Sun’iy Intellekt va Raqamli Iqtisodiyot

Xulosa va amaliy tavsiyalar. Mazkur tadqiqotda aspektologiyada freym tushunchasi harakatning vaqt va makon doirasidagi chegaralarini ifodalovchi kognitiv model sifatida talqin qilindi. Harakatning boshlanishi, davomiyligi va tugallanishi bilan bog‘liq semantik xususiyatlar inxoativ, interativ, protsessual, terminativ hamda natijaviy aspektual freymlar orqali tizimlashtirildi. Ingliz va o‘zbek tillari qiyosida aspektual vaziyatlarning leksik-grammatik ifodalanish vositalari tahlil qilinib, ularning til egalarining olamni idrok etish uslubi bilan uzviy bog‘liqligi ko‘rsatildi. To speak fe’li misolida olib borilgan tahlil fe’lning turli kontekstlarda chegaralangan va chegaralanmagan aspektual ma’nolarni ifodalash imkoniyatini namoyon etdi. Tadqiqot natijalari aspektuallik nafaqat grammatik kategoriya, balki inson tafakkuri va kognitiv faoliyati bilan chambarchas bog‘liq semantik hodisa ekanligini tasdiqlaydi. Foydalanilgan adabiyotlar: 1. Lakoff, G. (1987) – Women, Fire, and Dangerous Things: What Categories Reveal About the Mind Chicago: University of Chicago Press. (pp. 25–46, 112–118). 2. Bondarko, A.V. (1971) – The Russian Verbal Aspect and Tense (Meaning and Usage) Moscow: Education Publishing House. (pp. 53–76, 101–115). 3. Bondarko, A.V. (2001) – Principles of Functional Grammar and Aspects of Aspectology Moscow: Editorial URSS. (pp. 45–62, 198–210). 4. Bondarko, A.V. (1991) – Functional Grammar: A Field Approach Amsterdam: John Benjamins Publishing Company. (pp. 33–49, 150–162). 5. Sheliakin, M.A. (2008) – The Russian Verbal Category of Aspectuality Moscow: URSS Publishing House. (pp. 14–28, 85–97). RAQAMLI TA’LIM MUHITIDA NUTQ NUQSONLI BOLALAR BILAN MASOFAVIY LOGOPEDIK ISHLARNI LOYIHALASHTIRISHNING ZAMONAVIY USULLARI Murodova Madina Bahodirovna, Osiyo xalqaro universiteti magistranti Annotatsiya. Ushbu maqolada axborot-kommunikatsiya texnologiyalari rivojlanishi sharoitida logopedik xizmat ko‘rsatishning an’anaviy shakllarini raqamli muhitga moslashtirish masalalari tadqiq etilgan. Muallif tomonidan nutq nuqsoniga ega bolalar bilan masofaviy ishlarni loyihalashtirishning sinxron va asinxron modellari tahlil qilingan. Tadqiqotda masofaviy logopedik mashg‘ulotlar samaradorligini oshirishga xizmat qiluvchi zamonaviy vositalar – video-konferensaloqa platformalari, interaktiv onlayn doskalar, artikulyatsion gimnastika uchun mo‘ljallangan mobil ilovalar va gamifikatsiya elementlaridan foydalanish mexanizmlari yoritib berilgan. Kalit so‘zlar: raqamli ta’lim muhiti, masofaviy logopediya, nutq nuqsonlari, teleamaliyot, onlayn korreksiya, gamifikatsiya, interaktiv vositalar, ota-onalar hamkorligi, raqamli monitoring. Аннотация. В данной статье исследуется адаптация традиционных форм логопедических услуг к цифровой среде в условиях развития информационнокоммуникационных технологий. Автор анализирует синхронные и асинхронные модели проектирования дистанционной работы с детьми с нарушениями речи. В исследовании 34 O‘sha manba – 149 b. 299

освещены механизмы использования современных инструментов, служащих повышению эффективности дистанционных сеансов логопедии, таких как платформы для видеоконференций, интерактивные онлайн-доски, мобильные приложения, предназначенные для артикуляционной гимнастики, и элементы геймификации. Ключевые слова: цифровая образовательная среда, дистанционная логопедия, нарушения речи, телепрактика, онлайн-коррекция, геймификация, интерактивные инструменты, сотрудничество родителей, цифровой мониторинг. Abstract. This article investigates the adaptation of traditional forms of speech therapy services to the digital environment amidst the development of information and communication technologies. The author analyzes synchronous and asynchronous models for designing remote work with children with speech impairments. The study highlights mechanisms for using modern tools that serve to increase the effectiveness of remote speech therapy sessions, such as video conferencing platforms, interactive online whiteboards, mobile applications designed for articulatory gymnastics, and gamification elements. Keywords: digital educational environment, distance speech therapy, speech disorders, tele-practice, online correction, gamification, interactive tools, parental cooperation, digital monitoring. Kirish. XXI asrning uchinchi o‘n yilligida global miqyosda kuzatilayotgan raqamli transformatsiya jarayonlari ta’lim tizimining barcha bo‘g‘inlari qatori maxsus pedagogika, xususan, logopediya sohasiga ham tub o‘zgarishlarni olib kirdi. So‘nggi yillarda yuzaga kelgan epidemiologik vaziyatlar va texnologik inqilob an’anaviy “yuzma-yuz” korreksion mashg‘ulotlar bilan bir qatorda, masofaviy logopedik yordam ko‘rsatish amaliyotini keng joriy etish zaruratini kun tartibiga qo‘ydi. Raqamli ta’lim muhitida nutq nuqsonli bolalar bilan ishlash shunchaki internet orqali muloqot qilish emas, balki pedagogik, psixologik va texnologik yondashuvlarni integratsiya qilgan holda, mutlaqo yangi metodik tizimni loyihalashtirishni taqozo etadi. Bugungi kunda logopediya fani oldida turgan asosiy vazifa – masofaviy shaklning an’anaviy mashg‘ulotlarga nisbatan samaradorligini ta’minlash, bolaning ekran qarshisidagi diqqatini barqaror saqlash va korreksion jarayonning uzluksizligini ta’minlovchi innovatsion modellarni ishlab chiqishdan iboratdir. Masofaviy logopedik ishlarni loyihalashtirishda eng avvalo, “Ota-ona – Logoped – Bola” triadasining yangi hamkorlik formatini shakllantirish hal qiluvchi ahamiyat kasb etadi. An’anaviy mashg‘ulotda logoped bola bilan bevosita jismoniy kontaktda bo‘lib, uning artikulyatsion apparatini zondlar yoki mexanik usullar bilan to‘g‘rilash imkoniga ega edi. Raqamli muhitda esa bu imkoniyat cheklanadi. Shu bois, masofaviy logopediyaning birinchi va eng muhim bosqichi bu – otaonani “ko-terapevt” sifatida tayyorlashdir. Logoped mashg‘ulotdan oldin ota-onaga video-yo‘riqnomalar yuborish orqali bolaning tilini qanday holatda ushlab turish, nafas mashqlarini qanday bajarish kerakligini o‘rgatadi. Bu yondashuv ota-onaning farzandi rivojlanishidagi mas’uliyatini oshiradi va korreksion jarayonning uzluksizligini ta’minlaydi. Raqamli muhitda logopedik ishlarni tashkil etishning sinxron va asinxron modellari mavjud bo‘lib, ularning har biri o‘ziga xos loyihalashtirish usullarini talab qiladi. Sinxron mashg‘ulotlar odatda Zoom, Google Meet yoki maxsus tele300

