COMPARATIVE ANALYSIS OF WORD STRUCTURE DIFFERENCES IN ENGLISH AND UZBEK LANGUAGES

Azimova Nilufar Egamberdiyevna- BA student of English First Faculty UzSWLU

Scientific advisor: Doctor of sience (DSc.), associated professor D.M.Yuldasheva, UzSWLU

Annotation. The present thesis analyzes the structural differences of word formation in English and Uzbek within the framework of comparative linguistics. The research examines the morphological composition of words, including roots, affixes, and compound structures, and identifies similarities and divergences between the two languages. The study highlights analytical features in English and agglutinative properties in Uzbek, demonstrating how these characteristics influence word structure, productivity, and the formation of new lexical units.

Keywords: word structure, comparative linguistics, morphology, affixation, compounding, English, Uzbek.

Annotatsiya.Ushbu tezis ingliz va o‘zbek tillarida so‘z tarkibi va so‘z yasalishining qiyosiy jihatlarini tahlil qiladi. Tadqiqot so‘zning morfologik tuzilishi — asos, affikslar va qo‘shma so‘zlar orqali tuzilishini o‘rganadi hamda ikki til o‘rtasidagi o‘xshashlik va farqlarni aniqlaydi. Ingliz tilining analitik xususiyatlari va o‘zbek tilining agglutinativ tabiati so‘z tarkibining shakllanishi va yangi leksik birliklar hosil bo‘lishiga qanday ta’sir ko‘rsatishi yoritiladi.

Kalit so‘zlar: so‘z tarkibi, qiyosiy tilshunoslik, morfologiya, affiksatsiya, qo‘shma so‘z, ingliz tili, o‘zbek tili.

Аннотация. Данная тезисная работа посвящена сравнительному анализу структуры слова в английском и узбекском языках. Исследование рассматривает морфологическое строение слова — корень, аффиксы и составные образования, — а также выявляет сходства и различия между двумя языками. Подчеркиваются аналитические особенности английского языка и агглютинативная природа узбекского языка, влияющие на формирование, продуктивность и создание новых лексических единиц.

Ключевые слова: структура слова, сопоставительное языкознание, морфология, аффиксация, сложные слова, английский язык, узбекский язык.

Comparative linguistics plays an essential role in identifying structural and functional similarities and differences between languages. One of the key areas of comparative study is the analysis of word structure, which reflects deeper morphological and typological principles. This thesis focuses on the comparative analysis of word structure differences in English and Uzbek, two languages that belong to different typological groups.

English is an analytic language with limited inflectional morphology. Word structure in English primarily relies on root morphemes, derivational affixes, and compound formation. Derivational affixation, such as the use of -ness, -tion, -able, and un-, re-, dis-, plays a central role in creating new lexical items. Inflectional morphology is minimal: English nouns typically have plural markers (-s), while verbs take limited forms (-ed, -ing, -s). This shows that English tends to express grammatical meaning through word order and auxiliary verbs rather than morphological changes.

In contrast, Uzbek is an agglutinative language characterized by rich affixation. Word structure is highly productive due to transparent, sequential additions of suffixes that indicate grammatical categories such as tense, case, possession, plurality, and derivation. For example, the Uzbek word kitoblarimizdan (“from our books”) consists of multiple stacked morphemes: kitob + lar + imiz + dan. Each affix carries one clear grammatical meaning, which makes Uzbek morphology highly systematic and predictable.

The comparison shows that English word formation relies more heavily on compounding (blackboard, smartphone, worldwide) and derivation, while Uzbek prefers suffixation as its main method of forming both grammatical and lexical units. Another notable difference is that Uzbek rarely uses prefixes, whereas English makes active use of both prefixes and suffixes.

Despite these differences, both languages share common processes such as compounding, borrowing, and semantic shift. However, the frequency, productivity, and structural patterns of these processes differ significantly.

Overall, the comparative analysis demonstrates that the typological differences between English and Uzbek directly influence their word structure. Understanding these contrasts contributes to more effective language teaching, translation studies, and further linguistic research.

The study reveals that English, as an analytic language, uses limited morphological tools, relying on derivation and compounding, while Uzbek, an agglutinative language, employs extensive suffixation and clear morpheme sequencing. These differences show how typological features shape word structure and lexical productivity in both languages. The findings are useful for comparative linguistics, translation, and teaching methodology.

1. Crystal, D. (2010). The Cambridge Encyclopedia of Language. Cambridge University Press.
2. Bauer, L. (2003). Introducing Linguistic Morphology. Edinburgh University Press.
3. Aronoff, M., & Fudeman, K. (2011). What is Morphology? Wiley-Blackwell.
4. Comrie, B. (1989). Language Universals and Linguistic Typology. University of Chicago Press.
5. Korkmaz, S. (2018). Comparative analysis of agglutinative and analytic language structures. International Journal of Linguistics, 10(4), 44–57.

