TEACHING METHODOLOGY OF THE UZBEK LANGUAGE FOR FOREIGN STUDENTS
Abdusalimova Zukhraxon Bakhtiyor qizi 1st-year student, Faculty of Philology, Andijan State University E-mail: zuxraxon2603@gmail.com
Abstract This article explores the specific features of teaching the Uzbek language to foreign students and analyzes effective methods and approaches used in the process. Since Uzbek is taught as a second or foreign language, communicative methodology and the use of modern teaching materials play a crucial role in the classroom. The study focuses on developing foreign learners’ speech competence, pronunciation, and gradual acquisition of lexical units. Furthermore, it discusses the implementation of innovative technologies in Uzbek language teaching and examines the changing role of the teacher in the modern educational environment.
Introduction
In the current era of globalization, as the international prestige of the Republic of Uzbekistan continues to grow, the number of foreign students studying in our country is steadily increasing. This naturally makes the teaching of Uzbek to foreigners one of the most pressing issues. In higher educational institutions, the need to teach the Uzbek language effectively, using modern and innovative methods, has become increasingly important. Teaching Uzbek to foreigners is not merely the process of imparting grammatical and lexical knowledge; it is also an educational and cultural process aimed at helping learners understand the rich history, national culture, customs, and values of the Uzbek people.
Therefore, teachers of Uzbek as a foreign language must possess high professional competence, methodological expertise, communicative competence, and a thorough understanding of modern teaching technologies. Language is the main mirror of human thought, worldview, and national identity. From this perspective, teaching Uzbek to foreigners involves developing their linguistic, communicative, cultural, and sociolinguistic competencies. In turn, this contributes to raising the international status of the Uzbek language and expanding intercultural communication among nations.
The main goal of this research is to help foreign learners communicate fluently in Uzbek, develop a culture of speech, think independently, and foster respect and interest toward Uzbek culture. Furthermore, using modern information and communication technologies, interactive methods, and multimedia tools in teaching Uzbek to foreigners significantly increases the effectiveness of the learning process. In conclusion, teaching Uzbek to foreigners is one of the most important directions of today’s education system. It serves not only as a linguistic process but also as a vital cultural and spiritual bridge that strengthens Uzbekistan’s international cooperation and promotes national values worldwide. Therefore, scientifically studying this topic, developing effective teaching methods, and applying them in practice are among the priority tasks of the modern education system.
Main Part For many years, the Uzbek language has been taught as a foreign language in numerous higher educational institutions, and this process continues to develop gradually. Currently, the number of foreign students in our country’s universities is steadily increasing. According to official sources, there are 34,767 foreign students studying in higher education institutions in Uzbekistan. In his congratulatory message on the 35th anniversary of the Uzbek Language Day, President Shavkat Mirziyoyev stated: “There are still many tasks ahead to reveal the unique potential of the Uzbek language and to enhance its prestige and attractiveness on a global scale.” These words emphasize the need for new approaches in the process of teaching and developing the Uzbek language.
Today, many studies and practical experiences are being conducted on teaching Uzbek to foreigners. Positive changes can especially be seen in the development of methodological foundations, modern textbooks, and educational materials. Among them, the textbook “Uzbek Language for Foreigners (A2 Level)”, published on the TSUULL website, stands out for its methodological excellence. This textbook consists of 12 topics, with grammatical materials arranged logically based on national and cultural texts. Each lesson includes exercises, QR codes linking to video clips and audio materials, as well as explanations translated into English, French, Korean, Turkish, and Russian. The topics are adapted to real Uzbek communicative situations, and special attention is given to lexical units and expressions. These features make the textbook an effective tool for learners transitioning from the A1 to the A2 level.
However, foreign students face several challenges in learning Uzbek. The most common ones include:
•Lack of language environment, •Errors in listening comprehension and pronunciation, •Differences in intonation and vocabulary, •Limited opportunities for real communication.
To overcome these issues, teachers should actively engage students in communication, consider their individual characteristics, and make extensive use of multimedia technologies to improve learning outcomes.
The following methodological directions are particularly significant in this process:
1. Phonetic and Phonological Training Studying the vowel and consonant system of the Uzbek language, mastering stress and intonation patterns, and developing correct speech through pronunciation exercises. 2. Lexical and Phraseological Approach Gradually expanding vocabulary, teaching phrases and idiomatic expressions in context, and encouraging their active use in communication. 3.Integrative Approach and Use of ICT Tools Developing students’ independent learning skills through the use of QR codes, video lessons, audio materials, and online platforms (forums, chats, Zoom, Google Classroom). 4. Cultural Approach Organizing lessons based on Uzbek folklore, literature, customs, and national holidays, thereby familiarizing students with Uzbek communication culture and traditional values. These approaches make learning Uzbek both effective and engaging for foreign students. As a result, learners not only master the language but also gain insight into the cultural world of the Uzbek people.
