Sun’iy Intellekt va Raqamli Iqtisodiyot

2. Impact on Teenagers’ Communication Styles 2.1 Informality and Creativity Because digital media emphasize quick and expressive communication, teenagers increasingly adopt informal styles characterized by abbreviated syntax, emotive expressions, and visual elements (emojis or GIFs). These features facilitate peer bonding and social identity construction, allowing them to express emotions and attitudes that might be less visible in formal speech. This reflects broader sociolinguistic trends where younger users adapt language for specific digital contexts, contributing to language dynamism and innovativeness. Indeed, digital communication encourages teenagers to experiment with language and innovate within social groups. 2.2 Challenges for Formal Communication While digital language enriches expressivity, it also presents challenges for teenagers’ formal communication skills. Studies show that reliance on abbreviations and informal constructs may weaken grammar and writing proficiency when applied outside of digital platforms. Research on social media communication in Uzbekistan identifies a likely decline in formal writing skills and increased informal language dependence among youth [3]. Additionally, the prominence of borrowed and hybrid forms may challenge traditional linguistic norms and raise concerns about language preservation and standard use in official or academic settings. 3. Educational and Social Implications. The influence of digital media language on teenagers points to the need for media literacy and digital language awareness education. Developing teenagers’ ability to navigate both digital and formal linguistic domains can help maintain communicative competence in diverse contexts. Improving media literacy among youth, as suggested by research, supports critical thinking about online content and promotes balanced use of informal and formal communication styles [4]. Educational programs integrating digital language awareness may reduce the negative effects of informal language overuse while promoting responsible and effective communication. Conclusion and Recommendations The findings of this study demonstrate that digital media language plays a decisive role in shaping teenagers’ communication styles. Teenagers actively adopt the linguistic features of digital media, such as abbreviations, slang expressions, emojis, and hybrid lexical units, which contribute to more informal, emotionally expressive, and creative modes of communication. Digital platforms encourage rapid interaction and identity construction within peer groups, leading to increased linguistic innovation. At the same time, the widespread use of informal digital language negatively affects teenagers’ ability to maintain standard grammatical structures and coherent written expression in formal contexts. In the Uzbek linguistic environment, digital communication has also accelerated the integration of foreign lexical elements and non-standard forms into everyday youth speech, 59

which may challenge the preservation of literary language norms and academic writing competence. Based on these results, it is recommended that educational institutions incorporate digital media language awareness into language and communication curricula. Teaching students to clearly distinguish between informal digital communication and formal academic or professional language can help prevent the inappropriate transfer of internet language into written and spoken standard forms. Additionally, systematic development of media literacy among teenagers should be prioritized, enabling them to critically evaluate online content and consciously control their language choices across different communicative situations. Further sociolinguistic research focusing on teenagers’ digital language use in Uzbekistan is also necessary to monitor long-term linguistic changes and to design effective pedagogical strategies. Finally, teachers and parents should collaborate to guide teenagers toward balanced language use, encouraging creativity in digital environments while reinforcing correct, culturally appropriate language norms in formal communication contexts. References: 1. Juraeva, G. N., & Yoqubjonova, D. U. (2025). The impact of social media on language proficiency and writing skills in Uzbekistan. 2. Polvannazirova, S. (n.d.). Inglizcha raqamli iqtiboslar o‘zbek tilida: Sotsiolingvistik tahlil. Xorijiy filologiya jurnali. 3. Qambarova, A. Qizi A., & Abdupattayev, X. A. (2025). Mediasavodxonlikni yoshlar o‘rtasida rivojlantirish. 4. Qiyomidinova, N. (2026). Internet tili va raqamli kommunikatsiyada yangi janr shakllarining lingvopragmatik xususiyatlari. Spectrum of Development. SUN’IY INTELLEKT YORDAMIDA KONSEPTUAL FREYMNI ANIQLASH: INGLIZ VA O‘ZBEK TILLARIDA “FARZAND” KONSEPTINING LINGVOMADANIY MODELI Akhadova Nilufar Fazliddin qizi, O‘zDJTU Mustaqil izlanuvchi, o‘qituvchi, “Ingliz tili” kafedrasi, TIQМMI Milliy tadqiqot universiteti akhadovanilufar5@gmail.com Annotatsiya. Ushbu maqolada ingliz va o‘zbek tillarida “farzand” konseptining lingvomadaniy talqini sun’iy intellekt vositalari yordamida tahlil etiladi. Tadqiqotda konseptual freym nazariyasi asosida “farzand” konseptining semantik, assotsiativ va qadriyaviy qatlamlari aniqlanib, ikki xalq mentalitetida mazkur konseptning madaniy o‘xshashliklari va farqlari ochib beriladi. Natijalar til va madaniyat o‘zaro bog‘liqligini zamonaviy texnologiyalar orqali chuqurroq anglash imkonini beradi. Kalit so‘zlar: konsept, konseptual freym, lingvomadaniyat, sun’iy intellekt, milliy mentalitet Аннотация. В данной статье рассматривается лингвокультурная интерпретация концепта «ребёнок» в английском и узбекском языках с использованием инструментов искусственного интеллекта. На основе теории концептуальных фреймов выявлены семантические, ассоциативные и ценностные слои концепта «ребёнок», а также раскрыты культурные сходства и различия в менталитете двух народов. 60

