UCHINCHI RENESSANS: TA'LIM, TARBIYA VA PEDAGOGIKA

https://doi.org/10.36078/987654711 boyligining o’sishida ikki muhim tomon – miqdor va sifat tomonlari mavjud. Buni bolalarga xorijiy til o‘rgatish davomida o‘yinlar misolida ko‘rish mumkin. Bolaning ongida uni qurshab turgan voqelik to‘g‘risidagi xilma-xil o‘yin faoliyatini takomillashtiradigan sharoitlarni tadqiq qilgan N.M. Aksarinaning ta’kidlashicha, o‘yin o‘z o‘zidan vujudga kelmaydi, buning uchun kamida uchta sharoit bo‘lishi lozim: a) taassurotlar tarkib topishi; b) har xil ko‘rinishdagi o‘yinchoqlar va tarbiyaviy ta’sir vositalarining muhayyoligi; c) bolalarning kattalar bilan tez-tez muomala va muloqotga kirishuvi. Bunda kattalarning bolaga bevosita ta’sir ko‘rsatish uslubi hal qiluvchi rol o‘ynaydi [2, 54]. A.P. Usovaning tadqiqotlarida ta’kidlanishicha, xorijiy til o‘rganayotgan bolalarga so‘z yodlatishda rolli o‘yin ishtirokchilarining safi yosh ulg‘ayishiga qarab, jinsiy tafovutlarga binoan kengayib boradi: A. Uch yoshli bolalar 2-3 tadan guruhga birlashib, 3-5 daqiqa birga o‘yin o‘ynay oladilar. B. To‘rt-besh yoshlilar guruhi 2-3 tadan ishtirokchidan iborat bo‘lib, ularning hamkorlikdagi faoliyati 40-50 daqiqa davom etadi, o‘yin davomida qatnashchilar soni ham ortib boradi. C. Olti-yetti yoshli bolalarda rolli o‘yinni guruh yoki jamoa bo‘lib birga o‘ynash istagi vujudga keladi, natijada avval rollar taqsimlanadi, o‘yinning shartlari va qoidalari tushuntiriladi (o‘yin davomida bolalar bir-birlarining harakatlarini qattiq nazorat qiladilar) [3, 41]. Eng sodda psixik jaryondan eng murakkab psixik jarayongacha hammasining eng muhim jihatlarini shakllantirishda til o‘rgatishga yo‘naltirilgan o‘yinlar katta rol o‘ynaydi. Bog‘cha yosh davrida harakatning o’sishida o‘yinning ta’siri haqida gap borganda, avvalo, shuni aytish kerakki, birinchidan, bu kabi o‘yinni tashkil qilishning o‘ziyoq mazkur yoshdagi bolaning harakatini o’stirish va takomillashtirish uchun eng qulay shart-sharoitlar yaratadi. Ikkinchidan, o‘yin bola harakatiga ta’sir etishining sababi va hususiyati shuki, harakatning murakkab ko‘nikmalarini sub’yekt aynan o‘yin payti emas, balki bevosita mashg‘ulot orqali o‘zlashtiradi. Uchinchidan, bu o‘yinnlaring keyinchalik takomillashuvi barcha jarayonlar uchun eng qulay shart-sharoitlarni vujudga 147

https://doi.org/10.36078/987654711 keltiradi. Shu boisdan, o‘yin faoliyati xatti-harakatni amalga oshirish vositasidan bolaning faolligini ta’minlovchi mustaqil maqsadga aylanadi. Bolalar labaratoriya sharoitiga nisbatan o‘yinlarda ko‘proq so‘zlarni eslab qolish va esga tushirish imkoniyatiga ega bo‘ladilar, bu esa ixtiyoriy xotira xususiyatini chuqurroq ochishga yordam beradi. Tajribada yig‘ilgan ma’lumotlarni tahlil qilish quyidagicha xulosa chiqarish imkoniyatini beradi: 1. O‘yinda bola tomonidan ma’lum rol tanlash va ijro etish jarayoni bir talay inglizcha axborotlarni eslab qolishni talab qiladi. 2. Shu bois, personajning nutq boyligini egallash, xatti-harakatini takrorlashdan iborat ongli maqsad bolada oldinroq paydo bo‘ladi va oson amalga oshadi. Adabiyotlar ro‘yxati 1. Qodirova F.R., Toshpo‘latova Sh.Q., Kayumova N.M., A’zamova M.N. Maktabgacha pedagogika. Toshkent. – 2019. 2. Hasanboyeva O., Tadjieva M., Toshpulatova Sh. va boshq. Maktabgacha ta’lim pedagogikasi. Toshkent. – 2012. 3. Early childhood education in English for speakers of other languages by Vi Adam, Bob and Morris Paul. – 1997. 4. https://www.moluch.ru/archive/316/72186/. Professional-kommunikativ kompetentlilik bo‘lajak o‘qituvchilarning muhim kasbiy xususiyatlaridan biri sifatida Ozoda Yаdgarova Mustaqil izlanuvchi Samarqand davlat chet tillar instituti E-mail: [email protected] Annotatsiya. Bugungi kunda jamiyatimizda oliy ta’lim tizimida o‘qitish ko‘lamining ortayotgani, bu esa, o‘z navbatida, bo‘lajak o‘qituvchilarning kasbiy kompetentligiga talabni ham oshirayotganligini ko‘rishimiz mumkin. Ushbu tezisda bo‘lajak o‘qituvchilarda zarur kasbiy sifatlar va ularni shakllantirish yo‘llari, professional-kommunikativ kompetentlilikka qo‘yilgan talablar xususida fikr yuritiladi. Kalit so‘zlar: professionalizm, kommunikativlik, kompetentlilik, kompetentsiya, empatik qobiliyat, refleksiv qobiliyat. 148

https://doi.org/10.36078/987654711 “Bo‘lajak o‘qituvchilarda kasbiy zarur bo‘lgan sifatlarni shakllantirish va professional faoliyatga tayyorlash oliy ta’limning asosiy vazifasi bo‘lib, bu murakkab va vaqt talab qiladigan jarayon sanaladi” [6]. Bugungi taraqqiyot zamonida biror ishda muvaffaqiyat qozonish uchun oldingi asrdagi kabi bir sohada iqtidorli bo‘lishning o‘zi kifoya emas. O‘z kasbining yetuk ustasi – professional bo‘lish uchun boshqa ko‘pgina malakalar ham egallanishi darkor. O‘zbekiston Respublikasi Prezidenti Sh. Mirziyoyev 2019-yilning 24-may kuni O‘zbekiston Milliy universitetida oliy ta’lim muassasalari va ilmiy-tadqiqot markazlari rahbarlari, akademiklar, olimlar, yosh tadqiqotchilar bilan uchrashuvi chog‘ida “...bizga miqdor emas, sifat kerak. Bunga erishish uchun esa xorij tajribasini yaxshilab o‘rganish zarur. Qaysi davlat kadrlar tayyorlashga alohida e’tibor qaratsa, o‘sha yutadi. Ilmiy asoslangan tajriba asosida mutaxassislarni voyaga yetkazish tizimi rivojlantirish eng muhim vazifamizdir... Iste’dodli yoshlarni izlab topish va ularni maqsadli tarbiyalash borasidagi ishlarni kuchaytirish kerak. Ilmni, tarbiyani to‘g‘ri qilsak, hamma sohalarni malakali mutaxassislar o‘zlari rivojlantiradi [3]”, deb ta’kidlagan edi. Demak, malakali kadrlar masalasi bugungi kunning dolzarb masalasidir deb aytishimiz mumkin. Mamlakatimizda ham o‘qituvchi kadrlarga, xususan, bo‘lajak ingliz tili fani o‘qituvchilari hamda bo‘lajak pedagoglarni tayyorlash masalalariga, ularning ma’naviy qiyofasi, aqliy salohiyati hamda kasbiy mahoratiga nisbatan hozirgi kunning zaruriyatidan kelib chiqib, jiddiy talablar qo‘yilmoqda. Yuqoridagi fikrlardan ko‘rinib turibdiki, bugungi kunda jamiyatimizda oliy ta’lim tizimida o‘qitish ko‘lamining ortayotgani, bu esa, o‘z navbatida, bo‘lajak o‘qituvchilarning kasbiy kompetentligiga talabni ham oshirayotganligini ko‘rishimiz mumkin. Shu o‘rinda “Kompetentlik tushunchasini mohiyati? Kasbiy kompetentlik negizida qanday sifatlar aks etadi? O‘qituvchi o‘zida qanday kompetentlik sifatlarini yorita olishi zarur?” kabi savollar tug‘ilishi tabiiy. “Kompetensiya” tushunchasi keng ma’noga ega bo‘lib, uning mazmun va mohiyati turli soha olimlari tomonidan turlicha talqin etiladi. Kompetensiya so‘zi lotin tilidagi “competo”, “competentia” so‘zlaridan olingan bo‘lib, “mos kelaman”, “loyiq”, “erishaman” kabi ma’nolarni anglatadi. Mazkur atamaning mazmun- mohiyati esa natijalilik, yutuqlilik, muvaffaqiyatlilik kabi tushunchalar bilan tavsiflanadi [1]. 149

https://doi.org/10.36078/987654711 Mutaxassis faoliyati o‘zagini, shubhasiz, professional-kommunikativ kompetentlik tashkil etadi. Professional-kommunikativ kompetensiya – bu o‘qituvchi tomonidan kasbiy faoliyatni amalga oshirish uchun zarur bo‘lgan bilim, ko‘nikma va ko‘nikmalarni egallash va ularni amalda qo‘llash qobiliyatidir. Professional-kommunikativ kompetensiya har bir alohida sohada zarur bilim va ko‘nikmalarni egallashni o‘z ichiga oladi. Bundan tashqari, professional- kommunikativ kompetensiya o‘qituvchidan o‘z bilimlarini doimiy ravishda to‘ldirishni, yangi ma’lumotlarni o‘zlashtirishni, talablarni tushunishni, yangi ma’lumotlarni qidirishni, uni qayta ishlashni va o‘z ishlarida qo‘llashni talab qiladi. Professional-kommunikativ kompetentlik Murakkab ta’lim Noaniq Ziddiyatli Favqulodda vaziyat jarayonlari rejasiga ega bo‘lish topshiriqlarni axborotlardan bajarish foydalanish Professional-kommunikativ kompetentlikka ega bo‘lgan o‘qituvchilar o‘z bilimlarini har tomonlama boyitadilar, yangi axborotlarni o‘zlashtiradilar, zamon talablarini chuqur anglaydilar, yangi bilimlarni izlaydilar, qayta ishlaydilar va o‘z amaliyotida samarali qo‘llaydilar. Professional-kommunikativ kompetentlik psixologik hamda akmeologik kategoriyadir. Professional-kommunikativ kompetentlik kishining kasbiy faoliyat bilan bog‘liq vazifalarni bajara olish qobiliyati va undan samarali foydalana olish imkoniyati bo‘lib, u shaxsga xos ko‘plab xususiyatlarga ega bo‘lishni taqozo etadi. A.A. Derkach [2] tomonidan professional-kommunikativ kompetentlikning tarkibida: − kasbiy faoliyatdagi kompetentlik; − kasbiy muloqotdagi kompetentlik; − mutaxassisning o‘zligini namoyon eta olishidagi kompetentligini kiritish mumkin. Faoliyatining ustuvorligi zamonaviy pedagog professionalizmini rivojlantirish zarurati bilan belgilanadiki, uning sifat ko‘rsatkichlari nafaqat pedagogik jarayonning o‘zini, balki uning natijalari, rivojlanish istiqbollarini rejalashtirish, tashxislash, modellashtirish, loyihalashtirish ko‘nikmalarini shakllantiradi hamda kasbiy ta’limni yuqori darajada takomillashtirishni ta’minlaydi. “Shu sababli, zamonaviy oliy ta’lim tizimida o‘qituvchilarni 150

https://doi.org/10.36078/987654711 tayyorlashda o‘quv jarayonlarini loyihalashtirish qobiliyatini rivojlantiradigan psixologik, pedagogik va kasbiy-ijodiy yo‘nalishlarni birlashtirish asosida bo‘lajak o‘qituvchining professional-kommunikativ kompetensiyasini rivojlantirishga alohida ahamiyat qaratilmoqda” [5]. “Bo‘lajak o‘qituvchining professional-kommunikativ kompetentligi quyidagilarni bilishni taqozo etadi: o pedagogika va psixologiyani yaxshi bilish; o o‘z faoliyatiga mas’uliyatli yondashish; o o‘quv-metodik jarayonni rejalashtirish; o ishlashni baholash va qayta aloqa; o talabalarda o‘quv faoliyati motivasiyasini shakllantirish; o zamonaviy axborot texnologiyalarini yaxshi bilish” [4]; o ta’lim muhitiga yangilik kiritish; o o‘z fanini mukammal bilish; o xorijiy tillardan birini yaxshi bilish. Bo‘lajak o‘qituvchilarni yetuk mutaxassis sifatidagi professional- kommunikativ kompetentliligini rivojlantirish o’sib kelayotgan yoshlarni mehnat faoliyatlarida o‘z o‘rnini topishlariga, “ularga sifatli ta’lim olish, til ko‘nikmalarini o‘zlashtirish, axborot qobiliyatlarini rivojlantirish, shaxslararo ijtimoiy-madaniy dialoglarni shakllantirish va shaxsni talabga to‘la javob beradigan darajada rivojlantirish” [4] hamda uning o‘z imkoniyatlarini amalga oshirishi uchun zaruriy sharoitlarni yaratish dolzarb muammodir. Bo‘lajak o‘qtuvchilarning pedagogik professionalizmni shakllanishi muloqotning belgilangan maqsadlariga erishish yo‘llari hamda suhbatdoshi shaxsiga nisbatan bo‘lgan munosabati, shuningdek, o‘zaro ta’sirning aniq muloqot uslubi jarayonida amalga oshishi mumkin bo‘lgan o‘ziga xos talablarini aks ettirishi mumkin. Shu o‘rinda, kommunikativ kompetentlilikning pedagogik professionalizmni takomillashtirish (Pedagogik professionalizmning shakllanishi – PPSH) bilan aloqadorligini quyidagi jadval asosida yoritib o‘tdik: 151

