To provide a bigger meal than the roadkill rabbit at the end of the drive.
UP ON THE ROOF
When my medications make me feel like jumping off a roof
I Can’t tell the difference between my emotions and the medications
How do I convince myself that it is
The meds not me?
That my feelings are a chemical reaction.
Not a true reflection
of my inner life
In time, after conversations with my wife, friends, and dog
I am able to distinguish my feelings from those generated by the drugs.
And I talk myself down
“Stay off the roof, stay off the roof.” I tell myself as I lie in bed under a cover.
When I realize a fall from the roof
will only make things worse
and require more drugs
I settle down with the dog,
Fall asleep,
and dream of flying.
ERIC BARR taught acting and directing at University of California, Riverside. He was the Founding Director of the UCR Palm Desert MFA in Creative Writing and Writing for the Performing Arts.
Barr has written in a number of different genres, from screenplays to poetry. His work has appeared in Connotation Press and The Journal of Radical wonder. He was a co-writer on the feature film, A Thousand Cuts.
In addition to his writing, Barr worked as a theatre director and acting coach. He was the Artistic Director of the Porthouse Theatre in Cleveland, taught movement for actors at the Stella Adler Conservatory of Acting in Los Angeles, and worked as an acting coach with the National Theatre of the Deaf.
Since surviving a series of strokes Barr has written and performed his one-man show, A Piece Of My Mind”, about his surgeries, hospitalizations, and rehab around the country. His podcasts on stroke recovery can be found at http/www.apieceofmymind.net
Still from Gira, by Grupo Corpo. Photo: Jose Luiz Pederneiras
21 and Gira
Grupo Corpo
Zellerbach Hall
University of California, Berkeley
Gyres of Eshu
A review by Christopher Bernard
Cal Performances (the Bay Area’s most adventurous promoter of dance, music and live performance) delivered once again one late weekend in April, as part of its Illuminations: “Fractured History” series: Brazil’s formidably gifted dance company, Grupo Corpo.
Based in Brazil’s legendary Minas Gerais, and founded in Belo Horizonte in 1975, the company is driven by the synergistic talents of two brothers, Paulo and Rodrigo Pederneiras, house choreographer, and director and set and lighting designer, respectively, who have created, with their collaborators, an aesthetic that blends classical ballet and the complex heritage of Brazilian culture, religious and ritual traditions, the whole leavened by a musical culture that is wholly unique.
The company brought two ambitious dances to Berkeley’s Zellerbach Hall. The first was their breakout dance, from 1992, which put the company securely on the international dancing “map”: 21, a number that retains an enticing mystery to it. It also introduced one of the company’s musical signatures: the music and instruments of Marco Antonio Guimarães and the artists of the Uakti Instrumental Workshop. These last not only have a unique armamentarium of instruments, but even use their own microtonal scales, unless my ears were fooling me—essential elements of what makes the company’s work uniquely engaging.
21 was groundbreaking: a slow burn that used the entire company in a processus of simple chthonic motives, closely gripping the floor like the movements of wary but defiant jungle animals, on dancers at first dressed entirely in yellow bodysuits against a pitch-black background, appearing at first behind a misty transparent screen that creates a ghost-like effect, and rising midway through the work as the dance moved to illumination from mystery.
The dance began with a hypnotic monotony of group motions with slight variations against a polyphony of percussion and string and blown instruments entirely new to this listener’s ear, and gradually morphed into a succession of solos and increasingly elaborate duos, trios, and corps, by turns haunting, raunchy, and carnivalesque, until its energies, long simmering, boiled over and broke out into a joyously orgiastic conclusion that brought the Brazilian gods to the stage and the local audience to their feet.
The imaginative use of lighting and color, as well as the costume designs (which transmogrified from the monotone to the wildly polychrome) of Freusa Zechmeister, were as vital to the overall effect as motion and music.
The second dance, Gira (“Spin”), from 2017, takes the elements of spiritualist rite suggested in 21 and brings them unapologetically to the fore. The dance is based on the rituals of Umbanda (a merging of West and Central African religions such as Yoruba with Catholicism and spiritism) to the music of the jazz band Metá Metá and vocals from Nuno Ramos and Eliza Soares. The dance is based on rituals calling forth the spirit of Eshu, a deity who acts as a bridge between humanity and the world of the orixás of Ubamba, Condomblé, and the spiritualities they have in common. Eshu commands and drives the rite of the giras, or spinning, whose motions, like those of the dervishes of Islam, open the dancers to the gods and the gods to the dancers.
