THE BASIC PRINCIPLES OF WORD DIVISION IN THE STUDIED LANGUAGE

Andijan State Institute of Foreign Languages

4th year student Malika Tursunkho’jayeva  

abdusamadovnamalika@gmail.com

Supervisor: Ismanova Odinakhon

Anmerkung: In diesem Artikel werden die Hauptprinzipien der Klassifizierung von Wortarten in der untersuchten Sprache Deutsch analysiert. Es werden moderne linguistische Ansätze, Methoden zur Identifizierung von Wortarten anhand grammatikalischer und semantischer Merkmale diskutiert und die spezifischen Charakteristika der einzelnen Wortklassen anhand zahlreicher Beispiele aus dem Deutschen beleuchtet. Theoretisches Wissen wird durch praktische Beispiele ergänzt.

Schlüsselwörter: Wortarten, grammatisches Merkmal, semantisches Merkmal, deutsche Sprache, linguistische Analyse

Annatation:This article analyzes the basic principles of part-of-speech assignment in the learned language – German. Modern linguistic approaches as well as methods for determining parts of speech on the basis of grammatical and semantic features are covered. The specific characteristics of each part of speech are illustrated by numerous examples from German. Theoretical findings are supplemented with practical examples.

Keywords: parts of speech, grammatical features, semantic features, German language, linguistic analysis

The language system is distinguished by its complex structure and rules. Parts of speech are classified according to the grammatical and semantic features of the words in the language. In the process of learning a language, it is important to divide words into the correct categories, to use them correctly and to master grammar perfectly.

German, although structurally similar to English and other Germanic languages, has its specific phonetic, morphological and syntactic features. Parts of speech are distinguished in German on the basis of strict grammatical criteria.

Basic principles of the division of parts of speech

1. Separation based on grammatical symbols

In German, each word group has certain grammatical symbols: gender, number, possessive, tense, cite, condition, and so on. For example:

Ism (the noun): jins (the, the, the), ko’plik (-en, -e, -er) shakllari mavjud. Misol: the table (stol), the flowers (gullar)

Verb (das Verb): changes according to the person and tense. Example: gehen (go), ging (go), ist gegangen (go)

2. Semantic character separation

The meaning of the word is also important in determining its category. For example:Names: refers to the name of an object or person. (Auto, Lehrer)

Verbs: Express an action or situation. (Laufen, Schlafen)

3. Classification based on syntactic functions

The role of words in a sentence can also help determine their category:

Noun: usually comes as an object or object of a sentence.

Verb: forms the predicative core of a sentence. Basic vocabulary and their features in the German language.

Practical Examples

 1. Ismlar: The city is big. (Shahar katta.)

2. Fe’llar: Ich lerne Deutsch. (Men nemis tilini o‘rganayapman.)

3. Sifatlar: This is an interesting book. (Bu qiziqarli kitob.)

4. Ravishlar: He runs fast. (U tez yuguradi.)

5. Template:Wir fahren mit dem Bus. (Biz autobusda ketayapmiz.)

Basic information about parts of speech (Wortarten)

1. What are parts of speech? Speech categories are a system of classifying words of a language based on their morphological form, syntactic role and semantic meaning. Each phrase has its own unique grammatical features. It is also determined by the function of words in a sentence.

2. Main Separation Criteria

3. Basic Vocabulary in German. Variable (flexiberbare Wortarten):

1st noun (Ism) – the dog, the book 2nd verb (Fe’l) – to read, to sleep

3. Adjective (Sifat) – beautiful, clever 4. Pronoun (Olmosh) – I, my, this

5. Numerals (Son so’zlari) – one, two, hundred

O’zgarmas (non-inflectible parts of speech):

6. Adverb (Ravish) – today, there, fast. 7. Preposition (Predlog) – on, under, because

8. Conjunction (Bog’lovchi) – and, because, although. 9. Particles (Yordamchi so’zlar) – yes, yes, wait

4. Features in German Vocabulary Recognition

A. Morphological features

Ismlar: Artikl va jinsga ega (the table, the lamp, the book).

Verbs: Have tense, person, and number variation (ich gehe, du gehst).

Adjectives: Changes when it comes with fixed articles and nouns (ein schöner Tag).

B. Syntactic features

Nouns: In a sentence, it is usually possessive or complementary.

Verbs: Always serve as the center of a sentence, a predicate.

Adjectives: Used as a descriptor or sentence fragment (Das Auto ist schnell.).

C. Semantic Properties

Names: Refers to a thing, person, or concept.

Verbs: Signifies an action, situation, or process.

Adjectives: Signifies the quality, signs of things.

5. Special Events

A. Ismlanish (noun)

A verb or adjective is used like nouns and starts with a capital letter.

Examples: das Essen (eating, eating), der Alte (seniors)

B. Declination of Adjectives. It varies depending on the specified and unspecified article.

Misollar: the beautiful tree, a beautiful tree

C. Arrival of the verb in auxiliary forms

Modal verbs and perfect tenses are used with auxiliary verbs:

I have to learn. He worked.

