UCHINCHI RENESSANS: TA'LIM, TARBIYA VA PEDAGOGIKA

https://doi.org/10.36078/987654711 task; description of the work process; explanatory works, recommendations and conclusions on the processing of received data. It consists of seven interrelated types of web resources and describes in detail the purpose of the English language teaching process, the necessary professional knowledge, skills and competences of future teachers, as well as certain personal qualities necessary for successful performance. We can see the types of educational web resources aimed at formation in the graphic drawing (Figure 1). Below are the types of educational web resources from the bottom, that is, from easy to top (difficult), and each of them has its own task. As mentioned above, educational web resources can be used in various types of educational processes. Therefore, it is appropriate to use them for the English language lesson or as an independent work of students in the process of finding the necessary information on the topic. Figure 1. Types of educational web resources In conclusion, it should be said that each of the seven types of educational web resources gradually increases in complexity and builds on the previous one, thereby enabling the solution of more complex educational problems. In addition, the use of new information technologies, especially web resources, in the process of teaching English allows future teachers to implement their creative ideas, share experiences and choose an individual curriculum. References 1. O‘zbekiston Respublikasi Prezidentining 2020-yil 10-oktabrdagi PQ- 4851-sonli “Axborot texnologiyalari sohasida ta’lim tizimini yanada 97

https://doi.org/10.36078/987654711 takomillashtirish, ilmiy tadqiqotlarni rivojlantirish va ularni IT-industriya bilan integratsiya qilish chora-tadbirlari to‘g‘risida”gi Qarori. https://lex.uz/docs/- 5032128. 2. Драгунова А.А. Учебные Интернет-ресурсы как средство формирования профессиональной иноязычной коммуникативной компетенции студентов. Ярославский педагогический вестник. – №1.– 2013. 3. March T. The six Web-and-Flow activity formats. – 1999. 4. Moydinova E.K. O‘qituvchilаr kаsbiy kompetensiyаsini veb-resurslаr аsosidа shаkllаntirish. “Til va adabiyot ta’limi” ilmiy-metodik jurnali. – №9. Toshkent. – 2022. The role of lacunas and false friends in teaching/learning English vocabulary Mukhiddin Mukhtarov Independent Researcher Tashkent State Pedagogical University named after Nizami E-mail: [email protected] Annotation. Linguistic interference - consists of deviations or different world perceptions that result from the contact between L1, L2 or L1 and n languages. Furthermore, linguistic interference may result in positive or negative transfer, as explained in the previous chapter. Depending on phonetic, morphological, grammatical, lexical and syntactical features of the target language phonetic, morphological, grammatical, lexical and syntactical types of interference are distinguished. In this thesis, we will consider lexical interference and compare lexical units between English and Russian with examples. Key words: interference, lacuna, motivated, equivalence, cognates, false friends, lexical, lack. People who have been living in a foreign country for a long time sometimes forget some nuances of their own language. It is much easier for them to give their opinions in foreign language than in native one. Only for people who work as a translator or interpreter it is not such a problem to handle two or more languages and work with them simultaneously. 98

https://doi.org/10.36078/987654711 Interference in translation may occur when translating a text with its source language (henceforth SL) into the target language (henceforth TL). There are different types of interference in translation. These transfers may occur on all levels: phonology (foreign accent), syntax (“word-for-word” or “literal translation” (e.g. lexis (such as false cognates), pragmatics (e.g. over-formality or under-formality) and morphology, which appears to be less affected than the others. The studying of foreign language especially in the early levels is accompanied by the close interaction of the native and foreign languages. This process is the zone of undivided attention of psycholinguists and methodologists. It is impossible to examine the second language personality partially from the student’s person in whole because we are speaking about the formation of the primary and secondary thesaurus. Language is one of the most obvious barriers to intercultural communication but perhaps not the most fundamental. People who do not share a language or who feel that they have imperfect command of another person’s language may have some difficulties communicating. There is also the possibility of misunderstandings occurring between people when they do not share a common language. However, sharing a common language does not always guarantee understanding. Even speakers of the same language do not have exactly the same understanding of the meanings of words. Even when cultures speak the same language, they do not always understand one another. Other ways in which language can be a barrier to intercultural communication are problems of vocabulary equivalence, idiomatic equivalence, and experiential equivalence and conceptual equivalence [1, 42]. Lack of vocabulary equivalence occurs when there are not words in one language that correspond precisely with the meaning of words in another. This occurs particularly with specific or very descriptive words. Lacuna is the lack of cross-language correspondence in one language relative to another. Unit of one language represented as a lacuna in another language can be defined as non-equivalent. For example, the word “сутки” for the Russian language is non-equivalent item, and for the German, English, French, and many other Languages - is a lacuna (gap), there is a lexical concept is not expressed. 99

https://doi.org/10.36078/987654711 In Uzbek words, such as: sumalak, nisholda, qurt, karnay, piola, surnay and etc. are not translated into English since they do not have any equivalents. Lacunas can be: Motivated lacunas - a gap that explains lack of appropriate object or phenomenon in the national culture in Western languages (лапти, матрешка, балалайка, винегрет, квас, погреб, беспризорник, тамада, форточка). Unmotivated lacunas cannot be explained by the lack of event or object - related objects and phenomena in the cultures, and words denoting them. There are the corresponding object or reality but people kind of don’t notice it, and did not consider it necessary to name this object or phenomenon in western European languages (сутки, кипяток, поземка, сухомятка, смекалистый, сухостой, именинник, аврал, облокотиться, однофамилец, здоровяк). Partial speech lacunas - there may be a verb in a language, but may not be from a single-rooted noun, etc. The absolute lacuna suggests a complete lack of word. Relative lacuna- “partial absence”, that is the presence of a correspondence which, however, cannot be recognized adequate. [2, 34: 31-38] The False Friends (cognates). False friend is a word in a foreign language that seems similar to one in your own, so that you wrongly think they both mean the same thing. We can divide the lexical interference into semantic and morphological types. The semantic interference appeared when the formal parameters of two words are the same but they have only one same meaning or have not it at all [3, 33]. This situation is connected with the case when the homonyms in native language are correlated with different lexemes in foreign language. For example: the word babushka - is not equivalent to the Russian “grandmother”; this is the name in English headdress - a scarf, the ends of which are fastened under the chin [4, 13]. So, this word can be seen as a sort-of “false friends interpreter” - has been actively studied the source of the interference. The false friends are the word that sound the same in both languages but have the different meaning: • intelligent - умный, интеллектуальный (а не интеллигентный); • mosquito - комар (а не москит — sandfly или phlebotomine); • velvet - бархат (а не вельвет — corduroy); 100

https://doi.org/10.36078/987654711 • sympathetic - сочувствующий (а не симпатичный); • dramatic- впечатляющий (а недраматический); • brutal – жестокий (а не брутальный); • actual - existing in fact; real. (a не актуальный). There is also a difference between two words: sensible and sensitive. According to Longman Dictionary of Contemporary English (2009): Sensible means reasonable, showing good judgment while sensitive is a person who can be easily hurt, upset, or understands others feelings. Here we can give some more examples: Артист – actor. Artist–художник. Он–известный артист. He is a well-known actor. Аудитория –audience. Auditorium - зал Это была внимательная аудитория. = It was an attentive audience. Комплекция–constitution. Complexion–цвет лица. У него крепкая комплекция. = He has a robust constitution. Language gives us a material for constructing sentences. The mechanism of the construction of communicative utterances is determined by consciousness. References 1. Jandt F.E. Intercultural communication: An introduction (3rd ed.). Thousand Oaks: Sage. – 2001. 2. Виссон Л. Русские проблемы в английской речи: слова и фразы в контексте двух культур. Москва: Р.Валент. – 2005. 3. Савина С.С. Особенности лексической интерференции при контакте французского и русского языков. Вестник ПСТГУ III: Филология. –Вып. 2. – 2011. 4. Сорокина С.С. Пути преодоления и предупреждения грамматической интерференции синтаксических подтипов в немецкой речи студентов 1 курса языковых факультетов (на материале подтипа управления). Автореф. дис. канд. пед. наук. Ленинград. – 1971. 101

https://doi.org/10.36078/987654711 The components of the activity and direction of communicative competence Aysafar Murtazaeva Independent Researcher Uzbekistan State World Languages University E-mail: [email protected] Annotation. Teaching foreign languages, competence, concepts of competence, content and essence of communicative competence, rules of communicative ability were covered in the thesis. Here, the purpose of this thesis is to define the essence of the concepts of communicative competence and competence. Also, the classification of competence is expressed. The components of the activity and direction of communicative competence have been determined. Key words: competence, component, communicative competence, communication. The components of the activity and direction of communicative competence have been determined. Competence is knowledge in one or another field [1, 56]. “Competence” (lat. competo — I am achieving, I am worthy) — 1) the range of powers, rights and duties of a certain state body (local self-government body) or official defined by law, charter or other document; 2) knowledge, experience in one or another field [1, 97]. different meanings of the word competence were used by psychologists using 7 different rating scales (internet-association psychologists expert). The concepts mentioned by the experts are as follows: — the ability to solve production issues; — the ability to apply knowledge and skills in specific situations; — compliance with the description of the professional standard; — the requirement placed on the worker by the organization in order to form the quality activity of the subject; — compatibility of the employee’s behavioral standards with the organization; — general sum of knowledge, skills and competences, ability, motivation, personality, communicative qualities and other concepts; — quality work training and skills; — responsibility and authority for job duties; — important professional qualities; — various aspects of competence; — important professional qualities together with the organizational context; — deep understanding of professional experience; — personality, individuality; — human factor in successful activity; — criteria of 102

https://doi.org/10.36078/987654711 effective production activity; — creativity; — production tasks in specific organizations. As a result, competence is a general combination of knowledge, skills, abilities, causal factors, personal qualities, target situations, which provides effective solutions of the performers of a specific organization, a specific group, a specific workplace, a specific production team. The concept of competence means competence acquired by a student (for example, a future teacher) in a certain field, that is, a fully formed set of certain qualities. The concept of competence (derived from the Latin word competenlia, compete - means “to achieve together, to win, to match, to be right”) in the dictionaries means “to have knowledge that allows thinking about something”, “to be aware, to be entitled” means In practice, all dictionary compilers demarcate the categories “competence” and “competence”. The definition of competence is similar and replaces (complements) each other, while at the same time there is no single interpretation of the word competence, this concept is “a set of powers (rights and obligations) of some body or official, determined by law, regulations of this body or other circumstances”, “to have (possess) knowledge that allows one to think about something”, “a set of questions (area) that someone is well informed about” is understood [2, 209]. The concept of competence entered the field of education as a result of psychological research. Therefore, competence means “how a specialist behaves in unconventional situations, unexpected situations, engages in communication, takes a new way in relations with opponents, performs ambiguous tasks, uses information full of conflicts, and has a plan of movement in consistently developing and complex processes”. Professional competence does not mean the acquisition of separate knowledge and skills by a specialist, but the acquisition of integrative knowledge and actions in each independent direction. Also, competence requires constant enrichment of professional knowledge, learning new information, understanding important social requirements, finding new information, processing it and being able to apply it in one’s work. The essence of the qualities reflected on the basis of professional competence is explained as follows: 1. Social competence - the ability to show activity in social relations, the ability to communicate with subjects in professional activities. 2. Special competence is preparation for organization of professional-pedagogical activity, reasonable solution of professional-pedagogical tasks, realistic assessment of activity 103

https://doi.org/10.36078/987654711 results, consistent development of BKM, psychological, methodical, informational, creative, innovative and communicative competence is noticeable on the basis of this competence. 3. Personal competence — consistently achieving professional growth, increasing the level of competence, demonstrating one’s inner capabilities in professional activity. 4. Technological competence - mastering advanced technologies that enrich professional and pedagogical BKM, being able to use modern tools, techniques and technologies. 5. Extreme competence - the ability to make rational decisions and act correctly in emergency situations (natural disasters, technological process failure), when pedagogical conflicts arise [3, 103]. Communicative competence - the possession of complex communicative skills and abilities, the formation of sufficient skills of new social structures, knowledge of cultural norms and limitations of communication, customs in the field of communication, customs, etiquette, manners, education, orientation of communication tools, knowledge, national, class mentality. and, expressed within this profession. Communicative competence is a general communicative characteristic of a person, which includes communication skills, knowledge, skills and abilities, emotional and social experience in the field of business relations. The ability to communicate consists of the following: — to provide a socio-psychological forecast of the communicative situation in which communication is required; — socio-psychological programming of the communication process, based on the uniqueness of the communicative situation; — implementation of socio-psychological management of communication processes in a communicative situation. Communicative ability is an integral quality that synthesizes general culture and its specific manifestations in professional activity. One of the conditions of communicative competence is the fulfillment of certain rules and requirements. The most important of these rules are as follows: The most common rule is the rule that you cannot begin to comment on if you do not understand it yourself or if it is not fully understood. The rule of constant preparation for understanding. There are often semantic and personal barriers that often lead to incomplete and misunderstanding messages. The rule of certainty. Unknown, vague words should be avoided and foreign or highly specialized terms should not be used. The rule of controlling non-verbal signals. It is not enough to just control your speech and the content of the message. In addition, it is necessary to control his 104

https://doi.org/10.36078/987654711 form in the part related to his external escort - facial expressions, gestures, intonation, position. The rule of one’s wrong. It is always necessary to allow for personal bias in communication. This often warns of serious mistakes. Place and time rule. The effectiveness of any message increases dramatically when it is chosen for the most appropriate situation in which it is carried out at the right time. Rule of openness. It means being ready to revise one’s point of view under the influence of newly opened situations, as well as the ability to accept and take into account the point of view of the interlocutor. The rule of active and constructive listening is one of the main conditions for effective communication. References 1. Educational and methodological complex on the module “Innovative educational technologies and pedagogical competence”. Tashkent. – 2017. 2. Aliev I.T. Uzluksiz talim tizimida o‘qituvchilarni kasbiy-pedagogik kompetentligini rivojlantirish muammolari va istiqbollari. Toshkent. – 2013. 3. Базаров Т.Ю., Эрофеев А.К., Шмелов А.Г. Вестник Московского университета. – 2014. Formation of innovative activity of the teacher Gulzoda Nasriddinova Independent Researcher Uzbekistan State World Languages University E-mail: [email protected] Annotation. This thesis discusses modern conditions, in the training of highly qualified personnel, it is expedient to implement training on the basis of modern systems and new pedagogical technologies. The purpose of any activity is an imaginary image of the result of future activity. Modern teaching technology is the basis for consistent goal setting and is a source of quick feedback on the subject. In this case, the learning objectives are defined as much as possible. Key words: activities, approach, educational process, pedagogical technologies, pedagogical processes, Innovation, teaching methods. Today, as Uzbekistan is steadily moving towards building a democratic state governed by the rule of law and a just civil society, the system of training 105