Gira evolved as a series of variations on the motions of the ritual, increasingly fugal, danced by the performers as if in the trance that the ritual aims, paradoxically, both to create and to emerge from. Both male and female dancers wore long white skirts and were bare breasted in a show of a curious mixture of vulnerability, beseeching, and seduction to bring forth the divine.
It’s a beautiful and evocative work, if overstaying just a little.
Not to be forgotten is the technical brilliance of the dancers themselves: masters of their gifts, and sharpened by the equal mastery of the company’s leadership.
____
Christopher Bernard is an award-winning novelist, poet, and essayist and author of numerous books, including A Spy in the Ruins (celebrating its twentieth anniversary in 2025) and The Socialist’s Garden of Verses. He is founder and lead editor of the webzine Caveat Lector and recipient of an Albert Nelson Marquis Lifetime Achievement Award.
Annotatsiya:Tarjima nazariyasi va amaliyoti fanining asosiy tushunchalari va atamalari tarjima faoliyatini tashkil etuvchi muhim bilimlarni shakllantiradi. Tarjima nazariyasida o‘rganiladigan asosiy tushunchalar orasida “ekvivalentlik”, “yuzaki tarjima”, “qayta tarjima”, “stilistik tarjima” kabi atamalar muhim o‘rin tutadi. Tarjima nazariyasi va amaliyoti sohasida asosiy e’tibor tarjima jarayonidagi muammolarni hal qilish, madaniy va lingvistik farqlarni hisobga olgan holda to‘g‘ri va aniq tarjimani amalga oshirishga qaratiladi. Tarjima amaliyoti esa ilmiy, ijodiy va professional sohalarda qo‘llanilishi kerak bo‘lgan metodlarni va uslublarni o‘z ichiga oladi.
Kalit so‘zlar:tarjima nazariyasi, ekvivalentlik, yuzaki tarjima, stilistik tarjima, lingvistik farqlar, madaniyatlararo tarjima, tarjima usullari, tarjima jarayoni
Аннотация:Основные понятия и термины теории и практики перевода формируют важные знания, составляющие переводческую деятельность. Среди основных понятий, изучаемых в теории перевода, важное место занимают такие термины, как «эквивалентность», «поверхностный перевод», «повторный перевод», «стилистический перевод». В области теории и практики перевода основной упор делается на решение проблем в переводческом процессе, осуществление правильного и точного перевода с учетом культурных и языковых различий. Переводческая практика, с другой стороны, включает в себя приемы и приемы, которые следует применять в научной, творческой и профессиональной сферах.
Ключевые слова:теория перевода, эквивалентность, поверхностный перевод, стилистический перевод, лингвистические различия, межкультурный перевод, методы перевода, процесс перевода
Annotation:Thebasic concepts and terms of translation theory and practice form the important knowledge that constitutes the activity of translation. Among the basic concepts studied in translation theory, such terms as “equivalence”, “superficial translation”, “retranslation”, “stylistic translation” occupy an important place. In the field of translation theory and practice, the main emphasis is on solving problems in the translation process, implementing correct and accurate translation, taking into account cultural and linguistic differences. Translation practice, on the other hand, includes techniques and techniques that should be applied in the scientific, creative, and professional fields.
Keywords:translation theory, equivalence, superficial translation, stylistic translation, linguistic differences, cross-cultural translation, translation methods, translation process
Bu soha tilshunoslikning boshqa bo‘limlari bilan yaqindan bog‘liq bo‘lib, ularning o‘zaro aloqalari va ta’siri tarjima jarayonida muhim o‘rin tutadi.
Tarjima – madaniyatlar, tillar va xalqlar o‘rtasida ko‘prik vazifasini bajaruvchi murakkab jarayondir. Tarjima nazariyasi va amaliyoti esa ushbu jarayonni ilmiy asosda o‘rganadi, tarjima faoliyatining qonuniyatlari, usullari va muammolarini tadqiq qiladi. Bugungi global dunyoda tarjima sohasi nafaqat adabiy yoki ilmiy sohalarda, balki siyosat, biznes va texnika sohalarida ham muhim rol o‘ynamoqda. Shu sababli tarjima nazariyasi va amaliyotining asosiy tushuncha va atamalarini mukammal bilish zamon talabi hisoblanadi.
Tarjimanazariyasivaamaliyotifaniningmohiyati:Tarjima nazariyasi tarjima faoliyatining umumiy tamoyillarini, asosiy qonuniyatlarini va uslubiy asoslarini o‘rganadi. Amaliy tarjima esa ushbu nazariy bilimlarni hayotga tatbiq qilish – ya’ni, konkret matnlarni bir tildan ikkinchisiga to‘g‘ri va samarali o‘girish faoliyatini anglatadi.
