Theoretical lexicography studies the history of lexicography, types of dictionaries, requirements for dictionaries, critical analysis of existing dictionaries, practical lexicography deals with the study, compilation, improvement and consumption of a certain type of vocabulary. Practical lexicography involves the application of general theoretical principles and rules of lexicography in the process of creating a dictionary. The ambiguity of terms, the meaning of terms, the essence of the concept, the excessive length, complex phrases are inconvenient, with an excessive number of foreign terms. The creation of a glossary of terminology in various fields in response to the above problems is an urgent task of modern lexicography. It is very important for a lexicographer to work with a specialist in the field from the beginning to the end of the terminology system development process. There are good reasons for this. When developing a dictionary of common words, the lexicographer himself/herself can easily provide accurate and detailed explanations of words, as well as develop examples of authorship. To explain specific terms and understand the situations in which they are used, the lexicographer must have not only linguistic knowledge, but also an understanding of this specific area. Bilingual dictionaries are more practical than textual content. This, of course, requires a lot of volumes. For this reason, it is not for nothing that monolingual dictionaries cover more terms than translation dictionaries. For dictionaries of practical translation, the functional value of the term is important, that is, the user must be able to use the dictionary in order to understand a certain word in the correct context, understand it from a communicative point of view and understand it himself/herself. Bidirectional dictionaries do not mean they are bicultural. The lexicographic interpretation of the tourism terms in active and passive translation dictionaries differs: in passive dictionaries an explanation of a foreign word in the native language is given, in active dictionaries foreign equivalents are found by means of a word in the native language.
{"title":"LEXICOGRAPHIC INTERPRETATION OF THE TOURISM TERMS IN THE ENGLISH AND UZBEK LANGUAGES","authors":"Zarnigor Sobirova Intern-researcher","doi":"10.36078/987654466","DOIUrl":"https://doi.org/10.36078/987654466","url":null,"abstract":"Theoretical lexicography studies the history of lexicography, types of dictionaries, requirements for dictionaries, critical analysis of existing dictionaries, practical lexicography deals with the study, compilation, improvement and consumption of a certain type of vocabulary. Practical lexicography involves the application of general theoretical principles and rules of lexicography in the process of creating a dictionary. \u0000The ambiguity of terms, the meaning of terms, the essence of the concept, the excessive length, complex phrases are inconvenient, with an excessive number of foreign terms. The creation of a glossary of terminology in various fields in response to the above problems is an urgent task of modern lexicography. \u0000It is very important for a lexicographer to work with a specialist in the field from the beginning to the end of the terminology system development process. There are good reasons for this. When developing a dictionary of common words, the lexicographer himself/herself can easily provide accurate and detailed explanations of words, as well as develop examples of authorship. To explain specific terms and understand the situations in which they are used, the lexicographer must have not only linguistic knowledge, but also an understanding of this specific area. \u0000Bilingual dictionaries are more practical than textual content. This, of course, requires a lot of volumes. For this reason, it is not for nothing that monolingual dictionaries cover more terms than translation dictionaries. For dictionaries of practical translation, the functional value of the term is important, that is, the user must be able to use the dictionary in order to understand a certain word in the correct context, understand it from a communicative point of view and understand it himself/herself. \u0000Bidirectional dictionaries do not mean they are bicultural. The lexicographic interpretation of the tourism terms in active and passive translation dictionaries differs: in passive dictionaries an explanation of a foreign word in the native language is given, in active dictionaries foreign equivalents are found by means of a word in the native language.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125440690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article focuses on the linguistic features of media text. The transformation of the media space, which is currently taking place as a result of the rapid development of communication technologies, promotes the appeal of scientists and researchers to study the media and mass communications, the information space in the context of modern culture. New approaches to the language of the media are not only related to the general tendencies in the development of world linguistics. The changing tasks of the media, the processes of transition taking place in society also have a direct impact on this. This makes it necessary to understand the language of the media, taking into account the processes taking place in society in terms of culture, politics and ideology. Among them, the emergence of speech linguistics, which studies languages as a speech, that is, a dynamic phenomenon, has also led to radical changes in world linguistics. All language tools in the newspaper serve the purpose of persuasion and propaganda. The use of a particular linguistic tool is determined by the characteristics of their social assessment. Because every word, phrase, addition, sentence, paragraph in the text must have an impact on the audience. It is this feature in linguistic media that is the most important and fundamental to them, and distinguishes press texts from other types of style.
