On the international success of Laziza Sherzodbek qizi Usmonova Today, the youth of Uzbekistan are achieving great heights not only in science, but also in art, sports, and many other fields, proudly representing our nation on the international stage. It is particularly heartening to see a growing number of talented students in children’s music schools gaining recognition.
Among such gifted individuals, Laziza Sherzodbek qizi Usmonova holds a special place. She is a 6th-grade student at the Piano Department of the Andijan City Children’s School of Music and Art No. 1. With her deep love for art, dedication, and hard work, she has achieved numerous successes.
Recently, Laziza won first place at the prestigious international competition-festival “AD LIBITUM” held in our country. This victory is the result of her thorough preparation, stage confidence, and deep focus on music. All evaluation criteria of the festival confirmed her well-developed performance skills.
Laziza was admitted to the music school in 2019, and over the years, she has participated in many events and competitions at school, city, regional, and national levels. Each of her performances has captured the attention of audiences and judges. Throughout her creative journey, she has been awarded several top prizes at both national and international festivals.
Her musical education and creative development have been significantly influenced by her class teacher and mentor, Lyudmila Vasilevna Ogay. Her teacher’s guidance, pedagogical approach, and patience have become important pillars in Laziza’s artistic journey. It is also worth noting that Laziza’s achievements are deeply supported by family love, care, and encouragement. In particular, the conditions created by her grandmother, Nodira Jabborova, play a vital role in nurturing Laziza’s musical education and realizing her creative potential.
Currently, Laziza is successfully continuing her studies both at the music school and in her general education school. Additionally, she is paying special attention to learning foreign languages — an important step toward becoming a well-rounded individual. As part of the competition, Laziza had the unique opportunity to perform on the stage of the renowned Organ Hall of the State Conservatory. Performing in such a venue is a dream for any young artist. Therefore, sincere gratitude is extended to the organizers of the competition and to all those who are opening the path of artistic growth for the younger generation.
Undoubtedly, talented youths like Laziza are the result of the ongoing reforms in the art sector in our country. Their accomplishments are a source of pride not only for themselves, but for our entire nation. We look forward to seeing many more achievements from Laziza Usmonova in the future. We are confident that her musical path will be bright and that through her art, she will continue to elevate Uzbekistan’s name on the international stage.
Nozima Gofurova is a student of Uzbekistan Journalism and Mass Communication University.
The main principles of the division of words into categories in the language under study
Student of Andijan State Institute of Foreign Languages Abdullajonova Rayhona Arabjon qizi Abdullajonovarayhona874@gmail.com +998886630603 Scientific Supervisor: Odina Ismanova
ANNOTATION. Die Klassifikation von Wörtern in Wortarten spielt eine zentrale Rolle beim Spracherwerb, insbesondere beim Erlernen der deutschen Sprache. Diese Arbeit untersucht die grundlegenden Prinzipien der Wortartenzuordnung im Deutschen unter Berücksichtigung didaktischer, linguistischer und kognitiver Aspekte. Besonderes Augenmerk gilt der Bedeutung von grammatischen und semantischen Merkmalen sowie der Rolle des Kontextes beim Lernprozess.
Annotation. The classification of words into parts of speech is crucial in language acquisition, especially when learning German. This paper examines the core principles of word categorization in German, taking into account didactic, linguistic, and cognitive aspects. Special attention is paid to the importance of grammatical and semantic features, as well as the role of context in the learning process.
SCHLÜSSELWÖRTER: Wortarten, Sprachdidaktik, Deutsch als Fremdsprache, Grammatik, Sprachlernen, Semantik, Syntax KEYWORDS: Parts of speech, language didactics, German as a foreign language, grammar, language learning, semantics, syntax In the process of learning a language, the ability to correctly understand words and divide them into categories is one of the main competencies for the learner.
Especially when learning German, correctly distinguishing parts of speech (Wortarten) is important for improving language structure and clarity. Each word belongs to a certain category according to its meaning, form and function in the sentence. This article analyzes the linguistic, didactic and cognitive framework for word categories in the case of the German language. It also discusses the challenges encountered in the learning process, ways to overcome them and effective teaching strategies.