tibbiyot platformalari orqali tashkil etiladi. Bunda logopedning asosiy quroli – “Ekran ulashish” funksiyasi va virtual fonlardir. Masalan, duduqlanishi bor yoki fonematik eshitish qobiliyati rivojlanmagan bola bilan ishlashda logoped ekranda statik rasmlarni emas, balki dinamik o‘zgaruvchan vizual materiallarni namoyish etishi lozim. “Yashil ekran” texnologiyasidan foydalanish orqali logoped o‘z orqa fonida bolaning sevimli multfilm qahramonlarini yoki ertak muhitini jonlantirishi, o‘zi esa shu muhitning bir qismiga aylanishi mumkin. Bu usul boladagi “ekran toliqishi” holatini bartaraf etib, mashg‘ulotni qiziqarli o‘yinga aylantiradi. Logopedik mashg‘ulotlarni loyihalashtirishda gamifikatsiya va interaktiv raqamli resurslardan foydalanish samaradorlikni 30-40 foizga oshirishi tadqiqotlarda o‘z tasdig‘ini topgan. Hozirgi kunda “Wordwall”, “LearningApps” yoki “Mercibo" kabi platformalar logopedlarga bolaning nutqiy rivojlanish darajasiga mos keluvchi individual o‘yinlarni bir necha daqiqada yaratish imkonini beradi. Masalan, tovushlarni avtomatlashtirish bosqichida bola ekrandagi “sehrli g‘ildirak”ni aylantiradi va tushgan rasm nomini to‘g‘ri talaffuz qilsa, dastur unga rag‘batlantiruvchi ballar yoki animatsiyalar taqdim etadi. Bu yerda muhim pedagogik jihat shundaki, raqamli o‘yin boladagi qo‘rquv va xavotirni yo‘qotadi. Nutq nuqsoni bor bola odatda xato qilishdan qo‘rqadi, lekin kompyuter o‘yinida xato qilish – bu shunchaki “yana bir urinish” deganidir. Bu psixologik qulaylik bolaning nutqiy tashabbuskorligini oshiradi. Yana bir innovatsion yo‘nalish – bu Sun’iy Intellekt va mashinali o‘qitish texnologiyalarini logopedik jarayonga integratsiya qilishdir. Zamonaviy mobil ilovalar va dasturlar endilikda “Speech Recognition” (Nutqni aniqlash) funksiyasi bilan jihozlanmoqda. Bu texnologiya bolaning talaffuzini millisekundlar ichida tahlil qilib, tovushning qanchalik to‘g‘ri yoki noto‘g‘ri aytilganini vizual diagramma shaklida ko‘rsatib beradi. Masalan, “R” tovushini talaffuz qilishda qiynalayotgan bola uchun mo‘ljallangan ilovada, agar bola tovushni to‘g‘ri aytsa, ekrandagi mashina harakatga keladi yoki gul ochiladi. Bu – “Biofeedback” mexanizmi bo‘lib, bola o‘z nutqining natijasini ko‘zi bilan ko‘radi. Logoped uchun bunday tizimlar monitoring vositasi bo‘lib xizmat qiladi; u masofadan turib bolaning haftalik rivojlanish dinamikasini raqamli grafiklarda kuzatib borishi va shunga qarab keyingi mashg‘ulot rejasini o‘zgartirishi mumkin. Asinxron metodikani loyihalashtirishda esa “Video-modellashtirish” usuli yuqori samara beradi. Bunda logoped bola uchun maxsus qisqa video-topshiriqlar yozib yuboradi. Bola bu videoni o‘ziga qulay vaqtda, bir necha marta qayta ko‘rib, mashqlarni bajaradi va natijasini videoga olib, logopedga qaytaradi. Bu usul, ayniqsa, dizartriya kabi og‘ir nutq nuqsonlarida, bola tez charchab qoladigan holatlarda juda qo‘l keladi. Shuningdek, ijtimoiy tarmoqlar va messenjerlardagi yopiq guruhlarda ota-onalar hamjamiyatini shakllantirish, u yerda muvaffaqiyatli keyslarni almashish ham ruhiy qo‘llab-quvvatlash muhitini yaratadi. Raqamli ta’lim muhitida logopedik ishlarni tashkil etishda kiberxavfsizlik va gigiyena talablariga rioya qilish ham dolzarb masaladir. Jahon sog‘liqni saqlash tashkiloti tavsiyalariga ko‘ra, maktabgacha yoshdagi bolalar uchun uzluksiz ekran 301

vaqti cheklangan bo‘lishi kerak. Shu bois, masofaviy logopedik mashg‘ulotlarni loyihalashtirishda “20/20/20” qoidasiga amal qilish va mashg‘ulotning kamida 50 foizini ekrandan tashqari, ya’ni amaliy harakatlar bilan uyg‘unlashtirish talab etiladi. Logoped veb-kamera qarshisida shunchaki gapirib o‘tirmasdan, bolani xona bo‘ylab harakatlanishga, sakrashga, raqsga tushishga undovchi interaktiv ssenariylarni tuzishi lozim. Raqamli ta’lim muhitida nutq nuqsonli bolalar bilan masofaviy ishlarni loyihalashtirish – bu murakkab, ko‘p qirrali pedagogik jarayondir. U an’anaviy metodikani inkor etmaydi, aksincha, uni raqamli vositalar, sun’iy intellekt va multimedia imkoniyatlari bilan boyitadi. Kelajak logopediyasi devorlar bilan chegaralangan xonalar emas, balki geografik to‘siqlarni bilmaydigan, har bir bolaga individual yondashish imkonini beruvchi gibrid makondir. Mazkur innovatsion usullarning joriy etilishi chekka hududlardagi bolalarga ham sifatli korreksion yordam olish imkonini beradi va inklyuziv ta’lim tamoyillarini to‘laqonli amalga oshirishga xizmat qiladi. Muvaffaqiyat garovi esa texnologiyaning mukammalligida emas, balki logopedning ushbu vositalardan o‘z pedagogik maqsadlari yo‘lida oqilona va kreativ foydalana olishidadir. Foydalanilgan adabiyotlar ro‘yxati: 1. Azimova N.M. Logopediya: nazariya va amaliyot. – T.: Fan va texnologiya, 2021. – 216 b. 2. Abdullaeva M.S. Inklyuziv ta’limda logoped faoliyatining o‘ziga xos xususiyatlari // Pedagogik innovatsiyalar jurnali. – 2022. – №2. – B. 45–50. 3. Xamidova Sh.R. Bolalarda nutqni rivojlantirishda logopedning o‘rni va vazifalari. – T.: Ilm-ziyo, 2020. – 184 b. 4. Xodjaeva D.A. Nutqni korreksiya qilishda zamonaviy pedagogik texnologiyalar // Ta’lim va innovatsiyalar jurnali. – 2023. – №4. – B. 37–42. 5. Зимняя И.А. Педагогическая психология. – М.: Логос, 2009. – 384 с. 6. Леонтьев А.Н. Деятельность. Сознание. Личность. – М.: Смысл, 2005. – 352 с. 7. Выготский Л.С. Мышление и речь. – М.: Лабиринт, 2001. – 349 с. DEVELOPMENT OF A SOFTWARE ASSISSANT FOR LANGUAGE LEARNING, USING SPACED REPETITION AND LLM TECHNOLOGY Murtazoyev Alisher Nazirjon o‘gli, Master of Samarkand State University named after Sharof Rashidov, murtazoyevalisher2@gmail.com Scientific supervisor: Popov Mikhail Valentinovich – PhD, professor mpopov@fastmail.fm Annotation. This work analyzes the methods of effective organization of the language learning process, leveraging large language models (LLMs). The aim of the study is to automate the technology for creating digital flashcards and tailoring them to a student’s growing vocabulary. Many students have difficulties mastering a foreign language or terms within a particular subject. One of the most effective techniques for this is the use of flash cards with the aid of spaced-repetition [1] software such as Anki [2]. In this regard, a review of available card decks for Uzbek and other central Asian languages was carried out on the AnkiWeb platform, which is widely used around the world. During the study, a mechanism for creating flashcards 302

