• A1~B2 grammar topics • Reading practice • Listening practice • New words and using them in sentences • Discipline and plan • Writing practice • Reading practice
1. Consistently learn grammar and use this knowledge to form sentences and practice them. 2. Read articles and books. 3. Listen to podcasts, TED talks. 4. Write texts and essays to express your thoughts. 5. Write formal articles such as emails and applications.
6. Watch Turkish movies (with subtitles, especially at the beginning). 7. Write down unfamiliar words from movies in a notebook and repeat them along with the actors. 8. Choose a specific actor from a movie and imitate them, also learning their speech and emotions.
9. Whenever possible, watch newly released films; it is not recommended to watch old, historical movies. 10. I recommend the following 3 movies: • Aşk Taktikleri 2 (Love Tactics 2) – Romantic Comedy • Sen Büyümeye Bak (You Look at Your Growth) – Drama • Bursa Bülbülü (Bursa Nightingale) – Musical Comedy
Learning Turkish in three months is a huge goal, but it can be achieved with determination! Live with the language every day: watch films, listen to music, and podcasts. Dedicate at least two or three hours daily; consistency is very important. Focus on basic grammar and everyday words. Don’t be afraid to speak; learn from your mistakes. Find language exchange partners. With perseverance and practice, you will certainly succeed! You can do it!
I am Muhammadjonova O’g’iloy Bunyodbekov qizi. I was born on September 11, 2010, in Qo’rg’ontepa district, Andijan region. I am a 9th-grade student at the 5th Specialized School.
This article provides a comprehensive guide to modal auxiliary verbs, exploring their unique role in expressing ability, possibility, permission, and obligation in English. It explains the distinctive ways modal verbs like “can,” “could,” “may,” and “might” function to convey permission and ability, while verbs such as “must,” “have to,” “should,” and “ought to” express necessity and obligation. Common challenges, including past tense forms and question structures, are addressed with clear examples. Practical exercises help readers, from English learners to native speakers, master proper modal verb usage in both spoken and written communication.
Keywords: Modal verbs, English grammar, Auxiliary verbs.
Literature review
Modal verbs in English have been the focus of extensive research due to their intricate semantic, pragmatic, and structural characteristics. Hinkel (1995) observes that non-native speakers often use modal verbs in ways influenced by their first-language pragmatics, which leads to differences in usage compared to native speakers. In my opinion, this highlights how cultural and linguistic backgrounds shape language learning, emphasizing the need for tailored educational approaches that address such variations.
Similarly, Boyd and Thorne (2008) argue that the meaning of modal verbs is influenced by both semantics and the illocutionary force of speech acts, underscoring that effective communication requires more than mere grammatical accuracy. I find this perspective insightful, as it suggests that modals contribute subtly yet significantly to conversational intent, an essential concept for language learners to understand.
Further, Depraetere (2017) explores how contextual factors impact modal interpretation within the semantics-pragmatics interface. This complexity, in my view, underlines the importance of teaching students to consider context when using modals, rather than focusing solely on rigid grammatical rules.
Historically, the usage of modal verbs has evolved. Millar (2009), analyzing the TIME Magazine Corpus, observed a decline in traditional modal usage from the 1960s to the 1990s, with an increase in semi-modals influenced by shifts in stylistic preferences. This trend, in my opinion, mirrors broader social changes that favor informality in communication. Biber (2004) further supports this view by noting genre-specific shifts and a rise in semi-modals in modern corpora, which demonstrates the adaptability of language in response to changing communication norms.
Diver (2015) also examines historical patterns, revealing a shift in distinctions between past and non-past modal forms over time. In my opinion, these findings emphasize the fluidity of language, reminding us that grammatical constructs are not static but evolve alongside cultural shifts.
From a pedagogical perspective, Iranmanesh and Motallebikia (2015) compared task-based language teaching (TBLT) with traditional methods, discovering that TBLT enhanced learners’ understanding of specific modals, particularly can. This approach, in my opinion, aligns with modern learners’ needs, as context-based teaching tends to be more effective than rote memorization. Similarly, Kennedy (2002) utilizes the British National Corpus to advocate for contextualized strategies in teaching modals, which I believe help students grasp practical usage in real-life contexts
Cross-linguistic studies also enrich our understanding of modality. Wurmbrand (2000) challenges traditional syntactic interpretations by arguing that both epistemic and root modals could be considered raising verbs. Personally, I find Wurmbrand’s view refreshing, as it encourages a re-evaluation of conventional classifications. Kehayov and Torn-Leesik (2009), through their study of Balto-Finnic modals, illustrate the diversity of modality across languages, highlighting how other linguistic systems can provide valuable insights into English modal studies.
