Problems in the process of teaching the mother tongue at school
Kattakorgan State Pedagogical Institute
Faculty of Pedagogy
Primary Education Department student
Nurmetova Orzu Farhod qizi
Tel: (+998)-88-267-37-07
E-mail: orzunurmetova48@gmail.com

       Annotatsiya : Ushbu maqolada maktabda ona tili taʼlimini samarali tashkil etish masalalari hamda bu yoʻnalishda uchrayotgan muammolar tahlil qilingan.Maqolada oʻquv jarayonida qoʻllanilayotgan darsliklar va metodikalar,oʻquvchilarning kasbiy tayyorgarligi,nutq madaniyati hamda tilga boʻlgan munosabati haqida soʻz yuritiladi.Shuningdek,zamonaviy pedagogik texnologiyalarni qoʻllash,interfaol usullarni keng joriy etish,oʻquvchilarda ona tiliga muhabbat va masʼuliyat hissini shakllantirish boʻyicha soʻz yuritilgan

Kalit so‘zlar: ona tili, ta’lim jarayoni, metodika, o‘qitish usullari, dars sifati, o‘quvchi faolligi, nutq madaniyati, imlo xatolari, yozma nutq, og‘zaki nutq, didaktik materiallar.

Аннотация: В данной статье проанализированы вопросы эффективной организации преподавания родного языка в школе, а также проблемы, возникающие в этом направлении. В статье рассмотрены используемые в учебном процессе учебники и методики, профессиональная подготовка учащихся, культура речи и отношение к языку. Также речь идет о применении современных педагогических технологий, широком внедрении интерактивных методов, формировании у учащихся чувства любви и ответственности к родному языку.

Ключевые слова: родной язык, образовательный процесс, методика, методы преподавания, качество урока, активность учащихся, культура речи, орфографические ошибки, письменная речь, устная речь, дидактические материалы.

Annotation: This article analyzes the issues of effectively organizing mother tongue teaching at school and the challenges encountered in this field. The article discusses the textbooks and methodologies used in the learning process, students’ professional preparation, speech culture, and their attitude towards the language. In addition, it focuses on the use of modern pedagogical technologies, the extensive implementation of interactive methods, and cultivating a sense of love and responsibility towards the mother tongue among students.

Keywords: mother tongue, educational process, methodology, teaching methods, lesson quality, student activity, speech culture, spelling errors, written speech, oral speech, didactic materials.

Introduction: The mother tongue is a spiritual treasure of the nation, and the most important means that expresses the people’s thinking and culture. Teaching the mother tongue in the school education system is aimed not only at providing grammatical knowledge, but also at developing the ability to think correctly, fluently and consistently, expanding students’ vocabulary, and improving their speech culture.

However, today there are several problems in the process of teaching the mother tongue in schools. On one hand, this is related to the effectiveness of teaching methods, and on the other hand, it is closely connected with the general attitude towards language culture in society.

At a time when learning foreign languages is gaining great importance in the context of globalization, it is necessary to further strengthen the prestige and status of the mother tongue. Therefore, improving the process of teaching the mother tongue at school, strengthening students’ love and respect for their native language, and increasing the effectiveness of education based on modern pedagogical approaches are among the most urgent tasks.

Literature review

Scientific work and research conducted on teaching the mother tongue in schools show the relevance of this topic. Sh. Almamatova and M. Mamatqulova in their research highlighted the learning problems that occur in modern lessons and developed proposals to eliminate them. U.B. Bobojonova systematically justified the general didactic and subject-specific methodological principles in mother tongue teaching. S.M. Umarova scientifically substantiated the effectiveness of using an integrative approach in teaching the mother tongue, that is, teaching the language in harmony with other subjects through learning tasks. In the article “Current problems in teaching the mother tongue and literature and ways to solve them” written by Jalil Jalolovich, problems related to the scientific-methodological consistency of textbooks, students’ low literacy level, teachers’ methodological culture, and the material and technical base of schools were widely analyzed. These views show that the number of scientific studies on this topic is increasing and that the topic requires constant research.

