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19Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-203-206
THE DIFFERENCES AND SIMILARITIES BETWEEN UZBEK AND
ENGLISH SUBJECTS
Shahnoza Salohiddin qizi Abulfayziyeva Mohlaroyim Bahromjon qizi Mirzaxalimova
Student Tourism Faculty of Tashkent region Chirchik Pedagogical University
Superviser: Sohila Aminova Abduhalimovna ABSTRACT
In this article, the similar and different aspects of the processes of lessons taught in English and Uzbek schools are revealed through several directions and methods. The research method used in this study is to find the convenience and unusual aspects of the lesson processes. This article describes the methods of teaching effective games to attract students' attention and organize the lesson process meaningfully. In order to create a high-quality atmosphere for the students of the author's school, some things had to be solved problems and advantages are considered.
Keyword: Textbooks, culture, idioms, games, exercises, blackboard, local people, dialect, academic words
INTRODUCTION
In actuality, a student's preparation for society and its citizens is the primary responsibility of a school. However, if we discuss our culture and the present, it is necessary for children to receive a particular level of information from their institutions. Absent that, it is not feasible.
Starting with elementary school, obedience is the only requirement.
The term "general secondary education" is used in Uzbekistan, although it also refers to two distinct levels of instruction, the elementary and secondary. Many nations, some with our-like systems and others without, have a similar split. From nation to nation, these things differ. Almost everything, even here, requires secondary education. Concerning the variations, the school's teaching methodology is unique. Freedom is a concern. The sole obligation we have starting in school, in our own view and experience, is unqualified obedience. You need to sit like this, I say! The outfit we supplied you is what you'll wear! "You'll act as we say!" How is the
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-203-206
education's quality then?
The parallels, distinctions, and benefits of the two languages will first be highlighted in this article. The Uzbek language textbooks have several text exercises, to start with, if we are talking about the books. Several images are also available in English. The student's concepts grow original and simple to imagine as they work through visuals. Everyone can be drawn to a book with illustrations and a variety of activities, and the student won't nod off during the lesson and will be engaged in it. and only in text books is it required to write it on the board or copy it into a notebook. Reading, speaking, and writing activities are included in our native tongue books, whereas listening, speaking, writing, and discussion exercises are available in textbooks for the English language.
The information in the textbook helps teachers to make the lesson interesting, for example, it is taught through games, using technology, and experimenting. It is common to make school textbooks interesting, that is, to use various innovative methods, technical tools, interactive games that attract different students. The use of such games during the lesson increases the student's enthusiasm for learning science.
In terms of assessment, each country has different criteria, and the two language assessment programs are also very different. in Uzbekistan it is evaluated by numbers from 1 to 5, in England it is evaluated by letters.
English schools have long used letters to assess student learning. Grading is very simple - from G to A, where G is the lowest grade and A is the best grade. In the first grade of high school (ages 11-12), a student had to know mathematics or English at level F, in the next grade at level E, and at the level after that at level D, thus reaching level A by the time he graduated from school after 9 years. There were a lot of protests against this assessment. Since 2017, schools in England have started to switch to a digital scoring system. Now students can score from 2 to 9 points depending on their mastery of subjects, with 9 being the best score. Students receive grades every day. Also, their knowledge of subjects is regularly checked with the help of tests. The school administration sends a report to the student and his parents at the end of the quarter. In it, the student is evaluated for his knowledge and hard work. Special comments about students: "He works well, achieves good results, if he tries, he will achieve even more". They say that there is no student in Great Britain who will study for a bad grade (two grades). The teachers correct the shortcomings of the students, bring them to the middle level and activate them, the "4" students become excellent, and as a result, all the graduates get admission to higher education
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-203-206
institutions.
Numbers 0 and 1 are almost never used in Uzbekistan.
• If the value is 2, it will be processed without any value;
• If 3, he understands the lesson, but cannot answer, cannot explain what he understands;
• If 4, he understands well, is active, responds well, but has difficulty working independently;
• For 5 marks he will have to understand, respond and even independently understand and explain the topics when he reads them. but sometimes not only students but also teachers forget that learning is not for grades.
Literary language is primarily a written language. Sometimes a verbal version is also developed, but not always. The servant of the written language is a poem that needs to be helped in various ways. If everyone writes the document in their own language, it creates chaos. Literary language serves to control such chaos. Therefore, dialects should not adapt to literary language, but literary language should adapt to dialects. After all, the dialect is the living form of the language and the main source of the literary language.
Paying attention to the literary language, we sometimes forget the dialects. In fact, both literary language and dialect should have a place in society. Sheva preserves historical memory, cultural appearance and vocabulary. This capital of his should be transferred to the language of literature.
In Uzbekistan, dialects and expressions can be used in every skill. it is also an artifice, but in English, idioms are used only in speaking. it is forbidden to use it in other skills.
As a matter of fact, it is no secret that the natives of the English country do not have full knowledge of the basics of their mother tongue, especially the grammatical structure. In their speech, the grammatically correct construction of the sentence is not important, but the meaning that it wants to express prevails. Nevertheless, the English population has a way of speaking using emotions and gestures, which helps to understand the idea easily and quickly, and this does not cause any problems.
CONCLUSION
To sum up, where there is work, there is always a shortage. Every discipline has its own challenges and disadvantages. Fixed errors lead to growth and improvement of the field. It would only be useful if the pluses and minuses
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-203-206
mentioned in the article were taken into account, and first of all, the textbooks would be updated in accordance with the technological age and the intelligent young generation. Education teaches people to find their place in life, to give and receive the necessary knowledge to live in it.
Students should make good use of every subject taught in school, acquire sufficient knowledge and skills, and not study for grades. The more incentive activities are organized, the more motivation young learners get. Learning languages in particular opens doors to the world. After all, language is the key to the heart.
REFERENCES
1. Brown, D. H. (2001). Teaching by principle: An interactive approach to language pedagogy. Longman.
2. Choudhury, M. H. (2013). Teaching culture in EFL: Implications, challenges and strategies. Journal of Humanities and Social Science, 13(1), 29-40.
3. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (5th ed). Routledge.
4. Cortazzi, M., & Jin, L. X. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed), Culture in second language teaching and learning (pp. 196-219). Cambridge University Press.
5. Creswell, W. J. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson Education.
WORK SITIES
1. https: //www.kemdikbud. go .id/main/tentang-kemdikbud/daftar-menteri-pendidikan
2. https://eltrantsreviewsreflections.wordpress.com/2015/11/12/the-importance-of-teaching-culture-to-efl-students/
3. http: //marifat.uz/marifat/ruknlar/fan/4278. htm
4. https://cyberleninka.ru/article/n/til-o-qitishda-o-yin-metodidan-foydalanish
