SPACE – 

Is an event that is placed in spirit. 

The border of limitation is just

Absence.

Daydream – 

That slapped by truth,

What is the scarcity of life, 

As inconvenient? 

The tear

is only a sign of my innocent,

Hey stone, 

please exchange to my heart!

Who am i?

The character of people is different, each one is completely different from the other. It is no exaggeration to say that there are 8 people in the world and 8 billion characters as well. However, psychologists and neurobiologists have generalized some characters according to some aspects. Now we will talk with you about them, introvert, extrovert and ambivert.

An introvert is a person whose energy is directed to the inner world. He is not bored by himself. He is calm and thoughtful, attentive to details and careful in his decisions. Introverts are sometimes seen as gloomy, taciturn and downright antisocial. But actually they are very good people. Just social connections drain their energy. There are only two or three people in the close circle of an introvert. An introvert who does not talk well with strangers is ready to discuss interesting topics with people close to him for hours. For an introvert, loneliness is a lack of involvement in someone's life. He can fell lonely even in a crowd. Reading a favorite book ir taking a meaningful walk is the best way for an introvert to recharge.

Who are extroverts? An extrovert is a person whose energy is directed to the outside world. He is polite, open and active. He approaches everything positively. He is not afraid to take the initiative and be a leader. Extroverts can sometimes seem silly because of their quick temper. But don't confuse emotionality with superficiality. Extroverts get energy from interacting with others. Loneliness for an extrovert is the absence of anyone around, not being able to find someone to talk to. They have many friends and relatives. You won't get bored with extroverts. In order not to get tired of the sameness and light the inner fire, they go to the crowds or invite guests.

Now let's get acquainted with the third type, ambiverts. They naturally engage in a flexible model of negotiation and listening, ambiverts express confidence and motivation enough to persuade and close sales, but are more inclined to listen to their customer's interests and are overly enthusiastic or arrogant is not visible. Therefore, representatives of this third type are neither extroverts nor introverts. We can simply call them neutral persons.

By Ifora Olimjonova
Uzbekistan 
16-year-old girl

Dreams definitely come true

You know that we always dream, but these dreams may or may not come true. Whether our dreams come true or not is in our hands. We should always try because a person who can dream can certainly act.

The strongest people are those who take steps towards their dreams, do not listen to what people say, and have their own opinions. People whose dreams do not come true are the weakest and most unlucky people, because they do not take steps towards their dreams, they just live and dream.

Dreams come true sometimes quickly, sometimes more slowly, some of our dreams even take years to come true. There is a reason why our dreams come true late. The most important thing is that we should not stop.

Why do so many people fail in the pursuit of their dreams or stop halfway to their dreams? The reason for this is their lack of will, they realize their dreams in part and they say that I did it and it will happen to me. But people who think like that have made a big mistake.
You know that the first step taken to make dreams come true can be difficult, but the end will be very beautiful. The main thing is to believe in yourself. Promise yourself that "I will definitely make my dreams come true." Overcome all difficulties on the way to your dreams, never take a step back. You can certainly make your dreams come true.

Do not forget that your dreams will come true, the main thing is not to make the above mistakes. I repeat once again, dreams will definitely come true!

Toshtemirova Dildora Hakim qizi , was born on are still achieving success. Although he started his career at the age of 14, his achievements in 1 year are enviable. Due to her interests and the support of her parents, today she is a member of the All India Council for Technical Skill Development. Due to his interest in science, he has achieved great success with the support of his teachers and is becoming an example to his peers. "Volunteer of the Year" 2022, won the "Star of the Year" nomination by the school, 1st place winner of the city stage of Athletics. In addition, Dildora's creative works were published in international magazines, her articles and poems were indexed on Google.
Despite her young age, Dildora is a young demanding, talented, talented girl who has shown herself with her knowledge. "Golden Wing" volunteer, "Sunlight Nuri" volunteer, moderator, participant of Go Viral Tashkent, press secretary of Volunteer Academy, holder of international certificates.

Teaching elementary school students based on new methods

     International assessment systems, which are developed and put into practice as a result of high pedagogical factors in today’s developed period, at the same time serve as a practical experience for free assimilating students. The immediate main task of pedagogues working in primary school is to work individually with students whose learning level in the class or group is lower than the learning level of students who study well, and during the day and week. It consists of regular monitoring, analysis and continuous control of the student’s educational activity. The use of five general directions of pedagogical technologies is justified when working with children who have difficulty adapting to school, who have lost interest in learning for various reasons, or who are more talented in practical issues than in scientific research. These are child-centered education, interactive and modern methods of teaching, didactic game, cooperative learning, and problem-based learning technologies. Achievements in the fields of science, technology, production and technology require the creation of new generation textbooks for educational institutions operating at all stages of the continuous education system.

