학술논문


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'학술논문' 에서 검색결과 4,153건 | 목록 1~20
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2025 14th International Conference on Renewable Energy Research and Applications (ICRERA) Renewable Energy Research and Applications (ICRERA), 2025 14th International Conference on. :810-815 Oct, 2025
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2025 5th International Conference on Technology Enhanced Learning in Higher Education (TELE) Technology Enhanced Learning in Higher Education (TELE), 2025 5th International Conference on. :18-23 Sep, 2025
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2025 8th International Electromagnetic Compatibility Conference (EMC Turkiye) Electromagnetic Compatibility Conference (EMC Turkiye), 2025 8th International. :1-6 Sep, 2025
Academic Journal
Vestnik KRAUNTS. Fiziko-Matematicheskie Nauki (Vestn. KRAUNTS. Fiz.-Mat. Nauki) (20250101), 50, no. 1, 190-196. ISSN: 2079-6641 (print).eISSN: 2079-665X.
Liy ta’lim muassasalari talabalarida muloqot kompetensiyasini rivojlantirishda rolli (o‘yinli) muloqot: 247 OLIY TA’LIM MUASSASALARI TALABALARIDA MULOQOT KOMPETENSIYASINI RIVOJLANTIRISHDA ROLLI (O‘YINLI) MULOQOT A.A.Xasanov ( SamDU O‘zFinPI) Abstract. This article emphasizes the need to focus on the formation of "communication competence", which involves changing the process of professional development of students of pedagogical universities. It is said that he should strive to improve it throughout his career. Keywords: communication competence, future teacher, approach, intensive teaching, role communication, communication situation, verbal and nonverbal means, authentic materials Respublikamizda xorijiy tillarni o‘rganishga bo‘lgan talab va munosabat yildan-yilga oshib bormoqda. Xorijiy tillarni o‘qitish sifatini oshirish maqsadida bir qator chora-tadbirlar ishlab chiqilmoqda. O‘zbekiston Respublikasi Prezidentining “O‘zbekiston Respublikasi oliy ta’lim tizimini 2030-yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida” 2019-yil 8-oktyabrdagi PF-5847-sonli qarori, “O‘zbekiston Respublikasida xorijiy tillarni o‘rganishni ommalashtirish faoliyatini sifat jihatidan yangi bosqichga olib chiqish chora-tadbirlari to‘g‘risida” 2021-yil 19-maydagi PF-5117-sonli qarorlari fikrimizning yaqqol isbotidir O‘zbekistonning umumjahon ta’lim muhitiga kirishi, mehnat bozorida chet tilining kasbiy ahamiyati pedagogik OTMda chet tilini o‘qitishni, pedagogik OTM talabalarining kasbiy rivojlanishlari jarayonini o‘zgarishini nazarda tutuvchi, «muloqot kompetensiyasi»ni shakllantirishga yo‘nalganligini talab etadi. Bo‘lajak o‘qituvchi mazkur kompetensiyaga ega bo‘lishi va pedagogik OTMda o‘qish vaqtida uni egallashga ongli intilishi hamda butun kasbiy yo‘li davomida uni takomillashtirishga intilishi kerak. Til obyektiv voqyelik to‘g‘risidagi fikrni ifodalash vositasi hisoblanib, uning xususiyatlari va qonuniyatlari boshqa fanlarning predmeti hisoblanadi, ushbu ma’noda til o‘quv fan sifatida “fanlararo” hisoblanadi. Muloqot kompetensiyasini rivojlantirish davomida shaxsiy yo‘naltirilgan, madaniyatshunoslik va kreativ kabi yondashuvlarni amalga oshirish jarayonida ta’lim oluvchining shaxs xususiyatlarini inobatga olish, o‘quv jarayonining muloqot motivasiyasiga katta e’tibor qaratiladi. Chet tilini egallash usullari qatorida rivojlantiruvchi imkoniyatga ega bo‘lgani afzal hisoblanadi: fikr uyg‘otadi, uni ifodalash vositalarini rivojlantiradi, hissiyotlarni, obrazli tasavvurlarni boyitadi, muloqotning umumiy madaniyatini va umuman