There are various greetings in Korea, ranging from gentle nods to bows. When exchanging greetings, actions are as important as words since the behavior expresses respect towards others.
In Korea, people greet each other by lowering their head or bending forward at the waist, and these actions demonstrate respect for the other party. On ordinary occasions, or when greeting unspecified individuals, people exchange nods, slightly lowering their heads. Korean soap operas commonly show scenes of workers entering their offices exchanging morning greetings with gentle nods. When politely greeting one's elder or superior, people usually bow. For example, sales clerks in department stores bow to customers and sometimes people bow to individuals in higher social positions.
There is a type of greeting called Jeol (a deep bow), which involves kneeling down and bowing the head to the ground. This is more courteous than a greeting done standing up. Jeol was more common in previous times of Korean history, but presently it is only done on special days or circumstances. In the past, the deep bow was given to show respect for parents, when leaving for a long travel, or when thanking somebody. However, now it is only performed on special occasions, such as on Lunar New Year's day, during traditional wedding ceremonies, as part of ancestral rites or when newlyweds visit their parents after returning from their honeymoon
Korea's modern way of greeting is the handshake. The handshake came to Korea through the influence of western culture and is usually done in public situations rather than in less formal occasions. While it is generally considered appropriate common between men, women tend to offer their hands first in meetings of mixed gender.
Korean culture has various ways of greeting, and there are some differences with the greetings of the West. In western culture, people usually look each other in the eye when sharing their greetings. However, in Korea, it is considered impolite to make eye contact with an elder while greeting them. As such, it is more appropriate for the inferior to lower their eyes when greeting their superiors. Even so, it is considered polite to make occasional eye contact during conversations after the greeting is complete.
In Korea, people give gifts while exchanging heartfelt greetings on special occasions such as weddings, funerals or when visiting hospitals. People show their affection by giving gifts, which are sometimes in the form of cash or gift certificates. In Korea, the type of gifts varies based on the occasion and relationship to the recipient. Throughout the ages, people shared rice cakes made with red beans with their new neighbors after moving. This is because Korean people believed that the red color of the beans prevented bad things from happening. Sharing red bean rice cakes remains a custom in the rural areas, and this custom is sometimes even seen in apartments in the city.
Safarova Farangiz, 19 years old. Second year student of the Faculty of Korean Language of the International University of Kimyo.
ABSTRACT. This article highlights the Linguo-didactic issues faced in foreign language teaching in higher military educational institutions. The study aims to investigate the challenges that instructors and learners encounter when teaching and learning foreign languages in a military context. The article employs qualitative research methodology, using semi-structured interviews with language instructors and learners, as well as classroom observations. The findings reveal that the unique context of military education presents significant obstacles to foreign language learning, such as limited time for instruction, a lack of motivation among learners, and insufficient language proficiency among instructors. Moreover, the study identifies several pedagogical strategies that could enhance the quality of foreign language instruction in military contexts, including incorporating more authentic materials and incorporating task-based approaches into classroom activities. Ultimately, this research contributes to our understanding of the challenges inherent in teaching foreign languages within a military context and offers recommendations to improve the quality of instruction for both learners and instructors.
Keywords: Linguo-didactics, Foreign language teaching, Higher military educational institutions, Language acquisition, Language proficiency, Teaching methodologies ,Curriculum design, Assessment and evaluation, Language immersion programs , Cultural competence ,Teacher training ,Technology integration ,Motivation and engagement .
Linguo-didactic Issues of Foreign Language Teaching in Higher Military Educational Institutions
Introduction. Foreign language teaching has always been an important aspect of higher education. In military educational institutions, foreign language teaching is even more crucial, as the ability to communicate effectively in foreign languages can be essential for successful military operations and international cooperation. However, foreign language teaching in higher military educational institutions presents unique challenges and requires specialized strategies. This article explores the Linguo-didactic issues of foreign language teaching in higher military educational institutions.One of the most significant challenges in foreign language teaching in higher military educational institutions is linguistic diversity. Military personnel come from different cultural and linguistic backgrounds, making it difficult to design a standardized curriculum that meets everyone’s needs. Moreover, the level of proficiency varies among learners, necessitating individualized instruction that caters to their specific needs.
