MY VALUES 

Every state has its own traditions and values, which have been preserved from time immemorial and inherited from their ancestors. We, the Uzbek people, also have national holidays and values inherited from our ancestors. Every Uzbek child gets up in the morning, washes his face and hands, greets his family members and wishes them a good mood during the day. It is strange for Uzbek children to look their parents in the eye and disobey them. Even a 50-year-old son obeys and respects the word of his 70-year-old father. We, the Uzbeks, are known all over the world for our high values, such as hosting weddings and serving soup. When an Uzbek wants to build a building, other neighbors gather in a hashar to help him. This is also one of our beautiful values. Compassion is very strong among our people. That is why on our national holiday Navruz, generous people of our people visit the elderly, congratulate the disabled and give gifts to orphans. On the Day of Remembrance and Honor, the martyred boys and grandfathers recite prayers to the soul, pray, and lay flowers at their graves.

Uzbek people pay a lot of attention to the upbringing of children. Parents try to raise their children from an early age to be well-mannered. Their daughters to be chaste, and their sons to be brave, courageous, and fiery. From an early age, they are taught to speak the truth, to respect the elderly, to respect the little ones, to help them when they need help, and to donate to the needy and the poor. This is also our values. When Uzbek parents give birth to a baby in their family, they plant seedlings with their children, because they want their babies to grow like these seedlings and benefit people. It is one of our true human values that Uzbek children do not leave their parents alone when they grow up and take care of them. We are taught by our teachers to take care of every inch of the land inherited from our ancestors, to be a worthy generation. Another high value we have is family stability. Every family to be built must bring up perfect people and family-oriented children for the state and the people.

Kodirova Shaxzoda 

A student of Navoi State University

Meta Poetry. 

I often get asked what poetry really is; 

I’ve come to realize that poetry is simple, 

yet arranged in a not-so-simplistic way. 

Poetry is a riot of ideas waking you up at midnight, 

bombarding you in the most random, inconvenient hours. It is unfinished business that refuses to sign a peace treaty, waiting until you are halfway to a dream and cannot find a pen. 

It is emotion that needs expression from its obsession; 

It’s motivation, some call it inspiration, others a muse 

demanding an absolute revelation. 

Poetry is a man alone who needs no battalion to win a war. It is an advocate, a change-agent, and a master-mechanic screwing back the nuts and bolts that once held peace together. 

It is the smell of rain on Northern dust and the steam from a morning cup; the call to prayer and the desperate answer of the pen. 

It is the quietest thing found in silence itself, 

moments when time stands still and all is hush. 

Poetry is an endless ocean, vast and deep; 

It is anger, it is sacrifice, and it is the letter 

tucked beneath a lover’s pillow like a secret. 

Poetry is an armed robber, it takes what it wants 

but it is never a terrorist. 

It is an exaggerator; a handsome liar. 

It is the thief of sleep and the merchant of scars; 

the price we pay for seeing what others choose to ignore. 

It is verses, stanzas, meter, rhyme, and rhythm. 

It is diction, imagery, and the leap of enjambement. 

It is fourteen lines, it is seventeen syllables, 

it is free verse flight, the tribute, and the persona’s grief. 

Poetry is poetic license, sanctioned for poets 

to metamorphose and manipulate the world. 

It is Me. It is YOU. 

It is sacred, it is mundane, it is bizarre and unique. 

And what do you think this is? 

It is goddamn POETRY.

Abbas Yusuf Alhassan is a poet and a dedicated student of Fisheries and Aquaculture. Passionate about creative expression, he shares his work with a growing literary audience on Instagram. His work has been published in “Synchronized Chaos and he has co-authored two anthologies: “Life and Death” (SGSH Publication) and “If Only Words Were Enough” (Al-Zehra Publication). Abbas values the art of learning and unlearning, constantly seeking new ideas and perspectives. While he studies life underwater, his soul resides in verse and stanzas.

In this short and fleeting world,
There lived a noble soul,
Who chose to say, “My people first,”
And stayed forever true and whole.

His name itself spoke of peace,
Of loyalty and faithful ways,
To live in calm, to stand sincere,
The meaning carried through his days.

He walks beside us even now,
We feel his presence near,
Though unseen by our mortal eyes,
Our hearts know he is here.

Like Amir Temur, strong and just,
He served his people till the end,
Leaving longing in every heart,
His name on every tongue, my friend.