Types of independent work, first of all, should be carefully thought out by the teacher, directed to the educational goal and continuous. In this, the opportunity of each student should be taken into account, age characteristics, interests should not be neglected. One of the conditions for the mental development of students is to complete tasks by “remembering”. In this case, special attention is paid to the ability to define the plan and choose the work method while understanding (imagining) the purpose of the work to be performed, to be able to independently find the mistakes made and to correct them. It is useful to choose convenient methods, ask guiding questions, and recommend key words so that students can complete tasks quickly and correctly.

It is natural that students have difficulties in performing independent work with quality. Because their imagination is still bright and their vocabulary is not enough. Experiments show that children think faster when they work under the guidance of a teacher. In order not to get used to this situation, it is necessary to encourage them to think more independently. In order to attract the attention of students, mention the events in the text: “Why did it happen?”, “How do you think it should have been?” by asking questions like, approving his opinion, “if you think again, you will find”, “very good”, “very good!” it is useful to use encouraging words such as.

        If the child is satisfied with the first independent work, his interests will increase and he will start to do new types of work. The results of independent work should always be checked. Verification can be oral or written. Before writing, the child thinks, summarizes his thoughts verbally, and then begins to write them. He tries to express his opinion, make an observation about a question or issue that has been allowed. This process appears and is strengthened on the basis of (verbal) speech. For example, a student thinks before expressing his thoughts in writing. In a whisper, he talks about the names on his own (in pedagogy, this asset is considered active). The first forms of essay writing begin with such works. The child reads the text, analyzes it orally, comes up with titles, and plans what pictures to make.

          In primary grades, it is important to protect students from stress and various psychological influences, and to strengthen their knowledge through interesting games. The teacher’s use of games that encourage students to be smart and quick and to express their thoughts correctly and clearly gives effective results.

Abdullayeva Dilkhumor Abdukarimovna

37th general secondary school Primary teacher

NEW TENDENCIES OF USE OF INTERNATIONAL TECHNOLOGIES IN                              PRIMARY EDUCATION

     

It is known from the historical development of any country that the rapid development of the country, the achievement of certain achievements, and the well-being of the people depend on the level of attention paid to the education and future of the youth in that country. In this sense, the issue of youth in Uzbekistan is one of the most priority directions of the state policy. “Education gives creative activity to the spirituality of the people of Uzbekistan. All the best opportunities of the growing young generations are manifested in it, they constantly improve their profession and skills, the wise advice and experiences of the older generations are highly understood and passed on to the young, mature generation.” [1,78] To all of us. It is well known that many years ago, the concept of education was defined from a national-democratic point of view. In order to realize this stated goal, new models of education are being created, the theoretical foundations of which are being proven scientifically and practically by leading specialists. This scientific-practical proof is closely related to high-level technologicalization of educational processes. In the Republic of Uzbekistan, special attention is paid to the education of a mature generation as the main criterion of development.

         Improved versions of the Law on Education and the “National Program of Personnel Training” have been created, which correspond to world standards, and are recognized by the education staff of many countries. These laws and programs are gradually being implemented in our country. The introduction of personal computers into school life shows that it should be used in all educational subjects and school activities.” In today’s advanced age, modern technology tools are used effectively in schools. Computers are widely used not only for teaching the course “Basics of Informatics and Computer Science”, but also in almost all areas of school education. Adaptation of primary school students to the modern environment, making them more interested in lessons through multimedia, video and audio lessons is giving sufficient results today. Today, almost all spheres of society’s life, including the development of education, cannot be imagined without the media.

        Due to the globalization of the information space and its “openness”, the flow of new knowledge, views, facts, and concepts is increasing rapidly, and the use of information spread through the media is growing at high rates. Therefore, as new innovative technologies occupy a worthy place in the education of the young generation, the further involvement of our youth in the innovations of the technological age will make a significant contribution to the development of our country. Nowadays, one of the leading factors of achieving efficiency in the educational system is the use of innovative technologies. It would not be wrong to say that the creation and use of modern innovative technologies in educational institutions in the “National Personnel Training Program” has become the demand of the times. The introduction of technical tools into the educational system made it possible to present information in the form of audio, text, photo and video images. Such tools are often considered multimedia tools due to their complex technical and technological aspects. The introduction of computers into the field of education is considered a universal means of information processing. Multimedia technology provides integration of various types of information with content and harmony. It allows to present various forms of information with the help of computer.