Additionally, Guéron (1970), in her work explores how modals interact with tense to convey complex temporal relationships. This perspective, in my opinion, is essential for understanding how modals reflect not only certainty or obligation but also specific time frames within a conversation. Guéron’s approach underscores the temporal depth of modal verbs, revealing them as versatile tools for indicating when events may or should occur.
In conclusion, the literature demonstrates that modal verbs in English serve complex semantic and pragmatic functions, have evolved significantly over time, and are best taught through contextualized approaches. The insights from cross-linguistic research further underscore the global relevance of modality. Future studies could continue exploring how specific contexts influence modal usage, particularly in specialized and evolving language environments. For educators and learners, these findings emphasize the importance of understanding modals as both grammatically and culturally dynamic elements, enhancing the richness of language learning and communication.
Methodology
This corpus analysis is complemented by an in-depth literature review, synthesizing key research on modality’s role in cross-linguistic contexts, semantic interpretation, and evolving communicative norms. Observations were made on how modality varies between formal and informal settings and across regional dialects, with specific focus on common challenges faced by language learners, such as distinctions in formality and the use of modal verbs to express obligation, permission, and possibility. This combined methodology aims to provide a holistic understanding of the evolving function of modals in English and to highlight effective teaching approaches that contextualize modal usage for learners.
Discussion
The complex nature of modal auxiliary verbs brings us to a point where theory and practice meet. Our analysis shows that modal verbs do more than serve as grammar tools. They build vital bridges between what we intend to say and how we express it in English.
Modal verbs show remarkable flexibility in different situations. These language elements adapt to many communication needs but keep their basic grammar roles intact. This adaptability stands out in professional settings where choosing between formal and informal modal expressions can make a big difference in how well we communicate.
Modern English shows some interesting patterns in how modal verbs have changed. Here are the main developments we see today:
People ask for permission more casually
Traditional modal differences are mixing together
More people accept different ways of expression
Digital communication uses simpler patterns
Different regions have different priorities
Learning about modal verbs needs more than just memorizing rules and patterns. Context plays a big role in picking the right modal expressions. This matters even more in cross-cultural communication where modal verb choices can change how people understand messages.
Traditional boundaries between some modal categories have become more flexible. Take ‘can’ and ‘may’ for example – their formal differences are changing when people ask for permission. Language keeps changing this way, but knowing the traditional rules still matters for formal communication.
Modal verbs and their alternatives tell an interesting story. Modal auxiliaries remain basic to English expression, but other ways of saying things work better now in some situations. This change doesn’t make modal verbs less important. Instead, it gives speakers and writers more options.
People who use modal verbs strategically in professional settings communicate better. Knowing how to switch between different levels of formality through modal verbs has become a key skill in today’s workplace communication.
Modal verbs keep changing but still play their essential role in English grammar. They adapt to new communication needs, which shows how language stays dynamic, even in basic grammar.
Conclusion
Modal verbs are key building blocks of English grammar that help us express ability, possibility, permission, and obligation. These unique elements have special grammatical patterns and play a vital role in our daily communication. These versatile auxiliaries work well in both formal and informal settings and help us direct different social and professional situations.
When we use modal verbs correctly, our communication becomes more precise and clear. Our analysis of common mistakes and real-world uses shows how becoming skilled at these auxiliaries helps us express ourselves better in written and spoken English. Native speakers and language learners find these tools invaluable because they work in many different situations.
Modern language keeps changing, but modal verbs keep their basic grammatical roles. These verbs remain crucial in professional environments, academic writing, and everyday talks. Their lasting importance proves their value in English communication. Knowing how to use modal verbs properly gives us the confidence to express ourselves accurately in any situation.
Reference:
Biber D. Modal use across registers and time //Topics in English Linguistics. – 2004. – Т. 45. – С. 189-216.
Boyd J., Thorne J. P. The semantics of modal verbs //Journal of linguistics. – 1969. – Т. 5. – №. 1. – С. 57-74.
Depraetere I. On the pragmatics of modal verbs //Selected papers on theoretical and applied linguistics. – 2017. – Т. 22. – С. 14-26.
Diver W. The modal system of the English verb //Word. – 1964. – Т. 20. – №. 3. – С. 322-352.