{"title":"MODERN TENDENCIES IN PRESS LANGUAGE: STANDARDIZATION AND EXPRESSION","authors":"D. Teshabaeva","doi":"10.36078/987654462","DOIUrl":"https://doi.org/10.36078/987654462","url":null,"abstract":"This article focuses on the linguistic features of media text. The transformation of the media space, which is currently taking place as a result of the rapid development of communication technologies, promotes the appeal of scientists and researchers to study the media and mass communications, the information space in the context of modern culture. New approaches to the language of the media are not only related to the general tendencies in the development of world linguistics. The changing tasks of the media, the processes of transition taking place in society also have a direct impact on this. This makes it necessary to understand the language of the media, taking into account the processes taking place in society in terms of culture, politics and ideology. Among them, the emergence of speech linguistics, which studies languages as a speech, that is, a dynamic phenomenon, has also led to radical changes in world linguistics. All language tools in the newspaper serve the purpose of persuasion and propaganda. The use of a particular linguistic tool is determined by the characteristics of their social assessment. Because every word, phrase, addition, sentence, paragraph in the text must have an impact on the audience. It is this feature in linguistic media that is the most important and fundamental to them, and distinguishes press texts from other types of style.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"15 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125761347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ces dernières années, il y a eu des changements positifs dans l'étude et l'enseignement des langues étrangères en Ouzbékistan. En application du décret présidentiel n ° 1875 du 10 décembre 2012 sur les mesures visant à améliorer encore le système d'apprentissage des langues étrangères, un certain nombre de décisions gouvernementales et d'actes juridiques normatifs des ministères et départements ont été adoptés. En particulier, la Résolution n ° 124 du Conseil des ministres du 8 mai 2013 a approuvé les normes éducatives nationales du système de formation continue. La création de ce document était basée sur le CECR - Compétence européenne commune pour l'apprentissage des langues étrangères, largement utilisé en Europe. Cette norme définit des niveaux de A1 à S1 pour toutes les étapes du système de formation continue. Cela fait 8 ans, de nouvelles réformes ont eu lieu dans le système éducatif de l'Ouzbékistan, la loi sur l'éducation a été adoptée dans une nouvelle édition, une norme pour les enfants âgés de 6 à 7 ans a été introduite dans le système d'éducation préscolaire, l'enseignement secondaire général a été fixé à 11 ans, l'enseignement secondaire spécial de 3 ans est réduit à 2 ans, des écoles professionnelles de 2 ans ont été créées. Des formations à temps partiel, du soir et à distance ont été introduites dans le système d'enseignement supérieur. En même temps, il existe un certain nombre de difficultés à maîtriser les normes éducatives de l'État, les programmes, les manuels et les manuels basés sur eux par les étudiants, la répétition des sujets, la continuité entre les étapes de l'éducation, le manque de continuité entre les sujets et les compétences vocales. Le fait que les manuels en cours ne fonent pas une suite logique les uns aux autres et qu’ils sont devenus trop complexes dans une classe ou simplifiés dans une autre, pose également des problèmes chez les apprenants et les enseignants des langues. Parmi eux on note que le manuel d’anglais de 4e année «Kids’ English 4» du point de contenu et de niveau de difficulté ne fait pas une suite logique au manuel actuel d’anglais de 5e année «New Fly High 5». Mêmes si les manuels des niveaux 10 et 11 sont adaptés aux besoins d’aujourd’hui, les connaissances et les compétences exigées pour ces niveaux ne sont pas acquises dans les années de 6 à 9. Du point de vue de niveaux, on observe des difficultés chez les élèves dans la réalisation des exigences de niveau A1 de connaissances, d’acquis et de pratiques desitinés pour les primaires. Dans cet article nous essayons d’analyser et proposer les voies de résolution des problèmes posés ci-dessus.