https://doi.org/10.36078/987654711 Refleksiv qobiliyat Boshqarish qobiliyati O‘zini Suhbatdoshiga PPSH O‘zini Kommunikativ baholash va sirtdan baho boshqarish ta’sir etish tahlil etish berish Kommunikativ qobiliyat Empatik qobiliyat Suggestiv qobiliyat Shunday qilib, bo‘lajak o‘qituvchilarning professional-kommunikativ kompetentligi bu: − bo‘lajak o‘qituvchilarning kommunikatsiya bo‘yicha kompetensiyalarining yig‘indisi bo‘lib, ular orqali ma’lum bir vazifani bajarish mumkin; − bo‘lajak o‘qituvchilarning ta’lim jarayonining boshqa subyektlari bilan o‘zaro aloqasi, shaxslararo turli vaziyatlardagi mustaqil ish faoliyati jarayonida orttirgan hayotiy tajribasi; − bo‘lajak o‘qituvchilarning ijtimoiy sifatlari bo‘lib, ular o‘qituvchining atrofidagilar bilan o‘zaro muloqotlarining butun tizimini tartibga soladi; − turli pedagogik jarayonda shaxsning imkoniyatlarini aniqlab beradigan, shuningdek, belgilangan ta’lim faoliyatiga mos keluvchi xususiyatdir; − bo‘lajak o‘qituvchilarning real hayotiy vaziyatlar paydo bo‘lganida kompetensiyaga muvofiq holda o‘zining muloqot jarayonini tashkillashtirishga tayyorligi. Mazkur komponentlarning mavjudligi ta’lim sohasida shaxsning sermazmun kasbiy faoliyatini muvaffaqiyatli amalga oshirishning majburiy shartidir. Ko‘rib chiqilgan komponentlarning barchasi jamlanganda, professional-kommunikativ kompetentlilikning mazmun-mohiyati aniq ko‘zga tashlanadi va shaxsning o‘zaro bog‘liq hamda bir-birini taqozo qilgan murakkab sifatlarini shakllantiradi. Adabiyotlar ro‘yxati 1. Деркач А.А. Актуальные проблемы акмеологии развития. Акмеология. – №3. – 2009. 152

https://doi.org/10.36078/987654711 2. Risqulova K.J. Bo‘lajak ingliz tili o‘qituvchilari sotsiolingvistik kompetentligini shakllantirish tizimi. Ped. fan. dok. dis. avtoref. Toshkent. - 2017. 3. https://uzdaily.uz/uz/post/6334. 4. https://www.elibrary.ru/item.asp?id=41180719. 5. https://www.elibrary.ru/item.asp?id=28410961. 6. https://nauka-pedagogika.com/pedagogika-13-00-08/dissertaciya-podgotovka-buduschih- uchiteley-k-kommunikativnoy-deyatelnosti-v-protsesse-izucheniya-distsiplin-pedagogicheskogo-tsikla. Milliy ta’lim tizimida talabalarning ijodiy faolligini takomillashtirish chora-tadbirlari Gulnora Yaxyoeva Mustaqil izlanuvchi Navoiy davlat konchilik va texnologiyalari universiteti E-mail: [email protected] Annotatsiya. Tezisda milliy ta’lim tizimida talabalarning ijodiy faolligini takomillashtirish chora-tadbirlari ko‘rib chiqilgan. Pedagogik ijodkorlik pedagogik faoliyatning holati sifatida qaralib, bunda milliy ta’lim tizimining mazmuni, tashkil etilishida, ilmiy va amaliy muammolarni hal qilishda tubdan ijodiy faollik yaratiladi. Kalit so‘zlar: ta’lim tizimi, ijodiy faollik, takomillashtirish, chora-tadbirlar, ilmiy-amaliy muammmolar. Bo‘lajak mutaxassisning O‘zbekiston Respublikasi Prezidenti Sh.M. Mirziyoyevning “2017-2021 yillarda O‘zbekiston Respublikasini rivojlantirishning beshta ustuvor yo‘nalishi bo‘yicha Harakatlar strategiyasi”, O‘zbekiston Respublikasi Prezidentining 2019-yil 8-oktabrdagi “O‘zbekiston Respublikasi Oliy ta’lim tizimini 2030-yilgacha rivojlantirish konsepsiyasini tasdiqlash to‘g‘risida”gi PF-5847-sonli Farmonida belgilangan vazifalar oliy ta’lim samaradorligini oshirishda olib borilayotgan ilmiy tadqiqotlar natijalarini amaliyotga tatbiq etishga bag‘ishlangan ilmiy taklif va amaliy tavsiyalarini kasbiy faoliyati uchun yangi shartlar, oliy kasbiy ta’lim tizimida uchinchi avlod standartlariga o‘tish, oliy ta’limda o‘qitishning umumiy metodologiyasini ham, o‘ziga xos uslub va texnikasini ham qayta ko‘rib chiqishni talab qildi. O‘zbekistonning jahon hamjamiyatiga tez kirishi, siyosat, iqtisodiyot va madaniyatning turli sohalaridagi integratsion jarayonlar madaniyatlararo 153

https://doi.org/10.36078/987654711 muloqotga, uning turli xalqlar va madaniyatlarga mansub ishtirokchilarining o‘rtasida o‘zaro tushunishga erishish zarurligini taqozo etmoqda. Ilmiy-intensiv texnologiyalarning rivojlanishi bilan ta’limning barcha bosqichlarida va ijtimoiy taraqqiyotning barcha sohalarida axborot va bilimning o‘rni oshadi. Axborot jamiyatida bilim va malaka inson hayotidagi ustuvor qadriyatlarga aylanmoqda. So‘nggi paytlarda talabaning intellektual va axloqiy rivojlanishini rag‘batlantiradigan, uning potensial imkoniyatlarini faollashtiradigan va tanqidiy fikrlashini shakllantiradigan ta’limning bu turiga yo‘nalish tobora keng tarqalmoqda. Ushbu turdagi mashg‘ulotlar doirasida talaba o‘zini o‘quv-bilish faoliyatining faol subyekti sifatida namoyon qiladi. Pedagogika fanida va amaliyotida ishlab chiqilgan loyiha paradigmasi doirasida o‘quv jarayonining turli loyihalarini yaratish bilan bog‘liq bo‘lgan pedagogik dizaynni ajratish mumkin. Pedagogik dizayn muammolari bilan bir qator MDH mamlakatlari olimlari tadqiqot ishlarini olib borganlar, jumladan, A.A. Kirsanov, I.A. Kolesnikova, V.V. Kraevskiy, N.V. Kuzmina, V.M. Monaxov, V.A. Radionov, V.Z. Yusupov va boshqalar. Pedagogik ijodkorlik pedagogik faoliyatning holati sifatida qaraladi, bunda milliy ta’lim jarayonining mazmuni, tashkil etilishida, ilmiy va amaliy muammolarni hal qilishda tubdan yangi narsa yaratiladi. Bu o‘qituvchining ijodiy qobiliyatlari, fazilatlari, tadqiqot qobiliyatlari to‘plamiga ega ekanligini taxmin qiladi, ular orasida tashabbuskorlik va faollik, chuqur e’tibor va kuzatuv, noodatiy fikrlash san’ati, boy tasavvur va sezgi, ta’limiy vaziyatlarni tahlil qilishga ijodiy yondashuv, pedagogik muammolarni hal qilish muhim o‘rinni egallaydi, hukm va xulosalarning mustaqilligi ta’minlanadi “Ijodiy faollikni takomillashtirish” va “Milliy ta’lim tizimi” tushunchalarini taqqoslab shuni ta’kidlash kerakki, pedagogik faollikni takomillashtirish – bu pedagogik tizimlar, jarayonlar yoki vaziyatlarni yaratish maqsadlarini ishlab chiqish va ularga erishishning asosiy yo‘llari, pedagogik faollik – bu uning keyingi rivojlanishi modelini yaratdi va uni amaliy foydalanish darajasiga olib chiqdi. Milliy ta’lim tizimi baqarorlik va aksincha, ijodkorlikni o‘zi faollikdan iborat bo‘lishi ham mumkin. Ijodiy faollik yaratishni o‘z ichiga oladi, takomillashtiradi, o‘z navbatida, ta’lim nazariyasini o‘z ichiga olgan elementlar to‘plamidan iborat bo‘ladi. Har qanday ta’lim tizimi paradigmasining tuzilishini, uning mazmunini, ya’ni, uslubiy asoslarini, shuningdek, ta’lim paradigmasi har qanday ilmiy 154

https://doi.org/10.36078/987654711 faoliyat, shu jumladan dizayn nazariyasi uchun ham asosi bo‘lib hisoblanadi. Milliy ta’lim tizimida talabalarning ijodiy faolligini takomillashtirishning o‘ziga xos xususiyatlarini ajratib ko‘rsatamiz. Milliy ta’lim tizimida talabalarning ijodiy faolligini takomillashtirishning nemis tilini o‘rganishda ijodiy aqliy harakatlarning bosqichma-bosqich rivojlanish nazariyasi va muammoli ta’lim nazariyasiga asoslangan. Talabalarni bilimlarni o‘zlashtirish jarayonini ongli ravishda ijodiy boshqarishga yo‘naltiradi, ya’ni, e’tiborini tafakkur va aql madaniyatining faol, mustaqil rivojlanishiga qaratadi. Ijodiy fikrlashga va o‘z-o‘zini rivojlantirishga undaydi, chunki talabaning o‘zi muammoni o‘zi hal qilishi, yangi harakat usulini topishi kerak. Bu nazariyaga asoslanib, o‘quvchilar faol bilim faoliyatining evristik va ijodiy darajasiga qaratiladi. Obyektni bilvosita o‘rganishning universal usulidir. Talaba o‘rganishining turli bosqichlarida stimulyatsiyadan foydalanilganda turli funksiyalarni bajargan. Avvaliga u asosiy tushunchalarning konturlarini belgilashga va ularning iyerarxiyasi va didaktik aloqalarini aniqlashga yordam beradi. Keyin u muhim aloqalarni yanada to‘liqroq ifodalashga, talabalarning ijodiy faolligini rivojlantirishning pedagogik shartlarini ochib berishga, uning elementlari va o‘zaro ta’sirining xususiyatini yoritib berishga imkon berdi. Tavsiya etilayotgan didaktik model o‘quv jarayonida talabalarning ijodiy faolligini rivojlantirishning obyektiv zarurati va uni nazariy va uslubiy jihatdan samarali amalga oshirish uchun pedagogik shart-sharoitlarning yetarli darajada rivojlanmaganligi o‘rtasidagi ziddiyatlarning oldini olishga urinishdir. Adabiyotlar ro‘yxati 1. Yahheeva G.B. Students’ creative activity development and her methods of technical university. Научные горизонты. – 2019. 2. Mirzaeva M.N. Technology forming professional competence of students of technical university in the lessons of foreign languages. Научные горизонты. – 2019. 3. Yaxyoeva G.B. Features of the development of students’ creative activity in the process of teaching a foreign language. Международный журнал искусство слова. – 2021. 155

https://doi.org/10.36078/987654711 Til o‘qitish jarayonida post-metod pedagogikasining pedagogik parametrlari Zuhra Yakubova 1-bosqich tayanch doktorant O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Til o‘qitish jarayonida post-metod pedagogikasidan foydalanish muhim hisoblanib bunda o‘qituvchi va talaba o‘rtasida vaziyatdan kelib chiqqan holda jonli muhit va muloqot yaratish imkoniyatiga ega bo‘lishdir. Post metodik pedagogikasi talabalarga real muhitda ravon va lingvistik qonun qoidalarga rioya qilgan holda erkin muloqotga kirisha olishga yordam beradi. Ushbu tezisda xorijiy tillarni o‘qitishdagi metodlarning ajralib turuvchi jihatlarini va post metod pedagogikasining o‘ziga xos xususiyatlari ko‘rib tahlil qilinadi. Kalit so‘zlar: post-metod, pedagogika, parametr, metod, ta’lim, xorijiy til, muhit, lingvistik qonun. Oxirgi yigirma yil davomida oʻtkazilgan tadqiqotlar shuni ko‘rsatadiki, o‘qituvchilar hech bir qobiliyatlari monelik qilmasa ham haqiqiy dars jarayonida yangi bir metodlarni amaliyotga tatbiq etishda qiyinchilikka duch kelishadi. Xususan, tadqiqot natijalari shuni koʻrsatadiki, ma’lum bir uslubga amal qilaman degan oʻqituvchilar metodning tartib qoidasiga amal qilmagan holda uning mohiyatiga asoslanib dars olib borishadi yoki turli xil metodlardan foydalanaman degan o‘qituvchilar esa asosan bir xil usulda dars o‘tuvchilar hisoblanishadi. Bunda ba’zi bir o‘qituvchilar hech bir metodlarga alohida urg‘u bermagan holda o‘zlari vaziyatdan kelib chiqqan holda metod yoki mashqlar to‘plami tanlab o‘tishi o‘qituvchining mahoratidan dalolat berishi haqida ta’kidlashadi. Bu holat bizni metod nazariyotchilari va amaliyotchilari oʻrtasidagi munosabatlarni qayta koʻrib chiqishni talab qiladigan post-metod tahlil qilishga undaydi [1, 25]. Kumaravadivelu ta'kidlashicha, post metod holati bu turli xil metodlar qurshovida qolib ketganimizda aniq bir usulni tanlab olishimizdagi eski bir g‘oyalarni va usullarni tartibga keltirilgan holda tayyor uslub yaratishimizgacha bo‘lgan vaziyat tushuniladi. 156