Research methods

The research on the topic “Problems in the process of mother tongue teaching at school” was carried out on the basis of the following methods:

Observation method – During the research, mother tongue lessons at school were directly observed, and the organization of the lesson, the level of using interactive methods, students’ activity in the lesson, and their independent thinking skills were studied. Based on the results, recommendations were developed to improve lesson effectiveness.

Survey and interview method – Surveys were conducted among students and teachers. In it, students’ interest in the mother tongue subject, problems in speech culture, difficulties encountered during the lesson, and teachers’ methodological approaches were studied. Interviews were also conducted with teachers and their professional experience was analyzed.

Analysis method – School textbooks, curriculum, methodological guides, practical experiences, and materials related to the activities of advanced teachers were analyzed. Based on these, the effective and weak aspects of the lesson process were identified and directions for improvement were developed.

Results and discussion

The results of the research showed that the main problems in the process of teaching the mother tongue are as follows:

the development of students’ oral and written speech is weak, their vocabulary is limited, and their skills of using grammar rules in practice are low;

the learning process is more focused on theoretical knowledge, and work on text analysis, creative thinking and speech situations is insufficient;

teachers’ pedagogical skills and their aspiration for innovation in choosing methodological approaches are not high everywhere;

due to the large number of students in classes, individual approach is limited;

extracurricular reading culture is weak, and interest in reading fiction is insufficient.

To eliminate these problems, it is necessary to strengthen interactive approaches in teachers’ activities, organize lessons based on practical exercises, increase work with texts that develop independent thinking in students, and involve parents in the process.

Conclusion

In conclusion, the mother tongue is not only a subject that provides grammatical knowledge, but also the main subject that shapes the student’s thinking, worldview, speech and spirituality. Therefore, improving the teaching process of the mother tongue at school is a requirement of the time. Applying modern pedagogical technologies in the lesson, strengthening teachers’ methodological training, increasing students’ love and respect for the language, and establishing work with literary texts will increase the efficiency of education. As a result, the speech culture, thinking capacity and national identity of the future generation will rise.

References

1. Decree of the President of the Republic of Uzbekistan “On measures to radically increase the prestige and status of the Uzbek language as the state language”, PF–6084. – Tashkent, October 20, 2020.
2. Almamatova Sh., Mamatqulova M. Problems and solutions in teaching the mother tongue. – Tashkent, 2022.
3. Bobojonova U.B. General didactic and subject-specific principles of teaching the mother tongue. – Tashkent, 2021.
4. Umarova S.M. The methodology of developing national pride in teaching the mother tongue through integrative learning tasks. – Tashkent, 2024.
5. Jalolovich J. Current problems in teaching the mother tongue and literature and ways to eliminate them. – Tashkent, June 22, 2025.
6. G‘ulomova A., Qodirov B., Tojiev R., Raxmatullayev Sh. Using interactive methods in mother tongue lessons. – Tashkent, 2021.
7. Omonov H., Mamatqulova M. Modern pedagogical technologies. – Tashkent, 2020.

SCIENCE REQUIRES OBJECTIVITY, PRECISION, AND ETHICAL RESPONSIBILITY

Today’s interlocutor is Doctor of Philology, Professor, People’s Poet of Turan, Academician of the International Academy of Sciences, Head of the Department of Press History and Journalism at the Nizami Ganjavi Institute of Literature, Azerbaijan National Academy of Sciences, laureate of numerous international awards, distinguished literary scholar, well-known poet and publicist, and a member of the Azerbaijan Writers’ and Journalists’ Union, Vuqar Akhmed.

Childhood is the happiest and purest season of our lives. All future dreams start in childhood. So let’s begin our conversation from your childhood…

— I always remember my childhood with particular reverence. Childhood is the first stage of a person’s emotional world and imagination; it is the first school where the soul is formed. The desires, fears, and simple joys that arise there form the foundation of future creativity and perception of the world. That is why it is appropriate to begin our conversation from my childhood — both my poetic and scientific interests can be traced back to that period.

Childhood dreams come to mind, My mischief and playful charms. Crying and laughing, Being upset with adults over anything.***It was full of sweets, I would wear gloves when it snowed. The last night of childhood was beautiful, It was a mugham, a ghazal for me.***Childhood dreams come to mind, Frightful winter tales, Little gifts in Novruz trays, The boys and girls of those years.