Days of a shivering sun 

(i.m. David McWilliams) 

   I have shaken in those same streets 

among a throng cowering at the bandstand

   as down the hill something erupts

a puff of black smoke as if from the chimney

   above a camp crematorium,

those same roads where you noticed him, nose pressed

   to shop windows, skin as pale as death 

and I have known a similar prejudice

   what it’s like to be overlooked

to be invisible and leave no trace 

   as the vain elbow through their race 

chasing other dreams and snatching at wealth 

   for all they’re worth, while just like you 

I’m content to observe, make brief comments

   about how glory is disbursed 

of, by, to and among the least worthy 

   with glassy eyes that do not care

and untwitching noses that do not smell

   the tartness of blood-sticky streets

where sandwich-board men holler about hell 

   and the evils of the casino 

that stands a Reichstag stately pleasure dome 

   burning with harsh voices that wail

about injustice even while they inflict 

   greater crimes on the innocent,

their hearts are caves of ice, their skulls winecups

   of the godless hoards, the type of brutes

blind enough to follow the first howling

   dog with leg cocked at a lamppost 

where only drunkards’ urine and rats run 

   they can get you so down you bow 

your head, fail to notice the lovely sun 

   roughs in the streets or yes-gofers

in grey suits in grey buildings issuing

   spiteful decrees like bureaucrats 

that stymied our moments of glory 

   through pettiness and passing spite, 

but you were beyond all that, going home

   to watch white horses jump the spray

along the strand where dark basalt columns

   mingle with tufts of seaweed grass

and pass precious time in the company

   of the only hearts that matter,

so I salute you and thank you for songs

   that make heavy moments lighter,

for reminding us when all’s said and done 

   best forgotten times and filthy streets

are mere totems of where we’ve risen from,

   immaculate days lie ahead. 

the day before

The day before I was due to go away

I visited you in your house,

tea and biscuits by an open fire,

your mother slipping into the other room

as we snogged on the sofa. 

We called at your aunt’s

to see her new baby. I learnt

your uncle had just started a business

in a converted church.

In the backseat at the marina

we made out some more

as the lough’s waves slapped on the shore. 

On the radio, songs of inspiration:

When the Going Gets Tough from Billy Ocean.

When I left you home, I told you

what I had to do the next day.

We promised to write. (For a while, you did,

how you liked how I slipped the hand

even if, after a few weeks apart,

it became Dear John). 

And I drove away, rattling over the cattle grid

listening to Captain of her Heart

and Manic Monday wondering 

should I go or would I stay?

CONSENT

It is march in Tyrone,

bluebells burgeoning, larches

swaying above St Patrick’s chair,

shamrocks greening by the bullán. 

I thought of Singing School

and The Strand at Lough Beg

as we drove by Lough More

and you spoke of Rattle and Hum,

Bono slagging armchair patriots

after Enniskillen that shocked

you into sense, knowing who to revere.

Those around us here,

now, young and dumb enough

to idolise or wear

their balaclavas as badges

of dishonour, whatever their colours. 

I mull over what happened to Lyra

and to my tutor’s wife,

starting her car to go to work,

who didn’t even know her neighbour

was a cop or, until it was too late,

that the volunteer went to the wrong address.

And the hate that took her legs

was the same as that in Carrickfergus

where Glenn criticised 

racketeering. The dew of my libations

is for people like him,

the shards of his ribs

bleeding out, agonised, 

alone by the bed

where they left his dog

like The Godfather’s horse’s head. 

It’s too much of an inconvenient bore

for many to think about the skelfed seats

and foam-pocked red cushions

of Darkley and Tannaghmore. 

No Troy-like cures

this long after we were supposed

to have respite, when our guardians of peace

are too neutered to chase escooters. 

The well’s rags have rotted away,

the plaster St Patrick has toppled;

there’s a dog walker who is aware

it wasn’t giants or enraged sidhe

but winter floods that flattened 

burn-side hazel and birch

and last year’s storm that brought down

so many spruce here in Favour,

but there’s still demons in Augher 

this Lughnasa to coerce to Altadaven.

Rockefeller made me a junkie

‘The way to make money is to buy when blood is running in the streets…

I have ways of making money that you know nothing of.’

(John D Rockefeller) 

old John D wanted workers not thinkers

he and his rich mates wanted cheap labor

he donated to medical schools – the catch 

being he would dictate what they could teach

promoting his petroleum-based pills

over alternatives – holistic, herbal –

spawned over a century of disdaining

complementary techniques

it’s why I can hear the laugh in the GP’s

voice on the phone when I mention I see

hypnotherapy stopped me being anxious,

kinesiology fixed my reflux 

when I was down they gave me diazepam

without saying what it does to the system

when will they accept the curveball thrown,

causing my spiral towards methadone

when they cut welfare I tried cold turkey

couldn’t shake the monkey, stuck as a junkie 

desperate, get fentanyl, crack cocaine,

anything off the street, heroin –

when I am beaten, bloody in the gutter 

who’s counting dividends? 