{"title":"CONTINUITÉ DE L'ENSEIGNEMENT DES LANGUES ÉTRANGÈRES DANS LE SYSTÈME DE FORMATION CONTINUE - DÉFIS ET TÂCHES","authors":"Nassirov Docteur és lettres, assosié, Abdourakhim","doi":"10.36078/987654472","DOIUrl":"https://doi.org/10.36078/987654472","url":null,"abstract":"Ces dernières années, il y a eu des changements positifs dans l'étude et l'enseignement des langues étrangères en Ouzbékistan. En application du décret présidentiel n ° 1875 du 10 décembre 2012 sur les mesures visant à améliorer encore le système d'apprentissage des langues étrangères, un certain nombre de décisions gouvernementales et d'actes juridiques normatifs des ministères et départements ont été adoptés. En particulier, la Résolution n ° 124 du Conseil des ministres du 8 mai 2013 a approuvé les normes éducatives nationales du système de formation continue. La création de ce document était basée sur le CECR - Compétence européenne commune pour l'apprentissage des langues étrangères, largement utilisé en Europe. Cette norme définit des niveaux de A1 à S1 pour toutes les étapes du système de formation continue. Cela fait 8 ans, de nouvelles réformes ont eu lieu dans le système éducatif de l'Ouzbékistan, la loi sur l'éducation a été adoptée dans une nouvelle édition, une norme pour les enfants âgés de 6 à 7 ans a été introduite dans le système d'éducation préscolaire, l'enseignement secondaire général a été fixé à 11 ans, l'enseignement secondaire spécial de 3 ans est réduit à 2 ans, des écoles professionnelles de 2 ans ont été créées. Des formations à temps partiel, du soir et à distance ont été introduites dans le système d'enseignement supérieur. En même temps, il existe un certain nombre de difficultés à maîtriser les normes éducatives de l'État, les programmes, les manuels et les manuels basés sur eux par les étudiants, la répétition des sujets, la continuité entre les étapes de l'éducation, le manque de continuité entre les sujets et les compétences vocales. Le fait que les manuels en cours ne fonent pas une suite logique les uns aux autres et qu’ils sont devenus trop complexes dans une classe ou simplifiés dans une autre, pose également des problèmes chez les apprenants et les enseignants des langues. Parmi eux on note que le manuel d’anglais de 4e année «Kids’ English 4» du point de contenu et de niveau de difficulté ne fait pas une suite logique au manuel actuel d’anglais de 5e année «New Fly High 5». Mêmes si les manuels des niveaux 10 et 11 sont adaptés aux besoins d’aujourd’hui, les connaissances et les compétences exigées pour ces niveaux ne sont pas acquises dans les années de 6 à 9. Du point de vue de niveaux, on observe des difficultés chez les élèves dans la réalisation des exigences de niveau A1 de connaissances, d’acquis et de pratiques desitinés pour les primaires. Dans cet article nous essayons d’analyser et proposer les voies de résolution des problèmes posés ci-dessus.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124696664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of the legacy of Eastern scholars and thinkers in the upbringing of young people as modern intellectuals is one of the urgent problems. The hadiths collected by Imam al-Bukhari, the teachings of Naqshbandi, the teachings of Tirmidhi, the wisdom of Yassavi, the works of Ibn Sina, Farobi, Beruni, Mirzo Ulugbek, Yusuf Khas Hajib and others provide views on the education of youth, the use of their sources in the educational process important. The views of Eastern scholars and thinkers on child education can also be used to improve inclusive education. In an inclusive learning environment, classes are conducted according to the abilities of the children with disabilities, taking into account their weaknesses. Then the child's social adaptation, such as the ability to work in a team, joint work planning, enrich the content of activities, the acquisition of cultural and hygienic skills, will be accelerated. It also requires thinking skills, understanding of adults and classmates, and collaboration with them. The task of the study is not how much knowledge children with special needs have when entering school, but how important it is for them to be ready to acquire new knowledge, adapt to the environment, analyze events independently and master movement skills.
