Bekmurodov Abdujabbor Sattorovich

Associate Professor, Doctor of Philosophy in Biology (Phd), 

Department of Zoology, Termez Staty University, Termez, Uzbekistan

Mamarajabova Matluba Tilakovna

Lecturer, Department of Zoology, Termez Staty University, Termez, Uzbekistan

Saidova Elmira Anvarovna

Lecturer, Department of Zoology, Termez Staty University, Termez, Uzbekistan

ABSTRACT:

The article provides data on the distribution of phytonematodes
by representatives of the order Tylenchida (Filipjev, 1934) Thorne, 1949 in the apple orchards of the Surkhandarya region of 
Uzbekistan. As a result of the study, 28 species of phytonematodes were identified in the root system and root soil of apple plants. During the research, species dominated Filenchus filiformis, Psilenchus hilarulus, Ditylenchus intermedius, D.myceliophagus, 
D.triformis,Tylenchorhynchus cylindricus, Bitylenchus dubius, Quinisulcius capitatus, Merlnius brevidens, Rotylenchus robustus,
Helicotylenchus dihystera, H.erythrinae, Pratylenchus pratensis, 
Paratylenchus hamatus and Ditylenchus dipsaci.

KEYWORDS:
Phytonematodes,
apple orchards, order Tylenchida, root system, rhizosphere, phytohelminths of nonspecific pathogenic effect, 
phytohelminths of specific pathogenic effect.

INTRODUCTION:
Phytoparasitic nematodes among parasites and pests of wild and cultivated plants are not the last in nature. The Tylenchida order occupies a special place in the phytohelminthology system, since it contains the central and most important group of phytonematodes, 
represented by typical phytohelminths: pathogenic forms that cause plant diseases -phytohelminthiasis.

When studying some crops and their nematological fauna, it turns out that yield losses are determined not only by the harmful activity of the “stylet nematodes” of the tylenchid order. The forms of this group of nematodes are also involved in the processes of saprobiotic decay and expand, the volume of the affected areas of plant tissue as a result of vigorous inoculating function [9, 446 p.].
On the territory of Uzbekistan, in particular the Surkhandarya region phytonematodes of apple orchards were studied by E.T.Turaev, T.S. 
Skarbilovich [1, pp. 58-61.], Sh.Kh. Khurramov, 
E.T. Turaev [2, p. 115-124.].

MATERIALS:
To study the distribution in apple orchards of the Surkhandarya region of Uzbekistan in the period from 2020 to 2021. We collected phytonematodes from the root soil and root system of plants in shirkat farms from the territory of the Surkhandarya region of the Republic of Uzbekistan. The studies were carried out by the generally accepted route method [9, 446 p.]. During the phytohelminthological study, 700 samples of soil and root system of apple plants were collected and analyzed.

METHODS:
Phytonematodes were removed by the Berman funnel method and fixed with a 4% formalin solution. Enlightenment of nematodes was carried out in a mixture of glycerin with alcohol (1: 3), and permanent preparations on glycerin were prepared for in-office processing of the material according to the Seinhorst method [10, P. 67-69.]. Soil samples for the presence of cysts forming nematodes were usually analyzed according to the standard Decker method [3, 445 p.].

The species composition of nematodes was studied under an MBR-3 microscope. To determine the species, we used morphometric 
indicators obtained according to the generally accepted De Man formula [4,104 p.] In its modification according to Micoletzky [6, 650p.]. The degree of dominance of phytonematodes in plant and soil samples was determined from the percentage state of individuals of certain species to the number of all detected by Witkowsky [5, – 53 p].

RESULTS:
For the entire period of phytohelminthological studies of apple orchards on the territory of the Surkhandarya region of Uzbekistan, representatives of the order Tylenchida, we 
identified 28 species of phytonematodes.Discovered species belonging to 3 suborders (Tylenchina, Criconematina, Hexatylina), 5 superfamilies (Tylenchoidea, Dolichodoroidea, Hoplolaimoidea, 
Criconematoidea, Anguinoidea), 7 families (Tylenchidae, Dolicilenidae, Dolichodoridae, Tylenchorhynchinae, Psilenchinae, Rotylenchinae, Rotylenchoidinae, Pratylenchinae, Paratylenchinae, Anguininae, Nothotylenchinae) and 14 genera
(Tylenchus, Filenchus, Aglenchus, Tylenchorhynchus, Bitylenchus, Quinisulcius, Merlnius,Psilenchus, Rotylenchus, Helicotylenchus, Pratylenchus, Paratylenchus, Ditylenchus, Nothotylenchus). 