Take away the fourth wall 

see the bedroom scene

double bed centre stage 

pre-divan spindly legs 

toddlers push pillows aside

bounce bounce bounce

arms out straight

swinging for propulsion

launching somersaulting

so high heads tucked

most of the time

landing squat 

at the edge

but the carpet 

cushions any falls

as spindly legs splay 

get replaced by stacks

of family bibles 

which one day

contain fresh names

of gleeful toddlers 

long after that room

has been demolished 

Aftermath

I’m a mess. 

But you had to insist.

Even though you were told.

You knew. 

That’s why your subterfuge. 

But still you persisted. 

And here we are. 

You harassed and bullied. 

And you roped others in. 

So that when I resisted

it was them as well as you. 

And made me look stupid. 

As always, victim-blaming. 

As always, self-blaming. 

this city

The poet rages the room,

smashes chair over table

screaming, My work’s not systemic 

or formal like Lowell, 

that same bland, gloomy hand

they all affect

however pseudo-confessional,

that multi-dimensional 

lack of meaning,

I don’t scrawl like an academic,

I write like a human being. 

Feel the sun blaze,

skin tingling as it reddens,

cheeks itching as they dry,

ignore the heady aroma of magnolia

and rose pungent on the breeze

from railed in street greenery.

Sense the moon rising above

the horizon, eeking its way from one sky

to another, delving into darkness 

as surely as this city turns us into savages: 

the way the lover rages,

kneeling on the sidewalk,

weeping over the bloodied limbs

and exposed viscera of the only soul 

that made inhabitance bearable.

One needy conceit rages,

objectifying, denying an other,

oblivious to the reality

every herd doesn’t just murmurate 

or scatter like magnetized irondust, 

but throbs with a multitude of hearts 

that spew adoration and harm as readily 

and promiscuously, as delicately

and beautifully as bile 

seeping onto pavements. 

So, this city swarms 

with such exigencies

nightmares generate. 

You Know It’s Me 

Sunshine through grubby trailer windows…

A moment ago I was at the gas station,

they have a good vegan range. Everyone knows

me, the wild-haired cat-lady,

the old one there with accusing baggy eyes

even remembers… why I take

a cab to the clinic twice a week at four

to queue up for the methadone that keeps

me level, why I lie awake when it’s dark,

sometimes siesta through afternoon heat

when the distant industrial estate

is clattering. All the world is busy

living and getting, consuming, taking. 

I panic and rush to the doctor’s. Infrequent

sessions with a shrink to regain focus.

Sunday mornings the catholics parade 

for service, I watch them go and return 

from slippy deck steps, feel shutters

crash in my head, calloused like the hands

that kneaded me when I was playdough.

Crashing down, galvanized steel 

locking away the past. Steel, like gates 

all around you. I visited once, 

threw up in the parking lot. 

I don’t need to see you, I know you’re there. 

I know your stomach knots

to see me, but you’ll never admit it. 

You shuffle between gray block rooms,

lie, fantasizing, sometimes about me, 

as I lie next to a treated plywood wall,

sometimes fantasizing about you.

Through so many years –

letters, then emails, now texts.

Rare voicecalls. We have little to say:

you don’t want to divulge the threats

you face every day; I don’t want to confess

the emptiness of my existence. 

There was no doubting the evidence,

I understand why you have to be where you are,

don’t excuse what you did or why.

But sometimes there is something 

that is stronger than sense. 

That’s why I tolerate this incarnation. 

That’s why I contend with 

sunshine through grubby trailer windows…

I know you know,

you know I know…

I know it’s you;

you know it’s me. 

Niall McGrath is a twice Pushcart Prize nominated writer in the 2020s, most recently for 2026, from County Antrim, N Ireland. He has had work in Tears In The Fence, The South Carolina Review, Ashville Poetry Review, Poetry Scotland, French Literary Review, Antigonish Review, Irish Times, Poetry Ireland Review, The Stinging Fly, Poetry Scotland, New Statesman and Quadrant (Australia) among other journals. He is Assistant Editor of Northern Ireland’s premier journal of the arts and culture, Fortnight. Recent selections include oral tradition (Alien Buddha, USA, 2024) and Shed (Lapwing, UK, 2021).

