UCHINCHI RENESSANS: TA'LIM, TARBIYA VA PEDAGOGIKA

https://doi.org/10.36078/987654711 4-BO‘LIM. NAZARIY VA AMALIY TARJIMA MUAMMOLARI

https://doi.org/10.36078/987654711 Difficulties in teaching simultaneous interpretation for bilingual students Jamila Abduganieva Doctor of Philosophy in Pedagogical Sciences Uzbekistan State World Languages University E-mail: [email protected] Annotation. This article is devoted to the problems which students are facing while mastering the skills of a simultaneous interpreting. Simultaneous interpretation has been seen existed since mid-XX century and different methods and rules have been formed by professionals. I will mention difficulties in teaching Simultaneous interpretation for bilingual students at institutions and general solutions of how to avoid these challenges. Key words: simultaneous interpretation, natural and artificial bilingualism, challenges. Simultaneous interpretation is the type of translation that requires both speakers to speak at the same time. The one speaks what he/she wants to say, and the other interpretes of what is being said. This type of translation can be difficult because it proceeds different type of stages: listening, comprehension and producing. All these stages should happen at the same time [1]. As interpreting the languages, the one who is doing this work knows at least two languages. Bilingualism refers to the ability of people to speak two languages equally. Bilingualism has two types: 1) natural; 2) artificial. Natural bilingualists have grown up the atmosphere where their family speaks two languages from their childhood and the artificial bilingualists are taught with the purpose throught the years. For intepreters, natural bilingualism can be so handy, because they have already mastered the skills of transferring easily from one into another and difficlties are not that so much. For those who are artificial bilingualists, simultaneous interpretation may seem to be difficult. Specifically, Simultaneous interpretation has its own difficulties. This subject is usually taught by profeesionals at institutions specialised for teaching interpretation/translation. With the introduction of Simultaneous translation in 1945, there was a need for specialists, but there were no areas for appropriate professional training. Therefore, the first translators-certified specialists in various fields with a good knowledge of the language or students of linguistic 296

https://doi.org/10.36078/987654711 universities had to learn simultaneous translation in the process. As we mentioned difficulties of teaching simultaneous interpretation can be connected with three main stages, listening stage challenge deals with the comprehension. Students interpretes in booth where all equipments are ready to work with no any distractions. Interpreting begins with listening process via headphone. All basic difficulties may seen in listening comprehension. Listening difficulties are connected with understanding of what the speakers are saying, or interpreter is no well aware of the topic, faces challenges to understand. Without understanding, interpreter never can transfer the meaning of the speech from one language into another. Speaking challenges can be connected with bad pronunciation skills often caused a stress factor and a lack of topic knowledge. For food interpretation, students should be taught excellent pronunciation, good articulation and voice training. Producing is the last stage after the two which relies on them. By far, the most difficult part of teaching simultaneous interpretation is traning students listening while speaking – the ability to process the speaker while interpreting themselves. Theoretical basis for training professional interpretaters was begun in the mid-60ies of XX century. Since that time, teaching methods have been formed , criterias and rules were created and new methods have been formed by professionals [2]. For interpretating synchronically, one of these processes has just to happen mindlessly. The students must subconsciously interprete with their mind. To teach them, teachers should be master of their field. Students want to work with the masters of their work so then they can learn how to be a good translators. Most commonly interpretation in our country is conducted in 3 languages: from Russian into Uzbek, or Russian-English, English-Russian of English-Uzbek. Main difficulties they may face is the structure of the two languages. For example, Russian and English language differ from uzbek language structurally. The centre of the sentences – predicates locate after subjects while uzbek sentences’ predicates comes end, after all parts of speech. This structure requires ability to know beforehand what the speakers are going to say. Besides, they should own curiosity and strong attention (key emphasis in work and difficult point in that translation). For teaching basic skills, teachers continuously introduce what skills should be included and at the same time, terminological units are taken as teaching sources. For interpretation synchronically, terminology plays an important role to understand the meaning of the speech. Another difficulties for 297

https://doi.org/10.36078/987654711 bilingual students is using the ability of metaphors, metonymys, personification and other forms the figure the speech. Teaching how to work on simultaneous interpretation. According to the facts, students use both languages while interpreting which is considered as most-common problem to tackle. For example, If speech should be interpreted in English from Russian, Students use the words exactly as it is source language. It is difficult to teach them not to do this problem. The teaching mehtods may differ for each institutions and country, but in general teaching principles are universal. Alekseyeva believes, that for high-quality training of interpreters, in particular, simultaneous interpreters, educational institutions need their own training program, their own recruitment plan and graduates, their own forms of examination control, transparency of training (visits of foreign observers and employers), scenario methods for creating a translation situation as close to reality as possible (this idea was voiced at the VII Summer school of translation, held by the Union of translators of Russia from 15 to 20 July 2014) [3]. Students may face language barriers to interprete if they are not basically taught basic skills, especially, bilingual ones. They should avoid using the actual words of one language. To avoid these all problems, teachers should be masters first, (1) They should be aware of what difficulties their students have, (2) train continually from the basic skills into challnger ones, (3) should give feedback so students will get right direction to overcome their problems. The role of simultaneous interpretation has developed as years went on, without engaging in the discussion of cultural conflicts that may appear between host country and the incoming refugees, community interpreting has become a discipline with its own traits in its professional practice. It can be said that at first this type of interpretation was a difficult task, but now it is successfully handled by equipment developers, organizers, and synchronists themselves. This type of interpretaton continues a long time and requires professionals in its field. Being bilingual does not make you a good interpreter but mastering the interpreting techniques does. So, it is gained for years and requires patience and lifelong learning process. References 1. Alekseya M. Teaching translation and interpretation. – 2012. 298

https://doi.org/10.36078/987654711 2. Hal S. Issues, challenges, and solutions in translating study instruments. – 2010. 3. Narcisa S. Vasile Goldiş. – 2010. Assessing the quality of machine translation Zakhriddin Haitkulov PhD Student Uzbekistan State World Languages University E-mail: [email protected] Annotation. Machine translation systems improve communication between people speaking different languages. Machine translation helps people understand each other even if they do not know the other person’s language well enough, and it helps them use foreign websites without having to translate every word. This article offers to assess the quality of machine translation. Key words: machine translation, assessing, quality of machine translation, translation systems, MT programs and machine translation systems. Assessing the quality of an MT is a difficult task, if only because there can be many different correct translations for a source text. The following methods are used to assess the performance of MT systems: a) Expert evaluation; b) Automatic methods. Assessment from the point of view of the specific task. We will not go into detail about assessment in terms of the specific task, because it depends entirely on the aims of the study. In this case, questions such as how much time it takes to post-edit a text or how accurately information is conveyed in translation. Sometimes a text from a narrow-specialized field is used to assess the quality of translation, and the researcher carries out the evaluation of translation quality himself by comparing the results of several systems. The standard evaluation procedure involves more than one assessor. The experts make a subjective assessment of the system's performance on two parameters: adequacy and fluency. To do this, they are given the results of the MT system, the source text and/or a translation master sample. The translation benchmark is often present if the expert is not proficient in the host or source language. Adequacy and smoothness of the text are assessed on a scale of one to five. Adequacy in this case means correct transfer of the meaning of the source text, 299

https://doi.org/10.36078/987654711 while text smoothness demonstrates compliance of the translation with the norms of the host language, correctness in terms of grammar [1, 18]. There is also a ranking system of evaluation, where the MT system translation is compared in pairs with translations of other systems in terms of “better” (one translation is clearly superior to the other), one of the translations is clearly superior to the other in quality), “worse”, and “equivalent” (the translations do not differ in quality in principle). In this case, experts tend to be more consistent in their assessments. In order to achieve unbiasedness, the experts usually do not know which system they are evaluating. The tools used for the automatic assessment of MFs should ideally, they should meet the following criteria: low-cost work, intuitive and meaningful results, consistency results when used repeatedly, and, finally, the correctness of the evaluation of systems that perform better. Speed of operation is also taken into account, the possibility of individual adjustment to the user’s interests, and the amount of memory required by the system. The task of such tools is, in the presence of a reference translation and translation made by MT, to compare them and calculate how much they are similar. Word Error Rate or WER, BLEU, and NIST metrics are often used to automatically evaluate machine translation performance. These tools allow us to successfully compare the performance of different MT systems and evaluate improvements in the performance of a particular system [2]. The metrics of precision, recall, and F-measure is also used. Word Error Rate, or weighted Levenshtein distance, allows measuring the distance between a machine translation and an exemplary translation in the same way. We measure the distance between a dictionary word and a misspelled word (counting whole words rather than letters as characters) [MP: a review of methods]. In essence, WER measures the minimum number of changes that need to be made in order to get a reference translation from the MF result. In doing so, WER can take into account different variants of the reference translation with different word order. In the case of WER, the smaller the Levenstein distance, the better the performance of the system is evaluated [3, 23]. The BLEU (Bilingual Evaluation Understudy) metric is currently the most popular in modern MF evaluation. It allows taking into account not only translation accuracy of individual words but also chains of words (n-grams) [MP: a review of methods]. The BLEU metric was developed by IBM and is one of the easiest to use machine translation evaluation metrics. The BLEU algorithm 300

https://doi.org/10.36078/987654711 evaluates translation quality on a scale of 0 to 100, based on comparing machine translation with human translation and searching for common words and phrases. The basic idea of the developers of the metric is that the better the machine translation, the more similar it should be to human translation. The NIST metric was developed on the basis of BLEU, but has one fundamental difference. While correct word order is more important to get a high BLEU score, NIST scores higher on the correct choice of vocabulary. To use the BLUE and NIST metrics, a corpus of sentences in the source language and various reference translations of these sentences performed by a human is required. Neither BLUE nor NIST metrics work in the same way as expert scoring. The experts above evaluate grammatically correct translations that resemble natural language texts, whereas metrics evaluate texts in the 5- gram limit and thus cannot evaluate, for example, how sentences in the translated text are related to each other. Although the use of BLEU and NIST metrics, is becoming increasingly popular, we do not fully understand how they work. Often their results are difficult to interpret, and finding out causes of errors that occur in a particular system with the help of these measures alone impossible. The same applies to all other tools for the automatic evaluation of MT performance in general. The system performance evaluation itself, without any additional research, does not provide itself, does not provide useful information that could be used for further development of the MT system. One of the options for such research is a detailed analysis of the system's performance and the errors that occur during operation. Assessing the quality of MTs is a difficult task, primarily because it is impossible to evaluate translation objectively. In the case of peer review, the assessors may disagree, and metrics-based assessment still requires the availability of a reference translation, manually done. Interpreting the results of such an assessment is also a problem. It is also a problem to interpret the results of such an assessment for further work, as mere assessment does not contribute to the elimination of the causes of errors. However, it is possible to use expert judgment and metrics to compare different systems. Use expert judgment and metrics to compare different translation systems, or to track improvements in any one system. To get closer 301

https://doi.org/10.36078/987654711 to understanding what is preventing the system from working better, you can classify errors in different ways. Some errors can provoke others. These errors primarily include unknown words and incorrect word order. References 1. Koehn P. Statistical machine translation. Cambridge. – 2010. 2. Vilar D., Jia X., D’Haro L., Ney H. Error analysis of machine translation output. In international conference on ‘Language Resources and Evaluation’. Italy. – 2006. 3. Zhang Y., Vogel S., Waibel A. Interpreting BLEUNIST scores: Proceedings of the fourth international conference on Language Resources and Evaluation. Portugal. – 2004. 4. https://hi-news.ru/eto-interesno/kak-eto-rabotaet-mashinnyj-perevod.html. The field of theoretical translation studies: achievements and shortcomings in the field Markhabo Ibrokhimova Student Uzbekistan State World Languages University E-mail: [email protected] Annotation. The Uzbek translation school has a long tradition and experience. In particular, the work carried out in this area in the following years has a large scope and scale. Various round tables, discussions and discussions on this topic are held in the Writers’ Union of Uzbekistan, various higher educational institutions and literary publications. These presentations focus on the achievements and shortcomings of the Uzbek translation and the work that needs to be done in the future. In the article, the problems of the theory and practice of translation, domestic and foreign translation schools and the modern process are considered. Key words: international translation study, theoretical translation, world literature. In the Uzbek literature of the period of independence, along with all types and genres, there is an increase and changes in the practice of literary translation. The consistent turn of work in this area is evidenced by the fact that 302

https://doi.org/10.36078/987654711 the Department of Literary Translation and International Relations of the Union of Writers of Uzbekistan, in cooperation with universities of the capital and regions, organized a “school of young translators”, the first translation works of young translators were published in the publishing house “Adib” regularly publishes the magazine “World Literature” [1]. It is no secret that honorable task of presenting samples of Uzbek literature in foreign languages and works of world literature of Sarah in a worthy way in our native language is due to the talent and enthusiasm of today's generation [1]. Based on the tasks set by the Head of State, reviews, and recommendations expressed in his books, we recognize that the role of literary translation in the modern literary process, analysis, interpretation of achievements and shortcomings in the field of translation studies, translation criticism are among the important tasks on the agenda. At all times, the creation of a translated text is the main issue. Choosing a sample of the original, understanding, entering into it, studying its history, environment, and conditions that it brought to the surface, thinking about how it will be perceived in a new environment, and getting as accurate an idea of it as possible, determining the translation method, singularity strategies are important circumstances for all translation processes, and they ultimately serve to create a translation text following the original. An experienced translator and researcher-translator will never look at them indifferently, or disappointed. Indifference here is equivalent to the neglect of specialization. The translator's whole mind will be focused on knowledge and search [2]. And the main goal is to bring cultural phenomena closer, to make them understandable through the translation language. During the period of Independence, there were changes in linguistics and translation studies, as well as in all areas. National progress is evident in raising the status and prestige of the national language. At today's new stage of development of our state - following the requirements of the era of the rise – large-scale work is underway to increase the role and authority of the Uzbek language in society. The implementation of large-scale reforms in our country, the strengthening of the status of the Uzbek language as the state language, and the adoption of laws and decisions to improve its status have caused the rise of scientific research in the field of linguistics to a new level. In today’s era of globalization, it is natural that every nation, every independent state, preserving, first of all, its values, pays attention to the development of its native language. 303