Guéron J. On the temporal function of modal verbs //Time and modality. – 2008. – С. 143-172.
Hinkel E. The use of modal verbs as a reflection of cultural values //TESOL quarterly. – 1995. – Т. 29. – №. 2. – С. 325-343.
Iranmanesh H., Motallebikia S. M. Teaching Modal Verbs: Task-based vs. Traditional approaches //International Journal of Foreign Language Teaching and Research. – 2015. – Т. 3. – №. 11. – С. 39-46.
Kehayov P., Torn-Leesik R. 11. Modal verbs in Balto-Finnic //Modals in the languages of Europe: A reference work. – 2009. – Т. 44. – С. 363.
Kennedy G. Variation in the distribution of modal verbs in the British National Corpus //Using corpora to explore linguistic variation. – 2002. – Т. 9. – С. 73.
Millar N. Modal verbs in TIME: Frequency changes 1923–2006 //International journal of corpus linguistics. – 2009. – Т. 14. – №. 2. – С. 191-220.
Wurmbrand S. Modal verbs must be raising verbs //Proceedings of WCCFL. – 1999. – Т. 18. – №. 1.
Petros Kyriakou Veloudas was born in Agrinio in 1977. He holds a degree in humanities from the Department of Greek Culture of the Hellenic Open University of Patras and is a businessman and preschool teacher by profession. He is the European ambassador of Greek poetry in Romania, an academic poet at the AMCL Academy of Poetry and Philology in Brazil. Member of the international poetry societies WORLD SOCIETY OF POETS-WSP, WRITERS UNION, International Association of Greek writers-DEEL.
His literary-poetic work is included in the Great Encyclopedia of Modern Greek Writers HARI PATSI, as well as in many Greek and international poetry anthologies, he has won 57 international poetry awards and his poems have been translated into many languages. Poems are read on Chilean radio stations. His lyrics were set to music by Greek composers and his songs are posted on Youtube. His poems have been published in local newspapers of Agrinio such as (MACHITIS, AGGELIA, PALMOS).
WOMEN’S PARTICIPATION IN POLITICAL LIFE: OPPORTUNITIES AND BARRIERS Jaloldinova Gulzirahon Otabek kizi
Student of group 101, Computer Linguistics, Faculty of Philology, Andijan State University
Today, thanks to the extensive reforms being carried out in our country, many opportunities are opening up for women. In this regard, we consider it appropriate to quote the speech of our President Shavkat Mirziyoyev in the Senate of the Oliy Majlis in June 2019: “I am often concerned about the stereotype that has emerged in the minds of our people. Usually, we respect a woman, first of all, as a mother, a keeper of the family hearth. This is undoubtedly true. However, today every woman should not be an ordinary observer, but also an active and proactive participant in the democratic changes taking place in the country.”
Through this speech, the head of our state emphasizes that women should have their place not only in the family, but also in all developing spheres of society. We know that today our progressive women are working in public administration, education, art and culture, medicine, sports and a number of other areas and are achieving many successes. Their activities testify to the fact that women have their place in society, that their rights and interests are determined by law, and that they have equal rights with men. Also, the participation of women in political life is of great importance not only for our society, but also for our state.
In particular, one of such women. We can cite Tanzila Norbaeva as the first woman in the history of our country to be elected to the chair of the Senate. During her long career, she held such positions in public administration as Head of the Secretariat of the Deputy Prime Minister of the Republic of Uzbekistan, Head of the Secretariat of the Head of the Complex for Social Protection of Family, Motherhood and Childhood, Leading Specialist and Chief Specialist of the Information and Analytical Department on Education, Healthcare and Social Protection of the Cabinet of Ministers of the Republic of Uzbekistan, Chairman of the Council of the Federation of Trade Unions of Uzbekistan, Deputy Prime Minister of the Republic of Uzbekistan, Chairman of the Women’s Committee of Uzbekistan.
During her career, Tanzila Norbaeva proved that women can also actively work in political life and public administration, and bring benefits to society and the state. Indeed, today, more than 1,300 women hold leadership positions in state and public organizations, including 45 in ministries and departments, 39 in the Administration of the President of the Republic of Uzbekistan and the Cabinet of Ministers, and 207 in local government bodies.
Women and girls are given every opportunity to improve their political knowledge and test themselves in various fields. In particular, entrepreneurship centers for women have been established. This center helps retrain women who are on long-term parental leave and who are in a difficult economic situation in their professions, develops women’s business skills, provides them with advice and practical assistance.
