Teaching types of speech activity 

 Student of Andijan State Institute of Foreign Languages  Abdullajonova Rayhona Arabjon qizi   +998886630603 

 Abdullajonovarayhona874@gmail.com  Scientific Supervisor: Qodirova Nargiza 

Anmerkung. In diesem Artikel werden die Arten von Sprechaktivitäten und die  Methoden ihres Trainings analysiert. Grundsätzlich wird der Unterrichtsprozess des  Sprechens auf Deutsch mit der usbekischen Sprache verglichen. Der Artikel  analysiert eingehend Möglichkeiten zur Entwicklung des Sprechens, des  Hörverständnisses, der Lese- und Schreibfähigkeiten, methodischer Ansätze und des  kommunikativen Ansatzes im Sprachunterricht. Jede Art von Sprechaktivität ist eine  wichtige Phase des Sprachenlernens, und sie entwickeln sich in gegenseitiger  Abhängigkeit 

Annotation. This article analyzes types of speech activities and methods of their  training. Basically, the teaching process of speaking in German is compared with  the Uzbek language. The article analyzes in depth ways to develop speaking, listening comprehension, reading and writing skills, methodological approaches, communicative approach in language teaching. Each type of speech activity is an important stage in language learning, and they develop interdependently. 

Schlüsselwörter: Sprechaktivität, Deutsch, Methodik, kommunikativer Ansatz,  Sprachunterricht, Lesen, Schreiben, Hören, Sprechen 

Keywords: speaking activity, German, methodology, communicative approach,  language teaching, reading, writing, listening, speaking 

Speech activity is a means of satisfying basic communicative needs of a person. In  any language learning process, four main types of speech activities are distinguished: listening comprehension, reading, writing, and speaking. These skills  are seen as complementing and reinforcing each other. In modern language teaching  methodologies, the integrated training of these four skills is required. The same is  true for the study of German. This article examines each type of speech activity  separately and analyzes the differences, similarities, methodological approaches in  their teaching in Uzbek and German. In addition, the types of exercises used in the  formation of each skill, the structure of the lesson, the role of the teacher, and  methods of working with students will be extensively covered. 

1.Listening comprehension skills. Steps of Teaching Listening Comprehension in  GermanTypes of Listening Material (Audio Recordings, Video, Live Speech)Exercises: Global, Selective and Detailed Comprehension. Phonetic  differences in the Uzbek language and German, problems of pronunciation. The role  of context in listening comprehension. Listening comprehension is one of the core  skills in language acquisition. It not only supports oral communication but also helps  internalize pronunciation, intonation, rhythm, and syntactic structures of the foreign  language. In German language learning, listening plays a particularly crucial role  due to the language’s phonetic complexity and sentence structure. Steps of Teaching  Listening Comprehension in German.

The teaching of listening skills generally  follows a three-phase structure: 1. Pre-listening phase – This phase prepares learners  by activating prior knowledge, introducing key vocabulary, and setting the context.  It may include prediction exercises, discussion questions, or vocabulary  brainstorming. 2. While-listening phase – During this stage, learners engage with  the audio material. The teacher may focus on: Global comprehension: understanding  the general meaning or topic. Selective comprehension: identifying specific  information (e.g., numbers, names, dates). Detailed comprehension: analyzing and  understanding all elements of the text.

3. Post-listening phase – This involves  reflection and integration of the content through follow-up tasks like summarizing,  discussion, role-play, or writing a response. Types of Listening Material. A variety  of materials should be used to expose students to different accents, speaking speeds,  and contexts: Audio recordings: radio broadcasts, podcasts, dialogues, songs. Video  materials: TV programs, films, vlogs, documentaries. Live speech: conversations  with native speakers, guest lectures, interviews, or teacher-led storytelling. These  materials should be both authentic (real language use) and didactic (adapted for  learners’ levels), depending on the objectives of the lesson.

Exercises for Different  Comprehension Levels. Global comprehension tasks: identifying main idea, mood,  or theme of a recording. Selective listening: finding specific data (e.g., price, time,  place). Detailed comprehension: understanding cause-effect, opinions, or implied  meanings. Matching tasks, true/false questions, gap-filling, sequencing events, and  answering open-ended questions are effective formats. Phonetic Differences: Uzbek  vs. German . Uzbek and German differ significantly in phonetic structure: German  includes umlauts (ä, ö, ü), the ‘ch’ [ç] and [x] sounds, and the glottal stop, all of which  are absent in Uzbek. Stress patterns in German are more variable, whereas Uzbek  generally follows a more regular stress system. German consonant clusters can be  challenging for Uzbek speakers (e.g., Strasse, Frühstück). Vowel length (kurz/lang)  in German can change word meaning, a phenomenon not present in Uzbek. 

