Nukus State Pedagogical Institute named after Ajiniyaz, Nukus, Uzbekistan

scientific journal of the modern education & research institute SOME IM PORTANT ISSUES IN TEACHIN UZBEK LAN GUA GE IN TUR KISH CLASSE

• The Kingdom of Belgium G s

Shakhlo Shukurlaevna uldasheva, Candidate of pedagogical sciences, associate professor, (mamura2010@umail.uz) Shakhista Menglibaevna Buranova, Candidate of pedagogical sciences (s.buranova@ndpi.uz)

Mukhabbat ajimuratovna Khudayarova, Сandidate of philological sciences (muxa_766)

ukus State Pedagogical nstitute named after jiniyaz, Uzbekistan

bstract

The article analyzes the results of a comparative study and observation of the process of teaching the Uzbek language in Russian, Karakalpak, Kazakh and Turkmen classes of secondary schools. The aim of the article is to explore the issue of differential approach to the subject and its educational content based on the characteristics of relative and non-relative languages. It offers recommendations based on the analysis of teaching the Uzbek language as a state language to the representatives of relative languages, i.e. Turkic-speaking students, recommendations on the content of the subject, taking into account the commonalities between the Uzbek and other relative languages.

Materials and Methods. To solve the problem, the authors use methods of analysis and generalization of domestic and foreign theoretical literature and practical experience, methods of collecting empirical data: observations, interviews, as well as questionnaires, data processing, and pedagogical practice, mass learning, and selection of language and speech materials.

Results of the research. The article develops the existing ideas on the choice of language materials in the teaching of the Uzbek language as the state language. Recommendations are made for the development of subject content that takes into account commonalities and uniqueness and peculiar characteristics of relative languages.

Discussions and conclusions. The conclusions of the first stage do not allow to make firm final conclusions, because the multifaceted nature of the problem requires further development of research, expansion of the scope of research based on local and foreign experience.

Keywords: Uzbek language, Turkic language, state language, vowels, consonants

ntroduction

As a result of reforms in the education system of Uzbekistan, the President established creative schools and specialized schools [Resolution of the Cabinet of Ministers, No. 141, 2020], with a specialization in science, technology, engineering, art, mathematics. The introduction of the international STEAM-based education program and the launch of a separate agency under the Cabinet of Ministers give great hope and confidence in the prospects of a new model of education.

These new educational institutions have been set tasks to update the curricula of the subjects included in the basic curricula, the gradual creation of textbooks in the new academic year

(2020-2021 academic year). Of course, the experience and achievements of these educational institutions will be applied to the educational process of secondary schools as well. A review of the basic curriculum of creative and specialized schools, which includes a blog of basic subjects and specialized subjects, includes 12 major subjects in addition to special subjects – public speaking for creative schools, folklore, literary process, literary rules, journalism, textual studies, disciplines such as drama, as well as disciplines such as Science, Personal Development, and Global Perspectives are recommended for specialized schools. The Uzbek language is included in the basic curriculum as a core subject. This means that the existing programs and textbooks for teaching the Uzbek language to the students of Russian and Karakalpak classes of these educational institutions are required to be updated. However, this work needs thorough planning, taking into account the type of learners who are learning the Uzbek language. This is because an important issue that has remained unresolved for many years is the selection of an appropriate curriculum and content for teaching the Uzbek language to the representatives of relative and non-relative languages. However, a great number of researches have been conducted in the country on the issues of teaching a second language, a foreign language at secondary schools, focusing on the differential approach to teaching the language to the particular audience, with the particular level of the language. We can name several of them, like: V.Andriyanova [Andriyanova, 1997], J.Jalolov [Jalolov, 2012], U.Khoshimov, I.Yakubov [Hoshimov, Yakubov, 2003], education in another language E.Abduvalitov [Abduvalitov, 2002], Sh.Buronova [Buronova, 2002], L.Mirjalolova [Mirjalolova, 2000], X.Muxitdinova [Muxitdinova, 2011], R.Niyozmetova [Niyozmetova, 2007; Niyozmetova, 2000], M.Rixsieva [Rixsieva, 1998], A.Sultanova [Sultanova, 2019], D.Toshkhojaeva [Toshkhojaeva, 2000], Q.Khusanbaeva [Khusanbaeva, 1997], M.Ernazarova [Ernazarova, 1999] and others.

