On Remembrance Day

The strange past of the forty-first years,

An unexpected guest in the dreams I hold dear.

Everywhere — grim rumors of war and fears,

Was every moment soaked in blood and tear?

The cries of mothers whose “fingernails” were torn,

Countless children grew up fatherless and worn.

A single crust of black bread was their prize,

So many perished with hunger in their eyes.

For our peace, the brave warriors fought,

In hearts you live on, never to be forgot.

You are the hero etched in our nation’s lore,

Your final breath echoes forevermore.

Today we are silent for you, just a while,

Your memory — eternal, your worth — ever vital.

Azizbek Shaymurzayev was born on February 1, 2010, in Zafarobod district, Jizzakh region. From the moment he began his early education, he developed a deep interest in literature and poetry. Today, many of his poems, essays, and articles have been published in various newspapers, journals, and books. His biggest dream for the future is to become a diplomat.

————————————————————–

buzzards

i always laugh

when i see

the buzzards

circling over

the nursing

home

i’m not sure

if that is the

kind of roadkill

they are looking

for

———————————————————————–

add a little blood

trimming my toenails

last night and the little

toe on my right foot

decided it was time

for a surprise

sure, four in the

morning why not

add a little blood

to the show

as i pulled the

fucking nail off

i grabbed a tissue

for the blood

i found some

neosporin and

did my best to

put that on it

before i finally

got some sleep

hell, what is

a little more

pain

thankfully, the bar

is fully stocked

———————————————————–

to kill the pain

and here come the sad songs

a tainted beauty and all the

alcohol to kill the pain

loneliness stumbles down

a broken road

stops to look in a window

sees nothing but flashbacks

of what could have been

her rosy red lips pressed

against what little of your

soul has left to claim

she always believed

even when you stopped

caring about the future

still waiting for you to

come to your senses

and give in

pride has killed many

a man and here you are

becoming another statistic

one last kiss

one last roll in the

proverbial hay

old souls determined

to peel back the years

—————————————————————

still allergy season

one of these passionless

days

sunny, warm breeze

still allergy season

wondering if the fridge

is still making that sound

running out of clean glasses

but rather do paper than

run the dishwasher

the rich friends are bitching

about their fortunes

i’m wondering if the lakers

are going to cover the spread

watching a squirrel checking

out a power line

i’ve seen this tragedy before

——————————————————————————

playing for drinks

one of those nights in a pool hall

watching my girlfriend flirt with

every motherfucker in the place

wondering if i should get angry

or tell her which one to bring

back to the farm to rob, fuck

and kill

the longer she flirted with

someone the more shots

i would make

she came over and whispered

in my ear, i see you play better

when you’re angry

i told her to remember this

when i’m playing for money,

i don’t need the anger when

playing for drinks

she went home with me

on that night

i showed her where her

g spot was

she broke up with me

two weeks later

J.J. Campbell (1976 – ?) is old enough to know better. He’s been widely published over the years, most recently at Mad Swirl, The Beatnik Cowboy, Yellow Mama, Horror Sleaze Trash and The Dope Fiend Daily. You can find him most days on his mildly entertaining blog, evil delights. (https://evildelights.blogspot.com)

eye sockets filled with rain:

world and time are the same—

we trespass each

hence our punishments 

for each

are the same

if our bodies had souls, they would spit, chew, break bread, beckon sheep in for the night, swim, sleep, rest, do everything the body would do if we were not trespassing it too.

Brooks Lindberg lives in the Pacific Northwest. His poems appear frequently in The Beatnik Cowboy, Horror Sleaze Trash, and elsewhere.

Differences in Sentence Structure between Uzbek and French

                      Xurramova Farangiz Xoshimjon qizi

    1 st- year student of the Faculty of Roman-German Philology, Samarkand

              State Institute of Foreign Languages

Abstract:  French and Uzbek belong to different language families, and their sentence structures differ significantly. Uzbek is an agglutinative language (words are formed through affixes ), whereas French is a fusional language (word forms change depending on grammatical function). This article provides a comparative analysis of sentence structures in these two languages, focusing on word order , the role of the verb, syntactic structure and methods of sentence connection. In Uzbek, the standard word order follows the SOV (Subject – Object- Verb ) structure, whereas in French, it follows the SVO (Subject – Verb- Object) structure. Additionally, verb tenses and subject agreement in Uzbek are indicated through affixes, while in French , verb conjugation plays are crucial role. This article also examines  sentence formation in both languages and their influence on the learning process of Uzbek and French.

Keywords: Language family, group, connection, methods, affixes, sentence components, French, Uzbek, subject, predicate, main parts, verb.