{"title":"VIEWS OF EASTERN THINKERS ON EDUCATION","authors":"Kahharova, Рrofessor, Dildora","doi":"10.36078/987654470","DOIUrl":"https://doi.org/10.36078/987654470","url":null,"abstract":"The use of the legacy of Eastern scholars and thinkers in the upbringing of young people as modern intellectuals is one of the urgent problems. The hadiths collected by Imam al-Bukhari, the teachings of Naqshbandi, the teachings of Tirmidhi, the wisdom of Yassavi, the works of Ibn Sina, Farobi, Beruni, Mirzo Ulugbek, Yusuf Khas Hajib and others provide views on the education of youth, the use of their sources in the educational process important. The views of Eastern scholars and thinkers on child education can also be used to improve inclusive education. In an inclusive learning environment, classes are conducted according to the abilities of the children with disabilities, taking into account their weaknesses. Then the child's social adaptation, such as the ability to work in a team, joint work planning, enrich the content of activities, the acquisition of cultural and hygienic skills, will be accelerated. It also requires thinking skills, understanding of adults and classmates, and collaboration with them. The task of the study is not how much knowledge children with special needs have when entering school, but how important it is for them to be ready to acquire new knowledge, adapt to the environment, analyze events independently and master movement skills.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"460 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132361492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present article is devoted to investigation of English and Uzbek idiomatic expressions or phraseological units which contain culture-related information. They were divided into main groups: idiomatic expressions with the structure of knowledge related to religion, myths and legends, literature, geography, history and culture. They convey significant information about people’s way of life, religious principles, historical events, geographical places, etc. Theoretical part of the article is proved by numerous examples of English and Uzbek idiomatic expressions which were chosen for linguocultural approach of investigation. The objectives of the research: English and Uzbek idiomatic expressions with linguocultural content. The following methods of the research were used: descriptive method, comparative and cross-cultural analysis. Results obtained: linguocultural information in the semantics of English and Uzbek idiomatic expressions has been revealed and approved by numerous examples. Conclusion: the structures of religious, mythological, historical, literature-related, geographical and national-specific knowledge have been defined in the meaningful content of idioms.
{"title":"LINGUOCULTURAL ASPECT OF INVESTIGATION OF ENGLISH AND UZBEK IDIOMATIC EXPRESSIONS","authors":"","doi":"10.36078/987654445","DOIUrl":"https://doi.org/10.36078/987654445","url":null,"abstract":"The present article is devoted to investigation of English and Uzbek idiomatic expressions or phraseological units which contain culture-related information. They were divided into main groups: idiomatic expressions with the structure of knowledge related to religion, myths and legends, literature, geography, history and culture. They convey significant information about people’s way of life, religious principles, historical events, geographical places, etc. Theoretical part of the article is proved by numerous examples of English and Uzbek idiomatic expressions which were chosen for linguocultural approach of investigation. The objectives of the research: English and Uzbek idiomatic expressions with linguocultural content. The following methods of the research were used: descriptive method, comparative and cross-cultural analysis. Results obtained: linguocultural information in the semantics of English and Uzbek idiomatic expressions has been revealed and approved by numerous examples. Conclusion: the structures of religious, mythological, historical, literature-related, geographical and national-specific knowledge have been defined in the meaningful content of idioms.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130270656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper continues to analyze the language of international organizations, its development and importance of its correct understanding in the course of partners’ communication with different languages, which requires translators to be more attentive to avoid discrapencies and confusions while translating dialogues or presentations at some official meetings. The topicality of such research is obvious. Thus in the article the authors decided to discuss a very interesting phenomenon of buzzwords and ‘plastic’ words as a distinct class of words. For that, they reviewed key publications on development discourse and eleven characteristics of development buzzwords and plastic words were identified and discussed. An attempt was made at classification of development buzzwords into concepts and decorative elements. The international organizations with their activities try to help further promotion of world economies and improve the life of countries in need. Consistent studies of development terms and their deconstruction seem promising and, as a result, might contribute to better understanding and perception of buzzwords in the countries receiving a development assistance.