2. Speaking skills. Basic principles of the development of conversational speech in  German. Practicing forms of dialogue and monologue. Exercises aimed at  expressing free expression on social topics. Ways to improve speech flexibility and  vocabulary. Role plays, interactive lessons in language teaching. Conversational  competence in German is considered one of the central goals in foreign language  acquisition. To master spoken German, learners must develop not only correct pronunciation and intonation, but also the ability to spontaneously produce context appropriate responses, use appropriate vocabulary and grammatical structures, and  maintain coherence in longer dialogues or monologues.

Developmental Principles  of Conversational Speech in German. One of the basic principles in developing  speaking skills is communicative orientation, meaning that learners should use the  language not for rote repetition but for authentic communication. Language teaching  should therefore simulate real-life situations, where learners have to interact  spontaneously and meaningfully.

The development of speaking skills follows a  spiral model: initial basic speech patterns (greetings, self-introduction) gradually  evolve into more complex communicative tasks (debating, expressing opinion,  storytelling). Another key aspect is automatization – learners should be exposed to  a sufficient amount of practice to internalize language structures to the point where  speech becomes fluid and automatic. This involves repetition, but always in  communicatively meaningful contexts.

Practicing Forms of Dialogue and  Monologue. In language classrooms, both dialogue and monologue forms of speech  are essential. Dialogues foster interactive communication and help learners react to  partners’ input, while monologues encourage organized, extended speech such as  presentations or storytelling. For dialogue practice, some effective strategies  include: Information gap activities, where students must communicate to complete  a task. Interviews and peer questioning. Structured role-plays simulating everyday  scenarios: shopping, asking for directions, making appointments.

For monologue  practice, learners can be tasked with: Describing pictures or experiences. Giving  short presentations on familiar topics. Narrating a story or summarizing a text. Exercises Aimed at Free Expression on Social Topics. These tasks not only build  linguistic skills but also promote critical thinking and intercultural awareness,  especially when comparing perspectives from the target language culture (German speaking countries) with the learners’ own. 

3. Reading skills. Strategies for working with text. Types of texts taught in German:  Informative, Fictional, Formal Style. Development of reading technique: speed  reading, selective reading. Understanding the meaning of a word based on context.  Comparative analysis with Uzbek language teaching 

4. Writing skills. Stages of formation of writing competence in German. Types of  written speech: essay, letter, formal appeal. Correct application of grammatical  structure, spelling and punctuation. Creative Writing Exercises: Story Making,  Screenwriting. Criteria for evaluating written works 

5. Integration of types of speech activities. Methods of joint use of speech activities  in the classroom. CLIL (Content and Language Integrated Learning) training. Task based learning and Project-based learning methods. State Technologies in German  and Uzbek language teaching: online platforms, multimedia tools

Training of speech activities is at the heart of every language teaching system. An  integrated development of listening, speaking, reading and writing is important for  mastering a German language. Each type of speech is related to a different type and  reinforces each other. Therefore, emphasis should be placed on a comprehensively  integrated approach to lesson planning. The effectiveness of the language teaching  process increases through a communicative approach, interactive exercises, the use  of autistic materials. For teachers, this means the need to update their knowledge  and skills, to use modern methods. 

 References 

1.Bimmel, P., & Rampillon, U. (2000). Learning and working techniques German  as a foreign language. Langenscheidt. 

2. Glaboniat, M. et al. (2005). Profile German. Learning objective determinations,  optional descriptions and test tasks. Goethe-Institut. 

3. Nünning, A. (ed.). (2008). Fundamentals of Language Didactics of German as a  Foreign Language. Butcher. 

4. Bausch, K.-R. et al. (2003). Handbook of Foreign Language Teaching. Francke  Verlag. 

5.Funk, H. & Koenig, M. (2010). Target language German. Textbook and  Workbook. Cornelsen. 

6.Helbig, G. & Buscha, J. (2001). German grammar. Ein Handbuch für den  Ausländerunterricht. Langenscheidt. 

7. Thaler, E. (2012). Teaching German as a foreign language. UTB.

Jacques Fleury is a Boston Globe featured Haitian American Poet, Educator, Author of four books and a literary arts student at Harvard University online. His latest publication “You Are Enough: The Journey to Accepting Your Authentic Self”  & other titles are available at all Boston Public Libraries, the University of Massachusetts Healey Library, University of  Wyoming, Askews and Holts Library Services in the United Kingdom, The Harvard Book Store, The Grolier Poetry Bookshop, Amazon etc…  He has been published in prestigious publications such as Wilderness House Literary Review, Muddy River Poetry Review, Litterateur Redefining World anthologies out of India, Poets Reading the News, the Cornell University Press anthology Class Lives: Stories from Our Economic Divide, Boston Area Small Press and Poetry Scene among others…Visit him at:  http://www.authorsden.com/jacquesfleury.–

My mind is bored

With the fragrance of flowers,

The harp of the clouds rises and rings

To the rhythm of the swaralipi.

