomon, juda go`zal nima-yu, juda qiziq nima ekanligi haqida yozadi. U o`z she'rlari bilan bolalarda estetikdidni o`stirishga, go`zallik haqida tasavvur hosil qilishga harakat qiladi. To`qson yillik umrini bolalarga she'r,qo`shiq, doston, doston - ertak yaratishga qaratgan Quddus Muhammadiy 1907-yilda Toshkent shahridamehnatkash dehqon oilasida dunyoga keldi. Bo`lajak shoirning otasi Muhammad Alibek Abdurahmonbekovancha savodli kishi edi. Shu sababli u dastlabki ma'lumotni otasidan oldi.

1925-yilda otasi vafot etgach, Quddus Muhammadiy avval amakisinikida, so`ngra esa maktab-internatdatarbiya oladi. Shu ilk mashqlaridayoq bo`lajak shoirning nafosat olamini kuzatish va badiiy idrok etish talantihamda umumlashtirish mahorati yaqqol ko`rinadi.

U yetti yillik maktabni muvaffaqiyatli tamomlab, Toshkent qishloq xo`jalik texnikumiga o`qishga kiradi.Bu yerda bolalar uchun she'rlar yoza boshlaydi. Uning "Tong o`yini", "Paranji", "Ahmad va asalari","Selektsiya stantsiyasi" nomli she'rlari vaqtli matbuotda bosilib chiqadi.

1931-yildan Q.Muhammadiy maktabda botanika o`qituvchisi bo`lib ishlaydi, shu bilan birga O`rta OsiyoDavlat universitetining biologiya fakul'tetida o`qiy boshlaydi. Bolalar uyi va universitetdagi hayot, mehribonmurabbiy va muallimlarning g'amxo`rliklari Q.Muhammadiy qalbida bir umr o`chmas iz qoldiradi. Buyerdagi o`zaro do`stlik bo`lajak shoir qalbini tog'dek ko`tarib yuboradi.

Quddus Muhammadiy Oybek, O`.Olimjon, G`.Gùlomlarni o`zi uchun ustoz deb bilgan, ulardano`rgangan, ular bilan doimo ijodiy muloqotda bo`lgan. Ilk she'rlaridan biri "Tong o`yini" orqali ulkan adibOybek bilan tanishadi. Oybek bu iste'dodli bolalar shoirini hamisha qo`llab-quvvatlab, ijodiga g'amxo`rlikqilib kelgan.

Quddus Muhammadiy ijodiga xos bo`lgan muhim xususiyatlardan biri hozirjavoblikdir. Shoir asarlaridaona - Vatanga muhabbat, a'lo o`qish, xulq-odobda boshqalarga namuna bo`lishga da'vat etish, fan va texnikanio`rganish muammolari asosiy mavzulardan hisoblanadi.

Foydalanilgan adabiyotlar:1. Jumaboyev M. O'zbek bolalar adabiyoti. -T.: O'qituvchi, 2002.2. www.kitob.uz sayti.



RECOMMENDATIONS TO ENGLISH TEACHERS HOW TO IMPLEMENTTHE CLIL METHOD INTO TEACHING FOREIGN LANGUAGES

Xolmuratova NasibaXorazm viloyatiYangibozor tumani 17 [email protected]

Ibadullayeva NilufarXorazm viloyatiYangibozor tumani 17 [email protected]

Annotatsiya:Ushbu maqola tilni erta bosqichdan o'rganishga ijobiy munosabatni rivojlantirish usuligabag'ishlangan.Talabalar qilgan har bir xatoni tuzatib bo'lmaydi. Buning o'rniga, ularga gaplashishni va tilnio'rganishni davomettirish tavsiyaetiladi, bu esa ularga o'zlarining imkoniyatlarini "aloqada" bo'lish qobiliyatiniyaxshi his qilishlariga imkon beradi.

Kalit so'zlar: usul, aloqa, o'rganish, faol, kognitiv, madaniyat, mavzu.

CLIL is a fantastic method to empower students of all ages and levels of fluency. By teaching CLILlessons, you're giving students the tools to grow, acquire and activate cross-disciplinary skills by using alanguage different from their own.It's also a great method to promote positive attitudes towards languagelearning from an early stage. Students won't be corrected on every single error they make. Instead, they'll beencouraged to keep talking and learning in the language, which lets them feel good about their ability tocommunicate from the get-go.

That's because the CLIL curriculum balances bilingual education and language learning. Rather thanbeing the focus of teaching, language becomes a tool for communication. Repeated exposure and stimulationhelps students to assimilate the language while learning content that will greatly expand their horizons andpromote curiosity.

- Incorporate cross-disciplinary themes. A great CLIL syllabus should replicate any traditional subjectlesson syllabus. Rather than thinking of yourself as a language teacher, imagine that you're a subject teacher.To this effect, it's important to research the subject matter ahead of time. Don't hesitate to work togetherwith the school's subject teachers for feedback and insight on what the students already know.Make sure thatyou highlight key concepts and proper terminology. This will facilitate assimilation and reinforce recentlyacquired knowledge, hence benefiting their language and subject studies.

- Work by themes. If you feel that this may become overwhelming and unsustainable in the longterm, fear not! You can use CLIL as a single lesson for one language class-you don't have to teach CLIL allthe time, but it can instead be part of your varied teaching arsenal. You may rotate between subjects so youonly teach the subjects that you're most comfortable with.This helps to create targeted lessons that arepacked with information. The idea is to cover a lot of ground and help students to accumulate as manyvocabulary words related to the subject matter as possible. Some great CLIL activities include:

- Presentations: One student takes the center of the stage to introduce to the rest of the classroom atangential theme related to the subject you've been discussing. Encourage them to use graphics, images andmultimedia material, and to prominently write keywords on the blackboard so their fellow classmates cantake notes.

- Role-plays: Students impersonate major figures and stakeholders to give life to a concept or themethey've learned in the classroom. Ask them to prepare the reenactment ahead of time by working together towrite and memorize a mini-play around this theme. Recap by letting the class interact with student-actors toask questions about the subject matter.

- Science experiments: These are fantastic tools to help your students discover science, chemistryand biology, and have fun along the way! Ask a subject teacher from your school to come and supervise ifyou're unsure about certain elements, and don't forget to pre-teach important concepts and words sostudents know what to do during the experiments.

- Cooking classes: What better way to motivate students and strengthen the bonds between teachersand learners than food? An essential part of culture, society and language, food helps to bring the classtogether-and cooking is where it all starts. Start by selecting a recipe and discuss it in class ahead of time.

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Then ask students to compete and make their own versions of the recipe. They can customize presentations,add different spices and mix together ingredients that inspire them. Then recap in class and ask students todiscuss, taste and compare their productions.The end goal is to de-compartmentalize knowledge betweensubject and language classes, so students can apply new information to their entire school curriculum, andeven outside the classroom!

References1. Coyle, D. (2010). Content and language integrated learning / D. Coyle, P. Hood, D. Marsh,

Cambridge: Cambridge University Press, 2010. 182 p.2. Hammond, J. What is scaffolding? / J. Hammond, P. Gibbons, Macquarie University Teachers'

voices, 2005. Vol. 8. P. 8-16.3. Kovacs, J. (2014). CLIL - Early competence in two languages / In Kovacs, J. &Benko, E. T. (Eds.),

The World at Their Feet: Children's Early Competence in Two Languages through Education Budapest:EotvosJozsefKonyvkiado, 2014. p. 15-97.



THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES INTHE ORGANIZATION OF COGNITIVE ACTIVITY OF STUDENTS

Áàáàíèÿçîâà ÄèëíîçàÓðãàí÷ øàõàð 18- ñîí ìàêòàá[email protected]Áåê÷àíîâà Ñàíîáàðßíãèàðè³ òóìàíè Ç1 -ìàêòàá[email protected]

Àííîòàöèÿ : Â ýòîé ñòàòüå ðàññìàòðèâàþòñÿ âîïðîñû èíôîðìàòèâíûõ è êîììóíèêàòèâíûõòåõíîëîãèé â îðãàíèçàöèè êîãíèòèâíîé äåÿòåëüíîñòè ñòóäåíòîâ . Òàêæå ãîâîðÿ î ïðåèìóùåñòâàõðàáîòû ñî ñòóäåíòàìè íà êîìïüþòåðå, ñëåäóåò íàçâàòü åãî íåîñïîðèìûå ïðåèìóùåñòâà: îáùååêóëüòóðíîå ðàçâèòèå ñòóäåíòîâ; ñîâåðøåíñòâîâàíèå íàâûêîâ ðàáîòû íà êîìïüþòåðå.

Êëþ÷åâûå ñëîâà : êîìïüþòåð, òåõíîëîãèè, äåÿòåëüíîñòü ñòóäåíòîâ, íàâûêè ðàáîòû íàêîìïüþòåðå, ñîâåðøåíñòâîâàíèå

Annotatsiya:Ushbu maqolada talabalarning kognitiv faoliyatini tashkil etishda informatsion va kommunikativtexnologiyalar masalalari ko'rib chiqiladi. Shuningdek, talabalar bilan kompyuterda ishlashning afzalliklarihaqida gap ketganda, uning shubhasiz afzalliklarini ta'kidlash kerak: talabalarning umumiy madaniy rivojlanishi;kompyuter ko'nikmalarini takomillashtirishdir.

Kalit so'zlar: kompyuter, texnologiya, talabalar faoliyati, kompyuter o'nikmalari,takomillashtirish

Currently, the activities of undergraduates and doctoral students in writing works have become muchsimpler since access to many resources is opened via the Internet. There was an opportunity to get acquaintedwith similar works all over the world to compare results and open new horizons. If in the past you had todevote all the time to being in the library, now it is enough to use computer resources correctly.It should bepointed out that these kinds of tasks will be adjusted to the various elements that affect our educationalpractice. In that way, this serves the following purposes:

- Integrate ICT's in the learning process, as a key competence and contributing to the acquisition ofthe target foreign language;

- Use ICT's in the classroom to work on information processing, authentic communication, and onthe learner autonomy, as the builder of his or her own learning process;

- Give ICT's a role to help young people be able to arrange, evaluate, and decide on the informationthat comes to them;

- Challenge students with different types of supports and formats and, therefore, a great variety ofactivities in which they pass from receivers to makers;

- Bring students to the real contact with the target foreign language and users (whether natives ornot), by means of the electronic mail, "chats", "blogs", or spaces wiki;

- Bring students to the cultural elements through authentic and real-time documents;- Attend the diversity of students, using the copious offer of interactive exercises available on the web.Introducing ICT into education is the answer for those who ask; ' how can we increase the reach of our

institution, to a larger number of students?.'The Mobile learning (m ?learning) as a form of e ?learning is a rising trend where the education has

outgrown the physical constraints of the classrooms and acquired mobility.Students access informationwhenever and wherever they want, and institutions that provides such advanced technological terrains isrising in number day by day.

Various devices/technology in ICT includes:- Access of course materials through remote devices,- Online digital repositories for lectures, course materials, and digital library,- Online/ cloud based academic management systems,- Employing the flipped classroom concept,- Making use of handheld computers, tablet computers, audio players, projector devices etc.

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Using modern pedagogical technologies allows you to switch: from learning as a function of memorizationto learning as a process of mental development; from a static model of knowledge to a dynamic system ofmental actions; from orientation toward an average student to differentiated and individual learning programs;from external motivation for learning to internal moral-volitional regulation . For example, an exercise forpracticing: - say what the listed items can be: house, room, sofa, carpet. In another column are adjectives:big, old, white, beautiful. The student must correctly compose phrases from the given adjectives and nouns,moving them from the corresponding columns to the lines below. At the same time, the number of unfilledlines tells the student that there are other possible phrases that he has not yet compiled. The student whocomposed the phrases more than others gets the most points.

Today, new techniques using ICTs are contrasted with traditional teaching of foreign languages. Thisform of organization of lessons is the most accessible for the teacher's work and its application in the lessonsin educational technologies.

Today, the ability to use computer technology and telecommunications in their subject area should beconsidered as a criterion for general literacy, comparable today to the traditional interpretation of thisconcept - how to be able to read, write and count.

The use of information and computer technologies opens up new opportunities for us in teaching aforeign language, as using them in English lessons, we are faced with new forms and methods of teaching,as well as looking for new approaches and styles to the learning process

REFERENCESBelyaeva L.A., Ivanova N.V. Presentation and its capabilities in teaching foreign languages, IIAS, 2008,

No. 4, p. 36-41.Galskova N.D. Modern Methods of Teaching Foreign Languages, -M.: ARKTI Publishing House, 2003,

p. 49-127.Girkin I.V. New approaches to the organization of the educational process using modern computer

technology. - Information Technology 1998, No. 6, p. 21-22.Zimnaya I.A., Sakharova T.E. Design methodology for teaching the English language, INS, 1991, No. 3,

pp. 9-16.To the problem of modernization of the content of general education - IIAS, 2002, No. 5, pp. 5-8



DAVR RUHI VA MAVZU MAS'ULIYATI

Ibragimova Ra'no IsakovnaToshkent davlat agrar universiteti Nukus filiali o'qituvchisiTel: [email protected]

Annotatsiya: Ushbu maqolada mustaqilliq yillarida Qoraqalpog'istonda yashab ikki tilda birdek ijod qilib,o'zbek adabiyotining rivojiga hissa qo'shayotgan o'zbek yozuvchi, shoirlari ijodiy faoliyati, mavzulariningo'ziga xos jihatlari haqida so'z yuritiladi.

Kalit so'zlar:adabiy jarayon, badiiy asar, milliy mafkura, tafakkur daholari, so'z ustasi.

O'z taqdirini o'ylamaydigan millat dunyoda bolmagani kabi, o'z adabiyoti taqdirini o'ylamaydigan,adabiy-badiiy jarayonlarga e'tiborsiz adabiyotshunos olimlar ham bo'lmasa kerak. Chunki, har bir davrningo'z mavzulari, o'z mashhur asarlari, fidoiy insonlari bo'ladi. "Haqiqiy badiiy asardan har bir davr o'zigamos va o'ziga zarur ma'noni topadi. Shu tufayli asar qadrlanadi" , demak asarning asl mohiyati shu xalqqanaqadar katta xizmat ko'rsatayotganligi bilan belgilanadi.

Biz adabiyot maydonida o'z asarlari bilan ikki xalq adabiyoti rivojiga birdek hissa qo'shib kelayotgan fidoiyinson, adabiyotshunos olim K.Quramboevning "Adabiy jarayon. Ijod mas'uliyati. Adabiy aloqalar" nomliilmiy-tahliliy asari xususida so'z yuritmoqchimiz. Ayniqsa, o'zbek, qoraqalpoq, turkman tillarida birdekgapirish, ilmiy, tanqidiy maqolalar yozish, uchala adabiyotning adabiy jarayonlari haqida qayg'urib yozaolish fazilatlari har kimning ham qo'lidan kelavermagan bo'lardi. Ustoz hech qachon adabiyot maydonidasodir bo'layotgan har qanday holatga befarq tomomshabin sifatida qarab tura olmaydi. Bunday fazilatlari bilanolim har uchala adabiyot maydonida doim o'z aytar so'ziga ega bo'lib, yosh adabiyotshunos va ijodkorlargato'g'ri yo'l ko'rsatuvchi, o'z maslahatlarini ayamaydigan ustoz sifatida hurmatga sazovor bo'lib kelmoqda."Uch xalq adabiyoti, o'zbek, qoraqalpoq va turkman adabiyotlari K.Quramboev uchun barobar edi. Uchalasiham o'zinikidek. Shu boisdan uning 200 dan ortiq maqola va o'nga yaqin monografiyalarida har uch adabiyotbarobar o'rin olgan" ligini olimning ijodiy faoliyati bilan tanishish jarayonida, olim haqida aytilgan beqiyosfikrlar, yirik so'z ustalarining bergan yuksak baholari orqali bilib olish mumkin.

K.Quramboev o'zining "Turkiy she'riyat osmonining quyoshi" maqolasida ulig' shaxslar hayoti haqidama'lumot beradi va buyuk tarixiy shaxslarni buyuk davrlar yaratadi va bunday insonlar faqat o'zlari yashaganzamonga emas, keyingi avlodlarga ham xizmat qiladilar deb ta'kidlab o'tadi. Jamiyat va insoniyat o'z taraqqiyotidayangi, yanada balandroq bosqichga ko'tarilayotganda o'tmishning bu tafakkur daholarining ilmiy-ijodiy tajribalarigaehtiyoj sezishi tabiiy jarayondir. Ushbu maqolada olimning "A.Navoiy ijodiga munosabat mustaqillik yillaridayangi mazmun kasb etdi, shoir merosini yangi ilmiy konsepsiyalar, milliy mafkuraga asoslangan yangimezonlar asosida o'rganishga kirishildi va salmoqli tadqiqot ishlari yaratildi. Bu sohada A.Haytmetov, A.Qayumov,I.Haqqul yirik navoiyshunos olimlarning va tadqiqotchilarning ulig' shoir asarlarini har xil ilmiy yo'nalishlardao'rganib, qo'lga kiritgan yutuqlari hozirgi davr navoiyshunosligiga qo'shilgan hissadir. Adabiy meros negizidama'naviy qadriyatlarni qayta tiklash, yoshlarni o'tmish merosimizni hurmat ruhida tarbiyalash jarayonlariqizg'in davom etayotgan bir sharoitda A.Navoiy ijodiga murojaat qilish, ayniqsa, shoirning umuminsoniyqadriyatlarga yo'g'rilgan asarlarini, hayotbaxsh hikmatlarini o'rganish, Qoraqalpog'istonda ham targ'ib qilish,ma'naviy hayotimizga tatbiq etish, ulardan tarbiya quroli sifatida foydalanish muhim ahamiyatga ega" deganjuda qimmatli fikrlari shu kunlar ijtimoiy, madaniy, adabiy hayotida juda zarur va o'z vaqtida urg'u beribaytilgan bebaho fikr edi. Chunki, Navoiy asarlari hozirgi kunda butun dunyo adabiyoti tan olib o'qibo'rganayotgan, komil inson tarbiyasiga yo'naltiruvchi buyuk asarlardan biri bo'lib e'tirof etilayotgani fukrimizningyorqin dalilidir.

Olim ijodida bunday beqiyos fikr va mulohazalarni ko'plab uchratish mumkin. Masalan, "Shox va shoir"maqolasi buyuk ajdodimiz Z.M.Bobur hayoti va ijodiga bag'ishlangan keng ko'lamli ilmiy maqola bo'libhisoblanadi. Ushbu maqolada olim Bobur shaxsiga bo'lgan avvalgi munosabat bilan mustaqillik yillaridagimunosabatni taqqoslar ekan, Bobur shaxsi mustaqillik yillarida o'zining haqiqiy qadrini topganligini, buborada uning ijodiy merosini nashr qilishga va mukammal o'rganishga keng yo'l ochilib, Aziz Qayumov,Hasan Qudratullaev, Vahob Rahmon, Rahim Vohidov singari taniqli olimlarning va yana bir nechaboburshunoslarning istiqlol yillarida Bobur ijodi bo'yicha olib borgan yangi ilmiy izlanishlari katta samaraberganligi va natijada shox va shoir ijodiy merosi bo'yicha yangi-yangi monografiyalar, risolalar bosilibchiqqanligi, bu asarlarning mustaqillik yillari o'zbek adabiyoti rivojiga qo'shilgan katta hissa ekanligi e'tirof

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etiladi. Bu asarlarda haqiqatdan ham Bobur merosi yangi-milliy mustaqillik mafkurasi, adabiy merosgayangicha yondoshuv tamoyillari nuqtai nazaridan yangi ilmiy qarashlar asosida qayta o'rganilganiliginimisollar bilan dalillab keltiradi. O'z davrida buyuk bobokalonimiz hayoti va ijodi haqida mohir yozuvchiP.Qodirov tomonidan yaratilgan "Yulduzli tunlar" romani yaxshi baholanmagani, hatto anchagina tanqidlargauchragani xususida fikr mulohazalarini bildiradi. Bobur shaxsiga chet el ilmiy tadqiqitchi olimlarining yuksakbahosi shox va shoir sifatidagi betakror insonning haqiqatda bizning ajdodimiz ekanligi har birimiznig'ururlantiradi. Uning xalqparvarligi, shijoati, adabiyotga, ona tiliga, ona yurtiga bo'lgan mehr-muhabbati,sadoqati, otalarcha mehribonligi milliy adabiyotimiz va jahon adabiyoti zarvaraqlarida o'z bahosini topibkelyotgani xususida qimmatli fikrlari bayon qilinadi. Biz adabiyotshunos olimning har bir yozuvchi, shoirijodiga bafarq bo'lmagani, adabiy jarayonlarda o'zining qimmatli fikr-mulohazalari bilan o'zbek va qoraqalpoqadabiyotining rivojiga katta hissa qo'shib kelayotganini ko'rishimiz mumkin.

Foydalanilgan adabiyotlar1. K.Quramboev "Adabiy jarayon. Ijod mas'uliyati. Adabiy aloqalar". Toshkent. Cho'lpon nashriyot matba-

ijodiy uyi.2009 y 8-16-b.2. M.Qo'shjonov. "Badiiyatning olmos jilosi". Xalq so'zi gazetasi 2002 y 20-sentyabr.



ÏÐÎÔÅÑÑÎÐ FÀÉÁÓËËÎ¥ ÀÑ-ÑÀËÎÌÍÈÍÃ ÒÈË ÁÈÐËÈÊËÀÐÈ, ÕÀË£ÈÁÎÐÀËÀÐÈ ÂÀ ÎÊÊÀÇÈÎÍÀË Ñ¤ÇËÀÐ Á¤ÉÈ×À ÈËÌÈÉ £ÀÐÀØËÀÐÈ

Óìàðîâà Ñàèäà,Àíäèæîí äàâëàò óíèâåðñèòåòè,3-êóðñ Phd äîêòîðàíòè

Ìà³îëàäà þðòèìèçíèíã åòóê âà ìàøµóð àðáîáëàðèäàí áèðè á´ëãàí, ¤çáåêèñòîíäà òàðæèìàìàêòàáèíèíã àñîñ÷èñè, Õàë³àðî Áîáóð ìóêîôîòè ëàóðåàòè, ôèëîëîãèÿ ôàíëàðè äîêòîðè, ïðîôåññîð,¢àéáóëëîµ àñ-Ñàëîìíèíã îêêàçèîíàë ñ´çëàð, îêêàçèîíàë òèë áèðëèêëàðè, õàë³ èáîðàëàðè, õàë³ ìà³îëëàðèµà³èäà, øóíèíãäåê îëèìíèíã ôà³àò ç èäèîëåêòèãà òåãèøëè á´ëãàí ñ´ç áèðèêìàëàðè, óëàðíèíã ëèíãâèñòèê³´ëëàíèëèøè µà³èäà ñ´ç þðèòèëàäè. Óøáó òèë áèðëèêëàðèíèíã îëèì òîìîíèäàí ìóêàììàë òàµëèë³èëèíãàíè, õîðèæèé àòàìàëàð áèëàí ñîëèøòèðèø, ³è¸ñëàø àñîñèäà ðãàíèëãàíè òèëøóíîñëèêíèíã êàòòàþòó³ëàðèäàí áèðèµèñîáëàíàäè.

Êàëèò ñ´çëàð: ¢àéáóëëà àñ-Ñàëîì, îêêàçèîíàë ñ´çëàð, êèòîáèé òèë, òàðæèìà òèëè, ìóòàôàííèí,òàµàéþë, ëèñîíèé, áîòèíèé, ³îìóñèé îëèì, äàðæ ýòèëìî³.

Øóíè àëîµèäà òàüêèäëàøíè èñòàðäèìêè, ³îìóñèé áèëèìëàðãà ýãà á´ëãàí ïðîôåññîð âà åòóêîëèì ¢àéáóëëîµ àñ-Ñàëîì àñàðëàðèíè èëìèé òàä³è³ ýòèø äàâîìèäà ÿíãèäàí ÿíãè èáîðàëàð, õàë³ìà³îëëàðè, îêêàçèîíàë ñ´çëàð, òèë áèðëèêëàðè, øóíèíãäåê, îëèìíèíã ç èäèîëåêòèãàãèíà òåãèøëèá´ëãàí ÷ó³óð èëìèé íäàøóâëàðíè ó÷ðàòàìèç. Õóñóñàí " Ýé óìðè àçèç" àñàðèãà ò´õòàëèá òàìèç. Ðè¸ ³àåðäà òóãàäèþ, çè¸ ³àåðäàí áîøëàíäè.

Âèæäîí ìèíáàðèäàí òóðèá ñ´çëàãàí íóò³äàí, ³îðèí á´øëè²èäàí òóðèá ñà³ëàíãàí ñóêóò ìèíãìàðòà àôçàë.

Óçî³äàãè áó²äîéäàí, ÿ³èíäàãè ñîìîí ÿõøè.Î÷ áà÷÷à²àðäàí, ³î÷ áà÷÷à²àð.Îäàìëàð áèëàí µàäåãàíäà ìîøèì î÷èëìàéäè.Ð´çíîìà òèëè- çåðèêàðëè, êèòîáèé òèë- ³óðó³, òàðæèìà òèëè- ÿñàìà, øîèðëàð òèëè - áà³èðî³,

èäîðà òèëè- ³àøøî³, ê´÷à òèëèäà ð´çíîìà ÷è³àðèá á´ëìàéäè. "Èäîðàâèé òèëäà" àñêèÿ ³èëèø àìðèìàµîë. "Áèð ñ´ç áèëàí àéòãàíäà " äåéìèçó, àììî 4òà ñ´ç ³´ëëàéìèç. "Èò èíñîííèíã ä´ñòè " - áóÿõøè, àììî "èíñîííèíã ä´ñòè èò" á´ëñà÷è? Èëîµèé çàêî âà µàéâîíèé ðà²áàò. Òóøóíàðëè. Äåìàêòóøóíàðëè ýìàñ. Îòà³óëîâíèíã îíàñè ãóëãà ýìàñ, ïàõòàãà áîø³îðîí²è á´ëãàí.

"Óô³ ÷èìèëäè³äàãè êåëèí÷àêíèíã íîçëàðèãà õøàéäè ã´¸." " Þçè ñî²èëìàãàí ñèãèðíèíã åëèíèäàé, ³èï-³èçèë, ïè¸íèñòà áàøàðà õîòèí."Áó µà¸ëëàðíè ìèÿìäàí õîíàäàãè ÷èâèíäàé ³óâèá ÷è³àðèø êåðàê.Òîøìàòíèíã ãàïëàðè î¸²è åíãèë õîòèíäàé, áèð çóìäà õîíàìà-õîíà êåçèá ÷è³äè.¥óêì, ìàµêóì, õîêèì, µîêèìèÿò, µóêóìóò, µîêèìèÿò, ìàµêàìà, µàêîèì áèð ´çàêäà." Ýçãóëèêêà ÷î²ëàí, îäàìçîä " àñàðèäà ýñà àéðèì ñ´çëàðíèíã íîìëàíèøè âà ³àé òàðçäà

èôîäàëàíèøèãà ýüòèáîð áåðàìèç. 1 . ¤çáåêîíà ñîô àëôîç âà æîçèá óñëóáäà, øóíäàé áèð àôñîíà áèòèëñàêè,2 . Ôîëêëîð áèëàí çìà àäàáè¸òíèíã áà²èðäîø àäàáè¸ò áèëàí ñàíüàòíèíã àçàëèé µàìæèíñëèãè,

µàìäàñòëèãè,3 . Èêêè î²èç äàðîìàäè ñóµàí (êåëèá ³îëãàí ñ´ç)4 . Ìàüñóìèé (ðîìàíòèê) êàéôèÿò5 . Ð´éè çàìèí - åð þçè6 . Ìàüâî- ìàêîí7 . Çèêêóðàòëàð- áàõàéáàò äèíèé èáîäàòõîíàëàð."Ìåí ñóâ è÷ãàí äàð¸ëàð" àñàðèäà ýñà ôà³àò îëèì ´ç àñàðëàðèäà ³´ëëàãàí òèë áèðëèêëàðèíè

ó÷ðàòàìèç.1 . Óøáó êèòîá æóäà ³óòëó² ìóæäà (ñîâ²à) á´ëäè.2 . Áó äóí¸äàí µå÷ êèì íîðîçè á´ëèá êåòìàñëèãè ó÷óí, áîø³àëàðíè íîðîçè ³èëìàñëèê êåðàê.3 . Ìàíà íèµîÿò, ³´ëèíãèçäàãè êèòîáíèíã, ÷îð àáçàëè ÷î³ á´ëäè ( òàé¸ð á´ëäè).4 . Ñóôòà (ñèëëè³)- ñàòðëàð5 . Òàµàéþë- ôàíòàçèÿ, àëæàáð- àëãåáðà, ðè¸çè¸ò- ìàòåìàòèêà, µèêìàò- ôèçèêà, íàáîòàò- áîòàíèêà,

ñòåðåîòèï- ê´íèêìà, ³îëèï, àë-µè¸ë- ìåµàíèêà.6 . Ðàâèø-ðàôòîðè- ê´ðèíèøè ôàð³ ³èëàäè.

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7 . Èíòèµîéè ²àëàò, èíòèµîéè àéá, èíòèµîéè òàðõ- ïëàí, ïåðñîíà íîí ãðàòà- íîìàòëóá øàõñ. 8 . Áàõòèãà íîèë á´ëìî³- ìóÿññàð á´ëìî³,9 . Êèòîáíèíã ÷îð àáçàëè ÷î³ á´ëäè- êèòîá ìóêàììàë ðàâèøäà íèµîÿñèãà åòäè.10. Ñàòðëàðèì ñóôòà ýìàñäèð- ñàòðëàð áèð òåêèñ, ñèëëè³ ýìàñäèð.11. Áó ìóòàôàííèí îëèìëàð- ìóòàôàêêèð, òà åòóê, ôàí îëèìëàðè.12. Òàµàéþë- ôàíòàçèÿ13. Àðàá çóâèäà äàðæ ýòèëãàí- àðàá çóâèäà èôîäàëàíãàí, ³àéä ýòèëãàí.

Àäàáè¸òëàð: 1. Ñàëîìîâ ¢. Ìåí ñóâ è÷ãàí äàð¸ëàð.- Ò.: "¨ø ãâàðäèÿ" íàøðè¸òè. 1990. 2. ¢àéáóëëîµ àñ-Ñàëîì."Ýçãóëèêêà ÷î²ëàí îäàìçîä". "Øàð³ íàøðè òè" Òîøêåíò,1961.



LITERARY ANALYSIS OF MOTIF AND SYMBOL IN LITERATURE

Gavharoy Isroiljon kizi, Anvarov AbbosbekUzbekistan, Andizhan State University+998914839545

Annotation: This is an authoritative presentation and discussion of the most basic thematic elements, suchas motif, symbol, theme, universally found in literature. The reference provides a detailed analysis of the mostcommon archetypes or motifs found in the literature of selected communities around the world.

Key words: motif, theme, symbol, literary work, central idea, plot, archetypeÀííîòàöèÿ: Ýòî - àâòîðû ïðåäñòàâëÿëè è îáñóæäàëè ñàìûõ îñíîâíûõ òåìàòè÷åñêèõ ýëåìåíòîâ,

òàêèõ êàê ìîòèâ, ñèìâîë, òåìà, óíèâåðñàëüíî íàéäåííàÿ â ëèòåðàòóðå. Ññûëêà îáåñïå÷èâàåò äåòàëüíûéàíàëèç ñàìûõ îáùèõ îáðàçöîâ èëè ìîòèâîâ, íàéäåííûõ â ëèòåðàòóðå îòîáðàííûõ ñîîáùåñòâ âîêðóãìèðà.

Êëþ÷åâûå ñëîâà: ìîòèâ, òåìà, ñèìâîë, õóäîæåñòâåííàÿ ðàáîòà, öåíòðàëüíàÿ èäåÿ, çàãîâîð, îáðàç.

From the literary textbooks we know that a motif is a literary term that is an idea, object, or concept thatrepeats itself throughout a text. ... However, the motif may appear in various forms. Motif Examples: Forexample, "death" could be a motif in a literary work. In a literary work, a motif can be seen as an image,sound, action, or other figure that has a symbolic significance, and contributes toward the development ofa theme. ... In a literary piece, a motif is a recurrent image, idea, or symbol that develops or explains a theme,while a theme is a central idea or message. A motif is a recurring narrative element with symbolic significance.If you spot a symbol, concept, or plot structure that surfaces repeatedly in the text, you're probably dealingwith a motif. They must be related to the central idea of the work, and they always end up reinforcing theauthor's overall message. How Great Authors Use Motif. Motif is when you repeat something in yournarrative. Often, authors repeat description, but dialogue, action, or any other element of narrative can berepeated as well. The interesting part is that this repeated thing gains symbolic meaning as you repeat it.

A symbol is an object, a picture, a written word, or a sound that is used to represent something. ... Asymbol can be repeated once or twice, while a motif is constantly repeated. 3. A symbol can help in theunderstanding of an idea or thing, while a motif can help indicate what the literary work or piece is allabout.

A repeated reference or visual of shattered glass (something in life is about to break) Recurring dishonestcharacters (to cue up the discovery of an unfaithful spouse) A character who constantly misplaces things(as the loss of someone or something significant is on the horizon)

The key difference between a central idea and a motif is b) A central idea is abstract, while a motif isconcrete. A central idea of a literary work -the theme- is the dominant idea the author wants to conveys.

A motif is something symbolic that shows up in a work to reinforce the work's main theme. Usually, it'sa physical object, but sometimes it can take on a different form. Motifs recur throughout a work as opposed toonly appearing once, and they must hold significance to the plot. Common symbols used in literatureinclude colors, animals, seasons, and weather. One instance of this motif is Romeo's lengthy meditation onthe sun and the moon during the balcony scene, in which he describes Juliet as the sun. Romeo usesfigurative language to describe her as banishing the "envious moon" and transforming the night into day.The difference between a Motif and a Theme.

A theme is the underlying dominant idea in every written piece, while a motif is a repetition of certainpatterns, ideas or images to reinforce the main theme. A theme is broader than a motif. Typical examples ofthemes of this type are conflict between the individual and society; coming of age; humans in conflict withtechnology; nostalgia; and the dangers of unchecked ambition. A theme may be exemplified by the actions,utterances, or thoughts of a character in a novel. How does the motif in this passage connect to the centralidea? the blood motif suggests that revenge will lead to violence and death. the omens motif suggests thatoctavius will die avenging caesar's death. the sword motif suggests that all leaders are eventually assassinated.Its ability to represent ideas and qualities requires deeper thought than other literary elements do. But whensymbolism is used effectively, it can make a story even more powerful and unforgettable. Plus, its purposecan serve as another way of nurturing literary themes. They're related, but generally a metaphor is used to

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draw a comparison between two distinct objects, whereas a symbol is used as a stand-in for a much morecomplex, and generally more abstract, idea.

A symbol is a mark, sign or word that indicates, signifies, or is understood as representing an idea,object, or relationship. Symbols allow people to go beyond what is known or seen by creating linkagesbetween otherwise very different concepts and experiences. ... Numerals are symbols for numbers.

An archetype is described as a recurring symbol, theme, character, or setting in multiple works. It'ssomething that's appeared in literature so often that it's very recognizable. A motif, though, is a recurringcontrast, structure, or literary device that comes back in different forms.

Recurring themes in American literature exist with clarity in Hemingway's work. Leslie Fiedler sees thetheme he defines as "The Sacred Land"-the American West-extended in Hemingway's work, to includemountains in Spain, Switzerland and Africa, and to the streams of Michigan. The American West is givena symbolic nod with the naming of the "Hotel Montana" in The Sun Also Rises and For Whom the BellTolls. Although Hemingway writes about sports, Carlos Baker believes the emphasis is more on the athletethan the sport. According to Stoltzfus and Fiedler, Hemingway's nature is a place for rebirth, for therapy,and the hunter or fisherman has a moment of transcendence when the prey is killed. Nature is where menare without women: men fish; men hunt; men find redemption in nature. [1.97.]

Fiedler believes Hemingway inverts the American literary theme of the evil "Dark Woman" versus thegood "Light Woman". The dark woman-Brett Ashley of The Sun Also Rises-is a goddess; the light woman-Margot Macomber of "The Short Happy Life of Francis Macomber"-is a murderess. Robert Sholes admitsthat early Hemingway stories, such as "A Very Short Story", present "a male character favorably and afemale unfavorably." According to Rena Sanderson, early Hemingway critics lauded his male-centric worldof masculine pursuits, and the fiction divided women into "castrators or love-slaves." Feminist criticsattacked Hemingway as "public enemy number one", although more recent re-evaluations of his work "havegiven new visibility to Hemingway's female characters (and their strengths) and have revealed his ownsensitivity to gender issues, thus casting doubts on the old assumption that his writings were one-sidedlymasculine." Nina Baym believes that Brett Ashley and Margot Macomber "are the two outstanding examplesof Hemingway's 'bitch women.'"[3.18.]

The theme of women and death is evident in stories as early as "Indian Camp". The theme of deathpermeates Hemingway's work. Young believes the emphasis in "Indian Camp" was not so much on thewoman who gives birth or the father who commits suicide, but on Nick Adams who witnesses these eventsas a child, and becomes a "badly scarred and nervous young man." Hemingway sets the events in "IndianCamp" that shape the Adams persona. Young believes "Indian Camp" holds the "master key" to "what itsauthor was up to for some thirty-five years of his writing career." Stoltzfus considers Hemingway's work tobe more complex with a representation of the truth inherent in existentialism: if "nothingness" is embraced,then redemption is achieved at the moment of death. Those who face death with dignity and courage live anauthentic life. Francis Macomber dies happy because the last hours of his life are authentic; the bullfighterin the corrida represents the pinnacle of a life lived with authenticity. In his paper "The Uses of Authenticity:Hemingway and the Literary Field", Timo M?ller writes that Hemingway's fiction is successful because thecharacters live an "authentic life", and the "soldiers, fishers, boxers and backwoodsmen are among thearchetypes of authenticity in modern literature".[4.9.]

References:1. Baker, Carlos, ed (1981). Ernest Hemingway Selected Letters 1917-1961. New York: Charles

Scribner's Sons. ISBN 0-684-16765-4.2. Benson, Jackson (1989). "Ernest Hemingway: The Life as Fiction and the Fiction as Life". American

Literature (Duke University Press) 61 (3): 345-358. doi:10.2307/2926824.3. Desnoyers, Megan Floyd. "Ernest Hemingway: A Storyteller's Legacy". John F. Kennedy Presidential

Library Online Resources. John F. Kennedy Presidential Library and Museum. http://www.jfklibrary.org/Research/The-Ernest-Hemingwaycollection/Retrieved2009-12-18.

4. Hemingway, Ernest (1990). "The Art of the Short Story". In Benson, Jackson. New Critical Approachesto the Short Stories of Ernest Hemingway. Duke University Press. ISBN 978-0-8223-1067-9. Retrieved2010-04-24.



FOUR FEATURES OF CLASSROOM PRACTICE IN ESP

Abdullayeva Durdona Andizhan region, Marhamat district specialized school ¹41Tolqinboyeva Hushnuda Andizhan State University+998914839545

Annotation: The aims of the lecture. In this lecture we will discuss the influence of these four features:learners' specialists knowledge, case study, class size, beyond classroom and their impact on ESPclassroom practice. In considering which approach to take, it is most important to remember that thereis no best way; all techniques and methods are a response to a particular situation. One of the skills ESPteachers need is the ability to assess a situation from a variety of viewpoints and then to select and adapttheir methodology to match the learners` needs.

Key words: learners' specialists knowledge, case study, class size, beyond classroom.

Àííîòàöèÿ: öåëè ëåêöèè. Â ýòîé ëåêöèè ìû îáñóäèì âëèÿíèå ýòèõ ÷åòûðåõ îñîáåííîñòåé: çíàíèåñïåöèàëèñòîâ ó÷åíèêîâ, ñîöèîëîãè÷åñêîå èññëåäîâàíèå, ðàçìåð óðîêà, âíåêëàññíîé óðîêè èõ âîçäåéñòâèÿíà îñîáåííî ïðàêòèêó â çàíÿòûå. Â ðàññìîòðåíèè, êîòîðûå ïðèáëèæàþòñÿ, ÷òîáû âçÿòü, ÿâëÿåòñÿñàìûì âàæíûì ïîìíèòü, ÷òî íåò íèêàêîãî ëó÷øåãî ïóòè; âñå ìåòîäû è ìåòîäû - îòâåò íàñïåöèôè÷åñêóþ ñèòóàöèþ. Îäèí èç íàâûêîâ ÎÑÎÁÅÍÍÎ ïîòðåáíîñòü ó÷èòåëåé ÿâëÿåòñÿ ñïîñîáíîñòüþîöåíèòü ñèòóàöèþ îò ìíîæåñòâà òî÷åê çðåíèÿ è çàòåì âûáðàòü è ïðèñïîñîáèòü èõ ìåòîäîëîãèþ,÷òîáû ñîîòâåòñòâîâàòü ó÷åíèêàì` ïîòðåáíîñòè.

Êëþ÷åâûå ñëîâà: çíàíèå ñïåöèàëèñòîâ ó÷åíèêîâ, ñîöèîëîãè÷åñêîå èññëåäîâàíèå, ðàçìåð óðîêà âíåêëàññíîåçàíÿòèè.

The classroom is the only place in which learning takes place and so will also look moreautonomous ways of learning. Increasingly, developments in technology, such as computers, wordprocessors, CD-ROM and interactive video are influencing when, where and how we learn.

Learners` specialist knowledge. ESP learners bring to language learning some knowledge of their ownspecialist field and the communication within it. Those who are still students to the specialist field bring lessthan those who are already experienced and practicing specialists. One aspect of the ESP teacher's job maybe to develop a conscious awareness so that control is gained, whether over language, rhetorical structureor communication skills. Content knowledge: Teaching ESP is different from teaching EFL becauselearners have knowledge that they need to use. Business people do not expect a business English teacher toknow how to run a business; they expect knowledge of how language is used in business. In EFL the carriercontent is selected from a stock of shared knowledge and concepts. In ESP it is also necessary to include morespecialized carrier content. One of the skills an ESP practitioner has to acquire is the ability to balancecontent level and language level and to see the real content.

Roles and relationships: One effect is on the kind of relationship that is appropriate between teachersand ESP learners. The ESP teachers must acknowledge and use the learners` greater knowledge ofthe carrier content. ESP teacher ? ESP learner ESP teacher ? ESP learner Exactly how this role isdeveloped depends on the learners` experience, cultural expectations and what status a teacher has and howstatus is awarded.

Teaching and learning materials. Another effect is one kind of teaching materials used. Frameworkmaterials which use learner's experience are a good example. The carrier content comes from those with thatknowledge - the specialists, the language learners. By owned authentic materials we mean materialswhich the individual learners use or produce versus authentic material from the discipline. Thus thebusiness report that is being written or the taped lecture or recommended reading text on which notes needto be made have an immediacy and focused purpose that published material can not have.

Psychological research has shown that there are quite different ways of viewing the world and approachinglearning. Our general approach may be predominantly right- brained or left- brained or a mix. Our culturealso affects our learning style. Learning is a social process and so attitudes to learning and views of languagehave cultural dimensions to them, determined by national culture, professional culture, and individualculture. In language learning significant factors are also the extent to which an individual is visually,aurally or kinesthetically oriented. Visually oriented learners need to see words to remember them and

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will read and write a lot; auditory oriented learners can recall pronunciation and meaning from hearing only.Kinesthetic learners are stimulated by touch and movement and benefit from learning through games anddrama. In addition, in ESP situation we also need to activate and build on the learning styles and strategieswhich have been developed through the specialist field that is through the academic and professionalculture. Learning style is different from leaning strategies which are specific behaviors or techniqueslearners use such as grouping words, holding mental conversation with themselves, getting someoneto read aloud to them, watching TV. The strategies chosen are often linked to the individual'slearning styles. Following a text while it is read aloud is helpful for visually oriented learners, while watchingTV can suit auditory learners. Research studies have shown that learning can be enhanced byteaching in ways that encourage students to activate their own learning styles.

Case studies. Case studies are a feature of many professional courses such as business, law, engineeringand medicine. Their purpose is to present students with some aspect of a real- life scenario, through whichthey can apply and integrate knowledge, skills, theory and any experience. The role of case studies variesfrom one profession to another: in law, cases establish precedent; in medicine, case conferences can takethe form of an enquiry as to whether there is anything else that can be done. On business courses, thestudents are presented with data concerning some organization's business and a brief which could comprisesome questions, a specific problem or a decision about where would you go, what would you donow? These case studies are carried out in syndicates which provide experience of team work anddevelop students` abilities to fulfill various team functions and roles. The results may be written upas a report or poster and presented orally. Evaluation considers the accuracy of the analysis, theappropriacy of any models applied and the business rationale behind the proposed solution. The businesscase study approach fits comfortably within ESP principles since it is activity based, often usesauthentic material and involves learners in both individual and group work. On the negative side, businesscase studies can involve a large amount of background reading, difficult texts and difficult concepts. Dataoverload is a feature of their constructions, so the time to read, understand and absorb the data can be over-ling when the students` aim is to develop language and skills. They could easily do the following tasks: ·Design an advertisement / a marker research questionnaire/ a poster; · Write a letter/ a report; · Draw up abusiness plan; · Design an announcement for display on computer screen;

The case study approach can be broken down into three main stages: · Data input; · Data processing; ·Output presentation; Both the cases and the way it is used can reflect the learner's professional world.However, each of the three stages may be handled slightly differently for ESP purposes; there maybe more structuring of activities than usual and more of the work may be carried out in class sothat language work can be undertaken as required.

Project work. In case study, the resource materials and brief which generate the language and skillsdevelopment are given to students. In project work it is the students who find and assimilateinformation for a brief that preferably, they have generated for themselves. When students are well- preparedfor project work and understand what is required of them, the purpose and the benefits, their motivationcan be high. Project work can be very rewarding but it is also a high risk activity. Students have to search outinformation for them, so there is a good deal of out of class activity. The project begins in the classroom,moves into the outside world and then back into the classroom, and provides an opportunity for realworld and classroom experience to overlap. Project work has become a standard feature of much EAP workas most students have to carry out a project during their undergraduate studies. In subject projects studentsgenerally have to: · Generate a hypothesis; · Carry out a literature review; · Test the hypothesis; · Write areport; · Give an oral presentation or seminar; In many situations in life we gather information formmore that one source, collate it, select from it and then transform it into spoken or written format totransmit to someone else. In ESP, it is appropriate to provide opportunities for this, for example by givingseveral texts for reading, or listening and setting a task that exploit them jointly.

Class size. Class sixe can vary immensely; an ESP teacher could have just one student, forexample a business person; an ESP teacher could have several hundred of students. The notion of when aclass is large is not an absolute that is there is no given number of learners above which a class is large. Inprimary and secondary education a class of over 35- 40 pupils may be large class. In private EFL schools,over 15 students could be large. The term "large class" sets up negative connotations of undesirableconsequences and problems. The difficulties teachers of large classes around the world feel they faceare similar; and each situation will have a unique constellation of factors that require a particular solution.The challenges which teachers around the world have listed during workshops revolve around the issuessuch as control, for example of

behavior and noise; assessment and feedback; individual attention; mixed abilities; use of mother tongue.



The solutions that teachers have proposed and practiced generally involve a shift of attitudes andencouragement of the strategies that the students use to cope with large classes. Changing the numbers: ·Run classes alternatively; · Combine and split classes; · Team- teach; · Get the authorities to increaseresources;

Changing approach: · Allow students to consult each other; · Introduce pair and group work; ·Introduce new feedback procedures; · Have core and alternative activities;

The essence behind most of these approaches seems to be four "I`s " · Involvement; · Interaction; ·Individualization;· Independence; with a modified teacher role as manager rather than controller. Involvementcan actually reduce rather than raise noise levels as the buzz of activity interaction is different to thatof noisy boredom. Individualization is not one- to -one attention but allowing each person to be inindividual work and contribute in own manner. Independence results from the teacher allowing students tolearn in their own ways rather than controlling them through teaching.

Beyond the classroom. Developments in technology increases in demand but not in resources, andresearch into learning are all changing the face of how, where and when people learn. Two factorscoalesce - the understanding that learning is exploring and the ability of technology to provide wide spacesfor exploration. In these two senses the use of technology complements and extends the learnercentered methodology that predominates in ELT and ESP teaching. The main advantage is that learners canaccess the source of materials in their own time, work through the material at their own pace, choosingtopics and subject areas to match their own interests and do all this without necessarily having to interactwith a teacher.

Reference:1. Dudley-Evans va St Jonning" Ingliz tili aniq maqsadlardagi rivojlanishi"Kambrij: Kambrij universiteti nashriyoti3. Hardingning "Ingliz tili aniq maqsadlar uchun"(2007)4. Jordanning "Ingliz tili akademik maqsadlar uchun(2005) o'qituvchilar uchun o'quv qo'llanma,

Kambrij universiteti nashriyoti5. Brinton va P.Masterning "Ingliz tili aniq maqsadlarining yangi usullari"

44



ÝÐÍÅÑÒ ÑÅÒÎÍ-ÒÎÌÏÑÎÍ ÒÀÁÈÀÒÃÀ ØÀÉÄÎ ÀÄÈÁ ÕÀ£ÈÄÀ

Áîðîòîâà Ìàòëóáàõîí Àíäèæîí âèëîÿòè £´ð²îíòåïà òóìàíè 28 ìàêòàá ³èòóâ÷èñè,Àáäóëàòèïîâà ÇåáóíèñîÀíäèæîí äàâëàò óíèâåðñèòåòè òàëàáàñè+998914916125

Annotation: In this article are analyzed the life and literary activity of Ernest Seton Thompson, description,style and artistic analysis of his works. Especially, here given more information about Wild Horse -Mustang by Ernest Seton Thompson.

Key words: wild animals, nature, description of nature, ancient Scotland tales.Àííîòàöèÿ: Â ýòîé ñòàòüå ïðîàíàëèçèðîâàíû æèçíü è ëèòåðàòóðíàÿ äåÿòåëüíîñòü Ýðíåñòà Seton

Òîìïñîíà, îïèñàíèÿ, ñòèëÿ è àðòèñòè÷åñêîãî àíàëèçà åãî ðàáîò. Îñîáåííî, çäåñü ó÷èòûâàÿ áîëüøååêîëè÷åñòâî èíôîðìàöèè î Äèêîé Ëîøàäè - Ìóñòàíã Ýðíåñòîì Seton Òîìïñîíîì.

Êëþ÷åâûå ñëîâà: äèêèå æèâîòíûå, ïðèðîäà, îïèñàíèå ïðèðîäû, äðåâíèõ ðàññêàçîâ Øîòëàíäèè.

¥àììà àäèáëàð µàì òàáèàò øàéäîñè á´ëàäè, òàáèàòíè ñåâàäè, àðäî³ëàéäè âà àñàðëàðèäà ìåµðáèëàí òàñâèðëàéäè. Îíà òàáèàò áàð÷àìèçíèêè. Àñëèäà èíñîí µàì òàáèàòíèíã áèð æîíçîäè. ¥å÷ áèðàäèá Ýðíåñò Ñåòîí - Òîìïñîí êàáè òàáèàòíè òàñâèðëàé âà ñåâà îëìàãàí. Èíãëèç àäèáíèíã áàð÷ààñàðëàðè òàáèàò áèëàí óé²óíëàøèá êåòãàí. Çåðî, ïñèõîëîã îëèìëàðíèíã òàúêèäëàøè÷à, òàáèàòãàìåµð - ìóµàááàò ³´éãàí êèøèäà ìåµð øàô³àò, ñàµîâàò âà ìóðóââàò êó÷ëè á´ëàð ýêàí. Ýðíåñòíèíãäåÿðëè áàð÷à àñàðëàðè òàáèàòãà áà²èøëàíãàí. Óíèíã "ìåí áèëãàí æîíèâîðëàð", "£óâ²èíäèëàð òà³äèðè","¥àéâîí - ³àµðàìîíëàð", "Ìèòòè ââîéèëàð", "Ðîëáåð ðìîíèäà", "Æîíèâîðëàð µà³èäà µèêîÿëàð","Øèìîëèé µàéâîíëàð µà¸òè", "¨ââîéè µàéâîíëàð µà¸òè" êàáè àñàðëàð ôà³àò áîëàëàðíèíããèíà ýìàñ,êàòòàëàðíèíã µàì ñåâèìëè àñàðëàðèäèð. Àäèáíèíã ê´ïãèíà òèëëàðãà òàðæèìà ³èëèíèá, ÷îï ýòèëãàí"¨ââîéè é´ð²à" àñàðèäà òàáèàò âà èíñîí áèëàí áî²ëè³ ³îíóíèÿòëàð ç èôîäàñèíè òîïãàí. Áó ³îíóíèÿòµå÷ êèì òîìîíèäàí êàøô ³èëèíìàãàí òàáèèé æàðà¸í.

Ýðíåñò 1860 éèë 14 àâãóñòäà Àíãëèÿäà òàâàëëóä òîïãàí á´ëñàäà, Êàíàäà ìàêòàáëàðèäà ³èá,òàúëèì îëàäè. Óëàðíèíã îèëàñè á´ë²óñè ¸çóâ÷è îëòè ¸øãà ò´ëãàíäà Êàíàäàãà ê´÷èá êåëãàí ýäè.Ìàêòàáäà ³èá þðãàí êåçëàðèäà¸³ àäàáè¸òãà èõëîñ ³´éãàí, àéíè³ñà, áåêîð âà³òëàðèäà òóðëè õèëµàéâîíëàðèíèíã ðàñìèíè ÷èçèø áèëàí ìàø²óë á´ëàäè. £àäèìèé øîòëàíä µèêîÿëàðèíè áåðèëèá´³èðäè. Áîáîñè àñëè øîòëàíäèÿëèê á´ëèá, îèëàäàãèëàð áó ã´çàë ëêàíèíã òàðèõè âà òàáèàòãà æóäà³èçè³èø áèëàí ³àðàá, áîáîêàëîíëàðè þðòèíè ³óìñàðäè. Øîòëàíäëàðíèíã îâ÷èëèê ñèðëàðè, ââîéèµàéâîíëàðíè ³´ëãà ðãàòèø ìàµîðàòè µà³èäà ³èçè³-³èçè³ âî³åàëàðíè ýøèòàð, µà¸ëèäà æîíëàíãàíòàñâèðëàðãà ðàíã áåðàðäè. "Ýøèòèø áîø³à, ê´ðèø ýñà ÿíàäà ÿõøèðî³äèð", äåá ³´ÿðäè. Ýðíåñò âà³òòîïäè äåãóí÷à óçî³ ³èøëî³ëàðãà é´ë îëàð, ³àëèí ðìîíëàð ³´éíèäà ââîéèëàð÷à µà¸ò êå÷èðóâ÷èõîíàäîíëàð áèëàí òåçãèíà ä´ñòëàøèá îëàð, óëàðäàí îëîâ àòðîôèäà ÿðèì òóíãà÷à ñ´íãñèç µèêîÿëàðíèòèíãëàðäè. Ýðíåñò ââîéè µàéâîíëàð òàáèàòèíè, ôåúë-àòâîðèíè ðãàíèøäàí ýðèíìàñäè. ââîéèµàéâîíëàðíè òèðèêëàéèí ³´ëãà òóøèðèø óñóëëàðèíè òî²ëèêëàðäàí ðãàíèá, áó áîðàäà óñòàñè ôàðàíãá´ëèá êåòàäè. "Áèçäàí µàì òèá òóøäèíã" - äåá µàçèëëàøèá ³´ÿðäè øåðèêëàðè. ¥àòòîêè éèðò³è÷µàéâîíëàðíè µàì "ãàëìà-ãàë" óñóëè áèëàí ³´ëãà òóøèðèøàðäè. ×èÿá´ðèëàð ýï÷èë ³ó¸ííè³àíäàé ³èëèá óøëàø é´ëëàðèíè êóçàòàð âà µàòòîêè µàéâîíëàðíèíã µàì ´çèãà õîñ "îâ èëìè"íè´ðãàíàðäè. £àäèìäà µèíäó ³àáèëàëàðè ¸ââîéè æàéðîííè ³àíäàé ³èëèá ³´ëãà òóøèðãàíëèêëàðèµà³èäà ê´ïëàá µèêîÿëàðèíè áåðèëèá òèíãëàðäè. Òî²ëèêëàð àæäîäëàðèíèíã îâ áèëàí ìàø²óëá´ëãàíëèãèíè, àñîñèé ìàø²óëîòè îâ á´ëèá, îâ îð³àëè òèðèê÷èëèê ´òêàçãàíëèãèíè µèêîÿ ³èëèááåðàðäè. Ýðíåñò áóíäàé µèêîÿëàðèíè ýøèòèá, òèíãëàø áèëàí êèôîÿëàíèá ³îëìàñäàí, ìóòòàñèë³î²îçãà òóøèðèá áîðàðäè. "¨ââîéè é´ð²à" àñàðè µàì àíà øó ýøèòãàíëàðèíèíã óìóìëàøãàí µîñèëàñèñèôàòèäà äóí¸ãà êåëäè. çóâ÷è ç àñàðèäà Æî îáðàçèíè ìàµîðàò áèëàí ÿðàòàäè. Æî èõòè¸ðèäàãèéèãèðìàòà îò âà 5 òà ÿõøè ÷àâàíäîç áèëàí ê´ìèðäàé ³îï-³îðà àé²èðíè êóí á´éè ³óâëàéäè. Îäàìëàðíèµàð æîéãà ïîéëî³÷è ³èëèá, ê´ìèá, îòëàðãà àëìàøèá ìèíèá ³óâëàñà µàì, é´ð²àíè òóòîëìàé, ñàêêèçòàîòèäàí àéðèëèá, áåøòà ÷àâàíäîçè µîëäàí òîéèá, "Ýðòàëàá Æî ëàãåðãà ïè¸äà êåëàäè", "É´ð²à ýñàµàìîí ´ç ýðêèäà" äàâîì ýòàäè. ¨çóâ÷è, µàéâîíëàð µàì òóò³óíëèêäàí ê´ðà ýðêíè àôçàë áèëàäè,äåãàí ôèêðíè òàúêèäëàéäè. Æîíèíã îìàäè þðèøìàãàíëèãè, ââîéè é´ð²àíè òóòîëìàñëèãè µà³èäàãèãàï-ñ´çëàð µàììà ¸³³à òàð³àëàäè. Àñàðíèíã VI áîáèäà é´ð²àíèíã ìóäµèø òà³äèðè µà³èäà µèêîÿ³èëèíàäè. Æî ³îðà àé²èðíè òóòèø ó÷óí éèãèðìàòà îò âà áåøòà ÷àâàíäîçè áèëàí áèðãà, Êóðêà äåãàí



îøïàçèíè µàì áèðãà îëèá êåòãàí ýäè.Êóðêà é´ð²àíè ³óâèøäà ³àòíàøìàñà µàì, ³îçîííè ³àéíàòàòóðèá, "øó é´ð²àíè óøëàá îëìàñàì îäàì ýìàñìàí", - äåá ê´íãëèãà ³àòòè³ òóãèá ³´ÿäè. É´ð²àòèíèìñèç òàú³èáëàð ãèðäîáèäà ÿíàäà ¸ââîéèëàøèá êåòãàí ýäè. Ò´äàñèäàí àéðèëèá ³îëãàí ³îðààé²èð ³èøíè ë²èç òêàçàäè. Îäàì çîòèäàí áåçèá, õàâô-õàòàðäàí ÷´÷èá ³îëãàí é´ð²àíè òóòèø îñîíýìàñäè. Êóðêà áóòóí ³èø äàâîìèäà øóíè éëàá, áàµîðäà áèð ³àðîðãà êåëàäè. ß³èí òàíèøèíèíãò´ðè³ áàéòàëèíè ìèíèá, ââîéè é´ð²àíèíã èçèäàí òóøàäè. £îðà àé²èðíè ³óâëàø áåôîéäà ýêàíëèãèíèó áèð ìàðòà ãóâîµè á´ëãàí. Èëãàðè µàì ê´ïëàð é´ð²àíè òóòàìàí äåá, ³óâëàéâåðèá µîëäàí òîéãàí.É´ð²à øó ÿ³èí - àòðîôäà á´ëñà êåðàê äåãàí òàõìèí áèëàí æàéðîí áóëî²èãà ÿ³èí ÿéëîâãà êåëèáò´ðè³ áàéòàëèíè àðäî³ëàéäè. É´ð²àãà òóçî³ ³óéèá, ïîéëàá òàäè. Òóøãà ÿ³èí ò´ðè³ áàéòàëíèíãêèøíàøèãà æàâîá áåðèá, "Ìàøµóð ââîéè é´ð²à îñìîíó ôàëàêäà ³îø-³îðàéèá, á´é áåðàäè! Íèµîÿòîøïàç òàäáèðêîðëèê áèëàí ââîéè é´ð²àíè òóçî²èãà èëèíòèðèá, î¸âëàðèíè ìóòàµêàì àð³îíè áèëàíáî²ëàá òàøëàéäè. "Îòíèíã ³óäðàòè óøî³äàé çàèô áèð ÷îëíèíã à³ë âà µóíàðè îëäèäà îæèç á´ëèá³îëäè", äåéäè çóâ÷è.

Àäèá òóçî³³à òóøà¸òãàí é´ð²àíèíã "îæèçãèíà ñóëëàéèá ¸òãàí" µîëàòèãà ðàµìè êåëàäè,òàáèàòíèíã øó áîçîðãèíà æîíèâîðèãà øóí÷àëèê ²àì-²óññà êåëòèðèø à³ë, ôàµì-ôàðîñàò ýãàñè èíñîíó÷óí ìóíîñèáìèêàí? - äåãàí óé-õà¸ëèíãèçäàí òàäè. "Áå÷îðà ñ´íããè äàðìîíè ³îëãóí÷à òèïèð÷èëàäè,´ïêàñè ò´ëèá êåëäè, î²ðè³ çàðáèäàí àúçîéè-áàäàíè çèð-çèð ³àëòèðàäè, þçëàðèäàí ìàðæîí-ìàðæîí¸øëàð î³äè". Óøáó òàñâèðäà, òàáèàò ³óéèäà þðèá, µàéâîíëàðíèíã ´çèãà õîñ õóñóñèÿòèíè ÿõøèáèëãàí çóâ÷èíèíã òàñâèð ìàµîðàòèíè ê´ðàìèç. Áåãîíà àé²èð çèíèíã "íî¸á" áàíäàñèãà òåðìóëèá³îëàäè.

£àäèìäà ¢àðáäà îòãà êèì áèðèí÷è á´ëèá òàì²à áîññà, øàíèêè á´ëàð ýêàí. Áó îäàò ê´ïãèíàýëëàðäà îäàò òóñèãà êèðãàí. £àðè Êóðêà ò´ðè³ áàéòàëíèíã á´øàøèá ³îëãàí òà³àñèíè îëèá, îëîâäà³èçäèðèá ³îðà àé²èðíèíã ÷àï ÿ²ðèíèãà áîñàäè. Ñ´íãðà é´ð²àíèíã îëä î¸³ëàðèíè áî²ëàá-óéãà êåòàáîøëàéäè. çóâ÷è é´ð²àíèíã ýíäè ýðêèí þðîëìàñëèãèíè, ôà³àò ñàï÷èá-ñàï÷èá þðèøè ìóìêèíýêàíëèãèíè, áóíèíã óñòèãà òåç-òåç à²íàá òóøèøèíè ê´ðèá à÷èíàäè. "Àé²èð ââîéèëàð÷à êèøíàéäè,³àµð áèëàí ïèø³èðàäè, îçîäëèê é´ëèäà òåëáàëàð÷à ò´ë²àíàäè", - äåá òàúêèäëàð ýêàí àäèá, èíñîíêàáè µàéâîíëàð µàì îçîäëèêíè ³´ìñàá ÿøàøèíè òàúêèäëàéäè. ×îëíèíã òóò³óíëèêäàãè ³îðà àé²èðíèóéèãà îëèá êåòèøè îñîí êå÷ìàéäè. £àðè Òîì ³èéíàëñà µàì îëäèãà èíòèëàð, òîáîðà ìàíçèëèãàÿ³èíëàøèá áîðàðäè.

¨ââîéè é´ð²à ³îëãàí áîð êó÷èíè éè²èá, îçîäëèê é´ëèäà æîí-æàµäè áèëàí "¸íáà²èð á´éëàáþ³îðèãà òàëïèíàäè... ó îçîäëèêêà òàëïèíàäè... Òèê ³îÿãà ê´òàðèëäè... £îÿäàí ïàñòãà-µàâîãà ñàêðàäè...Òîøãà áîðèá òóøäè. Ó áîðèá òóøäè. Ó æîíñèç ñóëàéèá ³îëäè, àììî... îçîä á´ëèá ³îëäè", - äåáòàúêèäëàéäè ââîéè é´ð²àíèíã òóò³óíëèêäàí ëèìíè àôçàë áèëãàí µàéâîííèíã ñ´íããè µîëàòèíèòàñèâðëàð ýêàí. Àñàðäàãè òàñâèðëàð ³àòèãà êàòòà ôàëñàôà ÿøèðèíãàí. Òàáèàòíè êèì µàìñåâìàéäè äåéñèç. Æîíèâîðëàðíè, µàéâîíëàðíè êèì µàì ÿõøè ê´ðìàéäè äåéñèç. Áèðî³ Ýðíåñòòàáèàòíèíã ÷èíàêàì øàéäîñè. Ó ç ³óâ÷èñèíè òàáèàòíèíã àæîéèá ìàíçàðàëàðèãà õèëìà-õèë æîíçîòëàðîðàñèãà åòàêëàá áîðàäè. Áó æîíçîòëàð, òàáèàò áèëàí èíñîííè áèð áèðèãà ³è¸ñëàéäè. Æîíçîòëàðíèíãµàì èíñîíëàð ³àòîðè îçîä, òèí÷ ÿøàøèíè õà¸ë ³èëàäè. Àí÷àéèí µîëëàðäà àñàðëàðèäàãè èëìèéìóøîµàäàëàðãà äó÷ êåëàìèç. ¤³óâ÷èíè éëàíòèðèá þðãàí ôèêðëàðíè µàéâîíëàð òèëèäàí áåðàäè.

Ôîéäàëàíèëãàí àäàáè¸òëàð ð´éõàòè1.Michaels, S. 1995. Literacy as reasoning within multiple discourses. Education Australia, 30, pp. 20-22.2.Moon C. and B. Raban. 1992. A question of reading. London: David Fulton Publishers.3..Microsoft Encarta 2008. 1993-2007 Microsoft Corporation.4. Varaprasad, C. 1997. Some classroom strategies: Developing critical language awareness. English Teaching

Forum, 35, 3, pp. 24-28.5. Widdowson, H. 1978. Teaching language as communication. Oxford: Oxford University Press.

46



THE OPPOSITION OF EMOTIONALLY COLOURED AND EMOTIONALLYNEUTRAL VOCABULARY.

Bahriddinov Muslim, Andizhan State University,Usuvaliyeva Rano SadriddinovnaBobomirzayeva Ravshanoy RayimjonovnaNamangan Region School ¹ 14+998914916125

Annotation: In this article is given information about linguistic analysis of emotional words in context,factors of emotive words in speech and functions of using the emotive words in speech. We know that, theemotional variant of the word or a separate emotional word is contrasted to its neutral variant the emotionalword always turns out to be morphologically or semantically derived, not primary. the emotional variant of theword or a separate emotional word is contrasted to its neutral variant the emotional word always turns out tobe morphologically or semantically derived, not primary.

Key words: making statement, expressive, emotive, affective, evaluative, slang, interjection, morphologicalfeatures.

Àííîòàöèÿ: Â ýòîé ñòàòüÿ äàíî èíôîðìàöèþ î ëèíãâèñòè÷åñêîì àíàëèçå ýìîöèîíàëüíûõ ñëîâ âêîíòåêñòå, ôàêòîðàõ ýìîöèîíàëüíûõ ñëîâ â ðå÷è è ôóíêöèÿõ èñïîëüçîâàíèÿ ýìîöèîíàëüíûõ ñëîâ â ðå÷è.Ìû çíàåì, ÷òî, ýìîöèîíàëüíûé âàðèàíò ñëîâà èëè îòäåëüíîãî ýìîöèîíàëüíîãî ñëîâà ïðîòèâîïîñòàâëåíñ åãî íåéòðàëüíûì âàðèàíòîì, ýìîöèîíàëüíîå ñëîâî âñåãäà îêàçûâàåòñÿ ìîðôîëîãè÷åñêè èëè ñåìàíòè÷åñêèïîëó÷åííûé, íå ïåðâè÷íûé. ýìîöèîíàëüíûé âàðèàíò ñëîâà èëè îòäåëüíîãî ýìîöèîíàëüíîãî ñëîâàïðîòèâîïîñòàâëåí ñ åãî íåéòðàëüíûì âàðèàíòîì, ýìîöèîíàëüíîå ñëîâî âñåãäà îêàçûâàåòñÿìîðôîëîãè÷åñêè èëè ñåìàíòè÷åñêè ïîëó÷åííûé, íå ïåðâè÷íûé.

Êëþ÷åâûå ñëîâà: ñîñòîÿòü ïðåäëîæåíèÿ, âûðàçèòåëüíîå, ýìîöèîíàëüíîå, ýìîöèîíàëüíîå, îöåíî÷íîå,ñëåíã, ìåæäîìåòèå, ìîðôîëîãè÷åñêèå îñîáåííîñòè.

The most of all people who are apt to assume that speech is a sort of device for making statements.They forget its numerous other functions. Speech also expresses the speaker's attitude to what he is talkingabout, his emotional reaction, his relations with his audience. He may wish to warn, to influence people,to express his approval or disapproval or to make some parts of what he says more emphatic. All thesepragmatic factors introduce into the lexical meaning of words additional overtones. These again are apt to beconfused. Using terms like "expressive", "emotive", "affective", "evaluative", "slang", some authors areinclined to treat them as synonyms, thinking, for instance, that an emotive word is of necessity also astylistically coloured word, or considering all stylistically coloured words as emotional. We shall see that thisis not always the case.

In the follows pages we try to understand by emotive speech any speech or utterance conveying orexpressing emotion. This emotive quality of discourse is due to syntactical, intonational and lexical peculiarities.By lexical peculiarities we mean the presence of emotionally coloured words. The emotional colouring of theword may be permanent or occasional. We shall concentrate our attention on the first. A word acquires itsemotional colouring, otherwise called its affective connotations, its power to evoke or directly expressfeelings as a result of its history in emotional contexts reflecting emotional situations. The character ofdenotata corresponding to the root of the word may be wrought with emotion. Thus, in the emotive phrases:be beastly mean about something, a glorious idea, a lovely drink, a rotten business, etc., the emotionalquality is based upon associations brought about by such notions as 'beast', 'glory', 'love' and 'rot' and theobjects they stand for.

We know that, the best studied type of emotional words are interjections. They express emotionswithout naming them: Ah! Alas! Bother! Boy! Fiddlesticks! Hear, hear! Heavens! Hell! Humbug! Nonsense!Pooh! etc. Some of them are primary interjections, others are derived from other parts of speech. On thelatter opinions differ. Some say that Cornel and Hark! are not interjections at all, but complete sentenceswith their subject not expressed. We shall not go into this controversy and keep to our main theme.

In the linguistic literature, a word may have some morphological features signalling its emotionalforce. These may be either morphemes or patterns. Diminutive and derogatory affixes, though not sonumerous and variegated as in Russian, still play an important role. The examples are daddy, kiddykins,



dearie, babykins, blackie, oldie. The scarcity of emotional suffixes favours the appearance of such combinationsas: little chap, old chap, old fellow, poor devil where the emotional effect results from the interaction ofelements. The derogatory group of suffixes may be exemplified by bastard, drunkard, dullard, trustard,princeling, weakling, gangster, hipster (now with a diminutive hippie), mobster, youngster. It must benoted that the suffix -ster is derogatory only with nouns denoting persons, and neutral otherwise, ñf.roadster 'an open automobile'.[Anasova N.N., 1956]

You can see, there is a disparaging semi-affix -monger: panicmonger, scandalmonger, scaremonger,warmonger.

Here, a very interesting problem, so far investigated but little, concerns the relationship between themorphological pattern of a word and its emotional possibilities. Thus, for example, personal nouns formedby composition from complete sentences or phrases are derogatory:

also-ran, never-do-well, sit-by-the-fire, stick-in-the-mud, die-hard. This goes only for names ofpersons. There is nothing objectionable in a forget-me-not. Compare also: I suppose your friends, if you haveany, don't mean much to you unless ... they are great-something-or-other (Fair-child).

As we mentioned above pages, there are several groups expressing censure by their morphologicalstructure. There are personal nouns formed by conversion: a bore, a swell and by combined composition andconversion from verbs with post positives: a come-back 'a person reinstated in his former position', a stand-in 'a substitute', a stuck-up = an upstart 'a person who assumes arrogant tone' (also one who has risen frominsignificance), a washout 'a failure'.

So, to express emotion the utterance must be something not quite ordinary. Syntactically this isreflected in inversion contrasted to the usual word order. Its counterpart in vocabulary is coinage of nonce-words. Very often it is a kind of echo-conversion, as in the following: Lucas: Well? Hans: Don't well me,you feeble old ninny (Osborne).

Linguistics pointed that, the emotional nonce-words are created in angry or jocular back-chat bytransforming whole phrases into verbs to express irritation or mockery. For example: "Now well!" "Don'tnow-well-me!" "How on earth!?" "Don't begin how-on-earthing!" "Oh, bloody hell!ÿ "You don't bloody-hellhere."

But, the type is definitely on the increase in English speech of today. Often the muscular feeling ofthe emotional word or phrase is more important than its denotational meaning. Its function is to releasepent-up emotions, pent-up tension. This may explain why hell and heaven have such rich possibilities,while paradise has practically none. It must be noted that emotional words only indicate the presence ofemotion but very seldom are capable of specifying its exact character.

In addition that, the emotionally coloured words are contrasted to the emotionally neutral ones. Thewords of this latter group express notions but do not say anything about the state of the speaker or hismood: copy, report, impatient, reach, say, well are all emotionally neutral. The difference between the setsis not very clear-cut, there are numerous boundary cases. The sets may be said to intersect and containelements that belong to both, because many words are neutral in their direct meaning and emotional underspecial conditions of context. Having been used for some time with an occasionally emotional effect, theymay acquire some permanent features in their semantic structure that justify referring them into the othersubset.

We should know that, it is also difficult to draw a line of demarcation between emotional and emphaticor intensifying words; therefore we shall consider the latter a specific group of the emotional words subset.Intensifiers convey special intensity to what is said, they indicate the special importance of the thingexpressed. The simplest and most often used of these are such words as ever, even, all, so. The first of them,due to its incessant use, has become a kind of semi-affix, as seen from the solid spelling of such combinationsas whatever, whenever, etc. If we compare: Why ever didn't you go? and Why didn't you go? we shall see atonce how much more expressive and emphatic the first variant is. There is also a big incessantly developingand changing group of intensifying adverbs: awfully, capitally, dreadfully, fiercely, frightfully, marvellously,terribly, tremendously, wonderfully and very many others. The fashion for them changes, so that everygeneration has its favourite intensifiers and feels those used by their elders trite and inexpressive. Thedenotative meaning of intensifying adverbs may be almost completely suppressed by their emphatic function,so that in spite of the contradiction of combinations like awfully glad, frightfully beautiful or terriblyimportant, they are very frequent. E.g.: How are you, Helene? You're looking frightfully well (Amis).

Very little is known so far about limitations imposed upon the combining possibilities of intensifiers.It is, for instance, quite usual to say stark naked or stark mad, where stark means 'wholly', but not *starkdeaf; we say stone deaf instead. The fact is very little studied from the synchronic point of view. Compare alsothe fixed character of such combinations as flat denial, sheer nonsense, paramount importance, dead

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tired, bored stiff. All such purely linguistic constraints concerning the valence of words are of great theoreticalinterest.

Sometimes we cross, it is very difficult to tell an intensifier from an emotionally coloured word,because in many cases both functions are fulfilled by one and the same word, as in the following example:"You think I know damn nothing," he said indignantly. "Actually I know damn all (Priestley).

An intensifying function may be also given to sound-imitative interjections, as in the following: I wasan athlete, you see, one of those strong-as-a-horse boys. And never a day's illness - until bang, comes acoronary, or whoosh, go the kidneys! (Huxley)

A third group which together with emotional and intensifying words could be opposed to the neutralvocabulary may be called evaluatory words. Words which, when used in a sentence, pass a value judgmentdiffer from other emotional words in that they can not only indicate the presence of emotion but specify it.

In evaluatory words the denotative meaning is not superseded by the evaluative component, on thecontrary they co-exist and support each other. [Vinogradov V.V., 1977] For example: Oh, you're not a spy.Germans are spies. British are agents (Rattigan). A few more examples will not be amiss. The verb fabricatehas not lost its original neutral meaning of 'manufacture', but added to it the meaning of 'invent falsely'.When using this word, the speaker is not indifferent to the fact but expresses his scorn, irony or disgust.Scheming is a derogatory word (cf. planning), it means 'planning secretly, by intrigue or for private ends'.For example: "I wouldn't exaggerate that, Mildred," said Felix. "You're such a schemer yourself, you're a bittoo ready to attribute schemes to other people" "Well, somebody's got to do some scheming," said Mildred."Or let's call it planning, shall we? As you won't raise a finger to help yourself, dear boy, I have to try tohelp you. And then I am accused of scheming." (Murdoch)

In literature we may saw, when the emotional variant of the word or a separate emotional word iscontrasted to its neutral variant the emotional word always turns out to be morphologically or semanticallyderived, not primary. The names of animals, for instance, when used metaphorically, almost invariablyhave a strong evaluative force: "Silly ass," said Dick. "He's jealous because he didn't win a prise." (M. Dickens)Compare also colt 'a young male horse up to an age of four or five', which occurs in the figurative meaningof 'a young inexperienced person'. The same type of relationship is seen in the figurative meaning of theword pup as a contemptuous term for a conceited young man.

Emotional, emphatic and evaluative words should not be confused with words possessing somedefinite stylistic features although in actual discourse these properties may coincide, and we often comeacross words both emotionally and stylistically coloured. Style is, however, a different kind of opposition; itwill be discussed in the next chapter. The distinction we are dealing with in the present paragraph is helpful,because it permits us to observe some peculiar phenomena and features of words in emotional speech.[ArnordI.V., 1966]

The emotive effect is also attained by an interaction of syntactic and lexical means. The patterna+(A)1+N1+of+a+N2 is often used to express emotion and emphasis. The precise character of the emotionis revealed by the meaning and connotations possible for N1 and N2, the denotata may be repulsive orpleasant, or give some image. Compare, for example: a devil of a time, a deuce of a price, a hell of a success,a peach of a car, an absolute jewel of a report, a mere button of a nose. The word button in the last exampleacquires expressiveness and becomes ironical, being used metaphorically, although used in its directmeaning it is emotionally neutral; it acquires its emotional colour only when transferred to a differentsphere of notions. The adjectives absolute and mere serve as intensifiers.[Ñîëíöåâ Ì.Â., 1971] Emotionalwords may be inserted into a syntactic chain without any formal or logical connection with what precedesor follows but influencing the whole and making it more forcible, as, for example, in the following:"There was a rumour in the office," Wilson said, "about some diamonds." "Diamonds my eye," Father Ranksaid. "They'll never find any diamonds." (Greene) It would be wrong to consider this use of my eye afigurative meaning, its relationship with the direct denotational meaning being different from what weobserve in metaphorical or metonymical meanings. In this and similar cases the emotional component ofmeaning expressing in a very general way the speaker's feelings and his state of mind dominates over thedenotational meaning: the latter is suppressed and has a tendency towards fading out. Emotional words mayeven contradict the meaning of the words they formally modify, as, for example, in the following:Everything was too bloody friendly, Damn good stuff this. The emotional words in these two examples wereconsidered unprintable in the 19th century and dashes were used to indicate the corresponding omissions inoaths: The brackets show that this position is optional. D--n. The word has kept its emotional colouring, butits stylistic status has improved.

According the semantic analysis of emotional words, words expressing similar emotions maybelong to different styles and the vulgar Damn that can be at best qualified as familiar colloquial can be



compared with the lofty and poetical Alas! Each of them in its own way expresses vexation, so that theiremotional colouring, though not identical, is similar; stylistically they are very different. The criteria bywhich words can be referred to the set in question are being at present investigated. A difficult problem ispresented by words naming emotions: love, hate, fear, fright, rage, etc. or associated with emotions: dead,death, dirt, mean and the like. Some authors argue that they cannot be considered emotional, becauseemotion plays the part of denotation, of something that is named, not expressed. Subsequent authors haveshown that if the question is considered in purely linguistic terms of word-building and contextual ties, itmay be proved that some of these words can express feeling.[Saussure F.de, 1977]

As Arnold I.V. mentioned his theory, words belonging (on a synchronic level) to word-familiescontaining interjections can be proved to possess the following properties: they can express emotions, theycan lend emotional colouring to the whole sentence in which they occur, they occupy an optional position.Thus, the whole cluster of derivatives with rot are regularly emotional: rot, rotten, to rot, rotter. Emotionalityis indubitable in the following: Oh, get out! You don't really care, damn you! You asked her to marry youin your rotten cold-blooded way, but I loved her (Christie). Different positive emotions are rendered bylove and its derivatives lovely a and lovely n (the latter is a synonym for darling).

As a conclusion we can write that it is necessary to stress once more that as a rule emotional andemphatic words do not render emotions by themselves but impart these to the whole utterance in co-ordination with syntactic and intonation means. Only context permits one to judge whether the word servesas a mere intensifier or expresses emotion, and if so, to particularise the type of emotion.

ReferencesÀìîñîâà Í. Í. Ýòèìîëîãè÷åñêèå îñíîâû ñëîâàðíîãî ñîñòàâà ñîâðåìåííîãî àíãëèéñêîãî ÿçûêà. Ì.,

1956.Àðíîëüä È. Â. Ñåìàíòè÷åñêàÿ ñòðóêòóðà ñëîâà â ñîâðåìåííîì àíãëèéñêîì ÿçûêå è ìåòîäû åå

èññëåäîâàíèÿ. Ë., 1966.Âèíîãðàäîâ Â. Â. Îá îñíîâíûõ òèïàõ ôðàçåîëîãè÷åñêèõ åäèíèö â ðóññêîì ÿçûêå // Âèíîãðàäîâ Â.

Â. Ëåêñèêîëîãèÿ è ëåêñèêîãðàôèÿ: Èçáðàííûå òðóäû. Ì., 1977.Èëüèø Á. À. Ñòðîé ñîâðåìåííîãî àíãëèéñêîãî ÿçûêà. 3-å èçä. Ë., 1971Êóçíåöîâà À. È. Ïîíÿòèå ñåìàíòè÷åñêîé ñèñòåìû ÿçûêà è ìåòîäû åå èññëåäîâàíèÿ. Ì., 1963.Êóíèí À. Â. Àíãëèéñêàÿ ëåêñèêîëîãèÿ. Ì., 1940. (Íà àíãë. ÿç.).Ìåøêîâ Î. Ä. Ñëîâîîáðàçîâàíèå ñîâðåìåííîãî àíãëèéñêîãî ÿçûêà. Ì., 1976.Ðåçèíêèíà Í. Ì. Ðàçâèòèå ÿçûêà àíãëèéñêîé íàó÷íîé ëèòåðàòóðû. Ì., 1978.Ñìèðíèöêèé À. È. Ëåêñèêîëîãèÿ àíãëèéñêîãî ÿçûêà. Ì., 1956.Ñîëíöåâ Â. Ì. ßçûê êàê ñèñòåìíî-ñòðóêòóðíîå îáðàçîâàíèå. Ì., 1971.Ñîññþð Ô. äå. Òðóäû ïî ÿçûêîçíàíèþ/Ïåð. ñ ôð. Ì., 1977.

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LITERARY ANALYSIS OF GANRE OF NOVELS

Gavharoy Isroiljon kizi,Yusupova Habibaxon Andizhan State University+998914834595

Annotation: in this article is written more information about a few broad genres of the novel that reflectssome general tendencies. Here, examples for using symbols allows authors to express themselves indirectly ondelicate or controversial matters.

Key words: genre, purpose, symbol, novels: supernatural, science-fiction, philosophical, education,regional, propaganda

Àííîòàöèÿ: â ýòîé ñòàòüÿ íàïèñàíà ìíîãèå èíôîðìàöèè î íåñêîëüêèõ øèðîêèõ æàíðàõ ðîìàíà,êîòîðûé îòðàæàåò íåìíîãî îáùèõ òåíäåíöèé. Çäåñü, ïðèìåðû äëÿ òîãî, ÷òîáû èñïîëüçîâàòü ñèìâîëûïîçâîëÿþò àâòîðàì âûðàæàòüñÿ êîñâåííî ïî òîíêèì èëè ñïîðíûì äåëàì.

Êëþ÷åâûå ñëîâà: æàíð, öåëü, ñèìâîë, ìîòèâ, ðîìàíû: âûñøåãî êà÷åñòâîåñòåñòâåííûé, íàó÷íàÿôàíòàñòèêà, ôèëîñîôñêàÿ, îáðàçîâàíèå, ðåãèîíàëüíîå, ïðîïàãàíäà

Novels can be classified into dozens of genres, and novels may belong to several of these categories atthe same time. Distinctions among genres can be drawn in many ways. Such distinctions include the form inwhich the works are written, such as epistolary novels, which take the form of letters written betweencharacters; the settings, such as regional novels, which focus on life in a certain area; and the purpose, suchas propaganda novels, which try to convince the reader to adopt a certain point of view. Other examples ofdistinct forms include picaresque novels, which describe the adventures of rogues; Gothic novels, whichdescribe ghosts and other elements of the supernatural; science-fiction novels, which portray other worldsor other possibilities for our world; and detective stories, which focus on mysteries.

A few broad genres of the novel reflect some general tendencies. Social novels tend to focus on theoutward behavior of characters and how other characters react. Psychological novels explore the innerworkings of an individual's mind. Education novels recount a person's development as an individual. Philosophicalnovels provide a platform for authors to explore intellectual or philosophical questions. Popular novelsusually involve adventure, intrigue, or mystery and appeal to a wide range of people. Experimental novels areworks in which writers make major innovations in form and style.

Many novels have two layers of meaning. The first is in the literal plot, the second in a symbolic layerin which images and objects represent abstract ideas and feelings. Using symbols allows authors to expressthemselves indirectly on delicate or controversial matters. Novelists have created symbolic patterns ofimagery since the beginning of the genre. One famous example of symbolism is the letter A in The ScarletLetter (1850) by American writer Nathaniel Hawthorne. In the novel, the character Hester Prynne wearsa scarlet-colored A on her dress to symbolize adultery, of which she was found guilty by judges in hercommunity. Another famous use of symbolism occurs in The Great Gatsby (1925), in which Americanauthor F. Scott Fitzgerald uses a green light at the end of a dock to symbolize the difficult-to-obtain Americandream of success and happiness. Gatsby believed in the green light, the orgiastic future that year by yearrecedes before us. It eluded us then, but that's no matter-tomorrow we will run faster, stretch out our armsfarther and one fine morning- So we beat on, boats against the current, borne back ceaselessly into thepast. English novelist Joseph Conrad felt that the novelist must search for the "image," meaning "theoutward sign of inward feelings." His short novel Heart of Darkness (1902) uses symbols extensively. Thestory is about a seaman, Marlow, who travels from England to Africa to work as a trader. While there heencounters another European, Kurtz, who has withdrawn from society and is living in a remote area up theCongo River. The following passage from the book suggests the jungle's decay. Symbolically, Marlow's voyageinto the wilderness represents his spiritual exploration of his own soul: Going up the river was liketraveling back to the earliest beginnings of the world, when vegetation rioted on the earth and the big treeswere kings. The air was warm, thick, heavy, sluggish The long stretches of the waterway ran on,deserted, into the gloom of overshadowed distances. On silvery sandbanks, hippos and alligators sunnedthemselves side by side. I turned to the wilderness really, not to Mr. Kurtz, who, I was ready to admit,was as good as buried. And for the moment it seemed to me as if I was buried in a vast grave full of



unspeakable secrets. I felt an intolerable weight oppressing my breast, the smell of the damp earth, theunseen presence of victorious corruption, the darkness of an impenetrable night.

Sometimes symbols have a straightforward meaning. American author Mary McCarthy used the termnatural symbolism to refer to an author's use of images that require no elaborate interpretation. In AnnaKarenina (1875-1877) by Russian novelist Leo Tolstoy, for example, the death of the nobleman CountVronsky's horse, which suffers an accident while racing, foreshadows the fate of the book's heroine, Anna.William Faulkner used a straightforward symbol in his novella The Bear (1842), about a family's traditionalhunting trip. In this work the bear represents the idea of a noble, free animal in unspoiled wilderness.

We know that, when symbols appear to have a clear meaning in one part of a novel, they can haveanother meaning in another part of the book. One example is the prison in La chartreuse de Parme (1839;The Charterhouse of Parma) by French author Stendhal. This jailhouse represents confinement, but that isnot its only symbolic meaning. At one point the main character, Fabrizio, seems destined to be executed inprison, and yet it is only from prison that he can see his beloved Clelia (from the window of his cell). It ishis occasional view of her from his enforced distance that makes their romance flourish, and because ofthis the prison is at this moment a place of hope. In Dombey and Son (1846-1848), Charles Dickens usesthe image of a train to express two kinds of modern upheaval. In the early sections of the book, the train isconnected with reordering and positive change in people's lives. Later the train becomes an instrument ofdestruction. Symbols are not necessarily limited to one or two easy-to-identify meanings. For example, inA Portrait of the Artist as a Young Man (1916), Irish author James Joyce uses birds symbolically. Oneinterpretation is that the birds represent the concept of escape, but this interpretation oversimplifies Joyce'sintentions. The symbol of the birds is also connected to the Greek mythological figure Icarus, who flew tooclose to the Sun wearing his artificial wings; the wings fall apart, and Icarus is plunged into the ocean. Inaddition, the birds are connected with the ideas of beauty, imagination, religion, and into desire. Manynovelists are wary of readers who search out symbols in works and try to identify their meanings. Onesymbol that has attracted a great deal of attention from readers is the white whale who gives his name to thetitle of the novel Moby Dick (1851), by American author Herman Melville. The book concerns CaptainAhab, a sailor obsessed with hunting down and killing Moby Dick, who, in a previous encounter, causedAhab to lose one leg. Ahab and his ship, the Pequod, eventually track down Moby Dick, but the whale thendestroys Ahab and his boat and escapes.

ReferencesRandom House Book of Poetry: A Treasury of 572 Novels for Today's Child. Selected by Jack Prelutsky.

NY: Random House, 1983.Recess, Rhyme, and Reason: A Collection of Novels About School. Compiled and annotated by Patricia

M. Stockland. Minneapolis, MS: Compass Point Books, 2004.Teaching 10 Fabulous Forms of Prose and Poetry: Great Lessons, Brainstorming Sheets, and Organizers

for Writing Haiku, Limericks, Cinquains, and Other Kinds of Poetry and Prose Kids Love. Janeczko,Paul B. NY: Scholastic Professional Books, 2000.

Easy Poetry and Prose Lessons that Dazzle and Delight. Harrison, David L. NY: Scholastic ProfessionalBooks, 1999.

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BOSHLANGÌCH SINF MATEMATIKA DARSLARIDA "ULUSH" VA"KASR"TUSHUNCHASINI O`RGATISH

Buxoro viloyati Gìjduvon tumuni 4-maktabboshlangìch sinf o`qituvchi Mardonova Mohigul (+998912476041)

Annotatsiya: Boshlangìch sinf o`quvchilarini ulush va kasr mavzulari bilan tanishtitirishda turli ko`rgazmalivositalar yordamida darsni tashkil qilish dars samarasini yanada oshiradi.

Kalit so`zlar: Kasr,ulush,yarim,chorak,nimchorak

Bugungi kunda hayotimizda ulush va kasr tushunchalarini ko`plab uchratishimiz mumkin.Kundalikishlarimizda ham,insonlar bilan suhbatlashganda ham ulush va kasr kabi tushunchalarni uchratamiz.Butushunchalar bilan tanishish esa boshlangìch sinflardan boshlanadi.

Boshlangìch maktabda ulushlar va kasrlar bilan dastlabki tanishishni II sinfda kasrlarni o`rganishgatayyorgarlik sifatida qarash lozim. Boshlang ich maktabning III sinfida esa kasr tushunchasi haqida boshlangìchma'lumotlar beriladi.

Ulush nima? Agar berilgan obyektni(narsani,narsalar to`plamini) bir necha teng bo`laklarga bo`lishmumkin bo`lsa, u holda bu bo`laklarning har biri obyektning (narsaning,narsalar to`plamining) ulushideb ataladi.Ulush ikkitanatural son va chiziqcha bilan yoziladi:

1/2 1/3 1/5 1/7Chiziqcha ostidagi son obyekt nechta bo`lakka bo`linganligini,chiziqcha ustidagi son esa bunday bo`lakdan

bitta ulush olinganligini bildiradi.Narsalarni teng bo`laklarga bo`lish davomida insonlar kasr sonlar (yarim,chorak kabilar)ga duch kelishgan.a) 2 ta olma 2 ta bolaga teng bo`lib berilsa:2:2=1, ya'ni har bir bolaga 1 tadan olma oladi.b) 1 ta olmani 2 ta bolaga teng bo`lib berilsachi?Bitta olma nechta teng qismlarga bo`linadi?Har bir bola teng qismlardan nechtasini oladi?Bitta olma teng 2 qismga bo`linib,har bir bola ikkidan bir qismini oladi: 1:2=1/2 bu ifada ikkidan bir deb

o`qiladi.Kasr chizigìning tagiga butun nechta teng qismlarga bo`linganligi (bitta olma teng ikkiga bo`lindi)

ko`rsatuvchi son yoziladi va kasr maxraji deyiladi.Kasr chizigìning ustiga bo`lingan teng qismlardan nechtasi(bo`lingan teng qismlardan bittasi) olingani yoziladi va kasr surati deyiladi.

Butunning sakkizdan bir qismi nimchorak deyiladi.Surati maxrajidan kichik kasr to`g`ri kasr deyiladi.Surati maxrajiga teng yoki maxrajidan katta bo`lgan kasr noto`g`ri kasr deyiladi.Kasrlarni o`rgatishda, o`quvchilarning tasavvurlarini boyitish orqali ko`proq bilim berish mumkin.Bunda

ko`rgazmaliliknibta'minlash lozim bo`ladi. Shuning uchun ko`rgazmali vositalar tayyorlab, ulardan foydalanishmaqsadga muvofiq.

Xulosa qilib aytadigan bo`lsak o`quvchilarga matematika darslarida ulush va kasr tushunchalari haqidatasavvurlarni shakllantirish uchun o`qituvchidan katta pedagogik mahorat talab etiladi. Darslarni turli interfaolmetodlardan foydalangan holda tashkil qilish o`quvchilarni fanga bo`lgan qiziqishini yanada orttiradi.

Foydalanilgan adabiyotlar:1.3-sinf "Matematika" S.Burxonov, O`.Xudoyorov va boshqalar Toshkent 20192. Internet ma'lumotlari.



BOSHLANGÌCH SINFLARDA O`QISH DARSLARINI TASHKIL ETISHNINGMAQSAD VA VAZIFALARI. UNING TARBIYAVIY AHAMIYATI

Olimova MuqaddamBuxoro viloyati Gìjduvon tumani4- maktab boshlangìch ta'lim o`qituvchisi(+998919230712)

Annotatsiya: O`qish darslari o`quvchilarning bog`lanishli nutqini rivojlantiradi. O`quvchilarni tez, to`g`ri vaongli o`qishlarini shakllantiradi.Ularni mehnatsevarlik,vatanparvarlik ruhida tarbiyalaydi.

Kalit so`zlar: O`qish, tez,tog`ri, ifodali o`qish,izohli o`qish,ovoz chiqarib o`qish

"Bizni hamisha o`ylantirib keladigan yana bir muhim masala-bu yoshlarimizninv odob-axloqi,yurishturishi,bir so`z bilan aytganda, dunyoqarashi bilan bog`liq. Bugun zamon shiddat bilan o`zgaryapti. Buo`zgarishlarni hammadan ham ko`proq his etadigan kim-yoshlar. Mayli,yoshlar o`z davrining talab lari bilanuygùn bo`lsin. Lekin ayni paytda o`zligini ham unutmasin. Biz kimmiz,qanday ulug` zotlarning avlodimiz,deganda'vat ularning qalbida doimo aks-sado berib,o`zligiga sodiq qolishga undab tursin. Bunga nimaning hisobidanerishamiz? Tarbiya,tarbiya va tarbiya hisobidan"

SH.M.Mirziyoyev

O`qish inson hayotida muhim ahamiyatga ega. O`qish orqali inson borliq,jamiyat haqida bilimga egabo`ladi,o`qishni bilmagan odamning ko`zi ojiz kishilardan farqi yo`q. Boshlangìchsinfda o`qish faoliyatibarcha fan darslarida amalga oshiriladi. Lekin o`qishgao`rgatishning yo`l-yo`riqlarinio`qish metodikasi ishlabchiqadi.

O`qish darslari orqali o`quvchilar nafaqat to`g`ri o`qishni o`rganadilar,balki undagi har bir mavzuorqali o`zl;ari uchun kerak bo`lgan ham ilmiy,ham tarbiyaviy ma'lumotlarga ega bo`ladilar.

Darsliklarda berilgan har bir mavzu o`zining qiziqarliligi, hikmatga boyligi bilan o`quvchilarni o`zigajalb qialdi.

O`qish darsliklari turli xil hikoyalar,ertaklar, maqollar,matallar,hikmatli so`zlar,topishmoq, tezaytishlardantashkil topadi. O`quvchilar ertak va hikoyalarni o`qishsa ularning mantiqiy fikrlashi ortsa,maqol, tez aytishlarniyod olish orqali nutqlari ravon bo`ladi.

O`qish darslarida o`quvchilar tabiat,jamiyat,unda yashovchi kishilar hayoti,ularning o`tmishi,hozirgiyashash tarsi,mashhur kishilari haqida,vatanning tabiati; ob-havosi, boyliklari,hayvonot dunyosi va boshqalarhaqidagi bilimlarni egallaydilar.Bilim olish jarayonida ularga nisbatan munosabat uygònadi.Bilim berishbilan o`quvchi shaxsi shakllanib borADI

V.A.Suxomlinskiy bu haqida shunday deydi: "Bolalar dunyoni va o`z-o`zini bila boorish bilan birga kattaavlodlar yaratgan moddiy va ma'mnaviy boyliklar uchun o`zining mas'ulligini oz-ozdan bila borishikerak ..bolaga yaxshilik va yomonlikni to`g`ri ko`rish imkonini berish kerak.Yaxshilik undaquvonch,zavq,hayajon,ma'naviy go`zalikka erishish ishtiyoqini hosil qiladi;yomonlik qahr-gàzab,murosasizlikuygòtadi,haqiqat va adolat uchun kurashga chorlovchi ma'naviy kuchga to`ldiradi"..

O`qish malakasi murakkab malaka bo`lib,uning shakllanish jarayonini metodist T.G.Egorov 3bosqichga bo`ladi:

1. Analitik bosqich(o`qish). Savod o`rgatish jarayyoniga to`g`ri keladi.Unda bolalarni so`zlarni bo`gìnlabo`qish malakasi shakllantririladi.

2. Sintetik bosqich (o`qish). Bu bosqichda so`zni sidirgà o`qish malakasi shallantiriladi3. Avtomatlashgan o`qish. Bu o`qishda o`quvchi-kitobxon so`zning bosh qismiga qarab o`qib ketaveradi.4-

sinfda ba'zi o`quvchilar o`qishi avtomatlashadi. Yaxshi o`qish malakasining sifatlaridan biri to`g`ri o`qishdir.to`g`ri o`qishga bir qancha metodist

olimlar ta'rif berganlar. K.Qosimova:-" to`g'ri o`qish xato qilmasdan,yanglishmasdan o`qishdir"-deydi.To`g`rio`qishni ta'minlash uchun o`qituvchi quyidagilarga rioya qilishi kerak:

1. Matnni o`qishdan avval o`qilishi qiyin,tuzilishi murakkab so`zlarni, birikma va gaplarni aniqlash,ularustida ishlash usullarinibelgilab olishi lozim.

2. Ma'nosi tushunarsizso`zlarni aniqlashi.3. Matnni yaxshi,o`rta,yomon o`qiydigan o`quvchilarga o`qitiladigan qismi oldindan belgilab chiqishi.4. O`qituvchi yoki sinf o`quvchilarining nazorati ostida o`qishni doim mashq qildirishi.5. Xato qilishi mumkin bo`lgan o`rinni belgilab olishi.

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Xulosa qilib aytadigan bo`lsak boshlang`ich sinflarda o`qish darslarining o`rni beqiyosdir. O`qish darslariniyaxshi o`zlashtirgan o`quvchigina boshqa fanlarni ham o`zlashtira oladi.

Adabiyotlar:1."Mana buyuklar" kanali2. "Ona tili o`qitish metodikasi" 3.Internet ma'lumotlari



KICHIK YOSHDAGI O`QUVCHILARNI MATEMATIKA FANIGAQIZIQTIRISHDA DIDAKTIK O`YINLARNING O`RNI

Buxoro viloyati Gìjduvon tumani 4-maktab boshlangìch ta'limo`qituvchisi Sharapova Gulshanda (+998913094809)NavDPI Maktabgacha va boshlangìch ta'lim fakultetitalabasi Muhammedova Saltanat(+998913314743)

Annotatsiya: Boshlangìch sinflarda dastlabki matematik tushunchalarni o`rgatish uchun o`qituvchi ta'limningeng qulay usullaridan foydalansa qulayroq bo`ladi.Buning uchun o`qituvchi albatta didaktik o`yinlarga murojaatqiladi.

Kalit so`zlar:Motiv,didaktik o`yin,o`yin mantiqi,harakati,qoidasi.

"Agar mendan sizni nima qiynaydi? Deb so`rasangiz, farzandlarimizning ta'lim va tarbiyasi deb javobberaman."

SH.M.Mirziyoyev

Boshlangìch ta'limda motivlarni hosil qilishda didaktik o`yinlarning o`rni beqiyosdir. O`yin o`quvchilardabilimga ishtiyoq va qiziqishni uygòtadigan uchqundir.

O`yin-boshlangìch sinf o`quvchilarida ma'lum sifatlarni shakllantirish uchun kattalar-o`qituvchilar,tarbiyachilar, ota-onalar tomonidan qo`llanadigan usul. O`yin vositasida o`quvchilarning bilim o`zlashtirishjarayoni qulaylashadi, turli xil predmetlar bilan munosabatda bo`lishga o`rganadi, shuningdek, ularda muomalamadaniyati shakllanadi.

Psixologiyada bola psixikasining rivojlanishida o`yin hal qiluvchi ahamiyatga ega deb qaraladi. Faqat o`yindaginabolada shaxsning hamma tomonlari birlikda va o`zaro ta'sirda shakllanadi. O`yingagina bola psixikasida rivojlanishningyuqoriroq stadiyasiga o`tish uchun muhim zamin yaratadi.

Didaktik o`yin o`rganilayotgan voqea va hodisalarning immitatsion modeli yaratilishi sohasidagi faolfaoliyatdir. O`yinning boshqa faoliyat turlaridan farqi shundaki, uning predmeti inson faoliyatidir. Didaktiko`yinda faoliyatning asosiy turi hamkorlikdagi o`quv faoliyatidir.

Didaktik o`yinlarning boshqa faoliyat turlaridan farqlanadigan muhim belgilari uning tarkibi qat'iyligidir.Didaktik o`yinlarning tarkibiy kompanentlari quyidagilar:

a) o`yin mantiqi;b) o`yinning harakati;c) o`yin qoidasi;O`yin mantiqi asosan uning sarlavhasida aks etadi. O`yin harakati jarayonida o`quvchilarning bilish

faolligini oshirishga,o`quvchilarning o`z qobiliyatini namoyon qilishiga,o`yin maqsadiga erishish uchun o`zbilim,ko`nikma va malakalarini qo`llashga imkoniyat yaratiladi.

O`yin qoidasi o`yin jarayonini to`g`ri tashkil etishga yordam beradi. U o`quvchilar xulquni o`zaromunosabatlarini tartibga soladi.

Chex pedagogi Ya.A. Komenskiy o`yinni bola faoliyatining asosiy shakli ekanligini ta'kidlab o`yinni bolafaoliyatining asosiy shakli ekanligini ta'kidlab,aynan o`yin bolaning tabiati va qiziqishlariga mos kelishiniaytgan edi.olim o`yin bolaning aqliy qobiliyatlarini har tomonlama o`stirishi, uning atrof-tevarak haqidagitasavvurlarini kengaytirishi, nutqini o`stirishini ta'kidlaydi. Shuningdek,tengdoshlari bilan birgalikdagi o`yinuni tengdoshlari ga yaqinlashtiradi.

Xulosa qilib aytganda didaktik o`yinlar o`quvchilarni matematika faniga bo`lgan qiziqishlarini orttiradi.Darsni yaxshi o`zlashtirishlariga yordam beradi. Aqliy qobiliyatlarini yanada rivojlantiradi, darsga bo`lgandiqqatlarini orttiradi.

Foydalanilgan adabiyotlar:1.Tal'at Gàfforova "Boshlangìch ta'limda zamonaviy pedagogik texnologiyalar."2."Buyuklar kanali" Sh.M.Mirziyoyev so`zlari.3.Internet ma'lumotlari.

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ÀÍÒÐÎÏÎÖÅÍÒÐÈÊ ÌÅÒÀÔÎÐÀÍÈÍÃ ÝÊÑÒÐÀËÈÍÃÂÈÑÒÈÊÎÌÈËËÀÐ ÀÑÎÑÈÄÀÃÈ ÒÀÑÍÈÔÈ

ÍÀÑÐÓËËÀÅÂÀ ÃÓËØÀÍ ÑÀÌÀÄÎÂÍÀÌÓ¥ÀÌÌÀÄ ÀË-ÕÎÐÀÇÌÈÉ ÍÎÌÈÄÀÃÈ ÒÀÒÓ £ÀÐØÈ ÔÈËÈÀËÈ ÄÎÖÅÍÒÈÒåë:+998973167618ÕÀÌÄÀÌÎÂ ¥ÀÉÄÀÐ ÀÇÀÌÀÒÎÂÈ×ÊÀÑÁÈ ÒÓÌÀÍÈ 34-ÓÌÓÌÈÉ ¤ÐÒÀ ÒÀÚËÈÌ ÌÀÊÒÀÁÈ ¤£ÈÒÓÂ×ÈÑÈ

Àííîòàöèÿ: Ìà³îëàäà àíòðîïîöåíòðèê ìåòàôîðàëàðíèíã íîëèñîíèé áåëãèëàð àñîñèäàãè òàñíèôèäàíìàúëóì á´ëàäèêè, áîðëè³ ³àí÷àëèê ÷åêñèç âà ðàíã-áàðàíã á´ëñà, óíäàí êåëèá ÷è³³àí µîëäà, óëàðíèèôîäàëîâ÷è ëåêñåìàëàðíèíã ìåòàôîðèê ìàúíîëàðè µàì øóí÷àëèê õèëìà-õèëäèð. Áèç ìà³îëàäà íîëèñîíèéàñîñëàðíè ãóðóµ-ãóðóµ ³èëèá òàñíèôëàäèê. ¥àð áèð ãóðóµ ÿíà è÷êè á´ëèíèøëàðãà µàì ýãàêè, áóíèíã çèµàì áîðëè³íèíã "....äàí èáîðàò" âà "....ãà êèðàäè" ïðèíöèïè àñîñèäàãè óçëóêñèçëèãè âà óçâèéëèãè áèëàíáî²ëè³äèð.

Êàëèò ñ´çëàð: àíòðîïîöåíòðèê ìåòàôîðà, íîëèñîíèé, èíñîí õóñóñèÿòëàðè, õàéâîí õóñóñèÿòëàðè,êîãíèòèâ, ìåòàôîðèê ³îáèëèÿò, çîîìîðôèê.

Òèë - áîðëè³íèíã èôîäàñè âà áîðëè³íè òàñíèôëàø, óíè îíãäà ÿõëèò ñèñòåìà ñèôàòèäà àêñýòòèðèø âîñèòàñè. Ñ´çíèíã ìàúíîñèäà µàì áîðëè³ ïàð÷àëàðè àêñ ýòàäè âà èôîäàëàíàäè.Àíòðîïîöåíòðèê ìåòàôîðàíè äàñòëàá "èíñîí?áîðëè³" ìóíîñàáàòè àñîñèäà òàñíèôëàø ìà³ñàäãàìóâîôè³äèð. Áóíäà ìåòàôîðàãà èíñîííèíã ³àéñè æèµàòè àñîñ á´ëãàíëèãè íàçàðäà òóòèëàäè. Áóíèáèç ³óéèäàãè÷à àæðàòèøãà µàðàêàò ³èëäèê:

I. Èíñîííèíã áèîëîãèê µîäèñà ñèôàòèäàãè õóñóñèÿòëàðè àñîñ á´ëãàí ìåòàôîðèê ìàúíî. Áó ³óéèäàãèè÷êè á´ëèíèøëàðíè áåðàäè:

1.1.Èíñîííèíã òàíà àúçîëàðè àñîñ á´ëãàí ìåòàôîðèê ìàúíîëàð:£¤Ë 4 ñ.ò. ¥àéâîíëàðíèíã îëäèíãè î¸³ëàðè. £´éíèíã ³´ëè âà ñîíè. £´ë ã´øòè. 5 ñ.ò. Áàðìî³. ¤ðòà

³´ë. Áåø ³´ë áàðàâàð ýìàñ. Ìà³îë. Î¨£2 Ñòîë, ñòóë, ñ´ðè, êàðàâîò êàáè áóþìëàðíèíã åðãà òàÿíèá òóðàäèãàí ³èñìè, ïîÿñè. Äàäàì

ñóâî²è ê´÷ãàí äåâîðëàðãà, ýñêè øêàô, î¸²è ìàéìî³ ñòóëëàðãà áèð ³àðàá ³´éäè. Ñ.Ñè¸åâ, ðó²ëèê. 4.Ôàñë, äàâð âà ø.ê. íèíã îõèðè, òóãà¸òãàí âà³òè. Êóç êóíëàðèíèíã î¸²è âà ³èø êóíëàðèíèíã áîøèýäè. À. £îäèðèé, ¤òêàí êóíëàð. òóð II. Àñàëõîí áèð ò´äà ³èçëàð áèëàí î¸³ðî³äà ²óæ á´ëèá òóðãàíèíèê´ðãàí Ñîðàõîí ðòàãà òóøèá, éèãèòëàðíè ÷à³èá îëäè. ¥.¢óëîì, Ñåíãà èíòèëàìàí.