Полученные результаты позволяют глубже понять взаимосвязь языка и культуры с применением современных технологий. Ключевые слова: концепт, концептуальный фрейм, лингвокультура, искусственный интеллект, национальный менталитет Abstract. This article analyzes the linguocultural interpretation of the concept “child” in English and Uzbek languages using artificial intelligence tools. Based on the theory of conceptual frames, the study identifies the semantic, associative, and value layers of the “child” concept, revealing cultural similarities and differences in the mentality of the two nations. The findings contribute to a deeper understanding of the interrelation between language and culture through the application of modern technologies. Keywords: concept, conceptual frame, linguoculture, artificial intelligence, national mentality. Kirish. Til va madaniyat o‘zaro uzviy bog‘liq bo‘lib, ular orqali xalqning dunyoqarashi, qadriyat tizimi va ijtimoiy tafakkuri ifodalanadi. Lingvomadaniyatshunoslik aynan shu o‘zaro bog‘liqlikni o‘rganadi va konseptlar orqali milliy mentalitetni tahlil qilishga qaratilgan. Konseptlar inson ongida til orqali shakllangan madaniy-ma’naviy birliklar sifatida xizmat qiladi va kommunikativ madaniyatni anglashda muhim vosita hisoblanadi. Globallashuv jarayonida esa “farzand” konsepti nafaqat an’anaviy qadriyatlar - ota-onaga hurmat, tarbiya, sadoqat va nasl davomiyligi bilan, balki zamonaviy kommunikativ qadriyatlar mustaqillik, tenglik, huquqiy ong, raqamli tarbiya bilan boyiydi. Shu sababli, “farzand” konseptining lingvomadaniy tahlili milliy identitet va global qadriyatlar kesishgan nuqtani aniqlashda muhim ahamiyat kasb etadi. Ushbu tadqiqotning maqsadi ‒ sun’iy intellekt vositalari yordamida ingliz va o‘zbek tillarida “farzand” konseptining semantik, assotsiativ va qadriyaviy qatlamlarini aniqlash, ularning milliy mentalitetdagi aksini o‘rganish va konseptual freym nazariyasi yordamida lingvomadaniy modelini yaratishdir. Adabiyotlar sharhi. Til va madaniyat o‘zaro uzviy bog‘liq bo‘lib, ular orqali xalqning dunyoqarashi, qadriyat tizimi va ijtimoiy tafakkuri namoyon bo‘ladi [1]. Lingvomadaniyatshunoslik aynan shu o‘zaro bog‘liqlikni o‘rganadi va konseptlar orqali milliy mentalitetni tahlil qilishni maqsad qiladi [2]. Ushbu yo‘nalishning markazida konseptlar, ya’ni inson ongida til orqali shakllangan madaniy-ma’naviy birliklar turadi [3]. Ch. Fillmor tomonidan ishlab chiqilgan konseptual freym nazariyasi tilda ma’no qanday shakllanishini, qanday semantik rollar orqali ifodalanishini tushuntirib beradi [4]. Keyinchalik J. Lakoff va M. Jonson bu nazariyani kognitiv lingvistika doirasida rivojlantirib, konseptlarni inson tajribasiga asoslangan metaforik modellar orqali izohlashgan [5]. V.I. Karasik konseptlarni “madaniy kodlarning lingvistik ifodasi” deb atab, ularni milliy qadriyatlarni ifodalovchi kommunikativ birlik sifatida tavsiflaydi [6]. O‘zbek tilshunosligida ham konseptual tahlil masalalari keng yoritilgan [7]. N. Yo‘ldosheva “O‘zbek tilida oila konsepti va uning lingvomadaniy tahlili” nomli tadqiqotida “oila”, “ota-ona” va “farzand” tushunchalarining milliy mentalitetdagi aksini ochib bergan [8]. S. Karimova esa konseptual freym yondashuvini qo‘llagan 61

holda, o‘zbek tilidagi qadriyaviy birliklarning semantik tuzilishini tahlil qilgan [9]. Globallashuv jarayonida esa “farzand” konseptining mazmun doirasi kengayib, unda zamonaviy kommunikativ qadriyatlar ‒ mustaqillik, tenglik, huquqiy ong, raqamli tarbiya kabi tushunchalar shakllanmoqda [10]. Shu bilan birga, o‘zbek madaniyatiga xos an’anaviy qadriyatlar ‒ ota-onaga hurmat, tarbiya, sadoqat va nasl davomiyligi ‒ hanuzgacha konseptual yadroni tashkil etadi [11]. Bunday o‘zgarishlarni tahlil qilishda konseptual freym nazariyasi muhim ahamiyat kasb etadi, chunki u til birliklarida yashiringan madaniy ma’nolar tizimini ochib berish imkonini beradi [12]. “Farzand” konsepti bu jarayonda milliy identitet va global qadriyatlar kesishgan nuqta sifatida namoyon bo‘ladi [13]. Shunday qilib, ilgari o‘rganilgan manbalar tahlili shuni ko‘rsatadiki, “farzand” konseptini lingvomadaniy yondashuv asosida tadqiq etish ‒ nafaqat milliy tafakkurdagi qadriyatlarni yoritadi, balki globallashuv sharoitida madaniy transformatsiyalarni ham aniqlash imkonini beradi [14]. Metodologiya. Ushbu tadqiqotning nazariy va metodologik asosini konseptual freym nazariyasi, lingvomadaniyatshunoslik va kognitiv tilshunoslikning asosiy tamoyillari tashkil etadi. Tadqiqotning maqsadi ‒ “farzand” konsepti va unga yaqin konseptlarning o‘zbek hamda ingliz madaniyatidagi lingvomadaniy xususiyatlarini aniqlash, ularning globallashuv sharoitida qanday o‘zgarishini tahlil qilishdan iborat. Konseptual freym nazariyasiga ko‘ra, har bir til birligi ma’no jihatdan inson tajribasi bilan bog‘liq holda shakllanadi. Shuning uchun “farzand” konsepti ham faqatgina nominativ birlik emas, balki insoniy tajriba, hissiyot va madaniyatni ifodalovchi ko‘p qirrali tushuncha sifatida o‘rganiladi. Kognitiv yondashuv bu konseptni shaxs ongida qanday konseptual tuzilma orqali shakllanishini, lingvomadaniyatshunoslik esa uning madaniy qadriyatlar bilan qanday bog‘lanishini ochib beradi. Tadqiqot davomida “farzand” konsepti bilan aloqador til birliklari — maqollar, iboralar, matbuot matnlari, raqamli diskurs va ijtimoiy tarmoqlardagi ifodalar tahlil qilindi. Ushbu materiallar asosida “farzand” konsepti va unga yaqin konseptlar — “ota-ona”, “oila”, “tarbiya”, “mas’uliyat” —ning semantik, assotsiativ hamda qadriyaviy qatlamlari aniqlab chiqildi. Metodologik jihatdan ishda bir nechta yondashuvlar qo‘llanildi: 1. Konseptual tahlil – “farzand” konseptining ma’no tuzilmasi va uning madaniy komponentlarini aniqlash uchun. 2. Taqqoslama metod – o‘zbek va ingliz madaniyatlaridagi konseptual farqlarni ko‘rsatish uchun. 3. Diskursiv tahlil – zamonaviy axborot makonida “farzand” konseptining qanday yangi ma’no soyalarini kasb etayotganini ko‘rsatish uchun. Natijalar va muhokamalar. Tadqiqot natijalari shuni ko‘rsatadiki, “farzand” konsepti o‘zbek va ingliz madaniyatlarida umuminsoniy mazmunga ega bo‘lsa-da, uning konseptual freymi har bir madaniyatning qadriyat tizimi va dunyoqarashiga mos ravishda shakllanadi. 62