My first freedom ran and hid, In hide-and-seek my joy was plenty, The taste of sweet tea and salty bread, I still recall the delight of my first appetite.***We were very happy, lucky then, I never thought of the beginning or the end. Childhood dreams remain in my memory, And there was a child named Vuqar.—

Your poems and songs are full of delicate emotions. For you, what is the greatest source of inspiration — people, nature, love, or history?

— The sources of inspiration are diverse. For me, the strongest is the human being themselves — their inner world and love. Yet, the memory of the people, national spirit, and history also give poetry a rich context. Nature can sometimes be a simple metaphor or sometimes a profound silence for the soul. Inspiration cannot be tied to a single source — these elements complement each other and synthesize in poetry.— The true value of a human life is not measured by the years lived but by what one creates and the impact left on others’ hearts.

Have you ever asked yourself how you have lived your life so far?

I always carry such questions with me. I measure the value of life not by the number of years, but by the significance of the marks left. Science, teaching, literature, and family — these are activities that become history for me.— Some people want to possess everything, as if their life were enough to claim it all.

To what extent have you been able to cherish and use the blessings and opportunities given to you?

Opportunities have never been perfect, but I have tried to make the most of what was given: scientific research, publications, journalistic activity, and poetry. Particularly, I have worked in the fields of children’s literature, press history, and the topics of Southern Azerbaijan and Karabakh, achieving certain results. I consider this work a duty and a responsibility to preserve the national spirit.

To live with science requires patience, because it destroys illusions that cannot be restored. Especially, living in accordance with science is very challenging. In your opinion, what responsibilities does carrying the burden of science entail?

Science demands objectivity, precision, and ethical responsibility. It also carries a social responsibility: acquired knowledge must be shared with society and the younger generation. Patience, humility, and consistent professionalism are essential on this path.

What conclusions have you drawn from your scientific work on children’s literature? How does children’s literature contribute to forming the national spirit?

Children’s literature is a key factor influencing the early development of the national spirit. The first images, values, language, and stories given to children lay the foundation of their national consciousness. My research also shows that children’s literature is a strategic field for transmitting language, cultural values, and historical memory, which is why it deserves special attention.

You also conduct scientific work in journalism and press history. How responsible or dangerous do you consider modern journalism compared to classical journalism?

Classical journalism ideally emphasizes responsibility and objectivity. Modern journalism, however, faces rapid information flow, commercial pressures, and short-term sensationalism. These changes may sometimes weaken responsibility and lower content quality. Nevertheless, professional and ethical media still uphold classical journalism principles.

At the Nizami Ganjavi Institute of Literature, the Department of Press History and Journalism, which I lead, has achieved significant success in researching national press history and producing new scientific results. One of our achievements is the first publication of the Molla Nasreddin Encyclopedia under the leadership of academician Isa Khabibbeyli.

What needs of society does poetry satisfy today — spiritual consolation, social struggle, philosophical inquiry, or personal expression?

Poetry meets various needs: it can provide spiritual comfort, voice social-political arguments, raise philosophical questions, and express personal emotions. Each era’s poetry highlights one or several of these functions depending on its context. The most effective poem is one that resonates within the reader and stimulates thought.— In the history of Azerbaijani poetry, there are geniuses like Nizami, Khagani, and Fuzuli.

How do modern poets use their legacy? Do they study it sufficiently?

Learning from the great classics is essential — their aesthetic, philosophical, and linguistic capacities provide rich resources for contemporary poetry. Many modern Azerbaijani poets draw from this legacy, yet it requires both deep study and creative transformation. In my observation, deep analysis of the classics remains relevant, and many approach this legacy with new layers of meaning.

— Today’s Azerbaijani poetry: Rainy is my winter, my spring,My stringed saz plays a sorrowful tune,It is my soul, my dear flag.Both smiling and crying,Azerbaijan, Azerbaijan.We are Majnun, she is Leyli,We poured love into her, freely,Both from the North and South,Karabakh’s hair turned gray,Azerbaijan, Azerbaijan.Flying high, flying high,I travel the road to Savalan,Praying to the Creator.I say to my Tabriz: “Life!”Azerbaijan, Azerbaijan.Wounded in wars,Ripped apart its lands,Divided into two.When will it be united again?Azerbaijan, Azerbaijan.Sixty million compatriots,Our Azer-Turk brothers,Separated, our tears remain.God above, Quran on Earth,Victory, Azerbaijan.