6. Principles applied in the comparison of parts of speech

7. Examples from German

8. Literature Used

Duden editors: Duden – Die Grammatik, Dudenverlag, 2021.

Helbig, Gerhard; Buscha, Joachim: Deutsche Grammatik, Langenscheidt, 2016.

Durrell, Martin: Hammer’s German Grammar and Usage, Routledge, 2017.

Zifonun, Gisela: Parts of Speech – an Introduction, Gunter Narr Verlag, 1997.

9. Important Notes. In German, an article, gender, declination and conjugation are important for each word category.

The function of words in context is always clarifying.

When learning new words, you should always learn their vocabulary and how they are used in a sentence.

 In conclusion, the division into word categories plays an important role in understanding the logical and structural order in the language. Parts of speech in German are clearly distinguished based on grammatical, semantic and syntactic notation. Adherence to these principles in the study of a language allows increasing the vocabulary and mastering the grammar perfectly.

                             References

1. Duden. Grammar: Indispensable for proper German. Bibliographic Institute, 2016.

2. Helbig, Gerhard; Buscha, Joachim. Deutsche Grammatik: Ein Handbuch für den Ausländerunterricht. Langenscheidt, 2001.

3. Zifonun, Gisela et al. Grammar of the German Language. de Gruyter, 1997.

4. Eisenberg, Peter. Grundriss der deutschen Grammatik. Metzler, 2004.

5. Engel, Ulrich. German grammar: tasks and solutions. Iudicium Verlag, 2013.

6. Hammer’s German Grammar and Usage. Routledge, 6th edition, London/New York, 2017.

7.Zifonun, Gisela Wortarten – Eine Einführung. Gunter Narr Verlag, Tübingen, 1997.

8.Eisenberg, Peter Grundriss der deutschen Grammatik: Band 1: Das Wort.

J.B. Metzler Verlag, Stuttgart, 2004.

9. Hentschel, Elke; Weydt, Harald Deutsche Wortgrammatik.

de Gruyter Verlag, Berlin/New York, 2002.

10.Polenz, Peter von Deutsche Satzsemantik: Grundbegriffe des Zwischen-den-Zeilen-Lesensde Gruyter Verlag, Berlin, 2008.

11.Gallmann, Peter Inflection and Part-of-Speech Belonging in German.

Max Niemeyer Verlag, Tübingen, 1990.

12. Glück, Helmut (ed.)Metzler Lexikon Sprache.

J.B. Metzler Verlag, Stuttgart/Weimar, 4th edition, 2016.

Problems and Analysis Methods of Translation Practice in the Exercise 

Andijan Davlar Institute of Foreign Languages

4th Printing Student: Gafurova Mahbuba

mahbubaalisherovna@gmail.com

+998946812826

Supervisor: Kadirova Nargiza

Annotation. This article discusses in detail a wide range of problems in translation practice, the reasons for their origin and methods of analysis. In particular, the grammatical, lexical, stylistic and cultural differences between the Uzbek and German languages affect the translation process, and what scientific methods should be used to overcome these differences. On the basis of the leading ideas of translation theory, practical and theoretical approaches are analyzed, the qualifications, skills and strategies necessary for the translator are discussed.

Keywords. Translation practice, translation theory, German language, Uzbek language, methods of analysis, grammatical differences, lexical differences, cultural differences, pragmatic differences, linguistic approach, cultural approach, functional equivalence, transcription.

Translation has been one of the most important tools of intercultural communication throughout human history. Today, the role of translation is becoming more and more important as global connections in science, technology, literature, politics, and other fields increase. Translation has become not only a means of transferring information between languages, but also of transferring spiritual and social values from one culture to another. The structure of the Uzbek language and the German language, the style of expression, and the cultural basis differ significantly. These differences create many difficulties in the translation process. A translator must translate not only literally, but also correctly convey its meaning, style, cultural context, communicative purpose. The article comprehensively analyzes the problems encountered in translation practice and proposes solutions based on modern scientific methods.

The main problems of translation practice. Lexical problems. There are significant differences between the vocabulary and lexical structures of the Uzbek and German languages. Whereas in Uzbek a word often has many meanings, in German there is a specific expression for each meaning. For example, the Uzbek verb “to see” denotes a general action and is used in different contexts: to see (with an eye), to see (to experiment), to see (to meet). In German, various verbs are used for these cases, such as sehen (to see with the eye), erleben (to experiment), sich treffen (to meet). The translator should analyze the context in depth and choose the appropriate option. Problems are also common in the translation of phraseological units. Phraseologisms often have a cultural basis in German and appear strange or incomprehensible in German when translated directly. For example, expressions such as “Heartbreak” should be conveyed in translation with an appropriate equivalent or annotation.

Grammar problems. Differences in grammatical systems create many problems in the translation process. Uzbek language is an agglutinatable language, and grammatical meanings are expressed by suffixes. In German, there are genders of nouns (masculine, feminine, neutral) and are designated by the articles. In Uzbek, the basic structure of a sentence is simple (I went to school), whereas in German the word order is based on a strict rule (Ich bin zur Schule gegangen). Secondary verbs and auxiliary verbs are used a lot in the sentence. In German, the form of nouns and articles change (der Tisch – den Tisch, dem Tisch and so on) if more pronouncements are indicated in Uzbek.

