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.

Terms of Time

1.

I stop for an instant of eternity

on my sweet excursion

of morning walks.

A woodpecker landing near my feet,

wondering if my boots are tree roots.

2.

Squirrels and doves

pondering my unmoving state.

Sparrows chattering

at the top of an oak,

looking down on the stranger

dressed in unmoving ruts of wood.

3.

My eyes hidden

in wrinkles of thought.

World lit

by the past.

Dreams illuminating

terms of time.

4.

I have no lasting fears.

So I move on

scattering the birds

and squirrels with twitching noses.

5.

A gopher popping up

his head out of his hole.

Grinning at me

knowing more

in less

than I’ll ever know.

For I will fly

eventually.

DEVELOPING CRITICAL THINKING SKILLS IN PRIMARY EDUCATION

Annotation:

This article analyzes the importance and effective methods of developing critical thinking skills in primary education. It emphasizes the significance of teaching students analytical thinking, problem-solving, and decision-making skills. The development of critical thinking not only influences students’ academic success but also has a significant impact on their social life activities. The article also provides detailed information about innovative pedagogical approaches, optimizing the role of teachers, and the effectiveness of interactive methods in developing critical thinking in primary education.

Keywords:

Critical thinking, Primary education, Pedagogical methods, Student skills

Introduction:

Primary education plays a crucial role in shaping students’ unique thinking styles and in the deep and solid acquisition of knowledge. At the same time, today, critical thinking, analytical approaches, and problem-solving abilities hold great importance in society. Critical thinking helps students not only in learning academic content but also in making the right decisions in various life situations. These skills play a significant role not only in school success but also in personal and social life.

Developing critical thinking skills in primary education teaches students to independently shape their thoughts, search for new ideas and solutions, and approach problems with a positive mindset. Moreover, critical thinking also enhances students’ communication skills, as they develop abilities to exchange ideas, engage in debates, and work in groups. This article discusses effective methods, approaches, and pedagogical practices for developing critical thinking in primary education.

Main Part:

The development of critical thinking skills in primary education has a significant impact on students’ future success. Critical thinking is an essential skill for a person to be successful in both academic and practical activities, enabling students to analyze their thoughts, make decisions, and think logically in various situations. There are several effective methods for developing critical thinking in primary education.

Interactive methods, which ensure active student participation in lessons, play a crucial role in developing critical thinking. Through group discussions, debates, solving logical problems, and role-playing, students learn to express their thoughts, listen to and analyze others’ opinions. For example, when working in groups, students present different perspectives, thus learning to approach a problem from multiple angles.

To develop critical thinking in primary education, it is essential to encourage independent thinking in students. In this regard, it is important for the teacher to monitor students’ activities, provide guidance, but leave the final decisions to the students. Students should be taught to structure their thoughts coherently, analyze evidence, and defend their decisions. This method fosters a sense of responsibility in students and promotes independent thinking.

Asking critical questions is an important technique that encourages students to think more deeply. Teachers should ask not only questions that require simple answers but also encourage students to justify their opinions. Questions like, “Why is this solution correct?” “What other alternatives exist?” and “How might this problem be viewed from another perspective?” provide students with opportunities to expand, evaluate, and analyze their thoughts.

Through practical exercises and projects, students link their thinking process to real-world problems. For example, scientific research, participation in team projects, and problem-solving and decision-making processes help students practically develop critical thinking skills.

Creative and innovative thinking is of particular importance in developing critical thinking in primary education. Students should be encouraged to generate new ideas, write them down, create prototypes, or find solutions through systematic thinking. This process enriches students’ logical thinking and allows them to analyze their ideas in more depth.

The role of the teacher in developing critical thinking is essential. Teachers not only transmit knowledge but also stimulate students’ thinking processes, ask them questions, and assist in generating new ideas. Teachers must tailor their pedagogical approaches to develop critical thinking, motivating, supporting, and guiding students in analysis and decision-making.

The methods discussed above serve to enhance the engagement of primary school students and stimulate their thinking process. In particular, suggesting real-life problems for students to solve helps them develop the skill of thinking about life-related questions. For example, questions like, “What would you do if the school ran out of water?” or “What would be your first action if you were the president?” encourage critical thinking based on the student’s perspective, empathy, and analytical abilities.