Your poems convey spiritual quest and inner elevation. How do Sufis like Rumi, Shams Tabrizi, Nasimi, and Yassavi influence your worldview?

The spiritual search, inner purification, and ideas of compassion from Sufis have shaped my worldview. Their symbolic language and spiritual quest appear in my poetry as metaphorical layers. For me, the most valuable aspect of Sufism is its emphasis on individual responsibility and the elevation of morality.

You have participated in international scientific journals and congresses. How is Azerbaijani poetry perceived in the context of global literature?

Azerbaijani poetry is increasingly recognized in international forums — especially for contemporary topics, national motifs, and translations. Based on my experience in congresses and journals, Azerbaijani poetry is recognized for its unique voice and attracts attention abroad.— Works that provide pleasure, spiritual nourishment, and invite reflection on life and the human soul are rare today.

How do 20th–21st century Azerbaijani poetry and prose differ?

The 20th–21st centuries demanded flexible literary forms due to national liberation, social, and ideological upheavals; the 21st century provides a more magical and multifaceted expression within globalization, new media, and individual freedom. In prose, the transition from realist and modernist traditions to postmodern and experimental techniques is evident. In both eras, the dialogue between content and form enriches the literary language.

Are works being created today that will endure in eternity?

Yes. Works that reflect deep human issues, the spirit of the times, and original aesthetic search are created in every era. Both form and content must hold value for literature to endure.— Writing about masters is both easy and difficult. Easy because you know their creative path and friends well.

Could you share your thoughts on your mentors and their place in your creative and life journey?

My mentors include both classical and contemporary scholars and poets. Their lessons, critiques, and personal guidance have taught me scientific methodology and poetic taste. Each mentor has left an imprint on my creative and pedagogical work, enriching my worldview.— As A. Krylov said: “A critic shows the flaw with one hand and crowns the beauty with the other, refining taste.”

As a professor and poet, what criteria do you rely on when analyzing and critiquing a work?

Firstly, I consider the text’s aesthetic quality, linguistic accuracy, and conceptual coherence. Then context: the author’s intent, historical-cultural background, and genre conventions. Critique must be constructive and objective — the aim is not to destroy the work but to reveal its potential. Academic requirements, sources, and fact-checking are also essential.

Jakhongir NOMOZOV, is a young poet and journalist from Uzbekistan.  He is also a Member of the Union of Journalists of Azerbaijan and the World Young Turkic Writers Union.

THE NEXT DATE

Dr. Jernail Singh Anand

After spending a life time in the company of Babas, who always preached against alcohol and bad habits, [don’t ask me whether they themselves acted on their own advice or not], and serving in the ‘deras’ [holy places] for a lifetime, I remember how I impressed some other people also, by telling them some inflated truths [truth if inflated is also an untruth], so that when they joined, and became followers of the Baba, the Baba then conferred on me the title of a Group Leader [Chhote Sahib]. There were thousands of Chhote Sahibs, who were working for the Baba.

There may have been many things going amiss, but I was lucky I did not see anything. And as a result, I had a peaceful death, and after serving the Baba and the people, I was sure God will house me in a special cell in Heaven. On reaching the assembly waiting for the judgement, with Dharamraja listening to each one’s historic deeds on earth, I found they paid no attention to my titles. But I was sure to be admitted to Heaven on the basis of my hard work, and sincere followship of the Baba.

When my turn came, they handed over to me a charge sheet, and I was asked to reply in six months. During those six months, I was to stay in the Over Lap, a newly designed place where all good and bad people were made to stay. The charges shocked me. I was quizzed for every good thing that I had done on the earth under the influence of the Baba, whom I revered as my Guru. Every person had a different charge sheet. I had a fast look at the end of the list where they had mentioned that I was 90 percent eligible to enter Hell.

