Sun’iy Intellekt va Raqamli Iqtisodiyot

Introduction. In recent decades, pragmatic competence has become a central concept in linguistics, applied linguistics, and language pedagogy. Beyond grammatical accuracy and lexical knowledge, effective communication requires the ability to use language appropriately in diverse social and cultural contexts. Pragmatic competence encompasses speakers’ awareness of context, social norms, power relations, and culturally embedded communicative conventions. Refusal strategies represent one of the most complex pragmatic phenomena, as refusals are inherently face-threatening acts. Speakers must balance politeness, indirectness, and clarity to maintain social harmony. In literary discourse, refusals are artistically shaped and culturally loaded, making them a rich resource for pragmatic analysis and instruction. At the same time, artificial intelligence (AI) has rapidly entered educational environments, offering new opportunities for language teaching and learning. AIpowered tools such as natural language processing systems, corpus analysis software, and intelligent tutoring platforms enable learners to analyze authentic texts, identify pragmatic patterns, and receive adaptive feedback. This paper aims to explore how pragmatic competence, particularly refusal strategies in literary discourse, can be effectively taught through artificial intelligence. The study bridges linguistic, socio-humanitarian, and pedagogical perspectives, aligning with innovative approaches to personnel training and education organization. Discussion and findings. Pragmatic competence was first systematically conceptualized within communicative competence models proposed by Hymes and later expanded by Canale and Swain. It refers to the ability to interpret and produce utterances that are socially and culturally appropriate in a given communicative situation. [3] According to Bachman, pragmatic competence consists of illocutionary competence and sociolinguistic competence. Illocutionary competence involves understanding communicative intentions, while sociolinguistic competence relates to sensitivity to social variables such as status, distance, and cultural norms. Refusal strategies clearly illustrate the interaction of these components, as refusing requires both intention management and sociocultural awareness.[1] In language education, pragmatic competence has often been underrepresented, with greater emphasis placed on grammar and vocabulary. However, research has shown that pragmatic failure can lead to misunderstandings even when linguistic forms are accurate. Therefore, integrating pragmatics into language instruction is essential, especially in professional and intercultural communication contexts. Refusal strategies have been extensively studied in pragmatics as facethreatening acts that require mitigation. Brown and Levinson’s politeness theory provides a foundational framework for understanding refusals as acts that potentially threaten both positive and negative face.[2] Literary discourse offers unique advantages for the study of refusals. Unlike spontaneous spoken 439

interaction, literary texts provide carefully crafted dialogues in which pragmatic strategies are explicitly shaped by authors to reflect social norms, power relations, and emotional states. Refusals in literature often appear in indirect forms, such as excuses, postponements, conditional acceptance, or moral justification. For example, in classical and modern literary works, characters’ refusals often reveal social hierarchy, gender roles, and cultural expectations. Such texts allow learners to observe pragmatic strategies within meaningful narrative contexts, facilitating deeper interpretation and reflection. Analyzing refusal strategies in literary discourse thus contributes not only to pragmatic competence but also to cultural and ethical awareness, reinforcing the socio-humanitarian dimension of language education.[4] Artificial intelligence has transformed language education by enabling datadriven, adaptive, and learner-centered approaches. AI technologies such as machine learning, natural language processing, and intelligent tutoring systems are increasingly used to support language analysis and instruction. In pragmatics teaching, AI can assist learners in identifying speech acts, pragmatic markers, and politeness strategies across large textual datasets. Corpus-based tools allow automatic extraction and classification of refusal expressions, while AI-powered annotation systems help visualize pragmatic patterns in context. Moreover, AIbased platforms can provide personalized feedback, simulate communicative scenarios, and adapt instructional content to learners’ proficiency levels. These features are particularly valuable for teaching complex pragmatic phenomena that require repeated exposure and contextualized practice. However, AI should be viewed as a supportive tool rather than a replacement for human instruction. Its effectiveness depends on pedagogically informed integration and critical interpretation by learners and teachers. The integration of refusal strategies from literary discourse into AI-assisted instruction represents an innovative approach to pragmatic competence development. Through AI-supported text analysis, learners can explore how refusals are structured linguistically and pragmatically across different contexts. For instance, AI tools can help students compare direct and indirect refusals, identify mitigation devices, and analyze the influence of social variables on language choice. Interactive platforms may prompt learners to rewrite refusal utterances or simulate alternative pragmatic strategies based on changing contextual parameters. Such activities promote reflective learning and encourage learners to internalize pragmatic norms. Furthermore, literary texts provide ethical and emotional dimensions that enhance engagement and critical thinking, making pragmatic instruction more meaningful. This approach is particularly relevant for personnel training, where pragmatic competence is crucial for professional communication, negotiation, and conflict management. Teaching pragmatic competence through AI and literary discourse has significant socio-humanitarian implications. It fosters intercultural sensitivity, empathy, and ethical awareness by exposing learners to diverse communicative practices and value systems. From an 440

educational perspective, this approach supports innovative curriculum design, integrating technology with humanities-based learning. It aligns with contemporary demands for interdisciplinary education that prepares learners for complex social and professional environments. Moreover, such instruction contributes to lifelong learning and professional development by equipping individuals with transferable communicative skills essential in globalized contexts. Conclusion. This study has examined the potential of teaching pragmatic competence through artificial intelligence by focusing on refusal strategies in literary discourse. By combining linguistic analysis, AI-assisted tools, and sociohumanitarian perspectives, the proposed approach offers a comprehensive and innovative model for language education. Integrating literary refusals into AIsupported instruction enhances learners’ pragmatic awareness, cultural sensitivity, and communicative effectiveness. Future research may explore empirical implementation and assessment of this model across different educational and professional settings. References: 1. Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press. 2. Brown, P., & Levinson, S. C. (1987). Politeness: Some universals in language usage. Cambridge University Press. 3. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. 4. Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin. 5. Kasper, G., & Rose, K. R. (2002). Pragmatic development in a second language. Blackwell. 6. Leech, G. (2014). The pragmatics of politeness. Oxford University Press. 7. Taguchi, N. (2015). Instructed pragmatics at a glance. Language Teaching, 48(1), 1– 50. 8. Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57–71. SUN’IY INTELLEKT ASOSIDA BILINGVAL KADRLAR TAYYORLASHNING LINGVISTIK VA IJTIMOIY ASOSLARI Ruziyeva Madina Ilhom qizi, TDO‘TAU tayanch doktoranti e-mail madinaruziyeva67@gmail.com Annotatsiya. Mazkur maqolada sun’iy intellekt texnologiyalarining bilingval kadrlar tayyorlash jarayonidagi lingvistik va ijtimoiy ahamiyati ilmiy-nazariy asosda tahlil qilinadi. Tadqiqotda raqamli ta’lim muhitida sun’iy intellekt asosida ishlab chiqilgan adaptiv o‘qitish tizimlarining shaxsga yo‘naltirilgan ta’limni tashkil etish, til kompetensiyasini rivojlantirish hamda ijtimoiy moslashuvni ta’minlashdagi imkoniyatlari yoritiladi. Shuningdek, bilingval ta’limda innovatsion yondashuvlar asosida kadrlar tayyorlashning samaradorligini oshirishga qaratilgan amaliy takliflar ko‘rsatilgan. Kalit so‘zlar: sun’iy intellekt, bilingvizm, kadrlar tayyorlash, lingvistik kompetensiya, ijtimoiy moslashuv, raqamli ta’lim, innovatsion pedagogika. 441