Globallashuv jarayonida “farzand” konsepti yangi semantik soyalarni kasb etmoqda. Ommaviy axborot vositalari, internet va raqamli madaniyat orqali tarqalayotgan g‘oyalar tufayli bola shaxsini erkin, faol va mustaqil sifatida ko‘rishga moyillik ortib bormoqda. Bu jarayon o‘zbek madaniyatida an’anaviy qarashlar bilan uyg‘unlashib, gibrid qadriyaviy modelni shakllantirmoqda. Endilikda “farzand” nafaqat itoatkor va tarbiyali, balki fikri hurmat qilinadigan, erkin fikrlaydigan shaxs sifatida tasavvur qilinmoqda. Shuningdek, tahlil shuni ko‘rsatdiki, raqamli muloqotda “farzand” konsepti yangi kontekstlarda — masalan, onlayn ta’lim, ota-onalarning raqamli nazorati, bolalarning internetdagi faoliyati kabi sohalarda ham faol qo‘llanmoqda. Bu esa konseptual freymning zamonaviy qatlamini boyitmoqda va so‘zlashuv qadriyatlariga yangi kommunikativ o‘lcham qo‘shmoqda. Umuman olganda, “farzand” konseptining o‘zgarishi globallashuv ta’sirida madaniyatlararo moslashuv jarayonini ifodalaydi. Xulosa. Ushbu tadqiqot ingliz va o‘zbek tillarida “farzand” konseptining lingvomadaniy talqinini sun’iy intellekt vositalari yordamida tahlil qilishga qaratilgan. Konseptual freym nazariyasi asosida amalga oshirilgan tahlil “farzand” konseptining semantik, assotsiativ va qadriyaviy qatlamlarini aniqlash imkonini berdi. Natijalar shuni ko‘rsatdiki, konsept milliy mentalitetni aks ettiruvchi markaziy birlik sifatida xizmat qiladi va globallashuv jarayonida unda yangi kommunikativ qadriyatlar mustaqillik, tenglik, huquqiy ong, raqamli tarbiya shakllanmoqda. Shu bilan birga, o‘zbek madaniyatiga xos an’anaviy qadriyatlar ota-onaga hurmat, tarbiya, sadoqat va nasl davomiyligi konseptual yadroni tashkil etishda muhim rol o‘ynaydi. Tadqiqot til va madaniyat o‘rtasidagi uzviy bog‘liqlikni chuqurroq anglashga yordam beradi va konseptual freym nazariyasining lingvomadaniy tahlilda qo‘llanilishini tasdiqlaydi. Tavsiyalar: 1. Lingvomadaniy tadqiqotlarda sun’iy intellekt vositalaridan foydalanish konseptual freymlarni aniqlash va ularning semantik qatlamlarini vizualizatsiya qilishda samarali bo‘lishi mumkin. 2. “Farzand” kabi ijtimoiy-madaniy konseptlarni tadqiq qilish orqali milliy mentalitet va qadriyatlarni o‘rganish metodologiyasini kengaytirish mumkin. 3. Globallashuv sharoitida konseptual tahlillar orqali yangi kommunikativ qadriyatlar va an’anaviy qadriyatlar o‘rtasidagi bog‘liqlikni aniqlash tavsiya etiladi. 4. Konseptual freym nazariyasi va lingvomadaniyat yondashuvi til o‘qitish, kadrlar tayyorlash va madaniy kommunikatsiyani rivojlantirishda amaliy vosita sifatida qo‘llanishi mumkin. 5. Kelgusidagi tadqiqotlarda boshqa madaniyatlar bilan solishtirish orqali “farzand” konsepti va unga o‘xshash ijtimoiy-madaniy birliklarning universal va milliy xususiyatlarini aniqlash mumkin. Foydalanilgan adabiyotlar ro‘yxati: 1. Dushayeva U.Y. (2024). Ispan tilida Komparativ frazeologizmlarning struktursemantik va funksional xususiyatlari 63

2. Fillmore, C.J. (1982). Frame semantics. In Linguistic Society of Korea (Ed.), Linguistics in the Morning Calm (pp. 111–137). Seoul: Hanshin Publishing. 3. Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press. 4. Karasik, V.I. (1997). Concept as a linguistic expression of cultural codes. Moscow: Languages of Slavic Cultures. 5. Yo‘ldosheva, N. (2020). O‘zbek tilida oila konsepti va uning lingvomadaniy tahlili. Tashkent: Fan va Texnologiya. 6. Karimova, S. (2018). Semantic structure of value units in Uzbek language: A conceptual frame approach. -T.: National University Press. PRACTICE-ORIENTED APPROACH IN TEACHING ETM Akhmadullina Alina Ildarovna, teacher, dontstopmenow1998@gmail.com Abstract. This article advocates for practice-oriented pedagogy in language teacher education, illustrating a method where students lead lessons and provide peer feedback. This approach bridges theory and practice, developing essential skills and self-efficacy in future educators. Keywords: FLTM(foreign language teaching methodology), practice-oriented approach. Annotatsiya. Ushbu maqola til o‘qituvchilarini tayyorlashda amaliyotga yo‘naltirilgan pedagogikani qo‘llashni himoya qilib, talabalar dars berish va hamfikrlari uchun fikr-mulohaza bildirish orqali nazariyani amaliyot bilan uyg‘unlashtirish usulini namoyish etadi. Ushbu yondashuv kelajakdagi o‘qituvchilarning zarur ko‘nikmalari va o‘z qobiliyatiga ishonchini shakllantiradi. Tayanch iboralar: FLTM (chet tilini o‘qitish metodikasi), amaliyotga yo‘naltirilgan yondashuv. Аннотация. Данная статья отстаивает использование практикоориентированной педагогики в подготовке учителей языка, демонстрируя метод, при котором студенты проводят уроки и дают обратную связь сверстникам. Этот подход объединяет теорию и практику, развивая необходимые навыки и профессиональную уверенность у будущих педагогов. Ключевые слова: FLTM (методика обучения иностранному языку), практикоориентированный подход. Introduction. Learning by doing is an old and widely supported idea. Many thinkers - like Plato, Hobbes, Marx, Montessori, and Skinner - have promoted it. It has appeared in many forms, such as learning through experience, discovery learning, hands-on practice, and applying theory through action. (Hayne, 2011) In the modern society, the main aim of any teacher is not to give knowledge, but to teach students how to filter and use the knowledge they have or get from the internet sources. This is why it is more important for students to start practicing teaching languages than to learn by heart what methods and approaches exist, and who and when invented them. Main part. Implementing a practice-oriented approach in higher education means revising traditional teaching methods, techniques, and approaches to better serve today’s societal needs. Studies on learning challenges during digitalisation suggest that incorporating digital technologies into hands-on education not only 64

