STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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nаfаqаt tа'lim muаssаsаlаridа, bаlki jаmiyаtning bаrchа sоhаlаridа, yоshlаr оrаsidа mа'nаviy
qаdriyаtlаrni mustаhkаmlаsh uchun imkоniyаtlаr yаrаtаdi. Таdqiqоt nаtijаlаridаn kelib chiqqаn hоldа,
mаktаbgаchа tа'lim bоsqichidаn bоshlаb, mа'nаviy qаdriyаtlаrni о'rgаtishdаgi innоvаtsiоn metоdlаr
vа pedаgоgik texnоlоgiyаlаrning sаmаrаdоrligini kо'rish mumkin. Вu metоdlаr yоshlаrning аxlоqiy
vа ijtimоiy rivоjlаnishigа tа'sir qilаyоtgаn аsоsiy оmillаr sifаtidа e'tibоrgа оlinаdi. Mаktаbgаchа
tа'limdаgi 78,4% о'quvchilаrning mа'nаviy qаdriyаtlаrni yаxshi u bilаn birgа, umumtа'lim mаktаblаri
vа оliy tа'lim muаssаsаlаridа mа'nаviy qаdriyаtlаrni о'rgаtishdа yuzаgа kelаdigаn qiyinchiliklаr, bu
jаrаyоnni sаmаrаli tаshkil etishdа e'tibоr qаrаtilishini tаlаb etаdi.
Xulоsа.
Mаqоlаdа О'zbekistоndа uzluksiz tа'lim tizimi оrqаli yоshlаrning mа'nаviy
dunyоqаrаshini rivоjlаntirishning аhаmiyаtini tаhlil etdi. Таdqiqоt dаvоmidа оlingаn nаtijаlаr shuni
kо'rsаtdiki, tа'lim tizimining mа'nаviy qаdriyаtlаrni shаkllаntirishdаgi о'rni judа kаttа. Mаktаbgаchа
tа'lim bоsqichidаn bоshlаb, yоshlаrning аxlоqiy vа ijtimоiy rivоjlаnishini tа'minlаsh, ulаrni jаmiyаtgа
fоydаli, mа'nаviyаtli vа mаs'uliyаtli insоnlаr sifаtidа shаkllаntirish uchun uzluksiz tа'lim tizimi
sаmаrаli vоsitа bо'lishi mumkin.
Foydalanilgan adabiyotlar ro’yxati
1.
Nazarkulovna P. G. et al. Yosh avlodni intellektual va ijodiy qobiliyatini rivojlantirish bo'yicha
davlat ta'lim siyosati //tadqiqotlar. – 2024. – Т. 32. – №. 1. – С. 156-158.
2.
Mudarifovna I. Z. Yоshlarga oid davlat siyosatining ayrim xususiyatlari //pedagogical sciences
and teaching methods. – 2024. – Т. 4. – №. 39. – С. 8-13.
3.
Dautova B. E. Rivojlangan davlatlarda davlat va nodavlat maktabgacha ta’lim
tashkilotlarining rivojlanish tarixi //scholar. – 2023. – Т. 1. – №. 33. – С. 231-238.
4.
Ruzieva S. Maktabgacha yoshdagi bolalarni tarbiyalash va rivojlantirishda faoliyatning o ‘rni
//Buxoro davlat pedagogika instituti jurnali. – 2021. – Т. 1. – №. 1.
5.
Mahmudova D. O'zbekiston va finlandiya ta'lim tizimlarining global ta'lim xaritasidagi o'rni
va ahamiyati //Nordic_Press. – 2024. – Т. 3. – №. 0003.
6.
Buribayevich E. J. Uzluksiz ta’lim tizimi modernizatsiyasida zamonaviy pedagogning
kreativlik salohiyati //fan, ta'lim va amaliyotning integrasiyasi. – 2024. – Т. 5. – №. 1. – С. 63-
68.
7.
Fazilovna A. Z. Buyuk britaniya ta’lim tizimining o ‘ziga xos xususiyatlari //modern
educational system and innovative teaching solutions. – 2025. – Т. 1. – №. 7. – С. 108-112.
8.
Zafar X. Uzluksiz ta’lim va kasbiy rivojlanishni ta’minlash maqsadida pedagog kasbiy
mahoratini baholashni rivojlantirish //Elita. uz-Elektron Ilmiy Jurnal. – 2024. – Т. 3. – №. 1. – С.
179-186.
9.
Shohbozbek E. Renewal of the social sphere and stable society system in the process of
reforms //American Journal Of Social Sciences And Humanity Research. – 2024. – Т. 4. – №. 09.
– С. 16-20.
GRAMMATICAL SIMILARITIES AND DIFFERENCES BETWEEN ENGLISH AND
UZBEK: A COMPARATIVE STUDY
Erkinova Guliyoraxon Azamat qizi
1st year bachelor, KSU named after Berdakh
Keulimjaeva G.K.
Scientific adviser, EFL Teacher,
Berdakh Karakalpak State University
Abstract:
This study examines the grammatical similarities and differences between English and
Uzbek, two languages that belong to different linguistic families. English, a Germanic language within
the Indo-European family, and Uzbek, a Turkic language from the Altaic family, differ significantly
in sentence structure, verb formation, and noun inflection. While English relies on a fixed word order
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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and auxiliary verbs, Uzbek uses agglutinative structures with various affixes. Despite these
differences, both languages share some functional similarities, such as indicating tense and
possession. Understanding these aspects can significantly support second language acquisition,
especially for Uzbek-speaking learners of English.