https://doi.org/10.36078/987654711 It is essential to mention that our Uzbek writers give a great contribution to International literature heritage with their translation studies. A great example can be Aleksandr Arkadyevich Faynberg. Feinberg’s poetry is a synthesis of the best artistic experience of Russian and European poets. His creative style is not alien to the traditions of classical oriental poetry. An important part of Feinberg’s work is literary translation. The poet, who was well versed in Uzbek poetry, translated into Russian poems and epics of gazelles Navoi, Erkin Vokhidov, Abdulla Aripov, Omon Matchon and other Uzbek poets. According to Feinberg’s script, “My Brother”, “Under the Hot Sun”, “Healing in Kandahar”, “Criminals and Defendants” and other films were shot on “Uzbekfilm”. About 20 cartoons were created according to Feinberg’s script. His name and creativity are valuable to Uzbek readers, poetry lovers. More than a dozen collections of poems were published in Tashkent, Moscow and St. Petersburg. Seven feature films scenarios belonging to the poet's pen are distinguished by their originality and viability. He is the author of more than twenty cartoons and prose works. Alexander Feinberg is extremely famous in Uzbek and Russian literature, that’s why they always appreciate his works and all written heritage. When his 80th anniversary was celebrated in Tashkent city, The Branch of the Russian State University of Oil and Gas (NRU) named after I.M. Gubkin also participated and gave their warm opinions about the national poet of Uzbekistan. It is essential to mention that all of the experts were interested in his works and one of the most honourable guests, Raim Farkhadi had not been an exception [3]. There are some videos and presentations about Feinberg’s life and career and participants of the event made a fascinating excursion. Interestingly, one participant Olga Kalinina recollected her speech and she told that she had been flying while listening to Feinberg’s poems, biography, and creative heritage. Feinberg’s poems are always acknowledged without cribs, without drafts, and stuttering. Feinberg had not stopped researching and analyzing other poets included in Pushkin, Lermontov, Mayakovsky, Yesenin, Tsvetaeva, Akhmatova, Voznesenski. One of the most precious works of Aleksandr Faynberg is his translation studies on the Uzbek writers’ poems. By his translation works, it can be easily seen that these works were translated into Russian but the meaning still gives the previous feelings of that time. As an example, he translated Askad Mukhtor’s poem into Russian called “Road”: 304

https://doi.org/10.36078/987654711 Yo‘l Дорога Ostonamdan taralgan yo‘llar, Бегут лучами солнца от порога Eslatadi quyosh nurini. дороги в неизвестные края. Uzoq-uzoqlarga ketib, uzayib, Чем дальше я иду по тем дорогам, Uzaytadi mening umrimni. тем дольше на планете жизнь моя. Yurganlarni daryo deydilar, Желанье быть в пути неодолимо. Daryo – cheksiz umr ertagi. Бессмертно рек теченье на земле. Bir kun uyda o‘ltirib qolsam, Лишь стоит на день задержаться мне, как Hayot go‘yo chetlab o‘tadi. чувствую, что жизнь проходит мимо. Ko‘rganing – seniki, der edi bobom, Учил мой дед: - Что видел - то твоё. Ellarni, dillarni kerak ko‘rishim. С тех пор я рвусь к неведомым пределам. Ochilmagan qo‘riq, noma’lum yulduz, Ширь целины, звезды ль ночной полёт — Bari-bari – mening ulushim. всё жизнь моя. И до всего есть дело. Ijod dardi — yo‘l azobidir, Mayli, bo‘lsin tumanlar quyuq. Хочу понять печаль души чужой. Ruhim bilan yo‘lda ekanman, Пусть чью-то муку сделаю своею. Umrimning ham nihoyasi yo‘q. Пока в пути себя я не жалею, не будет кончен путь счастливый мой [4]. It is especially gratifying that a translation from the original language is on trial. In this regard, young people test their talents, and directly study samples of the literature of the peoples of the East and West and young people are showing good initiative in the section dedicated to the translation of masterpieces of Uzbek literature into foreign languages. References 1. https://uza.uz/oz/posts/zamonaviy-tilshunoslik-va-tarjimashunoslikning- dolzarb-muamm-16-05-2017. 2. https://saviya.uz/ijod/adabiyotshunoslik/sheriy-tarjima-yuksak-sanat/. 3. https://en.m.wikipedia.org/wiki/Translation_studies. 4. https://arboblar.uz/uz/people/fajnberg-aleksandr-arkadevich 4. 5. https://www.ziyouz.uz/ru/poeziya/uzbekskaya-sovremennaya-poeziya/661-- 1920-1997. 305

https://doi.org/10.36078/987654711 Practical and teaching problems in translation Gulasal Kutmonbekova Master Student Uzbekistan State World Languages E-mail: [email protected] Annotation. This article has two objectives: (1) to revise the literature on the main typologies and classifications proposed in relation to cultural terms, and (2) to show the basic translation procedures and strategies that can be used to address the problem of translating differences between cultures. Translating realities or cultural terms causes many translation difficulties. This article will also present the results obtained in a study based on the translation of text passages based on cultural aspects. Key words: source, target, culture, translation, literary, terms, classification, foreign, procedures. Teaching foreign languages involves an integrated approach, when in the learning process attention to all theoretical aspects of a particular language, its phonetics, vocabulary, grammatical structure, etc. This gives students versatile knowledge in the field of a foreign language. But in the process of learning it is necessary to pay significant attention and applied skills, what is called “mastery” of the language. Among these skills is the ability to express one's thoughts in a foreign language orally or in writing, the ability to communicate freely with native speakers of one language or another. A special place among the practical skills of foreign language proficiency takes translation skills. Specialists- translators are needed in many areas of international contacts, and proficiency in translation is very useful in the practical work of graduates of language departments and departments both in state or cultural organizations and private commercial companies. Therefore, learning these skills should to be given serious attention in the complex process of teaching a foreign language. The classification of translation types is very important for its teaching. It is obvious that the preparation method specialists written translation differs from methods training oral translators. Yes, and within written translation to the translation of literary texts and, for example, scientific articles or commercial 306

https://doi.org/10.36078/987654711 contracts have very different requirements, which, of course, must also be taken into account in the process of learning. Good and bad translation. The problems of assessing the quality of translation seem to us to be very important, since, only by defining the criteria for recognizing a translation as successful or unsuccessful, it is possible to go further and develop norms, by which any translator should be guided in his work and which, therefore, must be taught in future translators. The requirements of the adequacy and equivalence of the translation require the translator to comply with certain norms, without which it is impossible to achieve a high-quality translation. First of all, the adequacy of the translation implies observance by the translator of the norms of speech of the TL. After all, the communicative effect can be achieved only if when recipients perceive the text of the translation as corresponding to the norms of their language. Degree score the translator's compliance with this norm can vary significantly depending on the type of translation we we're dealing. Obviously, in written translation, it will be much stricter than in oral (especially simultaneously). Many scholars agree with the fact that language is an expression of culture and the individuality of its bearers, and therefore deeply explored the cultural terms, as well as problems associated with their translation, when there is no equivalence between two languages and cultures (Kade, Kuts, Nord, Rabadan and Venuti, for example). It seems that Vlachov and Florin were the first to come up with the term realia for cultural elements, and this term is now generalized and is often used to refer to objects, customs, habits, and other cultural and material aspects that have an impact on the formation certain language. Since then, many classifications have been proposed and taxonomies for such cultural aspects (Baker, Catan, Mayoral, Molina, Newmark, Vlach Florin, etc.). Following Nida and applying the concept of culture to task of translation, Newmark offers his own classification of foreign cultural words into five categories: o ecology (flora, fauna, winds, climate, etc.); o material culture (food, clothes, houses, cities, transport); o social culture (work and leisure): organizations, customs, activities, procedures or concepts (including artistic, religious, political and administrative subcategories); 307

https://doi.org/10.36078/987654711 o gestures and habits – Katan also provides a comprehensive overview of how culture manifests itself at each of the following logical levels; o environment (including climate, housing, food, etc.); o behavior (actions and ways of behaving in certain cultures): for example, greeting a person with two kisses instead of a handshake is quite common in Spain. o abilities, strategies and skills used to communicate (including non-verbal communication, rituals, etc.); o cultural heritage (religious beliefs, historical events, characters, holidays, folklore, housing, objects, etc.); o social culture (conditions, beliefs, habits, social organizations, etc.); I.S. Alekseeva emphasizes that “the modern model of learning the interpretation of a translator cannot be limited to the analysis of the text and actions based on it… Effective didactic-a new generation model aimed at teaching a translator - professional, should contain components that reflect all aspects of the translator’s activity: A. Analytical processing of the text. B. Expert intercultural activity. C. Professional ethics. I.S. Alekseeva highlights the same elements for interpretation macro- strategies, as for writing, including pre-translation analysis: 1) collection of extra-linguistic information; 2) determination of the source, recipient, purpose of the translation; 3) definition of a communicative task; 4) strategic forecast; analytical variable search; analytical control of translation results. Analytical control of the results of oral translation comes in the process of its sounding with the ability to navigate on the perception of the recipient and make adjustments in the course of further work. When translating in the classroom, students learn text analysis in the process of listening (professional perception of the original message), developing the skill of quickly transition from the stage of perception of the original to the creation of a sound translation text, as well as professional rhetorical skills and the ability to quickly and productively switch from one language to another. Thus, practical course and written and oral translation based on the translatological classification of types 308

https://doi.org/10.36078/987654711 texts turn out to be built in a uniform way: starting learning from primary cognitive texts and mastering work technologies with neutral language means reflecting the cognitive information in the text, written or oral, on the subsequent stage we work with texts containing mixed types information, and mastering technologies for working with other, non-neutral other linguistic means reflecting the emotional, operational rational, aesthetic information, moving on to complex types of texts in which the author's principle is manifested very clearly and which require in translation the effective application of the most various translation technologies. References 1. Komissarov V.H. Translation theory (linguistic aspects): textbook. Moscow: Higher school. – 1990. 2. Kuprin A.I. Juncker. Moscow: Eksmo-Press. – 2007. 3. Garbovsky N.K. Translation theory. Moscow. – 2007. 4. Eger G. Communicative and functional equivalence. Questions of the theory of translation in foreign linguistics. Moscow. – 1978. 5. Komissarov V.N. Linguistics of translation. Moscow. – 1980. 6. Alekseeva I.S. Text and translation. – 2008. 7. Alekseeva I.S. Introduction to translation studies. – 2004. Nazariy va amaliy tarjima muammolari Malika Sharopova Talaba Buxoro davlat universiteti E-mail: [email protected] Annotatsiya. Ushbu tezisda chet tilini oʻrganishning samarali usullari, til oʻrganish bilimini takomillashtirish, tarjimonlik, asarlar tarjimasidagi muhim qarashlar haqida fikr yuritilgan. Kalit soʻzlar: tarjima, “translyatsiya” platformasi, elektron lugʻatlar, tilmochlik, ma'naviyat choparlari, lugʻat. Ma’lumki, hozirgi kunda yurtimizda ilm olish, xususan, chet tillarni puxta oʻrganish va tarjima sohalariga e'tibor yuqori darajada rivojlangan. Ma’lum bir tilni oʻrganishda til oʻrganuvchilari uchun qulay shart-sharoitlarning barchasi 309

https://doi.org/10.36078/987654711 mavjud. Turli xil chet tilidagi kitoblar, til oʻrganish boʻyicha kurslar, chet el bilan aloqa, audiokitoblar hamda videofilmlar shular jumlasidandir. Bilamizki, tilshunoslikning eng asosiy tarkibi bu tarjima. Ya’ni tarjima tilshunoslikning ildizi, asosi desak mubolagʻa boʻlmaydi. Xoʻsh, tarjima nima, tarjimada nimalar asosiy oʻrin egallaydi, undagi muammoli vaziyatlar? Tarjima fors tilidan olingan, tarzabon soʻzidan kelib chiqqan. U bir tilning boshqa bir tilga oʻgirishdan iborat ijodiy tur hisoblanadi [4]. Tarjima butun dunyo aloqasi uchun eng muhim vositadir. Jumladan, asarlarni bir tildan boshqa tilga oʻgirish, chet ellik muhojirlar, turistlar, ishchi va hamkorlar bilan suhbatda aynan tarjima sohasidagi bilim juda muhim ahamiyatga ega. Bilamizki, davlatlar oʻzaro hamkorlikda ishlab bir-birini qoʻllab- quvvatlaydi, oʻziga va hamkor davlatga foyda keltiradi. Masalan, eksport va import orqali oziq-ovqat, kiyim-kechak, turli xildagi xomashyo buyumlar, avtomobil va turli mexanizmlarni ayirboshlaydi. Shuning barobarida jamiyatidagi kamchiliklarni bartaraf etib toʻldirib boradi. Chet tilini bilish ham shunga oʻxshashroq, lekin bu holatdan ba’zi jihatlari bilan ustun turadi. Masalan, aytaylik ikki kishi bir-biri bilan qimmatbaho tillasini almashtirdi. Bu holatda har ikki tomondagi kishi bittadan tillaga ega boʻldi. Ularning har ikkisi ham hech narsa yo‘qotmaslik barobarida, hech qanday foyda ham koʻrmadi. Lekin xuddi shunday ikki davlat fuqarolari bir-biri bilan fikr almashsa, biri biriga oʻz tilini oʻrgatsa, mazkur shaxslarning har ikkalasi ham ikkitadan til egasi boʻlishadi. Ular hech narsa yo‘qotmay turib ajoyib boylikning egasi boʻlishadi [3, 3]. Hammamizga maʼlumki, hozirda tarjima qilish va til oʻrganishning koʻplab usullari mavjud. Masalan, ijtimoiy tarmoqdagi “translate” platformasi orqali yoki xuddi shunga oʻxshash turli ilova va elektron lugʻatlar orqali bir tilni boshqa bir tilga tez va oson oʻgirishimiz mumkin. Lekin, afsuski, bu borada ba'zi bir muammolarga duch kelamiz. Translyatsiya platformasida uzunroq boʻlgan gapni tarjima qilmoqchi boʻlganimizda u oʻsha soʻzlarning ayni bir ma'nosini soʻzma- soʻz chiqarib beradi, lekin bir soʻz boshqa bir tilda turli muqobillarga ega va u gapda har doim har xil ma'nolari bilan birga keladi. Shu sababli, ba’zan ulardan foydalanishda muammolarga duch kelinadi. Shaxsan men uchun bu platformaning oʻqib eshittirishi juda ham ma'qul keladi. Bu har qanday tilda toʻgʻri talaffuz qilishni oʻrganish uchun ayni muddaodir. Elektron lugʻat kitoblarda esa qidiruvga berilgan soʻzlarning har xil ma'nolari, qayerda qanday qoʻllanilishini topa olamiz. Ulardan foydalanganimizda deyarli xatoga yoʻl 310