Women who express a desire to engage in entrepreneurship are trained according to a special training program based on a list formed by the district (city) khokim and the women’s committee. Those who successfully complete special programs are given the opportunity to engage in entrepreneurial activities, based on the recommendation of the district (city) women’s committee. A preferential loan is provided for setting up. In addition, in order to provide socio-economic assistance to women, the “Women’s Book” was introduced. With this, the head of our state is creating a foundation for women to show themselves in every aspect.
It is true that in New Uzbekistan, all opportunities are being opened for women, gender equality is being created. But as is not without controversy, there are also some narrow-minded people. A woman should be busy raising children and doing household chores. There are also many who think that she cannot function in the same social circle as men. In their opinion, if a woman works in society, actively interacts with society, and financially supports her family, she will change as a result of the influence of some people in society and will lose her place as a woman in the family.
But we believe that this issue depends on human upbringing. It is important to ignore such negative thoughts in society. The Head of our state is creating many opportunities for women to find their place in society, be appreciated, and contribute to the development of society and the state, and is enshrining this in law.
In particular, the approval of Law No. 562 “On Guarantees of Equal Rights and Opportunities for Women and Men” on September 2, 2019 is a vivid proof of this. To date, serious attention is being paid to the issue of gender equality in our country. The practical result of this is that Uzbekistan is also a leader in key indicators of gender equality and gender development: the Gender Development Index (GRI) for women is 0.795 compared to men, which indicates a high level of equality between women and men.
I consider it appropriate to mention that the percentage of our women and girls in political life has increased significantly. In particular, women’s participation in political processes is increasing, and this trend can also be observed in electoral processes. The 1952 UN Convention on the Political Rights of Women. The Convention stipulates that women have the right to vote and stand for election on an equal basis with men. If we compare the results of the last elections to representative bodies, all parties have fulfilled the legal requirement that at least 30 percent of candidates must be women. In particular, 41 percent of the candidates nominated by parties were women.
This situation was also positively assessed by the OSCE Office for Democratic Institutions and Human Rights. Uzbekistan began participating in the Gender Equality Index in 2019. As of 2019, Uzbekistan’s gender equality index ranked 62nd out of 189 countries on the list. Taking advantage of these opportunities, there are enough of our women who are taking their rightful place in political and social circles.
For example, in the field of sports, our compatriot Diyora Keldiyorova won the Olympic championship. In addition, it is commendable that another of our compatriots, Rayyona Ibrohimova, won 1st place at the International German Language Olympiad. There are many such women and girls in our country who deserve our pride. Why do you think they are achieving success in the world community and raising our flag even higher?
Of course, this is because our country pays due attention to our women and girls and creates opportunities for their development. It is not necessary to put obstacles in the way of women, but to be able to provide them with wings so that they can fly. In short, we must not forget that our women and girls can be the pillars of our society, just like men.
References
Resolution of the Senate of the Oliy Majlis of the Republic of Uzbekistan, Resolution No. SQ-297- IV dated 28.05.2021
The Law of the Republic of Uzbekistan “On the Protection of Women and Girls from Harassment and Violence”, adopted on September 2, 2019
Science and Innovation: The Impact on Education and Society
Annotation
This paper explores how science and innovation have transformed education and society in the modern world. It discusses the role of technology in enhancing learning, improving access to information, and shaping global communication. The study also highlights how scientific progress influences social development, human values, and the economy. The article concludes that science and innovation not only drive technological advancement but also play a key role in building knowledge-based societies and promoting sustainable growth.
Science and innovation have always been the foundation of human progress. From the invention of the wheel to the creation of artificial intelligence, every great leap in human history has been fueled by curiosity, creativity, and the desire to solve problems. In the 21st century, the relationship between science and education has become more intertwined than ever before. The modern education system depends on scientific discoveries and technological innovations to prepare students for a fast-changing world. This paper discusses the influence of science and innovation on education and society, focusing on how they shape the way people learn, communicate, and live.
Science and the Transformation of Education
Science has revolutionized the way education is delivered, experienced, and understood. Modern teaching methods are no longer limited to classrooms or textbooks. Instead, they are supported by digital technologies, interactive learning platforms, and online resources that make education more flexible and accessible. For instance, online education tools such as Coursera, Khan Academy, and Google Classroom have made it possible for students to learn from anywhere in the world. Scientific research in psychology and pedagogy has also improved our understanding of how people learn, leading to more effective teaching methods that support critical thinking, creativity, and collaboration.