Enhancing students` vocabulary knowledge through interactive activities

Turdaliyeva Mohidil Baxtiyor qizi

mohidilturdaliyeva6@gmail.com student of Namangan State Institute of Foreign languages named after Is’hoqxon Ibrat

Abstract

Vocabulary knowledge is a fundamental component of language proficiency and academic success. Traditional rote memorization methods often fail to engage students or promote long-term retention. This research focuses on the problem of lack of vocabulary among 9th-grade students. The aim of this study is to identify and implement effective teaching methods to improve students’ vocabulary knowledge. The study was conducted over four weeks with twenty students in a public school in Uzbekistan. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning. After four-week intervention, a post-test was conducted to measure the effectiveness of the new teaching plan. Following the use of interactive methods, 75 percentage of students achieved excellent levels in vocabulary retention. In conclusion, this research shows that vocabulary is a major challenge for students. However, the four-week study proved that when students learn words through short stories and interactive games, they remember them much better.

Key words: vocabulary retention, interactive teaching methods, game-based learning, visual aids, student engagement.

Introduction

Vocabulary is widely regarded as one of the most critical components of language proficiency. Without a rich and functional vocabulary, learners find it difficult to comprehend texts, communicate effectively, or engage meaningfully with academic content. As Nation (2001) asserts, vocabulary knowledge underpins all four language skills — reading, writing, listening, and speaking — and its development is therefore central to language education. Despite its recognized importance, vocabulary instruction has often been reduced to decontextualized memorization of word lists — an approach that yields limited results in terms of long-term retention and active use. Learners may be able to recognize a word in isolation yet fail to deploy it appropriately in context. This disconnect between recognition and productive knowledge underscores the need for more dynamic, learner-centered approaches to vocabulary instruction. Interactive activities offer a promising alternative. By engaging learners in meaningful communication, collaboration, and problem-solving, these activities create conditions conducive to deeper vocabulary processing and durable retention. The present article reviews the theoretical basis for interactive vocabulary instruction, surveys relevant empirical studies, and proposes practical strategies applicable to university-level EFL/ESL settings.The case for interactive vocabulary learning is grounded in several well-established theories of language acquisition and cognitive psychology. Understanding these frameworks helps explain why interactive activities are more effective than passive approaches.Craik and Lockhart’s (1972) depth of processing framework proposes that the more deeply a learner processes information, the more durable the resulting memory trace. Interactive activities require learners to analyze, evaluate, and use words in context — all of which constitute deeper processing than simple repetition.

When students discuss, debate, or creatively deploy new vocabulary, they form richer mental representations that are more resistant to forgetting. Schmidt (1990) argued that conscious attention to linguistic form — ‘noticing’ — is a prerequisite for acquisition. Interactive tasks, particularly those involving meaning negotiation, naturally direct learners’ attention to vocabulary gaps and unfamiliar forms, thereby facilitating the noticing necessary for uptake.Vygotsky’s (1978) sociocultural theory emphasizes the role of social interaction in cognitive development. Learning, including vocabulary acquisition, occurs first on the social plane before being internalized. Collaborative activities — such as group discussions, peer teaching, and cooperative games — provide scaffolded environments where learners co-construct meaning, enabling them to acquire vocabulary that might be beyond their current individual capability. Krashen’s Input Hypothesis (1985) and Swain’s Output Hypothesis (1995) together provide a compelling rationale for interactive vocabulary instruction. Comprehensible input exposes learners to new words in context, while the push to produce output forces learners to activate receptive vocabulary, notice gaps, and consolidate their knowledge through use.

Literature Review

The effectiveness of interactive vocabulary instruction is supported by a substantial body of empirical research. Several key studies merit particular attention.

Nation and Newton (1997) investigated the relationship between vocabulary and task design in communicative language teaching. Their findings confirmed that tasks requiring learners to use new words in meaningful contexts produced significantly higher retention rates than decontextualized study. Similarly, Joe (1998) demonstrated that creative retelling of texts — a highly interactive activity — led to greater vocabulary acquisition than simple reading.

A meta-analysis by Elley (1991) on vocabulary learning through listening to stories found that interactive read-alouds, in which teachers pause to discuss and elaborate on word meanings, produced substantial vocabulary gains. This finding was later extended to adult learners in EFL contexts by Horst, Cobb, and Meara (1998), who showed that even incidental exposure to words in rich interactive contexts contributes meaningfully to lexical growth.More recently, studies examining technology-enhanced interactive learning have produced encouraging results. Mayer’s (2009) research on multimedia learning principles supports the use of digital interactive tools, arguing that combining verbal and visual information in interactive formats engages multiple cognitive channels and enhances retention. Studies on gamified vocabulary platforms (e.g., Sung, Chang & Liu, 2016) have reported significant gains in both vocabulary size and learner motivation.

The study was guided by the following three research questions:

 1) Why do students have difficulty remembering new English vocabulary?

 2) How does regular vocabulary practice influence students’ speaking skills? 

3) Do interactive classroom activities help students use new vocabulary more confidently?