1.2.Èíñîííèíã òàø³è ê´ðèíèøè àñîñ á´ëãàí ìåòàôîðèê ìàúíîëàð:ÁÓÊÓÐ 3 Ýãèëãàí, ìàéèøãàí, ³èéøè³, áóêðè. Òåìèð é´ë ³àëàá êåòãàí äàëà é´ëè áóêóð æèéäà

òàãèäà òóãàðäè. Ñ.Ìàµêàìîâ, Øîãèðä. ×¤ËÎ£ 3 ñ.ò. Î¸²è ñèíè³, ñèíãàí (ñòîë, ñòóë âà ø.ê.µà³èäà). ×´ëî³ ñòóë. ×´ëî³ êåòìîí Äàñòàñè êàëòà êè ñèíãàí êåòìîí.

1.3.Èíñîí µîëàòè âà óíèíã òàíà àúçîëàðè µàðàêàòè àñîñ á´ëãàí ìåòàôîðèê ìàúíîëàð:ÒÈÏÈÐËÀÌÎ£ 2 ê´÷ìà Òåç, øîøèëèí÷ êè áåçîâòà µàðàêàò ³èëìî³, øîøèëèá ïèòèðëàá ³îëìî³.Íóðõîí òèïèðëàá ³îëãàí Ðàâøàí ïîëâîíãà òèêèëäè. Î.¨³óáîâ, Ëàðçà. ÈÍÃÐÀÌÎ£ 2 ê´÷ìà Øóíäàéàçîá-àëàìëè µîëàòäà á´ëìî³. Ìóñòàìëàêà õàë³ëàðè èìïåðèàëèçì çóëìè îñòèäà àñðëàð á´éè èíãðàðýäè. Ò´ðò ²ëèì, õîòèíèì Èâàíîâ îòëè áèð áîéíèíã îòõîíàñè íèäàãè êè÷êèíà, ³îðîí²è çàõ óéäàèíãðàá êóí êå÷èðàðäèê. Ì.Æ´ðàáîåâ, Ì.Á. ìàðòàáàñè.

1.4.Èíñîííèíã æèñìîíèé µîëàòè àñîñ á´ëãàí ìåòàôîðèê ìàúíîëàð:ÊÀÑÀË 4 îò ê´÷ìà Íàðñà êè óíèíã ³èñìèäàãè íîñî², áóçó³ µîëàò; íîñîçëèê, èëëàò. Ó [Ýðêèí]

ìàøèíàãà áèð ³àðàøäà¸³ êàñàëèíè òîïàäè âà äàâîñèíè ³èëàäè. ¥.¢óëîì, Òîøêåíòëèêëàð. 6 îò ê´÷ìàÓìóìàí, áèðîð íàðñà èñòàãè, øóíãà èøòè¸³, èíòèëèø; äàðä. ¤çèíã àéò, àãàð ìåíãà øó êàñàëèíãíèáèð î²èç áèëäèðñàíã, ìåí ³àéíàòàíããà µàò çìàñìè ýäèì.. À.£îäèðèé, ¤òêàí êóíëàð. ÒÅÍÒÀÊ 3Øóíäàé øàõñãà íèñáàòëàá, îäàòäà ç ÿ³èí êèøèñèãà ³àðàòà (ýðêàëàø, åíãèë µàçèë áèëàí) àéòèëàäèãàíñ´ç. ? Äàððîâ á´ë, òåíòàê! ? äåäè êóëèá Òîëèá. ¥. Øàìñ, Äóøìàí. 4 ê´÷ìà êàì ³´ëë. Æèëîâëàíìàãàí,àñîâ, òåëáà. Òåíòàê äàð¸. Ìåí ñóâèíãäàí êó÷ îëñàì, Òåíòàê åëäàí ÷ îëñàì. Ç.Äè¸ð, Þêñàê òî², êåíã´òëî³ âà ìàðä ðòî³ µà³èäà ³èññà

1.5. Èíñîííèíã µà¸ò áîñ³è÷ëàðè àñîñ á´ëãàí ìåòàôîðèê ìàúíîëàð:£ÀÐÈ 2 ê´÷ìà Óçî³ ´òìèøãà ýãà. Åòèá êåëàð ìóçäàé øàáàäà... £àðè òî²íèíã õ´ðñèíè³ëàðè.

Ø.Ðàµìîí, Þðàê ³èððàëàðè.5 ñôò. ê´÷ìà Åòàðëè òàæðèáàãà ýãà á´ëìàãàí, òàæðèáàñèç. ø çóâ÷è. ø ñàíúàòêîð. Òàáèáèé ø



Àâàçäàãè è³òèäîðíè äàðµîë ïàé³àäè. Ñ. Ñè¸åâ, ðó²ëèê. 6 ßíãè òàøêèë ýòèëãàí, ÿíãè øàêëëàíãàí.¨ø òàøêèëîò. ø øàµàð. ø îèëà. Ì¤ÉÑÀÔÈÄ 1 Ñî÷-ñî³îëè î³àðãàí, ì´éëàðè î³àðãàí. Ì´éñàôèäîäàì. ¥à³îðàò ³èëèíãàí ì´éñàôèä áîøëàðèíè ñîëèíòèðèá ³àéòèá êåòäè. Ì.Èñìîèëèé, Ôàð²îíàòîíã îòãóí÷à.

1.6. Èíñîí êèéèìëàðè âà óëàðíèíã ³èñìëàðè àñîñ á´ëãàí ìåòàôîðèê ìàúíîëàð: £À I 1 Ñîµèë,³èð²î³; á´é, ëàá. Àðè³ ³àñè. Ýëãåëäè ³àìèøçîðíè îðàëàá, ê´ë ³àñèãà ÷è³äè. À.Ìóõòîð, £îðà³àëïî³³èññàñè. 2 ×åò, ÷åêêà, ¸í. Ê´÷à ¸³àñè. É´ëíèíã èêêè ¸³àñèäà òåðàêëàð øîâóëëàéäè, áóëáóëëàðñàéðàéäè. ¥. ¢óëîì, Ìàøúàë. Èíñîííèíã õóñóñèÿòëàðè ÷åêñèç á´ëãàíëèãè êàáè "èíñîí?áîðëè³"é´íàëèøèäàãè ìåòàôîðàëàð òóðè µàì àí÷à äàâîì ýòàäè.

II. Àíòðîïîöåíòðèê ìåòàôîðàíèíã èêêèí÷è òóðè "áîðëè³?èíñîí" é´íàëèøèäà á´ëèá, áèç óëàðíè³óéèäàãè òóðëàðãà ýãà äåá µèñîáëàéìèç:

¥àéâîíëàð (êåíã ìàúíîäà) âà óëàð õóñóñèÿòëàðèíèíã èíñîíãà íèñáàòàí ìåòàôîðèê àñîñäàê´÷èðèëèøè. Áóíäà µàéâîíëàðíèíã òóðëàðè, óëàðíèíã òàíà àúçîëàðè êàáèëàð õøîâ÷è îáúåêò á´ëèáõèçìàò ³èëàäè. Èò, ìóøóê, á´ðè, òóëêè, áóðãóò, èëîí, èò, øîõ, äóì, ³àíîò êàáè ëåêñåìàëàðíèíãìåòàôîðèê ìàúíî µîñèë ³èëèá èíñîíãà íèñáàòàí ³´ëëàíèëèøè ôèêðèìèçíèíã äàëèëèäèð. Ìèñîëëàð:Á¤ÐÈ 2 ê´÷ìà ¨âóç, ³îíõ´ð, øàô³àòñèç îäàì µà³èäà. Þðàãèì ñàí ýäèíã, Ãóëíîð, ê´çèì èëãàðèî÷èëãàí á´ëñà ýäè, ìàí ç þðàãèìíè á´ðèëàðãà åäèðàðìèäèì? Òîíãëà ìàµøàðäà ³àé þç áèëàí ñàíãàáî³àìàí? Îéáåê, Òàíëàíãàí àñàðëàð. 3 Á´ðè (ýðêàêëàð èñìè).

¤çáåê òèëèíèíã èçîµëè ëó²àòëàðèäà ê´ïëàá çîîíèìëàðíèíã ìåòàôîðèê ìàúíîëàðèãà èçîµ âàóëàðãà òåãèøëè ìèñîëëàð êåëòèðèëìàãàí. Ìàñàëàí, àéè³, èëîí, ìóøóê, ñèãèð, áó³à, ôèë êàáèñ´çëàð ôèêðèìèçíèíã äàëèëèäèð. ¥îëáóêè, îäàìëàðíèíã òóðìóø òàðçè óëàð áèëàí áåâîñèòà áî²ëè³ýêàí, óëàðíèíã µàð áèðè èíñîííèíã ³àéñèäèð õóñóñèÿòèíè èôîäàëàøãà õèçìàò ³èëèøè òàéèí.

¥àéâîíëàðíèíã òàíà àúçîëàðè µàì èíñîí õóñóñèÿòëàðèíè èôîäàëàøäà ´õøàòèø àñîñè á´ëèáõèçìàò ³èëàäè. ÄÓÌ 7 ê´÷ìà Äîèì áèðîâãà ýðãàøèá ¸êè óíãà õóøîìàä ³èëèá, áèðãà îðòèäàíþðàäèãàí îäàì; øîòèð. Àáäóðàñóë Òîæèáîéíèíã ìàæëèñäà ç òàðàôèíè îëàäèãàí äóìëàð ò´ïëàéáîøëàãàíèíè ãàïèðäè. Ï.Òóðñóí, ¤³èòóâ÷è. 8 ê´÷ìà ñ.ò. £àðç, òîïøèðèëìàãàí èìòèµîí Óíèíãìàòåìàòèêàäàí äóìè áîð.

III. Ôèòîìîðôèê ìåòàôîðàëàð àíòðîïîöåíòðèê ìåòàôîðàëàð ñèðàñèäà çèãà õîñ ìàâ³åè áèëàíàæðàëèá òóðàäè. Çàìîíàâèé àäàáè¸òäà µàì, ìóìòîç àäàáè¸òäà µàì ìàúøó³àãà íèñáàòàí àð²óâîí, ñàðâ,ãóë, ëîëà, øàìøîä êàáè ³àòîð ñ´çëàð èíñîíãà íèñáàòàí ³´ëëàíèëèá, ìåòàôîðèê èôîäà âàçèôàñèíèáàæàðàäè.

Ñåí ãóëñåíó ìåí µà³èð áóëáóëäóðìåí,Ñåí øóúëàñåíó óë øóúëà²à ìåí êóëäóðìåí.Íèñáàò é´³òóð äåá èæòèíî àéëàìàêèì,Øàµìåí ýëãà, âàëå ñåíãà ³óëäóðìåí. Áîáóð, ÐóáîèéëàðIV. Êîñìîìîðôèê ìåòàôîðà. Îñìîí ðèòêè÷ëàðè èíñîíãà íèñáàòàí áåµàä ê´ï ³´ëëàíàäè. Áóíäàé

ìåòàôîðàëàð òèëøóíîñ Ç.Þíóñîâà òàä³è³îòèäà áàòàôñèë òàë³èí ³èëèíãàí. Îëèìà ç èøèäà ìóìòîçàäàáè¸ò íàìóíàëàðèäàí ³óéèäàãè ìèñîëëàðíè êåëòèðàäè:

Ýé æàµîíäîðè çàôàð êàâêàáàè äàâðè ôàëàê. Ìàõìóð, ¥àïàëàêÓë îé ôèðî³èäà àøêèì î³àð²à øîìó ñàµàð,Òóëóè Çóµðà áèëà Ìóøòàðè ýðóð áîèñ.Íàâîèé, Ðîñòëè² óëäóðêè (¢àçàë).¤çáåê òèëèíèíã èçîµëè ëó²àòëàðèäà êîñìîíèìëàðíèíã ìåòàôîðèê ê´÷ìà ìàúíîëàðè èç÷èë àêñ

ýòòèðèëìàãàí. Óëàðíèíã èñìëàð ñèôàòèäà êåëèøè òåãèøëè ñ´çëàðãà äîèð ëó²àò ìà³îëàëàðèäà áåðèëãàí,õîëîñ.

V. Àáèîìîðôèê ìåòàôîðà. Èíñîíãà íèñáàòàí ³´ëëàíàäèãàí òàáèàòäàãè æîíñèç íàðñàëàðíèèôîäàëîâ÷è ëåêñåìàëàðíèíã ìåòàôîðèê ìàúíîëàðè óëàðíèíã ´çè êàáè áåµàä ê´ïëèãè áèëàíõàðàêòåðëàíàäè. Òî², òîø, òóïðî³, òèëëà, îëòèí, òåìèð êàáèëàð. ¤çáåê òèëèäà ñóÿíãàí òî²èì,òóïðî³ á´ëãèë, òèëëà áîø, òåìèð èðîäà êàáè áèðèêìàëàð ìàâæóäëèãè óëàð òàðêèáèäàãèàáèîíèìëàðíèíã ìåòàôîðèê ìàúíîëàðè ìàâæóäëèãèäàí äàëîëàò áåðàäè. Ëåêèí óëàðíèíã ê´ï÷èëèãèëèñîíèé òàáèàòãà ýãà á´ëìàãàíëèãè áîèñ ëó²àòëàðäàí æîé îëìàãàí.

Äåìàê, àíòðîïîöåíòðèê ìåòàôîðà çèíèíã ñåð³èððàëèãè âà ìóðàêêàá òàáèàòè áèëàí õàðàêòåðëàíàäè.Óíäà, àââàëî, ëèñîíèé âà íîëèñîíèé îìèëëàð ³îðèøãàí µîëäà íàìî¸í á´ëàäè. Øó ìàúíîäà òàñíèôíèëèñîíèé âà íîëèñîíèé îìèëëàðãà àæðàòèø àñîñèäà àìàëãà îøèðèø çàðóð. Áóíãà ê´ðà, ìåòàôîðèêìàúíîëàð èíñîííèíã òàø³è ê´ðèíèøèãà, èíñîííèíã µîëàòè âà óíèíã òàíà àúçîëàðè µàðàêàòèãà,èíñîííèíã æèñìîíèé µîëàòèãà, èíñîííèíã µà¸ò áîñ³è÷ëàðèãà, èíñîí êèéèìëàðè âà óëàðíèíã³èñìëàðè àñîñàí þçàãà êåëèøè ìóìêèí. Áóíäàé ìåòàôîðàíèíã ëèñîíèé òàñíèôèäà èëê á´ëèíèø

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óëàðíèíã ëèñîíèé âà íóò³èé ê´ðèíèøëàðè áèëàí áî²ëè³. Íóò³èé àíòðîïîöåíòðèê ìåòàôîðàëàð âà³ò´òèøè áèëàí ëèñîíèéëàøèá áîðèøè ìóìêèí.

Ôîéäàëàíèëãàí àäàáè¸òëàð1. Êóáðÿêîâà Å.Ñ. Ýâîëþöèÿ ëèíãâèñòè÷åñêèõ èäåé âî âòîðîé ïîëîâèíå ÕÕ âåêà (îïûò

ïàðàäèãìàëüíîãî àíàëèçà) // ßçûê è íàóêà êîíöà ÕÕ âåêà. - Ì.: Ðîññèéñêàÿ àêàäåìèÿ íàóê. Èíñòèòóòÿçûêîçíàíèÿ ÐÀÍ, ÐÃÃÓ, 1995. - Ñ. 200-227.

2. Õóäàéáåðãàíîâà Ä.Ñ. ¤çáåê òèëèäàãè áàäèèé ìàòíëàðíèíã àíòðîïîöåíòðèê òàë³èíè // Ôèëîë.ôàí. äîêò. äèññ. - Òîøêåíò, 1915. - Á. 13-31.

3. Þíóñîâà Ç.£. ¤çáåê òèëèäà ëó²àâèé ìèêðîñèñòåìàíèíã òàðêèáè âà ðèâîæëàíèøè (Ñàìîâèé¸ðèòãè÷ëàð ëó²àâèé ãóðóµè àñîñèäà): Ôèëîë.ôàí.íîìç. ... äèññ. - Òîøêåíò: 2004. - 140 á.



COMMUNICATIVE TEACHING FOREIGN LANGUAGE.

Munisa Saydullayeva(Student of Samarkand State Institute of Foreign Languages)Aziza Alangova(Student of Samarkand State Institute of Foreign Languages)Phone number:[email protected]

Abstract: Communicative teaching of a foreign language wears activity character, since speech communicationis carried out through "speech activity", which, in turn, serves to solving problems of productive human activityin conditions "Social interaction" of communicating people. Communication participants trying to solve realand imaginary tasks of joint activity using a foreign language.

Keywords: social responsibility, restructuring of the education system, contextual learning, active learningmethod

Professional development specialist competency occurs intensively during implementation contextuallearning, immersion in practice activities manufacturing enterprises. Mastering professional experience studentactivity depends on focused interaction teacher and student. The construction of the educational process atthe university the basis of a set of educational and professional tasks provides development professionalcompetence of students, their value self-determination. The conceptual position of production practice it wasargued that the value orientations of the individual are its expression in social activity covering various areasactivities. Such activity is based on needs, motives and interests of the individual, where needs are consideredto be the main incentive by the power of personality activity. The need for labor in self-realization, as oneof basic needs, characteristic of each person. The task of the university is create conditions for the formationof professional competence student, combining the following key competencies: information, foreign language,competence. Social responsibility, corporate interaction that may be fully formed in the process of professionalactivity future specialist. (1)

The restructuring of the education system necessitated improving the quality of professional training,determined the search for new ways and means of ensuring it. Analysis scientific literature suggests that thetraining system a specialist in a higher education institution is most effective when as its organizational andmethodological tools are used various pedagogical technologies. Currently widespread in practice teaching aforeign language got the game as an organic part active learning method. Business game is connected notonly with the condition knowledge and acquisition of foreign language skills, but also with the subject futureprofessional activities.

Currently holding business game based on the use of information technology, especially in thepreparatory phase when working with a computer aims to achieve fluency in the necessary vocabulary,grammatical constructions, speech formulas taking into account specifics of professional activity. Gameexercises enjoy success in students of various categories, they create an atmosphere natural living communication,the atmosphere of positive emotions that extremely important when learning in general, and when learninga language, especially. The language acts here in its main function - in the function of means of communication,since the goal of the game for each participant is to guess, win, win (and not only use any form correctly)(2).

Learning to communicate in a foreign language is also a kind of a business game, and do not be afraid ofthe conventions used in this training situations - they would be justified enough, meaningful and motivated.The role of the "audience" may be fellow group: it is important that students have a desire (and a sense ofnecessity) to master a professional speech in a foreign language. Game results should not be judged by speechthey should be evaluated according to the "game" criteria - who is faster guessed who first solved the problemcorrectly, each team is faster coped with the task, gave more correct answers, etc. As well as the use of newinformation technology allows you to strengthen teachings, individualize and differentiate the processteaching, giving students the opportunity, independent choice training activities and timely computervisualization studied material.

References :1.Olifer V., Olifer. New technologies in training. .Pb.: Saint -Petersburg, 2000.2. Akishina A.A. and other games in the lessons of the Russian language. Trainingallowance. .: 1988).3.. New pedagogical information technologies in the system education. Under. Ed. ..Polat., 2000.

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"YETTI" SONINING LINGVOMADANIY TALQINI

Anvarjon Abdirayimov, ADU, lingvistika yo'nalishi 2- kurs magistranti.Telefon: +99890 542 09 89

Annotatsiya. Ushbu maqolada kundalik turmushimizning turli jabhalarida namoyon bo'ladigan sonlarhaqida ma'lumotlar keltirilgan. Ularning o'ziga xosligi lingvomadaniy jihatdan keng va atroflicha o'rganildi.

Kalit so'zlar: antroposentrizm, madaniyat, "xosiyatli" sonlar.

Bilamizki, dunyodagi har bir xalqning tarixi, madaniyati, yashash tarzi, urf-odati, mentaliteti, birso'z bilan aytganda, butun bir qiyofasi o'z ona tilida aks etadi. Ona tilining muqaddasligi, uning Vatanrivojidagi bebaho o'rni, mustaqillikning asosiy nishonasi ekanligi, nemis olimi V. fon Gumbold ta'biri bilanaytganda, "xalq ruhi" ekanligi hech qachon hech kimning yodidan ko'tarilmasligi darkor.

Hozirgi globallashuv davrida barcha sohalar, fanlar qatori tilshunoslik ham yangi-yangi g'oyalar, yo'nalishlarbilan boyib bormoqda. O'tgan asrning oxiri va asrimizning boshlarida shakllanib, rivojlanish bosqichiga kirganantroposentrik nazariya fikrimiz dalilidir. Juda ko'p tilshunos olimlarning diqqatini o'ziga tortgan ushbuyo'nalish inson shaxsini asosiy o'ringa ko'tarib, tilni inson bilan bog'lagan holda o'rganadi. Ayniqsa, rustilshunosligida bu yo'nalish bo'yicha qilingan ishlar salmoqlidir. Jumladan, V.A.Maslova "antroposentrikparadigma tadqiqotchi diqqatining bilish obyektidan subektiga ko'chishidir, ya'ni bunda inson tilning ichida vatil inson tarkibida o'rganiladi" degan asosli fikrni olg'a surgan. Shuningdek, mashhur tilshunos olimY.L.Vaysgerber antroposentrizm haqida so'z yuritib, "til o'z egasiga boshqa tillardagidan farqli bo'lgan dunyoniumumiy ko'rish tarzini ato etishini", "ona tili va har bir insonning ruhiy shakllanishi o'zaro chambarchasbog'liqligini", va "shuning uchun ham tilshunoslik tillarni xalqlar madaniyatining ko'zgusi sifatida o'rganmog'ilozim" ekanligini alohida uqtiradi. [1; 120,135,173]. N.Mahmudov ta'kidlaganidek, "bugun dunyoda olamnibilishda tilning ustuvor yo'li, uning real va ongga faol ta'siri, insonning butun ruhiy va bilish faoliyatida boshomil va asosiy manba ekanligi deyarli e'tirof etilgan, ayni shu haqiqat tilga antroposentrik yondashuvningmustahkam zaminini tashkil etadi". [2; 58]

So'nggi yillarda dunyo tilshunosligida antroposentrizm paradigmasi doirasida shakllangan lingvokulturologiya(lisoniy madaniyatshunoslik yoki lingvomadaniyatshunoslik) yo'nalishi tildagi madaniy omil va insondagilisoniy omilga qaratilganligi bilan boshqa yo'nalishlardan ajralib turibdi. Lingvokulturologiya tilshunoslik hamdamadaniyatshunoslik fanlari hamkorligida, ammo tilshunoslikning ustuvorligida yuzaga kelgan eng yoshyo'nalishdir, shuning uchun ham bu yangi yo'nalish bevosita til haqidagi ilm bag'rida dunyoga kelgan. [2; 59]

Madaniyat deyilganda keng qamrovli tushuncha nazarda tutiladi. Unda har bir xalqning urf-odati, yashashtarzi, dunyoqarashi, milliy o'ziga xosligi mujassam bo'ladi. Milliylik bilvosita ma'naviy boyliklarimiz: doston,ertak, topishmoq, maqol, frazema, hadislar, shuningdek, moddiy boyliklarda turli ko'rinishlarda aks etadi.Jumladan, onomistik nomlar, "xosiyatli" va "xosiyatsiz" sonlar kabi.

Jonli so'zlashuv tilimizda sonlar bilan bog'liq tushuncha, ramz va timsollar shu qadar ko'pki, ularga shuqadar ko'p murojaat qilamizki, natijada insonlar ularni an'ana holiga keltirdilar. Jumladan, "besh kunlikdunyo", "to'rt tomoning qibla", "qizning joni qirqta", "to'qqizida bo'lmagan aql, to'qsonida ham bo'lmas"kabi. So'ngra sonlar insonlar tomonidan bilvosita "xosiyatli" va "xosiyatsiz" sonlarga ajratildi. Ushbu maqoladaesa biz "xosiyatli sonlar"(uch, besh, yetti, to'qqiz, qirq) haqida fikr bildiramiz.

O'tgan asrdan boshlab ayrim olimlar xalq og'zaki ijodiyotida, kundalik turmushdagi marosim va udumlardaba'zi sonlarga alohida e'tibor berilishini qayd qilib, bunday "xosiyatli" sonlarga e'tiqod qo'yish an'anasiningpaydo bo'lish sabablarini aniqlashga harakat qilishgan bo'lsa-da, bunday sonlar muammosi fanda haligachato'liq ravishda maxsus talqin qilinganicha yo'q. Dunyoning turli joylarida istiqomat qilgan va qadimiy ajdodlariningmifologik qarashlarini ko'proq saqlab qolgan elatlar hayotini sinchiklab o'rgangan E.B.Taylor, L.Levi-Bryul, E.Lefflerlarning ta'kidlashicha, etnograflar ibtidoiy sanoq usullarining paydo bo'lishi natijasida ayrimsonlar bilan bog'liq e'tiqodiy ishonchlar kelib chiqqan.

"Xosiyatli" sonlar orasida, ayniqsa, "yetti" soniga kundalik turmushimizda, xohlaymizmi, yo'qmi, alohidaahamiyat qaratamiz. Qadim zamonlardan beri "yetti" sonini timsollashtirish, "muqaddas" hodisa sifatidasig'ingan ajdodlarimiz turmush hamda madaniy hayotdagi ko'plab tushunchalarni ushbu songa bog'lashan'anasini yaratganlar. Xalq tiliga e'tibor bersak, jonli so'zlashuvda "yetti" raqami qandaydir silsilaga, o'zigaxos an'anaga aylanib qolganligining guvohi bo'lamiz. Jumladan, muhim bir ishga qo'l urishdan avval bironshaxsga "yetti o'lchab bir kes" maqolini qo'llab maslahat beramiz. Kun bo'yi ko'chadan kelmaydigan yoki



mehmondorchilikdan boshi chiqmaydigan ayollar haqida "yetti eshikning kalitini olib yuradi", deb kinoyaqilinadi. Uddaburon, kayvoni ayollarni esa "yettoviga bir kosa quyadi", deb ta'riflaydilar. Favqulodda, kutilmagandaro'y bergan hodisaga nisbatan "yetti uxlab tushiga kirmagan" iborasini qo'llaymiz. Shuningdek, laganbardor,xushomadgo'y odamning tavozesini "yetti bukilib ta'zim qilmoq" iborasida ifodalashga o'rganib qolganmiz.Ko'rdikki, "yetti" soni bilan bog'liq timsollar xalqimiz tilida ko'p ekan(quyida "yetti" soni bilan bog'langantushunchalarga alohida hamda atroflicha to'xtalib o'tamiz). Xo'sh, nega aynan "yetti" soniga oid tushunchalarxalq orasida behisob? Nima uchun "yetti" soni qadim zamonlardanoq dunyoning turli burchaklarida yashovchiva xilma-xil tilda, lahjalarda so'zlashuvchi elatlar o'rtasida "talash" bo'lgan? Jahonda "yetti" sonini "ardoqli"bilib, ixlos qo'ymagan xalq yoki elat topilmasligining sababi nima? Albatta, har qanday mavhum, noaniqtushunchani aniqlashtirish uchun asosli, dalilli, konkret fikrlar bo'lishi shart. Shuni inobatga olgan holda"yetti" raqamini "xosiyatli" son sifatida talqin qilinishiga sabab qilib, quyidagilarni dalil sifatida keltirishmaqsadga muvofiq bo'ladi.

Binobarin, olimlar o'tgan asrdan boshlaboq bu raqamning "sir"ini topishga harakat qilib ko'rishgan. Xalqudumlarida, marosim va folklor asarlarida "yetti" raqamiga "muqaddas" tus berilishining sababini izohlashgaharakat qilgan dastlabki tadqiqotlardan biri qozonlik matematik A.Vasilevdir. U o'zining 1886-yilda nashretilgan kitobida, umuman, raqamlarga sig'inish an'anasining asosini qadimgi Vavilon matematikasiga bog'lashgaurinadi. Uning fikricha, turli tabiiy hodisalarning ilmiy mohiyatini bilmagan qadimgi Vavilon kohinlari 7raqamini "muqaddas", deb e'lon qilishgan va bu qarashlar keyinchalik jahonning boshqa xalqlari orasida hamyoyilgan emish. [3; 55] Xuddi shunday mulohazani taniqli folklorist olim V.S.Miller ham rus xalq avrash-afsun tekstlarini o'rganish natijasida ilgari surgan edi. Bu mulohazani quvvatlovchi bir qator ilmiy tadqiqotlaryaratilgandan so'ng, odatda, 7 raqamining timsollashtirilish sababini Vavilon madaniyati bilan bog'labbaholash rasm bo'lib ketdi.

Yuqorida ta'kidlaganimizdek, "yetti" soniga doir tushuncha, ramz, timsollar, bir so'z bilan aytganda,an'anaviy birliklar hayot tarzimizda benihoya ko'pdir. Jumladan, xalqimiz orasida yetti mo'jiza, yetti xil rang,yetti daryo, yetti go'zal, yetti donishmand kabi tushunchalar ko'p uchraydi. Shuni inobatga olgan holdaushbu "an'analar"ni quyidagicha tasniflash o'rinli bo'ladi:

1. Paremiologik birliklar:a) maqol va matallarda qo'llanilgan sonlar: Yoridan ayrilgan yetti yil yig'lar, Yurtidan ayrilgan o'lguncha

yig'lar; Yettovdan birov - shayton; Bir dehqon omoch bilan, Yettovlon cho'mich bilan; Bir tulki yettibo'rini yetaklar; Yigit borki, yetti pushtigacha nomi qolar, Yigit borki, yetti kunda nomi yo'qolar; Yettiyoshga yetguncha, Yer to'qmog'in yersan. Yetmish yoshga yetguncha, El to'qmog'in yersan; Yetti o'lchab,bir kes; Bir qizga yetti mahalla - ota-ona; Yetimning haqi yetti daryoni quritar. Yomondan qorovul bo'lsa,yov yetti bo'lar; Yetti yashar safardan kelsa, Yetmish yashar ko'rgani kelar;

b) iboralarda qo'llanilgan sonlar: Yetti qavat niqob; Yetti eshikning kalitini olib yuradi; Yetti uxlab tushigakirmagan; Yetti bukilib ta'zim bermoq; Yetti daryodan o'tmoq; Yetti pushtiga ham yetadi; Yetti qovunpishig'i; Yetti yoshdan yetmish yoshgacha; Yetti nomusini yerga bukmoq

2. Diniy tushunchalar: yetti do'zax, yetti osmon, yetti xazina, yetti iqlim, yetti ajdod3. Folklor nomlar: "Yetti og'ayni qaroqchilar" (yapon ertagi, Tarama oroli), "O'lik malika va yetti bahodir"

(rus folklori, A.S.Pushkin), "Yetti yulduzcha" (maori qabilasi ertagi, Yangi Zelandiya), "Yetti raqib" (Efiopiyaxalq ertagi), "Yetti bo'ri" (toradji qabilasi ertagi, Sulovesi oroli), "Yetti echkining kallasi" (Albaniya xalqertagi), "Yetti aka-ukaning o'z otasini izlashi" (bauli qabilasi ertagi, Fil suyagi qirg'og'i). [3; 38]

4. Toponimlar: Yettiqashqa (Baliqchi t. qishloq), Yettiqiz (Chiroqchi t. balandlik), Yettisoy (Sirdaryo v.tuman), Yettitom (Chiroqchi t. qishloq), [4; 71] Yettiurug' (Guliston tum. qishloq), Yettikechuv (Zomintum. qishloq).

Muhtasar qilib aytganda, "xosiyatli" sonlar sifatida talqin qilinayotgan uch, besh, yetti, qirq sonlarikundalik turmushimizning turli jabhalarida o'ziga xos tarzda namoyon bo'ladi. Ushbu sonlarga oid tushunchalarnilingvomadaniy jihatdan tahlil qilish hozirgi tilshunosligimiz uchun dolzarb muammolardan hisoblanadi.

Foydalanilgan adabiyotlar ro'yxati:1. Âàéñãåðáåð É.Ë. Ðîäíîé ÿçûê è ôîðìèðîâàíèå äóõà. - Ì.: Åäèòîðèàë ÓÐÑÑ, 2004.2.Mahmudov N. Ma'rifat manzillari. - T.: Ma'naviyat, 1999.3.Jo'rayev M., Xolmuhammedov K. Yetti iqlimdagi yettilar. - T.: O'zbekiston SSR, "Fan". 1989.4.Nafasov T., Nafasova V. O'zbek tili toponimlarining o'quv izohli lug'ati. - T.: "Yangi asr avlodi", 20075.Mirzayev T. O'zbek xalq maqollari. "Sharq" NMAK. Toshkent - 2005.6.www.ziyouz.com

62



ONA TILINI O'QITISHNI RIVOJLANTIRSHDAGI MUAMMOLAR VAULARNI BARTARAF ETISH BO'YICHA MULOHAZALAR

Abdiyeva Sadoqat,Navoiy viloyat Navbahor tuman 36-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqolada umumta'lim maktablari ona tili darsliklaridagi mavzular bo'yicha ayrimfikr-mulohazalar berilgan. Darsliklardagi ba'zi mavzularni o'quvchilarning yoshini, psixologik xususiyatlarinihisobga olgan holda o'zgartirish zaruriyati misollar bilan yoritilgan.

Kalit so'zlar: gap, pedagogik texnologiya, grammatik qoida, ta'lim.

Mana mamlakatimiz taraqqiyotning yangi bosqichiga o'tib, barcha sohalarda islohotlar, yangilanishlaramalaga oshirilmoqda. Jumladan, xalq ta'limi sohasida ham to'planib qolgan ancha muammolar ijobiy haletimoqda. Ayniqsa, kelajagimiz egalari bo'lgan yosh avlodga berilayotgan ta'lim va tarbiya sifatini tubdanyaxshilash, ularga zamon talablariga mos bilim berish, hayotiy zarur ko'nikma va malakalarni shakllantirishuchun ilg'or pedogogik texnlogiyalardan foydalanmoqda, yangi uslubiy qo'llanmalar yaratilmoqda. Bu jarayondaesa umumiy o'rta ta'lim yoki maktab davri ta'limining o'rni nihoyatda katta. Afsuski, ta'limning bu bosqichidayechimini kutayotgan muammolar hali ko'p. Aksariyat hollarda maktablarning moddiy-texnik bazasi talabgajavob bermasligi, o'quv metodik qo'llanmalarning yetarli emasligi yoki o'qituvchilar malakasi, pedogogiksaviyaning pastligi, kadrlar yetishmasligi kabi jihatlar asosiy muammolar sifatida ko'rsatiladi. Shular qatoridao'quvchining beminnat yordamchisi - bilimlar manbai bo'lgan darsliklar muammosi ham borki, biz ularhaqida ba'zi taklif va mulohazalarni bildirib o'tmoqchimiz. To'g'ri, darsliklarimizdagi xato va kamchiliklarko'rsatilib, ular takomilashtirilmoqda, yangidan nashr qilinmoqda. Ammo masalaning didaktik tomoni,ya'ni darsliklar mazmuni, o'quvchiga "nimani o'rgatish", qanday ilmiy bilimlarni berish borasida ham,ikkinchidan, ya'ni metodik jihatdan o'sha bilimlarni qanday shaklda, qanday usulda berish borasida ham halikamchiliklar bor. Jumladan, ona tili fani darsliklari ham bundan mustasno emas.

Biz quyida maktablarda o'quvchilarimiz foydalanayotgan 5-sinf va 7- sinf ona tili darsliklari bo'yichaba'zi fikrlarni o'rtaga tashlamoqchimiz. Masalan, 5- sinfda "So'roq gap" mavzusida berilgan mashqlarda darakgaplarni so'roq gaplarga aylantirib, daftarga ko'chirib yozish topshirilgan va quyidagi matn berilgan: Bepayonsahro. Quyosh olovli sel purkaydi. Ufq qadar yastangan sarhadsiz qumlikda qilt etgan tirik jon ko'rinmaydi.Ahyon- ahyonda ko'hna sardobalar uchraydi. Bu matndagi darak gaplarni so'roq gapga aylantirish 5- sinfo'quvchi uchun biroz noqulay. Uning o'rniga terma gaplardan iborat yoki bohqa shakldagi, so'roq gapgaaylantirish qulay bo'lgan matn berilsa yaxshi bo'lardi.

"Gap bo'laklari" mavzusidagi mashqda so'zlardan keyin uning so'rog'ini qavs ichiga yozb boorish topshirilgan.Odatda, oldin so'roq berilib, keyin so'z yaratilishi yoki yozilishi kerak. Savolni to'g'ri berib, gap bo'laklarinianiqlash juda muhim jihatlardan biri bo'lgani uchun o'quvchilarga shu shaklda ko'p mashq qilishlari kerak.Lekin kitobdagi so'zlar ustiga savol yozish mumkin emas. Shu o'rinda ona tilida hali ingliz tili darslaridagiishchi daftarlar bo'lsa, yaxshi bo'lardi, degan fikrga kelamiz. Chunki 5- sinf o'quvchilari daftarga ko'pgaplarni ko'chirib yoza olmaydilar. Tayyor matn ustida ishlash, tayyor gaplardan bo'laklar ustiga so'roqlarniyozish esa qulay va ko'proq amaliy bilim olishga yordam beradi. Lekin hamma o'qituvchilar ham bunga e'tiborbermasligi, bunday usulni qo'llamasligi mumkin. Ba'zida o'quvchilar bir- ikkita grammatik qoidani o'rganishuchun 5-6 gapni ko'chirib yozib, vaqt yo'qotadilar. Masalan, nuqtalar o'rniga mos qo'shimchani qo'yish,berilgan ma'nodosh so'zlaning mosini qo'yish kabi topshiriqlarni ko'proq bajarish mumkin, yozish uchunesa bitta mashq bajarilsa yetarli.

Keyingi mulohazalar 7-sinf ona tili darsliklari haqida bo'lib, ulardan bittasi haqida to'xtalmoqchimiz.Bu "Ismlarning munosabat shakllari" mavzusidir. Bu mavzuni o'zlashtirish o'quvchi uchun qiyinchiliktug'dirmoqda. Chunki "ismlar" atamasi ostida birlashtirilayotgan ot, sifat, son, olmosh, fe'lning harakatnomi va sifatdosh shakllari, shuningdek, taqlid so'zlarni eslab qolishning o'zi 7-sinf o'quvchlari uchunmurakkablik qilmoqda. Shu o'rinda o'zbek tilshunosligida "ismlar" deb nomlanuvchi til hodisasining paydobo'lishi haqida to'xtalsak. Darslikda ta'kidlnganidek, bu so'zlarni "ismlar'' atamasi ostida birshtirish zarurmikin?Keyingi yillarda paydo bo'lgan bu qarash ona tilimizni o'rganishda yoki o'quvchlarga o'rgatishda biror muhimamaliy ahamiyatga ega bo'ldimi?

Bu hodisa tilshunoslikda qandaydir sun'iy, ortiqcha parametrga o'xshab tuyulmayaptimi? Bundan 10-15yillar oldin fanimizda otdan boshqa so'z turkumlarining egalik va kelishik qo'shimchalari bilan o'zgarishi"otlashish hodisasi" deb talqin etilaredi. Ana shu talqin so'z turkumlarining o'ziga xos xususiyatlarini o'rganishda,



ularga qo'shiladigan lug'aviy shakl yasovchi yoki sintaktik shakl yasovchi qo'shimchalarni farqlab o'rganishdaqulay edi. Ot, sifat, son, olmosh turkumlarini birlashtirib, ularga qo'shiladigan lug'aviy shakl yasovchiqo'shimchalar sanalganda ko'plik, kichraytrish-erkalash, qiyoslash ma'nosini bildiruvchi shakllar aytibo'tilgan. Lekin sifatning daraja shaklini yasovchi, sonning turlarini yasovchi qo'shimchalar haqida esa hechnarsa deyilmagan. Vaholanki, ular ham ismlarning lug'aviy shakllari deb talqin qilyapmiz. Undan ko'ra harbir so'z turkumi o'rganilganda unga qo'shilishi mumkin bo'lgan so'z yasovchi, lug'aviy shakl yasovchi vasintaktik shakl yasovchi qo'shimchalar haqida ma'lumot berib borish qulay bo'ladi. Xulosa qilib aytganda,umumiy o'rta ta'limda "Ismlar" hodisasini o'rganish o'quvchilar uchun murakkkab, amaliy ahamiyatga egaemas, deb hisoblaymiz. Ilmiy jihatdan ham, bu hodisa bizga nima berdi, degan savol ustida o'ylab ko'rishkerak.

Foydalanilgan adabiyotlar ro'yxati 1. Karimov I. Yuksak manaviyat-yengilmas kuch.T.,Manaviyat. 2009.2. Madayev O., va boshqalar. Yozma ish turlari: insho, bayon, diktant.- T.: Turon zamin ziyo, 2017.3. Mahmudov N. Tilning mukammal tadqiqi yo'llarini izlab...// O'zbek tili va adabiyoti, 2012. - 5-son, 3-16-betlar.4. Mahmudov N., Nurmonov A. O'zbek tilining nazariy grammatikasi. -T., O'qituvchi, 1995.5. Umumta'lim maktablarining 5-9-sinf Ona tili darsliklari. So'nggi nashr.

64



TEACHING PRONOUNCIATION IN TEACHING ENGLISH

Abdullayeva Dildora Abduraxmonovna,an English teacher of Namangan region,Chust district, school ¹ 25tel: +998 99 0209078

Annotation- In this article, it is spoken about the methodology, which are two main approaches to teachingthis aspect of the language is known. Modern methods are built eclecticism or various options for combiningthe basic provisions of these two approaches.

Key words: teaching, pronunciation, sound, approach, speech, listening, English

In the methodology, two main approaches to teaching this aspect of the language are known. Modernmethods are built eclecticism or various options for combining the basic provisions of these two approaches.Articulatory approach: The main theoretical provisions of this approach were developed by Soviet linguistsI.A. Georgian and K.M. Kolosov. They were one of the first who attached great importance to the formationof phonetic skills. It was I.A.Gruzinskaya and K.M. Kolosov and their followers owe the merit of acomparative analysis of the phonetic composition of the two languages and the development on this basis ofa typology of phonetic difficulties, and most importantly, the exercise system based on them. According totheir theory, three main typological groups of phonemes are distinguished:

a) coinciding in both languages;b) mismatching;c) partially matching. The last two groups should be recognized as the most difficult to master, and partially matching

phonemes will be of particular difficulty. Having identified discrepancies, the authors of this approachformulated the main provisions of this approach to learning: To start teaching a foreign language followswith the production of sounds, and this requires an introductory theoretical course. Each sound must becarefully worked out separately. To ensure the purity of pronunciation, it is necessary to study the work ofarticulation organs when pronouncing each sound. The formation of pronunciation and auditory skills isseparate. From here, the main stages of working with sound were determined:

1) orientation (familiarization with the position of the articulation organs when pronouncing thesound);

2) planning (having understood the essence of the instruction, students should put their articulationorgans in the right position);

3) articulation (actually pronouncing the sound);4) fixation (having uttered a sound, it is necessary to keep the articulation organs for a while in order to

fix and remember it);5) sound development in the system of phonetic exercises, taking into account both linguistic and

interlanguage interference (the sound being studied is pronounced in various combinations with othersounds, in words whose meanings are optional).

The acoustic approach: The emphasis is not on the conscious assimilation of the features ofarticulation, but on the auditory perception of speech and its imitation. The assimilation of sounds is notisolated, but in the speech stream, speech structures, models. Exercise is based on repetition, or imitation.The purity of the phonetic skill is not given much importance. I heard the difference - well, no - it doesn'tmatter. For a comprehensive school, this approach in its pure form is not suitable. The percentage of errorsis too high.

Differentiated approach: This approach involves the use of various analyzers to form all sides of thephonetic skill; great attention is paid to listening, but not only authentic speech, but also specially adapted,didactic speech of the teacher and speakers, phonorecords; does not exclude an explanation of the ways ofarticulating sounds, but unlike the articulatory approach, this does not necessarily occur with the help ofspecial terms. (Example: in the book for the teacher's textbook, I.N. Vereshchagina proposes to explain theEnglish sound through Russian, since the position of the articulation organs is very similar); It is proposedto use not only acoustic, but also graphic images (the formation of grapheme-phonemic correspondences,the use of transcriptions). This approach is typical for most secondary schools and other educationalinstitutions. The initial stage of training: The most difficult and responsible: there is the formation of notonly the auditory-pronunciation base, but all the other skills and abilities closely related to it. Sound



production, teaching vocabulary, grammar here go simultaneously. First, the teacher delivers a speechmodel, or a phrase designed for assimilation, he plays with it or simply translates it into their nativelanguage so that students understand what it is about. It is extremely important to understand what and whyyou are doing, and not just a mechanical repetition of incomprehensible sounds, words for the teacher(teacher's actions: context - word - sound; students - reversal model: sound - word - context). The teacher'sspeech at this stage is slightly exaggerated and demonstrative. When explaining and training, the analytical-imitative method is used.

In conclusion we can say, that it is important not only to maintain the formed skills in workingcondition, but also to continue to improve them. Particular attention can be paid to new rhythmic-intonation models, listening to not only educational audio films with academic, slightly exaggeratedspeech, but also lively authentic speech, various accents, dialects, etc.

References:1.AMEP Research Center. (2002). Fact sheet - Teaching pronunciation: Approaches and activities.2.CELCE-MURCIA, M., BRINTON, D.M., GOODWIN, J.M. (2002). Teaching Pronunciation: A

Refernece for Teachers of English to Speakers of Other Languages.3.Hancock, M. (1995). Pronunciation Games. Cambridge University Press

66



LEARNING ENGLISH THROUGH FAIRY TALES

Abdullayeva Xurshida Adhamjonovna,an English teacher of Namangan city, school ¹ 3tel ¹ 902155861

Annotation- The study aims to study the technology of using English-language tales in foreign languagelessons in high school. Determining the role of a fairy tale in learning a foreign language, examining theeducational possibilities of a fairy tale, determining where to use an English-speaking fairy tale in a foreignlanguage lesson, and analyzing the methods for using an English-speaking fairy tale in a foreign languagelesson became tasks for writing an article.

Key words: fairy tales, English, communication, approach, love, hate,learning

When teaching a foreign language at an early stage, the question arises of what to accept as a meaningfulbasis for learning. The traditional approach to teaching a foreign language involves starting the training withthe use of speech material, which describes the subjects surrounding students directly in the classroom. Is itpossible to speak in this case of true communication, if there is no eventuality in it, there are no subjects ofdiscussion, if this "communication" is not connected with life? Of course not. This is a pseudo-message.Communicative teaching of a foreign language rejects meaningless "speaking", makes you reconsider thetraditional approach and take a different look at the problem of choosing a meaningful basis for learning at anearly stage. A fairy tale, by its specific features, should act as a meaningful basis for learning. The presence offiction in a fairy tale makes it more valuable from a methodological point of view in comparison with otherliterary genres. A child of middle school age, listening to a fairy tale and sensing the existence of a fantastichero as real, sympathizes with him and experiences what is described in the fairy tale. The ability toempathize and imagination gives rise to the independent creative activity of children, imagination. Fiction,always present in a fairy tale, provides the child with ample opportunities to realize his rich imagination.When working with a fairy tale, the teacher can rely not only on the experience of children but also ontheir imagination, which helps to expand the meaningful side of communication.

A fairy tale is, first of all, a poetic fiction. However, this basic principle of the artistic method of afairy tale does not at all deny its connection with reality, which determines the ideological content of thefairy tale, the nature of its plot, images, narrative details, its language. Fiction in a fairy tale is built, as arule, on perfectly defined, reality-based soil. Each fairy tale, no matter how fantastic it may be filled, drawsrealistic pictures of folklife. Behind the adventures of fairy-tale heroes are human destinies; fairy-taleconflicts convey complex domestic and social relationships. The fairy tale author speaks impassively with ayoung listener about the difficult choice of an honest path, about the bitterness of loneliness and the joy offriendship, about the phantoms of fear that separate people from different countries, and about sincerityand trust as the basis of peace and happiness on earth. In a fairy tale, children are faced with such complexphenomena and feelings as life and death, love and hate, betrayal and treachery. The image form of thesephenomena is special, fabulous, accessible to the understanding of the child, but the height of manifestations,moral meaning remain "adults", genuine.

Let us consider what possibilities a fairy tale presents as a meaningful basis for learning and how itcontributes to solving learning problems. At the early stage of training, the developmental aspect is a priority,since in the first year of training the foundations of many important abilities are laid and their initialdevelopment is carried out. A fairy tale is an excellent material for solving developmental problems. One ofthe most important goals of the developing aspect is the formation of a motivational-need block. It is in theinitial period that the teacher must form a sustainable motivation to learn a foreign language. A fairy tale,always interesting for children in its substantial basis, greatly contributes to the creation of motivation tomaster a foreign language. A foreign language allows the child to penetrate the fascinating plot of a fairy talecreated by representatives of another nation, to get acquainted with the national heroes of the countrywhere the fairy tale was born. The scenario of the lesson, the substantial accumulation of exercises builtbased on a fairy tale, immediately attracts the attention of children. A fairy tale in a foreign language enablesthe teacher to turn the compulsory learning process into a fascinating, desirable and expected child. It helpsthe teacher draw children to study, make them voluntary assistants in the search for knowledge, and forma positive attitude towards the educational process. An important goal of the developing aspect is the formationof communication skills. In older preschool children, personal, role-based, business, status communicationis formed in children. A fairy tale in a foreign language always causes a need for communication among



children, since its substantial basis corresponds to the interests of children and the needs of their age. A fairytale in a foreign language has great educational opportunities. A fairy tale is always an unobtrusive upbringing.In her best images, she reveals to the child the world, the essence of human relations, the nuances ofhuman feelings - kindness, respect, sympathy, comradeship, justice, responsiveness, mutual understanding,and thus carries a rich moral potential. Through an early introduction to a fairy tale in a foreign language, anatural interest in the life of the peoples of other countries develops in children. A positive emotionalattitude to a fairy tale in a foreign language helps to prevent the emergence of a feeling of mistrust and evenhostility, which, alas, often appears in adults as a reaction to everything new, unfamiliar, unusual, that goesbeyond the usual social standards. At school age, a significant place is given to the cognitive aspect. At this agelevel, the child forms and realizes a cognitive interest in the culture of the country of the language beingstudied. A rich source from which a child can easily draw this knowledge is a fairy tale reflecting the culturalheritage of a country. Fairytale-based learning provides an opportunity to study the elements of a nationwideculture that find expression in a literary language standard serving the nation. In fairy tales, the linguistic andregional aspect is always pronounced, which, as a separate component of the content of instruction, formsthe ability to communicate in other languages through the provision of "background" knowledge. Whenusing a fairy tale as a meaningful basis for learning at the middle level, students develop and realize acognitive interest in a foreign language culture through the acquisition of knowledge: about the culture of thecountry of the language being studied (information from history, geography, peer life, about life, traditions,interests, about music, painting, symbolism, clothing, holidays, hobbies); about the corresponding elementsof world culture; on the correlation of a foreign language culture with a native one (for all the abovecomponents). A fairy tale as a substantive basis of training is effectively used in solving problems of theeducational aspect. Learning to speak based on a fairy tale forms in children an idea of a foreign language as ameans of interpersonal communication in all its manifestations, which is equivalent about the nativelanguage. A fairy tale is an excellent means of organizing the process of mastering various foreign languagecommunication skills.

In conclusion, we can say, when using a fairy tale as a substantive basis for learning, the process offormation of speaking skills is aimed at developing communicative readiness, at forming the installation ofusing a foreign language as a means of communication. A fairy tale as a meaningful basis for teaching speakinghelps students to be included in the process of communication and co-creation. Based on the fairy tale,various situations of role-playing game communication can be built.

References:1.Hunt, Peter. 1994. An Introduction to Children?s Literature. Oxford, New York: Oxford University

Press.2.Lazar, Gillian. 1993. Literature and Language Teaching. Great Britain: Cambridge University Press.3.Lewis, Naomi. 1991. The Fairy Stories of Oscar Wilde.

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THE IMPORTANCE OF RIDDLES IN TEACHING ENGLISH

Abdurahimova Feruza Maxmudovna,an English teacher of Namangan region,Uychi district, school ¹ 39tel: 936723103

AnnotationThe aim of this article is to find out whether the students can improve their vocabulary using riddles.Key words: riddles, teaching, importance, ability, develop, types, solve, can be

One of the small forms of oral folk art, in which the most vivid, characteristic features of objects orphenomena are given in an extremely concise, figurative form, is a riddle. Solving riddles develops the abilityto analyze, generalize, form the ability to independently draw conclusions, the ability to clearly identify themost characteristic, expressive features of an object or phenomenon, the ability to clearly and conciselyconvey images of objects, develops children's "poetic view of reality". Riddles are diverse in subject matterand content. They reflect human life, plant and animal life, objects of labor and everyday life. There may beseveral riddles about the same object, phenomenon, or animal, each of which characterizes it from its ownside. The main feature of the puzzle is that it is a verbal and logical problem. To solve a riddle is to answer aquestion, i.e. to perform a complex logical operation. In working with preschool children, riddles can be usedin the classroom, in work and play activities, and in everyday life. They encourage the child to observe,reflect, and learn. Solving a mystery requires the active work of thought, of search. The entertaining form ofthe puzzle makes learning interesting and exciting, allows you to easily and easily train your child in theuse of lexical and grammatical language tools. There are several types of riddles: comparison riddles, wherethe object being solved is compared with another object, or a phenomenon that it resembles or differs insome way; description riddles, where an object or phenomenon is described; combined riddles-a combinationof description riddles with comparison riddles; plot riddles are riddles composed by children using a logicallyconsistent plot. When working with riddles-comparisons, it is necessary to teach children to consciouslyidentify and remember various signs of the riddle. To achieve this goal, children in the environment findsimilar items based on one common feature, and then compare them and generalize. For example:

It is higher without the head, than with it. What is it? (A pillow) It loses its head in the morning but gets it back at night? What is it? (A pillow)It has a neck but no head. What is it?( A bottle)It has a neck but no head, and wears a cap? What is it?(A bottle)Riddles can be difficult or simple as shown in these examples:"Three eyes have I, all in a row; when the red one opens, all freeze." The answer is traffic light. Riddles can be used not only at the beginning and during the activity, but also at its end. For

example, looking at objects, comparing and comparing them, finding similarities and differences betweenthem, children come to conclusions and Express them in words. The riddle can serve as a kind of completionand generalization of the process of activity, helping to fix in the minds of children the signs of the subject.This technique helps to concretize children's ideas about the characteristic properties of an object orphenomenon. Thus, riddles help children understand how succinctly and colorfully, using different languagetools, you can say the same thing. The development of coherent speech in the classroom using riddlesshould occupy one of the Central places. Bright images are emotionally perceived by children, awaken theirimagination, develop observation and interest in everything around them, and are an inexhaustible sourceof development of children's speech.

Clean, but not water,White, but not snow,Sweet, but not ice-cream,What is it? ( sugar)What is in the middle of Paris?( The letter "R".)I am purple, yellow, red, and greenThe King cannot reach me and neither can the Queen.I show my colours after the rainAnd only when the sun comes out again(A rainbow.)



All riddles can be divided into several main categories: Animal riddles (riddles about animals); Classicriddles (classic riddles); Kids riddles ( children 's riddles); Letter riddles (riddles about letters);Word riddles(riddles about words);Work riddles (riddles about work); Ridiculous riddles (ridiculous riddles);Paradoxriddles (illogical riddles)

So riddles in English are useful for both children and adults who are beginning to learn the language.They will help you learn not only new words, but also many synonyms and simple descriptions of objectsand phenomena. After all, in order to solve a riddle, you need to first understand its meaning and essence.

References:1.Angga Ratih Sapta Rini, Using Riddle Technique.- 20162.Sadie, N. (2010). How To Use Riddles to Teach English in the ESL Classroom. TEFLIN Journal,

Volume 16, No. 2, August 2005.3.Setyawan, L.Y. (2015). Improving Students' Vocabulary Mastery Using Riddles Game. Pekanbaru: State

Islamic University of Sultan Syarif Kasim.

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THE ROLE OF SONGS IN LEARNING ENGLISH

Abdurazakova Umida Olimovna, an English language teacher,Namangan secondary school # 5 tel: +998 98 2710571Matmusaeva Dilorom Atakhanovna, an English language teacher,Namangan secondary school # 5

AnnotationThe article is about the effectiveness of using song material in modern English lessons. The characteristic

phonetic, lexical, grammar exercises for the better assimilation of the material at different stages of trainingare analyzed and proposed. The main advantage of the song is easily intertwined with the plot of the lessonand favorably affects the motivational sphere of students for achieving the greatest effect in learning a foreignlanguage.

Keywords: song, text, motivation, technique, phonetics, grammar, lesson, education

Learning a foreign language through songs is easy and enjoyable. The main thing is that you can chooseyour favourite music genres, your favourite artists. Why does a song help you learn a language quickly andeasily? Scientists have determined that the human brain has different areas for the perception of speech andmusic. The musical centre of the brain is located in the left, creative hemisphere, and therefore works fasterand remembers better than the speech centre located in the right. Therefore, songs, combining the work ofboth hemispheres, are remembered better than poems, and the alphabet is easier to sing than to pronounce.Music contributes to repeated repetition, namely, repetition is required for effective memorization! Usingsongs in the target language is very relevant for several reasons. Firstly, students immediately becomefamiliar with the culture of the country of the language being studied, since children of this age, accordingto the psychologist, are especially sensitive and susceptible to a foreign culture. Secondly, when working withthis peculiar linguistic and regional material, a good prerequisite is created for the comprehensive developmentof the student's personality, because specially selected songs stimulate imaginative thinking and form a goodtaste. The song genre as one of the important genres of musical creativity due to the presence of a verbal textcan accurately and figuratively reflect various aspects of the social life of the people of the country of thelanguage being studied. A song, like another work of art, has a communicative function, i.e. transfer of thecontent laid by its author to the addressee. Moreover, unlike educational texts of a general regional character,which, first of all, inform the reader (or listener), i.e. affect his intellect and memory, the song as aregional study material affects the emotions of a person and his general artistic memory.

The songs have everything - ready-made phrases, and a lively language, and the same grammar. Theygive the ability to listen to the speech, understand and remember by ear. For each grammatical topic, Iselect songs with a given vocabulary and grammar, I try to ensure that these are not songs with a meaninglessset of words, but that they carry a philosophical content or poetics of love. We read them as poems,translate, parse phrases and phrases. And, of course, we sing in almost every lesson.

We formulate the methodological advantages of songs in teaching a foreign language:1. Songs as one of the types of verbal communication are a means of more solid assimilation and

expansion of the lexical stock, as they include new words and expressions. In songs, the familiar vocabularyis found in a new contextual environment, which helps to activate it;

2. In songs, grammar constructions are better absorbed and activated. Some countries publish songs toteach the most common designs;

3. Songs contribute to improving the skills of foreign pronunciation, the development of musical hearing.It was found that musical hearing, auditory attention and auditory control are closely interconnected withthe development of the articulation apparatus. Learning and performing short, simple melodic songs infrequentrepetitions helps to consolidate the correct articulation and pronunciation of sounds, the rules of phasestress, rhythm features, etc .;

4. Songs contribute to the aesthetic education of students, team building, the more complete disclosure ofthe creative abilities of each. Thanks to the music in the lesson, a favourable psychological climate is created,the psychological burden is reduced, language activity is activated, the emotional tone is increased, interestin learning a foreign language is maintained;

5. Songs and other musical works stimulate monologic and dialogical statements, serve as the basis forthe development of speech and thought activity of schoolchildren, and contribute to the development ofboth prepared and unprepared speech.



As for the stages of the lesson, at which song material can be applied, they are different. Depending onthe methodological task of a particular stage, song material is used:

1. for phonetic charging at the initial stage of the lesson;2. at the stage of introduction, primary consolidation, as well as training of children in the use of lexical

and grammatical material;3. at any stage of the lesson as an incentive for the development of speech skills;4. as a kind of relaxation in the middle or at the end of the lesson, when students need a discharge that

relieves stress and restores their working capacity.The methodology for using each song provides for the preliminary introduction, activation and

consolidation of the lexical and grammatical material of the songs used.The approximate sequence of work with the song:1. a short introductory word about the song (its character, style and features of accompaniment, main

content, history of creation, etc.), installation on the first perception of the song;2. The first musical presentation of the song; acquaintance with the musical side of the song: features of

the melody, rhythm, division into musical phrases;3. checking the understanding of the content of the song (literal translation of the text by the joint efforts

of students under the guidance of a teacher);4. the phonetic refinement of the lyrics. At the initial stage of teaching a foreign language, it is advisable to

use for this purpose mainly a simulation method;5. repeated listening to the song: it is advisable to carry out work at this stage based on the text;6. reading the lyrics with further elaboration of sounds and intonations; work is also recommended to be

carried out based on the lyrics;7. learning the melody in the process of joint performance of a song using phonograms.In the next two or three lessons, it is enough to repeat the song one or two times so that her words are

remembered firmly and for a long time. In the students' memory, phrases and grammatical structuresnecessary for speech are fixed.

When introducing new grammatical material, students will easily recognize grammatical structuresintroduced with some lead, which greatly facilitates the consolidation of new material.

Good morning, mother!I want to say "Happy Mother`s Day"!I`m so happy that you`re my mother!"Happy Mother`s Day"! Singing a song, schoolchildren easily and involuntarily memorize a modal verb and vocabulary, which

they will need in a story about what they can do. The song is learned for several lessons, during the physicaleducation minutes.

I can do anything, anything, anything!I can do anything. What about you!Can you click your fingers?Yes, I can!Can you touch your toes?Yes, I can!Teachers, of course, would prefer the Beatles to sound in their classes, rather than Britney Spears or

Eminem, but a compromise can always be found. Songs that have stood the test of time are betterremembered, as are songs that have been heard many times, unlike new ones.

As a rule, solo performers are perceived more easily by language learners, and groups with a large numberof performers and backing vocalists are worse, the dance rhythm and heavy drums also make it difficult toperceive the text. It is better than the song has a plot, because the narrative built around a dynamic plot iseasier to perceive. Love songs are also suitable, especially for students in their teens and older. In additionto the love lyrics, which occupies a leading place in the songs of all time, there are songs about friendship,memories, dreams, and homeland. Unlike problematic topics and meaningless dialogues, as in textbooks,songs can only form a positive attitude to life, even sad and romantic songs with suicidal lyrics and angryhateful protest songs.

In the example given here, the Supertramp song "Logical Song", in which the main semantic weight iscarried by adjectives (here removed in brackets instead of spaces), so:

When I was (young), it seemed that life was so (wonderful), a miracle, oh it was (beautiful, magical)And (all) the birds in the trees, well, they'd be singing so (happily, joyfully, playfully) watching me.But then they sent me away to teach me how to be (sensible, logical, responsible, practical)

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And they showed me a world where I could be so (dependable, clinical, intellectual, cynical).There are times when (all) the world (asleep), the questions run too (deep) for (such) a (simple) man.Won't you please, please tell me what we've learned.I know it sounds (absurd), but please tell me who I am.I said, watch what you say or they'll be calling you a (radical, liberal, fanatical, criminal).Won't you sign up (you're) name, we'd like to feel you're (acceptable, respectable, presentable), a

vegetable!There are nights when (all) the world's (asleep), the questions run so (deep) for (such) a (simple)

man.Won't you please, please tell me what you've learned.I know it sounds (absurd), but please tell me who I am.So, the song features 26 adjectives. The students should pay attention to them since the song itself has no

grammatical interest. But no less than adjectives, the meaning inherent in this song is important: this is asong about growing up, about how consciousness changes with age. Society gives ready-made templates andanswers but does not help to understand oneself, in the abilities and inclinations inherent in the individual.A discussion of the pressing issues of modern society leads to a better understanding of English-languageculture.

In conclusion, we conclude that a song in a foreign language has wide opportunities for the developmentof a student:

1) the words of the song are an effective means of expanding vocabulary2) consolidation of grammatical structures.3) help put the pronunciation.

References:1.Griffee, Dale T. 1992. Songs in action. Trowbridge: Prentice Hall International. 2. Jolly, Yukiko S. 1975.

"The Use of Songs in Teaching Foreign Languages"3.Murphey, Tim, 1992. Music and song. Oxford: Oxford University Press4.Schoepp, Kevin, 2001. "Reasons for Using Songs In the ESL/EFL Classroom"5.Thornbury, Scott, 2002. How to teach vocabulary. Harlow: Longman.



CHIN INSONIYLIK TUSHUNCHALARINING NAVOIY ASARLARIDA AKSETISHI

Ablaqulova Kamola,Navoiy viloyat Navbahor tuman 7-maktabona tili va adabiyot o'qituvchisi

Annotatsiya: Maqolada Navoiy asarlariga murajaat qilingan bo'lib, ma'nolar xazinasi atalmish bu bo'stondano'quvchilarni baxramand etish g'oyasi o'rin olgan. O'sib kelayotgan yoshlarini ma'naviy yetuk qilib tarbiyalashdabobomizning nodir asarlari, g'azal-u ruboiylari, hikmatlari o'z o'rniga ega ekanligi haqida ma'lumotlaryozilgan.

Kalit so'zlar: doston, maqom, ijtimoiy-falsafiy, donishmand.

Bu ona zaminda ko'plab buyuk insonlar yashab kelajak avlod uchun ulkan ma'naviy, tarbiyaviy merosqoldirganlar. Ushbu ma'naviy merosni o'qib, o'rganib millatimizga xos bo'lgan fazilatlarni ong-u shuurimizgayanada ko'proq singdirib boramiz. Ayniqsa Navoiy ijodiyoti tom ma'noda chin insoniy fazilatlarni o'rgatuvchimaktabdir. Navoiyning ulug'vorligi shundaki, insonning eng ezgu fazilatlaridan biri-uning qanoat sohibibo'lishligini bot-bot ta'kidlab, odamzod ana shu go'zal xulqi bilan Inson degan oliy maqomga egaliginio'rgatadi. Negaki sabr-qanoat turmushda duch keladigan har qanday mushkul vaziyatlarga dosh bera olishga,shuningdek, yuz bergan qayg'u-alamlarni bardosh bilan yengib o'tishga o'rgatadi. Qanoat yo'lini tutgan harqanday odamning murodi hosil bo'lib, baxt-saodat eshiklari ochiladi. Qanoatsiz kishilar bo'lsa, botqoqlikkomiga botishlari hech gap emas. Hazrat Navoiy qanoatni shunday ta'riflaydi: "Qanoat-istig'no sarmoyasidurva sharaf va izzat piroyasidur. Muflisi qone'-g'aniy va shohu gadodin mustag'niy. Ta'ma' mazallatg'a dalil vatome' xor-u zalil". Qanoat ulug' shoirning ta'kidlashicha, inson qadrini yuksaklikka ko'taruvchi bebaho fazilat.

Qanoat kishilarni hamisha oydinlik sari olib boruvchi bir mash'ala bo'lib, u har qanday to'siqlarnibartaraf etishga qodir ekan. Shuning uchun bo'lsa kerak, ota-bobolarimiz doimo biz kabi yoshlargaqanoatdan so'zlab, ushbu go'zal fazilat egasi bo'lishimizga da'vat etib kelganlar. Bu borada bobomiz AlisherNavoiyning o'rni beqiyos. Chunki u kishi ham shoir, ham donishmand inson sifatida qanoat tushunchasinikeng targ'ib qilib, xalq orasida katta hurmat- e'tiborga sazavor bo'ldi.

Navoiy bobomizning ushbu fazilatini shoirlik nuqtayi nazaridan tahlil qiladigan bo'lsak, u kishiningbirgina "Xamsa" asari barcha savollarimizga to'liq javob bera oladi. Negaki "Xamsa"ning birinchi dostonisanalgan "Hayrat ul- abror" (Yaxshi kishilarning hayratlanishi) ijtimoiy-falsafiy masalalarni yoritishi bilanbir qatorda tarbiyaviy jihatdan ham katta ahamiyat kasb etadi. Unda bir qancha mavzular qalamga olinganbo'lib, shoir ularni alohida-alohida maqolat sifatida tasniflab, hikoyatlar misolida aniq sharhlab bergan.Jumladan, birinchi maqolat iymon, ikkinchi maqolat islom, uchinchi maqolat sultonlar haqida, oltinchimaqolat odobga bag'ishlangani holda yettinchi maqolatni shoir bevosita qanoatga bag'ishlaydi va uni quyidagibaytlar bilan boshlaydi:

Kimki ishi bo'ldi qanoat fani, Bilki, ani qildi qanoat g'ani. Ganju tajammulni g'ino bilmagil, Balki g'ino ganji qanoatni bil.(Mazmuni: Agarda kim qanoatni o'z hayotining maslagiga aylantirib olgan bo'lsa, bilginki, u dunyodagi

eng boy odam sanaladi. Oltin, kumush va dur-u javohirlarni hech qachon boylik sanama, sababi haqiqiyboyliging sening qanoatingdir.)

Mulk ila o'zni demagil arjumand,Mulki qanoat bila bo'l sarbaland.(Mazmuni: Mol-mulk bilan o'zingni ulug'man deb bilma, aksincha, qanoat mulki bilan martabang

hamisha yuqori bo'ladi.)Bobomiz Alisher Navoiyning asarlarini ko'zdan kechirar ekanmiz, uning she'riyati zamirida ham qanoat

haqidagi ezgu g'oyalar ilgari surilganligining shohidi bo'lamiz.Qanoat go'shasin tutqilki, chun anqo bu da'b etti,Anga qushlar ichinda qurb Qofida nishimandur."G'aroyib us-sig'ar" devonidan olingan ushbu bayt orqali shoir shunday deydi:Ey inson, qanoatli bo'l, uni o'zingga maskan qilib ol. Negaki u anqo qushi misoli juda noyob. Shu o'rinda

ustoz G'afur G'ulomning "Mening o'g'rigina bolam" hikoyasi ko'z oldimizga keladi. Chunki unda Roqiya buvi

74



tomonidan aytilgan "Tuyaning ko'zidek non, anqog'a shapig'" iborasi orqali yurtda moddiy jihatdan tanqislikyuz berganligi va non topib yeyish juda qiyin masala ekanligini anglab olish mumkin. Bundan anglashiladiki,qanoat ham insonga xos bo'lgan nodir fazilatlar sirasidandir.

Shoirning qanoat borasidagi mulohazalari nasriy asari "Mahbub ul-qulub" da yanada teran ifoda etilgan.Masalan: "Qanoat bir chashmadurki, olgan bilan uning suvi qurimaydi. U bir xazinadirki, undagi boyliksochilgan bilan kamaymaydi. Qanoat kishi ko'nglini ravshanlashtiradi. U shunday bir javharkim, butun elnitamagirlik va nokaslik changalidan xalos etadi".

Xullas, qanoat insonni sharaflovchi fazilat ekan, keling barchamiz uni o'zimizning kundalik odatimizgaaylantiraylik. Sabr-u qanoat ila mustaqil yurtning baxtiyor farzandlari bo'laylik!

Foydalanilgan adabiyotlar ro'yxati1. Alisher Navoiy. Navodir un-nihoya.Yigirma tomlik. 2-tom. Toshkent: "Fan", 1987. 619 bet.2. Alisher Navoiy. Hayrat ul-abror. Toshkent: "G'.G'ulom nomidagi nashriyot matbaa ijodiy uyi ",

2006. 389 bet.3. Yo'ldoshev Q. Adabiyot o'qitishning almiy-nazariy asoslari. Toshkent. O'qituvchi.1996.4. Hojiahmedov A. Aruz nazariyasi asoslari. Toshkent,1998.5. Hojiahmedov A. Maktabda aruz vaznini o'rganish. Toshkent: O'qituvchi. 1995.



O'ZBEK TILSHUNOSLIGIGA O'ZLASHMA SO'ZLARNING KIRIBKELISHI TADQIQI

Farg'ona Davlat universtiteti Chet tillari fakulteti filologiya va tillarni o'qitish ingliz tili yo'nalishi 19.104 -guruh talabasiAdhamova Mushtariy Iqboljon qizi. Tel: +99890 155 65 12E-mail: [email protected]

Annotatsiya - Ushbu maqolada o'zbek tilshunosligiga kirib kelgan o'zlashma so'zlar va ularning kiribkelish sabablari haqida qisqacha ma'lumot berilgan.

Kalit so'zlar - Neologizmlar, fors-tojik tili, ingliz tili, yangi so'zlarning ommalashuvi.Àííîòàöèÿ- Â ýòîé ñòàòüå ïðåäñòàâëåí êðàòêèé îáçîð ëåêñèêîíîâ, âîøåäøèõ â óçáåêñêóþ

ëèíãâèñòèêó, è èõ ïðè÷èíû. Êëþ÷åâûå ñëîâà - Íåîëîãèçìû, ïåðñèäñêî-òàäæèêñêèé ÿçûê, àíãëèéñêèé ÿçûê, ïîïóëÿðèçàöèÿ íîâûõ

ñëîâ.Annotation- This article provides a brief overview of the lexicons that have entered Uzbek linguistics and

their causes.Key words - Neologisms, Persian-tajik language, English, popularization of new words.

Tilning rivojlanishi va muttasil taraqqiy topa borishi jarayonida o'zlashma so'zlarning o'rni beqiyosdir.Dunyoda hech bir til yo'qki o'z so'z boyligi zaxirasini boyitish uchun boshqa tillardan so'z olmagan bo'lsa.Bizga yaxshi ma'lumki, olinma so'zlar tilning kundan-kunga rivojlanishini ko'rsatuvchi asosiy omillardan biri.Shunga qaramay, o'z tilimizda chet tilidan olinayotgan so'zga teng keladigan atama bo'laturib, ulardanfoydalanmaslik ona tilimizga bo'lgan hurmatsizlikdir.

Biz 130 yil davomida Sovet Rossiyasi tajovuzi ostida davlatimizni boshqardik, shu sababli tilimizgako'plab rus tilidagi istilohlar shu qadar o'rnashganki, ularning o'zbekcha muqobil variantini topib aytolmaslikholatlari ham uchrashi achinarli hol, albatta. Buning yorqin misoli qilib "obed" so'zini olaylik. Bu so'z o'zbektilida tushlik deb ataladi, ammo xalqimiz orasida bu so'zdan foydalanadiganlar deyarli yo'q.

Lekin hozir biz foydalanayotgan tildagi barcha so'zlar ham sof o'zbekcha so'zlar emas. Ularning kattaginaqismi tilimizga fors-tojik va arab tillaridan o'tgan. Bu tillardan ko'p so'zlar o'tganligining sababi o'zaromadaniy aloqalarning mavjudligi, tildagi mushtaraklik bo'lsa, qisman ularning yurtimiz hududini ko'pyillar istilo qilganliklari bilan ham bog'liqdir. Qadimda yurtimizga bostirib kirgan va hukmronligini o'rnatganboshqa millat vakillaridan beixtiyor ayrim so'zlar tilimizga o'rnashib qolavergan. Shu sababli o'zbek tili lug'atifors-tojik, arab, mo'g'ul, rus tilidan kirib kelgan so'zlar bilan boyigan. Biz ko'p qo'llaydigan kitob, san'at,maktab, abadiy, ammo, lekin, milliy kabi so'zlar bizga arab tilidan, barg, anor, dastro'mol, go'sht, nodonso'zlari esa fors-tojik tilidan kirib kelgan.

Haqiqiy o'zbekcha so'zlar, asosan, fe'llar va bir bo'g'inli so'zlardir. Kelmoq, ketmoq, bormoq, yurmoq,ona, ota kabilar sof o'zbekcha so'zlarga misol bo'la oladi. Buyuk mutafakkir bobomiz Alisher Navoiyning so'zboyligi yigirma olti mingdan ziyod bo'lsa, ularning ko'p qismi fors-tojik tilidagi kalimalardir. Fors-tojik vaarab tillaridagi so'zlar o'zbek tiliga o'xshash jihatlari borligi sababli ommalashgan bo'lsa, bu o'rinda o'zbektiliga mutlaqo yaqin bo'lmagan tillardan ham so'zlarning kirib kelishi oqimi kuchayganligini ko'rishimizmumkin. Bu esa bizning xalqaro hamjamiyat tomon intilayotganimizdir. O'zbek tiliga rus, ingliz, nemistillaridan kirib kelgan so'zlar ham mavjud bo'lib, tilimizda boshqa til atamalariga muqobili bo'lmagani sababliularni shundayligicha yoki ayrim o'zgarishlar bilan tilimizga qabul qilganmiz. Bu tillar orasida ayniqsa ingliztili yetakchi o'rinni egallaydi.

Ingliz tilidan o'zlashgan terminlarga hayotimizning har bir jabhasida duch kelamiz. Iqtisodiy, madaniy-ma'rifiy va sport sohasining ko'plab atamalari tilimizga ingliz tilidan o'tgan. Ommaviy axborot vositalari yangiso'zlarning targ'ib qilishda yetakchi mavqega egadirlar. Televideniya yoki gazeta va jurnallar orqali yangi so'zlarxalqqa tez yetib boradi va iste'mol doirasiga kiritiladi.

Oziq- ovqat mahsulotlari nomi: bishfteks, gamburger, yogurt, ketchup, jem; ichimlik nomlari:kokteyl, viski, koka-kola; kiyim-kechak nomlari: jemper, jinsi, pidjak, sviter; uy-ro'zg'or buyumlari nomi:mikser, pech, pleyer; o'rin-joy tushunchasini ifodalovchi: vokzal, klub, kottej, supermarket, tunnel, kollej,universtitet, bar; transport vositalari nomlari: tramvay, trolleybus, avtobus, taksi; texnikaga oid bo'lgannomlar: kompyuter, skaner, printer, disk kabi so'zlar hozirda tilimizda faol qo'llanilayotgan o'zlashmaso'zlardir.

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Bu so'zlar tilimizda shu qadar o'rnashdiki, ulardan o'z so'z yasovchi qo'shimchalarimiz orqali yangiatamalar ham hosil qila boshladik. Masalan, kompyuter so'ziga kasb-hunar ifodalash uchun ishlatiladigan -chi qo'shimchasini qo'shib kompyuterchi so'zini hosil qildik va bu so'z hozirda xalqimiz orasida kengqo'llanilmoqda. Bundan tashqari, o'zbek leksikasidan o'rin olgan inglizcha o'zlashgan so'zlar ham anchaginao'zgarishlarga uchrab, o'zining polisemantik (ko'p ma'nolilik) xususiyatiga ega bo'lishdan tashqari, so'zlardagima'noning kengayishi va ta'kidlaganimizdek o'zbekcha so'zlar yasalishida ham faolligini namoyon qilmoqda.

Tilga so'zlarning kirib kelishi bir necha bosqichli bo'lishi mumkin. Masalan, asli inglizcha bo'lganso'zlar tilimizga rus tili orqali o'zlashib, ma'lum o'zgarishlarga uchrashi mumkin. Shunga muvofiq, rus tiliorqali o'zlashgan "xokkey" so'zi ham asli ingliz tilida "hockey" deb ataladi. Rus tilida h fonemasi mavjudbo'lmagani sababli tilimizga rus tilida qanday bo'lsa shundayligicha qabul qilingan. Yoki aksincha o'zbek tilidagiterminlar ingliz tiliga rus tili orqali o'tganligi sababli o'zgarishlariga uchragan. Bizning milliy taomimizhisoblangan palov leksemasi rus tilida "plov" ko'rinishida bo'lgani sababli ingliz tiliga ham rus tili orqali o'tib"plov" deb aytiladi.

Ingliz tilida fe'llarning gerundiy (gerund) shakli mavjud bo'lib, bu fe'l asoslariga -ing qo'shimchasiniqo'shish bilan hosil bo'ladi va o'zbek tilidagi harakat nomi (fe'lning otga xoslangan shakli)ga yaqin turadi.Leksikamizdagi brifing, marketing, trening kabi so'zlar ham aynan shu shaklda kirib kelgan va bu o'rindagigerundiy shaklini biz ot yasovchi qo'shimchaga teng deb ham olishimiz mumkin. Ingliz tilidan kirib kelganso'zlarni biz , asosan, etimologik jihatdan -er, -ing, -ment, -siya, -men, taym qismli o'zlashmalarga qarabajratib olishimiz mumkin.

Neologizmlar (yangi so'zlar) doim ham jamiyat tomonidan ma'qullanib, iste'molga yaroqli deb tanolinmaydi. Xalq orasida qo'llanila boshlangan olinma so'zlargina tilning lug'at tarkibidan joy oladi. Tilda yangiso'zlarning bo'lishi uni zamonaviyligini oshiradi, ammo ba'zi holatlarda bu tushunmovchiliklarni hamkeltirib chiqaradi. Ko'proq rasmiy doiralardagina qo'llaniluvchi ko'p so'zlar xalq orasida mavhumligichaqoladi. Bu borada so'zlarning o'z ishlatilish doirasi borligini ham unutmaslik lozim.

Tilimizning taraqqiyoti uning kelajak avlodlarga qay ko'rinishda yetib borishi butun o'zbek xalqi uchundaxldor masaladir. O'zbekiston Respublikasining birinchi Prezidenti Islom Abdug'aniyevich Karimovta'kidlaganlaridek, ajdodlardan avlodlarga o'tib kelayotgan bebaho boylikning vorislari sifatida ona tilimizniasrab-avaylashimiz, uni boyitish, nufuzini yanada oshirish ustida doimiy ishlashimiz zarur.

O'zbek tilshunosligini tadqiq etar ekan ekanmiz, tilimizning naqadar boy va rang-barang ekanliginiko'ramiz va unda o'rganilmagan, bizga mavhum bo'lgan jihatlarning ko'pligi bizni beixtiyor izlanishga chorlaydi.Shunday ekan o'z tilimizni saqlab qolish, uni uzoq yillar xalqimiz uchun xizmat qilishini ta'minlash,xalqaro hamjamiyatga tilimizning imkoniyatlarini ko'rsatish, uni xalqaro miqyosga olib chiqish uchun biz,yoshlar chin yurakdan bel bog'lamog'imiz lozim. Zero, Vatan kelajagi yoshlar qo'lida.

Foydalanilgan adabiyotlar :Sodiqov A. v.b . Tilshunoslikka kirish.- Toshkent: O'qituvchi, 1981.O'lmas Sharipova, Ibrohim Yo'ldoshev.Tilshunoslik asoslari. - Toshkent, 2006.



O'ZBEK TILI DARSLARIDA BUYUK AJDODLARIMIZ MEROSIDANFOYDALANISH

Adinayeva Yashna,Navoiy shahar, 1 - AFCHO'IMo'zbek tili fani o'qituvchisiTelefon : +998977955025

Kalit so'zlar: Irodali inson, pedagog, o'quvchi, uslub, savodxonlik, interaktiv.

O`zbekistonda amalga oshirilayotgan ijtimoiy-iqtisodiy, ma'naviy-marifiy o'zgarishlar mazmunida tarixiy,milliy, ma'naviy qadriyatlarni o'rganishga alohida e'tibor qaratilmoqda. Abu Nasr Forobiy, Abu Ali ibnSino, Beruniy, Kaykovus singari Sharq mutafakkirlari e'tirof etgan inson ma'naviy kamolotining zaruriyshartlaridan biri mustaqil va mantiqiy tafakkurdir. Bu jarayonda o'quvchi mukammal faollik, ijodkorlik,tashabbuskorlik ko'rsatadi. Madaniy merosimizga o'zlarining beqiyos hissalarini qo'shgan allomalarimiz Beruniy,Forobiy, Abu Ali ibn Sino, Mahmud Qoshg'ariy, Yusuf Xos Hojib va boshqalar ijodini o'rganish kelajakavlod uchun katta ma'rifiy-tarbiyaviy ahamiyatga egadir. Ularning har biri jahon sivilizatsiyasining rivojigategishli hissasini qo'shib kelgan. Bu silsilada Yusuf Xos Hojibning nomini ham faxr va iftixor bilan tilga olishmumkin. Yusuf Xos Hojibning "Qutadg'u bilig" hamda Mahmud Qoshg'ariyning "Devoni lug'otit-turk"asarlari ma'naviyat durdonalaridan biridir. Shu o'rinda "qomusiy" so'zini qo'llaganimiz tasodifiy emas. Harbir yaratilgan asar o'quvchini, kitobxonni bir yo'nalishda tarbiyalaydi. Bu asar didaktik yo'nalishga egabo'lib, unda davlatni idora qilish usullari, oddiy xalqdan tortib oliy darajadagi mansab egalari elikxonlargacha- olim, shoir, dehqon, chorvador, kosib singari ko'plab tabaqa, toifa, ijtimoiy guruhlarning fe'l-atvoriqanday bo'lishi lozimligi, davlat qurilishi, turli ijtimoiy tabaqalarning jamiyatdagi o'rni va ahamiyati,umuman, siyosiy-ijtimoiy, moddiy-ma'naviy, axloqiy-tarbiyaviy masalalar o'sha davr talabi nuqtayi nazaridanyo'l-yo'riqlar badiiyat qonunlari asosida tavsiflangan.

Yusuf Xos Hojib o'z zamonasining donishmandi, mutafakkiri, ilg'or fikrli faylasufi edi. U o'z asarida ilm-fan, bilim va zakovatga alohida e'tibor bilan yondashadi:

Biligsiz kishi bir yemishsiz yig'ach,Emishsiz yig'achig" neku qilsu ach.(Bilimsiz kishi bir mevasiz yog'ochdir, Mevasiz yog'ochni och kishi nima qilsin).Bu ifodalarning ixcham, lo'nda, samimiyat bilan yo'g'rilganligi e'tiborni tortadi. Ifodaning ravonligi, tilga

olinayotgan hodisaning tabiiyligi, bevosita kundalik turmush bilan zich bog'lanib ketganligi ham uning ta'sirkuchini oshiradi. So'z zahirasi boy o'quvchining fikrlash doirasi keng, ma'naviyati yuksak, o'qish-o'rganishgaishtiyoqi baland bo'lishi tabiiydir. Adabiyot darslari orqali o'quvchilarda savodxonlik sifatlari shakllantiriladi,kitobga bo'lgan muhabbat tuyg'usi uyg'onadi, ularning atrof-muhit haqidagi bilimlari kengaytiriladi, nutq vatafakkuri oshadi. So'z boyligi o'quvchilarga barcha fanlardan beriladigan bilimlarni tez va puxta o'zlashtiribolish hamda ta'lim dasturlarida ko'zda tutilgan ko'nikma-malakalarni o'zlashtirishga zamin yaratadi. O'quvchilarningo'qish malakalarini takomillashtirish, savodxonligini oshirish, nutqini o'stirish talabi zaminida, nutq madaniyatituradi. Farzandlarning ma'naviy kamolotida qadimdan nutq madaniyati va odobiga alohida ahamiyat beribkelingan. Shunday ekan, o'quvchilar nutqini o'stirishga yo'naltirilgan amaliy vazifalar hal etilishi lozim. Shuo'rinda 7 sinf o'zbek tili kitobini XXI bo'limi orqali birinchi bo'lib yozuvchi Muhammad Alining "AmirTemur" bobomiz haqida ibratli matn berilgan bo'lib, undan so'ng Amir Temur o'gitlari o'quvchilarga aniq vatushunarli holda bayon etilgan. Bo'limdagi mavzularni o'tishda quyidagicha usullarni qo'llashimiz mumkin.O'quvchilar buyuk mutafakkirlar: Alisher Navoiy, Husayn Boyqaro, Abu Ali ibn Sino, Mirzo Ulug'bek,Bobur Mirzo va Amir Temur nomlarini esda saqlab qolishlari lozim.

Agar o'quvchilarni boshlang'ich sinfdan boshlab ma'naviy dunyoqarashini shakllantirar ekanmiz, birinchinavbatda ularning qiziqishlarini, bilish darajasini hisobga olishimiz kerak. Ma'lumki boshlang'ich sinfo'quvchilarining yoshi 7-11 yoshni tashkil etsa, ularning o'yin faoliyatiga bo'lgan qiziqishi 75-80 foiznitashkil etadi. Shu o'rinda o'quvchilar ma'naviy dunyoqarashini o'stirish va barkamol inson qilib voyagayetkazishda quyidagi gapga ahamiyat qaratish lozim:

- o'quvchilar ma'naviy dunyoqarashini o'stirishda mavzularni, ma'naviy tushunchalarni bir-biri bilanchambarchas bog'liq tarzda o'rgatib borish.

- ma'naviy dunyoqarashini shakllantirishda o'qish darslarida berilgan o'tmish mutafakkirlarining asarlarigaoid mavzulardan keng foydalanish va o'quvchiga tushunarli qilib yetkazib berish.

- o'quvchilarning mavzularni o'zlashtirishlariga, mustaqil fikrlashlariga erishish choralarini topish.

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- har bir darsga ijodiy yondashish.- darsda turli usullardan, interaktiv metodlardan, ilg'or pedagogik texnologiyalardan, o'rinli va maqsadga

muvofiq foydalanish.- turli didaktik o'yinlar bilan o'quvchilarni mavzuni o'rganish va o'zlashtirishga qiziqtirish.- metodik yangiliklardan va pedagogik tajribalardan har doim boxabar bo'lib, ularni ta'lim jarayoniga

tatbiq etish.Xulosa qilib shuni aytish mumkunki, boshlang'ich sinflarda maktab ta'limining yetakchi predmetlaridan

bo'lgan o'qish darslari orqali olingan bilimlar poydevori quriladi. O'quvchilar ma'naviy dunyoqarashinio'stirishda eng munosib, eng qulay metod va usullardan, ilg'or pedagogik texnologiyalardan o'z o'rnida vamaqsadga muvofiq foydalanish, o'qish-o'qitish ishlarida samarali natijalar beradi. Pedagog va o'quvchilarningbirgalikdagi ijodiy faoliyati mavzularning o'zlashtirilishini osonlashtiradi.

Adabiyot:1. Sariyev Sh. Ma'naviyat ko'zgusi. O'quvchilarning milliy ma'naviyatini shakllantirishda boshlang'ich

ta'limning o'rni. - T.: "TDPU", 2009. - 250 b.



ADABIYOT DARSINI SAMARALI TASHKIL ETISH

Akramova Mavluda Abduvohidovna, Namangan viloyati, Namangan tuman30 - maktab ona tili va adabiyot fani o'qituvchisi tel: 998972539262

AnnotatsiyaUshbu maqola adabiyot darslarini samarali tashkil etishda o'qituvchidan dars o'tish jarayonida yangi

talim texnologiyalarini tatbiq etish, ta`lim oluvchilar faoliyatini faollashtiradigan turli tuman metodlarbilan boyitishda nimalar qilish kerakligi haqida ma'lumotlar berilgan.

Kalit so'zlar: dars, samarali, adabiyot, texnologiya, metod, bahs-munozara, bilim

Hozirgi kunda dars o'tish jarayonida yangi talim texnologiyalarini tatbiq etish ayniqsa, chuqurnazariy bilimlar berish, nazariy bilimlar asosida amaliy faoliyat ko'nikma va malakalarini shakllantirish,takomillashtirish imkonini beradi. Hozirda boshqa fan sohalari qatori adabiyot fanida ham o'qitishningzamonaviy texnologiyalaridan unumli foydalanilmoqda. Har bir o'qituvchi darsini samarali tashkil qilishuchun turli metod va texnologiyalarga murojaat qilib o'quvchilarga imkon qadar tushunarli tilda dars o'tishga,ularni mavzuni chuqur o'rganishiga va xotirasida uzoq vaqt eslab qolishiga harakat qiladi. Adabiyot darslaridadars metodini tanlash masalasiga bir tomonlama yondashish yaramaydi.Ya'ni an'anaviy hamda zamonaviymetodlar uyg`unlashmagan dars mashg`ulotidan yetarlicha samara kutib bo`lmaydi. Har bir dars qandaymazmun va ko'rinishda bo'lishidan qat'iy nazar, ta'lim mazmunining joriy etilishini ta'minlovchi barchaturdagi o'qitish texnologiyalarini o'zida mujassamlashuvini talab etadi. Darsni tashkil etish imkoniyatiniberuvchi alohida jihatni ifodalaydi hamda o'qitishning tegishli metodlaridan foydalanishni talab etadi. Shubilan birga har bir zamonaviy dars qaysi o'quv predmetiga taalluqli bo'lishidan qat'iy nazar, ma'lumyoshdagi, bilim va malaka darajalari yaqin bo'lgan o'quvchilar guruhining o'quv-bilish faoliyatlarining faol varejali bo'lishini ta'minlovchi tashkiliy jarayon hisoblanadi. O'qituvchi dars jarayonida boshqa ma'lumotlarniberish bilan bir qatorda Internet ma'lumotlari, multimedia orqali suratlar, jadvallar va shunga o'xshashmavzuga oid qo'shimcha ma'lumotlarni ko'rsatib o'tsa, bu o'quvchilarning nafaqat darsga bo'lgan qiziqishioshiradi, balki o'quvchini mustaqil o'qishini talab darajasida shakllantirishga, mavzuni imkon darajasida to'lao'zlashtirishiga ham yordam beradi.Adabiyot dars jarayonlarida zamonaviy ta'lim texnologiyalaridan foydalanishyosh avlodga ta'lim-tarbiya berishda o'z samarasini berayotganliginng bevosita guvohi bo'lib turibmiz. Shundaymetodlardan biri "muammoli vaziyatlar yaratish" metodi bo'lib, unda darsning boshida muammoli vaziyatyaratish va dars davomida hal qilish, uni hal qilishda faol ishtirok etgan o'quvchilarni rag'batlantirish bo'lib,bumetod orqali tarbiyalashda o'z samarasini beradi. O'quvchining fikrlash faoliyatida muammoli vaziyatlarvujudga keladi va ular bolani ob'ektiv ravishda izlanishga va mantiqan to'g'ri ilmiy xulosalar chiqarishnio'rganishga da'vat etadi. O'rganiladigan material o'quvchi uchun muhim ahamiyat kasb etadi. U esa vujudgakeladigan muammoni hal qilish uchun o'rganilayotgan qoidalarni to'g'ri tushunishga tirishadi. O'quvchilarningfikrlash faoliyatida muammoli vaziyatlarning shakllanishi ularning shaxsida qiziquvchanlik, o'tkir zehnlilik,mustaqillik, o'qishga qiziqish va ijodga intilish kabi fazilatlarni tarbiyalaydi. Bunda albatta o'qituvchi o'quvchiningyoshi, aqliy qobiliyati, individual xususiyatlari, bilimi,iqtidorini hisobga olgan ravishda ma'lum mavzuasosida dastur talabidan kelib chiqib tashkil etilishi lozim. Qo'shimcha qilib aytadigan bo'lsak, har bir sinfdasinfdan tashqari o'qilgan barcha asarlardan ayrim voqealarni o'quvchilarga mos ravishda sahnalashtirish mumkin.Bu o'quvchidagi nutqni rivojlantirishga, lug'at boyligini oshirishga yordam beradi. Shuningdek sahnalashtirilganasarni tomosha qilgan o'quvchilarning diqqat xususiyatlari faollashib, xotiralarida saqlash qobiliyati o'sadi.Sahnalashtirish o'quvchini har tomonlama yo'naltiradi, ya'ni aktyorlik qobiliyatini rivojlantiradi, suxandonlik,rejissyorlik kabi kasblarda ilk tasavvurlarni o'rgata boshlaydi. Asarni sahnalashtirish davrida albatta o'qituvchirahbarlik qiladi. O'quvchilar ifodali o'qishlari o'quvchilarda zavq-shavq uyg'otib kitobga, badiiy asarga havas,uni o'qib o'rganishga intilish uyg'otadi. Har bir darsda yangi kitoblar tavsiya qilinadi. Tavsiya formalari turlichabo'lib, ular fikr almashuv, kitobni ko'rsatib, to'g'ridan - to'g'ri tavsiya qilish, sinfda kichik tematik yokiavtorga tegishli ko'rgazma tashkil etish, o'quvchilarni qiziqtirish uchun tavsiya qilinadigan kitobdan birorparchani o'qib berish, rasm ko'rsatish, diapozitiv yoki parchasini namoyish qilishdan iborat. Har bir darsdao'quvchilar hikoya, ertak, she'r o'qiydilar; hajmi kichik asarni yaxlit, hajmi katta bo'lsa, ikki - uch darsdavomida o'qiydilar, sinfdagi barda o'quvchilar o'qigan kitobidan biror parchani o'qib beradilar. Ko'proq ovoz

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chiqarib o'qiydilar, bundan tashqari, darsda ichda o'qishdan ham, she'r yodlashdan ham, rollarga bo'libo'qishdan ham foydalaniladi. Bunday darslarda adabiy viktorina (bir mavzu ustida savol-javob o'yini), engyaxshi insholar, illyustratsiyalar, topishmoq topish, konkurslar o'tkazish, topishmoqlar albomini tuzish,tayyorgarliksiz jamoaviy yoki individual ravishda ertak to'qib aytish, o'quvchilar hayoti haqida, yozuvchilarningchuqur ma'noli gap (hikmatli so'z)lari va maqollar, latifalar aytish mumkin. Ba'zan o'qituvchilar bundaydarslarda innovatsion texnologiyalaridan "Hazil minuti", "5 sekund o'ylash uchun", "Topishmoqlarni top","Bilimdonlar klubi" kabi qiziqarli mashg'ulotlarni doimo o'tkazib turadilar.

Xulosa qilib aytadigan bo'lsak, innovatsion texnologiyalar dars jarayonida qo'llash ta'limning an'anaviytizimidan farqli ravishda innovatsion texnologiyalar asosida o'qish darslarining har bir jarayonida o'quvchiningfaolligiga asoslangan, mustaqil faoliyati, o'zlashtirish qobiliyatini hisobga olgan holda, ta'lim jarayoniga to'liqjalb etilishi yotadi.

Foydalanilgan adabiyotlar:1.Zunnunîv A., Esînîv J. Maktabda adabiyot o'qitish måtîdikasi. T., "O'qituvchi"1985.2.Ochilov M. Yangi pedagogik texnologiyalar. Qo'llanma.- Qarshi, "Nasaf", 20003.Yo'ldîshåv Q., Madaåv Î. Adabiyot o'qitish måtîdikasi.T., "Univårsitåt", 1994.



DEVELOPING INTERCULTURAL TOLERANCE OF STUDENTS.

Munisa Saydullayeva(Student of Samarkand State Institute of Foreign Languages)Aziza Alangova(Student of Samarkand State Institute of Foreign Languages)Phone number:[email protected]

Abstract: Today, life has changed so much that not only new approach, but also the recognition that themain engine of development and basic creativity becomes public capital, which means that the region'seconomic growth is ensured by creative people who prefer places that are diverse, tolerant and openness to newideas. R. Florida [4] formulates the preemptive law development of territories, which he calls the law of "T":technology, talent and tolerance. To these three "T" should also be added diversity: the greater the diversityamong the creative population, the more likely new combinations. Diversity and concentration creativeelements accelerate the exchange of knowledge, while more significant the size and more diverse, in fact,concentration of creative capital, in turn, "leads to higher levels of innovation, creation of high-tech enterprises,new jobs economic growth. "

Keywords: intercultural tolerance, interethnic, interreligious, intercultural world, ethnically minorities,intercultural student tolerance, cognitive, affective and technological components, concentration of creativecapital.

Back in the 18th century, the concept of tolerance was fairly new. The modern concept of tolerance hasbeen largely prepared the activity of philosophers of the 17-18 centuries who opposed cruel religious clashes.The most consistent critic of fanaticism and the protector of tolerance was Voltaire. In his Treatise onTolerance (1763) he does not criticize any particular religion, but shows how they, the merciful in essenceare corroded by prejudice and intolerance. By in his opinion, all beliefs should be able to express, but "Thetop of madness is the belief that all people are equally obligated think about abstract objects "[1]

What is tolerance? Etymology of the term "tolerance" ascends from lat. tolero - carry, hold, and alsocarry, save. The American Heritage Dictionary defines the American Dictionary tolerance in the broad senseof the word as "the ability to recognize or practical recognition and respect for the beliefs and actions ofothers. "

C. Wayne complements this definition, emphasizing that "this is not just recognition and respect forthe beliefs of others, and recognition and respect for others, which are different from ourselves, therecognition of both certain personalities, and the social or ethnic groups to which they belong "[2]

Tolerance begins at home, where often restore interethnic, interreligious, intercultural peace withspouses, with their relatives and children, and with himself. In tolerance we need both as citizens of thestate, and as ethnically minorities, and as representative of subcultures, and as spouses, children, and justpeople who, like everyone knows their own "skeleton in the closet." Tolerance should be the norm life, atleast at two levels - at the state, political and personality. In addition, socio-cultural activity has no mediocreattitude. On the one hand, she is a conductor public policy, above all, of course, in the field of culture, onthe other parties, precisely because it deals with culture, and not a communal apartment, for example, itconcerns a person, values shared by her, her needs for self-realization, etc. Entering a personal level requiresmore than just establishing contacts, but full and interested communication, outside whose self-disclosure,the very realization of personality is not possible. Because communication plays such a significant role here.But tolerance is not only respect for differences, but also fundamental equality of differences in their socialstatus. In that regarding ethnic differences there are only differences, no worse, but no better than genderor subcultural. Respect for differences, respect for law a person to choose certain forms of life and theabsence of discrimination in according to this choice. Student intercultural tolerance is understood by T.K.Soloduhina.[3] as a stable personality state that defines a special type student interaction with other peopleand characterized by the presence in his consciousness of a personally significant sample of tolerant behaviorwith dominant the focus of consciousness on its implementation.

Intercultural tolerance of a person includes the following points:- cognitive, including awareness and internalization of ideas intercultural tolerance: multidimensional

culture of humanity, diversity of ethnic cultural traditions, absolute respect for ethnocultural views of theindividual, etc .;

- emotional, reflecting the attitude of the individual to the process and the results of intercultural

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tolerance through cultural signs, modality and power of emotions, satisfaction with the situation;- instrumental, involving the ability of a person to design intercultural interaction as tolerance, language

acquisition and means and folk art culture; At the same time, the main and criteria for the development of student tolerance. Cognitive, affective

and technological components are. The latter involves taking into account the dialogue of cultures in theprocess of familiarizing themselves with folk art culture of their ethnic group. An active moral position andreadiness for dialogue are the basis tolerance, it is these two abilities that are formed in the student in theprocess of social interaction with representatives of other cultures, views, positions. A high level of toleranceis shown in respect for acceptance different culture, ability to build dialogue, use multicultural achievementsfor self-enrichment of personality. Medium tolerance suggests condescending attitude to cultural diversity.Low level of tolerance development is associated with unwillingness of a person to interact with the culturalheritage of neighboring nations, explained misunderstanding of religious, specific values of their cultures.The development of the system of components of intercultural tolerance of the individual goes at all stages ofthe pedagogical process, emphasizes T.K. Solodukhina. However, the most important is the selection ofethnocultural content education. It is the content that is correctly and fully presented content education isable to provide: development of ethnocultural identification as the main condition in walking in a multiculturalenvironment; mastery of the basic and concepts that determine the diversity of the world; the formation ofskills that make up the behavioral culture of the world; fostering an emotional, positive attitude towardscultural diversity. The selection of the content of ethnocultural education should take into account: socioculturalenvironment of students (ethnic, confessional composition, attitudes and beliefs that exist in the environment);

- individual ethnic and multicultural interests of students;ethnic and socio-economic characteristics of the region (reasons)

References:1. Lector V.A. On tolerance, pluralism and criticism // Questions of philosophy. - 1997. - No. 11.S. 46-

54.2. Orel E.V. Communicative strategies of tolerance in social cultural sphere: Lecture course. - Yekaterinburg:

USU, 2008.S. 396.3. Solodukhina T.K. Ethnocultural education of Russian schoolchildren in the multiethnic region:

Textbook. - Moscow-Ulan-Ude: Publishing-4. Polygraphic complex of ESSACI, 2005. - S. 33-74.5. Florida R. Creative Class: People Who Change the Future. - M .: Case, 2005.S. 42-49.



INTERPERSONAL INTERACTION IN FORMATTING GROUP EFFECTS

Aziza Alangova(Student of Samarkand State Institute of Foreign Languages)Munisa Saydullayeva(Student of Samarkand State Institute of Foreign Languages)Phone number:[email protected]

Abstract: Social groups play important social roles for each individual. They are formed for the sake ofperforming certain work and due to the synergistic effect allow you to carry out tasks by multiplying efforts.Groups give an opportunity to satisfy the desire for social approval, respect and trust, receive spiritual andmaterial support, weaken unpleasant emotions and feelings. The existence of each individual in the communityrequires him to follow the norms and rules that ensure stability and security that can be achieved with consentand lack of violence. Consent is achieved by approval equality, development and coordination of interactionrules.

Keywords: group effects, effect of social facilitation, the "wave" effect, the "we and them" effect

No member violence society in relation to each other implies constructive neutralization unavoidableconflicts without the use of force, which is facilitated by equality opportunities and regulated rules ofinteraction. Theoretically, this model is relatively simple and effective, since its implementation. It is aimedat harmonization and development of society. However in real life interpersonal interaction based onconsent and eliminating violence, practically not feasible. People who are members of social groups respondto other people in a variety of ways and in a variety of effects format. Group effects are the mechanisms bywhich a group functions. Group processes are carried out and group states are achieved. They provideintegration of individual actions in joint group activities and communication, and interpersonal interactionof group members. The effect of social facilitation was discovered by Norman Triplett, who found thatcyclists show the best time when they are competing with each other, and not with a stopwatch, andconcluded that the presence of others encourages people to more vigorous action [1]. Further experiments byV. M?de, G. Allport, V.M. Ankylosing spondylitis (1923) showed that in the presence of other peopleincreases the speed of solving simple mathematical problems, striking out the given letters in the text,performing simple tasks on motility, etc. Researcher X. Cantril based on his research concluded thatoutsiders, random people do not affect success human work. The greatest impact of others is found in thosecases when they are perceived by a person as significant others. Moreover, the presence of significant ofothers affects the productivity of individual work not directly, but indirectly, through changes in motivation[2]. The effect of the presence of others can affect a person's motivation not only in positive plan. Forexample, the presence of others reduces performance a person when memorizing meaningless syllables,when passing through a maze and solving complex examples of multiplication. The negative effect is theeffect social inhibition - a decrease in a member of a group of motivation for solving a problem in thepresence of the rest. The attention of a person switches from solving a problem to others people. The nextgroup effect is the effect of belonging to a group. In history social psychology, this effect has been studied byvarious scientists, denoting it in different terms. English psychologist W. McDougall singled out feelingamong other instincts group membership. Another English psychologist, W. Trotter, tried to explaineverything. Mental phenomena "herd" instinct and understood it as something primary, as the tendency ofall homogeneous animal creatures to unite. Italian sociologist V. Pareto noted the instinct of constancy as aneed for social group. G. Tezhfel and J. Turner studied the process of recognition by an individual ofbelonging to group, denoting it by the term "group identification". They created a theory social identity,according to which a person, identifying himself with any group, seeks to evaluate it positively, thus raisingthe status of the group and own self-esteem. Another group effect - the Ringelman effect - is based on thefact that, as increase in the number of members, in the group there is a decrease in the average individualcontribution to group work. M. Ringelman experimented with weight lifting by a group and individualpeople and brought out the pattern, which is that collective the working capacity of a group does not exceedhalf of the total working capacity of its members, that is, members of the group are actually less motivatedand less involved in performing joint actions than performing individual actions. The "wave" effect is possibleonly when a new idea answers the needs and interests of people, and not contrary to them. In the first case,it is understood and develops by people, serves as an incentive for their activity, and in the second - a"wave" effect fades out. The "pulsar" effect is a change in group activity depending on various incentives. Theboomerang effect may occur in case of inconsistency of information, distrust of its source, methods of

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persuasion and other aspects. This effect also manifested in the interpersonal interaction of people. Oftenaggressive actions or the words of one person directed against another ultimately turn against who committedthese actions or pronounced these words. For example, in a situation of the conflict is more likely that thegroup members will psychologically be on the side of the calm, a balanced person than on the side of hisaggressive opponent. The "we and them" effect is a feeling of belonging to a certain group of people ("we"effect) and, accordingly, a feeling of estrangement from others, separation from others groups (effect "they").The effect of group membership includes two more particular effects - the effect involvement and theeffect of emotional support. The first is that the member the group feels itself involved in the problems,deeds, successes and failures of that group, to which he really belongs to or subjectively classifies himself.Based on effect ownership a sense of responsibility is formed for the results of the group. Optimal activitynecessary for the normal work of the group. The effect of emotional support is manifested in the fact that agroup member expects emotional support, empathy, empathy, help from others group members. It alsoimplies not only emotional, but also real support actions of other members of the group.

In conclusion, it must be emphasized that the interpersonal interaction of people in social groups arediverse, as inherent in the system of interpersonal relations emotional basis that generates various assessments,orientations, setting partners, in a certain way "colors" this interaction.