PHYTOHELMINTHS OF NONSPECIFIC PATHOGENIC EFFECT:
In our material, they are represented by 11 species:
Tylenchus davainei Bastian, 1865 was identified in the roots and rhizosphere of apple plants in the Saryassi, Muzrabad, Jarkurgan and Angora regions of the Surkhandarya region.
Filenchus filiformis (Butschli, 1873) Meyl, 1961 was registered in the roots and rhizosphere of apple plants in Baysun, Denau, Sumkurgan, Saryassi, Termez, Muzrabad and Angora 
districts of Surkhandarya region. F.infirmus (Andrassy, 1952) Andrassy, 1976 was found in the rhizosphere of apple plants in the Angora and Termez districts of the Surkhandarya region.
F.leptosoma (De Man, 1880) Andrassy, 1972 was found in the roots and rhizosphere of apple plants in the Dzharkurgan, Bandykhan and Angora districts of the Surkhandarya region.Aglenchus agricola (De Man, 1884) Meyl, 1961 was found in the rhizosphere of apple plants in the Jarkurgan, Termez and Muzrabad districts of the Surkhandarya region.

Psilenchus hilarulus De Man, 1921 found in the roots and rhizosphere of apple plants in Denau, Baysun, Kumkurgan, Muzrabad and Angora districts of Surkhandarya region.D.intermedius (De Man, 1880) Filipjev, 1936 was found in the roots and rhizosphere of apple plants in the Uzun, Altynsai and Angora districts of the Surkhandarya region.D.myceliophagus Goodey, 1958 was found in the roots and rhizosphere of apple plants in the Altynsai, Saryassi, Dzharkurgan, Muzrabad, 

Terme and Angora districts of the Surkhandarya region.D.triformis Hirshmann et Sasser, 1955 was registered in the roots and rhizosphere of apple plants in the Jarkurgan, Bandykhan and Muzrabad districts of the Surkhandarya region.Nothotylenchus acris Thorne, 1941 was found in the roots and rhizosphere of apple plants in the Jarkurgan, Termez, Saryassi and Muzrabad districts of the Surkhandarya region.N. exiguus Andrassy, 1958 was found in the rhizosphere of apple plants in the Angora, Dzharkurgan and Termez districts of the Surkhandarya region.

PHYTOHELMINTHS WITH A SPECIFIC PATHOGENIC EFFECT:
In our research, they are represented by 17 species:
Tylenchorhynchus cylindricus Cobb, 1913 was recorded in the roots and rhizosphere of apple plants in the Angora, Denau, Dzharkurgan and Termez districts of the Surkhandarya region.T.brassicae Siddiqi, 1961 was found in the roots and rhizosphere of apple plants in Baysun, Denau, Kumkurgan, Saryassi, Dzharkurgan, Muzrabad and Angora districts of Surkhandarya region Bitylenchus dubius (Butschli, 1873) Siddiqi, 1986 was registered in the roots and rhizosphere of apple plants in the Baysun, Denau, Kumkurgan, Saryassi, Dzharkurgan, Muzrabad and Angora regions of the Surkhandarya region.

Quinisulcius capitatus (Allen, 1955) Siddiqi, 1971 was found in the roots and rhizosphere of apple plants in the Termez, Jarkurgan, Muzrabad and Angora districts of the Surkhandarya region.Merlnius brevidens (Allen, 1955) Siddiqi, 1975 was recorded in the roots and rhizosphere of apple plants in Baysun, Denau, Kumkurgan, Saryassi, Dzharkurgan, Muzrabad and Angora districts of Surkhandarya region. Rotylenchus robustus (De Man, 1876) Filipjev, 1934 was found in the roots and rhizosphere of apple plants in the Termez, Denau, Kumkurgan, Saryassi, Dzharkurgan and Angora regions of the Surkhandarya region.

Helicotylenchus dihystera (Cobb, 1893) Sher, 1961 was found in the roots and rhizosphere of apple plants in the Termez, Saryassi, Dzharkurgan and Angora districts of the Surkhandarya region.H.digonicus Perry, 1959 was recorded in the roots and rhizosphere of apple plants in the Termez, Saryassi, Dzharkurgan and Angora regions of the Surkhandarya region.H.erythrinae (Zimmermann, 1904) Golden, 1956 found in the roots and rhizosphere of apple plants in the Shurchinsky, Baysunsky, Altynsai, Kumkurgan, Saryassi, Uzun, Bandykhan, Sherabad, Termez, Muzrabad and Angora regions of the Surkhandarya region.
H.multicinctus (Cobb, 1893) Golden, 1956 was found in the roots and rhizosphere of apple plants in Sherabad, Termez and Angora districts of Surkhandarya region.

H.pseudorobustus (Steiner, 1914) Golden, 1956 was found in the roots and rhizosphere of apple plants in the Dzharkurgan, Termez and Angora districts of the Surkhandarya region.Pratylenchus pratensis (De Man, 1880) Filipjev, 1936 found in the roots and rhizosphere of apple plants in the Baysun, Denau, Altynsai, 
Kumkurgan, Saryassi, Bandykhan, Dzharkurgan, Termez, Muzrabad and Angora regions of the Surkhandarya region.P.crenatus Loof, 1960 was found in the roots and rhizosphere of apple plants in the Altynsai, Kumkurgan, Saryassi, Dzharkurgan, Termez, Muzrabad and Angora regions of the Surkhandarya region. P.penetrans (Cobb, 1917) Filipjev et Sch. 