Main body. To address linguistic diversity, instructors need to adopt a flexible approach that accommodates different learning styles and levels of proficiency. Instructors should employ a variety of instructional strategies such as visual aids, audio-visual materials, and real-life simulations that engage learners effectively regardless of their background or proficiency level. Another challenge is the use of military-specific language. Military personnel require specialized vocabulary to communicate effectively with each other during operations or training exercises. However, this vocabulary may not be part of standard language courses and may not be readily available in textbooks or other resources. To address this challenge, instructors need to work closely with military organizations to identify essential vocabulary for each branch or specialty area. Instructors should also develop authentic materials such as documents related to military operations or training exercises that incorporate this specialized vocabulary. Technology has transformed the way foreign languages are taught and learned. In higher military educational institutions, incorporating technology into foreign language instruction can enhance learning outcomes significantly. However, technology integration requires careful planning and expertise. Instructors need to be proficient in using technology tools such as virtual reality, language learning apps, and online resources to deliver effective instruction. Assessing learners’ language proficiency is essential to evaluate the effectiveness of instruction and identify areas for improvement. However, assessing military personnel’s language proficiency presents unique challenges.
Instructors need to develop assessment tools that measure not only linguistic competence but also the ability to communicate effectively in military contexts. Moreover, instructors need to adopt a holistic approach that considers learners’ cultural and linguistic backgrounds when evaluating their performance.
CONCLUSION. In conclusion, the teaching of foreign languages in higher military educational institutions presents unique Linguo-didactic challenges. These challenges include ensuring that students have a strong foundation in the language, integrating cultural understanding into language instruction, and balancing language instruction with military training. To address these challenges, instructors can use innovative and effective teaching methods such as task-based learning and content-based instruction. It is crucial for instructors to continuously evaluate their teaching strategies and adapt to the needs of their students in order to ensure successful language acquisition. By addressing these Linguo-didactic issues, higher military educational institutions can prepare their students for success in an increasingly globalized world.Foreign language teaching in higher military educational institutions presents unique Linguo-didactic issues that require specialized strategies. Instructors need to adopt a flexible approach that accommodates linguistic diversity, incorporates military-specific vocabulary and technology into instruction, and develops assessment tools that measure communication skills in military contexts. Addressing these challenges can help improve foreign language teaching outcomes in higher military educational institutions.
REFERENCES
1. Rusanova, N. A., & Sapegina, I. V. (2019). Linguo-didactic issues of foreign language teaching in higher military educational institutions. Journal of Language and Education, 5(1), 72-80.
2. Ponomareva, O., & Kozlova, E. (2019). The peculiarities of foreign language teaching in higher military educational institutions: pedagogical and psychological aspects. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(2), 77-82.
3. Krivosheeva, I., & Goncharova, Y. (2020). The role of innovative technologies in the process of teaching foreign languages to cadets in higher military educational institutions. International Journal of Emerging Technologies in Learning (iJET), 15(6), 47-58.
4. Gromov, A., & Gnatenko, S. (2020). Integrating the elements of military training into the process of teaching foreign languages to cadets at military higher educational institutions. Modern Journal of Language Teaching Methods (MJLTM), 10(3), 1-10.
5. Kondratyeva, E., & Budaev, R. (2018). Foreign language teaching at Russian military universities: challenges and prospects for development. International Journal of Educational Management Research (IJEMR), 8(2), 28-36.
6. Vakulenko, L., & Filatova, Y. (2017). Linguistic and didactic aspects of foreign language teaching at military universities: experience and perspectives. Modern Applied Science, 11(11), 97-105.
7. Druzhinina, E., & Mikhalevich, N. (2019). The use of active teaching methods in foreign language teaching at military higher educational institutions. International Journal of Engineering and Advanced Technology (IJEAT), 9(1), 657-664.
Life is an unrepeatable miracle in which many people are born. As long as a person breathes this air in this world, it means that he is a part of this nature of this world. Man lives in agony without any body part. Therefore, God first creates a person. A person is not born good or bad, on the contrary, he is brought up by the family environment and the upbringing of society. There are people who are the singers of goodness, on the contrary, it can be said with a thousand regrets that there are no people who promote evil in this world, just like the other side of the coin.
We are now living in the era of 21st century technology-technology “Globalization”, this modern technology is good, developed because many technologies lighten the burden of man. But there are those who promote them wrongly, because of this evil evils such as “Terrorism”, “Extremism”, “Religious fanaticism”, “Human trafficking” are spreading in the society. So what should we do at such a time? This is how we answer this question, let’s be careful, friends.
Let’s take a look at the past. In that case, if a war broke out between one country, it could have been prevented, because the enemy was known, nowadays it is difficult to understand people with bad habits and negative ideas at the same time. Those who do not return, who are subject to lust, their only goal is to earn money, they are those who do not understand the beauty of life, do not find in it, do not enjoy it, and do not know how to live in life.
Therefore, the demand of today’s era is awareness, vigilance. Let’s not forget that everything in this world is done according to the will of man. Money earned in an easy and illegal way will not bring you benefit, on the contrary, it will make you miserable, illegal money will destroy a person. The fruit of honesty is always sweet. Life is beautiful only if you want it to be. Be careful friends!