Conclusion Teaching the Uzbek language to foreign students today has become not only an educational process but also an important form of cultural cooperation. The Uzbek language opens new doors of opportunity for foreigners — through it, they can learn not only the language but also the rich culture, values, and spiritual heritage of our people.
Therefore, in teaching Uzbek to foreign audiences, it is essential to apply modern pedagogical technologies, interactive methods, and digital learning resources. Each teacher should choose an individual approach that takes into account the psychological, cultural, and social characteristics of the learners to ensure a more effective learning process. In the future, it is necessary to further improve educational materials, electronic platforms, and audio-visual resources designed for foreign learners, as well as to continuously enhance teachers’ methodological training. This will help increase the global prestige of the Uzbek language and strengthen the interest in learning it worldwide.
References 1. Shavkat Mirziyoyev. Congratulatory message on the 35th anniversary of the Uzbek Language Day. https://president.uz/oz/lists/view/7628 2. Article: “Innovative approaches in teaching Uzbek to foreigners.” https://zenodo.org/records/15206498/files/209-212.pdf?download=1 3. Official website of Tashkent State University of Uzbek Language and Literature. “Uzbek Language for Foreigners (A2 Level)” textbook. https://tsuull.uz/uz/content/xorijliklar-uchun-ozbek-tili-a2-daraja-uchun-darsligi-yaratildi 4. Inlibrary.uz — “Methodology of teaching Uzbek to foreigners.” https://inlibrary.uz/index.php/archive/article/download/45332/45780 5. Rasulov Namoz Murodullayevich. “Some features of presenting lexical and grammatical knowledge in teaching Uzbek to foreign students.” National University of Uzbekistan.
When modern medicine becomes more concerned with curing
male-pattern baldness, erectile dysfunction and low testosterone,
folks look a lot whole better on the outside
than they do on the inside.
Anatomy of a Writer
Ten fingers
and
a brain
is all
I need.
The rest
of me
just gets
in the way.
Little Poem
I am a little poem,
made, not born,
in need of defined meaning,
as rough scrap paper drafts
folded into paper airplanes
crash land through blizzards
of crumpled snow balls into
the overflowing recycling bin,
until the inevitable avalanche.
But with so many
words to write,
there are only so many
empty pages of white.
Chris Butler is an illiterate poet. He has published ten collections of poetry, including Artsy Fartsy (Alternating Current), DOOMER (Ethel) and Neurotica (Scars Publications). He is also the co-editor of The Beatnik Cowboy.
The Importance of Using Text Analysis in the Artistic and Aesthetic Education of Primary School Students
Kokand University, Andijan Branch,
Primary Education Department
(Distance Learning),
Group 24-03, 2nd Year • Azamova Kumushoy Akramjon qizi
Abstract: This article thoroughly explores the importance of text analysis in the process of artistic and aesthetic education of primary school students. Through the analysis of literary works, students develop a sense of beauty, the ability to evaluate characters, and improve their speech culture. The use of methods such as question-and-answer, discussion, and role reading helps enhance students’ creativity and imagination. The article highlights the significance, methods, and practical opportunities of this process and justifies the role of artistic and aesthetic education in the educational system.
Keywords: artistic and aesthetic education, text analysis, primary school, creativity, speech culture.
Introduction
In the Republic of Uzbekistan, extensive reforms are being carried out to modernize the education system and bring it in line with contemporary standards. The decrees and resolutions of the President, decisions of the Cabinet of Ministers, and the principle of “New Uzbekistan begins at the doorstep of education” clearly demonstrate these reforms.
Particular attention is given to the primary education stage, as it plays a crucial role in shaping students’ spiritual maturity, aesthetic taste, and speech culture.
In recent years, a number of innovations have been introduced into primary education, including:
development and gradual implementation of new curricula;
organization of lessons through digital education platforms;
establishment of professional development courses for primary school teachers;
publication of new textbooks and manuals on literature and artistic-aesthetic education;
promotion of reading culture through state programs and various literary activities.
All these reforms aim to help students acquire modern knowledge, moral education, and respect for national and universal values.
Educational activities based on literary texts strengthen such moral qualities as kindness, patriotism, and friendship. Primary education is an important stage in the formation of students’ moral integrity, aesthetic taste, ethical qualities, and personal worldview.
Through text analysis, students’ artistic perception expands—they learn to understand life phenomena more deeply and develop creative thinking as well as an aesthetic sense.