Language are classified into families based on their origin, structure and certain lexical and grammatical features. Each languages family consists of multiple languages, which are further divided into branches or subgroups based on their similarity. The degree of similarity among languages varies within these subgroups. For example, the Turkic language family includes Uzbek, Uighur, Kyrgyz, Kazakh, Tuvan, Tatar, Bashkir, Turkmen, Azerbaijani, Turkish, Gagauz and Chuvash, among others, making up over 20 languages. French, on the other hand, belongs to the Romance subgroup of the Indo-European language family.

Word Formation in Uzbek and French:

In Uzbek, words are formed using two primary methods:

1.Affixation (Morphological method) – new words are created using derivational affixes.

Examples:

kitob + xon > kitobxon ( reader)

yosh + lar > yoshlar ( youth)

2.Composition (Compounding  method)- new words are formed by combining two or more words.

Examples:

mehnat + sevar > mehnatsevar (hardworking )

 tosh + baqa > toshbaqa (turtle)

French employs four main word – formation methods:

1.Derivation (Affixation method)- new words are formed by adding prefixes, suffixes or infixes.

Examples:

heure (hour)> horaire (schedule)

content( happy)> mécontent (unhappy)

2.Composition (Compounding method)- new words are created by combining two or more words.

Examples:

porte ( door)+ feuille ( leaf)>portefeuille ( wallet, document folder)

garde(guard)+ robe (clothing)> garde- robe ( wardrobe, closet)

3.Truncation(Clipping method)- new  words are formed by shortening existing words.

Examples:

cinématographe > cinéma

télévision >télé

4.Siglaison (Acronym formation)- new words are created by shortening phrases or word combinations.

Examples:

SNCF( Société National des Chemins de fer Français – National Society of French Railways)

OVNI ( Objet Volant Non Identifié – Unidentified Flying Object, UFO)

Sentence Structure in Uzbek and French

The number of sentence components in Uzbek and French is the same. Subject, predicate, object, modifier and complement exist in both languages. However, their syntactic positions withing a sentence vary. Uzbek word order is relatively flexible, while French follows a more rigid structure. In Uzbek, sentence components do not all hold equal significance withing sentence construction. Some components play a central role, while others serve a supplementary function. The presence of main components is essential for understanding a sentence, while secondary components provide additional details.

Uzbek sentence components are classified into two groups:

Main components ( Subject and predicate )

Secondary components ( Modifiers, complements and objects)

In Uzbek predicate is considered the most important component and can sometimes function independently. Additional components may provide extra meaning, but the core sentence remains understandable without them.

French sentence, on the other hand, rely on a fixed word order for meaning. The subject- predicate structure is crucial and most sentence require a verb to express a complete thought. Unlike Uzbek, where certain elements may be omitted in speech or writing, French grammar necessitates explicit usage of essential components.In both spoken and written forms, Uzbek allows for more variation in sentence structure, which can be used stylistically in literature to reflect a character’s speech or emotions.

Examples:

Uzbek; Do’stim pirog tayyorladi.( My friend made a cake )

French;Mon ami a préparé un gàteau. (My friend prepared a cake )

In Uzbek, the subject can sometimes be omitted if it is clear from the context. However, in French, a subject is almost always required for grammatical correctness.

Verbs in Uzbek and French

Verbs in both languages play a central role in sentence construction. Verbs express action, state or relation and are classified into grammatical categories.

French and Uzbek verbs fall into two primary categories:

1.Action verbs

2.State verbs

Despite belonging to different language families, Uzbek and French share similarities in how verbs function. Both languages distinguish between finite and non- finite verb forms and use auxiliary verbs to indicate tense and aspect.

However, there are significant syntactic differences;

Uzbek has free word order, through SOV(Subject – Object – Verb )is preferred.

French has a fixed word order, typically SVO (Subject – Verb – Object )

Examples:

Uzbek: Men kitob o’qiyapman. (I am reading a book )

French: Je lis un livre. ( I am reading a book )

French verbs are highly inflected, with different conjugations for tense, personand mood. In contrast, Uzbek verbs use suffixes and auxiliary elements to express similar grammatical distinctions.

Sentence Structure and Word connection in Uzbek and French

In Uzbek, words are often connected through suffixes.

Examples:

Uzbek: Men maktabga bordim.( I went to school )

French: Je vais à l’école. (I go to school)

In French, words  are connected through prepositions and stress- based structures rather than suffixes.

Verb Conjugation in Uzbek and French

In French, verb tenses and forms change based on the subject and tense.

Example:

Lire ( to read  ) > Il lit ( He reads ), Ila lu ( He has read)

In Uzbek, tense and subject agreement are formed though suffixes.

Examples:

O’qimoq > o’qidi( He read), o’qiyapman (I am reading ), o’qigan ( Has read )

Interrogative Sentence Formation

French questions are formed using inversion or Est- ce que?