References:1. Triplett N. The Dynamogenic factors in pacemaking and competition // American Journal of Psychology,

9, 1898. 507-533.2. Cantril H. Gauging Public Opinion. Princeton: Princeton University Press, 1944.



LOCALIZATION AS A PROCESS OF LINGUISTIC TRANSFORMATIONSTRUCTURES AND CONTENTS OF DYNAMIC TEXT

Aziza Alangova(Student of Samarkand State Institute of Foreign Languages)Munisa Saydullayeva(Student of Samarkand State Institute of Foreign Languages)Phone number:[email protected]

Abstract: The article considers the problem of localization in computer-mediated discourse, the differencesin localization and translation are investigated, the appropriateness of the allocation is analyzed localizationas a separate direction, and the definition of localization based on key orientation of its methods to work witha pragmatic level of text.

Keywords: localization, translation studies, pragmatics, intentionality

The term "localization" appeared relatively recently: at the end of the last century in English theprofessional community began to use the concept of "transcreation" (English "transcreation"), then there isan adaptation of the language elements of the brand expressing its content, the message of the target auditries for preserving the main meaning, context, brand idea when integrated into another language space. Atthe moment, this process is called localization. In modern linguistics, the concept of "localization" isinterpreted as one of the processes, including a set of the practitioner and the technique of adapting theoriginal text to match the new linguotope, but in the last time localization is considered as a separatescientific and practical direction. The difficulty of considering localization is that this concept is based ontrichotomy, including "marketing - language - technology" and located in the conceptual field "globallization,internationalization and glocalization. " In this case, if globalization can be considered as an economicphenomenon aimed at economic integration, generalization-cultural and extra-linguistic codes for access tobroad international markets, then localization focuses on a specific regional market, its specifics and creationrelevant to this product specificity. In essence, globalization is cultural assimilation, while localization, onthe contrary, is cultural adaptation a nation whose ultimate goal is to build effective communication with thetarget audience (addressee) in the local market [9]. In the content of the article, the concept of "localization"is analyzed from a position it is linguistics in computer-mediated discourse.

The communicative act in computer-mediated discourse can be interpreted not only as flowing alongthe linguistic channel, but also as a combination of verbal, verbal and extraverbal signals (see G. Kielce),each of which can be specific only for divided socio- and linguocultural space, and, accordingly, beareither zero or apparent value when transferred to the plane of another language and culture. L.A. Kochetovadefines computer-mediated discourse as a "semiotic process of production and interpretation texts in thespace of electronic mass communication "[3]. To ensure productive cross-cultural communication (includingcomputer indirect discourse) a linguistic person must possess an intercultural communicative competenciesbased simultaneously on 3 levels: linguistic, cultural and communicative, only then can the goal of thecommunicative act be achieved. However, in the case of simple transfer and surface adaptation (translation)of computer-mediated media texts discourse for another language and ethno-specific space arises "communicativefailure "[5, p. 186] and often at a pragmatic level. This is no coincidence, since in communication having anintercultural aspect or influence, information the mission is not only transmitted to the recipient and isperceived by him as something given, but passes a series deep transformations, as a result of which therecipient recreates the information taking into account his own venous cognitive mechanisms [2, p. 21]. Inthis case, localization as a set of processes adaptation of texts meets the tasks of leveling "communicativefailure" and pragmatic non-correspondence of the original and recreated text. Thus, localization works notjust with the interaction of two languages, but two pictures world [4, p. 82], reflecting the special clusteringof reality, and its final result is material, text, set of texts that:

- correspond to the economic and cultural environment;- made taking into account the linguistic features of the target environment;- do not distort the original meaning. A very difficult issue is also to determine the boundaries of localization in view of cross-discipline. The

linearity of this direction, as well as the problem of distinguishing between localization and translationstudies. Currently, an increasing number of researchers (O'Hagan, Pym, Fry, Esselink, Spring andothers) [8] are of the opinion that localization can be considered a separate discipline with its own unique

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tools and techniques. If text transformation during localization affects its specific fragments is limitedsyntagmatically, then in this case localization is considered is one of the translation strategies. When thetransformation affects the text completely, it requires exchanges of its semantic parts, or adaptations that gobeyond those limited to sentences units, then localization can be considered as a separate strategy, andtranslation - one of its methods.

One of the key points that allows us to talk about localization as a separate discipline, is a factor in theeffectiveness of textual transformation that goes beyond the semantic, syntactic equivalence. If in classicaltranslation emphasis was placed on steam if in classical translation the emphasis was placed on theparameter "Equivalence, relevance and fidelity to the original," then localization poses other tasks, and theeffectiveness of the text transformations: the final text, may not preserve full equivalence to the original, butwith this be equivalent in terms of the preservation of the pragmatic, intentional component original text.The pragmatic orientation of the text can be defined as a characteristic of its intentional which causes acertain reaction of the recipient, then it is customary to talk about perlocution [1, p. 5], occurring after aspeech act (illocution) effect. Informational, content the bulk of the text is not always identical to itscommunicative part, which may include modus, intentional, and other elements that often act on theunconscious for addressee level. Modern localization practices, based on the pragmatic level of the text,based on discursive analysis methods and go far beyond the scope of a single text. As part of it is importantfor a specialist to possess the competencies of integrating text into a single over-textual, discursive space. Forexample, working with texts of a certain brand, special localization sheet sets the task of adapting the text sothat this text correlates with all other brand texts and consistent with the general goals, ideas, values andbrand platform, was targets a similar addressee (target audience). In this case, it should be emphasized thatin terms of localization of the text, it is communication active equivalence of text (akin to functionalequivalence of W. Eco [7] and dynamic equivalence of P. Newmark). Traditionally, the text for thetranslator was more important than the addressee, which was considered only a passive "receiver" ofinformation. Pragmatic significance in localization is determined through the key core, which is addressee,and cannot be realized without his participation. The text in localization should be considered in italicperspective, that is, as a speech unit, interconnected with all other texts, responsible for broadcastingintentional content to a specific target audience. The addressee, in turn, must have all the necessary contextsfor further implementation. The implementation of post-communicative actions (impressions, emotions,certain feelings, actions). From our point of view, localization works primarily with pragmatic adaptation ofthe text. ("That is, by making certain amendments to sociocultural, psychological and other personalitiesbetween the recipients of the original and translated text "[6]) and the reconstruction of the relevantcommunicative situation, taking into account all its components: participants in speech interaction, theircommunicative strategies (motives, needs, etc.), temporal characteristics stick situation only in the newsocio-cultural space. Such an adaptation often goes beyond the framework of only semantic and syntacticstrategies. All of the above allows us to offer the following definition of localization: this is a process linguistictransformation of the structure and content of a dynamic text whose task adequately convey pragmaticintentions embedded in the text structure as applied to extra-linguistic communicative situation defined byspecific sociocultures marketing, political and other conditions.

References:1. Arutyunova N. D. Language and the world of man. M., 1999.2. Gudkov D. B. Theory and practice of intercultural communication. M .: Gnosis, 2003.288 s.3. Kochetova L.A. The dynamics of advertising communication: from the traditional model to the interactive

// Internet Communication as a new speech formation: monograph. M .: Flint, 2012.4. Mazlumyan V.S. The picture of the world or the image of the world // Psycholinguistics in the XXI

century: results, problems, prospects: abstracts. M., 2009.S. 82-83.5. Tadtaeva A.V., Bigaeva E.S. Actual problems of intercultural communication // Humanitarian and social

sciences. 2014. No. 3. S. 186-190.6. Schweizer A.D. Translation and linguistics. M .: Military Publishing, 1973.7. Eco U. To say almost the same thing: Experiences about translation. M .: Symposium, 2006.576 s.8. What is the difference between localization and translation. [Electronic resource]. Access mode: http://

kb.applingua.com/2011/10/whats-the-difference-between-localization-and-translation (accessed date 09/21/2017).

9. Smartling. Brand and Localization: driving global brand engagement. New York, 2010.25 p.



NAVOIY DAHOSIGA EHTIROM - MILLATIMIZ UCHUN SHARAF

Aliyeva Salima,Navoiy viloyat Qiziltepa tuman 5-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada Hazrat Navoiyning bebeho ma'naviy merosidan xalqimizni, ayniqa yoshlarimizniqanchalik ko'p bahramand eta olsak, milliy ma'naviyatimizni yuksaltirishda, jamiyatimizda ezgu insoniyfazilatlarni kamol topishida shunchalik ma'naviy qurolga ega bo'lishimiz mumkinligi haqida nazariy ma'lumotlarberilgan. Adolatli jamiyat, ta'lim-tarbiyada ota-onaning mas'uliyati, sabrlilik, diyonatlilik, birodarlik haqidamutafakkirning fikrlari yoritilgan.

Kalit so'zlar: ijod, mubolag'a, Xamsa, doston, xattot, komil shaxs.

Menga ne ishqu, ne oshiq havasdur,Agar men odam o'lsam, ushbu basdur.

Hazrat Navoiy fikri tiyran, ruhoniyati sog'lom, haqiqat, rostlik va to'g'rikni umr mazmuni deb bilgan eluchun ijod qilish zaruriyatini chuqur his etgan. So'z va fikr bilan odamni aldash, so'z va fikr bilan yolg'onnihaqiqatga aylantirishga urinish millat manfaati uchun katta ziyon va kechirilmas gunoh ekanligini Navoiy harnarsadan ortiqroq tushungan. Ulug' mutafakkir ijodiyoti mobaynida "So'zda, Navoiy, ne desang, chindegil", degan talab va shioridan mutlaqo chekinmagan. Bu- ijod tajribasida juda siyrak uchraydigan hodisa.Navoiy o'n beshdan ziyod she'riy shakllarda qalam tebratgan. U g'azal, ruboiy va boshqa turdagi she'rlaridainsonga xos jamiki go'zal his-tuyg'ular, ezgulikka chorlovchi ma'nolarni tasvirlab bergan desa, mubolag'abo'lmaydi.

So'zda, Navoiy, ne desang chin degil,Rost navo nag'maga tahsin degilNavoiyning o'zbek tilida ilk marotaba "Xamsa" yaratishi chinakam ijodiy jasorat edi. "Xamsa" - besh ulkan

dostonni o'z ichiga olgan mukammal asar. Har dostonning o'zi bir olamdirki, undagi g'oyalar,haqiqatlar, necha o'nlab qahramonlar taqdiri insoniyat qalbini abadul abad zavqlantirishga qodir. AlisherNavoiyning buyukligi va xalqimiz tarixidagi xizmatlari mutafakkir shoirligi bilangina belgilanmaydi, albatta.Navoiy badiiy ijod jabhasida qanchalik tengsiz bo'lsa, ilmda, ya'ni olimlikda ham shunchalik benazir. Navoiyningtilshunoslik, adabiyotshunoslik, tarix va tasavvufshunoslikka bag'ishlangan asarlari hanuzgacha o'zining ilmiyqimmatini boy bergani yo'q. Tilimiz, adabiyotimiz muammolarini hal qilishda bu nodir tadqiqotlarga qayta-qayta murojaat qilishimiz, ayniqsa, yosh avlod ulardan puxta xabardor bo'lishi zarur.

Alisher Navoiyning hayoti, adabiy, ilmiy merosini o'rganish olijanob mehnat. Uning tarjimai holi,merosiga qiziqish XV asrdan boshlangan. Navoiy asarlari o'z zamonasidayoq mohir xattotlar tomonidanqayta-qayta ko'chirilib, xalqqa yetkazilgan bo'lsa-da, navoiyshunoslik yigirmanchi asrda yangicha shakllandi.Yoshlarimiz Navoiyni qanchalik chuqur va puxta bilsa, ma'rifat, ezgulik, komillik sirlarini o'shanchakengroq egallaydilar. Alisher Navoiyning so'zlari diliga o'rnashgan odam, o'zi istasin-istamasin odamiyliksharafi va kuch-quvvatini idrok etadi. Navoiy saboqlariga amal qilgan kishi o'z-o'zidan xalq dardu tashvishlariniyengillatishga bel bog'laydi, fikrni - fikrsizlikka, ilm-ma'rifatni- nodonlikka va jaholatga qarshi qurol o'rnidaishlatadi. Navoiyni yetarli darajada bilish- adolat, diyonat va imon-e'tiqodning kuchiga ishonch demak. Ko'nglidashu ishonch g'olib bo'lgan odamlar soni jamiyatimizda qancha ko'paysa, insoniy muammolar har qalaykamayib boradi.

Navoiy asarlaridagi aql-zakovat durdonalarini o'zlashtirish ham barkamollikka erishishning muhimomillaridandir. "Mahbub ul-qulub" dagi satrlarning ko'pchiligi shu qadar aql-zakovat bilan yo'g'rilganki,ular xalq maqollari darajasida mashhur bo'lib ketgan. Masalan: "Chin so'z mo'tabar, yaxshi so'z -muxtasar", "Bilmaganni so'rab o'rgangan - olim, orlanib so'ramagan - o'ziga zolim", "Oz-oz o'rganib - donobo'lur, qatra-qatra yig'ilib-daryo bo'lur". Asardagi chin so'z va uni aytish odobi, me'yori haqidagi mana bumisralar ham barkamollik tarbiyasida ahamiyatlidir:

Xiradmand chin so'zdin o'zga demas,Vale bori chin ham degulik emas.Kishi chinda so'z desa, zebodurur,Necha muxtasar bo'lsa, avlodurur.Alisher Navoiy ijodining aksariyat qismi barkam ol avlod tarbiyasiga bag'ishlangan, desak mubolag'a

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bo'lmaydi. Bu asarlar mazmuni va g'oyalarini o'qib o'zlashtirishning o'zigina kifoya emas. Ular yoshlarimizninghayoti va faoliyatida o'zining amaliy ifodasini topmog'i zarur.

Eng muhimi, diniy hayotdagi mahdudlik va chalg'ishlar yosh avlod ongidan tezroq barham topadi. Bungasira-sira shubhalanmaslik lozim. Alisher Navoiy mumtoz adabiyotimizning markaziy siymosi. Turkiyadabiyotning eng ilg'or va bezavol yutuqlari shoir she'riyatida mujassamlashgan. Buni Ozarboyjonning benazirshoiri Muhammad Fuzuliy, turkman klassigi Maxtumquli, qozoq shoiri Abay, qoraqalpoq yozmaadabiyotining asoschilaridan bo'lmish Berdaqning e'tiroflaridan ham anglash mumkin. Demak, Navoiy ijodiqardosh xalqlar bilan bo'lgan asriy aloqalar, do'stlik munosabatlarini yanada mustahkamlash va yangipog'onalarga ko'tarishdagi o'ziga xos muhtasham asosdir.

Kimki jahon ahlida inson erur,Bilki, nishona anga iymon erur.Navoiy va Jomiy o'rtasidagi ustoz-u shogirdlikni esa har qancha ibrat qilib ko'rsatsa, o'shancha kam.

Chunki bunday hodisalar ko'hna tarix uchun ham kamyobdir. Xullas, keyingi yillarda biz Navoiyningtilimiz, madaniyatimiz, adabiyotimiz rivojidagi tarixiy xizmatlarini nisbatan chuqur anglay boshladik.Navoiyning qudratli shaxsiyati, betakror ijodiyoti, ijtimoiy, siyosiy faolligi, bunyodkorlik g'ayrati xususidagitasavvurlarimiz nisbatan o'zgardi.

Foydalanilgan adbiyotlar ro'yxati1. Alishår Navoiy. Mukammal asarlar to'plami. 20 tomlik. Õamsa: Farhod va Shirin. - T.: 1991-yil2. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2012-yil3. Qilichev E. Hozirgi o'zbek adabiy tili. Buxoro: 2010-yil4.Alisher Navoiy. Badoe' ul-vasat. O'n besh tomlik. 3-tom. Toshkent: "O'zbekiston badiiy adabiyoti

nashriyoti", 1968. 411 bet.



ALEKSANDR SERGEYEVICH PUSHKIN IJODIDA O'RTA OSIYO XALQLARIHAQIDAGI MA'LUMOTLAR

Allayarova ShoxsanamSirdaryo viloyati Guliston shahar,5-maktab o`qituvchisiTelefon:+998(90)1078356

Anotatsiya mazkur maqolada rus shoiri A.S.Pushkinning ijidida sharq mamlaktlarining o`rni va tavsifio`rganilgan.

Kalit so'zlar Milliy mahdudlik, sharq, poyeziya, Buxoro, Samarqand, Xiva, O`rta Osiyo, manaviyat,she`riyat, falsafiylik, tarixiy shaxslar, xalqlar tarixi.

Jahondagi hech bir xalq ma'naviyati va adabiyoti faqat o'z doirasida chegaralanib qolmaydi. Chegaralanibqoladigan bo'lsa, o'ziga yomon! Milliy mahdudlik hech kimga foyda keltirgan emas. Biz sharqmiz, ammog'arb badiiy ruhiy olamini o'zlashtirgan, o'sha olamning shaffof suvlarini simirgan, shundan nafu safotopgan xalqmiz. Lekin badiiyat dahosi Aleksandr Sergeyevich Pushkinning qadri ayrichadir. U bizga birqadar yaqin, bir qadar qadrdon. Pushkin she'riyati har jihatdan - shaklan, ruhan va ma'nan sharqshe'riyatiga yaqin. Uning ayrim to'rtliklari teranligi, ma'nosining chuqurligi, falsafiyligi bilan bizning ruboiylarnieslatib turadi. Uning she'riyati sharq ruhi bilan chuqur sug'orilgan desak mubolag'a bo'lmaydi. Hassos shoirimizUsmon Nosir ona tilimizga o'girgan "Bog'chasaroy fontani" dostoni mazmun-mohiyati bilan sharqdanolingan. Doston sahnida ikki kuch - sharqona voqelik va g'arbona lirik marom birga kelib, yaxlit bir butunlikhosil qilgan. "Qur'onga iqtibos" she'riy turkumi esa musulmon olamining muqaddas kitobidagi suralar mag'zidagibuyuk poeziyani ilg'ab olib, boshqa bir tilda ulug' she'riyatga aylantirish jihatidan diqqatga sazovordir. Pushkinbu turkumda bobolari ruhi bilan uchrashganini his qilgan, erkin nafas olgan. Shundan ikki yil keyin yozilganmashhur "Payg'ambar" asari haqida hozirgacha kim to'g'risida gap borayotganligi ustida bahs ketadi, ba'zilaruni faqat Bibliyaga bog'lashsa, boshqa birovlar unda Qur'on va payg'ambarimiz Muhammad Alayhissalomhaqida so'z yuritilgan, deyishadi. Bizningcha, ikkinchi fikr haqiqatga yaqin va shoir hamma payg'ambarlar,ayniqsa, bizning Muhammad Alayhissalomga tayanib, odamlarga ezgu xabar, yoniq so'z olib kelganpayg'ambarning yig'ma obrazini yaratgan, deyish mumkin. Pushkin Xiva, Buxoro va Samarqand haqida hambir qancha ma'lumotlarga ega bo'lgan. Pushkin asaridan keltirilgan parchalar Xiva tarixining ayrim sahifalariniyoritadi. Lekin Pushkin Xiva to'g'risida o'z asarida keltirgan faktlardan ko'ra ko'proq ma'lumotlarni bilgan.Chunki Pushkinga P.Richkovning "Orenburg topografiyasi" asari yaxshi ma'lum edi. Pushkin bu asardan"Pugachyov tarixi"ni yozayotgan paytda foydalangan va birgalikda nashr ettirgan "Orenburg topografiyasi"da"Xiva xivaliklar haqida" degan maxsus bob bor. Bu bobda P.Richkov Xivaning geografik, etnografik va tarixiytasvirini beradi. Mazkur asarning Pushkin shaxsiy kutubxonasida saqlanayotgan nusxasidagi 73-78-sahifalarshoir tomonidan belgilab qo'yilganligini ko'ramiz. Bu sahifalarda esa Nechay va Shamayning Xiva yurishlarihikoya qilinadi. Pushkin bu hikoyani "Pugachyov tarixi" uchun yozgan sharhlarida to'liq keltiradi.

Pushkin Buxoro va Samarqand bilan savdo aloqalarini rivojlantirish to'g'risidagi rejalarini ham aniq qaydqilgan. Pyotr Buxoro, Samarqand, Hindiston bilan aloqalarni mustahkamlash uchun Astrobodda pristanqurishni o'ylagan. Pushkin Pyotrning mana shu tadbirlarini alohida ta'kidlab o'tadi.

Pyotr davrida Buxoro va Samarqand Rossiyada ma'lum va mashhur bo'lgan. Bu shaharlar bilan diplomatikmunosabatlar o'rnatilgan, savdo aloqalari rivojlangan. XIX asrga kelib Buxoro va Samarqand Rossiyadagishuhrati yana ham oshgan. Pushkinning zamondoshi N.M.Karamzin o'z asarida bu shaharlarni taraqqiyqilgan, madaniyat o'chog'i sifatida ta'riflaydi. A.S.Pushkin O'rta Osiyo tarixi haqida O'rta Osiyoga mansubtarixiy shaxslar va yozuvchilar (Amir Temur, Bobur, Sharafiddin Ali Yazdiy, Abulg'ozi Bahodirxon)haqida ma'lumot beruvchi N.M.Karamzinning "Rossiya davlati tarixi" asarini 1818 yil fevralida o'qigan.Demak, Pushkin 19 yoshidayoq O'rta Osiyo to'g'risida ma'lum tasavvurga ega bo'lgan, bu diyorga qiziqishbilan qaragan. Uning sharq mavzusidagi dostonlari bu qiziqishni aniq ko'rsatadi.

Yuqoridagi fikrlar asosida biz Pushkinning O'rta Osiyoga qiziqishi, uni tanishi va o'rganishi evolyutsiyasinikuzatishimiz mumkin.

Uning sharq mavzusidagi dostonlari bu qiziqishni aniq ko'rsatadi. U 1820-1821 yillar mobaynida yozgan"Kavkaz asiri" dostoni:

Xayol do'sti - muza tinmayinOsiyoga otardi quloch,Kavkazning yovvoyi chechagin

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Uzar edi etgali gultoj, -deb yozadi.30-yillarning boshida "Pugachyov tarixi" asarini yaratish munosabati bilan P.Richkovning O'rta Osiyo

haqida mukammal ma'lumot beruvchi "Orenburg topografiyasi" asarini o'rgandi. Bu asar O'rta Osiyo xalqlariningtarixi, geografiyasi, etnografiyasiga oid qimmatli ma'lumotlarga boy edi. Pushkin bu ma'lumotlarni chuqurilmiy o'zlashtirganligi tarixiy asarlarida o'z ifodasini topdi.

Umumiy olganda Pushkinning qonida ham sharqliklar qoni oqayotgan edi. O`zi g`arbda tug`ilib, voyagayetgan bo`lsada, kuzatishlarimiz natijasi shuni ko`rsatadiki, uning ijodida sharqona quyosh porlaydi. Ijodinidastlabki davrlaridanoq u O`rta Osiya mamlakatlariga qiziqqan va asarlarida qalamga olgan.

Aminmizki, Pushkin ijodini o`rganar ekanmiz, uning asarlaridagi sharq bilan hamohanglik tobora kashfqilinaveradi.

Foydalanilgan adabiyotlar:1.A.S.Pushkin. Kavkaz Asiri. 1820.2.A.S.Pushkin. Pugachyov tarixi. 18303.Sh.S.Kamoliddin. Markaziy Osiyo tarixi. Toshkent. 2017.



CHET TILINI O'QITISHDA AXBOROT TEXNOLOGIYALARINING O'RNI

Aminova Yulduz Navro'zovna,Navoiy viloyat Qiziltepa 14-umumta'lim maktab Ingliz tili fani o'qituvchisi

Annotatsiya: Maqolada chet tilini o'qitishda axborot texnologiyalarining o'rni haqida fikr yuritilgan.Kalit so'z: AKT, kompyuterli-axborot texnologiyasi, mul'timediali texnologiya, interfaol usulli texnologiyasi,

dasturli ta'lim texnologiyasi, masofadan o'qitish texnologiyasi

Yurtimizning jahon hamjamiyatida tutgan o'rni tobora o'sib, xalqaro aloqalar mustahkamlanib borayotganbir paytda yoshlarga chet tillarini puxta o'rgatish fan o'qituvchilari oldida turgan dolzarb vazifalardan biridir.

Chet tilini mukammal bilish dunyoga chiqish, dunyodagi voqea-hodisalardan, ilm-fan va texnologiyasohasidagi yutuqlardan xabardor bo'lish bilan bir qatorda mamlakatimizda amalga oshirilayotgan ulkanyaratuvchanlik va bunyodkorlik ishlarini, qo'lga kiritilayotgan ijobiy natijalarni jahon ornmasiga tanitishimkoniyatini beradi.

Bugungi kunda yoshlarimiz qaysi kasbni egallashidan qat'iy nazar, xorijiy til va axborot texnologiyalarinipuxta bilish lozimligini anglab etgan. Xorijiy til va axborot texnologiyalarini bilish butun jahon axborottizimiga ulanish, kerakli materiallar olish va ulardan dars jarayonlarida foydalanish imkonini beradi. SHubois o'quvchilarni ijodkorlikka undash maqsadida o'qitish

jarayonida ilg'or pedagogik texnologiyalardan, kompyuter texnikasidan unumli foydalanish va mavjudelektron axborot resurslarini samarali qo'llash talab etiladi.

Ta'lim-tarbiya jarayonida ilg'or texnologiyalarning juda ko'plab turlaridan foydalanib kelinmoqda.Jumladan, ta'lim-tarbiya jarayonida samarali foydalanilayotgan texnologiyalarga:- kompyuterli-axborot texnologiyasi;- mul'timediali texnologiya;- interfaol usulli texnologiyasi;- dasturli ta'lim texnologiyasi;- masofadan o'qitish texnologiyasi va h.k. kiradi. Ushbu texnologiyalar orqali chet tilidagi o'quv materiallarining o'quvchilar tomonidan yaxshi

o'zlashtirilishiga erishish uchun:* chet tilini o'rganishga o'quvchilarda ishtiyoqning talab darajasida bo'lishi;* o'qitish jarayonining kommunikativ yo'naltirilgan bo'lishi;* o'qitish metodlarini tanlashga o'qituvchining ijodiy yondashishi;* og'zaki mashqlar qilish va chet tilida muloqotga o'rgatish mashg'ulotlari davomida qulay psixologik

muhitning yaratilishi;* chet tilini o'rganishda sinf va sinfdah tashqari ijodiy ishlar hamjihatlikda olib borilishi lozim. Yuqoridagi vazifalarni amalga oshirishda axborot texnologiyalaridan mohirona foydalanib,

o'quvchilarga chuqur bilim berish orqali zamonaviy o'qituvchi o'z maqsadiga erishadi. Zamonaviy kompyuter,umuman olganda, aqliy mehnat sharoitlarini optimallashtirish borasida samarali vosita hisoblanadi.

Chet tilini o'rganishda axborot-kommunikatsiya texnologiya vositalari yordamida:- leksikani o'rgatish;- talaffuz ustida ishlash;- dialogik va monologik so'zlashishga o'rgatish;- yozuvni o'rgatish;- grammatik hodisalarni qayta ko'rish va tahlil qilish vazifalari amalga oshiriladi.Ushbu mashg'ulotlar davomida axborot texnologiyalaridan foydalanish birqator didaktik vazifalarni yechishga yordam beradi, ya'ni o'qish ko'nikmalari shakllanadi, yozuv malakalari

takomillashib boradi, o'quvchilaming lug'at zaxirasi to'ldiriladi, ularda chet tilini o'rganishga bo'lgan qiziqishbarqarorlashadi.

Chet tili o'qitilishida o'quvchilaming kommunikativ va muloqot dialogida erkin ishtirok eta olishi kabita'limiy va rivojlantiruvchi maqsadlar ustuvorlik qiladi. O'quvchini faqat matnlar bilan muntazam band qilibqo'yish ta'lim samaradorligiga salbiy ta'sir ko'rsatishi mumkin. Ularni og'zaki

va yozma savodxonligini oshirish maqsadida ilg'or pedagogik usullar va zamonaviy kommunikatsiyatexnologiyalardan unumli foydalanib, qiziqarli o'quv materiallari, muammoli vaziyat, qiziqarli mashqlarni

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qo'llash maqsadga muvofiqdir. Xulosa qilib aytganda, zamonaviy o'qituvchi o'quvchilarga chet tilini o'rgatishda, uni tez, oson hamda

qulay o'zlashtirish usullarini ishlab chiqishi va amalga oshirishi, chet tilini o'qitishning dolzarb masalalarinio'rganishi va ulami hal qilish yo'llarini tavsiya etishi, ta'lim muassasalarida chet tilini o'qitishning ilg'oruslublarini qo'llashida, albatta, tajriba almashishi muhim o'rin tutadi.

Shuningdek, chet tili o'qituvchisi bo'lajak mutaxassisga zarur bo'lgan ko'nikma va malakalarni shakllantiruvchiva rivojlantiruvchi shunday o'quv-uslubiy muhitni yaratishi kerakki, kelajakda bu muhit o'quvchida chet tilinio'rganishga bo'lgan qiziqish orqali o'z kasbiga bo'lgan mehrini ham kuchaytirmog'i zarur



ZAMONAVIY DARS - SAMARADORLIK OMILI

Amonova Dilfuza,Buxoro viloyat G'ijduvon tuman 4-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada interfaol metodlarni qo'llash dars samaradorligini oshirishga yordam berishi,shuningdek, interfaol ta'limning asosiy mezonlari: norasmiy bahs-munozaralar, o'quv materialini erkinbayon etish va ifodalash imkoniyati, o'quvchilar tashabbus ko'rsatishlariga imkoniyatlar yaratilishi, kichikguruhlarda ishlash kabi jarayonlar bo'yicha ham fikr-mulohazalar yuritilgan.

Kalit so'zlar: ta'lim, metod, interfaol, texnologiya,

Ta'lim-tarbiya faoliyatining mazmuni, maqsad va vazifalari davrlar o'tishi bilan kengayib borishi natijasidauning shakl va usullari ham takomillashmoqda. Hozirda inson faoliyatdan ko'zda tutilgan maqsadlarni to'liqamalga oshirish imkoniyatini beruvchi yaxlit tizimga, ya'ni texnologiyaga aylanib bormoqda. Shu asosdata'lim-tarbiya sohasida so'nggi davrda pedagogik texnologiya amal qila boshladi.

Hozirda ta'lim metodlarini takomillashtirish sohasidagi asosiy yo'nalishlardan biri interfaol ta'lim vatarbiya usullarini joriy qilishdan iborat. Barcha fan o'qituvchilari dars mashg'ulotlari jarayonida interfaolusullardan kengroq foydalanishga harakat qilmoqdalar.

Interfaol usullarni qo'llash natijasida o'quvchilarning mustaqil fikrlash, tahlil qilish, xulosalar chiqarish,o'z fikrini bayon qilish, uni asoslagan holda himoya qila bilish, sog'lom muloqot, munozara, bahs olibborish ko'nikmalari shakllanib, rivojlanib boradi.

Darslarni o'tishda bugungi kundagi o'quvchilarning qiziqishi, orzulari, imkoniyatlariga katta e'tibor berishlozim. Buning uchun birinchi navbatda o'qituvchining o'zi ham siyosatshunos, ham ruhshunos, ham san'atkor,ham mohir ustoz bo'la olishi kerak. Shundagina o'quvchilarning qalbi zulfiga kalit topa olsa bo'ladi. Bu esao'quvchilarni o'qitish va tarbiyalashda pedagogning yoshlar va hamkasabalar o'rtasida hurmatini oshiradi, xalqoldidagi mas'uliyatini, bo'yniga olgan vazifasini bajarishi uchun katta imkoniyatlar eshigini ochadi. Lekin buyo'ldan borishda pedagog nihoyatda ehtiyotkor bo'lishi lozim. Darsni o'tishda o'qituvchi quyidagilarga e'tiborberishi lozim.

- Avvalo har bir darsga ijodiy yondashish zarur. Xususan, mashg'ulotlarda bahs va munozaralargamamlakatimiz taraqqiyotiga oid dalillar, xalqimizning tarixi, bugungi kuni, davlatimizning olib borayotganichki va tashqi siyosati, milliy va umuminsoniy qadriyatlarga asoslanib, oddiy, hayotdan olingan qiziqarlimisollardan foydalanish ijobiy natija beradi.

-O'quvchi yoshlarning Prezidentimizning nutqlari va ma'ruzalari, kitoblarida asoslab berilgan ustuvoryo'nalishlar va tamoyillarni chuqur anglab, o'zlashtirib olishlariga erishish, ayniqsa muhim. Albatta, yangivazifalar, maqsad va g'oyalarni hayotning o'zi ilgari surishi tabiiy. Shunday ekan, bunday yangilanishlargayoshlarning o'zlari tayyor bo'lishi, uning faol ishtirokchisiga aylanishi lozim.

- O'quvchilar mustaqillik buyuk ne'mat ekanligini anglab yetishiga, ularda darslarda ilgari surilganvazifalarning bajarilishi uchun chuqur ishonch hosil bo'lishiga alohida ahamiyat berishi kerak. Bu vazifalaryoshlarning ezgu e'tiqodiga aylanishiga erishish uchun, uning ma'no va mohiyatini hayotiy lavhalar, har birshaxs taqdiri, oila, mamlakat misolida talqin etish maqsadga muvofiqdir.

-Dars mashg'ulotlarida mavjud muammolar ham atroflicha va ishonarli tahlil etilishi lozim. Har biro'quvchi bunday muammolarning sababini aniq bilib olishiga, jamiyatimiz ularni qadamba-qadam haletishi xususida o'zi to'g'ri xulosa chiqarib, kelajakka ishonch ko'zi bilan qarashiga erishish ta'lim tizimixodimlari oldidagi muhim vazifalardandir. O'quvchilar bugungi o'tish davriga xos qiyinchiliklarning ildizlarini,eski tuzumga xos boqimandalik kayfiyatidan qutilishning oson kechmayotganligini, bundan xolos bo'lishuchun odamlardagi ong va tafakkur o'zgarishiga, ularda o'z imkoniyatlariga bog'liq ekanligini chuqur idroketishlari lozim.

- Har bir darslarida Vatanimizning boy tarixiy merosiga murojaat qilish orqali mavzularning mohiyatinitushuntirish zarur. Mustaqillik to'g'risida bir tomonlama tasavvur hosil bo'lishidan saqlanish darkor.

- Darslarni o'tishda o'ta ilmiy yondashish, me'yordan ortiq mutloqlashtirish yoki soddalashtirishga,"nasihatgo'ylikka" berilib ketishdan saqlanish kerak. Bu esa har bir muallimdan hayotni teran bilishi,yutuq va muammolarni xolisona tahlil qilishni talab etadi. Yutuq va muammolarni o'rganib, o'quvchilarningo'zini ularga javob topishga qiziqtirish, ularning muhokomalarida erkin ishtirok etishini ta'minlash kerak.

- Darslarda fikrlar xilma-xilligini erkinlashtirish jarayonlari demokratik hayot tarzining tarkibiy qismiekanligini, shu bilan birga erkinlikning haqiqiy mohiyati uning ma'naviy chegaralari bilan belgilanishi

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o'quvchilar ongiga yetkazishga alohida e'tibor berishi zarur. Bu sohada eskicha tashviqot va targ'ibot tamoyillariniqo'llash, sayoz fikr va siyqasi chiqqan misollardan foydalanish yo'lidan mutlaqo voz kechish lozim.

Interfaol metod - ta'lim jarayonida o'quvchilarning o'zaro faolligini oshirish orqali o'quvchilarningbilimlarni o'zlashtirishini faollashtirishga va shaxsiy sifatlarini rivojlantirishga xizmat qiladi. Interfaol metodlarniqo'llash dars samaradorligini oshirishga yordam beradi. Interfaol ta'limning asosiy mezonlari: norasmiybahs-munozaralar, o'quv materialini erkin bayon etish va ifodalash imkoniyati, ma'ruzalar soni kamligi,lekin amaliy mashg'ulotlar soni ko'pligi, o'quvchilar tashabbus ko'rsatishlariga imkoniyatlar yaratilishi,kichik guruhlar ishi shular jumlasidandir. Shu bilan birga katta guruh, sinf jamoasi bo'lib ishlash uchuntopshiriqlar berish, yozma ishlar bajarish va boshqa metodlardan iborat bo'lib, ular ta'lim-tarbiyaviy ishlarsamaradorligini oshirishda o'ziga xos ahamiyatga ega.

Foydalanilgan adabiyotlar ro'yxati1. Yo'ldoshev J.G'., Usmonov S. Ilg'or pedagogik texnologiyalar. - T.:O'qituvchi, 2004.2. To'xliyev B. va boshqalar. Til va adabiyot ta'limining zamonaviy texnologiyalari. - Toshkent, 2011.3. Xolmanova Z.T. Tilshunoslikka kirish. - Toshkent, 2005.4. Rahmatullayev Sh. Hozirgi adabiy o'zbek tili. -Toshkent:Universitet, 2016.



O'ZBEK MUSIQA TERMINOLOGIYASINING TARAQQIYOTIDALEKSIKOGRAFIK TADQIQOTLARNING O'RNI

Aripova GulnozaO'zbekiston davlat san'at va madaniyat instituti o'qituvchisiTelefon: [email protected]

Annotatsiya: Mazkur maqolada milliy musiqa terminlarning leksikografik tahlili haqida so'z yuritiladi.Keyingi yillarda leksikografiyaning faqatgina amaliy tomoni emas, balki nazariy yo'nalishi, obyekti, predmetishakllandi. Lug'at tuzish nazariyasi, amaliyoti tilshunoslikning mahsus sohasiga aylandi. Lug'atshunosliktilshunoslikning mana shunday o'ta mashaqqatli, o'ta mas'ulyatli sohasi bo'lganligi sababli ushbu savobliyo'nalish bilan yetuk, fidokor, millatparvar olimlar shug'ullanmoqdalar.

Kalit so'zlar: musiqiy terminlar, lug'at, leksikologiya, leksikografiya, so'z, tahlil, san'at, adabiyot, izoh,doira.

Lug'at tilning xazinasi, undan o'rinli va maqsadga muvofiq foydalanish inson bilimini kengaytirish,lug'at boyligini oshirishda hamda fikrni to'g'ri va ravon ifodalashda muhim omildir.

O'z tilimizning imkoniyatlarini to'laroq egallashda, savodxonlikni oshirishda va nutq madaniyatiniyuksaltirishda ham lug'atlar muhim ahamiyatga ega. Shu bilan birga lug'atshunoslik yetarli darajada mashaqqatliish. Lug'atshunoslikning tilshunoslikdagi eng mashaqqatli sohaligini nazariy leksikografiyaning asoschilaridanbiri mashhur tilshunos akademik L.V.Sherba ham ta'kidlab o'tgan [7]. L.V.Sherbaning lug'at turlarini ularningo'ziga xos xususiyatlaridan kelib chiqqan holda o'zaro qiyoslab o'rganish va tahlil qilish nazariyasi hozirgikunda ham o'z kuchini yo'qotgani yo'q.

Lug'atshunoslikni rivojlantirishda o'z hissasini qo'shgan buyuklarning nomi abadiy hurmatda bo'ladi. Buningyorqin isboti uchun bobomiz Mahmud Koshg'ariy nomini tilga olish kifoyadir. Uning qariyib 1000 yil ilgariyaratgan turkiy tillar tahliliga bag'ishlangan "Devonu lug'atit turk" asari barcha turkiy xalqlarning betakrorboyligi hisoblanadi [4]. Mahmud Qoshg'ariyning nomi esa tarix sahifalariga abadiy muhrlandi.

Bundan tashqari tarixda sharq leksikografiyasi haqida so'z borar ekan, uning rivojlantirishga katta hissaqo'shgan yurtdoshlarimiz Alisher Navoiy, Mahmud Zamahshari, Muhammad Yoqub Chingiy, MuhammadRizo Xoksorlarning ham o'rni beqiyosdir.

Rus tilshunoslaridan esa A.A.Navikov, P.N.Denisov, V.V.Morkovkinlar o'zlarining ilmiy va amaliyishlari bilan nazariy leksikografiyaning rivojiga o'z hissalarini qo'shdilar.

G'arb tillari amaliy leksikografiyasi ham so'ngi asrda yangi pog'onaga ko'tarildi. Bu o'rinda ingliz tiliningOxford, Webster, fransuz tilining La Rousse, olmon tilining Duden, Langenscheidt, Rossiya nashriyotlariningsermahsul va sifatli lug'atlarini eslatib o'tish kifoya. Bunda nazariy jihatdan asoslangan, amaliy tomondanma'lum maqsadga yo'naltirilgan lug'atlar yaratish va chop etish izchil yo'lga qo'yilgan. Demak, bizningnazarimizda ma'lum bir aniq maqsadga yo'naltirilmagan, olinayotgan-berilayotgan so'zlarning son va sifatjihatlari ilmiy asoslanmagan, faqat tuzuvchining "ta'bi" hamda iqtidori bilan chegaralanib qolayotgan lug'atlarnichop etish davri o'tdi.

Alohida ta'kidlash lozimki, taraqqiy etgan mamlakatlar leksikografiyasida, ayniqsa Amerika, Angliya,Fransiya, Ispaniya, Italiya, Rossiya hamda Germaniya lug'atshunoslik amaliyotida lug'atlarning o'ziga xostizimli sistemasi yaratilgan.

Yurtimiz yildan-yilga rivojlanib borayotgani sari, boshqa millat vakillarining o'zbek adabiyoti, san'ati vamadaniyatiga bo'lgan qiziqishi ortib bormoqda. Hatto, chet-elliklarning o'zbek cholg'ulariga bo'lgan qiziqishiortib, ba'zi xorijliklar milliy cholg'ularni chalishni ham o'rganmoqdalar. Ta'kidlab o'tish joizki, o'zbekmusiqa san'ati juda qadimiy bo'lib, hozirda ham rivojlanib bormoqda. Shu bois o'zbek musiqasiga oid ikki tillikterminlar lug'atini yaratishga hozirgi kunda ehtiyoj katta.

Musiqaga oid lug'atlar yaratgan olimlar: Akbarov I. "Musiqa lug'ati" (1997), R.Qodirov "Ïîïóëÿðíûéìóçûêàëüíûé ãëîññàðèé" (2016), A.Äîëæàíñêèé "Êðàòêèé ìóçûêàëüíûé ñëîâàðü" (1955),À.Ë.Îñòðîâñêèé "Êðàòêèé ìóçûêàëüíûé ñëîâàðü" (1949).

O'zbek xalqining bebaho boyligi hisoblanmish musiqiy sozlarimiz o'zining betakrorligi, naqsh bezaginingjozibadorligi, ovoz tarovatining rang-barangligi va ijro imkoniyatlarining beqiyosligi bilan milliy musiqiymadaniyatimizda alohida o'rin tutadi. Musiqiy cholg'ular azal-azaldan o'zbek xalqining ma'naviy hayotida

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muhim ahamiyat kasb etadi. Shuningdek, ular hozirgi kunda ham kishilar dunyoqarashining shakllanishidao'ziga xos xususiyatga egadir. Ayniqsa, cholg'u ijrochiligi san'ati ajdodlarimiz tomonidan asrlar davomidanoyob estetik vosita sifatida shakllanib, nafaqat musiqa ilmida balki zamonaviy musiqa ijodiyotida ham kattaqiziqish uyg'otib kelmoqda. Uning barcha o'ziga xos xususiyatlarini va qirralarini o'rganish esa cholg'u ijrochiligiamaliyotini yanada boyitishga yordam beradi.

Musiqaga oid terminlarni yaratishda, uning ilmiy nazariy ahamiyati, leksikografik talqini, etimologiyasi,lug'at tuzish prinsiplarini o'rganish va amaliy ishlab chiqilgan prinsiplar asosida lug'at yaratish tilshunoslardankatta mas'uliyat talab etsa, terminologik ikki tilli lug'at tuzish esa tilshunosdan ulkan bilim va tajribani talabetadi. Musiqasiga oid o'zbek va ingliz tilidagi terminologik lug'at tuzishda, avval lug'at tuzish prinsipiga ko'rao'zbek tilidagi so'zlar kartoteka qilinadi, so'ng esa ularning tarjimasi ishlab chiqiladi.Tarjima qilinyotganso'zning transkripsiyasi ham ko'rsatilishi kerak, chunki o'zbek musiqasini va milliy cholg'ularini o'rganayotganboshqa millat vakillari birinchi navbatda shu so'zni talaffuz qilishni bilishi lozim. Misol tariqasida zarblicholg'ular guruhiga kiradigan doira, nog'ora, safoil, qayroq, zang, qoshiq kabi cholg'ularining nazariyasinio'rganar ekanmiz, bu chog'ularning ovozlari muayyan balandlikka ega emas, lekin cho'zimi va usuli notabelgilari orqali ko'rsatilishiga amin bo'lamiz. Ushbu cholg'ular to'y marosimlari va xalq sayllarining faolishtirokchilari hisoblanadi. Zarbli cholg'ularning ichida doira va nog'ora nafaqat jo'rnavoz, balki yakkanavozsifatida ham qo'llaniladi [5]. Misol tariqasida aytadigan bo'lsak "Navro'z" sayllari bu cholg'ularsiz o'tmaydidesak mubolag'a bo'lmaydi.

Xulosa qilib aytganda, lug'atlarning muayyan xalq ma'naviyati va milliy madaniyatida muhim o'rin egallashiisbot talab qilmaydigan holatdir. Lug'atlarni doimo zamonaga hamnafas tarzda mukammalashtirib borishzarur. Hozirgi kunda o'zbek tilining soha lug'atlari davlat tilining rivojlantirish departamenti talablari asosidaqayta boyitgan holda hashr ishlari yo'lga qo'yish rejalashtirilmoqda. Bunda leksikografiya qonuniyatlariga qat'iyamal qilishni yo'lga qo'yish lozim. Birgina "doira" so'zining turli lug'atlarda turlicha yozilishi, musiqiyterminlarning izohidagi har xillikni ko'rsatadi.

O'zbek musiqa terminlari musiqashunoslar tomonidan atroflicha o'rganilgan, biroq leksikograflar tomonidanjiddiy tahlil qilinmagan. Mavjudlari esa bugungi kun talablariga to'liq javob bera olmaydi. Bugungi kundaO'zbekiston dunyoga yuz tutmoqda ekan, milliy musiqa terminlarini qiyosiy o'rganishga ehtiyoj yanada oshibboradi.

Foydalanilgan adabiyotlar ro'yxati1. Akbarov. I. Musiqa lug'ati.-T.:1997.2. Áàðõóäàðîâ Ñ. Ã. Âîïðîñû èñòîðè÷åñêîé ëåñèêîëîãèè è ëåêñèêîãðàôèè âîñòî÷íîñëàâÿíñêèõ

ÿçûêîâ. - M.: 1974.3. £îäèðîâ Ð. Ïîïóëÿðíûé ìóçûêàëüíûé ãëîññàðèé. - T.: 2016.4. Rustamiy S. "Devonu lug'ati-t-turk"dagi lingvistik.5. Tashmatova À. Musiqiy cholg'ular muzeyi katalogi. - T.: 2006.6. O'zbek tilining izohli lug'ati. Uchinchi jild. N-Tartibli. -T.:2007.7. Ùåðáà Ë.Â. ßçûêîâàÿ ñèñòåìà è ðå÷åâàÿ äåÿòåëüíîñòü. - Ë.: 1971.



WAYS OF TEACHING SPEAKING ACTIVITIES IN TEACHING ENGLISH

Arzibayev O'tkir ,an English teacher of Namangan region,Chust district, school ¹20tel: +998 94 5097710

AnnotationTo learn how to speak English, you need a certain system or, as it is more often called, a method of

teaching the English language, which would allow solving the tasks as fully as possible, namely: to acquirereading skills, understanding of listening, speaking and writing in the language being studied.

Key words: teaching, speaking, activities, CLT, communication, various, based on

English is the first to attract attention. The only way to get the requirements is to adopt a teaching methodcalled Communicative Language Learning (CLT), which allows students to learn the language and use it ineveryday life for various purposes. At present, we cannot study foreign languages best with the help ofgrammatical translation. We study, select the language, communicate, communicate and concentrate on theform. That is why it is very important to learn a language in different situations. There are various ways to teststudents' speech abilities, such as reading out loud, interviews, discussion based on drawings, text-baseddiscussion, discussion based on listening, or providing controversial questions to students for discussion inpairs. In other words, a new approach - teaching the language of communication - focuses on mastering thelanguage in real situations, and not on knowledge of the language system. Consequently, the learningprocess becomes student-centered; student as a participant in the interactive process. The development of theconcept of teaching a communicative language has proven to be a long and complex process.

In 2001, the Council of Europe introduced to Georgia a single European system of language references:teaching, teaching, assessment (CEFR). Its main goal was to provide a method of training, teaching andassessment that will allow students to effectively use the language both in public life and for professionalpurposes. In November 2001, a Council of the European Union Resolution recommended the use of CEFRto create language proficiency testing systems. Georgia as part of Europe has adopted the rules. Thus, teachinghas become focused on its use in everyday life, the approach and teaching methods have also changed. Oneof the positive results of the new approach to teaching is a student who will be able to independently think ina foreign language, critically evaluate and discuss the issues under discussion. This will fill the society withpeople who can contribute to the development of society.

There are many different assessment methods used in higher education. When deciding which assessmentmethod to use, it is necessary to take into account both learning outcomes and training activities in orderto use appropriate assessment methods. The oral exam is a classic and useful type of exam, which serves as asource of training for many students, especially when it is constructively prepared and included in the tasksof teaching and learning. The oral exam largely depends on the examiner's conscious efforts both in terms oflearning objectives and in the methodology of the interview in the exam. This means that examiners need toundergo additional training in order to preserve the oral exam and increase its reliability. The oral exam isunder pressure.

Thus, there are many arguments in favor of giving oral exams to students, as they are difficult to designand difficult to follow the principles of testing, such as reliability, reliability, simplicity, fairness andobjectivity. Oral assessment is very time consuming. The teacher should include oral assessment in teachingpractice during the lesson. In other words, the teacher must teach students to think out loud.

We learn by choosing the language, communicating, communicating and concentrating on the form.That is why it is very important to learn a language in different situations. In the communicative class,students are taught to use a new, unprepared language both productively (verbally or in writing) andreceptively (while listening and reading). The relationship between language and language learners is a keyissue not only in teaching methodology, but also in applied linguistics. The task of these disciplines is tostudy and describe how language is learned and how language is used in real communication. Teachingexperts are also interested in having the language curriculum as well as teaching methods designed to supportthe teaching / learning process and allow language learners to speak the language. Communication does notnecessarily use the correct grammar. For example, if a child says no when he / she is invited to eat, themother knows that the child does not want to eat. In other words, it is not always necessary to use a

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grammatically correct sentence in order to understand or to be understood.One of the problems that language teachers usually encounter is the issue of assessment. How can you

rate oral products? The first step in developing a performance assessment is the selection of criteria. Studentsshould know the assessment criteria in advance so that they understand what they are being asked about andwhy, and will take care of achieving their goals.

Evaluation criteria vary depending on the specific course. This may be a written assignment, test, experiment,etc. In our case, the main attention should be paid to the ability of students to develop their own languagein various situations. What are the key requirements for an oral assessment? This is reliability, reliability,fairness, assessment and evaluation, and, finally, the preparation of students for oral assessment.

References:1. Andrade, HG. (2000) Using rubrics to promote thinking and learning. Educational Leadership

57(5):13-18.2. Brown D. J. (2003). Promoting Fluency in EFL Classrooms. Proceedings of the 2nd Annual JALT

conference. Japan: Kyoto Institute of Technology.3. Callans, M. (2012). Reliability and Validity in Testing -What do they Mean? Wonderlic.Blog October

19, 2012 - 9:48am



"QUTADG'U BILIG" DOSTONINI "FSMU" TEXNOLOGIYASI ASOSIDAO'RGANISH

Asatova Zulfizar,Navoiy viloyat Qiziltepa tuman 5-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada "Qutadg'u bilig" dostonini o'rganishda FSMU texnologiyasini qo'llashning ta'limsamaradorligini oshirishdagi afzalliklari haqida ma'lumotlar berilgan. Mazkur texnologiya o'quvchilarni o'zfikrini himoya qilish, erkin fikirlash, ta'lim jarayonida egallagan bilimlarini tahlil etish, o'quvchilarnibahslashish madaniyatiga o'rgatish imkoniyatini beradi.

Kalit so'zlar: interfaol, texnalogiya, doston, pandnoma.

Bugungi kunda rivojlangan mamlakatlarda to'plangan tajribalar, interfaol uslublar asosda darsni tashkiletish jarayonida pedagogik texnalogiya katta samara beradi. Respublikamiz ta'lim tizimida interfaol metodlar,darsga yangi pedagogik texnalogiya bilan yondashuv, ta'lim - tardiya jarayonida nazariy va amaliy bilimlarniberishni yangicha shakli joriy etildi. Yosh avlodni milliy istiqlol g'oyasi milliy - axloqiy qadriyatlar ruhidatarbiyalash insonparvarlik g'oyalarini singdirish bugungi ustuvor vazifamizdir.

Maktabda "Qutadg'u bilig" dostonini o'rganishda FSMU texnologiyasini qo'llash maqsadga muvofiqdir.Ushbu texnlologiyani o'quvchilarning o'quv rejasi asosida biror mavzuni o'rganishga kirishish yoki mavzunio'rganib bo'lgandan so'ng (O'quvchilarning badiiy asar haqidagi fikirlarini bilish maqsadida) qo'llashmumkin. Mazkur texnologiya o'quvchilarni o'z fikrini himoya qilish, erkin fikirlash, ta'lim jarayonida egallaganbilimlarini tahlil etish, bilimlarni qay darajada egallaganliklarini baholash hamda o'quvchilarni bahslashishmadaniyatiga o'rgatish imkoniyatini beradi.

Bu texnologiyaga ko'ra o'qituvchi mashg'ulotni yakka tartibda yoki o'quvchilarni guruhlarga bo'lib olibboradi. Bunda u o'rganilgan mavzuni belgilab oladi va har bir guruhga "FSMU" texnologiyasining to'rtbosqichi yozilgan qog'ozlarni tarqatadi.

F- Fikringizni bayon etingS - Fikringiz bayoniga sabab ko'rsatingM - Ko'rsatilgan sababni isbotlovchi misol keltiringU - Fikringizni umumlashtiringGuruhlar o'z fikrini qog'ozga tushiradilar. Guruh a'zolaridan vakil chiqib, har bir bosqich bo'yicha

yozilgan ma'lumotni alohida- alohida o'qiydi. Jumladan, guruhlardan biri quyidagicha javob beradi: F-Yusufxos Hojib "Qutadg'u bilig" dostonida odob-axloq masalalarini yoritishga kata ahamiyat bergan. O'zinighayotiy tajribalariga tayangan holda yaxshi xislat va fazilatlarni ezgulik , salbiy xususiyatlarni esa yomonliknoml bilan atagan . U kishilarni ezgu ishlar qilishga undagan.

S- Adib yaxshi tarbiyaning natijasi kishining xulqida, axloq- odobida, ulug'larga hurmatda yaqqol ko'rinadi,- deydi. Ulug'lik bilan mag'rurlanib ketish yaramaydi. Har bir kishi qanchalik ulug'likka erishsada, O'zinikamtar tutishi kerak. Chunki kamtarlik ezgu xislatlardan deb ko'rsatadi.

M -Ulug'lar so'zin tut, ishin qil, bajar,Ulug' so'zin olgan tilakka etar.Yoki:Seni siz deganlarni sen sizlagil,Yana undan Afzal javob so'zlagin.U - Adib o'gitlari qadr - qimmatini, obro'-e'tiborni tushuruvchi, el-yurt ishiga putur etkazuvchi

odatlardan tiyilishga, ko'ngilni boy qiluvchi xislatlarni o'zida shakillantirishga undaydi. Ikkinchi guruhvakili esa

F -Adib o'z asarida har bir kishi himmatli baland va muruvvatli bo'lishi kerakligini alohida ta'kitlaydi.S - Zero, adolatli siyosat yuritish, davlat ravnaqi, el yurtning gullab yashnashi uchun himmat va

muruvvat suv bilan havodek zarurligini masalaga quyidagicha munosabat bildirdi:ta'kitlaydi.M - Yusuf xos Hojib hikmatlarga himmat, muruvvat zarurligini aytadi. Muruvvati yoq kishini o'lik - ikki

dunyo manfaatlaridan bebahra deb biladi:Kishilikka himmat, muruvvat zarur,Kishi qadri himmat, muruvvat bilan.Yoki:Kishi himmati bo'lmasa u o'lik

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U dunyobn dunyo emas bahralik.U - Yusuf hos Hojibning davlatni mustahkamlash, el-yurtning gullab- yashnashi uchun bergan

maslahatlarni, oliyjanob insoniy fazilatlarga ega bo'lish haqidagi o'git-nasihatlari asar odob-axloq majmuasidaniborat ekanligini ko'rsatadi.

O'qituvchi o'quvchilarning javoblarini tinglab, mashg'ulotga yakun yasaydi, aytilgan fikrlarga o'zmunosabatini bildiradi, ularning fikrini to'ldiradi. Demak, "Qutadg'u bilig dostoni-pandnoma asar!" deganxulosa qiladi. Mashg'ulotni shu tarzda tashkil etish dars samadorligini oshiradi, o'quvchilarning, ma'naviyatimizdurdonasi bo'lmish "Qutadg'u bilig" dostonini o'rganishga bo'lgan qiziqishlarini yanada oshiradi.

Foydalanilgan adabiyotlar ro'yxati1. Rafiyev A. va boshqalar. O'zbek adabiyotidan dars turlari.-Toshkent, 1999-yil 2. Roziqov O. va boshqalar. Ta'lim tåxnologiyasi. - T: O'qituvchi, 1999-yil.3. Sariyev Sh., Matjon S. Adabiyot. -T.: 2010-yil. 4. Sariyev Sh., Matjon S. O'zbek adabiyoti. -T:. 2007-yil.asoslari.-T.: "Fan", 2006-yil 5. Yo'ldoshev R. O'zbek tilini o'rganamiz. Metodik qo'llanma.-T.: "O'qituvchi", 1995-yil.



O'QUVCHILARNING DUNYOQARASHINI KENGAYTIRISHDA KITOBNINGAHAMIYATI

Axmadova Ozoda Axrorovna, Navoiy viloyati Qiziltepa timani 23-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqola o'quvchilarda kitobxonlik madaniyatini va shu orqali ularning yozma, og'zakisavodxonligini rivojlantirishda adabiyot fani o'qituvchisining tutgan o'rni haqida yozilgan.

Kalit so'zlar: kitobxonlik, badiiy adabiyot, fan, ilm, intellektual.

O'zbek xalqi kitob yaratilgan davrdan boshlab ilmga, savodxonlikka intilib kelgan. Kitobni ardoqlaganoilada hotirjamlik, osoyishtalik, halollik va ahillik hukm suradi. Bunday muhitda baraka ham bo'ladi. Oiladabirinchi otaning o'rni, uning hurmatini joyiga qo'yish, onani e'zozlash, katta aka-opalar, ukalarga e'tiborlibo'lish degan tansiq odatlar bevosita kitob orqali mustahkamlanadi. Kitobni bola xijjalab, sabr bilan o'qishjarayonida, har bir so'zni yurakdan his qilib hazm qiladi. Bu donolar ta'kidlaganidek, toshga o'yilgan naqshsingaridir. Kitob ilm olishga tashnalikni oshiradi.

Yosh avlodning ilmiy-dunyoviy bilimlar asoslarini puxta egallashi, ularda keng dunyoqarash hamdatafakkur ko'lamining hosil bo'lishi va ma'naviy-axloqiy sifatlarning shakllanishi uchun ta'lim-tarbiya ishlarinisamarali tashkil etilishiga erishish lozim. Zero, yurtning porloq istiqbolini yaratish, uning nomini jahongakeng yoyish, ularni boyitish, O'zbekiston Respublikasini rivojlangan mamlakatlar qatoridan joy egallashinita'minlash, yosh avlodning komil inson bo'lib kamol topishiga bog'liqdir. Har tomonlama barkamolavlodni tarbiyalab, voyaga etkazishda esa zahmatkash o'qituvchi va murabbiylarning mashaqqatli mehnatlariyotadi.

Maktablarda o'qitiladigan bir qator o'quv fanlarida badiiy asarlarga ko'p murojaat qilinadi. Masalan,o'qish darslarida yozuvchilar, shoirlarning hayoti va ijodi, ularning asarlari, ona tili va rus tili fanlaridarslarida badiiy asarlardan parchalar, gaplar keltiriladi va ularni tahlil etish orqali fan asoslari o'rganiladihamda shu asosda o'quvchilarga tarbiyaviy ta'sir ko'rsatiladi. Mehnat ta'limi darslarida o'quvchilarni kasb-hunarga yo'naltirish ishlarining samaradorligini oshirishda ham badiiy asarlardan foydalanish yaxshi natijalargaolib kelishi mumkin.

O'zbekistonning kelajagi va ravnaqi uchun yangi dastur va tadbirlarni ishlab chiqilar ekan, xalqimizhayotining yanada farovon bo'lishiga hissa qo'shish har bir yurt fuqarosining burchidir. Ana shu burchlarimizdanbiri yoshlarning bilim olishlariga shart-sharoitlar yaratib berishimiz lozim. Buning ucnun nima qilmoqkerak, degan savol paydo bo'lishi tabiiy. Eng to'g'ri va oqilona fikr bu o'quvchilarni o'zining qiziqishi vamoyilligiga, qobiliyatiga mos bilim olishlariga imkoniyat yaratib berishimiz va mustaqil qaror qabul qilaolishi uchun har xil chora-tadbirlarni o'rgatishimiz lozim. Ana shu chora-tadbirlardan biri maktablardao'quvchilarning badiiy asarlarga qiziqishlarini ta'minlash juda muhimdir. Chunki, o'quvchilar badiiy asarlarnimutolaa qilganlarida asar qahramonlarini o'zlarining tasavvurlarida ko'radilar. Bo'lib o'tgan voqealarni tahlilqiladilar. Natijada fikrlash doiralari kengayib hayotga real qaray boshlaydilar. Hamma bolalar ham badiiyasarlarni o'qiyvermaydilar-ku, degan e'tiroz paydo bo'lishi mumkin. Buning uchun esa maktablarda darsdantashqari tadbirlarni, o'quvchilarning qiziqishiga mos bo'lgan kechalarni tashkillashtirish maqsadga muvofiqdir.

Demak, mamalakatimiing ravnaqi uchun vijdonan harakat qilmog'imiz zarur. O'quvchi yoshlarninghar tomonlama barkamol inson bo'lib voyaga yetishlari uchun, avvalo, biz o'qituvchilar bilimli, ma'naviyatli,raqobatbardosh mutaxassis bo'lib shakllanishimiz darkor. Ana shundagina biz ko'zlagan maqsadimizga erishganbo'lamiz.

Foydalanilgan adabiyotlar ro'yxati1. Yo'ldîshåv Q. Adàbiyot o'qitishning ilmiy-nàzàriy àsîslàri. T.: 1996.2. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2012-yil3. Kîmilîv N. Tàsàvvuf và bàdiiy ijîd. "Yoshlik" jurnàli.4. Mahmudov N., Nurmonov A. O'zbek tilining nazariy grammatikasi. -T.,5. Umumta'lim maktablarining 8-9-sinflari uchun mo'ljallangan adabiyot darsligi. So'nggi nashri.

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ENGLISH PROVERBS AND THEIR ANALYSIS WITH THE ALTERNATIVESIN THE UZBEK LANGUAGE

Axmedova Iroda Sobirjon qiziStudent of Tashkent State Institute of Oriental [email protected]

Annotation. This article is devoted to explore English proverbs, their usage and adequate equivalents in theUzbek language. It involves in the most common English adages with their meaning along with appropriatealternatives in Uzbek. This article will help students to get information about the similarities of folklore inEngland and Uzbekistan, and make use of it samples in speech as well.

Key words: folklore, proverbs, interpersonal communication, W.Mieder, L.Tolstoy, structure of adages,one-component and two-component proverbs, equivalents.

Folk sayings and proverbs, which emerged as a peculiar phenomenon of language, philosophy and art,are one of the genres of folklore which has a short size along with a deeper meaning. It is no exaggerationthat such edifying words, each of which demonstrates the beauty of our language, the breath of ourspeech, the logic of our thinking can be said to be a mirror of the old experiences and lives of our people.In this mirror the attitude of our people to life, nature, human, family and society, together with socio-political, spiritual, educational, moral-aesthetic and philosophical views, in short, true self is completelyreflected. So proverbs have become increasingly common and have been used extensively throughoutcenturies in lively speech and interpersonal communication, in fiction, historical and scientific works,political and social literature as well.

It is also common knowledge that proverbs are international genres in terms of their nature, and thereare no nation which do not have proverbs in the world. Therefore, folklore possesses a wide variety ofcommon adages that are viewed to be close to each other by both units of content and form. Accordingly,every country has multifarious similarities and miscellaneous generalities in their history and way of life.

The famous English folklorist, Professor W.Mieder, details the proverb as follows: "Proverbs are used ina wide range of situations and no limits to the use of the proverb. They can be used to: "strengthen ourarguments, express certain generalizations, influence or manipulate other people, rationalize our ownshortcomings, question certain behavioral patterns, satirize social ills, poke fun at ridiculous situations*".

L. N. Tolstoy did not say without reason: "In every proverb I see the image of the nation that created it".Verily, when we come across proverbs that are similar in meaning in different parts of the world,particularly in Uzbek and English, we may once again witness the peculiar coincidence in views and lives ofthese nations.

If we have a look at adages in terms of structure, we see they can consist of one or more syntactic units.The proverb including one syntactic part is often considered as one-component proverb and becomes in theform of narrative sentence. In both English and Uzbek, the instructional words of that form are commonlysimilar. And this can be seen in the following examples:

1.Losers are always in the wrong. Yiqilgan kurashga to'ymas.2.Marriage is a lottery. Umr savdosi - qiyin savdo.3.To warm the cockles of the heart. Ko'ngil ko'ngildan suv ichar.4.Happiness takes no account of time. Baxtlilar vaqtni kutmas.5.Out of the frying-pan into the fire. Yomg'irdan qochib, qorga tutilar.6.One swallow does not make a summer. Bir gul bilan yoz bo'lmas.7.Patience is the best remedy for every trouble. Sabr - muvaffaqiyat kaliti.8.Opportunity seldom knocks twice. Har yigitga bir omad.9.It takes two to make a quarrel. Qars ikki qo'ldan chiqar.10.No smoke without fire. Tutunsiz o't bo'lmas.11.Lost time is never find again. Yo'qolgan vaqt topilmas.12.Every man has his faults. Har to'kisda bir ayb.13.Mould somebody like wax. Yumshoq yog'ochga qurt tushar.14.God helps them, who help themselves. Asraganni Xudo ham asraydi.15.Self-preservation is the first law of nature. Har kimning joni o'ziga shirin.



16.Silence gives consent. Sukut - alomati rizo.17.After rain comes fair weather. Qorong'i kun mangu bo'lmas.18.The scalded dog fears cold water. Olovdan qo'rqqan tutundan ham qochar.Besides, a broad range of proverbs involves in two parts, and now we will give several examples of such

two-component proverbs:1.Misfortunes come on wings and depart on foot.Kasalning kelishi oson, ketishi qiyin.2.Agues come on horseback but go away on foot. Og'riq joyini topsa, Olti oy qishlaydi.3.Who has never tasted bitter, knows not what is sweet.Achchiqni tatib ko'rmaguncha, Shirinning qadriga yetmaysan.4.First think, and then speak. Avval o'yla, keyin so'yla.5.Out of sight, out of mind. Ko'zdan nari ko'ngildan nari.6.A liar is not believed when he speaks the truth.Yolg'onchi chin deyolmas, Chin desa ham, el inonmas.7.Words are the wise man's counters and the fool's money.Dono so'ziga bino qo'yar, Nodon o'ziga bino qo'yar.8.Absence sharpens love, presence strengthens it.Ko'z ko'zga tushsa, Mehr dilga tushadi.9.It is never a bad day that hath a good night. Avvalini berguncha, oxirini bersin.10.Much law, but little justice. Haqiqat osmonda, Narvoni hamyonda.11.There is one good wife in the country and every man thinks he has her.Har kimniki o'ziga, Oy ko'rinar ko'ziga.12.The higher the ape goes, the more he shows his tail. Echki yugurib, kiyik bo'lolmas.We will now also clarify some of the above common proverbs. For instance:One swallow does not make a summer. This old proverb is listed in several early glossaries, notably

Richard Taverner's transcription of the [Latin] proverbs of Erasmus*. Now it is used to say that because onegood thing has happened, it is not therefore certain that a situation is going to improve, one piece ofevidence does not mean that something is definitely the case. In Uzbek, an indirect alternative is "Bir gulbilan yoz bo'lmas".

Opportunity seldom knocks twice. It means: 'Take any opportunity or chance when it comes as it maynot come again'. In such kind of situation the Uzbek usually make use of the proverb "Har yigitga bir omad".

God helps those who help themselves. It is said to show you believe that if you make an effort to achievesomething, you will be successful. The synonym is "Self-help is the best help" as well. And the Uzbek have"Sen o'zingni asrasang, Seni Xudo asrar" in that meaning.

After rain comes fair weather. It is known that something bad or unpleasant today may bring goodthings in the future, or "April showers bring May flowers" along with "The darkest hour is that before thedawn" can be also used in that state. Uzbek equivalences are "Qorong'u kun mangu mangu bo'lmas", "Engqorong'u soatlar tong oldidandir" and "Oyning o'n beshi qora, o'n beshi oq".

The higher the ape goes the more he shows his tail. The further an unsuitable person is promoted, themore obvious his inadequacies become*. "Echki yugurib, kiyik bo'lolmas" is considered to be an alternativein Uzbek.

Misfortunes come on wings and depart on foot. It is very easy for a person to have a catastrophe, a difficultand difficult situation, as the article points out by the word "wing". Getting rid of problems and overcomingthem takes a lot of patience and time (i.e. "depart on foot"). This is explained by the Uzbek saying,"Kasalning ketishi oson, ketishi qiyin"

It would be fair to say that learning such kind of English proverbs demonstrates that samples of thisgenre are almost identical in content to the Uzbek proverbs. It would be acceptable to explicate suchcloseness through the similarity of a simple way of life, the relationship in human lifestyle with intimacyand, in general, the same situations in many aspects of experiences in two countries.

If we compare the study attributes of proverbs in both languages in such manner, we can see that severalissues such as making a collection of proverbs, studying the use of artistic means of expression in proverbsand demonstration of general aspects are almost the same. Notwithstanding, that scientific works dedicatedto the theories of proverbs in English are more than in Uzbek and it indicates that theoretical aspects ofEnglish proverbs have been relatively more studied. Uzbek scholars has been also involved in this workmany times, particularly, providing Uzbek translations in order to compare the adages of both languages,quoting alternative options and proof of its semantic properties have been carried out so far.

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In conclusion, it is proper to mention that it is viewed to be both effectual and beneficial way forstudents and pupils to put into practise proverbs and sayings accompanied by their Uzbek equivalents in theprocess of learning English and be able to make fluent, attractive and impressive speech in both languagesthrough making use of them. In this regard, resorting to various scientific work specialized to these topicsand rich, detailed sources on it is, of course, expedient.

Used literature:1.Karamatova K.M., Karamatov H.S. Proverbs-Maqollar- Ïîñëîâèöû. - T.: Mehnat, -20002.Madayev O., Sobitova T. Xalq og'zaki poetik ijodi. - T.: Sharq, 2010.3.Mieder, W. Dundes, A. The Wisdom of Many: Essays on the Proverb. - NewYork: Garland, 1995.4.Taylor A. The Proverb. -Harvard University Press, 1985.5.Axmedova O'. "Ingliz va o'zbek maqollarining lingvokulturologik va semantik xususiyatlari" Urganch 20146.O'zbek xalq maqollari 1- va 2-tom T.: Fan. 1987.



MAKTABDA CHO'LPON SHE'RIYATINI O'RGANISH

Axmedova Sabohat,Navoiy viloyat Karmana tuman 13-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqola Abdulhamid Sulaymon o'g'li Cho'lponning betakror nazmiy merosi haqida yozilgan.Jumladan, shoirning "Go'zal" she'rini umumta'lim maktablarida o'rganishda she'rning joziba manbasini topish,tuyg'ularini bezovta qilgan, ularni muvozanatdan chiqargan nuqtalarni ajrata bilishni o'quvchlarga o'rgataolish adabiyot fani o'qituvchisining vazifasi ekanligi ta'kidlangan.

Kalit so'zlar: she'riyat, tasvir vositalari, ruhiy kechinma, risola.

Zamonaviy she'riy janrlarni o'rganish, mumtoz she'riy janrlarni o'rganishga qaraganda birmuncha osonhisoblanadi. Chunki ularning aksariyati barmoq she'riy tizimida yozilgan. Adabiyot darsida Cho'lponning"Go'zal" she'rini o'rganiladi. Bunda Cho'lpon ijodidan namunalar o'rganishga ajratilgan darsning tarbiyaviymaqsadini: shoirning "Go'zal" she'ri misolida go'zallik qoshida hayratda qolgan oshiq ruhiyati tahlili asnosidainsonni anglash hissini tarbiyalash; ta'limiy maqsadini esa: she'r mazmuni bilan tanishtirish, adibninggo'zalni ta'riflashdagi mahoratini tushunish, inson ruhiy kechinmalari, oshiq iztiroblari bilan tabiat hodisalarimunosabati tasvirini anglab yetish tarzida belgilash mumkin. Shoir portreti va asarlari to'plami darsningko'rgazmali materiali sifatida tavsiya etiladi.

O'qituvchi Cho'lpon she'rlarini o'rganishga ajratilgan darsda o'quvchilarga shoirning hayot yo'li haqidadarslikda bo'lmagan ma'lumotlar bersa, bolalarning shoir haqidagi tasavvurlari tiniqlashib, muallif bilanshe'rxon orasidagi masofa qisqaradi. Cho'lpon hayotining bosqichlari, uning shaxsiyati dramasining o'zi hamxuddi go'zal asarlari singari o'quvchilarda yuksak axloqiy sifatlarni shakllantirishga xizmat qiladi. O'qituvchiCho'lponning hayotiga doir dalillarni O.Sharafnddinovning "Cho'lponni anglash" nomli risolasi,N.Karimovning "Cho'lpon" nomli ma'rifiy romani, B.Ro'zimuhammadning "Cho'lpon - tong yulduzidemak" singari tatqiqotlaridan olishi mumkin. Masalan, shoirning (bolalik yillari haqida o'quvchilar tasavvurlarinitiniqlashtirish maqsadida quyidagi xotiralarni keltirish mumkin: "Abdulhamid olti-yetti yoshidayoq savodchiqirib, sakkiz-to'qqiz yoshida andijonlik Mirkomil boyning ziqnaligini tanqid qilib, gazetaga maqala yozgan.maqola gazetada bosilgach, kimdir Mirkomil boygi maqolani Sulaymon bazzozning o'gli Abdulhamidyozganini aytgan ekan. Boy darg'azab bo'lib Sulaymon bazzozni chaqiribdi. U yolg'iz o'gli borligini, to'qqizyoshda ekanini, ammo hali maktab ko'rmaganini aytibdi. Ishonmasa, ertaga do'kondan qaytishda kirsa,o'glini ko'rsatishini aytib, boyning oldidan arang qutulib chiqibdi. Ertasi kuni Mirkomil boy mahalladano'tayotganda boshyalang, oyoqyalang bo'lib, ko'chada varrak uchirib yurgan bolakayni ko'rib g'azabidantushgan ekan".

O'qituvchi o'quvchilarni shoir shaxsiyatiga doir shu kabi ma'lumotlar bilan tanishtirgach, "Go'zal"she'rini yoddan aytib berishi kerak. So'ngra quyidagi lug'atga tayanib, she'r matnidagi notanish so'zlar ustidaish olib boriladi. Lozim topilgan so'zlar o'quvchilarga izohlab borilishi mumkin: suymoq - sevmoq, yo'qsil -bechora, kambag'al, ulda - u ham, so'rmok - so'ramoq, oqqa ko'milgan - oq libosga o'ralgan, yo'ldan ozmoq- yo'ldan adashmoq. Lug'at ustida ishlangandan so'ng ikkinchi marta ifodali o'qilgan "Go'zal" she'rio'quvchilarning tuyg'ulariga bevosita tegib ketishi tabiiy. Ochiq aytish kerak, she'riyatning chinakam namunalarinio'quvchilar bilan taxlil qilish oson emas. Chunki lirikada odamzot til bilan ifodalay olmaydigan tuyg'ular,ruhiy holatlar aks etadi. Bunday holatni oddiy so'z bilan ifodalash, ya'ni uni jo'nlashtirish she'r jozibasiniyo'qqa chiqarishi mumkin. She'rning nasriy bayoni berilganda go'zallik g'oyib bo'ladi, uning ta'sir kuchiyo'qoladi. Qaysi tilda bo'lishidan qat'iy nazar, hozirgina tinglovchini larzaga solib turgan sehrli misralar quruqso'zlar tizimiga aylanib qoladi.

Cho'lpon asarlarini tahlil etishda qissadan hissa chiqarishga shoshilmaslik kerak. Bu xildagi asarlarda ruhiymanzara chiziladi, inson hissiyotining lahzalik to'lg'onishlari ko'rsatiladi. Shu boisdan ham lirik asarlarni"shoir mana bunday demoqchi", "ana unday xulosa chiqaryapti" tarzida tahlil qilish uni yo'qqa chiqarish bilantengdir. Bu xil asarlarning joziba manbasini topish, tuyg'ularini bezovta qilgan, ularni muvozanatdan chiqargannuqtalarni ajrata bilish o'quvchlar oldidagi asosiy vazifadir. Badiiy asarlar qatiga berkitilgan bunday xaqiqatlarnio'quvchilarning o'zlari topishlari maktab adabiy ta'limining bosh maqsadiga muvofiq keladi.

"Go'zal"da Cho'lpon tabiatning ham dilbar she'riy manzarasini yaratgan shoir inson ruhiyatidagi o'zgachaholatlarni tabiat bilan mutanosiblikda tasvirlashga harakat qilgan. Asar qahramoni oshiqning hissiyotlaritabiatga ham jon bag'ishlaydi. Oshiq tabiatni dard bilan, insoniy ishq bilan munavvar qiladi. Oshiq o'zi

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izlayotgan go'zalni dastlab "qorong'u kechada ko'kka ko'z tikib, Eng yorug' yulduzdan..."so'raydi. O'qituvchitahlilning boshidanoq o'quvchilarni oshiq tuyg'ulari olamiga yaqinlashtirishi darkor. Nega oshiq go'zalni tundaizlay boshladi? Nima uchun ma'shuqasini "eng yorug' yulduzdan" so'radi? Bu yulduz go'zalni "tushidako'rishi" ning boisi nima? O'quvchilar shu savollarga javob topish uchun she'r matniga tayanib boshqotirsalar, asar jozibasi chuqurroq ochiladi. Yulduz, oy, shamol, kun yordamida oshiq qalbidagi ishq o'tialangasining nechog'li balandligi, hijron azobining qanchalar og'irligi ochiladi. She'rning so'nggi bandito'lig'icha oshiq ruhiy holati, kayfiyati ifodasidan iborat. Hajr yo'lida o'rtanayotgan oshiq mashuqasidanog'rinmaydi, uni yomon ko'rmaydi. Oshiq ishqning o'zidan masrur, dard chekish baxtidan quvonchda, shubois "boshini zo'r ishga berib" qo'yganidan pushaymon emas. Dars so'ngida o'quvchilarga "Go'zal" she'riniyodlab kelish topshiriladi.

Foydalanilgan adabiyotlar ro'yxati1. Quronov D. "Adabiyot nadir" yoki Cho'lponning mangu savoli. Adabiy-tanqidiy maqolalar.- T.:

"Zarqalam", 2006,2. Cho'lpon "Asarlar" 3 jildlik. I-II jildlar. Toshkent.1993-y. 3. Cho'lpon. "Yana oldim sozimni". Toshkent

1992-y.4. Cho'lpon. "Bahorni sogindim" "Yulduzcha". Toshkent.5. Cho'lpon. "Kecha va kunduz" romani "Sharq yulduzi" 1988-y. ¹ 2-3.



INGLIZ TILI DARSLARIDA TRENING USLUBIDAN FOYDALANISHNINGPEDAGOGIK-PSIXOLOGIK MOHIYATI

Axrorova Moxichehra,Navoiy viloyat Zarafshon shahar13-AFCHO'IM ingliz tili fani o'qituvchisi

Annotatsiya: Maqola ingliz tili darslarida yosh avlodni aqlan yetuk va ma'naviy barkamol qilibtarbiyalashda ta'lim-tarbiya jarayonida qo'llaniladigan usul va vositalar muhim ahamiyatga ega ekanligihamda barkamol shaxs tarbiyasida mustaqil fikrlash, o'z aqliy va amaliy faoliyatini mustaqil tashkil eta olishko'nikmasini hosil muhimligi haqida yozilgan.

Kalit so'zlar: usul, vosita, barkamol shaxs, pedagogik texnologiya.

O'quvchi mustaqil fikrini rivojlantirishda trening usulining ahamiyati juda kattadir. Bugun yosh avlodniaqlan yetuk va ma'naviy barkamol qilib tarbiyalashda ta'lim-tarbiya jarayonida qo'llaniladigan usul va vositalarmuhim ahamiyatga ega. Barkamol shaxs tarbiyasida avvalo tarbiyalanuvchida mustaqil fikrlash, o'z aqliy vaamaliy faoliyatini mustaqil tashkil eta olish ko'nikmasini xosil qilish zarur. Bu haqda buyuk alloma Xo'jaBahovuddin Naqshband shunday yozadi: "Nabini vaqti suftin, mardi haq nok, ba shogirdin di xal durrixatarnok". Mazmuni "Ko'rmaysanmi durga ishlov beruvchi usta durni teshayotgan vaqtda xatarnok (nozikqimmatbaho) durni teshishni shogirdiga topshiradi". Bu fikirdan shu narsa ko'rinadiki, ta'limni o'rgatish,birga bajarish kabi bosqichlarda o'rganuvchiga erkinlik berish, ijodiy fikirlash va o'zligini to'la namoyonqilishiga dars jarayonida imkon berishimiz kerak. Mustaqil fikirlash shunday qobiliyatki u tufayli shaxs narsava xodisalar xususida o'z qarashiga hamda nostandart yechimlar topishga intiladi. Masalan: aniq predmetruchkaning nima ekanligi va nima maqsadda undan foydalanish mumkinligini ko'pchilik biladi. Bu yozuvquroli, lekin, nostandart tafakkurga erk berilsa, uni ko'rsatgich sifatida yoki sanoq tayoqchasi o'rnida va yanaip o'rash mumkinligi kabi funksiyalari o'quvchi tomonidan aytilishi mumkin. Demak, mustaqil fikirlasho'quvchining narsa va xodisalarning mohiyati hususida o'z qarashlari bo'lishini toqqoza etadi. Uning bilish vaanglash imkoniyatlari chegarasini kehgaytiradi.

Xorijiy tillardan birini o'rgatishning va o'rganishning bosh vazifasi yosh avlod ongiga siyosiy, nazariy-ilmiy, dunyoviy qarashlarini shakillantirish, voqia va hodisalarga o'z nuqtai nazaridan yondashadigan, hartomonlama barkamol shaxsni tarbiyalashdir. Ko'plab Xorijiy tillarni bilibgina qolmay, tili o'rganilayotganmamlakat ma'daniyati,tarixi,san'atidan ham xabardor bo'gan insongina mustaqil fikriga ega bo'ladi va uni dadilayta oladi. Shu o'rinda mustaqil fikrlash rivojlanishiga ta'sir ko'rsatuvchi omillarni aytib o'tish joizdir:

Birinchidan: mustaqil fikrlash inson biror obyektning mohiyatini anglab yetgandagina yuzaga keladi.O'quvchi hayotiy voqialarni turli vositalar yordamida o'rganib, uning mohiyatini his etib unga nisbatan o'zfikri va munosabatini bildira olsagina mustaqil fikrlay boshlaydi. Mazkur jamoaviy intelektual jarayonlardaishtirokchi, guruh va qatnashuvchilarni bildirayotgan to'g'ri, haqiqatga yaqinroq yoki xato fikrlar orasidano'zi uchun zarur bo'lgan ratsional xulosani keltirib chiqaradi.

Ikkinchidan: mustaqil fikrlash uchun mavjud ma'lumotlarni har tomonlama tahlil qilish zarur. Ingliz tilidarslarida trening uslubining qo'llanilishi taraqqiyotning turli bosqichlaridagi hayot tarzini solishtirish, tahlilqilish mazkur voqelikka sabab bo'lgan tarixiy jarayonlar, voqelik rivoji natijalaridan kelib chiqqan oqibatlarinidavriylik nuqtai nazardan o'rganish samarali kechadi va o'quv fanlariga intergratsion yondashuvni keltiribchiqaradi.

Uchinchidan: mustaqil fikrlash inson o'zini anglagandagina, o'zgalar fikrini tushunib, boshqalar bilanfaol munosabatga kirishgandagina yuzaga keladi. Trening uslubidagi darslarda qatnashgan o'quvchi o'z imkoniyatdarajasini tushunib yetadi, trening jarayonida unda faol o'rtoqlar darajasiga yaqinlashish, ba'zan esa, ulardanham o'zib ketishiga imkoniyat hosil bo'ladi.

To'rtinchidan: mustaqil fikrlashda o'quvchini o'z xatti harakatlariga nisbatan ishonch his ettirish zarur."Jiddiy, teran haqiqiy iroda eng avvalo maqsadga erishishga ishonch tasavvurlari bilan uyg'unlikda ifodalanadi"-deb yozgandi Iogann Gyote.

Psixolog Deyl Karnegi - kishilarga haqorat qilmay va ranjitmay ta'sir ko'rsatishning 9 qoidasidan birisifatida shunday yozadi. "Kishilarga sha'n yaratib beringki, uni oqlash harakatiga tushib qolsinlar" va buniquyidagi misol bilan izohlaydi: "Neapoldagi fabrikada ishlovchi o'n yoshli bolakay qo'shiqchi bo'lishni orzuqilardi biroq birinchi o'qituvchisi uni hafsalasini pir qilib qo'ydi: - sendan qo'shiqchi chiqmaydi, ovozingderaza tirqichidan kirayotgan shamolga o'xshaydi! Kambag'algina onasi uni bag'riga bosib, men bilaman sen

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qo'shiq ayta olasan, ovozingdagi o'zgarishni sezayapman- der edi doim. Bu maqtovlar bola taqdirini belgilabberdi. O'sha bolakay (mashhur qo'shiqchi) Enriko Karuzo edi"

Beshinchidan: darsga befarq yoki shu fanga qiziqmaydigan o'quvchilarni yumshoq va samimiy ohangdao'quv jarayoniga dahl qilish zarur. Bu holat, ayniqsa, darsga befarq va darsdan ko'ra ko'ra o'z shaxsiy yumushlariniustun qo'yadigan o'quvchilarga ham ta'sir qiladi. Treningning an'anaviy darslardan ustunlik tarafi ham shukabi xususiyatlarda ko'rinadi.

Oltinchidan: trening darslarida axborot, texnika va ko'rgazmali vositalardan unumli foydalanish orqalio'quvchilarda izlanuvchanlik va mantiqiy fikrlash qobiliyatini o'stirish muammolarini hal etishda yaxshisamara beradi. Trening jarayonining kompyuter imkoniyatlaridan kelib chiqqan holda tashkil etilishi, xususantarixiy mavzularga oid video roliklar, tasviriy san'at namunalari tarixiy qahramonlar suratlarini o'quvchilarganamoyish etish o'quvchilarga munozara mavzusini, muammosining mazmunini tushuntirish yo'nalish berishmumkin.

Xullas, o'quvchiga har bir darsda mustaqil fikrini ayta olish imkonini yaratish, undagi bu qobiliyatnishakillantirish va rivojlantirishga turtki berish hozirgi kun talabiga aylanmoqda.



ONA TILI DARSLARIDA MATN BILAN ISHLASHUSULLARI HAQIDA

Baxriyeva Nilufar,Buxoro viloyat G'ijdivon tuman 27-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqolada badiiy matnlar millat ma'naviy dunyoqarashi, orzu-istaklarini tildagi mavjudusul va vositalar, lisoniy birliklar orqali yorqin ranglarda ifodalab berishi, har bir badiiy ijod namunasiningmukammal bo'lishi bevosita unda g'oya va ifoda uyg'unligidan iborat ekanligi, til va adabiyotning o'zarouzviy bog'liqligi, ularning bir-birini taqozo etuvchi tushunchalar ekanligi haqida ma'lumotlar yoritilgan.

Kalit so'zlar: matn, komil inson, ta'lim standarti, matn.

Ma'naviy yetuk farzandlarni tarbiyalash barcha zamonlarda adabiyotning dolzarb va ustuvor vazifasi bo'libkelmoqda. Mutaxassislarning ta'riflashicha, komillik-insonning kamolotga erishuv jarayonidagi barkamolligidarajasini ifodalovchi tushunchadir. Har bir millat o'z kelajak avlodida komillikni ko'rishni orzu qiladi. Shusababdan o'zlari yaratgan doston-u ertaklarda, afsonalarda, badiiy asarlarda komillik darajasiga yetgan, hartomonlama ideal timsollarni shakllantiradilar va o'z zurriyotlarini ana shu timsollarga xos xislatlar ruhidatarbiyalashga harakat qiladilar. Davlatimiz tomonidan bu borada qator dastur va loyihalar ishlab chiqilib,amalga oshirilmoqda. Jumladan, barkamol avlodni tarbiyalashning eng muhim o'chog'i hisoblangan ta'limjahon standartlari darajasiga olib chiqilmoqda. Ana shunday keng imkoniyat yaratib berilgan maskanlardabarkamol avlodni tarbiyalashda o'ta katta mas'uliyat bilan yondashish kerak. Barkamol avlodni "Komil inson"g'oyasi asosida tarbiyalash lozimdir. Yoshlarni barkamol qilib tarbiyalashda bobolarimizdan qolgan buyukma'naviy merosdan unumli foydalanmoq kerak.

Insoniyat jamiyatning vatanda yuz beradigan jami o'zgarishlar markazida turuvchi asosiy figura sifatida o'zhayoti va faoliyati bilan bog'liq tushunchalarni nomlashda tilda mavjud bo'lgan turli vositalardan foydalanadi,hayotiy tajriba va ko'nikmalariga asoslangan holda narsalar va hodisalarning o'ziga xos xususiyatlarini aniqlaydi,ularga tayanib umumiylik va xususiylik, tur va jinsga oid bilimlarini umumlashtiradi. Shu tariqa kishilarningasrlar davomida shakllangan ijtimoiy-tarixiy tajribasi tobora mukammallashib muomala jarayonida qo'llaniluvchitil birliklari mazmunida o'z ifodasiga ega bo'ladi. Til kishilarning tarixiy hayotiy tajribalarini o'zida aks ettiradiva lisoniy zaxiralarni ajdoddan avlodga yetkazish vositasi sifatida muhim ahamiyat kasb etadi. Muloqot odamlaro'rtasidagi o'zaro ta'sir va o'zaro tushunishning murakkab ijtimoiy-psixologik jarayoni sifatida turli xil vositalaryordamida amalga oshiriladi. Jumladan, Verbal muloqot (belgili tizimlardan nutqda foydalanish) va noverbalmuloqot (turli xil nutqiy belgili tizimlardan foydalanish)ni farqlash qabul qilingan.

Ona tili inson tafakkurining qay darajada ekanligini ko'rsatuvchi va o'zi xizmat qiluvchi millat yoki elattarixidan guvohlik beruvchi qimmatli manba bo'lib, o'zida xalqning minglab yillar davomida to'plagan bilishtajribasini, uning urf - odatlari va etnik ideallarini, milliy xarakteri vataraqqiyot yo'lini aks ettiradi. Tildamavjud bo'lgan va o'zaro aloqalarda faol qo'llaniluvchi lug'aviy birliklarning funksional xususiyati insonningvoqelikni, voqelik faktlarini, hodisalarni atash uchun xoslanganligi bilan belgilanadi. Jamiyat hayotiningmuntazam ravishda taraqqiy etib borishi bevosita insonning tabiat va jamiyatda sodir bo'layotgan o'zgarishlargamunosabati, o'z ijtimoiy layoqati va tavsifi, jamiyat taraqqiyotida tutgan o'rni, hayot tarzi kabilarga chambarchasbog'liq. Bu aloqadorlik til taraqqiyotini, uning lug'aviy sathi yangi birliklar hisobiga tobora boyib, yangitushunchalarni anglatuvchi so'zlarning paydo bo'lishiga olib keladi. Nutqning u yoki bu ko'rinishi uchunxoslangan bunday birliklarning til tizimida tutgan o'rnini aniqlash, ularning so'zlovchi kommunikativmaqsadiga bog'liq holda qo'llanish imkoniyatlarini ochib berish til va jamiyat, til vatafakkur, til va nutqmunosabatlarining mazkur masala bilan aloqador muhim tushunchalar ekanligidan dalolat beradi.

Keyingi yillarda badiiy matn, badiiy matn tahlili va talqini, matn turlari, badiiy matn va unda tilbirliklarining qo'llanish, umuman, matn bilan ishlash imkoniyatlarini adabiyotshunoslik hamdatilshunoslikning turli sathlari doirasida tadqiq etishga qiziqish sezilarli darajada kuchaydi va bu muammolarbugungi kunda ham kun tartibidan tushgan emas. Insonning eng nozik his-tuyg'ulari asosida yuzaga kelganbadiiy matnlarda o'quvchiga estetik ta'sir ko'rsatish xususiyati kuchli tarzda namoyon bo'ladi. Badiiy matn shuma'noda xalqimizning o'ziga xos mentaliteti, xarakteri, ijtimoiy turmush tarziga xos urf-odatlari, milliy-ma'naviy qadriyatlari va asrlar osha davom etib kelayotgan an'analarini o'zida yaqqol ifodalaydi. Ijodkortomonidan hayotni teran va sinchkovlik bilan kuzatish natijasida yuzaga kelgan har bir ijod namunasidama'lum ma'noda ijodkorning o'z davriga xos hayot tarzi aks etadi, unda keng qamrovli masalalar qatori badiiy

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adabiyotimiz muammolari ham bo'rtib turadi. Badiiy matnlar millat ma'naviy dunyoqarashi, orzu-istaklarinitildagi mavjud usul va vositalar, lisoniy birliklar orqali yorqin ranglarda ifodalab beradiki, bu xususiyat unisan'atning boshqa turlaridan bir pog'ona yuqori ko'taradi. Shu o'rinda har bir badiiy ijod namunasiningmukammal bo'lishi bevosita unda g'oya Va ifoda uyg'unligidan iborat ekanligi, til va adabiyotning o'zaro uzviybog'liqligi, ularning bir-birini taqozo etuvchi tushunchalar ekanligi ayon bo'ladi. Ularni bir-biridan ajratibo'rganishning iloji yo'q. Til va badiiy ijod orasidagi chambarchas aloqadorlik, shakl va mazmun yaxlitligio'zbek xalqining shakllanishi va taraqqiy qilishidan guvohlik beruvchi shonli o'tmishi, turmush tarzi,dunyoqarashi, ijtimoiy-siyosiy hayotida sodir bo'lgan tarixiy evrilishlar, ichki va tashqi ta'sirlar tufaylitilimiz lug'at tarkibining kundalik boyib borishidagi yangiliklar bilan hamohangdir. Yuqorida qayd etilganidek,bu holatlarning, avvalo, tilimiz lug'aviy sathida o'z aksini topishi sababi ham shunda.

Foydalanilgan adabiyotlar ro'yxati1. Mirziyoyev Sh. Buyuk kelajagimizni mard va olijanob xalqimiz bilan birga quramiz. Toshkent: "O'zbekiston"

2017.484 bet2. Yo'ldoshåv J., Usmonov S.A. Pådagogik tåõnologiya asoslari.-T, 2001.3. Yo'ldoshåv. J. Usmonov.S. Ilg'or pådagogik tåõnologiyalar.- T.:O'qituvchi, 2004.4. Bozorov E., Musurmonova O.A. O'qituvchi ijodkorligi davr talabi. - T.:O'qituvchi.1991.5. Jo'rayåv R., Zunnunov A. Ta'lim jarayonida o'quv fanlarini intågratsiyalashtirish omillari. O'qituvchilar

uchun o'quv qo'llanma. -T.: Sharq, 2005.



ALISHER NAVOIYNING YOSHLAR TARBIYASI SOHASIDAGI QARASHLARI

Boboqulova Maftuna,Navoiy viloyat Navbahor tuman 3-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqola Alisher Navoiyning ma'naviy merosidan xalqimizni, yoshlarimizni qanchalikko'p bahramand eta olsak, milliy ma'naviyatimizni yuksaltirishda, jamiyatimizda ezgu insoniy fazilatlarnikamol topishida shunchalik ma'naviy qurolga ega bo'lishimiz mumkinligi haqida nazariy ma'lumotlar berilgan.Rivojlangan jamiyat, ta'lim-tarbiyada ustozning, ota-onaning mas'uliyati, sabrlilik, diyonatlilik, birodarlikhaqida mutafakkirning fikrlari yoritilgan.

Kalit so'zlar: komillik, mumtoz adabiyot, guhari sharif.

Alisher Navoiy mumtoz adabiyotimizning markaziy siymosi. Buyuk mutafakkirning ijodini qanchalikchuqur va puxta bilsak, ma'rifat, ezgulik, komillik sirlarini kengroq anglab boraveramiz.

Yoshlarimiz mutafakkir hayoti va ijodini qanchalik chuqur va puxta bilsa, ma'rifat, ezgulik, komilliksirlarini o'shancha kengroq egallaydi. Navoiyning sehrli so'zlarini qalbiga o'rnatgan odam, odamiylik sharafi vakuch-quvvatini idrok etadi. Navoiy saboqlariga amal qilgan kishi xalqning dard-u tashvishlarini yengillatishgabel bog'laydi, ilm-ma'rifatni-nodonlik va jaholatga qarshi qurol o'rnida ishlatadi. Navoiyni anglash, uningsiymosiga intilishning g'oyat muhimligni bilish-adolat, diyonatning kuchiga ishonish demak. Ko'ngliga shundayishonch g'olib bo'lgan odamlar soni jamiyatimizda qancha ko'paysa, insonlarning bilib-bilmay qilgan xato vamuammolari kamayib boradi. Navoiying ibratli faoliyati bugun istiqlol farzandlari uchun har tomonlamaibrat maktabi vazifasini o'taydi. Shunday ekan, har bir avlod vakili ilmning yuksak cho'qqisini egallashgaharakat qilmog'i va Birinchi Prezidentimiz ta'bir bilan aytganda, hech kimdan kam emasligini amaldaisbotlab bermog'i lozim. Alisher Navoiyning ma'naviy merosi milliy ma'naviyatimizning yuksalishida,jamiyatimizda ezgu insoniy fazilatlarni kamol topishida teran ahamiyatga ega. Mutafakkir faoliyatiga xos ilm-uma'rifatga intilib yashash ishqi asarlarning mazmun-mohiyatini tashkil etadi. Ayniqsa, uning "Mahbub ul-qulub" asari falsafiy fikrlarga boy, inson va jamiyat, ular o'rtasidagi o'zaro aloqadorlik, komil inson baxtsaodati, adolatli jamiyat, ta'lim-tarbiya, ta'lim-tarbiyada ota-onaning mas'uliyati, sabrlilik, diyonatlilik,birodarlik kabi qator masalalarni qamrab olgani bilan qimmatlidir. Ushbu asarda shaxs, barkamol insonyetakchi o'rinda turadi va yana bir karra ilm ahli ulug'lanadi.

Ilmdan chetda qolgan xalq o'rtasida qaysar, johildir,O'rganishga qattiq tirishgan jahonning zo'r olimidir."Mahbub ul-qulub" da shu kabi serma'no va ibratli fikrlarni juda ko'p uchratamiz. Ilm olib, undan hayoti

davomida unumli foydalana olmagan, ezgu amallar qilishga shoshmagan insonlarni, go'yo urug' ekib, undanhosil olmagan dehqonga o'xshatadi. Alisher yuqoridagi bayti bilan barcha fanlarni o'rganishni targ'ib etadi.Uning fikricha, bilimlarni tinmay o'rganish zarur, bunda har qanday qiyinchilikni yengib o'tish muhimligini,qunt bilan ishlash, tirishqoqlik bilan harakat qilish, izchillik bilan kurashish, uni oxirigacha yetkazish,chidam va sabot bilan o'rganishni ta'kidlaydi.

Buyuk alloma ilm olish tamoyillarini o'z davrida to'g'ri ifodalab, hatto ilm tizimini belgilab beradi, ya'nio'quv muassasasida o'qish, olim, hunarmand, ustozlarga shogird tushishni yoki mustaqil holda ilm olishnitavsiya etadi.

Navoiy yaxshi muomala va samimiy munosabat mazmunidagi shirin so'z qalblarga sevinch bag'ishlaydideb, so'z qudratini benihoya ulug'lagan va o'z davridayoq hayotlik chog'idayoq sinab ko'rgan ulug' siymodir.Bu xususida alloma shunday yozadi:

So'zdurki, nishon berur o'likka jondin,So'zdurki, berur jonga xabar jonondin.Insonni so'z ayladi judo hayvondin,Bilkim, guhari sharifroq yo'q ondin.Demak, insonning tirikligidan nishona ham so'z, oshiqlar qalbidagi ishq-muhabbatni tarannum etuvchi

ham so'z, hayvonot olamidan insonni ajratib turuvchi ham so'z-ekanini uqtirarkan, undanda go'zal va latifroqnarsa yoqligiga ishontiradi. Navoiy so'z guharini, uning qadr-qimmatini va go'zalligini, inson ruhida jon kabimuhimligini ta'kidlaydi.

Ulug' mutafakkirning ulkan ijodini dengizga qiyoslash mumkin. Unda dur-u javohirlar behisob, bizundan bir qatrasinigina bayon etoldik xolos. Hazrat Navoiyning bebeho merosidan xalqimizni, ayniqa

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yoshlarimizni qanchalik ko'p baxramand eta olsak, milliy ma'naviyatimizni yuksaltirishda, jamiyatimizdaezgu insoniy fazilatlarni kamol topishida shunchalik ma'naviy qurolga ega bo'lamiz.

Foydalanilgan adabiyotlar ro'yxati1. Karimov I A. "Yuksak ma'naviyat - yengilmas kuch" Toshkent: "Ma'naviyat", 2008. 173 bet.2. Navoiy asarlari lug'ati. Toshkent: "G'. G'ulom nomidagi adabiyot va san'at nashriyoti", 1972. 781 bet.3. Alisher Navoiy. "Majolis un-nafois" O'n besh tomlik. 12-tom. Toshkent: "G'.G'ulom nomidagi adabiyot

badiiy nashriyoti",1966. 213 bet.4. Alisher Navoiy. "Mahbub ul-qulub" Toshkent: G'.G'ulom nomidagi adabiyot va san'at nashriyoti",

1983. 111 bet.



LISTENING IS THE BASIS OF COMMUNICATION

Boboxonova Xolida Akramjonovna,an English teacher of Namangan city,State Specialized School ¹ 58tel: 93 9487440

AnnotationIn this article, it is spoken about listening which also serves as a powerful tool for teaching a foreign

language. It makes it possible to master the sound side of the language being studied, its phonemic compositionand intonation; rhythm, stress, and melody. Through listening, the lexical structure of the language and itsgrammatical structure are assimilated.

Key words: listening, communication, skills, language, by ear, develop, authentic

It is well known that listening to and understanding a foreign language is a very difficult task, much moredifficult than reading material that is equivalent in language and content. Listening, the ability to distinguishand understand what others say, and in relation to educational work in foreign language lessons - this is theunderstanding of foreign language speech by ear during its passage. This involves understanding the speaker'saccent, grammatical structures, and vocabulary. The problem of learning to perceive authentic speech by earis one of the most important aspects of teaching foreign language communication, and that is why thedevelopment and development of technologies for teaching listening that meet the needs of the time isextremely important. We are faced with listening as an independent type of speech activity in varioussituations of real communication. This happens when we listen: various ads; radio and television news;various instructions and instructions; lectures; the stories of the interviewees; performances by actors; theother person on the phone, etc.

The goals of listening training can be defined as the following: build certain skills; to develop certainlinguistic skills; teach the ability to communicate; develop the necessary abilities and mental functions; toremember speech material; teach students to understand the meaning of a single statement; teach studentsto highlight the main thing in the flow of information; to develop auditory memory; develop an auditoryresponse.

Listening also serves as a powerful tool for teaching a foreign language. It makes it possible to masterthe sound side of the language being studied, its phonemic composition and intonation; rhythm, stress, andmelody. Through listening, the lexical structure of the language and its grammatical structure are assimilated.At the same time, listening makes it easier to master speaking, reading, and writing. If the studentunderstands the spoken speech, it is easier for them to understand the graphic speech, i.e. to change whatthey see to what it should sound like. When performing listening tasks the speaker must demonstrate thefollowing abilities: Predicting what people will say. Guess unfamiliar words and phrases without panic. Useyour previous knowledge as a basis for understanding. Understand the speaker's attitude to the subject ofconversation. Be able to make recordings while listening. Understand intonation and stress. The ethical side ofspeaking, the rules of discussion, debate, and other types of disputes.

Listening-is the basis of communication, it begins with the mastery of oral communication. Possessionof such a type of speech activity as listening allows a person to understand what is being reported to him andrespond adequately to what is said, helps to correctly present their response to the opponent, which is thebasis of Dialogic speech. In this case, listening teaches the culture of speech: listen carefully and alwayslisten to the end, which is important not only when talking in a foreign language, but also when talking inyour native language.

Effectiveness of using listening skills in teaching a foreign language: Learning to listen is one of themain directions of a teacher's work at school, since listening, along with speaking, provides an opportunityto communicate in a foreign language. However, this direction causes the greatest difficulties in learning,both on the part of the teacher and on the part of students. Therefore, the teacher should not only knowwhat listening is, but also study and then constantly take into account in their work the subjective andobjective factors of success in learning listening; difficulties associated with this process and ways to overcomethem; methods and techniques of working in contact and distant listening, as well as control of listening. Avery important factor in teaching listening is to maintain a continuous interest of students, that is theirmotivation, where the main factors are: proper selection of text (level of difficulty and interesting content),creating a situation of communication before reception of the text and various tasks involving control listen

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and access in other activity after the perception of the text. Summarizing the above, we can say that educational, authentic audio texts open up wide opportunities

for active work in the process of forming speech skills and abilities of students and make the educationalprocess of mastering a foreign language attractive to students at all stages of training. The effectiveness of usinglistening in teaching a foreign language depends not only on the precise definition of its place in the learningsystem, but also on how well the structure of audio employment is organized.

References:1.Gilbert, M. B. (1988). "Listening in School: I Know You Can Hear Me-But Are You Listening?"2.Janusik, L. A. (2002). Teaching listening: What do we do? What should we do?3.Rankin, P. T. (1928). "The Importance of Listening Ability."



TARJIMADA TARIXIYLIK VA MILLIYLIK

Mahliyo BoyqulovaSamDCHTI talabasiTelefon: +998(99)5715924Bahoroy ShermatovaSamDChTI o'qituvchisig-mail: [email protected]

Annotatsiya: Ushbu maqolada dolzarb mavzulardan biri tarjimada tarixiy va milliy so'zlarning ifodalanishigaalohida to'xtalab o'tilgan.Mavzu misollar orqali yoritilib berilgan.

Kalit so'zlar: lisoniy vositalar, lug'at boyligi, so'zlarning badiiy obyekti, tarixiy so'zlar, milliy so'zlar,lingvistik tadqiqotlar.

Muhtaram prezidentimiz Shavkat Mirziyoyev xalqimizga qarata aytilgan nutqida: "Iste'dodli yoshlarniizlab topish va ularni maqsadli tarbiyalash borasidagi ishlarni kuchaytirish kerakligini, ilmni, tarbiyanito'g'ri yo'lga qo'ysak, hamma sohani malakali mutaxassislar o'zlari rivojlantiradi" deya ta'kidlab o'tadilar [1].Bizga ma'lumki tarjima inson faoliyatining eng qadimiy turlaridan biri bo'lib, u tufayli biz jamiyat taraqqiyotitarixining barcha tafsilotlarini ochiq- oydin tasavvur etamiz. Keyingi yillarda amalga oshirilayotgan lingvistiktadqiqotlarda tarjima muammolarga katta e'tibor berilmoqda. Tarjimada tarixiylik va milliylikning ifodalanishimuhim ahamiyatga ega.Asarda tarixiylikni qanday ifodalash, milliylikni ifodalash kitobxonga oson yetkazibberish bugungi kunda dolzarb muammolardan biriga aylandi.

Bir so'z bilan aytganda, tarjimada shunday lisoniy vositalardan foydalanishimiz kerakki, hosil bo'lganmatn kitobxonga yaxshi tushunarli bo'lishi, shu bilan birga asar yaratilgan davr uning ko'z oldida jonlanibturishi kerak.Tarjimada tarjimonlar tomonidan tarixiy davrni, milliylikni aks ettirish maqsadida izlanishlar,tajribalar olib borilyapti. Misol uchun, o'zbek adabiyotiga oid biron bir tarixiy asarni, nafaqat ingliz tiligabalki boshqa tilga tarjima qilish jarayonida ba'zi so'zlarni kitobxonga yetkazib berish muammosiga duch kelishimizmumkin.