1. The concept of Wortarten and its necessity. There are 10 main categories of words in German: Substantiv (noun), Verb (verb), Adjective (adjective), Adverb (ravish), Artikel (article), Pronomen (pronoun), Numerale (number), Präposition (preposition), Konjunktion (connective), Interjektion (vowel). These categories of words differ according to their mutual meaning, morphological and syntactic signs.
For example, nouns always change with gender, number and verbs, respectively, according to person, tense and date.
2. Criteria for the separation of parts of speech. Formal criteria: By means of these criteria, a category is determined on the basis of the appearance of a word, that is, its morphological forms (flexions). For example, words ending in the suffixes “-heit, -keit, -ung” are considered Substantiv: “Schönheit”, “Bewegung”. Semantic criteria: Based on the meaning of a word, it can be divided into a specific category.
For example, action words (gehen, sprechen) are usually verb. Syntactic criteria: Determined on the basis of the place of a word in a sentence and its relationship with other words. For example, nouns are most often accompanied by the article: “Der Hund”, “Ein Buch”.
3. Problems that arise in the learning process. For those who are learning, the German flexion system may seem quite complicated. Some words can be used in more than one category: “Laufen” (verb): I run every morning. “Das Laufen” (noun): Running is fun. In addition, the meaning and category change depending on the context: “Good” (adjective): a good person “Good” (adverb): It tastes good
4. Didactic approaches. In learning German, you can increase the effectiveness of the teaching of parts of speech through didactic methods. The following approaches are particularly important:
Thematic approach: Words are selected based on topics that are relevant to the students’ interest (e.g., “Friendship”, “Sports”, “Family”) and they are taught in context. With this approach, the student learns vocabulary on the basis of semantic groups. Gramma-based approach: The morphological features of each word group (e.g., the arrival with an article, the change of the verb with tenses) are explained consistently. This approach allows you to thoroughly master German grammar.
Communicative Approach: Words are taught through real-life conversations, dialogue, and role-playing. This method ensures the active participation of students and helps in the practical application of grammatical knowledge.
Visual Approach: Words are explained using pictures, diagrams, and diagrams. This is especially effective for readers whose visual perception is strong. Teaching via Interactive Technologies: Conducting interactive exercises, online tests, and simulation classes using multimedia tools will engage students in the classroom.
Integrative Approach: New words are taught in a way that is integrated with listening comprehension, reading, writing, and speaking competencies. This approach harmonizes activities in four languages.
5. Analysis by Case Studies. The following words are used in different categories based on context: “Because” (conjunction): I’m staying at home because it’s raining. “Weile” (noun): After a while he came back. “Noch” (adverb): I still have time. “Still” (particle): It’s even bigger than I thought.
6. Cognitive Approach and Psycholinguistic Factors. The use of schematic theory, chunking and input flood methods in dividing phrases into groups according to the process of memorization and comprehension of learners is effective. In particular, perception through sight and hearing (multimodal input) increases efficiency.
Correct recognition of parts of the German language and solid handling, play an important role in improving the language competence of the learner. Through parts of speech, the grammatical construction of the language becomes understandable, the possibility of clear expression becomes possible in the construction of sentences and speech development. A harmonious application of interactive, thematic, grammatical and communicative approaches in the learning process increases the motivation of the students.
Also, working with words that have multiple meanings and context, teaching them in a practical way in the classroom will serve to thoroughly master the language. It is important for teachers to use modern didactic methods, to use multimodal approaches in the lessons, to offer assignments that enable students to think independently and perform grammatical analysis. Teaching strategies based on comprehension through logical connections and context, not just memorization, give higher results. In conclusion, a deep understanding of parts of speech develops not only grammatical knowledge, but also communicative skills and makes the process of mastering the language effective.
REFERENCES 1. Duden – The Grammar. 9th edition. Mannheim: Dudenverlag, 2016. 2. Helbig, G./Buscha, J. (2010): German Grammar. Ein Handbuch für den Ausländerunterricht. Langenscheidt. 3. Eisenberg, P. (2013): Grundriss der deutschen Grammatik. Stuttgart: Metzler. 4. Zifonun, Gisela et al. (1997): Grammar of the German Language. de Gruyter.