{"title":"DEVELOPMENT BUZZWORDS AND THEIR CHARACTERISTICS","authors":"","doi":"10.36078/987654446","DOIUrl":"https://doi.org/10.36078/987654446","url":null,"abstract":"The paper continues to analyze the language of international organizations, its development and importance of its correct understanding in the course of partners’ communication with different languages, which requires translators to be more attentive to avoid discrapencies and confusions while translating dialogues or presentations at some official meetings. The topicality of such research is obvious. Thus in the article the authors decided to discuss a very interesting phenomenon of buzzwords and ‘plastic’ words as a distinct class of words. For that, they reviewed key publications on development discourse and eleven characteristics of development buzzwords and plastic words were identified and discussed. An attempt was made at classification of development buzzwords into concepts and decorative elements. The international organizations with their activities try to help further promotion of world economies and improve the life of countries in need. Consistent studies of development terms and their deconstruction seem promising and, as a result, might contribute to better understanding and perception of buzzwords in the countries receiving a development assistance.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"33 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117277903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the derivational potential of root word combinations belonging to the noun, adjective and verb groups in the English and Uzbek languages and their grammatical functional features on the basis of comparative-typological, comparative and distributive methods at the lexical and syntactic levels of the language. Structural models of derivation of verbs, nouns and adjectives in the English and Uzbek languages and their features are considered based on component analysis, as well as morphological factors that ensure the completeness of derivation, their distinctive and similar features in both languages, the role and importance in the formation of verbal compounds is analyzed in detail. The article also identifies the factors that ensure the transposition of root verbs, nouns and adjectives in English and Uzbek, and describes their structural-functional and contextual-semantic analysis at the required level. Until today’s period of development of linguistics, many problematic processes related to the language system have been studied and researched. This situation can be observed both in the context of world linguistics and in the context of Uzbek linguistics. Linguistics, like all sciences, is constantly evolving. Due to this, it is natural that there are still problematic processes in this sphere today. The fact that the phenomenon of derivation less researched in the context of root words can be related to such problems, because in both English and Uzbek linguistics the problem of derivation of root words is not studied at the required level. Any new word that exists in a language takes its initial form from speech, and thus the speech dependence of the word formed ends, because the next life of a derived word goes on in a language. That is, the derived word takes its place in the paradigm of its own analogical forms after being tested in social speech activity for a certain period of time. Only derivatives that have fully passed such tests will receive the status of a language unit and, like their other paradigms, will begin to function as a means of enriching the language with new constructions. It is well known that the derivational sequence of linguistic units cannot be fully understood only on the basis of grammatical research, because word formation in its extralinguistic basis is a product of speech activity. Since related words are considered not as a finished product of the language, but as a product of speech, since they are artificial words, in speech they are activated only in the form in which they are adapted for communication. In some places, depending on the need for speech, we can also observe cases where two or more related words are involved in the process of communication or in context. In this article, the works of English and Uzbek writers are selected as a source, as well as the degree of influence of the speech situation of both languages on the choice of words is studied and scientifically substan