Despite the abundance of studies on vocabulary instruction, there is a notable research gap regarding the combined effectiveness of visual aids and gamified learning (such as Quizlet and matching games) in secondary school settings. While most literature focuses on either traditional rote memorization or purely digital platforms, the synergy between physical-visual tools and interactive classroom activities remains under-explored.

Taken together, this body of research makes a compelling case that interactive vocabulary instruction is not merely more engaging than traditional methods — it is demonstrably more effective at producing lasting vocabulary knowledge.

Methodology

The present study was conducted at Secondary School in Uzbekistan, with a 9th-grade class of 20 students (7 boys and 13 girls) at the B1 proficiency level. The intervention lasted four weeks.

Data were collected through multiple instruments: pre-tests and post-tests to measure vocabulary knowledge before and after the intervention; classroom observations to monitor students’ participation and word usage; questionnaires to gather students’ opinions about the activities; and analysis of students’ written work, including compositions and sentences.

The four-week intervention followed a structured plan: Week 1 involved a vocabulary pre-test and needs analysis to identify gaps in students’ existing knowledge; Week 2 focused on teaching vocabulary through short texts and visuals; Week 3 introduced vocabulary games including matching activities and Quizlet; and Week 4 concluded with a post-test, student questionnaire, and reflection session.

In the first week, 10 pre-tests(questionnaire) were taken to identify students` knowledge. Classroom observation was conducted to study students` problems in the lesson. In the second week, words were taught through short stories and visual materials. In the third week, lessons were taught through interactive games like matching words, quizlet. This was interesting and understandable for the students. And last week, a post-test was taken to determine the students’ learning progress. The results have changed significantly.

Types of Interactive Activities for Vocabulary Enhancement

A broad range of interactive activities has been proposed and studied in the vocabulary acquisition literature. The following categories represent the most widely researched and pedagogically robust approaches.

1. Word Games and Competitions. Games such as word bingo, crossword puzzles, vocabulary relay races, and word association competitions introduce an element of play that reduces anxiety and increases motivation. Deesri (2002) found that games used in language classrooms not only increased students’ participation but also improved vocabulary recall compared to conventional instruction. The competitive or playful element encourages multiple encounters with target words — a key condition for retention — while keeping learners emotionally engaged.

2. Role-Plays and Simulations. Authentic, contextualized language use is a hallmark of communicative language teaching. Role-plays and simulations require students to use target vocabulary in scenarios that mirror real-world communication, strengthening the link between form and meaning. Nunan (2004) emphasizes that tasks which replicate genuine communicative demands produce more durable learning outcomes than those focused solely on form.

3. Collaborative Word-Mapping and Concept Tasks. Semantic mapping, word webs, and Frayer models encourage students to explore relationships between words — their synonyms, antonyms, collocations, and conceptual associations. When completed collaboratively, these activities promote discussion and negotiation of meaning, deepening knowledge of individual words and broadening the network of lexical associations.

4. Digital and Technology-Mediated Activities. Digital tools have dramatically expanded the repertoire of interactive vocabulary activities available to educators. Platforms such as Quizlet, Kahoot!, and Wordwall allow teachers to create custom vocabulary games and quizzes that provide immediate feedback and can be revisited for spaced practice. Research by Schmitt (2010) highlights the value of spaced repetition in vocabulary learning, and digital platforms are particularly well-suited to implementing this evidence-based strategy at scale.

5. Task-Based Language Activities. Task-based activities — such as information gap exercises, jigsaw readings, and problem-solving tasks — create a communicative need that drives vocabulary use. Because students require specific vocabulary to complete the task, they are motivated to acquire and deploy it actively. Ellis (2003) argues that such tasks create optimal conditions for incidental vocabulary learning while preserving focus on meaningful communication.

Result

The findings from the four-week classroom intervention at School Number 9 yielded four notable results. At the beginning of the four-week period, a pre-test was used to establish students’ vocabulary knowledge. The initial results indicated 62,5 percentage of students struggling to remember new words. Survey was distributed to students to gather data on their learning preferences and perceptions. The survey results showed that students found traditional memorization difficult and preferred visual aids and game-based learning.

In the Figure1, pie charts show the exact percentage of the survey` result. A survey was conducted among students to find out whether the visual materials were useful to them, and the results were as follows, f1. Second, speaking activities increased students’ confidence; learners who participated in interactive oral tasks demonstrated greater willingness to use new vocabulary in communication. Third, students became more motivated and participated more actively once game-based and collaborative tasks were introduced in Weeks 2 and 3. After four-week intervention, a post-test was conducted to measure the effectiveness of using short stories. Following the use of matching games, 75 percentage of students achieved excellent levels in vocabulary retention.

                                      Figure 1.