https://doi.org/10.36078/987654711 has been radically reformed, and the interests of the individual and education have become a priority in state social policy. The need to provide the educational process with advanced pedagogical technologies is also one of the conditions for the implementation of the National Training Program. That is why we have a historical approach to the study of the emergence and development of this pedagogical phenomenon. In modern conditions, in the training of highly qualified personnel, it is expedient to implement training on the basis of modern systems and new pedagogical technologies. The nature of new pedagogical technologies is that the educational process is planned and implemented, which guarantees the achievement of the set goals. In fact, 80 percent of successful training depends on the proper design, organization, and implementation of the learning process [1, 65]. In designing the learning process, the content of education, the purpose of education, the expected outcome, the correct choice of teaching methods, forms and tools, the development of clear criteria for assessing students' knowledge, skills and abilities, their correct implementation in the allotted time and It is advisable to pay attention to the compatibility with. Modern pedagogical technology has its own theory related to pedagogy and other scientific achievements; it is primarily aimed at building the educational process on a scientific basis; creates the basis for joint activities of teachers and students based on the widespread use of information media, didactic materials, active methods of teaching. Innovation, expressing the pedagogical process, applies not only to its didactic device, but also to the social, substantive results and mental image of the educator. The effective implementation of the innovative activity of the educator depends on a number of conditions. It includes the teacher’s specific communication, his attitude to conflicting opinions, his willingness to teach the recognition of a rational situation in different situations. As a result, the educator acquires a comprehensive topic (motive) that provides his knowledge and scientific activity [1, 74]. An important condition for innovation is to create a new situation of communication. A new state of communication is the ability of the educator to create his own position of independence, pedagogical science, a new attitude to himself. In such situations, the teacher continues to improve through rich forms of pedagogical experience. The teacher’s way of thinking, mental culture changes and emotional feelings develop. The next condition is the educator’s readiness for culture and communication. Changing the pattern of communication between 106

https://doi.org/10.36078/987654711 teacher and student is one of the conditions of innovative activity. Innovative activity is explained by the following main functions: Conscious analysis of professional activity, Critical approach to standards, Preparation for professional news, Realize their potential, integrate their lifestyle and aspirations into their professional activities. In today’s society, culture and education, the need for pedagogical innovation is measured by: 1. Socio-economic modernization requires a radical renewal of the education system, methodology and technology of the educational process, consisting of the creation, adoption and use of new innovations. 2. The humanization of the content of education requires the constant search for new critical forms and technologies of teaching. 3. The character and change of the teacher in relation to the development and implementation of pedagogical innovation [2, 31]. The analysis of pedagogical innovative activity requires the use of certain conditions that determine the effectiveness of innovation. Such criteria - novelty - acceptability, high efficiency, opportunities for creative application of innovation in mass practice. The innovative activity of the educator is to analyze and evaluate the innovation, to form the purpose and concept of future actions. Implementing and analyzing this plan involves evaluating effectiveness. The analysis of a teacher’s innovative activity requires the use of certain criteria that determine the effectiveness of innovation. Such criteria include novelty, optimality, high efficiency, opportunities for innovative creative application in mass experiments. Novelty as a criterion of pedagogical novelty reflects the essence of the proposed novelty, the level of novelty. Pedagogical scholars distinguish between absolute, limited, absolute, conditional, and subjective levels, which vary according to the level and scope of popularity of the application of innovation. The criterion of acceptance refers to the effort and means expended by the teacher and the student to achieve the result. Effectiveness means certain important positive outcomes through the teacher. Pedagogical innovation, by its very nature, must remain the property of mass experiments. Research provides an opportunity to determine a teacher’s positive readiness for innovative activity [2, 62]: • predicting the success of the intended innovation as a whole and its individual stages; 107

https://doi.org/10.36078/987654711 • compare innovations with other innovations, select the most effective of them, determine their most important and accurate; • check the level of success of innovation implementation; • assess the innovation capacity of the organization implementing the innovation. In this case, the innovative activity of the teacher includes the analysis and evaluation of innovation, the formation of goals and concepts of future actions, the implementation and analysis of this plan, the evaluation of effectiveness, in which the effectiveness of innovative activity is determined by the teacher. It consists of the following Methods: The main characteristics of the teacher’s ability to innovate: • The person uses creative motivation. It is curiosity, creative curiosity, creative achievement, striving for leadership and self-improvement. • Creativity, this is an imaginary view; ability to evaluate and strive for self- sufficiency. • Assessment of professional activity, which is the ability to master the methodology of creative activity and methods of pedagogical research; authorship concept and ability to creatively resolve conflict; ability to collaborate and support each other in creative activities. • Individual ability of the teacher, that is - the pace of creative activity and ability to work; determination, responsibility and honesty, self-control [2, 80]. The study of innovative processes, their functions, the pedagogical basis of the laws of development allows to organize the educational process on the basis of achievements of modern pedagogy and psychology, at the level of world standards. The teacher appears as an author, researcher, user, and promoter of new pedagogical technologies, theories, and concepts. In order to optimize the educational process, teachers need to have basic pedagogical knowledge, know the basic laws and principles of pedagogy. They need to know the content of education, as well as the technologies of collective, group and individual activities. In this case, it will be necessary to choose the optimal option of the pedagogical process, fully understanding the whole system and each of its elements. References 1. Babansky Y.K. Optimization of the teaching process. Moscow. – 1977. 108

https://doi.org/10.36078/987654711 2. Загвезинский В.И. Инновационные процессы в образовании и педагогической науке. Тюмен. – 1990. 3. Годник С.М. О сущности проф-педагогической деятелности. Ворониж. – 1992. 4. Saidakhmedov N. Principles of new pedagogical technology. “Ma'arif” Newspaper. – №85. – 1995, October 27. Turkistonda maktab tashkil etilishi: qiyinchiliklar va imkoniyatlar Alisher Nazarov 1-bosqich tayanch doktorant Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Tezisda Turkiston tarixida muhim o‘rin egallagan masalalardan biri maktab ta’limini tashkil etish haqida fikr yuritiladi. So‘nggi paytlarda O‘zbekiston olimlari orasida sovet tarixshunosligi va pedagogikasidan tubdan farq qiluvchi yangi uslubiy yondashuvlar ishlab chiqilmoqda. Kalit so‘zlar: Turkiston, maorif, mustamlakachilik, maktab-xona, domulla, imom, muazzini, taqsir, otun, otun-bibi. Hozirgi davrda nafaqat Markaziy Osiyoning siyosiy sohasida, balki tarix va pedagogika fani va uni o‘qitishda ham o‘zgarishlar ro‘y bermoqda. XIX asr oxiri XX asr boshlarida Turkiston Chor Rossiyaning mustamlaka hukmronligi ostida edi. Hatto ma’lum bir tarixiy voqeani tasvirlamoqchi bo‘lgan olimlar ham g‘oyaviy-sinfiy dunyoqarash tarafdorlari edilar. Oliy oʻquv yurtlari va umumtaʼlim maktablarida pedagogika fanini oʻqitish mafkuraviy tushunchalar bilan chegaralangan edi. Markaziy Osiyo mamlakatlarida yuqorida qayd etilgan o‘zgarishlar tarix va pedagogika fanini o‘rganishda uslubiy turg‘unlikka olib keldi. Sinfiy mafkurani rad etgan Markaziy Osiyo davlatlari oʻz tarixini oʻrganishni va uni oʻrgatishda evolutsion rivojlanish nazariyasiga eʼtibor qaratadi va tarixning metodologik va nazariy tamoyillarida yangi izlanishlar izlaydi. O‘zbekistonning Yevropa ta’lim tizimi Boloniya jarayoniga qo‘shilishi bilan bu ta’lim tizimini rivojlantirish uchun mamlakatimizda yangi imkoniyatlarni paydo bo‘lishiga olib kelmoqda. O‘zbekistonda ta’lim rivojlanishining 109

https://doi.org/10.36078/987654711 nazariyalariga katta e’tibor qaratilmoqda va u jamiyat hayotining asosiy parametrlarini belgilovchi jarayonlarda asosiy rol o‘ynaydi. Bundan asosiy maqsad ta’lim institutlari ijtimoiy tuzilmalar sub'ektlarining shakllanishini tartibga soluvchi funktsiyalarni belgilab olishda xizmat qiladi. Bu funksiyalar quyidagi bosqichlarda aniqlanadi. Birinchidan, maktablar, institutlar bilim va ko‘nikmalarni avloddan-avlodga tarqatish uchun mas’ul bo‘lib, ularsiz jamiyat o‘zini qo‘llab-quvvatlay olmaydi va taraqqiyotga erisha olmaydi. Ikkinchidan, maktablar, institutlar asosan ilm-fan bilan shug‘ullanadi, uchinchidan, jamiyatni ma’lum darajadagi mutaxassislar bilan ta’minlaydi, ularsiz xalq xo‘jaligi va madaniyati ishlamaydi, tartib va xavfsizlikni ta’minlab bo‘lmaydi. Uchinchidan, jamiyatning siyosat, iqtisod, ilm-fan, madaniyat sohalaridagi elita institutlarda tayyorlanadi, elita sifatida kimlar va qanday qilib tayyorlanishi bevosita xalqning taqdiri bilan belgilanadi. To‘rtinchidan, jamiyatdagi ijtimoiy to’siqlardan xalos bo‘lishda katta hissa qo’shadi, ta’lim odatda jamiyatning ijtimoiy mavqeyini yaxshilash, bir ijtimoiy tabaqadan ikkinchisiga vertikal harakatlanishning zaruriy shartidir. Yigirmanchi asrning oxirida Amerika Qo‘shma Shtatlari ziyolilari “nimani o‘rganish kerakligi yoki nimani o‘rgatish kerakligi haqida turli cheksiz munozaralar olib borishadi. Ulardan ba’zilari g‘arb klassiklarini yo‘qlab gapirgan bo‘lsa, boshqalari turli madaniyatlardan olingan mavzular va obyektlarni kiritishni talab qilishdi. Xuddi shu jarayonlar hozirda O‘zbekiston ta’lim muassasalari uchun ham dolzarbdir. Shunga qaramay, muammoning mazmunida farqlar mavjud. Mustaqillikka erishgandan so‘ng O‘zbeksitonda maktab, institut va universitetlarida ijtimoiy fanlar o‘z oldiga ta’lim mazmunini sinfiy mafkuraga asoslangan sovet e’tiqodlaridan ozod qilish, umuminsoniy tamoyillar asosida mazmun yaratish vazifasini qo‘ydi. Davlatning ta’lim siyosatidan kelib chiqib, ta’lim muassasalari dunyoning yetakchi universitetlarida qabul qilingan ta’lim modeliga o‘tmoqda. XIX asr oxirida Oʻrta Osiyo hududini Rossiya imperiyasi tomonidan bosib olinishining uzoq davom etgan jarayoni tugaydi. Rossiya imperiyasining mintaqadagi “mustamlakachilik” siyosatini oʻrganishda taʼlim tarixi asosiy masala boʻlib qolmoqda. Oʻrta Osiyo tarixchilari va pedagoglari mintaqaning bosib olinishi va Rossiya imperiyasining mintaqada boʻlgan davridagi ijtimoiy-iqtisodiy oʻzgarishlarga eʼtibor qaratadilar. 110

https://doi.org/10.36078/987654711 Rossiya imperiyasining Tuirkistondagi madaniy-ma’rifiy siyosati bir yoqlama yoritilib kelindi. O‘zbekiston hududidagi ko‘pgina asarlarda Turkiston o‘lkasidagi maorif ishlari qisqa yoritilgan bo‘lib, uning pedagogik xususiyatlarining mazmun mohiyati deyarli ochib berilmagan. Bu hudud tarixini oʻrganishda taʼlim asosiy mavzulardan biridir. Turkistonda an’anaviy ta’lim tizimi ikki bosqichdan iborat edi: Birinchi bosqich - boshlang‘ich maktab, maktab yoki maktab-xona bo‘lib, u erda bolalar besh yoshdan boshlab o‘qiydilar. Maktab – an’anaviy ta’limga asoslangan boshlang‘ich maktab. Turkiston oʻlkasining musulmon aholisi orasida keng tarqalgan edi. Statistik maʼlumotlarga koʻra, 1890-yil 1-yanvarga qadar Toshkentda 242 ta maktab boʻlib, ularda 242 nafar oʻqituvchi (yaʼni har bir maktabda bittadan oʻqituvchi ishlagan). Ularda 3527 nafar o‘g‘il va 1461 nafar qiz o‘qishga qabul qilindi. Haqiqat shundaki, Toshkent tumanida maktablar soni 329 ta (329 ta o‘qituvchi) edi. Biroq, talabalar soni nisbatan kamroq 2675 o‘g‘il va 116 qiz tahsil olgan. Turkiston oʻlkasi anʼanaviy maktablarining eng katta qismi Fargʻona viloyatida joylashgan edi. Yuqoridagi sanaga ko‘ra, maktablarning umumiy soni 1814 ta maktabni tashkil etib, ularda 1799 nafar o‘qituvchi ishlaydi. U yerda 22372 nafar o‘quvchi ta’lim oldi. Ularning 18973 nafari o‘g‘il bolalar, 3399 nafari qizlardir [1, 155]. Boshlang‘ich maktablarda o‘g‘il va qizlar alohida, ya’ni turli maktablarda o‘qidilar. Boshlang‘ich sinf o‘qituvchisi Mullani domulla deb atashgan. Qizlar uchun alohida maktab boʻlib, oʻqituvchi dars bergan (uz. otun, otun-bibi). Ayollar maktablari faqat shaharlarda mavjud bo‘lib, ular juda kam edi. Ular o‘gil bolalar maktabi uchun dasturga o‘xshash dastur bo‘yicha o‘qidilar, bu haqda batafsil muhokama qilinadi. Odatda ayollar maktabini domullaning xotini tashkil qilgan. Maktablar, qoida tariqasida masjidlarda ochilgan, lekin ba’zan badavlat va o‘qimishli odamlar uyida maktab ochishni maqsad qilishdi. Ayollar maktablari toʻgʻridan-toʻgʻri otun-bibi uyida, ayollar mahallasida ochilgan. Juda kamdan- kam hollarda Madrasada boshlang‘ich maktablar ochilishi mumkin edi. Bolalarni maktabda qabul qilish yilning istalgan vaqtida bo‘lib o‘tdi. Masjid qoshida ochilgan maktabda shu masjidning imomi yoki muazzini muallim etib tayinlangan [2, 167]. Maktablarda darslar bomdod namozi bilan boshlanib, quyosh botguncha davom etdi. V.P. Nalivkinning ta'kidlashicha, darslar juma kunidan tashqari har kuni o‘tkazilgan. O‘qish bir yil davomida davom etdi, ikki bayram Ramazon va 111