Materials and Methods

In connection with the granting of the Uzbek language the status of the state language (1989), more than 130 nationalities living in Uzbekistan have equal access to the local language in the process of living, studying and working in Uzbekistan. The Uzbek language is taught as the state language in order to have sufficient knowledge of the Uzbek language for communication in the state language in all areas, to study the peculiarities, national traditions, values and customs of the nation. Based on the experience of developed countries of the world in creating education standards and curricula of the foreign languages on the basis of a competency approach, there developed a graded system on the Uzbek language taking into account the age and psychophysiological characteristics of students, including primary education, as well as the knowledge (concepts, rules, laws, definitions) learnt in academic lyceums and higher education. In this case, A1 level is set for grades 1-4, A2 level for grades 5-9, B1 level for secondary special education, and B2 level for 1st year of higher education. Teaching the Uzbek language as a subject has its peculiarities at each stage. In particular, the process of acquiring A1 and A2 levels takes a relatively long time. At the same time, there is a common denominator in all educational institutions, which requires that attention be paid to the type of learner of the Uzbek language. The methodology of teaching the Uzbek language in Russian classes (groups) has a century-old history. We know that the teaching of the Uzbek language began in Russian and native language schools. In 1905, in accordance with the order of the Governor-General of Turkestan, «children of the Russian community living in the Turkestan region must know the local language and handwriting» [Ernazarova, 1999: 9], and Russian children began to be taught the Uzbek language.

The teaching of the Uzbek language in classes (groups) with Kazakh, Turkmen, Karakalpak, Kyrgyz and Tajik children began in the 1993-1994 academic year. Initially, the grammar of the Uzbek language was taught in a systematic way. Then, the programs and textbooks created for secondary schools on the basis of the functional-semantic method were tested and their advantages and disadvantages were identified.

In the last quarter of the last century, the creation of programs and textbooks on the Uzbek language for Turkic-speaking classes began. In particular, in accordance with the Order No. 41 of the Ministry of Public Education of the Republic of Karakalpakstan of 1996 the «Uzbek language» began to be taught as the main subject in grades 2-11 of schools with Karakalpak language of instruction from 1996-1997. The Karakalpak branch of the Research Institute of Pedagogical Sciences of the Republic of Uzbekistan named after J. Urinbaev immediately started implementing this order. The decision «On the organization of general secondary education in the Republic of Uzbekistan» has played an important role in the radical renewal of the Uzbek

language education in schools with Karakalpak and Kazakh languages of instruction. In 1998, a test program on «Uzbek language and literature» was developed for schools with Karakalpak language of instruction, which then be tested in 17 schools of the country. Tests confirmed that the program was effective. In other regions of Uzbekistan, including Syrdarya region, scientists of Gulistan State University have gained experience in creating programs and textbooks suitable for Turkish-speaking audiences. In particular, the program «Recommendations on the Uzbek language and literature» [Toychibaev, 1992a], «Learning the Uzbek language» [Toychibaev, 1992b] were developed for schools in the Kazakh and Karakalpak languages and published by the Republican Educational and Methodological Center. However, since the beginning of the twentieth century, a general program and textbooks for Uzbek language learners have been introduced.

It should be noted that the current textbooks, which are being introduced into school practice, have been approved by the Ministry of Public Education of the Republic of Uzbekistan under the term «Textbooks for secondary schools with other languages of instruction.» All normative-legal documents emphasize the term «Education in other languages», do not distinguish between the concepts of Turkic-speaking classes, Russian-speaking classes. The content of education is the same for a child of Russian or Tajik nationality who is learning to read the Uzbek language with embarrassment, as well as for bilingualists – representatives of relative languages, whose Uzbek language is more developed in the natural language environment. In the textbooks, it is enough to cite only dictionaries appropriate to the specific language of instruction. Critical feedback from experienced teachers and parents on this issue is also being ignored. However, the distinction between Turkic-speaking classes and Russian-speaking classes is extremely necessary in the didactic principle for the teaching of the state language, the second language as one of the main subjects. It is no secret that the first didactic requirement among the speaking skills of Turkic-speaking schoolchildren in the Uzbek language program: «Listening comprehension and speaking» is much higher than that of Russian-speaking students. Also, the quantitative index of words to be mastered during the year (450-500 words) is a didactic method of the educational process – it is easier for a Turkish-speaking student to read the meaning of these words due to the comparative interpretation of the native language. For example, Karakalpak, Kazakh, and Turkmen children use words such as paxta (cotton), terim (skin), qo‘zi (lamb), and bug‘doy (wheat) with little phonetic features. Since the lexical meaning of such lexical materials, despite some phonetic differences, is understandable for Turkic speakers: Karakalpaks, Kazakhs, Turkmens. In this regard, the following key issues should be taken into account when teaching the Uzbek language as a subject to the representatives of Russian, Tajik or Turkish languages, especially in secondary schools in Karakalpakstan, where education is provided in 5 languages.