Аннотация. В статье рассматриваются лингвистические и социальные основы подготовки билингвальных кадров на основе технологий искусственного интеллекта. Анализируется роль адаптивных обучающих систем, основанных на искусственном интеллекте, в формировании языковой компетенции, реализации личностно-ориентированного обучения и обеспечении социальной адаптации обучающихся. Особое внимание уделяется разработке практических рекомендаций, направленных на повышение эффективности подготовки конкурентоспособных специалистов в условиях цифровизации образования. Ключевые слова: искусственный интеллект, билингвизм, подготовка кадров, лингвистическая компетенция, социальная адаптация, цифровое образование, инновационные технологии. Abstract. This article examines the linguistic and social foundations of training bilingual specialists based on artificial intelligence technologies. The study analyzes the role of AI-driven adaptive learning systems in developing language competence, implementing personalized education, and enhancing social adaptation. In addition, practical recommendations aimed at improving the effectiveness of bilingual workforce training in the context of digital education are proposed. Keywords: artificial intelligence, bilingualism, workforce training, linguistic competence, social adaptation, digital education, innovative technologies. Kirish. Zamonaviy globallashuv va raqamlashtirish jarayonlari ta’lim tizimi oldiga raqobatbardosh, ko‘p tilli hamda yuqori darajadagi kommunikativ kompetensiyaga ega mutaxassislarni tayyorlash vazifasini dolzarb masala sifatida qo‘ymoqda. Sun’iy intellekt (SI) texnologiyalarining jadal rivojlanishi ta’lim jarayonining mazmuni va shakllarini tubdan yangilab, shaxsga yo‘naltirilgan, moslashuvchan hamda samaradorligi yuqori bo‘lgan o‘qitish modellarini joriy etish imkonini bermoqda. Xususan, bilingval kadrlar tayyorlash jarayonida SI asosida ishlab chiqilgan adaptiv platformalar ta’lim oluvchilarning individual ehtiyojlari va kognitiv xususiyatlarini hisobga olgan holda til o‘rganish jarayonini optimallashtirish, bilim va ko‘nikmalarni mustahkamlash hamda ijtimoiy moslashuvni ta’minlashda muhim ahamiyat kasb etadi. Globallashuv sharoitida mehnat bozorining ortib borayotgan talablari fonida chet tillarini mukammal egallash, bilingval kompetensiyani shakllantirish va raqamli texnologiyalardan samarali foydalanish mutaxassislarning kasbiy tayyorgarligi sifatini belgilovchi asosiy omillardan biridir. Shu jihatdan, sun’iy intellektga asoslangan ta’lim platformalari individual o‘quv trayektoriyalarini shakllantirish, bilimlarni chuqurlashtirish va shaxsning ijtimoiy-kommunikativ rivojlanishini qo‘llab-quvvatlashda keng imkoniyatlar yaratmoqda. UNESCOning 2023-yilgi ma’lumotlariga ko‘ra, sun’iy intellektga asoslangan adaptiv o‘qitish tizimlari ta’lim samaradorligini o‘rtacha 30–40% ga oshiradi[1]. Bu ko‘rsatkich SI texnologiyalarining ta’lim jarayonidagi muhim rolini tasdiqlaydi. Asosiy qism. Globallashuv sharoitida ko‘p tilli ta’limning nazariy va amaliy jihatlari, uning shaxsning ijtimoiy moslashuvi hamda kasbiy rivojiga ta’siri masalalari qator olimlar tomonidan chuqur tahlil qilingan. Bilingvizm fenomenining lingvistik, psixolingvistik va sotsiolingvistik asoslari Vaynrayx, 442

Grosjan, Hamers va Blank kabi tadqiqotchilar asarlarida keng yoritilgan bo‘lib, ularda ikki tillilikning shaxs tafakkuri, kommunikativ kompetensiyasi hamda madaniy identifikatsiyasiga ta’siri ilmiy asoslangan [2], [3]. Mazkur tadqiqotlarda bilingval shaxsning kognitiv imkoniyatlari, nutq faoliyatining moslashuvchanligi va ijtimoiy integratsiyasi masalalari ko‘rib chiqilgan. So‘nggi yillarda ta’lim jarayoniga sun’iy intellekt texnologiyalarini joriy etish masalasi alohida ilmiy yo‘nalish sifatida shakllanib, adaptiv o‘qitish tizimlari, shaxsga yo‘naltirilgan ta’lim modellari va raqamli pedagogika konsepsiyalari keng tadqiq etilmoqda [4]. Tadqiqotchilar SI asosidagi platformalarning o‘quvchilarning individual ehtiyojlari va bilim darajasiga moslashish orqali ta’lim samaradorligini oshirishdagi ahamiyatini ta’kidlaydilar. Xususan, chet tillarini o‘qitishda sun’iy intellektga asoslangan tizimlardan foydalanish til o‘rganish jarayonini individuallashtirish, o‘quv motivatsiyasini oshirish va kommunikativ kompetensiyani rivojlantirish imkonini berishi ilmiy asoslangan [5]. Mazkur platformalar yordamida avtomatik tahlil, adaptiv mashqlar, real vaqt rejimida baholash hamda teskari aloqani ta’minlash orqali o‘quvchilarning til ko‘nikmalarini izchil rivojlantirish mumkin. O‘zbek tilshunosligida ham bilingvizm va ta’limda raqamli texnologiyalardan foydalanish masalalari bo‘yicha muayyan ilmiy izlanishlar olib borilmoqda. Jumladan, Mahmudov, Yo‘ldoshev, Abduazizov va boshqa olimlarning tadqiqotlarida O‘zbekiston sharoitida ikki tillilikning ijtimoiy-lingvistik xususiyatlari, uning ta’lim tizimidagi o‘rni hamda amaliy muammolari tahlil qilingan [6]. Biroq, bilingval kadrlar tayyorlash jarayonida sun’iy intellekt texnologiyalaridan kompleks foydalanish masalasi yetarlicha tizimli tadqiq etilmagan bo‘lib, mazkur holat ushbu yo‘nalishda yangi ilmiy izlanishlar olib borish zaruratini ko‘rsatadi. 1. Sun’iy intellekt va lingvistik ta’lim integratsiyasi. Sun’iy intellekt asosida yaratilgan ta’lim platformalari (Duolingo, Elsa Speak, ChatGPT, DeepL va boshqalar) til o‘rgatish jarayonini avtomatlashtirish, o‘rganuvchining bilim darajasini tahlil qilish va shaxsiylashtirilgan ta’lim yo‘nalishini ishlab chiqish imkonini beradi. Tilshunoslik nuqtayi nazaridan, SI quyidagi lingvistik kompetensiyalarni rivojlantirishga xizmat qiladi: 1-jadval Lingvistik komponent SI orqali rivojlantirish imkoniyati Leksik kompetensiya So‘z boyligini individual darajaga mos oshirish Grammatik Avtomatik xatolarni aniqlash va tuzatish kompetensiya Fonetik kompetensiya Nutqni tahlil qilish va talaffuzni to‘g‘rilash Pragmatik kompetensiya Real kommunikativ vaziyatlarni simulyatsiya qilish Tadqiqotlar shuni ko‘rsatadiki, SI asosidagi til platformalaridan foydalangan o‘quvchilarda kommunikativ kompetensiya 25–35% ga tezroq shakllanadi. 443