ijtimoiy xulqni takomillashtiradi. Chet tili bo‘yicha mashg‘ulotlarda intensiv o‘qitish prinsiplarini amalga oshirish – o‘quv materialini va o‘quv jarayonini rolli (o‘yinli) tashkil etish; G.A. Kitaygorodskaya tomonidan ishlab chiqilgan jamoaviy (guruhli) o‘zaro aloqalar pedagogik OTM talabalarida muloqot kompetensiyasini rivojlantirishda samarali vosita bo‘lib hisoblanadi. Rolli muloqot ijtimoiy rollar bilan bog‘liq muloqot sifatida ifodalanadi, ya’ni ta’lim oluvchilar shunchaki shaxs sifatida emas, balki avvalo ma’lum ijtimoiy rollarning tashuvchilari siftida muloqot qiladilar. Har bir ijtimoiy rol ortida mazkur tilga oid jamiyatning madaniy xususiyatlariga bog‘liq bo‘lgan, jamiyat tomonidan belgilangan nutqiy va nonutqiy xulq me’yorlari mustahkamlanadi. Ta’lim oluvchilarning rollar-maskalarda ifodalangan ijtimoiy rollarni egallashlari, ta’lim oluvchini unga zarur bo‘lgan verbal va 248 noverbal standart strukturalarning me’yoriy bog‘liq majmui bilan rolni ijro etishi kerak bo‘lgan vaziyatga “tushirish”ga imkon beradi, bu ularni qo‘llashning mustahkam malakasini shakllantirishga ko‘maklashadi. Ammo barcha rollar ijtimoiy va shaxslararo bo‘lganligi sababli, ijro etiluvchi va haqiqiy rollar, lingvo-ijtimoiy-madaniy jihatdan nutqiy va nonutqiy xulqning me’yorlari va stereotiplari bilan bog‘liq, muloqot kompetensiyani rivojlantirish uchun ikki vazifani hal etish zarurati yuzaga keladi: 1) taklif etilgan rollarning maqsadi va ijro etish foydasini tushuntirish (o‘qitishdan avval maqsadga muvofiq); 2) o‘qituvchi tomonidan verbal va noverbal muloqot vositalari, modellari va xulq stereotiplari majmuini xorijiy va o‘z madaniy sosiumlarida aniq ifodalash va tabaqalashtirish. Muloqot kompetensiyasini rivojlantirish ijtimoiy-psixologik me’yorni, xulq ssenariylari va modellarini qo‘llash adaptiv ko‘nikmalarini rivojlantirish va tili o‘rganilayotgan jamiyatda ma’lum ijtimoiy yoki shaxslararo rolga xos bo‘lgan mazkur me’yorlarni stereotiplashtirishga imkon beruvchi shaxsiy-rolli o‘zaro aloqalarning muayyan sharoitlarini tashkil etishni nazarda tutadi. Muloqot vaziyatining barcha asosiy komponentlarini hisobga olishga katta e’tibor qaratish lozim bo‘lib, ularga quyidagilar taalluqli: muloqotchilar va ularning ijtimoiy rollari, ular orasidagi munosabatlar, muloqot maqsadi, mazmuni, vositalari, joyi, vaqti va kanallari. Ammo muloqot kompetensiyasining rivojlanishi nazarda tutilganida mazkur komponentlarni hisobga olishgina yetarli emas. Bu holatda o‘quv faoliyatini tashkil etishning asosiy birligi sifatida ta’lim oluvchilarga taklif etiladigan vaziyat didaktik vazifani hal etishi kerak, ya’ni vaziyatga mos nafaqat leksik-grammatik vositalarni, balki xulqning ma’lum stereotiplari va ssenariylarini ham kirituvchi me’yoriy nutqiy va nonutqiy xulqni ta’minlashi kerak. Modellashtirilgan vaziyatlar ta’lim oluvchilarga aniq bilimlarni berishi va verbal xulq qat’iy tartibga solinadigan va inson nimani amalga oshirishi mumkinligi va bunda nimani gapirishi mumkinligini to‘liq belgilab beradigan, standart nutqiy vaziyatlarda lingvo-ijtimoiy-madaniy me’yorlardan foydalanish malakalarini hosil qilishi mumkin. Shuningdek verbal vaziyatlarda nutq va xulq shakllarini tanlash ham muhim bo‘lib, ular nutq shakli mazmun bilan yaqin bog‘lanmagan bo‘ladi. Bunday vaziyatda suhbatdoshlarning ijtimoiy-shaxsiy o‘zaro munosabatlari, ularning umumta’limiy darajalari, muloqotchlar tomonidan qo‘llaniladigan suhbatning ohangi, noverbal vositalar muhim ahamiyatga ega bo‘ladi. Mazkur tavsiflar ko‘pincha o‘zgarishi mumkinligi sababli, nutq