Tarjima nazariyasi va amaliyoti bir-biri bilan chambarchas bog‘liq bo‘lib, nazariya amaliyotni yo‘naltiradi, amaliyot esa nazariyani boyitadi va rivojlantiradi.
Asosiy tushunchalar va atamalar
1. Tarjima (Translation).Tarjima — bir tildagi matn (manba til) mazmunini boshqa bir tildagi matnga (nishon til) to‘g‘ri, aniq va iloji boricha tabiiy shaklda yetkazib berish jarayonidir.
2. Manba til va nishon til (Source Language and Target Language).Manba til – tarjima qilinayotgan matn yozilgan asl til. Nishon til – matn tarjima qilinadigan til.
3. Ekvivalentlik (Equivalence).Tarjimada matnning ma’no jihatdan tengligini saqlash zarurati. Ekvivalentlik turli darajalarda (leksik, grammatik, stilistik va pragmatik) namoyon bo‘lishi mumkin.
4. Adekvant tarjima (Adequate Translation).Manba matnning ma’no va shakl xususiyatlarini imkon qadar to‘liq va to‘g‘ri ifoda qiluvchi tarjima.
5. Tarjima transformatsiyalari (Translation Transformations).Til va madaniy tafovutlar sababli tarjima jarayonida amalga oshiriladigan o‘zgarishlar, masalan, omissiya (qoldirib ketish), generalizatsiya (umumlashtirish), konkretizatsiya (aniqlashtirish), almashtirish va hokazolar.
6. Intersemiotik tarjima (Intersemiotic Translation).Til belgilarini boshqa tizim (masalan, rasm, musiqa, kino) orqali ifodalash; Roman Jakobson tomonidan ilgari surilgan kontseptsiya.
7. Tarjima birliklari (Units of Translation).Tarjimada mazmunni saqlab qolishga xizmat qiladigan eng kichik birliklar – so‘z, fraza, gap yoki butun matn bo‘lishi mumkin.
8. Tarjima strategiyalari va usullari (Translation Strategies and Techniques).
Tarjimonning maqsadga erishish uchun tanlagan yondashuvlari. Masalan, so‘zma-so‘z tarjima, erkin tarjima, adaptatsiya, transkripsiya va translyiteratsiya.
Tarjima turlari
Tarjimaning ko‘plab turlari mavjud:Adabiy tarjima (badiiy asarlar tarjimasi),
texnik tarjima (fan va texnika sohasidagi matnlar), ijtimoiy-siyosiy tarjima, audiovizual tarjima (kino va seriallar subtitr va dublyaji), simultane tarjima (bir vaqtning o‘zida og‘zaki tarjima qilish), pismon tarjima (yozma matnlarning tarjimasi).
Tarjima nazariyasi: Bu soha tarjimaning ilmiy asoslari, tamoyillari, usullari va metodlarini o‘rganadi. Tarjima nazariyasining asosiy maqsadi tarjimaning muvaffaqiyatli va aniq bo‘lishini ta’minlash uchun kerakli ilmiy asoslarni ishlab chiqishdir.
2. Tarjima amaliyoti: Tarjima amaliyoti nazariyadan farqli ravishda tarjima jarayonining real sharoitda, ya’ni matnlarni tarjima qilishda qo‘llaniladigan usullarni va metodlarni o‘rganadi. Bu usullar tilning o‘ziga xos xususiyatlari, matnning maqsadi va auditoriyasiga qarab tanlanadi.
3. Lingvistik farqlar: Tarjima jarayonida tillar orasidagi grammatik, leksik va semantik farqlarni hisobga olish juda muhim. Har bir tilning o‘ziga xos struktura va ifoda vositalari mavjud bo‘lib, ularni boshqa tilga to‘g‘ri o‘zgartirish katta e’tibor talab qiladi.
4. Madaniyatlararo tarjima: Madaniy farqlarni hisobga olgan holda tarjima qilish ko‘p hollarda nazariy va amaliyotni o‘zaro bog‘laydi. Tarjimachi nafaqat tilni, balki tarjima qilinayotgan madaniyatni ham chuqur tushunishi kerak.
5. Ekvivalentlik: Tarjimaning eng muhim printsiplaridan biri, bu tarjima tilidagi ifodaning asl matndagi ma’no va tuzilishga to‘liq mos kelishini ta’minlashdir. Ekvivalentlik nafaqat so‘zma-so‘z tarjima qilishni, balki til va madaniyat farqlarini hisobga olishni ham anglatadi.