https://doi.org/10.36078/987654711 Ushbu sohadagi eng dastlabki ishlardan biri sifatida Kumaravadivelu chet tili pedagogikasida umume'tirof etilgan metod tushunchasidan “post metod holat” ga o‘tishni o‘rganib chiqdi. Uning fikriga ko‘ra, post metod holati chet tilini o‘rganish usullari, o‘qituvchilarni tayyorlash va dars jarayoni tabiati va mazmunini ham oʻzgartirishi mumkin. Kumaravadiveluning fiklaridan kelib chiqib shuni aytish mumkinki, ustozlar dars o‘tish jarayonida yangi bir metodni qo‘llashga qiynalishadi va bu esa dars jarayonida o‘qituvchining o‘ziga bo‘lgan ishonchini tushurishiga sabab bo‘lishi mumkin. Can (2008) ta’kidlaganidek, metoddan keyingi pedagogika an’anaviy usullarni qoʻllash natijasida yuzaga kelgan kamchiliklarga yaxshi alternativ sifatida qaralishi mumkin [2, 6]. Braunning fikriga ko‘ra, post metodik pedagogika talabalarga real muhitda ravon va lingvistik qonun qoidalarga rioya qilgan holda erkin muloqotga kirisha olishga yordam beradi. Bundan tashqari, o‘quvchilarda guruh bilan ishlash qobiliyatini shakllantiradi va o‘zlarining to‘laqonli potensiallarini ko‘rsata olishlariga zamin yaratadi. Arikan post metod holat ingliz tilini oʻqitishda oldingi qabul qilingan usullar jiddiy sinovdan oʻtkazilib, oldingi barcha metodlardan toʻplangan usullar va strategiyalar toʻplami qoʻllaniladigan zamonaviy davr talablariga javob bera oladigan metod sifatida qaralishini ta’kidlab o‘tadi. Bu fikrlarga kelishiga sabab u Turkiyadagi chet tili darslarini, o‘qituvchilarning dars o‘tish metodlarini va post metod pedagogikasini qo‘llagan o‘qituvchilar o‘rtasidagi munosabat va farqlarini o‘rganishi bo‘ldi. Eronning Ilam universiteti tadqiqotchisi Reza Khany o‘z tadqiqotlari davomida Kumaravadiveluning nazariyasiga asoslanib, Eron universiteti chet tillari o‘qituvchilarini ananaviy va prinsiplarga asoslangan va post metod pedagogika dar holatlariga o‘qitish tajribasi, bilim darajasi va, shu jumladan, o‘qituvchi jinsi qay tarzda ta’sir ko‘rsatishini o‘rganib tahlil qilib chiqadi. Natijalar shuni ko‘rsatadiki, ayol o‘qituvchilardan ko‘ra erkak o‘qituvchilar post metod pedagogikasidan foydalanadi va bunga yana bir faktor sifatida kam yil ish malakasiga ega bo‘lgan o‘qituvchilardan ko‘ra uzoq yillik tajribaga ega bo‘lgan o‘qituvchilar yangi bir metodlarni o‘zlari o‘ylab topib erkin qo‘llay olishi kuzatilgan. 157

https://doi.org/10.36078/987654711 Post metod pedagogikasining uchta pedagogik paramentlari mavjud bo‘lib, ularga quyidagilar kiradi: − Xususiylik post metod pedagogikasining eng muhim jihati hisoblanadi, chunki o‘qituvchilar ma’lum bir guruh ehtiyojlariga, muammolariga nisbatan o‘z qarashlarini rivojlantirishlari va, shuningdek, ushbu muammolarning yechimlarini topishlari xususiylikning muhim omilidir. − Amaliylik o‘qituvchining oʻqitishda oʻz usullarini kuzatish va mulohaza yurita olishi hamda qaysi biri samarali va qaysi usullardan qochish kerakligini hal qilishi bilan bogʻliq. − Imkoniyat – oʻqituvchilar o‘zlarining ijtimoiy, iqtisodiy va siyosiy muhitida yaratilgan dars jarayoniga olib keladigan barcha professional tajriba va ko‘nikmalarining natijasini ifodalaydi. Vaqt oʻtishi bilan til oʻrgatishning koʻplab usullari ishlab chiqildi. Birin-ketin barcha usullar ingliz tilini oʻqitishning yakuniy yechimi sifatida e’lon qilindi. Muammo shundaki, ularning hech biri oʻqituvchilarga oʻz talabalariga ta’lim berishning yakuniy usulini taqdim eta olmagan. Ko‘p hollarda o‘qituvchilar har bir metodning biron bir qismini yoki ayrim elementlarinigina o‘z dars jarayonida qo‘llab ma’lum bir mujassamlikni kashf etishadi va bu esa albatta, post metod pedagogikasidan foydalanishni taqqozo qiladi ya’ni o‘qituvchi va o‘quvchining xohish-irodasi, bilim darajasi, yoshi va jinsiga bog‘liq bo‘lgan faktorlar inobatga olingan holda dars jarayoni tashkil qilinadi. Umuman olganda, dars jarayoni tashkil etish va sifatli darajada ta’lim berish aynan bir metod orqali o‘tilishi o‘qituvchiga qiyinchilik uyg‘otadi va o‘qituvchining bilim berish qobiliyatini ma’lum bir ma’noda cheklab qo‘yadi. Chunki, ma’lum bir faktorlar aynan bir metod barchaga tog‘ri kelishini qat’iyan zidlab keladi bular esa: ▪ talabalarning turli xil ekanligi; ▪ turli madaniyat egasi ekanligi; ▪ yashab turgan jamiyatlarining turlicha ekanligi; ▪ tarixiy omillarining har xilligi. Adabiyotlar ro‘yxati 1. Arikan A. Post method condition and its implications for english language teacher education. Journal of Language and Linguistic. – 2006. 158

https://doi.org/10.36078/987654711 2. Brown H.D. Teaching by principles: an interactive approach to language pedagogy. New Jersey: Prentice Hall. – 2001. 3. Can N. Post-method pedagogy: Teacher growth behind walls. Proceedings of the 10th METU ELT Convention. – 2008. 4. Kumaravadivelu B. The post method condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly. – 1994. 5. Kumaravadivelu B. Understanding language teaching: from method to post method. New Jersey: Lawrence Erlbaum Associates. – 2006. Neighborhood and family cooperation in the education of the younger generation Saodat Yo‘ldasheva Candidate of Pedagogical Sciences, Associate Professor Uzbekistan State World Languages University E-mail: [email protected] Annotation. The thesis discusses the social and pedagogical-psychological changes in the functions of family and neighborhood in the new Uzbekistan, as well as the historical context and impact of family and neighborhood on educational and educational processes, and the content of their joint activities in improving educational efficiency. Working with young people in the area and their educational influence were also discussed and necessary comments were made. Key words: neighborhood, family, education, upbringing, community, activity, kindness, cooperation. It is well understood that the neighborhood and family are social units of people formed and evolving over time, and that they are valued among democratic institutions. “If we can combine the knowledge and experience of the older generation with the virtues of long-sighted youth, excitement, courage, and determination, we will undoubtedly reach the goals we have achieved,” President Shavkat Mirziyoyev remarked. “With such educated and creative young people, we will reconstruct the new Uzbekistan,” he added, expressing trust in the neighborhood and family, through which we are young people. The Uzbek people have relied on family values since ancient times, lived in peace with the aries-aries, “mahalla,” and played a significant role in the 159

https://doi.org/10.36078/987654711 education of the younger generation. The family has become a community built on the basis of parenting, children, and relative seed production when the neighborhood serves as a community that unifies individuals and has socio- political, cultural-educational, and educational value. One of the Uzbek people’s values is to confer with adults before beginning any task, say a prayer, and then do it. After consulting with the community’s prominent veterans or activists, a family wedding or other event is held in the neighborhood. The sense of community among the residents has always been strong. The essential point is that, while the veterans of the neighborhood pay special attention to the education of the neighborhood’s young people, they do not offer their band advise, guidance for young people, or advice for young families. “Mahalla” has always had a tremendous positive impact on every household. “Let us not get into what reforms are being implemented in our country,” our state’s head, Shavkat Mirziyoyev, said. “First and foremost, we rely on young people like you, on your strength and perseverance.” You are all aware that we have set a lofty goal for ourselves today. In our native land, we started the third Renaissance Foundation. The most significant aspects of the coming Renaissance, according to us, are family, pre-school education, school and higher education, as well as scientific and cultural landmarks. I am sure that our self- sacrificing and patriotic youth, like you, will actively participate in the creation of a new foundation for the development of our country and make a worthy contribution,” he said at the Youth Forum of Uzbekistan,- he said at the Youth Forum of Uzbekistan [1, 5]. In the Decree of the President of the Republic of Uzbekistan No PD-5438 dated February 18, 2020, a new system based on the principle of “prosperous and safe neighborhood” was established “on measures to improve the socio spiritual environment in society, further support of the neighborhood Institute, as well as to bring the system of working with family and women to a new level.” In addition, the chairman of the meeting of citizens as a youth affairs advisor, as well as the advisor to the chairman of the meeting of Citizens for elderly and honorary affairs, were established, and measures were taken to ensure the population’s tranquility and to bring the system of working with families into place. 160

https://doi.org/10.36078/987654711 The family’s educational prospects are unrivaled. Regardless of how essential a child’s offspring is, nurturing is critical. The importance of parental attachment is unmatched from the first day of a child’s birth through adulthood as a perfect individual who has grown in every aspect. It is also vital to be aware of and have the proper attitude toward the child’s upbringing. Today, one of the most important tasks of the neighborhood is the transformation of the neighborhood from a crime scene to a state territory, the use of the elderly and veterans' rich life experience in their spiritual ascension, the care of the elderly alone, the strengthening of neighborhood families, and the public control of children’s upbringing in the family. Youth issues are considered a matter of priority, which is of state and social importance in any time and space. As a result, it is ideal that not only parents, but everyone with a strong sense of duty and responsibility, address this issue from the perspective of the country’s interests. In fact, Abdurauf Fitrat agrees with this statement. “The clear objective of the people is to strive for, to be statesman, to be happy, to be respected, to be Jahongir or to be weak, to suffer the load of misfortune, to be neglected, to be subject to other people, and to be enslaved” [2, 295]. The most important tasks of the neighborhood and the family in cooperation today are: − the transformation of “mahalla” from a crime scene to a state territory, the use of the rich life experience of the elderly and veterans in the spiritual upbringing of the youth, the care of the elderly alone, the strengthening of neighborhoods' families, and the public control of children’s upbringing in the family; − meaningful organization of youth leisure activities: Organization of center; − to support each other in young people in the family, to form a sense, moral qualities: to be able to stand in his own words, to develop a sense of responsibility, generosity, humanism, patriotism, covers such issues. As a result, it is suggested that activities and activities with young people in the area be conducted in the following directions: 1. When dealing with young people, the neighborhood must strictly adhere to the rules of psychology and etiquette applicable to that age group. 161

https://doi.org/10.36078/987654711 2. To provide vocational and entrepreneurial training to unemployed and unorganized youth as part of the “Youth: 1+1” program in collaboration with the neighborhood’s youth layer; 3. Interested in the problems of the youth of the neighborhood, ways to find solutions to them research: on the basis of the principle of “every entrepreneur is a supporter of youth”, to ensure the attachment of one unemployed young person to one entrepreneur, to implement the provision of employment of young people who have fallen into the “youth book”in the first place; 4. Craftsman, homemaker teaching young people the experience of other artisans, recreating the traditions of “teacher-apprentice” depending on the interest of young people; 5. Organizing Round-Table conversations between Imam-Khatib and youth on the issue of healthy generation education in the neighborhoods on a variety of topics and others [3, 78]. In conclusion, the community and families have been entrusted with a massive and significant social role. The behaviour of each parent, areas, and the neighborhood has an impact on the child’s peaceful development. Everyone is responsible for the younger generation’s intellectual, moral, and physical development. It is critical that we all take this role seriously. References 1. Muhammad D., Musurmonova O., Riskiev T. Healthy generation-our future: total editorial board. Tashkent: Medical Publishing House named after Abu Ali Ibn Sina. – 2000. 2. Karimova V., Musurmonova O., Sultan X. Children-dear, mother-Ma'abar. – 2001. 3. Alimov X. National and social authorization. Tashkent. – 1992. 162

https://doi.org/10.36078/987654711 The improvement of journalists’ professional English communicative competence Navruza O‘ktamova PhD Student Uzbekistan State World Languages University E-mail: [email protected] Annotation. Familiarity with a foreign language, proficient information, abilities, and capacities are turning into the fundamental characteristics of current columnists. This paper talks about the thought of English experts' informative competence of future writers. The motivation behind the examination is to break down the parts of expert, and unfamiliar informative skills of future columnists. Likewise, it expects to decide the job of broad communications creating proficient English informative competence. The course of exploration information depends on the created innovation of involving broad communications items in English classes. It demonstrated the adequacy of printed, general media, sound, and electronic materials. As for this innovation, levels of expert English open skill comprised of high, adequate, normal, and low. Exploratory work affirms the importance and viability of applied innovation in accomplishing an elevated degree of the examination question. Key words: communicative activities, foreign language communicative competence, journalism education, media discourse. According to an open perspective, materials of broad communications are proficient devices in working with English learning. Specialists demonstrate the impact of unfamiliar broad communications on the improvement of expert English open ability of future columnists. They stress that this interaction will be more successful assuming the educators utilize the entire scope of print, sound, general media, and electronic media material. Media makes the news coverage preparing creative and educational, and adds to the advancement of media proficiency. In the cutting-edge logical world, media training is a heading in a teaching method that reviews broad communications correspondence (press, TV, radio, film, video, and telephones). The primary objectives of media schooling, as for Tyurina are: to set up another age for life in a cutting-edge data society, to feel OK with current media 163