You were expected to do good, and believe in simply joys, and live in innocence. Why you joined this band of idlers? Remembering God is no job in itself. On the earth, you were expected to do some good work for your family and the society. You wasted your time in the service of the Baba who is already on our hit-list. All the work you did in the name of ‘Sewa’ [service] was miscarried. You told lies to unsuspecting people and forced them into the servility  of your master. You told deliberate lies. It is unpardonable. You say you have done ‘simran’ of God every day in the morning and evening.

Chanting God’s name, without following holy edicts, is a waste of time. God does not believe in such practices which are hollow. You have been running round and round your self styled demigod. There are millions like you wasting their time around these gods. The sewa [service] that you are doing is useless if you do not understand the fundamental issues. The fundamental issue is your innocence. You work for yourself, but at the same time, make sure, your work helps the society, and it does not harm others in any way. If you are aware of it, and act accordingly, you do not need such godmen.

You also do not need to read any holy books or even to recite the name of God, if you remember one thing: to be innocent. Regarding lots of deprivations imposed arbitrarily by these Babas, you are better advised to follow your wishes. If you want to eat non-vegetarian food, or drink alcohol, if you take tobacco and enjoy smoking, if you enjoy bar dances, we have no problem so long as you do not cause any harm to society, your family and even to yourself. There is no sin, no crime if you can feel happy the way you want to live.

We have given you this beautiful body. A beautiful mind. A beautiful family. And a wonderful society of men, women, and a life in which there are huge reserves of vegetation, animals, beasts and birds. It is meant for your enjoyment. Only beware of of Knowledge. It is the gift of Satan to Adam and Eve. Knowledge alone is not enough. It is wisdom which tells you to act when, how, why and when not. What should not be done, is as much your duty, as what should be done.

We give you six months to learn, realize and accept what we want from you. Dharamraja then said, give him the next date after six months. 

Dr. Jernail Singh Anand, with an opus of 180 plus books, is Laureate of the Seneca, Charter of Morava, Franz Kafka and Maxim Gorky awards.  His name adorns the Poets’ Rock in Serbia. Anand is a towering literary figure whose work embodies a rare fusion of creativity, intellect, and moral vision.

Footprints in the Sand

Her name was Gilreath

and she was fifteen

years old.

She was not ready

to start a family, to

carry the issue of her

abusive stepfather

to term.

She wanted nurturing

parents and friends

and love.

Two wrongs don’t

make a right,

she was told.

Then why are you

abusing me twice?

she asked.

There were wet

prints in the

sand to show

where the girl

stood

before she

plunged to her

death

from the precipice.

ONCE, I WORE A DELICIOUS FACE

Deltas don’t forget distant headwaters.

The bare winter branch no longer flowers.

The butterflies of my youth

have matured into maggots.

That which was garden

has transformed by time’s arson;

the glowing bud, the smoldering rose

have become like pollen ash.

To harvest the remaining me

you pearlers must dive deep.

THE RIDDLED UNRIDDLING

Our togethered time was

antic —

anticipation of futured frolic is keen.

Not knowing how becoming comes,

we remained riddlesome.

What wealthy beggars we were!

As innocence succumbed to weariness,

our fountains – they limited;

our foundations – eliminated.

Your footprints faded. I no longer heard your call.

High above all heights,

tiny rags of cloud still cling to sky’s naked skin.

Afterwardness knits,

or tears,

pastward threads.

THROWN

I’m being thrown,

knocked into next Wednesday,

but all my bones

are boxed up like hens’ eggs.

In my young nest

I dreamed of being bird.

Dreams cannot last

against this cruel, hard world.

I was plucked and packaged

and sold in market aisles.

I’m a javelin

but not a boomerang,

a-hovering

in the air like a hanged

man. I’ve lost my grounding,

my home is in the sky.

I’m being thrown,

knocked into next Wednesday,

but all my bones

are boxed up like hens’ eggs.

LIBIDO THEOLOGY AND DEVELOPMENTAL STAGE THEORY

Time was still new

in the cooling cosmic stew,

and the immortal prepubescent

was still learning omniscience.

After establishing The Environments

God granted Himself a day of rest.