                                                                  Khojamova Gulsevar Abdullajanovna

                                2 nd stage student of Andijan State Pedagogical Institute

DEVELOPMENT AND EDUCATION OF YOUTH

           

The educational process is continuous, based on the principle of sequence and consistency, and is effective. From the earliest times to the present day, “Human education” as an urgent issue requires equal consideration in all peoples of the earth. Honorable President Sh.M. Mirziyoyev said, “The main goal of building an independent and strong state in Uzbekistan is to build a fair society where people, their rights and freedoms are considered the highest value and respected. At the same time, it is to further strengthen our rightful place in the Muslim world and the world community. First of all, we understand that this is in line with improving the system of education and enlightenment, directing the youth who are the future of our country to receive modern knowledge, and raising a well-rounded person. It is not for nothing that they say that. Education is a continuous process that goes on for centuries.

       Currently, the content of the educational work being carried out in our country is aimed at forming a well-rounded generation. Necessary conditions and opportunities have been created in the republic to raise a healthy and mature generation, to bring up the young generation as well-rounded individuals who can fully meet the requirements of the 21st century. Documents, programs and plans of state importance have been developed for specific and purposeful implementation of work in this regard. Education is not only the processes carried out in the family, school, children and youth organizations, but also includes the ideology instilled in its leading ideas through mass media, newspapers and magazines. Because education is a broader concept than education. Of course, education is a product of consciousness, but at the same time it is an important factor that determines the level of consciousness and its development, that is, it forms and enriches the spirituality of the people. It is known that school is very important in the process of educating the young generation.

     It is necessary to form the ideological and political consciousness of young people, to have a conscious attitude towards the environment and society, to love the Motherland with unlimited loyalty, to cherish the national values ​​of our people – this should be the core of patriotic education. The development of the human personality is a very complex and continuous process. Parents, school, neighborhood, friends, public organizations, environment, mass media, art, literature, nature, etc. directly influence his education. In creating all the above life experiences, it is very important to educate a person through the sphere of influence of mutual cooperation and to protect him from the environment that has a negative impact on his formation as a person, while ensuring the unity of education. The main goal of education is to develop and implement effective organizational and pedagogical forms and tools based on the rich national, spiritual and historical traditions, customs and universal values ​​of the people in the spiritual and moral upbringing of the young generation.

         It would be appropriate if young people, who become a light in the hearts and minds of young people and make a worthy contribution to the prosperity of our Motherland Uzbekistan as a blessed country, should study more carefully the rich heritage created by our great ancestors.

   Khojamova Gulsevar Abdullajanovna

Student of Andijan State Pedagogical Institute

USING CULTURAL CONTENT TO ENHANCE ENGLISH LANGUAGE LEARNING

                                  Shosura Khusenova Toshtemir qizi

          Student of Karshi state university, the faculty of English philology

                                                                  husaynovashosura@gmail.com

ABSTRACT

Understanding the culture and background of a language is part of learning it; it goes beyond studying its grammar and vocabulary. The inclusion of cultural material in English language instruction gives students a greater grasp of the language and its cultural intricacies enabling them to communicate more effectively and sensitively from a variety of cultural perspectives. The article starts by emphasizing the value of cultural material in language instruction and how it helps students become more linguistically and culturally competent. It stresses how cultural understanding helps learners grasp the subtleties of language, such idiomatic phrases, social customs, and cultural allusions, which are crucial for efficient communication. It also  addresses several methods and tactics to include cultural content in English language classes, including the use of real resources, cultural exchange projects, and multimedia resources. Additionally, incorporating cultural activities, such as role-plays, debates, and discussions, encourages learners to engage actively with the language and cultural concepts. Teachers must use a learner-centered approach when integrating cultural material into language training. The interests, backgrounds, and ability levels of the students should be taken into consideration by teachers when selecting pertinent resources and activities that connect to the learners’ experiences.  The importance of technology in accessing cultural information for language acquisition is also emphasized in the paper. The availability of internet resources makes it simpler for students to obtain authentic materials from many countries that speak English. This makes it possible for the classroom to hold a wider variety of cultural events.

Key words:  communication barriers, miscommunication, etiquette, conventions, metaphors, wordplay, misunderstanding,  pedagogy, sociocultural effects, target culture

INTRODUCTION

Nowadays, majority of the people around the world consider English as a lingua franca, and they are learning it. However, those learners sometimes  complain to have inefficient level in English despite putting more effort to learn. Many linguists and scholars claim that one of the main reasons for this is learning the language outside the context  and cultural features.  Neglecting  cultural aspects  while teaching English might result in misunderstandings, cultural insensitivity, insufficient language competency, restricted access to authentic materials, decreased intercultural competence, and a weaker relationship to the language being learnt. For the purpose of promoting successful communication, cultural sensitivity, and a well-rounded language learning experience, cultural training must be incorporated into English language teaching.