zbek is one of the urkic languages

The theoretical and methodological basis of this issue is explained by the descriptions and classifications in Turkic sources. Indeed, in the classification of the famous orientalist academician A.N.Samoylovich, the Uzbek language is included in the Oghuz (southwestern), Chigatay (southeastern) Kipchak groups of Turkic languages. This was a natural phenomenon in the development of Turkic languages. Indeed, the Uzbek language is close and similar to the Turkmen, Karakalpak, Kazakh, Kyrgyz, Uyghur languages belonging to the Oghuz, Chigatay and Kipchak groups in Central Asia and Kazakhstan [Tursunov, 1995: 30-32]. Naturally, the same fact has created similarities in the lexical, phonetic and grammatical structure of languages such as Karakalpak, Kazakh, Turkmen, which belong to the family of Turkic languages. This is evidenced phonetically by the following facts:

Many words in Uzbek have three phonemes (sounds) in all Turkic languages, including Karakalpak, Kazakh, Turkmen: bil (know), dil (languag), kel (come), ket (go), qo‘l (hand), ko‘z (eye), bosh (head), tash (stone), ota (grandfather), ona (mother) and so on. Compare: Karakalpak: bil, dil, kel, ket, qol, kóz, bas, tas, ata, ana; Kazakh: кел, қол, көз, бас, тас, бiл, тiл; Turkmen: bil, dil, gel, git, göz, baş, daş and etc.

Auxiliaries such as ost (under), ust (above), ort (behind), and words tort (cake), to‘rt (four) are the exceptions; consonants do not appear at the end of words as daraxt (tree), baxt (happiness), go‘sht (meat).

Most of the words that form the basis of the lexicon of Turkic languages have many meanings in Uzbek, Karakalpak, Turkmen languages: bosh (head), tosh (stone), tish (tooth), bel (waist), etc. In Uzbek, Karakalpak, Kazakh and Turkmen languages, suffixes begin with a consonant:

Uzbek. Qishloqlarimizdagilardanmisiz? (Are you from our village?)

Karakalpak. Awıllarımızdaģılardanbısız?

Kazakh. Ауылдардағыларданбысыз?

Turkmen. Obadakylarymyzdanmysyz?

If the handouts, consisting of the tables which can show the similarities and commonalities, are used appropriately in the classroom, it is obvious that the learnes of the educational process perform the lexical materials, assignments with interest compared to the native language, they can consciously master the phonetic and lexical phenomena of the Uzbek language. For this purpose, if the manager of the educational process uses the following tables for different didactic purposes in comparison with the Uzbek-Karakalpak, Uzbek-Kazakh and Uzbek-Turkmen languages, taking into account the native language of his classmates, the educational effect will be high. Example handout in Table 1.

Uzbek

tuz (salt) to‘rt (four) qo‘zi ((lamb) sakkiz (eight) dada (father) o‘g‘il (son) nevara (grandchild)

Karakalpak

duz tòrt qozı segiz àke ul aqlıq

Kazakh

тұз төрт қозы сегiз әке ұл немере

Turkmen

duz dört guzy sekiz кака оgul agtyk

Thus, as academician A.N.Smailovich and other linguists, dialect researchers rightly point out, it is useful to create educational tasks in Uzbek language in cases where the educational process analyses such common linguistic features of both Kipchak and Oguz groups of Turkic language. The Uzbek language, being one of the Turkic languages, has the differences and peculiarities from the Karakalpak and the Kazakh languages. This must be taken into account by the teachers who teach in those classes, they must use more practical tasks.

For example, they can create oral and written assignments on the expression of the Uzbek letter «O‘» which is pronounced in the Kazakh, Karakalpak and Turkmen languages with the phoneme «O» (o‘ra – ora) and so on.

The peculiarities of the Uzbek language are obvious in the following:

From phonetic view the quantity and quality of vowels varies. For example, 6 vowels in Uzbek, 9 in Karakalpak and Turkmen, and 12 in Kazakh language. Thus, the Uzbek literary language differs from the Karakalpak, Kazakh and Turkmen languages with 6 vowels in its phonetic system due to the weakness of synharmonism.