shakli ham o‘zgarishi mumkin, ammo mazmun o‘zgarmas bo‘lib qoladi. Guruhli o‘zaro aloqaning batafsil tahliliga berilmay, muloqot kompetensiyasining rivojlanishi nuqtai nazaridan ahamiyatli bo‘lgan ayrim jihatlarga to‘xtalib o‘tamiz: a) o‘quvchilar bir-birlari bilan faol muloqot qiladilar; b) ular o‘rtasida yaxshi o‘zaro munosabatlar yuzaga keladi; c) har kimning muvaffaqiyatining sharti boshqalarning muvaffaqiyati hisoblanadi. Talabalarga xos bo‘lgan nutqiy va nonutqiy xulq me’yorlari bilan tabiiyga yaqin vaziyatlarda muloqot qilib, o‘zaro aloqaga kirishadilar. Bunda ular nafaqat o‘zlarining bevosita suhbatdoshlariga, balki boshqa insonlarga ta’sir ko‘rsatuvchi fikrlarni inobatga olishlari zarur. Bu muloqotni o‘rgatishda muloqot xulqining refleksivligi jihatini kuchaytirishga olib keladi. O‘qish davomida talabalarning faol o‘zaro aloqalar ularning har birida o‘zini, o‘zining yangi nutqiy va nonutqiy xulqini yanada aniq idrok etish hamda muloqot bo‘yicha o‘z sheriklarini baholash ehtiyojini tug‘diradi. Shu tariqa, muloqot jarayonida insonning o‘z-o‘ziga, muloqotda o‘z xulqiga ekstrapolyasiyasi sodir bo‘ladi. 249 G.A.Kitaygorodskaya ta’kidlaganidek, intensiv o‘qitishda axborot almashish va o‘zaro boyitish jarayonida o‘quvchilarning doimiy faol jalb etilganliklarini ta’minlashi kerak bo‘lgan, o‘quv o‘zaro aloqalari turlari to‘g‘risidagi masala alohida ahamiyatga egadir. Buning uchun quyidagilar qo‘llaniladi: 1) juftlikda ishlash; 2) uchlikda ishlash; 3) kichik guruhda; 4) ikki jamoada; 5) o‘quvchi – guruh; 6) o‘qituvchi – guruh; 7) o‘qituvchi – kichik guruh tartibida ishlash va h.k. Muloqot kompetensiyasining rivojlanishi o‘qituvchi tomonidan tashkil etiladigan, ta’lim oluvchilarning haqiqiy muloqot faoliyatlarini modellashtiruvchi vaziyatlar orqali mumkin bo‘lganligi sababli, autentik materiallar (matnlar yoki videofonogrammalar), muammoli topshiriqlardan foydalanish, mazkur jarayonda samarali va mahsuldor hisoblanadi. Shu tariqa, o‘qitish jarayonida ta’lim oluvchini rolli xulqning ma’lum sifatlarini buyurib, o‘qituvchi unga yangi madaniyatga jalb etish, uni tushunish va haqiqiy muloqotni imitasiyalovchi jarayonda muloqot instrumenti sifatida qabul qilish imkonini beradi. FOYDALANILGAN ADABIYOTLAR RO‘YXATI: 1. Abdullayeva B.S. Fanlararo aloqadorlikning metodologik-didaktik asoslari (Ijtimoiy-gumanitar yo‘nalishlardagi akademik litseylarda matematika o‘qitish misolida). Ped.fan.dokt…diss. avtoref. 2. Abdurakhmanova F.M. Psychosemantic features of translation into english in the scientific literature // Theoretical & applied science Учредители : Теоретическая и прикладная наука . – 2022. – №. 2. – С . 52-55. 3. Ashurov A.A. Kommunikativ kompetensiya tushunchasi va uning mazmun mohiyati. Scientific-methodological electronic journal “Foreign Languages in Uzbekistan”, 2020, No 1(30), 76–83. 4. Китайгородская, Г.А. Активизация учебной деятельности / Г.А. Ки - тайгородская. – М.: Изд - во Моск. гос. ун - та, 1982. – Вып. 11. – 173 с. 5. Китайгородская, Г.А. Методика интенсивного обучения иностранным языкам / Г.А. Китайгородская. – М.: Высш. шк. , 1988. – 342 с. 6. Ковальчук, М.А. Личность и ролевое общение в интенсивном обучении иностранным языкам / М.А. Ковальчук; Под ред. Г.А. Китайгородской. - М., 1990. - С. 19-27. 7. Коршунов, Н.Л. О природе закономерностей педагогической деятельности / Н.Л. Коршунов // Педагогика. – 1993. – № 5. – С. 58-61. 8. Ашуров, Шахобиддин саидович. "к проблеме типологии субстанциальных синтаксем (на примере английского и узбекского языков)." ученый xxi века 2 -5 (2016).