makes learning more effective but also helps students build the skills they'll need for their future careers success. (Sagitova, 2024) Pedagogical practice is a required part of training future teachers. Its main goal is to help students apply their theoretical knowledge and teaching skills in real classrooms. It encourages the use of modern teaching methods and supports students’ educational and social development. It also helps future teachers develop the habit of continuous professional growth. During pedagogical practice, students perform tasks similar to those of real teachers, working in actual school settings. This allows them to understand and reflect on real-life educational situations and better learn the skills needed for their profession. (Budnyuk, 2021) Practice-oriented exercises are an important part of learning foreign languages. When teachers use them in class, they help students to: • Learn the material better and become well-prepared for future jobs; • Understand how ready they are for real-life teaching tasks; • Gain both knowledge and hands-on skills for their profession; • Feel more motivated to learn theory by applying it in practice; • Develop teamwork skills. (Romanova, 2016) There are a lot of elements of practice-oriented approach in FLTM classes in Uzbek State World Languages University. One of the techniques, used by the author, is letting the students lead the lesson. In order to make sure students include all the necessary points and base on reliable information, the teacher provides the necessary unit of the textbook and a Power Point presentation in advance. The objective of the students is to adapt the ppt to their own style, add extra information and prepare an activity to check audience`s attention and understanding. The teacher`s role is to observe the team`s presentation and assess according to the following criteria (table 1). Table 1 Criteria for team presentation assessment Skill Student 1 Ppt adaptation Oral presentation Task effectiveness Overall performance (being able to catch and hold audience attention) Student 2 Student 3 Student 4 Student 5 Usually, the group is divided into three teams, each team getting their own subtopic. Teams take turns performing, observing and giving other team members feedback. This technique allows students to keep at least third of the information in long-term memory, as they need to learn by heart the information they are 65

supposed to teach, and likely half of the other information in short-term memory, as they need to listen attentively to other teams to assess their performance. In addition, students’ group work skills, ability to provide peer feedback, and performance in front of the audience are improved. These skills and abilities are essential for future language teachers. There was an interview taken from the graduates of the UzSWLU on the topic of practice-oriented approach they experienced while their FLTM lessons. Here are some citations from the interview: “To me, a practice-oriented approach facilitates learning process, and helps improve necessary skills like critical thinking and learner autonomy. Students learn to choose appropriate material among huge number of resources. What’s more, using this approach allows students to remember the information in long-term”, Rushana. «Creating our own tasks helps us think like real teachers. It’s not as easy as it seems – you have to consider timing, instructions, and whether your classmates will actually learn something from it. But that’s the point: it trains us to connect theory to real classroom practice. When our task works well, we feel proud, and when it doesn’t, we learn what to improve next time», Aziza. A critical advantage of this practice-oriented model is its capacity to bridge the gap between theoretical knowledge and pedagogical decision-making. When students transition from passive recipients of methodological theory to active designers of lesson segments, they engage in higher-order cognitive processes. They are no longer merely memorizing the characteristics of the Communicative Approach or Task-Based Learning; they are making deliberate choices about how to apply these principles to achieve specific learning objectives with a real audience—their peers. This reflective practice, embedded within the safety of the university classroom, cultivates a foundational teaching mindset that is analytical and adaptive, preparing them for the unpredictable dynamics of actual school environments. Furthermore, the structured peer observation and feedback component transforms the classroom into a collaborative professional learning community. By evaluating their peers against clear criteria such as task effectiveness and audience engagement, students develop a critical eye for teaching quality. This process demystifies assessment and fosters a sense of shared responsibility for collective growth. The ability to give and receive constructive feedback is an indispensable professional skill, one that sustains lifelong development. This micro-teaching cycle—plan, teach, observe, reflect—mirrors the continuous improvement cycles that define effective modern teaching careers, thereby normalizing reflective practice from the very beginning of their training. The integration of digital tools, as exemplified by the adaptation of provided PowerPoint templates, also addresses a key demand of 21st-century education. Students are not simply using technology for presentation, but are critically evaluating and repurposing digital resources to serve pedagogical aims. This task 66