Sun’iy intellekt asosida bilingval kadrlar tayyorlashning lingvistik va ijtimoiy jihatlari 2-jadval Yo‘nalish An’anaviy ta’lim Sun’iy intellekt Izoh asosidagi ta’lim Ta’lim modeli Standart, bir xil Shaxsga SI o‘rganuvchining yondashuv yo‘naltirilgan, adaptiv individual ehtiyojlariga moslashadi Lingvistik Cheklangan Avtomatik tahlil va Nutq, grammatika va kompetensiya mashqlar real vaqtli tuzatish leksika avtomatik tahlil qilinadi Bilingval Sekin va notekis Tezkor va tizimli SI algoritmlari ikki tilni rivojlanish parallel rivojlantiradi Ijtimoiy Asosan auditoriya Virtual muloqot Madaniyatlararo moslashuv doirasida muhiti orqali keng kommunikatsiya rivojlanadi Monitoring va Test va o‘qituvchi Avtomatik baholash, O‘quvchining rivojlanish baholash nazorati learning analytics dinamikasi tahlil qilinadi Motivatsiya O‘rtacha Yuqori O‘rganishga bo‘lgan (gamifikatsiya, qiziqish ortadi interaktivlik) Ta’lim O‘rtacha 85–90% SI adaptivligi samaradorligi 60–70% samaradorlikni oshiradi Ushbu jadvalda sun’iy intellekt asosidagi bilingval ta’lim modeli bilan an’anaviy ta’lim tizimi o‘rtasidagi asosiy farqlar lingvistik va ijtimoiy jihatlar kesimida qiyosiy tahlil qilingan. Jadvaldan ko‘rinadiki, an’anaviy ta’lim tizimida o‘qitish jarayoni asosan standart yondashuvga asoslangan bo‘lib, bunda o‘rganuvchilarning individual ehtiyojlari yetarli darajada hisobga olinmaydi. Sun’iy intellekt asosidagi ta’lim muhitida esa shaxsga yo‘naltirilgan, adaptiv va moslashuvchan o‘qitish modeli joriy etiladi. Lingvistik kompetensiyani shakllantirish nuqtayi nazaridan, sun’iy intellekt texnologiyalari real vaqt rejimida nutq, grammatika va leksik birliklarni avtomatik tahlil qilish, xatolarni aniqlash va tuzatish imkonini beradi. Bu esa o‘rganuvchilarda to‘g‘ri talaffuz, grammatik aniqlik va boy lug‘at zaxirasini shakllantirishga xizmat qiladi. Natijada, bilingval rivojlanish jarayoni tezlashadi hamda ikki tilni parallel o‘zlashtirish samaradorligi oshadi. Ijtimoiy moslashuv jihatidan sun’iy intellekt asosidagi ta’lim muhiti virtual muloqot maydonlari, interaktiv mashg‘ulotlar va simulyatsiya qilingan kommunikativ vaziyatlar orqali ta’lim oluvchilarning madaniyatlararo kompetensiyasini rivojlantiradi. Bu holat ularning ijtimoiy integratsiyasi, kommunikativ faolligi va kasbiy tayyorgarligini kuchaytiradi. 2. Bilingval kadrlar tayyorlashda ijtimoiy omillar. Bilingvizm shaxsning nafaqat til bilimini, balki uning ijtimoiy moslashuvi, madaniyatlararo muloqoti va professional identifikatsiyasini ham belgilaydi. SI asosida tashkil etilgan ta’lim 444

muhiti ijtimoiy tenglikni ta’minlash, hududiy va ijtimoiy tafovutlarni kamaytirishda muhim vosita bo‘lib xizmat qiladi. Sun’iy intellekt quyidagi ijtimoiy funksiyalarni bajaradi: • ta’limga teng imkoniyat yaratish; • masofaviy hududlarda sifatli til ta’limini tashkil etish; • madaniyatlararo muloqotni rivojlantirish; • shaxsning ijtimoiy moslashuv darajasini oshirish. OECD 2022-yil hisobotida raqamli ta’lim platformalaridan foydalanish ijtimoiy integratsiyani 28% ga yaxshilanishini ta’kidlagan[7]. 3. Sun’iy intellekt asosida shaxsga yo‘naltirilgan bilingval ta’lim modeli. Zamonaviy ta’limda shaxsga yo‘naltirilgan yondashuv yetakchi tamoyil hisoblanadi. SI texnologiyalari o‘quvchining: • bilish darajasi, • psixologik xususiyatlari, • til o‘rganish tezligi, • kommunikativ ehtiyojlarini tahlil qilib, individual o‘qitish strategiyasini ishlab chiqadi. Taklif etilayotgan model: SI → Lingvistik tahlil → Individual o‘quv trayektoriyasi → Bilingval kompetensiya → Ijtimoiy moslashuv → Raqobatbardosh kadr Mazkur model asosida tayyorlangan kadrlar nafaqat yuqori til kompetensiyasiga, balki rivojlangan ijtimoiy adaptatsiya, kreativ tafakkur va kommunikativ madaniyatga ham ega bo‘ladi. 4. Amaliy takliflar 1. Oliy ta’lim muassasalarida SI asosidagi bilingval o‘qitish platformalarini joriy etish. 2. Lingvistik korpuslar va AI chatbotlar asosida interaktiv mashg‘ulotlar tashkil qilish. 3. Talabalar nutqini avtomatik tahlil qiluvchi monitoring tizimlarini yaratish. 4. Bilingval muhitda ijtimoiy moslashuvni baholash uchun raqamli diagnostika vositalarini ishlab chiqish. Xulosa. Sun’iy intellekt texnologiyalarining ta’lim tizimiga joriy etilishi bilingval kadrlar tayyorlash jarayonini sifat jihatidan yangi bosqichga olib chiqmoqda. SI asosidagi adaptiv o‘qitish tizimlari lingvistik kompetensiyani rivojlantirish, shaxsga yo‘naltirilgan ta’limni tashkil etish va ijtimoiy moslashuvni ta’minlashda samarali vosita bo‘lib xizmat qiladi. Mazkur yondashuv zamonaviy mehnat bozorida raqobatbardosh, madaniyatlararo kommunikatsiyaga tayyor mutaxassislarni shakllantirish imkonini beradi. Foydalanilgan adabiyotlar: 1. UNESCO. (2023). AI and Education: Guidance for Policy-makers. Paris. 2. Holmes, W., Bialik, M., Fadel, C. (2022). Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign. 445