5. Hentschel, Elke / Weydt, Harald (2002): Deutsche Grammatik. Berlin: de Gruyter. 6. Durrell, Martin (2011): Hammer’s German Grammar and Usage. Routledge. 7. Thurmair, Maria (2013): Exercises on German Grammar. Hueber Verlag.
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
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.
Jo‘rayeva Marjona Baxtiyorovna was born on October 18, 2003, in the Termiz district of Surxondaryo region, Uzbekistan. She is a third-year student in the Uzbek language and literature department at the Faculty of Foreign Language.
RETURNING HOME: A VOYAGE OF MEMORY, LOVE, AND BELONGING
I often find myself reflecting on the moment I first entered this world. I struggle to recall the exact beginning – what it was like to first recognize my presence in this vast, spinning universe. The earliest memories blur into a soft haze, but one place I know for sure remains vivid in my heart: Dalat. It is both a memory and a dream, a place I once called home but can hardly remember with clarity, like an image shrouded in mist, delicate and fragile.
I lived in a large house on Tang Van Danh Street, nestled along a slope, where my aunt’s family occupied the upper floors. The ground level consisted of two small apartments, one where my mother and I lived, and the other where my cousin and his wife resided. My mother worked, and I was left in the care of Aunt Duong, a slender woman who did everything for us with quiet grace. She was more than just a caretaker; she became an extension of my world, a constant during a time when my mother’s presence was often out of reach. But my mother, the one who filled my world with warmth, was always hustling through life, running errands, working tirelessly to provide for us. Though she wasn’t always physically present, her essence lingered in every small act of love – whether in her quick, reassuring hugs, or the way she spoke, her voice soft like a lullaby.
I remember, even in the hazy blur of childhood, a profound sense of love for my mother, an unspoken adoration that transcended any physical presence. She was like a fairy, a guardian angel who, even in her absence, enveloped me with an unshakeable sense of security and warmth. And it was this love that would carry me through the years, even as the world around me shifted in ways I couldn’t yet understand.
But life, like all stories, moves on. At some point, Dalat and all the warmth it offered faded from my life, as I was taken to Quang Tri, where I attended preschool. I barely remember the transition, but I do remember the sudden absence of my mother. The sense of loss that came with her departure – like a winter wind that strips away all warmth – was deep and unsettling. Her figure, once so vibrant and nurturing, vanished from my life, and with it, a part of my innocence.
In Quang Tri, I was left to navigate a world where my mother’s warmth no longer hovered over me. I remember feeling abandoned, though I was never truly alone. There was my father, who appeared like a fleeting figure in my childhood memories, always dignified and polished, returning from his travels with books and gifts, attempting to bridge the gap that my mother’s absence had left behind. It was through these books, through the written word, that I began to find solace, to build a connection to something greater than the small, isolating world of my childhood. Through books, I made friends with authors, with poets, with characters who understood loneliness, longing, and loss. And in doing so, I became less alone, though I never stopped feeling the absence of that deep maternal connection.
Despite the changes, despite the distance that grew between my mother and me, there were moments when she returned, even if only briefly. She would bring candies and small gifts, things meant to fill the empty spaces of my life. I remember her hands, rough yet tender, as she packed my belongings and prepared for her journey back to Dalat And even though she was only gone for a short time, the absence she left behind was suffocating. It was during those moments that I realized how much I depended on her – how she was my anchor in a world that seemed so uncertain.
The years passed, and I eventually made my way to Dalat to continue my education, to find my way back to her, to that love that had once filled my life so completely. Walking through the streets of Dalat, I felt the warmth of the city, as if the town itself was alive with memories, each street corner and alleyway infused with a kind of magic I couldn’t quite understand but could certainly feel. And there, in the embrace of my mother, in the comfort of her presence, I found something that I had been searching for all my life: the feeling of home.