"Tarjima amaliyoti oldiga lisoniy vositalarning mazmuniy xususuiyatlaridan tashqari har bir matntarkibida ular o'tab kelayotgan vazifalarni to'liq aks ettirish mas'uliyati qo'yilar ekan, bu talab til birliklariningyoshiga eski yoki yangiligiga ham aloqador bo'lishi lozim. Har qanday tarixiy asarlar ruhiyatini tarjimadaifodalash uzoq o'tmishda yaratilgan badiiy yodgorlikni boshidan oxirigacha o'sha davrga xos tilda tasvirlabberilishni ifodalaydi" [4.4-5]. Eng asosiysi, tarixiy hamda tarixiy mavzularga bag'ishlangan asarlarni tarjimaqilganda shunga alohida e'tibor berish lozimki, tarixiy taraqqiyot jarayonida ko'pchilik so'z va iboralarningma'no va vazifalari o'zgarib, ular keyingi paytlarda mutlaqo o'zgacha talqin qilib qo'yishga olib keladi Ammoba'zan milliy so'zimiz hisoblangan, " do'ppi" so'zining tarjimada " bosh kiyim" yoki biror bir boshqa so'zbilan almashtirmasdan aynan saqlanishiga ehtiyoj seziladi. "Misol tariqasida Sharof Rashidovning " Bo'rondankuchli" romanida do'ppi so'zi badiiy namuna obyekti sifatida jonlanadiki, uning tarjimada aynan saqlanishiyozuvchining fikrni o'ziga xos tarzda obrazli qilib, mahalliy bo'yoqda tasvirlashdan guvohlik beradi" [3,116-117]. Tarjimada shuningdek, milliy va tarixiy so'zlarni ifodalashda tarjima qilinayotgan so'zni boshqa tillargatarjima qilishning imkoni bo'lmasa, sahifaning pastiga tarjima qilinayotgan so'z qaysi shevaga oid so'z bo'lsa,ana shu sheva orqali ifodalangan deb berish ham kitobxonning oson tushunishi uchun bir yo'l hisoblanadi.Yana bir misol, E. Xemingueyning " Alvido, qirol! " romanida qo'llanilgan " racing " va uning ruscha tarjimasi" ñêà÷êè" ot poygani bildirib, sportning bu turi o'zbeklar orasida ilgari uloq chopish darajasida kengommalashgan bo'lsada har xolda xilma- xil musobaqalar, bellashuvlar qatorida mavjud bo'lgan.Rus yozuvchisiPiter Abraxamning " Qabrdagi gulchambar " romanida ham qo'llanilgan to sit on one's bed in the cornerbirikmasi tarkibidagi" a corner" so'zining " burchak" ni anglatishiga qaramasdan rus tarjimoni uni asarmazmunidan kelib chiqib, " nisha" ya'ni taxmon so'ziga o'girgan.Hozirgi kunda tarjimada milliylik va tarixiylikmavzusida Yevropa, Rossiya, O'zbekiston olimlarinig fikr va nazariyalari qiyoslab o'rganilib bormoqda.Undan tashqari, "o'rganilayotgan tilning yoki sohaning nazariy va amaliy sohalari, lug'at boyligi, mazkurtilda ilmiy va badiiy adabiyotlarni tarjima qilish, o'rganilayotgan sharq tili va uning rivojlanish jarayoni, matntarjimasi mavzulariga ham alohida to'xtalib o'tsak, maqsadga muvofiq bo'ladi" [2,5].

Xulosa qilib shuni aytishimiz kerakki, bugungi kunda ham tarjimada milliy va tarixiy so'zlarning berilishio'z dolzarbligini yo'qotmagan.Shu bois, tarjimonlar ushbu mavzu yuzasidan ilmiy ishlar olib bormoqdalar.

Foydalanilgan adabiyotlar ro'yxati:

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1. Prezident Shavkat Mirziyoyev O'zbekiston Milliy universitetida oliy ta'lim va ilmiy - tadqiqot muassasalarirahbarlari, akademiklar, olimlar, yosh tadqiqotchilar bilan uchrashuvi nutqidan.

2. Hamidov X.X" Toshkent davlat sharqshunoslik instituti ,, Tarjima nazariyasi va amaliyoti " Ma'ruzalarmatnidan.

3. Musayev Q. Tarjima nazariyasi va amaliyoti- " Fan" nashryoti. 2005.4. Rahimov G'. Tarjima nazariyasi va amaliyoti- Toshkent: " O'zbekiston milliy ensiklopediyasi" Davlat

ilmiy nashriyoti, 2016- 2017b.



MAKTABDA MUMTOZ ADABIYOT VAKILLARINING IJODINIO'RGANISHDA ZAMONAVIY TEXNOLOGIYALARDAN FOYDALANISH

Bozorova Gulrux,Navoiy viloyat Qiziltepa tuman 12-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada ilmning tafakkur mahsuli ekanligi va yosh avlodning ilm o'rganishda ajdodlarqoldirgan meros va ularning hikmatli fikrlaridan ibrat olib tafakkurlarini kengaytirishlari muhimligi haqidagifikrlar bayon etilgan.

Kalit so'z: ilm, hadis, axborot yig'ish, , muxaddis, ma'naviy kamolot.

Ilm - asli ajdodlar ibratidir, o'tganlar, biz ko'rmaganlar haqida xabar orqali ibratdir. Payg'ambarimizhayoti - ibrat, Imom al-Buxoriy hayoti va faoliyati ibrat, "Jomå' as-Sahih" kitobi esa ilmdir. Forobiyning ilmyo'lidagi fidoiyligi ibrat, "Fozil shahar fuqarolarining qarashlari" risolasi esa ilmdir. "Qonun fit-tib" - ilm,Ibn Sinoning ilmga chanqoqligi esa ibratdir.

Biz Forobiy va Ibn Sino ilmini o'zlashtirishga astoydil bo'lmasak, ammo farzandimizga ularni ibrat qilibko'rsatsak, "Jomå'-as-sahih" ni o'zlashtirmasdan payg'ambarimizga måhru sadoqatdan lof ursak, riyodir,munofiqlikdir, bu bilan faqat o'zimizni insonlar va Alloh oldida sharmanda qilamiz, gunohlarimizniko'paytiramiz, jaholatimizni fosh etamiz. Ammo jahondagi barcha ilmlarni inson egallab ulgura olmasligiham ma'lum. Dunyoning ishi ilm va farosat bilan bo'lur. Darvoqå - farosat ham Allohning in'omi - ma'naviyatnuridir. Inson o'ziga nima va qay darajada lozim ekanligini farosat bilan aniqlab oladi. Sodda bir misol: IbnSinoning "Qonun-fit-tib" kitobini mukammal o'zlashtirmagan kishini ayblab bo'lmas, Inson ma'naviykamoloti - bu bilan bålgilanmas. Ammo har bir shaxs o'z sog'lig'ining qadriga åtish darajasida, har bir onao'z farzandini sog'lom voyaga åtkazish zarurati darajasida tib ilmidan bahramand bo'lmog'i ayni ma'naviykamolotga ishoradir.

Ma'naviyatning asl mazmun-mohiyati va vazifasi insonlarga, tabiat mavjudotlariga, umuman, har birishga båg'araz fidoyilik bilan munosabatda bo'lish va ifodalashdan iborat. Xalqimiz orasida "måhr ma'rifatdanboshlanadi", "måhrli, ma'rifatli odamda" dågan tushuncha tåz-tåz qo'llanadi. Kuzatishimizcha, bu tushunchaikki xil vazifani bajarishga xizmat qiladi. Birinchisi, milliy xalq pådagogikamizda "inson ko'nglini tushunishva unga måhr ko'rgazish bilan tarbiyalash" vazifasini bajarsa, ikkinchisi - mumtoz adabiyotimizda, aniqrog'i,Alishår Navoiy talqinida, "insonning boshqa bir insonga bo'lgan båg'araz muhabbati tufayli xudbinlik balosidanforig' bo'lish va Borliq haqiqatini anglab åtish" vazifasini bajaradi. Bularning hammasi shaxs ma'naviyatidaalohida o'rin tutadi.

"Buyuk shoir pok insoniy måhrni ma'naviyatga aylantirdi, dåb alohida ta'kidlaydi profåssor M.Imomnazarov,- Navoiy ma'naviyati timsolida e'tiqod va ilm, iroda qudrati va måhr, fidoiylik va donishmandlik yagonamohiyat kasb etib, millat ma'naviyatini kamolotning oliy bosqichiga olib chiqdi.

Asl ma'nosiga diqqat qilsak, o'zbåk tilidagi "måhr" so'zi Navoiylar davrida "majoz ishqi", "xos ishqi" dåbta'riflangan tuyg'uning mohiyatini ifodalaydi. Ruslarning achchiq maqollaridan birida "lyubov zla"... dåyilganjumla bor. O'zbåkning "måhr" tushunchasida ana o'sha "zlo" yo'q, g'araz yo'q. Ota va ona måhri, farzandning o'zqiblagohi va volidasiga bo'lgan måhri, og'a-ini, opa-singillar aro måhr, Vatan måhri, tabiat va undagi turlijonzotlarga nisbatan måhr tuyg'usi, do'st måhri - bularning barchasi g'arazdan xoli, tabiiy va samimiy måhrnamunalaridir. Nafaqat inson bolasini, balki turli hayvonlarning jajji bolachalarini ko'rganda inson dilida ajibshirin tuyg'u qo'zg'oladi. Bågunoh go'dakning ma'sum qiyofasi, jovdirab sizdan måhr kutib turgan ko'zlariinsonni båfarq qoldirmaydi, båixtiyor jilmayasiz, erkalab so'zlar aytgingiz kåladi. Måhr tuyg'usi insonuchun ulug' ilohiy tuhfadir. Bu tuyg'udan inson o'zini mahrum qilsa, bu dunyoning o'zida do'zax azobio'rtanishida qoladi. Chunki inson birovga måhr baxsh etmay, birovdan måhr ko'rmay yashay olmaydi".

Shuni ta'kidlash lozimki, xalqimiz orasida måhr tushunchasiga yaqin bo'lgan yana bir qator so'zlar,masalan, oqibat, muruvvat, muhabbat, shafqat kabi ma'naviy-axloqiy tarbiyaning tayanch tushunchalariham qo'shilib, uning mazmun-mohiyatini yanada to'ldirishga xizmat qiladi. Natijada, ma'naviyatning insoniynågizlarini tashkil qiladigan måhr-oqibat, måhr-muruvvat, måhr-muhabbat, måhr-shafqat kabi yangi mag'zito'q va qamrovi kång tushunchalarni hosil qiladi. Bunday tushunchalar xalq orasiga batamom singib kåtgan vaoxir-oqibatda måhr-oqibatlilik, måhr-muruvvatlilik, måhr-muhabbatlilik, måhr-shafqatlilik kabi qator insoniyfazilatlarning nomlarini ifodalabgina qolmasdan, balki ularni diliga va faoliyatiga jo qilgan insonlarda yuksakma'naviyatini ham hosil qiladi.

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FOYDALANILGAN ADABIYOTLAR RO'YXATI1. Imom al-Buõoriy: Al-Jome' as-sahih: IV jild. T.:Qomuslar bosh tahririyati, 1991-1993-yil2. Alishår Navoiy. Mukammal asarlar to'plami. 20 tomlik. Õamsa: Far-hod va Shirin. - T.: 1991-yil3. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2012-yil4. Qilichev E. Hozirgi o'zbek adabiy tili. Buxoro: 2010-yil



O'QUVCHILARNING DUNYOQARASHINI KENGAYTIRISHDAKITOBXONLIK MADANIYATINING O'RNI

Bozorova Hulkar,Navoiy viloyat Karmana tuman 13-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqola o'quvchi yoshlarning kitobxonlik madaniyatini to'g'ri shakllantirish, natijadaboy ma'naviy tarbiyaga ega bo'lgan yetuk shaxsni voyaga yetkazish orqali Vatanimiz ravnaqiga har birmiz o'zhissamizni qo'shib borishimiz muhimligi haqida ba'zi mulohazalar yozilgan.

Kalit so'zlar: adabiyot, asar, komillik, ilm, ma'naviy bo'shliq.

Maktab o'quvchisining kitob o'qishga, ilm o'rganishga bo'lgan mehri o'qituvchisiga, o'z ota-onaga, Onayurtiga mehr-muhabbatning asosidir. Kitob boladagi ma'naviy bo'shliqni to'ldiradi. Ustoz, ota-ona,Vatan,o'rtoq do'st, birodarlarga mehr-muhabbatli qiladi. Bola kitob o'qish orqali-komil inson minorasini o'zi binoqiladi. O'quvchi o'zi o'qib-o'rganib qurgan mustahkam minorani hech qanday tashqi salbiy oqim-ta'sirlarbuzub kirolmaydi.

Kirob o'qigan oilada ham yaxshi tarbiya, ham baraka ham bo'ladi. Oilada birinchi otaning o'rni, uninghurmatini joyiga qo'yish, onani e'zozlash, katta aka-opalar, ukalarga e'tiborli bo'lish degan tansiq odatlarbevosita kitob orqali mustahkamlanadi. Kitobni bola xijjalab, sabr bilan o'qish jarayonida, har bir so'zniyurakdan his qilib hazm qiladi. Bu donolar ta'kidlaganidek, toshga o'yilgan naqsh singaridir. Kitob ilm olishgatashnalikni oshiradi.

O'zbekiston Respublikasi o'z mustaqilligini yil sayin barqarorlashtirib borar ekan, uning istiqboli bugungiavlodninig har tomonlama bilimdon, ma'naviy va jismoniy jihatdan barkamol insonlar bo'lib yetishishlarigabog'liqdir. Eng avvalo, yosh avlodning ilmiy-dunyoviy bilimlar asoslarini puxta egallashi, ularda kengdunyoqarash hamda tafakkur ko'lamining hosil bo'lishi va ma'naviy-axloqiy sifatlarning shakllanishi uchunta'lim-tarbiya ishlarini samarali tashkil etilishiga erishish lozim. Zero, yurtning porloq istiqboliniyaratish, uning nomini jahonga keng yoyish, ularni boyitish, O'zbekiston Respublikasini rivojlanganmamlakatlar qatoridan joy egallashini ta'minlash, yosh avlodning komil inson bo'lib kamol topishigabog'liqdir. Har tomonlama barkamol avlodni tarbiyalab, voyaga etkazishda esa zahmatkash o'qituvchi vamurabbiylarning mashaqqatli mehnatlari yotadi.

Umumta'lim maktabida o'qitiladigan bir qator o'quv fanlarida badiiy asarlarga ko'p murojaat qilinadi.Masalan, o'qish darslarida yozuvchilar, shoirlarning hayoti va ijodi, ularning asarlari, ona tili va rus tilifanlari darslarida badiiy asarlardan parchalar, gaplar keltiriladi va ularni tahlil etish orqali fan asoslario'rganiladi hamda shu asosda o'quvchilarga tarbiyaviy ta'sir ko'rsatiladi. Mehnat ta'limi darslarida o'quvchilarnikasb-hunarga yo'naltirish ishlarining samaradorligini oshirishda ham badiiy asarlardan foydalanish yaxshinatijalarga olib kelishi mumkin.

O'zbekistonning kelajagi va ravnaqi uchun yangi dastur va tadbirlarni ishlab chiqilar ekan, xalqimizhayotining yanada farovon bo'lishiga hissa qo'shish har bir yurt fuqarosining burchidir. Ana shu burchlarimizdanbiri yoshlarning bilim olishlariga shart-sharoitlar yaratib berishimiz lozim. Buning ucnun nima qilmoqkerak, degan savol paydo bo'lishi tabiiy. Eng to'g'ri va oqilona fikr bu o'quvchilarni o'zining qiziqishi vamoyilligiga, qobiliyatiga mos bilim olishlariga imkoniyat yaratib berishimiz va mustaqil qaror qabul qilaolishi uchun har xil chora-tadbirlarni o'rgatishimiz lozim. Ana shu chora-tadbirlardan biri maktablardao'quvchilarning badiiy asarlarga qiziqishlarini ta'minlash juda muhimdir. Chunki, o'quvchilar badiiy asarlarnimutolaa qilganlarida asar qahramonlarini o'zlarining tasavvurlarida ko'radilar. Bo'lib o'tgan voqealarni tahlilqiladilar. Natijada fikrlash doiralari kengayib hayotga real qaray boshlaydilar. Hamma bolalar ham badiiyasarlarni o'qiyvermaydilar-ku, degan e'tiroz paydo bo'lishi mumkin. Buning uchun esa maktablarda darsdantashqari tadbirlarni, o'quvchilarning qiziqishiga mos bo'lgan kechalarni tashkillashtirish maqsadga muvofiqdir.

Yoshlarga bilim berish uchun, avvalo, o'qituvchilar izlanuvchan va bilimli bo'lmog'i darkor. O'qituvchibir daraxt bo'lsa, o'quvchilar esa uning shoxlari. Daraxtning ildizlari qanchalik baquvvat bo'lsa, mineralo'g'it, quyosh nuri va suvga yetarli darajada to'yingan bo'lsa, uning mevasi shunchalik totli va shifobaxshbo'ladi. Xulosa qilib shuni aytishimiz mumkinki, kelajagimiz buyuk bo'lishi, mamalakatimiing ravnaqiuchun vijdonan harakat qilmog'imiz zarur.

Foydalanilgan adabiyotlar ro'yxati5. Yo'ldîshåv Q. Adàbiyot o'qitishning ilmiy-nàzàriy àsîslàri. T.: 1996.

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6. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2012-yil7. Kîmilîv N. Tàsàvvuf và bàdiiy ijîd. "Yoshlik" jurnàli8. Mahmudov N., Nurmonov A. O'zbek tilining nazariy grammatikasi. -T., O'qituvchi, 1995.9. Mahmudov N. Tilning mukammal tadqiqi yo'llarini izlab...// O'zbek tili va adabiyoti, 2012. - 5-son, 3-16-betlar.



ERGASHTIRUVCHI BOG'LOVCHILARNING PARADIGMATIKVA SINTAGMATIK MUNOSABATLARI

Bo'ronova Gulchehra,Navoiy viloyat Navbahor tumani 11-maktab ona tili va adabiyot fani o'qituvchisi

Annotatsiya: maqolada tilshunoslik fanini o'rganishga bo'lgan qiziqishning tobora ortib borayotganligi,ilmiy jihatdan yangiliklarga boyishi va bu jarayonlarning asl mohiyati qadim zamonlarga borib taqalishihaqida ma'lumotlar berilgan. Jumladan, ergashtiruychi bog'lovchi vositalarning paradigmatik munosabatigako'ra turlarni aniqlash uchun morfemika sathiga xos birliklarning o'zaro munosabati, haqida ham ilmiyfikrlar bayon etilgan.

Kalit so'zlar: paradigmatika, falsafa, garammatik, semantik, morfemika, sentaktik.

O'zbek tiliga Davlat tili maqomi berilgandan keyin o'z ona tilimizni ilmiy jihatdan o'rganishga qiziqishancha ortdi. O'zbek tilshunosligida olib borilayotgan izlanishlarning barchasi tilimizning imkoniyatlari naqadarkeng ekanligidan dalolat beradi. Paradigmatika aslida yangi yo'nalish emas. Uning tarixiy ildizlari juda qadimzamonlarga borib taqaladi. Paradigmatika atamasi aslida falsafiy termin hisoblanib, Yevropa falsafasida kengqo'llanilgan. Sharqda Islom dunyosida paradigmatikani "tasvir" atamasi bilan yonma-yon qo'llash mumkin.Keyinchalik tilshunoslik falsafa tarkibidan ajralib chiqqach bu atama ham falsafada, ham tilshunoslikdaishlatila boshlangan.

Paradigmatik ma'no bog'lovchilar orqali ifodalanishi mumkin. Ularning barchasi morfologiya bilanaloqador. Hozirgi kunga qadar maydon nazariyasi leksik va sintaktik sathlarga nisbatan qo'llangan bolib,yordamchi so'zlar, xususan, ergashtiruvchi bog'lovchilar bu jihatdan o'rganilmagan. Bog'lovchilarning semantik-funksional maydoni, ular o'rtasidagi paradigmatik, funksional va strukturonomik munosabatlarnioydinlashtirishi zarur.

O'zbek tilida yordamchi so'zlardan faqat ko'makchilar chuqurroq o'rganilgan, uning boshqa yordamchiso'zlarda farqi, semantik-grammatik xususiyatlari aniq bo'lganligi uchun bir so'zning o'zi hamko'makchi, ham bog'lovchi funksiyalarini bajarib kelganda ham, ularning qaysi sintaktik qurshovdabog'lovchi, qaysi pozitsiyada ko'makchi ekanligini osonlikcha farqlash mumkin. Chunki ko'makchilar hardoim ot yoki otlangan so'zlardan keyin keladi va o'zidan oldin kelgan so'z bilan birgalikda bir so'roqqa jayobbo'ladi. Bog'loychi va yuklamalar esa bunday xususiyatga ega emas. Ergashtiruychi bog'loychilarning matnichidagi vazifasi ham alohida o'rganilishi zarur bo'lgan masalalardan hisoblanadi. Chunki ergashtiruvchibog'lovchilar tobe munosabatga olib keladi. Matn ichidagi qismlar ham tobe munosabatga bo'lib, bu vaziyatdaergashtiruychi bog'lovchilarning o'rni va vazifasiga aniqlik kiritish zaruriyatga aylanadi.

Ergashtiruychi bog'lovchi vositalarning paradigmatik (uyadoshlik) munosabatiga ko'ra turlarni aniqlashuchun morfemika sathiga xos birliklarning o'zaro munosabati, bir-birini taqozo etuvchi, shartlangan aloqalarfonida olinishi zarur. Til birligini mohiyatini uning o'zida emas, balki mazkur til birligi bilan boshqa tilbirliklari o'rtasida amalga oshadigan munosabatlar va aloqalar tizimidan izlash lozimdir. Gipotaksisbutunliklarning qismlari orasidagi aloqaning turli-tumanligi, ularning struktura va semantik xususiyatlariularning nazariy asosini belgilashni talab etadi.

Ergashtiruvchi bog'lovchi vosita ikki sodda gapni ham grammatik, ham semantik jihatdan bog'lashinatijasida yangi mazmunga, yangi sifatga ega bo'lgan sintaktik butunlikni yuzaga keltiradi. Bu butunlikniningqismlari ajratilganda esa, ana shu yangi sifat yo'qoladi. Shu sababdan ergashtiruychi bog'loychivositalarning sistemadagi o'rnini belgilashda an'anaviy tilshunoslikdagi ergash gapli qo'shma gaplar atamasio'rnida gipotaksis butunlik (GB) atamasi qo'llanildi. Ergashtiruychi bog'loychi yositalarning ham o'ziga xosma'nosi mavjud.

Mustaqil so'zlarning leksik ma'nosi asosiy bo'lib, modal ma'nosi ana shu Grammatik ma'nosi ungayo'ldosh bo'lsa, ergashtiruychi bog'loychi yositalarning grammatik ma'nosi asosiy bo'lib, modal ma'nosi anashu grammatik ma'nodan kelib chiqadi. Ergashtiruvchi bog'loychi vositalarning grammatik ma'nosi ularningvazifasiga mos bo'lib, tobe munosabatni ifodalash bilan tugallikka ega bo'ladi. Agar ergashtiruvchi bog'lovchiyositalar bir grammatik funksiyaga ega bo'lsa ham, lekin ular anglatadigan modal ma'nolar bir-hil emas.Tobelikning mohiyatini ochish uchun tashqi shakl yetarli emas, shakl bilan ma'no birgalikda o'rganiladi.

Gipotaksis butunlik qismlari bo'lgan hokim va tobe gaplarni struktur va semantik, sinsemantiya belgisigako'ra quyidagi turlarini ajratish mumkin:

1. Potensial avtosemantik gaplar.

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2. Struktur-sinsemantik gaplar.3. Sinsemantik gaplar.4. Asemantik gaplar.Potensial avtosemantik ya struktur-sinsemantik gaplarda to'liq predikatsiya mavjud bo'lib, oddiy shakldagi

semantik yadroga ega bo'ladi. Bu semantik yadro sodda gapning semantik yadrosidan boshqa semantikmaydonlar bilan qo'shilishi, uyg'unlashishi hususiyatiga ega ekanligi bilan farqlanadi. Sinsemantik gaplardaesa to'liq bo'lmagan predikatsiya bo'lib, ular potensial avtosemantik struktur-sinsemantik gaplar bilanbirgalikda murakkab shakldagi semantik yadroga ega bo'ladi. Agar hokim qism ham, tobe qism ham sinsemantikgap bilan ifodalangan bo'lsa, bunday gipotaksis butunlik ikki to'liq bo'lmagan predikasiyadan hosil bo'lgano'ta murakkab semantik yadroga ega bo'ladi.

Ergashtiruvchi vositalar semantik jihatdan bir paradigmada turlicha munosabatlar asosida yaxlit butunlikni,sistemani tashkil qiladi. Lekin nutqiy jarayonda xususiy ma'nolari bilan darajalanadi. O'zlari ifodalaganxususiy ma'nolari ishtirok etayotgan gapning mazmuniy tuzilishini o'zgartiradi. Shuning uchun bog'lovchilarningmunosabatdorlik asosida o'rganish maqsadga muvofiqdir. Bunday o'rganish bog'lovchilagning o'rganishdagiba'zi chalkashliklarga chek qo'yadi.

Foydalanilgan adabiyotlar ro'yxati5. Erkaboyeva N. O'zbek tilidan ma'ruzalar to'plami. Toshkent: -2016.6. Jumaniyozova M.T., Ishmuhammedov R.J. Ta'limda pedagogik texnologiyalardan foydalanish. -

Toshkent: Iste'dod, 2012.7. O'zbek tilining asosiy imlo qoidalari. Nashrga tayyorlovchi: Rahmatullayev Sh. -Toshkent: O'qituvchi,

2015.8. Rahmonov N. Sodiqov Q. O'zbek tili tarixi. - Toshkent, 2009.9. To'xliyev B. va boshqalar. Til va adabiyot ta'limining zamonaviy texnologiyalari. - Toshkent, 2011.



COMMUNICATIVE GAMES IN TEACHING SPEAKING SKILLS

Bulturova Mohichehra Ilxomovna,an English teacher of Namangan region,Naryn district, school ¹ 37tel:+998949294770

AnnotationThis work, "The Use of Communicative Games in Teaching Speaking in English," is devoted to the

problem of the appropriateness and effectiveness of using communicative games in English classes in highschool for teaching speaking.

Key words: technology, communicative, skills, speaking, game, teaching

Communicative techniques are used in communicative games, during which students solve communicativeand cognitive tasks using the studied foreign language. Therefore, the main goal of communicative games isthe organization of foreign language communication in the course of solving the communicative task orproblem. Game technology is one of the forms of learning that allows you to make the process of learninga foreign language interesting and exciting. The communicative game promotes the use of knowledge in a newsituation, that is, the material acquired by students passes through a kind of practice, introduces diversityand interest in the educational process. The main goal of communicative games is not to solve linguisticproblems, but to organize unprepared communication. Successful completion of a communicative gameconsists in completing a specific task (plotting a route on a map, filling out a diagram, diagram, or finding twomatching pictures) rather than correctly building a sentence structure (using a language). The communicativegame should be used on previously developed and brought to automatism language material. At the early stageof teaching a foreign language, this condition is mandatory, otherwise the communicative game will beunbearable, and as a result, meaningless. Communicative games provide for work in pairs, groups large andsmall, and a whole class, while participants should be able to move freely around the class. The role of theteacher in the game: monitoring, the resource center, the teacher must move from group to group, listen,provide the necessary information, (that is, provide language assistance) to notice errors, but not interruptor correct.

Activity 1.Let's go to ...Work in pairs or small groups. Purpose of the game: to agree on a place of leisure.Students are issued cards that indicate their free time, interests, plans for the near future. The task is to

come to an agreement on a specific issue, arguing for its arguments.Activity 2.Grouping or matching optionsPurpose of the game: find a response cue.Students are given out cards in which initiating and responding remarks are written. They, freely

moving, are looking for the necessary pair. Grouping is possible to create a small dialogue.Activity 3.InterviewPurpose of the game: receive and summarize information from teammates.For example, make a menu for a holiday in the classroom. To do this, find out what dishes or drinks the

interlocutors like. Fill in the forms proposed by the teacher. Discuss the result, come to a common decision.Activity 4.Last week I ...Work in pairs. Purpose of the game: to find out the details of the events of the last week of his partner.Students are given cards with offers that need to be completed.For example: Last week I went to ... I meet ... I saw ... After exchanging cards with finished sentences,

students ask each other additional questions.Activity 5.Guess the placePurpose of the game: to find out the place where the interlocutor visited.Students are given cards where the place is written. For example: the circus. The interlocutor must guess

the place by asking suggestive questions.Activity 6.Successful huntThe game is held in groups. Purpose: to capture as many animals as possible.Pupils are given cards with the names of animals. The player of one, having a card, approaches the other

team. Those must guess who he is by asking general questions. For example: Can you fly? Do you like meat?

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The number of questions can be limited. If the group guesses the animal - takes him "captive". The groupthat caught the largest number of animals wins.

Activity 7.Meet your pen friendPurpose: to "meet" a penpal at the airport.Each student in the group has his own pair, which he does not know about and which he must find by

asking other participants of the game questions.The teacher invites game participants to meet a penpal at the airport, asking him questions and

correlating them with the facts of the letter.The results of this work allow us to draw the following conclusions: First of all, it should be noted that the development of communication skills does not occur

naturally, but with the help of special techniques that consist in creating special situations of influence. Allactive methods have one goal: to have a social and psychological impact on students, contributing to thedevelopment and improvement of their communicative activity.

References:1.Sigurdardottir, S. D. (2010). The Use of Games in the Language Classroom2.Wallace, M. J. (1987). Teaching Vocabulary. London: Heineman Education Books. Ltd3.Wright, A. (2006). Games for Language Learning (3rd ed.). Cambridge: Cambridge University Press.



LEARNING ENGLISH THROUGH SONGS

Dadaboyev Zafar Zakirovich, an English teacher of Namangan city,school ¹ 67tel:+998 93 4935885

AnnotationA comprehensive solution to the practical, educational, educational and developing tasks of learning is

possible only when it affects not only the consciousness of students but also penetration into their emotionalsphere. One of the most effective ways to influence feelings and emotions is music. Music and song can beinvaluable in learning English.

Key words: songs, through, English, learn, lesson, song, children, increase, a lot of

Why do people learn foreign languages? It has long been noted that knowledge of one or more foreignlanguages testifies to education and high culture. People with such knowledge not only become moresuccessful professionally but also lead a vibrant and interesting life. The most widely spoken language in theworld, knowledge of which has already become mandatory for every modern person, is English. Thanks tothe knowledge of the English language, you can make new friends, learn a lot of interesting and usefulinformation, which means that your intellectual level will gradually increase. For every person who seeks tobuild a good career, expand the boundaries of his communication, draw the latest information from primarysources, open new life prospects and, simply, diversify his life and make it more interesting, learningEnglish is necessary.

You can learn English today in many ways. This is the study of grammar and vocabulary, theimplementation of written exercises, translation of texts from both English into Russian, and vice versalistening to English-language audio, studying English folklore, which helps to remember establishedexpressions and speech turns. All these methods can be combined when working with English songs. ith thehelp of songs, students expand the lexical stock, grammar constructions are easier and better remembered.Thanks to the music in the lesson, a favourable psychological climate is created, the psychological burden isreduced, language activity is activated, the emotional tone is increased, and interest in learning a foreignlanguage is maintained. Songs in the English lesson enliven teaching, evoke positive emotions. The use ofsongs contributes to the development of children's interest in learning English, enriches students withknowledge of a regional geographical character, and makes it possible to learn about the culture of thecountry whose language is being studied.

In a foreign language lesson, songs are most often used:for phonetic charging at the initial stage of the lesson;for stronger consolidation of lexical and grammatical material;as an incentive for the development of speech skills;as a kind of relaxation in the middle or at the end of the lesson, when the children are tired and they

need a discharge that relieves stress and restores their performance.The approximate structure of the work on the song: The teacher acquaints students with the name of the

song, offers to view the presentation and discuss what this song is about, what it can be about, what itsname means, how to translate some expressions from the text. Acquaintance with keywords and expressionsfrom the lyrics, recording new words, their translation. The following is listening to a song, work related tolistening, for example, write a missing word, connect the corresponding beginning and end of a line, etc. Atthe end of the lesson, students sing a song whose text they are already familiar with. A great way is to findthe lyrics of your favourite English song and sing along with the performer. You can translate phrases thatyou like so that you understand what you are singing about. After several listening sessions and working withthe text, you will hear almost every word. And the melody and voice of the performer will help youremember the text 100 times faster than if you just tried to memorize it. Lullabies and children's songs aregood not only for children but also for adults. It seems to me that knowing "Old McDonald had a farm" or"Twinkle, twinkle, little star " won't hurt you. Rules and exercises are very boring. For good memory, thechild needs an interesting, fun and easy presentation of information. Children's songs in English is one ofthe most effective ways to learn a foreign language. With their help, you can learn words much faster andmore enjoyable. Also, they improve pronunciation and contribute to the perception of speech by ear.

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Children 's songs in English: ABC song; I see something blue; Greeting song; Ten in a bed; Rain,rain, go away; The animals on the farm; Put on your shoes; One little finger; If you are happy; Twinkle,twinkle, little star...

So, from the foregoing, we can conclude that in our time, when songs in a foreign language are sopopular and young people like to listen and sing them, trying to pronounce words correctly, are interestedin the meaning of a song, you can perfectly use this hobby in learning a foreign language , in particular,English, since most of the songs are performed on it. And turn boring memorization of new words andgrammatical constructions into a fun and exciting lesson with a song. It is not for nothing that they say that"a song helps us build and live," and it will also help us in learning English.

References:1.Eken, D. K. ( 1996 ) Ideas for using songs in the language classroom. English Teaching Forum2.Lo,R.& Fai Li, H. C. ( 1998 ) Songs enhance learner involvement.3.Maley, A. (1997). Poetry and Song as Effective Language-learning Activities. In Wigla M. R. Interactive

Language Teaching. Cambridge: Cambridge University Press.



FEATURES OF TRANSLATION OF ENGLISH LITERARY TEXTS INTOUZBEK

DINARA OCHILOVA,student of Uzbekistan State World Languages University,Tashkent,[email protected]

Abstract: The article discusses the problems of translation and the research methodology includes adescriptive and analytical method-direct consideration of English-language emotive text fragments and theirtranslations into Uzbek, followed by a generalization of the results obtained and the conclusions based onthem.

Key words:emotional expression,lexical content,syntactic construction.

The work of translators in the modern world has become both simpler and more complicated than inthe past. On the one hand, the international interpenetration of information spheres promotes more freelanguage borrowing, which certainly facilitates the translation process. On the other hand, the current paceof cultural development around the world is such that languages simply do not have time to update eachother.In addition, as a result of the information revolution that has engulfed the world, the generallyaccepted canons of artistic text design are also changing, including (and in particular) the norms ofemotional expression in literature are being transformed. Variants of lexical content and syntactic constructionof the text, which were not yet possible to imagine half a century ago, are widely used by modern authors.

It's hard to say whether this is good or bad. As the theorist and practitioner of literary translation V. K.Lanchikov wrote in one of the articles, in the field of the language of fiction, it is now advisable to talk notabout what is right and what is wrong, but rather about what is appropriate and what is inappropriate. Withthese" rules of the game", writers and translators should be especially careful in choosing the means. Howcan you avoid crossing the fine line between original self-expression and pretentious tastelessness when thecanons are so blurred?

The current situation in the field of translation of fiction - in particular, the translation of numerousworks of modern English and American writers into Uzbek-requires the derivation of patterns of treatmentof the language, characteristic of high-quality translations, and the development of some General rules thattranslators could navigate when faced with" difficult to translate " elements.

Today, as a result of the global technological and cultural boom, contacts between countries are becomingcloser every day, and the importance of literary and simple language exchange is rapidly increasing. QuotingS. G. Ter-Minasova, "[an attempt to consider the problems of human communication with special attentionto the language as the main one - but not the only one! -means of communication] is especially importantnow, when the mixing of peoples, languages, and cultures has reached an unprecedented scale and theproblem of fostering tolerance for foreign cultures, awakening interest and respect for them, overcomingfeelings of irritation from the redundancy, insufficiency, or simply dissimilarity of other cultures hasbecome more acute than ever" [4:8]

However, despite all the difficulties and inevitable losses of translation, it is impossible not to recognizethat the fruits of the work of translators of fiction have always served and continue to serve as a leading meansof cultural communication between Nations, the Foundation of their mutual spiritual enrichment.

Of course, the translation of an emotional expression, like any literary translation in General, requiresthe translator not only a deep knowledge and sense of the languages with which he is dealing, but also amoral readiness for the imperfection of his own offspring, because we hardly have the right to speak aboutthe absolute correspondence of any translation to the original work. In addition to purely linguistic obstacles,the achievement of an" ideal " translation is hindered by various features of perception peculiar to eachnation, which are formed under the influence of historical and cultural heritage, political and economicsituation, geographical location, and many other extralinguistic factors.

Another methodological principle is the interaction and interdependence of such entities as language-ethnos-culture. Language is understood as a system that interprets the worldview and attitude of a certainpeople in their cultural and historical space. And another methodological position is important in ourstudy-this is the position of a systematic approach to the study of the subject through the identification of theinteraction of its elements, structure and functions.

The comparison of several original literary texts is also an important tool for drawing useful theoretical

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and practical conclusions, because the presence of several variants of the same original allows you tocompare and evaluate them in relation to each other in terms of emotional content. Data extracted from a setof translations about the system of translation relations (emotive translem -translation adequate) can be asobjective as information about the system of any language extracted from a set of individual speech works.

REFERENCES1. Caffi C., Janney R. Toward a Pragmatics of Emotive Communication // Journal of Pragmatics. - v.

22. - 1994. - P. 325-3732. Volek B. Emotive Signs in Language and Semantic Functioning of Derived Nouns in Russian. -

Amsterdam - Filadelfia, 1987;3. Òåëèÿ Â.Í. Ýêñïðåññèâíîñòü êàê ïðîÿâëåíèå ñóáúåêòèâíîãî ôàêòîðà â ÿçûêå è åå

ïðàãìàòè÷åñêàÿ îðèåíòàöèÿ // ×åëîâå÷åñêèé ôàêòîð â ÿçûêå: ßçûêîâûå ìåõàíèçìû ýêñïðåññèâíîñòè.ÀÍ ÑÑÑÐ. Èíñòèòóò ÿçûêîçíàíèÿ. - Ì.: Íàóêà, 1991 - Ñ. 5-35.

4. Òåð-ÌèíàñîâàÑ. Ã.. ßçûê è ìåæêóëüòóðíàÿ êîììóíèêàöèÿ.- 2000, p. 235. Lipgart A. A. Translation as a Didactic Device and the Ability to Translate as a Professional Skill //

LATEUM Newsletter. - Moscow, 2002. N.1. - 0,1 ï.ë. (ñ.73)



TRANSLATION OF GEOGRAPHICAL NAMES

Diyora Abduvosiyeva, the first yearstudent of Bukhara state [email protected]

Abstract: It is sort of rule of thumb that when the translation of a geographical entity is not aviable , or itis not known to the translator, the best solution is to keep the place's name in its original language.

Keywords: Encyclopedia, reference, books, geographical, reference materials.

Before any translation of proper names, it is necessary to specify them in relevant reference materials:Encyclopedia, reference, books, geographical atlas and etc.

For example: care should be taken to revert to non-naturalized place-names: Beijing is not *Áåéöçèíin Russian, but Ïåêèí, , Leghorn is Ëèâîðíî, and Munich is known to Russians as Ìþíõåí. Inrendering, a translator should check all terms in the most recent atlas. Bilingual general and specializeddictionaries may be consulted ( especially-English-Russian and Russian-English Geographical Dictionaryby M.V.Gorskaya) A term must be carefully checked in monolingual, dictionaries.

In case of impossibility of verifying the translation of the proper names in the reference materials, atranslator can deal with the following way

- Accurate meaning conveyance- Pronunciation conveyance- Combined methodMethod 1. Accurate meaning conveyanceAccording to this method a literal(word by word translation ) is applied, with final phrase being

composed. One of the main difficulties a translator may come across is the absence of semantic equivalenceof source word in a target language.

Method 2.According to this method proper names are translated based on the rules of transliteration and transcription.

The disadvantage of this method is impossibility to convey the meaning of source words.Method 3.Today this method which combines the first two methods is proved to be one of the most widely-spread.

When applying this method a translator tries to convey the meaning of the word in rather long names, andwhen it is impossible to convey the pronunciation of the words.

Rules for Translation of Geographical NamesIn translating of geographical names a translator must follow the the following rules1. Find conventional translation in geographical reference books.2. Literal translation3. Transliteration4. Apply both literal translation and transliteration .

References1. Ayto J. The Longman Register of New Words. - Harlow, Essex: Longman, 1989. - 425p.2. Hornby A.S. Oxford English Dictionary. - Fifth Edition, Oxford University Press, 1994. -767p.3. The Oxford Dictionary of New Words, ed. By E.Knowles. Oxford-New York: Oxford University

Press, 1998. - 357p.4. Webster's Third New International Dictionary. - Stein & Day, 1996. - 625p.

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USING GAMES IN PRIMARY CLASSES

Djalilova Aziza Maxamatjanovna,an English teacher of Namangan city, school ¹ 57tel:+998943095046

AnnotationThis article is about using games in teaching English. A lot of games are given with their instruction to use

at the English lesson.Key words: games, using, a lot of, primary, develop, interest, activity, provide

We all know that in primary classes, the foundations of knowledge, skills and practical skills that arenecessary for further education are laid. Moral qualities are formed, children's ability to master knowledgeindependently, and their interest in learning and creative search is aroused.

In my opinion, one of the most effective ways to develop interest in the subject along with othermethods and techniques that are used in the classroom, is the game. Games should provide the formation ofwork skills and the formation of their own training activities. During the game, conditions are created forthe development of social roles. The use of educational games makes it possible to think actively, developingcreative abilities while completing tasks, to develop the abilities inherent in the child's nature. There are ahuge number of games that will help any English teacher diversify their lesson and make it moreinteresting. I want to present some of them that I have been using in my lessons for years.

One of the best moments in the game is when the child gets a surprise. What if it's a surpriseassignment? Recently, I quite often began to use kinder surprises in my practice, or rather eggs fromkinder. Inside the eggs, you can hide any word or sentence that needs to be translated. You can also hidegrammar tasks. Any child will be happy to take a surprise and look at what is in it, trying to cope with thetask.

Activity 1. Alphabet from A to Z. Throwing the ball, students one by one call the letters of the alphabet from A to Z. If the child is lost,

he is eliminated from the game. By naming letters of the alphabet from A to Z, students add a phrase with aword to their letter: "A is for Apple", " B is for Ball".

Activity 2. Game with flapper-flyswatters In another interesting game, I involve children in the process of learning words with the help of

a game with flapper-flyswatters. In advance on the Board, I write the words in different order from therequired topic. I call two students to the blackboard and give them flyswatters. The point of the game is thatwhen the teacher calls a word, students must quickly find it on the Board and slap it. The winner is the onewho slapped the most words (if the words on the Board are written in Uzbek, the teacher pronounces themin English and Vice versa).

Activity 3. Game "Calendar". Of course, you cannot do without more standard, but no less interesting games with cards. For

example, the game "Calendar". The teacher in the classroom puts up numbers from one to seven, whichindicate the ordinal number of the day of the week. Seven students receive cards with the days of the weekwritten on them. Students' task: stand in front of the number that defines the day of the week. Each childnames the day of the week on their cards.

Activity 4. "Appearance". Students are offered an unfamiliar image on the topic "Appearance", suchas a portrait of a boy. The children take turns describing his features, clothing, and character. Everyone hasthe right to say only one sentence. The task will be more exciting if the teacher takes a portrait of a famousperson.

Activity 5. "Step by step" In my classes, children often ask for a "Step by step" game. This game is for checking new words.

Students should stand away from the teacher. Then the teacher sets a word (for example: Board games).Theone who first correctly translates board games, will take a step towards the teacher, if the student does notknow the word, he stands still. The winner is the one who reaches the teacher faster.

Activity 6.Snowball" I can't help but think of the game "Snowball", which I use both in the Junior and middle levels.

One student utters the phrase: I see a pen. The next student repeats this phrase and adds another word: I seea pen and a textbook. The winner is the one who names the most items in the order in which the children



named them. And you can also conduct this game with the help of images. During games, we must remember that the game should make children think and be active. Waiting

a long time for your turn to be included in the game reduces interest in it. The material that is used duringthe game should be easy to use. If several games are played in a lesson, we should alternate between light andheavy games.

In conclusion, for a student, the game is an interesting, exciting interaction with the teacher andpeers, in which statements of a certain type are dictated by the internal needs of the game. Of course, weshould not forget that playing in a foreign language class is not just a collective entertainment, but the mainway to achieve certain learning tasks at this stage-from the smallest speech skills to the ability to conduct anindependent conversation.

References:1.Greenall, S. (1990). Language games and activities. Hulton Educational Publications Ltd.2.Mei, Y.Y., & Yu-jing, J. (2000). Using games in an EFL class for children.

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O'ZBEKNING SOHIBQIRONI

DJO'RAYEVA SHAXNOZA MURODOVNANavoiy viloyat Navoiy shahar3-umumta'lim maktabi ona tiliva adabiyot fani o'qituvchisi

Annotatsiya:Ushbu maqolada Sohibqiron Amir Temur, temuriylar sulolasi, mustaqillik davridagi islohotlar,nomlari tiklangan jadidlar, bunyodkorlik ishlari yoritib berilgan. Shuningdek, o'lkamiz tarixida Temur vatemuriylar qoldirgan ma'naviy meros haqida ham fikrlar bayon etilgan.

Kalit so'zlar: mustaqillik, temuriylar, ma'naviyat, qadriyat, bayramlar, tarixiy obidalar.

Ona vatanimizning buyuk farzandi, o'zining qator inshoatlari va barpo etgan ko'rkam bog'lari bilanqadimiy Samarqandni yer yuzining sayqali darajasiga yetkazgan hamda millatimiz faxriga aylangan SohibqironAmir Temur deya g'ururlanib ta'kidlaydigan ulug' bobokalonimiz 1336-yil 9-aprelda Kesh (Shahrisabz)viloyatining Xo'ja Ilg'or qishlog'ida dunyoga kelgan edi. Mana 682 yildirki ularning tabarruk nomi, sohibqironbunyod etgan Bibixonim jome' masjidi, Go'ri Amir, Ahmad Yassaviy, Zangiota maqbaralari, Oqsaroyhamda Shohi Zindadagi me'moriy mo'jizalar; Bog'i Chinor, Bog'i Dilkusho, Bog'i Behisht, Bog'i Balandsingari o'nlab go'zal saroy-bog'lar va boshqa inshoatlar mustaqillik tufayli qayta tiklanib, o'zining betakrorliginisaqlagan holda sayyohlarni lol qoldirmoqda. Shu o'rinda bir qator tarqoq shaharlarni yagona mustaqil davlatsifatida birlashtirgan Amir Temurning obodonchilik ishlari to'g'risida Sharofiddin Ali Yazdiy yozishmasinikeltirish maqsadga muvofiqdir. "Bir yil mobaynida Bag'dod shahrini tiklash haqida buyruq berildi, tokishahar yana o'z qiyofasini olsin, unda hunarmandchilik rivojlansin, tevarak-atrofida dehqonchilik o'ssin,savdo-sotiq va madaniy hayot keng tarmoq yoysin "

Darhaqiqat, Amir Temur tomonidan avlodlarga pand-nasihat sifatida bitilgan "Temur Tuzuklari"daham uning bunyodkorlikka bo'lgan e'tiborini uchratish mumkin. Bu borada u shunday so'zlarni ta'kidlaydi:"Qay bir joydan bir g'isht olsam, o'rniga o'n g'isht quydirdim, bir daraxt kestirsam, o'rniga o'nta ko'chatektirdim ". Bu so'zlarning isboti sifatida tarixga nazar tashlaydigan bo'lsak, Amir Temur sa'y-harakati varahnamoligida qurilgan madrasalar,

masjidlar, xonaqohlar, saroylar, bozorlar, ko'priklar, yo'llar, bekatlar, hammomlar, kanallar, qal'alarva boshqa qator imorat-u inshoatlarning, bog'-rog'larning son-sanog'i yo'qligini guvohi bo'lamiz.

Mustaqillikdan keyin Iydi Ramazon va Qurbon hayit kunlari Diniy bayramlarimiz sifatida nishonlanmoqda.Navro'z umumxalq bayrami sifatida xalqimiz hayotidan mustahkam o'rin oldi. Har yili ko'plab vatandoshlarimizmuborak haj safarlarini ado etmoqdalar. Mustaqillik yillari ko'plab masjid va madrasalar ta'mirlandi.

Mustaqillik tufayli biz buyuk amir Temur va temuriylar, Ahmad Yassaviy, Naqshbandiy, ImomIsmoil Al-Buxoriy, At-Termiziy, Amiriy kabi ulkan siymolar ijodini, ma'naviy merosini o'z mohiyatigako'ra o'qish va o'rganish baxtiga muyassar bo'ldik.

Mustaqillik tufayli milliy istiqlolimiz kurashchilari Abdulla Qodiriy, Cho'lpon, Fitrat, Usmon Nosir,Behbudiy va boshqalarning nomi tiklandi, asarlari chop etildi, ular tavallud topgan kunlar umummilliybayram sifatida nishonlandi.

Qatag'on yillarida millatimiz mustaqilligini ta'minlash yo'lida qurbon bo'lgan xalqimizning ana shu seviklifarzandlarining muborak nomlarini abadiylashtirish maqsadida Vatanimiz poytaxti Toshkent shahrida Shahidlarxiyoboni barpo etildi.

Xullas, necha ming yilliklarga shohid bo'lgan tariximizda juda ko'p ulug' bobolarimiz yashab o'tgan va ularmillarimizning faxri hisoblanishadi. Ammo ular orasida birinchi prezidentimiz Islom Karimovta'kidlaganlaridek, quyosh kabi charaqlagan shunday inson borki, biz bu ulug' zotni barpo etgan ulkanbunyodkorligi bilan mudom yodga olamiz va xotirlaymiz.



GRAMMAR GAMES IN TEACHING ENGLISH

Djurayeva Ziyoda Djamoliddinovna,an English teacher of Namangan region, Chust district, school ¹ 1tel: 905528087

AnnotationThe article presents the pedagogical experience of the formation of the grammar skills of students. The

most natural for elementary school students are game moments of activity, direct communication with adultsand objective visualization. Key words: games, teaching, grammar, working, children, with, method, it

Grammar is one of the most important aspects in the study of any language since without grammarknowledge there can be no talk of full-fledged communication. The vocabulary itself is not a language - itonly serves as a building material. Vocabulary becomes an effective tool when it comes to the disposal ofgrammar. That is why it is so important to teach children grammar from the very beginning of languagelearning. However, working with children, mainly of primary school age, it became clear to me thatloading students with rules, diagrams and a huge number of training exercises were useless. Children simplylose interest not only in the study of grammar but also in the language as a whole. Therefore, it is importantto choose a bright, unusual and exciting method of studying grammar. One of these methods, of course, aregrammar games. The game is a traditional, recognized method of training and education. Game activity inthe English lesson not only organizes the process of communication in a foreign language but also brings itas close as possible to natural communication. The game develops mental and volitional activity. Thanks togames, all cognitive processes of students are activated: attention, memory, thinking, and creative abilitiesdevelop. Educational games help relieve fatigue, overcome language and psychological barriers. Their usealways gives good results, increases interest in the subject, and allows you to focus on the main thing -mastering speech skills in the process of a natural communication situation during the game. Games are anactive way to achieve many educational goals: consolidate the material just passed; the game is a very gooddecision to repeat the past; the game is an excellent way to encourage students to work actively in theclassroom when they have to do less pleasant things; a game is a technique for changing activities after adifficult oral exercise or another tedious exercise; the game is an ideal opportunity to relax; Games help toremove stiffness, especially if you exclude an element of competition from them or minimize it. Dependingon the goals and objectives of the lesson, various games can be used, but since I chose to use grammargames as the topic of my methodological work, I will give a few examples of similar games that I use in mypractice.

Grammar game No. 1 (for practising the construction of sentences): Each student has his cardwith a pronoun, verb, time companion, auxiliary verb, etc., depending on what time or grammaticalstructure is practised. One participant may have several cards. At the command of the teacher, the studentshould build into a sentence without confusing the word order and meaning. The second version of thegame: One of the students is given a Russian sentence on the card, which he must translate and build theother students in the right order.

Grammar game number 2 "Alterations": Students are given several sentences and the task ofredoing this sentence, for example, removing only one word, adding an ending or swapping words. Thegame demonstrates how well the child knows the rules for constructing sentences at different times andknows how to compare these times with each other. Examples: Redo the sentence by removing one word. Iwill swim in the river. ("Remake": I swim in the river). Redo the sentence by removing the word andswapping words. He does not like milk. ("Redoing": Does he like milk?), Etc.

Grammar game No. 3 (for working out general questions in the Simple present tense): The gamecan take place in the form of competition. Card (s) with suggestions on the board (subject may vary)

For instance:My favourite colour is red.My favourite colour is green.My favourite colour is blue.My favourite colour is white.

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My favourite colour is black.My favourite colour is yellow.My favourite colour is pink.One of the students makes one of the suggestions. The rest should guess the offer by asking general

questions. For instance: Is your favourite colour red? (Yes, it is / No, it is not) .The one who guessed getsone point or a token, and now it's his turn to guess. Sentences may also be of type I like ... most of all. In thiscase, you can work out the questions with the verb helper do. Grammar game No. 5 (to work outconstructions there is / there are either have/has in interrogative sentences + repetition of the studiedvocabulary on the topic).The game is played in pairs. Everyone writes 5 words in a notebook on the topic thatstudents are currently studying. Lists guys do not show each other. Their task is to guess what is written onthe sheet of the opponent faster than they guess their items, asking general questions.

References:1.Lee, W.R. (1991). Language Teaching: Games and Contests. Oxford: Oxford University Press.2.Luu, T.T & Nguyen, T.M.D. (2010). Teaching English grammar through games3.Nguyen, L.H. (2005). How to Teach Grammar Communicatively.



DISCOURSE AND ITS PRIVILEGE IN TEXT FORMATION

Dushaeva Sokhiba Janikulovna - teacher,Kuziev Shavkat Abdumuratovich - teacher,Alijonova Laylo Muzaffar kizi - studentGulistan state University, Philology faculty,English language and literature department

Abstract: The following article discusses the term discourse in deeper sense by emphasizing the advantagesof this concept in construction of text. There is given the thoughts of different linguists whose majoring fieldlay around this topic. Authors also points out some discursive markers that help the communication be quitenatural.

Key words: discourse, pragmalinguistics, concept, instantaneous, compiler, active, written, oral, speech.

The term "discourse" is one of the basic concepts of pragmalinguistics. What is the difference betweenpragmalinguistic discourse and the concept of speech, which is widely used in formal and structural(including substantial) linguistics? There are different views in linguistics in the interpretation of discourse.Most linguists try to explain discourse (French discourse, English discourse, Latin discursus - movement,continuous exchange, conversation) in terms of the process of speech activity and the style of speech [1].

Valuable ideas about the discourse were expressed by cognitive linguist Sh. Safarov. Regarding the problemsof text and discourse, the scholar wrote: "If both text and discourse are the result of human linguisticactivity, I doubt that it is possible to distinguish them only by the adjectives "oral" and "written" on the basisof appearance. Similarly, it is difficult to imagine one of them as a material phenomenon and the other as aphenomenon without this feature. After all, if both of these are the result of productive activity, then theachieved result must have a material appearance" [1].

We try to understand the discourse in a broader, but simpler way, based on the opinion of A. Kibrik, V.Plungyan, Sh. Safarov, "discourse is both a process and product of linguistic activity". Discourse, in ourview, is a phenomenon that encompasses the process of written and oral speech, the system of communicationor, in short, the speech activity of man. After all, "the text begins to be created as soon as the discursiveactivity takes place". If discourse is a certain type or series of human conscious activity, the text is amanifestation of it.

Hence, discourse is the process by which the speaker and the listener use the linguistic and non-linguistic means in the form and type in order to exchange ideas and influence each other. Discourse is aprocess, a type of human activity. it is the occurrence of linguistic and hundreds of non-linguistic factors ina common way towards a unique goal. This is how discourse differs from the traditional notion of speech -under the notion of traditional discourse, usually, only the simple forms of the linguistic unit are understood[2].

In particular, the use of forms as the phrases like "hi, hello" occurs in the beginning of the Uzbekmeeting, it's the way of greeting in the Uzbek language which aims to express, nationality, age, upbringing,education, cultural level, character, dress , body position and movements, specific speech conditions andetc. It is revealed that this set of units of different spheres and levels form a concept of communication(discursive unit), which is interpreted as an instantaneous (situational) system [2]. Of course, at the heart ofthis instantaneous discursive (situational) system, which is interpreted as a unit of communication, there isthe speech unit (the occurrence of a linguistic unit in a certain form), but the instantaneous system is not justa unit of speech - it is very multi-component. The speaker also grammatically shapes his speech before henarrates it. First, the idea that is to be expressed in the mind is summarized, sorted and instantly selectedand systematized, and at the same time the text / conditions necessary to give additional meaning - thespirit of direct (active) communication and ornamentation to the expressed idea and units - discursivemarkers are selected. Discursive markers serve to ensure the natural origin of the speech situation - realcommunication, which is expressed to the speaker or the compiler (creator), and play an important rolein determining the communicative strategy [3].

Thus, discursive markers play a role in realizing the pragmatic purpose of the speaker and the speaker, aswell as in the process of influencing the listener or the student, who is the subject of communication, togive the discourse spirit to the speech. In the process of using different methods of communication (epistemic,denotation, axiological) to the reader through dialogue and text, of course, attaches "animating markers"

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to the structure of the text. As a result, they become one of the important tools in the formation of textcomposition.

References:1. Alehanova I.V., Frolova N.A. Razvitie diskursivnoy kompetentsii na zanyatiyax po inostrannomu

yazo'ku v vuze // Uspexi sovremennogo estestvoznaniya. 2014. ¹ 11-1. S. 92-94.2. Arutyunova N.D. Diskurs // Lingvisticheskiy entsiklopedicheskiy slovar. M., 1990.3. Gural S.K., Shaturnaya E.A. Bolonskiy protsess: rol diskursivnoy kompetentsii v obuchenii

inostranno'm yazo'kam // Uspexi sovremennogo estestvoznaniya. 2008. ¹ 7. C. 52-53.



LEV NIKOLAYEVICH TOLSTOYNING "OILAVIY BAXT" ASARI - ESKITUYG'ULARDAN YANGI TUYG'ULARGA ASOS

Pirnazarova Manzura Matnazarovna - UrDU dotsenti, ilmiy rahbarDushamova Nodirabegim Dushamovna - UrDU talabasi

Annotatsiya. Ushbu maqola orqali rus adibi Lev Nikolayevich Tolstoyning "Oila-viy baxt" hikoyasi,undagi qahramonlar shaxsiyati, xarakter-xususiyati chuqur tah-lil qilindi. Kitobxon ilg'amaydigan tasvirpredmetlari ochib berilishiga harakat qi-lindi.

Kalit so'zlar: didaktik ruh, obraz, plastik elementlar, noplastik elementlar, real hi-koya.

Àííîòàöèÿ. Â ýòîé ñòàòüå áûë ïîäðîáíî ïðîàíàëèçèðîâàí ðàññêàç î ñåìåé-íîì ïèñàòåëå ËüâåÍèêîëàåâè÷å Òîëñòîì "Ñåìåéíîå ñ÷àñòüå". ×èòàòåëü ïûòàëñÿ ðàñêðûòü íåâèäèìûå îáúåêòûèçîáðàæåíèÿ.

Êëþ÷åâûå ñëîâà: äèäàêòè÷åñêèé äóõ, îáðàç, ïëàñòè÷åñêèå ýëåìåíòû, íåïëàñòè÷íûå ýëåìåíòû, ðåàëüíàÿèñòîðèÿ.

Annotation. Through this article Russian writer Lev Tolstoy's "Family good for-tune" story and heros'personality and analyzed deeply. It was tried to open unnoticed portrayal subjects.

Key words: didactic spirit, hero, plastic elements, non plastic elements, real story

Lev Nikolayevich Tolstoyning yaratgan asarlari bugungi kunda jahon adabiyotining rivoji uchuno'zining ulkan hissasini qo'shib kelyotir. Uning ijod namunalari o'zbek kitobxonlari uchun o'z ahamiyatinihaligacha yo'qotgani yo'q. Sababi, yozuvchi jamiyatdagi illatlarni kitobxon ko'zi bilan ko'rib, o'quvchiniularni farqlashga o'rgatadi, kengroq mushohada yuritishga undaydi. Shuning uchun ham, Tolstoy ijod namunalariP.I Chaykovskiy, N.I Kramskoy, V.V.Statov, Romen Rollan, Gi de Moppasan kabi buyuk so'z ustalaritomonidan e'tirof etilgan va olqishlangan. Ijodkor asar yaratishdan oldin diniy onga asoslangan, asardagiyangi ko'rinishlarni ochib berib, o'sha "yangi ko'rinishlar"ni hayotga tatbiq qila oladigan darajaga ko'targan.Ijodiy ishlarining ko'pchiligi didaktik ruhda yozilgan. Buni, ayniqsa, hikoyalarda ko'rishimiz mumkin. ("Uchtao'lim" (1859); "Ivan Ilichning o'limi" (1886); "Krayser sonatasi" (1891))

Barcha adabiy turga mansub asarlar hayotiy voqelikni o'zida qamrab oladi, aks ettiradi, qahramonlarningxarakter-xususiyatini yoritib beradi. Tasavvurda reallikdagi monand, o'zining tashqi shakli bilan jonlanganiuchun ham nasriy asarlardagi badiiy voqelik "plastik" tasvirlangan deb aytiladi. Hikoyada plastik elementalarbilan bir qatorda, noplastik elementlar (muallif mushohadalari, fikrlari, tasvir predmetiga hissiy munosabativa sh.k) ham mavjud bo'lib, bu elementlar muallif obrazni tasavvur qilishda muhim ahamiyat kasb etadi.(3,125)Har bir hikoyada yoritilgan obraz dunyoni anglashi bilan birga, kitobxon psixologiyasiga ham ta'sir o'tkazishizarur. Shundagina asar o'qishli bo'ladi. "Hikoya, - deb ta'kidlaydi Jek London, - bu hayotning yakunlanganepizodi; kayfiyati, vaziyat, harakat birligi".(2,471) "Hikoya, so'zsiz qandaydir muhim faktning tasviridaniborat, - deydi dominikan yozuvchisi Xuan Bosh. (2,471) Toltoy ijodida ko'proq real hikoyalar tasviriniko'rishimiz mumkin. Jumladan, "Oilaviy baxt" hikoyasida ham. Asarda obrazlarning ijtimoiy hamda ma'naviyhayoti tasvirlab berilgan. Asar qahramonlarining xususiyatlari:

1. Sergey Mixayilovich (Serik) - o'ttiz olti yoshlardagi erkak. "Xayoldagi qahramon", "Grigoriy kabiotalarcha mehribon" obrazi sifatida asarda yoritilagan. Qotmadan kelgan, nozik, rangpar va g'amgin yuzliobraz. Og'ir, bosiq, vazmin, har bir ishni o'ylab qiladi. U sadoqatli er, himmatli do'st, mehribon ota,kechirimli inson, oliyjanob erkak, muvaffaqiyatli qahramon.

2. Mariya Aleksandrovna - o'n yetti yoshli qahramon. "Bog' ichidagi gulcha", "butun hayoti oldinda bo'lgannozik navnihol" qiyofasida asarda yoritilgan. Qomati chiroyli, sochlari qalin, jussasi kichikroq, yuzida mehr-muhabbat ufurib turadigan, fortepiano chalishga usta qahramon. U erini sevadi, hurmat qiladi; mehribon ona(to'g'ri, o'zida bu holatlarga shubha tug'ilgan vaqtlar ham bo'lgan), suyukli rafiqa, keyinchalik esa, kiborjamiyatining eng ko'zga ko'ringan ayoli.

3. Sonya - Mashaning singlisi. O'qishni va yozishni biladigan jajji qizaloq.4. Katya - Mariya va Sonyaning enagasi. Ularga ona o'rnida ona bo'lgan qahramon.5. Tatyana Semyonova - Sergey Mixayilovichning onasi. O'ta og'ir-bosiq, kamtar ayol. Har bir ishga jiddiy

yondashadigan, ma'suliyat bilan qaraydigan ona. Kuzda onasi vafot etgan Masha enagasi Katya va singlisi Sonya bilan yolg'iz qoladi. Bu musibat

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tufayli u fortepiano chalishni ham, o'zining sevimli mashg'uloti bo'lgan - kitob o'qishni ham tashlab qo'ydi.Unga xilvat yoqardi. Chekka qishloqda butun umri shunday zerikarli o'tib ketayotgandek tuyulardi. Shundaykunlarda uning hayotiga marhum otasining do'sti Sergey Mixayilovich kirib keldi. Masha Sergey Mixayilovichniyoshligidan tanirdi. Lekin olti yildirki uni ko'rmagan edi. Bu o'ttiz yetti yoshlardagi yigit unga "binafsha qiz"deya murojaat qilardi. Mashaning tasavvurida u qari bo'lsa ham, sodda, ochiq, mehribon, aqlli nigohga vabolalarcha ma'sum tabassumga ega qahramon edi. O'sha o'g'ir damlarda unga g'amxo'rlik qilgani yoki keraklimaslahatlar bergani uchunmi, Sergey Mixayilovichga nisbatan Mashada hurmat baland edi. U endi hayotgamehr bilan qaraydigan bo'ldi. Yuqoridagi hurmat bora-bora bu ikki qahramon o'rtasida sevgiga aylandi.Keyinchalik esa, ular orasidagi farqlar ularning sevgisiga, hissiyotlariga o'z kuchini o'tkazmadi. Ular oilaqurishga ahd qilishdi. Oila qurildi. Ular baxtli hayot kechirardi. Bir-biri uchun astoydil mehnat qilishardi,bir-biriga sevimli bo'lishga urinishardi. Lekin Masha bunday tinch hayot tarzidan charchay boshladi, bo'lar-bo'lmas narsalardan janjal chiqarishga harakat qilardi. Bir so'z bilan aytganda u qishloq hayotidan bezgandi.U: "Hozir kuchimiz borida boshqa narsalarni qilishimiz lozim. Menga bular kerak emas, menga kurash kerak,his-tuyg'ular bizni boshqarishini istardim, hayot hislarimizni emas. Biz u bilan jar yoqasiga borsak-u, birqadam tashlasak, pastga qulaguday bo'lishni, u qo'rqqanidan oqarib, u kuchli qo'llari bilan meni ushlashinixohlardim". (3,338) U shaharga borishni, hayotida yangi chehralar, yangi orzular yaratishni, kiborlardavrasida faol bo'lishni, do'stlari ko'p bo'lishini, obro'-e'tibor qozonishni xohlardi. Masha eri bilan Peterburggakeldi. U yerda o'zi xohlaganday hayot tarzini boshidan kechirdi. Eridan, oilasidan uzoqlashdi. Graflar,fransuz erkaklarining nazariga tushdi. Ular bilan iliq munosabatlar olib bordi. Orada farzandli ham bo'ldi.Vaholanki, bu yosh yigitlarning Mashaga iliq munosabatlari eriga kamsitilishday tuyulardi. Shunday voqeabo'ldiki, er-xotin bir-biridan tamoman uzoqlashdi. (Fransuz shahzodasi Mashani go'zal deb hisoblab,ziyofatga taklif qilgandi.) Oralaridagi munosabatga darz ketdi. Masha endi oldingi "sadoqatli rafiqa" rolinio'ynamay qo'ydi. U kichkina xiyonatga ham qo'l urdi. Lekin, Xudoning irodasi bilan u biroz vaqtdan so'ng buyo'lidan qaytdi. Lekin endi kech edi, oilaviy munosabatlar zil ketgan, hayot izdan chiqqan, bechora SergeyAlekseyivich taqdirga tan bergan edi. Masha qancha tirishsa ham, Sergiy oldingiday emas edi, oldingidaybo'lolmasdi ham. Chunki orada ishonch suiste'mol qilingan edi. "Shu vaqtdan boshlab erim bilan meningo'rtamizdagi ishqiy munosabatlar tugadi, eski tuyg'ular qadrli xotiralarga aylandi". (3,380)

O'quvchining hikoyadan o'rganishi mumkin bo'lgan asosiy saboq - siz o'z hayotinggizga hech qachonbefarq bo'lmang! Bor narsalarni borida qadrlang. Sizni qadrlayotgan insonlarni siz ham qadriga yeting. Barchasay-harakatlaringiz ularni ko'nglini olishga qaratilsin. O'z maqsadingizni ana shu mehrga erishishga yo'naltirsangiz,bir kun kelib hamma narsa yaxshi tomonga o'zgaradi. Hikoyaga singdirilgan yana bir muhim narsa shundaki,o'sha davrdagi kibor jamiyatidagi soxtalikka, ikkiyuzlamachilikka, manfaatlilikka nafrat ruhida tarbiyalanishdir.Ushbu hodisalar o'sha davrdagi axloqsiz odamlarga foydali bo'lishi mumkin, lekin oddiy qishloq odamlari,to'g'rirog'i, oddiy qishloq qizi - Masha kabilar bunday holatlardan aziyat chekadi. Qishloqdagi, oiladagi, erva xotin o'rtasidagi qadriyatlar va turmush tarzi zavolga yuz tutadi.

FOYDALANILGAN ADABIYOTLAR RO'YXATI:1. Abdulla Ulug'ov. Adabiyotshunoslik nazariyasi. Toshkent, 2018-yil.2. To'xta Boboyev. Adabiyotshunoslik asoslari. Toshkent, 2002-yil.3. Lev Tolstoy. Oilaviy baxt. Toshkent, 2002-yil.



ADABIOYT DARSLARIDA VIDEO LAVHALARNING O'RNI

Egamberdiyeva Saodat Ergashevna,Namangan shahar 56-maktabningona tili va adabiyot fani o'qituvchisitel:913458656

AnnotatsiyaUshbu maqolada adabiyot darslarida videolavhalarning ahamiyati darsni anchagina qiziqarli va "jonli"

bo'lishini ta'minlashi tog'risida ma'lumotlar berilgan.Kalit so'zlar: adabiyot, video, dars, jonli, qiziqarli, zamonaviy, o'quvchi, metod

Barchamizga ma'lumki, bugun ta'lim sohasida qator islohotlar o'tkazilishi, yangi uslub va texnologiyalarningjoriy etilishi o'qituvchidan yanada ko'proq izlanish, o'rganishni va o'z ustida ishlashni taqozo qilmoqda.O'quvchilarning yangi bilimlarni o'rganishga bo'lgan ehtiyojlari kun sayin ortib bormoqdaki, bu ehtiyojlarni,ularning bilimga bo'lgan chanqoqligini qondirish, albatta, o'qituvchining qay darajada izlanishi va o'z ustidaishlashiga bog'liq bo'ladi. Zamonaviy darslarga qo'yilayotgan yuksak talablar o'qituvchini har bir darsga judapuxta o'ylab tayyorlanishga majbur qiladi. Har bir darsga puxta tayyorlanishning sababi, DTS doirasida bilim,ko'nikma va malakalarning hajmi ortayotganligi o'qitish shart-sharoitlarining ham o'zgarayotganligi, oquvadabiyotlarining yangi avlodi yaratilayotganligi, o'quv rejalari, dasturlariga tuzatishlar kiritilayotganligi,o'qitishning shakl va metodlarining takomillashtirishning talab qiladigan yangi vazifalar qo'yayotganligidadir.Shuningdek, interfaol usullar o'qitishning samaradorligini oshirishga yordam berib o'quvchilarning mantiqiy,aqliy, ijodiy qobiliyatlarini rivojlantiradi. O'quvchilarni darslarga jalb etish, o'yinqaroq bolani kitob o'qishgao'rgatish, e'tiborsiz shogirdni e'tiborini mashg'ulotga qaratish va ularni qiziqishlarini hisobga olgan holdadarsni tashkil etishda ustoz nimalarga etibor berishi kerak? Darslarni tashkil etishda video lavhalarni o'rni judakatta. Agar darslarni qiziqarli va shiddatli tashkil etish lozim bo'lsa, o'quvchilar eshitganlaridan ko'ra ko'rganlarigako'proq ishonishi nazarda tutilib video lavhalarni taqdim etilishi maqsadli bo'ladi. Deylik, O'tkir Hoshimovhayoti va ijodi o'tilishi lozim. Bunda adib hayotiga mos video lavhalar, asarlari haqidagi video lavhalar, kinoqilib olingan asarlarining kino lavhalarini (darsga mos ravishda kichikroq va mantiqiy bo'lishi lozim) o'quvchilargataqdim qilib, shu jarayonning o'ziga munosabat bildirishi topshirilsa, dars anchagina qiziqarli va "jonli"bo'lishi kutiladi. Dars qanchalik qiziqarli o'tayotgan bo'lsa ham, o'quvchilar bir xillikdan zerikishadi.Mashg'ulotlar paytida turli o'yinlar ham yaxshi samara beradi, ayniqsa, dars metodi to'g'ri tanlangan bo'lsa,guruhning faollashuvi oshadi. Bunda pedagog oldiga qo'ygan maqsadiga erishishi osonlashadi. Dars nafaqatqiziqarli, balki samarali, mavzuni to'liq o'zlashtirishi, o'quvchilarning bilimini oshirishi, yangiliklarga boybo'lishi, tarbiyaviy ahamiyatning bo'lishi lozim. Dars jarayonlarida video lavhalarni taqdim qilish o'quvchilarnidarsga qiziqishlarini kuchaytirish bilan birgalikda e'tiborini ham tortadi. O'quvchilar aksar hollarda ko'rgannarsalarini eslab qolishadilar va ularni shunday talqin etishadilar. Bunda o'qituvchi juda ehtiyotkor bo'lmog'ilozim. Aks holatda noto'g'ri ko'rsatilgan video lavhalar o'quvchilar dunyoqarashini boshqa tomonga yo'naltiribqo'yishlari mumkin. Har bir darsda qo'llanayotgan video lavhalarni qayta-qayta ko'rib chiqib, keyin taqdimetilishi ham nazardan chetda qolmaligi kerak. Bola ongi, ayniqsa, yuqori sinflarda jadal rivojlanishda bo'ladi.

Shu boisdan ehtiyotkorlikni ko'proq talab etadi. Bulardan tashqari o'quv mashg'ulotlarida bundaylavhalarni, masalan, M.Yusuf ijodini o'tish jarayonidagi shoirning shaxsan o'zi tomonidan aytilgan she'rlariva fikrlari ko'rsatilib berilganda o'quvchilarni shu shoirga oxshashni yoki qahramonga o'xshashni istab qolishqolatlari ham mumkin. Bu esa o'qituvchi darsning qaysi sifatini berayotganligi bilan bog'liq. Ijodkorningo'zidan eshitgan she'ri o'zinikidan, nafaqat o'zinikidan, balki o'qituvchisinikidan ham yaxshiroq ta'sir etadi.Bunda o'quvchilar, birinchidan, she'rlarini shoirlarga xos o'qishga harakat qilsa, ikkinchidan, shoirlarningo'zlari haqidagi munosabatini va ularning ijodlari haqidagi haqiqatlarni ijodkorning o'zidan eshitgani ma'qil.Yana shuni ham hisobga olish kerakki, ijodkorning o'zidan eshitilgan faktlar "jonli" muloqotga yaqin turadi.Shu bois o'quvchilarni darsga qiziqishlari ortadi va kelgusi darslarni ham intiqlik bilan kutishadi. Faqat,o'qituvchi mashg'ulot jarayonida o'quvchilar bilimini oshirishga qaratilgan maqsadlarni to'g'ri belgilaganbo'lishi kerak.

Abdulla Qodiriyning "O`tgan kunlar" asarini o`rganishda ko`pincha shu nomdagi filmlardan foydalaniladi.Bunda film faqat illiyustratsiya vazifasini ado etadi. U o`quvchilardan faol aqliy faoliyatini talab qilmaydi,darsdagi faollik pasayadi. Bugina emas, badiiy-adabiy obraznnng kinoobraz bilan bir xil baholanishi kabixavf ham paydo bo`lishi mumkin. Biroq bu xavfni bartaraf qilish imkoni ham bor. Buning uchun kinoobrazbilan badiiy tasvirni qiyoslashga undash kifoya qiladi. Jumladan, Otabekning iztirob chekish lavhasinn kino

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va kitobda kuzatish orqali kinodan ifoda vositalari bilan adabiyotdagi tasvir vositalarini qiyoslash orqali so`zsan'ati imkonlari aniqroq va yorqiroq ifodalanadi. Asarni to`laroq idrok etish adabiyotga yaqin bo`lgan san'atasarlaridan foydalanishdan oldin o`quvchilar dastlab asar haqida elementar bo`lsa-da tasavvurga ega bo`lishilozim.

Xulosa qilib aytganda, til va adabiyot ta'limida yuqorida sanab o'tilgan uslublardan o'z o'rnida foydalansa,o'quvchiga obrazli qilib aytganda "mayda chaynab hazm qilish" qoladi xolos. Adabiyot darslarida o'quvchilarningfaolligini oshirish uchun ona tili va adabiyot fani o'qituvchisi innovatsion ta'lim metod va shakllaridan oqilonafoydalanishi hamda tashkil etishi hozirda davr talabi bo'lib hisoblanadi.

Foydalanilgan adabiyotlar:1.Mirzahmedov A. Adabiyotdan bahs darslarini o`tkazish. 1992.2.Niyazmetova T. Adabiyot darslaridan mustaqil ishlar. -T.:O`qituvchi. 1984. 3.G`ulomova N. O`quvchilarning

badiiy adabiyotga bo`lgan qiziqishlarini orttirish.



SHARQ ALLOMALARI HAYOTI -TARBIYA MAKTABI

EGAMOVA OYGUL QOSIMOVNANavoiy viloyat Qiziltepa tuman5-umumta'lim maktabi ona tiliva adabiyot fani o'qituvchisi

Annotatsiya:Ushbu maqolada Ahmad Yassaviy, Naqshbandiy, Imom Ismoil Al-Buxoriy, At-Termiziy, Amiriykabi allomalar asarlarining tarbiyaviy ahamiyati, asarlaridan namunalar, tasavvuf ta'limoti, axloq-odobmasalari haqida fikrlar berilgan. Shuningdek, yoshlarga ta'lim va tarbiya berish bilan birga ularning maktabva sinfdan tashqari bo'sh vaqtini sermazmun o'tkazish haqida ham fikrlar bayon etilgan.

Kalit so'zlar: tasavvuf, tarbiya, mutafakkir, ravon nutq, zamonaviy ta'lim.

Maktab dasturida sharq allomalari ijodidan yil davomida samarali foydalanish o'quvshilarni ta'lim-tarbiyajarayoniga ijobiy ta'sir etadi. O'quvchilarning shakllanib borayotgan bilim, ko'nikma va malakalarni tavsiyagakiritilgan usul va texnologiyalar yordamida yanada oshadi. Maktabda shaxsning kamol topishiga, o'sibkelayotgan avlodning ijodiy qobiliyatlarini aniqlash va rivojlantirishga, og'zaki va yozma nutqini o'stirishga,shuningdek, ularning bo'sh vaqtidan oqilona foydalanishga yo'naltirilgan mashg'ulotlar o'tkaziladi. Chunki,maktab uzluksiz ta'lim tizimining tarkibiy qismi bo'lib, uning asosiy vazifasi o'quvchi yoshlarga ta'lim vatarbiya berish bilan birga ularning maktab va sinfdan tashqari bo'sh vaqtini sermazmun o'tkazish, yoshlarningongiga milliy g'oya va vatanparvarlik tuyg'ularini singdirishdan iboratdir.

Mustaqillik tufayli biz Ahmad Yassaviy, Naqshbandiy, Imom Ismoil Al-Buxoriy, At-Termiziy,Amiriy kabi ulkan siymolar ijodini, ma'naviy merosini o'z mohiyatiga ko'ra o'qish va o'rganish baxtigamuyassar bo'ldik. "O'tmishga sayohat" qilib, bilim orollaridan shuni bildikki, Ahmad Yassaviy etuk olimdarajasiga etgach, u O'tror yaqinidagi Yassi shahriga kelib, haqiqatni, islomni, insofu diyonatni keng targ'ibqilgan. Xoja Ahmadga ajoyib nodir iste'dod, ilohiy bir quvvat nasib etilgan ediki, bunday odamni hammao'ziga ustoz hamda pir qilib olar, uning suhbati va karomatidan bahramand bo'lishga shoshilar edi. Shuninguchun ham shoir ijodining qadr-qimmati hanuzgacha o'z kuchini yo'qotgani yo'q. Bugungi kunning talabibilan bir xildek, ya'ni ilm olish, o'rganish, atrofdagilarga foydasi tegadigan inson bo'lish haqida qayg'uradi.O'zbek adabiyotida Vatan haqidagi falsafiy fikrlar Ahmad Yassaviy hikmatlaridan boshlanadi:

Boshim tufroq, o'zim tufroq, jismim tufroq, Haq vasliga etarman deb ruhim mushtoq.Yoki: Tufroq bo'lg'il, olam seni bosib o'tsin - deydi. Tuproq - Vatan. Tuproq necha yuz ming yillardan buyon ne-ne ulug' farzandlarini quchog'iga bosib

kelayotgan mushfiq Zamin. Shuning uchun biz uni e'zozlaymiz. Tuproq - rizq ro'zimiz manbai. Shuninguchun biz uni ona-tuproq deymiz.

Olis o'tmishimizda yaratilgan va asrlar osha sayqal topib bizgacha yetib kelgan asotir va rivoyatlar xalqimizningboy madaniy merosining ajoyib va yorqin namunalaridir. Ma'lumki, asotir va rivoyatlarda sof tarix aksetmaydi, balki real tarixiy voqealarning aks-sadolari, ularning g'oyasi, tarixiy shaxslar, obrazlar, joy vavoqealarning nomlari orqali o'z ifodasini topadi. Binobarin, o'zbek xalq og'zaki ijodining tadqiqotchisiK.Imomov ta'kidlaganidek, "Rivoyat hayotiy voqealarni badiiy uydirmalar vositasida hikoya qiluvchi folklorningrealistik xarakteriga xos bo'lgan alohida turidir". Chunonchi, xalqimiz tarihida o'zining buyuk asarlari bilano'chmas iz qoldirgan allomalar hayoti va faoliyatining ayrim qirralari shu kunga qadar saqlanib qolganrivoyatlarda o'z ifodasini topgan. Garchand mazkur rivoyatlar tarixiy haqiqatga to'g'ri kelmasa-da, biroq ularxalq og'zaki ijodining badiiy namunasi sifatida naqadar muhim ekanligini unutmasligimiz zarur. Mana shunuqtai nazardan kelib chiqilsa, Abu Rayhon Beruniy, Abu Ali ibn Sino, Pahlavon Mahmud, AlisherNavoiy, Mirzo Bobur nomi bilan bog'liq rivoyatlar allomalar hayoti va faoliyatini o'rganishda muayyandarajada o'ziga xos ahamiyat kasb etadi.

Umuman olganda, diyorimizda yashab o'tgan allomalarimizning hayot yo'llari, yaratgan durdonaasarlari va ular bilan bog'liq asotir va rivoyatlar ma'naviy hayotimizning ko'zgusi hisoblanadi. Shu sababdanyosh avlodga ta'lim-tarbiya berishda buyuk mutafakkirlarimizning ma'naviy merosi muhim ahamiyat kasbetadi. Binobarin, farzandlar ongiga allomalarning ibratli hayotlari va ularning axloq-odob to'g'risidagi qarashlarnisingdirish shu kunning asosiy talabi bo'lib hisoblanadi.

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ONA TILI VA ADABIYOT FANLARINI Î'QITISHDA ZAMONAVIYYONDASHUVLAR

Erbo'tayeva Noriniso Xamdamovna Xovos tuman 9-maktab o'qituvchisiXolbo'tayeva Barno Abdurasulovna Boyovut tuman 54-maktab o'qituvchisi

AnnotatsiyaMaqolada ona tili va adabiyot fanlarini o'qitishda yangicha usullardan foydalanish, fan tizimiga zamonaviy

yondashish va innovatsiyalar kiritish, dars jarayonida turli pedagogik texnologiyalarni qo'llash hamdao'quvchilarning dasrga qiziqishlarini ortishini, diqqatini jamlashini, mustaqil fikr yurita olishini haqidaqisqacha mazmuni yoritilgan.

Tayanch so'zlar: pedagogik texnologiyalar, ta'lim metodlari, ta'lim jarayoni.

Barcha sohada bo'lgani kabi ta'lim sohasida ham bugungi kunda katta o'zgarishlar, yangiliklar ro'y bermoqda.Bularning bari kelajagimiz bo'lgan yoshlarning har tomonlama yetuk voyaga yetishi, mustaqil O'zbekistonimizningyanada rivojlanib jahon hamjamiyatida o'z mavqeyiga ega bo'lishiga qaratilgan. Bugungi kunda Respublikamizningchekka tuman va qishloqlaridagi zamonaviy tipda qayta qurilgan, yoki qayta rekonstruksiya qilingan umumta'limmaktablari va akademik litseylarni ko'rib ko'zingiz quvonadi. Faqatgina ta'lim sohasida emas, barcha sohalardayurtboshimiz tashabbusi va ko'rsatmalari asosida jadal rivojlanib bu borada yangi qonun va qarorlar qabulqilinmoqda, ayrimlari esa takomillashtirilib o'zgarishi va qoshimchalar kiritilmoqda.

O'zimizning ona tilini o'qitishda yangicha usullardan foydalanish, fan tizimiga zamonaviy yondashish vainnovatsiyalar kiritish bugungi kunning muhim masalalarida biri hisoblanmoqda. "Innovatsiya"- inglizchayangilik kiritish degan ma'noni bildiradi. Innovatsiyalar dolzarb, muhim ahamiyatga ega bo'lib, bir tizimdashakllangan yangicha yondashuvlardir.

Prezidentimiz Sh.Mirziyoyev o'z nutqida "Biz buyuk kelajagimizni barpo etishni bugundan boshlaydiganbo'lsak, uni aynan innovatsion g'oyalar, innovatsion yondashuv asosida boshqarishimiz kerak",deyata'kidlaganlari bejiz emas, albatta.

Shunday ekan ta'lim tizimidagi innovatsiyalar eng muhim yangiliklardan biri hisoblanadi. Ona tilifanining o'ziga xos jozibasi, sehri, chuqur olamini o'quvchilar ongiga singdirishda o'qituvchidan juda kattamalaka, bilim, tajriba talab qiladi. Bu bilimlarning barchasi mehnat orqali amalga oshiriladi.

Ta'biiyki, ta'lim sohasi ham bundan mustasno emas. 2017-yil 15-martdagi 140-sonli qaroriga asosanUmumiy o'rta ta'lim to'grisida Nizom, 2017-yil 6-apreldagi 187-sonli qarorlar ta'limda ham tub islohotlarolib borish jarayonini boshlab yubordi. Buning uchun avvalo semenar treninglar tashkil qilinib pedagogkadrlar qayta o'qitila boshlandi. Yangiliklarni ta'lim jarayoniga olib kirish bosqichma-bosqich amalga oshiriladiganbo'ldi. O'qituvchilar uchun tayanch va xususiy kompitensiyalar va o'quvchilarda shakllantirish lozim bo'lgantayanch va fanga oid kompitensiyalar ishlab chiqildi va bular hozirda amaliyotda qollanilayotganligi hechkimga sir emas.

Biz ham bu o'zgarish jarayonlarida bevosita ishtirok etayapmiz, albatta. Ishlab chiqilgan kompitensiyalarbilan tanishar ekanman, avvalo, ularni men pedagogik faoliyatimda ko'pchiligiga amal qilayotganimga aminbo'ldim. Faqat ularning ilmiy atamalar bilan atalib, qolibga solinganini angladik.

Ishlab chiqilgan tayanch va fanga oid kompitensiyalarning barida o'quvchining yetuk shaxs bolib kamoltopishi, o'z menini shakllantirishiga asos bo'lishiga qaratilgan. Bu jarayon, albatta, avvalo o'quvchiningog'zaki va yozma nutqi, muomala madaniyati, o'z fikrini tushunarli, to'laqonli bayon qilishiga bog'liq. Buningo'zi ona tili o'qituvchilariga katta mas'uliyat yuklaydi. Chunki ona tili fanini o'qitishning vazifasi o'quvchishaxsini fikrlashga, o'zgalar fikrini anglashga, o'z fikrini og'zaki hamda yozma shaklda savodli bayon qilaolishga qaratilgan nutqiy kompetensiyani rivojlantirish, ona tilining imkoniyatlaridan unumli foydalanganholda fikrni to'g'ri va ravon bayon eta olishni rivojlantirishga qaratilgan lingvistik kompetensiyalarni shakllantirish,yozma nutqda yuksak savodxonlik, adabiy til me'yorlariga rioya etish, uslubiy rang-baranglikdan foydalanaolish hamda fanning mazmunidan kelib chiqqan holda o'quvchilarda tayanch kompetensiyalarni shakllantirishdaniborat. Shunday ekan, asosiy e'tibor o'quvchilarning so'z boyligini oshirishga qaratilishi tabiiy. Bunda bizgalug'atlar bilan ishlashni kuchaytirishimiz zarurligi ayon bo'ladi. Lugat har bir til o'qituvchilarining doimiyhamrohi, azaldan. 5-sinfda lug'atlar bilan ishlash haqida dastlabki ma'lumotlar beriladi. Leksikologiya bo'limiorqali lug'atlarnining turlari, ulardan foydalanish, mustaqillikimiz sabab ulardagi o'zgarishlar o'quvchilargatushintirilib boriladi. Endi esa u bilan ishlashni kuchaytiramiz, xolos. Bugungi kun o'quvchilarida o'z tajribamasosida aytishim mumkinki, har bir sohaga qiziqishi kuchli. U telefon, televideniye orqali turli ma'lumotlarniolmoqda. Bu jarayonda ularda tushunmaydigan so'zlar uchramoqda. Ko'pincha darsga kirar ekanman, so'zlar



va jumlalar ma'nosini so'rab qolishadi. Ayrim paytlari o'zim ham bu borada aniq malumotni lug'atga qarabaytib beraman.

O'quvchilarimning erkin men bilan muloqotga kirishishda ularning o'zim bilan yaqinlashishlari uchunqiziqishlari, fikrlariga e'tibor ko'p qarataman va tez-tez agar biror tushunmovchilikka duch kelsalar daftarlariga"Ustozdan so'rash uchun".- deb yozishlarini eslatib boraman. Bu ham mening zamonaviy talablar asosidagibir yondashuvim. Albatta, bu ham o'quvchilar so'z boyligi va bilimlari oshishiga olib keladi. Ona tili darsligidauyga vazifalar aniq belgilab ko'rsatiladi, biroq ularning qiziqishlarini inobatga olib qiziqarli so'zlar topibkelishni, topgan so'zlarni sonini yozishlarini ta'kidlayman. Masalan:q harfi bilan boshlanadigan, yumshoqso'zlar, oxiri va boshi bir xil bo'lgan so'zlarni, 5-6 harf berib ularni qatnashtirib so'zlar xosil qilishni 5-6-sinflarda bersam, 9-10- sinflarda adabiy nutqni rivojlantirish maqsadida shevaga xos so'zlarning adabiychasinitoppish, iboralarning adabiy tilda va o'z shevamizdagi ishlatilishiga oid misollar topish kabi vazifalar beraman.Chunki o'quvchi uchun qiziq bo'lgan topshiriqni u tez bajaradi. Men esa ko'zlagan maqsadimga yetaman.Ularda so'z boyligining oshishi, o'z fikrini to'g'ri va ravon og'zaki va yozma shaklda bayon qila olishigaerishaman. Kezi kelganda shuni ta'kidlashim lozimki, 10-sinf ona tili darsligida lugatlarning turlaridan na'munalarberishi o'quvchilarda lug'at turlari bilan yaqindan tanishish, ulardan to'g'ri foydalanish, o'quvchilar so'zboyligining ortishiga zamin yaratmoqda.

Dars jarayonida turli pedagogik texnologiyalarni qo'llash ham o'quvchilarning dasrga qiziqishlarini ortishini,diqqatini jamlashini, mustaqil fikr yurita olishini, rejali ish qilish malakalarining oshishini, mavzu asosidamustaqil kopitentligi oshishi kabilarni kuzatdim. Ayniqsa, 9-10-sinf o'quvchilariga endi oddiy tarzda darso'tish mumkin emas. Dars mashg'ulotlarida turli metod, usullar ularning darsga bo'lgan qiziqishini oshiradi.Men buni tashkil qilgan dars jarayonlari asosida aytadigan bo'lsam, bugungi kunda 50 dan ziyod darsjarayonlarida o'yin, metod, usullarni qo'llab kelyapman. 9-10 sinf adabiyot darslarida. "BBB", "Peramida","Baliq skeleti", "Blits so'rov", "Menga oxirgi so'zni bering", "G'oyalar cho'qqisi", "Klaster", "Ven diagrammasi","Snikveyn", "Nilufar guli" kabi o'yin va texnologiyalar o'quvchilar qiziqishi ortishiga olib kelishiga guvohbo'lganman. O'yin jarayonlarida o'quvchilar faolligi keskin oshib ketadi. Darsga tayyorlanmagan o'quvchi o'zaybini tan olib afsus chekkanini kuzatganman. Buni tan olgani ham mening bir yutug'im deb hisoblayman,chunki men o'quvchining o'zini erkin tutishiga, fikrini ochiq aytishiga zamin yaratdim.

5-6-sinf o'quvchilari dars mashg'ulotlarida ham interfaol metodlarni qo'llash ularning harakatchanliginioshishishi ta'biiy, "Ketma-ketlikda gap tuzish", "Xatoni toping", "Men kimman?", "Aralash-quralash","3x3", "Guruhlarda ishlash", "Orkestr", "Sinkveyin", "Issiq somsa" kabi o'yin va metodlardan foydalanishyaxshi samara beryapti. Ba'zi xollarda o'quvchilar o'zlari dars jarayonida qaysidir o'yinning o'tkazilishiniiltimos qilib qolishadi. 5-6-sinf o'quvchilari psixologiyasida tezoblik, shoshqaloqlik kuchli. Bunday paytdaguruhlarda ishlash jarayonida shovqin chiqishi mumkin. Buning uchun men sinf taxtasiga har bir guruhuchun bulut rasmini chizaman va guruhda shovqin ko'tarilsa bulut tomchi tashlaydi. Bu umumiy baldanolinishini o'quvchilar biladi va tartibni saqlashga harakat qiladi.

Bugungi kunda, ayniqsa, elektron darsliklar o'qituvchining og'irini yengil qilyapti, desam xato emas.Bulardan unumli foydalanish davr talabi. O'z vaqtida slaydlar, video, avdio materiallarni yaratish o'qituvchiningkonstruktiv kompitensiyasiga kiradi. Bu jarayonda o'quvchilar ishtirok etishi ularning yangiliklar yaratish,izlanishiga olib keladi.

Sir emas, bugungi kun yoshlari inteniet, kompyuterni kattalardan yaxshiroq o'zlashtirib bormoqda. Buyo'ldagi o'qituvchilar vazaifasi ularni to'g'ri yo'nalishga tushirish bo'lib, bu- o'qituvchining tashkilotchilikkompitensiyasiga kiradi. Bu borada turli dars mashg'ulotlarida oldindan mavzu berilib o'quvchilarga tushintirishberilsa albatta, o'quvchining internetga qiziqishi, kompyuterni yaxshi bilishi inobatga olinib u bilan individualishlanadi o'quvchi o'zi video, avdeo material mavzuga doir tayyorlaydi va bu borada biz uni bekorchio'yinlardan, kerarsis saytlardan chalg'itib axborotlar bilan ishlash kabi kompitensiyaviy elementlarinishakllantirishga zamin yaratamiz. Dars jarayonida berilgan g'azal matnning qo'shiq shaklidan foydalanaman.Bu bilan o'quvchilarimizda qadimiy, milliy qo'shiqchilik an-analarni boqiy yashab kelayotganligining sababinio'zlariga toptiraman. Ayrim hollarda o'quvchilar maqomning fazilatlarini to'liq his qilib, bundan keyin ularnitinglashga odatlanishini aytib qolishadi. Ba'zi vaqtlarda menda mavjud bo'lgan g'azallar maqom shaklinieshitish uchun olishadi. Gazalni o'tish jarayonida uning baytlari alohida alohida o'qib beraman. Maqsadim:o'quvchilarda g'azalni ifodali o'qish ko'nikmasini shakllantirish. So'ng ashulasini qo'yib eshittiraman. Ashulanieshitgan payti diqqat faqat ashulaga qaratilishi aytiladi, o'quvchidan ashula unga qanday ta'sir qilganini so'rabsurishtiraman. O'quvchilar asosan o'zlarida ruhiy sokinlik xosil bo'lganini aytishadi. Ba'zan darsimda zamonaviyrep yo'nalishini ashulasidan qo'yib beraman. O'quvchilar yuzlaridagi sokinlik yo'qoladidi va aftini bujmaytiribolishadi. Kevin uning yaxshi qolibga solinmagani-yu, she'r mazmuning sayozligini ham tahlil qilib olamiz.Bu g'azallarning umrboqiyligini tushinib olishlariga imkon yaratadi. Shu bilan men ularning o'zini tahlilqilishi bilan birga o'z holatini tushintirib, tasvirlab berishini so'rayman. Chunki mening vazifalarimning

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asosiysi o'quvchi o'z fikrini to'liq bayon qilishiga qaratilgan. Ona tili darslarini yangi metodlar bilan tashkiletish, o'quvchilarning darsni chuqurroq o'rganib olishlariga xizmat qiladi. O'quvchilarning yoshi va bilimdarajasiga qarab, interfaol metodlarni osondan murakkabga qadar yo'naltirish mumkin. Masalan, 5-sinfo'quvchilari dastlabki o'qish kunlarida "Piramida", "Blits-so'rov" metodlaridan foydalanib, mavzunimustahkamlab olishga maqsadga muvofiq bo'lar edi.

Piramida o'yin asosida tashkil etilib jamoa bo'lib o'ynaladi. Bunda har bir o'quvchi bittadan ma'lumot aytibqo'lini ko'tarib turadi. Shu jamoadagilar barchasi o'zlarining shu mavzuga doir ma'lumotlarini aytsa, piramidachiroyli cho'qqiday bo'lib hosil bo'ladi. "Blits-so'rov" usuli esa yozma ravishda amalga oshiriladi. Gaplarningifoda maqsadiga ko'ra turlarini "Blits-so'rov" metodi orqali chuqurroq mustahkamlab olishlari mumkin. Masalan:6-sinf o'quvchilari Ona tili darslarini chuqur o'zlashtirib olishlari uchun o'qituvchidan juda katta salohiyat vabilim talab etiladi. Chunki 6-sinf Ona tili darsligi o'ziga yarasha murakkab mavzularni qamrab olgan. Bumavzular o'quvchilarga murakablik qilmasligi uchun osonroq yondashuvlar asosida o'rgatilsa maqsadga muvofiqbo'lar edi. Buning uchun esa qiziqarli metodlardan foydalanish ham yaxshi samara beradi.

Fe'l bo'yicha o'tilganlarni mustahkamlab olish mavzusiga doir: "Chalkash harflar jadvali. Buzilgan harflarzanjirini tartibga keltiring.

O'quvchilar fikrini davom ettiring mashqi ham juda katta samara beradi. Masalan:1. Do'sting ming bo'lsa ham oz2. Ota-ona3. Kuch-4. Ustoz-6-sinf Ona tili darslarda "Sinkveyn" metodi ham katta samara beradi.Sinkveyn-fransuzcha 5 qatorlik qofiyasiz

she'r deganini bildiradi.1. qator: Mavzu bir so'zdan iborat bo'ladi.2. qator: Mavzu bo'yicha hatti-harakatni 2 so'zdan iborat sifat so'z turkumiga tegishli so'z bilan ifodalaymiz.3. qator: 3 so'zdan iborat fe'l so'z turkumiga tegishli so'z bo'lishi kerak.4. qator: Mavzuga munosabatimizni his-tuyg'u bilan ifodalaymiz.5. Bunda ixtiyoriy so'z turkumi asosida 4 ta so'zdan foydalanamiz.6. qator: Mavzuning sinonimi yoziladi. Bir yoki 2 so'zdan oshmasligi kerak.

Namuna: Ustoz mehribon va jonkuyar dars beradi, tarbiyalaydi, o'rgatadi.Qalbimizga umid berar doimo! Murabbiy.

"Sinkveyn"-metodining ahamiyatli tomoni shundaki, o'quvchilar qisqa vaqt ichida she'riy matn tuzganlaridamustaqil fikrlashlari bilan birgalikda so'z turkumlari haqida bilimlarini takrorlab olishga imkon yaratiladi. 7-sinf Ona tili darslarida "Assesment" metodidan foydalanish o'quvchilarning bilimini chuqur tahlil qilishga vabaholashga yordam beradi.

Ta'limning texnologik yondashuvida ko'rinishning mezoni uning aniq va puxta o'ylangan maqsadgayo'naltirilganligidir. Ona tili ta'lim metodlardan foydalangan holda dars olib borilsa, maqsadga muvofiqdir.Zero, hozirgi zamon talabi shuki, har bir darsni innovatsion ta'lim texnologiyalarini qo'llagan holda olibborishni taqozo etmoqda.

Umumta'lim maktablarida ta'lim-tarbiyaning sifati o'qituvchi-murabbiylarga bog'liq. Albatta, doimiy ravishdao'z ustida ishlaydigan, yangi yondashuvlar asosida dars berishga harakat qiladigan o'qituvchilar oramizda ko'p.Ular iqtidorli o'quvchilarni tarbiyalab, yetuk mutaxassislar yetishtirishlariga shubha yo'q.

Prezidentimiz Shavkat Mirziyoyev ta'kidlaganlaridek: "Farzandlarimizni mustaqil fikrli, zamonaviybilim va kasb-hunarlarni egallagan mustahkam hayotiy pozitsiyaga ega chinakam vatanparvar insonlar sifatidatarbiyalash biz uchun dolzarb ahamiyatga ega bo'lgan masala hisoblanadi",-degan fikrlari barchamizga kattamas'uliyat yuklaydi.

Xulosa qilib aytadigan bo'lsak, amaliyotga joriy qilinayotgan o'zgarishlar, barchasi o'qituvchi va o'quvchiningbilim berish va bilim olish kompitentligini oshiradi. Kun kelib jonajon O'zbekistonimiz yanada gullab-yashnab butun dunyoga A1-Xorazmiy, Ibn Sino, Ulug'bek munosib vorislarini etishishiga ishonaman va buyo'lda men ham bor kuchim va salohiyatimni ishga solaman.

Foydalanilgan adabiyotlar:1. Yo'ldoshev J.G', Usmonov S.A Pedagogik texnologiya asoslari. -T.: "O'qituvchi", 2004.2. Vohidov R, Eshonqulov H. O'zbek mumtoz adabiyoti tarixi. T-2006.3. Qosimova K. va b. Ona tili o'qitish metodikasi. - Toshkent: Noshir, 2009



BADIIY ASARNI O'QUVCHILARGA YETKAZISHDAILMIY DIDAKTIK TAHLILNING O'RNI

Ergasheva Muqaddas Erdonovna,Navoiy viloyat Karmana tuman 20-umumta'lim maktabona tili va adabiyoti fani o'qituvchisi

Annotatsiya: Ushbu maqolada badiiy asarni o'quvchilarga yetkazishda ilmiy didaktik tahlilning o'rnihaqida fikr yuritilgan. Maqolada O.Yoqubovning ,,Muzqaymoq" hikoyasi bo'yicha bajargan ilmiy didaktiktahlil qilingan.

Kalit so'z: badiiy asar, milliy kolorit, tahlil, g'oya,

O'quvchilarga har qanday mazmundagi asarni o'tgandan so'ng ,albatta, ilmiy va didaktik tahlil o'tkazishjoiz deb hisoblayman. Chunki o'quvchi asarni o'qigandan so'ng uning nafaqat tarbiyaviy jihati, balki ilmiytomonlarini ham o'rgansa maqsadga muvofiq bo'lardi. Agar o'quvchilar asarni xuddi shu yo'nalishda tahliliniko'rsalar asar haqida kerakli bo'lgan to'liq tushunchaga ega bo'ladilar. Quyida men O.Yoqubovning ,,Muzqaymoq"hikoyasi bo'yicha bajargan ilmiy didaktik tahlil bilan tanishing. Bunda o'quvchilar nafaqat adabiyot faniningmaqsadini, balki tilshunoslik, toponimlar va folklor namunalarini topishni ham o'rganadilar.

''Muzqaymoq'' asari1.Tematik tasnifi: Ijodkor ushbu asar asosida sovet davridagi cheksiz adolatsizliklarni oddiy xalq

tilidan sodda va ta'sirli qilib ifodalagan. Ushbu asar realism shaklida yoritilgan hisoblanib, oddiy xalqboshiga tushgan cheksiz musibat bir inson va uning oilasi taqdirida butun o'zbek xalqi boshiga tushganog'ir va iztirobli damlarni, sovet tuzumining chirkin davrini

mohirona qalamga olishi bilan ajralib turadi.2.Asarning mavzusi: Chor Rossiyasi tomonidan o'rnatilgan hukumat oddiy xalqning har

qanday o'z huquqi uchun bo'lgan munosabatini mavjud siyosatga qarshi chiqish deb hisoblab, ularnitinimsiz jismoniy va ma'naviy

ezilishlarga duchor qilishdi. Yozuvchi tomonidan bu davrdagi qama- qamalar oddiy bir oila misolidayorqin tasvirlarda jonlantirildi.

3. Asarning g'oyasi: Xalqimiz va millatimizning yaqin o'tmishdagi yopiq sahifalarini to'la ochib berish,shu tarixdan saboq chiqarib, bugungi va kelajak hayotimizga ongli qarashni shakllantirish, begunoh qurbonbo'lgan insonlar xotirasini abadiylashtirish, biz uchun ham qarz , ham farzdir.

4. Asarning sarlavhasi: Yozuvchi asarga ,,Muzqaymoq" deb nom berar ekan, o'z otasining naqadarmehribon, oqko'ngil va ishonuvchan xalq vakili ekanligini ko'rsatishni maqsad qilgan. Asar qaqahramoni o'zotasidan qay darajada qo'rqsa, shu darajada uni yaxshi ko'radi, hurmat qiladi. Umrida bir bora muzqaymoqolib beraman degan insonning bu maqsadini amalgam oshira olmagani uning oxirgi so'zlarida ham jonlanadi.,,Umrimda senga bir marta muzqaymoq olib bermoqchi bo'lgan edim , bu ham nasib etmadi , bu pulgadaftar, kitob ol, qolganiga muzqaymoq olib ye o'g'lim". Bu birgina so'zda otaning farzandiga bo'lgan qalbidagiyashirin mehri ifodalangan, o'zbek otasining cheksiz mehri. Uning qalbida qolgan butun bir umidi, balki,shu so'zda namoyondir .

5. Asardagi milliy kolorit: Mehmon kelganda o'zbek xalqiga mos bo'lgan qo'liochiqlik, bag'rikenglik,xushmuomallalik, go'shtni o'sha davrda odamlar quduqda saqlashgan, har bir o'zbek oilasida otani hurmatqilish, uning ko'ziga tik qaramaslik va so'zlariga amal qilish.

6. Asardagi falsafiy mushohadalar va aforizmlar:Bitta shaltoq buzoq bir podani buzadi.Bola otasi uchun javob bermaydi, gunohi nima bu norasidaning.Qashqirdan tug'ilgan qashqircha7. Asardagi mavjud sheva namunasiErkaklardan biri meni tomda ko'rib qolib "Egamberdi Jaqupovning uyi shulma ? - deb so'radi".8. Asardagi lingvistik tahlilFrazeologizmlar: Aqlim bovar qilmaydi, jilla qursa, almisohdan qolgan, qovog'idan qor yog'moq,

qoqqan qoziqday, yuragim orqamga tortib ketdi, turgan joylarida tosh qotib qolgan, bo'zchiningmokisidek qorasini ko'rsatmoq, dumi ko'rinmasdi, ikki oyoqni qo'lga olmoq, yuragim orqaga tortibketdi, yuragimni hovuchlab.

Kasb -hunarga oid so'zlar : To'pponcha, nog'ora, karnay-surnay, tintuv, NKVD hodimlari, kapitan,lager, foytun.

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Toponimlar: Turkiston, ''Lager'' ko'chasi. 9. Asardagi badiiy yechim: Asar yakunida Egamberdi Yaqubovning iqrori, butun umrini shu

hukumatga sarflagani, doimo Stalinga taqlid qilgani, uni o'zining dohiysi deb hisoblab, adolat kutganligiva nihoyat bularning barchasi aslida hukumatning olib borgan siyosati ekanligi, insonning ichki olaminaqadar murakkab ekanligini namoyon qiladi. Shuning uchun ham o'z taqdirini oldindan his qilganota shuni tushundiki, butun umr adolat deb kelgan dohiysi aslida adolatni niqob qilgan sovet kishisiekanligi, bu bilan esa butun bir xalqning shunday aldovlar ostida yashayotganligi, ular o'zining engmuqaddas burchi vatanni himoya qilish emas balki kelgindilarga xizmat

qilish deb bilganligi bularning bari bir inson taqdirida namoyon bo'ldi va uning iqrori butun birxalqning iqrori sifatida baralla yangradi. Chunki biz mustaqil fikr yuritishga, huquqiy subyekt sifatida o'zburchlarimizni amalga oshirishga to'laqonli haqli insonlarmiz.

