Muhsin kizi, student of Polytechnic No. 1 Phone number 94 326 58 50
Annotation
When every Uzbek girl says these words, she feels a sense of pride in herself, as if there is a divine feeling in these words. Of course, after all, this is what she says, I am an Uzbek girl. Do you know what makes Uzbek girls Uzbek?. An Uzbek girl is distinguished from representatives of other nations, first of all, by her honor and pride, because with these we proudly say that we are Uzbeks. Throughout history, Uzbek women have stood out from women of other nations with this feature and still do. When we hear these women, the brave Tümaris and Tümaris followers, we sincerely envy them. The woman who paved the way for literature, science, and thinkers, Nodirabegim Uvaysi Zulfiyakhanim, is following in their footsteps and is raising the Uzbek flag all over the world and proclaiming that she is an Uzbek girl.
Key words: Uzbek girl, nation, family, upbringing, demands of the times, science, culture, nationality,
Introduction Uzbek girls receive their first and foremost upbringing from their own family. Of course, mothers, grandmothers, grandfathers, and fathers are responsible for this. Generally speaking, seven neighborhoods are responsible for an Uzbek girl. Every girl is told from a young age that in the future she will be the head of a family, the mother of a child, the companion of a man, the daughter-in-law of a family. As she grows older, she is taught household chores, greetings, and from these ranks. In many cases, there is a discrepancy between traditional views and the requirements of modern life. However, by adapting this discrepancy, the image of Uzbek girls is enriched more and more.
Main part Today’s Uzbek girl is choosing a specialist in science, a scientist, a researcher, a politician, an athlete and a number of universal professions and is improving her knowledge and skills in these areas theoretically and practically. Uzbek girls are not only preserving their national values, but also declaring themselves in any professions around the world, of course, raising the flag of Uzbekistan to the sky and saying that we are Uzbek women and girls, seeing these results, Uzbek women and girls are giving themselves the strength, energy and motivation to achieve their goals and dreams, and seeing these results, one is delighted.
Conclusion The Uzbek woman is not only the trust of the family, but also the trust of the entire society, the pride of the nation and the mirror of culture.
References
Norboyeva G. – Sociology of the Family – Tashkent Uzbekistan 2020.
Kadirova M. Women and Society Gender Equality Issues – Tashkent Social Thought 2019
Kurbonov D. Ancient Customs and Traditions of the People of Uzbekistan – Tashkent Akademnashr 2014
Andijan State Institute of Foreign Languages Foreign Language and Literature, German Language Direction Student of Group 402 Yunusova Khodisa Scientific Advisor Ismanova Odinakhon
Morphological construction of a word: types and classes of morphemes. Diachronic and synchronic view of word structure. Morpheme and allomorphemes.
Abstract: This article analyzes the morphological construction of a word, that is, the types and classes of morphemes, which are the smallest meaningful parts of a word. Also, approaches to word structure from the diachronic (historical development) and synchronic (current state) points of view are studied. The article also examines in detail the concepts of morpheme and allomorpheme, their differences from each other and their scope.
Annotation: This article analyzes the morphological structure of words, focusing on the types and classifications of morphemes—the smallest meaningful units of language. It explores both diachronic (historical development) and synchronic (current state) approaches to word structure. The article also discusses the concepts of morpheme and allomorph, highlighting their differences and usage in linguistic analysis.
Abstract: V dannoy state rassmatrivaetsya morfologicheskoe stroenie slova, a imenno tipy i klassifikatsii morphem — naimenshikh znachimyx edinits zyzyka. Analyziruyutsya diachronichesky (historical development) and synchronic (modern state) approaches to the structure of words. Takje podzlo rassmatrivayutsya concepts of morphemy and allomorphy, ix razlichiya i oblasti primeneniya v lingvistike.