Stekchoven, 1941 was found in the roots and rhizosphere of apple plants in the Kumkurgan, Dzharkurgan, Termez, Muzrabad and Angora districts of the Surkhandarya region.
Paratylenchus bukowinensis Micoletzky, 1922 was identified in the roots and rhizosphere of apple plants in the Kumkurgan, Saryassi, 
Dzharkurgan, Termez and Angora regions of the Surkhandarya region.
P.hamatus Thorne et Allen, 1950 was found in the roots and rhizosphere of apple plants in Denau, Jarkurgan, Termez, Muzrabad and Angora districts of Surkhandarya region.
Ditylenchus dipsaci (Kuhn, 1857) Filipjev, 1936 was recorded in the roots and rhizosphere of apple plants in Denau, Altynsai, Saryassi, Uzun, Termez and Angora districts of Surkhandarya region.

DISCUSSIONS:
During the studies carried out from phytohelminths of a nonspecific pathogenic effect, the species Filenchus filiformis, Psilenchus hilarulus, Ditylenchus intermedius, D.myceliophagus, D.triformis were identified in numerous specimens in the roots and rhizosphere of apple plants. Among phytohelminths with a specific pathogenic effect, the dominant species were Tylenchorhynchus cylindricus, Bitlenchus dubius, Quinisulcius capitatus, Merlnius brevidens, Rotylenchus robustus, Helicotylenchus dihystera, 
H.erythrinae, Pratylenchus pratensis, Paratylenchus hamatus and Ditylenchus dipsaci.

CONCLUSION:
For the entire period of phytohelminthological studies of apple orchards on the territory of the Surkhandarya region of Uzbekistan, representatives of the order Tylenchida, we identified 28 species of phytonematodes (phytohelminths of nonspecific pathogenic effect-11 species, phytohelminths of specific 
pathogenic effect-17 species).

The results of the phytohelminthological study showed that phytonematodes of the order Tylenchida cause serious diseases in apple orchards in the Surkhandarya region of Uzbekistan and cause great economic damage to the productivity of these crops. Therefore, the study of the distribution and species composition, bioecological features and substantiation of measures to combat these pests is of great scientific and practical importance in the fruit growing of the Republic of Uzbekistan.

REFERENSES:
1) Тураев Э.Т., Скарбилович Т.О. Динамика 
фауны нематод яблони в 
Сурхандарьинской области Узбекистана. 
Бюл. ВИГИС, 1981.1/31. С. 58-61.
2) Хуррамов Ш.Х., Тураев Э.Т. К вопросу 
изучения нематод плодово-ягодных 
культур юга Узбекистана. Узбекский 
биологический журнал. 1978. С.115-124.
3) Dekker H. Nematodes of plants and the fight 
against them. – M. Kolos, 1972. 445 p.
4) De Man J.G. Die einheimischen, frei in der 
reinen erde und im siissen wasser Lebenden 
Nematoden. – Tijdschr // Nedrl. Dierk. 
Vereen, 1880. – V.5. – 104 p.
5) Witkowski T. Struktura zgrupowania nicieni 
zyjacych w glebie upraw rolniczych // Stud. 
Soc. Sci. Torum. 1966. T.8. – No.3. – 53 p.
6) Micoletzky G. Die freilebenden ErdNematoden, mit besonderer 
Berucksichtigung der Steiermark under
Bukowina, zugleich mit einer Revision 
samtlicher nicht mariner, freilebender 
Nematoden in Farm von esenus–
Beschreibungen und Bestimmungsschlusselh // Arch. Naturgesch. -1922. Ant. 
A. – Vol. 87. – 650 p.
7) Kiryanova E. S., Krall E. L. Parasitic 
nematodes of plants and measures to control 
them. – Moscow: Nauka, 1969. – Vol. 1. 447

COMPETENCE APPROACH IN TEACHING FOREIGN LANGUAGE

In today’s developing society, we can see that people’s aspirations for the education system are growing, not only in our country, but also in many countries around the world, attitudes to all types of systems are changing.

In the context of increasing globalization and fierce competition in the world economy, it is important for a person to receive lifelong learning, not just education, for today’s life. After all, the future development of the country is closely linked with the achievements in this area.

Nowadays, a number of reforms are being carried out in the education system of the Republic. A number of measures are being taken in the system of continuing education in our country on the basis of the decision of December 10, 2012 on measures to further improve the system of learning foreign languages PQ-1875. In this direction, by Resolution No. 124 of May 8, 2013, the SES (State Education Standards) on foreign languages in the system of continuing education was adopted and the A-1 starting level of learning foreign language for primary grades was established.

 Nowadays, these guides have found their own place. Our government is taking such measures to teach our students foreign languages, so are the foreign language teachers ready for the process? To be ready for this process, the teacher oneself must have perfect knowledge, skills and abilities in all aspects.

 Today’s modern teacher is required to achieve three main goals in education: pedagogical, educational and developmental.

 Today’s teacher will need to use a variety of methods and interactive methods throughout the lesson, depending on the purpose of the lesson. According to the decision of PQ -1875 dated December 10, 2012. Foreign languages are taught to students in general education schools of the Republic, for example, from the 1st grade. In the 1st grade, thinking and arguing are carried out mainly on the basis of oral speech. Writing, listening and reading skills are practiced in 2nd grade.