3. Baker, C. Foundations of Bilingual Education and Bilingualism. 5th ed. Bristol: Multilingual Matters, 2011. 4. Grosjean, F. Bilingual: Life and Reality. Cambridge, MA: Harvard University Press, 2010. 5. Holmes, W., Bialik, M., Fadel, C. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. Boston: Center for Curriculum Redesign, 2019. 6. Yo‘ldoshev, M. Bilingvizm va ijtimoiy moslashuv muammolari. Toshkent: O‘qituvchi, 2018. 7. OECD. (2022). Digital Education Outlook. Paris. BOSHLANG‘ICH TA’LIMDA INGLIZ TILINI O‘YINLAR ORQALI O‘RGATISH Ruzmetova D.A. UzDJT universiteti (PhD) dosenti. druzmetova_1974@gmail.com Annotatsiya. Mazkur maqolada boshlang‘ich ta’limda chet til o‘qitish samaradorligini oshirish, shuningdek, o‘quvchilarni ruhan tetik jismonan sog‘lom rivojlanishida, hamda atrofdagilar bilan ijtmoiy munosabatlarni shakllantirishda muhim bo‘lgan ta’limiy oyinlarning ahamiyati haqida ma'lumotlar berilgan. Kalit so‘zlar: rolli o‘yinlar, amaliy mashg‘ulotlar, muhit yaratish, imo-ishoralar, qo‘shiq va she'rlar, yuz ifodalari, hidlab va ta’tib o‘rganish. Abstract. This article is about the importance of educational games, which are important for increasing the effectiveness of foreign language teaching in primary education, as well as for the healthy development of students mentally and physically, as well as for the formation of social relations with others. Key words: role-play, hands-on activities, environment creation, gestures, songs and poems, facial expressions, smell and taste learning. Аннотация. В данной статье говорится о значении обучающих игр, которые имеют важное значение для повышения эффективности обучения иностранному языку в начальной школе, а также для здорового умственного и физического развития учащихся, а также для формирования социальных отношений с другие. Ключевые слова: ролевая игра, практическая деятельность, создание среды, жесты, песни и стихи, мимика, обучение запаху и вкусу. Kirish. Hozirgi kunda davlat ta’lim standartlari talablarining maqsadi mamlakatda o‘tkazilayotgan ijtimoiy-iqtisodiy islohotlarni, xorijiy mamlakatlar ilg‘or tajribasi hamda ilm-fan yutuqlari va zamonaviy kommunikativ texnologiyalarni inobatga olgan holda boshlang‘ich ta'limdan yoshlarni ma'nan mukammal va intellektual rivojlangan shaxsni tarbiyalashdir. Demak aynan boshlang‘ich ta’lim yoshida o‘quvchilarining organgan bilimi ajdodlarimiz aytganidek “toshga bitilishi” bejis emas ekan. Shu nuqtai nazardan kelib chiqqan holda xorijiy tillarni ham boshlang‘ich ta’lim o‘quvchilariga erta yoshida o‘rgatish til ko‘nikma va malakalarining oson o‘zlashtirishiga sabab bo‘lar ekan. Ayniqsa ushbu bilim, ko‘nikma, malakalar turli o‘yin va ta’limiy faoliyatlar orqlali singdirib borilsa, boshlang‘ich sinf o‘quvchilari xoirijiy tilllarni o‘z ona tilisi kabi tabiiy tarzda rivojlantirib boradi. Mamlakatimizda aholi o‘rtasida xorijiy tillarni o‘rganishni ommalashtirishga katta e’tibor qaratilgani bois maktab, litsey, kollej o‘quvchilari 446

va oliy ta’lim muassasasi talabalariga, balki boshlang‘ich ta’limda ham chet tilni, xususan, ingliz tilini o‘rgatish yo‘lga qo‘yilgan. Xorijlik olimlarimiz tomonidan til o‘rganishning yosh davrlariga bog‘liq ravishda har bir bosqich uchun alohida maxsus mashgulotlar turlari ishlab chiqilgan. Psixologlarning fikricha [Vygotskiy, L.S., 1998, S-51], boshlang‘ich sinf o‘quvchilari kattalarga nisbatan tilni tez va oson o‘zlashtiradilar. Boshlang‘ich ta’lim o‘quvchilar da til o‘rganishga bo‘lgan tabiiy moyillik, ularda taqlid qilish xususiyati kuchli ekanligi, kattalarga qaraganda boshlang‘ich ta’lim o‘quvchilar vaqtining ko‘pligi buning asosiy sabablaridandir. Shuni e'tiborga olish kerakki, boshlang‘ich ta’lim o‘quvchilari ma'lumotlar ma'nosini tushunib emas, uni mexanik tarzda yod oladilar. Shuning uchun boshlang‘ich sinf o‘quvchilariga ingliz tilini o‘rgatishni grammatik tushuncha berishdan emas balki so‘zlarni taqlid qilib o‘rgatishdan boshlashimiz zarur. Aks holda chet tilni o‘rgatishning dastlabki qadamidanoq o‘quvchilarni zo‘riqtirib qo‘yish va qiziqishini so‘ndirib qo‘yish mumkin. Shunday ekan, kichik yoshdagi boshlang‘ich ta’lim o‘quvchilariga xorijiy tilni o‘rgatish ancha mushkul va mas'uliyatli vazifa ekanligini his qilgan murabbiy - o‘qituvchi o‘z ustida tinmay izlanishlar olib borishi kerak. Ushbu maqolada boshlang‘ich ta’lim muassasasi boshlang‘ich ta’lim o‘quvchilar iga ingliz tilini o‘rgatishninig bir nechta samarali usullari taqdim qilindi. . Boshlang‘ich ta’lim o‘quvchilariga ingliz tilini mazmunli va qiziqarli o‘rgatish uchun quyidagi usullardan foydalanish tavsiya qilinadi: - qo‘shiq va she'rlar orqali tushuntirish yoki esda qolishi qiyin bo‘lgan, ma'noga ega bo‘lmagan harf yoki birikmalarni kuyga solib o‘rgatish. Bunga misol qilib, boshlang‘ich ta’lim o‘quvchilarining ingliz tili alifbosini qo‘shiq qilib o‘rganishlari shunchaki yodlashdan ko‘ra samarali ekanligini ko‘rsatish mumkin. - aqliy va jismoniy harakatlar bilan bo‘g‘liq bo‘lgan o‘yinlar; - multfilmlar; boshlang‘ich ta’lim o‘quvchilariga til o‘rganish mobaynida multfilmdagi gaplarni tushunmasada, multfilm qahramonlarining harakatlari orqali ular nutqida ishlatayotgan so‘zlarni tushunishga intiladi. Masalan Sing a song (birgalikda qo‘shiq kuylash). O‘quvchilraning eng yoqimli mashg‘ulotlaridan biri birgalikda ashula aytish. Boshlang‘ich ta’lim o‘quvchilari yoshlikdan qo‘shiq kuylashga moyil bo‘ladilar va qo‘shiq kuylash vositasida o‘quvchilar nafaqat so‘z boyligini orttiradilar shu bilan birga ular so‘zlarni ohangga solib aytishni o‘rganadilar. Kichik yoshdagi boshlang‘ich ta’lim o‘quvchilari orasida kuylanadigan inglizcha qo‘shiqlarining eng ommabop turlaridan biri “Rain, Rain go away” qo‘shig‘idir. Rain, rain go away Little Tommy wants to play Come again another day Rain, rain go to Spain Never show you face again. Bu ta’limiy qo‘shiqda har bir o‘quvchi o‘z ismini qoyib aytishi maqsadga muvofiq, shuningdek, ushbu o‘yin soyabonlar, yasama bulut hamda sun’iy yomg‘ir 447