Xulosa qilib aytganda tarjima nazariyasi va amaliyoti fani tarjima jarayonining ilmiy va amaliy asoslarini o‘rganadi. Uning asosiy tushunchalari va atamalarini to‘g‘ri tushunish, tarjimonlik mahoratini oshirishda va turli sohalarda muvaffaqiyatli faoliyat yuritishda muhim rol o‘ynaydi. Bugungi globallashuv sharoitida tarjimonlardan nafaqat mukammal til bilimlari, balki nazariy tayyorgarlik va madaniy tafovutlarni hisobga olish qobiliyati ham talab qilinmoqda.
Foydalanilgan adabiyotlar
1. Kuznetsova, I. (2008). Tarjima nazariyasi: nazariy asoslar va amaliyot. Toshkent: O‘qituvchi.
2. Shakirova, T. (2015). Tarjimada ekvivalentlik va adekvatlik: nazariy yondashuvlar. Samarqand: Samarqand Davlat Universiteti nashriyoti.
3. Jakobson, R. (1959). On Linguistic Aspects of Translation. Selected Writings, Volume 2. The Hague: Mouton.
4. Newmark, P. (1988). A Textbook of Translation. London: Prentice Hall.
5. Nida, E., & Taber, C. (2003). The Theory and Practice of Translation. Leiden: Brill.
6. Venuti, L. (2012). The Translator’s Invisibility: A History of Translation. London: Routledge.
7. Baker, M. (1992). In Other Words: A Coursebook on Translation. London: Routledge.
8. Qo‘chqarov O. – Tarjima nazariyasi va amaliyoti. Toshkent: Universitet, 2009.
9. Karimov E., Xudoyberganova D. – Tarjima asoslari. Toshkent: Fan, 2005.
10. Xudoyberganova D. – Tarjimashunoslikka kirish. Toshkent: Fan va texnologiya, 2011.
11. Rustamov Sh. – Tarjima nazariyasi va uning asosiy masalalari. Toshkent: O‘qituvchi, 1996.
12. Jo‘raev O. – Adabiy tarjima masalalari. Toshkent: G‘afur G‘ulom nomidagi adabiyot va san’at nashriyoti, 1979.
13. Xaitboeva L. – Tarjima va madaniyatlararo kommunikatsiya. Toshkent: Yangi asr avlodi, 2018.
14. Komissarov V. N. – Tarjimaning nazariy va amaliy asoslari (rus tilidan).
15. Jakobson R. – Til va tarjima nazariyasi (maqolalari).
16. E. Nida – Toward a Science of Translating (Tarjima nazariyasi asoschilari qatoridan).
Annotation: This article explores the importance of clarity in a teacher’s speech during the educational process. Clear, comprehensible, and logically coherent speech positively influences students’ knowledge acquisition. The study analyzes the main principles of speech clarity, methods to achieve it, and the relationship between speech culture and the teacher’s pedagogical skills.
Keywords:teacher’s speech, clarity, speech culture, pedagogical skills, effectiveness of education
1. The concept of precision
Clarity means that an idea expressed in speech is conveyed clearly, clearly, without hesitation. A teacher’s speech should convey knowledge to students in a clear and understandable form. If a teacher speaks abstractly, confusingly, or inaccurately, it negatively affects the students’ process of accepting knowledge.
2. Main features of teacher speech
Clarity: Ideas are expressed simply and clearly.
Logicality: Sentences and thoughts are interrelated and orderly.
Intelligibility: Speech is built in a language appropriate to the age and level of knowledge of the students.
Brevity and laconia: Redundant words, sentences that are not related to the topic are avoided.
Sounding accuracy: Pronunciation must be correct and fluore.
3. Methods to achieve accuracy
Advance preparation: Create a thoughtful plan for the lesson.
Highlighting Important Points: Illustrate by highlighting, with examples.
Using plain and simple words: Interpret complex terms separately if necessary.
Monitoring communication: Checking whether students understand.
Maintaining logical consistency: Each idea should be linked to the previous one.
4. Factors that compromise accuracy
Vague expressions and abstract expressions.
Unnecessary complexity and unrelated thoughts in speech. Pronunciation and grammar errors.
Being too low or too loud the volume.
5. Accuracy of teacher speech and teaching effectiveness
Clear and understandable speech will ensure that students can:
actively listen to the lesson,
Have a deep understanding of the topic,
Helps him answer questions accurately and independently. Also, clarity makes the lesson fun, dynamic, and effective.
6. Ways of developing teacher speech
Perform special exercises in speech culture.
Learning techniques for storytelling and information.