 Can foreign language teachers achieve the goals set above? For this, first of all, they need pedagogical, psychological knowledge, skills and abilities. Alternatively, a foreign language teacher can teach students by comparing a foreign language only if he or she is fluent in his or her native language. Nowadays, it is important for a teacher to have the necessary competencies.

 What is competence?

 Competence is a competency formed in each teacher on the basis of acquired knowledge, skills and competencies. First of all, it should be noted that the main purpose of teaching a foreign language at all stages of education in the Republic of Uzbekistan is to form a communicative connection of a foreign language for learners to work in a multidisciplinary society in everyday scientific professions.

 Today’s foreign language teacher needs to have the following language-related communications in order to communicate with students.

1 Linguistic competence (phonetics, vocabulary, grammar of the teacher’s language) is considered to be perfect knowledge, listening, reading and writing skills.

Sociolinguistic competence allows the speaker to choose the method of expression of the desired linguistic form based on a particular speech situation, communicative purpose, and desire. 

2 Sociolinguistic competence encompasses the social and cultural context in which language is taught to students by comparing the customs and values, rituals of the country in which they live.

3 Pragmatic competence refers to the ability to repeat and ask when there are misunderstandings in a communicative situation in a foreign language being studied, and to get out of complex situations through hoaxes. The fact that we use many pedagogical technologies in the process of continuing education in our modern life, depending on the content of education, also requires competencies from the teacher. We need to provide more methodological support to today’s young professionals, namely, mainly students. Establishing a teacher-student relationship is a requirement of this period. We recommend teachers to young professionals to learn more pedagogical and psychological sciences perfectly to work with primary school students. Because working with younger students requires perseverance and dedication.

 In order to achieve effective teaching, a foreign language teacher is required to set the following requirements.

1 A foreign language teacher must know one`s specialty perfectly on the basis of SES (State Education Standards).

2 Treat your student as a spiritually mature, noble, mentally gifted person.

3 A foreign language teacher should know perfectly about the pedagogical and psychological characteristics of primary school students.

 One of the main qualities of a modern teacher is one`s devotion to their profession, his/her faith in love of the profession distinguishes from other professionals. To sum up, a teacher who loves children, dedicated the pedagogical mastery of all his/her strength, knowledge to educating the next generation is a true teacher.

Author: Madina Fayzullaeva, a master’s student in the faculty Pedagogy of Chirchik State of Pedagogical University

Life is more precious than we think. We need it every day. The events and events we see affect us in different ways. During our life , we face a lot of obstacles and depressions, we lose our loved ones. As a person grows up, his experience increases . He behind to see the worries of life. Now when I was just two steps into school , I started having dreams, and as the years went by, my dreams grew bigger and bigger instead of coming true. Then I thought, is it possible to make a personʼs dream come true with only good intentions? However, I dreamed, but I did not work accordingly, and I turned 14 in the blink of an eye. Then I realized that the more effort he makes , the more results he gets , and I started to work. I learned to set a goal , not a dream .

Of course, my teachers at school were the reason for this , and I became very interested in mathematics, and I worked on planning my future. I think that people around us should be unimportant to us , because they are only distractions. We should live only with motivation. We should not ignore things that inspire us . If we afraid to do it, then we should definitely try it. Of course, inattentiveness does not mean not listening to everyoneʼs opinion, but realizing who are our loved ones. The more knowledge we gain, the more we will achieve our goals . We must follow the path taught by our teachers and parents, only then will our destination be clear.

Mahammadiyeva Elnura, a student of school 68, Kashkadarya region of the Republic of Uzbekistan. She interesting table tennis 

A place where spring has turned into dreams

The white look of the morning in my window,
The sun of my heart rises from afar.
There is beauty in this world,
Spring is on such a fire.

The place where tulips bloom on the shores,
This world will be more beautiful.
Wake up early, look at the trees,
Spring is on such a fire,

Spring is quiet in the bosom of dreams,
There are moonlit nights.
When I open my eyes everything is bright
A place where spring has turned into dreams.

 

No need

I don't listen to gossip.
It's a shame now.
No unnecessary words,
For my happy living.

Dear friend and brother,
Kindness is the best friend.
share your love
Always you always always.

When I look in the mirror, I see my reflection,
He tells me only the truth.
I will not give in to the test of life,
I don't know. I will never rest again.

Zarnigor Ubaidullayeva Azizkulov, daughter of Ilhomjon, on January 29, 2005 Born in G’allaorol district, Jizzakh region. Currently a student of the 11th grade of school 54.

CULTURAL ETIQUETTE. ETIQUETTE OF A GUEST AND A HOST.

1. Ahmedov Azimjon Ilhomovich the teacher    of Andijan State Institute of Foreign Languages
2. Mamasharipova Shakhnoza Akhmadjon qizi 3^rd year student of Andijan State Institute of Foreign languages
3. Umaraliyeva Maftuna Zohidjon qizi 3rd year student of Andijan State Institute of Foreign languages.