enriched with translation, short annotations, and contextual examples using LLM was proposed. The proposed approach serves to increase the effectiveness of independent education. Keywords: LLM, TTS, Anki, Uzbek-German dictionary, artificial intelligence, educational technology. Аннотация. В данной работе анализируются методы эффективной организации процесса изучения языка с использованием больших языковых моделей (ЛЯМ). Целью исследования является автоматизация технологии создания цифровых карточек и их адаптация к растущему словарному запасу учащегося. Многие учащиеся испытывают трудности при освоении иностранного языка или терминов по тому или иному предмету. Одним из наиболее эффективных методов для этого является использование флеш-карт с помощью программного обеспечения с пространственным повторением [1], такого как Anki [2]. В связи с этим на платформе AnkiWeb, которая широко используется во всем мире, был проведен обзор доступных колод карт для узбекского и других центральноазиатских языков. В ходе исследования был предложен механизм создания флеш-карт, обогащенных переводом, краткими аннотациями и контекстуальными примерами с использованием LLM. Предлагаемый подход служит повышению эффективности самостоятельного обучения. Ключевые слова: LLM, TTS, Anki, узбекско-немецкий словарь, искусственный интеллект, образовательные технологии. Introduction. Learning a language has always been a difficult and timeconsuming occupation, but now there is an opportunity to make this process effective with the help of recently developed natural language processing (NLP) techniques, in particular GPT-based Large Language Models (LLMs). It is known to everyone that the method of flashcards is an effective method for memorizing vocabulary, but the process of preparing this method is long and requires a lot of resources and time. The aim of this work is to develop automated processes for creating Anki flashcards, a digital variant of this method. In addition to this, we will consider that it is possible to create a large dictionary for representatives and students of this direction without human intervention even on the words related to the above special subject or direction. The relevance of the topic and the level of knowledge of the problem As a first step in the study, the available resources (decks) for speakers of the Uzbek language on the Anki platform were analyzed. The results of the research showed that today there are only 7 open card sets in the Uzbek language. Of these, 3 are related to Russian, 2 in English, 1 in Turkish and 1 is a spelling dictionary. The quality of these sets is also not satisfactory: the ratings are at a maximum of 3 levels, the number of cards (notes) on average exceeds 3500, however, audio material is found only in Russian pairs, and picture desks are not available at all. The situation in the languages of the Central Asian states was also studied for comparative analysis. There are 17 desks in Kazakh (mainly with English and Russian), 10 in Kyrgyz (all English-Kyrgyz), and 5 in Tajik (mostly EnglishTajik), while no open resources have been found in Turkmen. By contrast, the number of German-related desks is close to 1000 (although AnkiWeb does not provide exact statistics, the scale is quite extensive). These desks are composed mostly in pairs with monolingual or European languages 303

(English, Portuguese, Spanish) and partly Asian languages (Arabic, Chinese, Japanese). Their ratings are high and are enriched with picture and audio material [2]. From this analysis, it is clear that there are serious barriers to using the Anki app for speakers of a language that is not part of the ranks of world languages (low-resource languages). There are also no materials at all available for language learners that need special technical vocabulary (for example Engineering or Computer Science).To address this problem, it is especially important to create high-quality teaching materials on the example of Uzbek-German language by using the possibilities of large language models [6]. Methodology. In the practical part of the study, we developed the following step-by-step methodology using LLM (Google Gemini and ChatGPT) and word processing tools: Database Generation (Prompt Engineering): Compiling a dictionary in a traditional way is time-consuming. In our approach, the process was automated by giving a specific request (prompt) to the LLM. More than 50 German terms in the field of "Sport" were selected for the purpose of experiment. The model was instructed to present these words in the form of a table with sentences on the Uzbek translation, article and application in context. This method is in line with modern approaches to the role of artificial intelligence in education [8]. Data formatting: The flexibility of the AnkiWeb platform allows for the integration of various data structures beyond its native .apkg and .colpkg formats. It effectively supports universal file types such as .csv, .txt, and .tsv, which facilitates seamless data migration. Furthermore, compatibility with .db and .xml formats—standard in other specialized software—simplifies the process of importing external decks. This flexibility was used in the initial study, although there are plans to use the .apkg format directly in the future. Import and integration: The finished file was uploaded via the "Import" section of the AnkiWeb platform. As a result, each row became a separate digital card. The base created at the present stage is running locally (on the learner's device), but there is the possibility of mass sharing it in the future [4]. Figure 1 Results and discussion 304

The experience has shown that the creation of a digital dictionary using LLM has an advantage in terms of time and quality over traditional methods. ● Time efficiency: On average, the process (generation, formatting, and import) took only 10-15 minutes if in our methodology it took only 2-3 hours to manually type a traditional dictionary enriched with 50 words, examples. ● Flexibility (Tailor-made): The greatest achievement of this method is that the student can create a personal dictionary for any narrow range of topics, based on his or her specialty (medicine, law, IT) [7]. This, in turn, helps overcome language barriers within science, as mentioned above. ● Available restrictions: The cards currently created are primarily in text form. According to studies, visual and audio materials increase recall by up to 65% [3]. Therefore, in the next stages, it is planned to enrich these digital cards using Text-to-Speech (TTS) technology for auditory reinforcement. Furthermore, future developments will include the translation of existing decks from other languages and the automated extraction of vocabulary from digital academic and literary texts to generate more comprehensive learning materials. This expansion aims to transition from simple text-based cards to a multifaceted multimedia learning environment. Conclusion. This study showed that artificial intelligence, particularly LLM technologies, open the door of great opportunities in the study of foreign languages for low-resource languages such as Uzbek. Thanks to the methodology we offer, each student or teacher can quickly and easily create "micro-dictionaries" adapted to their needs. To fill the gap in the Uzbek language segment on the Anki platform, automatic translation from more popular language pairs can be used.InIn the future, it is desirable to implement a full automation of this process with the help of APIs, i.e. a system for receiving a finished .apkg References: 1. Cepeda NJ, Vul E, Rohrer D, Wixted JT, Pashler H. Spacing effects in learning: a temporal ridgeline of optimal retention. Psychol Sci. 2008 Nov;19(11):1095-102. doi: 10.1111/j.1467-9280.2008.02209.x. PMID: 19076480. 2. https://faqs.ankiweb.net/what-spaced-repetition-algorithm.html 3. Zayniddin Sanakulov, “Typology of dictionaries: on the example of dictionaries created with the participation of German and Uzbek languages”, 2020 European Journal of Research and Reflection in Educational Sciences, UK, page 134-143, https://www.idpublications.org/ 4. Sutra, “Implementing Anki to Improve Vocabulary Mastery, University of West Sulawesi”, 2024 , Indonesia 5. Jenna Engelhart, “Investigating the Effects of Anki Digital Flashcards on Omani Foundation Students’ Vocabulary Learning”, 2023, Sultan Qaboos University, Oman https://www.proquest.com/openview/680db5a08130eafe32fcaef3de101ab6/1?pqorigsite=gscholar&cbl=2026366&diss=y 6. Yelyzaveta Kryukova, Natalia Yamshynska, Neonila Kutsenok, Inna Meleshko, "Spaced Repetition Method to Improve Students' English Proficiency", 2024, Ukraina, Education. Innovation. Practice, pp 34-41, DOI: 10.31110/2616-650X-vol12i8-005 305

https://www.oip-journal.org/index.php/oip/article/view/400/292 7. Leyla Khaldurdiyeva, “Vocabulary building technologies in teaching foreign language”, Philology Matters, Uzbekistan, 2025 Vol. 1 M1 Linguistics, 93-100, DOI:10.36078/987656110 https://journals.tnmu.uz/fm/article/view/1185/1238 8. Mohira Matqosimova, “ A comparative analysis of synonyms in the german and uzbek languages”, International Journal of Artificial Intellegence, 2023, pp 283-286 https://inlibrary.uz/index.php/ijai/article/view/97951 ARTIFICIAL INTELLIGENCE TECHNOLOGIES' FUNCTION IN ESP INSTRUCTION Mirzaakhmedova N.A., Assistant teacher Tashkent university of architecture and civil engineering n.mirzaaxmedova9@gmail.com Annotation. The incorporation of artificial intelligence (AI) into English for Specific Purposes (ESP) education has notably changed the landscape of language learning. Tools powered by AI improve personalized learning experiences, enable automated evaluations, and offer engaging interactions through virtual simulations. This paper examines the function of AI in ESP education, emphasizing its advantages, uses, and obstacles. Technologies like chatbots, adaptive learning systems, and speech recognition applications enhance both language learning and professional communication abilities. Although AI improves efficiency and involvement, issues such as data privacy and the necessity for human oversight continue to be significant concerns. This research underscores the possibilities of AI in transforming ESP education and proposes future pathways for its successful adoption. Keywords: intelligence, ESP teaching, adaptive learning, machine learning, automated assessment, virtual simulations, and personalized learning. Annotatsiya. Sun’iy intellekt (SI)ning maxsus maqsadlar uchun ingliz tilini (ESP) o‘qitishga joriy etilishi til o‘rganish manzarasini sezilarli darajada o‘zgartirdi. SI asosidagi vositalar shaxsiylashtirilgan ta’lim jarayonini yaxshilaydi, avtomatlashtirilgan baholashni amalga oshirishga imkon beradi va virtual simulyatsiyalar orqali qiziqarli o‘zaro aloqani taklif etadi. Ushbu maqolada ESP ta’limida SI ning o‘rni ko‘rib chiqilib, uning afzalliklari, qo‘llanilish sohalari va to‘siqlari yoritiladi. Chatbotlar, moslashuvchan o‘quv tizimlari va nutqni tanish ilovalari kabi texnologiyalar tilni o‘rganish bilan birga professional muloqot ko‘nikmalarini ham rivojlantiradi. SI samaradorlik va jalb etilish darajasini oshirsa-da, ma’lumotlar maxfiyligi va inson nazoratiga bo‘lgan ehtiyoj kabi muammolar hanuz dolzarb bo‘lib qolmoqda. Tadqiqot SI ning ESP ta’limini transformatsiya qilishdagi salohiyatini ta’kidlaydi va uni muvaffaqiyatli joriy etishning kelajakdagi yo‘nalishlarini taklif etadi. Kalit so‘zlar: intellekt, ESP o‘qitish, adaptiv o‘rganish, mashinali o‘rganish, avtomatlashtirilgan baholash, virtual simulyatsiyalar va shaxsiylashtirilgan o‘rganish. Аннотация. Внедрение искусственного интеллекта (ИИ) в обучение английскому языку для специальных целей (ESP) заметно изменило ландшафт изучения языков. Инструменты на основе ИИ улучшают персонализированный процесс обучения, позволяют проводить автоматизированные оценки и предлагают увлекательное взаимодействие посредством виртуальных симуляций. В данной статье рассматривается роль ИИ в обучении ESP, подчеркиваются его преимущества, области применения и препятствия. Такие технологии, как чат-боты, адаптивные системы обучения и приложения для распознавания речи, улучшают как изучение языка, так и навыки профессионального общения. Хотя ИИ повышает эффективность и вовлеченность, такие проблемы, как конфиденциальность данных и необходимость 306