https://doi.org/10.36078/987654711 and to energize its utilization in the scholastic climate, to see data from different sources, to grasp the impact of broad communications on individual brain science, to dominate the methods of correspondence in light of nonverbal structures by specialized implies. In 2019-2020 years, we complete the examination that concentrated on the levels of the advancement of expert English communicative competence at the Division of News-casting based on the Personnel of Philology and Reporting at Ternopil Volodymyr Hnatiuk Public Academic College. We fostered innovation to achieve the exploration targets. It worked on the expert English informative skill of future writers and made a clear construction of professional preparation. Strategies, procedures, structures, and means made the establishment for its turn of events. Innovation execution involving broad communications as a learning device comprised of three phases for various kinds of broad communications (papers, diaries, sound, general media, and electronic media materials): preliminary, preparing, and inventive. In the primary stage, learners got more top to bottom understanding of news-casting issues (in the “Prologue to Reporting” course). The preparation stage included viable exercises by including broad communications materials because of critical thinking and dynamic learning strategies. The utilization of a few intuitive techniques (project-based learning, snowball, conceptualizing, pretend, speculation strategy, discoursed development, freeze-casing, sound and picture, spot and edge, basic investigation) invigorated learners' imaginative movement, self-schooling, and functional abilities improvement. This large number of techniques likewise expanded learners' inspiration and had an association with the future expert circle. On the imaginative stage, learners conveyed in English (talking with outsiders, oral and composed correspondence utilizing the Web) and arranged their media items (paper articles, television, and radio meetings, distributing a paper). We gave specific consideration to the strategies, structures, and methods of reporting instruction utilizing broad communications. We consider media message the most fundamental to fostering proficient English open skills. They go about as a model of public culture and discourse conduct, which are consistent and complete proclamations in correspondence. Media texts became wellsprings of elaborate assortments of a language like truisms, suggestions, neologisms, dialecticism, and obsolescences. In this manner, learners worked with 164

https://doi.org/10.36078/987654711 instructive and creative texts as well as with the entire class and a complex range of discourse. Foreign language Web distributions and sites are other helpful useful and informative devices for supporting news coverage instruction. The viability of the improvement of writers' expert English informative skills relies upon the utilization of electronic periodicals and Web assets, including a web- based entry PressReader. It gives its clients admittance to the most recent issues of more than 3000 papers and magazines, primarily in English. Learners of the Workforce of Philology and Reporting further developed English abilities by glancing through the electronic renditions of the English and American distributors: “The Times”, “The Gatekeeper”, “The Everyday Message”, “The New York Times”, “The Washington Post”, “Los Angeles Times”, “Everyday Mail”, “Forbes” and others. Foreign language sources added to the development of an elevated degree of learners’ English communicative competence (to get clear and complete data, to work on composed and oral abilities, and to figure out an outsider). We think about broad communications as an important substance-based starting point for creating proficient English informative competence to invigorate learners' open exercises. The exploration demonstrated that involving broad communications materials as learning instruments makes news coverage instruction more adaptable, dynamic, invigorating, and useful. Explicit elements of printed (multidisciplinarity, multi issues, openness, material productivity), general media (multi-sort, high unique, presence impact, emotionality, and permeability), sound (free admittance to distributions, the comfort of purpose, minimal expense), and electronic (intelligence, mixed media, computer-generated reality) materials permitted to improve the English language preparing at the Branch of Reporting to another level. References 1. Batoš S., Matić T., Zakarij D. The role of English in the 21st. Century Journalists' Education. MediAnali: Medunarodni Znanstveni časopis za pitanja, novinarstva, masovnog komuniciranja i odnosa s javnostima. – 2010. 2. Becker L., Vlad T. Simpson H. 2013 annual survey of journalism mass communication graduates. Journalism & Mass Communication Educator. – 2014. 165

https://doi.org/10.36078/987654711 3. Burganova R., Abdugalina S., Shaiheslyamova K. The professional competence formation in the training process in higher educational institutions. International Journal of Environmental & Science Education. – 2016. 4. Fahrutdinova R., Yarmakeev I., Fakhrutdinov R. The formation of students’ foreign language communicative competence during the learning process of the english language through interactive learning technologies (The study based on Kazan Federal University). English Language Teaching. – 2014. Autentik videomateriallar va ularning talabalar sotsiopragmatik kompetensiyasini rivojlantirishdagi afzalliklari Mastona G‘oziyeva 2-bosqich tayanch doktorant Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotasiya. Til insonlar uchun aloqa vositasi ekanligi haqiqatdir. Inson ma’lum bir jamiyatda yashar ekan bir-birlari bilan o‘zaro ijtimoiy aloqada bo‘lishi, bir xil til, e’tiqodga ega bo‘lishi va ijtimoiy hodisalarni birgalikda baham ko‘rishi lozim. Shuni ta’kidlash kerakki, chet tilini o‘zlashtirish mobaynida o‘rganilayotgan xorijiy tilni faqat lingvistik xususiyatlarini o‘zlashtirish haqiqiy yozma va og‘zaki aloqani ta’minlamaydi. Biz ushbu tezisimizda xorij tilini o‘rganayotgan o‘quvchi o‘rgangan tilidan foydalanish mobaynida duch kelishi mumkin bo‘lgan ijtimoiy pragmatik muammolarni ochib berishga qaratdik. Kalit so‘zlar: autentik materiallar, kommunikativ kompetensiya, media, videofilmlar, videomateriallar, chet tili o‘qitish. Chet tillarni o‘qitishda, xususan, talabalarning sotsiopragmatik qobiliyatini rivojlantirishda muhim vazifalardan biri bu o‘z maqsadlariga erishish uchun samarali vositalarni tanlashdir. Albatta, sotsiopragmatik kompetensiyani rivojlantirishning eng samarali vositasi tili o‘rganilayotgan mamlakatga tashrif, o‘rganilayotgan til mamlakatining madaniyati, an’analari, urf-odatlari va ijtimoiy me’yorlari muhitiga sho‘ng‘ish deb hisoblanishi mumkin. Biroq, biz til muhitidan tashqarida ekanligimiz sababli, chet tilini o`rganish jarayonida talabalarning sotsiopragmatik kompetensiyalarini rivojlantirishning samarali usullarini yaratish ularni izlab topish muhim vazifalardan biriga aylanib ulgurdi. Bir paytlar chet tilidagi muloqotning til sohiblari tomonidan real vaziyatlarda yozib olingan yoki o‘qilgan audiomatnlar shunday vositalardan biri bo`lgan. Bugungi 166

https://doi.org/10.36078/987654711 kunda chet tili o‘qituvchilari uchun yangi imkoniyatlar ochilmoqda. Xorijiy tadqiqotchilar ta’kidlaganidek, madaniy axborot manbalarini ushbu misollar na’munasi sifatida keltirish mumkin: 1) madaniy ma’lumot manbayi bo‘lgan gazetalar; 2) video materiallar, chunki ular madaniyat haqida vizual ma’lumotlarga ega (CD/DVD versiyalar) rolli o‘yinlar va dramatizasiya; 3) test va viktorinalar, (ya’ni o‘qituvchi tomonidan til sohiblarini madaniyatidan xabardor bo‘lish maqsadida joriy, oraliq nazorat uchun o‘tgan materiallar asosida tuzilgan standartlashtirilmagan testlar). Talaba o‘qituvchining og‘zaki ma’ruzasidan ko‘ra qo‘rgazmali vositalardan foydalanib tushuntirishidan ko‘proq ta’sirlanar ekan. Ana shunda ular yetkazilayotgan mavzuni ko‘proq yodida saqlab qoladi. Talabalarda bunday darslarga nisbatan qiziqish yuqori darajada bo‘ladi. Demak, xorijiy tillarni o‘qitishda bunday ilg‘or usuldan foydalanish foydadan holi bo‘lmaydi. Media ta’lim pedagogikadagi yangi yo‘nalish bo‘lib, televideniye, Internet sayt va portallari orqali audio-video materiallar va multimedia vositalari asosida o‘qitishga asoslanadi. “Multimediali vositalar deganda bir vaqtning o‘zida xarakatlanadigan tasvir, videofilm, animatsiyali grafik obrazlar, matnli tovushlar uyg‘unligida amalga oshirish imkonini beruvchi interfaol vositalar tushuniladi. Multimediali o‘quv materiali bosma material, tovushli, videoli va animatsion elementlarni o‘zida mujassamlashtirgan o‘quv materiallaridan iborat bo‘lib, tabiiyki, bu atama kompyuter xotirasidagi yoki disklardagi ma’lumotlarga nisbatan ishlatiladi [1, 25]”. Ushbu tadqiqot ishimizda media ta’limi haqida gapirganda, biz “Pedagogik ensiklopediyasi”da (R.G‘. Safarova, R.H. Jo‘raev) belgilangan ta’rifga tayanishni zarur deb bilamiz: media ta’limi – bu ommaviy aloqa qonunlarini (matbuot, televideniye, radio, kino, video va boshqalarni) o‘rganishni targ‘ib qiluvchi pedagogika yo‘nalishi) [2, 277]. Mediata’limning asosiy vazifalari zamonaviy axborot sharoitida yangi avlodni hayotga tayyorlash, turli xil ma’lumotlarni idrok etish, insonni uni tushunishga o‘rgatish, uning psixikaga ta’siri oqibatlarini anglash, texnik vositalardan foydalangan holda noverbal aloqa shakllariga asoslangan aloqa usullarini o‘zlashtirishdir. Yosh avlodni tarbiyalash jarayonida ommaviy axborot vositalarining muhim rolini e’tirof etgan holda, yosh axborot iste’molchilarining gazeta, jurnal, kino, Internetning ulkan resurslari bilan aloqalarini tizimli va malakali ravishda o‘rnatish zarur. Yana shuni ta’kidlash lozimki, media ta’lim virtual makonga yo‘l 167

https://doi.org/10.36078/987654711 ochadi . G.A. Vorobyovning ushbu virtual autentik makon virtual interaktiv til muhiti va bilim olishning kuchli vositasi degan fikrlariga qo‘shilgan holda talabalarga chet tillarini o‘rgatishda samarali va munosib yo‘l aynan autentik virtual interaktiv til muhiti bo‘laolishiga ishonamiz. Ta’kidlash joizki, “video”/ “video” kabi bu sohaga oid terminlardan (M.Allan, S.J. Brumfit, M.Furmanovskiy, A.Rays, J.Uillis, Y.H. Solovova va boshq.), “film”, “movie” / “kinofilm” (Y.Mejia, G.Turner, J.S. Vinsent, J. A. Ulyamson va boshq.), “kino” (I.A. Shcherbakova va boshq.), “video hujjatlar” (G.G. Joglina va boshq.) o‘z tadqiqotlarida samarali izlanishlar olib borganlar. Videomateriallar deganda videotasvirlar, animatsion va badiiy filmlar, teledasturlar, reportajlar, esselar, teatrlashtirilgan tomoshalar, yangiliklar, intervyular, telereklamalar, telekurslar, o‘z madaniyatining bir qismi bo‘lgan va audio va videoturkumlarni birlashtirgan til sohiblari tomonidan yaratilgan videokliplar tushuniladi. “Autentik audio-video materiallarning ommalashuvi til o‘rganuvchilarga interaktiv til muhitini yarata olishidadir”, [3, 117], deb ta’kidlaydi rus olimi G.A. Vorobyov. Shu o‘rinda kommunikativlikka asoslangan bu tizimli metod, ya’ni autentik video yoki kinomateriallarga asoslangan o‘qitish metodikasi ustida rus olimlaridan A.Y. Chikunova, Y.I. Verisokinlar, ko‘p izlanishlar olib borganlar. Xorij olimlaridan S.Stempliski va B.Tomalinlarning videomateriallarini chet tillarni o‘qitishda maqsadli qo‘llash usullari haqida qator adabiyotlar yaratishgan. I.Baltovaning fikricha, ovoz orqali taqdim etilgan ma’lumotlardan ko‘ra, ovozli videotasvirlar yordamida taqdim etilgan ma’lumotlar til o‘rganuvchilarning voqelikni yaxlit anglashlariga yordam beradi. “Autentivlik” tushunchasi o‘quv jarayonini iloji boricha tabiiy muloqotga yaqinlashtirish uchun kommunikativ yondashuv tarqalishi bilan chet tilini o‘qitish metodikasiga kirib keldi. Autentiv, autentivlik - asl manbadan olingan haqiqiy. Bu tushuncha “ishlab chiqarilgan”, “uydirma”, “soxta” tushunchalarining aksidir. Autentivlik muammosiga oid ilmiy tadqiqotlar tahlili shuni ko‘rsatadiki, til ta’limida autentivlikka asosan o‘ziga xos xususiyat sifatida qaraladi: − ta’lim uchun matn; − o‘zaro munosabatlar. O‘zaro aloqaning autentivligi, o‘zaro ta’sir, bu matn va o‘quv predmeti o‘rtasidagi o‘zaro bog‘liqlik va chet tilidagi aloqa subyektlarining o‘zaro ta’siri chet tili darslarida ham, tabiiy aloqa sharoitida ham bo‘lishi mumkin. O‘zaro autentivlik asosan muloqotchilarning nutqiy xatti-harakatlarining autentivligiga bevosita bog‘liq. 168