https://doi.org/10.36078/987654711 Qurbondan tashqari. Maktab bolaga, eng avvalo, ustozini, ota-onasini, kattalarni hurmat qilishni o‘rgatgan. Talabalar ustozga chuqur hurmat bilan murojaat qilishdi. Domla kelguniga qadar o‘z joylarini egallashlari kerak edi. Domulla sinfga kirganida, bolalar o‘rinlaridan sakrab turishdi va u o‘tirishga ruxsat bermaguncha, ikkala qo‘llarini qorinlariga bosgan holda turishdi va hech qanday holatda o‘qituvchining ko‘zlariga qaramaydilar [3, 234]. O‘qituvchi o‘tirishga ishora qilgach, o‘quvchilar yoshiga qarab belgilangan maxsus tartibda maxsus uzun stol atrofida o‘tiradilar. Domlaga yaqinroqda allaqachon kitob o‘qiyotgan katta yoshdagi o‘quvchilar, ularning ortida esa endigina yozib, o‘qishni boshlagan kichiklari o‘tirishardi. Ularning hammasi polga o‘tirishdi, u erda maxsus yostiqli ko‘rpacha yoyilgan. Talabalar o‘qituvchini to‘xtatmaslikka harakat qilishdi va agar ular unga murojaat qilsalar, unda ismi bilan emas, balki hurmat bilan: taqsir (bu so‘z taxminan “ustoz” deb tarjima qilingan). Xulosa qilib aytganda, maktablarda ajdodlar tomonidan yaratilgan ma’naviy qadriyatlarni o‘sib kelayotgan yosh avlodlar tomonidan o‘zlashtirilishi, xalqning ma’rifiy-madaniy merosini qabul qilib olinishi jarayonida kechgan. Adabiyotlar ro‘yxati 1. РГИА. Ф.821.О.8.Д.612: Устройство духовных дел магометан Туркестанского края. Ленинград. 2. Ислам: энциклопедический словарь. Москва: Наука. – 1991. 3. Наливкин В.П. Что даст среднеазиатская мусульманская школа в образовательном и воспитательном отношении. Туркестанский литературный журнал. Санкт Петербург. – 1900. 112

https://doi.org/10.36078/987654711 Zamonaviy axborot muhitida mediata’lim masalalari Xurshida Normurodova Talaba O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Mohigul Turobiddinova Mustaqil izlanuvchi O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Ushbu tezis zamonaviy axborot davrida ta’lim masalalari bilan bog‘liq bo‘lgan medialarni ochib beradi. Shuningdek, bugungi ta’lim va axborot davrida zamonaviy medialardan va saytlardan foydalanish davr talabiga aylanayotgani haqida qisqacha to‘xtalib o‘tilgan. Oliy ta’lim muassasalarining asosiy vazifalaridan biri ta’lim uchun axborot resurslarini ko‘paytirish va undan foydalanish madaniyatini yaxshilash ham yoritilgan. Kalit so‘zlar: axborot, internet, ijtimoiy tarmoqlar, zamonaviy medialar, elektron kutubxonalar va kitoblar, axborot resurslari. Ma’lumki, hozirda oliy ta’lim muammolaridan biri bu: bir tomondan talabalarning individual xususiyatlarini e’tiborga olish zarurati, ikkinchi tomondan an’anaviy ta’lim jarayoni doirasida o‘qitishni individuallashtirishni amalga oshirish imkoniyatining mavjud emasligidir [1, 32]. Shu sababli, insoniyat o‘z rivojining yangi bosqichiga qadam qo‘ydi. Axborot jamiyati axborotlarni yaratish, qayta ishlash, saqlash, uzatish va jamlash bo‘yicha inson faoliyatini o‘z ichiga olgan yuqori darajada rivojlangan axborot muhiti bilan tavsiflanadi. Zamonaviy axborot-kommunikatsion texnologiyalarning hayotga tatbiq qilinishi foydalanuvchilar bilan bir qatorda ishlab chiqaruvchilar uchun ham tayyorgarlikni talab qiladi. Har bir o‘quvchi-yoshlar kundalik hayotlarida internetdan turli xil jabhalarda foydalana boshlashdi va turli xil ko‘nikma, natijalar ola boshlashdi. Zero, globallashyotgan dunyoda axborot xalqaro va davlataro munosabatlarda katta ahamiyat kasb etadi. Qolaversa, hozirgi jahon taraqqiyotida yangi umumsayyoraviy tartib, tamadduniy bosqich mazmun- mohiyati, davlatlar va kishilar o‘rtasidagi o‘zaro aloqalarning kengayishi va 113

https://doi.org/10.36078/987654711 murakkablashuvi, dunyo miqyosidagi axborot makoni kabi omillar bilan belgilanadi [2, 11]. Internet – biz bu so‘zni hayotimizning har bir kunida takror va takror eshitamiz, eshitish davomida masofani yaqin qiluvchi, axborotlarni saqlovchi va tezlik bilan yetkazib beruvchi sifatida ushu tarmoqdan foydalanamiz. Davr ruhini ifodalab kun sayin barcha sohalar amaliyotiga jadal kirib borayotgan axborot texnologiyalarini umumta’lim maktablarida ta’lim jarayoniga ham tatbiq etish dolzarb masalalardan biridir. Butun jahon miqyosidagi axborot tarmog‘i har qanday sohada axborotning hajmi va tezligidan qat’i nazar, uni istagan miqdorda qabul qilish uchun taqdim eta oladi. Multimedia va Internet texnologiyalarining paydo bo‘lishi axborot texnologiyalarining barkamol shaxsni rivojlantirish, uning mustaqil kasb tanlashi va kasbiy jihatdan o‘z-o‘zini shakllantirishi, kasbiy mahoratini o‘stirishda tutayotgan o‘rni va ta’siri ortib borayotganligini inkor etib bo`lmaydi. Umumiy ta’lim maktablaridagi ta’lim jarayonida axborot texnologiyalari vositasida o‘qituvchi va o‘quvchilar oldida quyidagi imkoniyatlar ochildi. Xususan bular: − axborot yig‘ishning yangi usullarini va ularni qo‘llashni bilib oladilar; − bolalarning fikrlash doirasi kengayadi, bilim olishga qiziqishlari ortadi; − mustaqil ishlashning roli ortadi, samaradorligi yaxshilanadi; − bolani aqliy jihatdan rivojlantirishga, hissiy-estetik doirasini kengaytirishga, ijobiy qobiliyatlarini o‘stirishga yordam beradi. Bugungi kunda ijtimoiy tarmoqlar hayotimizning ajralmas qismiga aylanib ulgurdi. Albatta, ularning o‘ziga yarasha ijobiy va salbiy jihatlari bor. Qolaversa, hozirgi paytda internet, uyali telefonlar orqali shaxsni badnom qiluvchi behayo tasvirlarning tarqalib ommalashib borayotgani dunyo jamoatchiligini tashvishga solmoqda. Shuningdek, internet va ijtimoiy tarmoqlarni to‘la qoralab yoki oqlab bo‘lmasligi, kishilar undan qanday maqsadda foydalanayotganiga qarab, ijobiy va salbiy baho berilishi, bugungi kunda Facebook, Telegram, YouTube kabi boshqa ijtimoiy tarmoqlarda ancha-muncha foydali ma’lumotlar ham borligi to‘g‘risida ma’lumotlar berildi. Ushbu davr talablaridan kelib chiqib, avvalombor, o‘quvchilarda internetga bo‘lgan munosabatni shakllantirish va ularga ta’lim- tarbiya berishda zamonaviy, ilg‘or pedagogik medialarning o‘rni va ahamiyati beqiyos ekanini anglab yetishiga yordam bermoqda. Darhaqiqat, ta’limda zamonaviy, ilg‘or pedagogik medialar, ta’lim jarayonining unumdorligi oshiradi, o‘quvchilarning mustaqil fikrlash qobilyatini oshiradi. 114

https://doi.org/10.36078/987654711 Elektron kutubxona-internetning ajoyib imkoniyatlaridan biridir, asosan, kutubxonaning bir shaklidir. Har birimizning hayotimizda axborot olamining ahamiyati tobora kuchayib borayotgani kundek ravshandir. “Infosfera” (axborot olami) olis manzillarni yaqinlashtirib, oraliqdagi masofani qisqartirmoqda. Elektron kutubxonada javonlar vazifasini jildlar, kitoblar vazifasini esa Internet sahifalari bajaradi. Bu kutubxona ma’lumotlari elektron ko‘rinishda uzluksiz 24 soat davomida yetkazib beradi. Bugungi texnologiyalar asrida har bir o‘quvchi- yoshlar o‘zlariga kerakli bo‘lgan ma’lumotlarni, axborotlarni har qanday vaziyatda bo‘lsalar ham internet sahifalari orqali bemalol topa olishadi. Bunda e- kutubxonaning ahamiyati katta. Elektron kutubxonalarning asosiy vazifalari: − kitobxonlarga taqdim etish qiyin bo‘lgan yoki cheklangan axborot- kutubxona resurslaridan foydalanishni ta’minlash; − faqat elektron shaklda mavjud bo‘lgan axborot-kutubxona resurslaridan foydalanishni ta’minlash; − katta hajmli axborot bilan ishlashda foydalanuvchilarga qulay shart- sharoitlar yaratish; − xizmat ko‘rsatishning sifati va tezkorligini oshirish, foydalanuvchilarga elektron kutubxonaning axborot-kutubxona resurslarini taqdim etish hisobiga axborot-kutubxona muassasalari xizmatlari ro‘yxatini kengaytirish; − kutubxona texnologiyalarini modernizatsiya qilish. Xulosa qilib aytadigon bo‘lsak, bugungi kunda internet faqatgina ma’lumot olish yoki ma’lum bir suratlarni qidirib topish emas, balki, turli soha kadrlariga ta’lim-tarbiya berishdagi asosiy omil sifatida foydalanib kelinmoqda. Shuningdek, ommada internetdan foydalanish etiketi targ‘ib qilinmoqda. Adabiyotlar ro‘yxati 1. Ахмедов Б.А. Задачи обеспечения надежности кластерных систем в непрерывной образовательной среде. Eurasian Education Science and Innovation Journal. – №1(22). – 2021. 2. Mo‘minov F., Baratov Sh. va boshq. Ochiq axborot tizimlarida axborot- psixologik xavfsizlik. Toshkent: “Fan va texnologiya” nashriyoti. – 2013. 3. Akhmedov B.A., Xalmetova M.X., Rahmonova G.S., Khasanova S.Kh. Cluster method for the development of creative thinking of students of higher educational institutions. Экономика и социум. – №12(79). – 2020. 115

https://doi.org/10.36078/987654711 4. Akhmedov B.A., Makhkamova M.U., Aydarov E.B., Rizayev O.B. Trends in the use of the pedagogical cluster to improve the quality of information technology lessons. Экономика и социум. – №12(79). – 2020. 5. Duesonov N.E. Internet tarixi va hozirgi kundagi o‘rni. – 2019. 6. https://religions.uz/. 7. https://www.google.com/. Ochiq quduqlardan foydalanish samaradorligini oshirish Yusufjon Ochilov Magistrant Toshkent davlat texnika universiteti E-mail: [email protected] Annotatsiya. Hozirgi kunda ko‘plab shaxtali (ochiq) quduqlarini ta’mirlash ehtiyoji mavjud bo‘lib, ta’mirlash ishlarini samarali hamda tezkor amalga oshirish muhim ahamiyatli hisoblanadi. Ushbu tezisda shaxtali quduqlar qisqa muddatli suv olish tartibida ishlashi, shaxtali quduqlarni ayniqsa yaylov chorvachiligi hududlarida qurilishi samaradorligi. Shaxtali quduq devorlari yog‘och, g‘isht, temir beton va yig‘ma temir-beton xalqalari yordamida mustahkamlanishi mumkinligi xususida so‘z yuritilgan. Neft va gaz quduqlarini ta’mirlash ehtiyoji esa o‘z samarasini bermoqda. Kalit so‘zlar: shaxtali quduq, devorlari yog‘och, g‘isht, temir beton, yigʼma temir-beton xalqalari. Shaxtali quduqlar uncha chuqur bo‘lmagan (20-30 m gacha) suvlarni olish uchun ishlatiladi. Ular asosan bosimsiz, suv berish maxsuldorligi kam bo‘lgan qatlamlarda quriladi. Suv quduqning tubi va qisman uning devorlari orqali qabul qilinadi. Shaxtali quduqlar qisqa muddatli suv olish tartibida ishlaydi. Shaxtali quduqlarni ayniqsa yaylov chorvachiligi hududlarida qurilishi samaralidir. Quduq devorlari yog‘och, g‘isht, temir beton va yig‘ma temir-beton xalqalari (quduq diametri kichik bo‘lganda) yordamida mustahkamlanishi mumkin. 116

https://doi.org/10.36078/987654711 1-rasm. Shaxtali quduq 1 – suvli qatlam; 2 – suv olish qismi; 3 – stvol; 4 – loyli qulf; 5 – otmoska; 6 – ventelyatsiya; 7 – teskari filtr. Shaxtali quduqning diametri odatda 1m dan kam bo‘lmaydi. Shaxtali quduqning diametri, soni suv sarfi va suv sathining ehtimoliy pasayishi ishlab chiqarish sharoitiga ko‘ra oldindan hisoblab topiladi. Suv o‘tkazmaydigan qatlam katta chuqurlikda yotgan va suvli qatlamning qalinligi katta bo‘lganida shaxtali quduqning debiti (suv sarfi) quyidagi formula yordamida topiladi: K – suvli qatlamning filtratsiya koeffitsienti; r – quduq radiusi; S – suv sathining pasayishi. Ekspluatatsion debiti – bir ish siklidagi o’rtacha debit qn – nasos stantsiyasining suv sarfi; chorva yaylovlarida (agar tn – nasos stantsiyani ishlash vaqti; tv - suv sarfining qayta tiklanish vaqti. Shaxtali quduqlar O‘zbekistonda asosan gidrogeologik sharoit taqoza etsa) qo‘llaniladi. 117

https://doi.org/10.36078/987654711 Neft va gaz quduqlаri to‘g‘risida so‘z yuritadigan bo‘lsak, neft va gaz quduqlarni ishlаtish jаrаyonidа ma’lum vaqt o‘tishi bilan quduq mаhsulоtining kеskin kаmаyishi, bа’zаn esа suyuqlik yoki gаzning kеlishi to‘хtаgаnligi sаbаbli ulаrning ishi yakunlanadi. Quduqlаrning nоrmаl ishini qаytаdаn tiklаsh uchun butun yеr оsti uskunаlаrini ko‘tаrish, uning bа’zi qismlаrini аlmаshtirish yoki tа’mirlаsh, quduq tubidаgi qum tiqinini tоzаlаsh vа shu kаbi bir qаtоr tаdbirlаrni bаjаrib, yеr оsti uskunаlаrini qаytаdаn tushirilаdi. Quduq ishining tехnоlоgik rеjimini o‘zgаrtirish hаm nаsоs-kоmprеssоr quvurlаrini аlmаshtirish yoki ulаrning tushirilish chuqurligini o‘zgаrtirish chuqurlik nаsоsini аlmаshtirish vа shu kаbi ishlаrni bаjаrish bilаn bоg‘liq bo‘ladi. Quduqlаrning tа’miri yеr оsti vа kаpitаl tа’mirgа bo‘linаdi. Neft va gaz quduqlarini kаpitаl tа’mirgа quyidаgi аnchа murаkkаb ishlаr kiritilаdi: • mustаhkаmlоvchi quvurdаgi аvаriyalаrni bаrtаrаflаsh; • qаtlаm suvlаrini izоlyasiya qilish; • bоshqа mаhsuldоr qаtlаmgа o‘tish; • qаtlаmni gidrаvlik yorish vа hоkаzоlаr. Bir muncha qiyin bo‘lgan ishlar, avariyani bartaraf etish, suvni oqishini to‘xtatish, qiyshaygan tizmalarni to‘g‘rilash, mustahkam tiqinni burg‘ilash, qatlamni gidravlik yorish va boshqa bir qancha ishlar quduqni tubdan ta’mirlash ishlariga kiradi. Bunday ishlarni neft va gaz konlari boshqarmasiga qarashli tubdan ta’mirlash idorasi tomonidan amalga oshiriladi. Tа’mirlаsh vаqtidа quduqlаrning to‘хtаtilishi ulаrning ishlаtilish kоeffisiеnti оrqаli hisоbgа оlinаdi. Quduqning ishlаtilish kоeffisiеnti uning muаyyan vаqt (оy, kvаrtаl, yil) dаvоmidа ishlаgаn kunlаrning tаqvim kunlаrigа nisbаti оrqаli hisоblаnаdi. Nеft vа gаz quduqlаridа bu kоeffisiеnt 0.94 - 0.98 gа tеng, ya’ni quduq ishlаshining 2 - 6 % tа’mir ishlаri bilаn bоg‘liq. Quduqlarni ta’mirlash asosan po‘lat quvurlar kolonnasini quduq tubidan ustigacha alohida quvur yoki “svecha” ko‘rinishida yechib ko‘tarish, hamda ta’mir yakunida yana ularni biriktirib quduq tubigacha tushirish bilan amalga oshiriladi. Bu esa o‘z navbatida ta’mirlashga ketadigan vaqtni uzaytirib, quduqlarni ishlash vaqtiga salbiy ta’sir etadi. Shuningdek hozirda bir muncha quduqlar gorizontal profillarda qazilayotgan bo‘lib, bunday quduqlarda ta’mirlash ishlarini “egiluvchan quvurlarda” olib borish zaruriyati paydo bo‘lmoqda. 118