develops digital pedagogical competence—the ability to select, design, and deploy technology to enhance learning—rather than mere technical literacy. In an educational landscape saturated with digital resources, this skill of thoughtful adaptation is far more valuable than the ability to create materials from scratch without a strong theoretical framework. Conclusion. The effectiveness of practice-oriented approach is obvious in methodology teaching, and can be suggested as one of the tools for methodology teachers. Ultimately, the graduate testimonials highlight the profound affective and professional impact of this approach. When students like Aziza describe the pride felt when a task "works well," it points to the development of teacher selfefficacy—a belief in one's own capability to orchestrate successful learning. This confidence, built through repeated cycles of practice and feedback, is a crucial buffer against the challenges of the early teaching years. By prioritizing experiential learning within methodology courses, we do not merely teach students about teaching; we initiate them into the professional community of practice, equipping them with the skills, reflexes, and resilient mindset needed to thrive as the next generation of language educators. Reference list 1. The implementation of collaborative learning in teaching theoretical sciences: a case study on the subject of comparative typology. (2024). Web of Teachers: Inderscience Research , 2(10), 214-219. https://webofjournals.com/index.php/1/article/view/1992 2. Budnyuk O., Practice-oriented approach in the system of professional training of future teachers to social pedagogical activity, Journal of Vasyl Stefanyk Precarpathian National University, Vol. 8, No. 1 (2021), 24-34, http://journals.pnu.edu.ua/ 3. Hayne, W., 2011, The Learning-by-Doing Principle, Behavioral development bulletin, vol. 11, ISSN: 1942-0722 4. Romanova M., Practice-Oriented Exercises as One of the Ways to Form the Competences of University Students, International Journal of Environmental & Science Education, 11(7), 1509-1526 5. Sagitova Z., Introduction of practice-oriented learning in the training of future teachers, Scientific Herald of Uzhhorod University, Issue 56, 1946–1956 THE ROLE OF THE LINGUOCULTURAL APPROACH IN FOREIGN LANGUAGE TEACHING IN MODERN EDUCATIONAL ENVIRONMENT Alijonova Ro‘zixon Qambarali qizi, Master’s student, haydarova02@inbox.ru Annotatsiya. Ushbu maqolada lingvokulturologik yondashuvning chet tilini o‘qitishdagi o‘rni tahlil qilinadi. Til va madaniyat o‘rtasidagi uzviy bog‘liqlik zamonaviy ta’lim muhiti va innovatsion pedagogik yondashuvlar kontekstida yoritiladi. Tadqiqot natijalari ushbu yondashuv o‘quvchilarning kommunikativ va madaniyatlararo kompetensiyalarini rivojlantirishda samarali ekanini ko‘rsatadi. Maqola nazariy tahlil asosida ishlab chiqilgan. Kalit so‘zlar: lingvokulturologik yondashuv, chet tilini o‘qitish, madaniyat, zamonaviy ta’lim muhiti, madaniyatlararo kompetensiya. Аннотация. В статье анализируется роль лингвокультурологического подхода в обучении иностранным языкам в условиях современной образовательной среды. 67

Рассматривается взаимосвязь языка и культуры и её значение для формирования коммуникативной компетенции обучающихся. Подчеркивается, что использование данного подхода способствует развитию межкультурного понимания и эффективного общения. Ключевые слова: лингвокультурологический подход, обучение иностранным языкам, культура, современная образовательная среда, межкультурная компетенция. Abstract. This article analyzes the role of the linguocultural approach in foreign language teaching within modern educational environments. It explores the relationship between language and culture and explains its significance for developing communicative competence. The study also demonstrates that this approach contributes to learners’ intercultural awareness and effective interaction in global contexts. Key words: linguocultural approach, foreign language teaching, culture, modern educational environment, intercultural competence. Introduction. In the context of globalization and rapid educational transformation, foreign language teaching is no longer limited to grammar and vocabulary instruction. Modern language education requires learners to understand cultural meanings, values, and social norms embedded in language. Language reflects national mentality, traditions, and worldview; therefore, effective language learning involves cultural understanding as well. The linguocultural approach considers language as a cultural phenomenon and emphasizes the integration of cultural components into the learning process. According to modern linguocultural studies, language serves not only as a communication tool but also as a carrier of cultural memory and symbolic power [2]. This idea highlights the necessity of developing learners’ intercultural competence in addition to linguistic skills. According to Usmonova, language and culture are inseparably connected phenomena. Language reflects the historical experience, worldview, and values of a nation. Therefore, the process of language learning cannot be effective if it is separated from its cultural context. In foreign language teaching, it is important to explain not only grammatical structures but also the cultural meanings embedded in linguistic units [5]. The relevance of the topic . This topic is relevant due to the ongoing changes in education that aim to prepare learners for a globalized world. Modern language teaching focuses not only on grammar and vocabulary but also on understanding cultural meanings and social norms. Integrating cultural knowledge helps students develop intercultural competence and communicate effectively in diverse contexts. The linguocultural approach ensures that learners become globally competent specialists. The aim of the study. The main aim of this study is to explore the role of the linguocultural approach in foreign language teaching and to examine its significance in modern educational environments. The study seeks to demonstrate how the integration of cultural elements into language instruction enhances learners’ communicative competence and intercultural understanding. Objectives of the Study: 1. To examine the interconnection between language and culture and its pedagogical implications. 68

2. To investigate methods for integrating cultural knowledge into foreign language curricula. 3. To emphasize the importance of developing learners’ intercultural competence alongside linguistic skills in modern education. Main part Linguistics of the XXI century is actively developing the idea that language is not only an instrument of communication but also the cultural code of a nation. It happened due to the development of a new anthropocentric paradigm, which gives a man the status of being “the measure of all things” and focuses on studying the “human factor” in the language. Linguoculturology deals with the deep level of semantics of linguistic units, and brings into correlation linguistic meanings and the concepts of universal and national cultures [1].Through the given information , there is a main concept related to linguoculturology that linguoculturology focuses on the interaction between language and culture and this is a crucial matter to study how language presents , stores and transmits cultural information. Language and culture are intrinsically connected, reflecting each other in every communicative act. In last decades, the linguoculturological approach has achieved increasing importance in teaching languages process , particularly in the teaching of English as a global language. English is not merely a tool for communication; it is also a medium that carries the cultural codes, values, and worldview of English-speaking communities. Claire Kramsch also states that any language learner knows that language is a symbolic system, that is, a semiotic system made up of linguistic signs or symbols that in combination with other signs forms a code that one learns to manipulate in order to make meaning. But beyond that, learners generally believe that the elements of this code have meanings to be found in the dictionary, that these meanings constitute information that can be retrieved from texts and reproduced in conversation, and that the only problem in understanding and getting understood by others consists in properly encoding and decoding messages according to rules imposed by a given community of native speakers. The fact that this cultural environment has been historically constructed, socially shaped and individually manipulated by the very discourse of speakers like them selves is not something they usually think about [3] . By this information , he explains that language is not just a system of words and rules, but also a reflection of culture. From a linguoculturology perspective, learning a language means understanding both its structure and the cultural meanings behind it. According to the studies of Ashurova and Galiyeva, linguocultural research focuses on several key issues, including linguocultural units and their types, the national worldview reflected in language, culture-specific phraseology, culturally marked concepts, speech etiquette norms, and communicative behavior typical of particular linguocultural communities. Based on these research problems, the scholars also identify the main tasks of linguoculturology, such as defining its theoretical directions, clarifying its basic notions, classifying linguocultural units, 69