Such discrepancies require structural adaptations and grammatical transformations in translation.

Stylistic problems. Uzbek literary style is characterized by softer, more emotionally rich expressions. In German, on the other hand, the emphasis is on expressing clearly, concisely, and logically. It takes great skill to find their functional equivalent when translating into German poetic metaphors, exaggerations, means of expression, which are often used in Uzbek literature or in everyday speech. Otherwise, the translation may look dry and artificial. Also, many expressions used in the Uzbek language as part of respect and manners are divided into formal or informal forms in German (via the forms Sie and du). Choosing the right level will ensure the accuracy of the translation and its appropriateness to the context.

Cultural and pragmatic issues. Fundamental differences between Uzbek and German cultures are often noticed in the translation process. For example, in Uzbek culture special respect is given to adults and requires a lot of care in speech. In German society, however, the principle of equality is stronger, and this is also noticeable in the tone of speech. Since religious and national realities (for example, “iftor”, “savob”, “Sufi”) often found in Uzbek are not exactly equivalent in German culture, the translator must interpret these concepts or translate them with cultural adaptation. Pragmatically, what is acceptable and acceptable in one culture may have negative connotations in another. In such situations, the translator should use the method of adaptation (localization), taking into account the purpose of the text and the audience.

Translation Analysis Methods. Linguistic analysis. Linguistic analysis is a method of in-depth study of the interaction of language systems and elements in the translation process. It is carried out at the level of grammatical structures, syntax, morphology and phonetics. For example, differences such as the adaptation of the free speech order in Uzbek to the strict order of free speech in German, or the manner in which tenses are expressed (in Uzbek language the most accurate tense is clearly defined, then in German tenses are often understood in context) are determined by linguistic analysis. Cultural analysis. Cultural analysis involves the analysis of the cultural codes, values, traditions of the translated text. The translator identifies the differences between the source culture and the receiving culture and develops adapted options. Cultural analysis is especially important in translating national concepts, holidays, religious terms, and everyday customs. Functional Analysis. Functional analysis is a translation technique that takes into account the communicative purpose, audience, and context of a text. In this way, the translation is done not only verbatim but also while maintaining the overall effect of the text. For example, when translating ad text, you need to remember that its goal is to sell the product, so it will be more important to maintain an impactful focus on your audience, rather than translating the words correctly.

The practice of translation is not a simple language change, but a complex cultural and stylistic process of transfer. Translation work between Uzbek and German should study in depth the grammatical, lexical, stylistic, and cultural differences and apply the appropriate analysis techniques to each gap. The use of a harmonious combination of linguistic, cultural and functional analysis methods in overcoming translation problems is a key factor for improving the quality and effectiveness of translation. A translator should always expand his language skills, cultural knowledge and be aware of modern translation methodology. Translation is a process that requires not only knowledge, but also art, patience, experience and a creative approach.

                                              References

1. Baker, Mona. In Other Words: A Coursebook on Translation. Routledge, 2018.

2. Newmark, Peter. A Textbook of Translation. Prentice Hall, 1988.

3. House, Juliane. Translation Quality Assessment: Past and Present. Routledge, 2015.

4. Hatim, Basil; Mason, Ian. Discourse and the Translator. Routledge, 1990.

5. Nord, Christiane. Text Analysis in Translation: Theory, Methodology, and Didactic Application. Rodopi, 2005.

6. Venuti, Lawrence. The Translator’s Invisibility: A History of Translation. Routledge, 1995.

7. Kadyrova, M. Comparative grammar of Uzbek and German languages. Tashkent, 2015.

8. Shukurov, B. Fundamentals of translation theory. Tashkent, 2010.

9. Snell-Hornby, Mary. Translation Studies: An Integrated Approach. John Benjamins, 1995.

10. Schäffner, Christina. Translation and Intercultural Communication. Routledge, 2012.

Basic concepts and terms of translation theory and practice

Andijan State Institute of Foreign Languages

4th year student Gafurova Mahbuba

mahbubaalisherovna@gmail.com

Supervisor: Kadirova Nargiza

АННОТАЦИЯ; В данной статье рассматриваются ключевые понятия и терминология теории и практики перевода. Особое внимание уделяется определению, классификации и применению переводческих понятий и терминов в различных видах перевода. Анализируется роль базовых понятий в переводческом процессе, а также их влияние на качество и точность перевода. Статья предназначена для студентов, преподавателей и практикующих переводчиков.

Ключевые слова: перевод, теория перевода, терминология, переводческая практика, лингвистика, семантика, эквивалентность.

AONNOTATIN:This article explores the key concepts and terminology of translation theory and practice. Special attention is paid to the definition, classification, and application of translation concepts and terms in different types of translation. The article analyzes the role of basic concepts in the translation process and their impact on translation quality and accuracy. It is intended for students, teachers, and professional translators.