Another major impact of science on education is the development of STEM (Science, Technology, Engineering, and Mathematics) programs. These disciplines encourage students to apply scientific thinking to real-world problems, promoting innovation and problem-solving skills. In many countries, governments and institutions now emphasize STEM education as a foundation for future economic growth and technological leadership. Science also encourages evidence-based learning, where students are trained to question, experiment, and draw conclusions from data rather than rely on assumptions.
Innovation and Educational Technology
Innovation is the practical expression of scientific discovery. In education, innovation has led to the creation of digital tools that make learning more engaging and efficient. Artificial intelligence (AI), virtual reality (VR), and machine learning are now being integrated into classrooms to personalize education and support students with different learning styles. For example, AI-powered systems can analyze a student’s performance and adapt lessons to match their pace and abilities. Similarly, virtual reality allows students to explore complex scientific concepts or historical events through immersive simulations, making abstract knowledge tangible and exciting.
The COVID-19 pandemic further demonstrated the power of innovation in education. When schools closed, digital platforms became the primary medium of learning. Although this transition was challenging, it also showed how resilient and adaptable the education system can be when supported by technology. In the long term, these innovations will continue to shape hybrid learning models that combine traditional teaching with online flexibility, ensuring that education remains accessible in any situation.
Science, Innovation, and Society
Science and innovation do not only transform education—they reshape society as a whole. Scientific progress has improved healthcare, transportation, communication, and quality of life. Today’s society is driven by knowledge and information, and innovation serves as its main engine. The internet, smartphones, and renewable energy technologies have changed the way people work, interact, and think. As a result, societies have become more interconnected and globally aware.
However, scientific and technological progress also brings ethical and social challenges. Issues such as data privacy, automation, and environmental degradation have raised new questions about how innovation should be used responsibly. Education plays a key role in addressing these challenges by teaching people to think critically about the social impact of technology and to use science ethically. A well-educated society is better prepared to balance progress with morality, ensuring that innovation serves humanity rather than harms it.
The Role of Science and Innovation in Economic Development
Education, science, and innovation are the cornerstones of economic growth. Countries that invest in scientific research and technology tend to have stronger economies and higher living standards. For example, nations such as Japan, South Korea, and Germany have built their success on innovation-driven education systems. By supporting research institutions and encouraging creativity, they have turned knowledge into practical solutions and global competitiveness. In developing countries, promoting innovation in education can help reduce inequality and open new opportunities for youth.
Scientific innovation also creates new industries and jobs. Fields such as biotechnology, renewable energy, and information technology are expanding rapidly, demanding a workforce that is educated, adaptable, and innovative. Therefore, investing in science-based education is not only about knowledge—it is about securing a sustainable economic future.
The Social and Cultural Influence of Scientific Innovation
Beyond economics, science and innovation shape human values and social behavior. The spread of information through digital media has created a global culture of learning and collaboration. People from different backgrounds can now share knowledge instantly, promoting cultural exchange and mutual understanding. At the same time, this digital era has introduced challenges such as misinformation and overreliance on technology. To overcome these, education must focus on developing digital literacy and ethical awareness.
Innovation also supports social inclusion. Assistive technologies help people with disabilities access education and participate fully in society. Scientific innovations in medicine and engineering improve quality of life and extend human potential. Thus, the social impact of science and innovation goes far beyond laboratories—it reaches every aspect of human existence.
Conclusion
In conclusion, science and innovation have become inseparable elements of education and society. They drive progress, expand knowledge, and connect people across the globe. While they offer tremendous benefits, they also require responsibility, ethical awareness, and continued investment in education. The future depends on how wisely humanity uses science and innovation—not only to advance technology but also to promote equality, sustainability, and human well-being. Education is the key to ensuring that innovation serves society positively, guiding the next generation of thinkers, inventors, and leaders toward a brighter, more intelligent world.
References
UNESCO (2023). Science, Technology and Innovation in Education. Paris: UNESCO Publishing.
OECD (2022). The Future of Education and Skills 2030. Organisation for Economic Co-operation and Development.
World Bank (2021). Innovation and Economic Development: The Role of Education. Washington, DC: World Bank Group.
Schwab, K. (2017). The Fourth Industrial Revolution. New York: Crown Business.
National Science Foundation (2020). Science and Engineering Indicators. Washington, DC: NSF.