Academic Journal
Zamonaviy lingvistik tadqiqotlar: xorijiy tajribalar, istiqbolli izlanishlar va tillarni o‘qitishning innovatsion usullari. :247-249
Animalistik frazeologizmlarning tarjimadagi muammolari: 181 ANIMALISTIK FRAZEOLOGIZMLARNING TARJIMADAGI MUAMMOLARI B.B.Zakirov, M.R.Matchanov (UrDU) Аннотация. Данная статья посвящена изучению проблем перевода анималистической фразеологии. Основное внимание уделяется проблемам, возникающим при переводе фразеологии с английского языка на узбекский. Автор раскрыл свои идеи с помощью примеров. Ключевые слова: фразеология, английский язык, узбекский язык, оригинальность, перевод. Annotation. This article is dedicated to the study of translation problems of animalistic phraseology. The main focus is on the problems encountered in the translation of phraseology from English into Uzbek. The author disclosed his ideas with help of exact examples. Key words: phraseology, English, Uzbek, originality, translation. Tarjima jarayonida til birliklarini to‘g‘ri tanlash mas'uliyati san’atkor oldiga asl nusxada aks etgan barcha vositalarning, bayon etilgan fikrlarning est е tik va badiiy qiymatini tarjima tili boyligidan unumli foydalanish asosida funksional qayta yaratish vazifasini qo‘yar ekan, bu hol san’atkordan ijodiy jarayon uchun zarur bo‘lgan juda ko‘p narsalarni bilish bilan birga birliklarning o‘zlariga xos s е mantik-stilistik xususiyatlarini, ularning har xil muhit va sharoitlarda o‘zaro birikish imkoniyat va qobiliyatlarini puxta o‘zlashtirgan holda ish ko‘rishni talab qiladi. Bu esa tarjima tilining mantiqan boy bo‘lishiga zamin yaratadi. Tarjimon va tarjimashunoslar o‘rtasida doimo keskin tortishuvlarga sabab bo‘layotgan muammolardan biri – tarjima qilish usulidir. Aniq, ijodiy, erkin, satrma-satr tarjima usullari mavjud bo‘lib, har birining ijobiy va salbiy tomonlari bor. Quyida misol tariqasida keltirilgan maqolalar mualliflarning deyarli barchasi aniq, ijodiy tarjimani ma’qullab satrma-satr tarjimani qoralaydilar. Ma’lum bo‘lganidek, asl nusxadagi milliy ruhni berishini bir so‘z, bir gap yoki asarning biror bobi hal qilmaydi. O‘sha millatga oid qandaydir so‘z tarjimasiz qolib ketishi mumkin, lekin, personajlar dunyoqarashida, ongida, yurish-turishida, urf-odatida, gap-so‘zida, psixologiyasidagi millatga xoslik, albatta, berilishi kerak. R.Fayzullayevaning ‘Badiiy tarjimada sizlash va senlash muammosi” maqolasida: ”Sizlash va senlash har bir xalqning tarixiy taraqqiyotida shakllanib kelgan an’ana” – deb yozadi [3]. Bu an’ana o‘zbeklarda juda nozik. Ruslarda ota, ona, erga nisbatan “sen” deb murojat qilinsa, o‘zbeklarda bu o‘ta qo‘pol eshitiladi. Maqola muallifi bu muammoga tarjimonlar alohida e’tabor berishlari zarurligini ta’kidlab, misollar keltiradi. Tarjimonlar ijodiy jarayonida duch keladigan yana bir muamo – bu o‘zga tildagi maqol, matal, idioma. Frazeologizm, metaforalarni tarjima qilishdir. Bu tarjimadan katta mehnat talab qiladi. Yana bir muhim masala shundan iboratki, tarjimachilik adabiyotshunoslik faniga suyanadimi yoki tilshunoslik fanigami? Tarjima nazariyasi bilimdoni hisoblangan A.Fyodrov tarjimaga butunlay tilshunoslik nuqtai nazaridan yondoshsa, undan farqli o‘laroq, tarjimani faqat stilistik solishtirma, deb e’lon qiladi. Y.Etkind o‘zining “ Четыре антинолика теории перевода ” nomli maqolasida tarjima jarayoni ikkita tarixiy shakllangan grammatikaning to‘qnashuvidan iborat degan fikrni qayd etadi. Tarjimani tekshirishda asl nusxa bilan solishtirishga to‘g‘ri keladi, matn 182 taqqoslanadi, so‘ngra tarjima yaxlit, butunicha o‘rganiladi. Ko‘rinib turibdiki, tarjimada tilshunoslik ham, adabiyotshunoslik ham birgalikda qo‘llaniladi. Tarjima qilingan asarni bir tomonlama tekshirib, tarjima haqida to‘la xulosa chiqarish mumkin emas. Bugungi kunda tarjima asarlarida milliy koloritni, davr ruhini saqlash, maqol, matal, idiomalarni berish masalalari haqida turli fikrlar mavjud, biroq, xorijiy tillardan tarjima qilishning o‘ziga xos tomonlari nazariy jihatdan kam o‘rganilmoqda [2: 87]. Ma’lumki, tarjima nazariyasi va amaliyotida, asosan, maqol, matal va idiomalar tarjimasida uchta omil hukm suradi: – asl nusxadagi frazeologizmga tarjima tilidan teng qiymatli ekvivalent qidirib topish; – asar o‘girilayotgan tildan monand muqobil variant topib qo‘yish; – frazeologizmni aynan so‘zma-so‘z tarjima qilish. Har uchala hol uchramagan taqdirda