But, already bored with nascent existence,

He remained experimentally restless.

And so the Creator became the Render

and divided humanity into genders.

But His novel dirt-and-rib mixture

was still a static creature.

And the world still lacked tension,

drama, and dynamic evolution.

So, in order to bestir the universe,

God manifested as serpent.

The event was mankind’s catalyst

for stress, embarrassment, and sex.

And while the snake did shed and shed and shed

God, changeless, new-knowing, stayed frustrated.

Though lacking yet any human ego

God sought to assimilate libido.

The divine adolescent jonahed a whale.

But the erotic projection failed:

the prophet was one the whale couldn’t stomach.

And soon time exhausted the Tanakh.

And divine anxiety became more urgent.

How could God continue as virgin?

Then God knew Mary and begat himself as Son.

And that’s how God finally became human.

WE WITHIN HE WHEELS: DALIT

At the temple festival the tables went hummming under the cabbage, rice, and melons. The summer sun waning. The baldbearded helium balloons dancing grandly among nubile paper lanterns, buddhas bronze/rotund. Ah, the season it was of Experience Superior — the feelings of love and the perceived reciprocity of love, when, past all balance and sense and generational propriety, exuberant amidst the consuming and consumed, we two, lanternballoon-alike, food and Buddha commingled, music and the truth congealed.

That’s why your paradox didn’t register at the time.

And the Children happy as tadpoles aswim in father’s river. And the Children pampered like feathers adrift in mama’s balloon.

Now my beauty  r  e  a  c  h  e  s    o  u  t  In search of your moist and hidden cottage. (Remember the crisp sunflowers asmoke unkempt against the steep&damp scampismelly dirt path. Recall the rose-of-sharon labyrinth oft-credited –before and since — as the soul’s taoWay, eelslick & serpent straight, into the nirvanic heart of notUnbeing.) Your thatched and pointed little house — it’s not where last I fingered its locks. The knobs now I’m told are handled some other way.

But even so, blind and blind, my beauty reaches out

reaches                              out

my blind beauty reaches

                              Out into cold and empty vacuum.

And the Children pampered like feathers adrift in mama’s balloon, and the Children dappled in shadow ajoy in haughty first light.

Your holy mantra for the season: Iloveyou can’t love you. And the rutting neophyte at your knees picked at the koan’s echoed contradictions. I angled it in the light, squinting along its crosshairs, but the scope just would not focus. Flash powder applied, I tried to freeze it in its frame. But the quiver could never quite gel. Dusted for prints, but no proper whorl ever emerged to point its finger conclusively. “I love you can’t love you.” I parsed the riddle into phonemic meaninglessness but the significance never decoded.

Affixed onto the acrylic stage for minutest examination, clarity persistently remained at yet one remove. Until Enlightenment came at last, slowly in a rush. I’d always known you’d go, of course, but not so suddenly. And not so soon. The painful puzzle pieces shuttered into place. And the Children dappled in shadow ajjoy in haughty first light, and the Children, dapper as bluejays, agreed in bawdy verdure. I love you can’t love you. Clause the first personal, in classic equipoise with clause two cultural. Subject-clause by predicate controlled, the halving twins yining and yanging about, plusandminus all at once. The treasured self, forbidden/desired, embraced/abhorred.

(My fellow amthropologists, take careful note: her heart’s harsh judgment was conditioned by decades and millennia of micromacroforming. Metaphorically speaking, as such, I am the incest taboo. In those society eyes, I’m the catamite in the homophobic gym, the nigger in the genepool, the sheep in the unbleating humanfold. In objective terms, and all in econocultural context of course, her loving me was always te equivalent of fucking the corpse.)

And the Children, dapper as bluejays agreed in bawdy verdure, and all us Children vampiric taters in God’s root cellar.

But the mantramoth, addicted, tethered herself to the tortured flame. The cycle doomed to turn and flutter, return and flutter, and flutter away. Return again, again away, covering and recovering the same old ground, rut after rut after rut again.

And koan’s mystery deepens.

But the Children happy as tadpoles.