Keywords: morphological structure, morpheme, allomorph, word formation, diachronic approach, synchronic approach, linguistic analysis
Morphology studies word classes, their grammatical meanings, grammatical categories specific to each class, grammatical forms and grammatical meanings that give rise to these categories, and the structure of the word. Just as a language consists of a system, its morphology also forms its own system. In turn, the morphological system also consists of its own sub-systems. By elucidating the essence of each of them, the morphology of the language is studied as a whole, as a system. The internal system (subsystem) specific to each word class is formed by morphological categories specific to this class. Morphological categories consist of a unity of general and specific meanings specific to a particular phenomenon and word forms expressing these meanings.
The essence of certain morphological categories is determined by the clarification of these word forms and their general and specific meanings. In other words, the essence of one of the internal systems within the morphological system is determined. For example, the tense category of a verb constitutes a separate system in the M. of the verb. Therefore, the expression “system of verb tenses” is also used in relation to the tenses of the verb. The essence of the tense category of the verb, the tense system, is that all tense forms express the relationship of the action to the time of speech (moment of speech). This is a feature common to all tense forms.
At the same time, the verb form (forms) of each tense have their own specific characteristics. For example, past tense forms indicate that the action took place before the time of speech, present tense forms indicate that the action took place during the time of speech, and future tense forms indicate that the action took place after the time of speech. These common and specific features of verb tense forms are the essence of the tense category, the system of verb tenses.
Therefore, by determining the essence of each morphological category related to the verb class, the morphological system of the verb is illuminated. In linguistics, morphology is the study of words, how they are formed, and how they relate to other words in the language. It studies the structure and parts of words, such as the root, stem, prefix, and suffix. Morphology also studies the ways in which word classes, intonation, stress, and context change the pronunciation and meaning of words. Morphology is distinct from the morphological classification system, which classifies languages according to the way words are used, and from lexicology, which studies how words and their structures make up the vocabulary of a language. Phonological and orthographic changes between a root word and its derivation can affect literacy skills.
Andijan State Institute of Foreign Languages Foreign Language and Literature, German Language Course Student of group 402 Yunusova Khodisa Scientific supervisor Isamutdinova Durdona Learning a foreign language through games and stage play
Annotation: This article analyzes the effectiveness of teaching foreign languages, in particular, German, through games and stage play (szenisches Spiel). By stimulating children’s natural curiosity and creative thinking, game activities make the process of mastering a foreign language more interesting and effective. The study highlights the possibilities of developing language skills through methods such as game forms, role-playing, and dramatization. The article contains practical recommendations for teachers, methodologists, and those who want to teach a foreign language through an interactive approach.
Annotation: This article explores the effectiveness of teaching foreign languages, particularly German, through play and dramatic play (szenisches Spiel). By fostering children’s natural curiosity and creative thinking, making playful activities the language acquisition process more engaging and efficient. The study highlights how methods such as role-playing, dramatization, and game-based learning can support language skill development. It offers practical recommendations for teachers, educators, and those seeking to adopt an interactive approach to language instructions.
Annotation: V dannoy state rassmatrivaetsya effektifnost obucheniya inostrannym yazykam, v chastnosti nemetskomu, cherez igru i stsenicheskuyu igru (szenisches Spiel). Blagodarya stimulirovaniyu estestvennogo lyubopytstva i tvorcheskogo myshleniya detey, igrovye vidy deyatelnosti delayut process language learning is more uvlekatelnym and rezultativnym. V isledovanii osveshchayutsya vozmojnosti razvitiya yazykovyx navykov through role-playing games, dramatization and other acting methods. Statya soderjit prakticheskie rekomendatsii dlya prepodavateley, methodistov i vsex, kto stremitsya an integrated interactive approach and foreign language teaching.
Keywords: foreign language, play-based learning, stage play, dramatization, interactive teaching, language skills, methodology, creative approach Keywords: foreign language, play-based learning, dramatic play, dramatization, interactive teaching, language skills, methodology, creative approach Preschool education is the first stage of our children’s education and upbringing. It is known that in recent years, learning a foreign language has become not only a way to develop human thinking, but also a social activity.