Working with literary texts promotes moral ideas such as friendship, compassion, patriotism, and diligence. This not only fosters independent thinking but also helps students develop the ability to make morally sound life decisions.
Therefore, teaching literary works and organizing text analysis in primary classes plays an invaluable role in students’ aesthetic development, psychological growth, and personal education.
Text analysis also serves as an important tool for improving students’ speech culture. By analyzing the behavior of characters, students form their own attitudes toward social events and gain a deeper understanding of honesty, justice, empathy, and indifference.
The main goal of modern education is not only to provide knowledge but also to nurture well-rounded individuals. In this regard, the use of text analysis in primary education is of great importance. Through artistic and aesthetic education, children develop not only creative thinking but also aesthetic appreciation, national pride, and moral sensitivity.
In teaching reading literacy, the communicative approach plays a key role. Since language primarily functions as a means of communication, interactive, activity-based, exploratory, and critical approaches are prioritized.
Methodological Foundations of Text Analysis
Developing correct, fluent, expressive, and conscious reading skills through the analysis of literary content.
Analyzing a work’s theme, idea, imagery, and stylistic devices plays an essential role in the student’s personal development.
Understanding a text’s meaning based on students’ life experience is a key condition of effective text analysis.
Review of Related Literature
The issue of artistic and aesthetic education of primary school students has been widely studied in Uzbek and world pedagogy. Various scholars and methodologists have proposed effective ways to achieve educational and aesthetic goals through text analysis.
Abdulla Avloni, in his work “Turkiy Guliston yoki Axloq” (The Turkic Garden or Ethics), emphasized the inseparable connection between education and upbringing, especially the role of literary texts in instilling goodness and beauty in the young generation — a concept that remains relevant today.
Similarly, in I. A. Karimov’s book “High Spirituality is an Invincible Power,” the exceptional role of literature and art in nurturing spiritually mature youth is highlighted. Literary works, in particular, develop students’ sense of national pride and love for their homeland.
Modern Uzbek methodologists such as D. Makhmudova and O. Kochkarova have developed methods for working with texts in primary grades. Their research shows that the use of interactive methods significantly enhances students’ artistic and aesthetic taste.
Foreign educators, including Jean Piaget, in his theory of cognitive development, also confirmed that literary text analysis plays an essential role in shaping knowledge and values in children.
Main Part
In recent years, significant reforms have been carried out in Uzbekistan’s education system, especially in primary education. The policy based on the principle “New Uzbekistan – New Education” has been directed toward improving the quality of teaching and learning.
One of the most important innovations in primary education is the introduction of new state curricula, designed according to students’ age and psychological characteristics, aimed at developing independent thinking, creativity, and communication skills.
Furthermore, within the framework of the digital education concept, students are being taught computer literacy and the use of information technologies. Electronic resources, multimedia materials, and interactive platforms are actively integrated into lessons.
Improving teachers’ qualifications plays a key role in enhancing education quality. Professional training courses for primary school teachers now focus on modern pedagogical methods, STEAM technologies, and interactive approaches.
In addition, the inclusive education system is being widely implemented, ensuring equal learning opportunities for children with special needs and promoting social justice.
The new edition of the “Reading Literacy” textbook differs significantly from the previous versions. It contains engaging and age-appropriate materials aimed at developing reading, listening, speaking, writing, and grammar skills.
Analysis and Results
The primary school period is a decisive stage in a child’s personal development. During the research, text analysis sessions were conducted with students based on the tales “The Golden Melon” and “Zumrad and Qimmat.”
Through “The Golden Melon,” students learned to appreciate honesty, generosity, and loyalty, while understanding that greed and envy lead to negative consequences. The tale “Zumrad and Qimmat” strengthened positive traits such as modesty, kindness, and diligence.
Interactive activities such as drawing, dramatization, and expressive reading were included in the lessons. As a result, students’ speech culture, imagination, creative thinking, and aesthetic taste developed noticeably.
Artistic and aesthetic education thus fosters harmony in personal growth, laying the foundation for children to become spiritually mature, sensitive to beauty, and socially responsible individuals in the future.
Conclusion
In conclusion, the use of literary text analysis in primary education develops not only students’ reading skills but also their moral qualities, aesthetic sense, and creative thinking. Through the analysis of the tales “The Golden Melon” and “Zumrad and Qimmat,” students learn to distinguish between good and evil and to understand the importance of such human values as honesty, diligence, and compassion in real life.
Text analysis enables students to express their emotions, visualize artistic images, expand their vocabulary, and appreciate beauty. This process contributes to their spiritual maturity and positively influences their personal development.