Annotation: In this article cultural etiquette, politeness and good manners of guests and hosts, cultural guidelines for what is appropriate or inappropriate and polite or impolite are considered. Additionally global etiquette, cultural tips, tips for what to do and avoid, hospitality etiquette will be discussed below.

Key words: elite, occational, hospitality, balance, manners,massive arrivals.

In the course of our lives, many of us have had reasons to find ourselves as guests in other people’s homes or have had to play hosts to guests who’ve come visiting us. People have had to put up in homes of friends, colleagues or family members as a result of demands of daily activities or even holidays – work and play.
Human interactions can be as complex and as varied as there are human beings on the planet. This means that in order to maintain the acceptable level of ‘order’ that good relationships are essentially incumbent upon, certain behavioural codes must be adhered to by both guest and host. That fine balance between a considerate guest and a thoughtful host should always be aimed at.

Within the context of the text above, the goal of this paper is to present authors’ complex overview of the approaches to the issue of interaction between hosts and guests. So far, most authors have only  focused on a certain theoretical model. Therefore, they have not fully and comprehensively revealed the stages of development and changes in the ‘host-guest’ relationship, but they aspire to describe the gradual shift from negative impacts of tourism on the host community to positive ones. Tourism becomes an important element through which local communities can control and regulate the degree of power they have over a dominant group of guests. At the same time, tourism reinforces hosts’ cultural identity, stimulates their interest in the local culture, cultural  heritage, and ethnic identity. Therefore, the main research question of this paper  concerns the development of interactions between hosts and guests and tourism impacts. This descriptive case study strives to process and describe interactions between hosts and guests while summarizing the general framework for studying the host-guest encounters and impacts of tourism. In tourism anthropology, the socio-cultural impacts of tourism are necessary for monitoring and predicting changes in societal value  systems, community structures, social relationships, individual behaviour, ways and standards of living.

Many authors pointed out that the host and tourist relationships turn into commercialized hospitality, they are similar to business transactions and lack spontaneity. Mathieson and Wall (1982) described the relationship between tourists and local residents using the five-stage process. The first feature indicates transience, transitoriness, and superficiality of the relationship. Deeper relationship may only arise at destinations where tourists return to the same accommodation. The second feature is pressure on tourists who go  through a wide range of experiences over a short time. Thus, irritation increases if they  do not get the experiences they want, or only with delay. The third feature is linked to  the isolation of tourists who often separate themselves from the locals and who spend most of their time in a tourist resort and its vicinity with other tourists. Their encounters with local residents are limited to tourist personnel.

The fourth feature points out that host and tourist relationships are not spontaneous, but formalized and planned. The fifth feature describes the host-guest relationships as unequal and asymmetric in terms  of material wealth and power. In every tourist destination, there are limits to growth that are likely to cause many negative and sometimes even irreversible changes when exceeded, “there is a threshold of tolerance of tourists by hosts which varies both spatially and temporally. As long as the numbers of tourists and their cumulative impacts remain below this critical level, and economic impacts continue to be positive, the presence of tourists in destinations is usually accepted and welcomed by the majority of the host population”

Modern tourism disrupted pre-modern host-guest relationships based on agreements of protection, reciprocity and reciprocal rights and duties. Before, hosts  secured guests’ satisfaction and guests became temporary members of the family while adhering to the rules of the host’s home. Reciprocity and mutuality formed “an inevitable part of the social exchange in the host-guest relationship”  
Traditional host-guest relationships resulted in commercialization and commodification. 

          Therefore, tourists and travellers are no longer merely guests; tourists turned into consumers of experiences and hosts became providers of these experiences . Under these circumstances, “hosts are no longer hosts, just providers of services, while the guests are no longer guests, just customers”  

The financial agreement for goods and services replaced “the nonmaterial reciprocity  of the old covenant”  This type of commercialized hospitality is based on a ‘holy trinity’ of provision of food, drink and accommodation. Hospitality can be regarded “as a product, a process, an experience, or all three” Nevertheless, the purchase of services is much more complex than purchase of manufactured goods and artefacts. Services always include a certain form of social interaction and most frequently partial proximity between consumers and providers: “to buy the service is to buy a particular social or sociological experience”

                                                     References

1. Andrews, H. (2000). Consuming Hospitality on Holiday. In C. Lashley & A. Morrison (Eds.), In  Search of Hospitality: Theoretical Perspectives and Debates (pp. 235–254). Oxford: Butterworth Heinemann. Aramberri, J. (2001).
2. The Host Should Get Lost: Paradigms in the Tourism Theory. Annals of Tourism Research, 28(3), 738–761. DOI: 10.1016/S0160–7383(00)00075-XChambers, D. (2007).
3. An Agenda for Cutting Edge Research in Tourism. In J. Tribe & D. Airey  (Eds.), Developments in Tourism Research (pp. 233–245). London: Elsevier Science Ltd. DOI:  10.1016/B978–0-08–045328–6.50022–4.Greenwood, D. J. (1977).
4. Culture by Pound: An Anthropological Perspective on Tourism as Cultural Commoditization. In V. L. Smith (Ed.), Hosts and Guests: The Anthropology of Tourism (pp.  129–138). Philadelphia: University of Pennsylvania Press.  Greenwood, D. J. (1989).
5. 5.    Culture by Pound: An Anthropological Perspective on Tourism as Cultural Commoditization. In V. L. Smith (Ed.), Hosts and Guests: The Anthropology of Tourism (pp.  171–185). Philadelphia: University of Pennsylvania Press.