Keywords: translation, translation theory, terminology, translation practice, linguistics, semantics, equivalence.

One of the main tasks of translation theory and practice is to study the concepts and terms used in the translation process, determine their essence and analyze their impact on the translation process. Each translator should be able to build practical skills that are theoretical. This requires an in-depth understanding of the key concepts and terms used in translation theory. This article provides details on the most common concepts and terms in translation theory and practice, their origin, classification, and practical application. Translation refers to the equivalent transfer of language units of different degrees into another language. To do this, the translator must have good knowledge of the theoretical foundations and linguistic knowledge.

1. Definition and essence of translation Translation is the process of complete and precise translation of speech of one language in written or spoken form into another language. Translation requires not only changing words, but also preserving content, style, context. The main task of translation is to ensure equivalence between the source text and the translated text.

2. Translation theory and its basic concepts Translation theory is a science that studies the scientific foundations of translation activity, its main concepts include:

Equivalence – the degree of semantic and functional equivalence between the source language and the target language;

Adequacy – the degree of correspondence of the translation to the source text;

Interference – errors that occur as a result of the influence of one language to another;

Transformation is the correct expression of meaning through grammatical and lexical changes in the translation process.

3. Types of translation Translation is mainly divided into the following types:

Document translation; Oral interpretation, which is also divided into sequential and synchronous types;

Literary translation – translation of works of fiction;

Technical translation – translation of scientific and technical texts;

Audiovisual translation – translation of film, TV series, video content.

4. Linguistic knowledge and competence of the translator Each translator shall:

phonetic, lexical and grammatical units;

the basics of stylistics and pragmatics;

cross-cultural communication;

must be well versed in terminology. The cultural, psychological, and ethical competence of the translator is also important.

5. Linguistic aspects of translation The levels of language units – phonetic, morphological, syntactic, semantic and pragmatic – present various problems in the translation process. At each level, the interpreter employs certain strategies. For example, at the semantic level, it will be important to choose synonyms, and on a pragmatic level, it will be important to choose the option that fits the context.

6. The role of terminology Terminology is a system of terms specific to a particular field. The correct choice and use of terms in translation determines the accuracy of the text. In particular, in areas such as medicine, law, technology, the translator should work with the help of specialized dictionaries and databases.

7. Analyzing Concepts Through Practical Examples The following are some translation methods with examples:

Kalkalash: “skyscraper” – “osmono’par bino”;

Adaptatsiya: “He kicked the bucket” – “U olamdan o‘tdi”;

Synonymous substitution: “big” – “big”, “great”, “large” (depending on the context).

Conclusion

An in-depth study of key concepts and terms in translation theory and practice is an important factor in improving the quality of translation. Every translator should be familiar with these terms and be able to practice them. Translation acts not only as a bridge between languages, but also between cultures. Therefore, translation theory is in constant development and requires new approaches and research.

References:

Komissarov V.N. “Teoriya perevoda” – Moscow, 1990.

Gafurov O. “Fundamentals of translation theory” – Tashkent, 2015.

Baker M. “In Other Words: A Coursebook on Translation” – Routledge, 2011.

Newmark P. “A Textbook of Translation” – Prentice Hall, 1988.

Hatim B. and Mason I. “Discourse and the Translator” – Longman, 1997.

Shokirova D. “Translation Practice: Theory and Experience” – Samarkand, 2021

Digital game metrics and textbooks

Andijan State Institute of Foreign Languages

4th year student Gafurova Mahbuba

mahbubaalisherovna @gmail.com

+998946812826  

Supervisor; Isomuddinova Durdona

ANNOTATION: This article analyzes the role and significance of digital game materials and textbooks in modern education. The educational process considers the positive aspects of digital games in increasing student engagement, strengthening knowledge and increasing motivation. The article provides information on methods of working with textbooks based on modern digital technologies, their advantages and disadvantages

АННОТАТЦИЯ:материалов и учебников в современном образовании. Рассмотрены положительные стороны использования цифровых игр в образовательном процессе: повышение активности обучающихся, закрепление знаний и повышение мотивации. Также приведены методы работы с современными цифровыми учебниками, их преимущества и недостатки.

Keywords: digital game, interactive textbook, instructional technology, teaching materials, modern lesson

Ключевы слова: цифровая игра, интерактивный учебник, образовательные технологии, учебные материалы, современный урок

Today, digital technologies penetrate deeply into every aspect of our lives. Especially in the education system, the opportunity to facilitate the learning process of students and make it more interesting is expanding thanks to digital game materials and modern electronic textbooks. The fact that interactive tools serve to develop students’ skills for independent thinking, critical analysis and problem solving is fueling interest in this field. This article extensively covers the advantages of digital game materials and textbooks, their influence on the educational process and their application in practice.

Digital games – innovative approach in education. With digital games, students can be encouraged to be active, reinforce knowledge, learn to think quickly. For example, digital quizzes or problem-solving games used in maths lessons keep children interested and deepen their knowledge.

 Advantages of digital textbooks. Fast and easy access to information. Easier to understand with visual and audio materials

Reinforce knowledge through interactive lessons

 Methods of using digital tools in the teaching process.