человеческого контроля, по-прежнему остаются серьезными. Данное исследование подчеркивает возможности ИИ в преобразовании образования ESP и предлагает будущие пути его успешного внедрения. Ключевые слова: интеллект, обучение ESP, адаптивное обучение, машинное обучение, автоматизированное оценивание, виртуальные симуляции и персонализированное обучение. Introduction. The swift progress in Artificial Intelligence (AI) has transformed various fields, including education. English for Specific Purposes (ESP) teaching, which aims to equip students with language skills for professional or academic environments, has greatly benefited from AI technologies. Conventional ESP teaching methods typically depend on textbooks, lectures, and human teachers, whereas AI introduces novel approaches to customize learning, deliver immediate feedback, and boost engagement. Tools powered by AI, such as Natural Language Processing (NLP), chatbots, and virtual reality simulations, provide learners with an engaging and interactive language learning experience that is specifically designed to meet their professional requirements. Professionals in a variety of sectors need to acquire industry-specific communication skills in addition to language competency as globalization grows. ESP students can practice real-world events, get immediate feedback, and learn at their own pace thanks to AI. AI-powered writing aides, for instance, assist students in honing their technical writing, while speech recognition software enhances fluency and pronunciation. AI-based adaptive learning systems also assess students' progress and tailor courses to each student's areas of weakness, increasing the effectiveness and learner-centeredness of ESP instruction. AI APPLICATIONS IN ESP TEACHING AI technologies are used in ESP instruction using a variety of instruments and approaches, such as: 1. Language practice chatbots. AI-powered chatbots serve as online instructors, offering practice and feedback on conversations in real time. These chatbots assist ESP learners grow by simulating professional conversations in fields like business, engineering, and healthcare. 2. Systems of Adaptive Learning. Learning platforms driven by AI modify information according to students' progress and understanding levels. These systems employ machine learning algorithms to customise grammar workouts, vocabulary drills, and case studies unique to a given sector. 3. Training in Speech Recognition and Pronunciation. By analysing speech patterns and offering helpful feedback, AI solutions like Google's Speech-to-Text and Duolingo‘s AI-driven pronunciation models assist learners in improving their spoken English. This is especially helpful for ESP students in professions like aviation, customer service, and healthcare that call for good verbal communication. 4. Evaluation of Writing Automatically. By providing recommendations on syntax, vocabulary, and coherence, AI-based writing aides like Grammarly and Turnitin assist ESP learners in improving their technical and academic writing. 5. Immersion learning through virtual and augmented reality. Virtual reality (VR) environments driven by artificial intelligence (AI) offer ESP learners realistic 307

simulations of professional settings. Medical students, for instance, can participate in virtual patient consultations, while AI-generated negotiation simulations are available to business students. AI'S ADVANTAGES FOR ESP TEACHING There are many benefits of using AI in ESP instruction, such as: Personalized learning ensures a more effective and engaging learning experience by tailoring teachings to each learner's specific needs. Instant Feedback: Learners can continuously develop thanks to automated evaluation technologies that offer instant corrections and suggestions. Time and Cost Efficiency: By automating repetitive operations like assignment grading and student progress tracking, AI lessens the strain of teachers. Instant Feedback: Learners can continuously develop with the help of automated assessment systems that offer prompt corrections and recommendations. Time and Cost Efficiency: By automating repetitive processes like grading coursework and monitoring student progress, AI lessens the workload of educators. Enhanced Engagement: ESP learning is made more interesting and inspiring by gamification components and interactive AI-driven exercises. DIFFICULTIES AND LIMITATIONS Despite its benefits, using AI in ESP instruction has a number of drawbacks. Lack of Human Interaction: The depth of communication and cultural understanding that human instructors offer may not be entirely replicated by AI systems. Data Privacy and Ethical Issues: To guarantee security and regulatory compliance, the use of AI-powered platforms necessitates the cautious treatment of students' personal data. Technical Obstacles: Some educational institutions lack the infrastructure and resources necessary to incorporate cutting-edge AI technologies into their ESP programs. Even though artificial intelligence (AI) has many benefits for teaching English for Specific Purposes (ESP), integrating it is not without difficulties. limit To ensure AI's efficient and responsible application in ESP education, these issues—which stem from technological, pedagogical, ethical, and institutional factors—must be carefully taken into account. The absence of human interaction in AI-powered learning settings is one of the main problems. Conventional ESP training frequently depends on student-teacher contact, in which teachers offer tailored explanations, cultural insights, and immediate feedback according to each student's particular need. Even with their sophisticated capabilities, AI-driven systems might not be able to fully capture the richness of human connection. Although virtual teachers and chatbots can mimic dialogue, They are unable to comprehend emotions, cultural sensitivity, and contextual subtleties—all of which are essential in ESP instruction. This restriction can make it more difficult for students to acquire the vital communication skills needed in work environments. The reliance on data quality and biases in AI systems is another important drawback. Large datasets are necessary for AI-driven learning platforms to provide feedback, evaluate student performance, and make tailored recommendations. However, biases in these datasets could result in unfair or erroneous ratings. An AI writing assistant that has been predominantly educated in Western academic 308

writing styles, for example, might not be able to adequately aid students from a variety of linguistic backgrounds, leading to biased criticism. This restriction can make it more difficult for students to acquire the vital communication skills needed in work environments. The reliance on data quality and biases in algorithms for AI. Large datasets are necessary for AI-driven learning platforms to provide feedback, evaluate student performance, and make tailored recommendations. However, biases in these datasets could result in unfair or erroneous ratings. An AI writing assistant that has been predominantly educated in Western academic writing styles, for example, might not be able to adequately aid students from a variety of linguistic backgrounds, leading to biased criticism. Similarly, non-native speakers with a variety of accents may find it difficult to have their pronunciation and fluency appropriately assessed by AI speech recognition systems, which could result in poor learning outcomes. AI-based ESP instruction is further hampered by accessibility concerns and technical constraints. Robust technology infrastructure, such as fast internet, strong computer systems, and digital literacy among teachers and students, are necessary for implementing AI-powered applications. Numerous academic institutions, They might not have the means to completely incorporate AI into their curricula, especially in underdeveloped nations. Additionally, a digital divide that inhibits equal learning opportunities may result from some pupils' lack of access to gadgets or reliable internet connections. To guarantee that all students, regardless of background, can benefit from emerging technologies, AI-based solutions must be created with inclusivity in mind. The implementation of AI in ESP education is still significantly hampered by worries about data security and privacy. Large volumes of student data are frequently gathered and processed by AI-driven platforms in order to customize educational experiences. However, since breaches could reveal private student information, it is imperative to ensure the security of this data. Organizations are required to abide by data protection laws like the GDPR and other local regulations, to protect the privacy of students. Furthermore, the usage of collected data by AI systems raises ethical questions about whether it is shared with third parties, maintained safely, or used for profit. Teachers and students could be reluctant to completely trust AIdriven solutions if there are unclear rules and laws. The requirement for ongoing human supervision and involvement is another significant obstacle. AI cannot completely replace the function of human teachers, even if it can automate tasks like grading, personalized content delivery, and feedback production. ESP instruction frequently entails difficult activities that call for human expertise, such as persuasive communication, negotiation, and cultural adaption. Teachers must actively assist pupils and make sure AI-generated feedback is precise and significant, as well as clearing out misconceptions that AI systems can overlook. Learners may become unduly dependent on AI-generated responses in the absence of appropriate instructor intervention, which could result in superficial 309