PROBLEMS THAT ARISE IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE AND THEIR SOLUTIONS

Annotation: This article highlights the description of useful options which helps to think in English.

With the development of the period, the need and demand for learning a language have increased so much that nowadays there is a need to know a foreign language in almost every field. In particular, English has become one of the most studied languages in the world. The demand and supply for young personnel who can perfectly learn this language and contemplate in this one are increasing more and more. However, a question arises: “Why is it difficult for us to think in this
language?”, “How we can debate, praise and criticize in this language?”. These
questions will be answered fully, clearly, and with examples in this article.

Some reasons that prevent us from thinking in English and one of them is the use of bilingual dictionaries. That is, if we want to know the meaning of a word or phrase, we use bilingual dictionaries, from English to native language or from native to English. Many students continue to refer to these translation dictionaries whenever they want to know the meaning of a word because they have been taught the grammar-translation method since kindergarten and school and it has become a habit for them, however, it is very urgent that we should break this mode. Because of big differences between languages in terms of vocabulary, translation, grammar, and structure, we confront with a plenty of obstacles when we want to know how a word in Uzbek is called in English, we may not find this word in dictionaries, or we may find a word used in a completely different meaning in dictionaries. We know that every language has its own and figurative words, and in the process of translation we come across words with completely different meanings from bilingual dictionaries. In addition, it takes a lot of time to think and translate in a conversation – this leads to pauses, hesitations and the inability to speak quickly and fluently.

The reasons mentioned above are known to eradicate our study on foreign language. Even so, there are several methods and specific rules to overcome such misunderstandings and defects. If we follow them strictly, we can soon notice a great revolution, and we can communicate in English fluently and become proficient in meditating on English. To begin with, we should surround ourselves with English. This does not mean going to an English-speaking country, and even we can accomplish this task at our home. For this, we need to do a day of English for 10 minutes every day, and we should regard this time not as study time, but as a fun and interesting process. Later, we can gradually increase this time from 10 minutes to 20, 30, 40 and more minutes. At this time, we can listen to podcasts, listen to the radio or music, read blogs, magazines and books or watch the English movies that we like, and during this time we can do two things. Firstly, we can listen passively. At that moment, we reduce the stress and pressure and it helps us to learn the language deeply. We also get the opportunity to get to know the speech and pronunciation of native speakers and increase our range of vocabulary. The other is that we have the opportunity to repeat the words and phrases we perceive and find out, and this is very beneficial for regulating pronunciation standards.

Moreover, we should only turn to account words that we know and have already learned. Sometimes we try to explain or express an idea while speaking, but we don’t acquire knowledge of vocabulary. At this time, we endeavour to find the translation of this word in the dictionary or ask someone for a translation. Maybe it helps us to increase our vocabulary, but it has a defective effect on the fluency of our speech. Therefore, it is preferable to use only words that we acquainted with. Although these words are very elementary, if the speech is carried out fluently without pauses and word searches, we will be successful. If we don’t have enough vocabulary to explain something, we need to look around the word, by this we mean that, we can think of synonyms or alternatives for that word. If we can’t find them either, it’s best to refrain from expressing that thought or idea.

The next point is that we should start learning from small and build it up step by step. It is challenging to ruminate about this non-native language, however, we can initiate this from learning only simple words, after that, we broaden this range by being informed of collocations, phrases, simple and complex sentences. One of the most conventional and predominant ways is looking at a picture and illustrating it. At first, we start by saying only the name of the item, subject, person and event depicted in this picture which we know the translation of. Then, we make phrases with adjectives or pronouns from the ones mentioned above. We make simple sentences from word combinations, and complex sentences from simple sentences. Then we get used to doing this exercise when we walk down the street, do shopping, go to the doctor’s office, wait in queue at the bank. By repeating this actions permanently, we learn to describe, analyze and evaluate the events and cases happening around us. Thus, we rise from the bottom to the top. Russian psychologist Lev Vygotsky said that the inner voice, our thinking came from the internalization of the outer voice. The inner voice in our head is the same as when we speak. There is one difference and it is our muscles. We do not make use of our muscles when we think, but we utilize when we speak. That is why, this process of thinking, speaking, thinking, and speaking through practice we can amplify it and help us to think in English.