https://doi.org/10.36078/987654711 Xulosa o‘rnida shuni aytib o‘tmoqchimizki, xorij tilini o‘rgatishda uchrayotgan sotsiopragmatik muammolarni kuzatar ekanmiz, tajribali o‘qituvchi talablarga chet tilini autentik materiallar bilan ta’minlab o‘rgatishi, mavjud muammolarni sezilarli darajada kamayishiga sabab bo‘lishiga amin bo‘ldik. Adabiyotlar ro‘yxati 1. Safarova R.G‘., Jo‘raev R.H. Pedagogik ensiklopediya (2-jild). Toshkent. – 2015. 2. Nazarov V. Xorijiy tillarni o‘qitishda media ta’lim va multimedia texnologiyalarining ahamiyati. – 2019. 3. Воробев Г.А. Развитие сосиокултурной компетенсии будуших учителей иностранного язика (поиск эффективних путей). Иностранне язики в школе. – 2003. The significance of teaching the speech act sets in EFL classes Lyutsiya Shamsutdinova PhD Student Uzbekistan State World Languages University E-mail: [email protected] Annotation. The thesis reveals negative impact of pragmatic transfer from students’ first language to a target language which effects on the process of developing pragmatic competence. One of the issues is considered to be speech act strategy sets. The author reviewed as an example, the speech act of apology, and proposed a number of criteria that should be taken into account while teaching pragmatic competence in EFL classroom. Key words: pragmatic competence, pragmatic transfer, speech act, speech act sets, context, social norms. Speaking a foreign language means not only having the linguistic resources to say what we want to say and the ability to understand others, read or write; it also means being able to use those linguistic resources in real contexts, considering what is and is not appropriate to say in those situations while being able to use the most suitable language to do so. The ability to observe social 169

https://doi.org/10.36078/987654711 norms and use language appropriately is what we understand as pragmatic competence and is an essential component of communicative competence [2, 174]. In order to speak and interpret utterances appropriately, interlocutors need to know what social role they play in a given speech event and what is the normative expectation of that role in society. They further need to know that certain linguistic features collocate in a certain speech style or register (pragmalinguistic knowledge) and that a particular co-occurrence structure is linked to certain social roles and situations (sociopragmatic knowledge) [4, 84]. When learners do not know pragmatic norms in the target language or when they assume that their own pragmatic norms apply in the given situation in the target culture, they may consciously or unconsciously depend on the norms that apply for that situation when using their first, dominant, or some other language. This influence of the learners’ knowledge of other languages and cultures on their pragmatic use and development on the use of the L2 is referred to as pragmatic transfer. Although pragmatic transfer may produce positive results, when learners’ pragmatic norms are similar and applicable to the L2 (referred to as positive transfer), our focus here on divergence will have us focus just on what has been referred to in the literature as negative transfer [3, 78]. Therefore, pragmatic failure mainly deals with the incorrect transfer of pragmalinguistic and sociopragmatic norms from the mother tongue to the target language. Deviations from these norms are observed in speech acts. The performance of common speech acts usually involves choosing from a set of possible strategies, some of which may involve the use of what could be viewed as other distinct speech acts, and for this reason the term speech act set has been introduced. For example, in complaining, you could include a threat, which constitute a speech act distinct from complaining (“Ok, then. If you won’t turn your music down, I’ll call the police!”), or in apologizing, you could also add criticism (“Sorry I bumped into you, lady, but look where you’re standing!”) [3, 8]. Consequently, students may entirely depend on adopted social norms and contextual variables in their native language. For this reason, speakers must consider options and select options that allow them to produce speech appropriate to the context. So, the challenge is to support learners is being more systematic in their strategies for learning and using complex speech acts. A recent concern for 170

https://doi.org/10.36078/987654711 greater rigor in defining and doing research on language learner strategies would suggest not viewing the strategies that learners use for speech act performance as separate thoughts and behaviors, but rather as strategy chains or clusters. In the case of strategy chains, the learner is selecting and deploying the strategies in sequence [1, 279]. The strategy of constructing speech acts can be considered a universal phenomenon in speech. In fact, learners may simply translate what they would say in their native language in such a situation. It is easier than trying to determine how best to say it in a way that conforms with patterns for the target language and culture, given the respective ages, social status, and roles of the speaker and listener in that situation [3, 7]. However, this will not fully comply with the norms adopted in the English-speaking environment. Therefore, it is important to draw students' attention to this problem, which they may encounter in a real speech environment. According to D. Cohen, these strategies play a potentially useful role in helping students reduce the likelihood of pragmatic failure in the performance of speech acts [1, 280]. As an example, consider the strategy of constructing the speech act “apology”, adopted in English: 1. Expression of an apology: A word, expression, or sentence containing a verb such as “sorry,” “excuse,” “forgive,” or “apologize.” In American English, “I apologize . . .” is found more in writing than it is in oral language. An expression of an apology can be intensified – in American English, usually by adding intensifiers such as “really”, “terribly”, “awfully”, “so”, “very”, or some combination of them – for example, “I’m really very sorry”. 2. Acknowledgment of responsibility – degree of recognition of fault. This strategy includes a continuum: accepting the blame: “It’s my fault”; expressing self-deficiency: “I was confused/I didn’t see/You are right”; lack of intent: “I didn’t mean to”; implicit expression of responsibility: “I was sure I had given you the right directions”; not accepting the blame/denying responsibility: “It wasn’t my fault”; or even blaming of the listener: “It’s your own fault”. 3. Explanation or account – a description of the situation which led to the offense, serving as an indirect way of apologizing. This explanation is intended to set things right. At times it is interpreted as an excuse. 4. Offer of repair: the apologizer makes a bid to carry out an action or provide payment for some kind of damage which resulted from his/her infraction (e.g., 171

https://doi.org/10.36078/987654711 “Let me pick those up for you” “I’ll be there in half an hour”). This strategy is situation-specific and is only appropriate when actual damage has occurred. 5. Promise of non-recurrence: the apologizer commits him/herself to not having the offense happen again (e.g., “I’ll never forget our anniversary again.”). This strategy is situation-specific and less frequent than the other strategies. At least one of these strategies needs to be selected for use in the performance of a speech act in a given speech community for the speech act to take place [3, 9]. The sequence and choice of recruitment strategies in speech acts, in our opinion, mainly depends on the following criteria: 1) the situation of the problem; 2) the age of the speaker; 3) the social status of the speaker; 4) social distance between speakers; 5) linguistic and cultural affiliation between speakers. Thus, in the process of improving pragmatic competence, teachers should direct students' attention to how the strategy of recruiting speech acts is built in English. To sum up, successful speech communication is carried out not only at the level of linguistic acceptability, but mainly it must be correlated with the social and cultural norms of the target language. However, the integration of such important aspects in the language are not always taken into account while teaching English, which leads to communicative failures. Therefore, knowing the problem in its true content, students can prevent pragmatic transfer and reach successful communication. References 1. Andrew D. Strategies for learning and performing L2 speech acts. Intercultural Pragmatics. – №2(3). – 2005. 2. Marta G. Technology-mediated tasks for the development of L2 pragmatics. – №26(2). – 2022. 3. Noriko I., Andrew D.C. Teaching and learning pragmatics: where language and culture meet (1st ed.). Great Britain: Pearson Education Limited. – 2010. 4. Rose K.R., Kasper G. Pragmatics in language teaching. New York: Cambridge University Press. – 2001. 172

https://doi.org/10.36078/987654711 Использование графических органайзеров при изучении стихотворении м.ю. лермонтова «три пальмы» Шарофат Чориева Преподаватель Денауский институт предпринимательства и педагогики E-mail: [email protected] Сохибжамол Авазова Магистрант Узбекский государственный университет мировых языков E-mail: [email protected] Аннотация. В статье рассматриваются использование графических органайзеров как кластер, категориальная таблица, диаграмма Венна при изучении стихотворении М.Ю. Лермонтова «Три пальмы». Ключевые слова: графические органайзеры, кластер, синквейн, схемы, таблицы. Использование новых подходов и стратегий в обучении русскому языку позволяет решить главную цель обучения-развитие четырех навыков речевой деятельности: слушание, говорение, чтение, письмо. При изучении биографии М.Ю. Лермонтова можно составить кластер, категориальную таблицу, синквейн, диаграмму Венна, схему «Почему?» и другие графические органайзеры. Очень эффективен хронологический кластер и кластер лингвистического анализа либо по выразительно- изобразительным средствам по стихотворению «Три пальмы» (Таблица 1). Важно после заполнения кластера перенести все понятия в категориальную таблицу и сделать выводы, так как категориальная таблица обеспечивает объединение полученной информации на основе выделенных признаков и развивает системное мышление, умения структурировать, систематизировать информацию (Таблица 2) [2, 73]. 173

https://doi.org/10.36078/987654711 Таблица 1. Таблица 2. Выразительно-изобразительные средства Олицетворения Эпитеты Метафоры Сравнения щедро поит ручей, ручей звучный, пылающая грудь, «песок крутился шепчутся листья с роскошные листья гордо кивая столбом», караван гремучим ручьём, гордые пальмы махровой главою «шёл, колыхаясь, как приветствуют почвы бесплодной в море челнок пальмы Подводя итоги таблицы важно подчеркнуть, что в данном стихотворении больше олицетворений, значит больше оживление, одухотворение природы. Можно продолжить кластер включив основную тему, главные герои, либо составить следующую таблицу. Таблица 3. 1. Главные героини символ юных существ, полных жизненных сил и благих – пальмы порывов, жаждущих послужить людям, принести пользу человечеству. 2. Караван символ сбывшейся мечты, которая была лишь миражом, обманом, иллюзией. 3. Коршун символ смерти, птица-падальщик. Она довершает картину разгрома, который учинил караван 4. Ручей символ спокойной и мирной жизни, которую не ценили деревья 174

https://doi.org/10.36078/987654711 5. символический социально-философский смысл. Образ Образ пустыни пустыни у Лермонтова возникает в стихотворениях «Пророк», «Выхожу один я на дорогу», в поэме «Демон» Таблица 4. Сюжет, основная мысль и композиция 1. Вкратце: Три пальмы росли посередине пустыни. Между ними бежал ручей. Они оберегали друг друга. Сюжет Пальмы взмолились Богу. Пришел караван, Люди напились из ручья, отдохнули, а ночью срубили пальмы, чтобы обогреться. Лишенный оберегающей тени и защиты от ветра, высох ручей. Его занесло песком. 2. Философский Проблема отношений человека и природы, размышление поэта смысл о смысле человеческого существования в этом мире. стихотворения Стихотворение представляет собой философские размышления о смысле и цели человеческой жизни. Идея 3. Основная мысль автора заключается в том, что не стоит роптать на судьбу, необходимо достойно и прямо нести свой крест, не призывая вмешательства Бога в этот процесс. Бунт против судьбы обречен. С помощью кольцевой композиции, в основе которой лежит прием антитезы, Лермонтов показывает трагизм человека в катастрофической ситуации. Радующий глаз пейзаж, резко 4. Композиция контрастирует с удручающей картиной опустошения. Социально-философский смысл такого композиционного обрамления — скорбь о том, что человек стал виновником катастрофы, которая определенно может погубить и его. Таблица 5. Краткий анализ можно преподнести в такой форме История создания Стихи написаны в 1838 году. Опубликованы – в 1839. Тема произведения Тема – смысл жизни. Нужно довольствоваться малым, не идти против предназначения. Композиция Кольцевая, строится на антитезе: жизнь-смерть. Жанр Баллада Стихотворный размер Баллада состоит из 10 строф, написанных четырёхстопным амфибрахием. 175

https://doi.org/10.36078/987654711 Главный герой Три гордые пальмы, которые опечалены своим бесполезным существованием. каравана – это герои второго плана. Таблица 6. Диаграмма Венна по противопоставлению образов коршуна и ручья Схема «Почему?» - это целая цепочка рассуждений по выявлению исходной причины проблемы. Развивает и активизирует системное, творческое, аналитическое мышление[2, 76]. Схема «Почему?» по разрешению проблемы стихотворения М.Ю. Лермонтова «Три пальмы» 176

https://doi.org/10.36078/987654711 Схема раскрывает причину возникновения проблемы и важно после заполнения, читая с конца в условном наклонении, получить решение проблемы. Если бы пальмы росли бы, где –то в курортной зоне, их жизнь была бы наполнена интересными событиями; и если бы это было так, они бы не считали бы, что всё время, отпущенное им судьбой, прожито зря; и в таком раскладе вещей, пальмы были бы удовлетворены своей судьбой и не стали бы «на Бога роптать»; А если они не стали бы просить бога о другой судьбе, ещё долгие годы росли бы, радуя взор. Синкве́йн (от фр. cinquains, англ. cinquain) — пятистрочная стихотворная форма, возникшая в США в начале XX века под влиянием японской поэзии. Работа над созданием синквейна развивает образное мышление 177

https://doi.org/10.36078/987654711 Подача материала в таблицах целесообразна, так как это даёт возможность формировать упорядоченные, систематизированные знания. Графические способы представление информации позволяет подойти к изучению русского языка и литературы с творческой стороны. Составление диаграммы, вопросно-ответная беседа преподавателя с обучающимися, несомненно, даёт возможность высказать своё мнение и тем самым способствует формированию у них коммуникативной компетентности. Список литературы 1. Голиш Л.В. Проектирование и планирование педагогических технологий. Учебно-методическое пособие для тренинга. Ташкент: ТГЭУ. – 2012. 2. Усманова Р. Русский язык: учебник для 9 класса школ общего среднего образования с узбекским и другими языками обучения. Ташкент: ИПТД “Узбекистан”. – 2019. 3. Худайкулов Х.Ж., Чориева Ш.Т. Основы педагогического мастерства: учебное пособие. Тошкент: «Инновация Зиё». – 2021. 178