analyzing cultural semantics, investigating cultural concepts, describing nationally specific linguistic elements, and explaining how cultural values are represented through language [1]. Taken together, these interconnected research problems and objectives demonstrate the theoretical and practical significance of the linguocultural approach. In foreign language teaching, this approach helps learners develop deeper linguistic understanding, intercultural awareness, and communicative competence necessary for interaction in multicultural contexts. Additionally, Usmonova defines linguoculturology as a field that studies the interaction between language and culture. This discipline aims to identify and interpret national and cultural meanings expressed through linguistic units. Linguoculturology considers language not only as a means of communication but also as a cultural code that reflects collective consciousness. From the perspective of the linguocultural approach, foreign language teaching should develop not only linguistic competence but also cultural competence. Understanding the cultural meanings behind language units expands learners’ communicative abilities and helps them participate successfully in intercultural communication [5]. Futhermore, the linguocultural approach emphasizes the integration of cultural knowledge into foreign language instruction. According to linguocultural studies, language reflects national worldview and cultural values; therefore, teaching a language without its cultural context reduces the effectiveness of communication [5]. Cultural linguistics highlights that linguistic units carry cultural meanings and conceptual structures that shape communication [1]. Understanding these cultural concepts allows learners to interpret discourse more accurately and avoid intercultural misunderstandings. Kramsch argues that language functions as symbolic power and represents social and cultural identity [3]. This idea supports the view that language education should include cultural interpretation and symbolic meanings embedded in discourse. Modern language methodology considers communicative competence as a central goal of instruction. Communicative competence includes sociolinguistic and pragmatic knowledge, which are closely connected with cultural awareness [4]. Therefore, the linguocultural approach contributes to the development of both linguistic and intercultural competence. Recent research also confirms that linguoculturology plays an important role in interpreting language and culture within educational contexts [2]. Integrating cultural elements into curriculum design enhances learners’ global competence and prepares them for intercultural communication. According to Ashurova and Galiyeva, linguocultural analysis requires multiple complementary methods[1]. Componential analysis: This method is based on the idea that lexical meaning consists of minimal semantic components. In linguocultural research, it is used to identify cultural meanings, culturally marked semantic elements, and connotative associations embedded in language units. Etymological analysis: This method investigates the historical origin and semantic evolution of linguocultural units in order to reveal cultural information preserved within them. 70

Typological analysis: This approach focuses on comparing and classifying linguocultural units according to shared features and structural similarities, which helps identify both universal and language-specific cultural patterns. Associative field method: This method is used to uncover cultural associations related to linguistic units. It can be implemented either through associative experiments based on stimulus–response principles or through the analysis of lexicographic and encyclopedic sources. Conceptual analysis: This approach examines the relationship between language and cognitive structures by identifying culturally significant linguistic signals such as culture-specific vocabulary, phraseological units, proverbs, stylistic devices, mythological references, and conceptual categories. It also analyzes the internal structure of concepts and the distribution of their cognitive features. Cross-cultural analysis: This method involves comparing linguocultural units across different languages and cultures in order to distinguish universal cultural elements from nationally specific ones and to interpret cultural values reflected in language. Integrated methodological approach: In practice, linguocultural studies usually combine several of these methods simultaneously, since the interaction between language and culture is a complex and multidimensional phenomenon. Moreover, modern educational environments are characterized by globalization, digitalization, and competency-based learning. Education today focuses on preparing students for global communication and multicultural interaction. In modern educational environments, foreign language teaching is competency-based and learner-centered. Curriculum design should consider learners’ sociocultural context and communicative needs [4]. This approach ensures that language instruction remains relevant and meaningful. The use of authentic and culturally rich materials provides students with real-life language exposure and deeper understanding of cultural nuances [4]. Such materials create interactive learning experiences and support critical thinking development. Innovative educational contexts also require students to participate in global dialogue. The linguocultural approach helps learners analyze cultural meanings, compare worldviews, and engage in intercultural communication effectively. Therefore, this approach aligns with contemporary educational reforms and global academic standards. Conclusion and practical recommendations. In order to effectively implement the linguocultural approach in foreign language teaching, it is essential to begin with curriculum planning. First of all, cultural objectives should be clearly integrated into educational programs alongside linguistic goals. This means that language courses must explicitly aim to develop intercultural competence, not only grammatical accuracy. Furthermore, teaching materials should include authentic texts that reflect real cultural contexts. Such materials may involve literary excerpts, media texts, dialogues from everyday communication, and culturally specific expressions. The use of authentic resources enables learners to encounter 71

language as it functions naturally within a particular cultural environment. In addition, classroom activities should encourage comparative cultural analysis. Students can be guided to compare their native culture with the target culture, identify similarities and differences, and reflect on how cultural norms influence communication styles. This practice enhances critical thinking and deepens cultural awareness. Moreover, modern educational technologies should be actively utilized to support linguocultural learning. Digital platforms, multimedia presentations, and interactive tasks provide opportunities to explore cultural content beyond traditional textbooks. Online communication tools can also create real intercultural interaction, allowing students to experience authentic communication situations. Finally, assessment methods should also reflect linguocultural objectives. Evaluation criteria should measure not only vocabulary knowledge and grammatical correctness but also students’ ability to interpret cultural references and use language appropriately in specific social contexts. Overall, the systematic integration of cultural components into curriculum design, teaching practice, digital learning tools, and assessment strategies will ensure the effective implementation of the linguocultural approach in modern foreign language education. In conclusion, the analysis demonstrates that language and culture are deeply interconnected. The linguocultural approach plays a significant role in foreign language teaching by integrating cultural interpretation into linguistic instruction. In modern educational environments, this approach contributes to the development of communicative and intercultural competence. Consequently, it supports the preparation of globally competent and culturally aware specialists. List of references: 1. Ashurova, D., & Galiyeva, M. (2022). Cultural linguistics. Tashkent: VneshinvestProm. 2. Bekiyeva, M.J. (2023). Development of linguoculturology and interpretation of language and culture in modern linguistics. International Journal of Linguistics Research, 4(2), 45–52. 3. Kramsch, C. (2023). Language as symbolic power. Cambridge University Press. 4. Richards, J.C. (2023). Curriculum development in language teaching. Cambridge University Press. 5. Usmonova, D. (2019). Lingvokulturologiya. Tashkent. RAQAMLI TRANSFORMATSIYA SHAROITIDA KADRLAR TAYYORLASH TIZIMINI SUN’IY INTELLEKT VA INNOVATSION TEXNOLOGIYALAR ASOSIDA MODERNIZATSIYA QILISH Alimova Mavluda Adiz qizi, BuxIU Pedagogika, psixologiya va sport kafedrasi o‘qituvchisi Annotatsiya. Ushbu maqolada zamonaviy mehnat bozori talablariga javob beradigan raqobatbardosh kadrlarni tayyorlash jarayoniga sun’iy intellekt va innovatsion pedagogik texnologiyalarni integratsiya qilish masalalari tadqiq etilgan. Muallif tomonidan an’anaviy 72