Discussion

Vocabulary knowledge is indispensable to language proficiency, yet traditional instructional approaches have often failed to foster the deep, productive knowledge that learners need. Interactive activities — grounded in depth of processing, sociocultural, and communicative language teaching frameworks — offer a pedagogically sound and empirically validated alternative.

The activities reviewed in this article, ranging from word games and role-plays to collaborative mapping tasks and digital platforms, share a common feature: they require learners to engage with words actively, meaningfully, and repeatedly. The research evidence strongly supports the conclusion that such engagement produces superior retention and more flexible, generative vocabulary knowledge.

For EFL educators at the university level, the practical message is clear: vocabulary instruction should be designed around interaction, not memorization. By embedding target vocabulary in rich communicative activities and providing the multiple exposures that acquisition requires, teachers can equip students with the lexical resources they need to succeed academically and professionally. Future research should continue to investigate which specific activity types, delivered in which sequences and contexts, produce the most durable gains for learners at different proficiency levels.

References

Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.

Deesri, A. (2002). Games in the ESL and EFL class. The Internet TESL Journal, 8(9).

Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Horst, M., Cobb, T., & Meara, P. (1998). Beyond a clockwork orange: Acquiring second language vocabulary through reading. Reading in a Foreign Language, 11(2), 207–223.

Joe, A. (1998). What effects do text-based tasks promoting generation have on incidental vocabulary acquisition? Applied Linguistics, 19(3), 357–377.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.

Nation, I. S. P., & Newton, J. (1997). Teaching vocabulary. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition (pp. 238–254). Cambridge University Press.

Nunan, D. (2004). Task-based language teaching. Cambridge University Press.

Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.

Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Kokand State University, Faculty of Primary and Technological Education,

Primary Education, group 03/25 student Qurbana Mubinakhon Umidjon qizi

METHODOLOGY FOR DEVELOPING NATIONAL VALUES IN STUDENTS BASED ON FAMILY AND SCHOOL COOPERATION

Mubina Kurbanova Student of Kokand State University

Scientific supervisor: Normatova Madinakhan

Abstract. This scientific article explores the theoretical and practical aspects of developing national values in students based on the cooperation between family and school. The study analyzes the essence of national values, their role in the upbringing of the younger generation, and the importance of effective collaboration between families and educational institutions. Additionally, effective pedagogical methods and practical recommendations for fostering national values in students are proposed.

Keywords: national values, family, school, cooperation, education, student, pedagogical methods, spiritual development.

INTRODUCTION

 In today’s conditions of accelerating globalization processes, educating the younger generation in the spirit of national values is becoming one of the urgent issues. In particular, modern information flows, the interaction of different cultures and changes in the social environment directly affect the spiritual world of students. Therefore, a systematic, coherent and scientifically based approach is necessary in the formation of national values in students, in which the cooperation of the family and school is an important factor. The family is the most important social institution of society, in which the initial worldview, moral norms and values of a person are formed. It is in the family that a child receives his first education, and this process creates a solid foundation for his future life.

At the same time, the school is an important educational institution that systematically continues and develops this process. Therefore, the cooperation of the family and school is an important condition for the effective formation of national values in students. Nowadays, the education system pays special attention not only to imparting knowledge, but also to the upbringing of a well-rounded personality. In this regard, national values are an important social phenomenon formed on the basis of the historical experience, customs, traditions, spiritual heritage and culture of the people, which play an important role in educating the younger generation in the spirit of patriotism, humanity and spiritual maturity. However, practice shows that in some cases, due to insufficient cooperation between the family and the school, the process of forming national values in students does not give the expected results. This creates the need to develop effective pedagogical methods in this area, improve cooperation mechanisms and put them into practice.

LITERATURE ANALYSIS 

The issue of forming national values in students has been studied by many scientists, and the importance of family and school cooperation in this area is emphasized. In particular, I.A. Karimov, in his work “High spirituality is an invincible force”, emphasizes that spiritual education is an important factor in the development of society, noting the need for close cooperation between the family and educational institutions in educating the younger generation in the spirit of national values. According to the author, the process of forming a spiritually mature person is continuous, it begins in the family and is improved through the education system [1].

Also, M. Tokhtakhodjaeva, in her work “Social foundations of education”, considers the process of education in close connection with the social environment. According to her, the family, as the primary educational environment, forms the value system of the individual, and the school develops this process on a scientific and pedagogical basis. The author emphasizes that by strengthening cooperation between the family and the school, national values can be more effectively instilled in students [2]. In the work “Theory of Pedagogy” by pedagogical scientists Sh. Kurbonov and Q. Abdurakhmonov, the issues of systematization and continuity of the educational process are widely covered. In their research, they substantiate that the school alone is not enough to form moral and spiritual qualities in students, but that activities carried out in cooperation with the family lead to high efficiency. In their opinion, the principle of cooperation occupies one of the main places in the pedagogical process [3]. A. Kholikov, in his work “Pedagogical Skills”, analyzes the professional competence of the teacher and his place in educational activities. The author emphasizes that the teacher is not only a provider of knowledge, but also a leading figure who forms national values in students. At the same time, he notes the need for teachers to establish effective communication and cooperation with parents [4]

One of the foreign researchers, J. Epstein, in his scientific works on family and school cooperation (in particular, in the concept of “School, Family, and Community Partnerships”) substantiates that increasing parental participation in the educational process has a positive effect not only on the academic, but also on the social and spiritual development of students. His model shows several levels of cooperation between family and school, through which it is proven that different value systems can be formed in students [5]. 