vositasida amalga oshirilsa o‘quvchilarlar faolligi oshadi natija samaradorligi ortadi Boshlang‘ich ta’lim o‘quvchilarining o‘yindagi ishtirokini tahlil qilib borish ta’limiy faoliyatda ularning faol qatnashishini ta’minlash, har bir o‘quvchiga alohida e’tibor qaratish va ushbu mashg‘ulotda biror narsa o‘rganish uchun rag‘batlantirib borish lozim. Mashg‘ulotlarda yutuqqa erishayotgan o‘quvchilarni faoliyati yoki bajargan ishi uchun maqtab qo‘yish ham ulardagi rag‘batni kuchaytiradi. Ammo psixologlarning fikricha maqtov shaxsga nisbatan emas balki qilingan ishiga nisbatan qaratilishi kerak deyiladi. Chunki agar maqtov shaxsga nisbatan berilsa bu o‘quvchilarni keyinchalik xudbinlikka yetaklab borishi mumkin ekan. Shaxsni bajargan ishiga qaratilgan maqtov keyinchalik ham har qanday ishni sifatli va tez bo‘lishini ta’minlaydi. [Avanesova V.N., 1999, S. 3-9]. Role play- rolli o‘yinlar boshlang‘ich ta’lim o‘quvchilar uchun qiziq va til o‘rganishlari uchun samarali usullardan biridir, bunda o‘qituvchi biror ma'lumotni, masalan, hayvon yoki qushlarning nomlarini o‘rgatayotgan paytda rol orqali ijro etishi yoki boshqa o‘quvchilarga ijro ettirishi lozim. Misol uchun: bir o‘quvchi itning vovillashi, mushukning miyovlashini ko‘rsatib bersa, boshqa bir o‘quvchi bu tovushlar qaysi hayvonga tegishli ekanligini bilib, uning inglizcha nomini aytishi zarur. - mavzuga oid muhit; O‘qituvchi mavzusiga qarab o‘sha muhitni yaratib bera olsa, boshlang‘ich ta’lim o‘quvchilari tilni yaxshi o‘rganishadi. Masalan: traveling, birthday, in the kitchen va boshqalar. Traveling (sayohat) mavzusida o‘qituvchi sayohat uyushtirishi, sayohatga qanday vositalar orqali (foot, bicycle, automobile, train, boat, airplane) borish mumkinligi, qayerlarga sayohat qilish (Tashkent, Samarkand, Bukhara, England, USA) muhimligi haqida ma'lumot beradi. Bu usul o‘quvchilarning so‘z boyligini, til imkoniyatlarini kuchaytiradi, dunyoqarashini o‘stiradi. -topishmoqlar; boshlang‘ich ta’lim o‘quvchilarida topishmoqlarning javobini topishga qiziqish kuchli. Shuning uchun o‘qituvchi topishmoqni ingliz yoki o‘zbek tilida aytsada, uning javobini o‘quvchilardan ingliz tilida aytishini talab qilishi lozim. Shunda boshlang‘ich ta’lim o‘quvchilari so‘zlarni tez o‘rganishadi. -amaliy mashg‘ulotlar (mevalar va boshqa oziq-ovqatlarni tatib ko‘rish, gullarni hidlab ko‘rish); Bu jumlani bir amaliyotchi psixologning fikrlari bilan izohlash mumkin: "Boshlang‘ich ta’lim o‘quvchilarining esida biror narsaning mahkam o‘rnashib qolishini xohlovchi pedagog o‘quvchilar sezgi organlarining mumkin qadar ko‘prog‘ini ko‘zi, qulog‘i, tovush organi, muskul sezgisi va, hatto, agar iloji bo‘lsa, hidlash va ta'm bilish organlarini esda tutib qolish jarayonida qatnashtirishga harakat qilishi kerak» [Avanesova V.N., 1999 S. 3-9]. Masalan: o‘qituvchi bir o‘quvchining olmani tatib ko‘rishi paytida uning rangi qizil (red) yoki yashil (green), ta'mi shirin (tasty) haqida ma'lumot berishi va boshqa o‘quvchilarga ham mevalarni yedirib, u o‘quvchilardan o‘sha meva haqida inglizcha ma'lumotlar berishini talab qilishi lozim. Bu usul o‘quvchilarning keyingi o‘rganishlarida ham yordam beradi. O‘qituvchi o‘quvchilardan ranglarning 448

inglizcha nomini so‘rab qolsa, o‘quvchilar darrov meva yegan paytini eslaydi, qizil-red, yashil-green, sariq-yellow ekanligini tez esda saqlaydi. Demak, bunday usuldan foydalanish o‘quvchining ma'lumotni uzoq muddatda xotirasida saqlab qolishini ta'minlaydi. - imo-ishoralar, yuz ifodalari orqali; O‘qituvchi o‘quvchilar ga biror gapni gapirganda yoki buyruq berganda, masalan, bu yoqqa kel (come here), kitobni och (open the book), turing (stand up), doskaga qarang (look at the blackboard) kabi gaplarda imo-ishoralardan foydalansa o‘quvchilarga tushunarli bo‘ladi. - ko‘rgazmali qurollar, plakatlar, kitoblar orqali; ko‘zga ko‘rinadigan va kundalik hayotda ko‘p ishlatiladigan narsa, buyumlarga yozish. Masalan: eshik (door), kitob (book), stol (table), doska (blackboard), oyna (window) va shu kabilarga yozish. Bunday narsa-buyumlar doimo ko‘zga tushib turishi va amliyotda ko‘p qo‘llanishi bois, o‘quvchilar bu so‘zlarni ixtiyorsiz tarzda o‘rganadi. – yangiliklar orqali; Bilamizki, boshlang‘ich ta’lim o‘quvchilari qiziquvchanligi bois ular bir xillikdan tez zerikadi. Shuning uchun ularga har doim bir turdagi usullardan foydalanib dars o‘tish emas, balki bunday usullarni o‘zgartirib, yangilab dars o‘tish lozim. Aks holda boshlang‘ich ta’lim o‘quvchilari o‘qituvchining qanday dars o‘tishini fahmlab olishadi va bunga tayyorgarlik ko‘rishadi. Usullarni yangilab dars o‘tish boshlang‘ich ta’lim o‘quvchilarining intilishlarini oshiradi. Umuman olganda, kichik yoshdagi boshlang‘ich ta’lim o‘quvchilariga til o‘rgatish majburiyat sifatida emas, qiziqarli mashg‘ulot tarzida olib borilishi, bir necha samarali usullardan foydalanib dars o‘tish ularning kelajakda oladigan bilimlari uchun poydevor bo‘lib xizmat qilishi mumkin. Boshlang‘ich ta’lim o‘quvchilariga chet tillarini o‘rganish qanchalar muhimligini tabiiy sharoitlar orqali to‘g‘ri tushuntirib borilishi darkor. Xulosa o‘rnida boshlang‘ich ta’lim o‘quvchilarning maktabda qanday o‘qishi, yuksak maqsadlar bilan kamol topishi ko‘p jihatdan oila muhiti, mahalla e’tibori hamda ta’lim va tarbiyasiga bog‘liq. Maqolada berilgan ilmiy kuzatishlar va tadqiqotlar shuni ko‘rsatadiki, inson umri davomida oladigan barcha axborotning 80 foizini 8 yoshgacha bo‘lgan davrda olishi aynan o‘quvchilar shaxsining rivojlanishida boshlang‘ich ta'limning o‘rni nechog‘li muhimligidan dalolat beradi. Ta’limiy o‘yinlar o‘quvchilarda nafaqat bilim ko‘nikma, malakalarni shakllantiradi balki shu bilan birga u o‘quvchilarni jismonan sog‘lom rivojlanishini ta’minlaydi, ruhan tetiklashtiradi, o‘ziga bo‘lgan ishonchni mustahkamlaydi hamda atrofdagilar bilan ijtmoiy munosabatlarni shakllantirishga katta ko‘mak beradi. Foydalanilgan adabiyotlar ro‘yxati: 1. Avanesova V.N. // Boshlang‘ich yoshdagi boshlang‘ich ta’lim o‘quvchilar o‘yinini boshqarishning psixologik muammolari / Komp. N.Ya. Mixaylenko va boshqalar. –M.: 1999. - S. 3-9. 2. Vygotskiy, L.S. Boshlang‘ich ta’lim o‘quvchilar psixologiyasi masalalari /L.S. Vygotskiy. – Sankt Peterburg: Soyuz, 1997.-220 b. 449