TALABALARNING ONA TILINI O‘RGATISHDA INTERFAOL VA INNOVATSION YONDASHUVLARNI QO‘LLASH METODLARI                  

Jumanazarova Zuxra     

Kattaqoʻrgʻon davlat pedagogika insituti Xorijiy til va adabiyoti yoʻnalishi talabasi +998500406125

 jumanazarovaz896@gmail.com

Annotatsiya: Mazkur maqolada talabalarga ona tilini o‘rgatish jarayonida interfaol va innovatsion yondashuvlarni qo‘llashning ahamiyati yoritiladi. Maqolada ta’lim jarayonida ilg‘or pedagogik texnologiyalar, zamonaviy axborotkommunikatsiya vositalari hamda interfaol metodlardan foydalanish orqali talabalar nutq madaniyatini rivojlantirish, mustaqil fikrlash va ijodiy yondashuvini shakllantirish masalalari tahlil etiladi. Tadqiqot natijalari shuni ko‘rsatadiki, interfaol va innovatsion metodlar talabalarning o‘quv motivatsiyasini oshiradi, o‘z fikrini erkin ifoda etish, til boyligini kengaytirish va kommunikativ kompetensiyasini rivojlantirishga xizmat qiladi. 

Kalit so‘zlar: Ona tili, interfaol metodlar, innovatsion texnologiyalar, ta’lim samaradorligi, ijodiy fikrlash, kommunikativ kompetensiya  

Abstract: This article highlights the importance of applying interactive and innovative approaches in teaching the native language to students. It analyzes the development of students’ speech culture, independent thinking, and creative approach through the use of advanced pedagogical technologies, modern information and communication tools, and interactive teaching methods. The research results show that interactive and innovative methods increase students’ learning motivation, help them express their thoughts freely, expand their vocabulary, and develop their communicative competence. 

Keywords: native language, interactive methods, innovative technologies, learning efficiency, creative thinking, communicative competence 

Résumé: Cet article met en lumière l’importance de l’utilisation des approches interactives et innovantes dans le processus d’enseignement de la langue maternelle aux étudiants. Il y est analysé comment l’emploi des technologies pédagogiques avancées, des outils modernes de communication et des méthodes interactives contribue au développement de la culture linguistique des étudiants, à la formation de leur pensée indépendante et de leur créativité. Les résultats de la recherche montrent que les méthodes interactives et innovantes augmentent la motivation d’apprentissage des étudiants, favorisent l’expression libre de leurs idées, enrichissent leur vocabulaire et développent leur compétence communicative. 

Mots-clés: Langue maternelle, méthodes interactives, technologies innovantes, efficacité de l’enseignement, pensée créative, compétence communicative IntroductionIn the modern educational process, the role of interactive and innovative methods in developing students’ knowledge, skills, and personal potential is steadily increasing. Especially in teaching the native language, these approaches play a significant role. Interactive methods (role plays, problem situations, group discussions) transform students from passive listeners into active participants, developing their speech culture and creative thinking abilities.

Furthermore, the use of modern information and communication technologies makes it possible to present learning materials interactively and visually, encouraging students to engage actively with the topic. This contributes to the deepening of writing and speaking skills in the native language, fostering personalized learning and the development of creative thinking.

Main Part

Through the use of advanced pedagogical technologies, modern information and communication tools, and interactive methods in education, it becomes possible to develop students’ speech culture, independent thinking, and creativity. The main tasks in this process include stimulating verbal activity, strengthening analytical thinking, and supporting creativity. This encourages students to learn actively, express their opinions freely, think critically, and find creative solutions.

One of the urgent issues today is improving the quality of education and providing students with effective learning. To achieve this, teachers are required to use interactive methods appropriately and arouse learners’ interest. At the same time, teachers must constantly work on self-development and explore new interactive techniques. An interactive method is an activity in which learners cooperate, exchange ideas, and solve problems collectively through communication and discussion. Its main advantage lies in the fact that it teaches students to think independently and prepares them for real life. Interactive methods are learner-centered approaches that activate and motivate learners to think independently. The teacher’s role is to encourage participation, while the learner remains actively engaged throughout the process.

The benefits of learner-centered approaches are as follows: Learning becomes more effective; Learners are highly motivated; Previously acquired knowledge is taken into account; The learning process is aligned with the learner’s goals and needs; Initiative and responsibility are encouraged; Learning through practice is emphasized; Two-way feedback is promoted.