https://doi.org/10.36078/987654711 3-BO‘LIM. TILSHUNOSLIK, ADABIYOTSHUNOSLIK VA MADANIYATLARARO MULOQOTNING UZVIY RIVOJLANISH TENDENSIYALARI

https://doi.org/10.36078/987654711 Oʻzbek tilida jinoiy sud-protsessual nutq terminlarining hosil boʻlishida intra va ekstralingvistik omillar Zubayda Abdurahmanova Stajyor-tadqiqotchi O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Jinoiy sud-protsessual nutq terminlarining hosil boʻlishini oʻrganish, ularga ta’sir etuvchi omillarni tahlil qilish orqali oʻzbek tilidagi sud- protsessual nutq terminlarining qoʻllanilish mexanizmini takomillashtirish imkonini yaratish mumkin. Ushbu tezisda jinoiy sud-protsessual nutq terminlarining hosil boʻlishida intra va ekstralingvistik omillar ta’sirining muhim nazariy va amaliy asoslari toʻgʻrisida soʻz yuritilgan. Kalit soʻzlar: sud tizimi, sud-protsessual nutq, maxsus terminlar, intralingvistik omil, ekstralingvistik omil, jinoiy sud. Jinoiy sud-protsessual holatga oid har qanday fikr, tushuncha, belgi, harakat-hodisa va munosabat soʻzlarda oʻz ifodasini topadi, ya’ni so‘zlardan, iboralardan, atama va terminlardan tarkib topgan ifoda qolipiga, ifoda shakliga mos tushmaguncha munosabat, ijtimoiy aloqa, muomala (fikrlashuv) yuzaga chiqmaydi. Fikrning, xususan, yuridik fikrning voqeligi ham, mavjudligi ham tilda namoyon boʻladi. Tilsiz, soʻzsiz hech qanday aniq va tayyor holdagi yuridik fikr boʻlmaydi. Yuridik tilda fikr soʻzlar, terminlar va bular ishtirokida tuzilgan muayyan sintaktik qurilmalar – gap modellari orqaligina shakllanadi va nutqda o‘z ifodasini topadi: til huquqning “yashash” shartidir [1, 25]. Yuristlar qonunlar matnlaridagi yuridik terminlar mohiyatini toʻgʻri anglab yetishlari va ularni o‘z oʻrnida qoʻllashga rioya qilishlari zarur. Yuristning nutq madaniyati tushunchasini yana quyidagicha izohlash oʻrinlidir: 1. Yuristning nutq madaniyati yuridik tilni, uning qonun-qoidalarini ongli idrok qilish asosida yurisprudensiya doirasida ifodali nutq tuza olish mahoratidir. 2. Yuristning nutq madaniyati faqat to‘g‘ri nutq tuzish emas, balki uquvlilik hamda nutqiy chechanlikdir. 3. Yuristning nutq madaniyati til vositalaridan o‘rinli foydalangan holda huquq sohasida maqsadga muvofiq soʻzlash va yoza olish san’atidir. 179

https://doi.org/10.36078/987654711 4. Yuristning nutq madaniyati bu, avvalo, ravon va mazmunli, oddiy va tushunarli fikrlash madaniyatidir. Jinoiy sud-protsessual nutqining leksikasini, asosan, terminlar tashkil etadi. Lekin har qanday yuridik tushunchalarni ifodalash uchun terminlar oldiga ma’lum talablar va me’yorlar qoʻyiladi. Bu terminning mohiyati va tabiatidan kelib chiqadi. Jinoyat sudi faoliyatida qoʻllaniluvchi terminlar firibgarlik, genotsid, nomusga tegish, terrorizm, jinoyat protsessi bilan bogʻliq yuridik terminlar: yuzlashtirish, ko‘zdan kechirish, eksperiment, ekspertiza, ushlab turish, majburiy keltirish, jinoyat ishini qoʻzgʻatish, surishtiruv, sud tergovi, hukm, appelyatsiya tartibida ish yuritish, dalillar. Yuqorida keltirilgan terminlarni ma’no jihatidan toʻgʻri qoʻllay olishimiz terminga nisbatan lingvistik omillarni ifodalash uchun vosita sifatida xizmat qiladi. Lingvistik omillar ta’sirida terminlarni hosil qilish jarayonida soʻz yasovchi qoʻchimchalar qoʻshish orqali yangi mazmun beruvchi termin hosil boʻlishini ham nazarda tutadi. Misol tariqasida jinoyat, jinoyatchi, jinoyatchilar terminlarini olaylik. Jinoyat termini sodir boʻlgan jarayonni ifodalaydi, jinoyatchi esa jinoiy jarayon sodir etgan shaxs yoki qatnashchi sifatida ifodalansa, jinoyatchilar termini jinoiy guruhni yoki sodir etilgan jinoyatda bir nechta shaxslar ishtirokini ifodalaydi [2, 102]. Bosqinchilik va talonchilik, tovlamachilik va firibgarlik kabi yuridik tushunchalarni bildiruvchi terminlar umumiy ma’nosi bir xil, lekin ma’no qirralari jihatidan bir-biridan farq qiladigan soʻzlardir. Ularning oʻrnini almashtirib qoʻllash qonun tilida uslubiy xatolarni keltirib chiqaradi. Yuqorida keltirilgan sinonimlaming har biri Jinoyat kodeksida termin sifatida bir ma’noli boʻlib, har qaysisi alohida-alohida jinoyatning nomini bildiradi. Qonunda bosqinchilik – o‘zganing mulkini talon-taroj qilish maqsadida hujum qilib, hayot yoki sogʻliq uchun xavfli boʻlgan zoʻrlik ishlatib yoxud shunday zo‘rlik ishlatish bilan qo‘rqitib sodir etilgan jinoyatdir [JK, 146-modda]. Talonchilik – oʻzgalar mulkini ochiqdan-ochiq talon-taroj qilishdir [JK, 166-modda]. Tovlamachilik – jabrlanuvchi uchun sir saqlanishi lozim boʻlgan ma’lumotlarni oshkor qilish bilan qoʻrqitib mulkni yoki mulkiy huquqni topshirishni, mulkiy manfaatlar berishni yoxud mulkiy yoʻsindagi harakatlar sodir etishni talab qilish yoxud jabrlanuvchini o‘z mulki yoki mulkka boʻlgan huquqini berishga majbur qiladigan sharoitga solib qo‘yish [JK, 165-modda]. Firibgarlik – aldash yoki ishonchni suiste’mol qilish yoʻli bilan oʻzganing mulkini yoki mulkiy huquqini 180

https://doi.org/10.36078/987654711 qoʻlga kiritish [JK, 168-modda]. Keltirilgan misollardan koʻrinib turibdiki, sinonimlarning ma’no qirralarini toʻgʻri anglamaslik, nafaqat nutqning to‘gʻriligiga putur yetkazadi, balki jazo belgilashda ham noto‘g‘ri holatlarni keltirib chiqaradi. Har bir protsessual hujjat nafaqat huquqiy jihatdan, balki lingvistik jihatdan ham xatosiz va savodli tuzilgan bo‘lishi lozim. Huquq va til madaniyati me’yorlariga muvofiq darajada tuzilgan matnlar huquq va tergov organlarining ham, odil sudlov organlarining ham mavqeini orttiradi, yuridik ish yuzasidan qabul qilingan qaror mohiyatini tushunarli qiladi [3, 42]. Nutqning aniqligi – ifodalanayotgan fikrga, voqelikka soʻz va terminlarning muvofiq kelishidir. Ya’ni shakl bilan mazmun mutlaqo mos boʻlmogʻi nutqning aniqligini ta’minlaydigan omillardir. Nutqning aniq boʻlishi uning shakllanishida ishtirok etuvchi nafaqat lingvistik, balki ekstralingvistik omillarga ham bogʻliq boʻladi. Bu esa, til va tafakkurning oʻzaro aloqadorligi bilan oʻlchanadi. Tabiat va jamiyatdagi narsa-hodisalar hamda voqelik bilan ularning nutqdagi in’ikosi oʻrtasidagi aynan muvoliqlik nutqning aniqligini ta’minlaydi. Ekstralingvistik omillarga tilga bogʻliq boʻlmagan shart-sharoitlar kiradi. Bu avvalo, notiqning yoritilishi lozim boʻlgan mavzu yuzasidan yetarli bilimga ega boʻlishini taqozo etadi. Mavzuni chuqur oʻzlashtirmagan notiqning tabiiyki, nutqida ta’sirchanlik boʻlmaydi. Bamisoli ummon bo‘lgan tilimizdan bir fikrni bir qancha shakl-u shamoyillarda ifodalash imkoniyatlari mavjud, ya’ni tilimizda har qanday voqea-hodisalarni ifodalash uchun so‘z va iboralar topiladi, lekin muloqot vaziyati uchun eng uygʻun ifodani topa bilish nutq egasining bilimi, ma’rifat-madaniyati, mahorat va malakasiga bogʻliq. Muloqot vaziyatining mohiyatiga chuqur yetmasdan tanlangan til birliklari, har qancha goʻzal boʻlmasin, nutq egasining maqsadini ifodalay olmaydi. Nutqning ta’sirchanligi deyilganda, asosan og‘zaki nutq jarayoni ko‘zda tutiladi [4, 154]. Turli ekstralingvistik omillar (jest – qo‘l, bosh, gavda harakatlari; mimika – yuz harakati, qiyofa o‘zgarishi) so‘zlashuv uslubining o‘ziga xos belgilaridir. Xulosa shuki, mustaqil davlatchiligimiz yanada takomillashib borayotganligi tufayli iuson huquqlari bilan bogʻliq xilma-xil qonunlaming qabul qilinishi, o‘z navbatida, huquqqa oid minglab yangi terminlaming yuzaga kelishiga ham sabab bo‘lmoqda, chunki ijtimoiy hayotda har qanday tushuncha yoki hodisaning tugʻilishi uning asosi sifatida terminlarning boyishiga sabab bo‘ladi. Biroq yuzaga kelayotgan huquqqa oid tushunchalar, tilda so‘z yoki 181

https://doi.org/10.36078/987654711 termin sifatida o‘z in’ikosini topar ekan, ular milliy tilning o‘z qonuniyatlari asosida ifodalanmog‘i va shakllanmog‘i shart. Adabiyotlar roʻyxati 1. O‘zbekiston Respublikasining Jinoyat-protsessual kodeksi. (Umumiy qism, 0290-son). – 2022. 2. Загорский Г.И. Судебная речь. – 1985. 3. Usmonov S. Yuristning nutq madaniyati. – 2005. 4. Ликас А.Л. Культура правосудия. – 1990. The essence of Navoi’s ghazalas Farida Abduvaliyeva Magistrant O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotation. The relevance of this thesis is that the essence of Navoi’s ghazals. Just as Hazrat Mir Alisher Navoi, a great statesman and poet, gave a great legacy to the Uzbek language. The deep meaning of the ghazals resonates in other languages as well. Key words: essence, reflected, ghazals, stanzas, meaning, genre, expression. The work of Alisher Navoi, who is recognized as the founder of the Uzbek language, is still being studied. The great and incomparable creative heritage of the poet is distinguished by its brilliance. The collection of Navoi’s works “Khazoim ul-Maoni” contains more than 2500 ghazals. We can call Alisher Navoi a poet who wrote so many unique ghazals in Eastern poetry [7, 34]. It is known that no national literature can develop only within its own framework – in isolation from other rights. Interaction between national literatures is realized by enriching each other and translating works created in one language into another language. The work of Alisher Navoi, the great Uzbek poet and thinker, forms separate pages of the world art of words. The translation of Navoi’s works into other languages began in the 15th century, “Majolis un- nafais” was translated into Persian Tajik language by Shah Ali bin Abdul Ali Nishopuris half a century after Muhammad Ghaznavi in 1522-1523 [1, 162]. As 182

https://doi.org/10.36078/987654711 Alisher Navoi’s ghazals, rubai, qasidas, especially epics spread widely, the interest in studying them grew. This led to the creation of dictionaries for the review and explanation of the language and poetic expressions of the poet’s works. As a result, shortly after the poet's death, “Badoe ul-lug‘at”, “Lug‘ati Navoi” was published in Abushka in Turkey in the 16th century, “Sangloh” in the 18th century, as well as “Al-lug‘at al-lisan an-Navoi”. This dictionary window was created with the aim of explaining Navoi’s works to representatives of other nations. Therefore, they can also be evaluated as an attempt to translate Navoi [2, 65]. Small wonder is beset by the tribulations of eighteen thousand worlds, For my playful beauty is a mere eighteen years old. (translated by L.Kmetyuk) This ghazal is called “the wonders at the age of eighteen” translated by L.Kmetyuk into English. The ghazal was created in the descriptive style. It is aimed at characterizing the meaning of love (the specific figure) in beauty. But this quality is human filled with philosophical exaggerations about the passionate phase of his life and the beauty of life. Even in some stanzas, the description takes second place, and the definition, philosophical generalization is the first. It will rise to the level. Or, even if the description is moderately and harmoniously reflected, philosophical essence draws our attention more. For example, an eighteen-year-old charmer on the row rather than her beauty, a strong emphasis is placed on the image of his spiritual and spiritual condition at that age. “Eighteen thousand worlds” is a stable phrase, which means that the whole existence consists of eighteen thousand worlds, originated from the mythic ancient ideas about the infinity of the universe. Poet “My beauty has some problems of eighteen thousand worlds in his head, but don't be surprised, because he is eighteen years old,” he said, not only about his love’s condition, but about a person’s age in general defines the age of eighteen. As the definition is universal, in our opinion, eighteen-year-old beloved is also a general image. It is possible that the play depicts a certain eighteen-year-old person life form is not known to us. Maybe the description on the row is a beautiful eighteen-year-old girl no, the talent of a perfect teenager was the basis [4, 98]. We immediately object to our assumption that Navoi described a young man. This has not yet been studied in science problem. There are dozens of 183