Table 2. Vowels and consonants in relative languages

Relative languages

Uzbek

Karakalpak

Kazakh

Turkmen

Vowels

a, o, o‘, u, i, e (6)

а, á, е, ı, i, о, ó, u, ú (9)

а, ә, е, и, о, ө, ұ, ү, у, ы, і, э (12)

a, ä, o, ö, u, ü, y, i, e (9)

Consonants

b, d, f, g, h, j (vijdon), j (jo‘ja), k, l, m, n, p, q, r, s, t, v, x, y, z, g‘, sh, ch, ng (24)

b, d, f, g, ǵ, h, x, j (vijdon), k, q, l, m, n, ń, p, r, s, t, v, w, y, z, sh, c, ch (25) б, в, г, ғ, д, ж, з, й, к, қ, л, м, н, ң, п, р, с, т, у, ф, х, һ, ц, ч, ш, щ. (26) b, w, g, d, ƶ, j, z, ý, k, l, m, n, ň, p, r, s, t, f, h, ç, ş (21)

The Uzbek language differs from the Karakalpak and Kazakh languages in the system of consonants. These are clearly manifested in the phenomena sh> s, ch> sh, q, g‘> o‘(v), g> y, x> q, b> p.

Examples: sh>s. Uzbek. Besh (five), bo‘sh (empty), sholi (rice), shum (wicked), beshov (five); karakalpak. bes, bos, salı, sum, besew; kazakh: бес, бос, салы, сұм, бесеу and etc. ch>sh. Uzbek. Chigit (spoilage), chegara (border), pichan (hay), pichoq (knife); karakalpak. shigit, shegara, pishen, pıshaq; kazakh: шекара, пішен, шелпек, пышақ and etc.

The Turkmen language belongs to the Oghuz group of Turkic languages, and the Uzbek language differs from the Turkmen language with some peculiarities in the system of consonants [Veyisov, 1992: 6-24].

Instead of voiceless consonants t, k in Uzbek language, voiced consonants d, g are used in Turkmen language in a number of words: uzbek: tosh (Stone), temir (iron), temirchi (blacksmith), tog (mountain), etc.;

Turkmen: daş demir, demirji, dag, etc.

In some words, instead of the Uzbek voiceless consonant ch the Turkmen consonant j is used: uzbek: achchiq (bitter), achchiqdanak (bitter seed), chuchuk (sweet), kuchuk (dog); Turkmen: Ajy (bitter), ajydäne (bitter seed), süýji (sweet), güjük (dog), etc.

In addition, there are many phonetic processes, such as a> e: surma – surme, m> b: мuz – buz, g‘> g: bog‘ – bag, q> g: qiz – gyz, q> k: quloq – gulak, qo‘shmoq – goşmak the characteristic sound of the Uzbek language x is absence in the Turkmen language.

Thus, the Uzbek and Turkmen languages have a number of phonetic similarities and commonalities, as well as some peculiarities: h, g‘, q consonants, etc.

As one of the Turkic languages, the grammatical structure of the Uzbek language also has similarities and differences with the Karakalpak, Kazakh and Turkmen languages. Word groups, word formation, etc. are similar to each other. Their terms differ according to the form in which they are explained by the phonetic laws of each language: sifat (adjective) (in Uzbek) – kelbetlik (in Karakalpak) – зат есім (in Kazakh) – sypat (in Turkmen). For example, in the Uzbek literary language, the suffix -lar, which represents the plural, has several variants in the Kazakh and Karakalpak languages: Karakalpak: -lar, -ler; Turkmen: -lar, ler; Kazakh: -lar, -ler, -dar, -der, -tar, -ter [Saparov, 1981: 58-77].

A good knowledge of the native language system will be of great help to students in learning the Uzbek language. Skills and competencies in the native language are transferred into the Uzbek language. For example, in the sentence «Ҳаммамиз ўйинда, ўйиннинг ҳам хиллари кўп, катталар ошиқ, чиллак ўйнайди, биз – кичиклар, тол кесиб от қилиб минамиз-да, тор кўчанинг чангини бурқиратиб чопамиз, чарчашни билмаймиз» (We are all playing games, there are many types of games, adults play love game, chillak, we – the little ones, we ride on a wood horse, running in the dust of the narrow street, we do not get tired.) if the learner has studied the topic «Separated members of the sentence» well, he will understand the punctuation mark comma (,) before the word «we» and dash (–) after it and he will not make a mistake. The comma between the words «love game» and «chillak» is placed correctly due to the knowledge gained from the topic «Homogenous parts of speech». Thanks to the knowledge of the use of simple sentences in compound sentences «without conjunctions, the connection with the help of «The Particle», the reader can use other punctuation correctly. At the same time, the mother tongue has a negative impact on the learning of the Uzbek language. Phonetic interference occurs as a result of introducing the skills of the phonological system of the mother tongue into a phonological system of a second language that is different from it.