https://doi.org/10.36078/987654711 Adabiyotlar ro‘yxati 1. Hornbrook P.K., Mason C.M. Improved coiled tubing squeeze cementing techniques at Prudhoe Bay SPE 19453, presented at the SPE Annual Technical Conference and Exhibition. San Antonio. – 1989. 2. Ochilov A.A. Neft va gaz quduqlarini ta’mirlash mashina va jihozlari (o‘quv uslubiy majmua). Buxoro. – 2020. 3. Очилов A.А., Кудратов М.А. Процесс разрушения устойчивых эмульсий местных нефтей с деэмульгатором. – 2014. 4. Тажимова Г.Р., Очилов А.А. Исследование метода защелечивания обессоленной нефти. Научный аспект. - №7(4), 871-873. – 2018. 5. https://cyberleninka.ru/article/n/issledovanie-rezhimov-ekspluatatsii- gazovyh-skvazhin-v-oslozhnennyh-usloviyah/viewer. Koreys tilini chet tili sifatida oʻqitishda interferensiya va transpozitsiyalar Dilrabo Pulatova 1-bosqich tayanch doktorant Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Tezisda koreys tilini chet tili sifatida oʻqitishning eng keskin muammolaridan biri - interferensiya haqida soʻz boradi. Tadqiqot koreys tilini chet tili sifatida oʻqitish jarayonini tashkil etishda tillararo transfer va aralashuvni hisobga olish xususiyatlarini ochib beradi. Koreys tilini chet tili sifatida oʻqitish jarayonida oʻquvchilarning ona tili yoki vositachi tilidan foydalanish uslubiy jihatdan asosli va maqsadga muvofiq deb hisoblanishi, shuningdek, oʻquv jarayonining samaradorligini oshirishga imkon beradigan dalillar keltirilgan. Kalit soʻzlar: interferensiya, transfer, tillararo aralashuv, konstruksiya. Hozirgi davrning dolzarb masalalaridan biri xorijiy tillarni oʻqitish orqali yosh avlodni Ona-Vatanga muhabbat va sadoqat, milliy gʻurur, yuksak axloq va ma’naviyat, qadimiy va boy merosimizga iftixor tuygʻusi, milliy va umuminsoniy qadriyatlar ruhida tarbiyalashdir. Jahon ta’lim tizimidagi tub islohotlar talabalarning chet tillarni mukammal oʻrganishlari, barcha sohalarda chet tilini 119

https://doi.org/10.36078/987654711 bilgan holda oʻzlarini namoyon eta olishlari uchun zarur shart-sharoit yaratib berish, ularning xorijiy tilda ogʻzaki va yozma nutqlarini rivojlantirish muammolarini ilgari surmoqda. Ta’lim oluvchilarning chet tilida fikr yuritish, erkin nutqni amalga oshira olish qobiliyatlarini rivojlantirish, intellektual faoliyatini shakllantirish, ularning tayyorgarligini baholash masalalari bilan YUNESKO, YUNISEF, Yevropa Universitetlari Assotsiyatsiyasi, Oliy Ta’lim Sifatini Ta’minlash Yevropa Tarmogʻi, KOICA kabi tashkilotlar shugʻullanmoqda. Bu masalaning umumiy tendensiyalarda rivojlanishi zamonaviylik va yosh avlodda chet tiliga oid malakalarning shakllanishida katta ahamiyat kasb etib, zamonaviy tarbiya muammolari bilan bogʻliq holda talabalarning ijodiy qobiliyatlarini oshirishga xizmat qilmoqda. Respublikamiz ta’lim tizimini isloh qilishda xorijiy tajribalarga asoslangan xalqaro standartlarga mos keluvchi oʻquv dasturlari bilan muvofiqlashtirish oliy pedagogik ta’lim tizimini takomillashtirishga asos boʻldi. Oʻzbekiston sharoitida milliy mintalitetimiz, urf-odatlarimizni inobatga olgan holda xorijiy tajribalar asosida ta’lim sifatini tubdan isloh qilish davr talabidir. Bu borada 2017-2021 yillarda Oʻzbekiston Respublikasini rivojlantirishning beshta ustuvor yoʻnalishi boʻyicha Harakatlar strategiyasida mamlakatimizda “…ta’lim va oʻqitish sifatini baholashning xalqaro standartlarini joriy qilish asosida oliy ta’lim muassasalari faoliyatining sifati hamda samaradorligini oshirish, ilmiy tadqiqot va innovatsion faoliyatni ragʻbatlantirish, ilmiy va innovatsion yutuqlarni amaliyotga joriy qilishning samarali mexanizmlarini yaratish…”, kadrlar tayyorlashning sifat darajasini oshirish, xalqaro standartlar asosida malakali mutaxassislar tayyorlash uchun zarur shart- sharoitlarni yaratish, har bir oliy ta’lim muassasasi jahonning yetakchi ilmiy-ta’lim muassasalari bilan yaqin hamkorlik aloqalari oʻrnatishi va talabalarning kreativlik qobiliyatlarini rivojlantirish, yoshlar auditoriyasi bilan ish olib borishda interfaol usullardan samarali foydalanish, ularga chet tilidan sifatli ta’lim bera olish, oliy ta’lim darajasini namunali bosqichga olib chiqish va tubdan takomillashtirish asosiy vazifalar sifatida belgilandi [3]. Chet tillarni oʻqitish metodikasida chet tilini oʻzlashtirish jarayoniga sezilarli ta’sir koʻrsatadigan ijobiy transfer va tillararo interferensiya kabi hodisalarga katta e'tibor beriladi. Ona tilidan foydalanish koʻnikmalarini egallash kontekstida “koʻchirish” odatda oʻquvchining ona tilining oʻrganilayotgan tilga ta’sirini tavsiflaydi. Ona tilining ta’siri oʻrganilayotgan tilni 120

https://doi.org/10.36078/987654711 egallash yoki undan foydalanish jarayonida xatolarga olib kelsa, ona tili ta’sirida ikkinchi til me’yori va tizimidan chetga chiqishda ifodalansa, salbiy oʻtkazish yoki aralashish yuzaga keladi. Agar ona tilining ta’siri oʻrganilayotgan tilda me'yorning buzilishiga olib kelmasa, balki unda mavjud boʻlgan qoliplarni ragʻbatlantirsa, ya’ni, bu oʻquvchilarga oʻxshash tillarni hal qilish uchun oldingi tajribalarida ishlatilgan narsadan oʻzlarining til faoliyatida foydalanishlariga imkon beradi, biz ijobiy transfer yoki transpozitsiya haqida gapiramiz. Shunday qilib, interferensiya yangi tilni oʻzlashtirishga salbiy ta’sir koʻrsatadigan hodisadir, ijobiy transfer esa tilni oʻrganish jarayonini ancha osonlashtiradi. Hozirgi vaqtda amaliy tilshunoslikda ijobiy emas, asosan salbiy transferga e’tibor qaratilmoqda, chunki an'anaga koʻra, bu chet tillarini oʻrgatish va oʻrganishda muammolarni keltirib chiqaradigan salbiy tillararo aralashishdir. Biroq, soʻnggi tadqiqotlar shuni koʻrsatadiki, bu yondashuv tubdan notoʻgʻri. Tilni oʻrgatishda ijobiy oʻtkazishga rioya qilish va sun’iy nomuvofiqliklarni yuzaga keltirmaslik kerak, chunki bu esa oʻrganilayotgan tilning begonalashishiga va oʻquvchilarning uning mantigʻini tushunishini yoʻqotishiga olib kelishi mumkin. Shu bilan birga, oʻrganilayotgan chet tili sohasiga bilim, koʻnikma va malakalarning ijobiy oʻtkazilishi uni oʻrganish jarayonini tezlashtirishga, shuningdek, til hodisasi modelini tez va adekvat qurishga xizmat qiladi. Koreys tilini chet tili sifatida oʻqitish metodikasini uzoq muddatli oʻrganish shuni koʻrsatadiki, oʻrganishning dastlabki bosqichida koreys tilining fonetik tizimini, ayniqsa, undosh tovushlar tizimini, koreys intonatsion tuzilmalarini oʻzlashtirishda oʻquvchilarning ona tili. bilimlarni oʻzlashtirishga koʻproq ta’sir koʻrsatadi, allaqachon rivojlangan darajada, grammatik va sintaktik tuzilmani oʻrganishda koreys tili talabaning birinchi chet tilining aralashish ta’siriga duchor boʻladi. Tillararo aralashuv mutlaqo barcha til darajalarida oʻzini namoyon qiladi. Lekin fikr harakatini, nutqni idrok etish, istak, iroda va ma’lumot qidirishni ifodalovchi sintaktik konstruksiyalar eng koʻp ta’sir qiladi; sabab, vaqt va maqsad munosabatlarini ifodalovchi konstruksiyalar, ya’ni. katta semantik yukni koʻtaruvchi konstruksiyalar [2, 33]. Tillararo aralashuvning salbiy ta’sirini bartaraf etish uchun ona tili va koreys tillarini tahlil qilish qoʻllaniladi. Qiyosiy tahlil eng katta qiyinchiliklarni keltirib chiqaradigan leksik hodisalarni aniqlashga yordam beradi, tabaqalashtirilgan yondashuv oʻquv materialining ortiqcha yuklanishini bartaraf etishga yordam beradi [2]. Tillararo aralashuvni hisobga olgan holda matn va 121

https://doi.org/10.36078/987654711 mashqlarni tanlash, rahbarlik qilinadigan mustaqil ishlarni tayyorlash samarali ta’limni tashkil etishning muhim elementlaridan biridir. Chet tilini oʻrganishda tillararo aralashuv ehtimolini hisobga olgan holda, biz ba'zi xatolarning oldini olishimiz, ularning sonini kamaytirishimiz va shu orqali oʻquv jarayonini osonlashtirishimiz va sezilarli darajada tezlashtirishimiz mumkin, bu esa dars vaqtining doimiy tanqisligi sharoitida muhim ahamiyatga ega. Ayniqsa, qiyin qoidalar va vaziyatlarda tillararo taqqoslash, oʻz-oʻzini nazorat qilish mexanizmlaridan foydalanish va semantizatsiyaga asoslangan tillararo qarama- qarshi mashqlar samarali boʻladi. Bu yoʻl har doim ham eng qisqa emas, lekin u talabalarning bilim kuchlarini safarbar qiladi va faol nutq bilan bogʻliq. aqliy faoliyatni rivojlantiradi. Salbiy ta’sirlarni oldini oladigan va zararsizlantiradigan mashqlar turlarini tuzishda har doim tillararo aralashuvning mumkin boʻlgan sohalarini hisobga olish kerak. Shularni hisobga olgan holda, interferensiya xatolarining manbalarini aniqlash uchun tinglovchilarning notoʻgʻri nutq harakatlarini doimiy ravishda oʻrganish va tahlil qilish juda muhimdir. Agar uning kelib chiqish manbasi aniqlanmagan boʻlsa, oʻqituvchi hech qanday xatoni e'tiborsiz qoldirmasligi kerak. Faqatgina xato sababini bilib, uni “chuqur” va barqaror boʻlib qolmasligi uchun uni toʻgʻri zararsizlantirish mumkin. Adabiyotlar ro‘yxati 1. Kim N. Koreys maqollarini til yozuvi boʻyicha oʻrganish: Hoon Proverb Shim, Myung Yeo-Won Korean Language Guk va Sanon. – 2008. 2. Kim S.Ch., Kim S.S. Koreys maqollarini qayta tiklash boʻyicha tadqiqot. – 2006. 3. https://lex.uz/acts/-3107036. Yoshlarni insonparvarlik ruhida tarbiyalash zaruriyati Alisher Ro‘ziyev Mustaqil izlanuvchi Qarshi davlat universiteti E-mail: [email protected] Annotatsiya. Dunyoda vayronkor, xarakteriga ko‘ra antigumanistik, yaʼni insonparvarlikni rad etuvchi g‘oyalarning mavjudligi, ularning mamlakatimiz 122