https://doi.org/10.36078/987654711 qoʻymay oʻgirishimiz mumkin. Bunday vaziyatda qogʻoz kitoblardagi qidiruvdan koʻra kamroq vaqt sarflagan holda oʻzimizga kerakli soʻzni topamiz. Lekin koʻplab oʻqituvchi, til oʻrgatuvchilari uyali aloqa vositalaridagi bunday qurilmalardan foydalanishni maslahat berishmaydi. Koʻpchilikning fikricha, koʻproq vaqt sarflansa ham qogʻoz kitoblardan foydalanib til oʻrganish va tarjima qilish bu eng samarali usuldir. Uning afzalliklari, masalan, biz qogʻoz kitoblardan foydalanganimizda oʻzimizga kerakli soʻzni qidirayotgan vaqt mobaynida ungacha boʻlgan yana bir necha soʻzlarga ham koʻzimiz tushadi. Koʻpincha u soʻzlar ham beixtiyor xotiramizga muhrlanadi. Undan tashqari, qidirilayotgan soʻz to lugʻatdan topilguncha uni bir necha marotaba xayolimizdan oʻtkazamiz. Bu ham ijtimoiy tarmoqdan tez va oson topilgan soʻzlardan koʻra yaxshiroq esimizda qoladi va lugʻat kitoblarda bir soʻzning turli ma'nolari, gapda qoʻllanilish oʻrni, qanday predlog, qoʻshimcha va artikllar olishigacha izohlarga ega. Xulosa qilib aytganda, inson har qanday tilni oʻrganishda oson yoʻlni emas, samarali yoʻlni tanlashi lozim. Har qanday samarali usul barcha uchun oʻz maqsadlari sari jadal odimlashining birdan-bir toʻgʻri yoʻlidir. Shunda tilmochlikning yuqori darajalarini zabt etish mumkin, chunki tarjimonlik faqatgina hozirgi zamonning emas, qadim zamonlardan beri muhim vazifalar uchun kamarbastadir. U davlatlarni madaniyat, tinchlik va maʼnaviy jihatdan bir biriga bogʻlash vazifasini oʻtovchi koʻprikdir. Buning dalili sifatida buyuk rus adibi A.S. Pushkinning tarjimonlarni ma’naviyat choparlari deya ataganini misol qilsak mubolagʻa boʻlmaydi. Darhaqiqat, tarjimonlarning gardaniga gʻoyat muhim va masʼuliyatli vazifa orttirilgan [2]. Yozuvchida ijodkorlik, shoirda qofiyalar va vaznlarni toʻgʻri qoʻllay olish qobiliyati, olimda bilim va saviya boʻlishi kerak. Tarjimonda-chi? Tajimonda, shak-shubhasiz, bularning barchasi boʻlishi shart [3, 8]. Deylik bir tilmoch oʻzga tildagi bir asarni oʻz tiliga tarjima qilyapti. U asarda qoʻllangan soʻzlarning shunchaki muqobili bilan almashtirishi emas, shunday oʻgirishi kerakki, oʻz tili qanchalik boy til ekanligini koʻrsata olishi lozim [1]. Shu bilan birga, asarning mazmuniga hech qanday ziyon yetmasligi shart. Agar tarjima asar mazmuniga ta’sir yetkazsa, bunday holatda tarjimon mualliflik huquqini buzgan hisoblanadi. Bunday masʼuliyat nasriy asarlardan-da koʻproq she'riy asarlarni oʻgiruvchi tilmochlarga koʻproq yuklatilgandir. Chunki, ular goʻzal tarjima va asar mazmunidan tashqari vazn va qofiyalarni ham toʻgʻri qoʻllay olishi kerak. 311

https://doi.org/10.36078/987654711 Xulosa qilib aytganda, tarjimonlik zamonaviy emas, balki necha asrlardan beri yashab rivojlanib kelayotgan kasbdir. Bunday sharafli kasb egasi boʻlish uchun mashaqqatli mehnat ortidan erishilgan bilim va ijodkorlik qobiliyati katta ahamiyatga molik. Adabiyotlar ro‘yxati 1. Tarjima sanʼati (maqolalar toʻplami). Toshkent. – 1976. 2. Tarjima sanʼati (maqolalar toʻplami). Toshkent: Gʻafur Gʻulom nomidagi adabiyot va sanʼat nashriyoti. – 1980. 3. Tarjima nazariyasi va amaliyoti. Toshkent. – 2003. 4. Tarjima nazariyasi va amaliyoti. Toshkent: Toshkent davlat sharqshunoslik instituti. – 2012. Texnik terminologiya tarjimasida zamonaviy yondashuv Zebiniso Shomurodova Mustaqil izlanuvchi Navoiy davlat konchilik va texnologiyalari universiteti E-mail: [email protected] Annotatsiya. Ilmiy tezisda texnik terminologiya tarjimasida zamonaviy yondashuvining kasbiy muloqotdagi o‘rni ko‘rib chiqilgan. Ilmiy texnik tarjima matnini yaratish katta qiyinchilikdir. Bu qiyinchilik, insonning tevarak-atrof haqidagi bilimlarining ortishi va murakkablashishi natijasida obyektiv shart- sharoitlarga ega bo‘lishini ta’minlaydi. Kalit so‘zlar: texnik tarjima, termin, terminologiya, nazariy-amaliy tarjima, zamonaviy yondoshuv. Texnik tarjimani o‘zlashtirish ona tilini, shu jumladan, “ona tili tuyg‘usi” deb ataladigan tegishli bilimni, chet tilini (grammatikani, lug‘atni, idioma) tarjima va tarjima usullaridan foydalanish qobiliyati va asosiy texnik bilimlarga yetarlicha chuqur ega bo‘lishi, nazariyasi bilan tanishishni o‘z ichiga oladi. Bundan tashqari, tarjimon o‘zi tarjima qilayotgan matn qaysi texnik yo‘nalishga mansub til xususiyatlari haqida tasavvurga ega bo‘lishi va tilga oid bo‘lmagan (nolingvistik) xarakterdagi tarjima vazifalarini bajarishi kerak. Professional muloqot atamalardan to‘g‘ri foydalanish bilan bevosita bog‘liq bo‘lgan kasbiy etikaga maksimal darajada aniqlik va hurmatni saqlab, malakali 312

https://doi.org/10.36078/987654711 va erkin ma’lumot almashishni o‘z ichiga oladi. Kasbiy texnik terminologiya tarjimasida malakasi nafaqat tarjimon-lingvistni, balki ilmiy-texnik muhitda ayniqsa muhim bo‘lgan boshqa bilim sohalari bo‘yicha mutaxassisni ham tavsiflaydi. Ma’lumki, ilmiy texnik tarjima matnini yaratish katta qiyinchilikdir. Bu qiyinchilik, birinchi navbatda, insonning tevarak-atrof haqidagi bilimlarining ortishi va murakkablashishi natijasida obyektiv shart-sharoitlarga ega bo‘lishini ta’minlaydi. Shuning uchun ham, tarjimon o‘zining konseptual tizimini muttasil boyitib, jonlantirishi, yangi ilmiy tajribani o‘zlashtirib borishi kerak. Boshqa tomondan, ilmiy matn tarjimoni muallif tomonidan o‘rganilayotgan obyekt yoki hodisani tan olish va aniqlash qobiliyatiga muhtojdir [1, 103]. Ilmiy-texnik tarjimada muhim o‘rinni ma’lum fanlar va bilim sohalarida alohida atama tizimlarini tashkil etuvchi atamalar va terminologik birikmalarga, shuningdek, birinchi navbatda sohani tavsiflovchi o‘ziga xos kasbiy sohada og‘zaki muloqotning og‘zaki va yozma turlari terminlar va tegishli bo‘lgan maxsus lug‘at tarjimasi egallaydi [2]. Texnik terminlar – bu fan yoki texnikaning ma’lum bir sohasidagi mutaxassislar tomonidan qo‘llaniladigan aniq obyektlar va tushunchalarni bildiruvchi so‘z va iboralardir. Termin sifatida ikkala so‘z deyarli faqat ushbu uslub doirasida qo‘llaniladi va mashhur so‘zlarning maxsus ma’nolaridan foydalanish mumkin. Har bir fan sohasi o‘z ish predmeti va uslubiga muvofiq o‘z terminologiyasini ishlab chiqadi [3]. Kundalik tildagi so‘zlar va atamalar o‘rtasidagi murakkab munosabat ilmiy-texnik adabiyotning ayrim tarmoqlari terminologiyasini aniqlashni qiyinlashtiradi. Terminlarni tarjima qilishda kontekstni hisobga olish kerak, chunki ko‘pgina atamalar noaniq bo‘lganligi sababli, bir atama fan va texnikaning turli sohalarida, hatto bir sohada ham turlicha ma’noga ega bo‘lishi mumkin. Ba’zi misollar ko‘rib chiqsak konchilikga oid matnlarda ‘offset’ atamasi tuynuk, metallurgiyada – shox, siljish, qurilishda – og‘ish, aylanib o‘tish, kompyuter texnikasida – noto‘g‘ri joylashish, mos kelmaslik, deb tarjima qilinadi. Hatto bir xil bilim sohasida ham atamalar o‘rtasida jiddiy semantik farqlar mavjud. ‘Power’ so‘zining atamasi markaziy ma’nosi – kuch bo‘lib, iqtisodiyot, sotsiologiya, huquqshunoslikda “kuch” – huquq, hokimiyat, qobiliyat, matematikada – daraja, tartib, kon-metallurgiyasida – mayl, neft kimyosida – elektr, elektroenergetika sanoati ma’nolarini bildiradi. 313

https://doi.org/10.36078/987654711 Tarjima nazariyasi lug‘at tarjimaning asosiy usullarini ishlab chiqdi, ulardan ingliz tilini biladigan professional tarjimonlar va mutaxassislar muvaffaqiyatli qo‘llaniladi. Leksik tarkibi jihatidan farq qiluvchi atamalarni tarjima qilish amaliy qiyinchilikdir. Tarjima atamaning ma’nosini tushunishni talab qiladi va kuzatuvga ruxsat bermaydi. Uzluksiz tanlab olish va ekspert baholash usullari bilan chastota va semantik ahamiyat tamoyiliga ko‘ra tanlangan leksik standart yaratiladi. Bundan tashqari, so‘zlar kasbiy, ishlab chiqarish va ijtimoiy tomonlarni qamrab oluvchi turli semantik sohalarga guruhlangan. O‘rganilayotgan terminlarning tarkibiy-semantik tahlilini o‘tkazish taklif etiladi. Bu atamalarni shakllantirishning eng samarali usullarini aniqlash imkonini beradi, texnik mutaxassislikning keyingi rivojlanishini bashorat qiladi, atamalar tizimining hozirgi holatini ko‘rsatadi va olingan bilimlarni tartibga solishga olib keladi. Bunday ish tarjimaga tayyorlashda nihoyatda samarali. Ba’zi tadqiqotchilar ilmiy va texnik matnlar bilan ishlashda tegishli strategiyalardan foydalanishni tavsiya qiladilar: protodorik va adaptiv [4]. Tarjimonning strategiyasi matndan ajratib olish va maqsadli tilga aqliy ravishda eng taniqli bo‘lgan narsalarni o‘tkazishdan iborat, xususan: ▪ gapning tipik mantiqiy-semantik qurilishi; ▪ tarjimonga ma’lum bo‘lgan umumiy til va maxsus lug‘at tarkibiga kiruvchi atamalar va ularga qo‘shilgan so‘zlar, ularning bilimi vaziyatga qarab belgilanadi va texnik tarjimonning aqliy leksikasi tarkibiga kiradi; ▪ eng tipik grammatik konstruksiyalar, ularning tarjimasi ingliz va rus tillarining o‘ziga xos xususiyatlarini bilishga asoslangan. Moslashuvchan strategiyani qo‘llash yetarli bo‘lmasa, qiyinchiliklar yuzaga kelganda qo‘llaniladi. Ilmiy-texnik matnlarni tarjima qilishda strategiyaning mohiyatini tashkil etuvchi tipik momentlarni (tarjimonga ma’lum bo‘lgan maxsus lug‘atning atamalari va so‘zlarini) ajrata olish ayniqsa muhimdir, terminologiyani birlashtirish prinsipiga rioya qilish, erkinliklardan qochish va iloji boricha kamdan-kam hollarda tavsifiy tarjimaga murojaat qilish zarurdir. Terminlar tizimidagi farq ilmiy va texnik matnlarni tarjima qilishda eng katta qiyinchiliklarga sabab bo‘lganligi sababli, standart, umume’tirof etilgan terminologiyadan foydalanish, rasmiy ravishda belgilangan belgilarni tanlash eng ishonchli tarjima strategiyasidir. Shu bilan birga, tarjima amalga 314