Examples:

French: Tu lis un livre. ( You are reading a book )

Est – ce que tu lis un livre? ( Are you reading a book? )

In Uzbek, questions are formed by word order changes or question markers.

Examples:

Kitob o’qiyapsanmi? ( Are you reading a book? )

 Complex and Compound Sentences

 French complex sentences are formed using connectors.

Examples:

Il est venu parce qu’il voulait te voir.

(He came because he wanted to see you).

In Uzbek, compound sentences are mainly formed using conjunctions or verb forms.

Examples:

U keldi, chunki u seni ko’rmoqchi edi.

(He came because he wanted to  see you )

Word Order in Uzbek and French

In Uzbek, word order is flexible and words are mostly connected through suffixes.

In French, word order is strict, with words connected using prepositions and articles.

Possessive Structures

Uzbek: Talabaning kitobi > talaba + ning+ kitob +i ( The student’s book )

French : Le livre de l’étudiant ( The book of the student )

Adjective placement

Uzbek: Adjectives come before the noun (e.g.,yangi  kitob _new book )

French: Adjectives usually  come after the noun ( e.g.,un livre difficile _a difficult book)

Some adjectives, however, come before the noun (e.g., un bel homme_a handsome man)

Prepositions and Object Placement

In Uzbek, objects come after the verb.

Example: Men kitobni o’qiyapman.( I am reading a book)

In French, objects come before the verb.

Examples: Je lis un livre. ( I am reading a book)

Verb and Infinitive Structures

Uzbek: Verbs are conjugated with auxiliaries or suffixes.

Example: Men kitob o’qimoqchiman.( I want to read a book)

French: Infinitives are used after conjugated verbs.

Example: Je veux lire un livre .( I want to read a book )

Question Formation and Negation

In Uzbek, suffixes and word order are the main tools for forming questions and negations.

In French, prepositions, word order and auxiliary words are used.

Negation in Uzbek and French

In Uzbek, negation is formed using auxiliary words such as ,, emas’’ , ,, yo’q’’  or the negative form of the verb.

Examples:

,,emas’’ ( not) > This book is not new. ( Bu kitob yangi emas.)

,, yo’q’’( no) > I am not going.( Men bormayman.)

 Negative verb form > He does not read the book. ( U kitob o’qimaydi.)

In French, negation is formed using ,, ne… pas’’ around the verb.

Examples:

Je ne mange pas.( I don’t  eat.)

Il n’est pas étudiant. ( He isn’t a student.)

In linguistic analysis, ’’ne… pas’’ are two elements that surround the verb. In informal speech, ’’ne’’ is sometimes dropped.

Example: Mais je sais pas. ( But I don’t know.)

Formation of Interrogative Sentences in Uzbek and French

In Uzbek, questions can be formed using the following methods:

Questions word:  Whose book is this? (Bu kitob kimniki?)

Questions particle: ( -mi?, -chi? ) Did you come? ( Sen keldingmi?)

Intonation- based question: Do you know French? ( Siz  fransuz tilini bilasiz?)

In French, questionsare formed using:

,,Est – ce que “: Est- ce que tu parles français?

Inversion: Parles -tu français?

Linguistically, “ Est – ce que “ is widely used in spoken French, while inversion is more common in formal speech.

Types of Complex Sentences Uzbek in French

In Uzbek, complex sentences are categorized as follows:

1.Compound sentences ( connected by conjunctions) >

I came and saw you. ( Men keldim va seni ko’rdim.)

2.Asyndetic (without conjunctions) compound sentences >

The weather is very hot, people seek shade. ( Havo juda issiq, odamlar soyaga qochishmoqda.)

3.Subordinate clauses ( dependent on the main  clause )

If you come, we will start. ( Agar u kelsa, biz boshlaymiz.)

In French, complex sentences are classified into three types:

1.Coordination (linked sentences)

Je suis venu et j’ai vu. (I came and I saw.)

2.Juxtaposition (sentences placed side by side without a conjunction)

Il fait chaud, les gens cherchent de l’ombre. (The weather is very hot, people seek shade.)

3.Subordination ( one clause depends on another)

Si elle vient, nous commencerons.( If she comes, we will start.)

Linguistic Analysis

In Uzbek, complex sentences are formed using  conjunctions or asyndetic structures.

In French, complex sentences use commas, conjunctions and subordinate clauses.

In conclusion,, Uzbek and French share both syntactic similarities and differences:

Similarities: Both languages follow specific grammatical rules for sentence construction.

Differences: Uzbek grammar is more suffix- based, with verb modifications playing a key role.

French grammar relies on verb conjugations, prepositions and auxiliary words to form complex sentences.