tarjimon ularning umumiy ma’nosini aks ettirish bilan kifoyalanishiga majbur bo‘ladi. Xullas, o‘zbek tilidan ingliz tiliga, ingliz tilidan o‘zbek tiliga o‘girilgan matnlar a’lo bo‘lishi uchun bizga ikki tilli frazeologik lug‘atlar juda zarurdir [1: 86-88]. Mark Tvenning “Janna D’Ark” romanida qo‘llanilgan “not to hurt a fly” frazeologizmining “pashshaga ozor bermaslik” ekvivalenti bilan almashtirilishi adekvatlikni ta’minlagan ekan, bu yerda asosiy omil birlikning o‘zga shaklda qo‘llanilishidir. … The idea of that gentle creature, that wouldn’t hurt a fly … rishing into battle with a gang of soldiers at her back. Bir o‘ylab qarang-a, pashshaga ozor bermagan ana shu yuvosh qiz jangga borarmish, yana soldatlarni boshlab borarmish. Har bir tarjimaning ijobiy va salbiy jihatlari bor. Chunki asl nusxani asar sifatida taqdim etgan mualliflar har bir jumlani yoki so‘zni qaysi ma’noda va nima maqsadda berilganligini anglab yetishi tarjimonga havola. Tarjimonga asarni tarjima qilishda qiyinchilik tug‘dirishi mumkin bo‘lgan jihatlardan bittasi frazeologik birikmalar, shu o‘rinda maqol hamda matallardir. Ular xalqning tarixiy og‘zaki va yozma ijodi mahsuli hisoblanib, xalqning ko‘p asrlik tajribalari, turmushdagi turli voqea-hodisalarga munosabatining ifodasidir. Maqol xalq orasida kun sayin tug‘ilib turganidek, uning badiiy matnda, yani qalam yordamida yaratilayotgan asarlarda qo‘llash masalalari paydo bo‘ladi. Chunki asarda berilayotgan timsol yoki voqea-hodisani to‘laroq bayon etish uchun albatta maqol va matallarga murojaat qilinadi. Maqollar, matallar, idiomalarning aksariyatini tabiat, hayvonlar nomlari bilan bog‘liq bo‘lgan ifodalar tashkil etadi. Hayvonlar nomlaridan tuzilgan ko‘chma ma’noli iboralar insonning hayvonot olami bilan uzoq zamonlar mobaynida olib borgan munosabatlari va sinchkov kuzatishlarning tildagi in’ikosidir. Frazeologik iboralarning ma’nosi va obyekti-mazmun va shakl masalasidir. Binobarin, frazeologizmlarning obyektini o‘rganish ularning shakl xususiyatlarini o‘rganish hisoblanadi. Ikki tilda birikmalarning barcha shakl va obyekt belgilari muvofiq kelsa ham, ammo, asosiy narsa ma’no monandligi bo‘lmasa, bu birikmalar bir-biriga ekvivalent yoki muqobil bo‘lmaydi. Frazeologizmlarni bir tildan boshqa tilga tarjima qilishda asosiy dastak ma’nodir. Ayrim frazeologik birikmalarning tilda aniq ekvivalenti yoki muqobil variantlarining yo‘qligi ularni umuman tarjima qilib bo‘lmasligini ko‘rsatmaydi. Aksincha, xuddi shu hol ularni aniq tarjima qilishga ehtiyot tug‘diruvchi sabablardan biridir. Masalan, ingliz tilidagi “to live like fighting cock” matalining o‘zbekcha muqobil variant mavjud emas. Uni ingliz tilidan aynan “urushqoq xo‘rozlarday yashamoq” deb tarjima qilish mumkin. 183 Maqol, matal yoki idiomaning shakli va obyektlarini aynan saqlagan holda bir tildan ikkinchi tilga tarjima qilish uni uchinchi, to‘rtinchi va hokazo tilarga ham aynan shunday tarjima qilish uchun asos bermaydi. Masalan, “ любишь меня , люби и мою собаку ” idiomasi ingliz tilidan rus tiliga aynan tarjima qilinganligi uchungina uni o‘zbek tiliga ham xuddi shunday prinspda “meni sevsang, itimni ham sev” deb tarjima qilish shart emas. Inglizcha frazeologizmdan o‘z tilimizga tayyor ekvivalenti bo‘lsa, uni so‘zma-so‘z tarjima qilishga hech qanday ehtiyoj qolmaydi. Masalan, quyidagi misollardan ko‘rinib turibdiki, inglizcha frazeologizmlarning o‘zbek tilida ekvivalentlari bor: “to lock the stage door after the horse is stolen” – “to‘ydan keyin nog‘ora chalmoq”, “every dog is a lion at home” – “qo‘rqoq o‘z uyida botir”, “to kill two birds with one stone” – “bitta o‘q bilan ikkita quyonni urmoq”. Yoki, ingliz tilida: “one swallow doesn’t make a summer” – matalini bir qaldirg‘och bilan bahor kelmas, deb tarjima qilishga hojat yo‘q, chunki o‘zimizda shu ma’noda: “bitta qarg‘a bilan qish kelmas”, degan juda yaxshi muqobil matal ishlatiladi. Ayniqsa obrazli frazeologik birikmalar tarjimasi tarjimonga qiyinchilik tug‘diradi. Yuqoridagi fikrlardan shunday xulosa chiqarish mumkin: Eng asosiysi tarjimon frazeologizmlarni o‘girishda nimaga e’tibor berishi kerakligi, bu frazeologik birliklarning ifoda elementi tarjimasi; frazeologizmlar tarjimasida ularning ekspressiv xususiyatini saqlashni unutmaslik; frazeologizmlarni uslubiy bo‘yoqdorligini saqlash. FOYDALANILGAN ADABIYOTLAR RO‘YXATI: 1. Badiiy tarjima va o‘zbek adabiyotining xalqaro aloqalari. – Samarqand, 1991. 2. Musayev Q. Tarjima nazariyasi asoslari. – Toshkent, 2005. 3. O‘zbekiston adabiyoti va madaniyati // Ilmiy-ommabop jurnal. – Toshkent, 1972. 4-son. 4. Ashurov, Shahobiddin Saidovich. "Инглиз ва ўзбек тилларидаги интернационал мақоллар таржимасидаги ассиметрик ҳолатлар." Молодой ученый 18 (2020): 584-586.