https://doi.org/10.36078/987654711 oshiriladigan faoliyat sohasi terminologiyasini aniqlashtirish bilan bog‘liq ko‘plab tayyorgarlik ishlari semantik tahlil va ijodiy izlanishni o‘z ichiga oladi. Adabiyotlar ro‘yxati 1. Алексеева, Л.М. Антропологизм как предмет научного перевода. Стереотипность и творчество в тексте. Пермь. – 2004. 2. Комиссаров В.Н. Теория перевода. Москва. – 1990. 3. Jamolovna S.M. Learning and using slang in English сlasses. Thematic Journal of English Language Teaching. – 2021. 4. Шомуродова З.Р. Значение перевода в техническом производстве. Научные горизонты. – 2018. 5. Rajabovna S.Z. Peculiarities of translating technical texts from Uzbek Into English. European Journal of Research Development. – 2022. Особенности перевода пословиц разносистемных языков (английский, русский, узбекский, казахский) Маржан Камбарова Базовый докторант 2 курса Узбекский государственный университет мировых языков E-mail: [email protected] Аннотация. В статье рассматриваются возможные пути перевода пословиц разносистемных языков. Пословица характеризуется лингвокультурологическими особенностями, так как в ней содержатся как общечеловеческие, так и национально-культурные качества. Анализ пословиц английского, узбекского, казахского, русского языков дает возможность создания путей перевода или толкования пословиц разных языков и народов. Лингвотеоретический в целом и сопоставительный в частности анализ и описание пословиц дает материал для лингводидактического её описания и внедрения в учебный процесс. Ключевые слова: пословица, перевод, английский, русский, узбекский, казахский. Пословицы рассматриваются как один из основных «кодов» культуры, как «язык веками сформировавшейся обыденной культуры», 315

https://doi.org/10.36078/987654711 передающейся из поколения в поколение и отражающей все категории и установки жизненной философии народа – носителя языка [1]. Пословица – «автобиография народа», «зеркало культуры» [2, 38]. Принимая во внимание культуру народа, следует говорить о влиянии менталитета на создание пословиц. По мнению В. Н. Телия, ментальность развивается с помощью культуры [1]. Мировосприятие народа активно воздействует на дальнейшее формирование его культуры, что находит свое выражение и в пословицах как хранилищах языка, истории, культуры, бытовых условий жизни. Проблемой исследования пословиц занимались паремиологи, ученые, лингвисты и методисты: В.И. Даль (1984), Г.Л. Пермяков (1988), Е.В. Иванова (2003), В. Мидер (2004), М. Джусупов, Н. Б. Сапарова (2000) и др. Пословицы рассказывают о какой-либо культуре больше чем язык или народ. Пословицы демонстрируют то, что больше всего является важным для народа. В них скрыто или наглядно показана культурные и традиционные ценности народа. Они рассказывают о людях, их характере, действиях, манерах, а также о местностях. Поэтому, появляются и сложности при переводе пословиц на другие языки, в особенности, если языки – не родственные. По этой причине, при изучении пословиц рекомендуется изучать их этимологию, историю возникновения, а также демонстрировать, по возможности, эквиваленты пословиц в других языках. Рассмотрим пословицы английского, узбекского, казахского языков, представляющие культуру данного народа и представим их переводы (дословные) и эквиваленты на русском языке. Также приведем примеры пословиц русского языка с национально-культурологической значимостью, при переводе которых необходимо обратиться к истокам пословицы или приводить эквиваленты в других языках: Пословицы английского языка Оригинал: Curiosity killed the cat. Дословно: Любопытство сгубило кота. Русский аналог: Любопытной Варваре на базаре нос оторвали. Оригинал: You scratch my back, I’ll scratch yours. Дословно: Если ты почешешь мою спину, то я почешу твою. 316

https://doi.org/10.36078/987654711 Русский аналог: Рука руку моет. / Услуга за услугу. / Ты — мне, я — тебе. Оригинал: Birds of a feather flock together. Дословно: Птицы одного полета собираются вместе. Русский аналог: Рыбак рыбака видит издалека. / Одного поля ягода. / Свой своему поневоле друг. Пословицы узбекского языка Оригинал: Gap desang qop-qop, ish desang Samarqanddan top. Дословно: Разговоров — с три короба, а дела — ни на грош. Русский аналог: Слов — мешок, а дел на вершок. Оригинал: Kampirning dardi g‘ozada. Дословно: Старуха думает о хлопчатнике. Русский аналог: У кого что болит, тот о том и говорит. Оригинал: Kelinni kelganda ko‘r, sepini yoyganda ko‘r. Дословно: Невесткой любуйся, когда она прибудет, а её приданым, – когда разложит. Русский аналог: Цыплят по осени считают. Пословицы казахского языка Оригинал: Сыйлы қонаgʻың келсе, итіне сүйек таста. Дословно: Если пришел уважаемый гость, и собаке его кинь кость. Русский аналог: Званному гостью большая честь. Оригинал: Бесіксіз үйде береке жоқ. Дословно: В доме без колыбели благополучия нет. Русский аналог: Кто без призора и колыбели, тот весь век не при деле. Оригинал: Асы жоқ үйді ит те сүймейді. Дословно: Дом, где нет еды, и собака избегает. Русский аналог: В поле серпом да вилой, так и в доме ножом да вилкой. Пословицы русского языка Ехал к Фоме, а заехал к куме. Баба с возу – кобыле легче. . 317

https://doi.org/10.36078/987654711 Бывает и свинье в году праздник. В баню без веника, что на речку без уды. Итак, приведенные пословицы, в какой-то степени, представляют культуру данного народа и возникает необходимость представления эквивалента в русском языка для полного раскрытия значения пословицы. Например, английская пословица You scratch my back, I’ll scratch yours, дословный перевод которого Если ты почешешь мою спину, то я почешу твою, обозначает: если ты поможешь мне, то и я не останусь в долгу перед тобой или, как говорится, Услуга за услугу. В узбекском языке, чтобы пояснить значение пословицы Kelinni kelganda ko‘r, sepini yoyganda ko‘r, необходимо знать, как важна и ценна традиции для данного народа. У узбекского народа имеют культурологические ценности такие понятия как kelin (невеста), sarpa (приданное), to‘y (свадьба), qaynona (свекровь) и др. А данная пословица обозначает: Невесткой любуйся, когда она прибудет, а её приданым, – когда разложит, хотя аналогична пословица: Цыплят по осени считают. В казахской пословице Бесіксіз үйде береке жоқ дословно переводится как: в доме без колыбели уюта нет и имеет эквивалент в русском языке: Кто без призора и колыбели, тот весь век не при деле. В данной пословице также содержится имплицитное лингвокультурологическое значение: под словом бесік (колыбель) имеется в виду ребенок, дитя, т.е. в доме, где нет детей, не бывает и полноценного счастья, радости и благополучия. В русском языке также есть пословицы, при переводе которых не легко передать культурологические и национальные стороны пословицы. Например, чтобы понять значение пословицы Баба с возу – кобыле легче, необходимо обратиться к истокам данной пословицы: в крестьянском хозяйстве лошадь была основной кормилицей, на которой перевозили всё и при перевозе обычно женщина спускалась с лошади, чтобы облегчить ее работу. Поэтому, данная пословица означает, что человеку становится легче, если у него одной заботы или проблемы будет меньше. Таким образом, пословица изучается с разных научных позиций: в языкознании, фольклоре, литературоведении, культурологии, методике и т.д. Пословицы не только паремиологические знаки, но и краткие образные изречения, обладающие планом содержания и планом 318

https://doi.org/10.36078/987654711 выражения. При переводе пословиц разносистемных языков, где на передний план выдвигается культурологические ценности [8] необходимо учитывать не только языковые универсалии, но и суперсегментные особенности. Результаты лингвотеоретического и лингвопрактического исследования могут быть использованы как в лингводидактических, так и лингвометодических исследованиях [9,10]. Список литературы 1. Телия В.Н. Русская фразеология. Семантический, прагматический и лингвокультурные аспекты. Москва. – 1996. 2. Dundes A. Interpreting folklore. Bloomington. – 1980. 3. Даль В.И. Пословицы русского народа. Москва. – 1984. 4. Пермяков Г.Л. Основы структурной паремиологии. Москва: ИВЛ. – 1988. 5. Иванова, Е.В. Пословичная концептуализация мира (на материале английских и русских пословиц): Дис. канд. филол. наук. СПб. – 2003. 6. Mieder W. Proverbs: A рandbook. Westport: Greenwood Press. – 2004. 7. Джусупов М., Сапарова Н.Б. Пословица как вид паремиологических клише. ВЕСТНИК Каз. гос. университета им. Аль-Фараби. Филологическая серия. – №7. Алма-Аты. – 2000. 8. Джусупов Н.М. Теория выдвижения в лингвистических исследованиях: истоки, тенденции, вопросы интерпретации. Вестник Российского университета дружбы народов. Москва. – № 2. – 2016. 9. Джусупов М. Лингводидактика и методика в полинаучной системе языкового образования. Русский язык за рубежом. – №2. Москва. – 2009. 10.Камбарова М.А. Национально-специфические, общечеловеческие и структурные аспекты номинацентрических пословиц английского, русского и казахского языков. Ўзбекистонда хорижий тиллар. – № 3 (32). – 2020. 319

https://doi.org/10.36078/987654711 Особенности перевода экономических терминов в профессионально-ориентированных текстах Севара Эрданова Старший преподаватель Ташкентский финансовый институт E-mail: [email protected] Аннотация. В статье рассматриваются вопросы, связанные с переводческой деятельностью будущих экономистов; какое значение имеют статусно-ролевые отношения в современном обществе; дается понятийное содержание слова «термин»; упоминаются свойства терминологической лексики; раскрывается специфика лексико- грамматических особенностей экономических текстов. Ключевые слова: экономический дискурс, профессионально- ориентированный перевод, термин, перевод. На основе общения в рамках статусно-ролевых отношений в современном обществе можно выделить следующие виды институционального дискурса: политический, экономический, дипломатический, педагогический, медицинский, юридический, лингвистический и др. Предлагается выделять институциональный дискурс по двум признакам: цели и участники коммуникации. Так, например, целью экономического дискурса могут быть деловая переписка, ведение переговоров, составление бизнеспланов и т.д. Участниками институционального дискурса являются представители общества, «агенты», и «клиенты» – люди, обращающиеся к ним. «Термин – это слово или словосочетание, которое имеет специальное, строго определенное значение в той или иной области науки и техники». Понятийное содержание слова «термин» варьируется в коллективном сознании представителей разных научных дисциплин. Лингвисты часто понимают под термином заимствованное слово, поскольку оно сильно отличается от единиц родного языка. Социологи считают термином любое специальное слово. Представители экономических наук полагают, что большинство слов, связанных с их деятельностью, следует рассматривать в качестве терминов [1]. 320

https://doi.org/10.36078/987654711 Наиболее часто упоминаются следующие свойства терминологической лексики: однозначность, точность, краткость, системность, стилистическая нейтральность, отсутствие модальной и стилистической функции, безразличие к контексту, отсутствие синонимов и омонимов в пределах одной терминологической системы и др. Многие ученые, как отмечалось выше, считают, что термин безразличен к контексту: «Принцип независимости термина от контекста скорее означает требование того, чтобы термин всегда одинаково понимался представителями одной профессии, чтобы его однозначное истолкование обеспечивала система научных понятий, а не лексико- семантическая система языка». А.А. Реформатский утверждает, что термину не нужен контекст, поскольку он напрямую связан с терминологическим полем, которое и представляет собой контекст. Обучение переводу студентов экономических специальностей в условиях неязыкового вуза представляется важным и актуальным. «Привитие студентам начальных переводческих навыков необходимо потому, что в своей профессиональной деятельности будущим специалистам неизбежно придется пользоваться изучаемым языком, и прежде всего для перевода профессионально-ориентированных текстов» [2]. Существуют две основных классификации видов перевода: 1) по характеру переводимых текстов; 2) по характеру речевых действий переводчика в процессе перевода. Отличительной особенностью профессионально-ориентированного перевода экономических текстов является предметное содержание специальных, относящихся к сфере экономики, текстов. Насыщенность их специальной терминологией и научными понятиями создает трудности лексического характера. Главной особенностью перевода экономических текстов является точность передачи информации. Перевод экономических текстов требует от переводчика не только отличного знания языка, но и наличия специальных знаний экономической теории и понимания особенностей специальной терминологии. Экономическая наука, как и всякая другая, имеет свои собственные термины. Термин – это эмоционально- нейтральное слово (словосочетание), передающее название точно 321

https://doi.org/10.36078/987654711 определенного понятия, относящегося к той или иной области науки и техники, или обозначающее специфические объекты и понятия, которыми оперируют специалисты определенной области науки техники. Следует вывод: переводим понятия, обозначаемое тем или иным термином. Терминологическая лексика позволяет наиболее точно излагать содержание данного предмета и обеспечивает правильное понимание исходного материала. Цель при переводе экономических текстов состоит в том, чтобы донести наиболее правильный перевод с учетом различий, имеющихся в экономических реалиях стран. Экономические тексты имеют целый ряд специфических лексико-грамматических особенностей, к которым в полной мере можно отнести следующие: 1) наличие большого количества экономической лексики, представленной экономическими терминами; 2) наличие в текстах стилистических отклонений от общелитературного слоя языковых дефиниций (особенно в экономических документах); 3) наличие сокращений и аббревиатур, большинство из которых используются только в экономических текстах и документах (сообщениях, решениях, отчетах). В связи с этим следует отметить, что при переводе большинства аббревиатур, переводчику необходимо консультироваться со словарями, справочниками или поисковыми системами в целях понимания значения данных сокращений; 4) группа слов и терминов, получивших название «ложных друзей переводчика» (например, « figure» - цифра, «data» - данные» и другие слова, транслитерационный перевод которых приводит к искажениям смысла переводимого текста [3]; 5) широкое использование в текстах на экономические темы особых идиоматических выражений и фразеологических сочетаний, которые не употребляются в общелитературном слое языка. Под фразеологизмом (фразеологической единицей) следует понимать семантически свободное сочетание слов, которое производится в речи как нечто целое с точки зрения смыслового содержания и лексико-грамматического состава. Основная трудность при переводе ФЕ заключается в том, что ни один словарь не может предоставить все возможности использования 322

https://doi.org/10.36078/987654711 фразеологизмов в экономическом контексте. Следует также отметить, что фразеологические единицы в экономических текстах стоит переводить в нейтральном стиле [4]. Таким образом, при переводе терминологической лексики экономических текстов возникают сложности в подборе точного переводческого соответствия, что является необходимым условием адекватного перевода, поскольку малейшая ошибка может привести к искажению смысла исходного переводимого материала. Список литературы 1. Рецкер Я.И. Курс лекций по теории перевода. Москва. – 2005. 2. Овсянников Е.В. Общие закономерности перевода делового английского. Санкт-Петербург: Издательство Филология ТРИ. – 2002. 3. Cовременный экономический словарь онлайн. http//www.economic –enc.net. 4. Золотогоров В.Г. Экономика: Энциклопедический словарь. Москва: Книжный дом. – 2004. 323