learning. The expense of incorporating AI into ESP instruction may also be a barrier. A substantial financial commitment is needed to develop and sustain AIpowered learning systems. Institutions may need to set aside money for AI software purchases, teacher training, digital infrastructure upgrades, and regular system updates. Some schools may not be able to use AI-enhanced ESP teaching techniques due to the high expenses, which would limit their capacity to provide students state-of-the-art language learning options. Additionally, AI-generated content might not be relevant to ESP instruction in terms of culture and context. ESP students need extremely specialized language instruction that is suited to their line of work, be it engineering, business, medical, or law. While AI can produce generic language exercises, it might find it difficult to produce highly specialized content that meets the demands of many businesses' real-world communication needs. For instance, a medical student studying ESP could require realistic patient communication settings and extremely complex terminology, which AI systems might not always be able to give. In order to make sure that course materials are in line with industry standards and practical applications, human instructors continue to be essential. Finally, the implementation of AI in ESP education may be hampered by instructor opposition and a lack of digital literacy. Many teachers might not be familiar with AI technology and be unwilling to incorporate them into their lessons because they lack the necessary technical know-how or fear of losing one's job. Teacher training programs that give teachers the skills they need to successfully incorporate AI tools into their teaching methods are necessary for the successful application of AI. AI implementation in ESP classrooms may encounter resistance in the absence of adequate training and assistance, which would restrict its potential impact. Conclusion. By improving efficiency, engagement, and personalization, AI technologies have drastically changed ESP instruction. From speech recognition to chatbots AI tools provide learners creative ways to acquire industry-specific language abilities, from VR simulations to adaptive learning platforms. To guarantee AI's successful incorporation into ESP education, however, issues like moral dilemmas, technological constraints, and the requirement for human intervention must be resolved. AI's position in ESP instruction will grow as technology develops further, providing new opportunities to improve professional communication abilities across a range of domains. References: 1. English for Specific Purposes: A Learning-centered Approach, Hutchinson, T., & Waters, A. (2015). Press of Cambridge University. 2. Basturkmen, H. (2022). Ideas and Options in English for Specific Purposes. Routledge. 3. Long, M.H. (2024). Second Language Acquisition and Task-Based Language Teaching. Routledge 310

ONLAYN TA’LIMDA CHET TILI O‘RGANISHNING SAMARADORLIGI Nabijonova Xabiraxon, ADCHTI Jo‘rayeva Lola Annotatsiya. Ushbu maqolada onlayn ta’lim tizimi orqali chet tillarini o‘rganishning samaradorligi tahlil qilinadi. Unda zamonaviy raqamli platformalar, masofaviy dars usullari va interaktiv o‘quv materiallarining o‘quvchilarning til o‘rganish jarayoniga ta’siri o‘rganiladi. Shuningdek, an’anaviy va onlayn ta’lim shakllari o‘rtasidagi farqlar, onlayn o‘qitishning afzalliklari hamda yuzaga keladigan muammolar yoritib beriladi. Tadqiqot natijalari onlayn ta’lim orqali chet tillarini o‘rganish samaradorligini oshirish bo‘yicha amaliy tavsiyalarni o‘z ichiga oladi. Kalit so‘zlar: onlayn ta’lim, chet tili, samaradorlik, raqamli platformalar, masofaviy o‘qitish, interaktiv o‘qish, ta’lim texnologiyalari Аннотация. В данной статье анализируется эффективность изучения иностранных языков через систему онлайн-образования. В нем изучается влияние современных цифровых платформ, методов дистанционного обучения и интерактивных учебных материалов на процесс изучения языка учащимися. Также освещаются различия между традиционными и онлайн-формами обучения, преимущества онлайн-обучения и возникающие проблемы. Результаты исследования включают практические рекомендации по повышению эффективности изучения иностранных языков посредством онлайн-образования. Ключевые слова: онлайн-образование, иностранный язык, эффективность, цифровые платформы, дистанционное обучение, интерактивное обучение, образовательные технологии Abstract. This article analyzes the effectiveness of learning foreign languages through an online education system. It examines the impact of modern digital platforms, distance learning methods, and interactive educational materials on students' language learning processes. It also highlights the differences between traditional and online forms of education, the advantages of online learning, and the challenges that arise. The research results include practical recommendations for increasing the effectiveness of foreign language learning through online education. Keywords: online education, foreign language, effectiveness, digital platforms, distance learning, interactive learning, educational technologies Kirish. Ma’lumki chet tilini o‘rganish umuman olganda o‘z mahalliy tilidan boshqa tilda so‘zlasha bilish hozirgi rivojlanib borayotgan 21asrning muhim jihatlaridan biri hisoblanadi.Dastlabki yillarda chet tilini o‘qitish uchun faqatgina an’anaviy o‘qitish tizimidan foydalanilgan bo‘lsa,hozirga kelib buning o‘rnini raqamli texnologiyalar ya’ni onlayn o‘qitish tizimi egallamoqda.Bunga turtki bo‘lgan asosiy omil sifatida COVID-19 pandemiyasini ta’kidlash mumkin.Chunki virus har bir sohaga jumladan ta’limga ham o‘z ta’sirini o‘tkazdi.Ana shu davrdan buyon onlayn ta’lim va bu formatda chet tili o‘rganish odamlar orasida ommalashib odatiy holga keldi. Tan olish kerakki, onlayn ta’lim O‘zbekiston Ta’lim tizimi uchun yangilik edi.Hech qanday tayyorgarchiliksiz bu tizimga kirib kelindi. Olimlar an’anaviy ta’limni rivojlantirish uchun turli metodikalar izlab chiqishganidek,onlayn ta’lim tizimi uchun ham nazariya va metodlarni o‘rgana boshladilar. Onlayn ta’limni smaradorligini tahlil qilishdan oldin, bu uchun olimprofessorlarimiz tomonidan berilgan fikr va nazariyalarni keltirib o‘taman. 311

O‘zbekiston davlat jahon tillari universiteti katta o‘qituvchisi N.V. Raxmatova o‘z tadqiqotlarida chet tili o‘qitish jarayonida an’anaviy metodlardan voz kechib, texnologiyalar asosida o‘quvchini faol ishtirokchi sifatida jalb etish zarurligini ta’kidlaydi. Unga ko‘ra, onlayn platformalar yordamida tashkil etilgan darslar talabalarning tilni tezroq o‘zlashtirishiga, mustaqil fikrlash va muloqot kompetensiyalarini shakllantirishga xizmat qiladi [Raxmatova, 2023]. Farg‘ona davlat universiteti Chet tillari fakulteti tadqiqotchisi G.S. Solijona esa o‘z maqolasida raqamli texnologiyalar va onlayn platformalarning chet tili o‘qitishdagi rolini tahlil qiladi. Muallifning fikricha, masofadan ta’lim shaklida interaktiv materiallar va multimedia resurslaridan foydalanish o‘quvchilarning motivatsiyasini oshiradi va tilni o‘zlashtirish jarayonini samarali qiladi [Solijona, 2024]. Onlayn ta’limning ham o‘z navbatida turli hil tariflari mavjud. Birinchi virtual maktablar 1990-yillarning oʻrtalarida AQSh va Kanadada paydo boʻlgan. Masalan, Ontariodagi xususiy virtual maktab 1996-yildayoq ikkita onlayn dars taklif qildi, biri biologiya va biri Kanada adabiyoti. Floridadagi yirik virtual maktabda 30 000 ga yaqin talaba tahsil oladi. Hozirgi vaqtda virtual maktablar butun dunyoda mavjud, biroq AQShda ular ayniqsa juda keng tarqalgan. Ushbu taʼlim muassasalari oʻrta taʼlim tizimiga birlashtirilgan: oʻquvchilar „oddiy“ maktabning kompyuter laboratoriyalarida oʻtirgan holda fanlar boʻyicha topshiriqlarni bajarishlari mumkin. Baʼzida taʼlim yarim kunlik shaklda amalga oshiriladi, baʼzan esa kunduzgi va masofaviy taʼlim elementlarini birlashtiradi. Til o‘rganishda nafaqat onlayn ta’lim balki ,dasturlashtirilgan ,takomillashib borayotgan onlayn kurs,platformalarni ahamiyati kata.Bu platforma va kurslarning quyida afzalliklari ro‘yhatini ko‘rish mumkin: Onlayn kurslar orqali chet tilini uyda,ko‘chada,o‘qishdan yoki ishdan qaytayotgan vaqtda bemalol o‘rganib ketish mumkin. Hech qanday o‘quv markazlarga vaqt va pul sarflab borishning hojati yo‘q.Barcha ma’lumot va topshiriqlar birgina platformada joylashgan. Izlanishlarga ko‘ra, onlayn-ta’lim ko‘pgina ko‘rsatkichlarga ko‘ra an’anaviy ta’limdan sifat borasida qolishmaydi. Amerika universitetlari o‘qituvchilarining 77 foizi onlayn-ta’limni sifat jihatdan an’anaviy ta’lim bilan teng, ba’zida esa undan ustun deb hisoblashadi. Kursning samaradorligi asosan tinglovchiga bog‘liq: masofaviy ta’lim ko‘proq intizom va shaxsiy nazorat talab qiladi.Turli qulay vositalar: prezentatsiyalar, testlar, videolar, chat, ekran namoyishi va darsni qaytaqayta ko‘ra olish imkoniyati ta’limning yuqori samaradorligini ta’minlaydi. Sun'iy intellekt (SI) va mashina o‘qitish texnologiyalari chet tili o‘qitish jarayonini avtomatlashtirishda katta rol o‘ynaydi. AI algoritmlari til o‘rganishdagi xatolarni tahlil qilish, talaffuzni to‘g‘rilash va o‘quvchilarni individual ravishda o‘qitishda yordam beradi. Shuningdek, sun'iy intellekt asosida yaratilgan chatbotlar va til o‘rganish platformalari o‘quvchilarga interaktiv va shaxsiylashtirilgan o‘quv jarayonini taqdim etadi. 312