https://doi.org/10.36078/987654711 yoshlari maʼnaviy qiyofasiga ko‘rsatayotgan salbiy taʼsirini oldini olish yo‘llaridan biri yoshlarni insonparvarlik ruhida tarbiyalashdir. Globallashuv jarayoni inson maʼnaviy qiyofasiga ikki tomonlama taʼsir ko‘rsatmoqda: ijobiy va salbiy. Ushbu tezisda insonparvarlik g‘oyalari asosida tarbiyalangan shaxs maʼnaviy qiyofasida huquqiy komillik ham muhim o‘rin egallashi xususida so‘z yuritilgan. Kalit soʻzlar: gumanizm, insonparvarlik, globallashuv, egotsentrizim. Globallashuv sharoitida jahonda mazmuniga ko‘ra vayronkor, xarakteriga ko‘ra antigumanistik, yaʼni insonparvarlikni rad etuvchi g‘oyalarning mavjudligi, ularning mamlakatimiz yoshlari maʼnaviy qiyofasiga ko‘rsatayotgan salbiy taʼsirini oldini olish yo‘llaridan biri yoshlarni insonparvarlik ruhida tarbiyalashdir. Gumanizm g‘oyalari asosida tarbiyalangan inson, gumanistik tipdagi inson shaxsi boshqa tipdagi shaxslardan asosiy farqi shundaki, uning barcha xususiyatlari umuminsoniy eʼtiqod, insonni ulug‘lash kayfiyati bilan xarakterlanadi. Uning o‘ziga xos xususiyatlarini eng oliyjanob insonparvarlik g‘oyalariga sodiqlik, ijtimoiy adolat prinsiplariga sodiqlik, ijtimoiy-siyosiy faollik tashkil etadi. Bir so‘z bilan aytganda, gumanistik tipdagi shaxsning mohiyati gumanizm, yaʼni insonparvarlik g‘oyalari, milliy va umuminsoniy qadriyatlar mushtarakligi bilan xarakterlanadi. Insonparvarlik g‘oyalari azal-azaldan mutafakkirlarning diqqat markazida bo‘lgan. Zardushtiylik dinidayoq inson dunyoda adolatni qaror toptiruvchi qudrat ekanligi taʼkidlab o‘tilgan. Keyinchalik faylasuflar (masalan, Tertullian, Laktantsiy) ushbu terminni insonning oliy qadriyat ekanligini ifodalashda ishlatdilar, uni ulug‘lash, ehtiyoj va manfaatlarini qondirish hamisha birlamchi vazifa bo‘lmog‘i zarurligini uqtirdilar. O‘n to’qqizinchi asrdan boshlab faylasuflar va tarixchilar asarlarida bu tushuncha tez-tez uchrab turadigan bo‘ldi. Bu davrga kelib, mazkur termin yordamida insonning axloqiy-ijtimoiy fazilatlari ifodalana boshlandi. Bizning davrimizda ham “gumanizm” tushunchasi ijtimoiy falsafaning eng dolzarb kategoriyalaridan biriligicha qolmoqda. Gumanizm insonni yaxlit va garmonik mavjudot sifatida talqin qiladi. Insonning ruhiy olamida his-tuyg‘u va iroda muhim ahamiyatga ega, aqlning vazifasi esa hayotiy muammolarni hal etib borishdan iborat bo‘lmog‘i darkor, deb uqtiradi. Inson tabiatini bunday tushunish uning olamga faol munosabatda bo’lishi uchun zamin yaratadi. “Gumanizm” tushunchasi ijtimoiy taraqqiyot maqsad va vositalarining insoniyligi darajasini ham ifodalaydi. Kishilarning 123

https://doi.org/10.36078/987654711 ushbu farovonlikka erishish yo‘lidagi ijtimoiy-iqtisodiy, siyosiy va maʼnaviy munosabatlarining xarakteri gumanizm prinsiplariga bog‘liq. Ularning eng asosiylarini demokratiya, ijtimoiy adolat, erkinlik, barchaning qonun oldida tengligi va hokazolar tashkil etadi. Аnʼanaviy jamiyatda axloqiy qadriyatlar poydevori mustahkam bo‘ladi, chunki bunday jamiyatda axloq meʼyorlarga rioya qilmaslik qattiq qoralanadi. Gumanistik tipdagi shaxs kamolotida axloqiy yetuklikning muhim ahamiyat kasb etishining sababi shundaki, axloq – inson faoliyatini muvofiqlashtiruvchi vosita, olamni maʼnaviy-amaliy anglash vositasidir. Аxloqan yetuk shaxsgina o‘z ehtiyoj va manfaatlarini jamiyat ehtiyoji va manfaatlari bilan moslashtira oladi. Biroq, axloqan yetuk bo‘lish jamiyatdagi mavjud axloqiy normalarni ko‘r-ko‘rona qabul qilish, ularga moslashish, jamiyatni yoki jamoani doimo haq deb hisoblashni anglatmaydi. Bizga maʼlumki, jamiyatda noto‘g‘ri, soxta axloqiy normalar (masalan, yashab o‘tgan kishining ortidan yomon gapirmaslik) hukmron bo‘lishi, jamiyat yoki jamoa o‘z intellektual taraqqiyotida, axloqni tushunishida ayrim shaxslardan ortda qolishi va natijada uni axloqsiz deb eʼlon qilishi ham mumkin. Insonparvarlik g‘oyalari asosida tarbiyalangan shaxs turli axloqiy normalarni insonparvarlik prizmasidan o‘tkazib tahlil qilib, uning to‘g‘riligiga ishonganidan keyingina o‘z eʼtiqodiga aylantiradi. Insonparvarlik g‘oyalari asosida tarbiyalangan shaxs maʼnaviy qiyofasida huquqiy komillik ham muhim o‘rin egallaydi. O‘z huquqiy maqomini chuqur anglab yetgan, jamiyatda mavjud huquqiy bilimlarni o‘zlashtirgan, inson haq- huquqlariga axloq nuqtayi nazaridan baho bera oladigan, yuksak huquqiy madaniyatga ega bo‘lgan shaxsni huquqiy komil shaxs deymiz. Globallashuv jarayoni hozirgi zamon sivilizatsiyasining asosiy tendensiyalaridan biridir. Globallashuv, yaʼni iqtisodiyot, moliya, texnologiya, siyosiy va huquqiy soha, axborot muhiti, shuningdek, madaniyat va inson hayotining boshqa sohalarida ko‘p yoki kamroq yagona global tizimlarni shakllantirish jarayonlarining yig‘indisi; zamonaviy dunyo taraqqiyotidagi eng sezilarli, hukmron tendensiyalaridan biriga aylandi. Bugungi kunda globallashuv jarayoni jamiyat hayotining deyarli barcha sohalarini – ijtimoiy, iqtisodiy, siyosiy, maʼnaviyatni qamrab oldi. “Globallashuv” tushunchasi nafaqat o‘rnatilgan jamiyat va davlatlar o‘rtasidagi o‘zaro bog‘liqlik va o‘zaro taʼsirlarning keskin miqdoriy o‘sishini, balki jahon miqyosida yangi tuzilmalar, mexanizmlar va institutlarning 124

https://doi.org/10.36078/987654711 shakllanishi, ularning milliy taraqqiyotga taʼsirining kuchayishi tendentsiyasini ham ifodalaydi. Globallashuv jarayonining mohiyatini jahon mamlakatlari orasidagi iqtisodiy, siyosiy, huquqiy, madaniy, ilmiy, ekologik sohalardagi aloqadorlik va hamjihatlikdan iborat. Bugungi kunda insoniyat birlashishi, jamiyatning har bir sohasida aloqadorlikni yo‘lga qo‘yish zaruriyati paydo bo‘ldi. Demak, globallashuv jamiyat ijtimoiy-iqtisodiy, siyosiy va maʼnaviy hayotining barcha asosiy jabhalarini qamrab oluvchi nihoyatda murakkab va ko‘p qirrali jarayondir. Globallashuv jarayoni yuqoridagi fikrlarimizda taʼkidlaganimizdek, jamiyatning maʼnaviy sohasiga ham taʼsirini o‘tkazmoqda. Globallashuv jarayoni inson maʼnaviy qiyofasiga ham o‘z taʼsirini o‘tkazishi tabiiy holdir. Globallashuv jarayoni inson maʼnaviy qiyofasiga ikki tomonlama taʼsir ko‘rsatmoqda. Birinchi inson maʼnaviy qiyofasiga ijobiy taʼsir ko‘rsatmoqda. Bu jarayonning inson maʼnaviy qiyofasiga ko‘rsatayotgan ijobiy taʼsiri fan, ilmiy bilimlar integratsiyasida namoyon bo‘lmoqda. Аxborot olish, axborot saqlash, axborot texnologiyalaridan foydalanish imkoniyatlari nihoyatda rivojlangan. Inson turmush tarzi uchun zaruriy bo‘lgan texnika vositalariga ega bo‘lish imkoniyatlari kengaygan. Mamlakatimiz aholisini internet tarmoqlaridan foydalanish imkoniyati kundan-kunga oshib bormoqda. Jamiyatimizning barcha sohalariga raqamli texnologiyalar joriy etilmoqda. Buning natijasida jahon mamlakatlari orasida O‘zbekistonning xalqaro nufuzi mustahkamlanib bormoqda. Xulosa qilib aytganda, mamlakatimiz yoshlarini insonparvarlik g‘oyalari asosida tarbiyalash, yoshlar ma’naviy qiyofasida insonparvarlikni ustuvorligini ta’minlashga zamin yaratadi. Globallashuv jarayoning mamlakatimiz yoshlari maʼnaviy qiyofasiga ijobiy taʼsiri bilan bir qatorda salbiy taʼsiri ham mavjud. Globallashuv jarayoning o‘ziga xos xususiyatlaridan Gʼarb va Sharq madaniyatining uyg‘unlashuvi sababli, Sharq xalqlari madaniyatiga yot bo‘lgan turmush tarzining elementlari ham yoshlar maʼnaviy qiyofasiga salbiy taʼsir ko‘rsatmoqda. Bunday salbiy illatlar individualizm, egotsentrizim, axloqsizlik, oilaviy qadriyatlarning transformatsiyasi shaklida namoyon bo‘lmoqda. Adabiyotlar ro‘yxati 1. Qur’oni Karim (Abdulaziz Mansur tarjimasi). Toshkent. – 2001. 125

https://doi.org/10.36078/987654711 2. Abu Abdulloh Muhammad ibn Ismoil al-Buxoriy. Hadis (4 jildlik). Toshkent. – 1997. 3. Abu Iso at-Termiziy. Sunnani Termiziy. Toshkent. – 1999. 4. Abdulla Sher. Axloqshunoslik. Darslik. Toshkent. – 2010. 5. Abdulla Sher. Estetika. Toshkent: “O‘zbekiston” nashriyot uyi. – 2016. Teaching comprehension of idioms in EFL classroom: problems and solution Quvonchbek Ro‘ziboyev Master Student Uzbekistan State World Language University E-mail: [email protected] Annotation. Differentiating idioms in metaphors and metonymies, as well as in terms of their interrelationship with figurative words, causes different levels of difficulties for students. The thesis analyzes the idiom and the methods of teaching it to EFL classes. If a phrase expresses a figurative meaning, an idiom expresses a part or a whole part of it. However, it is partially different from the phrase. Also, an idiom is not considered a metaphor or metonymy, and its analysis needs an easy and clear explanation in modern form. Key words: idiom, frozen pattern, quantitative analysis, metaphor, figurative meaning. An idiom is a common word or phrase with a figurative, non-literal meaning that is understood culturally and differs from what its composite words' denotations would suggest; i.e. the words together have a meaning that is different from the dictionary definitions of the individual words (although some idioms do retain their literal meanings – see the example “kick the bucket” below)[1][2]. By another definition, an idiom is a speech form or an expression of a given language that is peculiar to itself grammatically or cannot be understood from the individual meanings of its elements [3]. For example, an English speaker would understand the phrase “kick the bucket” to mean “to die” – and also to actually kick a bucket. Furthermore, they would understand when each meaning is being used in context. To evoke the desired effect in the listener, idioms require a precise replication of the phrase: not even articles can be used interchangeably (e.g. “kick a bucket” only retains the literal meaning of the phrase but not the idiomatic meaning).Idioms should not be confused with other 126

https://doi.org/10.36078/987654711 figures of speech such as metaphors, which evoke an image by use of implicit comparisons (e.g., “the man of steel”); similes, which evoke an image by use of explicit comparisons (e.g., “faster than a speeding bullet”); or hyperbole, which exaggerates an image beyond truthfulness (e.g., “more powerful than a locomotive”). Idioms are also not to be confused with proverbs, which are simple sayings that express a truth based on common sense or practical experience. Thawabteh illustrated that idioms are one of the universal aspects of all languages; they are considered to be an intrinsic part of human communication. Further, they baffle beginner learners to a great extent. They may cause not only linguistic but also cultural and technical problems for non-native speakers; hence, these problems might affect communication negatively. Dixon stated that idioms are essential to successful communication, whether in listening, speaking, reading, or writing. According to Cowie, Mackin & McCaig, the accurate and appropriate use of idioms is a distinctive mark of native-level command of the language, and it is a reliable measure of the proficiency of foreign learners. It is a fact that ignoring idioms would cause a learner various problems. The authors added that foreign language learners must learn not only the grammatical structures and vocabulary of the target language but also the idioms to integrate into the culture of the target language. Defining idioms is not easy. In the body of literature, several criteria have been suggested to define idioms. Larso defined an idiom as “a string of words whose meaning is different from the meaning conveyed by the individual words” [3, 20]. Alexander defined idioms as “multi- word units which have to be learned as a whole, along with associated sociolinguistic, cultural and pragmatics rules of use” [4, 178]. Richards and Schmidt defined an idiom as “an expression which functions as a single unit and whose meaning cannot be worked out from separate parts” [5, 246]. Baker defined idioms as “frozen patterns of language which allow little or no variation in form, and in the case of idioms, often carry meaning which cannot be deduced from their individual components” [6, 63]. As Marlies defined it, “an idiom is an expression whose overall figurative meaning cannot be derived from the meaning of its parts” [7, 283]. The methodology used is based on a quantitative analysis conducted with a questionnaire handed out and filled in from teachers of primary and secondary schools of Korça city and villages around. The questionnaire was selected as the most appropriate methodological tool so as to conduct the survey. According to Papanastasiou and Papanastasiou, a 127

https://doi.org/10.36078/987654711 questionnaire is an important means which can collect data from a lot of people while the quantitative and the statistical analysis can be revealed. Data results are interpreted through graphs and charts under statistical descriptive method.In addition to their internal linguistic features, ESL students also have some difficulty in understanding meaning in context. Because firstly, concrete words and portable idiomatic words are similar. For example: “The watermelon fell from the armpit” (Uzbek folk saying) - in the sequence of words: 1. We understand that he really dropped the watermelon. In this situation, the body existing in space will fall out of the hands of a living organism through the force of gravity and disintegrate. Such a situation is treated as a minor accident that occurred by chance. 2. Watermelon is used as an idiomatic expression. This word does not have the same meaning as above, but on the contrary, it expresses a completely different meaning. This is a figurative meaning. As an idiom, the meaning of this metaphor is to express the expression of dissimilarity. That is, the expression “You come as if from the armpit of a watermelon” can have the following meanings. − His work is not the same. − Sadness. − He is not in the mood. In English, it is expressed as follows. The old man kicked the bucket. The bucket was kicked (by the old man). Secondly, it is expressed by the meaning itself: (Two penny is cheap or common.) This is one form of idiomatic expression. Folklore and metonymy, with their wide use in the phrase, serve to lighten the meaning of the context. For example, defining a whole instead of a part or a part instead of a whole is expressed by a phrase. This is one of the basic principles of idiomatic expression. In conclusion, the importance of teaching idiomatic expressions to ESL adjectives is aimed at strengthening the social life activity. Their correct use of the language and its linguistic features produces a clear result. Idiomatic understanding is based on cultural formation of language and word play. References 1. The Oxford companion to the English language. Jackendoff. –1997. 2. Maven word of the day: Spill the beans. Random house. – 2001. 128