{"title":"SYNTACTIC AND SEMANTIC ANALYSIS OF COGNATE WORD COMBINATIONS IN THE ENGLISH AND UZBEK LANGUAGES","authors":"M. Bakhtiyarov","doi":"10.36078/987654448","DOIUrl":"https://doi.org/10.36078/987654448","url":null,"abstract":"This article describes the derivational potential of root word combinations belonging to the noun, adjective and verb groups in the English and Uzbek languages and their grammatical functional features on the basis of comparative-typological, comparative and distributive methods at the lexical and syntactic levels of the language. Structural models of derivation of verbs, nouns and adjectives in the English and Uzbek languages and their features are considered based on component analysis, as well as morphological factors that ensure the completeness of derivation, their distinctive and similar features in both languages, the role and importance in the formation of verbal compounds is analyzed in detail. The article also identifies the factors that ensure the transposition of root verbs, nouns and adjectives in English and Uzbek, and describes their structural-functional and contextual-semantic analysis at the required level. \u0000Until today’s period of development of linguistics, many problematic processes related to the language system have been studied and researched. This situation can be observed both in the context of world linguistics and in the context of Uzbek linguistics. Linguistics, like all sciences, is constantly evolving. Due to this, it is natural that there are still problematic processes in this sphere today. The fact that the phenomenon of derivation less researched in the context of root words can be related to such problems, because in both English and Uzbek linguistics the problem of derivation of root words is not studied at the required level. \u0000Any new word that exists in a language takes its initial form from speech, and thus the speech dependence of the word formed ends, because the next life of a derived word goes on in a language. That is, the derived word takes its place in the paradigm of its own analogical forms after being tested in social speech activity for a certain period of time. Only derivatives that have fully passed such tests will receive the status of a language unit and, like their other paradigms, will begin to function as a means of enriching the language with new constructions. \u0000It is well known that the derivational sequence of linguistic units cannot be fully understood only on the basis of grammatical research, because word formation in its extralinguistic basis is a product of speech activity. \u0000Since related words are considered not as a finished product of the language, but as a product of speech, since they are artificial words, in speech they are activated only in the form in which they are adapted for communication. In some places, depending on the need for speech, we can also observe cases where two or more related words are involved in the process of communication or in context. \u0000In this article, the works of English and Uzbek writers are selected as a source, as well as the degree of influence of the speech situation of both languages on the choice of words is studied and scientifically substan","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123366337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the study of literature the themes of fiction are divided into vital-historical and eternal themes. Vital-historical themes refer to the conditions resulted in character upbringing in the socio-historical situation and they can’t exist outside of this certain time and place. The eternal themes indicate the repeated events in all the periods of all the nations. The combination of several themes in one work is expressed in literary studies with the concept of “thematic”. When faced with such a situation, one or two major themes may be separated, and the rest should be explored as secondary. The objective of this paper is to seek to remedy these problems by analyzing the novels “The Kite Runner” and “A Thousand Splendid Suns” by Afghan-American writer Khaled Hosseini in terms of vital-historical and eternal themes. The data collected from the detailed analysis of the texts of Hosseini’s novels mentioned above by applying biographic method. The research results in proving the fact that the writer’s talent lies on fastening the theme of Afghanistan equally in his all three books pre-in- post Taliban periods and in addition to this he can indicate his own personal perspective towards the issues stated in the events. Hosseini could fulfill his task in describing his desire and Afghan people in each part of the world for the blessed peace that the nation couldn’t witness for a long time. Moreover, the themes of children and childhood, women and womanhood or family traditions can be found regularly in all the novels indicated above to strengthen the core meaning of what is being Afghan and what is living in Afghanistan. This study is an effort to unfold the significance of literary characteristics of the novels those mentioned above. The study concludes that Khaled Hosseini applied the vital-historical and eternal themes in his three novels to illustrate the objective picture of Afghanistan pre-in-post Taliban period.