Seeing the mountains, my heart is fascinated

With the green call,

Come to the air,

The sun sinks into the ocean water

The evening lamp sets.

At night, on the blue sheet,

The water is painted with the colors of the lotus,

That’s why today, when I see it, I think

My mind is a poet

Sincerely Signature

My Signature hides in my skin

in places it could not see

when I didn’t want to

but hah!

I could feel them dripping inky blue luminescent stuff

My Signature does everything but lie flat

so now it is the flapping label

on my stomach

announcing bitterly that it was me

to which I wonder if

anyone is surprised

and if they want anything different from me.

And when they read my signature 

does it flip their switches

or pump magic ooze

How do I figure out

what my signature is for

And who’s going to tell me

what my signature is?

Problems and Analysis Methods of Translation Practice in the  Exercise  

 Student of Andijan State Institute of Foreign Languages   Abdullajonova Rayhona Arabjon qizi  Abdullajonovarayhona874 @gmail.com  +998886630603 

 Supervisor: Kadirova Nargiza  

Annotation.In diesem Beitrag werden ein breites Spektrum von Problemen in der  Übersetzungspraxis, die Gründe für ihre Entstehung und die Methoden der Analyse  ausführlich diskutiert. Insbesondere die grammatikalischen, lexikalischen,  stilistischen und kulturellen Unterschiede zwischen der usbekischen und der  deutschen Sprache beeinflussen den Übersetzungsprozess und welche  wissenschaftlichen Methoden zur Überwindung dieser Unterschiede eingesetzt  werden sollten. Ausgehend von den Leitgedanken der Übersetzungstheorie werden  praktische und theoretische Ansätze analysiert, die für den Übersetzer notwendigen  Qualifikationen, Fähigkeiten und Strategien diskutiert. 

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. 

Schlüsselwörter. Übersetzungspraxis, Übersetzungstheorie, Deutsche Sprache,  Usbekische Sprache, Analysemethoden, grammatikalische Unterschiede,  lexikalische Unterschiede, kulturelle Unterschiede, pragmatische Unterschiede,  sprachlicher Ansatz, kultureller Ansatz, funktionale Äquivalenz, Transkription. 

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.

WHOLE

To be able to use

         Both hands

To

        WASH THE DISHES.

To be able to walk

Without having

To think about

       How to walk.

Since my stroke

Twelve years ago

I have been hemipelagic,

My left arm and left leg

Were left paralyzed.

Meaning that medically

I am considered

       Half

 Not

     Whole

Oh, to be Whole again

But in losing the use of my arm and leg

I have grown one appendage for

       Compassion

And another for

       Empathy

Although, because the stroke altered how

       I speak.

      I sound

       Gruff, short, and angry

To others

Despite being only

       Half.

I like

      And treat

Myself and others

      A whole

Lot

Better than

 I did before

When I really was

              Whole.

SUNSET WALK

On tonight’s unsteady sunset walk

The crows squawked, the crickets chirped, 

and even the blue birds were screaming at me

 to fall and die. 

To provide a bigger meal than the roadkill rabbit at the end of the drive.

UP ON THE ROOF

When my medications make me feel like jumping off a roof

I Can’t tell the difference between my emotions and the medications

How do I convince myself that it is 

The meds not me?

That my feelings are a chemical reaction.

Not a true reflection

 of my inner life

In time, after conversations with my wife, friends, and dog

I am able to distinguish my feelings from those generated by the drugs.

And I talk myself down 

“Stay off the roof, stay off the roof.” I tell myself as I lie in bed under a cover.

When I realize a fall from the roof

 will only make things worse 

and require more drugs

I settle down with the dog,

Fall asleep, 

and dream of flying.

ERIC BARR taught acting and directing at University of California, Riverside. He was the Founding Director of the UCR Palm Desert MFA in Creative Writing and Writing for the Performing Arts.

Barr has written in a number of different genres, from screenplays to poetry.  His work has appeared in Connotation Press and The Journal of Radical wonder. He was a co-writer on the feature film, A Thousand Cuts.

In addition to his writing, Barr worked as a theatre director and acting coach.   He was the Artistic Director of the Porthouse Theatre in Cleveland, taught movement for actors at the Stella Adler Conservatory of Acting in Los Angeles, and worked as an acting coach with the National Theatre of the Deaf. 

Since surviving a series of strokes Barr has written and performed his one-man show, A Piece Of My Mind”, about his surgeries, hospitalizations, and rehab around the country.  His podcasts on stroke recovery can be found at http/www.apieceofmymind.net