Sitorakhon Buriyeva
Buriyeva Sitorakhan Azamatovna was born in 2001 in Kumkurgan district of Surkhandarya region. Currently, he is a 3rd year student of the Navoi State Pedagogical Institute, Ilhom.
A member of the literary club, a young volunteer of the “Golden Wing” organization. His creative works have been published in Kenyan magazines. He is an ambassador on behalf of Uzbekistan in several international organizations.
In particular: Africa Nigeria is the ambassador of the organization “Global Education Ambassador” at Wisdom University of the country.
Member of the International Union of Writers of Science and Literature “Juntos por las Letras” of Argentina.
ARCHITECTURES DECAY
Thus, age bleeds away youth and turns dentures into lace.
The taut drum of your skin becomes a worn stocking,
untoned, crumpled, and thin. Winter freeze bruises fruit,
your garden becomes waste, and those grim burlap bags
that hang from those pegs were once blimps that flew flags
all were pleased to salute. Monuments get defaced.
sAVAnnA
AblAze WiTh hUnger/disCOVerY
,epiderM AnTs rUn eleCTriC AgAinsT This plAin:
ThrOUgh YOUr CUrlY grAsses These sOfT YellOw liOns
prObe And Under The ripe VUlTUres in The briAr Trees
MY YOUng ChiMps rOMp UpOn gOlden MOUnds --
O The Wind gloWs WiTh dUsT & dArK MYsTerY
And O The MOOn hOWls
AbOVe
Us And YOUr riVer sWAllOWs mY AArdVArK.
MY TURN TO COME
Every foot fits your shoe,
your glove can hold any hand.
You share love everywhere.
I wait for my turn to dance.
ATOLL
Poets before me (how many) have extolled
:melons full melons ripe
:those raspberries (pink&wrinkled) delicate atop your double-dip vanilla sundae
:your slice of peach : your wedge of pie : your pyramid of hot cobbler,
tartsweet juices oozing like fresh tar on the newlylaid I- in August Texas....
but none has ever praised
:the gold and graceful arc of the taut banana – O huntsman's bow before release --
:the strong sweeping scimitar of a Southern Cross bole, bent fullsail,
fruitful coconuts proud unfurled, or :the sweetwhitesticky elixer within.
no one has ever
noted for eternity
the coy Thanksgiving yam.
THE STORIES THAT KEEP ME SAVED
From ocean to bush
to mountain to sea
Beelzebub and Zeus
are chasing after me.
One promises fire,
and one, lightning bolts.
They want my surrender,
they want me to convert
my riches to embers
that will die in the dirt.
I love the burning bush
that walked upon the sea,
Adam’s figs and apples,
Eve’s frankincense and myrrh,
Baptist’s tabernacle,
Delilah’s virgin birth.
Ark of Harold Angels
sinks in the lotus pond
while the lamb and Daniel
wait in the lion’s den.
Grafitti at the feast
that read, “Thigh Kingdom Come.”
Magis from the east,
their whore from Babylon,
the ones who suffered
when the Pharaoh Joseph
devoured the golden calf
during the last supper
ahead of Jonah’s flood.
Peter and his bishops,
when the wine turned to blood,
stole the leaves and fishes.
Allah-lujah Rama Christos Amen Om
Hazel Haiku
Me? Adopt from a
shelter? Never. Then I saw
Hazel. Fell in love.
Frances, the bloodhound,
drags her owner on walks. Yikes!
Love my Chihuahua.
Cute dog toys two for
five dollars at Petco. I
lose my mind. Buy ten.
Hazel eats too fast.
A silverware tray is her
new food bowl. It works.
Puppuccino time!
I spoil her. I know. But she
deserves it. She does.
Laura Stamps is a poet and novelist and the author of over 60 books. Most recently: THE GOOD DOG (Prolific Pulse Press, 2023), ADDICTED TO DOG MAGAZINES (Impspired, 2023), and MY FRIEND TELLS ME SHE WANTS A DOG (Kittyfeather Press, 2023). She is the recipient of a Pulitzer Prize nomination and seven Pushcart Prize nominations.
“Pygmalion” is a play written by George Bernard Shaw. It is named after a Greek mythological figure and was first presented to the public in 1913. Having carved his Galatea from ivory, the mythological Pygmalion appealed to Aphrodite to breathe love and life into the statue. After falling in love, the statue came to life, became the wife of the hero and gave birth to his daughter. However, a psychological play and a psychological novel of the twentieth differs from the ancient myth in that it does not recognize formal endings. A realist writer appeals to everyday experience, and from experience we know that life is far from always obedient to our intentions.
Taking the myth of Pygmalion as the basis of the dramatic plot, Shaw permeates it with irony. While the reader or viewer, having believed in the mythologism of the drama in advance, patiently, albeit with some distrust of the new Galatea, awaits a happy ending.