Phonetic interference in the speaker’s speech is manifested as a special accent for the listener. [Zokirov, 2007: 14]. This effect is especially strong in relative languages. For example, Karakalpak students pronounce Uzbek sounds similar to native sounds: shang, not chang; shokila not chokila; otam, not otom, sharshash not charchash. When teaching the Uzbek language, these aspects should be identified in advance and appropriate teaching methods should be developed.

So, in order to increase the effectiveness of teaching the Uzbek language, to create an integrated system of increasing student literacy, it is necessary to first carefully study the teaching process, the factors that affect it.

Thus, the current situation in the teaching of the Uzbek language in Turkic classes is a favorable didactic factor for the intellectual activity of learners. Therefore, we think that teaching the Uzbek language will give the expected positive results, if the speaker uses these didactic opportunities, in giving speech samples, in discussing topics, in cases which create knowledge, skills and abilities, as well as necessary grammatical knowledge. The human being first judges the event by comparing it to his native language. For this purpose, the teacher must have mastered the material volume and requirements of the new program at an excellent scientific, theoretical, methodological and didactic level. This ensures that the main goal is achieved.

Discussions and conclusions

As a result of our scientific research and analysis, our experiments have clarified the following issues:

The Law of the Republic of Uzbekistan «On the State Language» states that it is necessary to create all conditions for the study of the Uzbek language by people of other nationalities. Teaching the Uzbek language as the state language has important political, socio-economic and educational significance. Students of Turkish-language educational institutions must be able to express themselves orally and in writing, not only in their native language, but also in the state language of the Republic of Uzbekistan. There are many commonalities in the phonetics, graphics, lexicon and grammatical structure of Turkish and Uzbek languages. This situation requires the creation of a separate program, a textbook for Turkish-speaking classes, in contrast to the classes in Russian and Tajik. The effectiveness of Uzbek language education, the growth of students’ literacy depends on the creation of scientific research, manuals, dictionaries based on the comparison of Uzbek and relative Turkic languages.

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To quote: Some important issues in teaching Uzbek in Turkish-speaking classrooms. / Sh.Sh.Yuldasheva [et al.] // Modern Education & Research Institute

About the authors:

• Shakhlo Shukurlaevna Yuldasheva, Associate Professor of the Uzbek Language Department of Nukus State Pedagogical Institute named after Ajiniyaz (Uzbekistan, Nukus, P. Seyitov Street.

Phone: +998 (91) 383-86-2), Candidate of Pedagogical Sciences, https://orcid.org/0000-0001-9797-8635, shahlondpi@gmail.com • Mukhabbat Tajimuratovna Khudayarova, Associate Professor of the Uzbek Language Department of Nukus State Pedagogical Institute named after Ajiniyaz (Uzbekistan, Nukus, P. Seyitov Street.

Phone: +998 (91) 307-76-74), Candidate of Philological Sciences, muxa_7676 @ mail .ru • Shaxista Menglibaevna Buranova, Associate Professor of the Uzbek Language Department of Nukus State Pedagogical Institute named after Ajiniyaz (Uzbekistan, Nukus, P. Seyitov Street.

Phone: +998 (97) 500-24-46), Candidate of Pedagogical Sciences, s.buranova @ ndpi.uz

Contribution of authors:

• Shakhlo Shukurlaevna Yuldasheva – scientific guidance, formation of the research concept; critical analysis and completion of the text; presentation of information, computer registration. • Shakhista Menglibaevna Buranova – definition of research methodology; data collection from local and foreign sources; preparation of the first version of the article; filling in the gaps in the text, forming conclusions. • Mukhabbat Tajimuratovna Khudayarova – data collection and analysis; preparation of the first version of the article; computer, paper work. • All the authors read and approved the final version of the manuscript.

About the authors:

Shaklo Shukurlaevna Yuldasheva, Mukhabbat Tadjimuratovna Khudayarova, Shakhista Menglibayevna Buranova,