10. Asar kulminatsiyasi: "Kapitan chehrasi yorishib kuldi-da , malades dedi, - boshimni silab, - kelgusidaPavlik Marozov chiqadi sendan". Kapitanning bu kutilmagan maqtovidan yuragim jiz etdi, keyinchalik kattabo'lganimda men uydagi dod-faryodga qaramasdan otamni qamashga kelgan jallodning maqtovidan bir zumginabo'lsa-da yayrab ketganimni har eslaganimda o'zimdan ijirg'anib yurdim. Ammo o'sha daqiqada nadomatlarbo'lsinkim, uning so'zlaridan g'ururlanganim haqiqat, mudhish haqiqat. Shu payt dadamlarning ,,suv"degan ovozlari eshitildi, "bir payola quduq suvi beringlar , ichim kuyib ketyapti".

11. Asardagi tugun: Asarda voqealar rivoji sokin va bir maromda ketayotgan vaqtda, mehmonlar bilanto'lgan uyga sovet komissarlari kelib, bu jarayonga o'z ta'sirlarini ko'rsatishdi. Ular har bir joyni, har birburchakni titkilab, nimanidir qidirishdi. Asarda ushbu holat o'quvchilarni o'ziga tortadi, chunki bu voqeagasabab bo'lgan vaziyat aslida nima ekanligi, uning sababchisi kim ekanligi va butun umrini shu hukumatgabaxshida etgan insonni nega qamoqqa olishlari asarga o'zgacha ruh baxsh etib , asarda tugun vazifasini bajargan

12. Asarda badiiy konflikt turi: Asarda inson - inson konflikt turidan foydalanilgan . Ya'ni bir jamiyatdaistiqomat qiladigan , bir xalq bo'lgan ikki insonning turli xil qarashlari va g'oyaviy mafkurasi namoyonbo'ladi. Egamberdi Yoqubov naqadar sofdil, adolatli va o'z kasbiga sadoqatli bo'lsa, uning qo'shnisi hisoblangankomsamol yigitchaning shu qadar tubanligi, o'zining chirkin maqsadi yo'lida o'z ildiziga bolta urishdan,ya'ni bir vaqtlar unga chin dildan yordam bergan odamni qoralashdan tap tortmasligi asardagi konfilktholatiga yorqin misol bo'ladi.



ONA TILI DARSLARIDA INTERFAOL USULLARNING QO'LLANILISHI

Eshimbekova Saodat MamirovnaFarg'ona shahar 24-o'rta ta'limmaktabi o'[email protected]

Ànnotatsiya: Maqolada ona tili va adabiyot darslarida interfaol usullardan foydalanish va "Aqliyhujum"usulining qo'llanilish doiralari yoritilgan.

Êalit so'zlar: interfaol, ta'lim, usul, dars, qoidalari, qo'llanilishi

Hozirgi kunda ta'lim jarayonida interfaol usullar (innovatsion 'edagogik va axborot texnologiyalari) danfoydalanib, ta'limning samaradorligini ko'tarishga bo'lgan qiziqish e'tibor kundan-kunga kuchayib bormoqda.Zamonaviy texnologiyalar qo'llanilgan mashg'ulotlar o'quvchilar egallayotgan bilimlarni o'zlari qidiribto'ishlariga, mustaqil o'rganib, tahlil qilishlariga, hatto xulosalarni ham o'zlari keltirib chiqarishlariga qaratilgan.O'qituvchi bu jarayonda shaxs va jamoaning rivojlanishi, shakllanishi, bilim olishi va tarbiyalanishiga sharoityaratadi, shu bilan bir qatorda, boshqaruvchilik, yo'naltiruvchilik vazifasini bajaradi. Bunday o'quv jarayonidao'quvchi asosiy figuraga aylanadi. Bu borada zamonaviy interfaol usullarning "Aqliy hujum", "Klaster", "Bahs-munozara", "Davra suhbati", "FSMU" texnologiyasi, "BBB", "Rezyume", "Zinama-zina", "Germenevtiksuhbat", "Suqrot suhbati" kabi interfaol usullardan foydalanish ko'zda tutiladi. Ayniqsa, ona tili fanini o'qitishdainterfaol usullarning qo'llanilishi o'quvchini faollashtiradi. Quyida ona tili darslarida eng samarali usullardanbiri "Aqliy hujum" qo'llanilish doirasini ko'rib chiqamiz.

Aqliy hujum yoki fikrlar hujumi usuli. Bu usulda qatnashuvchilar birlashgan holda qiyin muammoniyechishga harakat qiladilar, muammoli vaziyatlar va masalalarni hal qilishda ishtirokchilarning har biri o'zfikrini o'rtaga tashlaydilar. Quyida "Aqliy hujum" usuli orqali darslarini tashkil etishning samaradorliginiko'rib chiqamiz.

Mashg'ulotlar jarayonida "Aqliy hujum" metodidan foydalanishda bir necha qoidalarga amal qilish talabetiladi. Ushbu qoidalar quyidagilar:

1. Mashg'ulot ishtirokchilarini muammo doirasida keng fikr yuritishga undash, ular tomonidan kutilmaganmantiqiy fikrlarning bildirilishiga erishish.

2. Har bir ta'lim oluvchi tomonidan bildirilayotgan fikr yoki g'oyalar miqdori rag'batlantirilib boriladi.Bu esa bildirilgan fikrlar orasidan eng maqbullarini tanlab olishga imkon beradi. Bundan tashqari fikrlarningrag'batlantirilishi navbatdagi yangi fikr yoki g'oyalarning tug'ilishiga olib keladi.

3. Har bir ta'lim oluvchi o'zining shaxsiy fikri yoki g'oyalariga asoslanishi hamda ularni o'zgartirishimumkin. Avval bildirilgan fikr (g'oya)larni umumlashtirish, turkumlashtirish yoki ularni o'zgartirish ilmiyasoslangan fikr (g'oya)larning shakllanishiga zamin hozirlaydi.

4. Mashg'ulotlar jarayonida ta'lim oluvchilarning har qanday faoliyatlarini standart talablar asosida nazoratqilish, ular tomonidan bildirilayotgan fikrlarni baholashga yo'l qo'ymaydi. Agarda ularning fikr (g'oya)laribaholanib, boriladigan bo'lsa, ta'lim oluvchilar o'z diqqatlarini, shaxsiy fikrlarini himoya qilishga qaratadilar,oqibatda ular yangi fikrlarni ilgari surmaydilar. Mazkur metodni qo'llashdan asosiy maqsad ta'lim oluvchilarnimuammo xususida keng va chuqur fikr yuritishga rag'batlantirish ekanligini etibordan chetda qoldirmaganholda ularning faoliyatlarini baholab borishning har qanday usulidan voz kechish maqsadga muvofiqdir.Mashg'ulot jarayonida ushbu metoddan samarali foydalanish maqsadida quyidagilarga amal qilish lozim:

-mashg'ulot ishtirokchilarining o'zlarini erkin his etishlariga sharoit yaratib berish.-g'oyalarni yozib berish uchun yozuv taxtasi yoki varaqalarni tayyorlab qo'yish.-muammo (yoki mavzu)ni aniqlash.shaxsni erkin, ijodiy va nostandart fikrlashga o'rgatadi. "Aqliy hujum" usuli.Biror mavzu bo`yicha ta`lim oluvchilar tomonidan bildirilgan erkin fikr va mulohazalarni to`'lab, ular

orqali ma`lum bir yechimga kelish usuli. Aqliy hujumning og`zaki va yozma shakllari mavjud."Aqliy hujum" usulini qo`llashdagi asosiy qoidalar:1. Bildirilgan fikrlar muhokama qilinmaydi va baholanmaydi.2. To`g`ri bo`lmasa ham inobatga olinadi.3. Har bir ta`lim oluvchi qatnashishi shart.

Dars mobaynida o'qituvchi mavzuning xarakteri va u shakllantirishi lozim bo'lgan bilim, ko'nikma va

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fazilatlarga mos tarzda munozara sharoitini tanlashi va shundan keyingina mashg'ulotni boshlashi kerak.

Foydalanilgan adabiyotlar:1.Toli'ov O'., Usmonboeva M. 'edagogik texnologiyalarning tatbiqiy asoslari, Toshkent, 2014.2.Turg'unov S., Maqsudova L. 'edagogik jarayonlarni tashkil etish va boshqarish texnologiyalari, Toshkent,

2012.3. Yo'ldoshev J., Usmonov S.,'edagogik texnologiya asoslari,Toshkent, 2003 y.4. Yo'ldoshev J., Yo'ldosheva G.,Ta'limda marketing,Toshkent, 2003 y.5. Yo'ldoshev Q. ,Adabiyot o'qitishning ilmiy-nazariy asoslari,Toshkent, 1996 y.6. Zamonaviy dars.-T.: A.Avloniy nomidagi XTXQTMOMI, 2007 yil7. Ziyotova T. Ona tili-ijodiy tafakkurni oshirishning asosiy omili, Toshkent, 2001 y



O'QITUVCHI NUTQINING TA'LIM SIFAT VA SAMARADORLIGIGA TA'SIRI

Fatullayeva Firuza,Buxoro viloyat G'ijduvon tuman 4-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqolada pedagog o'z nutqining rang-barang bo'lishi uchun tilning turli fonetikvositalaridanturli uslublarda mohirona foydalanishi juda muhimligi, bu esa nutqning u xoh yozma, xohog'zaki bo'lsin, mazmunan pishiq, uslubiy ravon, shaklan hissiybo'lishida juda ahamiyatli ekanligi yoritilgan.

Kalit so'zlar: fan, texnika va innovatsion texnologiya, kompetensiya, notiqlik san'ati.

Mustaqillikning dastlabki davrlaridanoq mamlakatimizda tinchlik hamda iqtisodiy barqarorlikni ta'minlashbilan bir qatorda o'sib kelayotgan yosh avlodni barkamol shaxs sifatida shakllantirish ham davlat ahamyatigamolik asosiy masala qilib belgilab qo'yildi. Bu vazifalarni izchil amalga oshirishda birinchi navbatda umumiyo'rta ta'lim tizimi muhim ahamyat kasb etadi. Endilikda fan, texnika va innovatsion texnologiyalarning rivojlanishinatijasida o'quv-tarbiya jarayonida interfaol uslllardan foydalanib, ta'limning samaradorligini ko'tarishga bo'lganqiziqish, e'tibor kundan-kunga kuchayib bormoqda. Ta'lim tizimida zamonaviy texnologiya qo'llanilganmashg'ulotlar egallanayotgan bilimlarni o'quvchilar tomonidan o'zlari qidirib topishlari, mustaqil o'rganib,ularni tahlil qilishlari, o'z bilimlarini baholashlari, to'g'ri xulosalar chiqarishga qaratilgan. O'qituvchi bujarayonda shaxs va jamoaning rivojlanishi, shakllanishi, bilim olishi va tarbiyalanishiga, shuningdek, erkinfikrlab sinfdoshlari bilan o'zaro hamkorlikda ishlash va harakat qilishlariga sharoit yaratadi, shu bilan birqatorda, boshqaruvchilik, yo'naltiruvchilik vazifasini bajaradi. Bunday o'quv-tarbiya jarayonida o'quvchi asosiyishtirokchiga aylanadi.

Pedagog-olimlarning ko'p yillar davomida ta'lim tizimini yanada samaraliligi va natijaliligini oshirishgadoir olib borgan ishlari zamirida o'sib kelayotgan kelajak vorislari hisoblanmish yosh avlodni yanada komilinsonlar etib tarbiyalashga qaratilgan. Ya'ni har bir darsni yaxlit holatda ko'ra bilish va uni tasavvur etishuchun o'qituvchi bo'lajak dars jarayonini loyihalashtirib olishi kerak.

Barkamol avlodni ma'naviy yetuk qilib tarbiyalashda umumiy o'rta ta'lim tizimini zamonaviy pedagogkadrlar bilan ta'minlash davr talabi bo'lib qolmoqda. Zamonaviy pedagog kasbiy, shaxsiy, umummadaniy,maxsus va boshqa kompetensiyalarni egallagan bo'lishi hamda o'z ona tilisini chuqur bilishi zarur. Chunkitilning, avvalambor, pedagog tomonidan qanday maqsadlarda qo'llanishi muhim omil sanaladi. Pedagog o'zkasbiy mahoratlarini oshirishi uchun asosiy e'tiborini o'z ona tilisiga bo'lgan munosabati, uni qo'llashdagimaqsadlari, ya'ni turli nutqiy aktlardagi ishtiroki, nutqiy akt jarayonida fonetik uslubiy vositalardan (ovoz,ohang, tembr, diksiya, ritm, ton) maqsad va niyatlarini qay yo'sinda ifodalashiga qaratishi lozim.

Fonetik vositalar ko'rish, eshitish va talaffuz orqali zohir bo'ladi. O'qish, og'zaki va yozma nutq jarayonlarinipuxta bilishi kompetentlilikning asosini tashkil etadi. Shuning uchun nutqiy harakat birlamchidir. Demakto'g'ri nutqni egallash til qonunlarini o'zlashtirishni taqozo etadi.

Mavjud ilmiy materiallarga asoslanib shuni aytish mumkinki, nutqning o'ziga xos tabiatini anglashpedagogga o'quvchilar va atrofdagilar bilan to'g'ri, o'rinli muloqotni tashkil etishga, og'zaki va yozma matnlarniyanada yaxshiroq o'qishga yordam beradi hamda savodxonlikni oshirishning eng muhim shartlaridan birihisoblanadi.

Nutqning o'ziga xos tabiatiga doir masalalar tarixi tilning to'g'ri me'yorlari, yaxshi uslub me'yorlarihaqidagi olimlar ta'limotiga borib taqaladi. Qadimgi Yunon, qadimgi Rimda chiroyli so'zlash va notiqliksan'ati, nutqning ifodali vositalari haqidagi fan boshqa fanlar orasida asosiy yutuqlarga erishdi. Chunki ularuqtirishning, tushuntirishning asosiy vositalari deb qaraldi. "Ritorikaning vazifasi u yoki bu fikrlarniuyg'otishdir".

Hammamizga ma'lumki, til - insoniyat va uning madaniyati, tarixi haqidagi daliliy hujjat. U-millatningbeqiyos davlati va tirikligi. Til orqali bilim, ilm, tajriba, madaniyat, uquv va malaka belgilanadi.

Tilga e'tibor - elga e'tibor deb bejiz aytilmagan. Chunki inson hayotidagi yaxshi amallar, hurmat-e'tibor,ro'shnolik, baraka til tufayli amalga oshadi. Buningaksi ham til tufayli sodir bo'ladi. Til va uning tarixini puxtao'rganish, ilmiy asoslab berish ? davr talabi. Negaki ta'limiy va tarbiyaviy muammolar yechimi shu talablarnegizida o'z aksini topadi.

Pedagogning zamonaviyligini belgilovchi asosiy omil uning tiliga, o'z nutqiga bo'lgan ijobiy munosabatidir.Tilga bo'lgan hurmat-e'tibor uning o'z oilasi, jamiyatdagi o'rnini belgilaydi, mehnat faoliyatining samaradorliginioshiradi.

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Pedagog o'z ehtiyojlari va tasavvurlari, taassurotlari va dunyoqarashi negizida harakat qiladi, ya'ni u o'znutqining rang-barang bo'lishi uchun tilning turli fonetik vositalaridanturli uslublarda mohirona foydalanadi.Bu esa nutqning u xoh yozma, xoh og'zaki bo'lsin, mazmunan pishiq, uslubiy ravon, shaklan hissiybo'lishidajuda ahamiyatlidir. Muloqot jarayonida olingan, to'plangan bilimlar pedagog xulqini, fe'l-atvorini boshqarishgayordam beradi.

Pedagog yuqori madaniyat egasi, yetuk mutaxassis, o'z kasbining mohir ustasi kabilarga, albatta, tilorqali erishadi. Shundan kelib chiqib aytish mumkinki, uning o'zi ijtimoiy jihatdan mukammal shakllangan,mustaqil fikrlaydigan, nutq va muloqot madaniyati yuksak rivoj topgan, har tomonlama savodxon shaxsbo'lishi davr talabidir.

Foydalanilgan adabiyotlar ro'yxati1. Niyozmetova R. Ona tili va adabiyot. -Toshkent: Navro'z, 2014.2. O'zbek tilining asosiy imlo qoidalari. Nashrga tayyorlovchi: Rahmatullayev Sh. -Toshkent: O'qituvchi,

2015.3. Rahmatullayev Sh. Hozirgi adabiy o'zbek tili. -Toshkent:Universitet, 2016.4. Rahmonov N. Sodiqov Q. O'zbek tili tarixi. - Toshkent, 2009.5. To'xliyev B. va boshqalar. Til va adabiyot ta'limining zamonaviy texnologiyalari. - Toshkent, 2011.



MAKTABDA ONA TILI FANINI O'QITISHDA ZAMONAVIY YONDASHUVLAR

Fatullayeva Muharram,Navoiy viloyat Qiziltepa tuman 1-maktabona tili va adabiyot fani o'qituvchisi

Birovni o'qitadigan, tarbiya qiladigan inson avvalo o'zi har tomonlamabarkamol bo'lmog'i shart.

Islom Karimov

Annotatsiya: Ona tili ta'limi oldiga ijtimoiy jihatdan mukammal shakllangan, mustaqil fikrlay oladigan,nutq va muloqat madaniyati rivojlangan, savodxon shaxsni kamol toptirish maqsadi qo'yiladi. O'quvchiyoshlarni dars mashg'ulotlarida ta'lim standartlari bo'yicha qo'yilgan me'yorlarni egallashlari uchun qo'llanadiganzamonaviy metodlar o'z o'rnida ijobiy natijalarga zamin bo'la oladi

Kalit so'zlar: pedagogik texnologiya, ta'lim standarti, elektron darslik, metod, usul.

Bizning xalqimiz azal-azaldan tarbiya masalasiga katta e'tibor bilan bilan qaragan. Bugun biz uztozlarta'lim-tarbiya jarayonida tinimsiz izlanib, jamiyatimiz taraqqiyoti yo'lida yangicha zamonaviy dars mashg'ulotlari,ijodiy jarayon orqali farzandlarimizni chuqur bilim egalari qilib tarbiyalamog'imiz darkordir. O'qituvchi darsmashg'ulotiga tayyorgarlik ko'rar ekan ta'lim standartlariga amal qilgan holda faoliyat olib boradi. Bugungikun o'qituvchidan ijodkorlikni talab qiladi. Dars mashg'ulotimizda o'z o'quvchilarimizda ilg'or g'oyalar,zamonaviy pedagogik texnologiyalar bilan bilim berar ekanmiz, ona zaminni e'zozlashga uni ko'z qorachig'idekasrashga undab yashamog'imiz lozim.

Ona tili ta'limi oldiga ijtimoiy jihatdan mukammal shakllangan, mustaqil fikrlay oladigan, nutq vamuloqat madaniyati rivojlangan, savodxon shaxsni kamol toptirish maqsadi qo'yiladi. O'quvchi yoshlarnidars mashg'ulotlarida ta'lim standartlari bo'yicha qo'yilgan me'yorlarni egallashlari uchun qo'llanadiganzamonaviy metodlar o'z o'rnida ijobiy natijalarga zamin bo'la oladi. Dars o'tishning keng va zamonaviymetodlari, usullari rang-barang. Bu usullardan foydalanishda o'qituvchidan ijodkorona yondashuv talab etiladi.Dars mashg'ulotining shakllari borasida ta'lim standartlari xilma-xillikni talab etadi. "Sahna", "Muloqat","Bahs-munozara", shakllari o'qituvchini o'z ustida mustaqil ishlashga undaydi.

Darsning mazmuni va xarakteriga qarab xalqimizning boy ma'naviy merosidan, ma'naviy qadriyatlaridansamarali foydalanish. O'tilayotgan mavzuning mazmuniga bog'liq holda mustaqil yurtimizdagi o'zgarishlardano'quvchi talabalarni xabardor qilish. Darsda Prezidentimiz Islom Karimovning ta'lim sohasidagi fikrlari,yurtimiz kelajagi bo'lgan yoshlariga, farzandlarimizga qarata aytgan murojaatlaridan o'z o'rnida foydalanishijobiy natijalarga yo'l ochadi. Dars o'qituvchi va o'quvchining ijobiy hamkorligiga asoslanishi lozim. Shundaginao'quvchilar mustaqil erkin fikrlay oladilar, irodalari tarbiyalanadi. Nutq madaniyati rivojlanadi. Muammolivaziyat izlanishlar orqali o'z yo'lini topa oladilar. Bu borada adabiyot fanining o'rni va ahamiyati katta. Shubois o'quvchilarni mutolaaga o'rgatish, oilaviy kitobxonlikni yo'lga qo'yish uchun adabiyot o'qituvchilariningota-onalar bilan oilada kitob o'qish, bu borada muhokama o'tkazish, natijani kuzatish kabi masalalardahamkorlik o'rnatish yaxshi natija berishi turgan gap. Shuningdek, 5-6-sinflarda milliy, qardosh va chet elyozuvchilarining sarguzashtlarga boy badiiy asarlarini o'qish va bolalarning taassurotlari bo'yicha suhbat uyushtirishhamda xulosa chiqarishga o'rgatish maqsadga muvofiq.

O'quvchilarni kitobga qiziqtirishning yana bir samarali usuli bu - darsni musobaqa tarzda tashkil etishdir."Kim ko'p badiiy asar o'qigan?", "Kim she'rni ifodali yoddan aytadi?", "Kim ko'p dostondan parcha yodolgan?", "Kim ko'p g'azal yod biladi?", "Kimning shaxsiy ijodiy ishlari chop etilgan?" mavzulariga sinflararomusobaqalar tashkil etilsa, o'quvchilar, albatta o'z iqtidorlarini namoyish etishga harakat qiladilar.

Hayot darligi deya atalmish adabiyot darslarida ifodali o'qishga katta e'tibor qaratilishi, o'qituvchi matnnibolalar qalbiga kirib boradigan darajada his qildirib, ifodali, ta'sirchan tarzda o'qishi, o'quvchi hissiyoti,tuyg'ularini qo'zg'ata olishi, atoqli san'atkorlar ijrosida o'qilgan, ertak qahramonlarining video lavhalarinitaqdim qilishi va bolalarni shunday o'qishga o'rgatishi nafaqat fanga qiziqishni orttiradi, balki bola qalbigaruhiy orom beradi, estetik didini o'stiradi, she'riyatga, kitob mutolaasiga mehr uyg'otadi.

O'quvchilarni dars jarayonining faol ishtirokchilariga aylantira olish. Bolalarga mustaqil fikr bildirish, radetish, isbot qilish, o'z fikrini himoya qilish imkonini yaratish. Sinfdan tashqari tadbirlarda o'rganilganasarlardan parchalarni sahnalashtirish, rollarga bo'lib o'qish, she'rxonlik, ruboiyxonlik kabi adabiy kecha vamusobaqalar, uchrashuvlar tashkil qilish.

Xulosa o'rnida aytishimiz mumkinki, elni ma'rifat asraydi. O'qituvch-ziyoli inson, u nafaqat yosh avlodga

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bilim berishi, balki o'zining yurishturishi, kiyinishi, axloq-odobi, jamiyatdagi o'rni bilan ularga shaxsiynamuna, ibrat ham bo'lishi zarur. Shular bilan bir qatorda bugun o'qituvchi zimmasiga joylarda hukumatimizqarorlari, davlatimizning ichki va tashqi siyosati mazmun-mohiyatini aholiga, o'quvchi-yoshlarga to'g'ritushuntirish, ularni ezgu maqsadlar sari ruhlantirish singari muhim vazifalar ham yuklanganiniunutmasligimiz, ularni bajarishga bor bilim-tajribamizni safarbar etishimiz kerak.

Foydalanilgan adabiyotlar ro'yxati1. Abdusamatov R. O'zbek tilida gap bo'laklarining noamaliy mavqeyi masalasi. AKD. Samarqand,

2004.2. Berdaliev A. O'zbek tili ergash gapli qo'shma gaplarida sintaktik aloqa va sintaktik munosabatlar. -T.,

Fan, 2008.3. Mamajonov A. Qo'shma gap stilistikasi. -T., O'qituvchi,1990.4. Mahmudov N., Nurmonov A. O'zbek tilining nazariy grammatikasi. -T., O'qituvchi, 1995.



GRAMMAR GAMES IN TEACHING ENGLISH

Fuzalova Munisa Jurayevna, an English teacher of Namangan region,Chust district, school ¹ 25tel: +998 99 0209078

AnnotationThis article is about grammar games in teaching English. Therefore, it is important to choose a bright,

unusual and fascinating method of learning grammar. One of these methods, of course, is grammar games.Key words: games, teaching, important, grammar, communication, activity, for

Grammar plays a very important role in learning English for several reasons. First, without it, it isimpossible to learn how to speak correctly, build phrases and sentences, even if you have an enviablevocabulary. But in fact, grammar is just a set of rules, and it's not that interesting to teach them to mostpeople. The main goals of grammar games are to teach children the use of speech patterns that containcertain grammatical difficulties; to practically apply knowledge of grammar, to create a natural situation forthe use of grammatical structures in natural communication situations. Different types of grammar practiceexercises reflect these two styles of learning. Some, like gap-filling, multiple-choice or word-order exercises,help students understand and practice grammatical forms by getting them to segment 4 language andanalyze its components. Other exercises like grammar drills, work by presenting students with grammaticalpatterns to repeat and imitate, to help students absorb the language without pausing for too long to analyzeit.

Activity 1.The game with the picture. You can use a picture game in Present Continuous to help students learn structures better. Students are

asked to guess what does one or another character depicted in the picture, which they have not yet seen.Guys ask questions, for example, P1: Is the girl sitting at the table?

T: No, she is not.P2: Is the girl standing?The winner is the student who guessed the action pictured on the picture. He becomes the host and takes

a different picture.Activity 2.Gifts.Goal: to consolidate the vocabulary on the topic, automate the use of the studied verbs in the future tense

in oral speech. Game progress: two teams are formed. Two rows of words are written on the Board: 1) the name of the

gift, 2) the list of verbs. Players must say, using verbs from the list, what they will do with gifts received ontheir birthday. Each participant in the game comes up with one sentence. The winning team is the one thatcan quickly complete the task of making suggestions without errors.

Activity 3. The game "Leap year". Here is an interesting idea for a lesson on a new year 's theme.Progress of the event. You start, and the participants in the game continue to call in order every fifth day

of the leap year, that is, so:You: The first of January!Player: The sixth of January!Player In: The eleventh of January! etc., not forgetting to take into account February 29. You control

my calendar. The winner of the game is the participant who was called on December 31.Variations. If it is not a leap year, the player who named January 1 of the following year wins.Activity 4.The game "Twelve months".Months + Verb to be.Preliminary preparation. Give your children a homework assignment to draw 4 symbols on separate

sheets of paper that they associate with different months, for example, January- a snowflake, February- anasterisk, March- a flower, and so on ( one for the season). Remind game participants to sign each monthon the back of the image.

Progress of the event. Player A goes to the Board and, alternately showing their cards, leads a similardialogue with classmates:

Player A: What month is it? Player B: Is it July?Player: No, it isn't. Player C: Is it June? Player: Yes, it is.

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After that, Player A gives the guessed picture to Player C. When Player A hands out all his illustrations,player B takes His place, and so on. After all the participants get rid of their cards, they count the winnings.The winner is the player with the highest number of drawings.

Variations. Adults can develop a similar card out of magazine clippings.These games allow the teacher to correct the mistakes of students quickly, in the process, make the

learning process easier and less tedious, and this increases the motivation for learning and contributes tothe solid assimilation of knowledge about the English verb.

References:1.Huyen, N.T.T., & Nga, K.T.T. (2003). Learning vocabulary through games.2.Luu, T.T & Nguyen, T.M.D. (2010). Teaching English grammar through games.3.Hamzah, M.H.B., & Dourado, J.E. (2010) Using grammar games in teaching grammar: A case study

in SMK DAMAI JAYA.



A.NAVOIYNING "MAHBUB UL-QULUB" ASARINI O'QITISHNING YANGI USULLARI

Shahnoza GiyazovaBuxoro shahar, 17-maktab o'qituvchisiTelefon: +998972387475

Anotatsiya: A.Navoiyning "Mahbub ul-qulub" asarini "Suratlar so'zlganda" va "Qo'shnigni top" metodlariasosida o'quvchilarga o'rgatish.

Kalit so'zlar: "Mahbub ul-qulub" asari, o'qituvchi mahorati, metod, saxiy, baxil.

A.Navoiy asarlari o'zbek adabiyotida nafaqat boy ma'naviy xazina, balki o'lmas qadriyat sifatida o'rganiladiva e'zozlanadi. Umumta'lim maktablarining har bir sinfida Navoiy ijodining berilishi va ko'p soat ajratilishibejizga emas. Chunki buyuk bobomiz asarlaridagi mohiyat, badiiyat qancha ko'p o'rganilmasin, hech qachontugamaydi. Har bir asarini o'qish va o'rganish jarayonida kitobxon ongida yangi bir olam, ko'nglida o'zgachabadiiy zavq, ruhiyatida poklanish va yangicha jilolanish yog'du sochadi. Ma'naviy olamimiz boyish bilan birgasuvga chanqoq tanaday rohatlanadi. Bunday badiiy zavqni o'quvchi ham tuyishi uchun o'qituvchining darso'tish mahoratining ahamiyati juda katta. Chunki mustaqil o'qish jarayoni o'quvchiga mavhumlikni keltiribchiqaradi. Navoiy asarlari mohi-yatini anglash uchun, avvalo, uning boy merosidan, mumtoz adabiyotdurdona-laridan chuqur xabardor bo'lish kerak. 6-sinf o'quvchisida esa hali bunday imko-niyat shakllanmaganbo'ladi. Bu yoshdagi o'quvchilar ko'pincha hikoya, jonli tasvir va tasavvur orqali asar mohiyatini yaxshiroqanglaydilar. Aynan shu sinf adabiyot darsligida berilgan "Mahbub ul-qulub" asarida esa axloqiy, ma'naviysifatlar, tushunchalar, insonlardagi yaxshi va yomon xislatlar izohlangan. O'quv-chilarga shu sifatlarni suratlartasviri orqali tushuntirilib mustahkamlansa, o'quv-chining mavzuni to'liq o'zlashtirishi va o'rganishiga zaminyaratiladi. Bunda A.Navoiy o'z asarida ta'rif bergan tushunchalar va qiyoslangan tabiatning jonli va jonsiznarsalari surati birgalikda va aralash beriladi. O'quvchi esa yangi mavzu bayonidan keyin o'rgangan va qabulqilgan bilimlari asosida yangi mavzuni mus-tahkamlash bosqichida shu suratlarga mos tushunchalarniraqamlar asosida tan-lashga, izohlashga harakat qiladi va belgilaydi.Buni quyidagicha keltirish mumkin:

" SURATLAR SO'ZLAGANDA" METODI (A.Navoiyning "Mahbub ul-qulub" asari asosida)

1 2 3 4 5

6 7 8 9

10 11 12

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O'quvchilar bu metodni guruhlarga bo'linib bajarsalar, dars samarali va bahs munozaraga boy bo'ladi.Guruhini himoya qiluvchi har bir o'quvchi nega bu surat-lar tanlanganini izohlaydi, o'zining shaxsiymunosabatini bildiradi. "Suratlar so'z-laganda" metodi o'quvchilarning, idrokini, fikrlash qobiliyatini o'stiradi.Bundan tashqari, "Qo'shningni top" metodi ham bu mavzuni o'tishda va darsning o'z maqsadiga yetishidaahamiyati katta. Bu ham "Suratlar so'zlaganda" metodining uzviy davomi bo'lib, endi o'quvchilar birinchijadvaldagi tushunchalarga mos javoblarni keyingi jadvaldagi fikrlar orasidan topib belgilaydilar. Bunda hamraqamlarni mos javoblar oldiga qo'yadilar. Bu metodning yana bir e'tiborli jihati to'g'ri javoblarning har biridabittadan harf berkitilgan bo'lib, o'quvchilar ketma-ketlikda shu harflarni ham topib, jadvalning ostiga yozibborishlari kerak. Agar jadvaldagi hamma savollar o'zining to'g'ri javobini topgan bo'lsa, yashiringan so'z hamto'g'ri shakllanadi. O'qituvchi jadvalning to'g'ri yoki chala bajaril-ganligini, tushunchalar o'zining to'g'riizohini, ya'ni "qo'shni"sini topganligini shu kalit so'z orqali tez va oson tekshiradi.

Kalit so'z: Himmat Guruhlar shu kalit so'zni to'g'ri topish bilan birga unga to'g'ri ta'rif ham berishlari kerak. Bu metodning

nutqni, ijodiy fikrlashni o'stirishdagi o'rni beqiyos.

Foydalanilgan adabiyotlar:1. S. Ahmedov, R. Qo'chqorov, Sh.Rizayev. 6-sinf adabiyot darsligi.2. A.Navoiy. "Mahbub ul-qulub" asari

Insoniy xislatlar Muvofiq

suratlar

Insoniy xislatlar Muvofiq

suratlar

Oliyhimmat 3 Shirin so’z 12

Saxiy 7 Hilm- kishilik kemasining

langari

5

Baxil 9 insoniyat qadrini o’lchaydigan 6

Behimmat 2 Ko’p, bemaza so’zlaydigan

ezma

8

0’zi xunuk, gapi bema’ni,

ovozi yoqimsiz odam

1 xom odamlarni pishiruvchi 11

Nodonning vahshiylarcha

baqirmog’i

10 Saxovat 4

T/r Tushunchalar Izohlar Kalit

1 Til va dil g’aroyibotlar dunyosidan xabardor qiluvchi M – 3

2 Yaramaslik Insondagi eng yaxshi a’zolar H - 1

3 Safar Bemahal berilgan zarbof chopon I - 2

4 Shamoldek betayin,

yengiltak kishilari

Odamiylik olamining javohirga boy tog’i

T – 6

5 Saxovatsiz kishi bog’ning xas-xashak singari odamlari M – 4

6

Hilm

yog’insiz bahor bulutiga va hidi yo’q

mushk-anbarga o’xshaydi

A – 5



HOW CAN WE IMPROVE YOUNG PUPILS LEARNING AND THEENGLISH LANGUAGE?

Gulrukh Shodieva English teacher at school# 6 , District Khujaobod,region AndijonPhone number: +998(99)[email protected] JumaevaEnglish teacher at school #14 ,District Navbakhor,region Navoi.Phone number: +998(93)[email protected]

Annotation. In this article there are given some ideas and counsels how teachers can improve youngpupils' learning English language. The young need to practice for speaking. Reading improves our writing aswell as our speaking skills. Grammar helps build a concrete foundation that allows your learning to growand expand .As long as we are live we should learn and learn to improve. Throughout this website you willsee many proven ideas as to how to improve your language learning. Here are a few keys below.

Key words: encouraging students , emphasize the value of the language , competitions and quizzes, grammar translation method , write more accurately and confidently , praise pupils for speaking, enjoylistening to ' real people ', repetition and practice, clarifying or explaining , encourage my colleagues .

What is the most important thing in improving your students ability of learning a foreignlanguage? Through out the findings which I have found during the researches on teaching Englishcrucial was that for many students isn't only new world, new way of life, new people and of coursenew opportunities but also the tool changing them mentally and psychologically. So, how to involveyour students in English learning atmosphere requires you much effort.

Immersing your students in the target language helps them use it more independently and thiscan lead to increase confidence and better vocabulary. Students enjoy listening to ' real people 'speaking the target language, so get our colleagues involved.

Firstly, you can start with encouraging students and staff to use the language. Even if they makemistakes, and emphasize that communication is the key. You could invite a fluent speaker into theclassroom, perhaps a friend or a colleague from another school, as a guest.

Anything show the target language being used in practical situations will emphasize the value ofthe language as a communicative tool.

As a teacher , one day I have invited two my ex-colleagues to my lesson. They sat in the back ofthe room and watched my lesson. After finishing my lesson, we talked only English without stopping,without harassing. All my students were astonished and they asked them some questions withoutstopping. " How can you speak English as a Native speaker? " " What will I do improving my speech inmy English? " . They smiled and replied students' answers. I considered that it was kind of encouragementfor them. Students make the most progress when they are enjoying themselves. Competitions andquizzes keep motivation levels high. The smallest of tasks, such as matching pictures to words orphrases, or even word searchers can be turned into competitions- against the clock, first to finish,fastest group, etc.

If we take into consideration grammar, grammar translation method lately has been consideredas an old method of teaching and it has also advantages. Grammar is the foundation for buildinglanguage skills. Learning grammar enables students to speak and write more accurately, confidently andfluently. I have found that asking students to explain grammar rules to each other and to the restof the class gives them more confidence. Sometimes during my lessons, I found that if I explaingrammar rules, some of the students don't understand what I am saying. That time, active pupils tryto clarify the theme to their classmates. It also indicates to the teacher whether the grammar needsclarifying or explaining . By teaching each other , they also consolidate their own knowledge ordiscover holes that need filling.

The more you learn, use and practice the language , the more accurate and fluent you become.Repetition and practice are essential to many skills , and this is especially true when learning alanguage. I want to indicate that one of the best ways to learn English is reading. Reading is a learned

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skill, but good reading relies on more than how we were taught to read. Reading improves writing,writing improves reading. One of my methods which I use during my classes I make my students reador write in English every day for information and for fun. When I have young children, I readstories out them and we will practise , recite together. The most important thing is that it providesgreater opportunities for learners to do repetitive practice with authentic materials. The more they reador listen in English , grammar structures will naturally sink in and stick in your head. Additionally,reading opens to the door to a world of adventure, culture, knowledge and love of learning. Accordingto Albert Einstein:" If you want your children to be intelligent, read them fairy tales . If you wantthem to be more intelligent, read them more fairy tales ". I love reciting fairy tales to my students oncea month and they also like playing roles like real characters. My favorite fairy tales are " Little RedRiding Hood ", " Three Little Pigs ". They enjoy playing " Little Red Riding Hood" more. Every timeI print some words for Red Riding hood, some paper for a wolf, grandma and etc. When they readtheir words, I feel that they are already in their cartoon life. By monthly repeating, they have learnthow to speak when they are happy, or when they are angry or what do they speak when they needhelp. Also, by reading you revise widen what you know and learn what you weren't aware of before.

Furthermore, I would like to make some comments on improving students' speaking skills. Makingstudents speak more English in the classroom is not only a matter of " forcing" them to speak. I tryto create an English atmosphere such as bringing some English - native speakers posters, flags, famouswrites on the walls. When I give some topics to my students, I realize that few students has theirown ideas and try to define it. Others keep silent. In that case, I give them some tips or let themselect their own topics or based on what they are interested in. I praise them for speaking, I showmy satisfaction. One more thing, outside the classroom, I encourage my colleagues, my students joiningspeaking clubs which holds every Friday. They just come and pick some quick question card and twoor more minutes for preparing and they speak. I always speak in English any student who comes inthe speaking clubs.

All things considered, the more you learn and teach , use and practice the language , the moreaccurate and fluent your students become. Repetition and practice are essential to many skills, andthis is especially true when learning a language.

List of references used1. Advice from teachers. How to learn English. By Lauren Draws, Adult Educator at HFM BOCES2. Article ' How can teachers bring modern languages to life in the classroom 'Davinia Hardwick ,

formerly a British Council English language assistant.3. Learning R.x4. www.kumon.co.uk/blog/



XALQ OG'ZAKI IJODI - SO'Z SAN'ATI

Hamidova Gulhayo,Navoiy viloyat Karmana tuman 10-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqolada xalq og'zaki ijodi tarixi va uni umumta'lim maktablarida o'rganish masallariyoritilgan bo'lib, xalq og'zaki ijodi namunalarini o'rgatish jarayonida o'qituvchining mavzu doirasida ma'lumotlarbazasi keng bo'lishi, xalq og'zaki ijodiyoti bilan yaqindan tanishgan bo'lishi talab etilishi haqida fikr-mulohazalar bildigan.

Kalit so'zlar: maqol, qo'shiq, ertak, doston, zardo'zlik, naqqoshlik.

Inson qadimdan atrof muhitda ro'y berayotgan voqea-hodisalarga o'z munosabatini bildirgan. Bu munosabat,avvalo, turli xatti-harakatlar, ovozlar, ehtiroslar vositasida amalga oshgan. Keyinchalik his-tuyg'ularni so'zlar,so'z yig'indisi, raqslar ifodalagan. Yana keyinroq odamlar o'zlaricha dunyoning, tabiatning, hayvonlar,o'simliklar, tog'lar, suvlarning paydo bo'lishini izohlovchi to'qima hikoyalar o'ylab topadilar. Yigitlar, qizlarmuhabbat qo'shiqlarini to'qiydilar. Qabila-urug'ning mard va jasur yigitlari haqida, ularning g'aroyibqahramonliklari haqida afsona va rivoyatlar paydo bo'ladi. Bularning hammasi hali yozuv madaniyati vujudgakelmasdan oldin jamoa-jamoa bo'lib yashayotgan aholi o'rtasida shuhrat topadi. Bugungi kunda biz ularni "xalqog'zaki ijodi" deb atashga odatlanganmiz.

Ota-bobolarimizning aytmoqchi bo'lgan pand-nasihatlari, el e'zozlagan odam bo'lishning talab-qoidalari, Alp Erto'nga, To'maris, Shiroq, Jaloliddin Manguberdi, Temur Malik kabi ajoyib yurtfarzandlarining botirliklari, xalqimizning urf-odatlari, milliy fazilatlarimiz san'at darajasiga ko'tarilgan so'ztizimlaridan iborat maqol, qo'shiq, ertak, doston, bolalarga bag'ishlangan asarlar va boshqa janrlardaginamunalarda ifodasini topadi. Shuning uchun ham xalq og'zaki ijodini milliy qadriyatlar deb atash odatbo'lgan. Xalq og'zaki ijodi ilmda folklor deb yuritiladi. Bu atamani 1846-yilda ingliz olimi Uilyam Toms taklifqilgan bo'lib, uning ma'nosi "xalq donoligi" degan tushunchadan iborat. Aslini olganda, folklor deganda,xalq tomonidan yaratilgan hamma san'at namunalari tushuniladi. Me'morlik, naqqoshlik, ganchkorlik,zardo'zlik, musiqa, raqs, og'zaki adabiyot namunalari - hammasini folklor deb tushunish qabul qilingan.Har bir san'at sohasida ish olib borayotgan mutaxassis o'zi tanlagan turni "folklor" deb atayveradi. Masalan,musiqachi xalq kuylarini, xoreograf xalq raqslarini, arxitektor xalq me'morchiligini, folklorshunos olimxalq dostonlari, ertaklarini folklor asari deb hisoblaydi. Aslini olganda, folklor deganda, xalq tomonidanyaratilgan hamma san'at namunalari tushuniladi. Me'morlik, naqqoshlik, ganchkorlik, zardo'zlik, musiqa,raqs, og'zaki adabiyot namunalari - hammasini folklor deb tushunish qabul qilingan. Har bir san'atsohasida ish olib borayotgan mutaxassis o'zi tanlagan turni "folklor" deb atayveradi. Masalan, musiqachi xalqkuylarini, xoreograf xalq raqslarini, arxitektor xalq me'morchiligini, folklorshunos olim xalq dostonlari,ertaklarini folklor asari deb hisoblaydi. Biz - so'z san'ati sirlarini o'rganuvchi sohada ish yuritganimiz uchunmaqol, topishmoq, lof, askiya, latifa, qo'shiq, ertak, dostonlarni folklor namunasi sifatida yozib olamiz,tahlil qilamiz. "Folklor" atamasini talaffuzqilganimizda xalq og'zaki ijodinitushunamiz. Xalq og'zaki ijodini o'rganuvchiolim folklorshunos hisoblanadi.Folklorshunoslik hozirgi paytdaadabiyotshunoslikning tarkibiy qismidir.Badiiy adabiyot xalq og'zaki ijodidanboshlanadi. Binobarin, adabiyot tarixiningbirinchi qismini folklor tashkil etadi.Shuning uchun filologiya fakulteti talabalarimutaxassis sifatida shakllanish jarayoninixalq og'zaki ijodini o'rganishdanboshlaydilar.

Folklor so'z san'atining asosinitashkil etadi. Ayni paytda folklor asarlarihamisha jonli ijro bilan aloqada bo'ladi.Shuning uchun ertak, qo'shiq, doston va

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boshqa bir qator og'zaki ijod asarlari ijro davomida sinkretik san'at namunasi hisoblanadi. Sinkretik so'zibirlashmoq, qorishmoq, aralashmoq tushunchasini bildiradi. Doston kuylanganda musiqa, so'z, sahna san'atlariqorishib uyg'unlashadi. Ya'ni baxshi do'mbira, soz chalib xonanda sifatida yoqimli ovozda doston aytadi.Doston esa matndan - so'zlardan iborat bo'ladi, musiqa asbobida ijro etilgani uchun baxshi xonandalik,sozandalik qiladi.

Folklor so'z san'atining asosini tashkil etadi. Ayni paytda folklor asarlari hamisha jonli ijro bilan aloqadabo'ladi. Shuning uchun ertak, qo'shiq, doston va boshqa bir qator og'zaki ijod asarlari ijro davomida sinkretiksan'at namunasi hisoblanadi. Sinkretik so'zi birlashmoq, qorishmoq, aralashmoq tushunchasini bildiradi.Doston kuylanganda musiqa, so'z, sahna san'atlari qorishib uyg'unlashadi. Ya'ni baxshi do'mbira, soz chalibxonanda sifatida yoqimli ovozda doston aytadi. Doston esa matndan - so'zlardan iborat bo'ladi, musiqa asbobidaijro etilgani uchun baxshi xonandalik, sozandalik qiladi. Ayni paytda dostondagi voqealarni tovush tovlanishi- sahna san'ati - aktyorlik mahorati bilan hikoya qiladi. Natijada sinkretik san'at namunasi vujudga keladi.Shuningdek, qo'shiqlar yoki xalq dramasiga oid asarlar ijrosida raqsga tushish, sahna harakatlari amalgaoshiriladi. Binobarin, ijro etilayotgan asarning asosini so'z tashkil qilgani bilan uning tinglovchilarga namoyishetilishini boshqa san'at turlari bilan aloqasiz tasavvur qila olmaymiz. Xullas, bugungi kunda murakkablashibketgan san'at turlarining ko'pchiligi dastlabki bosqichda xalq og'zaki ijodi asarlarini ijro etish jarayonida paydobo'lgan, shakllangan, rivoj topgan va keyinchalik o'ziga xos san'at turiga aylangan bo'lishi mumkin desak, uqadar katta xatoga yo'l qo'ymaymiz. Xalq og'zaki ijodini umumta'lim maktablarida o'rganishda ertaklar yetakchio'rinni egallaydi.

Foydalanilgan adabiyotlar ro'yxati1. Zunnunov A. Maktabda adabiyot o'qitish metodikasi. - T.: 2010.2. Axmedova H. O'zbek tili o'qitishning zamonaviy texnologiyalari. Toshkent. 2012.3. Oxunjon Safarov. O'zbek xalq og'zaki ijodi. "Musiqa" nashriyoti, Toshkent-2010.4. Konfutsiy hikmatlari. 5-sinf uchun darslik-majmua. - T.: "O'qituvchi", 1999. 37-bet



MORPHOLOGICAL CONSTRUCTION OF ARABIC AND ENGLISH WORDSUSING ACTUARIAL ANALYSIS

Hamrokulov Tokhir (Student of SamSIFL,Samarkand, Uzbekistan)[email protected] +998944796660

AbstractThe current paper review targets at evaluating and distinguishing Arabic and English noun morphology

aimed at revealing the facts where they change. These changes are the major reason of complexity through thelearning of the target language. One of the facts that will be directed at those topics is teaching where thereare organizational dissimilarities. This sequentially verifies what the instructor needs to train and what thestudent must learn. The entire emphasis of the current study will be kept to noun morphology within the bothlanguages of Arabic and English.

Keywords: actuarial analysis, noun morphology, morphological procedures

Morphological analysesNoun Construction and Morphology in English Nouns in English are considered within the following captions:- Root Construction- Procedures of Morphology- Origin- InflectionRoot Construction A Root remains any structure to which that an affix might be added. Stem constantly cover a solo

morpheme, but a root might involve a stem along with an affix. In "immature", 'mature' is the stem to which'im' is prefixed. Relatively in the word 'rockstars', 'rock' and 'star' are stems and 'rockstar' is a stem that thesuffix/-s/ is involved" (Liebert, Burt, 1971: 104).

There are two major courses of root construction in English, for instance the derivational affixesaccumulation to the words origins, and the arrangement of roots to stem compounds.

The parts mentioned below remain the essential arrangement of roots in English language (Hocket,Charles. F. A., 1971).

1) Simple roots: containing a solo morpheme, for example man, woman, daughter,book, etc.2) Derived roots containing more than one morpheme:a) Primary derived roots, expresses that no IC can be a root itself.? Primary derivatives that represents only one IC can be derivational affix and the other one stands a

stem, for instance, 'detail', 'repeat', these two contain derivational affixes 'de' and 're'. These affixessimilarly arise in secondary derivatives, as example 'detail' and 'retail'. The stems arise just in primaryderivatives.

- Stem combinations, that remains the IC is one derivational affix, for instance, 'sociology', 'radiograph','telepathy', 'microscope', etc.

b) Secondary derivative roots:- Secondary derivative roots: only one IC can be a root, such as, 'girlish', 'womanly', 'worker',

'waitress', 'attendance', 'beloved', etc.- Root combinations, "all ICs are roots", like, 'bookshop', 'drugstore', 'dogwatch', etc.Procedures of MorphologyThe tools via which the essential vocabularies of a concept are distinguished are recognized as procedures

of morphology (Block & Trager, 1972, p. 56)Following are five types of morphological procedures:a) Affixationb) Interior transformation combinationc) Suppletiond) Zero-modificationAffixationAffixes stand the regular determinative morphemes of vocabularies except stems.

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Affixes contain three types:1) Prefixes: word beginnings, for example: inactive, impossible, misfortune and soforth.2) Suffixes: word endings, for example: maps, selfish, goodness and so on.3) Infixes: placed inside the stem and located regularly in several languages but notin English.DerivationThis is the most popular word construction procedure to be discovered in the creationof new English vocabularies. This procedure is termed as derivation and it is in consort with meanings of

a huge amount of minor 'bits' over the English language that are not typically specified distinct item invocabularies. Such minor 'bits' are usually termed as affixes (Yule, 2006, p. 57).

Affixes contain two kinds: inflectional and derivational. Former, inflectional ones remain structuralin character and happen after the stem, and no additional affixation could be affixed to the structure, forinstance 'books', 'walks', 'makes'. Inflectional affixes are terminators, and other suffixes cannot be affixedafterward.

Morphological Procedures Numerous morphological procedures over the stem or root formation is like so:1) Affixation2) Derivation3) InflectionAffixation The greatest common morphological procedure is affixation which involves threeforms:- Prefixes (word beginnings)- Infixes- Suffixes (word endings)Affixes also contain two kinds: inflectional and derivational which understood by parts of the stem. For

instance, /yaktubu/ 'to write' /kataba/ he wrote, /katabat/ 'she wrote', /katabtu/ 'I wrote', etc.Nouns OriginWord construction in Arabic language includes three models:- The model of stem- The model of form- The model of arrangement (Descout, 1987, p. 93).Many word forms are stated by employing the stem containing of consonants. The real appearance of the

word is formed by adding vowels inside the consonantal stem and occasionally by adding consonants thatare not considered as parts of the stem.

ConclusionThe current actuarial analysis about the noun morphology in Arabic and English language, accomplished

through this review paper, shows the following statements:Equally Arabic and English language distribute some structures in their original assembly. Moreover;

suffixes might be affixed to verbs, nouns and adjectives. In Arabic language, the stem classification signifiesthe plain morphological features over the of nouns' and verbs' form.

References1. Descout, R. (1986). Applied Arabic Linguistics and Signals & Information Processing. New York.2. Hocket, C. (1970). A Course in Modern Linguistics. New York: MacMillan.3. Liebert, B. (1971). Linguistics and the New Language Teacher. New York: MacMillan.4. Yule, G. (2006). The Study of Language. Cambridge: Cambridge University Press.



ALISHER NAVOIYNING TA'LIM VA TARBIYA HAQIDAGI QARASHLARI

Hamroyeva Nodira Ashurovna,Navoiy viloyat Qiziltepa tuman 37-umumta'lim maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada mutafakkir shoir, so'z mulkining sultoni A.Navoiyning ta'lim-tarbiya haqidagiqarashlari haqida gapirilgan.

Kalit so'z: tarbiya, shoir qarashi, badiiy meros

Mustaqillikka erishganimizdan so'ng ajdodlarimiz tomonidan yaratilgan boy ma'naviy merosni o'rganishva ulardan yosh avlodni tarbiyalash jarayonida foydalanish barcha ta'lim-tarbiya bilan shug'ullanuvchi shaxslaruchun asosiy vazifaga aylandi.

Mutafakkirlarimiz boy ijodi haqida so'z ketganda g'azal mulkining sultoni Navoiyning badiiy merosi judaboy va ko'p qirrali. Bu haqda birinchi Prezidentimiz o'zlarining "Yuksak ma'naviyat- yengilmas kuch"asarlarida quyidagi misralarni bayon etganlar: " Inson qalbining quvonch qayg'usini, ezgulik va hayot mazmuniniNavoiydek teran ifoda etgan shoir lahon adabiyoti tarixida kamdan-kamtopiladi.Ona tiliga muhabbat, unuingbeqiyos boyligi va buyukligini anglash tuyg'usi ham bizning ongu shuurimiz, yuragimizga avvalo Navoiyasarlari bilan kirib keladi. Biz bu bebaho merosdan xalqimizni qanchalik ko'p bahramand etsak, milliyma'naviyatimizni yuksaltirishda, jamiyatimizda ezgu insoniy fazilatlarni kamol toptirishda shunchalik qudratlima'rifiy qurolga ega bo'lamiz" -degan fikrlarni bildirganlar.

Darhaqiqat, Navoiy bobomiz ta'lim va tarbiya borasida juda katta ishlar qilgan. U juda ko'p olim-ufozil odamlarni tarbiyalab yetishtirgan. Mashhur tarixchi Xondamir Alisherning yoshlarga ta'lim va tarbiyaberish uchun imkoniyatlar yaratgani haqida shunday yozgan: "Atoqli olimlar va hurmatga loyiq san'atahlining darajalarini ko'tarishda va martabalarini oshirishda qo'lidan kelgan qadar harakat qilib, bundayishlarga katta ahamiyat berdi. O'quvchilar faqat o'qish bilan mashg'ul bo'lishlari uchun ularga nafaqalar tayinetib, madrasalar bino qildi".

,,Farhod va Shirin" dostonida yozuvchi bosh mavzu - sevgini tasvirlash bilan birga, yuksak insoniyhis- tuyg'ular, fazilatlarni ibratomuz ifodalashga ham alohida e'tibor qaratgan. Bosh qahramon Farhod -barkamol inson, oqil, zakovatli, yengilmas botir, vafodor do'st, mehnatsevar, bilimdon va xalq hurmatigasazovor bo'lgan kamtarin bir yigit sifatida gavdalansa, Shopur obrazi esa do'stlikning ajoyib qiyofasiniko'rsatadi. To'rt yoshidan ko'p ilm va hunarlarni, bir necha tilni o'rgangan Farhod o'zining bilimi hunariniyurt naf?, xalq foydasi uchun ishlatishga intiladi, quyosh tafti ostida ariq qazayotgan jafokash xalqqa yordamqo'lini cho'zadi. Mehinbonu va Shirin yuksak madaniyatli, axloqli, pok qalbli, iffatli o'z vatanini sevadigan vazakovatli ayollar timsolidir. Umuman, dostondagi barcha ijobiy timsollar nomusli, sof vijdonli, haqiqiyinsonlardir.

Alisher Navoiy dostonlarida Farhod, Qays, Iskandar va boshqa ijobiy obrazlarning tarbiyalanish va ta'limolishda bosib o'tgan yo'llarini, kamolga yetish bosqichlarini batafsil tasvirladi. U bolaning voyaga yetishida,kamol topishida tarbiyaning kuch va qudratiga, alohida e'tibor beradi. Tarbiya natijasida bolaning foydali vayetuk kishi bo'lib o'sishiga ishonadi.

Yosh bola yaxshi nima-yu, yomon nimaligining farqiga bora olmaydi, uning tushinish, fkrlash, muhokamaqilish qobiliyati uncha rivoj topmagan bo'ladi. Shu sababli, u o'z xususiyatiga ko'ra, biron salbiy ta'sirnatijasida yaramas noto'g'ri yo'lga kirib ketishi mumkin.

Demak, bolani juda kichik yoshidan boshlab tarbiyalamoq darkor. Tarbiya insonning o'zida yaxshiodat va fazilatlar hosil qilishiga yordam beradi.

Shoir tarbiyaning kuchiga e'tibor berish bilan birga, kishining qanday odam bo'lib voyaga yetishigata'sir ko'rsatadigan boshqa omillarni ham unutmadi. Navoiyning fikricha, jamiyatdan, odamlardan ajralibqolgan va ularning ta'siridan tashqarida bo'lgan kishi inson qatoriga kira olmaydi, u hunari yo'q kabidir.Chunki yolg'iz kishi dunyodan bahra topa olmaydi, hayoti yemiriladi.

Yozuvchi inson shaxsi kishilar bilan munosabatda, ayniqsa, kishilarning bir- birlariga bo'lgan ruhiy,ma'naviy ta'sirlari natijasida tarkib topadi, deb ta'kidlaydi.

Bizga ma'lumki inson tarbiya va ijtimoiy muhit ta'siri ostida shaxs bo'lib kamolga yetadi. U ,,Saddi Iskandariy"dostonida Iskandarning tarbiya natijasida dono davlat arbobi va olim bo'lib yetishganligini hikoya qilib:

Iskandarki donoyi ofok ediBilik ichra ofok aro tok ediSan'atkor bu bilan, odamni voyaga yetkazishda asosiy omillardan biri- tarbiya ekanligini uqtiradi.

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Uning fikricha, yaxshi ta'lim va tarbiya olgan har bir kishi Iskandar kabi bo'lmog'i mumkin, buninguchun aslzoda va shahzoda bo'lish shart emas.

Shoir yana shunday deydi:,,Elga sharaf bo'lmadi johu nasab,Lek sharaf keldi, hayovu, adab"Demak, kishining chinakam insonligi, uning aslzoda bo'lishida emas, balki tarbiyali, hayoli bo'lishidadir

deydi, bunga esa tarbiya va ta'lim yo'li bilan erishish mumkinligini aytib o'tadi.Alisher Navoiy ta'biri bo'yicha, tarbiyaning maqsadi - yosh avlodni xalqparvar, bilimli, eng yaxshi

fazilatlarga ega kishi qilib voyaga yetkazishdir. Navoiy injiq, yalqov, yomon xulqli bolalarni ham tarbiya vao'qitish yo'li bilan yaxshi fazilat egasi qilib tarbiyalash mumkinligiga ishonadi. Navoiy jamiyatda ayrimaxloqiy jihatdan nuqsonli kishilarni qayta tarbiyalash zarurligini aytadi, bunda tarbiya muhim ahamiyat kasbetishini ta'kidlaydi.

Davlatimiz mustaqillikka erishgan hozirgi davrda buyuk bobomiz Navoiy merosini yosh avlodga chuquro'rgatishimiz provardida barkamol avlod etib tarbiyalashimiz zarur. Zeroki u o'z asarlarida milliy iftixorxalqqa, ona tiliga, vatanga mehr-muruvvat bilan qarash g'oyalarini taklif qilgan. Ulug' mutafakkir yoshlarniel-yurtga, ota-onasiga sodiq kishilar bo'lib yetishishi uchun sabot va matonat bilan bilim egallashga, kasbo'rgatishga, egallagan ilm va hunarini vatan uchun, xalqqa naf keltirish uchun hayotga tatbiq eta bilishga dav'atqilgan.



ADABIYOT SAN'ATI INSON YARATGAN BETAKROR MO'JIZA

Hasanova GuljahonNavoiy viloyat Nurota tuman 42-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada san'at turlari va ularning inson hayotida tutgan o'rni haqida tahliliy ma'lumotlarberilgan, Shuningdek, so'z san'ati hisoblanmish adabiyotning inson ruhiy va ma'naviy hayotidagi betakroro'rni borligi haqida ilmiy asoslanga ma'lumotlar bayon etilgan.

Kalit so'zlar: shoir, san'at, mahorat, ma'bud, adabiyot.

Ulug' shoir Abdurauf Fitrat: "San'at lug'atda hunar demakdirkim, bir narsani yaxshi ishlabchiqarishdan iboratdir"- deb yozgan edi. Bir qarashda Fitrat "san'at" so'zining ma'nosini, san'atningmohiyatini jo'nlashtirayotgandek ko'rinishi mumkin. Biroq e'tibor qilinsa, olim "yaxshi" so'ziga ayricha urg'uberayotgani, unga juda katta ma'no yuklayotgani anglashiladi. Xo'sh, ko'chirmadagi "yaxshi" so'ziga qandayma'nolar yuklangan? Darhaqiqat, tilimizda ishlatiluvchi "san'at" so'zining ma'no qirralari ancha keng.Masalan, "rassomlik san'ati", "kulollik san'atini egallamoq", "yuksak san'at bilan ishlangan" kabi birikmalarninghar birida "san'at" so'zi turli ma'no qirralarini ifodalaydi. Shunga qaramay, ularda "san'at" so'zi ifodalayotganma'no qirralarini birlashtiruvchi umumiy nuqtalar mavjudki, bu mazkur so'zning har uchala holda ham"go'zallik", "mahorat", "did" tushunchalari bilan bog'liqligidir.

"San'at" so'zi jonli tilimizda nechog'li keng ma'noda qo'llanmasin, tabiiyki, bizni uning lug'aviy ma'nosiemas, istilohiy ma'nosi qiziqtiradi. Istilohiy ma'noda san'at deganda insonning go'zallik qonuniyatlariasosida borliqni badiiy o'zlashtirish (va o'zgartirish) ga qaratilgan yaratuvchilik faoliyati hamda uning natijasio'laroq vujudga kelgan narsalar jami tushuniladi. Demak, bu ma'noda tushunilsa, go'zallik qonunlariasosida mahorat va did bilan yaratilgan narsalarning hammasi san'atga aloqadordir. Shu bois ham biz"amaliy san'at" va "badiiy san'at" turlarini ajratamiz. Amaliy san'at turlariga kulolchilik, naqqoshlik,kashtachilik, zardo'zlik, modelerlik kabi qator sohalarni kiritsak, badiiy san'atlarga rassomlik, musiqa,haykaltaroshlik, kino, teatr kabilarni mansub etamiz. Modomiki biz keng ma'nodagi "san'at" ichidaamaliy va badiiy san'at turlarini ajratar ekanmiz, ularning umumlashtiruvchi va farqli jihatlari bo'lishilozim. Bu o'rinda umumlashtiruvchi jihat shuki, har ikkisi ham go'zallik qonunlari asosida did va mahoratbilan yaratiladi. Farqli jihatlariga kelsak, ulardan eng muhimi shuki, amaliy san'at mahsuloti insonningmoddiy ehtiyojlarini qondirishga xizmat qilsa, badiiy san'at namunalari insonning ma'naviy-ruhiy ehtiyojlariniqondirishga qaratilgandir.

Demak, amaliy san'at mahsuloti insonning kundalik turmushda foydalanishini ko'zda tutadi, aynipaytda unga zavq beradi. Masalan, kulol ishlagan piyola qanchalik nafis va go'zal bo'lmasin, biz unda choyichamiz. Mohiyat e'tibori bilan nafis ishlangan piyola ham, jo'n piyola ham amaliy foydaliligi jihatidan teng.Biroq nafis ishlangan piyola kishining choy ichishiga vosita bo'lishidan tashqari unga zavq ham beradi,kayfiyatini ko'taradi. Shunday bo'lsa-da, zavq bag'ishlashlik piyolaning ikkilamchi funksiyasi. Demak,amaliy san'at mahsulotining qimmati birinchi navbatda foydaliligi bilan belgilanadi. Endi qiyos uchun,masalan, qadim yunon haykaltaroshi yaratgan biror bir haykalni olaylik. Haykalni yaratar ekan yunonundan amalda foydalanishni ko'zda tutgan emas. Aytaylik, u o'zi topingan ma'budlardan birining haykaliniyaratdi. Haykaltarosh o'sha ma'budni avvalo o'zining tasavvurida yaratdi, ijodiy fantaziyaquvvati bilan tasavvurqila olgani obrazda qotirib qo'yilgan lahzada ma'budining go'zalligi, qudrati, mehri-yu qahrini ko'ra oldi,undan zavqlandi, hayratlandi, unga topindi va ayni shu holatni toshda yo'nib muhrladi. Haykalni ko'rarekan tomoshabin o'sha zavqni, hayratni o'ziga yuqtiradi, haykaldan boshqa maqsadda foydalanishni o'ylamaydiham. Ko'ramizki, haykal boshqa bir odamning zavqi-yu hayratini boshqa odamga ko'chirdi, uning ruhiyatigaoziq berdi.

Yuqoridagidan ko'rinadiki, piyola ham, haykal ham go'zallik qonunlari asosida did va mahorat bilanyaratilgan. Ya'ni, amaliy san'at ham, nafis san'at ham estetik faoliyat mahsuli. Insonning go'zallik qonunlariasosida borliqni o'zlashtirish va o'zgartirishga qaratilgan faoliyati estetik faoliyat deb yuritiladi. Estetik faoliyatinson hayotining barcha nuqtalarida o'zini namoyon qiladi. Aytaylik, hovlisiga gul-u rayxon o'tqazayotganayol, o'ziga oro berayotgan qiz, daraxtlarga shakl berayotgan bog'bon, tabiat manzarasidan zavqlanayotgansayyoh, o'sha manzarani chizayotgan rassom bularning barida estetik faoliyat unsurlari u yoki bu darajadamavjud. Biroq ular bir-biridan farqlanadi. Aytaylik, agar piyola go'zallik qonunlari asosida kechganmehnat faoliyati mahsuli bo'lsa, haykal go'zallik qonunlari asosida kechgan ijodiy-ruhiy faoliyat mahsuli.

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Anglashiladiki, estetik faoliyat tushunchasi badiiy ijod, badiiylik tushunchalaridan keng ekan, zero, badiiyijod estetik faoliyatning bir ko'rinishi sifatida mavjuddir. Biz mutaxassis sifatida ko'proq tor ma'nodagi"san'at" tushunchasi bilan ish ko'ramiz. Tor ma'noda qo'llanilgan "san'at" so'zi badiiy san'atlarni ko'zda tutadi.Badiiy san'atlar deganda biz musiqa, raqs, rassomlik, haykaltaroshlik, badiiy adabiyot, teatr, kino kabisan'at turlarini tushunamiz. Modomiki san'atni turlarga ajratar ekanmiz, bu turlarni umumlashtiruvchi vafarqlovchi jihatlar bo'lishi lozim. Sanalgan san'at turlarini umumlashtiruvchi jihat obrazlilik, ya'ni, ularningbari badiiy obraz vositasida fikrlaydi. Farqlovchi jihatlarga kelsak, bu narsa, birinchi navbatda, obrazniyaratish materialida ko'rinadi: musiqa ohanglar, rassomlik ranglar, raqs plastik harakatlar, haykaltaroshlikqotgan plastika vositasida obraz yaratadi. Badiiy adabiyot esa so'z vositasida obraz yaratadi va shu bois hamso'z san'ati deb yuritiladi.

Foydalanilgan adabiyotlar ro'yxati1. Jumanazarov U. O'zbek xalq maqollari. T.: O'qituvchi,1991.2. Jumanazarov U. Tarix, afsona va din. T.: 1990.3.Hojiàhmedov À. Nàvoiy àruzi nàfosàti. - Toshkent: Fàn, 2006. - 286 b.4.Hojiàhmedov À. O'zbek àruzi lug'àti. - Toshkent: Shàrq, 1998. - 224 b.5.Shàrq mumtoz poetikàsi. H.Boltàboyev tàlqinidà. - Toshkent: O'zbekiston milliy ensiklopediyasi, 2008.

- 424 b.



MA'RIFATLI AYOLLAR HAQIDAGI NAVOIYNING QARASHLARI

Haydarova Zamira,Navoiy viloyat Karmana tuman 16-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqolada Hazrat Alisher Navoiyning "Xamsa" asarida ma'rifatli, ziyoli ayollar haqidagiqarashlari o'rin olgan bo'lib, ayollarning o'rta asrlarda ham o'zining aql-u zakosi va zukkoligi bilan dunyonilol qoldirganligi haqidagi ma'lumotlar kiritilgan.

Kalit so'zlar: g'azal, mumtoz, ash'or, doston, hikmat, fasona.

Ayollarni madh etish, ular haqida go'zal asarlar, g'azallar bitish inson paydo bo'lganidan buyon mavjud.Mumtoz Sharq adabiyotda ayol husn-u malohati o'ziga xos, bir - biriga o'shamaydigan tarzda, yuksakmahorat bilan tasvirlanadi. Ayol zotining qosh-u ko'zi, sarvdek qomati, oydek yuzini ta'riflashdan ham ko'rauni haqiqiy insoniy fazilatlar sohibasi, ijtimoiy hayotning faol a'zosi sifatida e'tirof etish, har ishga qodir,yuksak zakovat va bilimga insonlar qatorida ko'rish shoirlar sultoni hazrat Alisher Navoiy ijodidi alohida o'rintutadi.

"Xamsa" dostonlarining diarli barchasida oqila ayollar doston sujetlarining asosiy obrazlari sifatida talqinetiladi. Jumladan, "Sab'ai sayyor" dostonidagi Dilorom shunday obrazlardan biridir.

Shon-shavkatli, dunyoning deyarli ko'p qismida egalik qilayotgan qudratli shohlardan biri BahromDiloromning ta'rif-u tavsifini eshitib, unga g'oibona oshiq-u beqaror bo'ladi. Oshiqlik shu darajaga yetadiki,Dilorom uni maqsad-u muddaosiga aylanadi.

Shoir Diloromni surat-u siyratini shunday go'zal ta'riflaydiki, uni o'qigan har qanday insonuning oydek jamolini hech qiynalmasdan ko'z oldiga keltira oladi. Ikki qora zulukdek sochlari, nurli chehrasi,atrgulning yaprog'idek dudoqlari…

Diloromning vasliga yetgan Bahrom shikorga uni ham olib borar edi. Shunday shikorlarning biridashoh bir o'q bilan kiyikning ikki oyog'ini tushovlab qo'yadi. O'z ishidan g'ururlanib, Diloromga: "Ko'rdingmimahoratimni?" - deydi. Mahbubasidan cheksiz maqtovlar, olqishlar kutgan shohga malika: "Bularning baricheksiz mashqlar, takrorlashlar tufayli to'plangan tajribalar evaziga sodir bo'ldi",-deya oqilona javob beradi.

Yoki "Layli va Majnun" dostonini shoir Layli misolida ilm olishga intilayotgan ziyoli, ma'rifatliqizni ko'radi. Laylini ilm olishga ishtiyoqini payqagan otasi qizi uchum maxsus maktab ochib, barcha qabilabolalari va qizlarini ham bilim olishga chorlaydi. Layli maktabga o'z dugonalari bilan kelar ekan, ular ichidamisoli olmosdek yarqirab turadi..

"Farhod va Shirin"dostonida ham Mehinbonu chuqur aql-u zakovati tufayli butun mamlakatni,xalqni boshqaradigan ayol sifatida tasvirlanadi. Komillik darajasiga intilayotgan Farhodning aql-u farosatini,ilmi a'molini sinash uchun saroydagi har ilmda mohir, bilimdon o'nta qizni chorlaydi. Qizlar esa o'nta sohabo'yicha Farhodga savol berishadi:

Biri ash'or bahri ichra g'avvos, Biri advod davri ichra raqqos. Biri mantiq rusumida raqamkash, Biri hay'at ruqumig'a kalamkash. Birining ishivasi ilmi haqoyiq, Balog'atda biri aytib daqoyiq. Biri tarixda so'z aylab fasona, Biri hikmat fani ichra yagona. Dilorom-u Diloroy-u Diloso, Gulandom-u Sumanboy-u Sumanso. Parichhr-u Parizod-u Parivash, Paripaykar zihi o`n ismi dilkash. Mehinbonu saroyidagi zukko, bilimdon qizlarga ham savollar beradi, buni ishitib turgan Farhod

o'z bilimlarini yana bir yodga oladi va ularning savollariga hech o'ylanmasdan javoblar qaytaradi. Ilm ahlinishohi, sarvari bo'lgan Mehinbonu uning bilimdonligini ko'rib taxtdan tushadi. Farhoddan esa taxtga chiqibo'tirishini iltimos qiladi. Lekin Farhod mudoasi taxt emasligini bildiradi. Xuddi shu kabi voqealardostonlarning syujetlarida yana ko'plab uchraydi.

Mumtoz adabiyotimizning dur-u gavhari bo'lgan "Xamsa" da Navoiy talpinadigan parivashlarning

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barchasi hayotda, jamiyatda, oilasida o'z o'rniga ga bo'lgan qizlardir. Shoir ularni hayotning chamanzori,chamanzorning gul-u rayhoni deb bilar ekan, ularsiz insoning hayoti mazmunisiz, rangsiz bulib qolishigaishora qiladi.

Foydalanilgan adabiyotlar1. Alisher Navoiy. Navodir un-nihoya.Yigirma tomlik. 2-tom. Toshkent: "Fan", 1987. 619 bet.2. Alisher Navoiy. Hayrat ul-abror. Toshkent: "G'.G'ulom nomidagi nashriyot matbaa ijodiy uyi ",

2006. 389 bet.3. Yo'ldoshev Q. Adabiyot o'qitishning almiy-nazariy asoslari. Toshkent. O'qituvchi.1996.4. Hojiahmedov A. Aruz nazariyasi asoslari. Toshkent,1998.5. Hojiahmedov A. Maktabda aruz vaznini o'rganish. Toshkent: O'qituvchi. 1995.



LEARNING ENGLISH THROUGH VIDEO APPLICATION

Hazratqulova Bumayram Xakimjonovna,an English teacher of Namangan region,Namangan district, school ¹ 3tel: +998934040047

AnnotationInformation and communication technology training at English lessons is an effective pedagogical tool for

studying foreign language culture and the formation of communication skills. The use of ICT helps toaccelerate the learning process, increase student interest in the subject, improve the quality of assimilation ofmaterial, allows you to individualize the learning process, which will certainly increase the effectiveness oftraining

Key words: through, learning, video, English, process, materials, interesting

Video lessons are one of the most effective and fast ways to learn English. Video lessons will also helpyou learn English, which complement the material published on the site and allow you to learn it moreproductively. The lessons explain the basic rules and secrets of the English language in an accessible, fun,easy-to-remember form. Video lessons will be useful both for those who are taking only the first steps inlearning the language and for those who already have some knowledge and improve them because they arenot like ordinary English lessons. We do not just explain, we use your vision, hearing, build an associativeseries that will help you better understand and remember the material being explained. You can also findvideos on the Video Channel on YouTube, where you will be the first to learn about the release of newlessons. All apps are designed for people with different knowledge of English. You can set the difficulty level,learn the language in a convenient mode and in your free time. It is enough to choose at least one programthat you will use every day.

Applications can be used as an independent tool for adding vocabulary and repeating grammar, or asan additional element that will help make your learning on English courses or with a tutor even moreeffective.

1. Lingualeo: The app is a popular service with a lot of different pieces of training that will help youexpand your vocabulary, as well as develop reading, writing and listening skills. Learning is based ongamification, so you will not lose interest in English, you will constantly feel progress and an incentive tomove on.

2. Duolingo: A convenient app that allows you to learn English playfully, spending just a few minutes aday. Start with simple verbs and phrases, practice, improve your grammar, and complete daily tasks toincrease your vocabulary and get closer to your goal.

3.Polyglot 16: Application from the author of the course of the same name, the famous polyglot DmitryPetrov. According to the developer, the program allows you to learn English at a basic level in just 16 lessons.If you spend at least 15 minutes a day studying, you will learn the rules of grammar, remember thenecessary minimum of words, and learn how to make a lot of phrases out of them for free communicationwith native speakers.

Meeting the principles of developmental learning, video helps also teach all 4 types of speechactivity (reading, speaking, listening, writing), form linguistic abilities (through language and speechexercises), create situations communication and provide direct perception and study culture and history ofthe country of the language being studied. It should be noted that the video is not only the sourceinformation. Use of a video promotes the development of various aspects of the mental activity of students,and before total attention and memory. Using videos in class helps solve the following tasks: increasing themotivation of learning; intensification of training; activation of students; independent work of students;improving the quality of students' knowledge;

There are a lot of videos that can be used in English lessons. According to the style of informationtransmitted, they can be divided into the following: art (cartoons, various art films, fragments ofperformances); popular science, journalistic (interviews, documentaries and educational films); informational(advertising, news, television broadcasts); ancient studies (video tours).

Educational videos are available at all stages of learning English. They consist of small episodes andhave additional didactic material. Here you can distinguish 2 types of training videos: directly teaching thelanguage (direct teaching video); acting as an additional source for language learning (resource video).

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For the process of teaching English using video materials to be effective, systematic and rationaluse of video in the lessons is necessary. Preference given to short duration videos: from 30 seconds to 5-10minutes, while it is believed that 4-5 minutes of video demonstration can ensure the class's hard work for anentire hour. This is due to such a specific feature of video materials as the density and saturation ofinformation.

In conclusion, we can say, learning English by audio and video is a great way to spend time withbenefit and pleasure. We hope that our article helped you find your " own " type of material and the rightway to work with it.

References:1.Berk, R. A. 2009. Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the

college classroom.2.Bell, L., & Bull, G.2010. Digital video and teaching.Woottipoong, Kretsai. 2014. Effect of Using Video Materials in the Teaching of Listening Skills for

University Students.



ONA TILI VA ADABIYOT DARSLARIDA YOZMA NUTQNI O'STIRISHMASHQLARINI TASHKIL ETISH

Hikmatova Gulbahor,Navoiy viloyat Qiziltepa tuman 27-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqola ona tili va adabiyot darslarida o'quvchilarning og'zaki va yozma nutqiniuyg'unlikda o'stirish ta'lim samaradorligini oshiribgina qolmay, balki o'quvchining fanga bo'lgan qiziqishinirivojlantirishi haqida yozilgan. Ayniqsa, bu jarayon tilshunoslikning leksikologiya bo'limini o'rganishda muhimahamiyat kasb etishi misollar orqali yoritilgan.

Kalit so'zlar: yozma nutq, leksikologiya, ta'limiy o'yin, ma'nodosh so'zlar, badiiy asar.

Umumiy o'rta ta'lim maktablarida ona tili o'qitishning asosiy vazifalaridan biri o'quvchilar yozma nutqinio'stirishdir. Har bir darsda o'quvchilarning og'zaki va yozma nutqini uyg'unlikda o'stirish ta'lim samaradorliginioshiribgina qolmay, balki o'quvchining fanga bo'lgan qiziqishini rivojlantiradi. Bu, ayniqsa, tilshunoslikningleksikologiya bo'limini o'rganishda muhim ahamiyat kasb etadi.

So'zlarning shakl va ma'no munosabatiga ko'ra turlariga oid nazariy bilimlar berish, darslikdagi mashqlarnibajarishda "Kim tez va to'g'ri bajaradi?", "Kim zukko va topqir?" kabi ta'limiy o'yinlardan foydalanish yaxshisamara beradi. Bu o'yinlarni quyidagi topshiriqlarni bajarishda qo'llash mumkin:

1-topshiriq. Zid ma'noli so'zlar juftliklarni imlo xatolarsiz yozish. Masalan: achchiq - chuchuk, uzoq-yaqin, avval-keyin, yupqa-qalin, dankasa - yalqov kabi.

2-topshiriq. Zid ma'noli so'zlar ishtirok etgan xalq maqollarini yozish. Masalan: Yaxshilik nur keltirar,yomonlik - zulmat. Yaxshi otga bir qamchi, yomon otga ming qamchi. Kam gapirsang, ko'p eshitasan. Bormoqtansa, topilur, yo'q maqtansa, chopilur kabi .

3-topshiriq. Ma'nodosh so'zlarga mos zid ma'noli so'zlar qatorini topib yozish. Masalan: chiroyli, go'zal,husndor, kelishgan, xushro'y, ko'rkam, barno - xunuk. badbashara, tasqara, beso'naqay kabi.

4-topshiriq. Adabiyot darslarida o'qilgan badiiy asar qahramonlariga qisqa tavsif berish. Masalan: Zumrad chiroyli, odobli, mehnatsevar, kamtar. Qimmat dangasa, yalqov, ochko'z.5-topshiriq. Ma'nodosh so'zlar qatorini yozish. Masalan: shubha, gumon, ishonchsizlik; toza, sof,

beg'ubor, musaffo; yanglish, xato, noto'g'ri kabi.6-topshiriq. Turli narsa, voqea-hodisalarni ifodalovchi tasviriy ifodalar yozish. Masalan: mo'yqalam

sohibi (rassom), so'z sa'natkori (yozuvchi, shoir), g'azal mulkining sultoni (Alisher Navoiy), oltin boshoq(bug'doy), charm qo'lqop ustasi (bokschi), hayotimiz qomusi (konstitutsiya), yashil vodiy (Farg'ona) kabi.

So'zlarning shakl va ma'no munosabatlariga ko'ra turlariga doir imlosi qiyin so'zlar, juftliklar asosidaquyidagi matnlar asosida lug'at va ijodiy topshiriqli diktantlar ham yozdirish mumkin.

Ma'nodosh so'zlar bo'yicha: Shivirlamoq, gapimoq, baqirmoq, bo'kirmoq, to'ng'illamoq, ming'irlamoq, vaysamoq, javramoq,

irod qilmoq, bayon etmoq (fe'llar); balli, barrakalla, qoyil, tasanno, ofarin, sallamno (undov so'zlar) kabi. Diktantni o'tkazish jarayonilarida so'zlarning imlosini bilmaslik natijasida talaffuzi o'xshash so'zlar-

paronimlar bilan bog'liq xatolar yuzaga kelishi va bu mazmunga putur yetkazishi, uslubiy g'alizlikka olibkelishi uqtiriladi. O'quvchilarga so'zlarning shakl va ma'no munosabatiga ko'ra turlariga doir yuqoridagi kabitopshiriqlarni bajartirish asosida ularning yozma nutqi boyitiladi, rivojlantiriladi, so'z boyligi orttiriladi,xotiirasi mustahlkamlanadi, ijodiy fikrlash hamda nazariy bilimlarini amaliyotda qo'llash malakasishakllantiriladi.

Foydalanilgan adabiyotlar ro'yxati6. Aliyev A. Sodiqov Q. O'zbek adabiy tili tarixidan. - Toshkent, 2014.7. Egamberdiyeva N. Ijtimoiy pedagogika. - T.: Alisher Navoiy nomidagi O'zbekiston Milliy kutubxonasi

nashriyoti, 2014.8. Erkaboyeva N. O'zbek tilidan ma'ruzalar to'plami. Toshkent: -2016.9. Jumaniyozova M.T., Ishmuhammedov R.J. Ta'limda pedagogik texnologiyalardan foydalanish. -

Toshkent: Iste'dod, 2012.10. O'zbek tilining asosiy imlo qoidalari. Nashrga tayyorlovchi: Rahmatullayev Sh. -Toshkent: O'qituvchi,

2015.

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EXTENDING CONVERSATION AMONG THE PUPILS

Ibragimova Feruza Odiljanovna, English teacher of school ¹2 Uchkurg'an district, Namangan region,Tel: +998942710533

Annotation: In this article the author denoted extending conversation by teaching pupils to use phrases andexpressions that encourage speaking. Also it was given recommendation using different methods through bodylanguage.

Key words: extend, conversation, body language, compare and contrast, role play, interjecting, rephrasingand summing up

One of the easiest ways to extend conversations is by teaching pupils to use phrases that encouragespeaking. Try these: How about you?, Tell me more, What was it like?, Can you describe it?, Why is that?,What do you mean?, What do you think?, What else?.Once the conversation has opened up it's importantto show your interest in what the speaker is saying. You can do this by good body language and expressionsthat demonstrate interest.

Expressing through body language: Some cultural groups use body language more naturally than others,and individual personalities play a large part too, but students need to be reminded that language is about realcommunication and that it sometimes goes beyond words. Ask your students to do these things whilespeaking in pairs or groups:

-Turn towards the speaker.- Look him in the eye.-Uncover his face. Don't have hands, hair and hats obscuring the eyes and mouth.- Smile and nod at intervals.- Avoid putting physical barriers - your bag on the desk or crossed arms and legs - between you and the

speaker.Showing interest: Another great way to encourage extended conversations in a natural way is to do what

native speakers do all the time - you say something to show that you're really listening. It's not always aword, sometimes just 'mmm' with suitable intonation, but you can teach your students to say: Really!,Wow!, That's interesting!, Oh no!, No way!, Cool!, What a shame!.

In addition to extending conversations generated from communicative activities, you need to writeextended discussions into your lesson plan. Discussions are also communicative, but they don't usuallyinvolve filling in worksheets or facts supplied by the teacher. The idea is to get students talking about personalexperience and opinions in a natural way. These conversations mimic what someone may tell a friend aboutin their own language and this is the way most students eventually aim to use English as bilingual speakers.Conversations allow time to explain or ask how?, where?, why? And when?

Usually this kind of activity follows more controlled practice, so by this time the students have had achance to try out new vocabulary and grammar and they're ready to add this knowledge to all the otherEnglish they know in a freer way. Because of the different situations, prices are likely to come into thediscussion but they aren't the sole focus of the conversation. Follow-up activities like these don't only followspeaking practice. You can use them to liven up a reading, writing or listening lesson too. The idea is to takethe overall theme of the lesson and develop another area of it in an interesting way, which involves sharingopinions. Another example is follow-up to a reading lesson in which you read a current news story andanalyzed it for content and detailed vocabulary. Towards the end of the lesson, you may want to move awayfrom that particular text and widen the topic in the following ways: Tell your classmates about a story in thenews that you find interesting. Who or what is the story about? Is it a local, national or international story?Do people have different opinions about it? Explain.

I find that if you prompt students with some secondary questions, and give them a minute to think aboutit and make notes, you hear far fewer 'ums' and 'errs'.

Other possibilities for follow-up activities are: Role-plays: Students can create an imaginary dialogue between characters in the previous or related

activity and act it out.Interview questions: In pairs or groups students can agree a set of ten questions they'd use to interview a



key character. Compare and contrast: Students discuss the similarities and differences between their culture and that of

their partner, or that of an English speaking country in relation to the theme of the lesson. Debates: Assign different groups to represent each side of the argument.The problem with extended speaking activities is that everyone has their own opinion and at times

disagreements arise. No problem! Learning to express your opinions in a foreign language is a prettyimportant skill. In fact if you don't teach the students how to do this, they may just clam up, resort to theirmother tongue or, worse still, shout everyone else down using bad grammar.

Expressing an opinion: The way we differentiate between a fact and an opinion is by tacking on littleexpressions that alert the hearer to what's coming. You say things like: I (don't) think, I (don't) believe, Inmy opinion, How about this.

These expressions are quite straightforward to teach because they go neatly on the front of a sentence anddon't often change tense. One of several ways of showing that your expressions are not fact though is toteach your students some words that show uncertainty such as: Maybe, Perhaps, Possibly.

In the case of possibly you need to show the right word order. So you generally say It may possiblybe this (that's subject + auxiliary verb + possibly + main verb) instead of Perhaps it's this, which is easybecause you're simply adding a word to the beginning of a normal sentence.

References:1. Teaching English as a Foreign Language For Dummies®Published by John Wiley & Sons, Ltd2. www.dummies.com/register/.3.www.cambridge.org/elt, Longman at www.pearsonlongman.com and Thomson ELT at www.elt.thomson4. Copyright © 2009 John Wiley & Sons, Ltd, Chic ester, West Sussex, EnglandPublished by John Wiley & Sons, Ltd, Chic ester, West Sussex

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ÐÎËÜ ÈÊÒ Â ÎÁÓ×ÅÍÈÈ ßÇÛÊÓ

Èáðàãèìîâà Ìóàççàì Ñîäèêæîí Êèçè,ñòóäåíòêà 1-ãî êóðñà ôàêóëüòåòà ðóññêîãî ÿçûêàÍàìàíãàíñêîãî ãîñóäàðñòâåííîãî óíèâåðñèòåòàòåë:+998 93 9274572

ÀííîòàòöèÿÂ ñòàòüå ðàññìàòðèâàåòñÿ ðîëü èíôîðìàöèîííî-êîììóíèêàöèîííûõ òåõíîëîãèé â ïðåïîäàâàíèè

ðóññêîãî ÿçûêà.Êëþ÷åâûå ñëîâà: ÈÊÒ, ðîëü, êîììóíèêàöèÿ, îáðàçîâàíèÿ, ó÷åáíûé ïðîöåññ

Èíôîðìàöèîííî-êîììóíèêàöèîííûå òåõíîëîãèè, îáû÷íî ñîêðàùåííî èìåíóåìûå ÈÊÒ, ÷àñòîèñïîëüçóþòñÿ â êà÷åñòâå ðàñøèðåííîãî ñèíîíèìà èíôîðìàöèîííûõ òåõíîëîãèé (ÈÒ), íî îáû÷íîÿâëÿþòñÿ áîëåå îáùèì òåðìèíîì, ïîä÷åðêèâàþùèì ðîëü óíèôèöèðîâàííûõ êîììóíèêàöèé èèíòåãðàöèè òåëåêîììóíèêàöèé (òåëåôîííûõ ëèíèé è áåñïðîâîäíûõ ñèãíàëîâ). êîìïüþòåðû,ïðîìåæóòî÷íîå ïðîãðàììíîå îáåñïå÷åíèå, à òàêæå íåîáõîäèìîå ïðîãðàììíîå îáåñïå÷åíèå, ñèñòåìûõðàíåíèÿ è àóäèîâèçóàëüíûå ñèñòåìû, êîòîðûå ïîçâîëÿþò ïîëüçîâàòåëÿì ñîçäàâàòü, ïîëó÷àòü äîñòóï,õðàíèòü, ïåðåäàâàòü è ìàíèïóëèðîâàòü èíôîðìàöèåé. ÈÊÒ îòíîñèòñÿ ê òåõíîëîãèÿì, êîòîðûåîáåñïå÷èâàþò äîñòóï ê èíôîðìàöèè ÷åðåç òåëåêîììóíèêàöèè. Îí ïîõîæ íà èíôîðìàöèîííûåòåõíîëîãèè (ÈÒ), íî ôîêóñèðóåòñÿ â îñíîâíîì íà êîììóíèêàöèîííûõ òåõíîëîãèÿõ. Ýòî âêëþ÷àåò âñåáÿ Èíòåðíåò, áåñïðîâîäíûå ñåòè, ìîáèëüíûå òåëåôîíû è äðóãèå ñðåäñòâà ñâÿçè. Çà ïîñëåäíèåíåñêîëüêî äåñÿòèëåòèé èíôîðìàöèîííûå è êîììóíèêàöèîííûå òåõíîëîãèè ïðåäîñòàâèëè îáùåñòâóøèðîêèé ñïåêòð íîâûõ êîììóíèêàöèîííûõ âîçìîæíîñòåé. Íàïðèìåð, ëþäè ìîãóò îáùàòüñÿ â ðåæèìåðåàëüíîãî âðåìåíè ñ äðóãèìè ëþäüìè â ðàçíûõ ñòðàíàõ, èñïîëüçóÿ òàêèå òåõíîëîãèè, êàê îáìåíìãíîâåííûìè ñîîáùåíèÿìè, ïåðåäà÷à ãîëîñà ïî IP è âèäåîêîíôåðåíöèè. Ñîöèàëüíûå ñåòè, òàêèåêàê Facebook, ïîçâîëÿþò ïîëüçîâàòåëÿì ñî âñåãî ìèðà îñòàâàòüñÿ íà ñâÿçè è îáùàòüñÿ íà ðåãóëÿðíîéîñíîâå. Ñîâðåìåííûå èíôîðìàöèîííûå è êîììóíèêàöèîííûå òåõíîëîãèè ñîçäàëè "ãëîáàëüíóþäåðåâíþ", â êîòîðîé ëþäè ìîãóò îáùàòüñÿ ñ äðóãèìè ëþäüìè ïî âñåìó ìèðó, êàê åñëè áû îíèæèëè ïî ñîñåäñòâó. Ïî ýòîé ïðè÷èíå ÈÊÒ ÷àñòî èçó÷àþò â êîíòåêñòå òîãî, êàê ñîâðåìåííûåêîììóíèêàöèîííûå òåõíîëîãèè âëèÿþò íà îáùåñòâî. ÈÊÒ - ýòî îáùèé òåðìèí, êîòîðûé âêëþ÷àåòâ ñåáÿ ëþáîå êîììóíèêàöèîííîå óñòðîéñòâî èëè ïðèëîæåíèå, îõâàòûâàþùåå: ðàäèî, òåëåâèäåíèå,ñîòîâûå òåëåôîíû, êîìïüþòåðíîå è ñåòåâîå àïïàðàòíîå è ïðîãðàììíîå îáåñïå÷åíèå, ñïóòíèêîâûåñèñòåìû è ò. Ä., À òàêæå ðàçëè÷íûå ñâÿçàííûå ñ íèìè óñëóãè è ïðèëîæåíèÿ, òàêèå êàêâèäåîêîíôåðåíöèè. è äèñòàíöèîííîå îáó÷åíèå. Îá ÈÊÒ ÷àñòî ãîâîðÿò â îïðåäåëåííîì êîíòåêñòå,òàêîì êàê ÈÊÒ â îáðàçîâàíèè, çäðàâîîõðàíåíèè èëè áèáëèîòåêàõ. Òåðìèí íåñêîëüêî áîëååðàñïðîñòðàíåí çà ïðåäåëàìè Ñîåäèíåííûõ Øòàòîâ.

Ïî äàííûì Åâðîïåéñêîé êîìèññèè, âàæíîñòü ÈÊÒ çàêëþ÷àåòñÿ íå ñòîëüêî â ñàìîéòåõíîëîãèè, ñêîëüêî â åå ñïîñîáíîñòè ñîçäàâàòü áîëåå øèðîêèé äîñòóï ê èíôîðìàöèè èêîììóíèêàöèÿì ñðåäè íåäîñòàòî÷íî îáñëóæèâàåìîãî íàñåëåíèÿ. Âî ìíîãèõ ñòðàíàõ ìèðà ñîçäàíûîðãàíèçàöèè ïî ïðîäâèæåíèþ ÈÊÒ, ïîòîìó ÷òî åñòü îïàñåíèÿ, ÷òî, åñëè ìåíåå òåõíîëîãè÷åñêèïðîäâèíóòûå îáëàñòè íå ñìîãóò íàâåðñòàòü óïóùåííîå, ðàñòóùèé òåõíè÷åñêèé ïðîãðåññ â ðàçâèòûõñòðàíàõ áóäåò òîëüêî óñóãóáëÿòü óæå ñóùåñòâóþùèé ýêîíîìè÷åñêèé ðàçðûâ ìåæäó òåõíîëîãè÷åñêèåîáëàñòè "èìåòü" è "íå èìåòü". Â íàñòîÿùåå âðåìÿ âàæíóþ ðîëü èãðàåò ÈÊÒ, îñîáåííî Èíòåðíåò, âñôåðå îáðàçîâàíèÿ, îñîáåííî â ïðîöåññå âíåäðåíèÿ òåõíîëîãèé â îáðàçîâàòåëüíóþ äåÿòåëüíîñòü.Ñåêòîð îáðàçîâàíèÿ ìîæåò áûòü íàèáîëåå ýôôåêòèâíûì ñåêòîðîì äëÿ ïðîãíîçèðîâàíèÿ è óñòðàíåíèÿíåãàòèâíîãî âîçäåéñòâèÿ ÈÊÒ. Òåõíîëîãèÿ (èíòåðíåò) ñ äðóãîé ñòîðîíû ìîæåò áûòü íàèáîëååýôôåêòèâíûì ñïîñîáîì ïîâûøåíèÿ çíàíèé ñòóäåíòà. Îñîçíàâàÿ çíà÷èòåëüíóþ ðîëü ÈÊÒ (Èíòåðíåò)â íàøåé æèçíè, îñîáåííî â îáðàçîâàòåëüíîé äåÿòåëüíîñòè, îðãàíû îáðàçîâàíèÿ äîëæíû áûòüäîñòàòî÷íî ìóäðûìè â ðåàëèçàöèè ñòðàòåãèé ïî ðàñøèðåíèþ âîçìîæíîñòåé ÈÊÒ äëÿ ïîääåðæêèïðîöåññà ïðåïîäàâàíèÿ è îáó÷åíèÿ â êëàññå. ÈÊÒ - ýòî íå òîëüêî ðàñöâåò îáðàçîâàòåëüíîé äåÿòåëüíîñòè,íî è âòîðè÷íûé âàðèàíò óëó÷øåíèÿ ýôôåêòèâíîãî è çíà÷èìîãî îáðàçîâàòåëüíîãî ïðîöåññà. Îñíîâíàÿöåëü Ñòðàòåãèè âíåäðåíèÿ èíôîðìàöèîííî-êîììóíèêàöèîííûõ òåõíîëîãèé â îáðàçîâàíèè ñîñòîèòâ òîì, ÷òîáû ïðåäñòàâèòü ïåðñïåêòèâû è òåíäåíöèè èíòåãðàöèè ÈÊÒ â îáùóþ îáðàçîâàòåëüíóþäåÿòåëüíîñòü. ÈÊÒ î÷åíü âàæíû â ïðåïîäàâàíèè ÿçûêà, ïîòîìó ÷òî îíè ìîãóò óëó÷øèòü íàø



ó÷åáíûé ïðîöåññ. Ñóùåñòâóåò íåñêîëüêî âîçìîæíîñòåé èñïîëüçîâàíèÿ ÈÊÒ: ïåðâàÿ äåëàåò îáó÷åíèåáîëåå èíòåðåñíûì, îñîáåííî â òðóäíûõ äëÿ ïîíèìàíèÿ âîïðîñàõ. Âòîðîé - ïðåîäîëåíèå ðàññòîÿíèé,íàïðèìåð, ñ ïîìîùüþ ýëåêòðîííîé ïî÷òû, òåëåôîíà, âèäåîêîíôåðåíöèé è ò. Ä. Òðåòèé - ïðåîäîëåíèåáàðüåðîâ ãðàìîòíîñòè â îáùåíèè, íàïðèìåð, ñ èñïîëüçîâàíèåì âèäåî è ðàäèî. ×åòâåðòûé -èññëåäîâàíèå è îáìåí ïîëåçíîé èíôîðìàöèåé, òàêîé êàê èñïîëüçîâàíèå Èíòåðíåòà.

Ñïèñîê ëèòåðàòóðû:1.Áîÿðêèíà Ë. À., Ëåäàê Ë. Ï. Èííîâàöèîííûå èíôîðìàöèîííûå òåõíîëîãèè îáó÷åíèÿ êàê ñðåäñòâî

ôîðìèðîâàíèÿ ïðîôåññèîíàëèçìà ïðåïîäàâàòåëÿ- 2014.2.Èñïîëüçîâàíèå ñîâðåìåííûõ èíôîðìàöèîííûõ è êîììóíèêàöèîííûõ òåõíîëîãèé â ó÷åáíîì

ïðîöåññå: ó÷åáíî-ìåòîäè÷åñêîå ïîñîáèå / Àâòîðû-ñîñòàâèòåëè: Ä.Ï. Òåâñ, Â. Í. Ïîäêîâûðîâà, Å. È.Àïîëüñêèõ, Ì. Â, Àôîíèíà. - Áàðíàóë: ÁÃÏÓ, 2006

3.Ïîëàò Å. Ñ., Áóõàðêèíà Ì. Þ., Ìîèñååâà Ì. Â., Ïåòðîâ À. Å. Íîâûå ïåäàãîãè÷åñêèå èèíôîðìàöèîííûå òåõíîëîãèè â ñèñòåìå îáðàçîâàíèÿ. - Ì., 2001

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NEMIS TILINI O'RGATISHIDA NEMIS TILIDA KOMMUNIKATIVSALOHIYATNI SHAKLLANTIRISH

Ibrogimova Zebiniso Abdupattayevna,Namangan viloyati, Uychi tumani, 7-maktab nemis tili fani o'qituvchisitel:998972539262

AnnotatsiyaUshbu maqolada o'quvchilarga nemis tilini o'rgatishida nemis tilida kommunikativ salohiyatini

shakllantirishda interfaol metodlardan foydalanish yahshi samara berishi haqida ma'lumotlar berilgan.Kalit so'zlar: kommunikativ, salohiyat, o'rgatmoq, ta'lim, jarayon, faol, bilim

Nemis tili fani o'qituvchisi o'quvchilarga nemis tilini o'rgatishida nemis tilida kommunikativ salohiyatinishakllantirishi bugungi kunning dolzarb masalasi sifatida ko'zga tashlanmoqda. Bunday kommunikativvaziyatning tabiiy yaratilishi ayniqsa muhimdir. Keyingi yillar metodik adabiyotlarida yangi pedagogiktexnologiyalardan, interfaol usullardan foydalanish borasida ko'plab izlanishlar ilgari surilmoqda.Interfaol dars ta'lim sifatini kafolatlaydi. Ma'lumki, barcha o'quv materiallari ham o'quvchilar uchunqiziqarli bo'lavermaydi. Bunday hollarda o'quvchilarni ta'lim jarayoniga qiziqishini oshirishning birdan - biryo'li didaktik o'yinlardan foydalanish va ularni tashkil etishdir. Darsda didaktik o'yinlarning tashkil etilishi vauning muvaffaqiyatli o'tkazilishi o'quvchilar ongli faoliyatining faollashuvi, bilimlami puxta egallash vositasisifatida muhim rol o'ynaydi, shuningdek, o'quvchilarning nemis tiliga bo'lgan qiziqishlarini oshirishga xizmatqiladi. Bunday o'yinlarda ishtirok etish o'quvchilarda jamoa bo'lib ishlash, do'stona munosabatda bo'lish, diqqat- e'tiborni jamlash, xotirani mustahkamlash xususiyatlarini shakllantiradi va rivojlantiradi. Dars jarayonidadidaktik o'yinlar o'quvchilarning chet tilidagi nutqni eshitish, undan xulosa chiqarish qobiliyatlarini tarbiyalaydi,o'quvchilarning nutq madaniyatini oshiradi

O'z tajribamizdan kelib chiqqan holda, xulosa qilib shuni ta'kidlashimiz mumkinki, yuqorida zikretib o'tilgan interfaol usullardan foydalanish ikkinchi chet tilini o'rganuvchi o'quvchilarda yaxshi natijaberadi.

Dars davomida berilgan yangi so'zlarni mustahkamlash maqsadida quyidagi interfaol usullardanfoydalanish mumkin: O'qituvchi bitta o'quvchini doskaga orqa qilib stulga o'tkazadi. Ikkinchi o'quvchini doskagachiqaradi va u o'quvchi mavzuga oid biron bir so'zni doskaga yozishi yoki o'sha so'zni rasmini chizishi kerakbo'ladi. U chizgan rasmni yoki so'zni o'tirgan o'quvchilar doskaga orqa bilan o'tirgan o'quvchigao'rganilayotgan nemis tilida izohini tushintirib berishga harakat qiladilar. O'quvchilar aytib o'tganizohlardan foydalanib, doskaga orqa qilib o'tirgan o'quvchi doskaga qanday so'z yozilganini topishi kerakbo'ladi. Bu jarayon natijasida o'quvchilarning so'zlarni to'g'ri yozish, to'g'ri talaffuz etish, gapirish vatinglash qobiliyatlari va ko'nikmalari shakllanib boradi. Interfaol usullardan yana biri o'quvchilarningjuftlikda ishlashidir. O'quvchilarga bitta matn beriladi. Juftlikdagi har bir o'quvchining matnida gaplarninghar xil bo'laklari tushirib qoldirilgan bo'ladi. Ularning vazifasi shu tushirib qoldirilgan gap bo'laklarigasavol berish, matnda tushirib qoldirilgan so'zlarni topish, matnni to'liq shaklga keltirish va uni tarjimaqilishdan iborat. Birgina shu usul orqali talabalar yozish, o'qish, eshitish ko'nikmalarini oshiradilar vashu bilan birga o'zlarining xatolarini o'zaro to'g'irlashni va oldilariga qo'yilgan vazifalarini birgalikda to'liqbajarishni o'rganadilar. Bundan maqsad matndagi tushirib qoldirilgan so'zlarga savol berish orqaligrammatikaga oid bo'lgan "Arten von Fragen" savol turlari mavzusini mustaxkamlashdir. Nemis tilinio'rgatishda o'yinlardan quyidagi maqsadlarda foydalanish mumkin: mavzu bo'yicha muayyan kommunikativko'nikma va malakalarni shakllantirish, muloqotga kirishuvdagi nutqiy xarakatlarga o'rgatish, zaruriy qobiliyatva psixik funktsiyalarni rivojlantirish, o'yin zamiridagi kommunikativ topshiriq mazmunini ongli o'zlashtirish.O'yin jarayonida o'quvchilarning bilish faoliyati modellashtiriladi, ularning diqqati, xotirasi, fikrlash darajasi,tasavvuri, bilish jarayoni shakllantiriladi va takomillashtiriladi.

Kim ko'p gapiradi o'yini. Birinchi guruh a'zolaridan biri ikkinchi gurux a'zolariga biror narsaningrasmini ko'rsatadi. Ikkinchi guruh a'zosi ko'rsatilgan rasmni iloji boricha ko'prok so'zlardan foydalanibizoxlashi lozim. Shundan so'ng bu rasm 2,3 va xakoza guruh a'zolariga ko'rsatilib, o'yin yuqoridagi tartibdadavom ettiriladi. O'yinni ona tilidagi jumlani nemis tiliga, nemis tilidagi jumlani ona tiliga tarjima qilish,jumlani tasdiq formada aytib, uni so'roq inkor formalarga, aktivni passivga aylantirish, aytilgan so'zgasinonimlar, antonimlar aytish kabi usullarda tashkil qilish mumkin. Rolni o'ynashning kompensatsionfunktsiyasi, bu o'yinda o'quvchida xarakatga muxtojlik va xarakatni talab qiladigan vaziyatlarni amalga oshirishning



mumkin emasligi o'rtasidagi ziddiyatning hal etilishi borasida namoyon bo'ladi. O'quvchilar muloqotgakirishadi va rol o'yinlari ularga intilishlarini ro'yobga chiqarish imkoniyatini beradi. Jon Uolerning ta'kidlashicha,rol uyini insonni yanada moslashuvchan qiladi. Shuningdek, Artur Xyuzning ta'kidlashicha, vaziyatnibatafsil tushuntirish mumkin, yoki o'quvchilar yoshiga, nemis tili bilimi darajasiga, rol o'ynash o'yinlaridaishtirok etish tajribasiga asoslangan xolda ularni mustaqil ravishda yaratishi kerak.

Aytish kerakki, rollarni o'ynash jarayonida o'quvchilarning o'zlari tomonidan samarali va ijodiy,amaliy va axamiyatga yo'naltirilgan ta'lim faoliyati bilan tashkil etilishi orqali amalga oshiriladi. Demak, rolijrosi ta'limiy axamiyatga ega. O'qituvchi har qanday rol o'yinlarini dars davomida qo'llasa, dars samarali vaqiziqarli bo'ladi.

Foydalanilgan adabiyotlar:1.Kuchiboev A. CHet tillar ukitishning amaliy metodikasi. Samarkand-20122.J.Yo'ldoshev, S.Usmonov. Zamonaviy pedagogik texnologiyalarni amaliyotga joriy qilish.- Toshkent -

2008.2.Livingston K. Rolevie igri v obuchenii inostrannim yazikam. - M.: Visshaya shkola, 1988

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SO'Z UMMONIDAN GAVHARLAR

Islomova Vazira Normurotovna,Navoiy viloyati Zarafshon shahar 7- umumta'lim maktabona tili va adabiyot o'qituvchisi

Hech kim turkiy she'rni undan yaxshiroq ayta olmaganva nazm durlarini undan yaxshiroq socha olmagan(Hakimshoh Qazviniy)

Annotatsiya: Ushbu maqolada so'z mulkining sultoni bo'lmish Hazrat Alisher Navoiy haqida, uningbadiiy, lisoniy qarashlari, ijodining o'ziga xosligi, so'z qudrati, asarlarida badiiy vositalardan foydalanishmahorati haqidagi fikrlar bayon qilingan.

Kalit so'zlar: So'z, nutq, tafakkur, madaniyat, muloqot, jon, jonon, tazod, tajnis, ishtiqoq, ruju, tadrij,ishq, vafo , sadoqat, ma'no, mazmun.

Ulug' shoir, davlat arbobi, adabiyotshunos va tilshunos olim Alisher Navoiyning ijodiy merosini o'rganishva tadqiq etish biz yoshlarning bugungi kundagi muhim vazifalarimizdan biri bo'lib kelmoqda. Bu ulug'zotning milliy adabiyotimizga, tilimizga va ma'naviyatimizga qo'shgan hissasi benihoya kattadir. Hazrat Navoiyningshe'riyati mangulikka daxldorlik kasb etib kelmoqda.