https://doi.org/10.36078/987654711 Rubabi (lyrical) works written by Navoi as young men, which are different to Hamid Sulayman’s edition of “Khazayin ul-Maoni” published in 1959-60 [3, 57]. Comments on Alisher Navoi’s ghazals was not included and did not reach the readers. These ghazals and poems are in the collection of Navoi’s perfect works is being printed and now needs to be scientifically evaluated. In my opinion, this phenomenon is related to Navoi’s worldview. In the following stanzas, the ideological content of the row is gradually improved. Stanzas 2-3 are in row discusses the viability of human maturity at the specified level of maturity: I dare say her beauty will last her another eighteen years. Since her mind is in such turmoil and she – a mere eighteen years old… In the following stanzas, the ideological content of the row is gradually improved. Stanzas 2-3 are in row discusses the viability of human maturity at the specified level of maturity. Starting from these stanzas, the lyrical hero of the ghazal is somewhat restricted from general imagery. That is, he is not an eighteen-year-old person at all. In our opinion, in the part of the ghazal after the row, there are more qualities typical of women it is written. Of course, in the context of Navoi’s ghazals, there is also a symbol of divine grace. Along with the gradual development of the ideological content in verses, there is also the art of ruju helped. In the second stanza, the poet says, “He is eighteen thousand years old He was able to hold the conflicts of eighteen thousand worlds in his head as he manifested the tasteful beauty. this ability in him will be easily preserved for another eighteen years,” he says in the third stanza backs his mind. Denying himself with the words “Don’t say eighteen years” and saying “If another hundred and eighty years pass and while all kinds of troubles flashed before her eyes, she was in the kingdom of beauty as the king of happiness. He will continue to rule”, she concludes. The essence of Ruju is this self-denial, is in strengthening the thought. As for the magic of big troubles in her “eyeballs”, it is the East in classical poetry, it is mentioned about the eye and the eyebrow (for example, like the evilness of the eye, or the executioner, and the eyebrow like a sword, beckoning one time is taking life, etc.) all adjectives is implied [3, 59]. Eighteen…? No, even when she grows to be eighteen hundred years old Will she remain the queen among beauties and our doom lurks in her eyes. 184

https://doi.org/10.36078/987654711 I marvel not at the beauty of her features for all that is so lovely in her Is the handiwork of that great artist- the Lord Almighty [6, 109]. Because according to Navoi’s worldview, The God is the creator of all amazing beauty. It is every substance, body, creature, including man a particle, fragment, reflection of the divine being is a new manifestation. God Almighty is the most beautiful in every beauty. If Navoi has shed a sea of tears in years for his moon-like beauty Look closer at them, you will see that every tear reflects her splendor – the sun... Navoi says to the moon that is he suffered from losing his beauty (since he was born) ever since) he cries, and in his tears the sun is the reflection of the divine glory: shining, it is going on. It seems that it is mystical that can be felt only in the first stanzas the images and meanings came out openly to the point of praise. The image that started in the row developed consistently until it was praised. Words, images, and expressions in the ghazal moved in accordance with such development. “Eighteen thousand worlds”, “eighteen years”, and “eighteen young”, and “eighteen years”, “one hundred and eighty years”, “surprise”, “one hundred surprises”, “one hundred surprises” combinations provided a serial development of the content and idea in the ghazal. The ghazal became famous due to its high artistry, was loved by the people, and moved from language to language, from heart to heart. A status by our status experts as a classic song by singer Berta Davidova. It was sung to the tunes and it was fun [3, 60]. In short, Navoi’s work is opening its meaning over time and is surprising the whole world. Every word in his ghazals is interpreted in various ways. The original hidden content testifies to the high skill of the poet. Great Uzbek poet using the possibilities of the old genre, perfected in the creativity of its predecessors, a new expression on its own while creating indelible poetic works, he invented methods and techniques, followed the path of creative experiments, great research, and the development of the ghazal. References 1. Azamov A. The seventh heaven of poetry. “World Literature” Publishing House. – 2004. 2. Komilov N. A trip to the world of meanings. “Civilization” Publishing House. – 2012. 185

https://doi.org/10.36078/987654711 3. Vohidov E. Analys of Alisher Navoi’s ghazals. “East” Publishing House. – 1986. 4. Dictionary of Navoi’s works. Tashkent: “Science” Publishing House. – 1986. 5. Navoiy A. Works. Tashkent: “Science” Publishing House. – 1963. 6. Navoi A. Pearles from the ocean. Tashkent: “East” Publishing House. – 2000. 7. Hojiahmedov A. Do you know poetry? Tashkent: “East” Publishing House. – 2001. Ijtimoiy tarmoq tili va uning yosh omili bilan bog‘liq o‘ziga xos jihatlari Kamola Ahmedova 1-bosqich tayanch doktorant Urganch davlat universiteti E-mail: [email protected] Annotatsiya. Ushbu tezisda bugungi kunda zamon talabiga aylanib borayotgan onlayn muloqot jarayoni, uning bir qancha afzalliklari, leksik jihatdan o‘ziga xos xususiyatlari, shuningdek, virtual muloqot jarayonining tarmoq foydalanuvchilari yosh omili bilan bog‘liq jihatlari to‘g‘risida so‘z yuritilgan. Kalit so‘zlar: onlayn muloqot, nutq jarayoni, nostandart leksik birliklar, sleng, jargon, internet tili, ikkinchi chet tili. Aynan inson tili uning milliy, jinsiy, shaxsiy belgilari haqida ma’lumotlarni shakllantiradi, saqlaydi va boshqalarga yetkazishda asosiy vosita bo‘lib xizmat qiladi [6, 5]. Real hayotdagi muloqot jarayonida suhbatdoshlar bir-birlari bilan axborot almashishdan tashqari boshqa ikkilamchi vazifalarni ham bir vaqtning o‘zida ongli yoki ongsiz ravishda bajaradilar, xususan, bir-birlari to‘g‘risida ijobiy yoki salbiy taassurot hosil qilishlari mumkin. Bu nafaqat nutq jarayoni bilan bog‘liq holda, balki umuman unga aloqador bo‘lmagan omillar orqali ham shakllanishi mumkin. Suhbatdoshning o‘zini tutish madaniyati, kiyinish madaniyati hamda uning yoshi yoki jinsi bilan bog‘liq bir qancha jihatlari muloqot qilayotgan shaxslar to‘g‘risida ko‘plab ma’lumotlar berishi mumkin. 186

https://doi.org/10.36078/987654711 Bu fikrlar nafaqat jonli muloqot jarayoniga, balki virtual muloqot jarayoniga ham xosdir. Muloqot murakkab antropotsentrik jarayon bo‘lib, unda inson omili yetakchilik qiladi. Biroq, inson nutqiy vaziyat va sharoitni, makon va zamonni, tinglovchining xususiyatlari va holatini ham inobatga olmasdan, bu omillar bilan hisoblashmasdan o‘z kommunikativ maqsadini amalga oshirishi qiyin [5, 22]. Shu o‘rinda muloqot tushunchasining o‘ziga alohida to‘xtalib o‘tadigan bo‘lsak, muloqot – odamlar (shaxslararo) va guruhlar (guruhlararo) o‘rtasidagi aloqalarni o‘rnatish va rivojlantirishning murakkab ko‘p qirrali jarayoni, birgalikdagi faoliyat ehtiyojlari natijasida vujudga keladi. Muloqot atamasi – ijtimoiy psixologiyada muloqot va faoliyat o‘rtasidagi organik aloqani ta’kidlash uchun ishlatiladigan o‘ziga xos atama bo‘lsa-da, bog‘lanish mohiyati turlicha talqin qilinadi. Guruhlararo aloqani tahlil qilishda uning ijtimoiy ma’nosi nafaqat bir vaqtning o‘zida mavjud bo‘lgan guruhlar o‘rtasida, balki tarixiy jarayon davomida madaniyat va ijtimoiy tajriba shakllarini uzatish vositasi sifatida ham tushuniladi. Ijtimoiy psixologiyada shaxslararo muloqotga katta e’tibor beriladi [3]. Hozirgi kunga kelib, juda ham qisqa vaqt mobaynida, internet butun bir insoniyat uchun asosiy axborot manbayi va eng ommabop ma’lumot almashish vositasiga aylandi desak, mubolag‘a bo‘lmaydi. Onlayn muloqot o‘zining bir qancha afzalliklari bilan eng qulay muloqot vositasi sifatida necha millionlab foydalanuvchilar orasida keng qo‘llanilmoqda. Makon va zamon tanlamaslik xususiyati uning eng samarali aloqa kanali ekanligining asosiy sababchilaridan biridir. Onlayn muloqot jarayonida suhbatdoshlar qaysi yosh guruhiga mansub bo‘lsa, ularning nutqi ham shunga yarasha farqli bo‘ladi. Keksa insonlarning nutqi ularning ijtimoiy kelib chiqishi, hayotiy tajriba va ko‘nikmalari, nutq ohangi va shunga o‘xshash boshqa omillar tufayli qolgan yosh guruhlari vakillarining nutqidan farq qiladi. Yosh guruh vakillari qarama-qarshi guruh vakillariga nisbatan global tarmoqdan ancha keng foydalanishi ham sir emas. 18-24 22.8 % 25-34 333.8 % 35-44 18.6 % 45-54 11.9 % 55-64 65+ 7.3 % 5.5 % 187

https://doi.org/10.36078/987654711 Ushbu jadvaldan ham ko‘rinib turibdiki, inson yoshi o‘tgani sari tarmoq xizmatlaridan foydalanish foizi ham kamayib boradi [2]. Albatta, turli yosh guruhi vakillari nutqida leksik o‘ziga xosliklar ham mavjud bo‘ladi. Nisbatan yosh guruh vakillari bo‘lgan internet foydalanuvchilari orasida jargon, argo, vulgarizm, sleng kabi nostandart leksik birliklar ancha keng uchraydi. Jargon (frans. jargon. – safsata) – biror ijtimoiy guruhning o‘ziga xos leksikasi, fonetikasi va grammatikasi bilan umum so‘zlashuv tili va mahalliy dialektlardan farq qiladigan tili. Jargon muayyan ijtimoiy muhitda yuzaga keladi va shular manfaatiga xizmat qiladi (masalan, talabalar, harbiy xizmatchilar, turli kasb, mashg‘ulot egalari orasidagi jargon). Argo (frans. argot – jargon) – ma’lum toifa kishilargagina tushunarli so‘zlar mavjudligi bilan umumxalq tilidan farq qiluvchi, biror ijtimoiy toifa, guruh (masalan, dallollar, sportchilar, o‘g‘rilar va h.k.)ga xos yasama til [4]. Sleng atamasi o‘z ma’nosini shunchalik kengaytirdiki, u katta sonli turli tushunchalarni izohlashda ishlatila boshladi. Bu narsa esa slengga tegishli va slengga tegishli bo‘lmagan elementlar o‘rtasida chegara chizig‘ini o‘tkazishda katta qiyinchilik tug‘diradi [1]. Jamiyatning turli guruhlari o‘z kasblariga, sevimli mashg‘ulotlariga, hatto yosh guruhlariga qarab, turli jargonlardan foydalanishga moyil. Yoshlar katta yoshli guruh vakillariga qaraganda jargonlarni eng ko‘p ishlatadiganlardir. Shuning uchun kattalar uchun, asosan keksalar uchun, yosh avlodning jargondan foydalanish maqsadini tushunish qiyin bo‘lishi mumkin. Tilning bunday nostandart qatlamidan foydalanganda turli yoshdagi odamlar o‘rtasida tushunmovchiliklar yuzaga kelishi ehtimoli katta. Leksikonlarning bu nostandart qatlami jamiyatning yosh qatlami orasida keng tarqalgan bo‘lishi mumkin. Ayniqsa, o‘zbek madaniyatida odamlar keksaygan sari jiddiyroq bo‘lishga moyil bo‘lishadi va atrofdagilar ularni yoshiga yarasha madaniyatli, dono bo‘lishlarini kutishadi va nutqda so‘z tanlashlari boshqa yosh guruhlari vakillariga qaraganda ancha to‘g‘ri va aniq bo‘ladi. Shu sababli, keksa odamlarning nutqida argo, slenglar kamdan-kam uchraydi. Ammo yosh guruhlarga mansub bo‘lganlar kundalik hayotlarida jargon va vulgarizmlarni keng ishlatishadi va bu ular o‘rtasida hech qanday muammo yoki tushunmovchilikni keltirib chiqarmaydi. Tilning nostandart qatlamiga xos bu kabi so‘zlar ular uchun umumiy va tushunarli. 188