Jahongirova Gulhayo Jahongirovna
Navoi State University
Student of the Department of Philology and Language Teaching, English Language Major, Group 101

Methodology of Teaching Mathematical Concepts in Primary Grades Using Digital Tools 

University of economics and pedagogy NO.T. M 

Primary Education Programme, 4th year, part time mode of study Student of group 50-“F” , 

Isroilova Sarvinoz Maxmud qizi 

israilova174@gmail.com 

Abstract: This article highlights the importance of organizing mathematical concepts in primary grades based on digital tools and using them effectively in the teaching process. The role of digital tools in education and methodological approaches to forming and developing mathematical concepts are presented. Digital technologies contribute to the development of students’ logical thinking, facilitate the revision and reinforcement of previously covered topics, and, in particular, allow for the consistent improvement of educational effectiveness. 

Keywords: primary school mathematics education, digital technologies, interactive whiteboard, educational effectiveness. 

Introduction 

Nowadays, if we pay attention to students in the education system, we can observe a significant difference between students who studied before the widespread introduction of digital technologies and those who currently live surrounded by gadgets and smartphones. It is becoming increasingly difficult to imagine daily life without digital technologies and social networks, as they make our work easier and create various conveniences. Along with numerous advantages, digital technologies also have certain negative aspects. In the past, teachers who taught without digital technologies organized their lessons mainly based on textbooks, and students in mathematics classes mostly used counting sticks. At that time, there were almost no distracting materials, and students’ main activities were carried out using notebooks, pens, and learning tools, which ensured efficient use of time. Today, however, students spend much of their free time using various gadgets. It should be emphasized that our goal is not to criticize digital technologies, but rather to use them appropriately and purposefully. 

Research Experiment 

In this study, the aim was to determine the effectiveness of traditional and modern methods in the process of mastering mathematical examples and problems by primary school students. The research was conducted in two stages. At the first stage, examples and problems were solved using counting sticks during mathematics lessons. Simple addition and subtraction problems and practical tasks were presented to students, who used counting sticks to visually represent numbers and perform arithmetic operations.

Observations revealed that for some students the process of solving problems was slow and that their attention was easily distracted in certain cases. At the second stage, mathematics lessons were conducted using an interactive whiteboard. Animated examples, colorful geometric shapes, and moving objects were used to explain addition and subtraction operations. Students solved problems independently on the board and had the opportunity to immediately check their results.

As a result, students’ interest in the lesson increased, their activity intensified, and they began to solve examples and problems more quickly and accurately. The analysis of the obtained results showed that in lessons conducted using the interactive whiteboard, the level of mastering mathematical concepts was higher compared to lessons based on counting sticks. In particular, positive changes were observed in problem analysis, logical thinking, and independent conclusion-making skills. Based on these findings, it was concluded that the use of modern digital tools, especially interactive whiteboards, along with traditional methods in teaching mathematics in primary grades contributes to improving educational effectiveness.

Within the scope of this research, the issue of increasing the effectiveness of mastering mathematical examples and problems by primary school students was widely discussed in the fields of pedagogy and methodology. The role of traditional and modern teaching methods and their importance in forming students’ knowledge, skills, and competencies were analyzed. It was emphasized that the use of visual aids in primary school mathematics lessons plays an important role in developing students’ abstract thinking. In particular, performing addition and subtraction using counting sticks, cards, and object models contributes to forming and strengthening the concept of numbers, as noted in many studies. Traditional methods, being appropriate to students’ age characteristics, were shown to create opportunities for the conscious and visual mastering of mathematical concepts. 

Analysis and Results 

To further clarify the research results, the outcomes of lessons conducted using traditional and modern methods were analyzed using a diagram. According to the data presented in the diagram, the level of mastering examples and problems in lessons organized using traditional methods was 62 percent. In lessons where modern pedagogical methods were applied, this indicator reached 85 percent. The obtained results demonstrated that modern methods have high effectiveness in forming and strengthening students’ mathematical knowledge. At the same time, the combination of traditional visual aids with modern approaches contributed to increasing students’ cognitive activity and ensuring the conscious mastering of examples and problems. 

Conclusion 

In conclusion, the use of digital tools in teaching mathematics in primary grades significantly increases the effectiveness of the educational process. The research results show that although traditional methods play an important role in forming initial mathematical concepts, modern digital technologies enhance students’ interest, increase their activity, and contribute to the rapid and durable acquisition of knowledge.

Lessons conducted using interactive whiteboards, animations, and colorful visual tools were found to develop students’ logical thinking, analytical skills, and independent conclusion-making abilities. Diagram-based analyses confirmed that the level of mastery is higher in lessons where modern methods are applied. Therefore, combining traditional and modern methods and using digital tools purposefully and systematically in primary education is one of the key factors in improving the quality of education. 