Read books and constantly work on yourself.
analyze their own speech, recording sessions with audio and video.
7. Scientific and theoretical foundations
From the point of view of psycholinguistics, clarity is the clarity in the process of encoding and decoding an idea.
Corresponding to each subject, the accuracy of the teacher’s speech will also be specific. For example, if in the speech of a mathematics teacher, clarity is manifested in strict formulas and logical sequences, then in the speech of a literature teacher along with clarity there must be expressiveness.
In modern education, with the help of technologies (presentation, audio-visual means), speech clarity is further strengthened.
In didactic science, accuracy is considered as an important condition that contributes to the active cognitive activity of the student.
The importance of accuracy in teacher speech:
Quickly and correctly forms knowledge in pupils.
Increases the interest and attention of the audience.
Will help to perfectly understand the material being studied.
Develops students’ ability to think independently.
Recommendations to improve speech clarity:
Careful preparation for each lesson.
Express ideas simply and briefly in sentences.
Timely and correct interpretation of subject terms.
Speak a language appropriate to the level of the audience.
And the following are also important
1. Clarity of thought
The teacher must express his thoughts in an understandable way, without confusion. It is necessary to explain both complex ideas in a simple and logical sequence.
2. Lexical clarity
The meaning of the words and terms must be clear. Avoid unnecessarily complicated wording, choose words that are relevant to the topic and understandable to readers.
3. Syntactic accuracy. The structure of the sentence should be fluent and laconic. Too long and confusing sentences should be avoided.
4. Loyalty to the subject. The teacher expresses each of his thoughts without deviating from the topic being studied. The main focus is on unlocking the topic’s content.
5. Order and Logic. Ideas need to be in a logical connection to each other. Simple concepts are explained step by step, then complex concepts first.
6. Create Ease of Understanding
Bringing a complex idea to a simpler form for readers by giving examples, comparisons and analogies where necessary increases accuracy
In conclusion, the accuracy of the teacher’s speech is an important factor ensuring the effectiveness of the educational process. Through accuracy, knowledge is conveyed to learners in a clear, understandable and impactful manner. The teacher must strive to express his thoughts clearly, logically and purposefully. The clarity of speech serves students to develop a deep understanding of the topic, the development of their independent thinking and reasoning skills. Therefore, each teacher should always pay attention to the accuracy of his speech, consistently work on its development.
References:
1. Gafurov M. — “Fundamentals of speech culture”
2. Azizkho’jayev A. — “Pedagogical technologies”
3. Vygotsky L.S. — “Communication and thinking”
4. Soliev A., Makhmudov M. — “Pedagogical skills”
5. Levina R.A. — Rhetoric and Culture of Speech
6. Kara-Murza S.G. — Fundamentals of speech culture and communication
Jurayev M., Islamov I. – Fundamentals of speech culture, Tashkent, 2018.
7. Ochilov M. – Uzbek language and speech culture, Tashkent, 2019.
– about the accuracy, types of accuracy and accuracy of speech in teaching activity.
8. Toshmatov M. – pedagogical skills, Tashkent, 2020.
– Details about the teacher’s speech, pedagogical techniques and methods of expressive expression.
9. Sultanova D. – Culture of language and speech, Tashkent, 2017.
– about compliance with the norms of language, accuracy and accuracy of expression.
10. Materials of the State Testing Center under the Cabinet of Ministers of the Republic of Uzbekistan –
– modern requirements for speech of teachers, recommendations for speech culture.
11. Aristotle – Rhetoric – The art of speech, the ancient theoretical foundations of clarity and logical expression.
12. Cicero (Mark Tully) – De Oratore – Ancient Roman experience in the culture of speaking, clarity and expressive speech construction.
13. Quintilian – Institutio Oratoria
– principles of speech structure, clarity and fluency for teachers and speakers.
14. Dale Carnegie – The Quick and Easy Way to Effective Speaking
– modern methods of speech clarity, clarity and clarity in public speech.
15. Herbert Paul Grice – Logic and Conversation – Modern theories about the principles of communication in speech (clarity, brevity, relevance).
Abstract: This article analyzes the types of speech activity, their interrelation and teaching methods. Effective ways of forming correct, logical and clear speech in students will be considered. Psychological and linguistic foundations of speech types, as well as strategies for their development are widely covered.
Speech activity is the main means of communication of a person. Through language, people exchange ideas, interact and gain knowledge. The teacher’s task is to thoroughly form all types of speech activity in students, to teach them clear, correct and expressive thinking in oral and written form.
The main types of speech activity include:
1. Listening comprehension (listening skills): Formation of students’ ability to correctly perceive and understand the spoken text.