Language learners are highly likely to face these challenges because of absence in cultural competence in a foreign language:

1. Lack of Context: Language is employed in contexts that are determined by culture. Learners may find it difficult to understand the meaning, usage, and connotations of words, phrases, and idiomatic expressions without having a thorough understanding of the cultural context. Without understanding the origins and meanings of expressions like “break a leg” and “raining cats and dogs,” for instance, they may be difficult to understand.

2. Miscommunication: Communication techniques are influenced by cultural conventions and beliefs. Learning how to express oneself and understand others may be difficult for students who are not aware of these cultural quirks. If cultural differences are not taken into consideration, miscommunications may result because of differences in directness, politeness, and nonverbal indications.

3. Understanding Humor: Cultural metaphors and comic idioms in English can make it difficult for learners to understand humor, which has a strong cultural foundation. Because jokes, slang, and wordplay sometimes need cultural background, it can be challenging for language learners to completely understand and engage in humorous dialogues.

4. Social Integration: Learning a language involves assimilating into the culture of the target language as well as developing linguistic abilities. Learners may find it difficult to deal with social situations, form relationships, and interact with others in English-speaking societies without knowledge of cultural norms, conventions, and social etiquette.

If cultural values are not taught when teaching English, these are just a few examples for unwanted results to arise.

Here are some strategies you can use to incorporate cultural elements into your English language lessons:

METHODS

Cultural awareness should be integrated into the curriculum in a way that encourages critical thinking and encourages students to question assumptions about culture.

Introduce authentic materials: Use authentic materials such as newspapers, magazines, books, movies, TV shows, and music from English-speaking countries. These materials expose students to the language as it is actually used in real-life situations and provide insights into the culture.

Discuss cultural topics: Include them into your lessons. Explore the festivals, customs, traditions, and cultural occasions observed in countries that speak English. This can be accomplished through presentations, group projects, or in-class debates. Encourage pupils to also discuss their particular cultural experiences.

Teach idioms and expressions: Idioms and phrases should be taught since they are an important component of any language and frequently indicate a society’s cultural values and views. Idioms and phrases should have their origins and meanings explained to pupils, who should then be encouraged to use them correctly.

Comparative analysis: Comparative analysis: Compare and analyze aspects of the native cultures of the pupils with those of English-speaking people. The comparisons are not meant to undermine any of the cultures being studied, but rather to enhance the learning process and to inform students that although certain aspects of culture are becoming more worldwide, others remain local. Because of this, students are inspired to consider how cultures differ from one another as well as how they have similar values. This helps them to comprehend diversity better.

Use multimedia resources:  Take advantage of multimedia tools: Use multimedia materials to introduce pupils to many facets of English-speaking cultures. Showcase sites, cities, or cultural traditions via movies, documentaries, or virtual tours. Students may do this while improving their listening skills and seeing the culture visually.

Role-playing and simulations: Involve students in role-playing exercises that simulate real-life scenarios in countries where English is the language. Set simulating a situation in a restaurant, a job interview, or a cultural event. Students may do this to improve their English while learning about cultural conventions and expectations. Also, Have your pupils join in on the festivities. Learn about the history, importance, and traditions surrounding these occasions, and take part in activities like crafting or preparing traditional foods.

Virtual tours and field excursions: Take your pupils on field visits to historical places, cultural centers, or museums that are relevant to English-speaking cultures. If actual visits are not feasible, explore these locations electronically via virtual tours and online resources.

RESULT

Overcoming Communication barriers: Communication obstacles can occasionally be caused by cultural differences. By giving students the information and abilities to understand and react correctly in various cultural situations, the teaching of cultural concepts in English language schools aids students in overcoming these obstacles. It improves their capacity for suitable and successful communication with native speakers.

Increasing Motivation and Interest: Including cultural content in language instruction may make learning more interesting, relevant, and thrilling. It introduces students to many cultural facets, including literature, history, art, and social conventions, which could stimulate their interest and inspire them to learn more. Additionally, it facilitates the development of a link between the language and its cultural setting, enhancing the learning process.