References 

1. Abdullayeva M., Jo‘rayev R. Methodology of Primary Education. — Tashkent: O‘qituvchi, 2019. 

2. Xudoyberdiyev M. Methodology of Teaching Mathematics in Primary Grades. — Tashkent: Fan va texnologiya, 2021. 

3. Qosimova K. Pedagogical Technologies and Interactive Methods. — Tashkent: Innovatsiya, 2020. 

4. Sobirova D. Improving Educational Effectiveness Based on Digital Technologies. — Collection of Scientific Articles, 2022. 

5. ARM Electronic Library. Pedagogical and methodological electronic resources. — Online source. 

6. Karimova N. Using Modern Educational Technologies in Primary Grades. — Tashkent: Pedagogika, 2018. 

7. Rasulov Sh. Methodology of Using Information Technologies in Mathematics Lessons. — Tashkent: Fan, 2020. 8. UNESCO. Information and Communication Technologies in Education. — Paris, 2021

THE SEMANTIC FEATURES OF THE VERB FAIRE

Samarqand davlat chet tillar instituti 

Roman German tillari fakulteti 

Filologiya va tillarni oʻqitish (fransuz)

2-kurs talabasi Mansurova Shahnoza 

ABSTRACT: This article analyzes the semantic properties of the French verb faire and the causative function of the faire + infinitif construction. The study examines the polysemantic nature of the verb faire, its role as a complex predicate, and its role in expressing cause-and-effect relationships. The results show that the meaning of the verb faire is largely determined by context and that it is an important grammatical tool in French.

Keywords: faire, faire + infinitif, causative construction, polysemy, complex predicate, valence, French linguistics, grammaticalization, semantic analysis

INTRODUCTION 

The French verb faire is characterized by its wide range of uses and its polysemantic nature. It represents work – action, while also expressing cause – effect relationships, and is considered an important grammatical tool in French, forming complex predicates and participating in many phraseological units. The Faire+ infinitive construction plays a crucial role in expressing causativity, and this construction involves a change in valence and a redistribution of actants. This article analyzes the main semantic features of the verb faire and its grammatical functions in French.

RESEARCH METHODOLOGY 

The semantics of a verb includes the semantic characteristics of the actions, states, and processes expressed by the verb. The main semantic feature of a verb is the meaning of action. In grammar, the meaning of action is widely understood. It represents not only physical action, but also state, mental change, biological process and existence. For example, verbs like venir, marcher indicate a real action, se tenir debout, se réveiller indicate a state, s’inquiéter, étonner indicate a mental (psychological) process, and fleurir, grandir indicate a biological process.

The common aspect of the verb is that all actions, states, and processes occur in relation to time. Therefore, the verb is a dynamic semantic unit. The meaning of the verb is related to the appearance, development or change of a certain sign, which is the main factor that distinguishes it from other parts of speech.

One of the most commonly used verbs in French is faire, which has several unique aspects. The French verb faire comes from the verb faire, meaning “to do” or “to make,” and is synonymous with about 30 French verbs. In this context, the verb faire is a very active verb in French. However, the verb faire is also used in French in all tenses and with linguistic devices.

An experiment was conducted to purchase a complex predicate for 71 children who were French-speaking speakers and 17 native-speaking adults. The children were divided into three age groups: 1) 25 children aged 3 to 4 years; 2) 21 children aged 4 to 5 years; 3) 25 children aged 5 to 6 years. Adults (managers and workers) have different extremes.

The selection of target verbs for our study was not arbitrary. This is conditioned by two main factors: 1/ the syntactic and semantic properties of verbs; 2/ the frequency of occurrence in verbal dummy constructions. Thus, we selected the following verbs:

1) intransitives wait and gather (agent inergatives); dance (action inergative) and drop (position shift) (Perlmutter’s Incuzative hypothesis, 1978, Levin and Rappaport, 1995), in which case we see whether our target children destroy the causative verb. to do (e.g.: sarute, go to drink my baby, I will dance my cat, ef. Sarkar, 2002:191).

REVIEW OF THE LITERATURE

the Faire + Vinf construction is analyzed as a complex predicate (Gaatone, 1976). In this structure, the verb faire serves as a causative (causative) auxiliary verb and carries grammatical information about tense, aspect and declension (TAM).

According to Tesnière (1969), the introduction of the verb faire expands the valence of the infinitive verb by one new actant — the causer (causateur). At the same time, the initial subject may be excluded from its primary syntactic position and occupy various syntactic positions: direct complement (objet), indirect complement (datif), or other indirect form (oblique).

Dixon (2000) and Novakova (2002) classify causative mechanisms from the most compact forms (synthetic, morphological, lexical) to the least compact forms (periphrastic constructions). In this classification, the faire + Vinf construction is placed between synthetic and analytic structures, that is, at an intermediate level.