It is based on hearing dialogues and monologues.
2. Speaking (verbal expression): The ability to express one’s thoughts independently and logically.
It is taught through dialogue, conversation, storytelling exercises.
3. Reading: Reading the text with comprehension and understanding of its content. Methods of reading texts of different genres and drawing conclusions from them are used.
4. Writing: Expressing one’s opinion clearly in written form. It is developed through dictations, essay writing, preparation of briefs and abstracts.
The interdependence of speech activity
Types of speech are closely related: Listening, understanding and speaking are the basis of dialogical communication. Reading and writing are tools that reinforce and develop knowledge.
Oral and written speech complement each other.
Therefore, in the development of each type of speech, it is also necessary to take advantage of the other’s specific characteristics and capabilities.
Basic methods of teaching speech activity
1. Step-by-step approach: Learning from easy to complex, concrete to abstract.
2. Communication-oriented methodology: Activation of speech through practice activities, role-plays, communication tasks.
3. Interactive methods: To ensure active participation through “mental attack”, “Debate”, “Cluster” techniques.
4. Differential approach: Organize classes with students’ individualities in mind.
We will explain the activity of speech in terms of the main parts.
1. What is speech activity? Speech activity is the process of a person expressing his mind and communicating with others through language. It combines psychological and linguistic activity.
The main types of speech activity:
Understanding by listening (receiving by hearing)
Speak (spoken expression)
Reading (perception of written speech)
Writing (express an idea in written form)
These four skills are the main pillars of speech activity.
2. The purpose of teaching speech activity. Teaching the student / pupil to think completely and clearly, develop oral and written speech skills, form a culture of communication, teach the practical use of the language.
3. Basic principles of teaching speech activity.
Phased: Moving from simple to complex
Activity and Independence: Encouraging students to think actively and independently
Motivation: To keep the reader interested, to make the need for communication
Communication orientation: Speaking skills are developed only through live communication
Repetition and Practice: Build Skills
4. Methods of teaching speech activity
Creating Dialogues: Practice Using Real Situations
Role-playing games: Acting out communication situations
Work on Text: Read the text and then comment and discuss
Q&A method: Teaching to ask a question and respond to it clearly, concisely
Describe and narrate: Provide an incentive to talk in detail about an event or subject
Debates and debates: Developing speech by exchanging ideas on a specific topic
5. Tools for the development of speech activities: audiovisual materials (film, audiobook, podcast), game tasks (puzzles, language games), interactive programs (online platforms, simulation programs), didactic materials (postcards, picture tasks).
6. Aspects of teaching speech activity: increasing the vocabulary (teaching more words), paying attention to grammatical correctness, not interpreting, the formation of free expression skills, the correct orientation of pronunciation and intonation, ensuring logical consistency and harmony of thought.
7. Speech activity and age characteristics: Teaching on the basis of play and imitation in young children is effective. And in adolescents and adults, discussion and free-expression activities are more beneficial.
8. Problems and Their Troubleshooting
In conclusion, teaching speech is an integral part of the language learning process. To teach these activities effectively, it is necessary to use communicative, interactive, and cognitive approaches. Speech development is important not only grammar and lexical knowledge, but also the development of skills for participation in communication, exchange of ideas and application of the language in real life. For teachers, there is a need to choose the right methods when working with students, correct speech errors and increase motivation.
The main problems in teaching speech activity, for example, may be lack of motivation or difficulty learning the language in extended topics, but effective solutions can be found to solve these problems by using new techniques, especially technology.
In addition, the integration of modern methods and approaches to teaching speech activities allows students to fully develop their communicative skills in the language. Combining the methodological recommendations, knowledge and experience presented in Uzbek and world literature in teaching speech activity can make the process of learning a language more effective and meaningful.
In general, teaching speech activity is one of the most important and exciting areas of language learning, and for the successful organization of this process, it is important to strengthen interaction and cooperation between teachers and students.
References
1. T. Tursunov — Fundamentals of Speech Culture and Methodology, Tashkent, 2009.
2. Sh. Shoabdurakhmanov — Methods of teaching the Uzbek language, Tashkent, 1992.
3. G. Dadaboeva — Theory and practice of language teaching, Tashkent, 2017.
4. Ministry of Public Education of the Republic of Uzbekistan — Teaching Manual for the Development of Speech Activities, 2020.