Navoiy ijodi ko'lamining kengligi va davrlar o'tishi bilan yangicha talqinlarga asos bo'la olishi bu ijodiymerosga qayta-qayta murojaat qilishni taqozo etmoqda. Hattoki bugungi kunga kelib nafaqat o'zbek adiblari,balki jahonga mashhur namoyondalar ham Navoiy ijodini sevib, hurmat qilib tilga olmoqdalar, tahlil vatarjimalar qilmoqdalar.

Biz Navoiyni turkey til asoschisi va so'z ustasi deb bilamiz. Navoiyning adabiy, ilmiy, ijtimoiy-siyosiyfaoliyatida, umuman, tillarda xususan ona tiliga munosabati alohida o'rinni egallaydi. U deyarli barchaasarlarida o'zining til haqidagi qarashlarini, ona tilini rivojlantirish, uning boyligi va go'zalligi haqidagimulohazalarini bayon etadi. Adib so'zga shunday ta'rif beradi.

Insonni so'zayladi judo hayvondin,Bilkim guhari sharifroq yo'qondin. Bu satrlarda Navoiyning til haqidagi asosiy qarashlari aks etgan. "Insonni so'z ayladi judo hayvondin"

degan g'oyasi Navoiyning nutq odobi, muomala madaniyati, muloqotda o'z o'rnini bilish kabi fazilatlarinson axloqining asosi deb hisoblagan. Navoiyning fikricha, til va tafakkur bir-biri bilan bog'liqdir. Insonqalbi, tafakkuri daryodir, so'z esa qimmatbaho toshdir, so'zlovchi esa g'avvos - tafakkur daryosidan durteruvchidir.

Navoiyning quyidagi misralarida til va nutq masalasiga e'tibor qaratilgan. Tilshunosligimizda bu mavzuXIX asrning ikkinchi yarmida tahlil etilgan bo'lsa, Navoiy bu masalaga XV asrda diqqatini qaratgan ekan.

So'z gavhar edurki,rutbasiningSharhidadur ahli nutq ojizAndinki erur xasismuhlik,Ko'rguzguchidirMasihmojiz. Navoiyni buyuk tilshunos desak mubolag'a bo'lmaydi. Biz til masalasiga oid fikrlarini "Muhokamatul-

lug'atayn" asari orqali ham bilib olamiz. Navoiyni so'z mulkining sultoni sifatida bilamiz. U turkiy so'zlarni shunday ipga marjon kabi terdiki,

bundan san'at hosil bo'ldi. Quyidagi baytga e'tiborimizni qarataylik:Har labing o'lgannitirguz makda jono, jonerur,Bu jihatdin bir- birisi birla jonajon erur.Joni mandoq to'ldi jonondinki bo'lmas fahm kim,Jon erur jonon emas,yo jon emas ,jonon erur.Navoiy ijodini gultoji bo'lgan bu g'azalda "jon" va "jonon" so'zlaridan san'at yaratildi. E'tibor qaratsak,

nihoyatda oddiy ikki so'z . Shoirning ikki so'zdan yaratgan san'atiga, adibning topqirligiga qoyil qolmasdanilojimiz yo'q. G'azalda boshdan oyoq jon bilan jonon o'rtasidagi mojaro tajnis va ishtiqoq san'ati orqali ochibberilgan. G'azalda "jon" so'zi o'n to'qqiz marta, "jonon" so'zi o'n olti marta takrorlanib kelib takrir san'atinivujudga keltirgan. Bu takrorlar kishi ko'ngliga og'ir botmaydi. Aksincha, kuchli zavq uyg'otadi. Baytlardao'ynoqilik bor.

Jon manga jon uchundur, yo'q jononjon uchun,



Umrjon onsiz qatiq, jonsiz vale oson erur.Misralarni o'qir ekanmiz, xuddiki shoir sizning dardingizni, qalb kechinmalaringizni kuylayotgandek

tuyuladi. Aslida shoirning yutug'i ham shunda. E'tiborimizni qaratsak, bu baytda tovushlar uyg'unligi ohangdorliknita'minlagan. Misrada badiiylikni yuzaga keltirgan unsur "j" tovushining takrori. Bunday unsur avze san'atiniyuzaga keltiradi. Yuqoridagi baytda ruju san'atini ham guvohi bo'ldik.

Shunday ekan, so'z orqali voqea bayon etildi, badiiy vositalar orqali shu voqea go'zallashdi. Xuddikiinson xulq-atvori, odobi so'zi bilan go'zal bo'lsa, badiiy san'at esa uning ustidagi harir libosidir. Ulug' so'zsan'atkori bu g'azalida so'z mulkining sultoni ekanligini ta'kidlab o'tish emas, bu so'zlarga yuklatilgan ma'nogaham e'tiborini qaratadi. Bu baytlarda ezgu g'oyalar, ishq, vafo, sadoqat haqidagi qarashlar aks etadi. Bubaytlarda so'zlarni faqatgina ohangdosh qilib keltirmadi. Balki so'z ustiga katta ma'no yuklatildi. Va bu aqidaNavoiy ijodining ma'no-mazmuniga aylandi. So'z va ma'noning chambarchas bog'liqligini ta'kidlab o'tdi. Buqarashini quyidagi baytda ham

Nazmda ham aslangama'nidurur,Bo'lsunaning surati har ne durur.Nazm kim a'nianga marg'ub emas,Ahli maoniy qoshida xo'bemas.Nazmki ham surat erur xush angaZimnida ma'ni dog'I dilkash anga.Bu baytlarda Navoiy ijodining mag'zini, mohiyatini bilib olsak bo'ladi. So'zdagi ma'no uning joni, u siz

so'z jonsiz jismdir. Navoiy esa so'z san'atkori. U so'zni qanday, qay o'rinda qo'llashni juda yaxshi biladi. Xuddishuning uchun ham Hazrat Navoiyning ijodi bir mamlakatgina emas butun bashariyatga tegishlidir. Navoiyijodi zamonlar osha badiiy tafakkur olamida, she'riyat gulshanida davr bilan bog'liq holda yangicha ma'no,yangicha ohangda jaranglayveradi.

Navoiy asarlari tilni sevishga, komillik va umuminsoniylikka da'vat etaveradi. Shuning uchun Navoiymangu, barhayotdir. Navoiyni anglab boraversak, biz o'zimizni topa boshlaymiz. Insonligimizni anglaymiz.Navoiyning buyukligiga yana bir bor ishonch hosil qilamiz.

Foydalanilgan adabiyotlar:1. A. Navoiy .Hayrat ul-abror.MAT.20 jildlik. - T. :Fan, 1991.2. Navoiyshunoslik 1-kitob Sh. Sirojiddinov. - T.: "Tamaddun" 2018.3. Alisher Navoiy asarlari tilining izohli lug'ati. - T.: "Fan " nashriyoti,1983.4. Navoiy g'azallariga sharhlar. Najmiddin Komilov .Jon va jonon mojarosi.5. Haqqulov Ibrohim. Navoiyga qaytish. - T.: Fan, 2007.

180



XALQIMIZNING BULBULZABON FARZANDI

JABBOROVA DILNAVOZ SHARIPOVNANavoiy viloyat Qiziltepa tuman 33-umumta'lim maktabi ona tiliva adabiyot fani o'qituvchisi

Annotatsiya:Ushbu maqolada O'zbekiston xalq shoiri, xalqimizning bulbulzabon farzandi MuhammadYusuf hayoti va ijodi muallif tomonidan yoritib berilgan. Shuningdek, uning takrorlamaydigan o'ziga xossodda va dilga yaqin she'riyati haqida ham fikrlar bayon etilgan.

Kalit so'zlar: fidoiy, sodda, kuyga solihgan, sevimli, unutilmas.

O'zbek adabiyoti shunday chamanzorki, uning bo'stonida gul ko'p, chechak ko'p. Bu bo'stonda bir-birigao'xshamaydigan, bir-birini takrorlamaydigan dilbar shoirlar avlodi qayta-qayta bo'y cho'zaveradi. Ana shundaybetakror shoirlardan biri, shubhasiz, O'zbekiston xalq shoiri, xalqimizning bulbulzabon farzandi MuhammadYusuf edi.

Yurtimizda Muhammad Yusufni bilmagan, Muhammad Yusuf she'rlari kirib bormagan xonadonbo'lmasa kerak. U chinakam xalq shoiri edi. O'zbekligi bilan g'ururlangan, Ulug'bekdan faxrlangan, Yassaviybo'lib yongan otashqalb shoir edi. Uning she'rlari sodda, to'pori, xalqchil, har qanday odam ham tushunadiganjuda jo'n she'rlar edi. Bu haqda O'zbekiston Qahramoni, xalq yozuvchisi Said Ahmad "Bironta shoir uningdektez nom chiqarmagan, nomdor bo'lmagan" deb yozsa, atoqli adabiyotshunos, O'zbekiston QahramoniOzod Sharafiddinov "Muhammad Yusuf degan shoir she'riyatga qanday kirib kelganini adabiyotimizsezmay ham qoldi. Ammo u tezda hammani hayron qoldirib, og'izga tushib ketdi"-deydi. Muhammad Yusufshe'rlaridagi soddalik, birinchi galda tanlangan so'zlarning xalqona ruhda, misralarning tig'zligida, mazmunningtugallanganligida, o'zbekcha iboralarning yangiligida va ohori to'kilmaganligida, ohang rang-barangligi varanglarning tiniqligida fikrning barqarorligi-yu obrazlarning quyuqligida ko'zga tashlanadi. U har bir so'zdadetalga, obrazga, samimiyat bilan yondoshadi va uning zaminiga zalvorli ma'no yuklanadi.

So'zlari insonni o'ziga sehrlab oladigan shoir 1954-yil 26-aprelda Andijon viloyatining Marhamattumanidagi Qovunchi qishlog'ida oddiy zahmatkash odamlar orasida tug'ildi.

O'rta maktab ta'limini olgach, Muhammad Yusuf Toshkentdagi Rus tili va adabiyoti institutiga o'qishgakiradi va uni 1978-yilda bitiradi. Uning dastlabki she'rlari 1976-yilda "O'zbekiston adabiyoti va san'ati" haftaligisahifalarida chop etiladi.

U yirik poetik janrlarga murojaat etib, "Osmonning oxiri", "Qora quyosh" singari dostonlar yaratdi.Yurtimizning mustaqillikka erishgani Muhammad Yusuf ijodida yangi ufuqlarni ochdi. Uning millat va yurtistiqloli sharafiga bitgan she'rlari o'zining samimiyligi, soddaligi bilan millionlar qalbidan joy oldi.

Uning "Iqror", "Xalq bo'l elim", "Dunyo", "O'zbek momo" singari o'nlab she'rlari chinakamshe'riyat yurtni qanday yurtni qanday kuylamog'i lozimligini isbotlagan satrlar bo'lib qoldi.

Istiqlol yillarida erishgan yuksak ijodiy yutuqlari uchun Muhammad Yusufga 1998-yilda O'zbekiston xalqshoiri unvoni berildi.

"Xalq bo'l elim", o'quvchilar tomonidan she'rlar tinglanadi. Afsuski, yuraklar to'ridan mangu joy olgan, sodda va samimiy she'rlari bilan muxlislarni lol qoldirgan

Muhammad Yusuf 2001-yilning 31-iyulida Qoraqalpog'istonning Ellikqal'a tumaniga qilingan ijodiy safarchog'ida, yuzlab muxlislari qarshisida she'r o'qiyotgan paytda yurak xurujidan vafot etdi. Xuddi Boburdek,Shavkat Raxmondek, Muhammad Yusuf ham 47 yil umr ko'rdi. Biroq bu umr bir dilbar shoirning, kamoltopishi, o'zining voyaga etkazgan yurt millatga samimiy va ixlos ila xizmat qilib ortidan yaxshi nom qoldirishiuchun kifoya qildi.

Biz bahorga oshiq bo'ldik kuzdan uzr,Xazonlarda qolib ketgan qizdan uzrHar ne o'tsa bizdan o'tdi, bizda gunoh,Tug'ilmagan qo'shiqlarim, sizdan uzr…Tilimdan bol tomdi boqib olamga goh,Bir shirin so'z aytolmadim bolamga goh,Yillab barmoq bosolmadim qalamga goh,Tug'ilmagan qo'shiqlarim sizdan uzr…



Muhammad Yusuf she'rlari adabiyot darslarida vatanparvarlik, millatga hurmat, tinchlik, do'stga sadoqat,mehr-oqibat kabi g'oyalarini o'quvchilar ongiga singdirishga yaqindan yordam beradi.

Shoir mustaqil Vatan obodligining muhim sharti uning xalqini ehtiyot qilib kelgan. Shu boisMuhammad Yusufning ko'ziga hamma narsa Vatanning uzviy parchasi bo'lib ko'rinadi. Ehtimol boshqa shoirtomonidan Vatanga bo'lgan muhabbatni "G'ichir-g'ichir tishimdagi So'lig'imsan, Vatanim" "Olislardaqurib qolgan Qudug'umsan, Vatanim" deb izhor etish biroz erish tuyilar, ammo Muhammad Yusuf uchunbu iboralar uning "Seni hechkim sevolmaydi meningdek" degan qasami rostligiga ishontiradi. Demak, uVatanni tishining kovagida, ko'nglining tubida asray oladigan fidoyi insondir.

182



IMPORTANCE OF MOTIVATION IN LANGUAGE LEARNING

Jeraxovskaya Viktoriya Vladimirovna,English teacher , Yangier city school ¹ 6,Sirdarya region,Republic of [email protected]

Abstract: The article discusses problems of the students considered most motivating were varied teachingmaterials, varied organization of the classes and interesting learning method.Also the teacher's possession of agood command of English is regarded as highly motivational. Surprisingly, students do not mind teacher's poorpronunciation.

Key words: motivation,secondary school,teaching English, foreign language.

From the birth children are exposed to many learning situations. They master numerous tasks naturallywithout struggling and pain. Small children usually feel desire to learn, they ask endless questions todiscover "why". In an elementary school pupils mostly receive very good marks as their hunger forknowledge is nourished by enthusiasm and curiosity about the world, and therefore they achieve good results.Unfortunately, as they grow older, they seem to lose their eagerness to gain knowledge of something new.When they finally enter a secondary school their excitement usually disappears completely, their resultsbecome much worse and attending the school develops into a mere duty. The question why this happens isprobably asked by many teachers of various kinds of secondary schools, nevertheless, most of them wouldundoubtedly identify motivation as one of the key factors of the learning success.With the development ofUzbekistan's international relations with foreign countries special attention is being paid to teaching andlearning English. Teaching English has become one of the policies of government of Uzbekistan. Newschools, lyceums and universities with specialization on teaching foreign languages are being built in ourcountry. English language has become one of the essential parts of academic programs of every educationalinstitution. Therefore, linguists and methodologists of our country are studying the most important issues oforganizing language teaching. As many language teaching specialists suggest the most important and currentproblems of language teaching is the problem of motivation to learn English language or any other foreignlanguage.

Motivation is a very common concept and is regarded as important to starting or taking action, and is aconcept widely used in a variety of situations. The search of its empirical verification produced an enormousamount of research.

According to Blatchford, Peter , "Motivation is considered to be one of the main determining factors ofsuccess in developing a second or foreign language"

Motivation is one of the most frequently used words in psychology. It refers to the factors whichmove or activate the organism. We infer the presence of motivation when we see that people work towardcertain goals. For example, we might observe that a student works hard at almost every task that comes tohim/her; from this we infer that the person has motive to achieve.Interestingly, we are not aware of all ourmotives. Behavior can be governed by unconscious motives too. If our understanding of motives is correct,we have a powerful tool for explaining behavior. We explain our everyday behavior in terms of variousmotives .

Motives also help us make predictions about behavior. We may tell what a person will do in future.Motives may not tell exactly what will happen but they give us an idea about the range of activities a personwill do. Thus a person with a need to achieve in academics will work hard in school, an individual with astrong need to excel in sports will put in a lot of hard work in that field; similarly in business and in manyother situations.Everybody needs to have motivation and a reason for action. Second and foreign languagelearners should be offered the opportunity to be motivated and fulfil their learning orientations. "Attitudeand motivation are key points in second language acquisition." "Without motivation, success will be hard tocome by, and the case of learning a second or foreign language is little different" English is a foreignlanguage and is not used in daily life; however there are aspects of second language environment. Manystudents have developed passive attitudes towards learning English due to previous experiences that Englishis hard to learn and it is observed that students in current school systems feel de-motivated and hopelessbecause they lack the skills needed to help them to develop motivation.

Attitude and motivated behavior is most important for language learning. "It is a common-place belief inlanguage pedagogy and second language acquisition research that language-related attitudes and motivated



behavior play a highly important role in second and foreign language learning". Motivation is often connectedwith levels of aspiration, which is defined as the standard that individuals set themselves in target-directedactivities. It is generally assumed that previous success in some activity raises the level of aspiration, whileprevious failure lowers it. In other words, "motivation concerns what moves a person to make certainchoices, to engage in action, and to persist in action". Similarly, were of the view that motivation is arepulsive power to conduct organism attaining to certain goal and being able to do necessary actions inparticular conditions, giving energy and a guide to behaviors causing an affective advance. . It was suggestedthat greater L2 competence would be achieved as a result of integrative orientedness which is characterizedby learners' demonstration of greater motivational effort in learning of an L2.

Literature:1. Blatchford, Peter., Kutnick, Peter., Baines, Ed. Galton, Maurice. Toward a social pedagogy of

classroom group work. London: Elsevier Ltd. 2003.2. Bowers R. Language Teacher Education. An Integrated Programme for EFL Teacher Training. -

Modern English Publications, 1987. - 188 p.3. Broughton Geoffrey. Teaching English as a Foreign Language. - Routledge. 2003. - 257 p.4. Burroughs, S. G. Peer Effects on the Motivation of Adolescents with Learning Difficulties, International

Journal of Adolescence and Youth, 2:1, 13-29, DOI: 2009. - 344 p.

184



ADABIYOT DARSLARIDA INTERFAOL USULLARNI QO'LLASH

Jo'rayeva Umida Mirzahakimovna,Namangan viloyati, Namangan tumani,13-maktabning ona tili va adabiyoti fani o'qituvchisitel: 905999956

AnnotatsiyaUshbu maqolada adabiyot darslarida interfaol usullarni qo'llash natijasida o'quvchilar xozirjavoblikka

o'rganishi, ularning lug'at boyligi ko'payishi, ilmiy-nazariy bilimi yanada mustaxkamlanishi va darsga qiziqishiniorttirishi va intilishga olib kelishi haqida ma'lumotlar berilgan.

Kalit so'zlar: interfaol, adabiyot, dars, faollik, aqliy hujum, metod, samara

Bugungi kunda adabiyot darslarida interfaol usullarni qo'llash natijasida o'quvchilar xozirjavoblikka o'rganadi,ularning lug'at boyligi ko'payadi, ilmiy-nazariy bilimi yanada mustaxkamlanadi va darsga qiziqishini orttiradiva intilishga olib keladi. Ana shunday usullardan biri aqliy xujumni darsga tadbiq etish mumkin.O'qitishmazmuni aqliy hujumdan boshlanadi. Misol uchun Kitg Xayning "Dengiz toshbaqalari" deb nomlangan,kichik maqolasini o'qib chiqish taklif etiladi. Oldin o'qib chiqib dengiz toshbaqalari haqida biroz o'ylab olishtaklif etiladi. Buning uchun muhokama qilish uchun sherik tanlanadi. 3-5 minut davomida sherigi bilanhamkorlikda toshqabaqalar haqida mavjud bilimlar yozib chiqiladi. Miyaga nima kelsa hammasini yozib olishkerak. Yozilgan narsaning to'g'ri, noto'g'riligi ahamiyatga ega emas, iloji boricha ko'proq ma'lumotlar yozishmuhimdir. O'quvchilar o'z fikrlarini gapirib berar ekanlar, ularni doskadagi qog'ozga yozib borish kerak.Har qanday kelishmovchiliklar muhokamaga olib chiqilishi kerak. Anu shu ish jarayoni davomida vaqti-vaqtibilan aytilgan gaplar to'g'rimi, deb savol berib turish zarur. Bundan tashqari, muhokama etilayotgan savollarbo'yicha o'rtoqlik tortishuvlari, turli fikrlar va qarama- qarshi fikrlarga yo'l berib turish maqsadga muvofiqbo'ladi. Keyingi bosqich maqolaning o'zini o'qish bo'ladi. Bu ishga ajratilgan bir soat, bir yarim soat bo'ladi(maqola nusxasi hamma bolalarda bo'ladi yoki o'qituvchi o'qib beradi). Maqolani o'qishdan avval samaraliyozish va o'qishga yordam beruvchi yozish interaktiv sistemasi metodi tushuntiriladi (INCEPT). Maqoladagibelgilar qo'yidagilardan iborat bo'lishi kerak: "V"-"V" (ha) belgisini siz bilganingizga mos keladi yokibilaman deb, o'ylaganingizga mos keladi deb, hisoblagan joyga qo'ying. "-"-siz bilganga mos kelmaydi, yokisiz bilaman deb o'ylaganga mos kelmaydi deb hisoblasangiz "-" (minus) qo'ying. "Q" bu narsa sizga yangilikdeb hisoblasangiz. "Q" (plyus) qo'ying. "?"-siz tushunarli emas yoki bu haqda to'liq ma'lumot olishniistasangiz."?" belgini qo'ying.Shunday qilib o'qish jarayonida sizning belgilaringiz va tushunchangizga mosto'rtta belgilar qo'yib chiqiladi. Har bir qatorni va har bir tushunchani belgilab chiqish majburiy emas. Bubelgilar yordamida ma'lumotlar haqida umumiy tasavvuringiz aks ettirish kerak. Maqolani o'qib bo'lgandankeyin bu o'qiganlarni sherigi bilan muhokama qilib olish uchun bir daqiqa tanaffus taklif etiladi. Qaysibilimlar tasdiqlanadi? Qanday yangi ma'lumotlar oldingiz? qanday savollar yuzaga keldi. Keyingi bosqichtortishuvi savollar bo'yicha mulohazalar va qo'shimcha bilimlar manbaini izlash bo'ladi. Bu bosqichda qag'ozgayozilgan fikrlarga qaytib hamma maqolaning mazmunini muhokama etadi. Avval hamma rozi bo'lgan savollarko'riladi. Keyin esa qarama-qarshiliklar muhokama etiladi. Bu ishlarning hammasi bir- bir yarim soat davometishi kerak. Uyg'otish-chaqirish-muhokama etish yakunlangandan keyin bu bosqichtan maqsad hammasiniorqaga qaytarish va qilingan ishlarni tahlil qilib chiqish ekanini tushuntirish kerak. Birinchi masala dengiztoshbaqalari haqida nimalarni bilishlarini aniqlash, bilimlarining hammasini esga olish va ularni yozibolishdan iborat edi. Keyingi bosqich guruh bo'lib muhokama etish edi. Dengiz toshbaqalari haqida nimalarnibilishlarini hotiraga olish bu bosqichidagi eng muhim vazifa hisoblanadi. Bu bosqich uyg'otish, chaqirish, esgaolish bosqichi deb ataladi. Bu bosqich davomida o'qituvchi iloji boricha o'zi kamroq gapirib, o'quvchilargapirishiga imkon berishi kerak. O'qituvchining vazifasi o'quvchilarni yo'naltirib turish, ularni o'ylashgamajbur etishdan iborat, shu bilan birga o'quvchilarning fikrlarini diqqat bilan eshitishi kerak. Birinchibosqichta faoliyatning bir-necha idrok etish turlari amalga oshiriladi. Birinchidan, o'quvchi o'rganilayotganmavzu bo'yicha o'zi bilganlarini esga olishni faol amalga oshiriladi. Bu esa uni o'z bilimlarini tahlil qilishgamajbur etadi va keyingi mavzuni to'la o'rganishga intilishi zarurligi haqida o'ylaydi. Esga olish bosqichiningikkinchi maqsadi-o'quvchini faollashtirishdan iboratdir. O'quvchi maqsadga muvofiq o'ylay boshlaydi, o'ziningfikrlarini o'ziga tushuntira boshlaganidagina uning ishtiroki faol hisoblanadi. Bilimlarini namayon etish (o'zigava sherigiga) og'zaki yoki yozma nutqi yordamida faol fikrlash faoliyatini matn sodir bo'ladi. Shunday qilib,olgan bilimlarini anglab yetish darajasiga qadar va yangi bilimlarin o'zlashtirish uchun asos bo'lib xizmatqiladi. Esga olishning uchinchi bosqichida taklif etilayotgan, ko'rib chiqilayotgan mavzu, uning maqsadi



aniqlanadi va qizqishni uyg'otadi. Maqsadlarning ikki turi mavjud: -Taklif etilayotgan mavzuda o'qituvchiqo'ygan maqsad -O'quvchilar mustaqil tanlagan maqsadlari Mustaqil tanlangan maqsadlar tashqaridantaklif etilgan maqsadlardan ko'ra kuchliroq bo'ladi. Agarda mustahkam qiziqish bo'lmasa, o'quv faoliyatinaintilish pasayadi. Dengiz toshbaqalari haqidagi maqola misolida qiziqish, aqliy hujim, (ruyxat metodi bilanuyg'otiladi). Gurush bo'lib tortishuvlar natijasida bu g'oyalarga "Aralashmagan" yangilari qo'shiladi. Bu yangig'oyalar va tanishuvlardan bazilari qarama-qarshi xususiyatga ega bo'lishi mumkin. Bularni sinfda aniqlab tahliletish muhim, chunki qarama- qarshiliklar shaxsiy savollarini vujudga kelishiga olib keladi. Shaxsiy savollariesa o'qish va tushinish uchun harakatlantiruvchi kuch bo'lishi mumkin.

Foydalanilgan adabiyotlar:1.Aliev A.O'qituvchilarning ijodkorlik qobiliyati. O'zbekiston. T- 19912.Dolimov S. Ubaydullaev S, Axmedov K, Adabiyot o'qitish metodikasi. "O'qituvchi" nashriyoti T

1967 y

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NASRIY JANRLARNI O'RGATISH USULLARI

Jo'rayeva Marhabo,Navoiy viloyat Navbahor tuman 32-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada nasriy janrning o'ziga xos xususiyatlari va ularni badiiy asarni tahlil qilishyo'llari to'g'risida ma'lumotlar berilgan bo'lib, o'quvchilarga adabiyotdan beriladigan bilim unumli bo'lishi vao'quvchilarda estetik qarashlarni rivojlantirish uchun adabiy ta'limning o'rni haqida ma'lumotlar berilgan.

Kalit so'zlar: doston, adabiyot, maqol, janr, usul.

Darslarda adabiy asarlarni janr xususiyatlariga qarab o'rganish g'oyat muhim ahamiyatga egadir. Masalan,dostonni o'rganishda bir xil usul qo'llansa, hikoya yoki komediyani o'rganishda yana boshqa usullar qo'llaniladi.Har bir janrning o'ziga xos xususiyati qanchalik chuqur yoritilsa, badiiy asarni tahlil qilish yo'llari hamshunchalik ravshanlashadi, o'quvchilarga adabiyotdan beriladigan bilim ham unumli bo'ladi va o'quvchilardaestetik qarashlar shakllanadi. Qator ilmiy izlanuvchilarimiz tomonidan adabiyot fani o'qituvchisining kasbiytayyorgarligiga alohida urg'u berganlar va adabiy-ta'limiy mehnatning o'ziga xos xususiyatlaridan kelib chiqib,badiiy-pedagogik vazifalarning badiiy-tadqiqiy, badiiy-konstruktov, badiiy-tashkiliy va badiiy-kommunikativtarzidagi tasnifini keltirganlar, va unda adabiyot darslarida kichik, o'rta va katta epik janrlarni o'rganishni hamko'rib chiqqan. Adabiy-nazariy tushuncha o'quvchilar ongida asta-sekin, dars davomida, sinfdan-sinfga o'tishjarayonida hosil bo'la boradi. O'qituvchi o'quvchilar egallagan nazariy bilimning amalda, ya'ni asarni tahlilqilish va ijodiy insho yozishda tadbiq etilishini kuzatib boradi.

O'quvchilarga beriladigan adabiy nazariy tushunchalar muntazam ravishda boyitib boriladi. 5-6 sinf "Adabiyot"darsliklarida adabiy-nazariy tushunchalarni yoritish bilan birga, adabiy asarning goyaviy-badiiy xususiyatlarinikuzatib borish talab etilgan o'rinlar ham bor. Biz yuqorida ta'kidlagan adabiy-nazariy tushunchalarda deyarliadabiy janrlar mohiyati ochib berilgan shundan kelib chiqib o'quvchilar ularni o'rganadilar. Masalan, 5-sinf "Adabiyot" orqali o'quvchilar rivoyat, tasvir, hadis, ertak, topishmoq, maqol kabi adabiy-nazariytushunchalar bilan ham tanishar ekanlar, bu tushunchalar keyingi sinfda badiiy matnni o'qish jarayonidamustahkamlab boriladi. Lekin bu bilan o'quvchilar bu tushunchalarni to'liq va puxta o'zlashtirib oldilar, debbo'lmaydi, albatta. Shuning uchun o'qituvchi har bir sinfda oldin berilgan tushunchalarni o'quvchilarqanchalik o'zlashtirganliklarini aniqlab, so'ngra yangi tushuncha beradi, yoki oldingi ma'lumotni takrorlaydi.

Adabiyot mashg'ulotlarida innovatsion usullardan foydalangan holda tashkil etsak, natija samarali bo'ladi.Alisher Navoiyning "Farhod va Shirin" asari dunyodagi ko'plab xorijiy tillarga ham tarjima qilingan. Mazkurasarni o'rganish jarayonida o'quvchilar e'tiborini asardagi timsollarga, ularning xulq-atvori, kechinmalari vaodamlarga munosabatiga qaratiladi.

Bundan tashqari adabiy-nazariy tushunchalar yuzasidan olib boriladigan mashg'ulotning sistemali bo'lishiuchun darsda asarning tahlili davomida alohida vaqt ajratish ham juda muhimdir. O'quvchilarning adabiy-nazariy tushunchalar yuzasidan olgan bilmlarni mustahkamlash, sistemalashtirsh maqsadida chorak oxirda,o'quv yilining yarmida yoki oxirida alohida dars uyushtiriladi.

Xulosa o'rnida aytishimiz mumkinki, nasriy asarlarni tahlil qilish orqali biz adabiyotni haqiqiy hayotdarsligi sifatida mohirlik bilan o'quvchilar ongiga singdira olishimiz mukin.

Foydalanilgan adabiyotlar ro'yxati1. Yo'ldîshåv Q. Adàbiyot o'qitishning ilmiy-nàzàriy àsîslàri. T.: 1996.2. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2012-yil3. Kîmilîv N. Tàsàvvuf và bàdiiy ijîd. "Yoshlik" jurnàli4. Mahmudov N., Nurmonov A. O'zbek tilining nazariy grammatikasi. -T., O'qituvchi, 1995.



SO'Z TURKUMLARINI O'QITISHDA INTERFAOL USULLARNINGAFZALLIKLARI

Jumaboyeva Mexri,Navoiy viloyat Konimex tuman 9-maktabona tili va dabiyot fani o'qituvchisi

Annotatsiya: Maqolada tilshunoslik bo'limlari haqida ilmiy ma'lumotlar yoritilgan bo'lib, leksikologiyaso'zning atash ma'nosini, morfologiya esa uning grammatik ma'nosini va bu ma'nolar ifodalovchi vositalarnio'rganishi haqida ma'lumotlar berilgan. Mazkur bo'limlarning o'qitilishida innovatsion usullardan foydalanishningasosiy tamoyillari bayon etilgan.

Kalit so'zlar: pedagogik texnologiya, interfaol, metod, usul, morfologiya grammatik ma'no

Ta'lim to'g'risidagi Qonun va Kadrlar tayyorlash milliy dasturida ta'lim jarayonini mazmunan isloh qilishmaqsadida o'quv tarbiyaviy jarayoniga ilg'or pedagogik va axborot kommunikatsiya texnologiyalarini jadalsur'atlarda rivojlantirish ta'lim sohasiga to'la singdirish ta'limning yangi shakl va uslublarini joriy etish, shubilan bir qatorda sog'lom va barkamol avlodni tarbiyalash vazifalardan biri ekanligi ta'kidlangan.

Yurtboshimiz Shavkat Mirziyoyev ta'kidlaganidek: "Biz ta'lim va tarbiya tizimining barcha bo'g'inlarifaoliyatini bugungi zamon talablari asosida takomillashtirishni o'zimizning birincha darajali vazifamiz debbilamiz". Shu bois ham hozirda ta'lim sohasi xodimlari zimmasiga juda katta mas'uliyat yuklatilgan. Chunkimillatimiz, yurtimiz kelajagi va poydevori bo'lmish yoshlarni har tomonlama yetuk, ma'naviy barkamol,aqlan puxta, iqtidorli, zamonaviy, yuksak did va ma'naviyatga ega bo'lgan yoshlarni tarbiyalsh ta'lim sohasidagilaroldidagi ulkan vazifalardan sanaladi. Ushbu oliy maqsad yo'lida ta'limning barcha bosqichlarida yangi pedagogiktexnologiyalarni joriy qilish undan oqilona foydalanish, samaradorlikni oshirishda alohida etobor qaratilmoqda.Ta'lim sohasida dars samaradorligini oshirsh o'qituvchi va o'quvchi hamkorligiga bog'liq. Hozirgi iqtisodiy vaijtimoiy hayotdagi islohotlar ta'limning sifat jilatdan yangi pog'onaga ko'tarilishini talab etmoqda. Bu o'rindata'lim-tarbiya jarayonida yangi interfaol metodlar, samarali usullarni qo'llanilishi o'rinli bo'ladi.

O'qituvchi dars jarayoniga tayyorgarlik davimida har bir darsiga qanday interfaol metodlarni qo'llashnirejalashtiradi. O'qituvchi interfaol metodlardan, avvalo, oddiydan murakkabiga o'tish nazaryasiga amal qilganholda foydalanmog'i lozim. Ushbu nazaryaga asosan dars jarayonida qo'llanilayotdan oddiy metodlargaquyidagilarni kiritish mumkin: "Kichik guruhlarda ishlash", "Juftliklarda ishlash", "Aqliy hujum", "Klaster","Beshinchisi ortiqcha", "SWOT- tahlil.

Umumiy o'rta ta'lim maktablarida ona tili fanining (6-sinf) morfologiya bo'limini o'qitish o'quvchilardao'rgatishda interfaol usullardan mohirlik bilan foydalanish ancha samara beradi. O'quvchilar so'zning grammatikma'nosi, qo'shimchlar va uning turlari, so'z turkumlari va ularning ma'noviy guruhlari haqida ma'lumotlargaega bo'lishadi. Nutqimizdagi so'zlar bir xil shaklda emas. Nutq talabi bilan ular turli qo'shimchlarni qabulqiladi, o'zgaradi, turfa ma'nolarni ifodalash uchun xoslanadi. Leksikologiya bilan morfologiya o'rtasida uzviyaloqa mavjud. Har ikkisida so'z o'rganiladi. Ular so'zning qaysi tomoni o'rganishi bilan farqlanadi.

Leksikologiya so'zning atash ma'nosini, morfologiya esa uning grammatik ma'nosini va bu ma'nolarifodalovchi vositalarni o'rganadi. Shunga asoslanib, darsni quydagi bosqichlarda olib borish mumkin: Chaqiriq- bu bosqich davomida o'quvchilardan mavzu xususida ularning fikrlarni jamlash, o'z bilimlarini nazoratqilish, mavzu bo'yicha savollar berish va o'rgatish vazifalari qo'yiladi. An'anaviy dars tuzilishidagi "uyvazifani so'rab baholash" bosqichiga to'g'ri keladi. Darsda o'tilgan mavzu bo'yich savollar berilishi yoki"Klasster"dan foydalanish mumkin. Anglash - ma'noni anglash bu bosqich davomida o'quvchilar olganbilimlari va ko'nikmalari asosida yangilikni tadqiq etadilar, yangi bilimlarni izlaydilar hamda o'zfaoliyatlari natijasida biror ma'noni anglaydilar. An'anaviy dars tuzilishidagi "yangi mavzu bayoni" qismigato'g'ri keladi.

Fikrlash - bu bosqich davomida o'quvchilar o'zlari uchratgan fikrlarga va o'zlari o'zlashtirgan bilimlargaqaytadilar hamda savollar beradilar, talqin etadilar, qo'llaydilar, munozara yuritadilar. An'anaviy darstuzilishidagi"mustahkamlash" qismiga to'g'ri keladi. Chaqiriq bosqichida o'qituvchi "Zanjir" usulidan foydalanishimumkin. Bu usul darslarda qo'llanganda o'quvchilarning hozirjavobligini shakllantiriladi.

Bunda o'qituvchining o'z bilimini tezkorlik bilan namoyon etishi talab qilinadi. Shuni ta'kidlash o'rinliki,eng yaxshi javoblar vaqt tig'iz bo'lganda tug'iladi. Masalan: "So'zlarning tuzilishiga ko'ra turlari" mavzusibo'yicha o'qituvchi birorta misol (qo'shma so'z: gulqaychi) ketiradi. O'quvchilar qo'shma so'zlar zajirinidavom ettiradi. O'z misollarini navbatma navbat qisqa vaqtda aytadilar va zanjirni bog'laydilar. Shartga amalqilmagan va qo'shma so'zni takror aytgan o'quvchi zanjirni uzgan bo'ladi va u jarima oladi. Jarima olgan

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o'quvchi o'yin so'ngida o'qituvchining qo'shimcha savoliga javob beradi. "Zanjir" usulini guruhlararo o'tkazishham samarali natija beradi. Shartlarning bajarilishiga qarab guruhlarga ballar qo'yib boriladi va g'oliblarbelgilanadi. Bu usul, ayniqsa, morfologiya bo'lmi va quyidagi mavzularni o'rgatishda samarali usul sifatidatavsiya qilinishi mumkin.

1. So'zning yasalishi.2. Mustaqil so'z turkumlarida.3. Yordamchi so'z tukumlaridaYuqorida keltirilgan noan'anaviy usullarning samara berishi o'qituvchining bilim darajasiga, usullarni

qo'llay olish san'atiga, o'quvchilar bilan ishlash mahoratiga bog'liq. Ilg'or pedagigik texnalogiyalarni darsdaqo'llash uchun o'qituvchi, pedagog hodim izlanuvchi, yaratuvchi, o'z kasbini sevuvchi, o'z faniga doirso'nggi yangililardan xabardor bo'mog'i, zamon bilan hamnafas, eng yanggi ma`lumotlar bilan qurollangan,o'ziga bo'lgan yuqori ko'nikma va malakaga ega bo'lishi kerak.

Foydalanilgan adabiyotlar ro'yxati1. Mirziyoyev Sh. Tanqidiy tahlil, qat'iy tartib-intizom va shaxsiy javobgarlik har bir rahbar faoliyatining

kundalik qoidasi bo'lishi kerak. T.: O'zbekiston. 2017.2. Hojiyev A.Tilshunoslik terminlarining izohli lug'ati. - Toshkent, 2012.3.Jumaniyozova M., Ishmuhammedov R. Ta'limda pedagogik texnologiyalardan foydalanish. -Toshkent:

Iste'dod, 2012.4. Mirqosimova M. Badiiy tahlil usullari (metodik tavsiyalar). -T.: "Muallif", 1993



AMERICAN LITERATURE AT THE BEGINNING OF XX CENTURY.

Munira Karimova - English teacher at Foreign languages department at International Islamic academy of Uzbekistan 909322191, [email protected]

Annotation America's abundant literary wealth and development of it at the beginning of XX century discussed in the

article. Speaking about American writers of this period, they turned increasingly to black humor and absurdistfantasy. Many found the naturalistic approach incapable of communicating the rapid pace and the sheerimplausibility of contemporary life. A highly self-conscious fiction emerged, laying bare its own literarydevices, questioning the nature of representation, and often imitating or parodying earlier fiction rather thansocial reality.

Key words: American literature, lost generation, romantic clich?s, literary modernism

The years immediately after World War I brought a highly vocal rebellion against established social, andaesthetic conventions and a vigorous attempt to establish new values. Young artists flocked to GreenwichVillage, Chicago, and San Francisco, determined to protest and intent on making a new art. Others went toEurope, living mostly in Paris as expatriates. They willingly accepted the name given them by GertrudeStein: the lost generation. Out of their disillusion and rejection, the writers built a new literature, impressivein the glittering 1920s and the years that followed.

Romantic clich?s were abandoned for extreme realism or for complex symbolism and created myth.Language grew so frank that there were bitter quarrels over censorship, as in the troubles about JamesBranch Cabell's Jurgen (1919) and-much more notably-Henry Miller's Tropic of Cancer (1931). Theinfluences of new psychology and of Marxian social theory were also very strong. Out of this highly activeboiling of new ideas and new forms came writers of recognizable stature in the world, among them ErnestHemingway, F. Scott Fitzgerald, William Faulkner, Thomas Wolfe.

Literary modernism, or modernist literature, has its origins in the late 19th and early 20th centuries,mainly in Europe and North America. Modernism is characterized by a self-conscious break with traditionalstyles of poetry and verse.

Modernists experimented with literary form and expression, adhering to Ezra Pound's maxim to "Makeit new". The modernist literary movement was driven by a conscious desire to overturn traditional modes ofrepresentation and express the new sensibilities of their time. The horrors of the First World War saw theprevailing assumptions about society reassessed. Thinkers such as Sigmund Freud questioned the rationalityof mankind. In the 1880s, increased attention was given to the idea that it was necessary to push asideprevious norms entirely, instead of merely revising past knowledge in light of contemporary techniques. Thetheories of Sigmund Freud (1856-1939), and Ernst Mach (1838-1916) influenced early Modernist literature.Mach argued that the mind had a fundamental structure, and that subjective experience was based on theinterplay of parts of the mind in The Science of Mechanics (1883). As a philosopher of science, Ernst Machwas a major influence on logical positivism, and through his criticism of Isaac Newton, a forerunner ofEinstein's theory of relativity. Many prior theories about epistemology argued that external and absolutereality could impress itself, as it were, on an individual, as, for example, John Locke's (1632-1704)empiricism, which saw the mind beginning as a tabula rasa, a blank slate (An Essay Concerning HumanUnderstanding, 1690).While Charles Darwin's work remade the Aristotelian concept of "man, the animal"in the public mind, Carl Jung (1875-1961) suggested that human impulses toward breaking social normswere not the product of childishness, or ignorance, but rather derived from the essential nature of thehuman animal. Another major precursor of modernism was Friedrich Nietzsche, especially his idea thatpsychological drives, specifically the "will to power", were more important than facts, or things. HenriBergson (1859-1941), on the other hand, emphasized the difference between scientific, clock time and thedirect, subjective, human experience of time. His work on time and consciousness "had a great influence ontwentieth-century novelists," especially those modernists who used the stream of consciousness technique,such as Dorothy Richardson, James Joyce, Ulysses (1922) and Virginia Woolf (1882-1941) To theLighthouse (1927). Also important in Bergson's philosophy was the idea of ?lan vital, the life force, which"brings about the creative evolution of everything". His philosophy also placed a high value on intuition,though without rejecting the importance of the intellect. These various thinkers were united by a distrust ofVictorian positivism and certainty. Modernism as a literary movement can be seen also, as a reaction to

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industrialization, urbanization and new technologies. The year 1925 was a bonanza for American literature:Sherwood Anderson's " Dark Laughter", Willa Cather's "The Professor's House", Ellen Glasgow' s " BarrenGround", Theodore Dreiser's "An American Tragedy", F. Scott Fitzgerald's " The Great Gatsby", ErnestHemingway's " In Our Time", Alain Locke's "The New Negro", and Anna Yezierska's The Bread Givers.These titles, all from writers who are staples of literature anthologies inside and outside the USA, signaledthe "arrival" of American literature. Indeed, a similar list could be constructed for nearly every year of thatdecade.

The large cultural wave of Modernism, which gradually emerged in Europe and the United Statesin the early years of the 20thcentury, expressed a sense of modern life through art as a sharp break from thepast, as well as from Western civilization's classical traditions. Modern life seemed radically different fromtraditional life - more scientific, faster, more technological, and more mechanized. Modernism embracedthese changes.

Used literature:1. "A Companion to American Literature and Culture" by Paul Lauter 2010 Blackwell Publishing

Ltd.2. (Blackwell Introductions to Literature) Gail McDonald-American Literature and Culture 1900-

1960-Blackwell Pub. (2006).3. http://www.infoplease.com/encyclopedia4. 4. Microsoft ® Encarta ® Encyclopedia 2018.



ONA TILI DARSLARIDA KAFOLATLANGAN NATIJAGA ERISHISHNINGMETODIK ASOSLARI

Karimova Feruza Xolovna,Navoiy viloyat Qiziltepa tuman 23-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ona tili darslarida kafolatlangan natijaga erishishda o'qituvchining jonkuyarligi, tashabbuskorligiva yuksak madaniyatga ega bo'lishi haqidagi mulohazalar maqoladan o'rin olgan. Ona tili darslarini yangipedagogik texnologiyalar bo'yicha qiziqarli va mazmunli o'tkazish uchun tarqatma materiallar, texnikvositalardan foydalanishi muhimligi aytilgan.

Kalit so'zlar: pedagogik texnologiya, nutq, dars, multimediya, kompyuter.

Ona tili darslarida pedagogik texnologiyalardan foydalanishning asosiy negizi - bu o'qituvchi va o'quvchilarningbelgilangan maqsad va kafolatlangan natijaga erishishidan iborat. Bu jarayonning o'ziga xos xususiyatlaridanbiri shundaki, unda jonkuyarlik, tashabbus, va yuksak madaniyatga asoslanadi. Ona tili darslarini yangi pedagogiktexnologiyalar bo'yicha qiziqarli va mazmunli o'tkazish uchun, badiiy ijodkorligi, tarqatma materiallar,texnik vositalardan foydalanishi mumkin. Bu o'quvchilarning nutqini o'stirish, badiiy qobiliyatlarini,dunyoqarashlarini kengaytirish va ona tili faniga qiziqishlarini oshirishga faol ta'sir etadi. Masalan, ona tilidarsi jarayonida o'quvchilarni guruhlarga bo'lib, yangi pedagogoik texnologiya bo'yicha dars o'tkazilganda,o'qituvchi o'quvchilarni pedagogik texnologiya shartlari bilan tanishtiradi. So'ngra belgilangan vaqtda bajarishlozimligini aytib o'tadi. Guruhlarga kartochkalar yordamida topshiriqlar beriladi:

1-guruhga ma'lum mavzuda matn tuzish, 2-guruhga shu matnga mavzu tanlash, 3-guruhga matn mazmuniniyoritish vazifa qilib beriladi. O'quvchilar qiziqish bilan vazifani bajarishga kirishdilar. Bunda o'quvchilarningjamoa bo'lib ishlash, o'z topqirligi, bilimdonligi va o'z fikrlarini bildira olishlari aniqlanadi. Bunday treninglarnibir darsda ikki-uch marta o'tkazish mumkin. Bu trening nomi "Aqliy hujum" deb ataladi. O'quvchilarnoan'anaviy dars o'tkazish davomida olgan nazariy bilimlarini yanada mustahkamlab, amalda sinab ko'rishnatijasida atrofdagi voqea va hodisalarni kuzatadilar. Natijada, jonli mushohada orqali o'zlashtirgan bilimlarihaqiqiy bilimga aylanadi.

Yangi pedagogik texnologiyalar bo'yicha ona tili darslarini o'qitish yosh avlodni hayotga tayyorlaydi. Davlatva jamiyat oldida javob bera oladigan, go'zallikni his etuvchi, ma'naviy pok insonlar qilib tarbiyalaydi.

Bugungi kunda zamonaviy kompyuter texnologiyalari juda katta imkoniyatlarga ega. Shunday kompyutertexnologiyalaridan biri Power Point dasturidir. Ma'lumki, o'quv jarayonida ko'rgazmali qurollar va texnikvositalardan foydalanish har doim ham muhim ahamiyatga ega bo'lgan. Bular o'quv jarayoni samaradorliginioshirish bilan birga, darsning sifati va mazmunini yaxshilash, ma'lum bir vaqt oralig'ida ko'proq bilimberish imkoniyatini yaratgan. O'quvchiga ma'lumotlarni eshitish bilan birga ko'rish imkoniyatining yaratilishinatijasida, ular ko'proq ma'lumotlarni eslab qolish imkoniyatiga ega bo'ladilar.

Zero, axborot texnologiyalarining multimediya vositalarida o'quv materiallarini obrazli ko'rinishda ifodalashimkoniyati mavjud. Ma'lumotlarning matn ko'rinishida emas, balki obrazlar ko'rinishida taqdim etilishi bilimolish va fikrlashga ijobiy ta'sir qiladi. Obrazlar ko'rinishidagi o'quv materiallarini matn ko'rinishidagiganisbatan o'quvchi diqqatini tez jalb etishi bilan birga oson o'zlashtirishga ko'proq yordam beradi. Chunonchi,mashhur donishmand allomalar Abu Ali ibn Sino, Abu Rayhon Beruniy va Eynshteynlar obrazlar asosidafikr yuritganlar.

Zamonaviy axborot texnologiyalari an'anaviy o'qitish texnologiyasidan farqli inson intellekti rivojlanishiningyangi shaxobchasiga mos keladigan obrazli ko'rinishda ma'lumotlarni taqdim etadi. Shunchalik katta imkoniyatlargaega bo'lgan ilg'or ped-texnologiyalardan biri PowerPoint programmasini o'rganish va uning imkoniyatlaridandarslarda foydalanish muhim ahamiyatga ega. Slaydlar ko'rinishida tayyorlangan taqdimotni qulay ko'rinishlaridanbirida chop etish va ularni taqdimot etishdan oldin o'quvchilarga tarqatma material ko'rinishida tarqatish judamuhim.

Masalan, PowerPoint programmasida har bir plakat bitta yoki bir nechta slayd shaklida tasvirlanib, ularbitta taqdimotni tashkil etadi. Bir taqdimot (masalan, bir dars uchun) bir nechta slayddan tashkil topganbo'lishi mumkin yoki bitta taqdimotdan bir nechta darsda foydalanish mumkin.

Har bir slayd o'z ichiga ixtiyoriy matnni, rasmni, harakatlanuvchi klipni, ovozni, jadvallarni, grafiklarniva h.k. larni olishi mumkin. Slaydagi har bir obyekt ma'lum bir harakatda bo'lishi mumkin. Bu PowerPointda animatsion effekt deb ataladi. Bu effekt ma'lumotlarning ta'sirchanligini oshiradi. O'quvchi eshitishbilan birga go'yo kino ko'rgandek tasavvurga ega bo'ladi. Bu o'z navbatida ko'proq ma'lumotlarni eslab qolish va

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tushunish imkoniyatini yaratadi. Bundan tashqari programmada bir slayddan boshqasiga o'tishda maxsususullar o'rnatilgan bo'lib, ular o'quvchi diqqatini o'ziga jalb qilish xususiyatiga ega. Slaydlardagi ob'yektlarninghar xil ranglarda va ko'rinishlarda tasvirlash imkoniyatining mavjudligi o'quvchining diqqatini o'ziga tortadi.

Oliy maqsadalarga erishishda ta'lim jarayonida interfaol metodlarni qo'llash muhim ahamiyat kasb etadi.Xulosa o'rnida shuni aytish mumkinki, interfaol dars usullaridan foydalanish maktab o'quvchilarining faolliginioshiradi, shuning bilan barobar ularda bir vaqtning o'zida zamonaviy texnonlogiya, yangiliklar va tezkorliknioshirishga yordam beradi.

Foydalanilgan adabiyotlar ro'yxati5. Abdusamatov R. O'zbek tilida gap bo'laklarining noamaliy mavqeyi masalasi. AKD. Samarqand,

2004.6. Berdaliev A. O'zbek tili ergash gapli qo'shma gaplarida sintaktik aloqa va sintaktik munosabatlar. -T.,

Fan, 2008.7. Mamajonov A. Qo'shma gap stilistikasi. -T., O'qituvchi,1990.8. Mahmudov N., Nurmonov A. O'zbek tilining nazariy grammatikasi. -T., O'qituvchi, 1995.



PRONUNCIATION IN TEACHING ENGLISH

Kenjaboyeva Madina Ma'mur qizi,an English teacher of Namangan city, school ¹ 51tel: +998 99 9751456

AnnotationIn this article, we will look at how to read the transcription of English words and what features it has.Key words: teaching, pronunciation, communication, American, British, main

English pronunciation differs depending on the country and even the region. But usually distinguish andlearn two types of English pronunciation: the British version of English and American. The standard forBritish pronunciation is the pronunciation adopted in the South of England in the areas of Oxford,Cambridge, Brighton, and London. English actors, television journalists, politicians, academics, andteachers also use this classic English pronunciation. The remaining residents of the UK usually speak intheir local dialects, which can differ significantly from the standard English pronunciation. If you areinterested, you can go to The British Library website and listen to examples of English pronunciation indifferent places in the UK. The main difference in American pronunciation is that the letter "r" is alwayspronounced. For example, the words farther and father in the British version will sound the same, but inthe American version their pronunciation will differ significantly. In British pronunciation " "r "is onlypronounced when it is followed by a vowel sound (red) or if" r" is at the end of a word and the next wordbegins with a vowel (far away). Another notable difference is the letter "o", for example in words like dot,hot in the American version will sound more like the sound" a" /?:/. In order for you to feel the differencebetween these two types of English pronunciation, in our spoken English course we provide you with fileswith British pronunciation and American pronunciation. You can listen to both versions, or choose onlyone and listen to all texts in the English pronunciation you have chosen. However, we recommend that youfamiliarize yourself with these two types of English pronunciation, as this will expand your ability to hearEnglish speech. One thing is certain - which version of English pronunciation you do not choose, you willbe well understood by both English and Americans, since both are familiar with both types of pronunciationfrom movies and television. Phonetics is a branch that studies the sounds. Its main goal is to learn how topronounce English sounds and words correctly, as well as to develop the ability to perceive the speech ofnative speakers. Therefore, to learn to speak and read English correctly, you need to know the Englishalphabet and learn the pronunciation of individual phonemes and words in which they are used. TheEnglish alphabet consists of 26 letters that convey 44 sounds in writing and speech (20 vowels and 24consonants). Letters we write and read, and sound we pronounce and hear. To distinguish a sound from aletter, dictionaries and textbooks use it in square brackets, for example: [e], [t], [k]. Mastering the correctpronunciation is possible only when mastering the phonetic base of a foreign language at the level ofsyllable, verbal stress, and intonation. In other words, students must learn the specifics of the articulationbase of a foreign language , as well as the characteristic features of accent and intonation. The teacher mustuse special exercises to ensure that the articulation pattern of a foreign language eventually becomes familiarto students, and they may not even notice the adjustment from one articulation pattern to another. Theseexercises include reading words and sentences. English words, unlike Russian, are not pronounced as theyare written, and there are more exceptions to the rules of reading than confirmations. When we don 't knowhow to read and pronounce a word, English transcription comes to our aid, but what if it seems like anincomprehensible set of signs and symbols? Letters, sounds, transcription: what is it? Letters are what wewrite. Sounds are what we hear.Transcription is a graphical recording of speech sounds using special characters. Transcription writing or in brackets [ ], or in the oblique / / brackets: transformation /ˌtrænsfɚˈmeɪʃən/ or [ˌtrænsfɚˈmeɪʃən]. Vowel sounds are sounds that are formed without obstacles, they can be sung or stretched. For example, a-a-a, o-o-o, I-I- I, etc. there are 20 vowel sounds In English . Marking in the transcription -[ɪ] Examples: big [bɪg], hymn [hɪm] [æ] trap [træp], bad [bæd] [ʌ] mud [mʌd], love [lʌv] - blood [blʌd] Long vowels are pronounced longer than other vowels. In transcription, longitude is indicated by two dots (:) next to the sign.

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References:1.GILBERT, J. B. (2008). Teaching Pronunciation. New York: Cambridge University Press.2.GRIFFITHS, B. (2011). Integrating pronunciation into classroom activities. British Council. Teaching

English.3.HANCOCK. M. (1995). Pronunciation Games. Cambridge University Press.

Marking in the transcription -[i:] Examples: tree [triː], free [friː] [ɑ:] car [kɑː], mark [mɑːk] [ɔ:] door [dɔː], more [mɔː] Diphthongs are "complex" sounds that consist of two parts: two vowel sounds. These two parts are inseparable, they are pronounced at about the same time as a single vowel sound. In English, there are the following diphthongs: Marking in the transcription - [ɪə] Examples: here [hɪə], near [nɪə] [eə] fair [feə], bear [beə] [eɪ] lake [leɪk], day [deɪ] Thus, auditory and pronunciation skills, existing in an inseparable connection, are based on strong connections with the visual analyzer. Video and audio materials (both regular and educational) will help you improve your English pronunciation. It is very useful to watch movies and videos with live speech or listen to audio recordings.



ÀËÈØÅÐ ÍÀÂÎÈÉ ÌÅÐÎÑÈÍÈ ¤ÐÃÀÍÈØÄÀ ÒÀÚËÈÌ-ÒÀÐÁÈßÌÀÑÀËÀÑÈ

Êåíæàåâà Ãóëðóõ Áàõîäèðîâíà,Íàâîèé âèëîÿò Íóðîòà òóìàí 32-óìóòàúëèì ìàêòàá,Îíà òèëè âà àäàáè¸ò ôàíè ³èòóâ÷èñè

Àííîòàöèÿ: Ìà³îëàäà Àëèøåð Íàâîèé ìåðîñèíè ´ðãàíèøäà òàúëèì-òàðáèÿ ìàñàëàñèäà ôèêðþðèòèëãàí.

Êàëèò ñ´ç: êîìèë èíñîí, òàúëèì-òàðáèÿ, îäîá, òàðáèÿ æàðà¸íè

Àëèøåð Íàâîèéíèíã "Õàìñà", Ìàµáóá-óë ³óëóá", "Íàçì óë æàâîµèð, Àðáàèí" êàáè èëìèé âàáàäèèé àñàðëàðèäà èëì âà ìàúðèôàò, îäîá âà àõëî³, òàúëèì âà òàðáèÿ ìàñàëàëàðèãà êåíã ´ðèíáåðãàí. ¥îçèðãè äàâðäà þ³îðèäà ³àéä ýòèëãàí ìàíáàëàðíè áàð÷à òàúëèì òèçèìëàðèäà èëìèé äèäàêòèêìàíáà ñèôàòèäà ðãàíèëèøè µîçèðãè äàâðäà áàðêàìîë àâëîä òàðáèÿñèäà óëàðíè êîìèë èíñîí ³èëèáòàðáèÿëàøãà èëìèé âà äèäàêòèê ìàíáà á´ëàäè äåéèøèìèçãà ò´ëè³ àñîñ áîð.

Àëèøåð Íàâîèéíèã àñîñèé ²îÿñè - ¸ø àâëîäíè õàë³ïàðâàð, áèëèìëè, ýíã ÿõøè õóë³ âàôàçèëàòëàðãà ýãà á´ëèá âîÿãà åòèøëàðèíè, æàìèÿò òàðà³³è¸òèäà ôàîë èøòèðîê ýòèøè µàìäà îëãàíòàúëèì-òàðáèÿñè îð³àëè ÿõøè ìóòàõàññèñ á´ëèøèäàí èáîðàò á´ëãàí.

Æóìëàäàí, Àëèøåð Íàâîèé ´ç áàäèèé âà èæîäèé èøëàðèäà àõëî³, îäîá ìàñàëàñèãà àëîµèäàýúòèáîð ³àðàòàäè. Àëèøåð Íàâîèé òàúêèäëàãàíèäåê, "Àäàá - êè÷èê øäàãèëàðíè óëó²ëàð äóîñèãàñàçîâîð ýòàäè âà äóî áàðàêàòè áèëàí óìðäàí áàðµàìàíä ³èëàäè. Îäîá îäàìíèíã îëèæàíîáôàçèëàòëàðèäàí áèðèäèð. Îäîáëè êèøè î÷è³ þçëè, õóøìóîìàëàäà âà ³èìòîé á´ëàäè".

Àëèøåð Íàâîèé àõëî³ âà îäîá, òàúëèì âà òàðáèÿ ìàñàëàëàðèãà êàòòà ýúòèáîð áåðàð ýêàí, òàðáèÿæàðà¸íëàðèíè, âîñèòàëàðèíè, òàëàáëàðèíè ê´ðñàòàäè. Àëèøåð Íàâîèé òàúëèì æàðà¸íèäà èëìèéëèêêààñîñëàíèø, òàðèõèéëèê êàáè òàëàáëàðíè àñîñ ³èëèá îëàäè. ¤ç äàâðèäàãè áàð÷à òóðäàãè ìàêòàáëàðíèþòó³ âà êàì÷èëèêëàðèíè òàµëèë ýòàäè âà áàðòàðàô ýòèø îìèëëàðè, é´ë-é´ðè³ëàðèíè ê´ðñàòèááîðàäè.

Äóí¸äà èíñîí êàìîëàòèäàí þ³îðè íàðñà é´³ âà á´ëìàñà µàì êåðàê, ÷óíêè óíãà òàáèàò, æàìèÿòâà êèøè òàôàêêóðèíèíã ýíã þ³îðè èëìèé õóëîñàëàðè æàìëàíãàí äåãàí ôàëñàôèé ìóøîµàäà ìàâæóä.Àëèøåð Íàâîèéíèíã "¥àéðàò óë-Àáðîð" äîñòîíèäà åòóê øàõñíèíã ìàúíàâèÿòèäàãè ÿõøèëèê, ñàõîâîò,ñîôëèê, µà¸, ìóðóââàò, àäàá, êàìòàðëèê, ³àíîàò, ðîñòã´éëèê, èíñîô ñèíãàðè ôàçèëàòëàð òàúðèôëàíèáèíñîííèíã ðóµèé êàìîëàò é´ëëàðè òàµëèë ýòèëãàí. Íàâîèé "Îëàìäàí øîä òàé äåñàíã èëìó µóíàð´ðãàí", "Äóí¸äàí êàìîëîòãà åòìàé òèø, µàììîìäàí òîçà á´ëìàé ÷è³èøíèíã çè", äåãàí õóëîñàíèáåðàäè.

Àëèøåð Íàâîèé àñàðëàðèäà òàúêèäëàíèøè÷à, èëì èíñîííè, õàë³íè íîäîíëèêäàí, æàµîëàòäàí³óò³àðóâ÷è îìèëäèð. Êèøèëàðíè èëì âà ìàúðèôàëè á´ëèøãà äàúâàò ýòàäè. Èëì îëèø µàð áèðêèøèíèíã èíñîíèé áóð÷è äåá µèñîáëàíàäè, áàð÷à ôàíëàðíè ðãàíèøíè òàð²èá ýòàäè. Àëèøåð Íàâîèé´ç äàâðèäàãè òàúëèì âà òàðáèÿ òàëàáëàðèãà ê´ðà, òàðáèÿ àíúàíàëàðèãà áèíîàí èíñîííèíã µàð òîìîíëàìàáàðêàìîë á´ëèá åòèøèøèäà êèøèëàðíèíã æèñìîíàí ñî²ëîì âà áà³óââàò á´ëèøèãà æèääèé ýúòèáîðáåðèëãàí. Æóìëàäàí, Àëèøåð Íàâîèéíèíã ³àµðàìîíëàðè Ôàµîä, £àéñ, Èñêàíäàð îáðàçëàðèäàæèñìîíèé òàðáèÿ âà äèëîâàðëèê òàúëèìè àñîñëàðèíè ê´ðàìèç.

Àëèøåð Íàâîèé àñàðëàðèäà êîìèë èíñîííè ³àíäàé ³èëèá òàðáèÿëàø óñëóá âà óñóëëàðè, âîñèòàëàðèµàì èôîäàëàíãàí. ¨ø àâëîä òàðáèÿñè áèëàí îèëàäà âà ìàêòàáäà øó²óëëàíèá, íàìóíà óñëóáèäàíôîéäàëàíèø òàâñèÿ ýòèëãàí. Òàðáèÿ âà òàúëèì îòà-îíà µàìäà ³èòóâ÷è òîìîíèäàí îëèá áîðèëèøèëîçèì äåá òîïèëàäè. Ó òàðáèÿäà èíñîííèíã ç-´çèíè òàðáèÿëàøãà, õàòî âà êàêì÷èëèêëàðíè àíãëàá,òóçàòèøãà ýúòèáîð ³àðàòãàí. Õàòî âà ÿíãëèøëàðíè àíãëàá âà óíäàí îãîµ á´ëãàí áàõòëè îäàì äåáòàúêèäëàíãàí. ßúíè êèøè õàòî ³èëãàíäà ÿíãëèøèøãàíèíè òàí îëèøè ÿõøè îäàòäèð µàì äåáòàúêèäëàíàäè.

Øóíäàé ³èëèá, Àëèøåð Íàâîèéíèíã êîìèë èíñîí òàðáèÿñèãà îèä ôèêðëàðè, ²îÿëàðè, èëìèéõóëîñàëàðè âà òàâñèÿëàðè, òàúëèìèé âà àõëî³èé ³àðàøëàðè µîçèðãè äàâð ïåäàãîãèêà ôàíèòàðà³³è¸òèäà µàì ìóµèì ðèí ýãàëëàéäè. Óíèíã òàúêèäëàøè÷à, èíñîí ðóµèé îëàìèíèíã êåíãàéèøèòàúëèì âà òàðáèÿ æàðà¸íèäà îëàäèãàí èëìëàð ìàæìóàñèäàí èáîðàò ýêàíëèãèíè òàúêèäëàéäè.

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CROSS-CULTURAL ANALYSIS OF SIGN LANGUAGE

Khidirova Komila Anvar qiziA second-year student of Master's department, [email protected]+998944622911

Annotation. The author highlights the cross-cultural analysis of sign languages in the examples of theEnglish and Uzbek cultures in detail based on her research results on this topic in this article. Following this,linguistic and non-linguistic features of sign language are also outlined with their significant factors andfeatures.

Key words: linguistic aspect, cultural importance, cross-cultural information, sign language, meaning,non-linguistic factor.

Verbal and nonverbal communications function not only as a means of communicating but also a meansof representing cultural features of a particular nation in practice. Because of this reason, sign language (bodylanguage) which is the nonverbal type of a communication has the same level of importance as the verbaltype in making the above-mentioned function happen in the process of a communication. Since there exista number of nations in the world, each of them has a certain cultural background which means thatnonverbal communications may be different for each of them. As the examples of nonverbal type ofcommunication facial expressions, body movement, posture, eye contact, touch, space, tone and voice,paying attention to inconsistencies can be cited which are utilized by representatives of all nations in theworld to define information in various communications among them. Taking the cultural significance of thenonverbal communication into account, the cross-cultural analysis of the above-mentioned types of thenonverbal communication are discussed in the following article along with their reliable examples accordingto the results of our investigation on this issue.

To begin with, we should mention that there are certain principles in presenting the cross-culturalanalysis of sign language which are presented below thoroughly in the examples of the English and Uzbekcultures:

1. Proximity. The state of closeness between the participants of a communication is important in thisprinciple which means that according to the factor of how close a speaker and a listener are close to eachother, it can be figured out whether they are satisfied with or sincere in heir conversation or not. Forexample, in Latin American cultures, participants of a communication stand very close to each otherwhereas in the Uzbek culture, the degree of standing close depends on how well a speaker and a listenerknow each other which also means respect of the young to the elderly.

2. Face and eyes. These two basic types of sign language are connected to each other because both ofthem should function right and fully. For instance, it is important to have a positive impression in theEnglish culture during conversations which is the same in the Uzbek culture as well. To make this happen,both a speaker and a listener should smile during a conversation in both cultures. Besides that, direct eyecontact is important in the English culture because this factor shows that a listener (or a speaker) isinterested in a conversation or not; however, in the Uzbek culture, representatives of a young generation aretaught not to maintain direct eye contact with people who are older than them in order to be respectfultowards them in a communication. Therefore, this condition should be understood right when you are in theUzbek culture.

3. Hand gestures. This form of the nonverbal communication can be found in almost all cultures. Thisfactor may seem small, but they play an important role in having a successful conversation or not. Forinstance, active hands or folded ones represent anticipatory results of a particular communication inpractice by which it can be understood whether either a speaker or a listener is interested in the conversationor not. This condition is also controversial in both cultures to some extent because in the English cultures,it is common and natural for a speaker to motion with their hands more so as to show their emotions;however, youths of the Uzbek culture cannot motion their hands when they communicate with the elderlyin order to be respectful towards them.

4. Physical contact. Tactile movements are considered to be one of the most apparent means of thenonverbal communication. Besides that, touching as an example is very important and sensitive incommunications. For instance, in the British culture, people are very conservative with touching, and in



the US, Americans are open to handshakes and hugs mostly which symbolizes their sincere feelings.However, in the Uzbek culture, touching depends on the degree of closeness of a speaker and a listenerwhich means respect for them [1].

5. Greetings with a handshake. A simple handshake varies from a culture to a culture. This means thatgreetings are made differently in different cultures in practice. In addition to that, a handshake is consideredto be a symbol of starting and ending a conversation in most cultures. In the English culture, a stronghandshake means authoritative and confidence which is the same in the Uzbek culture as well. However, inthe Uzbek culture, greetings are made in two forms, that is to say that a young person puts his or her righthand on his or her chest to greet with an older person to start a communication whereas people of the sameage greet with handshakes. Furthermore, a strong handshake is perceived as aggressive in the Uzbek culturelike some other cultures.

6. Silence. Not speaking and being silent is also considered to be one of the most common types ofsign language in practice. This condition can be understood differently in various cultures; however, ineducation, this can be understood the same - negatively in the English and Uzbek cultures which meanspassiveness, inattentiveness of pupils or students during lessons or slots. Moreover, in the Uzbek culture,keeping silence is considered to be a sign of being respectful while older people speak [2].

Taking everything which are mentioned above into consideration, it can be mentioned that cross-cultural analysis of sign language reveals hidden messages or features beyond nonverbal communications inpractice significantly and remarkably.

References:1. https://countrynavigator.com/blog/global-talent/body-language2. https://virtualspeech.com/blog/cultural-differences-in-body-language

198



THE TASKS OF MODERN PHONETICS AND ITS ROLE IN TEACHINGENGLISH

Khujamberdieva Dilorom,English teacher,Sirdarya Centre for Training and Professional Development Public Education Staff, Gulistan city

Abstract: The article discusses problems of pronunciation on teaching foreign languages, there were giventhe ways of rising interest on efficient communication.

Key words: second language, educational institutions, learning pronunciation.

Modern demands for knowing English can not be realized without fluency in speaking. Also, aneffective communication can not be fulfilled without fluent, understandable English. So, what makes ourspeech understandable for others? Of course, correct pronunciation and strong grammar.

To our surprise, students graduating special or any other educational institutions do not speak Englishas it was drawn in demands. Maybe, it was related with lots of problems in the sphere of education beforeindependence, such as lack of good textbooks, or modern techniques or something else. But I think that it'sdirectly connected with ignoring such important subject as theoretical phonetics.

Teaching pronunciation involves a variety of challenges. To begin with, teachers find that they do nothave enough time in class to give proper attention to this aspect of English instruction. When they do findthe time to address pronunciation, the instruction often amounts to the presentation and practice of a seriesof tedious and seemingly unrelated topics. Drilling sounds over and over again (e.g., minimal pair work)often leads to discouraging results, and discouraged

students and teachers end up wanting to avoid pronunciation altogether.There are also psychological factors that affect the learning of pronunciationin ways that are not so true of studying grammar or vocabulary. For one thing, the most basic elements

of speaking are deeply personal. Our sense of self and community are bound up in the speech-rhythms ofour first language (L1). These rhythms were learned in the first year of life and are deeply rooted in theminds of students. Therefore, it is common for students to feel uneasy when they hear themselves speakwith the rhythm of a second language (L2). They find that they "sound foreign" to themselves, and this istroubling for them. Although the uneasiness is usually unconscious, it can be a major barrier to improvedintelligibility in the L2.[1:23]

A teacher can help overcome this psychological barrier and other challenges by thinking of the goal ofpronunciation instruction not as helping students to sound like native speakers but as helping them to learnthe core elements of spoken English so that they can be easily understood by others. In other words,teachers and students can overcome the frustrations, difficulties, and boredom often associated withpronunciation by focusing their attention on the development of pronunciation that is "listener friendly."

Pronunciation seems to be sometimes a neglected part in our English lessons. Many teachers are not usedto teaching it for many reasons. As most teachers in our schools are not native speakers, there is no need toset native-like pronunciation as one of our goals, moreover, most teachers themselves do not feel perfect inthis language component and thus feel reluctant to show it. But we do not need to be perfect to enable ourpupils to achieve their best. The next obstruction for teachers is the lack of pronunciation tests and generalunfamiliarity with their assessment. Nevertheless, giving feedback on correct speaking to our studentsshould be involved. Learning pronunciation will elevate their level of speaking and undoubtedly will improvetheir listening skills.

People learn languages for many different purposes. And therefore, the goals for individual learners mayvary. From the teachers' point of view, the following aspects should be taken into account: the age, naturalability and motivation of the learners which is to be the base for answering the questions about how muchtime we will devote to teaching pronunciation and what level is needed for obtaining efficient communication.This is difficult, since, in contrast with e. g. grammar or vocabulary plans, pronunciation does not enablethis particular progressive pace as all phonetic and phonological features occur from the very beginning.Nevertheless, we can count on the subconscious acquisition of the sound of English which will be beneficialfor both, teachers and learners, later on.

As the previously mentioned statements were the extremes in attitude to pronunciation learning, ouraim should be somewhere in between, which means that we should aim to reduce the time to "tune in" forthe listener as well as to put down the strain for the speaker in order to make the conversation comfortable



for both sides. What affects pronunciation learning? Like in other subjects, there are many factors whichaffect pronunciation learning, but some of them are specific to this language section as well as to learningforeign language as a whole. It involves both learning as an organized and intentional process, and theunintentional language acquisition, which proceeds subconsciously and intuitively, however, is not lessbeneficial. Both, learning and the language acquisition, are dependable on the inner and outer factors,which the teachers should be aware of when setting out goals and preparing methods and materials. Ateacher can help overcome this psychological barrier and other challenges by thinking of the goal ofpronunciation instruction not as helping students to sound like native speakers but as helping them to learnthe core elements of spoken English so that they can be easily understood by others.

Bibliography1. Barber Ch. Linguistic Change in Present Day English. - London, 1964.2. Celce-Murcia M., Brinton D., Goodwin J. Teaching Pronunciation: A Reference for Teachers

of English to Speakers of Other Languages. - Cambridge: Cambridge University Press, 196. - 428p.3. Coggle P. The Changing Sound of English // Sunday Times. - London, 1994, 28 August 10. 8-10.4. Gimson A.C. Gimson's Pronunciation of English. Sixth ed. / Revised by Alan Cruttenden.

London, New York: Edward Arnold, 2001. - 339p.

200



ABDULLA QODIRIY O'ZBEK ROMANCHILIGINI ASOSCHISI

KROMOVA FERUZA HAKIMOVNANavoiy viloyat Karmana tuman17-umumta'lim maktabi ona tiliva adabiyot fani o'qituvchisi

Annotatsiya:Ushbu maqola "O'tkan kunlar" romani, unung bosh g'oyasi, asar haqidagi ma'lumotlar,romanda hurriyat masalalarining aks ettirilishi, jadidlarning o'lka hayotidagi o'rni yoritib berilgan. Shuningdek,ushbu asarning bugungi kundagi kitobxonlari haqida ham fikrlar bayon etilgan.

Kalit so'zlar: "O'tkan kunlar", asar go'yasi, qatag'onlar, millat taqdiri.

Xalqimiz Qodiriy sahxsiga, merosiga hamisha katta ehtirom, zo'r qiziqish bilan qaragan. Afsuski, mustabidtuzum uzoq yillar xalqning ana shu qiziqish va ehtiromi yo'liga g'ov solib keldi. O'tgan asrni 20-yillariAbdulla Qodiriyni insonlik sha'nini toptab uni hibsga oldilar, bir necha oy qamoqda tutdilar; so'ng o'n yildavomida uning shaxsi, asarllari tevaragida "haqsiz hujumlar", "anglashilmochiliklar", "bemaza isnodlar","jimjimalik zamzamalar" davom etdi. 30-yillarning mudxish dovuli Qodiriyni xalq orasidan yulib olibketdi, uning bebaho asarlari man etildi. 50-yillarning oxirlariga kelib adibning qutlug' nomi tiklandi, merosixalqqa qaytarila boshlanadi, u haqda yaxshi tadqiqodtar paydo bo'ldi. Biroq mustabid tuzum sharoitida adibhaqida bor haqiqat to'la tuzaga chiqmay keldi. 80-yillarning o'rtalariga kelib mustabid tuzum yemirila boshladi.Ayniqsa, isitqlol davrida adibning avvalari qaltis tuyulgan ko'pgina publisistik asarlari e'lon qilindi, "O'tgankunlar" matnida avvallari tushurib qoldirilgan o'rinlar joyiga qo'yildi; Qodiriy hayoti va qismatining engfojeaviiy pallalari - 1926-yili Qodiriy ustidan bo'lgan sud jarayoni materiallari, 1938-yilgi tergov va hukmtafsilotlari oshkor etildi. Yozuvchining o'g'li Habibulla Qodiriyning "Qodiriyning so'nngi kunlari" xotira-qissasi maydonga keldi. Izzat Sulton, Xayriddin Sultonov va Boqiy kabi yozuvchilarning adib hayotiningdramatik lavhalarini gavdalantiruvchi asarlari yaratildi.

Hurmatli birinchi Prezidentimiz Islom Abdug'aniyeyich Karimovning "Yuksak ma'naviyat-yengilmaskuch " asarlarida shunday so'zlar bor; "Oilaviy masalada xatoga yo'l qo'maslik uchun, avvalo, har qandayxonadondagi ma'naviy iqlimni o'zaro hurmat, axloq -odob, insoniy munosabatlar asosida qurish aynimuddao bo'lar edi. Bu haqda gapirganda, men mumtoz yozuvchimiz Abdulla Qodiriyning "O'tkan kunlar"asaridagi qahramonlarning o'zaro muomala va muloqotlari, ularning hatto kichik farzandlarini ham "siz"labgapirish misolida ota-bobolarimizning oila ma'naviyatiga qanchalik katta e'tibor berishganiga ishonch hosilqilamiz"-deya haq gapni gapirgan edilar.

Shunday asarlar bo'ladiki, ularning mualliflari badiiy ijodning turli sohalarida qanchalik go'zal va umrboqiysan'atlarni yaratganliklariga qaramay, faqat shu asarlari bilan xalq ichida mashhur bo'ladilar va bu asarlariningdovrug'i avloddan -avlodga, xalqdan- xalqqa ko'chib yuradi. O'zbek adabiyotining purviqor siymolaridan biriAbdulla Qodiriy asarlarining gultoji- "O'tkan kunlar" romani shunday asarlardan biridir.

Har qanday badiiy asar qahramonini ruhiy holati bilan ham, tashqi qiyofasi bilan ham kitobxonmehrini qozonishi va unga ibrat bo'la olishi lozim. Agar shu nuqta-i nazardan Otabek va Kumush obrazlarigayondoshsak, ularning har ikkisi ham insonlarni ortidan ergashtira oluvchi, unga o'zidagi ijobiy sifatlarnipayvand qila oluvchi qahramonlar ekanligiga ishonch hosil qilamiz.

Lekin hayot imorati shunday qurilganki, kimning boshiga baxt qushi kelib qo'nadigan bo'lsa, taqdir shukishini aksar hollarda o'zining azob-uqubatli so'qmoqlaridan olib o'tib, oxir xonavayron etadi. AbdullaQodiriy yozuvchi sifatida, Kumush va Otabekning porloq muhabbatini o'ylab topgan ijodkor sifatida, asarnibaxtli yakun bilan tugatishi, hatto Otabekni Zaynabga "uylantirmas"ligi ham mukin ed. Ammo, hayotningo'z qonunlari bo'lganidek, adabiyotning ham, ayniqsa, XX asrda o'z taraqqiyotining yangi davriga kirgan,hayot haqiqati bilan nafas ola boshlagan roman janrining ham o'z qonuniyatlari bor. Bu qonuniyatlardanchekinish nafaqat olg'a harakatdan to'xtash, balki balki asarning badiiy qiymatiga ham putur yetkazganbo'lar edi.

"O'tkan kunlar" romani orqali xalqnining milliy ongini uyg'otmoqchi bo'ldi, "tariximizning eng kir,qora kunlarini"-yurtni mustamlaka balosiga giriftor etgan keyingi "xon zamonlari" ya'ni XIX asr o'rtasidagimudhish tarixiy jarayonlar haqida so'z, ochib, bu ayanchli voqeadan xalqqa saboq bermoqchi bo'ldi.



"O'tkan kunlar" romaning ma'no mundarija doirasi nihoyatda keng. Unda xilma-xil insoniy taqdirlar,ijtimoiy-siyosiy, ma'naviy- ahloqiy, oilaviy, ishqiy muammolar tilga olingan. Biroq ular orasida yurtning,millatning taqdiri, mustaqiqillik masalasi alohida ajralib turadi. Binobarin, el-yurtning mustaqilligi, birlikmasalasi romanning yetakchi g'oyasi hisoblanadi. Asarning bosh qahramonlari Otabek va Yusufbek hoji shuyurt istibboli, farovonligi uchun, osoyishtaligi yo'lida hayotini jonini tikkan fioiy kishilardir.

202



THE IMPORTANCE OF USING INTERACTIVE GAMES IN TEACHINGENGLISH

Kunduzova Adolat Ergashevna,an English teacher of Namangan region,Pap district, school ¹ 37tel:+998 91 3621095

AnnotationThe article deals with interactive methods of teaching English. The author describes the possibility of using

some of these methods and techniques in an English lesson.Key words: interactive, games, teaching, using, importance, activity, process

Interactive learning is a way of learning based on interactive forms of interaction between participants inthe educational process; training that is immersed in communication, during which students develop skillsfor joint activities. Using an interactive learning model involves modeling life situations, using role -playinggames, and solving problems together. Interactive methods of teaching English help students not only toexchange information, but also to get practical communication skills in the language being studied, learn toformulate their thoughts, react quickly and respond to the interlocutor 's remarks. In such lessons, theteacher is no longer just a leader, but an assistant who can quickly suggest the right word, correct an error.Interactive methods of teaching English significantly speed up the process of learning a foreign language.There are a huge number of interactive learning games. Each teacher can independently come up with newforms of working with the class. Working in pairs is often used in lessons, when students learn to ask eachother questions and answer them. With the help of the game, pronunciation is well practiced, lexical andgrammatical material is activated, listening and speaking skills are developed. The game develops creativethinking skills of the student. It assumes a decision: what to do what to say how to win. The learning gameshelp to make the process of learning a foreign language interesting and fascinating. The sense of equality, theatmosphere of dedication to give the chance to children to overcome shyness, stiffness, to remove thelanguage barrier, fatigue. You can add a game element to any activity in the lesson, and then even the mostboring activity takes on an exciting form. It is the game that is one of the strong motives for learning aforeign language. There are a lot of games that are known to all teachers and can be used in foreign languagelessons they are interesting for younger students at the initial stage of training. Interactive games in Englishdeepen and expand the knowledge of students , develop logical thinking, instill interest in the subject, andallow you to consolidate the language material in an entertaining way. We often use fun interactive games inour lessons and extracurricular activities in elementary school. To make the teacher's work in the classroomcomfortable, I made a selection of games that, in my opinion, are the most effective for learning. They canbe used in the classroom, as well as offered for entertaining and educational activities at home. In additionto teaching tasks , this approach helps to attract the attention of parents both to children's learning and tothe work of the teacher, who tries to do everything possible to make children's learning interesting.

Games can be divided into several types:1. Games with letters.2. Word games.3. Syntactic games. 4. Games with text.5. Grammar games.6. Poetry games.7. The adjustment of the game.8. Riddles, puzzles. The author gives a classification of interactive learning methods based on communicative functions,

which divides them into three groups: discussion (dialogue, group discussion, analysis and analysis of life situations); games (didactic games, business games, role- playing games, organizational- activity methods); psychological group of interactive methods (sensitive and communicative training, empathy) For use in elementary school lessons, you can give the following examples of games aimed at fixing

and activating the studied material: "Clever Parrots", "Game Echo", "Game Rhythm", "Guess the letter",



"let's count", "Game Mobile Phone", "New Identities", "Circus school bag", "Guess the color", "Mindreading", "Guess the picture", "Statues", "Find a pair", "decorate the Christmas tree", "unfinished drawings","help Santa Claus", "presents from Santa Claus", "the best advice", "Toyland", "let's meet Your friend" andmany others.

Therefore, the use of game techniques and methods remains one of the main ones in our pedagogicalactivity. Well, games, especially role- playing, simulation involve interaction between participants.

References:1.Carrier, Michael and The Centre for British Teachers(1980).Take 5.Games and activities for the

Language Learner(2d. ed.)London: Nelson.2.S?nchez, M. M. M., Morf?n, A. P., Campos, V. E. P. , (2007). Interactive games in the teaching-

learning process of a foreign language.3.Richards Jack C., Rogers Theodore S. 1986. Approaches and Methods in Language Teaching. Cambridge

University Press

204



FORMATION OF KEY COMPETENCES IN ENGLISH LANGUAGE LESSONS

Kuvondikova Gulbaxor,Samarqand viloyati, Paxtachi tumani,43-maktab o'qituvchisiTelefon : +998933187918Meliqulova Sevara,Samarqand viloyati, Paxtachi tumani,27-maktab o'qituvchisiTelefon : +998934342577

Today, the role of certain qualities of a personality, previously unessential for life in society has grown,such as: the ability to quickly navigate in a changing world, to master new professions and fields ofknowledge, the ability to find a common language with people of various professions, cultures, etc. Thesequalities have taken the name of ?key competencies?. Competence is a general ability, based on knowledge,experience, inclinations that are acquired through training. The purpose of the competence is to help thechild to adapt in the social world. What requirements, in your opinion, should the educational space of thelesson, school correspond to, so that the student can master key competences? Mastering the key competenciesby school students is possible if a number of requirements are met:

1. Didactic requirementsClear formation of educational tasksDetermining the optimal content of the lessonForecasting the level of learning scientific knowledge by studentsImplement all the didactic principles in the lesson.2. Psychological requirementsPeculiarities of teacher self-organizationOrganization of cognitive activityOrganization of studentsAccounting of age features3. Requirements for the technique of the lessonThe lesson should be emotionalThemes and rhythm of the lesson should be optimalFull integration of the teacher and students.Atmosphere of goodwill and active creative work.The lessons of a foreign language are a fertile ground for the formation of a value-semantic competence,

because, using language as a means, we study the surrounding world in all its manifestations. Studentsmaster it, participating in moral conversations, in situations of moral choice of actions, analyzing texts forreading and listening. The development of this competence occurs both in the classroom, and in extracurricularactivities. The technology of cooperation, the design methodology, to a greater extent, allows to provide amechanism for self-determination of the student in the situations of educational and other activities. Thedevelopment of general-cultural competence occurs due to the study of the features of national and universalculture, the spiritual and moral foundations of human life, the cultural foundations of family, socialphenomena and traditions. The main source of development of this competence is information-communicationand design-research technologies that help to receive and work out the maximum amount of information inthe learning process. Information competence provides skills of the student?s activity in relation to informationcontained in educational subjects and educational fields, as well as in the surrounding world. Learning aforeign language provides enough opportunities for the formation of this competence.

Practice shows that information-communication technologies contribute to the individualization oflearning and intensification of independent work of students, and to the increase of cognitive activity andmotivation. The design and research activities of students, the use of ICT and the use of health-savingtechnologies make it possible to form a healthy and harmoniously developed personality. Dynamic pausesand musical accompaniment are provided by the application of health-saving technologies. Thus, theformation of communicative competence in teaching a foreign language is a paramount and fundamental task.Having a communicative competence, the student must:

-- be able to introduce himself verbally and in writtenform, write a questionnaire, a statement, a resume,a letter, a congratulation;



-- be able to represent his class, school, country in situations of intercultural communication, in themode of dialogue of cultures;

-- possess ways to interact with surrounding and remote people and events; be able to ask a question,correctly conduct an educational dialogue;

Recently, we actively use the advantages of project activity as the basis for the formation of keycompetencies of students. The research and project activity of students is an innovative educational technologyand serves as a means of solving the problems of upbringing, education, personality development in themodern society, translating norms and values of the scientific community into the educational system.

In conclusion, we would like to say that the modern development of society, economy and educationcalls for the development of mechanisms for the formation of human of the 21st century - a person who iscapable of analysing the current situation, actively participating in sociocultural activities, independentlyand responsibly making decisions under constantly changing conditions.

References:1. Hymes, Dell H. (1972). ?On communicative competence?. In Pride, J. B.; Holmes, J. Sociolinguistics:

selectedreadings. Harmondsworth: Penguin.2. Halliday, M. A. K. (2002). Language Structure and Language Function. On Grammar: Continuum, 284.3. V. V. Safonova. (2004). Communicative competence: modern approaches to a multilevel description for

methodologicalpurposes. - M.: Research Center.

206



THE ROLE OF ADVERTISING IN THE DEVELOPMENT OF NATIONALECONOMY AND TORISM

Ismailova Laylo XondamirovnaSenior teacher Department of Foreign language teaching methodology,TSUULL, Tashkent Uzbekistan(90)-003-97-08e-mail:[email protected]

Annotation: This article discusses the role of advertising in the development of tourism and economy, aswell as the linguistic and cultural characteristics of the advertising texts

Àííîòàöèÿ: Óøáó ìà³îëàäà ìèëëèé òóðèçì âà è³òèñîäè¸òíèíã ðèâîæëàíòèðèëèøäà ðåêëàìàíèíèã´ðíè, µàìäà ðåêëàìà ìàòíèíèíã ëèíãâîêóëüòóðîëîãèê õóñóñèÿòëàðè õóñóñèäà ñ´ç þðèòèëàäè.

Keywords: advertising, tourism, national tourism, management, image, linguoculturologyÊàëèò ñ´çëàð: ðåêëàìà ìàòíè, ìèëëèé òóðèçì, ìåíåæìåíò, ñàé¸µ, èìèäæ, ëèíãâîêóëüòóðîëîãèÿ.

Advertising carries information that is usually presented in a concise, artistically expressed form,emotionally colored and brings to the attention of potential consumers the most important information andfacts about products. Advertising, like any other type of marketing communications, plays an important rolein the implementation of the company's strategy. The role in popularizing and attracting the attention oftourists from many parts of the world to our country with ancient history is invaluable. This article providesan overview of the advertising source and explains its importance in tourism and it's linguoculturologicalfeatures. Advertising shows consumers new knowledge, experience, and strengthens customer's satisfaction.With the help of advertising, companies are exploring new markets. As a means of competition, advertisingexacerbates it, helping to improve the quality of service.

Advertising plays an important role in the development of modern tourism. How much does marketingaffect your decisions? Reading positive reviews on a product may influence a purchase, but what about whenchoosing your next travel destination? Every year, cities, states, provinces and countries release tourism adcampaigns to attract tourists. While seeing a tourism ad campaign may not lead you to book the next flightout, they are useful in creating awareness around an area you may not have considered visiting before. Thesecampaigns typically showcase the region's places of interest, happy visitors and unexpected highlights butthe best ads dig deeper into what makes the destination truly special to create an effective and memorablead.

Advertising (lot. Advertising - shouting) - information about the quality of goods, the benefits from theirpurchase; a legal or physical person purpose of direct or indirect profit (income)

Interest in linguistic and cultural studies of advertising texts caused not only by the fact that knowledge ofthe language itself does not provide successful communication but also due to this fact that national-culturalspecificity linguistic units are dynamic and peculiar, like culture itself.

By the end of the twentieth century, advertising has become a single global industry through the media.The effect of advertising on lifestyle and culture cannot be disputed today: advertising reflects a modernlifestyle and at the same time forms it. The Social need for advertising is manifested in a variety of discourses.It is getting the subject of discussions by scientists, lawmakers, politicians, culture, PR specialists andlinguists [1, 64].

Initially, the word advertising meant "record" or "Consider ", but later this definition changed to"convince." The purpose of advertising is to build a pleasant visual image of any product, service or brandthat has a huge potential for consumers. Examining the history of the advertising industry, householdconsumption increased sharply in the 50s and 60s, which led to the creation of mass advertising. Currently,advertisers seek to find values, images, and versions of the real world which could attract the target audience.

Wide distribution of advertising in society is associated with the development of the media communication,because advertising realizes its pragmatic goals, functioning in the mass media according to its laws: it givesinformation about the outside world, relaying the values shared in society, sets guidelines for sociopoliticalaction, in the forms and familiar patterns of the traditional culturally significant paradigms [2, 28 ]

The most complete definitions of advertising include the definition researchers F.G. Pankratova, Yu.K.Bazhenova who admit that advertising is special information distributed in any form using funds about anindividual or legal entity, goods, ideas and undertakings, which is intended for an indefinite circle of



persons and is intended to form or maintain interest in these physical, legal person, goods, ideas andundertakings and to promote the sale of goods, ideas and undertakings [3, 23].

To achieve commercial goals and promote advertised an object on the market, advertising has acommunicative effect on target audience: it actualizes and holds the object in consciousness recipients,expands and deepens knowledge about it, improves the opinion of recipients about the advertised object,convinces of its advantages, forms and maintains an interest in it, reports real or symbolic benefits torecipients and thereby creates a predisposition to the choice of this object [4, 12 ]

The impact of advertising depends on many factors: social conditions in which communicationtakes place, a consumer (addressee as a target group), ideas of society about the source advertising (trust inhim, his prestige), the addressee's affiliation to that or other social stratum or ethnic group, educationaland cultural consumer level, religious and political beliefs, gender features, sexual preferences, professionand personality needs.

Linguistics of the XXI century actively developing a direction in which language is seen as thecultural code of a nation, and not just an instrument communication and knowledge. Language not onlyreflects reality but also interprets it, creating a special reality in which a person lives. All the subtleties of theculture of the people are reflected in their language, which is specific and unique, because it fixes the worldand the person in it in different ways. Thus, it becomes apparent that the language is cramped connectedwith culture: it grows into it, develops in it and expresses it, therefore linguoculturology is focused oncultural factors in the language and the language factor in man.

According to the analysis, it is clear that the language of advertising is very important in making ourcountry more attractive. A lot of important tasks facing linguists is to pay close attention to advertisementstructure and to ensure its linguistic perfection in order to use advertising in the development of nationaltourism and economy.

References1. Tyurina S.Yu. About the concepts of advertising discourse and advertising text //2. Bulletin of ISEU 2009. pp. 75-77.3. Fedotova L.N. Sociology of advertising. M .: Gardariki, 2002. Pp.272. Olyanich A.V. Advertising discourse and its constitutive features // Advertising discourse and advertising

text. M .: Flint, 2011. Pp. 10-37.4. Bazhenova E.A., Protopopova O.V.Language and style of advertising // Stylistic encyclopedic dictionary.

2003. Pp.637.

208



USING AUTHENTIC MATERIALS ON LANGUAGE LESSONS

Luiza Davlyatova,English teacher school 12Xovos district Sirdarya region

Abstract: The article discusses the problems of using authentic materials on teaching foreign languages.Usingauthentic materials in the class can be a useful tool to motivate pupils and make them feel comfortable usingthe foreign language.

Key words:communication,foreign languages,skills,authentic materials.

Language is a tool of communication which connects people. They send and receive messages throughcommunication. There are 6500 living languages in the world, which attract people to learn foreignlanguages. Learning a foreign language is made linguists to work out in the sphere of philology to create aneffective way for gaining knowledge. English is a very productive language. English is the fourth most widelyspoken native language in the world, and in terms of sheer number of speakers, it is the most spokenofficial language in the world. It is the primary language used in international affairs. The role of foreignlanguages in modern society has made educators devise new ways of teaching them so that their resultsmatch the learners' needs and expectations. Acquiring a foreign language implies developing several skills inthe target language which sometimes can be a challenge for pupils, especially when they are exposed to real-life situations of communication.

Therefore, using authentic materials in the class can be a useful tool to motivate pupils and make themfeel comfortable using the foreign language. In this sense, authentic texts can be motivating because they areproof that the language is used for real-life purposes by real people. At present, it seems to be crucial thatstudents be exposed to authentic learning situations which have a connection to the real world, in whichthey can have the opportunity to practice language using authentic materials. Exposing learners to authenticmaterials is indispensable because of the rich language input they provide. Pupils are generally fascinated bythe use of authentic materials, especially if these materials refer to topics they are interested in, such ascinema, fashion, music, food offering them the opportunity to further inform and use English in theirday-to-day activities and enabling them to communicate their opinions, feelings and thoughts with confidencewhether inside or outside the classroom. Introducing authentic materials in teaching English can bebeneficial for students as these materials prepare them for real life communication.Authentic materialsexpose'students to real language as it is used in real life situations by native speakers. The ability to handle reallanguage outside the classroom is that teachers should help students to see and hear the target language?being used as the primary medium of communication among native speakers - as language with a purpose.The case study conducted within this paper describes the authors' investigation carried out for assessing theeffect that the use of authentic materials in teaching EFL classes has on developing students' communicativecompetences, which involves the ability to use the target language either in classroom environment or inreal life communication situations. There are many reasons for using authentic materials in EFL classroomsas they are effective in various ways (Jacobson et al., 2003). First of all, students have the opportunity toread and extract information from authentic texts which means that they read the real language that thenative speakers use in their interactions and the language learners usually prefer to be native speaker like interms of pronunciation, idioms use or accent.There is a general consensus among researchers in languageteaching that the use of authentic materials in the classroom is beneficial to the learning process. They areaffective as they are genuine in time, location and people. In other words, they inform about current eventsin the real world and thus, it is easy for students to relate the events to their own experience, to what theyknow, and to what is familiar to them.Authentic materials represent a motivating force for learners.Motivation is defined as ?an interest and enthusiasm for the materials used in class; persistence with thelearning task, as indicated by levels of attention or action for an extended duration; and level of concentrationand enjoyment?. Authentic materials facilitate ?exposure to real language? and represent significant tools forstudents to participate in interesting activities in the classroom. When students feel motivated, their anxietydecreases and their involvement in class activities increases considerably.Furthermore, students' achievementin understanding authentic input leads to the increase of confidence and autonomy as readers. Some attributethe motivating nature of authentic materials to the fact that ?they can be selected to meet students' needs,unlike textbooks which cater to an international audience?. Learners who use authentic materials becomemotivated because these materials bring them close to the culture of the target language. There is disagreement,



however. Some researchers in this domain consider that motivation and attitude can be negatively influencedby the use of authentic materials. The relationship between authentic aural and written input and found thattheir subjects reported somewhat negative reactions concerning the use of authentic materials in thelanguage classrooms. The impact of authentic materials on students' motivation and the results were mixed.On the one hand, he did find evidence in support of that position, on the other hand, the results of thequestionnaire revealed that ?overall, learners found authentic materials to be significantly less interestingthan artificial. Research has demonstrated that students'motivation increases when they use authentic materials,especially when authentic texts are practiced for reading with advanced English as a foreign language

Used Literature1. Davi U.K. Ltd.es, B. Dan Ellison, L. (1992).School Development Planning.Essex: Longman

GroupHartoyo (2008). Individual Differences in Computer-Assisted Language Learning. Semarang: PelitaInsaniSemarang

2. Victoria L. Tinio, (1999). Modificating teaching through ICT. The American journal. 12, 56-63

210



SHIMOLIY AFG'ONISTON O'ZBEKLARI LEKSIKASINING TARIXIY-ETIMOLOGIK XUSUSIYATLARI

Muhammad Humayun NadimTermiz davlat universitetiLingvistika (o'zbek tili) ta'lim yo'nalishiII bosqich [email protected](90) 519-59-85

AnnotatsiyaUshbu maqolada Shimoliy Afg'oniston o'zbeklari to'y marosimi etnografiyasining tarixiy-etimologik

xususiyatlari haqida fikr yuritilgan. Turkiy, arabiy, fors-tojik leksik qatlamlarining Shimoliy Afg'onistono'zbeklari to'y-marosim etnografik leksikasiga ta'siri ko'rsatib o'tilgan.

Kalit so'zlar: etnografik leksika, arabiy qatlam, turkiy qatlam, forsiy qat-lam, etnografizm

Hozirgi o'zbek tili leksikasiga bir nazar tashlasak, unga tarixiy taraqqiyotning ma'lum bir bosqichidaboshqa tillar kirib o'zlashib ketgan so'z, termin va hatto ayrim grammatik elementlarni ham ko'ramiz. Buso'zlar deyarli hamma sohalarda: fan, texnika, san'at ishlab chiqarish tarmoqlarida qo'llanilmoqda. Buholatni, Shimoliy Afg'oniston o'zbek elatlari etnografizmlarida ham ko'rishimiz mumkin.

Etnografizmlarda arabiy qatlam. VII-VIII asrlarda arab hukmdorlari O'rta Osiyohududini bosib olgandanso'ng, mahalliy xalqqa o'z ta'sirini o'tkazadilar. Ular o'zlarining urf-odati va madaniyatinigina emas, tiliniham majburiy qabul qildirishga harakat qiladilar. Natijada arab tili bir necha xalqlar tiliga, jumladan o'zbektiliga ham ta'sir etmay qolmadi. O'zbek tiliga turli sohalarda qo'llaniluvchi juda ko'p miqdordagi arabcha so'zlarbilan bir qatorda, to'y munosabati bilan amal qilinadigan urf-odatlarni ifodalovchi nikoh- ????? mahr- ???kabi ayrim etnografik nomlar ham kirib keldi. Bu nomlarning ba'zilari, shuningdek arab tilidan o'tib,keyinchalik butunlay o'zlashib ketgan usta, asal, xol, xatna, sunnat, nikoh kabi so'zlar to'y marosiminiifodalovchi qo'shma birikma so'zlarni hosil qilishda ham isshtirok etdilar.Masalan: nikoh puli nikoh suvi,nikoh to'yi, usta yo'qladi, xatna to'yi, sunnat to'yi va hakazo.

Bu o'rinda shuni qayd etish o'rinliki, arab tilidan o'tgan ayrim so'zlarning etnografik leksikada ko'pinchaboshqacharoq ma'noda qo'llanilishi hollari uchraydi. Masalan, "Arabcha-ruscha lug'at"da[4.-b.1055] nikohatamasining ma'nosi "uylanmoq, erga chiqmoq, nikohlanish" tarzida izohlanadi. O'zbek tili izohli lug'atidaham shunday ma'noda keladi [5. -b.508] Etnografik leksika sifatida u - turmush quruvchi ikki yoshni birlashtirishsifatida domla tomonidan o'qiladigan oyat ma'nosida ishlatiladi.

Bu qatlamga oid so'zlar Shimoliy Afg'oniston o'zbeklari leksikasida ko'pchilikni tashlik etishining birlamchisabablaridan biri, Afg'oniston rasmiy jihatdan islom respublikasi hamda islomiy urf-odatlar nomlariningko'pchilligi o'zgarishsiz saqlanib kelinmoqda. Sunnat, fotiha, ijob, Qur'on to'yi, mullo to'yi, nikoh, aqiqa vaboshqalar.

Etnografizmlarda fors-tojikcha qatlam. O'zbek xalqi bilan tojik xalqi eng qadim zamonlardan beri yonma-yon yashab turli tuman munosabatlar o'rnatib, o'zaro hamkorlikda bo'lib keladilar. Shimoliy Afg'onistono'zbek elatlari yashaydigan hududlarning katta qismida forsiyzabon aholi yashab kelmoqda. Ularning turmushkechirish tarzlari, madaniyati, urf-odatlari bir-biriga ijodiy ta'sir ko'rsatib keldi. Bu ayniqsa, tojik va o'zbekelatlarining urf-odat, til borasida yaqol ko'zga tashlanadi.Tojik tilidan o'tgan so'zlar uzoq vaqtlardan beriqo'llanib kelishi natijasida o'zbek tiliga shunday singib ketganki, ular asl o'zbekcha so'zlarga o'xshab qolgan.Fors tilidan kirib kelgan etnografizm nomlari ham anchagina. Biz Shimoliy Afg'oniston o'zbek elatlarietnografizmlari tarkibidagi forcha nomlarni quyidagicha ifodaladik: 1. Sof fors-tojikcha etnografizmlar nomlari:bazm, sarpo, sarpoy, payondoz chilla, dasturxon, kayvoni, xirmon to'yi kabi; 2. Fors-tojikcha so'zlarningo'zbekcha nomlarga qo'shilishidan hosil bo'lgan nomlar: payondoz tortdi, poyondoz tashladi, kampir o'ldi; 3.O'zbekcha so'zning fors-tojikcha so'zga qo'shilishidan tarkib topgan nomlar: kelinsarpo, kuyovsarpo, kuyovnavkar;4. Fors-tojikcha so'zga o'zbekcha affiksning qo'shilishidan yasalgan nomlar: bazmchi, dasturxonchi, payshanbalikva h.k. Shimoliy Afg'oniston o'zbeklari etnografik leksikasi tarkibidagi umumturkiy, arabiy, fors-tojik qatlamgaoid so'z va boshqa leksik birliklar bilan tanishish bizga quyidagicha xulosalarga kelishga imkon berdi:

1) Shimoliy Afg'oniston o'zbeklari etnografizmlari tarkibida umumturkiy, arabiy, fors-tojik qatlamlariningmavjudligiga, juda qadimiy va turli-tuman aholining uzoq vaqtlar iqtisodiy, siyosiy va madaniy jihatdan judayaqin munosabatda, aloqada yashaganligidan dalolat beradi;



2) Albatda bunday aloqa va ta'sir, bir tomondan, oddiy kundalik munosabatlar bilan bog'liq bo'lsa,ikkinchi tomondan mafkuraviy zo'ravonlik (yuqorida ta'kidlaganimizdek VIII asrda arablar tomonidan yoppasigaislomlashtirish) natijasida yuz bergan;

3) Shimoliy Afg'oniston o'zbeklari uchun ushbu etnografizmlar to'la darajada o'zlashgan hamda hududningbarcha aholisi uchun tushunarlidir;

4) Hozirgi kunimizda hudud etnografik leksikasiga arabiy, fors-tojik tillariga oid etnografizmlarning kiribkelishi deyarli to'xtagan, inglizcha so'zlarning (card-to'yxat, birthday-tug'ligan kun, party-bazm, o'tirish)faollashayotganligini sezishimiz mumkin.

Foydalaniladigan adabiyotlar:1. Murodov M, Qoraboyev U, Rustamov R. Etnomadaniyat. -Toshkent. Adolat, 2003.2. Karimullah Oyghagh. Afganistan'?n Tahhar ?ahrinde ya?ayan ?zbek t?rkler?n?n folkloru. Y?ksak

lisans tezi.- Erzurum, 2019. S.320.3. Àðàáñêîãî- ðóññêèé ñëîâàðü -Ì. 1970, -ñ.10554. O'zbek tilining izohli lug'ati. -M. 1981, -b 508.

212



BOSHLANG'ICH SINFLARDA O'QUV MOTIVLARINING HUSUSIYATLARI

Madalieva Dilso'z,Navoiy viloyati, Navbahor tumani,21-maktab boshlang'ich ta'limo'qituvchisiTelefon : +998913380093

Kalit so'zlar: Ijtimoiy motiv, o'quv mustaqilligi, rivojlantiruvchi ta'lim, faoliyat maqsadi, o'quvchi faoliyati,o'quv motivatsiyasi.

Yoshlarni erkin fikrlovchi, yangilikka intiluvchi va barkamol inson qilib tarbiyalash boshlang`ich sinflardanolib boriladi, bu jarayon muhim vazifalardan biridir. Shu sababdan ham ta'lim mazmuni tubdan yangilanibborilmoqda. Kichik maktab yoshi davrida bolada mustaqil ta'lim olish motivlari yuzaga kelib, ular eng oddiyshaklda - bilimlarni olish bilan birgalikda qo'shimcha manbalarga va turli mavzulardagi kitoblarni o'qishgaqiziqishi bilan yuzaga keladi. Ijtimoiy motivlar birinchi sinfga kelgan bolaning differensial bo'lmagan, umumiytushunishdan o'qish va o'rganishning zarurligi sabablarini anglashda, "o'zi uchun" o'qish mazmunini anglabyetishda ijtimoiy motivlarni amaliy xarakter kasb etishiga sababchi bo'ladi. Motivlar asosida o'quvchiningo'quv mustaqilligini shakllanishi rivojlantiruvchi ta'lim shartlariga bog'liqdir: - faoliyat maqsadi. Nimaqilinayotganligi va nima uchun qilinayotgan bola uchun tushunarli bo'lishi kerak.

- o'quvchi faoliyatida motivlar katta ahamiyatga ega. Motivlar qo'yilgan maqsadga erishish uchun harakatqilishga yo'naltiradi.

- faoliyat mazmuni. Pedagog tomonidan beriladigan bilimlarni emas, balki o'quvchining o'zi tomonidanmustaqil izlaydigan va egallaydigan bilimlarni taqdim etish. Turli aqliy harakatlarni talab etuvchi topshiriqlaro'quvchilar bilimlarining rivojlanshiga olib keladi.

- o'quvchi tomonidan amalga oshiriladigan faoliyat tarkibiga kiruvchi harakatlarning ahamiyati katta.Harakatlar turlicha bo'lishi mumkin. Oddiy harakatlar (qandaydir bir harakatlarni takrorlash), ijodiyharakatlar, amaliy va aqliy harakatlar. O'quvchi murakkab topshiriqni o'zi mustaqil rejalashtirib bajarishiyoki pedagogning ko'rsatmasiga ko'ra bajarishi mumkin, bunda asosan, o'quvchidan mavzuni diqqat bilaneshitishni va uni aniq bajarishni talab etadi. Lekin murakkab topshiriqlarni mustaqil bajarish, undan mustaqilharakat qilishni, topshiriqni bajarishni yo'llari va uslublarini mustaqil topishni talab etadi.