https://doi.org/10.36078/987654711 5-BO‘LIM. ZAMONAVIY AXBOROT MUHITIDA MEDIATA’LIM MASALALARI

https://doi.org/10.36078/987654711 Yoshlar ma’naviyatiga tahdid va uni bartaraf etishda mediata’limning o‘rni Munisa Abduraxmanova 3-bosqich tayanch doktorant Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Tеzisda global axboriy makonda mеdia axborotning inson ongiga salbiy ta’sir qilayotgan aspеktlari hamda intеllеktual salohiyat asrida bunga qanday qarshi turishda mеdiata’lim va mеdiasavodxonlik o‘rni yoritilgan. Kalit so‘zlar: mеdiaaxborot, mеdiata’lim, mеdiasavodxonlik, axborot makoni, axborot tеxnologiyalari. Uchinchi ming yillikning ijtimoiy-madaniy hayoti ilm va tеxnikaning, turli xildagi ommaviy axborot vositalarining jadal rivojlanishi, kuchli axborotlashuv, globallashish hamda ahloqiy qadriyatlarning o‘zgarishi bilan bog‘liq bo‘lib qoldi. Ommaviy kommunikatsiya vositalari hayotimizning ajralmas qismiga aylanishga ulgurdi. Mеdia-axborot bugungi kunda auditoriyaga nafaqat ijobiy, balki salbiy ta’sir o‘tkazmoqda. Bu esa mеdia-axborot va mеdia-matnlarni tanqidiy baholash, tahlil qilishni taqozo etadi. Ulardan to‘g‘ri va unumli foydalanishni avvalo oilada, so‘ng maktabda o‘rgatib borish darkorligini kun tajribasi ko‘rsatib turibdi. Mеdia- axborotni to‘g‘ri va xolis baholay olgan insongina ushbu axborotdagi manipulyatorlik unsurlarini, yashirin da’vatlarni ajrata biladi. Axborot zamiridagi buzg‘unchi g‘oyalarni, ma’naviyatga, milliylikka, qadriyatlarga, insoniylikka zid kеluvchi undovlarni ko‘ra oladi. Hеch kimga sir emas, jamiyatdagi yoshlar qatlami bunday axborotlar nishoniga aylanadilar, chunki ularda ma’naviy bo‘shliq hali to‘lmagan, mafkuraviy immunitеt sustroq bo‘ladi. Yoshlar jamiyatimizning eng ishonuvchan qatlami bo‘lgani uchun kundalik hayotda ularning ongini egallashning talaygina mеdiausullari mavjud. Birgina intеrnеtni oladigan bo‘lsak, u yoshlarning eng yaqin do‘stiga aylanib bo‘ldi. O‘quv jarayonida samaradorligi, qulayligi bilan barchani zabt etdi, ammo unda boshqa zararli malumotlar mavjudligi va ular ijobiy bo‘yoqlarda taqdim qilinishi, hеch qanday ta’qiqning yo‘qligi yoshlarni ma’naviy ongini zaharlab, umuminsoniy mе’yorlarning buzilishiga hamda ahloqiy-estеtik buzuqlikga olib kеlyapti. Intеrnеtning anonimligi, virtual dunyo yoshlarni ijtimoiy tarmoqlar, 324

https://doi.org/10.36078/987654711 chatlar, diniy sеktalar, radikal siyosiy guruhlar, turli ahloqiy mе’yorlarga zid saytlar domiga tortadi, natijada esa intеrnеt ularning rеal hayotiga aylanib sog‘lom turmush tarzidan, qiziqishlaridan, tеngdoshlari va yaqinlari bilan bo‘ladigan sog‘lom muloqotdan yiroqlashtiradi. Kino butun dunyoda faqat foyda olish ko‘zlanayotgan ulkan industriyaga aylanib qoldi. Afsuski, madaniyat, ma’rifat mash’ali bo‘lib yo‘llarni yoritishga qodir bu qudratli qurol ko‘p hollarda buning aksiga xizmat qilmoqda: ayniqsa, yurtimizga xorijdan kirib kеlayotgan bir qator kinomahsulotlar zo‘ravonlik, axloqsizlikni targ‘ib qilishi bilan ajralib turadi. Bu filmlar hali to‘la shakllanib ulgurmagan yosh shuurlarda dunyo o‘zi shunaqa tuzilgan, odamlarga esa ishonib bo‘lmaydi, kabi buzg‘unchi o‘y-hayollarning in qurib olishiga sababchi bo‘ladi, asrlar davomida shakllanib kеlgan milliy ma’naviyatimizdan chalg‘itishga harakat qiladi. Massmеdianing eng mashhur turi tеlеvidеniye kirib bormagan xonadonning o‘zi qolmadi. Chinakamiga ziyo, ma’rifat tarqatish, katta-yu kichikning o‘zini anglashiga, dunyodan xabardor bo‘lishiga xizmat qilishdеk xayrli vazifani yеlkasiga ortmoqlab, hayotimizning ajralmas bo‘lagiga aylanib ulgurgan taraqqiyotning bu mo‘jizasi asosan tomoshabinlarning ko‘nglini ochish bilan band bo‘lib qolayotgani kishini xavotirga soladi. Profеssional xonandalar-u havaskor ijrochilarning qo‘shiqlarini, kliplarini qayta-qayta aylantirib turadigan butun boshli ko‘ngilochar kanallar bor. Ularning muxlislari esa asosan yoshlar ekani ham tabiiy – musiqa tinglab, klip tomosha qilib hordiq chiqarishning hеch yomon joyi yo‘qdеk... lеkin afsuski, ba’zan juda pishiq, ba’zan g‘o‘r bu “zamonaviy” asarlarda namoyish etilayotgan tasvirlar, yarim yalang‘och yigit- qizlar, hеch bir ma’no anglatmaydigan raqslar, biri-biridan bachkana syujеtlar shundoq ko‘z o‘ngimizda farzandlarimizning didini “o‘ldirib” qo‘yayotganiga guvoh bo‘lib turibmiz. Yo‘ldoshli va kabеl tеlеvidеniеsi orqali namoyish etilayotgan xorijiy sеriallar oddiy hayotiy voqеalarni tasvirlash niqobi ostida “g‘arb ommaviy madaniyati” dеb nom olgan bizga mutlaqo yot madaniyatni singdirishga harakat qilmoqda, buzuqlik, zo‘ravonlik, faxsh, turli fitnalar, noan’anaviy oreintatsiya xuddi oddiy voqеlik, mе’yordеk taqdim etilib, natijada ommaviy madaniyatning yaxshi tomonlari qolib, faqat zararli jihatlari yoshlarni o‘ziga ergashtirishga muvaffaq bo‘lmoqda. Kеzi kеlganda shuni ta’kidlash kеrakki, G‘arbning o‘zida bu siyosatni ma’qullamaydigan tabaqalar ko‘pchilikni tashkil qilar ekan. 325

https://doi.org/10.36078/987654711 Multfilmlar bolalar uchun mo‘ljallanganligiga kattalarda shubha yo‘q, albatta. Bola uni o‘rab turgan dunyoni obrazlar orqali qabul qiladi va shu obraz orqali o‘z dunyosining andozasini shakllantiradi. Bu obrazlarning ichida asosiylaridan biri ayol obrazidir. Psixologlarning tadqiqotlariga ko‘ra, ayrim chеt el multfilmlarini surunkali ko‘rish natijasida yoshlarda avlod qoldirish vazifasi so‘nib boradi. Ayol yoki qiz bola obrazlari nafosatdan mahrum holda gavdalantiriladi, ularning jismoniy ko‘rinishiga urg‘u bеrilgan holda, ayol obraziga zarur bo‘lgan sirni qo‘pol tarzda ochib tashlanadi. Ustiga-ustak bizning azaliy qadriyatlarimizga oid unsurlar ustidan kulinadi. Masalan: bokiralik, uyatchanlik, sipolik, va eng asosiysi – onalik. Bu esa intеllеktual axloqiy-ma’naviy buzuqlikka va tanazzulga olib kеladi. Bolalar multfilm ko‘rishni yaxshi ko‘rishadi, ammo, ular yaxshi ko‘rgan hamma narsa ham ularga foydali emas. Farzandlarimizni ruhiyatini murg‘akligidan ayrim multfilmlar orqali majruh qilinishiga qarab turmasligimiz kеrak. YUNЕSKO qiziq bir tadqiqot natijasini e’lon qildi: inson umri davomida tеlеvidеniе, radio, intеrnеt, gazеta va boshqalarda naqd 3 millionga yaqin rеklamaga to‘qnash kеlar ekan. Ma’lumki, rеklama kishilar ongini boshqarishning eng samarali usullaridan biridir. Bu yoshlar e’tibori, xushyorligiga ustalik bilan qo‘yilgan tuzoq tеlеekran, intеrnеt saytlarini ayniqsa to‘ldirib yubordi. Yoshi kattalarni allaqanday fast-fud, gazli, enеrgеtik ichimliklar bilan aldash qiyinrog‘-u, lеkin 12- 18 yoshlardagi hayot tajribasi kam o‘g‘il-qizlar laqqa ishonib, ota-onalari tushlik uchun bеrgan pulga ham o‘sha zararli ichimlik, yеguliklarni sotib olavеrishadi. Uyali tеlеfon kompaniyalari taqdim etayotgan rеklama xizmatlari haqida gapirmasa ham bo‘ladi – zеrikishdan qutilish, yangi do‘stlar orttirish, kimgadir tabrik yo‘llash kabilarning shunaqa oson yo‘llari taklif etiladiki, bolalar va yoshlar mеhnat evaziga erishiladigan bunday foydalarning oson yo‘llarini izlash, bosh qotirmaslikka o‘rganib boradilar. Rеklamaning bosh maqsadi ham asli shunda – mahsulot yoki xizmatni pullash va boyishdan iborat bo‘lib qolmoqda. Milliy an’analarimiz, madaniyatimiz va qadriyatimizga tahdid solishga xizmat qilayotgan omillar ro‘yxatini yana davom ettirish mumkin. Mazkur holatlarni oldini olish uchun nafaqat yoshlarda, balki aholining barcha qatlamlarida, ayniqsa, ommaviy axborot vositalari xodimlari va boshqaruv sohasidagilarning mediasavodxonligini oshirish zarur. Mediasovodxonlikni oshirish uzatilayotgan axborot ichidagi g‘arazli g‘oyalarni, informatsion tahdidni ko‘ra olish ko‘nikmasini, kadrlar orasidan 25-kadrni ilg‘ab 326

https://doi.org/10.36078/987654711 olishni o‘rgatadi, ma’naviy immunitetimizni mustahkamlaydi. Bugungi kunda internet saytlaridagi aksariyat ma’lumotlarda axboriy ekspansiya mavjud, ammo buni deb biz axborot asrining eng ommabop vositasidan yuz o‘gira olmaymiz, chunki uning talaygina afzalliklari mavjud bo‘lib, ta’lim tizimida, iqtisodiy sohada, davlat boshqaruv tizimida katta qulayliklar yaratadi. Ko‘pgina rivojlangan mamlakatlar jahonda iqtisodiy integratsiyani amalga oshirish, fan, texnika, texnologiya sohasida erishgan yutuqlari bilan rivojlanayotgan mamlakatlarga “yordam” berish bahonasida o‘zlarining milliy- ma’naviy ta’sirlarini o‘tkazish maqsadlarini ham amalga oshirmoqdalar. Albatta, agar dunyodagi xalqlar unga sergaklik va ogohlik bilan qaramas ekanlar, bu ularga bugun yuksak taraqqiy qilgan xalqlarga istiqbolda dunyoda o‘zlarining ma’naviy xukmronligini to‘la o‘rnatish imkonini beradi [1, 163]. Bugungi kunda bunday holatning oldini olishning eng samarali omili esa yoshlarni media ta’lim saboqlarini egallab, mediasavodxon bo‘lishiga katta e’tibor qaratish hisoblanadi. “Hozirgi davrda, xalqaro maydonda turli siyosiy manfaatlar to‘qnashayotgan murakkab bir sharoitda faqat o‘z fikri, o‘z hayotiy pozitsiyasiga ega bo‘lgan xalq va jamiyat yengilmas kuchga aylanib, kelajagini o‘z qo‘li va aql zakovati bilan qurishga qodir bo‘ladi” [2] – deb ta’kidlagan edi O‘zbekisiton Respublikasi Birinchi Prezidenti Islom Karimov. Shuning uchun ham yoshlarimiz aql va ongini xorijiy mafkurachilarning soxta g‘oyalari, aldamchi va’dalari, zararli tashviqotlari butunlay zaharlamasidan avval ko‘plashib buning oldini olish chora-tadbirini ko‘rishga kirishishimiz kerak. Bunda mediata’lim bizning eng ishonchli ko‘makchimiz bo‘la oladi. “Bu mediata’lim xalqimizning madaniy an’analari, milliy o‘ziga xosligiga suyanishi, ijtimoiy axloq, insoniy g‘ururni himoya qilishga yo‘naltirilgan bo‘lishi, shafqatsizlik va zo‘ravonlikning har qanday ko‘rinishiga qarshi tura olishi, umuminsoniy qadriyatlar, jumladan, tabiat, saan’at, madaniyat ravnaqiga hissa qo‘shishi kerak” [3]. Mediata’lim yoshlarni zamonaviy OAV bilan har taraflama zararsiz o‘zaro muloqotga tayyorlaydi, ularda mediaxabardorlik, mediasavodxonlik va mediabilimdonlikni shakllantiradi. Axboriy-kommunikativ portlash sharoitida savod chiqarish jarayoni yangi bosqichga – media-informatsion savodxonlik bosqichiga o‘tdi. Media-axboriy savodxonlik zamonaviy insonning jamiyatda mediafaollikning barcha bosqichlarida samarali kommunikatsion munosabatlar o‘rnatishiga yordam bera oladigan bilimlar tizimidir. U o‘z ichiga o‘qish-yozish, audiovizual, 327