These structural similarities and differences require grammatical adaptation when learning both languages.

References:

1. Asadov T. Research and Development of  Word  Formation in the Uzbek Language.

2. Abdurahmonov X. Analytical Grammar of the Uzbek Language .

3. Muhiddinova X. Modern Uzbek  Literature.

4. Jo’rayeva M. (2024). Sentence Structure in French and Uzbek.

5. Yusupova M. (2022). Verb Categories in French and Uzbek Languages.

6. Polvonova M. (2023). The Usage of Action in French and Uzbek.

7. Wikipedia.

Abe, We Need You!

Lincoln said it—November 19, 1863—

GETTYSBURG, Pennsylvania

“. . .the government of the people,

by the people, and for the people,

shall not perish from the earth.”

With these words—

inspiring, articulate, immortal–

Our elected President

 summed up America’s Civil War,

A massive effort to keep

America’s democracy

  Alive!

Yet today—161 years later—

America elects a convicted felon,

One who cares NOT

About America, NOT about democracy,

But only about himself.   

One whose words are Laughable,

Mean, Bumbling, immoral.

One who surrounds himself NOT

With experts dedicated

to the American people,

But with loyalists,

Dedicated ONLY to him,

With very minimal

Legitimate qualifications

For their governmental assignments.

After all these years, can our Founding Fathers

Still roll over in their graves?

Andijan State Institute of Foreign Languages
Foreign Language and Literature German Language Direction
Student of group 402 Yunusova Khodisa
Scientific advisor Kodirova Nargiza

Teaching types of speech activity
Annotation: This article explores effective methods for teaching types of speech activity — listening, speaking, reading, and writing. It discusses approaches and methodological recommendations for developing students’ communicative skills in each activity. Special attention is given to the importance of integrating these types of speech activity in a unified and communicative language teaching process.

Abstract: V dannoy state rassmatrivayutsya effektivnye metody obucheniya vidam rechevoy deyatelnosti — audirovaniyu, govoreniyu, chteniyu i pismu. Descriptions of approaches and methodical recommendations for the formation of communication skills are described in detail. Osoboe vnimanie udeleno vajnosti integrirovannogo podkhoda pri obuchenii yazyku cherez sochetanie vseh vidov rechevoy deyatelnosti.

Keywords: speech activity, language teaching, communicative skills, listening comprehension, oral speech, reading, written speech, integrated approach.

Keywords: speech activity, language teaching, communicative skills, listening comprehension, speaking, reading, writing, integrated approach.

Keywords: rechevaya deyatelnost, obuchenie zyzyku, kommunikativnye vykyki, audirovanie, govorenie, chtenie, pismo, integrirovannyy podkhod.

Every state, every nation is strong not only with its underground and above-ground natural resources, military power and production potential, but, first of all, with its high culture and spirituality. Therefore, in our republic, in order to educate and raise a healthy, harmonious generation, great work is being carried out in terms of scale and scope to radically renew and reform the education system. The multicultural and multifaceted “landscape” of Uzbekistan is an effective basis for developing a person’s language competence.

Foreign language education, or in the words of N. Galskova, “Linguocultural education” further expands the opportunities and boundaries of the younger generation to receive, transmit and interact with new and useful information. The resolution of December 10, 2012, No. PQ-1875 “On measures to further improve the system of learning foreign languages”, established the main goal of teaching the younger generation foreign languages, improving the system of training specialists who can speak these languages ​​fluently, creating opportunities for their extensive use of the achievements and information resources of world civilization, and developing international cooperation and dialogue. As is known, any goal arises due to need. In the methodological literature, when analyzing needs, objective and subjective needs are distinguished based on the educational conditions.

Objective need:
a) age-related psychological characteristics of foreign language learners, their native language, interests, and abilities to learn a foreign language;
b) levels of knowledge, qualifications, and skills that must be acquired in speech activities in a foreign language;
c) is determined based on the state and social requirements, that is, on the basis of information about the program requirements for students’ knowledge, skills and abilities in a foreign language, based on the social order.

Subjective needs are analyzed based on information about students’:
a) attitudes towards the foreign language and culture being studied;
b) methods and strategies for learning a foreign language;
c) which types of speech activity (speaking, listening comprehension, reading and writing) they are interested in mastering.

In the process of communicating with each other, people directly turn to language and speech activity, one of the important means of communication. Speech is the highest and main means of human activity. Because speech is what distinguishes a person from other creatures. Speech is the use of language in the processes of expressing and exchanging thoughts, a certain form of life as a separate type of communicative activity of language. Speech is understood as the processes of its oral and written manifestation, that is, the process of speaking and its result. Speech activity is the process of communication itself, the concept of speech activity, on the one hand, is the process of expressing ideas using language tools.