ANALYSIS AND RESULTS

The verb faire as a polysemantic verb

The verb faire is used in different semantic fields and its meaning changes depending on the context. For example, faire un travail means to do a job, while faire un gâteau means to create and prepare a cake. This is an example of the polysemantic nature of the verb faire. 

Meaning of action and activity

We often use the verb faire to express general actions and activities in everyday life, such as faire ses devoirs, faire du sport, faire le point. In this sentence, the verb expresses a general action, not a specific action.

Causative (causal) meaning

One of the important semantic features of the verb faire is its use in causative constructions. The form faire + infinitif expresses the causation of an action to be performed by one person through another. For example: Il fait réparer sa voiture. Here, the person who is directly performing the action is another person.

Grammaticalized faire 

Sometimes the verb faire loses its basic lexical meaning and acquires a grammatical meaning.For example, in compounds such as faire attention, faire partie de, the verb has a weakened independent meaning and provides the semantic integrity of the entire phrase.

Faire in phraseological units

We can also find the verb faire in many phraseological units: faire la tête, faire semblant, faire attention à. In these conjugations, the meaning of the verb is determined through a complete context and phrase.

The results of the analysis showed that the verb faire is one of the most active and multifunctional verbs in French. Its semantic possibilities are strongly dependent on context, providing economy and universality in speech.

CONCLUSION 

This study has shed light on the semantic and grammatical properties of the French verb faire. The analysis showed that the polysemantic nature of the verb faire means that it can have different meanings in different contexts. In particular, the cause-and-effect relationship is expressed through the faire + infinitif construction, and this structure is characterized by the expansion of valence and the redistribution of actants. Also, the active participation of the verb faire in grammaticalized forms and phraseological units confirms its central functional role in French. 

REFERENCES USED

1. Bezinaka, Y. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: yanabezón@yahoo.fr

2. Chevrot, J.-P. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: jpchevrot@wanadoo.fr

3. Gaatone, D. (1976). Le factitif en français. Langue française, 29, 45–62.

4. Grevisse, M., & Goosse, A. (2016). Le Bon Usage: Grammaire française (16e éd.). De Boeck Supérieur.

5. Nardy, A. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: aurelie.nardy@u-grenoble.fr

6. Neves, F., Muni Toke, V., Durand, J., Klinger, T., Mandada, I., & Prévost, S. (2010). L’acquisition de faire + Vinf en français: Production, compréhension, imitation. In Congrès Mondial de Linguistique Française (CMLF 2010). Institut de Linguistique Française. https://doi.org/10.1051/cm2010227

7. Novakova, I. (2010). Laboratoire LIDILEM, Université de Grenoble. Email: inovakova@yahoo.fr

8. Nuritdinov, N. S. (2024). Fransuz tilidagi faire fe’lining ishlatilishi, uning sinonimlik xususiyatlari va o’zbek tilidagi tarjima variantlari [Usage of the verb faire in French, its synonym characteristics and translation options in Uzbek]. Ta’lim va innovatsion tadqiqotlar.

9. Sulaymonova, M. O. (2021). Fe’l so’z turkumi va uning leksik-semantik tasnifi [Verb system and its lexico-semantic classification]. Oriental Art and Culture Scientific-Methodical Journal, (6), 1–?. ISSN 2181-063X.

Sway

I finally decide to spit out my over-clotting pain, 

but in whose face?

I pause to deflect a morbid ray.

There is no raven perching on the rail of my bed

to enlighten my head,

no ancient lore up my sleeve

to defer a bleed.

There are no reflections of a resurrected spirit

at my feet,

I reel.

I paint with kohl my inflated eyelids

to camouflage the tears

that would rob every hardened feature of its blade,

that would erode the charade of invincibility,

meant to keep every scoundrel at bay, 

yet thrown off my balance,

I, but only momentarily, sway.

Animists

And do you understand what the wind intimates?

It is not the mere rhythm that makes branches sway,

the vigorous breath that animates stagnant flags into interplays,

the energy that propels gigantic galleys with widespread sails.

It is not merely the hum of trees that Romantic poems exhale,

the booms of waves with which the Gothic novel resonates,

or the caress that woos colossal mountains rooted to their spheres.

It is more eloquent than the most articulate of foreseers.

My Life Fast Flew

My life fast flew before my own bewildered eyes

and ended up its uneven course 

before it had the chance to thrive.

Dissolving love dissipated like frantic fog

and companionship freaked 

before the shrieks of loss.

Paws

“Apart from the Brontës and Virginia Woolf,

most of the women I claim to know

can hardly attain the status of a wolf.

And they do possess paws,

with which they claw a man

if he cannot prove his financial worth,”

he stated with a spoof!