Teachers choose methods appropriate for different age groups through the use of digital games and interactive tutorials when planning a lesson. For example, in elementary grades, more picture and sound games are used, and in higher grades, tests and simulations are used. Disadvantages of digital games and textbooks

The need for expensive technical means.Internet addictionPotential for Readers to Be Distracted.Readers’ Feedback and Analysis of Results.

Based on surveys and experience, it was found that student participation increased by 40% in lessons using digital games, while the level of comprehension of lesson materials improved significantly.

 With the development of digital technologies, fundamental changes are also taking place in the field of education. Traditional classroom methods are being replaced by modern, interactive and technological solutions. A special role in this process is played by digital game materials and textbooks. They not only capture the students’ attention but also allow teachers to organize the lesson effectively. Especially during the pandemic, with the development of the distance education system, the need for digital tools has grown even more. In this article, the advantages of digital games and textbooks, the methodology of their use and their effectiveness in education are widely discussed.Digital game materials in education: opportunities and advantages Digital games are interactive platforms through which students actively participate in the acquisition of knowledge. For example, in language learning programs, it is possible to increase vocabulary, develop logical thinking through mathematical games. This type of game has the following advantages:Increases motivation.Creates an active learning environment.Provides feedback capability.Encourages independent learning.

Digital textbooks and their advantages Digital textbooks consist of text, video, audio, and interactive assignments, providing more options than traditional textbooks. Thanks to them, the student can at any time review the material, independently study what he does not understand. Also, their interactivity makes the learning process liven.Methods of using digital games and textbooks in the educational process The following methodological approaches are important in the process of using digital games and textbooks:Choosing a game or app that matches the lesson topic.Proper time planning.Organize group work.Development of final evaluation system.Cons and Problems of Using Digital Tools Like any medium, digital games and textbooks have their problematic aspects:Lack of technical means.Internet addiction.Spending too much time in front of a screen can have a negative impact.Prospects of digital educational tools It is expected that games and textbooks based on artificial intelligence, AR/VR technologies will be widely used in the future. Thanks to them, the individualization is strengthened, the quality of education increases and the level of knowledge of students increases.Conclusion Digital game materials and textbooks are becoming an important link in the modern education system. Thanks to them, the learning process becomes not only effective, but also interesting and motivating. The use of such tools in the correct methodology gives an important role in improving the level of knowledge of students.

           References:

Azizkhodzhaeva N.N. “Pedagogical technologies”. Tashkent, 2020.

Khamroev A. Samarkand, 2021.

Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge.

Yusufjonov D. «Interactive textbooks and their effectiveness». Andijan, 2022.

Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy.

OECD (2020). The Impact of Digital Learning in Education.

UNESCO. (2021). Digital Learning in the 21st Century.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the Science of Instruction.

Salomova M. “Methods of effective use of digital education”. Tashkent, 2023.

 

Joint sentence and their types in the language being studied.

 Andijan State Language Institute

 4th year student Gafurova Mahbuba

 mahbubaalisherovna @gmail.com

 +998946812826

 Supervisor: Ismanova Odina 

ANNOTATION. The article discusses complex sentences in the studied language, their structure, syntactic features and types. Particular attention is paid to the classification of complex sentences into conjunctions, non-conjunctions and subordinate clauses, as well as their functions in written and oral speech. The research is aimed at deepening students’ knowledge of the syntax of complex constructions.

АННОТАЦИЯ; В данной статье рассматриваются сложные предложения в изучаемом языке, акцентируя внимание на их структуре, синтаксических особенностях и классификации. Особое внимание уделяется типам сложных предложений, таким как сложносочиненное, асиндетическое и сложное с придаточными. Исследование направлено на углубление понимания студентами сложных синтаксических конструкций как в письменном, так и в устном дискурсе.

KEYWORDS: complex sentences, syntax, subordinate clauses, asyndetic constructions, conjunction

КЛЮЧЕВЫЕ СЛОВА: сложные предложения, синтаксис, придаточные предложения, асиндетические конструкции, союз

LOG IN

One of the most important branches of linguistics is syntax, which studies the grammatical relationship of words to each other, how they fit into a sentence and connections between sentences. Sentences, on the other hand, serve to express logical thought as one of the basic units of language. According to their structure, they are divided into simple (simple) and complex (additive) sentences.

Compound sentences are formed by the interconnection of several simple sentences with each other, both meaningally and grammatically linked. They serve for a complete, clear and logical expression of the idea in communication. In this article, types of compound sentences, their morphological and syntactic structure, connective tools and methodological features are analyzed within the studied language.

BASIC SECTION

I. The concept of a joint sentence and its general appearance

A compound sentence is a complex syntactic unit formed by the meaningful and grammatical connection of two or more simple sentences. They often serve to describe in detail an event, action or situation. Compound sentences are divided into the following main types:

Connecting clauses

Joint sentences without linking

Follow Up Joint Sentences

II. Connecting Clauses

In compound sentences with a connective, each simple sentence is joined together using a connective on the basis of mutual equality. Most common connective: and, or, ammo, but, however, also.