https://doi.org/10.36078/987654711 Nutqda tez-tez ishlatiladigan so‘zlar orasida boshqa tillardan kirib kelgan olinma so‘zlar ham bor. Ingliz tilidan olingan so‘zlarning aksariyati nemis yoki fransuz tillaridan kelib chiqqan va ularning bir-biriga ta’siri juda sezilarli. Globallashuvning tez sur'atlari tufayli, bu tendensiya har qachongidan ham tez ro‘y bermoqda va ko‘p odamlar o‘z tillarida paydo bo‘lgan bu yangi so‘zlarning ma'nosini tushunishda adashib ham ketmoqdalar. Ta’kidlash joizki, ortda qolayotgan odamlar jamiyatning keksa a'zolari, bu ehtimol, ular atrofidagi ijtimoiy muhitning natijasidir. Shuningdek, ko‘pchilik yoshi katta guruh vakillari ijtimoiy tarmoqdan qanday foydalanishdan voqif emas va bu ham, o‘z navbatida, ularga yoshlar bilan benuqson muloqot qurishga to‘sqinlik qiladi. Ijtimoiy tarmoqlarda hozirda yoshlar orasida keng qo‘llanilayotgan bir qancha so‘z va iboralarni keltirib o‘tsak: − “Rosayam ketvorgan narsa ekanmi?”; − “Takoy kiyingan”; − “Qizlarni crashi”. Bu kabi borgan sari yoshlar tarmoq nutqida ommalashib borayotgan “til” yoshi nisbatan katta guruh vakillariga umuman tushunarsiz bo‘lishi mumkin. Bunga asosiy sabablar sifatida shularni keltirib o‘tishimiz mumkin: yosh guruh vakillari nutqining har doim ham grammatik jihatdan to‘g‘ri va to‘liq emasligi, leksika tanlovida tushunmovchiliklar mavjudligi, “aralash til”dan foydalanish kabilar. Respublikamiz miqyosida olib qaraydigan bo‘lsak, O‘zbekiston necha yillar mobaynida Sovet sotsialistik respublikalari ittifoqi tarkibida bo‘lganligi tufayli yurtimiz hududida o‘sha davrda o‘zbek tili bilan bir qatorda rus tili ham iste’molda bo‘lgan. Bu shuni anglatadiki, o‘sha davr aholisining ikkinchi chet tili rus tili bo‘lgan va bu aholi hozirgi kunda jamiyatimizning yoshi katta guruh vakillaridir. Ularning ko‘pchilik qismi ingliz tilidan bexabar va aksincha, bugungi yosh guruh vakillarimiz esa ikkinchi chet tili sifatida ko‘pincha ingliz tilini o‘rganmoqdalar va ularning nutqida ushbu tildan olinmalar anchani tashkil qiladi. Bundan shunday xulosa qilish mumkinki, ijtimoiy tarmoqlarda anchayin keng tarqalib kelayotgan nostandart leksik birliklarning ko‘pchilik qismi ingliz tilidan kirib kelayotganligi bois turli yosh qatlamlari o‘rtasida tushunmovchiliklar yuzaga kelmoqda. Internet tilining asosiy ildizi ingliz tilidan tarqalganligi bois bu jarayonga hech qanday to‘sqinlik qilib bo‘lmaydi va 189

https://doi.org/10.36078/987654711 aksincha, tarmoq foydalanuvchilari soni kundan-kunga ortib bormoqda. Jamiyatning yoshi katta qatlami ham yangiliklardan voqif bo‘lish, zamon bilan hamnafas bo‘lish, yangi avlod bilan benuqson muloqotda bo‘lish istagida nutqning ushbu yangi – yozma so‘zlashuv ko‘rinishiga asta-sekin moslashishga harakat qilishmoqda. Adabiyotlar ro‘yxati 1. Fries Ch. Usage levels and dialect distribution. New York. – 1977. 2. Ponomaryova Ye.S. Evolutsiya filosofsko-eticheskix predstavleniy ob obshenii. 3. O‘zbekiston milliy onlayn ensiklopediyasi. 4. Rustamova D.A. Metaforik evfemizatsiyaning lingvokulturologik va sotsiopragmatik aspekti. Filol. fan. bo‘y. fals. dis. Farg‘ona. – 2018. 5. Shahobitdinova Sh., Rustamov Sh., Popov D., Rustamova D. Ommaviy lisoniy madaniyat. Jamoaviy monografiya. Andijon. – 2020. 6. https://www.statista.com/statistics/272365/age-distribution-of- internet-users-worldwide/. Lexical ways of expressing fear in the work of Roald Dahl “Matilda” Nigina Aliboyeva Independent Researcher Termez State University E-mail: [email protected] Annotation. The following thesis analyzes three lexical ways of expressing fear in the novel “Matilda”, written by R.Dahl. Besides, this it includes examples of stylistic means of expressing fear used by the author. Key words: fear, subgroups, expression, characterize, intensity, stylistic means, hyperbole, grotesque, epithets. A lexical unit is a constituent unit of lexicon, no matter if it is understood as an external or internal lexical system, presented in a word-book or a theoretical dictionary stored in our mental lexicon. Lexical units are two- faceted (двусторонние), having meaning and form, and ready-made (готовые), registered in a dictionary and reproducible in speech. Thus, they differ from 190

https://doi.org/10.36078/987654711 other linguistic units like single-faceted phonetic units (phonemes) — the smallest language units that do not have meaning of their own, and from two- faceted syntactic units (free word combinations or sentences), which are created according to syntax rules for every speech occasion and cannot be listed in any dictionary. In the novel by Roald Dahl [1, 174], fear is most often expressed through lexical units. This may be due to the fact that the fear experienced by the characters is expressed through the narrator. Lexical units expressing the fear of heroes, we divided into three main groups: − words and expressions that characterize the feeling of fear; − words and expressions that characterize the speech of the characters at the time of the emergence of fear; − words and expressions characterizing changes in color and facial expressions. Lexical units characterizing the feeling of fear [2, 188]. The most numerous groups of lexical units expressing fear are represented by verbs. The intensity of the experienced emotions is conveyed in the text by adverbs (cautiously, nervously, exceedingly wary, fearfully). This group is divided into two subgroups in accordance with the forms of manifestation of fear in the characters of the work: • physical action (including involuntary reactions of the human body due to fear) or intention; • inaction (paralysis). Physical actions as a form of expression of fear appear in the episodes of the chapter of The Ghost, in which Matilda decided to scare her parents: • The mother shrieked, still quaking. • They all jumped. In the examples given below, the characters take actions on purpose: • The husband wiped his lips nervously with his napkin. In this sentence, the action of the hero, which he performs out of fear, is characterized by the adverb of the mode of action. • They all fled, slamming the door behind them. The following sentences refer to different chapters of the novel, but their common feature is the expression of the students' fear of the headmistress. 191

https://doi.org/10.36078/987654711 • I became so frightened of her I used to start shaking when she came into the room. • The boy moved cautiously. In the following situations (the episode on the playground in front of the school and the test lesson with Miss Trunchbull), the characters are paralyzed by fear, so they do nothing: • The girl wearing the pigtails, Amanda Thripp, stood quite still, watching the advancing giant, and the expression on her face was one that you might find on the face of a person who is certain that the Day of Judgment had come for her at last. Paralysed with fright, managed to stutter, 'My m-m-mummy likes them. She p-p- plaits them for me every morning’. Lexical units that characterize the speech of characters at the time of fear. Speech is one of the most important characteristics of a character. It can be used to determine his personality, lifestyle and, in particular, his emotional state. Therefore, separate groups were identified lexical expressions that characterize speech and its features that manifest themselves at the time of the appearance of fear in a character. In the novel, verbs that introduce direct speech, features of expression (stuttering) and comparisons are indicators of the hero‘s fear: • The boy murmured. • The boy mumbled. These verbs illustrate Nigel’s fear at the control lesson, which is conducted by the headmistress. If you use these speaking verbs out of context, it is difficult to talk about fear, but in the novel, they carry a connotation of fear. Miss Trunchbull checks Nigel's homework very rigorously, which causes him to feel intimidated. In this group, a frequent lexical unit expressing fear is the verb (to cry, to murmur, to stutter, to mumble). All these verbs are often found in literature and colloquial speech, denoting shades of fear, which, however, are often expressed in context. These tools help to show the strength of the emotion experienced. There is a comparison like blancmange in the text. The lexeme blancmange translated into Russian means blancmange - fruit jelly with cream. This comparison can be a figurative characteristic of fine and prolonged trembling. Lexical expressions characterizing a change in color or facial expression of a character due to fear. This is one of the smallest groups of expressions, which, 192

https://doi.org/10.36078/987654711 basically, denote one phenomenon - blanching. Most often, an important characteristic of a fright is a change in complexion, such as a blanching of his skin. A significant role is played by the description of the facial expression, which reflects the state of the hero. The expressions below illustrate the reaction of a boy named Bruce Bogtrotter, who ate a piece of cake and is now being judged in front of all the students. Miss Trunchbull scolds Bruce and tries to get a confession from him, but the reaction of the boy, denying his misdeed, betrays him: fear of the headmistress appears on his face, which first turns gray and then white with fear: • Face had turned gray with fearful apprehension. • The boy exclaimed, turning from gray to white. Phonetic ways of expressing fear. The phonetic modes of expression in the novel are represented by the technique of onomatopoeia: repeated letters convey a stutter caused by fear in writing. The following sentences illustrate this phenomenon: • “My m-m-mummy thinks I look lovely, Miss T-T-Trunchbull,” Amanda stuttered, shaking like a blancmange. • Paralysed with fright, managed to stutter, “My m-m-mummy likes them. She p-p-plaits them for me every morning.” Stylistic means of expressing fear. The novel also presents stylistic means of expressing fear: hyperbole, grotesque and epithets [4]. Hyperbole, reaching the grotesque, is very vividly represented by the description of the headmistress Miss Trunchbull herself: • Miss Trunchbull, the Headmistress, was something else altogether. She was a gigantic holy terror, a fierce tyrannical monster who frightened the life out of the pupils and teachers alike. There was an aura of menace about her even at a distance, and when she came up close you could almost feel the dangerous heat radiating from her as from a red-hot rod of metal. The description also abounds with epithets that characterize and reinforce expressions of fear. The following sentence, describing Miss Trunchbull, also has a superlative adjectival epithet, which takes the heroine trait to the extreme: • She was above all a most formidable female. In the following passage, one can observe hyperbole in the way the expression on the heroine's face is described, what emotions she experienced 193

https://doi.org/10.36078/987654711 when she saw that Miss Trunchbull was approaching her. Fear is described as a strong, all-consuming feeling, like a “doomsday” that is near: • The girl wearing the pigtails, Amanda Thripp, stood quite still, watching the advancing giant, and the expression on her face was one that you might find on the face of a person who is certain that the Day of Judgment had come for her at last. In the course of the study, by continuous sampling, 21 units were identified - words, sentences, passages of text that reflect the fear of the characters. The expressions were considered by us from the position of the translation, how the expressions of the original and the translation are related. The expressions were divided into the following groups according to the classification of translation transformations by L.S. Barkhudarov: permutations, additions, deletions, substitutions, as well as expressions translated without transformations. However, the distribution of expressions is rather arbitrary, because several transformations are usually applied in translation [3, 194]. In quantitative terms, the most numerous group is replacements (10 units), followed by a group of translation transformations of the permutation type (4 units), an equal number of additions and expressions translated without changes (3 units each) were found in the text of the original and translation, in the texts there were just one example of an explicit omission. References 1. Roald D.I. Matilda. Viking Kestrel. – 1964. 2. Malmkjayer K. The linguistics encyclopedia. London and New York: Routledge. – 2002. 3. Бархударов Л.С. Язык и перевод (Вопросы общей и частной теории перевода). Москва: Международные отношения. – 1975. 4. https://www.thoughtco.com/stylistics-language-studies-1692000. 194

https://doi.org/10.36078/987654711 O’Genri va Oʻtkir Hoshimov hikoyalarida qahramonlarining qalb, ruh, ong kechinmalarining psixologik talqini Elbek Avezov 2-bosqich tayanch doktorant O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Ushbu tezisda adabiy obrazlar saviyasining tasvir vositalaridan oʻrinli foydalanishga koʻp jihatdan bogʻliqligi adabiy tajribada tasdigʻini topgan haqiqatdir. Bu hol hikoyalarning mazmundorligini oshiribgina qolmay, badiiyatini ham boyitgan. Badiiy asarda har bir personajning oʻziga yarasha ichki olami mavjuddir. Boʻlayotgan voqealarga nisbatan asar qahramonlari oʻzlarining munosabatini bildirishi bilan birga ularning ruhiy kechinmalari ham muallif tomonidan tasvirlansa, kitobxonda katta taassurot qoldiradi. Kalit so‘zlar: ta’lim, obraz, nazorat, hikoya, badiiy, maktab, o‘quv, personaj. Adabiyotshunos Jabbor Eshonqulov inson ruhiyatidagi hissiyot va tuygʻularni shunday ifoda etadi: “Inson ruhiyati juda keng olam boʻlib, undagi hissiyot va tuygʻular ikki xil shaklda oʻzini namoyon etadi: birinchisi anglangan, maʼlum mantiqqa ega, tashqi dunyoga nisbatan oʻzining qatʼiy xulosa va yoʻnalishiga ega tuygʻular. Bu tuygʻu insonning jamiyatga, odamlarga, atrof- muhitga munosabati va bu haqidagi maʼlum tushunchaga ega boʻlgan qarashlarni ifodalaydi; bularning barchasini ong sintez qilib beradi, yaʼni ong bevosita ishtirok etadi. Ikkinchisi, ong osti hislari, ongga qalqib chiqmagan, lekin inson ruhiyatida doimo mavjud, tashqi dunyo bilan tinimsiz aloqa qilib turuvchi hislar. Bu hislar inson harakati, ruhiyatining asosini tashkil etadi”. Badiiiy ijodda ham qahramon yaratishda psixologizmga oid kriteriyalar qoʻllanilib, personajlar ruhiy dunyosini epik ifoda etish muallif zimmasiga yuklatiladi. O’Genri va Oʻtkir Hoshimov hikoyalarida ham qahramon ruhiyati keng koʻlamda badiiy ifoda etilgan. O’Genrining “Afsungarlar sovgʻasi”, “Soʻnggi yaproq”, “Moʻjizaviy kulchalar”, “Kaktus” hikoyalarida inson qalb kechinmalari maromiga yetkazib tasvirlangan. Yozuvchi turli voqelar tasviri asosida qahramonlar ruhiyatini ochishga intiladi. Tadqiqotchi Sh.Sopiyeva eʼtirof etganidek “Qahramonning xatti-harakati, yurish-turishi, biror ishni qay yoʻsin amalga oshirishi, gap-soʻzi va qiziqishlari asarda tasvirlanayotgan hayotiy 195