Zamonaviy texnologiyalarni qo‘llashda pedagogik yondashuvlar katta ahamiyatga ega. O‘qituvchilar texnologiyalardan foydalanishda an'anaviy metodlardan farqli o‘laroq, interaktiv va individual yondashuvni qo‘llashlari lozim. Masalan, flipped classroom (aylanma sinf) metodikasi, problem based learning (muammo asosida o‘qitish) kabi metodlar texnologiyalar bilan birlashtirib, samarali o‘qitish jarayonini yaratadi. Foydalanilgan adabiyotlar: 1. Sayfurov, D.M. (2023). Onlayn ta’lim va masofaviy o‘qitish: kompyuterli tarmoq texnologiyalari. -T.: O‘zbekiston Ta’lim Nashriyoti. 2. Mannanova, N. (2022). Onlayn ta’limni masofaviy ta’limning bir turi sifatida tahlil qilish [Falsafa doktori dissertatsiyasi]. Tashkent: O‘zbekiston Milliy Universiteti. 3. Raxmatova, N.V. (2023). Chet tili o‘qitishda texnologiyalar integratsiyasi va onlayn shakllar [Maqola]. O‘zbekiston Davlat Jahon Tillari Universiteti Ilmiy Jurnali, 15(2), 45–52. 4. Solijona, G.S. (2024). Chet tillarini o‘qitishda raqamli texnologiyalarining roli. Farg‘ona davlat universiteti, Pedagogika Jurnali, 9(1), 34–41. 5. Avazmatova, M. (2023). Chet tillarini onlayn tarzda samarali o‘qitishning nazariy asoslari. O‘zbekiston Milliy Universiteti Ilmiy Jurnali, 7(3), 12–20. 6. Parbaboyev, D. (2022). Masofaviy ta’limning kelib chiqish tarixi. Jizzax davlat pedagogika universiteti Ilmiy Jurnali, 5(4), 8–15. 7. Lolahon, J. (2023). Expression of words related to religious faith in “sister carrie”. universal journal of social sciences. philosophy and culture, 1(7), 89-93. 8. Жураева, Л. (2024). Значение народных пословиц в узбекской и английской прозе (на примере произведений «Сестра Керри» и «Ночь и день»). Зарубежная лингвистика и лингводидактика, 2(1/S), 255-259. 9. Jo‘rayeva, L. (2025). Ijtimoiy tarmoqlarda neologizmlarning bugungi kundagi qoʻllanilishi. Ижтимоий-гуманитар фанларнинг долзарб муаммолари Актуальные проблемы социально-гуманитарных наук Actual Problems of Humanities and Social Sciences., 5(1s), 298-302. 10. Lolahon, J. (2023). Expression of words related to religious faith in “sister carrie”. universal journal of social sciences. philosophy and culture, 1(7), 89-93. 11. Жураева, Л. (2024). Значение народных пословиц в узбекской и английской прозе (на примере произведений «Сестра Керри» и «Ночь и день»). Зарубежная лингвистика и лингводидактика, 2(1/S), 255-259. 12. Jo‘rayeva, L. (2025). Ijtimoiy tarmoqlarda neologizmlarning bugungi kundagi qoʻllanilishi. Ижтимоий-гуманитар фанларнинг долзарб муаммолари Актуальные проблемы социально-гуманитарных наук Actual Problems of Humanities and Social Sciences., 5(1s), 298-302. BO‘LAJAK O‘QITUVCHILARDA KASBIY KOMPETENSIYANI SHAKLLANTIRISHNING PEDAGOGIK-PSIXOLOGIK ASOSLARI Narenova Munira Farxodovna, ChDPU, pedagogika fakulteti magistranti muniranarenova51@gmail.com. Annotatsiya. Ushbu tezis bo‘lajak o‘qituvchilarda kasbiy kompetensiyani shakllantirishning pedagogik-psixologik asoslarini o‘rganishga bag‘ishlangan. Tadqiqotda kompetensiya kontseptsiyasining evolyutsiyasi, pedagogik va psixologik nazariy asoslar, shakllantirish texnologiyalari va metodlari tahlil qilinadi. Shuningdek, O‘zbekiston tajribasi, 313

pilot loyihalar va empirik monitoring natijalari asosida samarali strategiyalar ishlab chiqilgan. Tezisda pedagogik va psixologik komponentlarning uzviy integratsiyasi, innovatsion metodlar va psixotipik individualizatsiya yondashuvi bo‘yicha tavsiyalar keltirilgan. Kalit so‘zlar: kasbiy kompetensiya, bo‘lajak o‘qituvchi, pedagogik asoslar, psixologik yondashuv, refleksiya, innovatsion metodlar Annotation. This thesis is devoted to the study of pedagogical and psychological foundations for developing professional competencies in future teachers. The research analyzes the evolution of the competence concept, pedagogical and psychological theoretical bases, training technologies, and methods. Additionally, it presents effective strategies based on Uzbekistan’s experience, pilot projects, and empirical monitoring results. Recommendations include the integrated application of pedagogical and psychological components, innovative teaching methods, and psychotypical individualization. Keywords: professional competence, future teacher, pedagogical foundations, psychological approach, reflection, innovative methods Аннотация. Данная тезисная работа посвящена изучению педагогических и психологических основ формирования профессиональной компетентности будущих учителей. В исследовании анализируются эволюция концепции компетенции, педагогические и психологические теоретические основы, технологии и методы формирования компетенций. Кроме того, представлены эффективные стратегии на основе опыта Узбекистана, пилотных проектов и эмпирических данных мониторинга. Приведены рекомендации по интеграции педагогических и психологических компонентов, внедрению инновационных методов и психотипической индивидуализации. Ключевые слова: профессиональная компетентность, будущий учитель, педагогические основы, психологический подход, рефлексия, инновационные методы. Kirish. Bo‘lajak o‘qituvchilarda kasbiy kompetensiyani shakllantirish zamonaviy pedagogika va psixologiya nuqtai nazaridan dolzarb masalalardan biridir. Kasbiy kompetensiya tushunchasi birinchi marta 135970-yillarda D. McClelland tomonidan “bilimdan ko‘ra ko‘nikmalar” paradigmasi sifatida taklif etilgan bo‘lib, zamonaviy ta’rifga ko‘ra, bu bilim, ko‘nikma va shaxsiy xususiyatlar majmuasi bo‘lib, mustaqil ravishda kasbiy vazifalarni bajarishga imkon beradi. O‘zbekiston sharoitida esa kompetensiyalar tizimi 2017-yilda “O‘qituvchi kompetensiyasi” modeli orqali joriy etilgan, 2021-yilda 414-son qaror bilan yetti kompetensiya klasteri belgilangan va 2024-yilda “Raqamli o‘qituvchi” standarti qabul qilingan. Statistik ma’lumotlarga ko‘ra, pedagogika universitetlari talabalari orasida kasbiy tayyorgarlik darajasi 68%ni tashkil etib, bu tizimni takomillashtirish va innovatsion yondashuvlarni qo‘llash zarurligini ko‘rsatadi. Kasbiy kompetensiya piramidasi O‘zbekistonda bazaviy bilimlardan boshlanib, fan bo‘yicha maxsus bilimlar, pedagogik, metodik va axloqiy komponentlar orqali innovatsiya va inklyuzivlikni o‘z ichiga oladi va doimiy rivojlanish bilan yakunlanadi. Ushbu36 piramida asosida kompetensiya shakllantirish uch bosqichda amalga oshiriladi. Birinchi bosqichda nazariy tayyorgarlik beriladi, bunda didaktika va pedagogik psixologiya kurslari orqali talabalarning nazariy bilimlari mustahkamlanadi. Ikkinchi bosqichda metodik tayyorgarlik kuchaytiriladi: mikro-darslar, seminarlar va metodik mashg‘ulotlar 35 36 Oliy va o‘rta maxsus ta’lim vazirligi. (2017). O‘qituvchi kompetensiyasi modeli. Toshkent. Oliy ta’lim vazirligi. (2024). “Raqamli o‘qituvchi” standarti. Toshkent. 314