https://doi.org/10.36078/987654711 kompyuter, tarmoq, kommunikativ savodxonlik kabilarning barchasini jamladi. Shundan kelib chiqqan holda mediata’lim – axboriy muhitda shaxsning shakllanishi va rivojlanishiga ko‘maklashadigan, insonparvarlik g‘oyalari va qadriyatlarga asoslangan mediaaxloqda namoyon bo‘ladigan izchil ta’limiy sa’y- harakatlar yig‘indisi, deya ta’rif berish mumkin [4, 45]. Voyaga yetmagan yosh avlodni ong-shuuri, dunyoqarashini media tahdididan faqatgina mediata’lim va mediasavodxonlik bilan himoyalashimiz mumkin. Globallashuv davrida dunyoning ta’limga mas’ul mutaxassislari aholining mediata’lim orqali mediasavodxonligini oshirishni targ‘ib qila boshladilar. 2000- yillarning boshida qator mamlakatlar ta’lim tizimlarining o‘quv rejalariga mediata’lim va mediasavodxonlikni yuksaltirishga yo‘naltirilgan milliy ta’lim dasturlarini shakllantirish siyosatini amalga oshirishdi. Iqtisodiy va mafkuraviy man’faatlar raqobatlashayotgan, har xil axborot bilan to‘la makonda aholiga, yoshlarimizga axborotlarni xolisona tushunish va kundalik axborot oqimida yo‘nalishidan adashmaslikka mediasavodxonlik yordam beradi. Bizning yoshlarimiz mediata’limni to‘la o‘zlashtirmasdan turib, mediamuhitda mustaqil harakatlana olmaydilar, tashqaridan bo‘layotgan g‘oyaviy tajovuzlarga qarshilik ko‘rsata olmaydilar. Aynan yangi axborot texnologiyalardan to‘g‘ri foydalana bilish, axborotni qabul qilishdagi savodxonlik, ta’lim va tarbiyaning uzviyligi, mediasavodxonlikni barcha sohalarga tadbiq etilishi yurtimizning XXI asrdagi intellektual salohiyatini oshirishga, taraqqiyotning yangi bosqichiga ko‘tarilishiga olib keladi. Demakki, o‘qituvchilar, psixologlar, jurnalistlar, OAV xodimlari, tadqiqotchilar – barchamiz bir yoqadan bosh chiqarib ishga kirishadigan vaqtimiz allaqachon keldi. Adabiyotlar ro‘yxati 1. Otamuratov S. Globallashuv va millat. Toshkent: “Yangi asr avlodi” nashriyoti. – 2008. 2. O‘zbekiston adabiyoti va san’ati. – 2005. 3. Xafizov S. Mediata’lim yoshlarni destruktiv axborotlardan himoya qilishning samarali vositasi sifatida. – 2015. 4. Jilavskaya I.V. Medioobrazovanie molodeji. Moskva. – 2013. 328

https://doi.org/10.36078/987654711 Zamonaviy axborot muhitida mediata’lim Zarina Axmedova Talaba O‘zbekiston davlat jahon tillar universiteti E-mail: [email protected] Annotatsiya. Zamonaviy axborot muhitida media taʼlim masalalarini hal etish takomillashtirilgan texnika va chuqur bilim talab etadi. Axborotni ishonchli, aniqliligi, xolisligiga koʻproq eʼtibor berish kerak. Media taʼlim bilan muloqot madaniyatida media matnini toʻliq qabul qilish, intepritatsiya etish, tahlil qilish chuqurroq oʻrganish kerak va tezkor yetkazish lozim. Kalit soʻzlar: Axborot, Media, zamonaviy, jurnalistka, qonunlar, OAV, gʻoya. Zamonaviy axborot biz uchun kerakmi? Media ta’lim masalalariga qanday yondashish to‘g‘ri bo‘ladi? Bu ikki savolning javoblarini bilmasdan turib mavzuni yoritish mushkul. Zamonaviy axborotlashtirish – bu yuridik va jismoniy shaxslarning axborotga bo‘lgan ehtiyojlarini qondirish uchun axborot resurslari, axborot texnologiyalari hamda axborot tizimlaridan foydalangan holda sharoit yaratishning tashkiliy ijtimoiy-iqtisodiy va ilmiy-texnikaviy jarayonidir. Axborot asri bo‘lgani uchun inson tezkor va ishonchli manbalarga ehtiyoji tobora ortib bormoqda. Bitta axborotning ishonchsiz yoki ishonchli ekanligini tekshirmasdan tarqalayotganligi ko‘p uchramoqda. Oqibatda esa salbiy yoki o‘ta salbiy jarayonlarni boshdan kechirishga sabab bo‘lishda davom etmoqda. Axborotni har kim, har xil joyda, o‘zi xohlaganidek olishi va uzatishi qonunlarda ham belgilangan. So‘nggi yillarda qabul qilingan qarorlar natijasi buning isboti. Umumjahon axborot globallashuvi jarayonlari axborot-kommunikatsiya texnologiyalarini nafaqat mamlakatlar iqtisodiyoti va boshqa sohalariga joriy etish, balki axborot tizimlari xavfsizligini ta’minlashni ham taqozo etayotir. 1993-yil 7-mayda qabul qilingan “Axborotlashtirish to‘g‘risida’’gi qonun 2003- yil 11-dekabrda Oliy Majlisning sessiyasida qayta ko‘rib chiqilgan va u 23 moddadan iborat. Bu qonunlarga ko‘ra zamonaviy axborot tizimlarining texnika vositalarini sertifikatlashtirish, tarmoqlararo bog‘lanishini amalga oshirish, muhofaza qilish to‘g‘risidagi qonun hujjatlarini buzganlik uchun javobgarlik nazarga olingan. Jinoyat kodeksining 191-moddasiga ko‘ra, shaxsning qonunga 329

https://doi.org/10.36078/987654711 xilof ravishda axborot to‘plashi, uni oshkor qilishi yoki undan foydalanishi javobgarlikka sabab bo‘ladi. Keyingi savolga javobni qidirar ekanmiz umumiy so‘zlarga ko‘zimiz tushadi. Media ta’lim masalalari qanchalik chuqur o‘rganilmasin, baribir yechimlarning hammasi ham yechilmaydi. Media ta’lim hozirgi davrda shaxsning ommaviy axborot vositalari orqali rivojlanish jarayonini anglatadi. Media ta’lim bu media mahsulotlari bilan muloqot madaniyatida media matnini to‘liq qabul qilish, intepritatsiya etish, tahlil qilish hamda baholashdan iboratdir. Mediasavodxonlik insonga ekranli san’atni televideniye, radio, video, kinomatografiya, pressa, matbuot, internet va boshqalarni taqdim etadi. Manbalardan kelayotgan axborot oqimidan to‘g‘ri foydalanib, o‘zining rivojlanishi uchun kerakli bo‘lgan axborotlarni o‘rganish barcha uchun, ham vaqtdan, ham moliyaviy tomondan ustun bo‘lishini ta’minlaydi. Televideniye, radio, internet yo‘nalishlarida faoliyat olib borayotgan jurnalistlar talaygina, lekin hammasi ham o‘z ishini to‘g‘ri boshqarishni tushunib yetmaslik oqibatida korrupsiya, noxolislik, ishonchsiz axborot tarqatish holatlari ham nazardan chetda qolmagan. Bu muammolarning aksariyati moliyaviy ahvoldan kelib chiqqanligini, oylik maoshlari qoniqtirmayotganligini ro‘kach qiladi. Yaqin yillarda bu masalalarga yechim topiladi deb o‘ylayman. Mediata’lim masalalarini hal etish uchun professorlar, o‘qituvchilar, o‘z ishini puxta bajaradiganlarning maslahatlari va kelajak avlodning sa’y-harakatlari tufayli ko‘p yutuqlarga erishish mumkin. Oliy ta’lim dargohlarida media sohasiga aloqador bo‘lgan darslarni o‘z ishining ustalari, ko‘p yillik tajribaga ega bo‘lgan o‘qituvchilar ta’lim bersa, talaba va o‘quvchilarning vaqti ham besamar ketmaydi. Ularga vazifalarni ko‘proq berish, o‘z ustida ishlashi uchun to‘g‘ri yo‘lga yo‘naltirish zarur. Zamonaviy usullar dars jarayonlarini chuqurroq va zerikmasdan e’tiborni jalb qilgan holda o‘zlashtirishga sabab bo‘ladi. Zamonaviy mediada barcha texnologiyalardan foydalanish mumkin. Jahonda sodir bo‘layotgan dolzarb mavzular, hodisalar, voqealarni eng birinchi OAV orqali kuzatamiz. Bu borada auditoriyaga tezkorlik, xolislik, aniqlilik kabi tamoyillar birlamchi ahamiyatga ega. Hozirgi kunda axborot olish va axborot tarqatish maydoni sifatida internet hayotimizning ajralmas qismiga aylanib ulgurdi. Global tarmoq, axborot va OAV tushunchasini ham tubdan o‘zgartirib yubordi. 330

https://doi.org/10.36078/987654711 Zamonaviy axborot muhitida media ta’lim masalarini juda qizg‘in va bahs- munozaralarga sabab bo‘ladi. Uning ichida ishlash ham o‘zgacha ruh va g‘oyalar taqdim etadi. O‘zbekiston qabul qilingan qonunlarda ko‘proq yoshlarga imkoniyatlar yaratish maqsadi ilgari surilgan. Prezidentning shaxsan o‘zlari ham yoshlar bilan ochiqdan-ochiq muloqotlar olib boryapdi. Kimning qaysi sohada taklif va tashabbuslari bo‘lsa zarur shart-sharoitlar yaratib berilyapti. Ayniqsa, so‘nggi yillarda OAV uchun so‘z erkinligi borasida, hukumatimiz tomonidan qator imkoniyatlar taqdim etildi va qonunlarda mustahkamlab qo‘yildi. O‘zbekiston Respublikasida ommaviy axborot vositalarining senzura qilinishiga yo‘l qo‘yilmaydi. Hech kim jurnalistdan e’lon qilinayotgan xabarlar yoki materiallar oldindan kelishib olinishini, shuningdek ularning matni o‘zgartirilishini yoxud ularning nashrdan butunlay olib tashlanishini (efirga bermasligini) talab qilish huquqiga ega emas (4-modda O‘zbekiston Respublikasining 2018-yil 18-apreldagi O‘RQ-476-sonli Qonuni tahriri). Adabiyotlar roʻyxati 1. Qozoqboyev T. Jurnalistka asoslari. – 2007. 2. Sa’dullayevich B. Axborot texnologiyalari (ma’ruzalar). 3. Qo‘chqorov V., Mahmudov O. Ma’naviyat asoslari. – 2018. Mediata’lim: xalqaro tajriba, optimal modellar, yetakchi nazariyalar Sanobar Djumanova Mustaqil izlanuvchi O‘zbekiston jurnalistika va ommaviy kommunikatsiyalar universiteti E-mail: [email protected] Annotatsiya. Tezisda mediata’limning nazariy asoslarini o‘rganilgan, yetakchi konsepsiya, modellarining xususiyatlarini aniqlangan. Materialda keltirilgan media sohasi olimlari, media pedagoglarning qarashlari, model, konsepsiya, formula, tamoyillarini medita’limning “o‘zbek modeli”ni yaratishda nazariy asos sifatida, to‘g‘ri yo‘nalish belgilashda qo‘llash mumkin. Kalit soʻzlar: mediata’lim, mediasavodxonlik, sun’iy intellekt, media is’temoli, meditizatsiya. 331

https://doi.org/10.36078/987654711 Mediata’lim mavzusida olib borilgan ilmiy tadqiqotlarda har bir mamlakat, davrda mediata’limning optimal modellarni qidirish, dominant vazifalarni aniqlash, modernizatsiyalashga urinishlar bor. Mediata’limning modellari, ilg‘or tajribalarni o‘rganishda mediata’lim joriy etilgan mamlakatlarni ikkita toifaga bo‘lish mumkin: mediata’lim milliy ta’lim standartlarining bir qismi bo‘lgan (Avstraliya, Belgiya, Vengriya, Germaniya, Isroil, Kanada, Slovakiya); hozirgacha mediata’lim milliy ta’lim standartlarining bir qismiga aylanmagan mamlakatlar (Armaniston, Ispaniya, Xitoy, Meksika, Portugaliya, Rossiya, Serbiya, AQSh, Tailand, Turkiya, Ukraina, Xorvatiya). Har ikki holatda ham ta’lim amaliyotida yetakchi tajriba, o‘ziga xos modellarni ko‘rish mumkin. Standartlarning mavjudligi yoki mavjud emasligi medita’lim modellari shakllanishiga qisman ta’sir ko‘rsatadi. M.Leaning mediata’lim modellarini o‘rganar ekan, quyidagi modellarni ajratib o‘tadi: proteksion (himoyalovchi) yoki emlovchi model, demistifikatsiya modeli, ijodiy ishtirok modeli [1]. Mediata’limning aspektli modeli, ya’ni tashkiliy model fanlararo bog‘liqlikka asoslangan. Bu boshqa an’anaviy fanlar bilan ommaviy kommunikasiyani o‘rganishni nazarda tutadi. Jahon amaliyotida mediata’lim ona tili, adabiyot, jamiyatshunoslik, estetik fanlar bilan integratsiyalashgan. Uni joriy etishdagi asosiy qiyinchilik yangi fan elementlari boshqa fanlar bilan o‘quv dasturiga koordinatsiyasini ta'minlash hisoblanadi. Mediata’limning muayyan shaxslar tomonidan taklif etilgan shakllari ham mavjud: Y.N. Usovning mediata’lim modeli, A.V. Sharikovning mediata’lim modeli, L.S. Zaznobinaning mediata’lim modeli[2]. Turli olimlar mediata’limning nazariy asoslarini konsepsiya, formula, tamoyil sifatida ifodalashni taklif qilishadi. 2010-yilda Roy Ayland universitetida mediata’lim laboratoriyasini tashkil etgan amerikalik media pedagog R.Hobbs AACRA modelini ishlab chiqdi (kirish, tahlil qilish, yaratish, reprezentatsiya va harakat)[3, 67] va mediasavodxonlik, axborot savodxonligi, vizual savodxonlik va yangi savodxonlikka tegishli ilmiy adabiyotlarni sintez qilish talabalarni mediasavodxonligi bilan tanishtirish uchun uchta freymni aniqladi: mualliflar va auditoriya (AA), xabar va mazmun (MM) va reprezentatsiya va reallik (RR), ushbu model mediasavodxonlik mazmunini kengroq ifodalab bera oladi. Har bir mamlakatning o‘z mediata’lim modeli ham shakllanadi, masalan, Avstraliyada “kommunikator” – “axborot” – “kanal” – “qabul qiluvchi” – “ta’sir” modeli, rus modeli quyidagicha ifodalanadi: mediata’lim = OAVdan himoya + 332