https://doi.org/10.36078/987654711 3. Martin G. Break a leg. Phrase Finder. 4. Knowles E. Oxford dictionary of phrases and fables. Oxford University Press. – 2006. 5. https://www.researchgate.net/publication/350207813_Teaching_idiom s_in_English_as_a_second_language_an_analysis_of_issues_and_solutions. 6. https://www.researchgate.net/publication/318535084_Problems_and_s trategies_of_teaching_and_translating_English_idioms_in_albanian_schools_- _Theoretical_and_practical_implications. 7. https://www.researchgate.net/publication/313545848_Strategies_and_ Difficulties_of_Understanding_English_Idioms_A_Case_Study_of_Saudi_Universit y_EFL_Students. Ingliz tili darslarini zamonaviy axborot texnologiyalari orqali tashkil etish usullari Aziza Ro‘zmurodova Talaba O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Feruza Parmanova Talaba O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Chet tillarini ta’lim jarayoni va ta’lim jarayonidan tashqi holatlarda ya’ni mustaqil ravishda o‘qitishda zamonaviy axborot texnologiyalaridan foydalanish juda katta samara bermoqda. Dastlab o‘quvchi va talabalar 16 mm proyektorlardan foydalanishgan, so‘ngra DVDlarga ko‘chirilgan va video tarzida yetkazilgan. Videolarni tomosha qilish insonlar ongi va his- tuyg‘ulariga kuchli ta’sir ko‘rsatishi mumkin va shuning uchun o‘quv quroli sifatida foydalanish juda yaxshi usul sifatida qaralmoqda. Biz ilmiy ishimizda asosiy ko‘zlangan maqsad, nafaqat o‘quvchi va talabalarga ingliz tilini chuqur o‘rgatishdan tashqari barcha mustaqil o‘rganuvchilarga ham qaratilgan. Ushbu jarayonni amalga oshirishda biz OAVdan foydalanish usullarini ishlab chiqdik. Kalit soʻzlar: Online ta’lim, televideniye, teledastur, veb dastur. 129

https://doi.org/10.36078/987654711 Bugungi kunda ingliz tili global tilga aylandi va ikkinchi yoki chet tilini muvaffaqiyatli o‘rganishning ikkita muhim jihati mavjud: sinf ichida nima sodir bo‘ladi va sinfdan tashqarida nima sodir bo‘ladi [3, 85]. Ammo sinfda til o‘rganishning an’anaviy konsepsiyasi o‘quvchilarni faqat to‘rtta devor ichida joylashtirish uchun tanqid qilindi. Til o‘rganish sinfda cheklanib qolmasligi kerak, lekin istalgan vaqtda va istalgan joyda, jumladan, uyda va jamiyatda o‘tkazilishi mumkin. Sinfdan tashqari ta’lim va mashg‘ulotlar sinfga tayanishning ba'zi cheklovlarini hal qilish imkoniyatini beradi [4, 105]. Biroq, bugungi kunda internet, texnologiya va ommaviy axborot vositalari hamda ingliz tilidan yuzma- yuz foydalanish, shuningdek, virtual ijtimoiy tarmoqlar tildan mazmunli va haqiqiy foydalanish uchun sinfda mavjud bo‘lganidan ko‘ra ko‘proq imkoniyatlar beradi. Biz ushbu ishimizda til o‘rgatishning beshta muhim qismiga e’tibor qaratdik ya’ni lug‘at boyligi, tinglash qobiliyati, yozish qobiliyati, o‘qish va gapira olish qobiliyatlarini oshirishga qaratdik, chunki ingliz tilini o‘rganishning asosiy sikllari ham shulardan iborat. Savol tug‘ilishi mumkin aslida dars jarayonida chet tillarini o‘rgatish mashaqqatliku? To‘g‘ri dars jarayonida chet tilarini o‘qitish o‘ziga hos mashaqqatni talab qiladi. Lekin bizning asosiy yondashuvimiz orqali til o‘rganuvchilar chet tillarini oson va qulay tarzda o‘rgana olish imkoniyatiga ega bo‘lishadi. O‘quv mashg‘ulotlarini tashkil etish manbai sifatida biz televideniye va internetdan foydalanishni afzal ko‘rdik. O‘quvchini sinfdan tashqari ta’limga jalb qilish. Tilni o‘zlashtirish uchun o‘rganish amalga oshirilayotgan kontekst o‘rganish muvaffaqiyatiga muhim hissa qo‘shadi [1, 156]. Ingliz tilida so‘zlashmaydigan mamlakatlardagi talabalarning aksariyati haqiqiy ingliz muhitining yetishmasligi bilan duch kelishadi, ular sinfdan tashqarida ingliz tiliga cheklangan ta’sir ko‘rsatadigan birinchi til muhitiga sho‘ng‘ishadi. Bunday mamlakatlarda ingliz tili bilan yagona aloqa sinfda bo‘ladi, shuning uchun sinfdan tashqari ta’lim chet tilini o‘rganishni osonlashtirishda muhim rol o‘ynashi mumkin. Sinfdan tashqari ta’lim sinfdan tashqarida til o‘rganishga olib keladigan har qanday faoliyat turlarini o‘z ichiga oladi sinfdan tashqari ta’limni o‘quvchilarning o‘z ta’limini o‘z-o‘zini boshqarish uchun mavjud bo‘lgan moddiy ijtimoiy va texnologik resurslar bilan ataylab va “mustaqil o‘zaro ta’siri” ni talab qiladi, deb hisoblaydi [1, 158]. Ushbu tezis keng ko‘lamli o‘qish, sinfdan tashqarida lug‘at o‘rganish, dialog jurnallarini yozish, keng tinglash va boshqalar kabi ko‘proq harakat qilish kerakligini aytishni maqsad qilgan edi va sinfdagi o‘quv jarayonidan tashqarida davom etadi, 130

https://doi.org/10.36078/987654711 shuning uchun bu imkoniyatlar orqali o‘quvchilar, talabalar va mustaqil o‘rganuvchilar yuqori motivatsiyaga ega bo‘ladilar; ular o‘z oldilariga maqsadlar qo‘yishlari mumkin va ular til o‘rganishdagi yutuqlarini aks ettiradi va baholaydi. Televideniye orqali chet tillarini o‘rgatuvchi teledasturlarni to‘rt qismga ajratdik: a) maktabgacha ta’lim muassasasi tarbiyalanuvchilariga; b) maktab o‘quvchilariga; c) talabalarga; d) mustaqil o‘rganuvchilar uchun. Maktabgacha ta’lim muassasasi tarbiyalanuvchilari uchun tayyorlangan teledasturlar har tomonlama sodda va tushunarli va eng asosiysi o‘yin tarzida amalga oshiriladi. Lug‘atlar ham rasmlar orqali berib boriladi. O‘tkazib yuborilgan teledasturlar barcha ommaviy axborot vositalari orqali internet saytlari orqali qaytadan ko‘rishlari mumkin. Maktab o‘quvchilari uchun tayyorlangan teledasturlar sinflar kesimida tayyorlanadi va barcha darslar qiziqarli va interfaol tarzda amalga oshiriladi. Talabalar uchun tayyorlangan teledasturlar maxsus tayyorlanadi va u darslar to‘rtta siklni o‘z ichiga oladi. Mustaqil o‘rganuvchilar uchun ham maxsus teledasturlar tayyorlanadi. Ularning o‘rganish maqsadiga ko‘ra teledasturlar tayyorlanadi. Undan tashqari qiziqarli inglizcha kinolar, multfilmlar va turli qiziqarli dasturlar tayyorlanadi. Darslar barcha o‘rganuvchilar uchun to‘rtta siklni juda yaxshi o‘zlashtirish uchun alohida e’tibor qaratilgan. Barcha tayyorlangan teledasturlar maxsus komissiya nazoratidan o‘tganidan so‘ng o‘rganuvchilarga uzatiladi. Tayyorlangan teledasturlar qisqa aniq va tushunarli tarzda tayyorlanadi. Xulosa o‘rnida shuni aytish kerakki, yaratilgan teledasturlar xorijiy tillarni o‘rgatishda zamonaviy texnologiyalaridan foydalangan holda dars jarayonlarini tashkil etishga qaratilgan. Olis qishloqlarda, tog‘li hududlarimizda internet tarmoqlarining yetarli darajada yetib bormagan hududlarida ham chet tillarini televideniye orqali o‘rganish imkoniyati yaratiladi, ya’ni uydan turgan holatda ham chet tillarini o‘rganish imkoniyatiga ega bo‘lishadi. Yurtimizda chet tillarini o‘rgatish bo‘yicha ko‘plab sa’y-harakatlar amalga oshirilmoqda. Biz amalga oshiroqchi bo‘lgan loyihamiz ham ushbu sohada amalga oshirilayotgan ishlarga ko‘mak bo‘lishiga tilakdoshmiz va jamiyatimizdagi ijtimoiy-iqtisodiy sohadagi islohotlarni yanada yaxshilashiga ishonamiz. 131

https://doi.org/10.36078/987654711 Adabiyotlar ro‘yxati 1. Miščin E. Using TV shows in teaching English. – 2018. 2. Franklin H.N. Instructional television as a medium of teaching in higher education. The Ohio State University. –1985. 3. Tavakoli N. Language learning beyond the classroom. Journal of International Economy and Business (JIEB). – 2016. 4. Tafani V. Teaching English through mass media. Acta Didactica Napocensia. – №1(2). – 2009. Talabalarning gapirish malakasini baholashda kommunikativ yondashuv Malika Turobova Stajyor-tadqiqotchi Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Dunyoda chet tillarni baholashning nazariy asoslarini tushunish, nazorat qilish amaliyoti va tajribasini takomillashtirish bo‘yicha yetakchi oliy ta’lim muassasalari va ilmiy markazlar tomonidan qator tadqiqotlar olib borilmoqda. Bunda chet tillarni bilishni nazorat qilish, professional darajada baholash, olimlar va amaliyotchilarning xalqaro guruhini tuzish asosida pedagoglarning kompetensiyasini takomillashtirishda an’anaviy va noan’anaviy baholash usullarini qo‘llash metodlaridan foydalanish va sinovdan o‘tkazish alohida ahamiyatga molikdir. Kalit so‘zlar: gapirish malakasi, baholash, kommunikativ yondashuv, og‘zaki nutq, kommunikativ kompetensiya, gapirish malakasini baholash. O‘zbekiston Respublikasi Prezidentining 2020-yil 27-fevraldagi “Pedagogik taʼlim sohasini yanada rivojlantirish chora-tadbirlari to‘g‘risida”gi PF-4623-son, 31-dekabrdagi “Malakalarni baholash tizimini tubdan takomillashtirish va mehnat bozorini malakali kadrlar bilan taʼminlash chora-tadbirlari to‘g‘risida”gi PQ-4939-son, 2021-yil 19-maydagi “O‘zbekiston Respublikasida xorijiy tillarni o‘rganishni ommalashtirish faoliyatini sifat jihatidan yangi bosqichga olib chiqish chora-tadbirlari to‘g‘risida”gi PQ-5117-son Qarorlarida belgilab berilgan [1]. Chet tillarini o‘qitishnining amaliy maqsadi sifatida xorijiy til va adabiyot yo‘nalishi bitiruvchi talabalarini chet tilini bilish darajasi xalqaro standartlar 132

https://doi.org/10.36078/987654711 bo‘yicha madaniyatlararo muloqot qila olish darajasida kasbga yo‘naltirilgan mutaxassislar yetishtirib chiqarishdan iborat. Аlbatta, bitiruvchi oldiga qo‘yilgan chet tilini yuqori kasbga yo‘naltirilgan darajada bilishlik talabi, chet tillarini o‘qitishning zamonaviy va samarali o‘qitish metodikasini ishlab chiqishni talab etmoqda. Buning uchun filologiya yo‘nalishidagi talaba gapirish ko‘nikmasini rivojlantirishi, sohaga tegishli bo‘lgan vaziyatli va maqsadli gapirish ko‘nikmasini rivojlantirishi zarur. Bo‘lajak chet tili mutaxassisi suhbatga kirishish jarayonida nutq madaniyati normalariga alohida eʼtibor berishlari va bu borada chuqur bilim va ko‘nikmalarga ega bo‘lishlari zarur. Shu jumladan, lingvomadaniy ko‘nikmalarni egallashlari va uning mazmunini tushunib yetishi va kerakli joyda qo‘llashi muhim vazifa sifatida qo‘yilgan. Yurtimizda ingliz tilini chuqur o‘qitishga katta eʼtibor qaratilib, ilm-fan, zamonaviy va uzluksiz taʼlim tizimini yanada takomillashtirishda bir qator islohotlar amalga oshirilmoqda. Xususan, “Mamlakatimizda bir necha xorijiy tillarni biluvchi zamonaviy kadrlar tayyorlash, xorijiy tillar bo‘yicha ilmiy ishlar olib borish, til o‘rgatish metodologiyasini takomillashtirish” kabi vazifalar belgilangan. Bunda pedagog kadrlarning kasb mahoratini uzluksiz yuksaltirish, xalqaro standartlar darajasiga mos oliy maʼlumotli mutaxassislar tayyorlashda pedagoglarning baholash kompetentsiyasini takomillashtirish va taʼlim jarayonida talabalarning malaka va ko‘nikmalarini baholashning yangi, xalqaro standartlarga asoslangan tizimini ishlab chiqish kabi muhim vazifalar belgilandi. Respublikamizda ta’limning barcha bosqichlarida chet tilini o‘qitishning asosiy maqsadi o‘rganuvchilarning ko‘p madaniyatli dunyoda kundalik, ilmiy va kasbga oid sohalarda faoliyat olib borishi uchun chet tilida kommunikativ kompetensiyani shakllantirishdan iborat. Chet tili kommunikativ kompetensiyasi – o‘rganilayotgan chet tili bo‘yicha egallagan bilim, ko‘nikma va malakalarni muloqot jarayonida qo‘llash qobilyatidir. Ingliz tilini o‘qitish dasturida to‘rtta ko‘nikma talab qilinadi. Ular o‘qish, gapirish, tinglash va yozuvdir. Ushbu ko‘nikmalarga asoslanib, gapirish til o‘rganishdagi muhim omillardan biridir. Ingliz tilida so‘zlash EFL (chet tili sifatida ingliz tili) talabalar uchun amaliyot muhitining yo‘qligi sababli ular uchun bu murakkabdir. Ingliz tilida gaplashishni o‘rganish har doim EFL talabalari uchun eng kata to‘siqlardan biri bo‘lib kelgan. Yuqoridagi fikrlarga 133