Additionally, tasks based on revisiting art, literature, and events deepen students’ creative thinking. For example, asking students to write a different ending for a fairy tale, predict the author’s intention, or imagine themselves in the role of a character combines critical and creative thinking. Through such tasks, children not only understand the events but also analyze them and provide their own evaluations, which forms the foundation for critical thinking.

Modern technologies also offer vast opportunities in this regard. For instance, logical games on digital learning platforms, question-and-answer tests, and problem-based interactive tasks allow children to independently develop their thoughts. This is an important factor in fostering critical thinking.

Based on the above, it can be concluded that the development of critical thinking is not a one-time activity, but rather a continuous strategy that should be integrated throughout the educational process. Every teacher should encourage students to think, ask questions, develop ideas, and make evaluations in each lesson

Conclusion.

In conclusion, developing critical thinking skills in primary education is an essential and indispensable aspect of modern education. This skill ensures that children have a conscious and active attitude toward life, knowledge, and events. By fostering critical thinking, students learn to make independent decisions, compare different opinions, assess evidence, and justify their own viewpoints.

Additionally, this process creates a solid foundation for their personal growth, effective adaptation to social environments, and helps them find their way in the future. The role of the teacher in this process is crucial — they must inspire students to think, ask questions, and analyze carefully.

Through lessons enriched with modern educational technologies, interactive methods, real-life tasks, and social activities, we can raise a generation of critical thinkers who are conscious and responsible. Therefore, every educator must continuously improve their activities in line with the demands of the times. After all, today’s young learners are tomorrow’s active members of society.

References

Xolmurodov A. Methodology of Primary Education. – Tashkent: “Fan va texnologiya”, 2021.

Xasanboyeva S., Yuldasheva M. Pedagogical Technologies and the Basics of Critical Thinking. – Tashkent: “Ilm ziyo”, 2020.

Turdiyeva G’. Innovative Approaches in Working with Primary School Students. – Samarkand: “Zarafshon”, 2022.

Muminova Farida was born on February 1, 2005, in Payariq district, Samarkand region, Republic of Uzbekistan. She is a part-time student in the Primary Education program at Jizzakh State Pedagogical University. Farida is one of the successful students in her field, a holder of several international certificates, and also teaches mental arithmetic to schoolchildren.

Reforms in education

 At each stage of development, education appears as an important factor determining the socio-economic and cultural development of society. In the 21st century, global competition, technological progress and changes in the labor market created the need for a deep reform of the education system. In this article, the relevance of reforms in the education system, their main directions and results are widely covered.

Today, the pace of economic and technological processes on a global scale requires reconsideration of education not only as a system providing theoretical knowledge, but as a system of training specialists with the ability to think creatively and innovatively. The following factors determine the need for educational reforms: 1. Increasing global competition In the conditions of the digital economy, it is important for countries to increase the competitiveness of personnel. For this, the content of education should be adapted to modern technologies and scientific achievements.

2. Impact of technological innovations Digital technologies have a serious impact not only on the economy, but also on education. Distance learning, online platforms, and artificial intelligence-based educational tools are opening up new opportunities. 3. Ensuring social stability The issue of equality and inclusiveness in education appears as one of the main factors in ensuring stability and well-being in society. Every citizen should have the right to quality education.

Socio-economic impact of educational reforms If the reforms are implemented effectively, they will positively change not only the education system itself, but also the entire society. The following results are expected: 1. Development of human capital Qualified and creative personnel contribute to the innovative development of society. This is an important condition for ensuring economic stability. 2. Increasing social equality The creation of equal opportunities for all levels of education reduces social conflicts in society and increases well-being. 3. Increasing national competitiveness Quality changes in education increase the country’s economic and cultural influence in the international arena.

Aytuvova Khurshida was born on June 5, 2002 in Saykhunabad district of Syrdarya region. She graduated from Gulistan State University, Faculty of Philology, majoring in Russian. Official delegate of several forums, member of international organizations, Global Education Ambassador, SPSC ambassador. He is a member of the “Juntos por las Letras” international writer’s association of Argentina. His creative works have appeared in international newspapers and magazines. Also, his stories were published in the national anthology “Languages of Creativity” and in the republican magazine “Creators”. Currently, he is a Russian language teacher at school.