Another strategy is that we should use English in our daily life. We should keep a diary and when we wake up in the morning, we should write in it our plans for the day, the tasks that we need to do, and at the end of the day, how our day was, what events happened, and what plans we made in our diary. Due to the repetition of such kind of workouts, we learn to use English in everyday life and use it correctly. Of course, there is a huge difference between speaking and writing, and they are separated from each other. But, according to some researches, writing and speaking are connected to each other in some cases. For instance, both of this skills require to meditate, criticize, prove or explain the phenomenon and it is depend on ourselves how to express this. However, we cannot write the way we speak. By taking notes, making some sentences on our diary, we learn to write cohesively and coherently in English without translation and a dictionary. As I highlighted above, we should only use the words we know.

In addition to this, as we know, practice is the most important part of learning language, as well as English. When we practice speaking with our friends, teachers, family members or other people, we will be more aware of events or things that are happening around us. So, we will more likely to think in English in order to make conversation with our partners.

The last option is that we should be monolingual. As I mentioned above, when we search words which we don’t know in bilingual dictionary, we may face some difficulties to find the exact translation or meaning. It is better to use monolingual ones that show the synonyms or definitions. By this, we can focus only on one language, enlarge our range of vocabulary and learn to think in this language.

All in all the discussion in this article has clearly shown some causes which disturb us from learning language completely and properly, and a huge number of options and strategies which help us to think in English, speak fluently and smoothly like native speakers and break up the barriers that we may face. By following these rules, we hope that students, even language learners can adapt to the English environment and live in it!

Cross cultural communication 
       
Annotation: This article illustrates a several number of opinions about the cross-cultural communication , in different parts of world
Key words: Cross-culture, communication,  endeavor, investigating,  geographies, intercultural 

      Cross-cultural communication is a field of study investigating how people from differing cultural backgrounds communicate, in similar and different ways among themselves, and how they endeavor to communicate across cultures. Intercultural communication is a related field of study. Often referred to as intercultural communication, cross-cultural communication is the study of how verbal and nonverbal communication takes place among individuals from different backgrounds, geographies, and cultures.

      As you can see, the definition is very straightforward, but learning how to implement cross-cultural communication into your career is not as black and white. Communication is also the core of publishing statements to broad audiences, monitoring all communication coming from clients, and preparing stakeholders for the worst are all duties of a PR professional.

With the globalization of businesses, PR professionals, in particular, must learn about cross-cultural communication and its impact on the PR industry so they don't make the mistake of misrepresenting a culture.

It is important to note before diving into the details of cross-cultural communication that there are cultural generalizations that do not account for specific individuals in a culture. For example, different countries around the world interpret hand gestures in different ways.  
Since cross-cultural communication is how people belonging to different cultures communicate with each other, there are bound to be clashes between different cultures. One tactic to reduce these clashes is prioritizing diversity when hiring. When people from differing cultures work toward a common goal, the risk of offensive misunderstandings decreases, and the quality of work increases.

          Communication is the exchange of meaning: it is my attempt to let you know what I mean. Communication includes any behavior that another human being perceives and interprets: it is your understanding of what I mean. Communication includes sending both verbal messages (words) and nonverbal messages (tone of voice, facial expression, behavior, and physical setting). It includes consciously sent messages as well as messages that the sender is totally unaware of sending. Whatever I say and do, I cannot help communicating. Communication therefore involves a complex, multilayered, dynamic process through which we exchange meaning. 

Every communication has a message sender and a message receiver. The sent message is never identical to the received message. Why? Communication is indirect; it is a symbolic behavior. Ideas, feelings, and pieces of information cannot be communicated directly but must be externalized or symbolized before being communicated. Encoding describes the producing of a symbol message. Decoding describes the receiving of a message from a symbol. The message sender must encode his or her meaning into a form that the receiver will recognize-that is, into words and behavior. Receivers must then decode the words and behavior - the symbols - back into messages that have meaning for them. 

For example because the Cantonese word for “eight” sounds like jaat, which means prosperity, a Hong Kong textile manufacturer Mr. Lau Ting-pong paid $5 million in 1988 for car registration number 8. A year later a European millionaire paid $4.8 million at Hong Kong’s Lunar New Year auction for vehicle registration number 7, a decision that mystified the Chinese, since the number 7 has little significance in the Chinese calculation of fortune. Translating meanings into words and behaviors - that is into symbols - and back again into meanings is based on a person's cultural background and is not the same for each person. The greater the difference in background between senders and receivers, the greater the difference in meanings attached to particular words and behaviors. 

Cross-cultural communication occurs when a person from one culture sends message to a person from another culture. Cross-cultural miscommunication occurs when the person from the second culture does not receive the sender's intended message. The greater the differences between the sender's and the receiver's cultures, the greater the chance for cross-cultural miscommunication. 

Communication does not necessarily result in understanding. Cross-cultural communication continually involves misunderstanding caused by misperception, misinterpretation, and misevaluation. When the sender of a message comes from one culture and the receiver from another, the chances of accurately transmitting a message are low. Foreigners see, interpret, and evaluate things differently, and consequently act upon them differently. In approaching cross-cultural situations, one should therefore assume difference until similarity is proven. It is also important to recognize that all behavior makes sense through the eyes of the person behaving and that logic and rationale are culturally relative. In cross-cultural situations, labeling behavior as bizarre usually reflects culturally based misperception, misinterpretation, and misevaluation; rarely does it reflect intentional malice or pathologically motivated behavior. Unwritten rules reflect a culture's interpretation of its surroundings.