The analysis of the above scientific sources shows that family and school cooperation is an important pedagogical factor in the formation of national values in students. However, in order to effectively organize this process, it is necessary to develop modern pedagogical methods and approaches and put them into practice.

RESEARCH METHODOLOGY

 This article used a systematic and comprehensive approach to studying the process of forming national values in students. The research process used pedagogical observation, comparative analysis, and questionnaire-survey methods. In order to determine the effectiveness of family and school cooperation, practical experiments and analytical generalization methods were used. Also, qualitative and quantitative analysis methods were used in combination to evaluate the results obtained.

ANALYSIS AND RESULTS

Within the framework of this article, experimental work was conducted to determine the level of formation of national values in students based on family and school cooperation. Students of grades 7-9 of general secondary schools, their parents, and teachers participated in the study. During the analysis, students’ knowledge, attitude, and practical behavior regarding national values were studied. At the initial stage, it was found that students’ concepts of national values were not sufficiently systematized, and in most of them these concepts were formed only at the theoretical level.

This situation is explained by the weak cooperation between the family and the school, the lack of continuity of educational work. As noted in the studies of the pedagogical scientist Sh. Kurbonov and K. Abdurakhmonov, if the educational process is not systematic and continuous, it will be difficult to achieve the expected result. After that, a special methodological program was developed within the framework of experimental work to strengthen family and school cooperation. Within the framework of this program, roundtable discussions with parents, spiritual and educational events, cooperation projects based on the “family-school-student” triad were organized. Also, interactive methods, problem situations and real-life examples were widely used to form students’ attitudes towards national values. In this regard, the model of family and school cooperation put forward by J. Epstein is scientifically proven to give effective results [2].

The results of the research are reflected in the table below:

Indicators

Before experience (%)

After experience (%)

High level

           18

          42

Medium level

           46

         44

Low level

           36

         14

As can be seen from the table, as a result of the experimental work, the level of formation of national values in students has significantly increased. In particular, the high-level indicator has increased from 18 percent to 42 percent, while the low-level indicator has decreased from 36 percent to 14 percent. This indicates the effectiveness of the pedagogical process organized on the basis of family and school cooperation. These results once again confirm the scientific views put forward by M. Tokhtakhodjaeva that “education is inextricably linked with the social environment”. That is, the joint influence of the environment – family and school – is of decisive importance in the formation of a student’s value system [3]. Also, during the study, it was found that regular cooperation between teachers and parents, taking their opinions into account when planning educational work, leads to positive results for students. According to A. Kholikov, as the organizer of the pedagogical process, the teacher must establish effective cooperation not only with students, but also with parents [4]. In general, the conducted analyses show that the educational process organized on the basis of cooperation between family and school is highly effective in forming national values in students. This approach serves to develop not only the level of knowledge of students, but also their spiritual and moral qualities.

CONCLUSION

 In conclusion, the process of forming national values in students requires continuous, systematic and goal-oriented pedagogical activity. In this process, family and school cooperation is a decisive factor, and their harmonious and consistent activity serves to form stable spiritual and moral qualities in the student. The results of the research showed that a methodological approach based on family and school cooperation develops a conscious attitude towards national values in students, increases their social activity and significantly increases the level of spiritual maturity. In particular, effective communication between parents and teachers, joint planning and implementation of educational work are of great importance in achieving high results. It was also found that the use of modern pedagogical technologies, interactive methods and forms of education based on life approaches is important in instilling national values in students. This allows further improving the educational process and increasing its effectiveness. In general, the educational process organized on the basis of family and school cooperation serves as an effective mechanism for the formation of national values in students and is of significant scientific and practical importance in raising a well-rounded, spiritually mature, and socially active individual.

LIST OF REFERENCES 

1.Karimov Islam Abduganievich. High spirituality is an invincible force. – Tashkent: “Ma’naviyat” publishing house, 2008. – 176 pages. 2.Tokhtakhodjaeva Mavluda. Social foundations of education. – Tashkent: “O’qituvati” publishing house, 2010. – 256 pages. 