- barcha tashkiliy sharoitlar yaratilmasa har qanday faoliyatning rivojlantiruvchi imkoniyati yo'qoladi.- o'quvchining faoliyati rivojlantiruvchi xarakter kasb etishi uchun, u doimo murakkablashtirilib borilishi

kerak. Faoliyat mazmuni va vazifalari asta-sekinlik bilan murakkablashib boradi, vazifalarning tezligi va sifatigatalab oshadi, vazifalarni bajarishda va yechimini topishda o'quvchilar mustaqilligiga asoslanilgan bo'lishi kerak.Shuning uchun uning faoliyat natijasi pedagog tomonidan nazorat qilinishi va baholanishi lozim.

- o'quvchi o'z muvaffaqiyati va muvaffaqiyatsizliklarini bilishi (bizning fikrimizcha, nazorat va baholashyo'llari o'quvchilarning o'zlariga ham o'rgatib borilishi zarur). Har qanday sharoitda baho o'quvchini kelgusidagimurakkab va qiziqarli faoliyatga undovchi stimulyator vazifasini o'tashi lozim. Ko'rsatib o'tilganlar kichikmaktab yoshdagi o'quvchilarning motivatsion sohasi o'zgarib, ularni, "o'quvchi mavqei"ni egallashiga, ya'niumumiy o'rta ta'lim maskaniga borishga bo'lgan intilishi, qondirilganidan so'ng, yangi munosabatlarning -o'quv motivlari va bir qancha murakkab shaklda bo'lgan ijtimoiy motivlarning yuzaga kelishidan dalolatberadi. Kichik maktab davrining oxirlariga kelib o'quvchilarda o'quv bilish motivlari, ya'ni faqat yangibilimlarni va umumiy qonuniyatlarni emas, balki yangi bilimlarni topishning aynan biror-bir yo'llariniegallashga qiziqish shakllantirilgan bo'lishi lozim. Tadqiqotimizda ishtirok etgan kichik maktab yoshidagio'quvchilar o'quv motivatsiyasi xususiyatlarini, ichki yoki tashqi motivatsiyaning ustunligini aniqlashuchun N. G. Luskanova tomonidan taklif etilgan so'rovnoma shaklidagi metodikadan foydalanish mumkin.Fanda o'quvchilar o'quv motivatsiyasi xususiyatlarini o'rganishga xizmat qiluvchi ko'pgina psixodiagnostikmetodikalar ma'lum. Ammo ushbu metodika o'zining ixchamligi, undagi savollarda o'quvchi uchun odatiybo'lgan hayotiy vaziyatlar aks etishi, javob variantlarining tayyor holda keltirilgani, uni ham individual,ham guruhiy qo'llash mumkinligi, olingan natijalarni qayta ishlash jarayonini qulaylashtiradi.

Motivlar asosida o'quvchining o'quv mustaqilligini shakllanishi rivojlantiruvchi ta'lim shartlariga bog'liqdir:- faoliyat maqsadi. Nima qilinayotganligi va nima uchun qilinayotgan bola uchun tushunarli bo'lishi kerak.

- o'quvchi faoliyatida motivlar katta ahamiyatga ega. Motivlar qo'yilgan maqsadga erishish uchun harakatqilishga yo'naltiradi.

- o'quvchi tomonidan amalga oshiriladigan faoliyat tarkibiga kiruvchi harakatlarning ahamiyati katta.



Harakatlar turlicha bo'lishi mumkin. Oddiy harakatlar (qandaydir bir harakatlarni takrorlash), ijodiyharakatlar, amaliy va aqliy harakatlar. O'quvchi murakkab topshiriqni o'zi mustaqil rejalashtirib bajarishiyoki pedagogning ko'rsatmasiga ko'ra bajarishi mumkin, bunda asosan, o'quvchidan mavzuni diqqat bilaneshitishni va uni aniq bajarishni talab etadi. Lekin murakkab topshiriqlarni mustaqil bajarish, undan mustaqilharakat qilishni, topshiriqni bajarishni yo'llari va uslublarini mustaqil topishni talab etadi.

N. G. Luskanova taklif etgan metodika uchun ishlab chiqilgan standart baholar o'quvchilar o'quv motivatsiyasitizimida ichki yoki tashqi motivlar ustuvorligi aniqlash imkonini beradi. Bunday metodikadan amaliyotdafoydalanuvchi mutaxassislarning ko'rsatishicha, o'rtacha o'quv motivatsiyasiga mos ko'rsatkichlar odatdatashqi motivatsiyadan darak bersa, o'rtachadan yuqori motivatsiya, tashqi talab va me'yorlardan nisbiymustaqillik, ya'ni ichki motivlarga ko'proq tayanishni ko'rsatadi.

Adabiyot:Ìàðêîâà À. Ê. Ôîðìèðîâàíèå ìîòèâàöèè ó÷åíèÿ â øêîëüíîì âîçðàñòå: Ïîñîáèå äëÿ ó÷èòåëÿ. - Ì.:

Ïðîñâåùåíèå, 1983. - Ñ. 962. Ìàòþõèíà Ì. Â. Ìîòèâàöèÿ ó÷åíèÿ ìëàäøèõ øêîëüíèêîâ. - Ì.: Ïåäàãîãèêà, 1984. - Ñ.144.3. Ùóêèíà Ã. È. Ïîçíàâàòåëüíûé èíòåðåñ â ó÷åáíîé äåÿòåëüíîñòè øêîëüíèêà. - Ì.: "Çíàíèå",

1972. - Ñ. 32.

214



BOSHLANG'ICH SINFDA SINFDAN TASHQARI O'QISHNING MAQSAD VA VAZIFALARI

Madaminova Muxayyo,Tilavova Diana,Sirdaryo viloyati,Sirdaryo tumani39 maktab boshlang'ich ta'lim oqituvchilari.

Abstract: The article discusses the problems of teaching home reading in secondary schools.There was alsogiven the new pedagogical technologies on improving interests of students on the reading books.

Key words: home reading, books, education, literature teaching.

Maktab o'quvchini o'qish malakasi bilan qurollantirish bilan bir qatorda kitobni mustaqil o'qiy oladigan,uni tushunadigan, ma'lum bir mavzuga oid kitoblarni tanlay oladigan, gazeta va jurnallarni ham mustaqilo'qiydigan faol kitobxonni tarbiyalaydi. Shu jihatdan sinfdan tashqari o'qish (STO') tarbiyaning asosiyquroli sifatida xizmat qiladi, ko'p narsani bilishga havasni orttiradi. STO'ning maqsadi o'qish malakalarinitakomillashtirish, kitob tanlay oladigan, muntazam kitob o'qiydigan, o'qilgan kitobni to' g'ri baholayoladigan ongli kitobxonni tarbiyalashdir.

Sinfdan tashqari o'qish tanish bo'lmagan mualliflarning kitoblari muqovasi, titul varag'i, kirish so' zi,mundarijasi va suratlariga qarab asarning taxminiy mazmunini aniqlashga o' rgatish vazifasini amalga oshirishgaxizmat qiladi.

Sinfdan tashqari o'qish darslarining asosiy vazifasi o'quvchida badiiy kitoblarni o'qishga havas uyg'otish,o'qigan kitoblari yuzasidan kundalik yurita olishga o'rgatish, bolalar adabiyotining mashhur adiblari hayoti vaijodi bilan elementar tarzda tanishtirish hisoblanadi.

Bolalarda ezgulikka muhabbat, yovuzlikka nafrat uyg'otish, ularning bog'lanishli nutqini o'stirish, adabiy-estetik tafakkurini yuksaltirish sinfdan tashqari o'qish darslarining ham tub mohiyatini tashkil etadi.

STO' darslarining muhim vazifalaridan biri mustaqil o'qish malakalarini tarbiyalash hisoblanadi. Buninguchun mustaqil bajarish uchun topshiriqlar berish, qiziqarli mashq turlaridan foydalanish, eng yaxshiinsholarni, taqrizlarni, yozuvchi haqida to' plangan ma'lumotlarni o'qitish, "Tez aytish", "Topishmoqlartopish", "Ifodali o'qish", "Maqollar aytish musobaqasi", "Ertak to'qish", "Bilimdonlar anjumani" kabi ko'rik-tanlovlar tashkil qilish, muayyan mavzular bo' yicha savol-javoblar uyushtirish, o'yin tarzidagi ishturlaridan foydalanish zarur. O'qilgan asarlar yuzasidan suhbatlar o' tkazish, "Kitob haftaligi" tashkil etish,asarlar asosida kichik insholar yozishni mashq qilish yaxshi samara beradi.

STO' sinfda o'qish bilan uzviy bog'liq ravishda uyushtiriladi. Sinfda o'qish STO' uchun zarur bo'lgano'qish malakalarini shakllantiradi, o'quvchilarning o'qigan asarini tushunishga o'rgatadi, lug'atini boyitadi.STO' qiziqarli va o'ziga jalb etadigan faoliyat bo'lib, bolalarning bilim doirasini boyitadi, qiyoslash uchunmaterial beradi. Sinfda o'qish - hayotga tayyorlash vositasi, sinfdan tashqari o'qish esa hayotning o'zidir.

Hozirgi paytda boshlang'ich sinf o'quvchilari uchun sinfdan tashqari o'qishga mo' ljallangan "Kitobim -oftobim" (1-3-sinflar uchun) nomli qo' llanmalar ham chop etilgan. Sinifdan tashqari o'qishni tashkilqilish o'qituvchining zimasidagi vazifa hisoblanadi. Bunda o'quvchi uni bosqichlarga ajratib tashkil qiladi. STO'darslari o'quvchilarda mustaqil kitob tanlash va o'qish malakalarini shakllantiradi. Mustaqil o' qish malakasinishakllantirish 3-bosqichga bo'linadi:

Tayyorlov bosqichi. Bu 1-sinfning savod o'rgatish davriga to'g'ri keladi. Unga darsning bir qismi 17-20daqiqasi ajratilgani uchun "STO' mashg'uloti" deb yuritiladi. Uning o'ziga xos xususiyatlari shundaki,o'qituvchi asarni o'zi tanlaydi, asarning kichik hajmda bo'lishiga va boshqa kitob tanlash tamoyillariga e'tiborberadi. Asarni o'qituvchining o'zi o'qib beradi. O'quvchilar asarni eshitishga, eshit-ganlarini idrok etishga,ularga soddagina baho berishga, asar mazmuni bilan sarlavhasining mosligini aniqlashga, asar mazmuninihikoya qilib berishga o'rgatiladi. Bu bosqichda o'quvchilar o'qish gigiyenasi va kitobga qanday munosabatdabo'lish bilan tanishadilar. Boshlang'ich bosqich. Bu 1-sinfning 2-yarim yiiligiga to'g'ri keladi. Bu bosqichdahaftada 1 marta 45 daqiqalik dars uyushtiriladi. Asarni o'qishdan oldin o'quvchilar asar nomi va uning muallifibilan tanishadilar, rasmlarini tomosha qiladilar, daftarlariga u haqda soddagina qilib asar muallifini va nominiyozadilar. Asar elementar tarzda tahlil qilinadi. Asosiy bo s q i ch: 2-4 sinfga to'g'ri keladi. Bu davrdao'quvchilarning o'qish malakalari mustahkamlanadi. Bu bosqichda o'quvchilarning sinfdan tashqari o'qiganlarigabaho quyiladi. Baho qo'yishda dastur talablariga asoslaniladi: sinfning umumiy ishlariga qatnashishi, o'qigankitoblarining sifat o'zlashtirishiga miqdoriga, o'qigan kitobiga munosabat bildira olishiga e'tibor beriladi. Bundao'quvchilar muayyan mavzuga doir bir necha asarlarni o' qib keladilar, ularning ayrim o'rinlarini ifodalio'qib beradilar, o'qigan asarlarini o' zaro taqqoslaydilar.Tarixiy taraqqiyotning asosiy sabog'i shundan iboratki,



insoniyat qo'lga kiritgan barcha moddiy, ma'naviy boyliklar avloddan-avlodga o'tganda vorislik ehtiyojigabo'ysungan holda o'zlashtiriladi va undan fikriy quwatlangan shaxslar tomonidan rivojlantiriladi. Hayotda vajamiyatda yuz beradigan barcha taraqqiyot omillarini bularsiz tasavvur qilish qiyin. Shunday ekan, yoshavlodda fikriy quvvatlanish vazifasini amalga oshirish lozimki, buning asosiy yo'li ta'lim tizimini takomillashtiribborish orqali o'quvchilarni ilm-fan asoslari bilan yetarli darajadata'minlashdir.

ADABIYOTLAR:1. Abdullaeva K va boshqalar. Savod o'rgatish darslari.T.,"O'qituvchi".2006 y.2. Abdullaeva Q. Raxmonbekova S. 2-sinf. O'qish darslari. (O'qituvchi kitobi.) Toshkent. O'qituvchi,

2004 y.3. G'afforova T, Shodmonov E, Eshturdieva G. "Alifbe"-("Savod"); "Ona tili", T., "O'qituvchi", 2009-

yil.

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LINGUODIDACTIC REQUIREMENTS TO LEARNING, TEACHING ANDASSESSMENT OF ENGLISH AS A GENERAL EDUCATIONAL TARGET

SUBJECT AT SCHOOL, LYCEUM AND COLLEGE

Turaeva Maftuna Boboyorovnathe student of Termez State University ([email protected])

Annotation: This article reports on the use of linguodidactic requirements to learning, teaching andassessment of English as a general educational target subject in all educational organizations . Its mainpurposes to analyze the extent to which materials and tasks contributes to the enhancement of the communicativecompetence.The findings showed that the use of linguodidactic requirements have an impact on learners'language acquisition and cultural awareness.

Key words: Modern languages, approach, communicative competence, content, language material, languageminimum, cultural, developmental, skills, sub-skills, language units/items.

Methodology is considered as a young and boarder science because it is based on the links with manysciences from one side and Methodology uses its own conceptions and theoretical decisions. Methodology asa science has been originated in the end of 19th and beginning 20th century.

Methodology in professional sense has 3 main notions:1. Methodology as a subject2. Methodology as set or system of methods, principles, and rules for regulating a given discipline, as

in arts or sciences.3. Methodology as a theory of teaching and a science. TFLM is a science researching aims, content, methods, approaches, strategies, systems of teaching

and upbringing based on the materials of foreign languages. Essence of methodological science is investigationleading to discovering and grounding consequences of teaching, discovering objective structure and essenceof researching feature. As a result research leads to creating theoretical grounds of scientifically provedmethodical recommendations.

Methods of investigation are subdivided into basic and supplementary:Basic methods of investigation:

- critical literature analyses;- studying and generalizing positive experience of the best teachers;- scientifically fixed observation;- probative teaching;- testing teaching;- experimental teaching.

Supplementary methods of investigation:- questionnaire;- testing;- talking;- chronometrical;- interview.

There are 3 functionally different types of methodology:- General methodology- Private methodology- Special methodologyGeneral methodology deals with studying consequences and peculiarities of the teaching foreign languages

process despite which foreign language is studied.Private methodology studies features of teaching concrete foreign language (English, French etc.)Special methodology tries separate aspects of teaching theory which are of special importance for

realizing foreign language teaching and upbringing process (ex. System of exercises for teaching English).[1] "The principle goal of education in the schools should be creating men and women who are capable of

doing new things, not simply repeating what other generations have done".[2] According to requirements ofthe State educational standards, the main goal of teaching a foreign language is to form communicativecompetence of learners at all levels with the aim of enabling them to express their ideas in daily work,including scientific and professional activities.



Aims of teaching foreign languages:- Practical aim- Upbringing aim- Educational aimPractical aim. The main task of this aim is to teach language as a means of communication in

order to understand thoughts of other people and to express own thoughts in oral and written form.Practical acquisition of foreign language means acquiring some or all types of speech.

Upbringing aim. The main task of this aim is to develop patriotic attitude to the values of native culture,tolerance to the foreign culture and humanistic outlook to the worldwide changes through the learningand teaching foreign language.

Educational aim .The main task of this aim is to develop leaner's language skills, to widen their outlookby studying foreign and native culture features.[3]

Content of teaching includes following components:- language materials (phonetics, grammar, vocabulary),- knowledge and skills,- topics,- texts,- language notions that native language doesn't have (article),- skills to use dictionaries and literature, ICT, etc. The content of FLT includes knowledge, experience, skill.

Linguistic component of the content of FLT language material (phonetic, grammatical, and lexicalminima), speech material (utterances of different lengths) to be used in real acts of communication.

Cultural content and cultural learning components:Cultural knowledge. Culturally marked lexical units (proverbs, sayings, tongue twisters, nursery rhymes,

idioms, aphorisms and etc.)Cultural values. The 'psyche' of the country, what people think is important; it includes things like

family, hospitality, patriotism, fairness etc.Cultural behavior. The knowledge of daily routines and behavior.Cultural skills. The development of intercultural sensitivity and awareness, using the English language as

the medium of interaction.Psychological component is a psychological component is related to the development of sub-skills and

skills to use a FL for communicative purposes. According to the State education standard :

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- Content of FLT consists of themes included into curriculum of schools and secondary specialschools.

- Learning material should provide continuity and succession.- Language material for FLT content is selected taking into account difficulties of language items for

assimilation and interference phenomenon.Content of teaching is never fixed and it changes due to the aims and time. Nowadays selection of the

Content of teaching is based on 2 basic principles:1. Principle of necessity and sufficiency of the content.2. Principle of ability and accessibility of the content.First principle means that the content of teaching must cover those language means, texts and etc.

which are not only necessary for achieving aims but sufficient for realizing those aims of teaching. Secondprinciple supposes real abilities of learners for acquisition of the selected materials.

Teaching foreign language Methodology based on general didactic principles has created methodicalprinciples:

1.Communicative (speech) approach to teaching foreign language.2. Consideration of native language peculiarities.3. Prevailing role of exercises on the all stages and in all spheres of foreign language acquisition.

Bibliography:[1]. J.J.Jalolov, G.T.Makhkamova, Sh.S.Ashurov. English Language Teaching Methodology (theory

and practice). - Ò.: "Fan va texnologiya", 2015,pp 31-45. [2]. Jean Piaget "The psychology of intelligence "- Pearson Education, 2005.58 p [3]. J.J.Jalolov "Foreign Language Teaching Methodology" Ò. 2014. -41-97 p



ÏÐÈÌÅÍÅÍÈÅ ÊÅÉÑ-ÒÅÕÍÎËÎÃÈÈ Â Ó×ÅÁÍÎÌ ÏÐÎÖÅÑÑÅ ÂÓÑËÎÂÈßÕ ÐÅÀËÈÇÀÖÈÈ ÏÐÈÎÐÈÒÅÒÍÛÕ ÍÀÏÐÀÂËÅÍÈÉ

ÊÎÍÖÅÏÖÈÈ ÐÀÇÂÈÒÈß ÑÈÑÒÅÌÛ ÍÀÐÎÄÍÎÃÎ ÎÁÐÀÇÎÂÀÍÈßÓÇÁÅÊÈÑÒÀÍÀ ÄÎ 2030 ÃÎÄÀ

Ìàêàåâà Çóëüôèÿ ÄàìèðîâíàÒàøêåíòñêèé ãîñóäàðñòâåííûé ïåäàãîãè÷åñêèé óíèâåðñèòåò èìåíè Íèçàìè,ã. Òàøêåíò, Påñïóáëèêà ÓçáåêèñòàíE-mail: [email protected]

Àííîòàöèÿ. Â ñòàòüå ðàññìàòðèâàåòñÿ òåõíîëîãèÿ îáó÷åíèÿ case-study â óñëîâèÿõ ìàñøòàáíûõðåôîðì â ñôåðå îáðàçîâàíèÿ Óçáåêèñòàíà. Ïîêàçàíû ïîïóëÿðíîñòü è ïîëîæèòåëüíîå âëèÿíèå êåéñ-òåõíîëîãèè íà îáðàçîâàòåëüíûé ïðîöåññ. Ïðèâåäåíû ðåçóëüòàòû èññëåäîâàíèÿ íà òåìó "Ïîïóëÿðèçàöèèêåéñ-òåõíîëîãèè â îáðàçîâàíèè".

Êëþ÷åâûå ñëîâà: Êîíöåïöèÿ, îáðàçîâàíèå, êåéñ-òåõíîëîãèè, ïîèñêîâîå èññëåäîâàíèå.

THE USE OF CASE-TECHNOLOGY IN THE EDUCATIONAL PROCESS UNDER CONDITIONSOF IMPLEMENTATION OF THE CONCEPT OF DEVELOPMENT OF THE PUBLIC EDUCATIONSYSTEM OF THE REPUBLIC OF UZBEKISTAN UNTIL 2030

Makaeva Zulfiya DamirovnaTashkent State Pedagogical University named after Nizami,Tashkent, Republic of [email protected]

Annotation. The article discusses case-study learning technology in the context of large-scale reformsin the field of education in Uzbekistan. The popularity and positive impact of case technology on theeducational process are shown. The results of a study on the topic "Promotion of case technology ineducation" are presented.

Keywords: concept, education, case technology, exploratory research.

O'ZBEKISTON RESPUBLIKASI XALQ TA'LIMI TIZIMINI 2030 YILGACHA RIVOJLANTIRISHKONSEPSIYASINI AMALGA OSHIRISH SHAROITLARIDA TA'LIM TIZIMIDA KEYS-TEXNOLOGIYANI FOYDALANISH

Makayeva Zulfiya DamirovnaNizomiy nomidagi Toshkent davlat pedagogika universiteti, Toshkent, O'[email protected]

Annotasiya. Maqolada O'zbekistonda ta'lim sohasidagi keng ko'lamli islohotlar sharoitida case-studyo'quv texnologiyasi muhokama qilinadi. Keys- texnologiyasining o'quv jarayoniga ommaviyligi va ijobiy ta'siriko'rsatilgan. "Ta'limda case-texnologiyasini ilgari surish" mavzusidagi tadqiqot natijalari taqdim etildi.

Kalit so'zlar: Kontseptsiya, ta'lim, keys-texnologiya, izlanish tadqiqotlari.

Îäíèì èç âàæíûõ ñîáûòèé 2019 ãîäà äëÿ ñôåðû îáðàçîâàíèÿ ñòàëà óòâåðæäåííàÿ ÏðåçèäåíòîìØàâêàòîì Ìèðçè¸åâûì "Êîíöåïöèÿ ðàçâèòèÿ ñèñòåìû íàðîäíîãî îáðàçîâàíèÿ äî 2030 ãîäà" [1].Ýòîò äîêóìåíò ÿâëÿåòñÿ ïðîäîëæåíèåì íà÷àòûõ ðåôîðì è ïðèçâàí ïîëíîñòüþ èçìåíèòü ñèñòåìóîáðàçîâàíèÿ â Óçáåêèñòàíå. Íà íàø âçãëÿä, ýòîò ïðîåêò ÿâëÿåòñÿ äåéñòâèòåëüíî óíèêàëüíûì äëÿíàøåé ñòðàíû è ñèñòåìû îáðàçîâàíèÿ â öåëîì. Óíèêàëüíîñòü äîêóìåíòà íå â ïåðå÷íå ÿâíûõ ïðîáåëîâè íåäîñòàòêîâ â ñôåðà íàðîäíîãî îáðàçîâàíèÿ, à â îçâó÷åííûõ ñòðàòåãè÷åñêèõ öåëÿõ è è ïóòÿõ èõäîñòèæåíèÿ.

Ñîãëàñíî "êîíöåïöèè", ñèñòåìà íàðîäíîãî îáðàçîâàíèÿ áóäåò ðàçâèâàòüñÿ íà îñíîâàíèèíåñêîëüêèõ âàæíûõ ïðèîðèòåòíûõ íàïðàâëåíèé, îäíèì èç êîòîðûõ ÿâëÿåòñÿ "âíåäðåíèåèííîâàöèîííûõ ïðîåêòîâ â ñôåðó íàðîäíîãî îáðàçîâàíèÿ". ×òî æå ìû ïîíèìàåì ïîä èííîâàöèÿìè â

220



îáðàçîâàíèè? Ó÷åáíî-âîñïèòàòåëüíûé ïðîöåññ ìîæíî âñåãäà ðàññìàòðèâàòü êàê èííîâàöèîííûé,ïîñêîëüêó åãî öåëü çàêëþ÷àåòñÿ â ïåðåäà÷å çíàíèé, â ôîðìèðîâàíèè íîâûõ íàâûêîâ è êîìïåòåíöèé.Òåì íå ìåíåå, ïîä èííîâàöèÿìè â îáðàçîâàíèè ïîíèìàåòñÿ ïðîöåññ ñîâåðøåíñòâîâàíèÿ ïåäàãîãè÷åñêèõòåõíîëîãèé, ñîâîêóïíîñòè ìåòîäîâ, ïðèåìîâ è ñðåäñòâ îáó÷åíèÿ [2]. Â ïåäàãîãè÷åñêîé íàóêå ñëîæèëàñüñèñòåìà èííîâàöèîííûõ îáðàçîâàòåëüíûõ òåõíîëîãèé, êîòîðûå âêëþ÷àþò â ñåáÿ èíòåðàêòèâíûåìåòîäû îáó÷åíèÿ.

Îäíèì èç íàèáîëåå ýôôåêòèâíûõ èíòåðàêòèâíûõ ìåòîäîâ îáó÷åíèÿ â ñîâðåìåííîìîáðàçîâàòåëüíîì ó÷ðåæäåíèè ÿâëÿåòñÿ êåéñ-òåõíîëîãèÿ. Â íàøè äíè â íàó÷íî-ìåòîäè÷åñêîé ëèòåðàòóðåâñòðå÷àþòñÿ ðàçëè÷íûå ôîðìóëèðîâêè íàçâàíèÿ äàííîé òåõíîëîãèè: "Êåéñ-ìåòîä", "Ñase-study","Ìåòîä ñèòóàöèîííîãî àíàëèçà", "Ìåòîä êîíêðåòíûõ ñèòóàöèé" [3]. Ñóòü äàííîãî ìåòîäà çàêëþ÷àåòñÿâ èñïîëüçîâàíèè êîíêðåòíûõ ñëó÷àåâ (ñèòóàöèé, èñòîðèé, òåêñòû êîòîðûõ íàçûâàþòñÿ "êåéñîì")äëÿ ñîâìåñòíîãî àíàëèçà, îáñóæäåíèÿ èëè âûðàáîòêè ðåøåíèé ñòóäåíòàìè ñ îïðåäåëåííîé ïðîáëåìíîéòåìîé ó÷åáíîé äèñöèïëèíû [4].

Ìåòîä case-study ïðåäñòàâëÿåò ñîáîé ñèíòåç ïðîáëåìíîãî îáó÷åíèÿ, èíôîðìàöèîííî-êîììóíèêàòèâíûõ òåõíîëîãèé è ìåòîäà ïðîåêòîâ. Ìåòîä case-study ýòî èíñòðóìåíò, ïîçâîëÿþùèéïðèìåíèòü òåîðåòè÷åñêèå çíàíèÿ ê ðåøåíèþ ïðàêòè÷åñêèõ çàäà÷. Ìåòîä ñïîñîáñòâóåò ðàçâèòèþ óó÷àùèõñÿ ñàìîñòîÿòåëüíîãî ìûøëåíèÿ, óìåíèÿ âûñëóøèâàòü è ó÷èòûâàòü àëüòåðíàòèâíóþ òî÷êóçðåíèÿ, àðãóìåíòèðîâàííî âûñêàçàòü ñâîþ. Ñ ïîìîùüþ ýòîãî ìåòîäà ó÷åíèêè èìåþò âîçìîæíîñòüïðîÿâèòü è óñîâåðøåíñòâîâàòü àíàëèòè÷åñêèå è îöåíî÷íûå íàâûêè, íàó÷èòüñÿ ðàáîòàòü â êîìàíäå,íàõîäèòü íàèáîëåå ðàöèîíàëüíîå ðåøåíèå ïîñòàâëåííîé ïðîáëåìû [5]. Ýòîò ìåòîä ëåãêî ìîæåò áûòüñîåäèí¸í ñ äðóãèìè ìåòîäàìè îáó÷åíèÿ, â òîì ÷èñëå òðàäèöèîííûìè, çàêëàäûâàþùèìè ó ó÷àùèõñÿîáÿçàòåëüíûå áàçèñíûå çíàíèÿ.

Êåéñ-ìåòîä øèðîêî èñïîëüçóåòñÿ â îáó÷åíèè çàðóáåæîì è, ê ïðèìåðó, Ãàðâàðäñêàÿ øêîëàáèçíåñà âûäåëÿåò ïî÷òè 90% ó÷åáíîãî âðåìåíè íà ðàçáîð êîíêðåòíûõ êåéñîâ, ñîõðàíÿÿ ïðèîðèòåòíîåçíà÷åíèå ìåòîäà case-study â îáó÷åíèè áèçíåñó [6]. Ê ñîæàëåíèþ, â íàøåé ñòðàíå ýòîò ìåòîä íåïîëó÷èë òàêîãî øèðîêîãî ïðèìåíåíèÿ. Ñ öåëüþ âûÿñíèòü ñèòóàöèþ ñ èñïîëüçîâàíèåì êåéñ-ìåòîäàâ ïåäàãîãè÷åñêîé äåÿòåëüíîñòè, ìíîé áûëî ïðîâåäåíî ïîèñêîâîå èññëåäîâàíèå â ôîðìå îïðîñàñðåäè êîëëåã íà òåìó "Ïîïóëÿðèçàöèè êåéñ-òåõíîëîãèè â îáðàçîâàíèè". Èíñòðóìåíòàðèåì èññëåäîâàíèÿÿâëÿëñÿ áóìàæíûé îïðîñíèê (àíêåòà) è îíëàéí-îïðîñ â ìåññåíäæåðå Telegram íà êàíàëå "Ó÷èòåëÿì",àóäèòîðèÿ êîòîðîãî ñîñòîèò èç ïåäàãîãîâ Óçáåêèñòàíà è íà äàííûé ìîìåíò íàñ÷èòûâàåò ïîðÿäêà3,412 ïîëüçîâàòåëåé.

Ïî èòîãàì ïèëîòàæà áóìàæíîãî îïðîñíèêà áûëî óñòàíîâëåíî, ÷òî ñðåäè 135 îïðîøåííûõïðåïîäàâàòåëåé øêîë, ëèöååâ è ÂÓÇîâ, 40% ïðèìåíÿþò êåéñ-òåõíîëîãèþ â ñâîåé ïðîôåññèîíàëüíîéäåÿòåëüíîñòè. Îíëàéí-îïðîñ íà Telegram êàíàë ïîêàçàë, ÷òî èç 86 ó÷àñòíèêîâ èññëåäîâàíèÿ ëèøü36% îòâåòèëè ïîëîæèòåëüíî. Íà ðèñóíêå-1 ïðèâåäåíà äèàãðàììà.

Ðèñ.1. Äèàãðàììà ðåçóëüòàòîâ èññëåäîâàíèÿÂî âðåìÿ àíêåòèðîâàíèÿ òàê æå áûëî âûÿñíåíî, ÷òî íåêîòîðîå êîëè÷åñòâî ðåñïîíäåíòîâ íå

èìååò ïðåäñòàâëåíèÿ î òîì, ÷òî òàêîå "êåéñ-òåõíîëîãèÿ". Ê òîìó æå íåêîòîðûå ïðåïîäàâàòåëèâûñêàçûâàëè ïðèíöèïèàëüíûå ñîìíåíèÿ îòíîñèòåëüíî ïîòåíöèàëà êåéñ-ìåòîäà â Óçáåêèñòàíå.



Èññëåäîâàíèÿ íàøèõ çàðóáåæíûõ êîëëåã ãîâîðÿò îá îáðàòíîì. Âíåäðåíèå êåéñ-òåõíîëîãèè â ó÷åáíûéïðîöåññ ïîêàçàëî óíèâåðñàëüíîñòü è ýôôåêòèâíîñòü äàííîãî ìåòîäà. Ñåãîäíÿ ëèäèðóþùèå áèçíåñ-øêîëû Åâðîïû è óíèâåðñèòåòû ïî âñåìó ìèðó íå òîëüêî èñïîëüçóþò, íî è ñàìè àêòèâíî ó÷àñòâóþòâ ðàçðàáîòêå êåéñîâ. Äîëÿ âðåìåíè, îòâîäèìàÿ â ó÷åáíîì ïëàíå íà ðàññìîòðåíèå êåéñîâ, êîëåáëåòñÿîò 25 äî 75 %.

Ó÷èòûâàÿ èíòåðíàöèîíàëèçàöèþ îáðàçîâàíèÿ è íàïðàâëåíèÿ ðåàëèçàöèè "êîíöåïöèè",îðèåíòèðîâàííûå íà êà÷åñòâåííîå îáíîâëåíèå ñîäåðæàíèÿ ñèñòåìû îáðàçîâàíèÿ, âîïðîñ âíåäðåíèÿèíòåðàêòèâíûõ ôîðì è ìåòîäîâ îáó÷åíèÿ, â ÷àñòíîñòè êåéñ-ìåòîäà, ÿâëÿåòñÿ àêòóàëüíûì èâîñòðåáîâàííûì. Ìû íàäååìñÿ, ÷òî êåéñ-òåõíîëîãèÿ è äðóãèå èííîâàöèîííûå ìåòîäû îáó÷åíèÿñòàíóò ïîïóëÿðíûìè è íàéäóò äîñòîéíîå ïðèìåíåíèå ñðåäè îòå÷åñòâåííûõ ìåòîäèñòîâ è ïåäàãîãîâ.

Ñïèñîê ëèòåðàòóðû1. Êîíöåïöèÿ ðàçâèòèÿ ñèñòåìû íàðîäíîãî îáðàçîâàíèÿ ðåñïóáëèêè Óçáåêèñòàí äî 2030 ãîäà îò

29.04.2019 ã. N ÓÏ-5712.2. Êîìîëîâà Ý.Â., and Èøóòèíà Ì.À.. "Èííîâàöèîííûå òåõíîëîãèè â ïðåïîäàâàíèè ãóìàíèòàðíûõ

äèñöèïëèí" Ïðîáëåìû îáåñïå÷åíèÿ áåçîïàñíîñòè ïðè ëèêâèäàöèè ïîñëåäñòâèé ÷ðåçâû÷àéíûõñèòóàöèé, no. 1, 2014, pp. 467-470.

3. Êóðìàõèíà Í.À., Êåéñ-òåõíîëîãèÿ êàê óñëîâèå ïðîäóêòèâíîãî îáó÷åíèÿ â óñëîâèÿõ ðåàëèçàöèèÔÃÎÑ // Îïóáëèêîâàíî 19.11.2019 // URL: https://nsportal.ru/detskiy-sad/raznoe/2019/11/19/keys-tehnologiya-kak-uslovie-produktivnogo-obucheniya-v-usloviyah

4. Ðåóòîâà Â.Â., "Èñïîëüçîâàíèå êåéñ-ìåòîäîâ ïðè ïðåïîäàâàíèè ýêîíîìè÷åñêèõ äèñöèïëèí"Ïðîáëåìû ïåäàãîãèêè, no. 7 (8), 2015, pp. 29-32.

5. Äîëãîðóêîâ À. Ìåòîä case-study êàê ñîâðåìåííàÿ òåõíîëîãèÿ ïðîôåññèîíàëüíî-îðèåíòèðîâàííîãîîáó÷åíèÿ. - URL: http://www.evolkov.net/case/case.study.html

6. Òåðåøêî Í.Â. and Ôîêèíà Â.Ñ., "Case-study: èñòîðèÿ è ýâîëþöèÿ" Ýëåêòðîííûé âåñòíèêÐîñòîâñêîãî ñîöèàëüíî-ýêîíîìè÷åñêîãî èíñòèòóòà, no. 2, 2016, pp. 187-193.

222



THE ROLE OF ICT IN TEACHING ENGLISH

Mamajonova Feruza Abdulboqiyevna, an English teacher of Namangan region,Namangan district, school ¹ 3tel: +998934040047

AnnotationIn this article, it is spoken about the information and communication technology (ICT)which is a whole

range of modern technologies related to the processing and use of information. ICTs are increasingly beingused in the educational process.

Key words: teaching, ICT, role, English, technology, knowledge, modern

ICTs in foreign language lessons are becoming leading technologies in the educational process, whichcontribute to the formation of skills to independently replenish knowledge, search and navigate the flow ofinformation, as well as form the students' communicative culture and their cognitive independence. Thedegree to which the problem is developed. The concept and role of information technology as a componentof modern methodological knowledge in the process of teaching foreign languages was considered in theirwritings by such scientists and practical teachers as E.S. Polat, N.S. Popov, P.V. Sysoev, M.N. Evstigneev,R.P. Milrud, T.V. Sidarenko, L.P. Chaliapin and others. Their studies showed both an increase in thepedagogical effect when using ICT in the classroom, and the emerging negative impact of informationtechnology on students - their socio-psychological state, level of intelligence - in the process of teaching aforeign language at school and university. In general, the authors agree that the use of ICT in the process ofteaching a foreign language at school is an objective reality and an integral part of the planning of apedagogical activity.

The modern educational process cannot be imagined without the use of new information andcommunication technologies, which are based on telecommunication and computer facilities. Numerousdomestic and foreign studies show that the use of information and communication technologies (ICT)helps to improve student learning outcomes, as well as the quality of teaching. Communication technologiescontribute to the implementation of the principle of communicativeness in classes in a foreign language. Firstof all, this consists of creating an educational model of real communication using information technology.Inthe modern educational process, various auxiliary tools are used, they can be classified as follows:

1. By the method of application in the lesson: demonstration, handouts.2. By the method of perception of information: visual, sound, audiovisual, multimedia.3. By the way, information is displayed: technical, non-technical means.4. By the nature of the visual image: static, dynamic means. ICT tools belong to technical means, among which computer and non-computer means are distinguished.

The emergence of new information and communication technologies was preceded by the development ofnon-computer hardware: visual (transparencies, slides, silent films), audiovisual (tape recordings, songrecordings, verses on phonograph records, radio courses), audiovisual (series of voiced transparencies,sound films, film clips, videos, television shows). It was these teaching aids at different stages of thedevelopment of the education system that were the main tools for increasing the efficiency of storage,processing, transmission and presentation of educational information. In the absence of computer technology,they played the role of information and communication technologies.

The basis of modern educational information technologies is computer teaching aids, i.e., software andhardware.

Software and hardware include computers of all classes, computer networks, information retrievalsystems, scanners, databases, multimedia systems, video and Teletext, modems, graphic information inputdevices, hypertext systems, television, radio, voice email, teleconference, electronic board, Internet navigationsoftware, electronic libraries, educational software, and so on.

Also, ICT tools can be classified by their methodological purpose:1. Educational - the formation of knowledge, skills, educational or practical activities;2. Simulators - the

processing of various kinds of skills, repetition or consolidation of the material passed;3. Demonstration -visualization of the studied objects, phenomena, processes to study and study them;4. Imitation - thepresentation of a specific aspect of reality for its study. Portable ICT tools help to understand foreignlanguage speech without visual information and without limiting the time frame.



In conclusion we can say that depending on the set educational tasks, you can choose the necessaryICT tools. Technical tools allow you to work with the information of various types - sound, text, photo andvideo image. The teaching aids used in the complex contribute to the productive implementation of thepedagogical activity of the teacher and the improvement of the level of education of students.

References:1.Altun, M. (2015). The integration of technology into foreign language teaching2..Jayanthi, N. S. & Kumar, R. V. (2016). Use of ICT in English language teaching and learning.3.Padurean, A. &Margan, M. (2009). Foreign language teaching via ICT.

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ADABIYOT DARSLARIDA O'QITISH JARAYONINING SAMARADORLIGINIOSHIRISH

Mamatxo'jayeva Dildora Ahmadjonovna,Namangan viloyati ,Uychi tumani,40-maktabning ona tili va adabiyoti fani o'qituvchisitel:934021232

AnnotatsiyaUshbu maqola adabiyot darslarida o'qitish jarayonining samaradorligini oshirishda zamonaviy pedagogik

texnologiyalar va ulardan qanday foydalanish to'g'risida ma'lumotlar berilgan.Kalit so'zlar: ona tili, adabiyot, texnologiya, zamonaviy, dars, o'qituvchi, kasb

Uzluksiz ta'lim tizimining barcha ta'lim muassasalarida o'quv jarayonini yuksak ma'naviyat vazamonaviy texnologiyalar asosida tashkil etishni taqozo etadi. Har bir o'qituvchi darsini samarali tashkilqilish uchun turli metod va texnologiyalarga murojaat qilib o'quvchilarga imkon qadar tushunarli tildadars o'tishga, ularni mavzuni chuqur o'rganishiga va xotirasida uzoq vaqt eslab qolishiga harakat qiladi.Hozirga vaqtda ta`lim jarayonida o`tmishning zamonaviy metodlarini qo`llash o`qitish jarayonida yuqorisamaradorlikka erishishga olib keladi. Bu metodlar har bir darsning didaktik vazifasidan kelib chiqib tanlashmaqsadga muvofiq. Intårfàîl måtîd tåõnîlîgiyasining mîhiyati o`quvchilàrning ijîdkîrligigà tàyanish vàdàrsdà erkin bàhs-munîzàrà shàrîitini tug`dirishdàn ibîràtdir. Bunday usullarda darslarni tashkil etisho`quvchilarni o`qitishga yangicha yondashish, o`qituvchilarni o`z kasbiga va o`zgalarga,ya`ni ta lim oluvchilargao`ta talabchanlik bilan munosabatda bo lishini taqozo etadi va darslarda ivojlantiruvchi ta lim texnologiyalari,metodik o`yinlardan foydalanish dars jarayonida ham o`qituvchiga,ham o`quvchigalarga qulayliktug`diradi,dars samaradorligini oshishiga katta yordam beradi.Chunki rivojlantiruvchi ta`limtexnologiyalari eng qulay va sodda usul bo`lib,o`quvchilarga mustaqil fikrlashni o`rgatadi,ko`p tarmoqli,sodda, oson, esda qolishi kuchli,bilim boyligini oshiradi, qiziqarli o`tadi,dunyoqarashnikengaytiradi,xotirani kuchaytiradi va har bir o`quvchi bilan individual munosabat paydo qiladi.Ayniqsa, rivojlantiruvchi ta`lim texnologiyalardan foydalanish adabiyot darslarida juda muhim. Adabiyotdarslarida o'qitish jarayonining samaradorligini oshirish, hatto, yuksak darajaga ko'tarilish uchun o'qituvchilardano'z ustida ishlash, zamonaviy innovatsion texnologiyalardan foydalanishning samarali usullarini qo'llash,zarur hollarda yangi qirralarini kashf etish, va albatta, uni amaliyotga tatbiq etish talab qilinadi.

Quyida biz adabiyot darslarida foydalanish mumkin bo`lgan interfaol metodlardan ko`rib chiqamiz.Ta'lim texnologiyalarini adabiyot darslarida keng tadbiq etish o'quvchilar faolligini oshirishning muhimomillaridan sanaladi. Adabiyot darslarida berilgan matnlarni tahlil qilish jarayonida aksariyat o`quvchilarningo`z fikrini erkin bayon qilolmayotganligini, insho va ijodiy bayon, matnlarni tuzishda fikrlarini to`liqnamoyon qilmayotganligi va badiiy asar tahlili jarayonida berilgan savolga qisqa javob bilan kifoyalanibqolayotganligiga guvoh bo`lmoqdamiz.Bu muammolarni yechishda rivojlantiruvchi ta lim texnologiyalardanfoydalanish muhim. Masalan,badiiy asar tahlilida "FSMU","Venn" diagrammasi,"Baliq skeleti", "Yelpig ich","Zanjir","Zinama-zina","6*6*6","Didaktik o`yin","Ikki qismli kundalik", "Rollio`yin","Taqdimot","T"jadvali,"Kreativ test" ,"SAN" texnologiyasdi kabi rivojlantiruvchi ta`limtexnologiyalardan foydalanish yuqori samara beradi. Shu jumladan zamonaviy innovatsion g'oyalar vatexnologiyalardan foydalanib dars o'tish bir necha imkoniyatlar eshigini ochish bilan birga ko'plab yutuqlargaham sabab bo'lmoqda.

Zero, zamonaviy ta'limning asosiy maqsadi faqat bilim berish emas, balki o'quvchi yoshlarda mavjudiqtidor va qobiliyatlarni shakllantirishdan iboratdir. Adabiyot darslarini ham ana shunday imkoniyatlar bilanamalga oshirish endilikda o'qituvchi mahoratini talab etmoqda. Buning uchun o'qituvchi o'zidagi borimkoniyatlarni yanada oshirishi, o'z ustida yanada ko'proq ishlashi kerakligini bildiradi. Adabiyot faninio'qitishda ilg'or innovatsion texnologiyalardan foydalanish dars samaradorligini oshirishda muhim ahamiyatgaega. Zamonaviy axborot kommunikatsion texnologiyalardan foydalanishda ularning turli qirralarini kashfetish va ulardan samarali foydalanish, shubhasizki, ta'lim sifatini oshira oladi. Hozirgi kunda pedagog-o'qituvchilardan tomonidan dars jarayonida yuzaga keladigan kichik muammolar borki, turli kompyuterdasturlarini amaliyotga joriy etish orqali ularni bartaraf etish mumkin. Bu borada,ayniqsa, Microsoft PowerPoint dasturining ko'rgazmali vosita sifatida ahamiyati ancha salmoqlidir.Amaldagi o'quv dasturida belgilanganfanga oid kompetensiyalar sifatida mavzuga doir yillar, atamalar hamda turli shaxs va joy nomlari ko'rsatib



o'tilgan. Adabiyot fanini o'qitishda esa ma'lumotlarning eslab qolinishi eng asosiy muammolardan biridir.Ba'zi hollarda o'quvchining dars mazmunini tushuna olmasligi o'zlashtirishni qiyinlashtiradi. O'quvchiningongida tushuntirilayotgan masala yuzasidan aniq tasavvur uyg'otilishi eslab qolishni osonlashtiradi. Ba'zihollarda fanga umuman qiziqmaydigan o'quvchilarning faollashuvini ham kuzatish mumkin. Bu boradaqo'llaniladigan eng ommabop usul -suratlar bilan ishlashdir. Bunda mavzuga doir rasmlar o'quvchida tasavvuruyg'otish uchun xizmat qiladi.

Xulosa qilib aytganda, o'quvchilarning adabiyot darslariga yanada qiziqishlari va dars jarayonidayuqori bilimlar bera olish maqsadida darslarda "Debat", "Tarmoqlash", "Rolli o'yin" kabi interfaol metodlardankeng foydalanish mumkin. Bu metodlar orqali bolalarning dunyoqarashi o'sib, fikrlash jarayoni kengayadi.

Foydalanilgan adabiyotlar:1.Qunduzxon Husanboyeva, Roza Niyozmetova adabiyot o'qitish metodikasi Toshkent-20182.N.Mahmudov. O'qituvchi nutqi madaniyati. Ò.: Alisher Navoiy nomidagi O'zbekiston milliy kutubxonasi

nashriyoti, 2007

226



LEARNING ENGLISH THROUGH POETRY

Mansurov Azimjon Maxamatjonovich,An English teacher, State Specialized School #58 Namangan,"An excellent teacher of public education of the Republic of Uzbekistan" tel ¹ +998 93 4990202

Annotation The relevance of the topic is that the use of poems in English lessons, with their systematic application,

contributes to more effective teaching of different types and sides of foreign language speech activity. The useof poems in the lesson is one of the important reserves of increasing motivation among students, their inclusionin active work. Poems allow students to get acquainted with English poetry, culture and customs of the countryof the language being studied, which is always of great interest to students.

Key words: through, learning, poetry, poems, speech, skills, communication

The use of poems as a means of developing oral speech skills is one of the effective means in masteringa foreign language. When reading a poem, the student sees the conscious use of vocabulary to convey thethoughts of the author and gets acquainted with the various functions of the language in communication.Poetry can be used as a model of modern authentic colloquial speech to achieve the leading learningobjectives and to develop students' creative abilities. The effectiveness of the use of poetry samples largelydepends on a properly organized sequence of work with them and the choice of exercises that stimulate thestudents' mental activity and contribute to the development of their motivation.

With the help of poems, we can develop speaking skills in pronunciation, grammar, vocabulary.Learning pronunciation is, first of all, mastering the auditory - pronunciation side of speaking and reading,namely:

1) listening and hearing skills, the development of phonemic hearing;2) pronunciation skills, that is, mastery of the articulatory base of the English language, methods of

intonation brought to automatism;3) the development of inner speech.For the speech to be clear, legible and understandable, work with poems can have an invaluable role.

They are the best way to achieve clarity of speech. The question often arises: how to make the student needto remember, and then use this grammatical form in speech? Hence the rule: the student will use thegrammatical form in speech if he knows why he is doing this. And the poem helps to implement this rule.Having realized the grammatical form, the student will try to reproduce the speech pattern. The use ofpoetry in teaching grammar provides a strong and automated possession of grammatical forms, as well as theactive use of these forms in speech.

Vocabulary is the main building material of the language. Vocabulary individualizes the utterance, gives ita specific meaning. When learning English, the student must:

-understand and remember a foreign language word, its meaning, sound and language form;- choose it to solve a particular communicative problem in a specific communication situation.- the ability to use it in a speech in combination with other words.One of the ways and techniques of learning is to work with poetic text. Unlimited possibilities in this

direction allow not only to interest children in their creative activity, but also allow them to increase theirlexical supply, realizing it in speech, and improve grammatical forms of expression of thought in a foreignlanguage.

An important factor in this work is the selection of poems that correspond to the age interests of students.The results of the work with the poem will depend not only on the quality of the classroom but also on theindependent work of students at home.

Techniques for working on a poetic text can be different and depend on both the stages of training andthe goal that the teacher sets himself. The text of the poem can be written on cards; You can also write it onthe board. Intensive memorization of the poetic text is facilitated by the use of visual support in the form ofillustrations, pictures, drawings.

When working on poems with the condition of memorizing it, you can determine the sequence:1. Intonation - phonetic presentation of the poetic text by the teacher. Expressively read the poem.2. Removing lexical and grammatical difficulties.3. Testing the understanding of the text through questions.



4. Intonation-phonetic testing of the poem.5. Choral refinement of the text.6. Memorizing the text written with the support.7. Reproduction of a poetic text.To prove the hypothesis, observation methods and conversations with the teacher were used. During the

conversation, it was found out that various forms of work with poems are used in the lessons. The choice ofform depends on the tasks and goals. The goal is chosen, depending on the results of the use of poems. Thisshows that there is a consolidation of lexical units and speech patterns that children should know accordingto the requirements of the program: improving the quality of hearing - speaking skills; memory development;thinking imagination; attention. When working with poems, you can use various teaching aids. From allthis, we can conclude that children not only like to learn poems, but also the use of poems serves as a meansof developing students' language skills.

The purpose of the observation was to study the methods of working with poems. The work was carriedout according to the following scheme: (slides)

- Read a poem, using visual support- work out with the student's words using visual support, phrases, individual sentences- ask questions to verify understanding- read the poem according to the scheme: teacher-student; the student is a teacher, first one then two

lines.- read the verse together with the teacher in the chorus- divide the class into two teams and give the task to work on their chosen poems- teams reproduce poems by filling in gaps- the house is asked to learn the poem you like, prepare illustrations for it, and translate it.After observation, we can conclude that the poems used as phonetic charging and other types of work

(physical minutes in poetic form, exercises) affect the development of pronunciation skills.After the study, pronunciation skills were evaluated and it was thus found that the hypothesis was

proved, namely that the poems develop and improve language skills.

References1. Finch, A. E. (1998). Perception of memory.2. Breaking the Poetry Barrier: Towards Understanding and Enjoying Poetry3. Moore, J. N. (2002). Practicing poetry: Teaching to learn and learning to teach.

228



O'ZBEK TILIDA YUKLAMALAR VA UNI O'QITISH MASALALARI

Matniyozova Sevara BahromovnaXorazm viloyati Hazorasp tumani Pitnak shahar8-son maktab Ona tili va adabiyot fani o'qituvchisiOltibayeva Shaxnoza ZaripboyevnaXorazm viloyati Hazorasp tumani Pitnak shahar10-son maktab Ona tili va adabiyot fani o'[email protected] +998999665133

Annotatsiya: Mazkur maqolada yordamchi so'z turkumi yuklamalar, ularning turlari, ma'nolari va o'qitishmasalalari haqida so'z yuritiladi.

Kalit so'zlar: so'roq, kuchaytiruv, ta'kid, ayiruv va chegaralov, inkor, gumon, affiks, faqat, yana.

So'z yoki gapga qo'shimcha ma'no yuklash uchun qo'llanadigan yordamchiso'zlar turkumi o'zbek tilida yuklama deb yuritiladi.Yuklamalar ma'nolariga ko'ra bir necha guruhga ajratiladi. Masalan:O'zbek tilida: 1) so'roq yuklamalari: -mi, -chi, -a (-ya);2) kuchaytiruv yuklamalari: axir, hatto (hattoki), -oq (-yoq), nahot (nahotki),tim, qoq, lim, liq, g'irt, g'arq, jiqqa;3) ta'kid yuklamalari: -ku, -da, -ki, -u (-yu), ham;4) ayiruv va chegaralov yuklamalari: -gina, faqat, yolg'iz, bir;5) inkor yuklamalari: na;6) gumon yuklamasi: -dir;Yuklamalar so'z yoki gapga qo'shimcha ma'no jilvasi berish uchun xizmatqiladi. Demak, yuklamalarni aniqlashda kontekst alohida rol o'ynaydi. Chunkibiror so'z yoki gapga ma'no jilvasi yuklashini kontekstsiz tasavvur qilibbo'lmaydi. Shuning uchun yuklamalarning xususiyatlarini belgilashda, ularningturli ma'nolarini aniqlashda tekst yoki tekstning kichik birligi gap bilan bog'liqholda tadqiq qilish kerak bo'ladi va gapga ma'no jilvasi bersagina yuklamagakiritish mumkin bo'ladi. Yuklamalar, albatta, gapga u yoki bu tarzda ma'no jilvasiberadi. Ayniqsa, bunday xususiyat o'zbek tilida juda kuchli. O'zbek tilidagimavjud yuklamalar presuppozitsiya anglata oladi. O'zbek tilidagi ham, hatto,hattoki, nahot, nahotki, faqat, yolg'iz, yakka, birgina, huddi, naq, na, xolos, yana,tag'in, tugul, -da, -oq, -yoq, -ki, -kim, -chi, -a, -ya, -gina (-kina, -qina) kabi affiksyuklamalar alohida turli ma'nodagi presuppozitsiyaga ishora qila olishi bilanajralib turadi.Faqat yuklamasi, ham yuklamasi singari ko'p qo'llanilmaydi. Lekin semantik strukturasida o'ziga xos

presuppozitsiyaga ishora qilishi bilan ajralib turadi. Bu yuklamaning talqini ko'pgina lingvistik adabiyotlardadeyarli bir xil. Barcha lingvistik adabiyotlarda faqat yuklamasini ayiruv va chegaralov yuklamasi deb ataydilar.

Hozirgi davrgacha bo'lgan tilshunoslikda yana so'zining qanday so'zturkumiga kiritilishi haqida turlicha fikrlar bor. Ba'zi adabiyotlarda biriktiruvbog'lovchilari qatorida talqin etilsa, ba'zilarida fe'l-ravishlar qatorida izohlanadi.Ayrim adabiyotlarda daraja-miqdor ravishiga kiruvchi, harakat va belginingortiqligini ko'rsatuvchi so'z yoki kuchaytiruv ravishi tarkibida izohlanadi. Ba'ziadabiyotlarda yana so'zi haqida gapirilmay, shu so'zning sinonimi bo'lgan tag'inso'zi haqida fikr aytiladi. Tag'in so'zining yuklama deb atalganligi uchun biz"yana"ni ham yuklama deb tushunsak bo'ladi. Ko'rinadiki, yana yuklamasi xususidagi fikrlar bir xil emas.

Mutaxasislarning fikricha, birorta so'zning qaysi so'z turkumiga mansubligini aniqlash uchun shu so'zningsemantik, morfologik va sintaktik belgilarini birgalikda olib tekshirish kerak. Bu fikrga sistemalilik nuqtayinazaridan yondashiladigan bo'lsagina bir so'zni bir butunlik sifatida olib, butunlikka xos bo'lgan elementlarni- semantik, morfologik va sintaktik belgilarni shu butunlikni xarakterlovchi sistema sifatida izohlash mumkinbo'ladi. Agar shu sistema elementlarining birortasi xarakterlovchi belgilikdan mahrum bo'lsa, u holda sistemadao'ziga xos parchalanish yuzaga keladi va sistemaning sifati ham

o'zgaradi.Yana so'zi kesimga bog'lanib, holatning takrorlanganligini ta'kidlab keladi va kesim bilan bitta so'roqqa javob



berishi mumkin. Agar bu so'zni mustaqil so'z turkumi deb qaraydigan bo'lsak, o'zi mustaqil so'roqqa javobbo'lishi kerak edi.

Kesimga bog'lanib, ish harakat va holatning takroriyligini bildirganligi uchun ravish deb atasak, u holdaravishning so'roqlaridan biriga javob bo'lishi kerak edi. Lekin yana so'ziga ravishning birorta ham so'rog'iniberib bo'lmaydi. Agar daraja-miqdor ravishlaridan kuchaytiruv ravishi deb ataladigan bo'linsa, u holda buso'z kuchaytirish funksiyasini bajarishi kerak edi. Yana so'zida esa kuchaytiruv ma'nosidan ko'ra, ta'kidma'nosi ko'proq anglashiladi. To'plangan materiallar shuni ko'rsatadiki, yana yuklamasi juda ko'p o'rinlardata'kid ma'nosini anglatib kelar ekan. Shunga ko'ra yana so'zini ta'kid yuklamasi deb atasak bo'ladi

Yana yuklamasi ham, faqat, emas yuklamalari singari so'zga va gapga ma'no jilosi berish bilan birga, o'ziqatnashgan gapning semantik strukturasiga ham ta'sir etadi. Yana so'zining ta'kid yuklamasi bo'lib kelishi. Yanaso'zi gapda ravishlarga xos vazifasidan ko'ra turli so'zlarni ta'kidlab kelib, yuklama vazifasida kelishi yuqoridaaytib o'tilgan edi. Ravish bo'lib kelish uchun esa ish harkatning belgisini anglatib kelishi kerak. Lekin yanaso'zi faqat ish-harakatni bildirgan so'zlar bilan birga kelib qolmay, balki boshqa so'z turkumlari bilan hambirga qo'llana oladi va unda turli xil ma'no jilolari berib kelish xususiyati ham bor.

Yana so'zi barcha gap bo'laklari bilan birga kela oladi. Shuning uchunbu so'zning turli o'rinlarida kelishini alohida tahlil etish yangi-yangi qirralarniochib beradi. Demak, yana va tag'in so'zlari yuklama hisoblanadi. Bu yuklamalarkuchaytiruv va ta'kid yuklamalariga kiritilishi kerak

FOYDALANILGAN ADABIYOTLAR1. A. G'ulomov. Ona tili o'qitish prinsiplari va metodlari.2. A. G'ulomov , X. Ne'matov Ona tili ta'limi mazmuni.3. Umumta'lim maktablarining 5-11 sinflari uchun ona tili darsliklari.4. B.To'xliyev, M.Shamsiyeva, T.Ziyodova. O'zbek tili o'qitish metodikasi5. www.uzedu.uz

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STUDYING THE PORTRAYAL OF FEMALES IN V.WOOLF'S "MRS.DALLOWAY"

Mavlanova Gulnigor Bakhriddin kizi2nd year Master's student at TerSUTel: +998919006101. e-mail: [email protected]

Annotation: the artistic study and analysis of the portrayals of females in literature shows that each ofthese works has its own distinct national and cultural spirit. We also explained the importance of gender andfemininity in the selected novel.

Keywords: fiction, portrait, author's characteristic, gender and femininity.

In literary studies, the term "artistic image" is used in both broad and narrow terms. In the broadestsense, an "artistic image" is any reflection of the creative and creative work of creation. When we refer toanimals, objects, events, images of nature, we can understand the meaning of human beings in the literarywork. It is only natural that human beings can become the main means of fiction in this way that aims atartistic perception of existence. It is easier to understand and explain this point in the case of large-scale epicworks where the leveling of images is evident. All other images (objects, animals, events, etc.) in theseworks serve to illuminate and deepen the image of man. True, there are some works that do not have theimage of man: fairy tales or animal stories, landscape lyrics, and so on. However, they are eitherfiguratively speaking of a person's life, or a person's heart. There are a number of tools in fiction that can beused to create a complete image of a person and to enhance his or her imagination. These include artisticelements such as author's character, portrait, artistic psychology, and character talk. The description givenby the writer directly to the image is called "author's characteristic". The description of the author describesthe main features of the image's character.[1] Usually the author's characteristic is given in the beginning ofthe work or in the place where the specific image came into the work. The characteristic of the author givesthe reader a comprehensive idea of the character and is important for understanding his subsequent actionsand words. Examining it with concrete examples will help us to clarify our purpose.

"What a lark! What a plunge! For so it had always seemed to her, when, witha little squeak of the hinges, which she could hear now, she had burst openthe French windows and plunged at Bourton into the open air. How fresh,how calm, stiller than this of course, the air was in the early morning; like theflap of a wave; the kiss of a wave;…"[2]Mrs Dalloway, regarded as a masterpiece of Virginia Woolf, is a novel riddled with themes. Woolf has

much to say about society and the post-war changes but a steady underlying theme in the book is feminism,the roles of women of that period and their seeming insignificance. Basically,it is the character of ClarissaDalloway, her relation with Sally Seton, and other women characters, Miss Kilman, Lucrezia Warren,who are also clustered around Clarissa in different contexts of the novel, through which Woolf reveals thephysical as well as the psychological world of womanhood, their dilemmas, subjectivity, sexuality andconditioning in the traditional patriarchal society.

In the novel, Clarissa's relationship with her husband, Richard Dalloway, proved to be a failure.Richard was so preoccupied with politics more than his wife. In response to his loyalty to the social duties ofupper-class, he left his wife for a meeting that he did not care about. Again, we find Richard was invited toLady Bruton's party without his wife. At this Clarissa felt a sense of emptiness and insignificance. Clarissamocked her husband's attempt at taking a hot water bottle as a substitute for her warmth.

"And if she raised her head she could just hear the click of the handle released as gently as possible byRichard, who slipped upstairs in his socks and then, as often as not, dropped his hot-water bottle andswore! How she laughed!"[3]

In Mrs Dalloway, the terrible influence of patriarchy is effectively portrayed through the presentation ofMiss Kilman and Rezia's lives. Both were victims of the cruelty of the social and political doctrine of theEnglish society and their only guilt was that they were merely women. What is really tragic about Rezia isnot her husband's insanity or death but the unfriendly manner in which the world treated her. She sufferedsilently and alone. Even her husband Septimus for whom she left her relatives and country was indifferentto her.

"She was very lonely, she was very unhappy! She cried for the first time since they were married. Faraway he heard her sobbing; he heard it accurately, he noticed it distinctively; he compared it to a piston



thumping. But he felt nothing. His wife was crying, and he felt nothing."[4]Apart from these frustrated, lonely women characters, Woolf portrayed the character of Elizabeth

Dalloway as an example of the unconventional woman. She lacked the enthusiasm in the trivial femininesociety of her mother. She had ambitions to have a career and a professional life. She has planned to bedoctor, farmer, or to go into parliament.

Woolf ends the novel with a hope for the new woman. Her point is that women shouldn't lose theirfemininity, and also shouldn't be limited to it. The woman of the future embraces her femininity andmasculinity and makes a choice of how to use that within herself to achieve fulfilment.

In this manner, differing portrayals of females, whose lives were centered around the city, are presented,showing that whilst modernity afforded new opportunities and allowed women to seek their own independence,the traditional role of the female as a kept woman or otherwise, was still highly accepted.

References1. Kuronov.D. Introduction to Literary Studies. - Tashkent. Academician. 2006.2. Woolf, Virginia, Mrs. Dalloway, London: Penguin books 1996, p. 13. Woolf, Virginia, Mrs. Dalloway, London: Penguin books 1996, p. 244. Woolf, Virginia, Mrs. Dalloway, London: Penguin books 1996, p. 725. David, Virginia Woolf: Selected Essays, Oxford: Oxford University Press, 2008.6. https://www.researchgate.net

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O`ZBEK VA INGLIZ XALQ OG'IZAKI IJODIDAGI MAQOLLARNINGQIYOSIY TADQIQI

Farg'ona Davlat universiteti Chet tillar fakulteti filologiya tillarni o'qitish ingliz tili yo'nalishi 19,104-guruh talabasi Maxmudov Muxiddin.Tel: +998998952623 E-mail:[email protected]

Annotatsiya - Ushbu maqolada o'zbek va ingliz tillaridagi xalq maqollarining qo'llanilishi qiyoslanganholda o'rganilgan.

Kalit so'zlar - Maqol, tilshunoslik, xalq og'zaki ijodi, qadriyat, turg'un brikma.Àííîòàöèÿ -Â ýòîé ñòàòüå ðàññìàòðèâàåòñÿ ñðàâíèòåëüíîå èññëåäîâàíèå ïîñëîâèö íà óçáåêñêîì è

íà àíãëèéñêîì ÿçûêàõ.Êëþ÷åâûå ñëîâà - Ïîñîâèöà, ëèíãâèñòèêà, ôîëüêëîð, çíà÷åíèå, ñòàáèëüíûé êèðïè÷.Annotation - This article is about the comparative investigation of Uzbek and English proverbs.Key words - Proverb, linguistics, folklore, value, stable brick

Maqol - xalq og'zaki ijodi janri, qisqa va lo'nda, obrazli, grammatik va mantiqiy tugal ma'noli hikmatliibora. Maqollarda avlod-ajdodlarning hayotiy tajribalari, jamiyatga munosabati, tarixi, ruhiy holati, etik vaestetik tuyg'ulari, ijobiy fazilatlari mujassamlashgan. Asrlar mobaynida xalq orasida sayqallanib, ixcham va sodapoetic shaklga kelgan.

Hozirgi kunda dunyo xalqlarining qadriyatlari uzoq tarixi ildizlari bilan bog'lanadi. Avvalambor, buqadriyatlar xalq og'zaki ijodida o'z aksini topadi. Maqollar xalq donoligini aks ettiruvchi ma'naviy merosimizdir.Tilshunoslikning bir yo'nalishi sifatida maqol va matallar XX asr oxiri va XXI asr boshlarida Paremiologiyadao'rganila boshladi. Paremiologiya grek tilidan olingan bo'lib, "xikmatli so'z, masal" degan ma'nolarni anglatadi.O'zbek tilshunosligida maqollarning tadqiqi masalasi ko'p yillardan buyon tilshunoslarning diqqatini jalbetmoqda. Bunday mavzu bo'yicha ko'plab monografik izlanishlar olib borilmoqda.

Maqol-grammatik jihatdan gap holida shakllangan, xalq donishmandligining natijasida vujudga kelganbarqaror brikmadir. Maqollar xalqning hayotiy tajribasi, donishmandligi natijasida vujudga keladi. Ular nutqjarayoniga qadar tilda tayyor holda barqaror brikma sifatida mavjud bo'ladi.

Turli tillarda so'zlashuvchi xalqlarda shakl va mazmun jihatidan bir-biriga yaqin, bir-biriga mostushadigon maqollar uchraydi. Shu jumladan ingliz va o'zbek tilidagi maqollar orasidan mazmun va shaklijihatdan o'xshashlarini uchratishimiz mumkin. Masalan: "East or West, home is best." "O'z uying o'lanto'shaging". Bu maqolning ma'nosini chuqur anglagan har qanday inson o'z yurtini, xalqini sevishgasarhadlarini asrashga, tinchlikning qadriga yetishga o'rganadi.

Maqollardagi aks ettirilgan holatga nisbatan ularni ikki turga ajratadi: a) Aniq holat bildiruvchilar: Somany men, so many opinions

Fikri ravshanning so'zi ravshan. b) Umumiy holat bildiruvchilar: Think first and speak after words. Rostso'zni ayt, yolg'on so'zdan qayt

Garchi do'stlik mavzusidagi maqollarda har bir xalqning o'ziga xos va mos belgilari ko'zga tashlansada,umuminsoniylik ruhi singdirilgan maqollar ham yetarlicha. Masalan:

Friends may meet, but mountains never.Tog'-tog' bilan uchrashmaydi, lekin odam odam bilan uchrashadi.Xulosa qilib shuni aytish mumkinki, maqollar haqida har qancha so'z yuritsak ham, har qancha ilmiy

ishlar qilsak ham ularning to'liq ma'no mazmunini ochib berish juda qiyin. Chunki ularni har qanchao'rgansak ham kamdir. Maqollar - xalq og'zaki ijodi janrlarining biri bo'lib, ularda ajdodlarning xayotiytajribalari, orzu-intilishlari, davlat va jamiyatga munosabati, tarixiy-ruhiy xolati, falsafiy, etnik va estetiktuyg'ulari, ijobiy fazilatlari mujassamlashgan bo'ladi.

Adabiyotlar ro'yxati:1. ¤çáåê òèëèíèíã ýòèìîëîãèê ëó²àòè (òóðêèé ñ´çëàð), Òîøêåíò, "Óíèâåðñèòåò" - 2000 éèë2. https: //Englishfull.ru3. Online English etymology dictionary



IMPROVING STUDENTS' SPEAKING SKILLS

Minavarova Saodat Tojimahamatovna,an English teacher of Namangan region,Pap district, school ¹ 37tel: +998 91 3621095

AnnotationThis article is devoted to the problems of developing communicative competence through active use of

interactive activities. The author provides concrete examples of using interactive activities in English.Key words: methods, communicative competence, interactive activity.

Modern methods of teaching speaking are based on such categories of oral communication as: situation,role, position, community, type and scope of communication, which are considered in modern science asmodels of speech communication. The most important of these training methods is the communicative(speech) situation. Another important component of the method of teaching speaking is the type ofcommunication : individual, group and public, which determine the specifics of the methodology ofteaching speaking. In order to avoid difficulties, the teacher should use various methods and techniques thatwould stimulate students to speech activity, select exercises and tasks aimed at developing speaking skills.Here are examples of various exercises and tasks for developing and improving conversational skills.

I usually start the lesson with a short monologue on a topic, trying to get a conversation, but studentshave limited language skills and get a tense conversation when I ask questions and get monosyllabic answers.I begin to help and ask students to repeat phrases until they correctly learn to pronounce the necessaryphrases and use the correct intonation. First, I pronounce the phrase and check the students ' understandingof it. Then, each student pronounces the given sentence .

I will tell you about games that I use with entry -level guys especially often. All of them do notrequire any special additional materials, and preparation for them will take you a maximum of ten minutes.All you need is to be able to clearly explain the rules and show an example.

Activity 1. "Always say Yes!" Explain to your students that they will receive one point for each correct question that you answer

"Yes". For example, "Are you a person? Are you a teacher? Are you a mother?". Students take turns askingquestions, and you answer and count points. Then you divide them into pairs and ask them to compete witheach other now. For a change, you can ask them to ask questions that will suggest, from their point of view,the answer is "no". To complicate the task, you can ask questions that require a specific short answer (forexample, "Yes, I am", "Yes, I do").

Activity 2. "Little lie" A good way to get students in a group to listen to each other is to give them some task to track the

speech of their classmates. The game "Little lie" just can become such a task. Ask students to ask each otherpersonal questions that you have already passed ( for example, What is your name? What is your address?Where are you from? How old are you?). The Respondent must answer all questions truthfully, and only liein one answer. The task of the other members of the group is to determine which answer was not true.

Activity 3. "One-minute talk (fluency and correctness of speech)" This is the perfect game for small groups with a good, kind atmosphere. Your task is to prepare a list

of 10 topics for discussion. Topics can be anything: funny, serious, completely unrelated to each other. Youchoose the student who will start the game. His task is to choose one topic and talk non-stop for one minute.The rest of the group should listen carefully. If one of them notices an error in the speaker's speech, theyhave the right to interrupt the monologue, choose their topic and start talking. The winner of the game isthe one who managed to speak for a minute without stopping or making mistakes. If there are several suchparticipants, you can arrange an additional round of competition between them, or simply divide the firstplace of honor.

The essence of interactive learning is a special organization of the educational process, when allstudents are involved in the process of learning. The joint activity of students in the process of mastering theeducational material means that everyone makes a special individual contribution, there is an exchange ofknowledge, ideas, and methods of activity.

In conclusion, all interactive methods and techniques develop communication skills, helpestablish emotional contacts between students, teach them to work in a team, listen to the opinions of their

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friends, and establish closer contact between students and the teacher. Practice shows that using interactivemethods and techniques in a foreign language lesson relieves the nervous tension of students, gives them theopportunity to change the forms of activity, and switch their attention to the key issues of the lesson topic.In the end, the quality of the material presentation and the efficiency of its assimilation, and, consequently,the motivation for learning a foreign language on the part of students, significantly increases.

References:1.Brown, G. & Yule, G. "Teaching the spoken language"-, Cambridge: Cambridge University Press,

1983.2.Nunan, D. "Communicative language teaching: making it works". In English Language Teaching

Journal, 41/2, p.136-145, 19873.Adam, D. M., Simulation Games: An Approach to Learning, Worthington, Ohio: Charles A. Jones,

1973.Center for teaching and learning. (1999). Cooperative Learning: Students Working in Small Groups.Speaking of Teaching, 10 (2), 2-4.



IMROVING SPEAKING SKILLS

Mirzayeva Gulnoza Yuldashbayevna,an English teacher of Namangan city, school ¹27tel: 93 4055182

Annotation- The purpose of learning to speak is to master the ability of students to express their thoughtsorally. To date, the main goal of teaching a foreign language is to teach communication activities in thislanguage, that is, the ability to correctly express their thoughts and understand the interlocutor in realcommunication.

Key words: speaking, skills, improve, communication, create, activity, such

Learning a foreign language involves, first of all, the formation of the ability to communicate in a foreignlanguage. One of the key tasks facing a secondary school teacher is to develop students' communicationskills such as creating and understanding statements in a foreign language in accordance with the communicativeintent, the speech task and the specific situation of communication. The development of oral speech is theultimate goal of teaching a foreign language, something that can cause students to have a genuine interest inthis subject at school and a desire to engage in it. However, the important question remains how to makeeducational activities as successful as possible and keep students interested in cognitive activities and foreignlanguage. Teaching oral speech is one of the most difficult tasks in the process of teaching a foreign language.The main reason for the difficulties in teaching oral speech is that the language material that a person mustmaster appears in a completely new aspect - they need to be proficient actively as a means of communication,and not just for recognition and recognition, which is a task in the receptive perception of language. Whenreading and listening, ready-made language material is captured, although the receptive perception in eachcase has its own characteristics. When reading to oneself, a person has the opportunity to return to an obscureplace twice or three times, while when listening to it, it is to a certain extent subject to the pace of thespeaker's speech, which creates additional difficulty for understanding. The highest degree of difficulty is theindependent expression of thoughts and feelings by means of a non-native language. Here the speaker mustknow not only the syntactic and morphological structure of the language, but also a complex system of wordcombinations, which is always specific and largely does not coincide with the compatibility in the nativelanguage of the subject of speech. Grammar in the main languages of the world has already been analyzedand scientifically systematized, and the conscious mastery of it by successive exercises does not present anyspecial difficulties. As far as vocabulary is concerned, this area is still poorly studied. Until now, no accuratemaps of word usage have been compiled, even for the most studied European languages. Meanwhile, whenit comes to automated language structure, this means first of all automated word usage. This is one of themost difficult tasks of oral speech. Speaking as a type of speech activity is primarily based on language as ameans of communication. A language provides communication between people who communicate, becauseit is understood both by the one who reports the information, encoding it in the meanings of words selectedfor this purpose, and by the one who accepts this information, decoding these values and changing hisbehavior based on this information. Speech, as speaking - is verbal communication, i.e. the verbal process ofcommunication using language. The means of verbal communication are words with meanings assigned tothem in the public experience. There are the following types of oral speech: Dialogic and Monological. Thesimplest type of oral speech is a dialogue, i.e. a conversation supported by interlocutors who jointly discussand resolve any issues. Conversational speech is characterized by replicas exchanged by speakers, repetitionsof phrases and individual words for the interlocutor, questions, additions, explanations, use of hints thatare understandable only to the speaker, a variety of auxiliary words and interjections. The features of thisspeech largely depend on the degree of mutual understanding of the interlocutors and their relationships.Very often, in a family setting, the teacher builds a dialogue in a very different way than in the classroomwhen communicating with students. The degree of emotional arousal during a conversation is of greatimportance. A confused, surprised, delighted, frightened, angry person does not speak in the same way as ina calm state, not only uses different intonations, but often uses other words, turns of speech

The second type of oral speech is a monologue that is delivered by one person addressing anotheror many people listening to it: this is a teacher's story, a detailed response from a student, a report, and so on.Monologue speech has a greater compositional complexity, requires completion of thought, stricter adherenceto grammatical rules, strict logic and consistency in the presentation of what the speaker wants to say.Monological speech presents great difficulties in comparison with Dialogic speech, its detailed forms in

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ontogenesis develop later, its formation in students, especially in English lessons, is a special task thatteachers have to solve throughout the years of training. The role of the teacher in the formation of students' speech communication skills is extremely important. And here the first most important condition for thedevelopment of speech and thinking of students is the free and accurate speech of the teacher.

From all of the above, it follows that the process of teaching oral speech is characterized by certainprinciples, and as a key goal is to master the ability of students to express their thoughts orally.

References:1.Alonso, A. Rosa, (2014). Teaching speaking: An exploratory study in two academic contexts.2.Burns, A & Joyce, H. (1997). Focus on speaking. Sydney: National center for English Language

Teaching and Research.3.Kochhar, Sanjay K. (1992). Methods and techniques of teaching. New Delhi: Sterling Publishers LTD.



ROLE OF USING ENGLISH-LANGUAGE TALES DURING FOREIGNLANGUAGE CLASSES

Mo'minova Mashhura G'anijonovna,an English teacher of Namangan region,Naryn district, school ¹ 37tel:+998945031681

AnnotationThis article is about the role of using English-language tales during foreign language classes. In this

article it is spoken about the effectiveness of using a fairy tale in teaching English.Key words: class, role, using, during, foreign, tales, lesson, characters, happy

As you know, the first acquaintance with English grammar often causes disappointment and boredom inchildren. A child who is happy to learn vocabulary, phonetic material and the basics of conversational skillsoften loses motivation to continue learning the language, faced with the need to repeatedly repeat grammarmaterial, hard training of grammatical skills, and - what's most difficult for an 8-10-year-old child -listening to dry teacher's explanations. As practice shows, this is one of the effective methods of teaching aforeign language. It is necessary to strive to ensure that all exercises used in the lesson for working outlexical, phonetic, grammatical material, have a speech orientation. But one of the difficulties of learning isthe limitation of speech situations due to the small language supply of students. Also, when practicing lexicalunits and grammatical structures, there are monotonous multiple repetitions. Lexical tales help to avoidthese difficulties at the initial stage. The main task of the teacher in organizing such work in the lesson is notonly to give impetus to creativity and arouse the imagination but to skillfully direct them in the rightdirection so that the unbridled imagination of children does not lead them away from the subject of study.When telling a fairy tale, you can use the advice of the English methodologist Sarah Philips: "If you wantchildren to like the fairy tale, never read it, but tell it. For this:

1. Prepare a story plan that contains the main points.2. Tell the story out loud to someone or record it on a tape recorder.3. Use facial expressions and gestures.4. Remember to keep in touch with your listeners with your eyes.5. Take your time, enjoy the story. " One of the most important conditions for teaching students a foreign language is the formation of

a positive attitude towards learning and cognitive interests. Therefore, the lesson should be organized so thatthe children work with enthusiasm, not noticing fatigue. The effectiveness of using a fairy tale in teachingspeech depends not only on the exact determination of its place in the learning system but also on howrationally the structure of the lesson is organized, how the educational possibilities of the fairy tale arecoordinated with the learning objectives. In the structure of classes for teaching oral speech, four stages canbe distinguished:

1) preparatory - the stage of preliminary removal of linguistic and linguistic and regional difficulties;2) the perception of a fairy tale during the initial reading - the development of skills for perceiving

information;3) control the understanding of the main content;4) the development of language and spoken language skills. The characters in fairy tales are endowed with a certain character, act in specific conditions. The

lack of redundant information makes it possible to unambiguously semantic language material with image-drawing. This is one of the advantages of a fairy tale over a complex literary work. Psychologists have foundthat caricatures that hyperbolize various signs of an object are recognized much faster than photographs ofthe same object. This is because in the photographs there are too many details, too much information. Afairy tale provides an opportunity to easily penetrate the essence of real things and phenomena and to conveyinformation to students in a simple visual form. In fairy-tale dialogues, the necessary repeatability of thelanguage material is ensured, which is achieved by the plot construction of the fairy tale. Reconstruction oftypical communication situations ("Acquaintance", "In the store", "Sports", etc.) allows you to stimulatestudents' speech activity, their communicative activity. The undoubted advantages of fairy tales are them:

1) authenticity;2) informative saturation;

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3) concentration of language means;4) emotional impact on students, etc. So after reading the exercises are designed not only to consolidate but also to expand the

material. The final part of the assignment should be the students 'speech activity when all students becomeparticipants in speech communication during the role play. Therefore, the most complete understanding ofthe tale is necessary.

References:1.Kole, K. (2017). Fairy tales to enhance literacy and personal social wellbeing. PhD, Ulster University.

2.Küçükoğlu, H. & Sariçoban, A. (2011). Using Literature in EFL Classes: Short Story3.Street, B. (1984). Literacy in theory and practice. Cambridge University Press.



ONA TILI VA ADABIYOT DARSLARIDA AXBOROT KOMMUNIKATSIYATEXNOLOGIYALARNING AHAMIYATI

Mo'ydinova Shohista G'ulomjonovna,Namangan viloyati, Namangan tumani, 30-maktabning ona tili va adabiyoti fani o'qituvchisitel:998996405336

Annotatsiya -Ushbu maqolada ona tili va adabiyot darslarida axborot kommunikatsiya texnologiyalarningo'quv jarayonidagi ahamiyati va ro'li haqida ma'lumotlar berilgan.Kalit so'zlar: ona tili, zamonaviy,texnologiya, AKT, zamonaviy, dars, axborot

Hozirda ta'lim jarayonida innovatsion pedagogik va axborot kommunikatsiya texnologiyalarini o'quv jarayonidaqo'llashga bo'lgan qiziqish, e'tibor kundan-kunga ortib bormoqda. Chunki, shu vaqtgacha an'anaviy ta'limdao'quvchilarni faqatgina tayyor bilimlarni egallashga o'rgatib kelingan bo'lsa, zamonaviy texnologiyalarda esa,ular egallayotgan bilimlarini o'zlari qidirib mustaqil ravishda, ilmiy yondoshgan holda o'rganib tahlilqilishlariga, hatto xulosa va tavsiyalarni o'zlari keltirib chiqarishlariga o'rgatadi. Ma'lumki, har qanday fano'qitilishi uchun belgilangan maqsadga ko'ra uning mazmuni tanlanadi. Uni o'zlashtirish uchun unga mosmetodlar tanlanadi. So'ngra o'quv vositalari va nihoyat, bularga mos ravishda o'qitish shakli tanlanadi. Bugungikun pedagogi turli usullar orqali o'quvchini mavzuga jalb etishi va Davlat ta'lim standartida ko'zlanganmaqsadga erishishi lozim. O'quvchilarning psixologik tayyorgarliklari va fikrlash yoki olingan bilimlarnio'zlashtirish darajalariga qarab har bir ta'lim bosqichi uchun mos mazmun va metodlar tanlanadi. Har birbosqichning o'ziga xos mazmunini bayon qilish mantiqi va metodlari bor. Ta'limda har doim mazmun vametodlar muammosi mavjud, bu muammolar bir-biri bilan uzviy bog'langan. Zamonaviy axborottexnologiyalari orqali darslar tashkil etilsa, slaydlar taqdimoti, yoki multimediya, filmlar namoyishiorqali darslar tashkil etilsa, juda maqsadga muvofiq bo'lgan bo'lar edi, aytadilarki "Ming marta eshitgandanko'ra, bir marta ko'rgan afzalroqdir"-deb. Buning uchun o'qituvchilarda fanga doir bilim, malaka bo'lishi bilanbirga zamonaviy axborot texnologiyalaridan xam yetarlicha bilimga ega bo'lishlari kerak.

Bugun ko'plab o'qituvchilar tomonidan interfaol metodlar, innovatsion pedagogik va axborot texnologiyalariqo'llanmoqda. O'quvchini egallayotgan bilimlarini o'zi qidirib topishiga, mustaqil o'rganib tahlil qilishiga,xatolarini aniqlab, xulosalarini xam o'zlari keltirib chiqarishga o'rgatadigan bu texnologiyalar o'quvchi vapedagogning birgalikda faoliyat ko'rsatishi orqali amalga oshiriladi. Agarda bu faoliyatni amalga oshirishdaaxborot texnologiyalari: xususan kompyuter, proektor, kodoskop, televizor, DVDlardan foydalansa, yaxshio'qituvchi uchun doimo yetishmaydigan narsa, ya'ni vaqt tejaladi, bilimlarni esda saqlab qolish imkoniyatioshadi. Fikrimizni ona tili va adabiyot darslari jarayonida qo'llaniladigan ayrim interfaol usullar misolidaquyidagicha dalillaymiz:

Darsning dastlabki daqiqalarida o'quvchilarning diqqatini jamlash uchun amalga oshirilishi ko'zda tutilganmotivatsion jarayonda foydalaniladigan matnlar proektorda slaydli taqdimot ko'rinishida namoyish etiladi,yoki mavzuga mos multimediyalar ko'rsatiladi. O'rganilayotgan mavzu haqidagi o'quvchilarda mavjud bo'lganbilimlar darajasini aniqlash maqsadida uyushtiriladigan "Aqliy hujum" uchun tayyorlangan materiallarkodoskop yoki proektorda ko'rsatiladi. Yangi mavzu bayoni elektron darslik yoki darsning multimediyalikishlanmasi turli slaydlar vositasida amalga oshirilsa, ma'lumotni eslab qolish imkoniyati kengayadi. Chunkiko'rish organlarining axborotni o'tkazish qobiliyati eshitish organlariga ko'ra yuqori bo'ladi.Bu esa o'z navbatidako'rish tizimiga o'quvchi qabul qiladigan axborotlarning qandaydir qismlariga o'zgartirishlar, qo'shimchalarqilish kerakdir. Aslida, zamonaviy axborot texnologiyalarini nafaqat shu fan o'qituvchilari bilishlari, balkiuzluksiz ta'lim tizimida faoliyat ko'rsatayotgan barcha fan o'qituvchilari va murabbiylar ham mukammaldarajada bilishlari, global tarmoq tizimidan istagan ma'lumotlarini izlash va topish layoqatiga ega bo'lishlari,dars mashg'ulotlari uchun kerak bo'lgan yangilik va qo'shimchalarni axborot texnologiyalari yordamidabajarishlari kerak. Jahon andozalariga mos xolda ta'lim berish vaqti allaqachon yetib kelgan, o'qituvchi-pedagoglar haligacha an'anaviy usullarda dars o'tib kelishmoqda. Aslida har bir darsda elektron doska yokiproektorlardan unumli foydalanilsa, zamonaviy axborot texnologiyalari dars samaradorligini oshirish bilanbirga o'quvchilarning xotirasida uzoq vaqt saqlanishi va mavzularni mukammal o'zlashtirishlari uchun asosbo'ladi. Axborot texnologiyalari va noan'anaviy metodlar qo'llanilganda esa, o'quvchilarning axborotlarnio'zlashtirish darajasi yanada ortib boradi.

Xulosa qilib aytganda, hozirgi zamon ta'lim tizimidagi amaliy tajriba shuni ko'rsatadiki, oldindanpuxta tayyorlangan, innovatsion texnologiyalar va zamonaviy axborot texnologiyalari vositasida tashkil etilgan

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dars o'qituvchi va o'quvchiga darsni qiziqarli bo'lishiga, shuningdek ijobiy natijaga erishishlariga imkoniyatyaratadi, hamda darsning samaradorligini oshiradi. Shunday ekan, u yoki bu texnologiyani o'quv jarayonigaqo'llashdan oldin uning barcha xususiyatlari va imkoniyatlarini, nimaga yo'naltirilganligi, qanday maqsadlardafoyda- lanish, muayyan bir sharoitda qanday vazifalarni yechishga yordam berishini o'rganib chiqish, keyinuni qo'llash kerak. Zero, yoshlarimizga zamonaviy bilimlar berishimiz, so'nggi yangiliklar bilanqurollantirishimiz, mustaqil ta'lim yordamida bilim va ko'nikmalarini rivojlantirmog'i- miz zarur. Bu boradata'lim-tarbiya jarayoniga innovatsiyalarni tatbiq etish, sifat va mazmunga, samaradorlikka erishish, yangidastur va standartlarni o'zlashtirish, o'quvchi- talabani erkin fikr yuritishga o'rgatish har bir pedagogxodimlarning asosiy vazifalari bo'lmog'i lozim.

Foydalanilgan adabiyotlar:1.Mahmudov N. Ona tili ta'limi va zamon taqozosi//O`TDAning XII yig`ini materiallari.-T.: RTM,

2013.2.Yo`ldosheva D., Hamroyeva Sh. Ona tili ta'limida zamonaviy pedagogik texnologiyalar.-Metodik

qo`llanma.-T.: Turon zamin ziyo, 2017



MUHAMMAD YUSUF IJODIDA BAHOR MADHI

MUHAMMADIYEVA NASIBALI MUSTAFOYEVNANavoiy viloyat Xatirchi tuman54-umumta'lim maktabi ona tiliva adabiyot fani o'qituvchisi

Annotatsiya:Ushbu maqolada xalqimizning sevimli va ardoqli shoiri Muhammad Yusuf ijodi, bahormanzaralari, inson umrining fasllarga qiyos etilishi, Vatan madhi, yurtga sadoqat va cheksiz muhabbatnitarannum etgan she'rlari tahlil etilgan. Shuningdek, xalqimizning tanti shori she'rlarini mangulkka, abadiyatgamuhrlanganini, she'riyatining o'ziga xos jihatlari haqida ham fikrlar bayon etilgan.

Kalit so'zlar: ko'klam, go'zallik, xalqchillik, umr, tabiat manzaralari.

Muhammad Yusuf rostgo'y shoir, halol va pokiza qalb egasi. Shuning uchun ham uning she'riyati butunma'naviyatga to'la, muhabbat haqida kuylaydimi, bevafo yor haqida qo'shiq to'qiydimi yoki tariximiz,taqdirimiz haqida kuylaydimi hamisha hayotga, haqiqatga hamnafaslik sezilib turadi. Uning she'rlari oddiy,ravon, soddaligi bilan xalq og'zaki ijodiga hamohang ko'rinadi. U rostgo'y shoir, halol va pokiza qalb egasi edi.Shuning uchun ham uning she'riyati butun ma'naviyatga to'la, muhabbat haqida kuylaydimi, bevafo yorhaqida qo'shiq to'qiydimi yoki tariximiz, taqdirimiz haqida kuylaydimi hamisha hayotga, haqiqatga hamnafasliksezilib turadi. Uning she'rlari oddiy, ravon, soddaligi bilan xalq og'zaki ijodiga hamohang ko'rinadi.

Ona yurtni maromiga yetkazib, yurakdan kuylay oladigan, xalq dilini biladigan ijodkorgina chin shoirbo'la oladi! Muhammad Yusuf bunga yorqin timsol bo'la oladi deb o'ylayman. Shoir she'rlari orqali odamlarningunutayozgan qadriyatlarimizni, millatimizni asrab avaylashga chorlaydi. Uning she'rlaridagi oddiy obrazlari,ayni paytda munis va qadrdon, tub mohiyati ya'ni ular timsolida shu ona Vatan, muqaddas tuproq, shuvatanning azizligi, mo'tabarligi aks ettirilgan.

Muhammad Yusuf ijodida bahor juda go'zal, nafis buyoqlarda tasvirlangan. "Binafsha", "Ko'klamoyim","Ko'ngil qo'shig'i", "Qizg'aldoq"sidandir, "Yalpiz" kabi she'rlari bahorni ta'rifu tavsif etib yozgan she'rlarisirasidandir:

Shoir "Binafsha" she'ridaIlk jamol ko'rsatgan oq qorlar aro,Gul yo'q sendan bo'lak gulzorlar aro.Dunyoda bor moviy minorlar aroSen ham bitta mitti minor, binafsha.She'rni o'qir ekansiz tasavvurizda beg'ubor bolalalik damlari, bahordagi yoqimli yomg'irlar, tiniq va toza

suvli jildirab oqayotgan jilg'alar, moviy osmon gavdalanadi. Beixtiyor yurak entikib ketadi.Sizga ta'zim etayotganday egilib, mayin shabadada chayqalib turgan binafsha guli insonga olam-olam zavq

beradi. Shuning uchun Muhammad Yusuf yana takror binafshaga atab she'r bitgan:Qadring bilgan hamishaPoyingga jon to'shaydi,Bahorligi qolmasdiBahor sensiz bo'lmaydi.Inson yoshi ulg'aysa ham ko'ngli o'zgarmaydi. Shoirning "Ko'klamoyim" she'rida shunday misralar bor:Sochimda oq, men bahordan o'tindim:Ko'klamoyim, ko'kingdan ber bir chimdim.Qor qo'ynida seni qo'msab o'kindim,Ko'klamoyim ko'kingdan ber bir chimdim.Bu she'rni o'qiganda dunyoning o'tkinchiligini va inson umrining qisqaligini his etadi. "Ko'klamoyim"

she'ri elimizning sevimli adibi, matonatli inson Ozod Sharafiddinovga atalganini ham ko'plab o'quvchilarimizbiladilar. G'animat dunyoda insonlarni bir-birlariga nisbatan mehr-oqibatli bo'lihga chaqiradi.

Jon ustida asrab yuray ko'kni men,To'yib-to'yib ko'zga suray ko'kni men.Yana senga yetamanmi-yo'qmi men,Ko'klamoyim, ko'kingdan ber chimdim.

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Hayotda shunday insonlar borki, ko'ngli badiiyatga oshufta. Yaxshi asar bo'lsa, yaxshi she?r bo'lsa,o'qib zavq oladi. O'zi oddiy dehqon, ishchi yoki boshqa bir kasb egasi, lekin ijoddan, adabiyotdan gapketsa, to'lqinlanib so'zlaydi. Bunday insonlarni haqiqiy adabiyot shaydosi, muxlisi deyishadi. MuhammadYusufning ana shunday muxlislari juda ko'p.



TEXNOLOGIYA DARSLARIDA O'QUVCHILARNI TARBIYALASHDAMUTAFFAKIRLAR MEROSINING AHAMIYATI

Murodova Zuhro KarimovnaBuxoro viloyati G'ijduvon tumani 24-umumiyo'rta ta'lim maktabi texnologiya o'qituvchisi(998905146582)

Kalit so'zlar:Texnologiya ,ruhiy tayyorlash, estetik tarbiya, mutaffakkirlar merosiAnnotatsiya:Texnologiya darslarida o'quvchilarni har tomonlama tarbiyalash va bunda mutaffakirlar ijodining

ahamiyati

"Har qanday millatning ravnaqi, umumbashariyat tarixida tutgan o'rni, mavqeyi va shuhratibevosita o'z farzadlarining aqliy va jismoniy yetuklikligiga bog'liqdir".

I.A.Karimov

Mustaqil, har tamonlama kamolga yetgan barkamol inson uchun zarur bo'lgan ma'naviyat qirralariiymon, e'tiqod, vatanparvarlik, insonga cheksiz muhabbat do'stlik, sadoqatlik, mehnatsevarlik, milliy g'ururkabi fazilatlarni shakllantirish zarur. Bunda texnologiya darslarining o'rni muhimdir. Mehnat madaniyatinitarkib topishi uchun darslarda doimo bolalarning e'tiborini asbob va materiallarni saqlash qoidasi hamdajoylashtirish tartibiga, ish joyini to'gri jihozlashga, materiallardan tejamkorlik bilan foydalanishusullariga, ish harakatlarini me'yori va sifatiga, ish ko'rsatkichini ta'minlovchi tadbirlarga, ishlovberishda olingan aniqlik va tozalikka rioya qilishga va nihoyat narsani chiroyli qilib bezashga talab qilibborish kerak.

Maktabdagi texnologiya ta'limining asosiy vazifalari tarbiyaning maqsad va vazifalari tomonidanbelgilanib, u mehnatga axloqiy va psixologik tayyorlash, o'quvchilarni boshlang'ich texnikaga oid bilim bilanqurollantirish, mehnatga amaliy tayyorlash, mehnat malaka va ko'nikmalari bilan qurollantirish,o'quvchilarni "mehnat ta'limi jarayonida har tomonlama o'stirish" kabilardan tarkib topadi.

Texnologiya darslarida o'quvchilarni mehnatga ruhiy , aqliy, jismoniy va axloqiy tayyorlanadilar. Mehnatgaaxloqiy tayyorlash deganda eng avvalo, mehnatga ongli munosabatni shakllantirish tushuniladi. Shu o'rindabuyuk allomalarning hadislariyu, ilm, mehnat va hunar haqidagi fikrlaridan foydalanamiz:

1. Ey o'g'il! Qaysi fan bo'lmasin, to uni mukammal egallamaguningcha harakatni to'xtatma, bir ilmikkinchi ilmni egallashga yordam beradi. Bir ilmni egallashga aqling yo'l berdimi, uni oxirigachaegallamay turib, chala tashlab qo'yma! A. Sheroziy.

2. Hunarni asrabon ketgumdir oxir,Olib tuproqqamu ketgumdur oxir.Alisher Navoiy.3. Aziz do'stlar oltin va kumushi bo'lmagan odam kambag'alemas, balki es-xushi va kasb-hunari bo'lmagan kishi kambag'aldir.Abdulla Avloniy.4. Mehnat inson hayotini farovon qiluvchi davlatdir. Abu Rayxon Beruniy.5. Mehnat qilmoq insonga xosdur. Agar sen inson bo'lsang,o'z xulqingni mehnat tumori bilan beza.Alisher Navoiy.6. Sen avvalo mehnatni qadrla va o'zgalar qilgan mehnatniham qadriga yet, shunda sen o'zingni haqiqiy mehnatsevar deb bilursan.Imom al-Buxoriy.Texnologiya darslarida o'quvchilarni har tomonlama barkamollikka undaydi.

Foydalanilgan adabiyotlar:1. I.A.Karimov - "Yuksak ma'naviyat - yengilmas kuch" Toshkent "Ma'naviyat" 20082..Internet malumotlari.

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EASY WAYS OF DEVELOPING PUPILS' PRONUNCIATIONIN LEARNING FOREIGN LANGUAGE

Musayeva OrzuhonEnglish teacher of school ¹28Chartak district, Namangan regionTel: +998943055255

Annotation. In this article the author highlighted about solutions to problems which pupils come across inthe process of pronunciation in learning foreign language. And also she informed using various techniquesimproving their skills.

Key words: pronunciation, individual drilling, intonation, repetition, choral drilling, technique

There's nothing worse than studying a language for years only to find that nobody can understand a wordyou say. You write with ease but when you open your mouth, you're met with blank stares. This is theexperience of many a student whose teachers underestimated pronunciation skills. So in this article, I writeyou how to teach good pronunciation. Practice makes perfect and this almost true of pronunciation. I say'almost' because the aim in teaching this skill should be clear speech instead of a native-like accent. Very fewstudents lose their accents but most can produce the phonemes reasonably well, except for the odd stickyone. Reading aloud to the whole class isn't something you encourage EFL students to do often. It can berather dull. However, reading aloud in pairs is less embarrassing and keeps everyone busy reading, correctingor encouraging. Students who've learnt the phonemes can correct themselves using the dictionary and theyshould always put on an English (or other native speaker) voice. By doing so they can move beyondindividual words and emphasis and start analyzing how we connect words. Once students start focusing onpronunciation they may overdo it by being precise about every single word. In fact, native speakers oftenallow words to elide.

Typically, native speakers pronounce consonants and vowels as though they were joined together. So if aword ends with a consonant and the next begins with a vowel, you pronounce them together. Probably, thesimplest way of making students pronunciation conscious is by getting them to repeat all the new words theylearn as well as the words they find tricky. Before you cringe, erase that picture of students sitting in rowsreciting dull and meaningless sentences. Repetition can be incorporated into the normal flow of the lessonand can be used to raise energy levels at any level. The natural order for learning language skills is listeningfirst, then speaking, followed by reading and finally writing. With this in mind, when you introduce a newword students should repeat it after you several times before focusing on the spelling. Spelling in English isso irregular that if students don't sort out the right pronunciation first they're likely to come up with aletter-by-letter version of how the word sounds. So get them speaking before they read and write. Wheneverstudents are speaking, pay attention to their pronunciation. You don't have to stop them every time they saysomething incorrectly, but you can make notes and include repetition of problem words in your feedbacksessions. You can also collect data for a whole lesson on pronunciation in which you can address recurringerrors. For example, you may notice that words with 'th' are routinely pronounced with 'd' instead and thismay lead to a lesson on analyzing the sound, how it's made and a collection of tongue twisters to practice it.The easiest way to get repetition is to ask for it. Just say 'Repeat!' and use gestures to add emphasis. Use yourarms like a conductor in front of an orchestra or use your hand to cup behind your ear, indicating thatyou're listening to them. Students soon get the hang of it and come to expect it. When the whole class repeatstogether this is called choral drilling. Students feel more at ease when they work as a team because embarrassmentis reduced. However, just as in a musical ensemble, you need to listen very carefully for anyone who's 'outof tune'. If you hear one poor speaker on the left of the room, ask the students on the right to take a breakfor a few seconds. Those on the left now work a bit harder because they think that you're starting to home inon them.

These examples highlight the value of sometimes repeating whole sentences at normal speed. Realisticfeatures of the language become evident as long you speak normally and clearly. Use your natural accent todo this and point out alternatives if any obvious ones come up. And also intonation is very important tocommunicate to people. Intonation is the method for indicating whether you're uttering a sentence orquestion, or whether you're in a good mood or bad mood without relying on grammar and vocabulary.When you ask a question your tone tends to rise at the end but when you say a sentence your tone falls at the



end to show that you've finished it. In addition, far more rises and falls occur when emotions are runninghigh. Happy intonation sounds a little closer to singing. It's very varied and animated, whereas depressiveintonation is very flat. Indeed you can tell a lot about someone's mood and intention from a single word. Takea fairly versatile word such as 'nice'. Different intonation can change the meaning according to the situation.When students do listening exercises from a CD or other media they can then use the tape script to role-play the dialogue themselves, copying the intonation. They may need to go through it line by line,repeating after you or the CD, before trying it out. They can also play games where they each have aversatile word and a meaning or mood to convey. They can take it in turns saying their word while the classguesses the meaning or mood from a choice of options.

Refernces:1.Dlaska, A., & Krekeler, C. (2008). Self-assessment of pronunciation.2.Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students'

pronunciation?3.Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning.

Rowley, MA: Newbury House Publishers.

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CONTENT BASED INSTRUCTION (CBI)

Muwsa NarimbetovMasters' student of Nukus State Pedagogical InstitutePhone number: [email protected]

Annotation: This paper discusses about the importance of using various methods and approaches inteaching English and focuses on using CBI approach in teaching English for ESP students.

Key words: Approach, Content, effectiveness, motivation, ESP (English for specific purposes) CBI (Contentbased instruction).

Today everything is developing day by day and we see these developments in Education system. It isbeing very popular to use modern methods and approaches in teaching process. As English teachers we aregoing to inform about one of the effective methods in teaching English and it is Content based instruction(CBI). One of the well-known scholars in the field of methodology F.Stoller defined that Content basedinstruction (CBI) is a kind of language teaching approach that focuses on the language and contentaltogether. [pp.59-70] It means that, language is taught through the content, here the content meansacademic subject matters like geography, math or history. Through the decades many scholars havesupported this CBI approach in order to its advantages in teaching English, also we support this approachto use it in teaching English because it helps teachers to interest and motivate learners to learn the language.

Language teaching is not an easy process, in this process teacher plays a vital role because teacher shouldhave a competence to choose appropriate methods and ways to teach the language according to learners'needs and interests. The first and most important thing in language teaching is to interest learners to learnthe language and find a way for learners to do the tasks with high motivation and desire. Richards andRodgers (2001) have asserted that learners learn the language well when the given information is interesting,motivating and appropriate to learners' needs.[p.209-211] Here, teachers are responsible for motivatinglearners and design appropriate materials according to learners' needs and find a kind of techniques orapproaches to motivate learners. As teachers, we are going to suggest using CBI because this approach haspresented good results in teaching English. We think that this CBI approach is one of the best ways ofteaching English especially to ESP students. Here we want to justify our points with examples. For instanceteaching English to Geography students can be challenging for geography students but with the help ofgiving them materials and tasks which are related to their content, this teaching process can be more easierbecause teaching the language through relevant and known content to the learners can make the teachingand learning process more easier and interesting. The second reason is that why we have to choose this CBIapproach in teaching English is because it is very motivating. When we design our syllabus according tolearners sphere it can be a kind of motivation for learning the language, for example for geography studentschoosing topics related to countries, their geographical location, population, climate, environment andothers it can be motivating and interesting rather than the topics like media or cinema. Moreover, the taskscan be easy for learners because the content in the task or text is related to learners' professional fieldknowledge, learner know about the content that is why it can be not difficult to fulfill the tasks. Furthermore,in teaching the language especially through CBI approach to ESP students it is important to focus onproductive skills, speaking and writing because we are trying to teach the language through their relevantcontent that is why they have enough knowledge about their content about the topics which we choose forteaching English according to their needs. So that, it will be more effective designing tasks on productiveskills rather than receptive skills. It is helpful to learners to improve their communication skills to give themchance to use English in communication.

To conclude, human being do the acts that they need their life. In the teaching process they learn thelanguage if they need it in real life situations. The learnt materials should be helpful in solving their real lifeproblems. So that as teacher we have to use effective and appropriate methods according to learners needs.The approach we are describing and suggesting (CBI) Content based instruction is very helpful and effectiveto connect the language learning process to learners' real life situations. We think that CBI approach isbeneficial because it helps us to interest and motivate learners to learn the language as well as to connect theteaching process to their content.

Reference



1. Richards, J & Rodgers T. (2001). Approaches and methods in language teaching. New York: CambridgeUniversity Press.

2. Stoller, F. L. (2008). Content-based instruction. In N. Van Deusen-Scholl &N. H. Hornberger (Eds.), Encyclopedia of language and education. Vol. 4:Second and foreign language education (pp.59-70). New York: Springer.

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ONA TILI VA ADABIOT FANINI O'QITISHDA AXBOROT-KOMMUNIKATSION TEXNOLOGIYALARDAN FOYDALANISH

Nazarova Tursunoy YuldashevnaRishton tumani60 -umumta'lim maktabi o'[email protected]

Ànnotatsiya: Maqolada ona tili va adabiyot darslarida AKT dan foydalanishning dars sifatiga ta'siri vadoiralari yoritilgan.

Êalit so'zlar: AKT, ta'lim, texnologiya, dars, texnik vosita

Jamiyatning har tomonlama ravnaq topishi, taraqqiy etishi ta'limning rivojlanishiga va mazmunantakomillashib borishiga bog'liq. Ta'limning globallashuvi, innovatsion texnologiyalarning joriy etilayotganita'lim muassasalarida ta'lim sifatining oshishiga sabab bo'lmoqda. Ma'lumki, har qanday texnologiya ta'limningyangi mazmunini shakllantiruvchi ta'lim tamoyillariga asoslanadi. Ta'lim jarayonining faol sub'ektlario'qituvchi va o'quvchilar bo'lib, ularning hamkorlikdagi faoliyatlari shundan iboratki, ma'lum mavzubo'yicha nazariy va amaliy bilimlarni chuqur o'zlashtirish imkonini beradi.

Umumta'lim maktablarida adabiyot fanini o'qitish hozirgi kunning dolzarb masalasidir. Jamiyat taraqqiyetgan sari insonlar fikrlashi ham o'zgarib bormoqda. Ushbu axborot asrida adabiyot fanini o'qitish orqaliyosh avlodning ma'naviyatini yuksaltirish muhimdir. Adabiyot darslarini zamonaviy ta'lim vositalari yordamidaolib borish esa nafaqat o'qituvchi, balki o'quvchi uchun ham imkoniyatdir.