Foreign language teaching is taught as a mandatory part of almost all stages of the continuous education system. Not only the demand for a foreign language in society, but also parents pay significant attention to the introduction of a foreign language to their young children during their preschool years is being addressed. On the other hand, we can say that learning a foreign language in today’s era is a time-consuming and social activity. Language is considered not only a factor in educating a modern person, but also the basis of socio-material well-being in society.
If we compare the current time with the previous 10 or 15 years ago, knowing a foreign language was required only for specialists in a certain field, now knowing at least 1 foreign language is a necessity for representatives of each field. According to experts in the field, the main reason for the frequent problems in teaching foreign languages is related to the age of foreign language learners. It is recommended that they start learning other foreign languages much earlier, that is, it is necessary to learn a foreign language from the age of 3-7 years old.
In the minds of preschool children, elementary communication skills in a foreign language are also developing rapidly. The main goal of teaching preschool children a foreign language is to develop the ability to use a foreign language to achieve their goals in the future and express their thoughts and feelings in life relationships. The advantage of teaching preschool children to learn a foreign language is that the younger the children are, the less their vocabulary. For example, 3-year-old children have a vocabulary of 300-400 words, and 4-year-old children have a vocabulary of 500-600 words. The preschool age of a child from 3 to 7 years old constitutes a large part of childhood. It is mainly from this period that the child’s independent activities develop. However, at the same time, his needs for speech acquisition decrease.
Andijan State Institute of Foreign Languages Foreign Language and Literature German Language Direction Student of group 402 Yunusova Khodisa Scientific advisor Isamutdinova Durdona
Annotation: This article explores the concept of clarity in teachers’ speech and its importance in the educational process. It analyzes the lexical, grammatical, and stylistic aspects of clarity and substantiates how clear speech enhances the effectiveness of teaching. The article also provides methods for achieving clarity in teacher speech along with practical recommendations.
Annotation: V dannoy state rassmatrivaetsya ponyatie yasnosti rechi uchitelya, eyo role i znachenie v obrazovatelnom protesse. Proanalizirovany lexicheskie, grammaticheskie and stylisticskie aspekti yasnosti, obosnovana effektivnost prepodavaniya posredstvom chyotkoy rechi. Takje privedeny sposoby obespecheniya yasnosti rechi uchitelya i prakticheskie rekomendatsii.
Speech technique and oratory culture. Speech technique refers to the means used to convey speech to the listener or student. The teacher’s voice, pronunciation, diction, and in general, live speech always serve as a kind of standard, a model for students, especially students in younger grades. Any defect in the teacher’s live speech, whether large or small, does not remain unnoticed by the student, it immediately attracts his attention. If such a defect is regularly observed in the teacher’s speech, then the student, although unfairly offended by the teacher, may go so far as to mock him in absentia and ridicule him on the basis of this defect.
For example, when students talk about such a teacher among themselves, they remember him with this defective voice, pronunciation or diction, which is certainly not a positive situation for the overall educational process. A teacher who is devoted to his profession must always take care of the phonetic correctness of his speech in order to create and maintain the image of a flawless and valuable teacher in the eyes of his students. True, it is impossible to completely get rid of such aspects of the voice that make it unpleasant, such as innate hoarseness and squeakiness.
However, the defects that arise due to insufficient knowledge of speech technique can be eliminated as much as possible by awareness of phonetic knowledge, voice training (in Russian, “postanovka golosa”), accurate pronunciation, and various exercises on correct breathing during speech. Historians have written that the famous ancient Greek orator Demosthenes initially had a low voice, poor pronunciation, and shortness of breath, which prevented him from delivering a beautiful and impressive speech.
As the scientist S. Inomkhodjaev, who has studied this area in depth, noted, later Demosthenes very seriously began to master the basics of speech technique. Speech is a thought that has become reality using the means of expression available in the language and is manifested in two forms: 1) internal speech; 2) external speech. Internal speech is the thought, reasoning, and reflection of a person without opening his mouth, formed in the teacher’s mind, consisting of elements of language that have not yet been realized.