But like all things, this too was fleeting. Life has a way of carrying us away from the ones we love, of taking us to places we never thought we would go. Yet, even in those moments of departure, there remains a part of me – like the little child I once was – longing for the warmth of my mother’s embrace, for the safety and simplicity of those early years.
As I reflect on my life now, here in Perth, I realize how much of that child remains within me. The longing for the simplicity of those early days, the comfort of knowing that love, unspoken and constant, would always be there to catch me when I fell. Even now, as I teach, as I write, as I translate the words of others, I am still searching for that sense of belonging, for that warmth, that sense of home that is both deeply rooted in my past and yet always just out of reach.
The challenges of our past – wars, separations, the struggles of everyday life – may never be fully understood or reconciled. But through it all, we carry the love and memories of those who shaped us. We carry them in our hearts, in our words, and in the stories we tell. For me, the journey of returning home is not just about finding a place; it is about finding the love, the belonging, the connection that transcends time and space.
So, as I sit here, in this city that has become my home in a different way, I think back to my childhood and to the love that guided me. I think of my mother, my father, and all the figures in my life who, in their own ways, have shaped me. And I know that no matter where I go, no matter how far from home I may travel, I will always carry with me the warmth, the love, and the memories of those early years – forever a part of who I am.
But there’s a strange thing about memory: as much as we carry it with us, we are forever reaching back for those moments when life seemed simple, when love was all around us, when we were whole and protected. Every time I return to those moments, they shift and morph – filling the void in new ways, transforming me as I revisit them, like an endless cycle of reflection, longing, and reconnection. Those memories, at once joyous and painful, are pieces of a puzzle that make up the intricate tapestry of who I am.
And though I may never be able to fully return to those days, to that home in Dalat, I carry its warmth within me, like a light that will never dim. It is my constant companion, guiding me through the most challenging of times. As I continue on this journey, through my writing, my teaching, my life, I know that no matter where I go, no matter how much time passes, I will always find my way back to that sense of home – the love that enveloped me when I was small, the love that still resides within me, and the love that will always guide me back to where it all began.
Vo Thi Nhu Mai, born on March 18, 1976, in Quang Tri, Vietnam, is a poet, literary translator, and dedicated educator currently living in Dianella, Western Australia. Holding a Master’s Degree in Literature, she has been a primary school teacher in WA since 2006, after completing her postgraduate studies at Edith Cowan University. Her teaching career began in Vietnam as an English teacher at Ngo Quyen High School in Ba Ria – Vung Tau (1998–2003), and since moving to Australia, she has worked at Dryandra Primary School and currently at Maylands Peninsula Primary School. Deeply involved in community service, she volunteered from 2015 to 2023 at Hung Vuong Vietnamese Language School, where she also played a crucial role in securing government funding for community education programs.
As a literary figure, Vo Thi Nhu Mai has published four poetry collections in Vietnamese, with a fifth forthcoming, and her poems have been set to music and performed widely. Her translations of poetry, prose, and short stories have introduced Vietnamese literature to international readers, including bilingual editions of works by notable Vietnamese poets and writers published in Romania, Canada, and beyond. In 2023, one of her English poems was selected for publication in a WAPOET anthology, marking a milestone in her bilingual literary journey. She is also known for her active support of fellow writers, assisting with book promotions, writing afterwords, and designing layouts for poetry collections.
Frequently performing bilingual poetry readings at cultural festivals in Western Australia, she bridges linguistic and cultural divides with grace and passion. She is the editor of two major bilingual anthologies (THE RHYTHM OF VIETNAM, THE GRACEFUL FOLDS OF TIME) featuring her English translations of poems by over 250 Vietnamese poets from both within the country and the diaspora; these works have been introduced and celebrated in various locations across Vietnam and in Perth. Beyond literature and teaching, she enjoys traveling to tranquil, culturally rich destinations, taking long walks, and reflecting on life for creative inspiration. For her, literature is not only an art of words but also a bridge of empathy and connection, a means to spread love and understanding through writing, translation, and literary advocacy. Her work can be found at: http://vietnampoetry.wordpress.com. Her website has been established for 15 years, where she promotes Vietnamese literature combining the beauty of Vietnamese and English language.