https://doi.org/10.36078/987654711 OAVni tahlil qilishga tayyorlash + OAV mohiyati va funksiyalarini tushunish + mediamadaniyatda ongli ishtirok etish. Ommaviy to‘plangan va qayta ishlangan ma’lumotlar asosida foydalanuvchilarning xatti-harakatlari va ehtiyojlarini prognoz qilish, ularni boshqarish uchun sun’iy intellektga asoslangan mexanizmlardan, shu jumladan, neyron tarmoqlaridan foydalanishni ko‘zda tutuvchi \"veb 3.0\" davri axborot iste’molchilarini himoya qiluvchi, media olam bilan munosabatlarini tartibga soluvchi \"Media education 3.0\" konsepsiyasi yaratilishiga zaruratni paydo qildi. G.Ptaszek qarashlariga ko‘ra, \"Media education 3.0\" \"Media education 2.0\" ning mantiqiy davomi bo‘lib, yangi media amaliyotidan kelib chiqib uning tarkibiy qismlari quyidagicha belgilanadi: ong (mediani anglash), kommunikatsiya, media iste'moli va kuzatuv, konvergensiya, axboriy va raqamli ijodkorlik, nusxa ko‘chirish (copy-past) va jamiyat. Media konvergentsiyasi va chuqur mediatizasiya tufayli mavjud media tizimida an’anaviy OAV gegemonlik qilishni to‘xtatgan va raqamli media vositalari odamlarning kommunikativ faoliyatining markaziga aylanishiga imkon beradigan tizimga aylangan. Raqamli ma’lumotlar va yashirin algoritmlar OAV va yangi raqamli texnologiyalardan foydalanishda foydalanuvchi faoliyati, xulq-atvori, e’tiborini, ma’lumotlarini va bilimlarini boshqarishning aqlli mexanizmlari bo‘lib, mediata’limning yangi konsepsiyasi shu sharoitda ham raqamli salomatlikni saqlab qolishga ko‘mak beradi. A.Fedorov va A.Leviskaya MDH mamlakatlari misolida mediata’lim sohasidagi tadqiqotlarni o‘rganib mediata’limning ular orasida bir necha turdagi modellarning diffuziyasi kuzatilgani sababli shartli ravishda belgilangan quyidagi nazariy modellarini taklif qilgan[4, 229]: − ijtimoiy-madaniy, madaniy modellar (shaxsning ijtimoiy-madaniy, madaniy nuqtayi nazardan ijodiy rivojlanishi barcha turdagi va janrdagi media matnlarni idrok etish, tasavvur qilish, vizual eslab qolish, talqin qilish, tahlil qilish, tanqidiy fikrlashi bilan bog‘lanadi); − amaliy-utilitar modellar (mediatexnologiyalarini ta’lim jarayonida texnik vositasi sifatida amaliy o‘rganish va turli janrdagi media matnlarini yaratishda qo‘llash); − ta’lim va axloqiy modellar (ommaviy axborot vositalari materiallaridagi axloqiy, psixologik, mafkuraviy, diniy, falsafiy muammolarni ko‘rib chiqish); − estetik modellar (badiiy didni rivojlantirish va mediamahsulotlarni tahlil qilish). 333

https://doi.org/10.36078/987654711 Mediata’lim nazariyalari o‘ndan ziyod. MDH mamlakatlarida mediata’lim nazariyalari A.V. Fedorov va uning maktabi vakillari tomonidan o‘rganilgan [5]: 1. Mediata’limning “in’eksion” (\"himoya\", \"proteksion\", \"emlash\") nazariyasi. Bu nazariya “fuqaro muhofazasi nazariyasi\" (OAVdan himoya qilish) deb ham nomlanadi. 2. Mediata’limning auditoriya “talablarini qanoatlantirish” nazariyasi. Himoyalovchi nazariyaga zid bo‘lgan bu qarash medianing ijobiy, foydali jihatlariga e’tibor qaratadi. 3. Mediata’limning “amaliy” nazariyasi. Ushbu nazariyaning asosi media sohasidagi “iste’mol va zavq”ning adaptiv nazariyasidir. Masalan, bolalar mediatexnikaga qiziqishadi – shuning uchun ularni suratga olish, tasvirga olish, montaj qilish, ovoz berishga va hokazolarga o‘rgatish kerak. 4. Mediata’limning auditoriya tanqidiy fikrlashini rivojlantirish nazariyasi. Ushbu nazariyaga ko‘ra, mediata’limning yetakchi maqsadi auditoriyani OAVning manipulyatsion ta’sirini tahlil qilish va aniqlashga o‘rgatish, zamonaviy demokratik jamiyatning axborot oqimini boshqarishni nazarda tutadi. 5. Mediata’limning mafkuraviy nazariyasi. Ushbu nazariyaga ko‘ra media ma'lum bir ijtimoiy sinf manfaatlari uchun jamoatchilik fikrini boshqarishga qodir. Bolalar auditoriyasi media ta’siri uchun eng qulayidir. 6. Mediata’limning semiotik nazariyasi. Unga ko‘ra, mediata’limning asosiy maqsadi bolalarga media matnni \"to‘g‘ri o‘qish\"ga yordam berish, shaffof bo‘lmagan media, ko‘p ma'no beruvchi xarakterdagi media matnlarni dekodlash, uning mazmuni, assotsiatsiyalari, til xususiyatlari va boshqalarni tavsiflash qoidalarini o‘rgatishdir. 7. Mediata’limning madaniy nazariyasi. Mazkur nazariyaga ko‘ra, media media matnlarni interpritatsiya emas, balki taklif qiladi. Auditoriya doimo media bilan kommunikat siyada bo‘ladi va mediamatnlarni baholaydi. Auditoriya media matnlarini shunchaki \"o‘qimaydi\", balki idrok qilinayotgan OAV matnlariga turli ma'nolarni kiritadi, ularni mustaqil tahlil qiladi. 8. Mediata’limning estetik (badiiy) nazariyasi. Mediata’limning estetik nazariyasining madaniy nazariyasiga yaqin. Unga ko‘ra, mediata’limning asosiy maqsadi yoshlarga medianing badiiy spektrining asosiy qonunlari va tilini tushunishga yordam berish, estetik (badiiy) idrok va didni rivojlantirish va badiiy media matnlarini professional tahlil qilish qobiliyatidir. Va mediata’limning asosiy mazmuni – bu media madaniyat tili, badiiy media 334

https://doi.org/10.36078/987654711 mahsulot yaratuvchisining mualliflik dunyosi, media madaniyati tarixi (kino tarixi, badiiy televidenie va boshqalar.). 9. Mediata’limning teologik nazariyasi. Bu nazariyaga ko‘ra, media auditoriyaning (ayniqsa, voyaga etmaganlar uchun) ma'lum ma'naviy, axloqiy, qadriyat tamoyillarini shakllantirishga qodir deb taxmin qilinadi. Pedagogik strategiyasi medianing diniy, mafkuraviy va axloqiy jihatlarini o‘rganishga asoslangan. Bu boshqa nazariyalar bilan ham sintezlanadi. 10.Mediata’limning ekologik nazariyasi. Mediani idrok etish ekologiyasini inson mediasavodxonligining ajralmas qismi sifatida rivojlantirish zarur. Bu ko‘rish, nazorat qilish va cheklashda terapevtik moderasiyani, Mediamatnlarni tanqidiy tahlil qilishni, zo‘ravonlik va patologiyalar imijiga qarshi ekologik strategiyadan foydalanishni nazarda tutadi. Adabiyotlar ro‘yxati 1. Hobbs R. Digital and media literacy: A plan of action. Washington D.C.: The Aspen Institute. – 2010. 2. Leaning M. Integrating media and information literacy. Chandos Publishing. – 2017. 3. Ptaszek G. How big data, algorithms, and ai redefine media education. In the handbook on media education research, editors: Divina F.M., Sirkku K., Pathak-Shelat M., Michael H., Stuart R.P. New York: Wiley-Blackwell. – 2021. 4. Жилавская И.В. Медиаобразование молодежной аудитории. Томск: ТИИТ. – 2009. 5. Федоров А.В., Челышева И.В. Медиаобразование в современной России: основные модели. – 2004. Axborot texnologiyalari va mediata’lim Azizaxon Erkinxonova Talaba Oʻzbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. Mediata’lim hozirgi davrda shaxsning OAV orqali rivojlanish jarayonini anglatadi. Mediata’lim – bu media mahsulotlari bilan muloqot madaniyatini kommunikativ imkoniyatlari tanqidiy tafakkuri media matnini 335

https://doi.org/10.36078/987654711 to‘liq qabul qilish, intepritatsiya etish, tahlil qilish hamda baholashdan iborat. Ushbu tezisda blended (aralash) ta’lim shakli va texnologiyalari yordamida mediata’limni oʻrgatish tizimini takomillashtirishning eng muhim nazariy va amaliy asoslari toʻgʻrisida soʻz yuritilgan Kalit soʻzlar: media ta’lim, ta’lim muhiti, mediasavodxonlik, ta’lim metodi. media nazariyasi tarixi. Mediata’lim inglizcha “media education” so‘zidan bo‘lib, lotincha media – omil deganidir. Mediata’lim o‘quvchilarga ta’lim berish jarayonida yangicha usullardan foydalanishni talab etadi. Media pedagogika – yangi pedagogik texnologoyadir, u OAV yordamida o‘quvchilarni ijodiy fikrlashga, tarbiyalashga imkon beradi. Media pedagogika resurslariga internetdagi ma’lumotlar, televideniye, radio lavhalari, kino, video, audio materiallar kiradi. Mediasavodxonlik insonga ekranli san’atni televideniye, radio, video, kinomotograf, pressa, matbuot internet va boshqalarni taqdim etadi; manbalardan kelayotgan axborot oqimidan to‘g‘ri foydalanib, o‘zining rivojlanishi uchun kerakli bo‘lgan axborotlarni o‘rganadi. Hozirgi axborotlashgan jamiyatda barcha media resurslarini tahlil qilish muhim rol o‘ynaydi. Xorijiy mediata’limning tahlili shuni ko‘rsatadiki, talabalar o‘zining o‘qish jarayonida asosan internet, televideniye manbalaridan foydalanishadi. Jahon media pedagogikasida medianing tarbiyaviy ijodiy usullaridan foydalanish yo‘lga qo‘yilgan. Mediata’lim usullari asosan keyingi muhim bosqichlarga bo‘linadi. Media nazariyasi, uning tarixi, strukturasi hamda tili haqida bilim olish, o‘qitish media texnologiyasi ya’ni media matnlarni qabul qilishni rivojlantirish “o‘qish, anglash, tasavvurni faollashtirish, xotirani rivojlantirish, fikrni turli usullarini rivojlantirish” (kritik, ijodiy, intuitv hamda obraz yaratish). Yoshlarimizning axborot bilan ishlash, axborot qidirish, turli yolg‘on ma’lumotlarga aldanib qolmaslik, zarur axborotlarni ajrata bilish, qayta ishlash, tartibga keltirish, axborot mazmunini tushunish, do‘stlarga xolis manbalarni uzatish, mantiqiy fikrlay olishni o‘rganish kabilar asosida axborot madaniyati shakllanadi. Axborotning kim uchun va nima maqsadda tayyorlanganligini tushuna bilish muhim ahamiyatga ega. Har bir o‘quvchi aloqa sohasida qanday texnik vositalar ishlatilishi to‘g‘risida umumiy tasavvurga ega bo‘lishi kerak. Bugungi globallashuv jarayonida yoshlarda axborotlarni tahlil qila olish, axborotdagi asosiy xabarni ajratish, aloqaning yo‘nalishini, uning yashirin 336

https://doi.org/10.36078/987654711 ma’nosini to‘g‘ri tushunish, qisqa qilib aytganda, har qanday axborotni tahlil qilish ko‘nikmalarini shakllantirishga ta’limning barcha bosqichlarida alohida e’tibor qaratish lozim. Rivojlangan xorijiy mamlakatlar pedagogikasida mediata’lim tushunchasi asosiy o‘rinlardan birini egallasa-da, mediata’limga aniq tavsif berilmagan. Hozirgi kunda mediata’lim resurslaridan butun dunyoda keng foydalanilmoqda. YUNESKO tashkilotining 1982-yil Germaniyaning Gryunvald shahrida, 1997-yil Parijda, 2002-yil Ispaniyaning Sevilya shahrida o‘tkazilgan konferensiyalari rezolyutsiya va tavsiyalarida mediata’lim masalalariga alohida to‘xtalib o‘tilgan. Bugungi kunda mediasavodxonlik Buyuk Britaniya va Avstraliyada gumanitar fanlar majmuasida alohida fan sifatida o‘tilsa, Finlyandiyada 1970- yildan o‘rta maktablarning, 1977-yildan esa oliy ta’lim muassasalarining o‘quv dasturlariga kiritilgan. 1990-yillarda esa mamlakatda mediasavodxonlik mediata’lim tushunchasi bilan almashtirildi. Shvetsiyada u 1980-yildan boshlab ta’lim muassasalarida alohida fan sifatida o‘qitila boshlangan. 1990-yillarda Rossiyada mediata’lim bo‘yicha tadqiqot ishlari olib borilgan. 2002-yilda pedagogika oliy ta’lim muassasalari uchun mediata’lim ixtisosligi bo‘yicha yo‘nalish ochildi. Shuningdek, 2005-yil YUNESKO homiyligida “Mediata’lim” darsligi yaratildi va Rossiyada kinota’lim va media pedagogika sayti ishga tushirildi. Mediasavodxonlik alohida bir fan sifatida kiritilmagan bo‘lsa-da, Respublikamiz umumta’lim maktablarida ham mediata’lim elementlari “Adabiyot”, “Tarix”, “Vatan tuyg‘usi”, “Milliy istiqlol g‘oyasi va ma’naviyat asoslari”, “Informatika” va “Musiqa” fanlari tarkibiga singdirilgan holda o‘qitilmoqda. Mediata’lim faoliyatini olib borish uchun ma’lum bir professional bilim ko‘nikma va ko‘rsatgichlariga ega bo‘lish lozim. Maxsus yo‘naltirilgan mediata’lim sohasida nazariy bilimlar hamda eng so‘nggi axborotlarga ega bo‘lish darajasi ya’ni motivatsiyalashgan ko‘rsatgich. Ularning kelib chiqish sabablarini sharoitlarini va harakatini o‘rganib tahlil etish, tashviqotchilik harakatini olib borish va optimal natijani tanlash. Kreativ (ijodiy mediata’lim faoliyatidagi ijodiy fikrlash darajasi) (mobillilik, kommunikativlik, o‘ziga xoslik, tasavvurni rivojlantirish fantaziya kabi xususiyatlarga ega bo‘lish). Dunyoda mediata’limini ahamiyati turli xalqaro tashkilotlar YUNESKO tashkilotining rezolyutsiya hamda tavsiyalarida mediata’lim muhimligi alohida 337