3.Ota-onalar bilan ishlashning valeologik jihatlari / EN Weiner. Lipetsk: LGPI, 1998.51s. TRENDS IN THE FORMATION OF YOUTH POLITICAL CONSCIOUSNESS IN ENSURING SOCIAL STABILITY Saidkulov Nuriddin Akramkulovich, Associate Professor, Gulistan State Pedagogical Institute, E-mail: mannur_25@mail.ru Abstract. This article demonstrates that ensuring social stability through the development of youth political culture is one of the key determining factors. In addition, particular attention is paid to the necessity of enhancing youth culture especially legal and political culture based on an innovative and creative approach, as well as to the development of innovative methods and tools in this field. Keywords: social stability, youth culture, political culture, innovative methods and tools, mentality, Development Strategy. Annotatsiya. Ushbu maqolada yoshlar siyosiy madaniyatini rivojlantirish orqali ijtimoiy barqarorlikni ta’minlash hal qiluvchi omillardan biri ekanligi ko‘rsatib berilgan. Shuningdek, yoshlar madaniyatini, ayniqsa, huquqiy va siyosiy madaniyatini innovatsion-ijodiy yondashuv asosida yuksaltirish, bu borada innovatsion usul va vositalarni ishlab chiqish zarurligiga alohida e’tibor qaratilgan. Kalit so‘zlar: ijtimoiy barqarorlik, yoshlar madaniyati, siyosiy madaniyat, innovatsion usul va vositalar, mentalitet, Taraqqiyot strategiyasi. Аннотация. В данной статье демонстрируется, что обеспечение социальной стабильности посредством развития политической культуры молодежи является одним из ключевых определяющих факторов. Кроме того, особое внимание уделяется необходимости повышения культуры молодежи, особенно правовой и политической культуры, на основе инновационного и творческого подхода, а также разработке инновационных методов и инструментов в этой области. Ключевые слова: социальная стабильность, культура молодежи, политическая культура, инновационные методы и инструменты, менталитет, Стратегия развития. At present, one of the primary tasks of the state is to educate a mature generation capable of independently analyzing rapidly evolving socio-political processes and phenomena, and of thinking creatively in a modern and innovative manner. Therefore, state policy places particular emphasis on fostering independent-minded, initiative-driven, and courageous young people who are capable of assuming responsibility for the future of the country. In this regard, the New Uzbekistan represents one of the priority directions in shaping a fundamentally new worldview. An analysis of the lifestyles, standards of living, and scales of economic development in traditionally developed countries demonstrates that they have established their systems of statehood in accordance with their historical traditions, national customs, values, worldviews, and religious beliefs, all of which correspond to their national mentality. In this sense, as Uzbekistan confidently advances from the “Action Strategy” toward the “Development Strategy,” there is a growing awareness that national progress and the future of the people depend not 450

only on material factors, but also on the active participation of youth in sociopolitical life. In the context of the deepening of globalization and the intensification of social and legal conflicts worldwide, many countries are implementing comprehensive measures aimed at the multidimensional development of the political thinking of more than two billion young people across the globe [1]. Consequently, as the level of youth legal and political culture plays a decisive role in shaping future development, this issue is increasingly acquiring global relevance and urgency. At present, considerable attention is being devoted by the United Nations General Assembly to the comprehensive activation and empowerment of youth, a matter that is widely reflected in mass media. Accordingly, the need to enhance youth culture particularly legal and political culture on the basis of an innovative and creative approach, as well as to develop innovative methods and tools in this field, is becoming increasingly evident. For this reason, in many developed countries around the world, the comprehensive analysis and study of the methodological aspects of enhancing youth political culture through creative approaches particularly the development of effective methods and tools for improving youth political culture has become one of the most pressing issues of the present day. In addition, conducting scientific research aimed at ensuring broad youth participation in socio-political life and at developing their level of political literacy on the basis of an innovative and creative approach constitutes one of the most important objectives. One of the main reasons for this is that, at present, more than 60 percent of the population of Uzbekistan consists of young people under the age of 30, a figure that is two and a half times higher than the corresponding indicators in many other countries. Moreover, 40 percent of the population of Uzbekistan is under the age of 18. Currently, special attention is being paid to the younger generation as the future of New Uzbekistan, with a strong emphasis on nurturing them as physically and spiritually mature individuals. As President Shavkat Mirziyoyev has emphasized, the upbringing of the younger generation has always been an important and relevant issue; however, in the twenty-first century, this matter has truly become a question of life and death[2]. In this regard, the state is paying particular attention to nurturing independent-minded youth by developing their political culture on the basis of advanced modern methods and approaches, and numerous reforms are being implemented for this purpose. The primary objective of these reforms is to further improve the system of shaping youth political culture. In this context, the need for an innovative approach is becoming increasingly significant. Moreover, the further modernization of the education system is regarded as a crucial factor determining societal development. Throughout history, the views of great thinkers have consistently emphasized that the principles of humanism, national identity, and patriotism serve 451