Academic Journal
Zamonaviy lingvistik tadqiqotlar: xorijiy tajribalar, istiqbolli izlanishlar va tillarni o‘qitishning innovatsion usullari. :181-183
Methodological recommendations for teaching grammar and improving grammar skills: 292 METHODOLOGICAL RECOMMENDATIONS FOR TEACHING GRAMMAR AND IMPROVING GRAMMAR SKILLS G.Mardieva (Master of SamSIFL) Abstract. The subject of the research of this work is an actual problem of modern methodology: the use of a communicative approach, new information and pedagogical technologies in teaching English grammar. This problem is considered in a complex perspective, i.e., first, the theoretical validity of the effectiveness of the use of communicative and new pedagogical technologies in explaining new grammatical material is given, and then the ways of their use are listed, depending on the learning goals. Key words: grammar, teaching process, communicative activities, modern methods, improvement, methodological recommendations. There are a number of reasons why there occur different concepts about “grammar” when one comes across this term. While it is perceived as a part of Linguistics in the course of mother tongue at the secondary school, in teaching/learning foreign language it is considered to be the grammatical side of the speech. According to various scientific sources the world “grammar” could be limited in two notions: 1) the grammatical side of the speech – structural organization of ideas in speaking, listening, reading and writing e.g., using articles; speech patterns; verb forms of the person adequately to the context) and (grammar phenomenon and abstractions e.g., the first place of the subject in the sentence; the plural form of the noun). There is a wealth of literature on methodology where one can see such terms as acquiring “grammar mechanisms” as developing grammar subskills and others. The term “mechanism” is used to describe the events in action/ it is more decent to use in short “grammar mechanisms” than “using grammar elements in speech activity”. The process of acquisition of the grammar mechanisms is divided into three parts: 1) acquiring grammar actions; 2) studying the suggested material; 3) mastering grammar generalizations [1, p. 79]. Grammar actions have the leading position in the grammar mechanisms of speech. Assimilation of grammar actions is classified by the formation of automatized subskills of speech grammar. Learning the suggested material of grammar is defined by memorizing grammar forms. Memorizing and using nations and rules are called as generalization mastering. The study of the suggested material is called learning grammar units of the foreign language, mastering grammar actions, i.e. developing subskills. Linking (auxiliary) words and grammar morphemes are learned as a material whilst changing words, word combinations and adhering word order are acquired as subskill. The notion of grammar material is not a form of grammar phenomenon. The term “form” is associated with the structure of a sentence or a word construction in the plan of the content and expression. Thus teaching English grammar is associated with assimilation of grammar mechanisms. The active and passive grammar had been the matter of discussion for a long period. The active grammar means grammar phenomena used in reproductive as well as in reproductive speech. In some sources the active grammar is called as “grammar of speaking”. 