5. H. H. Stern — Fundamental Concepts of Language Teaching, Oxford University Press, 1983.
6. D. Hymes — Communicative Competence, 1972.
7. S. Krashen — The Input Hypothesis: Issues and Implications, Longman, 1985.
8. J. Harmer — The Practice of English Language Teaching, Longman, 2001.
9. L. Vygotsky — Thought and Language, MIT Press, 1986.
10. G. Abdurakhmonova — Methods of teaching written speech, Tashkent, 2015.
11. A. Mamajonov — Speech and Communication: Theoretical Foundations, Tashkent, 2010.
12. M. Yuldashev — Communicative approach in teaching languages, Tashkent, 2018.
13. Sh. Mustaqimov — Uzbek language teaching methodology, Tashkent, 2003.
14. P. M. J. Firth — Papers in Linguistics 1934–1951, 1957.
15. A. Savignon — Communicative Language Teaching: State of the Art, 1983.
16. R. Ellis — Second Language Acquisition, Oxford University Press, 1997.
17. M. Canale & M. Swain — Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing, Applied Linguistics, 1980.
Joint sentence and their types in the language being studied.
Andijan State Language Institute
4th year student Gafurova Mahbuba
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ANNOTATION. The article discusses complex sentences in the studied language, their structure, syntactic features and types. Particular attention is paid to the classification of complex sentences into conjunctions, non-conjunctions and subordinate clauses, as well as their functions in written and oral speech. The research is aimed at deepening students’ knowledge of the syntax of complex constructions.
АННОТАЦИЯ; В данной статье рассматриваются сложные предложения в изучаемом языке, акцентируя внимание на их структуре, синтаксических особенностях и классификации. Особое внимание уделяется типам сложных предложений, таким как сложносочиненное, асиндетическое и сложное с придаточными. Исследование направлено на углубление понимания студентами сложных синтаксических конструкций как в письменном, так и в устном дискурсе.
КЛЮЧЕВЫЕ СЛОВА: сложные предложения, синтаксис, придаточные предложения, асиндетические конструкции, союз
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One of the most important branches of linguistics is syntax, which studies the grammatical relationship of words to each other, how they fit into a sentence and connections between sentences. Sentences, on the other hand, serve to express logical thought as one of the basic units of language. According to their structure, they are divided into simple (simple) and complex (additive) sentences.
Compound sentences are formed by the interconnection of several simple sentences with each other, both meaningally and grammatically linked. They serve for a complete, clear and logical expression of the idea in communication. In this article, types of compound sentences, their morphological and syntactic structure, connective tools and methodological features are analyzed within the studied language.
BASIC SECTION
I. The concept of a joint sentence and its general appearance
A compound sentence is a complex syntactic unit formed by the meaningful and grammatical connection of two or more simple sentences. They often serve to describe in detail an event, action or situation. Compound sentences are divided into the following main types:
Connecting clauses
Joint sentences without linking
Follow Up Joint Sentences
II. Connecting Clauses
In compound sentences with a connective, each simple sentence is joined together using a connective on the basis of mutual equality. Most common connective: and, or, ammo, but, however, also.
Examples:
I took a class and my brother read a book.
He went to work, but did not return in time.
These sentences are used in speech to express ideas that are equal to each other.
III. Joint Sentences Without Links
Joints without a conjunction occur when two or more simple sentences are connected only by pause and intonation. There will be no link between them, but essentially they will be intertwined.
Example:
The sun came out, the birds sang, the people woke up.
In such statements, there may be a time, cause, condition, or causal relationship between the parts.
IV. Joint Sentences with Follow Sentences
In this type of joint sentence there is a single sentence, and the sentences that follow it obey the meaning. Following sentences clarify, supplement, or explain the idea in the main sentence.
Joint sentences with a follow-up sentence are divided into the following types:
Shart ergash gap: Agar u kelsa, men ham boraman.
Reason Follows: I was late because the bus arrived late.
The goal is to wake up early so that it doesn’t stay late.
The result was: He was so tired that he didn’t even have time to sit down.
Sentences that follow serve the logical development of thought.
V. Peculiarities of the Compound Sentences to the Language Being Studied.
In Uzbek and other languages studied, compound sentences are sometimes morphologically different. For example, in some languages, the tense form of the verb in the following sentence is harmonized with the verb in the main sentence. Therefore, for each language, it is important to study in depth the specific syntactic features of compound sentences.
VI. The Role of Joint Sentences in Speech
Joint sentences provide the logical development of the text in oral and written speech. It is compound sentences that are widely used to fully express an opinion, especially in scientific, journalistic, artistic and formal styles. Complex thoughts, annotations, reason, and consequential consistent details in texts are expressed through joint sentences.