as a vital spiritual force for members of society, especially for young people. When an understanding of the importance of these principles is first formed within the family, positive changes occur in the worldview and lifestyle of youth. In his Address to the Oliy Majlis, President Shavkat Mirziyoyev stated that, as the country has set itself the great goal of laying the foundation for the Third Renaissance, it is essential to create an environment and conditions capable of nurturing new Khwarizmis, Berunis, Ibn Sinas, Mirzo Ulugh Beks, Navois, and Baburs. In this process, the development of education and upbringing, the establishment of a healthy lifestyle, and the advancement of science and innovation should serve as the main pillars of the national idea. Creating broad opportunities for young people to set ambitious goals and achieve them, as well as providing comprehensive support in this endeavor, must be a top priority for all. Only under such conditions can the younger generation become a great and powerful force capable of realizing the centuries-old aspirations of the nation. Guided by the idea that “New Uzbekistan begins at the school threshold and within the education and upbringing system”[6] large-scale reforms are being implemented. An analysis of research conducted by national scholars during the period of independence indicates that work in this area is still at an early stage and that there remains a strong need for comprehensive and large-scale studies in this field. The issue of intellectual and creative development of the individual has always been at the center of attention of thinkers, as well as philosophers, historians, political scientists, and educational scholars. In particular, the works of encyclopedic scholars such as Abu Nasr al-Farabi, Abu Rayhan al-Biruni, Abu Ali ibn Sina, Kaykovus, Mahmud Kashgari, Yusuf Khos Hajib, Alisher Navoi, Abdulla Avloni, and others contain teachings on the importance of education and upbringing in the intellectual development of the individual, which remain relevant today. In contemporary scholarship, researchers such as Sh. Abdullaeva, D. Arzikulov, E. Goziev, M. Davletshin, R. Juraev, and B. Rahimov have conducted scientific studies on the development of young people’s creative abilities. In addition, scholars including Yu. A. Karpova, J. Dewey, E. P. Ilyin, and others have explored the psychological aspects of creativity. Researchers such as Yu. G. Kruglov, V. A. Krutetsky, A. A. Ryseva, E. G. Skibitsky, I. Yu. Skibitskaya, L. M. Fridman, I. Yu. Kulagina, along with other scholars from CIS countries, have investigated the specific features of the formation and development of creative abilities among youth. Furthermore, the pressing issues related to the formation of creative abilities in young people have also been examined by foreign researchers, including R. Roe, E. de Bono, J. Guilford, E. Torrance, C. Rogers, A. Maslow, F. Barron, R. Sternberg, T. Lubart, C. Landry, and K. A. Heller. These studies have analyzed and explored key aspects of enhancing youth creativity, as well as issues related to political culture and its formation. 452

The formation of innovative consciousness within social structures does not occur spontaneously. Rather, it requires favorable social conditions and economic factors. The set of factors influencing the development of innovative consciousness includes a range of social determinants. An innovative environment represents a system of favorable social conditions and opportunities that generate and promote innovation. The creation of such an environment is closely linked to the degree to which state organizations and social institutions are oriented toward innovation. Innovative culture constitutes a complex of attitudes toward innovation reflected in society and in the consciousness of its members, as well as an individual’s innovative behavior and innovative activities. The formation of innovative culture is directly dependent on the level of material interest of society’s members in emerging innovations. Innovative values, in turn, represent a system of social relations that hold significant importance for members of society and possess both material and spiritual value. From this perspective, when encouraging young people in the field of science, it is necessary to take into account not only individual awards, but also their mentors and the creative groups to which they belong. Another noteworthy aspect of this issue is that, in the field of economics, 26 Nobel Prizes have been awarded to two-person creative groups, 17 to three-person teams, and 3 to research groups consisting of three members[7]. Such creative groups constitute the core of creativity, innovativeness, and innovation. They possess the capacity to generate new ideas and to address complex tasks, thereby forming a distinct “creative ethos.” These research groups, characterized by leadership qualities, are capable of bringing together creatively oriented individuals with strong intellectual potential who can respond to the contemporary needs of social life. In this way, they can exert a direct influence on the formation of an innovative society and contribute to achieving high collective outcomes. As in all areas of education and upbringing, this field is also characterized by specific and pressing challenges, including unresolved difficulties, shortcomings, and deficiencies that still require effective solutions. For instance, this can be observed through the analysis of survey results aimed at assessing the level of activity of various organizations in the country with regard to the development of youth political participation. In our view, under the conditions of independence, the following tasks remain particularly relevant in the process of shaping youth political consciousness and culture: strengthening the national content and impact of youth political culture by taking into account the long-standing national traditions and values of the Uzbek people; making comprehensive use of the rich spiritual heritage of great ancestors that reflects their political culture, and presenting them as moral role models in the further formation and development of youth political worldview; 453

expanding youth participation in the independent management of state and public affairs and creating all necessary conditions for this purpose; teaching young people to fully exercise their constitutional rights and freedoms; further supporting multiparty systems and ensuring freedom of opinion as key factors in the formation of political culture; widely disseminating political knowledge in order to enhance youth political consciousness and strengthen their sense of involvement in political processes; fostering youth commitment to the political values of New Uzbekistan; raising their scientific and moral standards to the level of youth in developed countries. At present, under the conditions of building New Uzbekistan, the consistent implementation of democratic processes, the effectiveness of ongoing political reforms, the appreciation of the achievements of independence, and related factors largely depend on the extent to which these tasks are successfully realized. Under the conditions of creating a new Renaissance period in Uzbekistan, one of the key aspects of shaping youth political culture is the formation, first and foremost, of a strong system of beliefs grounded in the interests of the nation and the Motherland. A young person with a high level of commitment to their homeland and people does not engage in actions that contradict the interests of society and the nation; rather, such an individual consistently strives for social development, the future prosperity of the country, and the strengthening of independence. At the same time, the formation of beliefs among youth should not be achieved through coercion or compulsion, but through practical engagement, role modeling, explanation, and awareness-raising, as well as by creating conditions that harmonize personal interests with societal interests. This approach enables young people to more deeply understand that freedom of belief is intrinsically linked to the freedom and independence of the state. A healthy belief system, which should be formed on the basis of national and universal values, encompasses not only personal engagement with ongoing changes but also social and political activity, enlightenment, and moral maturity. Belief is primarily cultivated through fostering a sense of pride in the heritage of ancestors and encouraging young people to aspire to emulate them. Recognizing that the development of pride in the nation’s rich spiritual heritage constitutes an integral component of educating youth as well-rounded individuals - particularly in political terms-the President has emphasized the importance of instilling respect and loyalty toward great ancestors and the nation’s spiritual legacy in the consciousness of today’s younger generation, as well as teaching them to preserve and cherish national values as a fundamental task and an essential part of state policy. At present, the concept of youth political culture is increasingly enriched by meanings derived from a particular cultural context, as a phenomenon that inherently reflects the unity of diverse and sometimes contradictory elements 454