293 The nation of passive grammar, according to the methodological doctrine of L.V.Sherba, consists of grammar phenomena and their abstraction used in speech perception (reading, listening). Grammar rules of the English language in our brains should be so automatic and familiar to us as to native speakers that we should know when the rules are being violated. Micro-form, micro-meaning and micro-usage are recognized as the unit of grammar selection. The grammar phenomena for the oral speech of the learners are selected from the real live speech of foreign native speakers and fictions. The resource of selection active grammar is the spoken literary language. Passive grammar minimum is selected from the written texts for students’ receptive speech development. Active and passive minima do not differ very much as in vocabulary (active minimum is in the passive input), active minimum is selected for all stages of the secondary schools and passive grammar minimum is selected only for lyceums and colleges – for advanced students. The formation of grammar minima directly deals with the speech themes and vocabulary minima which impact on the grammar selection. The methodological criteria in preparation of educational grammar are classified as follow. Criteria of selecting active grammar minimum: 1. Criterion of prevalence of grammar phenomena in oral and written speech. The most frequent phenomena in people’s speech are “picked up” from the all grammar system or material. 2. Criterion of being grammar unit a sample. It requires the ability to developing grammar subskills through given samples (e.g., building noun, adjective, adverb with the help of suffixes). 3. Criterion of isolation of mono-semantic facts. With the aim to prevent difficulties the most frequent and stylistically appropriate units are selected, but only one of the grammar from to excluding synonyms is selected. Criteria of selecting passive grammar minimum: 1. Criterion of wide usage in literary written style of speech. 2. Criterion of polysemantics. The element of action and criteria of selecting grammar material are directly linked. Some of them function as the main, others as complementary. Types of speech activity need various language material input. The most demanding in them are reading and listening. The grammar input for speaking and writing is relatively less than for reading and listening [3, p. 42]. There are many ways to prepare yourself for teaching English grammar. Here are some ideas: • Ask non-native speakers of English (assuming you are a native speaker) about the English grammar that they found the most difficult. Conversations with people who have already learned English can provide insight into what beginners will find confusing. This will help you learn to teach English grammar. Along these same lines, non-native English-speaking teachers can reflect on which grammar topics were most difficult for them to master. • It’s not a bad idea to familiarize yourself with resources for teaching grammar, such as WordReference.com, a dictionary that conjugates verbs in every tense, saving you time and effort. • Use what you learn from another language to improve your English grammar chops. You may be able to learn a new language as a result of teaching in a new country or using online resources. Learning a new language will push you to understand grammar and give you empathy for your students when you do begin teaching. 294 • Spend time looking into the possible pedagogical aids you may have at your disposal. A simple online search for terms like “English grammar infographic” or “verb agreement visual aid” will turn up a lot of things you can study on your own time. Some people learn best with visual cues, so you could also give these aids to your students. • Work on your writing with an online tutor. It might be possible to improve your grammar by having someone check over your written communication [2, p. 725-726]. We have such a conclusion that the forming of grammar skills depends on training. Training is of great importance to realize the grammar item. We must use a lot of training exercises for the assimilation of grammar. LITERATURE: 1. Kilic А . Le а rner-centered micro te а ching in te а cher educ а tion // Intern а tion а l Journ а l of Instruction, 2010 – № 3. – P. 77–100. 2. Norm а n GR, Schmidt HG. Effectiveness of problem-b а sed le а rning curricul а : Theory, pr а ctice а nd p а per d а rts. // Medic а l Educ а tion, 2000. – № 34. – P. 721–728. 3. Pooley, Robert. “Teaching English grammar.” – N.Y., Appleton – Century – Crofts, 1997. – 223 p. 4. Ашуров, Шахобиддин Саидович, and Дилфуза Азизовна Атауллаева. "ИНТЕРНАЦИОНАЛИЗАЦИЯ СИСТЕМЫ ПРЕПОДАВАНИЯ ИНОСТРАННЫХ ЯЗЫКОВ В УЗБЕКИСТАНЕ: ЭТАПЫ ЭВОЛЮЦИИ И ПЕРСПЕКТИВЫ." Научные школы. Молодёжь в науке и культуре XXI века. 2018. 5. Jalolov, J., and G. Makhkamova. "Ashurov Sh." English Language Teaching Methodology. Tashkent (2015).