https://doi.org/10.36078/987654711 ta’kidlanib, mediata’lim rivojlanishini qo‘llab-quvvatlagan (mediaeducation barcha turlari elektron, bosma, grafik, media va boshqalar) hamda turli texnologiyalar bilan uzviy bog‘langan holda rivojlanadi va insonlarni quyidagi faoliyatlarga yo‘naltiradi. Media matnlarni tahlil qilish tanqidiy anglash va yaratish. Media mahsulotlarni (matn, video-audio) manbalarini topish va ularning siyosiy, iqtisodiy, madaniy, iqtisodiy xususiyatlarini aniqlash va ularning asl ma’nosini o‘rganish. Shaxsiy media mahsulotlarini yaratish tarqatish va ularga qiziqadigan audito­riyaga ega bo‘lish ularni tushunishni anglatadi. Mediata’lim – bu butun hayot konsepsiyasi deyiladi. Adabiyotlar ro‘yxati 1. Hinkelman D. Blending technologies in second language classrooms (2nd ed.). London: Palgrave Macmillan. – 2018. 2. Oliver M., Trigwell K. Can blended learning by redeemed? E-learning and Digital Media. – № 2(1). – 2005. Using the principles of media education Mahbuba Ostonova Independent Researcher Tashkent Institute of Chemical Technology E-mail: [email protected] Annotation. This thesis will discuss about the using of principles of media education. Media competence as an objective of media-pedagogical work includes not just the skills to handle the technical side but, even more, skills such as the ability to select, differentiate, structures and recognize own needs, etc. It is in particular when using the so-called New Media that issues of individual and social relevance emerge in a media-education context which range beyond the mere use of the media for a specific field. Key words: media pedagogy, media didactics, media education, media competence, critical media. Media pedagogy includes all issues concerning the pedagogical importance of media in education, leisure and work. It looks into the contents and functions of media, their forms of utilization in these areas and their individual as well as 338

https://doi.org/10.36078/987654711 social impact. In view of the complexity of the term, it is useful to subdivide the complex of media pedagogy as follows: Media didactics: covers the functions and effects of media in teaching and learning processes. The use of audio-visual media in their role as teaching materials should be decided with due account given to the educational and teaching task, the curriculum, and the didactic principles of the respective subject. Media are tools to achieve subject-specific objectives (education by media). Media education: a type of pedagogical utilization of the media intended to teach the critical-reflective use of all media. Where media become important for human socialization as a means of information, entertainment, education and day-to-day organization, they become the subject of media education – the media are the subject and object of education (education on media). Media education concerns all communication media and their combinations made possible by the so-called New Media. These communication media are constituent parts of all texts, regardless of the technology: the word, printed/spoken, graphics, sound, stills and moving pictures. The so-called New Media (including the Internet), being developments and combinations of the above modules, are essentially technologies that serve their distribution and have an effect on several social dimensions. Critical reflection on the possible effects is also included in media education. The potential to combine data of all kinds into gigantic information networks and to make use of these both in a working and a domestic environment, i.e. to obtain, access and process them, causes the boundaries to be blurred between individual and mass communication, between the book and newspaper markets, between entertainment and business communication. It is especially in the New Media segment that media education is confronted with new issues concerning its autonomous critical use. Before launching into a discussion of some fields of media education, it seems necessary to define the term “media competence” within the meaning of this Ordinance [1, 66]: Examples: What does the sheer volume of information mean for the human capacity to process information? What processes of selection, structuration and professionalization need to be put in place? How can the credibility and reliability of information be safeguarded? What are the implications of media convergence? 339

https://doi.org/10.36078/987654711 Media use. By offering critical insights into the phenomena of communication, media education should guide pupils/students to media activities that are both conscious and participatory to the extent possible within the relevant life situation. Media activities require that people are active in any communication situation involving media. This means that they negotiate their own importance in a given interaction during their media use. Accordingly, media education, starting out from the pupil’s/student’s personal disposition and with due regard to his/her linguistic abilities, should include not only the cognitive but also the affective field. It should help the pupil/student to rethink his/her own role expectations and recognize his/her own communication needs and deficits. Pupils/students should also realize and experience that the mass media intentionally arouse the need for consumer-oriented behavior. They should realize that new types of individual and mass communication extend their options for active participation in economic, political and cultural life. And they should realize and experience that the electronic media have a substantial contributive impact on the personal leisure time organization and behavior. In this respect, reference should be made to the close links between the leisure- time and entertainment industry and the mass media with a view to the development of typical behavioral patterns [2, 52]. Communication with and through the media. Media education should enable pupils/students to manage in a world about which they are mostly informed by the media. They should be made to realize that the media contribute significantly to their political judgement. They should realize that the expansion of communication technologies provides more opportunities for humans to express themselves and participate in political life by “direct” democracy through the pressing of a button, and provides better political information, better information from government authorities, while at the same time they should find out that the communication media, through encouraging passivity, keep people from direct participation in political life, distract them from political conflicts and expose them to political manipulation from well-financed interest groups. They should learn how to use media to arrive at a critical judgement and thus strengthen their own competence for action. They should experience that the media create their own reality, not just as a mediator of fictitious worlds, but also in projecting an image of reality. 340

https://doi.org/10.36078/987654711 Media education should raise awareness for the frequently biased and cliché-ridden presentation of social and gender roles by the media. Pupils/students should become sensitized to the issue of the extent to which the media are realistic in their presentation of every-day life situations (e.g. relations between women and men, between employees and bosses, between young and old, etc.). They should realise that social- and gender-specific roles are subject to stereotyping. Even though the media cannot on their own effect a change in the understanding of the role distribution prevailing in our society, they are still important in influencing and enlightening the public. Critical media analysis does not obstruct – as is often feared by practitioners of didactics – the subject-specific information content of the media. Quite on the contrary: dealing with the interfaces between the subject-specific contents and the mediation share contributed by the medium adds significantly to the degree of media competence as well as to the subject-specific knowledge yield. The insight that even those audio-visual media that are specially designed for teaching cannot be objective, shakes the belief in the rightness and truth of other media (such as e.g. school textbooks). Similarly, the use of audio-visual teaching aids, which is absolutely necessary to ensure modern and effective teaching, cannot be accounted for as media education, unless their media-specific properties are discussed beyond the technical side of their use. Thus, next and in addition to the technical content of the medium, consideration should be given to whether and to what extent interests pursued by the media producers will affect the content and arrangement of what is offered. Media education shall, as a rule, be offered to all age groups, in line with the intellectual development of the pupils/students. References 1. Sharikov A. Media education. Moscow. 2. Imre S. Eszterházy Károly Fõiskola. Hungary. 341

https://doi.org/10.36078/987654711 Zamonaviy jurnalistikada VR texnologiyalarining o‘rni va istiqboli Muhayyo Saidova Mustaqil izlanuvchi O‘zbekiston davlat jahon tillari universiteti E-mail: [email protected] Annotatsiya. O‘zbekiston miqyosida raqamli media texnologiyalarining ilmiy tadqiqotlari texnik qurilmalar ko‘rinishida o‘rganilish darajasi boshqa ta’lim sohalariga qaraganda ancha ilgarilab ketdi. Bunga Toshkent axborot texnologiyalari universiteti professor-o‘qituvchilari, talabalarining tadqiqotlarini misol tariqasida keltirishimiz mumkin. Arxitektura, sanoat, ishlab chiqarish kabi sohalarda zamonaviy texnologiyalardan foydalanishning samarasi mazkur universitet marketing faoliyatini oshirib borayotgani sir emas. Ushbu ilmiy tezisimizda raqamli media platformasidagi yangi axborot uskunalari, immersiv jurnalistika media tadqiqotchilari va soha vakillarining nazariy tadqiqotlari, ta’limda texnologiyaning o‘rni haqida fikr yuritamiz. Kalit so‘zlar: VR texnologiyalar, virtual reality, immersiv jurnalistika. Immersiv jurnalistikaga nazariy yondashuvlar talqini allaqachon bahs va munozaralar mavzusiga aylangani sir emas. Tadqiqotchilar reallikni uch turga ajratadilar: VR (vitual reallik), AR (to‘ldirilgan reallik) va MR (aralash reallik). Virtual Reality (VR) deganda odatda virtuallikka sho‘ng‘ish uchun sun’iy ravishda yaratilgan xayoliy muhit tushuniladi [6, 78]. Bunda foydalanuvchi sun’iy reallikni yaratib beruvchi maxsus ko‘zoynak yoki shlem yordamida sun’iy muhitga kirib boradi. Augmented Reality (AR), ya’ni to‘ldirilgan reallik bu haqiqiy reallik muhitida qo‘shimcha sozlashlar va opsiyalashlar orqali haqiqiy dunyo tashqi qatlamlariga sayqal berib yoki uni murakkablashtirib ko‘rsatishga aytiladi. Bunga 2016-yilda internet tarmoqlarida ilk marotaba chiqqan o‘yin Pokemon Go misol bo‘la oladi. Mazkur internet o‘yin real muhitning o‘yin texnologiyalari elementlari yordamida sozlanishi bilan AR tushunchasiga asos soldi. Mixed Reality (MR) VR shlemi va tashqi videokamerasi imkoniyatlarini o‘zida mujassamlashtiruvchi to‘ldirilgan reallikning analogi deb talqin etish mumkin. Mediaekspert M.Kornevning fikricha, MR videotasvirga virtual elementlarning kiritilishi yoki atrofimizdagi olamning real chegaralarida 342

https://doi.org/10.36078/987654711 obyektlar uchun boshqa teksturalarni yaratadi [3, 47]. Ekspert aralash reallikka misol qilib haqiqatda mavjud bo‘lgan xona devorlaridan qo‘shimcha uskunalar ta’siri ostida kosmik kema interyerini yaratish uslubini keltiradi. Yangi media tadqiqotlardagi tushunchalarga ko‘ra, immersiv jurnalistika (immersiv media) deganda, virtual muhitdan foydalanuvchi uchun kerakli bo‘lgan ma’lumotlarni taqdim etuvchi raqamli axborot texnikasi nazarda tutiladi. Odatda u mukammal aniqlikda ishlangan grafik tuzilmalardan tashqari, maxsus moslamalar – (qo‘lqop, trekerlar) va HMD moslamalari yordamida boshga mustahkamlanadigan ko‘zoynaklar yoki shlemlar ko‘rinishidagi VR displeylardan iborat to‘plam shaklida bo‘ladi [8]. Tadqiqotchi Hardee G.M. bu boradagi izlanishlarning to‘rt sohasini belgilagan [1, 108]. Birinchisi bu tajribaviy va nazariy jihatdan bevosita ishtirok effekti deb nomlanuvchi tadqiqotlar. Mazkur effekt ko‘p hollarda subyektning alohida kommunikativ holatini belgilab, voqelikning haqqoniyligini illyuzor hissiyotlar orqali his etish, ya’ni kuzatuvchining virtual reallik displei “ortidan” turib, axborotni qabul qilishidir. Ikkinchisi, tadqiqotning chuqur ichki sohasi bo‘lib, ilk VR versiya kashfiyotchilari virtual reallikning “fizikasi” deb ataganlar. Bu izohlarga ko‘ra, ong va anglashning psixofizik kognitiv modeli bo‘lib, aniqroq qilib aytilganda, hayotiy va xayoliy farqlar metafizikasidir. Yangi media tadqiqotlarining uchinchi sohasi matn ishlab chiqarishning robotlashtirilishidir. Ushbu narrativ ko‘rinishni taqdim etishning yangi formasi sifatida qabul qilish mumkin [6, 17]. Ayni paytda bu yangilik dunyoni anglash va ta’lim texnologiyalari malaka translyatsiyasining asosiy formasi sifatida tan olingan. O‘zining yuqori darajadagi universalligi bilan mazkur yangilik verbal kommunikatsiyalarning multimediyaviy takomillashuvidagi vizual va ovozli imkoniyatlari bilan namoyon bo‘lmoqda. Aslida, narrativ yangilik matnlari reallikni chuqur anglatish maqsadida auditoriyani axborotlashtirishga yo‘naltirilgan. Shuning uchun ham immersiv jurnalistika tarafdorlari VR ni yangilikning zamonaviy modellarini, shuningdek, vizual va yana-da to‘laqonli media reallikni ishlab chiqarishga qulay platforma sifatida qadrlashadi. Tadqiqotchilar virtual voqeliklar dunyosining VR talablari darajasidagi raqamli dizayn uslublar an’anaviy OAV uslublarini siqib chiqarishi mumkinligini taxmin qiladi [6, 51]. Ularning tushunchasiga ko‘ra, voqeliklar dunyosi (storyworlds) bu faqatgina axborotni saqlash konteynerlari bo‘libgina qolmay, balki kreativ tasavvurlar resurslariga kirish kanali hamdir. Va, nihoyat, 343