Keywords
: English, Uzbek, comparative grammar, word order, agglutination, morphology,
second language acquisition
Grammar is the structural foundation of any language. English and Uzbek, though used in distinct
cultural and linguistic contexts, offer an insightful comparison for language learners and educators.
As members of different language families, their grammatical systems differ in form and function.
This paper explores key grammatical aspects such as sentence structure, verb conjugation, noun cases,
and possession, emphasizing their relevance to language learning and translation.
English follows a strict Subject–Verb–Object (SVO) word order. For example:
•
The boy eats an apple.
In contrast, Uzbek typically follows a Subject–Object–Verb (SOV) structure:
•
Bola olmani yeydi.
(Literal translation: "Boy apple eats")
While English word order carries grammatical meaning, Uzbek allows more flexibility, relying on
word endings and particles to convey relationships between words.
English expresses tense primarily through auxiliary verbs and verb forms, distinguishing 12 tenses
across three time frames: past, present, and future.
•
She has been working.
(present perfect continuous)
Uzbek, on the other hand, expresses tense using suffixes attached to the verb stem:
•
U ishlayapti.
(She is working)
•
U ishladi.
(She worked)
•
U ishlamoqchi.
(She wants/intends to work)
Personal pronouns are often omitted in Uzbek because the verb endings indicate the subject.
In English, noun inflection is minimal, with possession (-'s) and plural (-s) being the main forms.
Uzbek uses six grammatical cases, expressed through suffixes:
•
Kitob
(book)
•
Kitoblar
(books)
•
Kitobning
(of the book — genitive)
•
Kitobga
(to the book — dative)
•
Kitobdan
(from the book — ablative)
Agglutination allows Uzbek to express complex grammatical relationships by attaching multiple
suffixes to a single root.
English uses possessive pronouns and the apostrophe-s construction:
•
My book
,
John's pen
Uzbek expresses possession through suffixes:
•
Kitobim
(my book)
•
Kitobi
(his/her book)
This morphological strategy eliminates the need for separate possessive pronouns in many cases.
Despite structural differences, both languages share functional similarities:
•
Both mark tense (though differently)
•
Both distinguish between singular and plural nouns
•
Both can use formal and informal styles depending on the context (e.g., honorific forms in
Uzbek)
For Uzbek-speaking learners of English, understanding the differences in word order and morphology
is crucial. Instructors should emphasize the importance of English syntax and the role of auxiliary
verbs. At the same time, the similarity in expressing possession and tense can be used to create bridges
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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in understanding. Comparative grammar teaching aids learners in transferring existing knowledge to
a new language system.
English and Uzbek offer contrasting yet complementary approaches to grammatical expression.
While English relies on a rigid syntactic structure, Uzbek favors morphological complexity through
agglutination. Recognizing both similarities and differences enhances second language learning,
translation, and linguistic awareness. Comparative linguistic studies such as this play a vital role in
bridging language learning gaps and fostering cross-linguistic competence.
References:
1.
Crystal, D. (2003).
The Cambridge Encyclopedia of the English Language
. Cambridge
University Press.
2.
Erginov, M. (2020).
Uzbek Grammar: An Introductory Course
. Tashkent University Press.
3.
Comrie, B. (1981).
Language Universals and Linguistic Typology
. University of Chicago
Press.
4.
Asia Pacific Journal of Marketing & Management Review. (2022). Vol. 11, Issue 12. ISSN:
2319-2836.
5.
International Journal on Orange Technology.
https://journals.researchparks.org/index.php/IJOT
THE ROLE OF GAMIFICATION FOR MOTIVATION IN ENGLISH LEARNING
Yuldosheva Mamura Bakhtiyarovna
PhD, Associate Professor, Department of Foreign Languages
Isroilov Umidjon Odinamad ogli
Student, Group TNI-1
Tashkent State Transport University
Annotation.
This article investigates the role of gamification in enhancing motivation in English
language learning. It explores how game elements such as points, badges, leaderboards, and narrative
storytelling can increase learner engagement and persistence. Through a review of existing research,
the study evaluates both the pedagogical benefits and challenges of implementing gamified methods
in English classrooms and digital platforms. The findings indicate that gamification can significantly
improve student motivation, autonomy, and enjoyment when designed with clear educational goals in
mind.
Keywords:
Gamification, Motivation, English Language Learning, Game-based Learning,
Educational Technology, Learner Engagement, Digital Pedagogy
Introduction. In the modern educational landscape, motivation plays a critical role in language
acquisition. Traditional teaching methods often fail to maintain consistent student engagement,
especially in language learning contexts. Gamification—defined as the use of game design elements
in non-game contexts—has emerged as a powerful strategy to increase learner motivation and
participation [1]. By transforming routine language learning activities into interactive experiences,
gamification has been shown to positively affect student attitudes, retention, and performance [2].
This paper explores how gamification can be effectively integrated into English language learning
environments to foster motivation and deeper engagement.
Literature Review.
In recent years, gamification has gained significant attention in the field of
education, particularly in the context of English language learning. Gamification refers to the
application of game design elements—such as points, leaderboards, and rewards—in non-game
settings to foster user engagement and motivation. Numerous studies have examined how