Shunday ekan, ta'lim jarayonida yoshlar ta'lim-tarbiyasi bilan shug'ullanuvchi har bir murabbiyo'quvchilarni barkamol inson qilib etishtir ish uchun ularning xalq insonparvarligichashmalaridan,umumbashariy qadriyatlardan bahramand bo'lishlariga e'tibor berib, urf-odatlarimizni,milliy qadriyatlarimizni, buyuk mutafakkirlarimizning ma'naviy merosini yaxshi bilishi va ularni darslargatadbiq etishi lozim. Bu jarayonda axborot kommunikatsion texnologiyalarning o'rni muhim. Jumladan:

-texnik vositalar orqali mavzuga oid prezentatsiyalar;-videoroliklar;- filmlar taqdim etish o'quvchini ko'rish orqali tushunishiga, berilayotgan axborotni mantiqan uqishga

katta yordam beradi. Darsliklarda berilgan mashq va topshiriqlarni bajarish uchun:- turli grafikalarni chizish;-tasavurlarini kengaytirish, umuman olganda, mashg'ulot jarayonida olgan bilim, ko'nikma,

kompetensiyalarini amaliyotda qo'llash uchun texnik vositalarning ahamiyati o'ziga xosdir. Shu bilan birgalikdaona tili darslarida rivojlantirilgan savodxonlik ko'nikmalarini kompyuterlarda yozish orqali sinab olish imkoniyatiham mavjud. Kompyuterdan foydalanishda ona tili darslari uchun "Videotopishmoq" o'yini o'quvchilarnidarsga qiziqtirishning qulay usullaridandir. Bu usul orqali o'quvchilarning og'zaki va yozma nutq qobiliyatinirivojlantirish, o'z nutqini to'g'ri va ravon bayon qilish ko'nikmalarini shakllantirishga samarali ta'sir ko'rsatadi.Masalan, internet tarmog'idan foydalanib, mavzularga mos ravishda rasmlar tanlab olinadi. Kompyuterdasturiga joylanadi va rasmlar videoproyektor yordamida o'quvchilarga maxsus ekran orqali namoyish qilinadi."Videotopishmoq" shartiga ko'ra, rasm asosida og'zaki yoki yozma matn tuzish topshiriladi. Masalan, rasmdabiror tarixiy shaxs yoki ona tabiat tasviri bo'lishi mumkin. O'quvchilar bilganlarini ixcham holda bayonqiladi. Adabiyot darslarida ham internet tizimi orqali ko'plab qiziqarli ma'lumotlarni, videofilmlardan parchalarni,yozuvchi yoki shoir haqidagi ko'rsatuvlarni, bolalar qo'shiqlarini, ifodali o'qigan g'azallarni o'quvchilare'tiboriga havola qilish mumkin. Masalan, 8-sinfda "Muhammad Yusufning she'rlari" mavzusini o'tishdatelevideniye orqali berilgan shoir bilan suhbatdan parchani ko'rsatish mumkin. Bundan tashqari, darsda shudars bosqichlarida beriladigan topshiriqlar, lug'at so'zlarni kompyuter orqali yoritish samara beradi. Texnikaasrida yashayotgan o'quvchilar uchun kompyuterlar orqali berilgan manbalar ularning darsga bo'lganqiziqishlarini yanada oshiradi, xotiralaridagi ma'lumotlarni mustahkamlaydi.Mashg'ulot jarayonida internettarmog'idan foydalanish ham dars sifatini oshiradi. O'quvchilar internetda joylashgan o'quv materiallaridanfoydalanish imkoniyatiga ega bo'ladilar. O'qitish avtonom tarzda amalga oshiriladi. Vaqti-vaqti bilan o'quvchilaro'qituvchi bilan ma'lumot almashadi. Internet texnologiyaning muhim qismi - bu avtomatlashtirilganelektron xizmatning mavjudligidir, uzluksiz ravishda o'quvmetodik materiallarga ega bo'lish, o'quv jarayonihaqida joriy axborotni olish, o'qituvchi-o'quvchilarr bilan muloqot qilish imkoniyati va shu kabilardir.



Ta`lim jarayonida axborot texnologiyalarining qo`llanilishi nafaqat ta`lim sifatini oshirishga, balki, ta`limmuassasasida ishlayotgan pedagoglar uchun ham katta qulaylik yaratyapti. Dars mashg`ulotlari davomidao`qituvchining ko`rgazmali vositasi bo`lishi bilan birga, vaqt tejash imkoniyatiga ham egadir. Bugungi kunzamonaviy o`qituvchisining talablaridan biri ham axborot texnologiyalarini mukammal bilishdir. Zamonaviyta`lim muassasasi, zamonaviy o`qituvchiningn dars mashg`uloti, albatta, zamonaviy kompyuter texnologiyalaribilan qurollangan bo`lishi zarur. axborot texnologiyalarining qo`llash ta`lim sifatini oshirishning eng muhimvositasidir. Zamonaviy ona tili o'qituvchi bo'lish uchun hozirgi kun yangiligidan doimo xabardor bo'lish,axborot-kommunikatsion texnologiyalarni mukammal bilish, ona tili fanining keng imkoniyatlarini o'quvchilargayetkaza olish lozim. Shundagina o'z fanimizning rivojiga ma'lum hissamizni qo'sha olgan bo'lamiz.

Foydalanilgan adabiyotlar:1. Yo'ldoshev Q. ,Adabiyot o'qitishning ilmiy-nazariy asoslari,Toshkent, 1996 y.2. Zamonaviy dars.-T.: A.Avloniy nomidagi XTXQTMOMI, 2007 yil3. Ziyotova T. Ona tili-ijodiy tafakkurni oshirishning asosiy omili, Toshkent, 2001 y4. G'ulomov A., Ne'matov X. Ona tili ta'limi mazmuni, Toshkent, 1995 y

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NAVOIY ASARLARINING FARZANDLAR TARBIYASIDAGIBETAKROR O'RNI

Norova Hilola,Navoiy viloyat Qiziltepa tuman 11-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqola Alisher Navoiyning nasriy va nazmiy yo'nalishda yozgan har bir asari yoshlarimiztarbiyasi, ularning har tomonlama yetuk va komil insonlar bo'lib yetishishlari uchun muhim vosita ekanligihaqida yozilgan. Inson hayotida uchrashi mumkin bo'lgan turli holatlarda o'zini chin inson sifatida tutishi vaxalqiga foydasi tegadigan inson bo'lishi uchun ham Navoiyni qayta-qayta o'qishi kerakligi bayon etilgan.

Kalit so'zlar: an'ana, ijod, tafakkur, doston, obraz, adabiyot, qadriyat.

Har qaysi millatning ma'naviyatini uning urf-odatlari, an'analari, hayotiy qadriyatlaridan ayri holdatasavvur etib bo'lmaydi. Ma'naviy meros eng muhim omillardan biri bo'lib xizmat qiladi. Har bir xalqadabiyotini eng yuksak cho'qqilarga yuksaltiradigan daho ijodkorlar bo'ladi. Ularning ijodiyoti qancha vaqt,zamon o'tmasin, hech qachon eskirmaydi va millatni ruhlantiradigan g'oyaviy-badiiy qimmatini yo'qotmaydi.Alisher Navoiy xuddi shunday buyuk ijodkorlardan hisoblanadi. Mamlakatimizning Birinch PrezidentiIslom Karimov ta'kidlaganidek: "Alisher Navoiy xalqimizning ong va tafakkuri, badiiy madaniyati tarixidabutun bir davrni tashkil etadigan buyuk shaxs, milliy adabiyotimizning tengsiz namoyandasi,millatimizning g'ururi, sha'nu sharafini dunyoga tarannum qilgan o'lmas so'z san'atkoridir".

Mutafakkir shoir ijodiyotini o'rganish bevosita millat tarixi, madaniyati, badiiy zavqi, ruhoniyati vaurf-odatlarini chuqurroq bilishga keng yo'l ochadi. Navoiy asarlarida ijtimoiy adolat, tenglik va shaxs erkimasalasi alohida yuksak mahorat bilan ochib berilgan. Adolat g'oyasi faqatgina shohlarga nisbatan emas, balkibutun jamiyatning ma'naviy va siyosiy holatlariga nisbatan ham ifodalanadi. Navoiy ijtimoiy tenglikni targ'ibetar ekan, yer yuzidagi xalqlar o'rtasidagi do'stlikni mustahkamlash masalasiga katta ahamiyat beradi,urushga qarshi turib, shaxs erki daxlsizligini uqtiradi. Navoiy asarlarida davrning xilma-xil muammolariniyechish yo'llari rangbarang va benihoyat boy obrazlar orqali badiiy ifodalangan bo'lib, ularda shoirningodam haqidagi ideali, ma'naviy-axloqiy konsepsiyasi o'z aksini topadi. Alisher Navoiy o'z asarlarida insonyaralmishlar ichra eng aziz xilqat ekanligi, unga yaratgan tomonidan benazir aql-u hush, nutq vafarosat, bilim, tajriba, qalb-u his baxsh etilganligini, u o'zining tafakkur va nutq qobiliyati bilan boshqamavjudotlardan yuqori turishi va bu ayni vaqtda unga mukarramlig-u sharaf bag'ishlashini, yer yuzini obodqilish va uni boshqarib turishi uchun unga kuch-qudrat hadya etilganligini ta'kidlaydi va har bir insonilm va hunar egallashni shior qilib, umrini besamar o'tkazmasligi kerakligini ta'kidlaydi.

Shu bilan birga asarlaridagi obrazlar tavsifida insonni yanada yuksak pog'onaga ko'taradigan go'zal axloqiyfazilatlar: qalbiy oliyjanoblik, saxovat va do'stlik, vatanparvarlik va mehnatsevarlik kabi axloqiy sifatlarnioily darajada tasvirlab, har bir inson o'zi va o'zgalar hayotida yaxshilik bilan iz qoldirishiga da'vat etadi:

Bu gulshan ichra yo'qtur baqo guliga sabot,Ajab saodat erur, yaxshilik bila chiqsa ot. "Xamsa" dostonida do'stlik, atrof-muhitni muhofaza qilish va mehnat ham o'ziga xos tarzda tarannum

etilgan. Haqiqiy do'stlikning oliy namunalari Shopur, Navfal, Farrux va Axiy kabi obrazlarda namoyonbo'ladi. Ular kamtar, sadoqatli do'st bo'lib, kim bilan do'st tutinsalar, uning kimligi, ya'ni millat vae'tiqodi, mansab va boyligidan qat'iy nazar oxirigacha unga sodiq qoladigan do'slar timsolidir.

"Farhod va Shirin" dostonida axloqiy qadriyatlar: poklik, hayo, vafo, saxovat, halollik ham o'zifodasini topgan.

Demon, ham ko'ngli poku ham ko'zi pok,Tili poku so'zi poku o'zi pok. Mutafakkir asarlarida yuksak nafosat bilan kuylangan umuminsoniy fazilatlar bugungi kunda ham

alohida ahamiyat kasb etadi. Ulug' mutafakkir asarlari nafaqat zamondoshlarimizga, balki keyin keladiganavlodlarga ham hayotdan, yashash ilmidan, umuminsoniy qadriyartlardan saboq beradi. Navoiy asarlaribugungi kunda yoshlarni milliy istiqlol g'oyalariga sadoqat ruhida tarbiyalashga, ularda vatanparvarlik,insonparvarlik, xalqparvarlik, burchga sadoqat, mehr-muhabbat tuyg'ularini kamol toptirishga, yosh avlodqalbida Vatanga bo'lgan muhabbat hissini oshirishga xizmat qiladi.

Foydalanilgan adabiyotlar ro'yxati1. Alishår Nàvîiy. 6-jild. Hàyràt ul-àbrîr. T.: "Fàn", 1993



2. Alishår Navoiy. Mukammal asarlar to'plami. 20 tomlik. Õamsa: Farhod va Shirin. - T.: 1991-yil3. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2012-yil4. Yo'ldîshåv Q. Adàbiyot o'qitishning ilmiy-nàzàriy àsîslàri. T.: 1996.5. Kîmilîv N. Tàsàvvuf và bàdiiy ijîd. "Yoshlik" jurnàli

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TEXNOLOGIYA DARSLARIDA O'QUVCHILARNING UMUMKASBIY BILIMVA KO'NIKMALARINI SHAKLLANTIRISH METODIKASI

Nurimova Hayitgul,Samarqand viloyati, Paxtachi tumani,3-maktab texnologiya fanio'qituvchisiTelefon : +998933171083

Kalit so'zlar: kasbiy maxorat, aqliy va sensor ko'nikmalar, kasblar bo'yicha nazorat.

Texnologiya fanining asosiy vazifasi î'quvchilarda kasbiy bilim va kî'nikma asoslarini shakllantirishdaniborat. Bu asoslar shunday poydevorki, umumiy î'rta ta'lim maktablarining bitiruvchilari unga tayangan holdamustaqil ish jarayonida î'z kî'nikmalarini oshiradilar. Î'quvchilar umumkasbiy hamda umummehnat bilimva kî'nikmalarining asoslari ularning ishlab chiqarish faoliyatining quyidagi kî'rsatkichlari bilan ifodalanadi:î'quv ishlab chiqarish topshiriqlarini bajarish sifati, mehnat unumdorligi, ishning samarali usullarini bajarabilish uquvi, shuningdek ishlab chiqarish ilg'orlarining mehnat usullarini egallash, zamonaviy texnika vatexnologiyadan foydalana bilish, ishlab chiqarishdagi mustaqillik, amaliy vazifalarni hal qilish uchun nazariybilimlardan foydalana bilish, mehnatga ijodiy munosabatda bî'lish, mehnat madaniyati, ish jarayonida texnikaxavfsizligi qoidalariga rioya qilish

Texnologita fanining î'ziga xosligi shundaki, î'qitish jarayoni î'quvchilarning elektrotexnikaga oid bilim vakî'nikmalari va unumli mehnati jarayonida amalga oshiriladi. Mehnat ta'limining bu xususiyati uning mazmuni,formalari, metodlari va vositalarini belgilaydi. Î'quvchilarning tizimli tarzda î'qishi va bilimlarini î'zlashtirishiuchun ongli ravishda ma'lum maqsadni kî'zlab, mehnat qilishining tashqi va ichki tomonlariga ega. Ishlabchiqarish ta'limi jarayonida î'quvchilar î'qishning tashqi tomoni ularning î'quv mehnati faoliyatida namoyonbî'ladi. Î'qishning ichki tomoni esa î'quv ustasining kî'rsatmalarini idrok qilish va anglashni hamda î'z-î'zini nazorat qilish usullarini î'quv hamda kî'nikmalarni shakllantiradi. Î'quv usta faoliyatining mohiyatibî'lg'usi mehnat jarayoni, harakatlarni bajarish va nazorat qilish shartlari, usullari hamda xususiyatlaritî'g'risida î'quvchilarda keng tasavvur hosil qilishdan iborat. Umumkasbiy va umummehnat ko'nikma vamalakalarni shakllantirish deganda - o'quvchilarda yetarli darajadagi mehnat ta'limiga oid hamda umumkasbiybilimlar mavjudligi, unumli yo'l-yo'riqlar ko'rsatish, o'quvchilarni o'zlashtirish baholaridan o'z vaqtidaxabardor qilish, o'quvchilarning faollik darajasi tushuniladi. Î'quvchilarning ishlab chiqarish ta'limiga î'quvusta rahbarligining mazmuni, formalari, metodlari va vositalari uning aniq mazmuniga, î'qish davriga,î'quvchilarning tayyorgarlik darajasiga, î'qish sharoitlariga bog'liq. Mehnat ta'limi jarayonida î'quvchilarningumumkasbiy hamda umummehnat bilim va kî'nikmalarni shakllantirishlari quyidagi tushunchalarga bog'liqdir:

- mehnat va amaliy kî'nikma, hamda malakalari faoliyatni bevosita materiallarni î'zgartirish kî'nikmasiasosida tashkil qilish:

a) aqliy kî'nikmalar;b) sensor kî'nikmalari.- amaliy umumkasbiy hamda umummehnat bilim va kî'nikmalar- mavjud moddiy muhitni bevosita yî'naltirilgan umumkasbiyhamda umummehnat bilim va kî'nikmalar. Kasbiy umumkasbiy hamda umummehnat bilim va kî'nikmalar

mehnat harakatlarini bajarishning yuqori sifatini ifodalaydi:a) maxsus kî'nikmalar;b) ishlab chiqarish kî'nikmalari;c) kasblar bî'yicha nazorat.- umumfaoliyat umumkasbiy bilim va kî'nikmalar ishchi xolatini saqlash, talaffuz, xusnixat va h.

umummehnat bilim va kî'nikmalar ishni rejalashtirish va tashkil etish î'z-î'zini nazorat qilish va h.: a) konstruktorlik;b) texnik kî'nikmalar;c) tashkiliy texnik;d) tezkor nazorat.- umumtexnik umumkasbiy bilim va kî'nikmalar- chizmalarni bajarish va îqish, texnologik hisoblarni amalga oshirish.Texnologik qurilmalarni rostlash;



- umumkasbiy hamda umummehnat bilim va kî'nikmalar- texnologik obyektlar ishlab chiqarish jarayonlarining umumiy va xususiy holatlari tî'g'risidagi bilimlarning

amaliy qî'llanilishi.Malakalar shakllanishida mashqlarni vaqt bî'yicha taqsimlash muhim ahamiyatga ega bî'ladi. Uzoq vaqt

davomida uzluksiz bajariladigan mashqlar natijasi toliqish tufayli kutilgan samarani bera olmaydi. Demak,mashqlarni boshqa turdagi ishlar va dam olish bilan almashtirib olib borish lozim.

Foydalanilgan adabiyotlar:1. Azizxî'jayeva N.N. Pedagogik texnologiya va pedagogik mahorat. - T.: 2003, TDPU.2. Axliddinov R. Umumiy î'rta ta'limni takomillashtirishning tashkiliy pedagogik asoslari: Diss. ped. fan.

nomzodi 1998 y.3. Abdullayeva Q.M. Maxsus fanlarni î'qitishda bî'lajak î'qituvchilarning kasbiy bilim va ko'nikmalari

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KÓRKEM SHÍǴ ARMALARDA AWÍ ZEKI SÓYLEW STILINIŃ LEKSIKALÍ QÓZGESHELIGI

Gú lxan Nurlı bekova

Annotaciya: Teziste sóylew stiliniń leksikalıq ózgeshelikleri, tıńlawshılarǵa tásiri tuwralı aytılıp, mısallar menen dálillenedi, qosımsha ózgeshelik kórsetiledi. Gilt sóz: sóylew stili, frazeologizm, evfemizm, dialektizm, ekspressivlik.

Xalıq awızeki sóylew tili biziń kúndelikli bir-birimiz benen pikir almasıwımızdıń ónimli

formalarınıń biri bolıp, ol ózine tán ózgesheliklerge iye. Bunday ózgeshelikler birinshi gezekte sóylew tili leksikasınıń quramında kórinedi. Sóylew tili leksikasına kiretuǵın leksikalıq birlikler stillik jaqtan, mánilik tásirliligi jaǵınan ajıralıp turadı. Sonlıqtan jazıwshı-shayırlar olardı súwretlew quralları retinde shıǵarmaǵa tábiyǵıylıq, anıqlılıq, kórkemlik hám tásirlilikti beriw maqsetinde nátiyjeli paydalanadı.

Sóylew stilinde turmısta ónimli qollanılatuǵın: men, sen, biz, tur, otır, kel, ket, hawa, bala, jumıs, oqıw, kesh, tań, erteń, búgin sıyaqlı sózler kóp qollanıladı. Sóylewde kópshilik sózler ekspressivlik mánige iye boladı hám orın tártip saqlanıw qatań talap etilmeydi: Aparıń mına qamıstı úyge! –dep birewge kúyinip topıldı (K.Sultanov «Aqdárya»). Mına otırǵan «Qabaq bas»sarınıń zeyini ilgir. - Bolsesh, tursesh endi! Biraq men bar ǵoy, qolıma azlı-kópli teńge tússe saǵan jiberemen. Ótemuratqa qaptallasa bergende shoq qamıstıń arasınan jeti-segiz adam juwıra shıǵıp, arbanı qorshap aldı da, mıltıqtı gózep tura qaldı… Qosıqtıń kókesi shıqtı!... Báse,sonda nege qusbegi jarlılarǵa ǵamxorsıy qaldı?(K.Sultanov «Ájiniyaz»)

Evfemizmler kóbirek qollanıladı: dúnyadan ótti, jan berdi, kóz jumdı – óldi, kóz jardı, jas bosandı – tuwdı, ananday awırıw, sabaqlı kesel – asılıp óliw, bunnan basqa júkli bolıw-kóteriw-ekiqat bolıwdı atı joq awırıw dep te qollanadı.

Sózler awıspalı mánilerde de ushırasadı: Olar bir-birine qasıq atısıp jarmanı súysinip ishti. Qazını qatırǵan eken… Xan aldına júginip barsa dúnyalı bay kesip ketpesin kim biledi…(K.Sultanov «Ájiniyaz»).

Rus hám basqa tillerden kirgen sózlerdi solayına yáki sóylew stiline say etip ózgertip ayrıqsha mánide qollanadı. Bul bolsa tásirlilikti arttıradı: Teń-teńi menen par, tezek qabı menen par, jarmańızdı bılǵamay, shanashıńızdı shayqamay jata qoyıń, qaraqlarım! Bul jurttı orıs patshası menen Ínqılısh degen eldiń patshası «men burın qol astıma alaman» dep báseki tartısta eken…(K.Sultanov «Ájiniyaz»). Eger qunın sorasań sotlaspay-aq úyimdegi qunan shıǵarımdı házir keńseniń aldına ákelip baylayman. Shúkir, abırayı da jaman emes… diligat bolıp jıynaqqa ketti (K.Sultanov «Aqdárya»).

Sóylew stiline tán frazeologizmler: Mollanıń kewiline bir nárse sorap tur degen pám kelip: «alla-jalla, buyırmasın!» dep qalshıldaydı deydi. Lebizime isenbeseńiz, mine, quran uslayman. Quran ursın!... Ólim-á, tandırı shıqqır! –dep Xanzada keńkildep kúldi (K.Sultanov «Ájiniyaz»).

Dialektizmlerdiń ózgesheligi: Hámmeniń gúnası bir tárezige tartılǵatuǵın bolǵan soń, bay, jarlı dep ayırsaq kúfir bolamız ǵoy!... «Bozataw» jigitleriniń kópshiligi qarawsız hám birazları mıltıq atıwǵa sóleket edi.

Sóylew stilinde bunnan basqa varvarizm, argotizm, jargonlar, vulgarizmler de kóp qollanıladı. Tıńlawshıǵa ulıwmalıq túsiniklerdi bildiriw maqsetinde jup sóz túrinde ulıwmalasıp kelgen birlikler de ónimli jumsaladı: Mal-palıń bar ma? - Maǵan Dosımnıń balası da, Qosımnıń balası da kerek emes, apa! –dep, óz sheshemniń úyinde bolıp atırman. Nashar-pashar ayttırǵan shıǵar. Bizde tilla da joq, pilla da joq!...

Nókis, Ájiniyaz atındaǵı NMPI magistrantı Telefon: +998(90)7144646 [email protected]



Paydalanılǵan ádebiyatlar: 1. Бекбергенов А. Јараіалпаі тилиниң стилистикасы. Н. «Јараіалпаістан». 1990. 2. Бердимуратов Е. Әдебий тилдиң функциональ стильлериниң раґажланыґы менен

іараіалпаі лексикасының раґыжланыґы. Н. 1973.

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6-SINF INGLIZ TILI DARSLARIDA YANGI SO`ZLARNI RASMLAR BILANSOLISHTIRISH MASHQLARI

Xorazm viloyati Urganch tumani24-sonli maktabning ingliz tili o`qituvchisiNurullayeva Mavluda Pirnafasovna+99 504 78 22

Annotatsiya: Ushbu maqolada 6-sinf ingliz tili darslarida yangi so`zlarni rasmlar bilan solishtirishmashqlari yoritib berilgan.

Kalit so'zlar: rasmlardan foydalanish, zanjir mashqi.Annotation: In this article exercisess for comparing new vocabulary with pictures in 6th grade English

lessons.Key words: using pictures, chain drill.

Bunday turdagi mashqlarda o`quvchilar yangi so`zlarni ularning ma`nosini fahmlash orqali rasmlarbilan solishtirishadi.Keyin ular o`z javoblarini siz yoki o`rtoqlari bilan tekshirib ko`rishlari kerak bo`ladi .Bu mashq o`qituvchining yangi so`zlar ma`nosini to`g`ridan-to`g`ri berishidek amaldagi uslubga qaragandaanchagina qiziqarlidir. U o`quvchilarning bilish ko`nikmalarini ham rivojlantirishga yordam beradi. Masalan:ingliz tilidagi so`zni o`zlari bilgan boshqa bir til bilan taqqoslash va shu usul bilan ma`noni topa olish yokitopa olmasliklarni xorijiy tilni o`rganishda muhim ko`nikma hisoblanadi .

Rasmlardan foydalanish Teen`s English 6 darsligida barcha rasmlar til o`rganish vazifasi sifatida xizmat qiladi. Faqatgina bezak

uchun rasmlar berilmadi. Rasmlardan ham o`qituvchi ham o`quvchi dars davomida faol foydalanishlarikerak . Rasmlardan noto`g`ri foydalanish yoki ularni nazardan chetda qoldirish o`qitish va o`rganishningsamaradorligini pasaytirdi.

Tinglash va takrorlash mashqlari Tinglash va takrorlash mashqlari ko`pincha yangi so`zlarni rasmlar bilan solishtirish mashqlaridan

keyin yoki o`quvchilar so`z yoki so`z birikmalarining ma`nosini bilib olganidan so`ng bajariladi. Tadqiqotshuni ko`rsatadiki , yangi so`z yoki qurilmalarning ma`nosini bilmasdan turib ularni tinglab takrorlagandanko`ra,o`quvchilar ma`noni bilganlaridan so`ng ularni tinglab takrorlasa yaxshiroq esda saqlab qolishadi.

Zanjir mashqi (Chain Dril ) Bu mashq tez- tez qo`llanib turiladi . Zanjir mashqi yangi til materiali bilan ishlashning eng samarali

usullaridan biridir . Ular har bir o`quvchiga yangi til materiali yoki qurilmani ishlatib ko`rishga imkonberadi. Ular juda tez bajarilishi mumkin .

Zanjir mashqi sinf mashqidir. O`qituvchi yangi materialni tanishtiradi.Masalan:I like sewing . O`qituvchioldin bir o`quvchi bilan mashq qilib ko`radi , boshqalar esa kuzatib , tinglashadi . U I like sewing. Whatabout you? Deb aytadi o`quvchi o`zi uchun javob beradi va shu savolni (What about you?) so`raydi.O`qituvchi o`zi uchun javob beradi va shu qurilmani shu o`quvchi ilan yana bir marta mashq qilib ko`radi. Shundan so`ng o`qituvchi o`quvchilardan ushbu jarayonni quydagidek bajarishni so`raydi .

1-o`quvchi : I like sewing (yonidagi o`quvchi tomon buriladi )What about you? 2-o`quvchi :I like reading books .(yonidagi o`quvchi tomon buriladi)What about you? 3-o`quvchi :I like drawing .(yonidagi o`quvchi tomon burildi )What about you?Jarayonni tezlashtirsh uchun o`qituvchi .Zanjir mashqini qatorlarda tashkil etishi mumkin .Men bu metoddan o`z ish faoliyatimda foydalanaman.Bu metod dars samaradorligini oshirishga xizmat

qiladi.

Foydalanilgan adabiyotlar:1.Ingliz tilidan metodik qo`llanma.2.Ingliz tilidan ma'ruzalar matni.



ÂÎÇÌÎÆÍÎÑÒÈ ÈÑÏÎËÜÇÎÂÀÍÈß ÈÍÔÎÐÌÀÖÈÎÍÍÛÕÒÅÕÍÎËÎÃÈÉ Â ÏÐÎÖÅÑÑÅ ÎÁÓ×ÅÍÈß ÐÓÑÑÊÎÌÓ ßÇÛÊÓ

Íóðóëëàåâà Íîäèðà,Ó÷èòåëü ðóññêîãî ÿçûêà øêîëû ¹ 10,ã.Íàâàè

Àííîòàöèÿ: Â äàííîé ñòàòüå ðàññìàòðèâàåòñÿ âîçìîæíîñòè èñïîëüçîâàíèÿ èíôîðìàöèîííûõòåõíîëîãèé â ïðîöåññå îáó÷åíèÿ ðóññêîìó ÿçûêó.

Êëþ÷åâûå ñëîâà: èíôîðìàöèîííàÿ òåõíîëîãèÿ, âèäåî-óðîêè, âèäåî-ëåêöèè, ÈÊÒ

Ýïîõà íàó÷íî-òåõíè÷åñêîé ðåâîëþöèè â êîðíå èçìåíèëà ïðåäñòàâëåíèÿ î ìèðå, çàõëåñòíóâîáùåñòâî ïîòîêîì ðàçíîîáðàçíîé èíôîðìàöèè. Â íàøè äíè èíôîðìàöèþ ðàññìàòðèâàþò êàê èñòî÷íèêðåñóðñîâ íàðàâíå ñ òðóäîì è êàïèòàëîì, à èíôîðìàöèîííûå ñèñòåìû è òåõíîëîãèè - êàê ñðåäñòâîïîâûøåíèÿ ïðîèçâîäèòåëüíîñòè è ýôôåêòèâíîñòè òðóäà. Ìû íàõîäèìñÿ íà ïóòè ê èíôîðìàöèîííîìóîáùåñòâó, îñíîâàííîìó íà ðàçóìå, èíòåëëåêòå, ýðóäèöèè.

Âðåìÿ äèêòóåò ñâîè òðåáîâàíèÿ: êàæäûé ÷åëîâåê äîëæåí ïîíèìàòü, ÷òî åãî óñïåøíîñòüçàâèñèò îò óðîâíÿ îáðàçîâàíèÿ, êîòîðûé íåîáõîäèìî ïîñòîÿííî ïîâûøàòü. Ñäåëàòü ó÷åáíûé ïðîöåññýôôåêòèâíûì, àäàïòèâíûì è ñîäåðæàòåëüíûì âîçìîæíî ïðè óñëîâèè ïðèìåíåíèÿ â êîìïëåêñåðàçëè÷íûõ ïðîãðàììíûõ è òåõíè÷åñêèõ ñðåäñòâ, èñïîëüçîâàíèÿ ïðèåìîâ è ìåòîäîâ àêòèâíîãî îáó÷åíèÿ.Ñåé÷àñ óñïåõè è äîñòèæåíèÿ ó÷åíèêîâ âî ìíîãîì çàâèñÿò îò êà÷åñòâåííîé ðàáîòû ïåäàãîãà, îòòîãî, êàê îí ñïîñîáåí ñîðèåíòèðîâàòüñÿ âî âðåìåíè, êîòîðîå äèêòóåò ñâîè ïîòðåáíîñòè. Áåçóñëîâíî,ïðèìåíåíèå èíôîðìàöèîííî-êîììóíèêàöèîííûõ òåõíîëîãèé îòâå÷àåò òðåáîâàíèÿì ñîâðåìåííîãîîáðàçîâàíèÿ. Ïðîöåññ âñåîáùåé êîìïüþòåðèçàöèè îêàçàë âëèÿíèå íà ìîäåðíèçàöèþ ïåäàãîãè÷åñêèõòåõíîëîãèé. Ïîÿâèëèñü ýëåêòðîííûå ó÷åáíèêè, âèäåî-ëåêöèè, çàî÷íûå âèðòóàëüíûå ýêñêóðñèè,ïðîãðàììû-òðåíàæ¸ðû, ýëåêòðîííûå ñïðàâî÷íèêè è ýíöèêëîïåäèè, âèäåî-óðîêè - öèôðîâûåîáðàçîâàòåëüíûå ðåñóðñû î÷åíü ðàçíîîáðàçíû, îíè îòêðûâàþò èíòåðàêòèâíûé ìèð âîçìîæíîñòåéäëÿ óñïåøíîãî ó÷åáíîãî ïðîöåññà. Â ïîñëåäíèå ãîäû âñ¸ ÷àùå ïîäíèìàåòñÿ âîïðîñ î ïðèìåíåíèèíîâûõ èíôîðìàöèîííûõ òåõíîëîãèé â ñðåäíåé øêîëå. Ýòî íå òîëüêî íîâûå òåõíè÷åñêèå ñðåäñòâà,íî è íîâûå ôîðìû è ìåòîäû ïðåïîäàâàíèÿ, íîâûé ïîäõîä ê ïðîöåññó îáó÷åíèÿ. Îñíîâíîé öåëüþîáó÷åíèÿ èíîñòðàííûì ÿçûêàì ÿâëÿåòñÿ ôîðìèðîâàíèå è ðàçâèòèå êîììóíèêàòèâíîé êóëüòóðûøêîëüíèêîâ, îáó÷åíèå ïðàêòè÷åñêîìó îâëàäåíèþ èíîñòðàííûì ÿçûêîì.

Ïðèìåíåíèå èíôîðìàöèîííî-êîììóíèêàöèîííûõ òåõíîëîãèé â øêîëüíîì îáó÷åíèè àêòóàëüíîäëÿ ñîâðåìåííîãî îáðàçîâàíèÿ. Äëÿ òîãî ÷òîáû îáîãàòèòü êðóãîçîð ó÷àùèõñÿ, ïîâûñèòü óðîâåíüêóëüòóðíîãî îáðàçîâàíèÿ, ðàçâèòü ÿçûêîâûå è êîììóíèêàòèâíûå êîìïåòåíöèè, ïåäàãîã äîëæåí íåïðîñòî ïåðåäàòü òó èëè èíóþ èíôîðìàöèþ, à íàó÷èòü ðàáîòàòü ñ èíôîðìàöèåé: äîáûâàòü å¸,ñèñòåìàòèçèðîâàòü, îáìåíèâàòüñÿ èíôîðìàöèåé, ýñòåòè÷íî îôîðìëÿòü ïîëó÷åííûå ðåçóëüòàòû. Êòîìó æå êîìïüþòåðíàÿ òåõíèêà øèðîêî èñïîëüçóåòñÿ êàê ñðåäñòâî ñàìîêîíòðîëÿ, çàêðåïëåíèÿïîëó÷åííûõ çíàíèé êàê íà óðîêå, òàê è ïðè ñàìîñòîÿòåëüíîì èçó÷åíèè, ïðåçåíòàöèè ðåçóëüòàòîâñâîåé äåÿòåëüíîñòè.

Òîëüêî ïðè ñîáëþäåíèè ýòèõ óñëîâèé ñîâðåìåííûé óðîê áóäåò èìåòü âûñîêóþ îöåíêó. Òàêæåñëåäóåò îòìåòèòü, ÷òî ñîâðåìåííîå îáðàçîâàíèå ïðåäïîëàãàåò âçàèìîäåéñòâèå íà óðîêå íå òîëüêîó÷èòåëÿ è ó÷åíèêà, íî è îáùåíèå ó÷àùèõñÿ ìåæäó ñîáîé (ðàáîòà â ïàðàõ, ãðóïïîâàÿ ðàáîòà).Èñïîëüçîâàíèå ÈÊÒ ïîçâîëÿåò ñîâåðøèòü ïóòåøåñòâèå â äðóãîé ìèð, óâèäåòü åãî ñâîèìè ãëàçàìè,ïðàêòè÷åñêè ñòàòü ó÷àñòíèêîì òîãî èëè èíîãî ìåðîïðèÿòèÿ, ñîáûòèÿ.

Êîíôóöèé ãîâîðèë: "Ñêàæè ìíå - è ÿ çàáóäó, ïîêàæè ìíå - è ÿ çàïîìíþ, äàé ìíå ñäåëàòü -è ÿ ïîéìó". Ïî äàííûì èññëåäîâàíèé, â ïàìÿòè ÷åëîâåêà îñòàåòñÿ îäíà ÷åòâ¸ðòàÿ ÷àñòü óñëûøàííîãîìàòåðèàëà, òðåòüÿ ÷àñòü óâèäåííîãî, îäíà âòîðàÿ - óâèäåííîãî è óñëûøàííîãî, è òðè ÷åòâ¸ðòûõ÷àñòè ìàòåðèàëà, ïðè óñëîâèè, êîãäà ó÷åíèê ïðèâëå÷åí ê àêòèâíûì äåéñòâèÿì â ïðîöåññå îáó÷åíèÿ.Êîìïüþòåð ïîçâîëÿåò ñîçäàòü òàêèå óñëîâèÿ, êîòîðûå íàïðàâëåíû íà ïîâûøåíèå ïðîöåññà îáó÷åíèÿ:ñîâåðøåíñòâîâàíèå ñîäåðæàíèÿ, ìåòîäîâ è îðãàíèçàöèîííûõ ôîðì.

Äåìîíñòðàöèÿ çàðàíåå ïîäãîòîâëåííûõ êîìïüþòåðíûõ ïðåçåíòàöèé çàìåòíî óñèëèâàåòïîçíàâàòåëüíóþ àêòèâíîñòü ó÷àùèõñÿ. Íî âàæíî, ÷òîáû ïðåçåíòàöèè èñïîëüçîâàëèñü íå òîëüêî âêà÷åñòâå íàãëÿäíîãî ïîñîáèÿ, íî è ñîçäàâàëèñü ó÷àùèìèñÿ. Ýòî ïîçâîëÿåò ñòàâèòü ó÷åíèêà â ïîçèöèþñóáúåêòà, ÷òî ñïîñîáñòâóåò ëè÷íîñòíî-îðèåíòèðîâàííîìó îáó÷åíèþ, ôîðìèðîâàíèþ èíôîðìàöèîííîéêóëüòóðû ó÷àùèõñÿ (äëÿ ýòîãî íåîáõîäèìà ñîâîêóïíîñòü óìåíèé ïî îðãàíèçàöèè èíôîðìàöèîííûõ

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ïðîöåññîâ: âëàäåíèå ïðè¸ìàìè ïîèñêà, ñáîðà, îáðàáîòêè, ïåðåäà÷è èíôîðìàöèîííûõ äàííûõ, ìåòîäàìèàíàëèçà è ñèíòåçà èíôîðìàöèè; ðàçâèòèå óìåíèé ïðèìåíÿòü ñîâðåìåííûå òåõíè÷åñêèå ñðåäñòâà ïðèâûïîëíåíèè èíôîðìàöèîííûõ ïðîöåäóð).

Èñïîëüçîâàíèå ÈÊÒ íà óðîêàõ çíà÷èòåëüíî ïîâûøàåò íå òîëüêî ýôôåêòèâíîñòü îáó÷åíèÿ, íî èïîìîãàåò ñîçäàòü áîëåå ïðîäóêòèâíóþ àòìîñôåðó íà óðîêå, çàèíòåðåñîâàííîñòü ó÷åíèêîâ â èçó÷àåìîììàòåðèàëå. Êðîìå ýòîãî, âëàäåíèå è èñïîëüçîâàíèå ÈÊÒ - õîðîøèé ñïîñîá íå îòñòàòü îò âðåìåíè èîò ñâîèõ ó÷åíèêîâ. Òàêèì îáðàçîì, ïðèìåíåíèå ÈÊÒ íà óðîêàõ ðóññêîãî ÿçûêà è ëèòåðàòóðûïîçâîëÿåò ìíå:

- íàïîëíèòü óðîêè íîâûì ðàçíîîáðàçíûì ñîäåðæàíèåì;- ðàçâèâàòü òâîð÷åñêèé ïîäõîä ê èçó÷àåìîìó ìàòåðèàëó, ëþáîçíàòåëüíîñòü ó÷àùèõñÿ;- ôîðìèðîâàòü ýëåìåíòû èíôîðìàöèîííîé êóëüòóðû;- ïðèâèâàòü íàâûêè ðàöèîíàëüíîé ðàáîòû ñ êîìïüþòåðíûìè ïðîãðàììàìè;- ïîääåðæèâàòü ñàìîñòîÿòåëüíîñòü â ðàáîòå è â îñâîåíèè êîìïüþòåðíûõ òåõíîëîãèé.



TIL SEMANTIKASI VA SO'Z MA'NOLARINING SINXRON TARJIMAGA OIDMUAMMOLAR

Sarvinoz O'rinboyevaSamDChTI talabasiTelefon: +998(93)8359844Bahoroy ShermatovaSamDChTI o'qituvchisig-mail: [email protected]

Annotatsiya: Maqolada nutqning semantik moslashuvi, ko'p ma'noli va sinonim so'zlarning sinxrontarjimada yuzaga keltirishi mumkin bo'lgan muammolari aytiladi va tahlil qilinadi.

Kalit so'zlar: sinxron tarjima, til semantikasi, so'z ma'nolari, tarjima muammolari

Tarjima asrlar davomida boshqa xalqlar madaniyati, yashash tarzi, dunyoqarashlari haqida tasavvurqilishda muhim ahamiyatga ega bo'lib kelgan. Hozirgi kunda ham tarjima jahon mamlakatlarini bir biri bilanbog'lab turuvchi ko'prik hisoblanadi. Shu jumladan, O'zbekistonda ham bu soha bo'yicha ko'plab ilmiy ishlarolib borilmoqda. Xususan, mamlakatimizda yozma tarjima sohasi uzoq davrlardan buyon o'rganilib kelayotgansoha hisoblanadi. Shu bilan birgalikda og'zaki tarjimaning sinxron turi salmog'i ham ortib bormoqda. Sinxrontarjima - og'zaki tarjimaning murakkab turi bo'lib, bu tarjima turida tarjimon mahsus jihozlar bilan ta'minlanganbo'ladi. Bu tarjima turi nutq so'zlanayotgan paytda, nutqni bo'lmasdan ma'nosini tinglovchiga yetkazib berishdir.Sinxron tarjima jarayoni murakkab bo'lganligi tufayli malakali mutaxassislarni talab qiladi. Lekin quyidagimuammolar borki, sinxron tarjima mutaxassislari ham bularga ish faoliyati davomida ko'p duch keladi.Ulardan biri so'z ma'nolariga bog'liq bo'lgan muammolardir. So'zlar leksik, gramatik, kategorial ma'nolargaegadir. Tarjimon bularni hisobga olgan holda, so'zining ma'nosini tushinib, o'sha vaqtning o'zida tinglovchigayetkazib bera olishi juda muhim. Tarjima jarayonida so'zlarning ko'p ma'noliligiga e'tibor berish va ularniumumiy nutda anglashilgan ma'nosini topa ola bilish tarjimondan bilim, ko'nikma va malakani talab qiladi."Agar so'z ma'nosini til tizimi yoki lug'at orqali emas, balki nutda, kontekstda o'rganadigan bo'lsak, ko'pma'nolilik muammosi o'z o'zidan tushib qoladi." [1.155]. G'. Rahimov. "Tarjima nazariyasi va amaliyoti". Bufikrlar albatta to'g'ri, negaki tarjimon so'zlarning bir-biriga bog'lanishi orqali, nutq mazmunidan kelibchiqqan holda so'z ma'nolarini aniqlab oladi. Masalan, "Please, write letters in your notebook" gapinioladigan bo'lsak, tarjimon bu gapdan oldingi va bu gapdan keyingi matnni ma'nosini bilmasa bu so'zninoto'g'ri tarjima qilishi mumkin. "Letter" so'zi bu yerda xat ma'nosida kelgani holda sinxron tarjimon uni"harf" deya tarjima qilolmaydi. Sinonimlikda yuzaga keladigan muammolarga keladigan bo'lsak. Bir tildagima'lum so'zining tarjima qilinayotgan ikkinchi tilda mos keladigan turli variantlari bo'lishi mumkin. MasalanG'. Rahimov o'zining "Tarjima nazariyasi va amaliyoti" kitobida "Rus tilida inglizcha great ma'nosiga mos 70dan ortiq sinonim borligi, shuningdek, fransuz tilidagi great sifati ma'nosiga mos 120 kontekstual ma'nomavjudligi aniqlangan" ini aytib o'tgan. [1.155].

Sinxron tarjimonlarning tarjima jarayonida semantik moslashuvga rioya qilishlari ham muhimdir. Agardarioya qilinmasa tushunarsizlik, noaniqlik kelib chiqadi. Semantik moslashuv bilan, ya'ni ma'noviy moslashuvbilan birgalikda tarjima gramatik me'yor talablariga ham javob berishi kerak.

Sinxronchi nutqni chet tilida eshitib uni boshqa tilga o'girishda so'z ma'nolari bilan bog'liq muammolardantashqari, sinxron tarjimada quyidagi holatlar tarjimondan o'z sohasini yaxshi o'rganishni talab qiladi:a)axborotni eshitish ham, uni chet tiliga o'girish ham bir vaqtda sodir bo'ladi, bu esa vaqtningchegaralanganligidan dalolat beradi. b) axborot bir marta eshittiriladi va takrorlanmaydi, c) agar sinxronchinutqni noto'g'ri tarjima qilsa uni to'g'rilab boshqattan aytish uchun vaqt berilmaydi.

Sinxronchining, o'z navbatida tarjima jarayonida ko'plab majburiyatlari ham bo'ladi. Jumladan, notiqso'zlayotgan nutq tugallanmagan bo'lsa ham sinxronchi uni tarjima qilishga majbur. Til turlarining gramatikqurilishining har xilligi ham tarjimonga qiyinchilik tug'diradi. Masalan, ingliz tilidagi gap strukturasi o'zbektilidan mutlaq farq qiladi. Ingliz tilida gap strukturasi "S+V+O" bo'lgani holda o'zbek tilida uning tuzilishi"S+O+V" holda bo'ladi. Bu esa sinxronchiga biroz qiyinchilik tug'diradi.

Shunday qilib so'z ma'nolarining sinxron tarjimaga oid masalalari muhimdir. Notiqning nutqini tinglovchigato'g'ri yetkazib bera olish, so'z ma'nolarini to'g'ri qo'llay olish, tarjimaning yanada mukammal bo'lishigayordam beradi.

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Foydalanilgan adabiyotlar ro'yxati:1.Rahimov G'. Tarjima nazariyasi va amaliyoti - Toshkent - "O'zbekiston milliy entsiklopediyasi" Davlat

ilmiy nashriyoti -2016.-155 b2.Salomov G'. Tarjima nazariyasi asoslari - Toshkent - "O'qituvchi", 1983.-147, 156 b3. Ðåöêåð ß. È. Òåîðèÿ ïåðåâîäà è ïåðåâîä÷åñêàÿ ïðàêòèêà. - Ìîñêâà :ÌÎ, 1974.-216 ñ



SINONIM SO'ZLARGA DOIR NAZARIY QARASHLAR TAHLILI

Ochilova Mahliyo Baxtiyor qiziToshkent Davlat Sharqshunoslik Instituti magistrantiTelefon:+99890 996 26 [email protected]

Annotatsiya: Ushbu maqolada sinonim so'zlarning dunyo tilshunosligida o'rganilganlik darajasi,turlari vaifodalanish usullari bayon etilgan.Shuningdek,malay tilshunosligidagi sinonim so'zlar,ularning turlari,ishlatilisho'rinlariga alohida to'xtalib o'tilgan.

Tayanch so'z va iboralar:leksikologiya,ma'nodosh so'zlar,so'z birikmasi,o'zlashma so'z,fonetik qurilish,neytralma'no,emotsional jihat,og'zaki uslub.

Mazkur maqola sinonim so'zlarning dunyo tilshunosligida o'rganilganlik darajasi,turli tilshunos olimlarningbildirgan fikrlari,nazariy qarashlarini tahlil qilishga qaratilgan.Shuningdek,malay tilidagi sinonim so'zlarningqo'llanilish doirasi,uslubiy jihati va turlariga ham to'xtalib o'tildi.

O'zbek tilshunosligida sinonim so'zlar yetarli darajada tadqiq qilingan.Sinonim so'zlar deb,fonetik qurilishi(shakli) har xil,ma'nosi esa bir xil bo'lgan so'zlarga aytiladi:

aylanmoq-kezmoq-sayr qilmoq ,pedogog-muallimSinonimlar til boyligi bo'lib,avvalo,shaxs va predmetlarning eng nozik ma'no bo'yoqlarini ifodalash

uchun xizmat qiladi.Ikkinchidan,sinonimlar gapda takrorga yo'l qo'ymaydi.O'rinsiz takror nutqning shirasiga putur yetkazadi. Bir umumiy (birlashtiruvchi)ma'nosi bilan o'zaro bog'lanuvchi so'zlar guruhi sinonimik qator

deyiladi.Sinonimik qatorni tashkil etuvchi so'zlar qaysidir jihatlari bilan bir-biridan farqlangani uchun tildaalohida leksik birlik sifatida yashash imkoniyatiga ega.Sinonimik qatordagi so'zlar asosan quyidagi hodisalarnuqtai nazaridan o'zaro farqlanadi:

1.Emotsional-ekspressiv nuqtai nazardan:xunuk-badbashara2.Uslubda farqlanadi:odam-kishi-inson3.Sinonimik qatordagi so'zlar hozirgi adabiy tilga munosabati nuqtai nazaridan o'zaro farqlanishi

mumkin:o'qituvchi-domla-afandi4.Sinonimik qatordagi so'zlar ma'noni qay darajada ifodalashi jihatidan ham o'zaro farqlanadi:qiziq-

g'alati-antiqa-ajoyib-alomat.Neytral:qiziqG'arb tilshunos olimlari ham sinonimiya hodisasini o'rganib chiqqan.A.Reformatskiy sinonimlarga berilgan ushbu ta'rifga qarshi chiqib,ushbu izohni berib o'tadi:"Sinonimlarga

umumiy ta'rif beradigan bo'lsak,sinonimlar har xil talaffuzga ega bo'lgan,lekin ma'no jihatdan aniq bo'lmaganso'zlardir.Sinonim so'zlarning ahamiyati nimada:tushunchami yoki narsaning nomlanishimi?degan savolnio'rtaga qo'yadi.Ushbu savolga A.A.Reformatskiy quyidagicha javob beradi:"Ikki so'z bir xil narsa yoki hodisaninomlaydi,ammo ushbu narsa-hodisaning turli ma'nosiga qarab uning har xil jihatini izohlab beradi".

A.N.Gvozdeva:"Sinonimlar-ma'no jihatdan yaqin,lekin aynan bir xil ma'noga ega bo'lmagan so'zlardir.Ya'niular umumiy ma'noga ega,lekin ma'no jihatdan bir-biridan farq qiladi".Uning bu fikri boshqa tilshunosolimlari bergan izohlar ichida neytral hisoblanadi.

Ba'zan sinonimlarning ta'rifi ularning klassifikatsiyalanishi bilan belgilanadi.K.A.Levkovskiy:"Sinonimlar-so'zlarning o'zining asosiy nominativ ma'nosi jihatidan bir -biriga mos

keluvchi,biroq bir-biridan qo'shimcha ma'nosi va qo'llanilishi jihatidan(ideografik sinonimlar) ajralib turuvchiso'zlardir".

S.Ullmanning ta'kidlashicha:"Matnda birining o'rniga ikkinchisini ma'no hamda emotsional jihatdan qo'llashmumkin bo'lgan so'zlarga sinonimlar deyiladi".Bu fikri bilan S.Ullman sinonimlarni quyidagicha guruhlaydi:

a)sof sinonim so'zlarb) soxta sinonim(omonim)lar-ayrim matnlardagina birining o'rniga ikkinchisini qo'llash mumkin bo'lgan

sinonimlar.Bunga misol qilib S.Ullmann quyidagilarni keltiradi:Leap-jump, Help-aid-assistanceRus tilshunos olimi N.M Shanskiyning fikricha,sinonimlar-borliqdagi narsa-hodisa,predmetlarni ifodalash

uchun foydalaniladigan bir necha so'zlardir.Lekin u yoki bu narsani nomlaganda,uning ayrim xususiyatiniajratib ko'rsatadi hamda turli nuqtai nazardan tasviflaydi.

Shuning uchun sinonimlar,semantik jihatdan aynan bir xil so'zlar emas,shuningdek,emotsional-stilistikjihatdan ham farqlanadi.Ular deyarli har doim bir-biridan quyidagi jihatdan ajralib turadi:

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1.Ayrim semantik jihatidan,shuningdek,leksik ma'nosiga ko'ra: òðóä-ðàáîòà2.O'zining emotsional-ekspressiv bo'yoqdorligi bilan;(ñïàòü-äðûõíóòü-ïî÷èâàòü)3.Ayni bir uslubga tegishli bo'lganligiga ko'ra;4.Qo'llanilish doirasiga ko'ra;(íåìíîãî-ìàëîñòü, ñêó÷íûé-íóäíûé)5.Boshqa so'zlar bilan qo'llanilish sharoitiga ko'ra;(êàðûé-òåìíî-êàðè÷íåâûé ðàçáûòü-ðàñêâàñèòü)N.M.Shanskiy yuqoridagi so'zlarni tahlil qilar ekan,ularning har birini qo'llanilishi jihatidan izohlaydi.

òðóä-ðàáîòà so'zlari semantik jihatdan farqlanib,òðóä so'zi nimagadir erishish ma'nosida qo'llaniladi:áåçòðóäà ðåøèë ýòó çàäà÷ó

Ðàáîòà so'zi esa biron-bir faoliyatni ifodalaganda qo'llaniladi:âûéòè íà ðàáîòóñïàòü-äðûõíóòü-ïî÷èâàòü) so'zlari esa emotsional-ekspressiv bo'yoqdorligi va aynan bir usluvga tegishliligi

bilan bir-biridan ajralib turadi:ñïàòü -uxlamoq fe'li neytral hisoblanib, äðûõíóòü fe'li-so'zlashuv uslubigaxos, ïî÷èâàòü fe'li esa eskirgan so'zlar qatoriga kiradi.

Sinonim juftliklar qatorida àýðîïëàí-ñàìîëåò,ãîëêèïåð-âðàòàðü so'zlari qo'llanilish jihatidan ajralibturadi.: àýðîïëàí va ãîëêèïåð eskirgan so'zlarga oid bo'lsa, ñàìîëåò va âðàòàðü so'zlari hozirgi rus tilileksikasining faol qo'llaniladigan so'zlari qatoridan joy olgan.

Shuni ta'kidlab o'tish kerakki,avstranez tillar oilasiga mansub malay tili tilshunosligida ham sinonimso'zlarga oid tadqiqot ishlari olib borilgan.

Malay tili lug'ati(Kamus Dewan;1994:1287)da keltirilishicha,sinonimlar bir xil ma'noga ega bo'lganso'zlardir.Misol uchun, pandai(aqlli) so'zi bijak,cerdik,pintar so'zlari bilan deyarli bir xil ma'noda qo'llaniladi.

Pandai-bijak-cerdik-pintar (aqlli,dono)Abdullah Hassan "Tesaurus Bahasa Melayu" kitobida keltirishicha,sinonim so'zlar lingvistikaning muhim

terminlaridan biri hisoblanadi,biroq ularning ishlatilishida,ayniqsa malay tilidagi gazetalarida sinonim so'zlardanto'g'ri foydalanilmaydi degan fikrni keltiradi.

Misol uchun:Idola va artis so'zlari ma'nodosh hisoblanib,san'atkor ma'nosini ifodalaydi.Sinonim so'zi qadimgi Yunon tilidan olingan bo'lib,"onoma"-nom,va "syn"-biron- bir narsa-hodisaning

boshqacha nomi degan ma'noni anglatadi.Asmah(1978) ham sinonimlarni izohlab o'tkan.Uning fikricha:Kata sinonim ialah kata "seerti" atau" semakna" Ya'ni umumiy olib qaraganda, sinonim so'zlar bir xil ma'noli so'z,so'z birikmasidir.Asmahning

ta'kidlashicha[4:80],asl sinonim so'zlar ma'lum bir tilning o'zida namoyon bo'ladi,o'zlashma so'zlarda emas:Jendela-tingkap(oyna), Sangat-sekali(juda) ,Hanya-sahaja (faqat), Lepas-lalu (oldin),

Anda,saudara,awak,kamu( sen) ,Kami-kita(biz) Mahu,hendak (xohlamoq)Shuningdek,o'zlashma so'zlardan iborat bo'lishi ham mumkin:Kereta-motokar (avtomobil) ,Murid-pelajar(o'quvchi) ,Pagi -subuh (tong)Zaidi Ismailning bayon qilishicha,malay tilida sinonim so'zlardan foydalanilayotganda har bir so'zning

ishlatilish jihatiga ahamiyat qaratish lozim.Misol uchun,bir -biri bilan ma'nodosh hisoblangan "ibu" va "emak"(ona)so'zlari qo'llanilish jihatidan

farqlanadi.Chunki "ibu" ,ya'ni "ona" so'zi faqatgina insoniyatga nisbatan emas,balki butun jonzot:hayvon vanarsalarga nisbatan ham qo'llaniladi.

Emak so'ziga keladigan bo'lsek,bu so'z faqatgina insonlarga nisbatan qo'llaniladi:Ibu kambing-ona echkiIbu roti-xamirIbu negeri-ona vatanShuningdek, ko'p a'zoli sinonimlik qatorini hosil qiluvchi so'zlar ham mavjud :Cahaya-nur-sinar-terang(yorug'lik) Ushbu sinonimik qatordagi so'zlar uslubiy va qo'llanilish doirasi jihatidan turli vazifani bajaradi:Cahaya so'zi yorug'lik degan ma'noni anglatib,faqatgina quyosh va oydan taraladigan nurga nisbatan

qo'llaniladi.Sinar so'zi esa chiroqdan taraladigan yorug'likka nisbatan ishlatiladi.Nur so'zi bo'lsa, dinga oidso'z hisoblanadi.Ushbu sinonimik qatorda nominativ ma'noda qo'llaniluvchi so'z terang sanaladi.Demak,ushbusinonim so'zlar ham uslubiy jihatdan,ham semantik jihatdan bir-biridan farqlanadi.

Xulosa qilib aytganda,sinonim so'zlar har bir tilning so'z boyligini oshirishda katta ahamiyatga ega.Yuqoridako'rib chiqqan fikrlardan anglashiladiki,dunyo tilshunos olimlari sinonim so'zlarga turlicha qarashlarbildirishgan.Ammo ularning deyarli ko'pchiligi bir-biriga yaqin bo' lgan fikrlarni aytibo'tishgan..Shuningdek,tahlilda keltirilgan sinonimlar qatorida ularning qo'llanilish doirasi,uslubi,semantikjihatdan farqlanishi ko'rib chiqildi.

Yuqoridagi tahlil natijalariga ko'ra quyidagi umumiy xulosalarni keltirib o'tishimiz mumkin:



1.Sinonimlar ma'no jihatidan yaqin bo'lgan bir tushunchaning turli xil talaffuz qilinishidir.Lekinba'zan sinonim qatoridagi so'zlardan har doim ham birining o'rniga ikkinchisidan foydalanilmaydi.

2.Sinonimlar har bir tilning so'z boyligini namoyon qilishda katta ahamiyatga ega.Shuningdek,ulardanfoydalanish so'z takroridan qochib,nutqning qulay bo'lishi uchun zamin yaratadi.

3.Sinonim so'zlar leksik ma'nosiga ko'ra,emotsional bo'yoqdorligiga ko'ra,uslubiga ko'ra,qo'llanilish doirasigako'ra farqlanadi.

4.Avstranez tillar oilasiga mansub malay tilida ham sinonimlarga doir yetarli darajada tadqiqot ishlari olibborilib,malay tilshunoslaridan Asmah,Zaidi Ismail ,Abdullah Hassan kabi malay tilshunoslari ushbu sohadaizlanishlar olib borishgan.

FOYDALANILGAN ADABIYOTLAR RO'YHATI1. Äîðîôååâà Ò.Â.Ó÷åáíèê ìàëàéñêîãî ÿçûêà.-Ì.2006.2. Çâåãèíöåâ Â.À.Òåîðåòè÷åñêàÿ è ïðèêëàäíàÿ ëèíãâèñòèêà.-Ì.:Ïðîñâåùåíèå,1967.3. Øàíñêèé Í.Ì. Ëåêñèêîëîãèÿ ñîâðåìåííîãî ðóññêîãî ÿçûêà.-4. Journal of Businesss and Social Development Voliume.20055. Junaiyah H.Matanggui.Kamus sinonim-Grasindo.2009.6. Zaidi Ismail.-Sinonim tetapi tidak seerti.2010.7. Nathesan S.Satu kajian makna.-Jurnal Dewan Bahasa,20128. Abdurahmonov G',Xo'jayev D.Hozirgi o'zbek adabiy tili.-T.:O'quvchi,20039. Jamolxonov H.Hozirgi o'zbek adabiy tili.-T.:Talqin,2005.

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ADABIYOT FANING HAYOTIMIZ BILAN UYG'UNLIGI

Ochilova Halima,Navoiy viloyat Zarafshon shahar 12-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqola adabiyot ma'naviyatning ajralmas qismi sifatida bugungi va kelajak avlodlaruchun millatni millat, xalqni xalq bo'lib shakllanishida muhim o'rin tutishi hamda xalqimiz adabiyotgamuqaddas va ulug' ma'naviy xazina deb baho berib kelganligi haqida yozilgan. Yosh avlodni kitob o'qishsirlari bilan tanishtirish, ularning kitobxonlik madaniyatini shakllantirib borish adabiyot fani o'qituvchilariningasosiy vazifasi ekanligi ta'kidlangan.

Kalit so'zlar: ma'naviy xazina, intellektual, televideniye, kompyuter.

Millatimizning ruhi bo'lgan ona tilimizni hamda xalqimizning azaliy qadriyatlari, urf-odatlari vamadaniyatini kelgusi avlodlarga etkazishda adabiyotning ahamiyati beqiyos. Shu ma'noda adabiyot ma'naviyatningajralmas elementi sifatida bugungi va kelajak avlodlar uchun millatni millat, xalqni xalq bo'lib shakllanishidamuhim o'rin tutadi. Xalqimiz azaldan adabiyotga muqaddas va ulug' ma'naviy xazina deb baho berib kelgan.Bunday bahoning o'zi el-yurtimiz hayotida bu soha yaratuvchilariga azaldan, ularning haqqoniy so'zi,chuqur ma'noli asarlariga ishonch, hurmat-e'tibor va ehtirom yuksak darajaga ko'tarilganini ifoda etadi.Ma'naviyatning ijodkorlari va targ'ibotchilari sifatida ziyolilarning ilg'or qismi bo'lmish badiiy adabiyotvakillarining xalqimiz qalbini, uning oliy maqsadlari, bugungi hayoti, taqdiri va kelajagini yaqindanbiladigan insonlar bugun ham samarali faoliyat olib bormoqdalar. Binobarin, o'zbek adabiyotining ilg'orvakillari, yozuvchilarimiz o'tish davrining qiyinchiliklariga qaramasdan, o'z ijodiga, qalb amri bilantanlagan kasbiga sodiq qolib, milliy o'zligimizni anglash, xalqimiz ongu tafakkurini o'zgartirish, ma'naviyqadriyatlarimizni tiklash va yuksaltirish yo'lida xizmat qilib kelmoqda.

Barchamizga ayonki, XXI asr intellektual salohiyat, tafakkur va ma'naviyat asri sifatida insoniyatoldida yangi-yangi ufqlar ochish bilan birga, biz ilgari ko'rmagan, duch kelmagan keskin muammolarniham keltirib chiqarmoqda. Bugungi murakkab va tahlikali zamonda yozuvchining bashariyatning ertangikunini o'ylab, odamlarni ezgulikka, insof-diyonat, mehr-oqibat va bag'rikenglikka da'vat etishga qaratilganharoratli so'zi har qachongidan ham muhim ahamiyat kasb etmoqda. Bunday ma'naviy huquqqa ega bo'lishuchun ijodkorlarimiz, avvalo katta bilim va hayotiy tajribaga, keng dunyoqarash, yuksak ijodiy mahoratga egabo'lishi, eng muhimi, bu o'ta og'ir, kuchli irodani talab etadigan jabhada haqiqiy fidoyilik ko'rsatishi lozim.Shuni taassuf bilan ta'kidlash kerakki, bugunning yoshlari axborot va ma'lumotlarni asosan Internet orqaliolyapti, dunyoni televideniye, kompyuter orqali taniyapti. O'qituvchilar, ota-onalar, bugungi ommaviyaxborot vositalarining o'zi ming targ'ib-tashviq qilmasin, bugungi yoshlar "O'tkan kunlar", "Urush vatinchlik" kabi mumtoz romanlarni yoki Alisher Navoiyning asarlarini izlab topib, mehr bilan o'qiyaptimi?Afsuski, bu borada faxrlansak arzugulik natijalarimiz hozircha yo'q. Modomiki, shunday ekan, endiodamlar, yoshlar kitob o'qimay qo'ydi, deb faqat nolib o'tirmasdan, ana shu ta'sirchan zamonaviyaxborot vositalari orqali adabiyotimizni keng targ'ib etish, xususan, internet imkoniyatlaridan foydalanib,yetuk badiiy asarlarni yoshlarga yetkazish ustida ham jiddiy bosh qotirish zarur. Bu borada "Kitob mahsulotlarinichop etish va tarqatish tizimini rivojlantirish, kitob mutolaasi va kitobxonlik madaniyatini oshirish hamdatarg'ibot qilish bo'yicha komissiya tuzish to'g'risida" 2017-yil 12-yanvardagi O'zbekiston RespublikasiPrezidentining farmoyishi va "Kitob mahsulotlarini nashr etish va tarqatish tizimini rivojlantirish, kitobmutolaasi va kitobxonlik madaniyatini oshirish hamda targ'ib qilish bo'yicha kompleks chora-tadbirlar dasturito'g'risida"gi 2017-yil 13-sentabdagi O'zbekiston Respublikasi Prezidentining qarori o'z vaqtida qabul qilingantarixiy hujjat bo'lib qoladi. Ushbu hujjatlar ham adabiyotshunos ziyolilar, ham ma'nviy ozuqa is'temolchilaribo'lgan o'quvchilar oldiga va bu ikki gruhni birlashtirib turadigan tashkilotchilar oldiga aniq vazifalar qo'ygan.

Shu bilan birga o'zbek tilidagi internet adabiyotini shakllantirish, shoir va yozuvchilarimizningo'z veb-saytlariga ega bo'lishiga erishish nafaqat adabiy jarayonga, kerak bo'lsa, butun ma'naviy-ma'rifiyhayotimizga kuchli ta'sir o'tkazishi aniq. Shu bois zamonaviy vositalar yordamida adabiyotni, ayniqsa,mumtoz adabiyotamizni, masalan, Alisher Navoiy asarlarini xalqimizga yaqinlashtirish, bu noyob merosnihaqiqatan ham ma'naviyatimizning hayotbaxsh manbaiga aylantiradi. Insonni olam gultoji deb ulug'laganulug' Navoiyning g'azallari hayot darsini o'rgatadi, uning sevinch va anduhlari, zavq-u jafolarini so'zlabdunyo haqidagi tasavvur doiramizni kengaytiradi. Biz mumtoz adabiyot namunalarini hayot haqiqatlaridanso'zlovchi nasriy yoki nazmiy asarlarini asarlarini boshqalarga ko'z-ko'z qilish uchun emas, aksincha o'zligimizni



anglashimiz, ma'naviy xazinamizni boyitish uchun o'rganishimiz kerak bo'ladi.

Foydalanilgan adabiyotlar ro'yxati.1 Alisher Navoiy. Hayrat ul-abror. Toshkent: "G'.G'ulom nomidagi nashriyot matbaa ijodiy uyi", 2006.

389 bet.2. Yo'ldoshev Q. Adabiyot o'qitishning almiy-nazariy asoslari. Toshkent. O'qituvchi.1996.3. Mahmudov N. Tilning mukammal tadqiqi yo'llarini izlab...// O'zbek tili va adabiyoti, 2012. - 5-son, 3-16-betlar.4. Hojiahmedov A. Maktabda aruz vaznini o'rganish. -T.: O'qituvchi, 1995-yil

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TOPISHMOQ - XALQIMIZ OG'ZAKI IJODINING KICHIK JANRLARIDANBIRI

Omonova Dilafro'z,Navoiy viloyat Karmana tuman 12-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Maqolada xalq topishmoqlarining o'quvchilar zukkoligini, topqirligini, og'zaki savodxonliginiyanada rivojlantirishdagi muhim ahamiyati haqida mulhazalar bayon etilgan. Shuningdek, topishmoqlarninginson xotirasini mustahkamlab, boshqa ma'lumotlarni ham xotirada saqlab qolishida katta ahamiyatga egaekanligi haqida ham ma'lumotlar yoritilgan.

Kalit so'zlar: topishmoq, folklor, badiiy tasvir, top-top, cho'pchak, matal, masal, ushuk.

Xalqimiz og'zaki ijodining kichik janrlaridan biri topishmoqlardir. Bu janr ko'proq bolalarnikuzatuvchanlikka, hayotni mukammalroq bilishga, sinchkovlikka o'rgatadi. Ammo topishmoqlar folklordafaqat yosh bolalargagina taalluqli deb hisoblash to'g'ri emas, chunki topishmoq aytish va topish musobaqalaridakattalar ham qiziqish bilan ishtirok etaveradilar. Hatto olima Z.Xusainovaning ma'lumot berishicha, uzunqish kechalarida urchuq yigirgan va olacha to'qigan xotinlar, Samarqand atrofida boshqa qishloqlardan to'ygakelib xonadonlarga bo'lingan mehmonlar o'zaro chaldirmoq (tez aytish), jumboq, ya'ni topishmoq aytishishgan.O'tgan zamonlarda topishmoqlarni qish faslida uzoq kechalarni zerikmay o'tkazish uchun aytganlar. Topishmoqaytgan odamning topishmoq javobi topilsa, u musobaqada yutqazgan, topilmasa g'olib chiqqan hisoblangan.Har ikki holatda ham mag'lub bo'lgan taraf yo g'azal aytgan, yoki biron hayvonga taqlid qilib ovoz chiqargan,yo qo'shiq kuylagan, yoki biron jismoniy ish qilgan: suv olib kelgan, qor kuragan, eshik supurgan vahokazo.

Ma'lumki, badiiy tasvir vositalari qatorida istiora san'ati ham muhim o'rin egallaydi. Istiora so'zi"ko'chim" ma'nosini beradi. Agar biz do'stga nisbatan: "Mening arslondek do'stim bor", - desak, o'xshatishsan'atini qo'llagan bo'lamiz. Ammo "dek" qo'shimchasini va "do'stim" so'zini qoldirib, "arslonim bor" -desak, istiora san'ati yaratiladi. Topishmoqlarda ana shu san'at yetakchilik qiladi. Chunki biron narsa ikkinchibir narsaga istiora san'ati vositasida o'xshatiladi va eng muhim xususiyatlari haqida ma'lumot beriladi. Masalan:"Yer tagida oltin (tilla) qoziq" topishmog'ini olaylik. Bu topishmoq matnida yashiringan narsaning uchtamuhim belgisi qayd etilgan:

1. Yer ostida ekani.2. Oltinning rangida ya'ni sariq ekani.3. Qoziqqa o'xshashligi.Bu belgilar orqali biz

topishmoqning javobi sabzi ekaninitopamiz. Matndagi "qoziq" so'zi esaistiora san'atiga misol bo'lib kelgan.Topishmoqlar shakl jihatidan nasriyva she'riy bo'ladi. She'riy topishmoqlardama'lum bir musiqiylik, zarb, turoq,vazn, qofiya kabi she'riyatning formaltalablariga amal qilingan. Qofiya, vazntopishmoqning silliq, ixcham,ohangdor, esda qoladigan bo'libtuzilishini ta'minlashga xizmat etadi.

Topishmoqlar xalq orasidajumboq, topmacha, top-top,cho'pchak, matal, masal, ushukatamalari bilan atab kelinadi. Ilmiyasarlarda "topishmoq", termini "top"buyruq fe'liga "ish" harakat nominihosil qiluvchi shakl va "moq" qo'shimchalarini qo'shish orqali hosil bo'lgan, deb ko'rsatiladi. Natijada "topishmoq"so'zi xalq og'zaki ijodidagi alohida janr nomini bildirgan. Keyingi paytlarda shevalardagi yuqorida ko'rsatilganatamalar deyarli yo'qolgan. Asosan "topishmoq" nomi saqlanib qolgan. Birovni kamsituvchi o'ziga xos yuqoridaginutq bilan tanishgan odam topishmoqli topa olmagan kishiga qanchalar qattiq dashnom berilganiga amin



bo'ladi. Undagi ot - eshak; yag'ir-shinni so'zlari tazod (qarshilantirish) tasvir vositasi sifatida keltirilgan.Topishmoq aytuvchi o'zining mavqei uni topa olmagan odamdan qanchalar baland ekanini qayta-qaytata'kidlaydi. Uning ustiga bu gaplar bir uy odam o'rtasida aytilishini hisobga olsak, vaziyat yana murakkablashadi.Shuning uchun topishmoqlarning javobini to-pish insonning g'ururi, oriyati bilan bog'liq bo'lgan. Binobarin,g'alaba, muvaffaqiyat, mag'lubiyat esa katta tashvish hisoblangan.

Xulosa o'rnida aytishimiz mumkinki, topishmoqlar o'quvchilarning zukkoligini, topqirligini yanadarivojlantiradi. Xotirasini mustahkamlab, boshqa ma'lumotlarni ham xotirada saqlab qolishida katta ahamiyatgaegadir.

Foydalanilgan adabiyotlar ro'yxati1. Zunnunov A. Maktabda adabiyot o'qitish metodikasi. - T.: 2010.2. Axmedova H. O'zbek tili o'qitishning zamonaviy texnologiyalari. Toshkent. 2012.3. Oxunjon Safarov. O'zbek xalq og'zaki ijodi. "Musiqa" nashriyoti, Toshkent-2010.4. Konfutsiy hikmatlari. 5-sinf uchun darslik-majmua. - T.: "O'qituvchi", 1999. 37-bet

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NEMIS VA INGLIZ TILLARIDAGI MAJHUL NISBAT TUSHUNCHASI VAUNING GAPDA QO'LLANILISH TARTIBI

Absamadova Mahliyo To'lqin qizi,Abduhakimova Kamola,Orzikulova [email protected](3-kurs, SamDCHTI talabalari)

Taqriz: Quyidagi ilmiy maqolada ikki asosiy tilning passiv konstruksiyalari to'g'risida bahs yuritiladi.Mazkur ilmiy ish ikki tildagi aynan shu mavzu bo'yicha izlanmalari, ular o'rtasidagi farqlar bilan birgalikdaaniq misol, dalillar orqali har qanday til o'rganuvchilar e'tiborini tortadi. Bundan tashqari, til o'rganuvchilarbu maqola orqali ilmiy ishlanma mavzusi yuzasidan boshqa ko'plab muhim ma'lumotlarga ega bo'lishlarimumkin.

Kalit so'zlar: das Passiv, das Aktiv, noaniq olmosh, o'tgan zamon sifatdoshi.

Passiv eng muhim soha bo'lganligi sababli hamma grammatiklar ushbu mavzu bilan shug'ullanib kelishgan.Bu borada nemis grammatiklarining soni ko'pdir. Bunga misol qilib quyidagi olimlarni aytib o'tish mumkin:Zifonun(1997: 1788b), Helbig/ Buscha (2001: 145b), Weinrich (2005: 155b) ilmiy asarlari, fikrlari tahsingasazovordir.

Aktivdagi eganing passivdagi o'rni. Nemis va ingliz tillarida 2 xil nisbat mavjud: aniq nisbat va majhul nisbat.Aniq nisbatda ish-harakat ega tomonidan bajarilib, to'ldiruvchiga qaratilgan bo'ladi. Aniq nisbatda istalgano'timli yoki o'timsiz fe'l qo'llanilishi mumkin.

In dieser Stadt werden neue Wohnblocks Schulen, Kinos und Klubs gebaut.Majhul nisbatda esa, ish-harakat to'ldiruvchi tomonidan bajarilib, gapning egasiga qaratilgan bo'ladi.

Majhul nisbat faqat o'timli fe'llarga xosdir:In der Leipziger Deutschen B?cherei wird alles gesammelt, was in der Welt in deutscher Sprache

herausgegeban wird.Biroq passivda qo'llanilmaydigan o'timli fe'llar ham mavjud:Haben, besitzen, bekommen, enthalten, kriegen, erfahen, wissen, w?nschen, kosten, interessieren,

kennen. Xuddi shunga o'xshab, ingliz tilida have, fit, suit, resemble kabi fe'llarni majhul nisbatga o'tqazaolmaymiz.

Har ikkala tilida majhul nisbat ham aniq nisbat kabi zamon formalari mavjud. Majhul nisbatning hammazamon formalari qo'shma bo'ladi, chunki ular nemis tilida werden, ingliz tilidagi to be yordamchi fe'lihamda har ikkalasida ham mustaqil fe'lning sifatdosh II shaklidan yasaladi. Majhul nisbatda turgan fe'lningshaxsi, soni, zamoni werden yoki to be yordamchi fe'liga qarab aniqlanadi. Ammo ingliz tilida og'zaki nutqdato be yordamchi fe'linng o'rniga get fe'lini ishlatsak ham bo'ladi.

Presens Passiv-Die Dunkelheit wird von Gott vertiefen.Imperfekt Passiv-Die Dunkelheit wurde von Gott vertiefen.Perfekt Passiv-Die Dunkelheit ist von Gott vertiefen worden.Inglizn tilida ham nisbat kategoriyasi zamon kategoriyasi bilan o'zaro bog'liq. Umumiy holatda, 16ta

Aktiv va 10ta Majhul nisbatlarni ingliz tlida uchratishimiz mumkin. Bundan tashqari majhullik Infinitive,Gerund va Modal fe'llarda ham mavjud.[2]

Present Simple - The book is readPresent Continuous - The book is being readPresent Perfect - The book has been readPast Simple - The book was readPast Continuous - The bok was being readPast Perfect - The book had been readFuture Simple - The book will be readFuture Perfect - The book will have been readInfitive - The letter is taken in order to be writtenGerund - I object to the parcels being deliveredModal Verb - Book must be read Yuqoridagilardan ko'rinib turibdiki, Present Perfect Continious, Past Perfect Continious, Future Perfect



Continious, Future Continious, Future in the Past Continious, Future in the Past Perfect Continious kabi6ta zamonlardan majhul nisbat yasay olmaymiz [3]

Nemis tilida -bar va -lich suffiksli fe'llardan yasalgan sifatlar passiv ma'noni ifoda etish xususiyatiga ega.Bunday sifatlar ishtirok etgan gaplar Aktiv turadi, ammo 2 bo'lakli Passiv gaplarga to'g'ri keladi.

1.Die Kontrollarbeit kann nicht gelesen werden - Eine Kontrollarbeit ist unleserlich .2.Diese Weintrauben k?nnen gegessen wird - diese Weintrauben sind e?bar.Passiv zamon formalari quidagi ma'nolarda qo'llaniladi. Presens Passiv ish-harakatning nutq so'zlanayotgan

paytgacha boshlanganligi va uning hozirgi davom etayotganligini ifoda etadi.Der Brief durch den Boten geschickt (Xat qayiq orqali jo'natilyapti).Yuqorida taqqos qilingan misollar shuni ko'rsatadiki, nemis tilining Presens Passiv zamon formasi

o'zbek tiliga obyektli fe'llardan -in, -il affikslari bilan yasaladigan o'zlik , daraja, -dir, -tir affikslari bilanyasaladigan orttirma daraja formalari bilan beriladi.

Preterit passiv ish-harakatning nutq momentigacha bajarilganini aniq, qat'iy tarzda ifodalaydi. Der Brief wurde durch den Boten geschickt (Xat qayiq orqali jo'natiladi).[4]Nemis tilining Preterit Passiv zamon formasi o'zbek tiliga o'tgan zamon sifatdoshining -ish, -il affikslari

bilan yasaladi, birgalik daraja formalari bilan beriladi. Xulosa o'rnida shuni takidalishimiz kerakki, nemis tili grammatikasi ingliz grammatikasiga qaraganda

murakkabroq bo'lganligi tufayli ko'plab grammatik konstruksiyalarni ingliz tilida uchratmaymiz. Bu holatdaingliz tilidagi majhullik (passive) nemis tilidagisiga qaraganda osonroq hisoblanadi.

Foydalanilgan adabiyotlar ro'yxati.1.Øåíäåëüñ Å.È. Ãðàììàòèêà íåìåöêîãî ÿçûêà. -Ì., 1954, 366 ñ.2.Engel U. Deutsche Grammatik. Heidelberg: Julius Groos Verlag, 1996, 861 S.3.Helbig/ Buscha. Deutsche Grammatik,- Leipzig/Berlin/Munchen/Wien/Zurich/ New York:

Langenscheidt Verlag Enzyklopadie, 1996.-731 S.4. Jenny Dooley - Virgins evans, Grammar Way 4, 1999, 86-88 betlar.

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O'ZBEK VA INGLIZ TILIDAGI UNLILAR TASNIFI

Murodova MuqaddasNizomiy nomidagi TDPU Termiz filiali o'qituvchisiOtamurodova FaridaPedagogika fakulteti BT va STIyo'nalishi 103-guruh talabasi

Annotatsiya O'zbek tili unlilari talaffuzi va ularning nutqdagi umumiy talaffuzini yoritish va ularning ma'nosi. Ingliz

tili unlilari va ularning talaffuzi . O'zbek tili va ingliz tili unlilari o'rtasidagi talaffuzining farqi maqoladayoritilgan.

Kalit so'zlar: orfoepiya, sheva, unli va undosh tovush, talaffuz.

Adabiy tilning og'zaki shakli me'yori talaffuz va nutqiy ohangda namoyon bo'ladi.Uni tilshunoslikningorfoepiya bo'limi o'rganadi.Orfoepiya-grekcha orphos-to'g'ri,epos-nutq degan ma'noni bildiradi.To'g'ri talaffuzavvalo shaxsning madaniy yetukligidan dalolat beradi.Og'zaki nutqda har xil talaffuz qililinadigantovush,qo'shimcha va so'zdan adabiy til uchun qabul qilingan bittasi to'g'ri talaffuz me'yorihisoblanadi.Masalan,o'zbek shevasida bir so'z turlicha talaffuz qilinadi:yo'q-jo'q,ko'z-go'z,ota-ata,aka-okakabi.Orfoepiyaning yuzaga kelishida orfografiya va xalq og'zaki nutqining talaffuzi asos qilib olinadi.

O'zbek tilshunosligida M.Sodiqova ,U.Usmonovalarning ''O'zbek tilining orfoepik lug'ati''1977-yilda vaO'zbekiston Respublikasi Fanlar akademiyasi Til va adabiyot instituti tomonidan''O'zbek adabiy talaffuzlug'ati''1984-yilda nashr qilingan.

Orfoepiya orfografiya bilan zich bog'langan.Biroq talaffuz hamma vaqt ham yozuv bilan tengkelavermaydi.Jumladan,yozuvda bor ayrim tovushlar sezilar-sezilmas aytilishi,umuman tushirilishi mumkinyoki ,aksincha,orttirilishi mumkin.O'zbek tilining asosiy orfoepik qoidalarini unli talaffuzi, undosh talaffuziasos va qo'shimcha talaffuzi hamda boshqa tillardan o'zlashtirilgan so'z talaffuzi tarzida o'rganish mumkin.

Unli tovush talaffuzi.I unlisi:1) bir bo'g'inli so'zda qisqa va ingichka talaffuz qilinadi:til ,tish,sir kabi;2)q,g',x undoshlari bilan yondosh qo'llanganda yo'g'on talaffuz qilinadi:qish,g'isht,xil kabi; 3)y,ng undoshidan oldin ingichka va biroz cho'ziq talaffuz etiladi:chi,ki,ming kabi;4)l,r undoshidan oldin kelgan I unlisi bilinar -bilinmas talaffuz qilinadi:bilan,biroq,sira kabi .U unlisi:1) k,g,y undoshidan keyin ingichka kul,atirgul,yuk kabi; 2)q,g',x undoshidan so'ng esa yo'g'on

talaffuz qilinadi:qul,norg'ul,xulq kabi;3)-uvchi,-uv qo'shimchasi tarkibida cho'ziqroq talaffuz qilinadi: yozuvchi,oluv qo'shuv kabi.O' unlisi:1)bir bo'g'inli so'zda,shuningdek,ko'p bo'g'inli so'zning urg'usiz bo'g'inida qisqa talaffuz

qilinadi:bo'r,to'r kabi; 2)takroriy so'zninng birinchi qismida (urg'uli bo'g'inda ) cho'ziq talaffuz qilinadi:ko'p-ko'p,mo'l-mo'l kabi; 3) sayoz til orqa k,g,til o'rta y va bo'g'iz undoshidan so'ng torroq unli tarzida; ko'l,ho'l,yo'lkabi; chuqur til orqa q,g',x undoshlaridan so'ng kengroq unli tarzida talaffuz etiladi:qo'l,go'r kabi.

E unlisi:so'z va bo'g'in boshida kengroq(erkin,ekin kabi),bo'g'in ichida biroz torroq(kecha,beda,sekin kabi)talaffuz qilinadi. E unlisi feruz,dehqon,adres so'zlarida i tovushiga yaqin talaffuz qilinadi.

A unlisi: sayoz til orqa k,g undoshi bilan yonma-yon kelganda yumshoq va ingichka unli tarzida(kam,kata,gap,gal kabi),chuqur til orqa q,g',x undoshi bilan yondosh qo'llanganda esa yo'g'on unli tarzida(qalam, qarg'a,g'am,xalq kabi) talaffuz etiladi.

O unlisi:1)quyi keng,kuchsiz lablangan unli tarzida talaffuz qilinadi:tosh,bahor,shamol kabi.Shevada vajonli tilde bu unlining urg'usiz bo'g'inda ''a'' ga yaqin talaffuz qilinish ham uchraydi:samon,davon kabi,ammobu hol adabiy talaffuz (orfoepik me'yor) hisoblanmaydi; 2) sayoz til orqa k,g undoshlaridan so'ng yumshoqkosib,kotib,gov kabi;chuqur til orqa q,g',x undoshidan so'ng esa yo'g'on unli holida talaffuzetiladi:qoshiq,qobil,g'ovlamoq kabi; 3) y va x undoshi bilan yondosh qo''llanganda ham o unlisi birozyumshoq,ingichka unli holida talaffuz etiladi:yor,hokim kabi

Ingliz tilida unlilar tasnifiIngliz tili grammatikasi biznikidan ancha farq qiladi.Lekin ingliz tili va o'zbek tili lotin alifbosiga

asoslangan.Ingliz tilida 26 ta harf bor,6 tasi unli(a,e,I,o,u,y).I tu r b o `g 'in -o c h iq b o `g 'in ;II tu r b o `g 'in -yopiq b o `lib , " r" x arf id an tas h q ari h ar q an d ay



undosh bilan tugaydi.III tu r b o `g 'in yopiq b o `g 'in . Bu b o `g 'in f aq at "r " h a rf i yo k i"r " b iro n b o s h qa u n d o s hg a tu g ayd i.IV tu r b o `g 'in o ch iq b o `g 'in , " u " "r e " yo k i "r " u n lig atugaydi.

Xulosa qiladigan bo'lsak ingliz va o`zbek tili unlilari yuqorida ko`rganimizdek talaffuzi butunlay farq qiladi..Shuning uchun tillarni o`rganayotganda bizga asosiy tayanch bu harflarning talaffuzini

o`rganishdir. Shuningdek, ularning yozilishida ham farq bor. Ingliz tilida so`zlarni qanday talaffuz qilinishidanqat`iy nazar talaffuz qilinganidek yozilmaydi. Ammo o`zbek tili unlilari talaffuz qilinganidek yoziladi.

Foydalanilgan adabiyotlar:1.B.Mengliyev, O`.Xoliyorov O`zbek tilidan universal qo llanma abiturientlar va talabalar uchun. Toshkent-

2012.2.D.Qosimva, Q.Qosimov Ingliz tilini o`rganuvchilar uchun qo`llanma

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MUMTOZ ADABIYOTGA XOS SHE'RIY JANRLARNI O'RGANISH

Parmonova Manzura,Navoiy viloyat Navbahor tuman 3-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqola Navoiy g'azallari tasavvuf dunyosining har bir maqomi va manzillaridagiruhiy holat, bu manzillarni kashf etilishi haqida yozilgan. Komil insoning buyuk Ilohning huzuriga talpinish,qalbi ma'rifatga g'arq Do'st diydoriga talpinish Navoiy g'azallarida turfa rang-u ohang, suvrat-u san'atlarorqali takror-takror talqin etilishi haqida fikrlar keltirilgan.

Kalit so'zlar: istiora, vasl, mubolag'a, muvashshax, tashbex, tashxis mumtoz adabiyot.

Keyingi yillar ichida adabiyotimiz tur va janr xususiyatlarini o'rganishga qiziqish kuchaydi. Ma'lumbo'ldiki, o'zbek lirik poeziyasining turli-tuman janr va shakllarida yaratilgan asarlarni tushuntirishdao'qituvchilarimiz hali qator qiyinchiliklarga duch kelmoqdalar.

Adabiyot o'qituvchisi lirikaning janr xususiyatlarini ham, badiiy-poetik xususiyatlarini ham, chuqurbilishlari kerak albatta. G'azal, muxammas, qit'a, ruboiy, tuyuq, fard, masnaviy qasida janrlariga, taxallus,muvashshax, tashbex, tashxis san'atlariga doir shu bilan birga ularni o'rgatish jarayoniga bog'liq bo'lganma'lumotlarni adabiyot o'qituvchisi o'z ustida ishlashi jarayonida mukammal o'rganishi muhim sanaladi.Maktab adabiyot darslarida nazmiy asarlar mazmun-mohiyati, nazariyasini o'rganishga alohida o'rin beriladi.Bunda she'r vaznlarini o'qitish adabiyot o'qituvchilari uchun muarakkab mavzulardan biri sanaladi. Sababivaznlarni o'rgatish uchun o'quv dasturlarida nisbatan kam soat ajratilgani barobarida mazkur mavzuni o'qitishmetodikasi ilmi ham yetarli ishlab chiqilmagan. Anvar Hojiahmedovning "Maktabda aruz vaznini o'rganish"qo'llanmasi bu boradagi yagona manba bo'lib turibdi. "O'zbek aruzi lug'ati" ham o'quvchilarga ko'p asqotadi.

O'quvchilarga barmoq vaznining puxta o'rgatilishi, bizningcha aruz o'rganishning birinchi shartidir. Yo'qsa,ish bir necha barobar ortadi va qiyinlashadi, bunda, birinchidan, barmoq vazni to'g'risida tushuncha beriladi.O'ta murakkab sanalgan aruzni o'qitishga barmoq haqidagi bilimlar tayanch nuqta vazifasini o'taydi, buvazifani amaliyotga qo'llash yuzasidan shakllantirilgan ko'nikma va malakalar aruzda ham tadbiq etiladi.O'quvchilarning bo'g'in, ritm, turoq, misra, band kabi barmoq yuzasidan olingan bilimlari ifodali o'qishgaularni qo'llay bilishlari aruzni o'rganishda qo'l keladi. Barmoq vazni haqidagi tushunchalarni 5-sinfdanboshlab tadrijiylik asosida o'rgatish mumkin. Boshlang'ich sinfda bo'g'in haqida tushuncha berilgani hamda onatilidagi bo'g'in tushunchasi barmoqdagi bo'g'inga aynan mosligi ishni yengillashtiradi, asta-sekin turoq,misra, band haqida ma'lumot berib boriladi. O'qitiuvchi aruz o'rgatishni 8-sinfdan boshlar ekan, avvalo,bu vazn etimologiyasi, tarqalishi, rivojlanishi to'g'risida qisqacha ma'lumot berib o'tishi maqsadga muvofiq. Buma'lumotlarni A.Hojiahmedovning "Maktabda aruz vaznini o'rganish" kitobidan qisqacha keltirib o'tamiz.Aruz she'riy tizimi arab zamirida vujudga kelgan. Mazkur vazn arab she'riyatiga VIII asrdan tadbiq etilgan IXasr boshlaridanoq fors-tojik adabiyotida ham qo'llanila boshladi. IX X asrlarda turkiy xalqlar orasidan yetishibchiqqan ko'plab shoirlar o'sha davr an'analariga muvofiq o'z asarlarini arab tilida bitar ekanlar, aruz o'lchovlarigaasoslanadilar. Hilma - xil musiqiy va jozibador vaznlar zamirida g'oyaviy va badiiy jihatdan barkamol qasida vag'azallar, ruboiy va qit'alar yaratdilar. Abu Mansur as-Salobiyning "Yatimat ad-dahr" kitobida bundayijodkorlardan ko'plarini nomi va asarlari zikr qilingan. XI asrda Yusuf Xos Hojibning "Qutatg'u bilig" XII asrdaAhmad Yugnakiyning "Hibbat ul-Haqoyiq" dek dostonlarning yaratilishi aruz nazariyasi amaliyotio'zlashtirilganligi, uning rivojlanib borayotganligidan dalolat beradi. XIII XIV asr davomida aruz o'lchoviPahlavon Muhmud, Badriddin Chochiy kabi shoirlarning forsiy she'riyatida ham, Nosiriddin Robg'uziy,Xorazmiy, Qutb, Sayfi Saroiy kabi sohibi qalamlarning asarlarida ham keng qo'llangan va o'zbek adabiyotiningasosiy she'riy mezoni bo'lib qolgan. XV asrdan keyin ko'plab o'zbek shoirlari o'zlarining mo'jizakor lirikasarlarini shu vaznda yaratdilar. Bu ma'lumotlar berilgach, ikkala, (barmoq va aruz) she'riy tizim o'rtasidagio'xshashlik va farqlarni izohlab berish darkor.

Foydalanilgan adabiyotlar ro'yxati6. Alishår Nàvîiy. 6-jild. Hàyràt ul-àbrîr. T.: "Fàn", 19937. Alishår Navoiy. Mukammal asarlar to'plami. 20 tomlik. Õamsa: Farhod va Shirin. - T.: 1991-yil8. A.Hojiahmedov. Maktabda aruz vaznini o'rganish.T.: O'qituvchi.1995.9. A.Hojiahmedov. O'zbek aruzi lug'ati. T.: Sharq, 1998.



MAKTABDA DRAMATIK ASARLARNI O'RGANISH

Parmonova Nisora,Navoiy viloyat Navbahor tuman 3-maktabona tili va adabiyot fani o'qituvchisi

Annotatsiya: Ushbu maqola dramatik sarlarning umumta'lim maktablarida o'rganilishi haqida yozilganbo'lib, bunday asarlarni o'rgatishda o'qituvchidan maxsus tayyorgarlik talab etiladi. Shuningdek adabiyotdarsi - tom ma'nodagi ijod mahsuli ekanligi hamda darsni ijod mahsuliga aylantirish uchun o'qituvchidanchuqur bilim va katta tajriba talab etishi haqida ham ma'lumotlar bayon etilgan.

Kalit so'zlar: adabiyot, atama, faylasuf, tozalanish, drama, tragediya.

Chinakam adabiyot darsi - tom ma'nodagi ijod mahsuli. Darsni ijod mahsuliga aylantirish uchuno'qituvchidan chuqur bilim va katta tajriba talab etiladi. Har bir predmet o'qituvchisi, avvalo shu fan o'qitilishiningo'ziga xos xususiyatlarini o'zlashtirmog'i kerak. Bu, ayniqsa adabiyot o'qitishda hal qiluvchi ahamiyat kasbetadi. Adabiyot o'qitishdagi tashkiliy didaktik vazifalarning o'ziga xos jihatlarini bilmaslik, mashg'ulotlarnitashkil qilishda ularning o'ziga xosligini nazardan soqit qilish o'qituvchilarning kasbiy tayyorgarligi pastligidandalolat beradi. Binobarin, muallimlar kasbiy tayyorgarligining yetarli emasligi adabiyot fanini o'rganishdagioqsashlarning bosh sababidir.

Hayotiy hodisalarini kishilar estetik jihatidan ikki katta guruhga bo'lib baholaydilar. Bir xil hodisalaro'zlarining mazmuni bilan bizda ulug'vor, oliyjanob hislar tug'diradi. Ulug'vor hodisalardan mavjud fojia vadramatizm esa bizda bu voqealarning ishtirokchilariga chuqur achinish va xayrixohlik uyg'otadi. Bu xil go'zal vamahobatli hayotiy hodisalar va ularga muallif munosabati dramada tragediya deb atalmish janrga materialberadi. Agar ulug'vorlik tragediyaga material bersa, xunuklik asosiy quroli kulgi bo'lgan komediyani ro'yobgakeltiradi. Uning yutug'i asarning bizning ruhimizni "Tozalay bilish" darajasiga bog'liqdir. Bu janr asarlariham biz tomoshabinlarni u yoki bu tarzda larzaga soladi, hayajonlantiradi, bizga zavq-shavq baxsh yetadi.Natijada teatrdan qandaydir illatlarimizdan xolos bo'lib, qandaydir fazilatlarni "yuqtirib" yoki shundayfazilatlar egasi bo'lishni orzu etib chiqamiz. Aristotel bu jarayonni "Poetika" da "Katarsis" ("tozalanish") so'zibilan ifoda etgan edi. Yunon faylasufi tomonidan tragediyaga nisbatan ishlatilgan bu so'z (atama) aslidasan'atning hamma turlarining kishilar ruhini shakllantirishdagi buyuk rolini ifodalaydi.

Xarakterlarni bo'rttirib ko'rsatish huquqidan dramaturg juda ham ehtiyotkorlik bilan, faqat zarur paytlarda,hayotiy asos mavjud chog'lardagina foydalanishi kerak. "Mirzo Ulug'bek" tragediyasi onasi Gavharshodbegimobrazini yaratishda bu qoidaga rioya qilinmagan va shu tufayli Hirotning madaniy markazga aylanishi hamdabuyuk olimning tarbiyasidan katta ijobiy rol o'ynagan tarixiy shaxsning qiyofasi tasvirida adolatga, haqqoniylikkazidlik bor. 8 - sinf adabiyot darsligida Maqsud Shayxzodaning yuqorida ta'kidlangan "Mirzo Ulug'bek"tragediyasi keltirilgan bo'lib, u 3 soatga mo'ljallangan. Bu soatlarni o'tishda dastlab adib hayoti va ijodi haqidama'lumot beriladi. "Mirzo Ulug'bek" asari o'zbek adabiyotidagi tragediya janrining yetuk namunasi sifatidaqaralishi takidlanadi. Asarda temuriyzoda hukmdor Ulug'bek hamda olim va marifatparvar Ulug'bek o'rtasidagiziddiyatning aks ettirilishi. Ulug'bekning allomalik fazilatlari va insoniy hislatlarini yoritish daramaturgningbosh maqsadi ekanligi. Asarda shoh va olim Ulug'bekning fojeasi haqidagi haqiqat va badiiy to'qimaning o'zaromunosabati. Tragediyadagi falsafiy ruh va til jozibadorligi yuksak ekanligi aytiladi. Umuman adabiy asarningdramatik turi yuqorida takidlanga "Mirzo Ulug'bek" tragediyasi misolida ko'rsatiladi. "Mirzo Ulug'bek"ni o'rganishgakirishishda mashg'ulotni oddiy suxbatdan boshlash ma'qul. Bu suhbatda o'quvchilarning teatrda, televizordaqanday saxna asarlarini ko'rishgani aniqlaniladi. Shundan so'ng dramatik asarning epiki va lirik asardan farqihaqida qisqacha ma'lumot beriladi. Dramatik asarlarning barcha fazilatlari sahnadagina namoyish qilinadi."Mirzo Ulug'bek" asari haqida o'tkazilgan suhbat natijasida o'quvchilar shunday xulosaga keladilar: dramatikasarda hikoya, avtor bayoni, qahramonlarga harakteristika, portret va tasvir bo'lmaydi, faqat ishtirok etuvchilarsanab o'tilgan o'rinda biror voqea sodir bo'layotgan paytdagi holat qisqa remarkada lo'nda qilib tasvirlanadi.Dramatik asar dialoglar asosida yoziladi va sahnada ijro etiladi. So'ngra asar matni o'qiladi bu jarayondao'qituvchi tomonidan matn ta'sirli, har bir obraz harakteriga xos xususiyatlarga urg'u bergan ohangda o'qilishikatta ahamiyatga molik. O'qituvchi o'qish ohangi bilan tinglovchilarning qahramonlar ruhiy holatini tuyishga,ularning dardini xis qilishga zamin yaratib, o'quvchi bilan qahramonni bir-biriga yaqinlashtiradi. Asar matnibilan tanishishni adabiyotga mayli kuchli o'quvchilar ishtirokida rollarga bo'lgan holda tashkil etish hamyaxshi samara beradi. Bu jarayonda sinf xonasini sharoitga qaragan holda o'sha davr muhitiga mos holdajihozlash ham o'quvchi tasavvurini kengaytirishga yordam beradi. Darslikda asar haqida mulohazalar berilgan.Asar tahlili jarayonida har bir o'quvchi Mirzo Ulug'bek, Ali Qushchi, Abdulatif kabi qahramonlar harakteriga,

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hatti-harakatlariga o'z munosabatini bildiradi va o'z xulosasini chiqaradi. Bugungi adabiy ta'limning boshmaqsadi - ma'naviy barkamol avlodni shakllantirish ekan, mustaqil fikrlay biladigan, o'z qarashlariga egabo'lgan yoshlarni tarbiyalsh asosiy vazifa bo'lishi kerak.

Foydalanilagan adabiyotlar1. Imomnazarov M., Eshmuhammådova M. Milliy ma'naviyatimiz asoslari. T.: 2001.2. Qilichev E. Hozirgi o'zbek adabiy tili. Buxoro: 2005-yil3. Yo'ldoshåv J.G'., Usmonov S.A. Pådagogik tåõnologiya asoslari.-T, 2001.4. Yo'ldoshåv. J.G'. Usmonov.S. Ilg'or pådagogik tåõnologiyalar.- T.:O'qituvchi, 2004.5. Maqud Shayxzoda "Ulug'bek xazinasi" T.: Adabiyot va san'at, 1994.



THE IMPORTANCE OF ROLE - PLAYING GAMES

Parpiyeva Nigora Xoshim qizi,an English teacher of Namangan region, Mingbulak district, school ¹ 35tel: 99 399 26 09

AnnotationThis article is the importance of role-playing games in teaching English. The main goal of English

language education at school is to teach students to communicate in English. The main positive feature of therole-playing game is the ability to communicate freely in a foreign language.

Key words: importance, role-playing, teaching, games, activity, students, create

In foreign literature, story games, or, as they are otherwise called, role-playing, are more oftencalled dramatic or imitative. All these names, however, refer to the same type of play activity of students,namely, one in which students take on some role and play their activities and relationships, and thuscreatively reflect reality. Role-playing is considered the highest form of development of children's play. Itreaches its peak at preschool age, acting as a leading activity during this period, and then cedes its leadingrole to study and is no longer seen as an independent driving force for further development. Role-playingis a speech, game, and educational activity at the same time. From students, role-playing is a game activity inwhich they act in certain roles, the Educational nature of the game is often not realized by them. From theteacher's point of view, role-playing can be considered as a form of teaching Dialogic communication. Forthe teacher, the goal of the game is to form and develop students ' speaking skills and abilities. The role-playing game is manageable, its educational character is recognized by the teacher. It has great learningopportunities. Role-playing can be regarded as the most accurate model of communication since it imitatesreality in the most essential features and it, as in life, the speech and non-speech behaviour of partners areintertwined. The role-playing game has great opportunities for motivational and incentive plan. The role-playing game involves strengthening personal involvement in everything that is happening. The studententers the situation, though not through his own "I", but through the" I " of the corresponding role, andshows great interest in the character he plays. The role-playing game helps to expand the associative basewhen learning language material since the educational situation is based on the type of theatrical plays,which involves describing the situation, the character of the actors and the relations between them. Foreach replica, a segment of the simulated reality is thought.

Role-playing contributes to the formation of educational cooperation and partnership. After all, itsimplementation involves the coverage of a group of students who must interact harmoniously, preciselytaking into account the reactions of their friends, and help each other. At the same time, a successfullyfound gesture, a silent auction, if it corresponds to the situation, is encouraged by the entire group. As aresult, students with weaker training manage to overcome shyness and embarrassment and eventuallybecome fully involved in the role-playing game.

Role-playing has an educational value. Students, although in an elementary form, are introduced tothe technology of the theatre. The teacher should encourage them to take care of simple props. All inventionis encouraged, since in educational conditions the possibilities in this regard are limited, and great spacesare opened for ingenuity. The very same reincarnation contributes to the expansion of the psychologicalrange, understanding of other people. The role-playing game has great opportunities in practical, educationaland educational relations. It helps to expand the sphere of communication. This involves pre-mastering thelanguage material in training exercises and developing appropriate skills that will allow students to focus onthe content side of the statement. Therefore, the role-playing game should be given a worthy place at allstages of work on the topic. For a role to become a learning tool, it must meet several requirements that takeinto account both the learning objectives and the individual characteristics and needs of students. Role-basedcommunication requires treating the student as a person with inherent characteristics who may prefercertain roles. That is why the distribution of roles is a responsible pedagogical task. Knowing the motivations,interests, and individual relationships of students will allow the teacher to offer them the roles that bestmatch the characteristics of their personality. When selecting roles, it is important to take into account notonly the interests of students but also the originality of their temperament. At the initial stage of rolecommunication, it is advisable to give students the roles that best match their temperament. To overcomeshyness, timidity, you can start only when the student is already used to role-playing communication, has

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gained confidence. An important role in the distribution of roles is played by taking into account the socio-psychological characteristics of students, which is understood as the status of the student in the group.

Therefore, the teacher must consciously manage this status by nominating one or another student forleadership positions during the organization of the game. It is advisable from time to time to give studentswho occupy the position of wingmen in life practice the role of the main characters, and the leaders of theteam to assign the roles of characters who are in a dependent position younger brother, sister.

References:1.Phillips, Brian David. "Role-playing Games in the English as a Foreign Language Classroom." Proceedings

of the Tenth National Conference on English Teaching and Learning, May 15, 1994.2.Walton, William. "Role-Playing Games: The Stigmas and Benefits." The Escapist Dec. 1995.3.William H.R.Role-playing Games Used as Educational and Therapeutic Tools for Youth and Adults

December 2008?



METHODS OF USING ENGLISH-LANGUAGE TALES IN FOREIGNLANGUAGE LESSONS

Pulatova Oydin Alimdjanovna,an English teacher of Namangan region,Chartak district, school ¹ 29tel: +998934040047

AnnotationThis article is about the methods of using English-language tales in foreign language lessons.Key words: fairy tales, methods, using, foreign, important, tasks, motivation

When teaching a foreign language, reading fairy tales is considered as an independent type of speechactivity and occupies one of the main places in its importance and accessibility.

Practice shows that, first of all, it is necessary to teach children to use a bilingual dictionary and work onpassive vocabulary and passive grammar. Without these skills, students will not be successful and lose interestin work.

It is important not only to teach students to read and understand texts in the target language but also toinstill a love of reading. It is known that one of the most important reading skills is the ability of linguisticguesses, but its role is especially great when reading fairy tales. Working with them, students can guess themeaning of unfamiliar words in context, which to a large extent provides a common understanding of thecontent.

When planning lessons for working on English folk tales, it is important to clearly define their place inthe educational process, to formulate tasks:

1. what skills will be the focus of attention (lexical, grammatical, phonetic);2. how what exercises to help children focus on the content;3. how to use music, picture, object visualization.One of the conditions for successful work with folklore material is to maintain a relaxed atmosphere in

the classroom. To intensify the educational process, increase the level of foreign language skills, it isnecessary to find means in the form of various exercises that have an emotional effect on students during thelesson, arouse and support their interest in learning.

Work on a fairy tale is usually carried out in three stages:1. pretext2. text3. and post-text.The main tasks of the pre-text stage are the development of the ability to predict and remove language

difficulties among students. Practice shows that the following types of exercises are effective:1) Motivational questions, for example: Do you like reading fairy tales? What fairy tales have you read?

What do they teach us? Why does good always conquer evil in a fairy tale?2) Guessing the content of the tale.3) Setting contextual questions before reading a fairy tale.4) Differentiation and recognition in the text of linguistic units on a semantic basis, their memorization

and application in new communicative conditions [3,85].Given the difficulty of students learning the lexical units, it is necessary to introduce new words in the

following sequence: irregular verbs, the variety of forms of which presents the greatest difficulty; regularverbs in combination with well-known adverbs, prepositions and nouns; adjectives in combination withnouns. It is important not to correct the mistakes of students but to warn them. When planning control overthe understanding of a fairy tale, the difficulties that students may experience are predicted:

1. pronunciation of individual words;2. ignorance of some lexical units;3. difficulties in the perception of grammatical constructions;4. difficulties in penetrating the context.These difficulties are removed during the lesson in the form of phonetic and lexical-grammatical

exercises, which are planned.This helps to improve the quality of work performed and the success of schoolchildren training. Effective

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exercises in which reading new vocabulary from fairy tales is based on previously learned words, forexample:

Find the word in the right column that will help you read the word in the left column.

The textual stage of work on a fairy tale includes tasks that students perform while reading. It is at this stagethat the communicative skills of various types of reading development.

The goal of the post-text phase is the integration of reading with productive communicative skills,namely, speaking and writing, i.e. students apply the knowledge gained during reading in various speechsituations.

At the post-text stage of work on a fairy tale, the following exercises are effective:1. Question and answer exercises.2. Filling in the blanks.3. Supplement exercises (unfinished sentences).4. Finding similarities and differences.5. Filling in the gaps (addition and restoration of missing language elements).6. Multiple choices (selection of the correct answer from the proposed options).The teacher can use tasks of a higher difficulty level:1. Drawing up a plan of a fairy tale.2. What would you do instead of characters in a given situation?3. Gather on the key sentences the order of the plot events of the tale.4. Auction of words. The group is divided into two teams. One team can "buy" only words on a specific

topic (regular, irregular verbs). If it's phonetics - to different sounds.5. Dramatize the tale of the roles.6. Write an essay on the topic.7. Competition for knowledge of synonyms and antonyms, irregular verbs, word formation.8. Create a crossword puzzle based on LE fairy tales.9. Determine which fairy-tale character words belong to.10. Describe the characters in the picture.11. Inspection of a fairy tale.12. Poll-competition.Using these methods allows students to move on to more complex forms of working with texts of other

genres. So, the English fairy tale is able not only to captivate and attract the attention of its readers but

also, due to its structure, to teach various aspects of speech activity and overcome the cultural barrier. In themodern pedagogical environment, the use of fairy tales and a set of exercises for them allows you to solvemany educational problems as part of an English lesson.

References:1.Cameron, L. Teaching languages to young learners. Cambridge: Cambridge University Press-2001

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2.Curtain, H., & Dahlberg, C. A. (2004). Languages and children:Making the match. Boston: Pearson Education.3.Ellis, G., & Brewster, J. (2001). Tell it again: A new storytelling handbook for primary teachers.

United Kingdom: Pearson Education.

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