Thus, literary text analysis is one of the most effective means of harmoniously developing moral and aesthetic education among primary school students.
References
Hasanboeva, O., & Yo‘ldosheva, Sh. (2019). Boshlang‘ich ta’lim metodikasi [Methods of Primary Education]. Tashkent: O‘qituvchi.
Karimova, D. (2021). Means of Aesthetic Education in Primary School Students. Education and Development Journal, (2), 55–60.
Ministry of Public Education of the Republic of Uzbekistan. (2023). Reading Literacy Textbook (Grades 1–4). Tashkent: Sharq.
Azizkhojayeva, N. (2020). Pedagogical Technologies and Pedagogical Skills. Tashkent: TSPU Press.
Jalolova, N. (2020). The Educational Importance of Using Folk Tales in Primary School. Pedagogy and Innovations, (4), 72–78.
J.J. Campbell (1976 – ?) is old enough to know better. He’s been widely published over the last 30 years, most recently at Disturb the Universe Magazine, The Beatnik Cowboy, The Rye Whiskey Review, Misfit Magazine and Yellow Mama. Hopefully, he will have a new collection of poems out soon. He does still have a blog, although he rarely has time to write on it. such is life. (https://evildelights.blogspot.com)
While at Portland State College, I got summer jobs with the Oregon Highway Department as an engineer aide in 1964 and 1965. I qualified by taking an exam that was made up of simple math problems. I was a math major. The jobs had nothing to do with math.
The first job was on the southern Oregon coast in Gold Beach. This was mostly being a part of the survey team. We aides would hold the transit while the department employee would check the location thereof. The survey would take a circuit ending and beginning in the same place. The calculations of the ends of the circuit were required to match for proof of accuracy. They were checking for new highway routes. The work continued in good and bad weather and we were required to clear a path with a tool called a brush hook – a long handle with a vicious blade at the end. First rule – a transit was more valuable than we were.
I lived in four different locations while in Gold Beach, one of which appeared to be condemned migrant labor housing. My meals were simple fare where I stayed or a hamburger stand. I mostly wore the same clothes, but did go to a laundromat a few times. When the boss thought we had gotten too shaggy, we were sent for bad haircuts.
We three summer workers mostly hung out. The locals were not particularly friendly with the outsiders from more urban Oregon. Gold Beach had maybe two thousand people. No car, so I couldn’t do much outside of town. The only significant breaks were from a visit with my then girlfriend, and my college roommate with a car who had a similar job a little to the north.
Most of my off the job time was wasted wandering around the small town or the surrounding woods. The town wasn’t really a beach or tourist town. A highlight of the summer was a stinky dead beached seal.
On the plus side, I spent so little money that the minimum wage we received ($1.61) left me with what was at the time plenty of cash for the next school year. At that time multiple students in the Portland State neighborhood could rent a room together for around $100.
The next year I qualified to stay in the Portland area. The job was to check the density of the new road bed before paving for Highway 26 which split into two two-lane roads, one going east, and one west through Sandy Oregon east of Portland. I’d pick up a panel truck and pick a site to test. The test was done two ways while I was there. The old tedious way was to dig a hole in the road bed, weigh the contents in scales in the panel truck and then check the volume with an instrument which dropped a balloon into the hole. As we know weight/volume =density. I did that some of the time, but one time I had to go back to the shop because the balloon broke. The other was much simpler to perform, but came with a serious downside. The method used an atomic counter. Just put the machine on the road bed. This required that the user of the counter had to wear a film which would change if exposed to radiation. The density checking with radiation led to jokes about certain body parts glowing, but there was no problem.
There was one memorable day. Normally temperate Portland hit 107F, a record at the time. Due to climate change, that record has been obliterated, but then it was incredibly hot. I normally closed the panel truck to keep the wind from affecting the scales, but I tried it with the van open that day to keep from being knocked out by the heat.
Despite being happier in the Portland area with friends and family around, something much worse happened in the area than happened around Gold Beach. We spent some time in a quarry that produced rock for the roadbed. The rock crusher broke up big rocks into various sized stones which were separated by various filters. A crane operator hit one of the high voltage lines powering the crushers and was electrocuted.
I’d stop at a Dairy Queen in those days that is still there today. We frequently drive this route to get to my Boring cousin’s place. He thinks that he lives in Sandy, but the post office says it is Boring.
During those days I masqueraded as a working man. I lived in the basement of a friend’s house and would drink a lot after work and sometimes urinated in an empty garage as I stumbled home.
As I left Portland State for graduate work at the University of Oregon, my neighborhood was being demolished for Portland State expansion, urban renewal, and I-405. Summer jobs were behind me.