Examples:

I took a class and my brother read a book.

He went to work, but did not return in time.

These sentences are used in speech to express ideas that are equal to each other.

III. Joint Sentences Without Links

Joints without a conjunction occur when two or more simple sentences are connected only by pause and intonation. There will be no link between them, but essentially they will be intertwined.

Example:

The sun came out, the birds sang, the people woke up.

In such statements, there may be a time, cause, condition, or causal relationship between the parts.

IV. Joint Sentences with Follow Sentences

In this type of joint sentence there is a single sentence, and the sentences that follow it obey the meaning. Following sentences clarify, supplement, or explain the idea in the main sentence.

Joint sentences with a follow-up sentence are divided into the following types:

Shart ergash gap: Agar u kelsa, men ham boraman.

Reason Follows: I was late because the bus arrived late.

The goal is to wake up early so that it doesn’t stay late.

The result was: He was so tired that he didn’t even have time to sit down.

Sentences that follow serve the logical development of thought.

V. Peculiarities of the Compound Sentences to the Language Being Studied. 

In Uzbek and other languages studied, compound sentences are sometimes morphologically different. For example, in some languages, the tense form of the verb in the following sentence is harmonized with the verb in the main sentence. Therefore, for each language, it is important to study in depth the specific syntactic features of compound sentences.

VI. The Role of Joint Sentences in Speech

Joint sentences provide the logical development of the text in oral and written speech. It is compound sentences that are widely used to fully express an opinion, especially in scientific, journalistic, artistic and formal styles. Complex thoughts, annotations, reason, and consequential consistent details in texts are expressed through joint sentences.

CONCLUSION

Compound sentences are one of the most important syntactic units of a language that allow you to express a logical idea in detail, fluency and clarity. Joint sentences, as seen in the article, are divided into different types, and each has its own specific grammatical and semantic features. Proper application of them will increase the vocabulary of the language and will make the expression of thoughts perfect.

Jo’rayev N. “Uzbek language syntax”, Tashkent: Teacher, 2005.

Rasulov A. “Current Uzbek literary language”, Tashkent: Fan, 2010.

Jumaniyozova D. “Introduction to Uzbek linguistics”, Nukus: Karakalpakstan, 2012.

Sirojiddinov Sh. “Syntactic units”, Tashkent: University Press, 2015.

Khrakovsky V. S. “Typology of Complex Sentences”, St. Petersburg: Nauka, 2001.

Comrie B. “Language Universals and Linguistic Typology”, Oxford: Blackwell, 1989.

Teaching speech activity

Student of Andijan State Institute of  Foreign Languages

Tursunxo’jayeva Malika Abdusamat qizi

abdusamadovnamalika@gmail.com

932412315

Supervisor:Kadirova Nargiza

Abstract: This article analyzes the types of speech activity, their interrelation and teaching methods. Effective ways of forming correct, logical and clear speech in students will be considered. Psychological and linguistic foundations of speech types, as well as strategies for their development are widely covered.

Keywords: speech activity, teaching methodology, speaking, written speech, listening skills, reading skills

Speech activity is the main means of communication of a person. Through language, people exchange ideas, interact and gain knowledge. The teacher’s task is to thoroughly form all types of speech activity in students, to teach them clear, correct and expressive thinking in oral and written form.

The main types of speech activity include:

1. Listening comprehension (listening skills): Formation of students’ ability to correctly perceive and understand the spoken text.

It is based on hearing dialogues and monologues.

2. Speaking (verbal expression): The ability to express one’s thoughts independently and logically.

It is taught through dialogue, conversation, storytelling exercises.

3. Reading: Reading the text with comprehension and understanding of its content. Methods of reading texts of different genres and drawing conclusions from them are used.

4. Writing: Expressing one’s opinion clearly in written form. It is developed through dictations, essay writing, preparation of briefs and abstracts.

The interdependence of speech activity

Types of speech are closely related: Listening, understanding and speaking are the basis of dialogical communication. Reading and writing are tools that reinforce and develop knowledge.

Oral and written speech complement each other.

Therefore, in the development of each type of speech, it is also necessary to take advantage of the other’s specific characteristics and capabilities.

Basic methods of teaching speech activity

1. Step-by-step approach: Learning from easy to complex, concrete to abstract.

2. Communication-oriented methodology: Activation of speech through practice activities, role-plays, communication tasks.

3. Interactive methods: To ensure active participation through “mental attack”, “Debate”, “Cluster” techniques.

4. Differential approach: Organize classes with students’ individualities in mind.

We will explain the activity of speech in terms of the main parts.

1. What is speech activity? Speech activity is the process of a person expressing his mind and communicating with others through language. It combines psychological and linguistic activity.

The main types of speech activity:

Understanding by listening (receiving by hearing)

Speak (spoken expression)

Reading (perception of written speech)

Writing (express an idea in written form)

These four skills are the main pillars of speech activity.