Speech that occurs as real sounds through the influence and movement of the teacher’s thoughts and ideas on the speech organs through language is external speech, which is a social phenomenon. The teacher’s speech activity consists of: speaking, reading, and listening. A speech event can be in the form of a monologue, dialogue, polylogue, declamation, and also in the form of a separate text and book. Speech is referred to the speaker in a specially prescribed manner by its volume.
Based on the analysis of pedagogical and psychological literature, the following characteristics of speech can be distinguished: 1. Functions: communication, influencing the individual, a means of education and upbringing. 2. Forms: external speech (oral): monologue, dialogue, polylogue; writing: report, abstract, annotation, etc.; internal point of view. 3. Speech technique: professional quality of the teacher’s voice: timbre, intonation, diction, tempo (120 words per minute). 4. Types of speech activity: reading, writing, speaking.
Andijan State Institute of Foreign Languages Foreign Language and Literature German Language Direction Student of group 402 Yunusova Khodisa Scientific advisor Kadirova Nargiza
Problems of translation practice and methods of analysis
Annotation: This article analyzes the problems encountered in translation practice and ways to overcome them. Special attention is given to analyzing the translation process through exercises. The article illustrates analytical methods used to address linguistic, cultural, and stylistic challenges, and suggests strategies for developing translation competence.
Annotation: V dannoy state rassmatrivayutsya problemy, voznikayushchie v protsesse perevoda, i metody ix preodoleniya. Osoboe vnimanie udelyaetsya analizu protsessa perevoda na osnove uprajneniy. Na primerax pokazany analyticheskie metody, primenyaemye dlya preodoleniya linguisticheskih, culturalnyx i stylisticheskih trudnostey, a takje predlozheny puti razvitiya perevodcheskoy komettsii.
Key words: translation practice, analysis method, translation problems, exercises, linguistic barriers, cultural differences, translation competence Keywords: translation practice, analytical method, translation issues, exercises, linguistic barriers, cultural differences, translation competence Key words: translation practice, analytical method, translation problems, training, linguistic barriers, cultural differences, translation competence
The process of translation involves not only the transfer of meaning between languages, but also the complex relationship between two different cultures, ways of thinking and styles. The translator must preserve the content of the language units in each text and convey it to the target audience in an understandable and appropriate form.
However, many problems arise in translation practice – linguistic differences, cultural context differences, stylistic adaptation, etc. This article considers the role of analytical exercises in identifying, analyzing and solving such problems encountered in translation practice. It also provides suggestions and approaches for improving the competence of translators through analytical methods.
Translation is an exchange of information between two languages, which covers the areas of linguistics, cultural studies, methodology and contextual thinking. Each translation is a creative process, which is carried out based on a specific methodology. In translation practice, learners often make not only grammatical or lexical errors, but also make incorrect translations without sufficiently understanding the content and cultural essence of the text. Therefore, exercises based on analytical methods are of great importance in the in-depth study and improvement of translation practice. These exercises develop translation skills, strengthen critical thinking, and teach context-based decision-making.
Problems encountered in translation practice a) Linguistic problems: – Multiplicity of words and phrases – Problems of synonymy and antonymy – Variety of syntactic devices – Difficulties in ensuring terminological compatibility b) Cultural problems: – Translation of idiomatic expressions and metaphors – Realities (national and cultural elements) – Differences in style of use and social context c) Stylistic problems: – Differences between formal and informal styles – Preservation of the author’s tone and individuality – Adaptation to a literary, scientific or journalistic style
Analysis method and its advantages The analysis method is a method of dividing the translated text into components and analyzing each part based on a linguistic and contextual approach.
Through this method, the student: Understands the function of language units in depth Understands the stylistic and semantic features of the text Learns to compare alternative options in translation Advantages: Develops analytical thinking Reduces errors in translation Makes translation choices based on linguistic and cultural analysis. Analyzes incorrect translations and explains the correct form. Translates in a specific style (formal, artistic, scientific). These exercises encourage students to think deeply not only grammatically, but also stylistically and culturally. To achieve effective results in translation practice, not only theoretical knowledge, but also analysis-based exercises are necessary.