ta’lim modellaridan adaptiv ta’lim tizimlariga o‘tishning afzalliklari, xususan, “shaxsiylashtirilgan ta’lim traektoriyalari”ni shakllantirishda mashinaviy o‘qitish algoritmlarining o‘rni tahlil qilingan. Maqolada bo‘lajak mutaxassislarning kasbiy kompetensiyalarini rivojlantirishda Generativ AI, virtual reallik simulyatorlari va “Big Data” tahliliga asoslangan monitoring tizimlaridan foydalanish mexanizmlari yoritilgan. Shuningdek, sun’iy intellekt davrida pedagogning o‘zgargan roli va raqamli etika masalalari ko‘rib chiqilgan. Kalit so‘zlar: kadrlar tayyorlash, sun’iy intellekt , innovatsion yondashuv, adaptiv ta’lim, shaxsiylashtirilgan traektoriya, raqamli kompetensiya, pedagogik dizayn. Аннотация. В данной статье исследованы вопросы интеграции искусственного интеллекта и инновационных педагогических технологий в процесс подготовки конкурентоспособных кадров, отвечающих требованиям современного рынка труда. Автором проанализированы преимущества перехода от традиционных моделей обучения к адаптивным системам обучения, в частности, роль алгоритмов машинного обучения в формировании "персонализированных образовательных траекторий." В статье освещаются механизмы использования генеративного ИИ, симуляторов виртуальной реальности и систем мониторинга на основе анализа "Big Data" в развитии профессиональных компетенций будущих специалистов. Также рассматриваются измененная роль педагога в эпоху искусственного интеллекта и вопросы цифровой этики. Ключевые слова: подготовка кадров, искусственный интеллект, инновационный подход, адаптивное обучение, персонализированная траектория, цифровая компетенция, педагогический дизайн. Abstract. This article explores the integration of artificial intelligence and innovative pedagogical technologies into the process of training competitive personnel who meet modern labor market requirements. The author analyzes the advantages of transitioning from traditional learning models to adaptive learning systems, specifically the role of machine learning algorithms in forming "personalized learning trajectories." The article highlights mechanisms for utilizing Generative AI, virtual reality simulators, and monitoring systems based on Big Data analysis in developing the professional competencies of future specialists. It also examines the changing role of the educator and issues of digital ethics in the era of artificial intelligence. Keywords: personnel training, artificial intelligence, innovative approach, adaptive learning, personalized trajectory, digital competence, pedagogical design. Kirish. Bugungi kunda global miqyosda kuzatilayotgan to‘rtinchi sanoat inqilobi va jadal raqamli transformatsiya jarayonlari barcha sohalar qatori ta’lim tizimi va kadrlar tayyorlash metodikasini ham tubdan qayta ko‘rib chiqishni taqozo etmoqda. Sun’iy intellekt texnologiyalarining misli ko‘rilmagan tezlikda rivojlanishi va iqtisodiyotning turli tarmoqlariga kirib borishi mehnat bozorida mutlaqo yangi kompetensiyalarga ega bo‘lgan mutaxassislarga bo‘lgan talabni shakllantirmoqda, bu esa o‘z navbatida oliy ta’lim va kasbiy qayta tayyorlash muassasalaridan o‘qitishning an’anaviy qoliplaridan voz kechib, innovatsion va moslashuvchan yondashuvlarni joriy etishni talab qiladi. Zamonaviy kadrlar tayyorlash tizimida sun’iy intellekt shunchaki yordamchi vosita emas, balki ta’lim mazmuni, shakli va boshqaruvini optimallashtiruvchi strategik omil sifatida namoyon bo‘lmoqda, zero an’anaviy ta’lim tizimi ko‘p hollarda o‘rtacha o‘zlashtiruvchi talabaga mo‘ljallangan bo‘lib, u har bir o‘quvchining individual qobiliyatlari, qiziqishlari va o‘zlashtirish tezligini inobatga olishda qiyinchiliklarga duch keladi. Aynan shu nuqtada sun’iy intellektga asoslangan adaptiv ta’lim 73