2. The purpose of teaching speech activity. Teaching the student / pupil to think completely and clearly, develop oral and written speech skills, form a culture of communication, teach the practical use of the language.

3. Basic principles of teaching speech activity.

Phased: Moving from simple to complex

Activity and Independence: Encouraging students to think actively and independently

Motivation: To keep the reader interested, to make the need for communication

Communication orientation: Speaking skills are developed only through live communication

Repetition and Practice: Build Skills

4. Methods of teaching speech activity

Creating Dialogues: Practice Using Real Situations

Role-playing games: Acting out communication situations

Work on Text: Read the text and then comment and discuss

Q&A method: Teaching to ask a question and respond to it clearly, concisely

Describe and narrate: Provide an incentive to talk in detail about an event or subject

Debates and debates: Developing speech by exchanging ideas on a specific topic

5. Tools for the development of speech activities: audiovisual materials (film, audiobook, podcast), game tasks (puzzles, language games), interactive programs (online platforms, simulation programs), didactic materials (postcards, picture tasks).

6. Aspects of teaching speech activity: increasing the vocabulary (teaching more words), paying attention to grammatical correctness, not interpreting, the formation of free expression skills, the correct orientation of pronunciation and intonation, ensuring logical consistency and harmony of thought.

7. Speech activity and age characteristics: Teaching on the basis of play and imitation in young children is effective. And in adolescents and adults, discussion and free-expression activities are more beneficial.

8. Problems and Their Troubleshooting

In conclusion, teaching speech is an integral part of the language learning process. To teach these activities effectively, it is necessary to use communicative, interactive, and cognitive approaches. Speech development is important not only grammar and lexical knowledge, but also the development of skills for participation in communication, exchange of ideas and application of the language in real life. For teachers, there is a need to choose the right methods when working with students, correct speech errors and increase motivation.

The main problems in teaching speech activity, for example, may be lack of motivation or difficulty learning the language in extended topics, but effective solutions can be found to solve these problems by using new techniques, especially technology.

In addition, the integration of modern methods and approaches to teaching speech activities allows students to fully develop their communicative skills in the language. Combining the methodological recommendations, knowledge and experience presented in Uzbek and world literature in teaching speech activity can make the process of learning a language more effective and meaningful.

In general, teaching speech activity is one of the most important and exciting areas of language learning, and for the successful organization of this process, it is important to strengthen interaction and cooperation between teachers and students.

                                    References

1. T. Tursunov — Fundamentals of Speech Culture and Methodology, Tashkent, 2009.

2. Sh. Shoabdurakhmanov — Methods of teaching the Uzbek language, Tashkent, 1992.

3. G. Dadaboeva — Theory and practice of language teaching, Tashkent, 2017.

4. Ministry of Public Education of the Republic of Uzbekistan — Teaching Manual for the Development of Speech Activities, 2020.

5. H. H. Stern — Fundamental Concepts of Language Teaching, Oxford University Press, 1983.

6. D. Hymes — Communicative Competence, 1972.

7. S. Krashen — The Input Hypothesis: Issues and Implications, Longman, 1985.

8. J. Harmer — The Practice of English Language Teaching, Longman, 2001.

9. L. Vygotsky — Thought and Language, MIT Press, 1986.

10. G. Abdurakhmonova — Methods of teaching written speech, Tashkent, 2015.

11. A. Mamajonov — Speech and Communication: Theoretical Foundations, Tashkent, 2010.

12. M. Yuldashev — Communicative approach in teaching languages, Tashkent, 2018.

13. Sh. Mustaqimov — Uzbek language teaching methodology, Tashkent, 2003.

14. P. M. J. Firth — Papers in Linguistics 1934–1951, 1957.

15. A. Savignon — Communicative Language Teaching: State of the Art, 1983.

16. R. Ellis — Second Language Acquisition, Oxford University Press, 1997.

17. M. Canale & M. Swain — Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing, Applied Linguistics, 1980.

Accuracy of the teacher’s speech

Student of Andijan State Institute of Foreign Languages

Tursunxo’jayeva Malika Abdusamat qizi

abdusamadovnamalika@gmail.com

932412315

Supervisor: Isamutdinova Durdona

Annotation: This article explores the importance of clarity in a teacher’s speech during the educational process. Clear, comprehensible, and logically coherent speech positively influences students’ knowledge acquisition. The study analyzes the main principles of speech clarity, methods to achieve it, and the relationship between speech culture and the teacher’s pedagogical skills.

Keywords:teacher’s speech, clarity, speech culture, pedagogical skills, effectiveness of education

1. The concept of precision

Clarity means that an idea expressed in speech is conveyed clearly, clearly, without hesitation. A teacher’s speech should convey knowledge to students in a clear and understandable form. If a teacher speaks abstractly, confusingly, or inaccurately, it negatively affects the students’ process of accepting knowledge.

2. Main features of teacher speech

Clarity: Ideas are expressed simply and clearly.

Logicality: Sentences and thoughts are interrelated and orderly.

Intelligibility: Speech is built in a language appropriate to the age and level of knowledge of the students.

Brevity and laconia: Redundant words, sentences that are not related to the topic are avoided.

