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de tayın psixikalıq jaǵdayda súwretlenedi. Ulıwma, Sh.Seytov bul qosıǵı arqalı insan ruwhın sheber
poetikalıq qurallar járdeminde janlandıra alǵan desek qátelespeymiz.
Juwmaqlap aytqanda, Shawdırbay Seytovtiń lirikalıq qosıqlarında obrazlar sisteması júdá bay
hám ruwxıy tárepten tereń. Onıń qosıqlarında obrazlar filosofiyalıq, tariyxıy, tábiyatlıq, hám insannıń
ishki dúnyası menen baylanıslı súwretler tiykarında qáliplesedi.
Shawdırbay Seytovtiń “Jollar” poeziyalıq kompleksi qaraqalpaq zamanagóy lirikasınıń jaqtı
úlgilerinen biri bolıp, ol jaǵdayda shayırdıń poetikalıq dúnyaǵa kóz qarası, psixikalıq álemi hám
kórkem ádebiyatqa baylanıslı uqıpı tolıq kórinetuǵın boladı. Usı jıynaqta lirikalıq qaharman obrazınıń
qáliplesiwi, psixikalıq keshirmeleriniń súwreti, estetikalıq oylawdıń obrazlar sisteması arqalı
ańlatılıwı ásirese dıqqatqa ılayıq. Shayır poeziyasında lirikalıq qaharman - bul ápiwayı shaxs emes,
bálkim insaniyat dártin, muhabbatın, úmitin, saǵınısh, psixikalıq tınıshsızlanıwların ózinde
sáwlelendirgen tımsallıq kúshke iye obraz bolıp tabıladı. Onıń muhabbatda, watanǵa sadıqlıqta,
tábiyat penen uyqasıwında, ótken zamanǵa bolǵan sıylasıqta kórsetilgen jaǵdayları túrli janrlıq
lirikalıq sırtqı kórinisler arqalı kórsetip beriledi.
Paydalanılǵan ádebiyatlar:
1.
Q.Orazımbetov Qosıq teoriyası. Nókis.”Qaraqalpaqstan” 2020-jıl.
2.
Q.Jarımbetov,B.Genjemuratov Ádebiyat teoriyası. “Sano-standart” Tashkent 2018-jıl
3.
Shawdırbay Seytov Jollar.Qosıqlar hám poemalar toplamı ”Qaraqalpaqstan” 1987-jılı
NON-NATIVE ENGLISH-SPEAKING TEACHERS: CHALLENGES
Kenjebaev Asilbek Kuandikovich
Year 4 student, Foreign Languages Faculty, KarSU
Scientific adviser: Sadullaeva A.N.
PhD, KarSU
Non-native English-speaking teachers (NNESTs) often confront an array of linguistic challenges
that can significantly impact their professional confidence, classroom effectiveness, and career
progression. These challenges arise from the intricate nature of language proficiency, encompassing
various dimensions beyond basic grammatical competence, including phonological accuracy,
vocabulary breadth, pragmatic appropriateness, and sociocultural knowledge.
A primary linguistic challenge for NNESTs pertains to pronunciation, particularly regarding
accent. Although an accent serves as a natural feature of language use that reflects one’s linguistic and
cultural identity, NNESTs frequently encounter discrimination based on their non-native accents. This
“accent stigma” may manifest in reduced perceptions of teacher competence among students, biases
in hiring practices, and self-doubt concerning their teaching effectiveness. The pressure to conform to
native speaker pronunciation models can induce considerable anxiety for NNESTs, especially during
instruction in speaking skills or phonetics.
Research conducted by Golombek and Jordan (2005) has illustrated how concerns surrounding
pronunciation can lead to “impostor syndrome,” wherein qualified teachers question their legitimacy
as English instructors despite their pedagogical expertise. This linguistic insecurity can adversely
affect classroom dynamics, as NNESTs may eschew certain instructional activities, such as
pronunciation drills or spontaneous speaking exercises, due to apprehensions about their own
language production.
The scope and depth of vocabulary knowledge present another notable challenge for many
NNESTs. English possesses a remarkably extensive lexicon, featuring numerous idiomatic
expressions, phrasal verbs, colloquialisms, and nuanced word choices that even proficient non-native
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speakers may not fully master. This limitation can become especially apparent when instructing
advanced-level courses or specialized English (such as academic, business, or literary English), where
sophisticated vocabulary and idiomatic fluency are vital.