Academic Journal
Zamonaviy lingvistik tadqiqotlar: xorijiy tajribalar, istiqbolli izlanishlar va tillarni o‘qitishning innovatsion usullari. :292-294
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Gieselmann L; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; German Center for Infection Research, Partner Site Bonn-Cologne, Cologne, Germany.; DeLaitsch AT; Divison of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA, USA.; Rohde M; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Radford C; Basic Sciences Division and Computational Biology Program, Fred Hutchinson Cancer Center, Seattle, WA, USA.; Worczinski J; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Ashurov A; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Ahmadov E; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Burger JA; Department of Medical Microbiology and Infection Prevention, Laboratory of Experimental Virology, Amsterdam UMC, University of Amsterdam, Amsterdam, Netherlands.; Amsterdam Institute for Immunology and Infectious diseases, Amsterdam, Netherlands.; Havenar-Daughton C; Vir Biotechnology, San Francisco, CA, USA.; Deshpande S; Vir Biotechnology, San Francisco, CA, USA.; Giovannoni F; Vir Biotechnology, Bellinzona, Switzerland.; Corti D; Vir Biotechnology, Bellinzona, Switzerland.; Kreer C; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Ercanoglu MS; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Schommers P; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; German Center for Infection Research, Partner Site Bonn-Cologne, Cologne, Germany.; Center for Molecular Medicine Cologne (CMMC), University of Cologne, Cologne, Germany.; Department I of Internal Medicine, Faculty of Medicine and University Hospital Cologne, Cologne, Germany.; Georgiev IS; Vanderbilt Center for Antibody Therapeutics, Vanderbilt University Medical Center, Nashville, TN, USA.; Department of Pathology, Microbiology and Immunology, Vanderbilt University Medical Center, Nashville, TN, USA.; Vanderbilt Institute for Infection, Immunology and Inflammation, Vanderbilt University Medical Center, Nashville, TN, USA.; Department of Computer Science, Vanderbilt University, Nashville, TN, USA.; Center for Structural Biology, Vanderbilt University, Nashville, TN, USA.; West AP Jr; Divison of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA, USA.; Knüfer J; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Stumpf R; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Kroidl A; Institute of Infectious Diseases and Tropical Medicine, LMU University Hospital, LMU Munich, Munich, Germany.; German Center for Infection Research (DZIF), Partner Site, Munich, Germany.; Geldmacher C; Institute of Infectious Diseases and Tropical Medicine, LMU University Hospital, LMU Munich, Munich, Germany.; German Center for Infection Research (DZIF), Partner Site, Munich, Germany.; Maganga L; Mbeya Medical Research Centre, National Institute for Medical Research, Mbeya, Tanzania.; William W; Mbeya Medical Research Centre, National Institute for Medical Research, Mbeya, Tanzania.; Ntinginya NE; Mbeya Medical Research Centre, National Institute for Medical Research, Mbeya, Tanzania.; Hoelscher M; Institute of Infectious Diseases and Tropical Medicine, LMU University Hospital, LMU Munich, Munich, Germany.; German Center for Infection Research (DZIF), Partner Site, Munich, Germany.; Fraunhofer Institute for Translational Medicine and Pharmacology ITMP, Immunology, Infection and Pandemic Research, Munich, Germany.; Unit Global Health, Helmholtz Zentrum München, German Research Center for Environmental Health (HMGU), Neuherberg, Germany.; Yang Z; Department of Biochemistry and Molecular Genetics, University of Alabama at Birmingham, Birmingham, AL, USA.; Wei Q; Department of Microbiology, University of Alabama at Birmingham, Birmingham, AL, USA.; Renfrow MB; Department of Biochemistry and Molecular Genetics, University of Alabama at Birmingham, Birmingham, AL, USA.; Green TJ; Department of Microbiology, University of Alabama at Birmingham, Birmingham, AL, USA.; Novak J; Department of Microbiology, University of Alabama at Birmingham, Birmingham, AL, USA.; van Gils MJ; Department of Medical Microbiology and Infection Prevention, Laboratory of Experimental Virology, Amsterdam UMC, University of Amsterdam, Amsterdam, Netherlands.; Amsterdam Institute for Immunology and Infectious diseases, Amsterdam, Netherlands.; Gristick HB; Divison of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA, USA.; Gruell H; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany.; Bloom JD; Basic Sciences Division and Computational Biology Program, Fred Hutchinson Cancer Center, Seattle, WA, USA.; Howard Hughes Medical Institute, Chevy Chase, MD, USA.; Seaman MS; Center for Virology and Vaccine Research, Beth Israel Deaconess Medical Center, Harvard Medical School, Boston, MA, USA.; Bjorkman PJ; Divison of Biology and Biological Engineering, California Institute of Technology, Pasadena, CA, USA.; Klein F; Laboratory of Experimental Immunology, Institute of Virology, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany. florian.klein@uk-koeln.de.; German Center for Infection Research, Partner Site Bonn-Cologne, Cologne, Germany. florian.klein@uk-koeln.de.; Center for Molecular Medicine Cologne (CMMC), University of Cologne, Cologne, Germany. florian.klein@uk-koeln.de.
Publisher: Nature America Inc Country of Publication: United States NLM ID: 100941354 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1529-2916 (Electronic) Linking ISSN: 15292908 NLM ISO Abbreviation: Nat Immunol Subsets: MEDLINE
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Astronomical and Astrophysical Transactions. :251-260
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EPRA International Journal of Research & Development (IJRD). :177-180
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