https://doi.org/10.36078/987654711 asoslanib shuni aytishimiz mumkinki, hayotdagi har qanday holatda nutq juda muhim [4, 46]. Chet til o‘qitishda yaqin paytlargacha “gapirish” o‘rnida “og‘zaki nutq”, hatto “nutq” terminlari qo‘llanilib kelinardi [2, 236]. Gapirish, nutq faoliyatining turi sifatida, og‘zaki fikr bayon etish demakdir. Gapirishning psixologik mazmuniga kelganda, uning hosilasi tarzida “fikr” (mulohaza) ifodalanishini qayd etish zarur. Soddaroq qilib, “gapirish” metodik tushunchasi qamroviga (1) fikr bayon etish jarayoni, (2) aytish, (3) og‘zaki muloqot, (4) fikr izhori natijasini kiritish mumkin. Gapirish oqibatida fikr aytiladi, ushbu fikrni bayon etish niyyati (ichki turtkisi) esa gapirishga sabab bo‘ladi. Muloqot kundalik hayotdagi asosiy aloqa vositasidir. U shaxslarni bir-biri bilan bog‘lashga xizmat qiladi. Jalolovning fikriga ko‘ra, og‘zaki fikr bayon etish malakalari og‘zaki shaklda tekshiriladi. Unda talabaning chet tilda fikr bildirishga harakati (o‘z-o‘zidan gapirib ketishi), nutqida qo‘llanmish materialning o‘zlashtirilgan darajasi (gapirish tezligi), to‘xtab/to‘xtamay gapirishi, nutq vaziyatiga muvofiq/nomuvofiq fikr bayon etishi kabilar nazorat qilinadi. Nutq mazmunini qisman yozma shaklda tekshirish ham mumkin. Gapirish malakalarini yakka, yalpi, shuningdek, guruhiy tekshirish joriy etilgan. Yoppasiga og‘zaki tekshirish doimiy nazorat chog‘ida qulaylik tug‘diradi. Yoppasiga tekshirish muallim rahbarligida o‘tadi va guruhning umumiy ulgurishini aniqlashda ma’qul keladi. Guruhiy nazorat yoppasiga tekshirishning bir ko‘rinishi sifatida istifoda qilinadi [2, 306]. Talabalarning gapirish malakalarini o‘rganish va baholashda kommunikativ yondashuv muhim o‘rin egallaydi. Chunki, kommunikativ yondashuv o‘quv jarayoniga ijobiy ta’sir ko‘rsatadi. Bu talabalarga ingliz tilida so‘zlashda faol bo‘lish, so‘zlarni ma’nosini tushunish, o‘qish matnlarini tushunish, topshiriqlarni bajarish, gapirish uchun tildan to‘g‘ridan-to‘g‘ri foydalanish, bahslashish, fikr almashishga yordam beradi. Bugungi globallashgan dunyoda ravon muloqot ko‘nikmalariga bo‘lgan ehtiyoj ortib borayotgani chet tillarini o‘qitishda qiyinchilik tug‘dirmoqda. Talabalarga sinfdan tashqarida turli interaktiv real vaziyatlarda talab qilinadigan muloqot ko‘nikmalarining to‘g‘ri asosi berilishi kerak. Talabalar qog‘ozda yuzaki imtihon topshirishga yordam berish o‘rniga, haqiqiy hayot stsenariylariga tayyor bo‘lishlari kerak. 134

https://doi.org/10.36078/987654711 Kommunikativ o‘qitish usullari hozirda mashhur muhokama nuqtasi bo‘lib, ularning samaradorligi butun dunyo bo‘ylab til o‘qituvchilari tomonidan hisobga olingan. Kommunikativ tilni o‘rgatishning paydo bo‘lishi bilan, o‘quvchilarning gapirish malakasini rivojlantirish bo‘yicha tadqiqotlar hozirgi o‘quv amaliyotchilari va tilshunoslar orasida keng tarqalgan. Kommunikativ yondashuv ko‘proq o‘quvchilarga yo‘naltirilgan bo‘lib, unda o‘quvchining ehtiyojlari va qiziqishlari muhim o‘rin tutadi. Kommunikativ yondashuv asosida talabalarning gapirish malakasini baholashda va rag‘batlantirishda mana shu omillar eng kerakli deb hisoblanadi. Kommunikativ tilni o‘qitishda og‘zaki nutqni baholash o‘z-o‘zidan atrofdagi tabiiy muhitdan kelib chiqadi va o‘qituvchi o‘quvchining bilim darajasini baholaydi. Binobarin, kommunikativ ta’lim va kommunikativ baholash o‘zaro bog‘liq bo‘lib qoladi. Muloqotni talab qiladigan va o‘quvchiga taalluqli bo‘lgan haqiqiy, real hayotiy vaziyatlar va tadbirlar, o‘yinlar, intrvyular, muammoni hal qilish faoliyati va shunga o‘xshashlar talabaning tildan to‘g‘ri foydalanishda juda katta ahamiyat kasb etadi. Boshqacha qilib aytadigan bo‘lsak, kommunikativ yondashuv o‘quvchining samarali muloqot qilish qobiliyatini rivojlantirishga qaratilgan va grammatikani o‘rganish kommunikativ kompetensiyani rivojlantirish uchun ishlatilishi mumkin bo‘lgan vositalardan biri sifatida qaraladi [3]. Maykl Kanale “Kommunikativ qobiliyat to‘rtta kompetensiya bilan shakllanadi: 1) grammatik, 2) sotsiolingvistik, 3) nutq va 4) strategiya”. Grammatik kompetensiya til tizimini o‘zlashtirish bilan bog‘liq, masalan, so‘z birikmasi, so‘z yasalishi. Sotsiolingvistik kompetensiya – bu nutq sodir bo‘lgan kontekstga muvofiq to‘g‘ri aytishni tushunish va ishlab chiqarish qobiliyati. Diskurs kompetensiyasi tilning shakli va ma’nosini uyg‘unlashtirish qobiliyati bilan bog‘liq. Strategiya kompetensiyasi to’siqlarni yengib o‘tish va bir vaqtning o‘zida aloqa samaradorligini oshirish qobiliyatini anglatadi [5, 86]. Xulosa qilib aytadigan bo‘lsak, gapirishni baholash oliy o‘quv yurtlarida ko‘p e’tiborga olingan. Uning amalga oshirilishi talabalarning o‘quv jarayonini ko‘rsatish va nutq salohiyatini oshirishga xizmat qiladi. Baholash mezonlariga murojaat qilishdan tashqari, o‘qituvchilar bir qator interaktiv, haqiqiy, kommunikativ tadbirlarga tayanishlari lozim, bu esa o‘quvchilarning gapirish malakasini doimiy ravishda davom ettirishni kafolatlaydi. O‘qituvchi va talabalar 135

https://doi.org/10.36078/987654711 baholash jarayonida faol rol o‘ynashlari kerak. Bunda kommunikativ yondashuv usullari ko‘mak bo‘la oladi. Adabiyotlar ro‘yxati 1. O‘zbekiston Respublikasi Prezidentining “O‘zbekiston Respublikasida xorijiy tillarni o‘rganishni ommalashtirish faoliyatini sifat jihatidan yangi bosqichga olib chiqish chora-tadbirlari to‘g‘risida”gi PQ-5117-son Qarori. 2021- yil 19-may. 2. Jalolov J.J. English language teaching methodology. Tashkent: “Science and Education” Press. – 2015. 3. Asma O. The assessment of speaking skills at the tertiary level. – 2017. 4. Soibova G.B., Rahimboyeva H.G. Assessment for speaking skill. Journal NX. – №46. –2021. 5. Muradkasimova K.Sh. Ingliz tilini o‘qitishda talabalar ko‘nikma va malakalarini baholash xususiyatlari. Ped. fan. bo‘y. fal. dok. dis. Toshkent. – 2019. Kopirayting, rerayting va PR-matnlar mavzusini yoritishda “Venn diagrammasi”dan foydalanish Malohat Ulkanboyeva Mustaqil izlanuvchi O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Taraqqiyot ulkan qadamlar bilan dadil odimlab hayotimizning barcha jabhalariga kirib kelayotgan bugungi kunda jurnalistika sohasida ham sezilarli o‘zgarishlar yuz berdi. Yangi yo‘nalishlar, sohalarning paydo bo‘lishi ixtisoslashgan, malakali mutaxassis kadrlar tayyorlash vazifasini ilgari surmoqda. Mazkur tezisda bo‘lajak jurnalistlarni o‘qitish sifatini yaxshilash, talabalarga yangi sohalardagi o‘xshashlik, farq va mahorat sirlarini chuqurroq anglatish maqsadida “Venn diagrammasi”dan foydalanishning ahamiyati haqida so‘z boradi. Kalit so‘zlar: ommaviy axborot vositalari, kopirayting, rerayting, PR-matn, Venn diagrammasi, axborot texnologiyalari. Milliy ommaviy axborot vositalarini izchil rivojlantirish, sifat jihatdan yangi bosqichga ko‘tarish, jahon andozalari talablari darajasida faoliyat ko‘rsatishi 136

https://doi.org/10.36078/987654711 uchun zarur sharoitlarni yaratish, ijodkorlar mehnatini qo‘llab-quvvatlash va rag‘batlantirish borasida doimiy e’tibor va g‘amxo‘rlik ko‘rsatilib kelinmoqda. “Ma’lumki, hozirgi kunda tobora tezkor va ko‘p tarmoqli sohaga aylanib borayotgan OAV uchun global media makonda keskin raqobatga dosh bera oladigan faol grajdanlik pozitsiyasiga ega zamonaviy kadrlar tayyorlash oldimizda turgan eng muhim vazifadir” [1]. Rostdan ham, tez o‘zgarayotgan globallashuv davri jurnalistikaning o‘ziga xos xususiyatlari, tarixiy taraqqiyoti, bugungi holati va istiqboli bilan bog‘liq masalalarni chugur o‘rganishni ham taqozo qilmoqda. Bu borada ilmiy tadqiqot va ijodiy ishlar samaradorligini ta'minlash, ushbu soha uchun yuqori malakali kadrlar tayyorlashning sifatini tubdan yaxshilash kerak bo‘ladi. Keyingi paytlarda jurnalistikaga qator yangi soxalar kirib keldi, ularni talabalarga tushuntirish, malaka hosil qilishlariga ko‘maklashish maqsadida amaliy mashg‘ulotlarda zamonaviy pedagogik texnologiyalardan foydalanishning ahamiyati katta. Shularning biri – o‘qitish jarayonida “Venn diagrammasi”dan foydalanishdir. Biz bu usulni kopirayting, rerayting va PR- matn misolida ko`rib chiqamiz. Kopirayting (copywriting – ing.) termin sifatida jurnalistikaga so‘nggi 5-10 yilda kirib keldi. So‘zma-so‘z tarjimada uning ma’nosi “matn yozish”ni anglatadi. Kopirayting biznes jurnalistika yo‘nalishi sifatida shakllanib bormoqda. Kopirayting deganda, odatda, reklama materiallari yoki matnlarini biznes uchun tayyorlash tushuniladi. Demak, kopirayterlar – tijorat matnlarini yaratuvchilardir. Rerayting (ingl. rewriting) yozilgan matnli materiallarga foydalanish, qo‘llash oldidan qayta ishlov, sayqal berish, boshqacha aytganda, tahrir qilishni anglatadi. Kopiraytingdan farqli o‘laroq, bunda yozilgan matn asos qilib olinadi va mazmunini saqlab qolgan holda boshqacha qilib qayta yoziladi. Rerayting avtorlik huquqini buzishda ayblanmaslik maqsadida qo‘llanadi. PR-matn ommaviy kommunikatsiya matnlarining turlaridan biri bo‘lib, ommaviy aloqa vositasi sifatida tegishli aloqa shakllarining matn hodisalari - jurnalistika va reklama bilan birgalikda ishlaydi. Ana endi ushbu sohalarni o‘qitishda qo‘llashni tavsiya etayotganimiz “Venn diagrammasi”ga to‘xtalamiz. Venn diagrammasi – bu narsalar yoki cheklangan narsalar guruhlari o‘rtasidagi munosabatlarni ko‘rsatish uchun doiralardan foydalanadigan rasm. Bir-biriga mos keladigan doiralar odatiy holga ega, bir-biriga mos kelmaydigan 137

https://doi.org/10.36078/987654711 doiralar esa bu xususiyatlarga qo‘shilmaydi. Venn diagrammalari ikkita tushunchaning o‘xshashligi va farqlarini vizual ravishda aks ettirishga yordam beradi. Ular allaqachon foydali ta’lim vositasi sifatida tanilgan. 20-asrning o‘rtalaridan boshlab Venn diagrammalaridan boshlang‘ich mantiq o‘quv dasturlarining bir qismi sifatida va dunyodagi boshlang‘ich darajadagi o‘quv rejalarida foydalanilgan. ▪ Venn diagrammasida narsalar yoki narsalar guruhlari o‘rtasidagi umumiylik va farqlarni ko‘rsatish uchun bir-biriga mos keladigan yoki bir-biriga mos kelmaydigan doiralar qo‘llaniladi. ▪ Umumiy jihatlarga ega bo‘lgan narsalar bir-birining ustiga chiqqan doiralar sifatida namoyon bo‘ladi, alohida narsalar bir-biridan ajralib turadi. ▪ Venn diagrammalari hozirda biznesda va ko‘plab ilmiy sohalarda tasvir sifatida ishlatiladi. Ingliz logisti Jon Venn 1880-yillarda diagrammani ommalashtirdi. U 1700- yillarda shunga o‘xshash diagrammalarni yaratgan shveytsariyalik matematik Leonard Eylerdan keyin ularni Eyler davralari deb atadi. Venn diagrammasi atamasi 1918-yilgacha amerikalik akademik faylasuf va konseptual pragmatizmning asoschisi Klarens Lyuis o‘z kitobida dumaloq tasvirni Venn diagrammasi deb atagan paytgacha paydo bo‘lmagan [2, 48]. Venn diagrammalari 20-asrning o‘rtalaridan boshlab sinflarda boshlang‘ich maktab darajasidan boshlab boshlang‘ich mantiqqa qadar ishlatilgan. Venn diagrammalaridan buyumlarning umumiy fon, koinot, ma’lumotlar to‘plami yoki atrof-muhitga nisbatan o‘zaro bog‘liqligini tasvirlash uchun foydalaniladi. Venn diagrammasidan foydalanish mumkin, masalan, bir sohadagi ikkita kompaniyani taqqoslash uchun ikkala kompaniya taklif etadigan 138

https://doi.org/10.36078/987654711 mahsulotlar (doiralar bir-birining ustiga tushgan joylar) va har bir kompaniyaga tegishli bo‘lgan mahsulotlarni (tashqi doiralar) tasvirlab ko‘rsatish mumkin. Venn diagrammalari, asosiy darajada, narsalarning ikki to‘plami o‘rtasida mavjud bo‘lgan munosabatlarning oddiy tasviriy ko‘rsatmalaridir. Biroq, ular ancha murakkab bo‘lishi mumkin. Shunday bo‘lsa-da, Venn diagrammasining tushunchalar va guruhlarni tasvirlashga qaratilgan maqsadi statistika, tilshunoslik, mantiq, ta’lim, informatika va biznesni o‘z ichiga olgan ko‘plab sohalarda ulardan keng foydalanishga olib keldi. Talabalar Venn diagrammalarini til san'atidan foydalanib tez o‘rganadilar. U bir xil kitobda, ikki xil kitobda yoki ikkita belgi bilan solishtirish uchun ishlatilishi mumkin. Venn diagrammasi quyidagi holatlarda ham qo‘llanilishi mumkin: Misol uchun, matn yozishda. Har bir doirada matndagi alohida ta’kidlash muhim bo‘lgan bir belgi aks etishi mumkin va talaba har bir belgi bilan bog‘liq bo‘lgan shaxs yoki hodisalarning belgilarini alohida yozib, so‘ngra belgilarning yaratilgan matn bilan o‘zaro aloqasi bo‘lgan joyini aniqlash uchun bir-birining ustiga tushiradi. Qaror qabul qilishga yordam beradi. U yoki bu masalada bir to‘xtamga kelishga qiynalganda ijobiy va salbiy mulohazalar ro‘yxati tuziladi va Venn diagrammasiga joylashtirib xulosalanadi. Amaliy mashg`ulotlarni Venn diagrammasidan foydalanib maroqli o‘yin tarzida ham o‘tish mumkin. Mana shularning ayrimlari: Limerik metodi. Talabalarga biror mavzu bo‘yicha quyidagi savollarga javob berish taklif etiladi: 1. Kim, qayerdan? 2. Qanday, qanaqa? 3. Nima sodir bo‘ldi? 4. Nima bilan tugadi? Javoblar umumlashtiriladi, farqi va o‘xshashliklarini Venn diagrammasida ko‘rsatib berish taklif etiladi. Mozaika metodi. Mozaika so‘zining ma’nosi bo‘laklardan yig‘ib butun hosil qilishdir. Bu usuldan foydalanish uchun oldindan kartochkalarga so‘zlar yozilishi kerak. O‘quvchi so‘zlar ketma-ketligini topib qo‘yib gap yasashi lozim. Kopirayting, rerayting, PR-matn qonun, qoidalarning so‘zlarini alohida kartochkalarda yozish mumkin. Har bir qoida, qonun so‘zlari yozilgan 139