{"title":"VITAL-HISTORICAL AND ETERNAL THEMES IN KHALED HOSSEINI’S NOVELS","authors":"D. Ruzmatova","doi":"10.36078/987654450","DOIUrl":"https://doi.org/10.36078/987654450","url":null,"abstract":"In the study of literature the themes of fiction are divided into vital-historical and eternal themes. Vital-historical themes refer to the conditions resulted in character upbringing in the socio-historical situation and they can’t exist outside of this certain time and place. The eternal themes indicate the repeated events in all the periods of all the nations. The combination of several themes in one work is expressed in literary studies with the concept of “thematic”. When faced with such a situation, one or two major themes may be separated, and the rest should be explored as secondary. The objective of this paper is to seek to remedy these problems by analyzing the novels “The Kite Runner” and “A Thousand Splendid Suns” by Afghan-American writer Khaled Hosseini in terms of vital-historical and eternal themes. The data collected from the detailed analysis of the texts of Hosseini’s novels mentioned above by applying biographic method. The research results in proving the fact that the writer’s talent lies on fastening the theme of Afghanistan equally in his all three books pre-in- post Taliban periods and in addition to this he can indicate his own personal perspective towards the issues stated in the events. Hosseini could fulfill his task in describing his desire and Afghan people in each part of the world for the blessed peace that the nation couldn’t witness for a long time. Moreover, the themes of children and childhood, women and womanhood or family traditions can be found regularly in all the novels indicated above to strengthen the core meaning of what is being Afghan and what is living in Afghanistan. This study is an effort to unfold the significance of literary characteristics of the novels those mentioned above. The study concludes that Khaled Hosseini applied the vital-historical and eternal themes in his three novels to illustrate the objective picture of Afghanistan pre-in-post Taliban period.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132352672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article deals with the effect of the curriculum objectives on the most important factors to meet the language learning goals. Implementing the goals of the curriculum, teachers will have opportunities to share successful classroom activities, guide the trainers, obtain good knowledge of the language theory and practice, maintain high expectation in the classrooms, encourage students, motivate them, foresee the ways to overcome setbacks. The overall aim of curriculum is - to improve the effective communicative competence in different life situations. The article presents a practical overview of the different activities for developing an effective national language program. Both teachers and language learners benefit equally from the updated curriculum. Well-developed curriculum and materials chosen to implement the requirements of this document will help to grow students’ abilities to reach their intentions and aims. In addition, such curriculum can greatly affect the ways teachers interact with their students and also help to develop teachers’ confidence in their pedagogical activity. Necessary strategies for creating successful tests within a language program have been developed, including suggestions for integrating tests into the overall curriculum using checklists to enhance the quality of evaluation through tests and administering them into the world-wide educational system. The introduction of tests into the curriculum of higher educational Institutions will considerably assist to improve foreign languages learning and teaching.
{"title":"THE NECESSITY OF FOREIGN LANGUAGE CURRICULUM REVISION","authors":"M. Irisqulov","doi":"10.36078/987654454","DOIUrl":"https://doi.org/10.36078/987654454","url":null,"abstract":"The article deals with the effect of the curriculum objectives on the most important factors to meet the language learning goals. Implementing the goals of the curriculum, teachers will have opportunities to share successful classroom activities, guide the trainers, obtain good knowledge of the language theory and practice, maintain high expectation in the classrooms, encourage students, motivate them, foresee the ways to overcome setbacks. The overall aim of curriculum is - to improve the effective communicative competence in different life situations. The article presents a practical overview of the different activities for developing an effective national language program. Both teachers and language learners benefit equally from the updated curriculum. Well-developed curriculum and materials chosen to implement the requirements of this document will help to grow students’ abilities to reach their intentions and aims. In addition, such curriculum can greatly affect the ways teachers interact with their students and also help to develop teachers’ confidence in their pedagogical activity. Necessary strategies for creating successful tests within a language program have been developed, including suggestions for integrating tests into the overall curriculum using checklists to enhance the quality of evaluation through tests and administering them into the world-wide educational system. The introduction of tests into the curriculum of higher educational Institutions will considerably assist to improve foreign languages learning and teaching.","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120936567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explains the need for the research in the field of engineering terminology, the process of teaching it in foreign languages, the comparative application of engineering terms in different languages and studying the development trends. Objective of the article is to describe the methodology of teaching mechanical engineering terminology on the basis of study