While many NNESTs demonstrate strong explicit knowledge of English grammar rules, often
exceeding that of native speakers, they continue to experience difficulties with certain complex
grammatical structures or usage nuances. Common areas of struggle include articles, prepositions,
verb tense consistency, and conditional structures, which can present particular challenges for non-
native speakers from specific linguistic backgrounds.
A more subtle linguistic challenge faced by NNESTs pertains to pragmatic and sociolinguistic
aspects of language use. This encompasses the understanding and teaching of appropriate register,
speech acts (such as requests, apologies, or compliments), discourse markers, and culture-specific
communication patterns. Research by Kasper and Rose indicates that pragmatic competence is
typically the last component of language acquired, and as a result, NNESTs may struggle to provide
authentic models of sociolinguistically appropriate language usage, particularly if they have had
limited exposure to English-speaking cultural contexts.
The influence of a teacher’s first language (L1) on their English production may create specific
linguistic challenges that vary based on the linguistic distance between the L1 and English. For
example, NNESTs from languages that differ significantly in phonological systems, syntactic
structures, or pragmatic conventions may encounter pronounced difficulties in certain aspects of
English. In the context of Karakalpakstan, where teachers' first languages may include Karakalpak,
Uzbek, or Russian, particular patterns of linguistic interference can affect English production in
predictable ways.
It is essential to recognize that these linguistic challenges exist along a continuum, varying
significantly based on individual factors such as education, exposure to English, professional
experience, and personal linguistic aptitude. Moreover, these linguistic challenges should not be
perceived as insurmountable barriers to effective teaching. As asserted by Canagarajah, NNESTs can
utilize their linguistic awareness and learning experiences to develop pedagogical approaches that
effectively address these challenges, often providing students with valuable insights into the language
learning process that native speakers may not offer.
In addition to linguistic challenges, NNESTs encounter a variety of pedagogical challenges that
influence their instructional effectiveness and professional identity. These challenges interact with
linguistic factors but also extend to broader aspects of teaching methodology, curriculum design, and
classroom management.
This methodological disconnect can create significant challenges for NNESTs, who must
reconcile potentially conflicting pedagogical models while meeting institutional expectations and
student needs. As Holliday has observed, the inappropriate transfer of Western-developed teaching
methodologies to different cultural contexts can create a form of “methodological imperialism” that
fails to account for local educational values and contextual realities.
The challenge of materials development is particularly acute in regions like Karakalpakstan,
where resources may be limited and commercially published materials may not address the specific
linguistic and cultural needs of local students. NNESTs must therefore develop skills in adapting,
supplementing, or creating materials that bridge the gap between international ESL content and local
educational contexts—a process that requires significant time, creativity, and pedagogical expertise.
References
:
1.
Nunan, D. (1999). Second Language Teaching & Learning. Boston, MA: Heinle & Heinle.
2.
Nation, I.S.P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge
University Press.
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3.
Dilbar, T. (2023). The power of listening in language learning.
European international journal
of multidisciplinary research and management studies
,
3
(07), 14-17.
4.
Sadullaeva, A., & Tursinbaeva, D. (2023). The importance of discussion skills in teaching
English.
Scholar
,
1
(18), 186-188.
5.
Садуллаева, А. (2022). The problem of the interdependence between language and culture.
Ренессанс в парадигме новаций образования и технологий в XXI веке
, (1), 54–56.
https://doi.org/10.47689/innovations-in-edu-vol-iss1-pp54-56
6.
Sadullaeva, A. (2018). DIFFERENT ASPECTS OF TEACHING FOREIGN LANGUAGES
AT THE CLUB WORKS.
BRIDGE TO SCIENCE: RESEARCH WORKS
, 79.
7.
Турсинбаева, Д., & Садуллаева, А. (2023). Является ли чтение по-прежнему основным
источником увеличения словарного запаса?
Ренессанс в парадигме новаций образования и
технологий в XXI веке
,
1
(1), 434-436.
8.
Thompson, G. & Liu, J. (2022). The Effectiveness of Authentic Listening Materials in the
Classroom. Language Teaching Research, 26 (1), 84-102.