https://doi.org/10.36078/987654711 kartochkalar alohida konvertda saqlanishi lozim. Rasmlarni ham qirqib bo‘laklab qo‘yilsa talaba yig‘ib rasm haqida gapiradi. Guruhlarni ham mozaika metodidan foydalanib tashkil etish mumkin. Boshqotirma. Bu keng tarqalgan metod hisoblanadi. Aslini olsak, bu ham savol-javob metodi, lekin bunda savol og‘zaki berilsa javob yozma doska yoki daftariga yoziladi. So‘zlar kichkina-kichkina chizilgan doiralarga yoziladi. Boshqotirmadan o‘tgan mavzuni so‘rashda, yangi mavzuning “mavzusini” keltirib chiqarishda, ularning umumiy va alohida jihatlarini ko‘rsatish, darsni mustahkamlash maqsadida keng foydalanish mumkin. Bayon metodi. Bayon bu talabaning o‘rganib bo‘lingan mavzu yuzasidan yoddan yozadigan ishidir. Bayonning hozirgi nomi esse bo‘lib, mavzuning o‘ziga xos va boshqa mavzularda uchraydigan umumiy tomonlarini Venn diagrammasida ko‘rsatib beradi. Zamonaviy o‘qituvchi dars jarayonida rejissyor bo‘lishi kerak. U o‘z talabalarini fanga ijodkorlik bilan qarashlarini tashkil etishi, ularda izlanuvchanlik xususiyatlarini shakllantirishi kerak. Interfaol metodlar esa ortiqcha ruhiy va jismoniy kuch sarflamay, qisqa vaqt ichida yaxshi natijalarga erishish maqsadini nazarda tutadi. Interfaol metod – ta’lim oluvchilarni faollashtiruvchi va mustaqil fikrlashga undovchi, ta’lim jarayonining markazida ta’lim oluvchi bo‘lgan metoddir. Zamonaviy pedagogik texnologiyalarning bosh vazifasi ham shundan iborat – ommaviy ta’lim sharoitida oddiy pedagoglarga o‘qitishning yetarli samarasiga erishishni ta’minlovchi o‘quv jarayonini yaratish hisoblanadi. Dars jarayonida ko‘zlangan natijalarga erishishga xizmat qiladi [3]. Adabiyotlar ro‘yxati 1. O‘zbekiston Respublikasi Prezident Sh.M. Mirziyoyevning jurnalistlar va blogerlarga yo‘llagan tabrigi. https://kun.uz/uz/37094206. 2. Кузичев А.С. Диаграммы Венна: история и применения. Москва. – 1968. 3. Kasb ta’limi jarayonida pedagogik texnologiyalar. 140

https://doi.org/10.36078/987654711 Necessity of organizing distance education: theoretical and didactic foundations Khayotkhon Urinboeva Independent Researcher Uzbekistan State World Languages University E-mail: [email protected] Annotation. The thesis describes issues based on the importance of organizing distance education in our country and theoretical and didactic foundations of this process. Key words: information technologies, higher education, distance education, Internet connection, implementation of distance education. As we know, the rapid development of information technologies is reflected in the educational process of schools, universities, and additional educational institutions. Today’s educational institutions have great opportunities to use modern methods of using information technologies such as e-mail, chat conferences, video conferences. The reason for this is that the use of computer telecommunications and other possibilities of the Internet provides an opportunity to expand the educational environment for schoolchildren and teachers, to give them the opportunity to use world scientific and cultural resources, to provide the opportunity to communicate with students, to communicate with teachers and specialists from other cities and countries. . Telecommunications removes the territorial limitations associated with the remoteness of a student learning from qualified teachers and educational institutions in places where the necessary educational resources are not available. Efforts to introduce distance education in our country began in 2017, and an article on distance education was included in the Law “On Education” [2]. According to the 16th article of the law, in accordance with distance education curricula and programs, learners are directed to obtain the necessary knowledge, skills and abilities remotely using information and communication technologies and the Internet. On July 15, 2022, a relevant draft decision on the introduction of distance education in the higher education system was prepared and submitted to the Cabinet of Ministers. Ensuring the implementation of the tasks specified in the state program for the implementation of the development 141

https://doi.org/10.36078/987654711 strategy of New Uzbekistan for 2022-2026 in the “Year of glorifying human value and active neighborhood”, approved by the Decree of the President of the Republic of Uzbekistan No. PR-60 dated January 28, 2022, as well as information and communication technologies in order to effectively use its capabilities in the field, the Cabinet of Ministers adopted Decree No. 559 on 03.10.2022 [1] “On measures for implementation of distance education in institutions of higher education”. By the decision of the government, the regulation on measures to introduce distance education in higher education organizations was approved, and according to the regulation, the procedure for organizing the training of personnel at bachelor’s and master’s levels in higher education organizations through distance education was determined. For this, the educational organization is required to have: a Learning Management System platform for remote education management; information and communication infrastructure for Internet connection and use; educational content intended for the academic year; electronic educational-methodical complexes of subjects and electronic database of scientific and educational literature; a separate building or auditoriums equipped with computer equipment; engineers and technicians who ensure the operation of technical and software components; a server device belonging to an educational organization, located on the territory of the country; the page where all the information about the educational organization is placed. Bachelor’s degree courses and master’s majors, where distance education cannot be introduced, are announced annually by April 1. In the training of personnel based on distance education, there should not be more than 300 students in one bachelor’s field of study, and 30 students in one master’s specialty. In this case: this requirement is not applied to the directions of information and communication technologies; when determining the number of students, students who are citizens of a foreign country are not taken into account. A student enrolled in distance education must come to a higher education institution in the following cases: before the beginning of the educational process - to register on the LMS platform; at the end of each semester - for the final examination. Final state attestation, graduation qualification and master’s thesis defense are traditionally carried out directly at the higher education institution, they are 142

https://doi.org/10.36078/987654711 not allowed to be accepted in the synchronous or asynchronous mode. It was established that the form of distance education will be implemented on the basis of a payment contract. Telecommunication technologies and network information resources allow not only to increase the general education level of schoolchildren, but also to solve organizational, management, economic and other problems. It is no coincidence that among the strategic tasks of the education concept are “development of the latest tools of information and telecommunication technologies”, as well as “development of distance education”. At the same time, due to the lack of didactically and methodologically developed pedagogical technologies of distance education, the effective solution of general educational problems related to the use of telecommunication tools in the educational process is still insufficiently provided. Many local schools connected to the Internet cannot take full advantage of the rich information and telecommunication capabilities of the global network, because they do not have sufficient knowledge of the technology of distance education organization, methods of solving common educational problems. At the same time, the development and implementation of pedagogical telecommunication technologies in higher education institutions can lead to a qualitatively new educational result, which is possible due to a significant change in the forms, content and goals of education. A significant expansion of the information educational environment, increasing opportunities for school students and teachers to communicate with colleagues from other schools and countries, access to global information bases can increase students' interest in learning, strengthen their creative self-awareness. Another strategic task of modern higher education institutions is to increase his creativity, which ensures the main goal of the educational institution: “to form a multidisciplinary person capable of realizing creative potential in dynamic socio-economic conditions...” and maintaining the personal direction of the implementation of this task in distance education. associated with certain difficulties in staying. Without the development of appropriate pedagogical technologies, constantly developing computer telecommunication tools and capabilities, information transfer and mastering of the creative educational process are impossible. To solve this problem, new and timely, 143

https://doi.org/10.36078/987654711 practice-oriented research is needed in a new pedagogical field – distance learning and education. Why is distance education necessary? - is a natural question. As an answer to this question, the following can be listed: − new opportunities in education (affordability of education, independence of time and place, etc.); − limited number of student admissions to educational institutions; − increase in the number of people who want to study; − emergence and development of quality information technologies; − increasing international integration. The conditions and opportunities listed above indicate the need for distance learning. There are different models and forms in the educational system of distance learning, which are distinguished by the following conditions of use: ▪ geographical conditions (for example, the territory of the country, location away from the center, climate); ▪ the general level of informatization and computerization of the country; ▪ level of development of communication and means of transport; ▪ level of use of information and communication technologies in the educational process; ▪ traditions used in education; ▪ the availability of scientific pedagogic personnel for the distance education system and their potential, etc. In general, the goals of distance education include: − to create the same opportunity for education for all regions of the country and all students, students, and those who want to study abroad; − improving the quality of education by using the scientific and educational potential of leading universities, academies, institutes, training centers, retraining institutions, professional development institutes and other educational institutions; − creating the opportunity to receive additional education in parallel with basic education and basic work; − satisfying the learning needs of learners and expanding the learning environment; − creation of continuing education opportunities; 144

https://doi.org/10.36078/987654711 − ensuring a new principle level of education while maintaining the quality of education [4, 192]. Summarizing the above, it can be said that the introduction of elements of distance education in educational institutions will be beneficial in all respects. There are all conditions for the introduction of this complex in the higher education system. References 1. https://lex.uz/docs/6221502. 2. https://lex.uz/docs/-5013007. 3. Garunov M.G. Etudes of didactics of higher education. Moscow. – 1994. 4. Polat E.S. Distance learning: textbook. allowance. – 1998. Bog‘cha yoshidagi bolalarga xorijiy til o‘qitishda o‘yin faoliyatidan foydalanishning psixologik omillari Durdona Xakimova 1-bosqich tayanch doktorant Maktabgacha ta'lim tashkilotlari direktor va mutaxassislarini qayta tayyorlash va ularning malakasini oshirish instituti E-mail: [email protected] Annotatsiya. Ushbu tezis maktabgacha yoshdagi bolalar uchun ingliz tilini o‘rgatish jarayonida ta’lim beruvchining bola psixologiyasini yaxshi o‘rganishida muhim manbadir. Bog‘cha bolalari bilan ishlaydigan har bir pedagog xorijiy til o‘rgatish jarayonida bolaning aqliy salohiyatini inobatga oladi. Bu jarayonda bolaning ichki qobiliyatini inobatga olgan holda o‘yin faoliyatidan foydalanishi, uning turlarini to‘g‘ri tanlay bilishi kerak. Ushbu tezis aynan o‘yin turlarining psixologiyasiga bag‘ishlanib, u xorijiy til o‘rgatishda o‘yin faoliyatidan foydalanuvchi pedagoglarga samarali yordamchidir. Kalit soz’lar: tarbiyaviy ta’sir vositalari, rolli o‘yinlar, psixik jarayon, so‘z boyligi, situativ nutq. Bola bog‘cha yoshiga yetgach, uning psixik taraqqiyotida jiddiy o‘zgarishlar yuzaga keladi, chunki xuddi ana shu davrdan boshlab bolaning mustaqil faoliyati kuchaya boshlaydi. Bog‘cha yoshidagi bolaning barcha psixik jarayonlari jadal 145

https://doi.org/10.36078/987654711 rivojlana borib, uning tashqi muhit bilan munosabatlarida anchagina o‘zgarishlarni yuzaga keltiradi. Bog‘cha yoshidagi davrda ayrim psixik jarayonlarning rivojlanishi bilan birga ularning shaxsi va shaxsiy xislatlari ham tarkib topa boshlaydi. Bog‘cha yoshidagi bolalar uchun muhim nazariy faoliyatning, ya’ni nazariy yo‘l bilan bilish faoliyatining bo‘lishi mumkin emas. Bu yoshdagi bolalarning atrofdagi narsalarni bilish faoliyati faqat bevosita harakat shaklida bo‘ladi. Bolalar atroflaridagi kattalar uchungina mansub bo‘lgan, hali o‘zlarining kuchlari ham, aqllari ham yetmaydigan juda ko‘p narsalarni faqat o‘yin faoliyati orqali o‘zlashtiradilar. O‘yin orqali voqelikdagi narsa va hodisalarni biladilar. O‘yin tevarak-atrofdagi narsalarni bilish vositasi emas, balki qudratli tarbiya vositasi hamdir. Bolani o‘yin orqali ijtimoiy foydali, ya’ni, yuksak insoniy xislatlarini ham tarbiyalash lozim [1, 312-313]. Bog‘cha yoshidagi bolalarga ta’lim berish xarakteri tubdan o‘zgarib bormoqda. Bog‘cha ta’limi maxsus programma asosida olib boriladi. Bog‘cha yoshidagi bolalarning bilimi yasli yoshidagi bolalarning bilimiga nisbatan keng bo‘ladi. Ta’lim berish jarayoni mashg‘ulotlarda o‘yin tarzida o‘tkaziladi. Bolalarni sistemali ta’lim va ishlab chiqarish mehnatiga asosan didaktik o‘yinlar hamda ijodiy tasvirlash faoliyatlari orqali tayyorlanadi. Bog‘chada o‘tkaziladigan ta’limiy mashg‘ulotlarning asosiy maqsadi bolalarga turli sohalarga doir yangi bilimlar, malakalar va uquvlar berishdan iborat. Bolalar biron bir faoliyat bilan shug‘ullanayotganlarida bajarayotgan ishlarini kechagidan yaxshiroq bajarishga intilsalar, bu ish ta’limiy xarakterga ega bo‘ladi. Bog‘cha yoshidagi bolalar xorijiy til o‘rganishlarida nutqning rivojlanishi ularning faoliyati, muloqoti bilan uzviy bog‘liqdir. Bola jumlalarning shakli va mazmunidagi o‘zgarish uning muloqot shakllarini o‘zgarishi bilan bog‘liq bo‘ladi. Ilk bolalik davriga xos situativ nutq ishchan muloqot shaklidan nosituativ bilishga yo‘naltirilgan va nosituativ-shaxsiy muloqot shakliga o‘tilishi bolalar nutqiga ma’lum bir talablarni qo‘yadi. Bu talablar bola nutqining yangi-yangi tomonlarini, turli kommunikativ masalalarni hal qilishi uchun zarur bo‘lgan xususiyatlarni tarkib toptiradi. Bog‘cha yoshidagi bolaning nutqi chet tili o‘rganishida sotsial kontaktlarni o‘rnatish funksiyasini bajara boshlaydi. Buning uchun esa bolada ichki nutq tarkib topishi, monologik xususiyat kasb etib borishi lozim bo‘ladi. Til o‘rgatishda bog‘cha yoshidagi bola nutqining rivojlanishidagi muhim xususiyat nutq tafakkur quroliga aylanishidan iborat. Bola so‘z-lug‘at 146