research in the field of mechanical engineering as a complex of heavy equipment in industry that produces household appliances, as well as consumer electronics and products of defense importance. Methods of the investigation that enabled to: study and analyze mechanical engineering terms; develop methodology of teaching mechanical engineering terms; analyze selection and assessment criteria of case studies; analyze selection and assessment criteria of project-based teaching; organize pedagogical experiments and analyze their results. It is an integral part to investigate the sphere of machine-building and metalworking industries, the production of metal products, metal structures and the repair of machinery and equipment. Furthermore, the issues of teaching engineering terminology in order to form professional foreign language competence in technical students by means of using new pedagogical technologies are of high significance. Such as, typology of terms in the field of mechanical engineering, teaching terminology whereby case studies and projects, examples of case studies and study projects are given. It is also important to pay attention to the etymology and the sources of the formation of terms, their peculiarities and definitions in special contexts as a complex human speech and language activity. Results and discussion. The article discloses the processes of activating terminology for obtaining information, through cognitive activity. Research works in the field of mechanical engineering, the practical basis of teaching terms and its effectiveness are also analyzed. The terms, vocabulary related to the field of mechanical engineering, case studies and analysis of independent work assignments are taken into account in the organization and conducting the trainings defined in the pedagogical experiment. As a result of experimental research, it was proved by mathematical statistical methods that the efficiency was achieved by 15% in case studies and 17% in educational projects. It was found that the mean value of the scores in the experimental group was 17% higher than in the control group. Hence, the research conducted has proven to be effective. Conclusions. The difficulties that arise in the process of comparing terminological activities show not only the specificity of individual languages, but also the specific role of terms in the national language system. Comparing the terminology of the English and Uzbek languages in the field of mechanical engineering not only allows to determine the general and specific features of the terms of mechanical engineering in the two langua
{"title":"PRACTICAL BASIS OF TEACHING MECHANICAL ENGINEERING TERMS","authors":"Alisher Ashurov","doi":"10.36078/987654455","DOIUrl":"https://doi.org/10.36078/987654455","url":null,"abstract":"This article explains the need for the research in the field of engineering terminology, the process of teaching it in foreign languages, the comparative application of engineering terms in different languages and studying the development trends. Objective of the article is to describe the methodology of teaching mechanical engineering terminology on the basis of study research in the field of mechanical engineering as a complex of heavy equipment in industry that produces household appliances, as well as consumer electronics and products of defense importance. Methods of the investigation that enabled to: study and analyze mechanical engineering terms; develop methodology of teaching mechanical engineering terms; analyze selection and assessment criteria of case studies; analyze selection and assessment criteria of project-based teaching; organize pedagogical experiments and analyze their results. It is an integral part to investigate the sphere of machine-building and metalworking industries, the production of metal products, metal structures and the repair of machinery and equipment. Furthermore, the issues of teaching engineering terminology in order to form professional foreign language competence in technical students by means of using new pedagogical technologies are of high significance. Such as, typology of terms in the field of mechanical engineering, teaching terminology whereby case studies and projects, examples of case studies and study projects are given. It is also important to pay attention to the etymology and the sources of the formation of terms, their peculiarities and definitions in special contexts as a complex human speech and language activity. Results and discussion. The article discloses the processes of activating terminology for obtaining information, through cognitive activity. Research works in the field of mechanical engineering, the practical basis of teaching terms and its effectiveness are also analyzed. The terms, vocabulary related to the field of mechanical engineering, case studies and analysis of independent work assignments are taken into account in the organization and conducting the trainings defined in the pedagogical experiment. As a result of experimental research, it was proved by mathematical statistical methods that the efficiency was achieved by 15% in case studies and 17% in educational projects. It was found that the mean value of the scores in the experimental group was 17% higher than in the control group. Hence, the research conducted has proven to be effective. Conclusions. The difficulties that arise in the process of comparing terminological activities show not only the specificity of individual languages, but also the specific role of terms in the national language system. Comparing the terminology of the English and Uzbek languages in the field of mechanical engineering not only allows to determine the general and specific features of the terms of mechanical engineering in the two langua","PeriodicalId":161777,"journal":{"name":"Philology matters","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132569452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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