QARAQALPAQ XALÍQ DÁSTANLARÍNDA TÚS MOTIVINIŃ QOLLANÍLÍW
ÓZGESHELIKLERI
Kulımbetova Aysholpan Kuatbayevna
Ájiniyaz atındaǵı Nókis mámleketlik pedagogikalıq institutı
tayanısh doktorantı
Tús haqqında kóp pikirler aytılǵan, jazılǵan, mine usı pikirlerdi bir jerge jıynap jámlew kóp waqıt
hám úlken imkaniyattı talap etedi. Biraq tús arnawlı túrde az úyrenilgen. Sonıń ushın bul temadaǵı
ilimiy ádebiyatlar barmaq penen sanap kórsetetuǵın sıyaqlı. Sonday bolsa da, ol barlıq dáwirlerde
filosoflarda, tariyxshılarda, ádebiyatshılarda júdá úlken qızıǵıwshılıq oyatıp kelgen. Dáwirdiń
rawajlanıwınıń barlıq basqıshlarında túske áhmiyet berilmegen jaǵdaydı kóre almaymız. Erte
dáwirlerden-aq ata-babalarımız túske júdá úlken itibar menen qaraǵan, olardaǵı ramziy belgilerdiń
sırı hám mánisin ańlawǵa háreket qılǵan. Mine usınıń nátiyjesi retinde, tústiń hártúrli jorılıwı kelip
shıqqan. Qaraqalpaq xalıq dástanları xalıq awızeki dóretiwshiliginiń áhmiyetli janrlarınan biri bolıp,
onda xalıqtıń tariyxı, mádeniyatı, dúnyaqarası hám isenimi sáwlelengen. Qaraqalpaq xalıq awızeki
dóretiwshiligi, ásirese, dástanshılıq dástúri, xalıqtıń mádeniy miyrası, estetikalıq dúnya qarası hám
ruwxıy qádiriyatlarınıń ayqın kórinisi ekenligi belgili. Bul dástanlarda tús motivi oraylıq orınlardan
birin iyeleydi hám xalıqtıń arzıw-úmitleri, jeke insanıy isenimleri hám áyyemgi isenimleri menen tıǵız
baylanıslı. Túsler arqalı waqıyalardıń rawajlanıwı, qaharmanlardıń ishki dúnyasınıń ashılıwı, sonday-
aq, joqarı ádep-ikramlılıq ideyalarınıń jámlengeni baqlanadı. Batırdıń tuwılıwı tuwralı xabar kóbinese
onıń ata-anasınıń tús kóriwi, sol túste pirleriniń ayan beriwi arqalı ámelge asadı. Bul aytılǵan tús kóriw
motivi biziń kórkem ádebiyatımızda jaqın arada payda bolǵan termin emes. Onıń túp-tamırı júdá
tereńde, xalıq bolıp qáliplesip, awızeki ádebiyatı payda bolǵan waqıtlarda-aq jırawlar tárepinen onı
dástanlarǵa ásirese qaharmanlıq hám ashıqlıq dástanlarǵa kórkemlew usıl retinde qosıp, ózleriniń
aytar oyların ótkirlestiriw maqsetinde paydalanǵan. Folklorlıq qaharmannıń tús kóriwi burınnan
kiyatırǵan motiv bolıp qaharmannıń batırlıǵın, aqıllılıǵın hám bolajaq islerdiń aldınnan boljanatuǵın
kórsetetuǵın bolǵan.
Bul aytılǵan tús kóriw, tús jorıw jırdıń ekspoziciyasında ushırap, qaharmannıń ózgeshe ekenligi,
onıń hámme menen birdey emesligi ájayıp jaratılısı tús motiviniń bayanlanıwınan kórinedi. Tuwılajaq
batırdıń karamatlı áwliyelerdiń názerlerinen dúnyaǵa keliwi tuwılıw motiviniń quramında járdemshi
wazıypasın atqarıp tur. Usı jerde biz, J.Eshonquldıń mına pikirlerine júginiwdi maqul taptıq. “Folklor
ápiwayı sóz óneriniń úlgisi emes, bálki hárbir millettiń ózligin, onıń ullılıǵın kórsetiwshi, xalıq penen