CONCLUSION
Compound sentences are one of the most important syntactic units of a language that allow you to express a logical idea in detail, fluency and clarity. Joint sentences, as seen in the article, are divided into different types, and each has its own specific grammatical and semantic features. Proper application of them will increase the vocabulary of the language and will make the expression of thoughts perfect.
Jo’rayev N. “Uzbek language syntax”, Tashkent: Teacher, 2005.
Rasulov A. “Current Uzbek literary language”, Tashkent: Fan, 2010.
Jumaniyozova D. “Introduction to Uzbek linguistics”, Nukus: Karakalpakstan, 2012.
Sirojiddinov Sh. “Syntactic units”, Tashkent: University Press, 2015.
Khrakovsky V. S. “Typology of Complex Sentences”, St. Petersburg: Nauka, 2001.
Comrie B. “Language Universals and Linguistic Typology”, Oxford: Blackwell, 1989.
ANNOTATION: This article analyzes the role and significance of digital game materials and textbooks in modern education. The educational process considers the positive aspects of digital games in increasing student engagement, strengthening knowledge and increasing motivation. The article provides information on methods of working with textbooks based on modern digital technologies, their advantages and disadvantages
АННОТАТЦИЯ:материалов и учебников в современном образовании. Рассмотрены положительные стороны использования цифровых игр в образовательном процессе: повышение активности обучающихся, закрепление знаний и повышение мотивации. Также приведены методы работы с современными цифровыми учебниками, их преимущества и недостатки.
Keywords: digital game, interactive textbook, instructional technology, teaching materials, modern lesson
Today, digital technologies penetrate deeply into every aspect of our lives. Especially in the education system, the opportunity to facilitate the learning process of students and make it more interesting is expanding thanks to digital game materials and modern electronic textbooks. The fact that interactive tools serve to develop students’ skills for independent thinking, critical analysis and problem solving is fueling interest in this field. This article extensively covers the advantages of digital game materials and textbooks, their influence on the educational process and their application in practice.
Digital games – innovative approach in education. With digital games, students can be encouraged to be active, reinforce knowledge, learn to think quickly. For example, digital quizzes or problem-solving games used in maths lessons keep children interested and deepen their knowledge.
Advantages of digital textbooks. Fast and easy access to information. Easier to understand with visual and audio materials
Reinforce knowledge through interactive lessons
Methods of using digital tools in the teaching process.
Teachers choose methods appropriate for different age groups through the use of digital games and interactive tutorials when planning a lesson. For example, in elementary grades, more picture and sound games are used, and in higher grades, tests and simulations are used. Disadvantages of digital games and textbooks
The need for expensive technical means.Internet addictionPotential for Readers to Be Distracted.Readers’ Feedback and Analysis of Results.
Based on surveys and experience, it was found that student participation increased by 40% in lessons using digital games, while the level of comprehension of lesson materials improved significantly.
With the development of digital technologies, fundamental changes are also taking place in the field of education. Traditional classroom methods are being replaced by modern, interactive and technological solutions. A special role in this process is played by digital game materials and textbooks. They not only capture the students’ attention but also allow teachers to organize the lesson effectively. Especially during the pandemic, with the development of the distance education system, the need for digital tools has grown even more. In this article, the advantages of digital games and textbooks, the methodology of their use and their effectiveness in education are widely discussed.Digital game materials in education: opportunities and advantages Digital games are interactive platforms through which students actively participate in the acquisition of knowledge. For example, in language learning programs, it is possible to increase vocabulary, develop logical thinking through mathematical games. This type of game has the following advantages:Increases motivation.Creates an active learning environment.Provides feedback capability.Encourages independent learning.
Digital textbooks and their advantages Digital textbooks consist of text, video, audio, and interactive assignments, providing more options than traditional textbooks. Thanks to them, the student can at any time review the material, independently study what he does not understand. Also, their interactivity makes the learning process liven.Methods of using digital games and textbooks in the educational process The following methodological approaches are important in the process of using digital games and textbooks:Choosing a game or app that matches the lesson topic.Proper time planning.Organize group work.Development of final evaluation system.Cons and Problems of Using Digital Tools Like any medium, digital games and textbooks have their problematic aspects:Lack of technical means.Internet addiction.Spending too much time in front of a screen can have a negative impact.Prospects of digital educational tools It is expected that games and textbooks based on artificial intelligence, AR/VR technologies will be widely used in the future. Thanks to them, the individualization is strengthened, the quality of education increases and the level of knowledge of students increases.Conclusion Digital game materials and textbooks are becoming an important link in the modern education system. Thanks to them, the learning process becomes not only effective, but also interesting and motivating. The use of such tools in the correct methodology gives an important role in improving the level of knowledge of students.