Sounding accuracy: Pronunciation must be correct and fluore.

3. Methods to achieve accuracy

Advance preparation: Create a thoughtful plan for the lesson.

Highlighting Important Points: Illustrate by highlighting, with examples.

Using plain and simple words: Interpret complex terms separately if necessary.

Monitoring communication: Checking whether students understand.

Maintaining logical consistency: Each idea should be linked to the previous one.

4. Factors that compromise accuracy

Vague expressions and abstract expressions.

Unnecessary complexity and unrelated thoughts in speech. Pronunciation and grammar errors.

Being too low or too loud the volume.

5. Accuracy of teacher speech and teaching effectiveness

Clear and understandable speech will ensure that students can:

actively listen to the lesson,

Have a deep understanding of the topic,

Helps him answer questions accurately and independently. Also, clarity makes the lesson fun, dynamic, and effective.

6. Ways of developing teacher speech

Perform special exercises in speech culture.

Learning techniques for storytelling and information.

Read books and constantly work on yourself.

analyze their own speech, recording sessions with audio and video.

7. Scientific and theoretical foundations

From the point of view of psycholinguistics, clarity is the clarity in the process of encoding and decoding an idea.

Corresponding to each subject, the accuracy of the teacher’s speech will also be specific. For example, if in the speech of a mathematics teacher, clarity is manifested in strict formulas and logical sequences, then in the speech of a literature teacher along with clarity there must be expressiveness.

In modern education, with the help of technologies (presentation, audio-visual means), speech clarity is further strengthened.

In didactic science, accuracy is considered as an important condition that contributes to the active cognitive activity of the student.

The importance of accuracy in teacher speech:

Quickly and correctly forms knowledge in pupils.

Increases the interest and attention of the audience.

Will help to perfectly understand the material being studied.

Develops students’ ability to think independently.

Recommendations to improve speech clarity:

Careful preparation for each lesson.

Express ideas simply and briefly in sentences.

Timely and correct interpretation of subject terms.

Speak a language appropriate to the level of the audience.

And the following are also important

1. Clarity of thought

The teacher must express his thoughts in an understandable way, without confusion. It is necessary to explain both complex ideas in a simple and logical sequence.

2. Lexical clarity

The meaning of the words and terms must be clear. Avoid unnecessarily complicated wording, choose words that are relevant to the topic and understandable to readers.

3. Syntactic accuracy. The structure of the sentence should be fluent and laconic. Too long and confusing sentences should be avoided.

4. Loyalty to the subject. The teacher expresses each of his thoughts without deviating from the topic being studied. The main focus is on unlocking the topic’s content.

5. Order and Logic. Ideas need to be in a logical connection to each other. Simple concepts are explained step by step, then complex concepts first.

6. Create Ease of Understanding

Bringing a complex idea to a simpler form for readers by giving examples, comparisons and analogies where necessary increases accuracy

In conclusion, the accuracy of the teacher’s speech is an important factor ensuring the effectiveness of the educational process. Through accuracy, knowledge is conveyed to learners in a clear, understandable and impactful manner. The teacher must strive to express his thoughts clearly, logically and purposefully. The clarity of speech serves students to develop a deep understanding of the topic, the development of their independent thinking and reasoning skills. Therefore, each teacher should always pay attention to the accuracy of his speech, consistently work on its development.

References:

1. Gafurov M. — “Fundamentals of speech culture”

2. Azizkho’jayev A. — “Pedagogical technologies”

3. Vygotsky L.S. — “Communication and thinking”

4. Soliev A., Makhmudov M. — “Pedagogical skills”

5. Levina R.A. — Rhetoric and Culture of Speech

6. Kara-Murza S.G. — Fundamentals of speech culture and communication

Jurayev M., Islamov I. – Fundamentals of speech culture, Tashkent, 2018.

7. Ochilov M. – Uzbek language and speech culture, Tashkent, 2019.

– about the accuracy, types of accuracy and accuracy of speech in teaching activity.

8. Toshmatov M. – pedagogical skills, Tashkent, 2020.

– Details about the teacher’s speech, pedagogical techniques and methods of expressive expression.

9. Sultanova D. – Culture of language and speech, Tashkent, 2017.

– about compliance with the norms of language, accuracy and accuracy of expression.

10. Materials of the State Testing Center under the Cabinet of Ministers of the Republic of Uzbekistan –

– modern requirements for speech of teachers, recommendations for speech culture.

11. Aristotle – Rhetoric – The art of speech, the ancient theoretical foundations of clarity and logical expression.

12. Cicero (Mark Tully) – De Oratore – Ancient Roman experience in the culture of speaking, clarity and expressive speech construction.

13. Quintilian – Institutio Oratoria

– principles of speech structure, clarity and fluency for teachers and speakers.

14. Dale Carnegie – The Quick and Easy Way to Effective Speaking

– modern methods of speech clarity, clarity and clarity in public speech.

15. Herbert Paul Grice – Logic and Conversation – Modern theories about the principles of communication in speech (clarity, brevity, relevance).

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