3.Kurbonov Shavkat, Abdurahmonov Kadirjon. Theory of pedagogy. – Tashkent: “Fan and technology” publishing house, 2014. – 320 pages. 4.Kholikov Abdugani. Pedagogical skills. – Tashkent: “Iqtisod-Finance” publishing house, 2012. – 240 pages. 

5.Epstein Joyce L. School, Family, and Community Partnerships. – Boulder: Westview Press, 2001. – 400 pages.

Since the beginning of time, men have always sought for power, an ability to make other men do things with or without their will power. To induce submission and perhaps loyalty, to bend others to their will. Kings and emperors in ancient times lived in power, a dynasty of strong people. This power was the very fuel that ignited their dominance. The strong preyed on the weak, who wouldn’t wish to be the former. The struggle for power has pushed men into condemnation, its pursuit has been characterized with murder, lies, cowardice and deception. Power has been the line that divides the society, the origin of class and hierarchy. Whoever possessed power was feared or respected and in rare cases, they had both.

It is important to pinpoint a fact, from whatever any angle your view emanates from, all would agree that all fingers are not the same, some are short while others are long. This is the same with humans and humanity as a whole. Some possessed or were blessed more than others. Some were born with a deformity, however humanity has put us all in the same world and has interconnected us with a fabric of similarities so that no matter how powerful or strong you are, at the tail end you were human liable to death, sickness, thirst and starvation.

Power is said to be like alcohol, or a drug of some sort so that it changes people. Men who have been used to power react differently as opposed to men who were recently introduced to power. Like a slave who became king, and a king who came from a long line of kings (dynasty), there is always a visible difference. Naturally, all men are greedy, power is the blood that runs through the veins of this greediness. A man who was just introduced into power tends to be, for a lack of a better word mad or drunk. He tends to show qualities and behaviors that even he himself did not know he had inside him. An illustration would suffice, therefore picture this scenario.

In a company or a household, MR A used to be gatekeeper, while MR B was the owner of the estate, MR B displayed pride, bending MR A to his will with a confident minded willpower that MR A would not be able to do otherwise even if he wanted to. MR A possessed a sort of wittiness and envied MR B for the power he possessed, all of a sudden, either by the work of providence or metaphysics, MR A becomes the new estate owner, another side of his personality would be born, he has acquired the silk from India. For the first few weeks, MR A would display cockiness at an extreme capacity while exhibiting his newfound power.

The principle of Dominance
Dominance has been in existence along with humanity since Cain killed Abel, stronger cities conquered weaker ones and annexed them while enforcing taxes and coercing their women and children into slavery. Anyone who toples or conquers a strong principality replaced it. Men ignorantly sought power, without a proper understanding of how dominance works. It is one thing to be powerful and it is another thing to remain in power so that if you kill Goliath, you become the new Goliath. You need to understand this principle if you want to understand how power and dominance works.

I am from a country called Nigeria, during my National youth service at the Keffi orientation camp Nasarawa state, i understood how shallow men can be while searching for power, like a slave that became king, they lacked a knowledge of the principle of dominance. My experience there showed me one thing, men are shallow, myopic and stupid if i was to add. The quest to dominate one another pushed them into a stupendous cycle that projected their ignorance at the highest height. The principle of dominance is the territory no one shows you on your quest for power.

Conclusion
Power and dominance goes hand in hand, like the two sides of a coin, one can not exist without the other. Dominance is the after product or the result of expressing or exhibiting power, not just an expression but a successful expression of power. One must possesse the ability to be champion and to stay the champion. 

These poems take inspiration from passages in the Old Testament. The font these poems use is Courier New, though any monospaced font, such as Aptos Mono or Cascadia Mono, works equally well. Mark Wyatt discusses his technique in ‘Using letters as number-like particles in constructing pattern poetry’, an article that appeared in the Journal of Mathematics and the Arts: https://doi.org/10.1080/17513472.2025.2518519

Mark Wyatt now lives in the UK after teaching in South and South-East Asia and the Middle East: https://orcid.org/0000-0001-8647-8280.  His pattern poetry has appeared since 2024 in Antifa Lit Journal, Artemis Journal, Ballast, Borderless, Clockwise Cat, Cosmic Daffodil, Dust Poetry, Exterminating Angel, Full Bleed, Full House Literary, Greyhound Journal, Hyperbolic Review, Ink Sweat and Tears, Libre, MacQueen’s Quinterly, Moss Puppy Magazine, Neologism Poetry Journal, Osmosis, The Paper, The Plentitudes, Radon Journal, Re-Mediate, Shift, Sontag Mag, Streetcake Magazine, Talking About Strawberries All Of The Time, Tap Into Poetry, Tupelo Quarterly, and Typo. Other pattern poems are forthcoming from Allium, Brooklyn to Gangnam, Genrepunk Magazine, and Santa Fe Literary Review. Two of his poems have recently been nominated for a Pushcart Prize.