within social life. Consequently, youth political culture is more accurately understood as a political indicator of the moral and cultural environment of a given society, as well as a reflection of individual behavior and a distinctive characteristic of civilizational development. In this sense, youth political culture manifests the dynamics of traditions and customs belonging to the people within the sphere of state power, their embodiment and evolution under contemporary conditions, and their influence on the formation of future political processes[8]. Based on the above analysis, the following conclusions were drawn in the course of the study: the specific features of the necessity to form and develop youth political culture through an innovative and creative approach lie, first of all, in the systematic organization of activities aimed at shaping youth political culture, including discussions and forums on various political topics, which serve to assess the level of political culture and potential among young people; the comprehensive utilization of the rich spiritual heritage that reflects the political culture of great ancestors - expressed in their works and treatises on governance, state consolidation, and development based on Eastern principles which historically contributed to the upbringing of morally responsible individuals committed to the fate of the state and the people; increasing the national content of youth political culture by taking into account the longstanding traditions and values of the Uzbek people, while actively involving young people in the management of state and public affairs and creating all necessary conditions for such participation; educating youth in the effective exercise of their constitutional rights and freedoms, while supporting multiparty systems and ensuring freedom of ideas and opinions as a priority factor in the formation of political culture; widely disseminating political knowledge in order to enhance youth political thinking and to elevate their scientific and moral potential to the level of youth in developed countries, which constitutes a key factor in the development of youth political culture. References: 1. https // news./un. org/ 565442-government-bodies-must-serve-people-uzbekpresident 2. Проблемы гражданского общества. Ежемесячный обзор зарубежной литературы. - 2018. - Т. - №9 (14). 3. Ўзбекистон Республикаси Президенти Шавкат Мирзиёевнинг Олий Мажлисга мурожаатномаси. 2020 йил 29 декабрь // Манба: www.president.uz 4. Нобель мукофотининг расмий веб-саҳифаси. https://www.nobelprize.org/ Флорида Р. Креативный класс: люди, которые меняют будущее. –Москва: Классика ХХ1, 2005. –С. 22. 5. Nuriddin Akramkulovich Saidkulov (2020). The impact of the reforms on the political culture of youtH. Academic research in educational sciences, (1), 152-156. doi: 10.24411/2181-1385-2020-00022 455

AI AND PERSONALIZED LEARNING: TAILORING EDUCATION TO INDIVIDUAL NEEDS Saidova Gulyora Abduhakimovna, Senior teacher, UzSWLU, Faculty of Translation, saidovagulyora20190117@gmail.com Li Irina Yurevna, Second year Master’s degree student, UzSWLU, irinali.mrk@gmail.com Annotatsiya. Ushbu maqolada ingliz tilini o‘qitish jarayoniga sun’iy intellektni integratsiya qilish imkoniyatlari o‘rganiladi. Ta’lim jarayonida raqamli vositalardan foydalanishning afzalliklari va kamchiliklarini tahlil qilishga alohida e’tibor qaratiladi. Kalit so‘zlar: sun’iy intellekt, ingliz tilini o‘qitish, individual ta’lim rejasi, raqamli vositalar. Аннотация. в данной статье изучаются возможности интеграции искусственного интеллекта в преподавание английского языка. Особое внимание уделяется анализу преимуществ и недостатков использования цифровых инструментов в процессе обучения. Ключевые слова: искусственный интеллект, преподавание английского языка, индивидуальный план обучения, цифровые инструменты. Abstract. the article explores the opportunities of the integration of artificial intelligence into English language teaching. Special attention is given to the analysis of the positive and negative sides of using digital tools in the learning process. Key words: aritificial intelligence, English language teaching, individual study plan, digital tools. Over recent years there has been a significant change in education, related to the introduction of AI tools and systems into learning process. Some processes for both students and teachers, such as creation of syllabus, lesson plans, multimedia materials and even assessment, have either become automated or are getting transformed to involve artificial intelligence to work. Not only these, but also Ai tools and systems changed the view on teaching in terms of individual progress of students, allowing them study at their own pace, detailed instructions on how to overcome their specific difficulties and providing them with assignments that focus on their specific struggles. Table 1 Traditional teaching VS AI-based teaching Traditional teaching AI-based teaching Online platforms to download hometasks; Printed handouts; The variety of sources to take as learning Single textbook as a base for teaching material; students; Additional guiding through the questions Wriitten and oral assignments. arised during learning processes. Traditional educational models rely a lot on standardized curriculum and syllabus, which might have advantages, such as unified program and detailed stepby-step description of every piece of information and every task to complete. What is not taken into account in this case is that students can be very diverse in terms of processing and understanding information. That means, students can memorize information easier by different means (via listening to a lecture, doing a written 456

assignment, watching educational videos and etc.) [1]. The variety of students from this standpoint is truly endless, which cannot be considered while creating a syllabus or study plans. However, these days AI tools provide teachers and students with this opportunity to tailor learning processes according to individual cases of students. AI tools have changed the way we perceive education nowadays and has quite many advantages in terms of personalized learning. Adaptive learning systems are quite common among AI-tools in educational sphere. The algorithm of such systems bases on analysis of students’ personal experiences and take this processed information as a starting point to create a strategy, specific for the student in the system. Despite such flexibility, adaptive learning systems still require beforehand setting by the teacher: subject name, topics and dates of the classes, expected learning outcomes and, additionally, a bank of materials to be studied. The process of making adaptive learning system work contains seven necessary steps, as is shown on Image 1. DEFINE GOALS AND SCOPE MONITOR MAP AND TRANSFER CONTENT INTO MODULES TEST AND REFINE CONFIGURE THE ALGORITHM SELECT THE ADAPTIVE PLATFORM DEVELOP THE LEARNER MODEL Image 1. Algorithm of setting adaptive learning systems. • Define goals and scope – a teacher should identify learning objective, for example, to improve students’ Reading skills. Apart from this, the subject-matter should also be defined. • Map and transfer content into modules – the entire workload that has to be studied during a course should be divided into simpler and shorter units so that they afterwards could be grouped together based on the modules, for example, 457

Quizzes, Videos and etc. These modules make up the core of the entire course, so it’s important to break them down wisely. • Select the adaptive platform – when the beforehand preparation is made, a special LMS or AI driven platform should be chosen. • Develop the learner model – the teacher defines how the system should use the user’s prior knowledge – for example, a diagnostic pre-test can be used. • Configure the algorithm – a teacher defines how the system adjusts for the changes in the scores that students got – whether they are given additional material, or is it skipped, if the data was learned well. • Test and refine – a teacher tests the set program to find minor inaccuracies and corrects them, or, if needed, adds extra materials for each module. • Monitor – a teacher analyzes data and results of the tasks given to the students to improve future learning experience. It is notable that AI-driven educational process is not related only to classroom learning. The features that AI tools provides are also applicable for autonomous learning of students. Apart from auditory hours, students also have to master their skills at home, and introduction of AI makes it more flexible and adjustable. We will analyze some tools that can be used through individual learning of English language. Educational videos play a big role in strengthening theoretical basis for students. Video hosting platforms provide students with diverse ways of explanation of grammar and vocabulary topics. Since one and the same grammatical characteristic can be explained differently, students can deeper their understanding of it by finding the explanation that he finds the clearest for themselves. For the students who tend to perceive textual information better, there are also Intelligent Tutoring Systems, that can create a step-by-step study plan based on the specific prompt a student has. At this point, there are widely known AI Chatbots, that can provide an explanation of a topic in sequence, from basic information to the most difficult and advanced one [2]. Since we take teaching and learning English language as the example of how AI tools can personalize education, it is important not to overlook speech analysis tools, that can analyze oral speech of students and evaluate his pronunciation mistakes, grammatical inaccuracies and even word stress, sentence stress and intonation. What we consider vital to highlight is the fact, that the mere use of AI speech analysis cannot directly improve the way students use their language while speaking, however, the results of the analysis are helpful for them to identify the aspects of their oral speech that need more of their attention and require more training [3]. Having received this feedback, students can make adjustments to their study plan for speaking themselves. Despite the fact, that this process is not automatic and requires human input as well, these AI speech analysis tools cannot be called a solution to perfecting students’ pronunciation. Instead, they play a role of a guide and help to shape the studies into the most effective form for the student’s specific case. 458