Thus, the use of interactive methods in the teaching process has its own characteristics. Careful study and application of each interactive method in practice broaden students’ thinking and positively affect their ability to solve problems effectively. It increases creativity and activeness. When theoretical and practical problems are analyzed through interactive methods, students’ knowledge, skills, and competencies deepen and expand.

Interactive teaching methods can be classified as follows:1️⃣ Interactive methods: Case study, Brainstorming interview, Modeling, Creative work, Problem-based learning, etc.2️⃣ Interactive teaching strategies: Brainstorming, Boomerang, Gallery, Zigzag, Step-by-step, Snowball, Rotation, etc.3️⃣ Interactive graphic organizers: Fishbone diagram, K-W-L (BBB), Concept table, Venn diagram, T-chart, Insert, Cluster, Why?, How? And others.

In addition, organizing native language lessons based on pedagogical technologies and using interactive methods such as Pair work, Small group work, Tree solution, Incomplete sentence exercise, Wheel of fortune, Find the wrong word, Mixed information, Alphabet, Scales, Lotto, Black box, helps enhance learning effectiveness. For instance, the “Wheel of Fortune” (Charxpalak) method is designed to help students recall previous topics, think logically, answer questions independently, assess themselves, and allows the teacher to evaluate all students’ knowledge in a short time. The activity can be used at the beginning or end of the lesson, during topic reinforcement, or for formative and summative assessment. Students work in groups, receive instructions, and exchange task sheets in a circular “wheel” manner. Each group builds on the ideas of others until the topic is completed. Correct answers are scored, and total points determine achievement levels.

Conclusion

The use of interactive and innovative methods in the educational process plays an important role in increasing students’ learning motivation, developing independent thinking skills, and enabling them to express their opinions freely.

Such methods Yo‘ldoshev, J.G. Ta’limda interfaol metodlar. – Toshkent: “O‘qituvchi”, 2019.  Mehmonov, M.H  Yangi Oʻzbekiston pedagoglari  axborotnomasi “Interfaol metodlar va ularning ta’ lim jarayonidagi mohiyati”. – Toshkent:, 2023. Azizxo‘jayeva, N.N. Pedagogik texnologiyalar va pedagogik mahorat. –       Toshkent: TDPU, 2020. https://cyberleninka.ru/article/n/ona-tili-darslarida-innovatsiontexnologiyalar-asosida-mustaqil-ishlarni-tashkil-etish. Turemuratova, Aziza, Rita Kurbanova, and Barno Saidboyeva. “EDUCATIONAL TRADITIONS IN SHAPING THE WORLDVIEW OF YOUNG PEOPLE IN FOLK PEDAGOGY.” Modern Science and Research 2.10 (2023): 318-322. Xamrakulova, B.A O‘zbekiston davlat jahon tillari universiteti, “ Til o‘rganishda kommunikativ va pragmatik kompensatsiya startegiyalarining ahamiyati”. – Tashkent, O‘zbekiston    

VIOLIN

Rehearsing a melody

A radiant young teenager,

dressed up in her room,

practicing her violin.

And so, appearing at a concert,

to which she was invited, the teenager

is a self-confident person.

That she doesn’t give up easily,

since the instrument requires practice

to achieve her goal is a fact, in fact,

she has even become a popular artist,

making music her main theme.

When listening to her, you could notice

the emotions of the audience

as the young woman stood

on stage and won over

everyone present,

thanks to the violin as

the main instrument

or supporting character

in the performance, the violin

is poised to become the star of the evening,

and the young woman is the most notable

for having used the violin as an instrument in recent times.

Nidia Amelia García, from Buenos Aires, Argentina, is a writer and an active member of Juntos por las Letras (Together for Letters). She has participated in numerous virtual events in Uruguay, Paraguay, Bolivia, Spain, Colombia, Portugal, Nigeria, Uzbekistan, Kyrgyzstan, and elsewhere. She has also contributed to literary anthologies such as “Books of the Immortals” and “Anthology of the 50 Poets of the World 2022.”