yordamida ko‘nikmalar rivojlantiriladi. Uchinchi bosqichda amaliyotga o‘tiladi, ya’ni maktab amaliyoti va refleksiya asosida bilim va ko‘nikmalar amalda qo‘llaniladi. Shu jarayonda innovatsion metodlardan foydalanish samaradorlikni oshiradi, xususan, flipped classroom (Moodle orqali uy vazifalari), gamifikatsiya (Kahoot, Quizizz) va case-study metodlari amaliy tajriba berib, o‘quv jarayonini interaktiv qiladi. Kompetensiya baholash rubrika tizimi orqali amalga oshiriladi: bilim 30%, ko‘nikma 40%, qadriyat 30% nisbatida baholanadi. Shuningdek, har bir talaba uchun video-darslar, refleksiya jurnali va o‘quvchi feedbackini o‘z ichiga olgan raqamli portfolio tashkil etiladi. Psixologik yondashuv kasbiy kompetensiyani shakllantirishda muhim o‘rin tutadi. Motivatsiya ierarxiyasi Maslow nazariyasi asosid37a O‘zbekiston kontekstiga moslashtirilgan bo‘lib, fiziologik ehtiyojlardan boshlanib, ijtimoiy munosabatlar, xavfsizlik, ijtimoiy tan olinish, kasbiy o‘z-o‘zini rozi qilish va milliy g‘ururga qadar rivojlanadi. Emotsional intellekt D. Goleman modeli orqali baholanadi: o‘zini boshqarish 28%, empatiya 35%, ijtimoiy ko‘nikmalar 42% ni tashkil qiladi. Psixologik shakllantirish jarayonida refleksiya sikli (tajriba, kuzatish, tahlil, amal), jurnal yuritish, video-refleksiya va 360° feedback tizimlari qo‘llaniladi. Stressga chidamlilikni oshirish uchun Mindfulness kurslari, kognitivbehavioral terapiya texnikalari va biofeedback mashqlari tatbiq etiladi. Shuningdek, MBTI asosidagi psixotipik individualizatsiya orqali talabalarning turli shaxsiy xususiyatlari – loyiha boshqaruvi, guruh motivatsiyasi, tizimli darslar va emotsional qo‘llab-quvvatlash kabi kasbiy rollarga moslashtiriladi. Pedagogik va psixologik komponentlar birlashtirilganda samarali integratsiya yuzaga keladi. Nazariy bosqichda didaktika va motivatsiya uyg‘unlashadi, metodik bosqichda texnologiyalar refleksiya bilan, amaliy bosqichda esa amaliyot stress boshqaruvi bilan uyg‘unlashadi. O‘zbekiston tajribasida pilot loyihalar orqali raqamli infratuzilma – Bilimdon.uz (150,000 foydalanuvchi), Moodle LMS (72 fakultet) va AI diagnostika yordamida kompetensiya indeksi ishlab chiqilgan. TDPU monitoringi natijalariga ko‘ra, kasbiy tayyorgarlik darajasi 2022-yilda 58%, 2023-yilda 64%, 2024-yilda 72% bo‘lib, 2026-yilda 85% ga yetishi prognoz qilinmoqda. Foydalanilgan adabiyotlar: 1. Oliy va o‘rta maxsus ta’lim vazirligi. (2017). O‘qituvchi kompetensiyasi modeli. Toshkent. 2. Oliy va o‘rta maxsus ta’lim vazirligi. (2021). 414-son qaror: Kompetensiya klasterlari. Toshkent. 3. Oliy ta’lim vazirligi. (2024). “Raqamli o‘qituvchi” standarti. Toshkent. 4. Oliy ta’lim agentligi. (2024). O‘zbekiston pedagogika universitetlari talabalari kasbiy tayyorgarligi statistikasi. Toshkent. 5. TDPU monitoringi. (2024). Kasbiy tayyorgarlik dinamikasi. Toshkent: TDPU. 6. TDPU. (2023). Pilot loyiha hisobotlari: Kompetensiya indeksi va AI diagnostika. Toshkent. 37 TDPU. (2023). Pilot loyiha hisobotlari: Kompetensiya indeksi va AI diagnostika. Toshkent. 315

7. Bilimdon.uz platformasi. (2024). Foydalanuvchi statistikasi va ta’limiy tahlillar. Toshkent. 8. TDPU. (2023). Refleksiya va video-darslar asosida bo‘lajak o‘qituvchilar tayyorlash texnologiyalari. Toshkent. CHET TILDA TINGLAB TUSHUNISHDAGI QIYINCHILIKLAR VA ULARNI BARTARAF ETISH USULLARI Nargiza Usmonova, Toshkent xalqaro moliyaviy boshqaruv va texnologiyalar universiteti magistranti Annotatsiya. Xorijiy tillarni o‘qitishdan maqsad to‘rtta nutq faoliyati turlarini rivojlantirishdan iborat. Shulardan birinchisi tinglab tushunish faoliyati bo‘lib talabalar o‘zga tildagi nutqni audiomatn, video va bevosita suhbatdoshi orqali tinglab tushunishi va suhbatga kirisha olishi kerak. Chet tilni o‘rganayotganlar audiomatnni tinglab tushunishda bir qancha qiyinchiliklarga duch kelishadi. Ushbu maqolada talabalarning nutqidagi tinglab tushunish bilan bog‘liq qiyinchiliklarning qiyosiy tahlili ularni bartaraf etish usullari va taklif-tavsiyalar berilgan. Kalit so‘zlar: nutq, tinglab- tushunish, qiyinchiliklar, idrok qilish, audiomatn, axborot, suhbatdosh, pedagogik texnologiyalar. Аннотация. Целью обучения иностранным языкам является развитие четырех видов речевой деятельности. Первым из них является аудирование, при котором учащиеся должны уметь слушать и понимать речь на иностранном языке посредством аудиотекста, видео и прямого разговора с собеседником. Ученики изучающие иностранный язык, сталкиваются с рядом трудностей при аудировании и понимании аудиотекстов. В статье дается сравнительный анализ трудностей, с которыми сталкиваются студенты при восприятии устной речи на слух, а также методы их преодоления и предложения. Ключевые слова: речь, аудирование, трудности, восприятие, аудиотекст, информация, собеседник, педагогические технологии, текст. Annotation. The goal of teaching foreign languages is to develop four types of speech activities. The first of these is listening and comprehension activities, in which students should be able to listen and understand speech in a foreign language through audio text, video and direct interlocutor and engage in conversation. Students learning a foreign language encounter a number of difficulties in listening and understanding audio text. This article presents a comparative analysis of the difficulties associated with listening and understanding in students' speech, methods for eliminating them, and suggestions and recommendations. Keywords: speech, listening and comprehension, difficulties, perception, audio text, information, interlocutor, pedagogical technologies. Kirish. Tinglab tushunish deganda, tinglovchi tinglash orqali tovushli xabarni taniydi, idrok qiladi, tushunadi va izohlaydi, faol ongli nutqiy fikrlash faoliyati asosan tinglash orqali tushuniladi. Tinglash orqali nutqni idrok etish va tushunishni o‘rganish sohasidagi muammolardan biri, bu yagona metodikaning yo‘qligidir. E.I. Passov "tinglab tushunish" va "idrok etish" tushunchalarini o‘z nuqtai nazaridan farqlaydi. Tinglash - bu nutqni quloq orqali idrok etish, chet tilini o‘rganishda darsning eng muhim tarkibiy qismlaridan biri. Grammatika sizga tilning tuzilishini tushunish qobiliyatini beradi - bu vositadir. Lug‘at ma'noni 316