“Pygmalion” has the subtitle “A Romance in Five Acts”, which emphasizes the closeness of the play in its style and artistic objectives to the English realistic prose of the early twentieth century. Meanwhile, this mature, artistically perfect work of the English writer is a vivid example of the genre of “drama of ideas” he himself created. Sometimes this favorite genre of Bernard Shaw is also defined as “intellectual” or “paradoxical” drama.
“Pygmalion” explores how social identity is formed not only through patterns of speech, but also through one’s general appearance. The book highlights the complexity of human relationships, and the interaction between classes. One of the biggest lessons is from Eliza and it is if you keep on elevating and making yourself better in life, it is virtually impossible to return to the way you were. The book teaches us how the upper class ostracized the lower class. Shaw highlighted the errors in people’s ideas of how the lower classes lived and all the social prejudice including views of women and of the poor.
The plot of the work is quite ironic due to parodic stylization, tragedy of the life of society, directed against a spiritually rich person, and the main elements of the play are numerous paradoxes and discussions. Thus, the theme of the work emphasizes the spiritual awakening of people possible through the art of words and creativity. This play has a more social and democratic orientation, being a work about the natural equality of people living in society.
This work is like a psychological love drama, which entailed the hatred of its participants for each other. It shows how carefully people ought to treat all living things, the author tells us about the fear and avoidance of cold experiments on people.
During the writing of Pygmalion, Shaw was particularly fond of phonetics. He believed that ideally correct English speech is possible to change a person’s character and behavior. Subsequently, he donated a large amount of money to compile a new English alphabet, helping to eliminate the line between writing and pronunciation of words. The theme of “Pygmalion” in the minds of Shaw’s contemporaries was connected with the ideas that he shared with all his heart – the ideas of social equality and female emancipation. However, later, having survived the social recipes of its time, this work essentially returned to the mainstream of those eternal themes that originate in the ancient myth. This is a play about how a person in his creation of another person can become like the divine creator.
The play “Pygmalion” tells us how the lives of people can change thanks to the received education. So, the play’s problems are multifaceted. We emphasize that Bernard Shaw was able to highlight the problem of inequality of people in society in his work. The play also has an instructive and educational value related to education. After all, proper education and upbringing plays an important role in the life of any harmonious and self-sufficient person.
After reading this book I have to conclude that it takes more than just talking as a lady to become one. In my point of view, Eliza was able to be a lady, however it is not so easy. It was very complicated to change one’s character or behavior. Even Eliza has just chosen another life with different society. At the end, she has understood that this kind of life is not for her and she just wanted to be happy, to stay the way she was with her kindness.
Uzbekistan state world languages University the third year student of the faculty of English Philology Boboeva Bakhora
... It's white
With the worries of this world,
Three children with their own work,
By the rumor of the people,
Mom, your hair is white.
You eat so much sorrow, in the bright world,
There is nothing less, more than anything.
Paying for a "taxi" and walking
Mom, your hair is white.
Your bread won't pass through your throat without me,
Your soul suffered until I became "girl"
What is in your heart, what is your dream,
Mom, your hair is white.
She was born on August 13, 2008 in Navbahor district, which is considered one of the most peaceful corners of Navoi region. Currently, she is an 8th grade student of the 21st school in this district and is the class captain of this class. SHe is also a volunteer… “Golden Wing” and “Future EVH” volunteer… SHe has been participating in competitions and Olympics since she was young and has won many places. Also, the artist and her creative works were published in anthologies, and those anthologies are available for sale in Moldava, 26 countries on the Morebooks website… Thanks to sister Orzigul and sister Barno for this. Participant of Sarvinoz Odiljonova’s “Girlpower” project. She is interested in learning languages and has been learning English since childhood. She is studying. She is a member of several international certificates. She wants to become a journalist in the future and become a smart, intelligent girl whose parents are proud of her country. She has many dreams for the future, one of them is to win the Zulfia Prize and become a student at Harvard University. She often shares her dreams with people. she doesn’t say, because she likes to show her dreams to people after they come true, not just to tell them, so she’s an aspiring, unstoppable, diligent, restless girl.
Participant of Sarvinoz Odiljonova’s “Girlpower” project. She is interested in learning languages and has been learning English since childhood. She is studying. She is a member of several international certificates. She wants to become a journalist in the future and become a smart, intelligent girl whose parents are proud of her country. She has many dreams for the future, one of them is to win the Zulfia Prize and become a student at Harvard University. She often shares her dreams with people. she doesn’t say, because she likes to show her dreams to people after they come true, not just to tell them, so she’s an aspiring, unstoppable, diligent, restless girl.