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THE USE OF ESPERANTO IN THE DEVELOPMENT OF METALANGUAGE
AWARENESS
Urazniyazova G.G,
The 3rd year student of
the Foreign languages faculty of KSU
Summary:
The article examines the features of the grammatical structure and syntax of
Esperanto, its importance in psycholinguistics, as well as its role in the theory of universal language.
The article considers the use of Esperanto in educational where it promotes the development of
metalanguage skills and facilitates the development of other languages.
Key words:
linguistic theories, assimilation, era of globalization, medium, educational
interaction.
Esperanto is an artificial language created at the end of the 19th century by the Polish linguist
Ludwik Zamenhof. Despite the fact that this language did not become a global means of
communication, as originally planned, it had a significant impact on the development of linguistics,
as well as on world linguistic culture. In this article, we will look at how Esperanto influences language
learning, the development of linguistic theories and techniques, as well as its cultural and educational
role [1].
Initially, Esperanto was conceived as a universal language that could serve as an international
means of communication, promoting peace and mutual understanding between peoples.
However, even if this ideal has not been fully achieved, Esperanto has become an important object
for linguistic research. One of the key features of Esperanto is its constructivism: the language was
designed with maximum logic and simplicity in mind. Grammatical structure and syntax in Esperanto
offers unique opportunities for exploring language structures. Its grammar contains no exceptions,
which makes its study less difficult compared to natural languages. Esperanto has a fairly simple
morphology, as well as a unified system of declensions and conjugations. This provides linguists with
a convenient tool to study the interaction of different language elements such as roots, prefixes, and
suffixes, as well as their role in the formation of new words [6].
Some researches in the field of psycholinguistics also actively uses Esperanto to understand how
people perceive and assimilate language structures. Esperanto can serve as an ideal material for
experiments, as its simplicity and regularity allow us to explore cognitive processes such as the
perception of grammatical errors or the speed of language acquisition. Esperanto in the context of the
theory of universal language Esperanto continues to play an important role in discussions about the
possibility of creating a universal language.[2].
Linguists such as Noam Chomsky and his followers have considered hypotheses about the
existence of a universal grammar that could underlie all human languages. Esperanto, with its regular
grammar and universal elements, serves as an interesting example of an artificially created language
that could emdiv the principles of universality. Esperanto also provides an opportunity to explore
the concepts of "linguistic universalism" and "linguistic relativity." Languages designed to be neutral
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434
and easy to learn, like Esperanto, can be useful for testing hypotheses about how language shapes the
perception of the world, limits or expands the possibilities of thinking.[3].
One of the most important goals of Esperanto was to create a medium that could serve as a basis
for intercultural communication. In the era of globalization, when interaction between people of
different cultures and languages has become an everyday phenomenon, Esperanto has proved to be a
useful tool for creating artificial language communities where speakers of different languages could
communicate on a neutral linguistic basis. Esperanto is also actively used in international movements,
conferences and educational projects, which allows us to study its role in intercultural interaction and
knowledge exchange.
For example, the International Esperanto Association (UEA) plays an important role in
supporting cultural exchanges and scientific research, as well as in organizing meetings where
participants can use Esperanto as a common language of communication.
The use of Esperanto in educational practice is also not limited to its study as a language. Many
linguists and language teachers claim that learning Esperanto can serve as an excellent preparation for
learning other foreign languages, as this language stimulates the development of metalanguage skills
and understanding of the structure of the language as a whole. In addition, various teaching methods
have been developed based on Esperanto, such as the "global grammar" methodology based on the
regular and universal patterns of the language. This helps students learn the grammar of other
languages easier and faster and overcome the barriers found in natural languages.[5].
Nowadays, Esperanto continues to be an important part of the global language landscape, despite
its niche. Linguists who study Esperanto continue to use it as a tool for studying both artificial
languages and the mechanisms of linguistic evolution in a broader context. Although Esperanto has
not become a global means of communication, its importance in the field of linguistics, cultural and
educational interactions continues to be relevant. In a world where issues of globalization and
intercultural communication are becoming increasingly important, Esperanto remains an interesting
and important subject for linguistic research and the development of new theories in the field of
interlanguage and intercultural communication. [4].
Thus, Esperanto continues to play an important role in linguistics, providing scientists and
teachers with unique opportunities to study the language, its structure and cognitive aspects of
perception. It remains an important tool for researchers studying intercultural interaction and
continues to influence the development of educational methods and language theories. Esperanto
remains not only a monument to linguistic utopia, but also an important resource for modern
linguists.[7].
References :
1.Korbett, G. (2006). Esperanto: Learning and Using the International Language
2.Konisov, J., & Urazniyazova, G. (2024). Comparing and levelling process in typology and
translation . Актуальные вопросы лингвистики и преподавания иностранных языков:
достижения и инновации, 1(1), 64–65. https://doi.org/10.47689/TOPICAL-TILTFL-vol1-iss1-
2024-pp64-65
3.Chomsky N. (1975). Reflections on Language.
4.Конысов, Г., & Уразниязова, Г. (2023). Роль глобальной сети в процессе изучения
иностранным языкам. Ренессанс в парадигме новаций образования и технологий в XXI веке,
1(1), 395–396. https://doi.org/10.47689/XXIA-TTIPR-vol1-iss1-pp395-396
5.Martin , S (2010). "The Role of Esperanto in International Communication." Language and
Intercultural Communication.
6 Konisov, G. (2024, May). ON THE MATTER OF CLT IN TEACHING GRAMMAR. In
Konferensiyalar| Conferences (Vol. 1, No. 14, pp. 22-24).
7.Croll L. (2012). The Esperanto Language: An Introduction to Its Structure and Use.