          CROSS-CULTURAL MISPERCEPTION No two national groups see the world in exactly the same way. Perception is the process by which each individual selects, organizes, and evaluates stimuli from the external environment to provide meaningful experiences for himself or herself. Perceptual patterns are neither innate nor absolute. They are selective, learned, culturally determined, consistent, and inaccurate. • Perception is selective. At any one time there are too many stimuli in the environment for us to observe. Therefore, we screen out most of what we see, hear, taste, and feel. We screen out the overload and allow only selected information through our perceptual screen to our conscious mind. • Perceptual patterns are learned. We are not born seeing the world in one particular way. Our experience teaches us to perceive the world in certain ways. • Perception is culturally determined. We learn to see the world in a certain way based on our cultural background. • Perception tends to remain constant. Once we see something in a particular way, we continue to see it that way. • We therefore see things that do not exist, and do not see things that do exist. 

Our interests, values, and culture act as filters and lead us to distort, block, and even create what we choose to see and hear. We perceive what we expect to perceive. We perceive things according to what we have been trained to see, according to our cultural map. The distorting impact of perceptual filters causes us to see things that do not exist.

     Interpretation occurs when an individual gives meaning to observations and their relationships; it is the process of making sense out of perceptions. Interpretation organizes our experience to guide our behavior. Based on our experience, we make assumptions about our perceptions so we will not have to rediscover meanings each time we encounter similar situations. For example, we make assumptions about how doors work, based on our experience of entering and leaving rooms; thus we do not have to relearn each time we have to open a door. Similarly, when we smell smoke, we generally assume there is a fire. Our consistent patterns of interpretation help us to act appropriately and quickly within our day-to-day world. Categories Since we are constantly bombarded with more stimuli than we can absorb and more perceptions than we can keep distinct, we only perceive those images that may be meaningful. We group perceived images into familiar categories that help to simplify our environment, become the basis for our interpretations, and allow us to function in an otherwise overly complex world. 

Categories of perceived images become ineffective when we place people and things in the wrong group. Cross-cultural miscategorization occurs when I use my home country categories to make sense out of foreign situations. Stereotypes Stereotyping involves a form of categorization that organizes our experience and guides our behavior toward ethnic and national groups. Stereotypes never describe individual behavior; rather, they describe the behavioral norm for members of a particular group. Stereotypes, like other forms of categories, can be helpful or harmful depending on how we use them. Effective stereotyping allows people to understand and act appropriately in new situations. A stereotype can be helpful when it is • Consciously held. The person should be aware that he or she is describing a group norm rather than the characteristics of a specific individual. • Descriptive rather than evaluative. The stereotype should describe what people from this group will probably be like and not evaluate those people as good or bad. • Accurate. The stereotype should accurately describe the norm for the group to which the person belongs. • The first best guess about a group prior to having direct information about the specific person or persons involved.

     Modified, based on further observation and experience with the actual people and situations. A subconsciously held stereotype is difficult to modify or discard even after we collect real information about a person, because it is often thought to reflect reality. If a subconscious stereotype also inaccurately evaluates a person or situation, we are likely to maintain an inappropriate, ineffective, and frequently harmful guide to reality. Managers ranked "most internationally effective" by their colleagues altered their stereotypes to fit the actual people involved, whereas managers ranked "least internationally effective" continued to maintain their stereotypes even in the face of contradictory information. To be effective, international managers must therefore be aware of cultural stereotypes and learn to set them aside when faced with contradictory evidence. They cannot pretend not to stereotype. If stereotyping is so useful as an initial guide to reality, why do people criticize it? The answer is that we have failed to accept stereotyping as a natural process and have consequently failed to learn to use it to our advantage. 

For years we have viewed stereotyping as a form of primitive thinking, as an unnecessary simplification of reality. We have also viewed stereotyping as immoral: stereotypes can be inappropriate judgments of individuals based on inaccurate descriptions of groups. It is true that labeling people from a certain ethnic group as "bad" is immoral, but grouping individuals into categories is neither good nor bad-it simply reduces a complex reality to manageable dimensions. Negative views of stereotyping simply cloud our ability to understand people's actual behavior and impair our awareness of our own stereotypes.          

   Bibliography:

   ADLER J. N. (1991) International Dimensions of Organizational Behaviour. 2nd ed. PWS-KENT Publishing Company.
  Beamer L., & I.Varner (2001) Intercultural Communication in the Global Workplace. 2nd ed. N.Y.: McGraw-Hill.
    Condon, J.C. & Yousef. F.S. (1975). Introduction to intercultural communication. New York: Bobbs-Merrill Company. 
  Gudykunst, W. B., & Kim, Y. Y. (1992). Communicating with strangers: An approach to intercultural communication (2nd ed.). 
  New York: McGraw-Hill, Inc. Hall, E.T. (1959). The silent language. Garden City, NY: Anchor Press/Doubleday. Lewis, R.( 1997) When Cultures Collide, Doubleday.