tushunish darajasini belgilaydi. Tinglash suhbatdoshingiz aytganlarini eshitishga yordam beradi [8]. Chet tillarini o‘qitishning an'anaviy usullari tinglashni o‘rgatish maxsus didaktik yondashuvni talab qilmaydigan va tovushlar va intonatsiya elementlarini idrok etish bilan chegaralangan nutq faoliyatining bir turi sifatida qaraladi. Amalda ma'lum bo‘ladiki, nutq faoliyatining to‘rt turida shakllantiriladigan barcha ko‘nikmalar orasida talabalarning tinglash qobiliyatlari, qoida tariqasida, eng kam rivojlangan. Biroq, hozirgi bosqichda ular aloqa jarayonining muvaffaqiyatli oqimining zarur sharti sifatida tan olingan. N. D. Galskova va N. I. Gezning ta'rifi bo‘yicha tinglashning retseptiv turi asosan quloq yordamida tinglash kompetensiyasini rivojlantirishda o‘z aksini topadi. Psixologik nuqtai nazardan nutq faoliyati va idrok etish, bu ma'lumotni idrok etish, tushunish va faol qayta ishlash bilan bog‘liq bo‘lgan murakkab retseptiv aqliy faoliyat hamda og‘zaki nutqni yanada yaxshilash uchun kerakli bo‘lgan nazariya hisoblanadi [7]. Tinglab tushunish shuningdek, “akustik signalni qayta ishlashda analitiksintetik jarayon bo‘lib, uning natijasi idrok etilgan axborotni tushunish” nutqni idrok etish nazariyasi nuqtai nazaridan sintez orqali tahlil qilish kerak [2]. Xorijiy filologlarni metodikasida “tinglab tushunish” tushunchasiga turlicha ta’rif berilgan. Shunday qilib, S. J. Volvin va A. D. Koakli tinglashni "idrok etish, diqqatni jamlash va og‘zaki va vizual stimullarning ma'nosini aniqlash jarayoni" deb hisoblashadi [1]. M. Pedi "tinglash - bu diqqatni jamlash, idrok etish, talqin qilish, yodlash va ifodalangan (og‘zaki va og‘zaki bo‘lmagan) so‘rovlar, muammolar va tashqi ma'lumotlarga reaktsiyaning faol va dinamik jarayoni" deb hisoblaydi. J. Rubin ham tinglashning faol xususiyatini ta’kidlab, nutq faoliyatining bu turini “faol tinglovchi hozirgi paytda nima sodir bo‘layotganini va nimani ifodalamoqchi ekanligini tushunish uchun eshitish ko‘rish belgilaridan ma'lumotlarni tanlaydigan va sharhlaydigan jarayon” deb hisoblaydi [3;151]. O‘z navbatida, G. Bak tinglash ovozli xabarni talqin qilishning faol jarayoni ekanligini ta'kidlaydi. Tinglovchining lingvistik va ekstralingvistik bilimlariga asoslanadi [1;186]. Nutqni idrok etish mexanizmlarining ishlashi nuqtai nazaridan J. B. Kerroll tomonidan taklif qilingan tinglash ta'rifi tinglab tushunish kompetensiyasi yuzasidan qiziqish uyg‘otadi. Bu tinglashni shaxsning eshitish ma'lumotlarini tushunish, tan olish, farqlash yoki e'tiborsiz qoldirish qobiliyatini o‘z ichiga olgan harakatlar majmui sifatida tavsiflaydi. Xorijiy tadqiqotchilar shuningdek, nutqni idrok etishning fiziologik jarayoni sifatida qaraladigan "eshitish" tushunchasi bilan ishlaydi. Tadqiqotlar natijasida, tinglab tushunishni idrok etishni, tushunishga qaratilgan faol ongli nutq-fikrlash jarayoni va kiruvchi audio xabarni talqin qilish deb ta'riflaymiz. Shuningdek, tinglab tushunish turlarini tasniflovchi quyidagi mezonlarga asoslangan turli yondashuvlarni misol qilishimiz mumkin: • tinglab tushunishning maqsadi; 317

• tovushli axborotni idrok etish va tushunish shartlari; • muloqot ishtirokchilari o‘rtasidagi o‘zaro munosabatlarning xarakteri; • tovushli axborotni idrok etish va tushunish jarayonida tinglovchining roli. Ingliz tilini tushunishda keng tarqalgan muammolar orasida ona tilida so‘zlashuvchilarning gapirish tezligi, boshqa tillarga nisbatan talaffuzdagi farqlar va so‘zlashuv iboralari yoki mintaqaviy urg‘ulardan foydalanish kiradi. Shuni ham ta'kidlash kerakki, tildagi rasmiyatchilik va ro‘yxatga olishda farq qilishi mumkin, bu esa ma'lum kontekstlarda tushunish uchun qo‘shimcha harakat talab qilishi mumkin. Biroq, og‘zaki ingliz tili bilan faol shug‘ullanish va turli tinglash strategiyalarini qo‘llash orqali bu qiyinchiliklarni engib o‘tish mumkin. Tilga oid shakiy qiyinchiliklar. Ma’nosi har xil, tovush shakli esa o‘xshash so‘zlarni tinglab tushunish qiyinchilik tug‘diradi. - Mazmunga doir qiyinchiliklar. Olinayotgan axborot qamrovidagi nima, qayerda, kim bilan qachon bo‘lishi kabi dalillarni idrok etish bobida yoki umumiy g‘oyaga taalluqli qiyinchiliklar mavjud. - Nutqiy idrok qilishning shart-sharoitidagi qiyinchiliklar. Bulardan nutq tezligi, ohangi va mehanik yozilgan audiomatnning murakkabligi. Shu bilan birga audiomatnni bir marta idrok etish, notanish talabani tinglash ham tinglab tushunishda qiyinchilik tug‘dirishi mumkin. - Nutq shakliga oid qiyinchiliklar. Dialog nutqda javob qaytarish,monologni tinglashda esa uzun jumlalarni eshitish saqlash o‘quvchi uchun muayyan qiyinchilik keltirib chiqaradi. - Tilshunoslik nuqtaviy nazaridan sodir bo‘ladigan qiyinchiliklar. Ular lisoniy- leksik, grammatik va fonetik qiyinchiliklar. - Audiomatn tuzulishiga oid qiyinchiliklar. Audiomatnning tuzulishi ham qiyinchiliklarga olib kelishi aniqlangan. Chunki bayon etilayotgan axborotni ilg‘ab olishga uning bevosita dahldor. O‘quvchi tinglab tushunishida duch keladigan qiyinchiliklarni e’tirof etishdan maqsad ularning oldini olish choralarini ko‘rishdir. Qiyinchiliklar mehnat va vaqt talab qiladi, maxsus mashqlar bajarish jaruratini tug‘diradi. Qiyinchiliklarni o‘z vaqtida bartaraf etish yo‘li bilan ta’lim jarayonini jadallashtirish va o‘qitishning eng optimal metodikasini ishlab chiqarishga muvaffaq bo‘linadi. Olimlar tomonidan quyidagi muammolar aniqlangan: Yozib olingan materiallarning sifati. Ba'zan talabalar sifatli bo‘lmagan audiomatndan yoki ovoz hira olingan materiallardan foydalanadilar. Ovoz tizimining sifati o‘quvchilarning tinglab tushunishlariga ta'sir qilishi mumkin; Madaniy farqlar. Talabalar tushunishga sezilarli ta'sir ko‘rsatadigan madaniy til qobiliyatlari bilan tanish bo‘lishi kerak. Agar tinglash vazifasi butunlay boshqa madaniy materiallarni o‘z ichiga olsa, o‘quvchilar tushunishlarida muhim muammolarga duch kelishlari mumkin. O‘qituvchilar tinglashdan oldingi harakatlar haqida asosiy bilimlarni berishlari kerak. Notanish lug‘at. Tinglash uchun berilgan maxsus matnlarida ma'lum 318