Our Future Will Benefit from the Teaching of Cultural Heritage:  If high school students are taught about their cultural background, they will start to appreciate both their own culture and the cultures of the people around them. In the past, students might have wondered where we all come from, what life was like for those who came before us, what they ate, and what they did for enjoyment. These kinds of questions let students take both an internal and an outside view. Students will be motivated to create and study as people in the past did before us because as humans, we don’t want to be forgotten when we’re gone. Learning this information will assist our future generations because they will be able to pass on the cultural heritage that they value and adore, as well as the thoughts, ideas, books, and beliefs they have acquired from those who came before them. As long as we keep in mind to pass on these customs, learn from them, and develop new ones to connect with them, they will endure. Every of history contains sad moments, things we feel guilty and ashamed about, but by learning about the past we can be sure to prevent the future from repeating the same mistakes, and by doing this we can protect people from being hurt when they shouldn’t be, and we can also go back and reconsider our past choices, try to understand what went wrong, and then move forward into the future and do things new.

Facilitating brain processing: Reading comprehension and mathematical reasoning both benefit from leaning on students’ cultural knowledge and norms, according to earlier research. Neuroscience research suggests that this is partially due to the fact that everyone learns new knowledge more effectively when it is connected to what they already know. In other words, by utilizing students’ preexisting brain connections, employing texts, resources, and examples that draw from students’ cultural schemas and past knowledge facilitates learning. That’s not all, though. Neuroscientific studies have shown that culture influences how the brain processes information; for example, pupils from cultures with strong oral traditions are more likely to acquire new material effectively through music and storytelling. Because of this, culturally sensitive teachers are also enhancing brain connections when they employ repetition, rhythm, movement, and images during education.

DISCUSSION

The reason for learning a foreign language is to know how to communicate in the target language, to know whether the customs and traditions of the speech community, and to develop one’s study and work.

Additionally, McKay (2003) asserts that culture significantly affects language education in two crucial ways: linguistically and pedagogically. Culture has an influence on the semantic, pragmatic, and discourse levels of the language, which is significant from a linguistic perspective. Because the cultural content of the language materials and the cultural foundation of the teaching approach must be taken into account when choosing the language resources, this has an impact on pedagogy. Therefore, Mckay (2003) contends that in order for pupils to properly acquire a language, they must master both the linguistic and cultural norms of that language.

 In a similar mindset, Stern (1992) suggests that the purpose of teaching culture should be:

 • Providing students with knowledge of the target culture.

 • Knowledge of the target culture’s traits and distinctions from the learner’s own culture.

 • A mindset that values research.

• A focus on comprehending the sociocultural effects of language and language usage

• Affective objectives, including intellectual curiosity, empathy, and interest.

Conclusion

Students can benefit from a more thorough and real learning experience when cultural components of English language education are included. Traditions, conventions, history, literature, art, music, and other things are examples of cultural aspects. These components can help students comprehend the language and how it is used in various situations on a deeper level. Additionally, it aids in the development of intercultural competency, which is crucial in the modern, globalized world. The objectives and preferences of the instructor or educational institution may influence how much cultural content is incorporated in English language instruction.

Promoting intercultural competency and encouraging pupils to have an accepting and respectful attitude toward many cultures are both achieved by including cultural components into language instruction. It promotes empathy, global citizenship, and cultural sensitivity.

REFERENCES

1. https://culturalheritagethroughimage.omeka.net/5-reasons-why-we-should-teach-the-value-of-cultural-heritage-to-high-school-students
2. https://www.newamerica.org/education-policy/edcentral/5-ways-culturally-responsive-teaching-benefits-learners/
3. https://ontesol.com/blog/how-to-teach-english/communicative-approach-2/tesol-teaching-culture-part-i/
4. https://www.researchgate.net/publication/351681726_Cultural_Understanding_In_English_Language_Learning
5. https://toppandigital.com/translation-blog/culture-important-language-learning/
6. https://www.fluentu.com/blog/educator/teaching-culture-in-the-foreign-language-classroom/
7. https://www.teachingenglish.org.uk/professional-development/teachers/inclusive-practices/articles/making-culture-happen-english
8. https://www.iasj.net/iasj/download/b363bdfcade95eaf
9. https://www.edutopia.org/article/4-ways-incorporate-culture-world-language-instruction/
10.   https://www.duo.uio.no/bitstream/handle/10852/60319/Teaching-Culture-in-the-English-Classroom.pdf?sequence=1
11.   https://www.berlitz.com/blog/how-does-culture-influence-language
12.  https://youtu.be/fbQ3LGoFaLc
13.   https://youtu.be/VfHvmtfqZIE
14.   https://youtu.be/6PRn2He7I-I