tizimlari o‘zining yuqori samaradorligini namoyish etmoqda, chunki ular katta hajmdagi ma’lumotlarni tahlil qilish orqali har bir talaba uchun shaxsiylashtirilgan ta’lim traektoriyasini yaratish imkonini beradi. Mashinaviy o‘qitish algoritmlari talabaning qaysi mavzuda qiynalayotganini, qanday turdagi topshiriqlarni yaxshiroq bajarayotganini va uning o‘rganish uslubi vizual yoki matnli ma’lumotlarga ko‘proq moyilligini aniqlab, shunga mos ravishda o‘quv materiallarini real vaqt rejimida moslashtirib boradi. Bu esa ta’lim jarayonining samaradorligini oshiribgina qolmay, balki talabaning motivatsiyasini ham barqaror ushlab turishga xizmat qiladi, chunki o‘quvchi o‘ziga mos kelmaydigan murakkablikdagi yoki aksincha, juda oson topshiriqlar bilan vaqt yo‘qotmaydi. Innovatsion yondashuv asosida kadrlar tayyorlashda Generativ sun’iy intellektning imkoniyatlaridan foydalanish ham bugungi kunning dolzarb tendensiyasiga aylanib bormoqda, xususan, ChatGPT kabi til modellari va Midjourney, Sora kabi vizual kontent generatorlari o‘quv jarayonini boyitishda beqiyos imkoniyatlarni taqdim etmoqda. Bo‘lajak mutaxassislarni tayyorlashda ushbu vositalar yordamida interaktiv keyslar, simulyatsion senariylar va virtual laboratoriyalar yaratish mumkin bo‘lib, bu talabalarga nazariy bilimlarni amaliyotda qo‘llash ko‘nikmasini xavfsiz va samarali muhitda shakllantirishga yordam beradi. Masalan, tibbiyot, muhandislik yoki aviatsiya sohasidagi kadrlarni tayyorlashda virtual reallik va sun’iy intellekt integratsiyasi asosida yaratilgan trenajyorlar talabalarga murakkab operatsiyalarni yoki favqulodda vaziyatlarni real hayotdagi xavflarsiz mashq qilish imkonini beradi. Bu nafaqat ta’lim sifatini oshiradi, balki o‘quv jarayonidagi moddiy sarf-xarajatlarni ham sezilarli darajada kamaytiradi, chunki qimmatbaho uskunalar yoki reagentlardan foydalanishga bo‘lgan ehtiyoj minimallashtiriladi. Bundan tashqari, generativ neyrotarmoqlar o‘qituvchilarning ish yuklamasini kamaytirishda ham muhim rol o‘ynaydi, ya’ni ular test savollari tuzish, o‘quv rejalarini ishlab chiqish va talabalar ishlarini dastlabki baholash kabi rutin vazifalarni avtomatlashtirib, pedagogga ko‘proq vaqtini talabalar bilan jonli muloqotga, mentorlikka va ijodiy yondashuvga ajratish imkonini beradi. Kadrlar tayyorlash tizimida ma’lumotlarga asoslangan boshqaruvni joriy etish ham innovatsion yondashuvning ajralmas qismi hisoblanadi, bunda Learning Analytics texnologiyalari ta’lim muassasalariga o‘quv jarayoni haqidagi ob’ektiv va aniq ma’lumotlarni taqdim etadi. Talabalarning darslarga qatnashishi, elektron platformadagi faolligi, topshiriqlarni bajarish muddati va sifati kabi minglab parametrlarni tahlil qilish orqali sun’iy intellekt xavf guruhidagi talabalarni, ya’ni o‘zlashtirishi pasayib ketayotgan yoki o‘qishni tashlab ketish ehtimoli bo‘lganlarni erta aniqlash va ularga o‘z vaqtida pedagogik yordam ko‘rsatish imkonini beradi. Bu esa ta’lim sifatini kafolatlash va kadrlar tayyorlash tizimining natijadorligini oshirishda muhim ahamiyat kasb etadi. Shu bilan birga, sun’iy intellekt mehnat bozori talablarini prognoz qilishda ham qo‘l keladi, ya’ni global tarmoqdagi vakansiyalar, talab qilinayotgan ko‘nikmalar va yangi paydo bo‘layotgan kasblar haqidagi ma’lumotlarni tahlil qilish orqali oliy ta’lim muassasalariga o‘z o‘quv 74

dasturlarini bozor ehtiyojlariga moslashtirish, eskirgan fanlarni chiqarib tashlash va dolzarb yo‘nalishlarni kiritish bo‘yicha tavsiyalar berishi mumkin. Bu o‘z navbatida bitiruvchilarning ishga joylashish ko‘rsatkichlarini yaxshilashga va iqtisodiyotni kerakli kadrlar bilan ta’minlashga xizmat qiladi. Biroq, sun’iy intellekt va innovatsion texnologiyalarni ta’limga joriy etish jarayoni faqat texnik vositalarni yangilash bilan cheklanib qolmasligi kerak, balki u pedagogik yondashuvlar va metodikalarni ham tubdan o‘zgartirishni talab qiladi. An’anaviy “bilim uzatuvchi” o‘qituvchi modeli endilikda o‘z o‘rnini “ta’lim jarayoni fasilitatori” va “dizayneri”ga bo‘shatib bermoqda, chunki ma’lumotlarning ochiqligi va sun’iy intellektning bilimlarni tezkor taqdim eta olish qobiliyati sharoitida talabaga shunchaki faktlarni yodlatish samarasiz bo‘lib qolmoqda. Zamonaviy pedagogning asosiy vazifasi talabada tanqidiy fikrlash, muammolarni hal qilish, jamoada ishlash va eng asosiysi, sun’iy intellekt bilan hamkorlik qilish ko‘nikmalarini shakllantirishdan iborat bo‘lishi lozim. Bu jarayonda “Flipped Classroom” loyihaviy ta’lim va gamifikatsiya kabi innovatsion metodikalardan foydalanish maqsadga muvofiq bo‘lib, ular talabaning passiv tinglovchidan faol tadqiqotchiga aylanishiga yordam beradi. Sun’iy intellekt davrida kadrlar tayyorlashning yana bir muhim jihati bu raqamli etika va akademik halollik masalalaridir, chunki neyrotarmoqlar yordamida matnlar yoki kodlar generatsiya qilish imkoniyatining mavjudligi talabalarda o‘z ustida ishlash xohishini so‘ndirishi mumkin. Shu bois, ta’lim jarayonida sun’iy intellektdan qanday qilib to‘g‘ri, axloqiy va samarali foydalanish madaniyatini shakllantirish, plagiatorlikka yo‘l qo‘ymaslik va AI yaratgan mahsulotga tanqidiy yondashishni o‘rgatish zarurati yuzaga kelmoqda. Kadrlar tayyorlashda uzluksiz ta’lim konsepsiyasining ahamiyati ortib borayotganini ham alohida ta’kidlash joiz, chunki texnologiyalar shunchalik tez o‘zgarmoqdaki, oliy ta’lim muassasasini bitirgan mutaxassisning bilimlari bir necha yil ichida eskirib qolishi mumkin. Sun’iy intellektga asoslangan mikrota’lim platformalari mutaxassislarga o‘z ish faoliyatidan ajralmagan holda, qisqa va aniq yo‘naltirilgan modullar orqali malakasini oshirib borish imkonini beradi. Bu tizimlar xodimning joriy bilim darajasini baholab, unga aynan yetishmayotgan ko‘nikmalarni rivojlantirish uchun kerakli kontentni tavsiya qiladi, bu esa korporativ ta’limda vaqt va resurslarni tejashga olib keladi. Kelajakda kadrlar tayyorlash tizimi to‘liq gibrid shaklga o‘tishi kutilmoqda, bunda inson pedagogning emotsional intellekti, tarbiyaviy ta’siri va ijodiy yondashuvi sun’iy intellektning analitik qudrati va moslashuvchanligi bilan uyg‘unlashib, yuqori sifatli va raqobatbardosh inson kapitalini shakllantirishga xizmat qiladi. Xulosa qilib aytganda, raqamli transformatsiya sharoitida kadrlar tayyorlash tizimini sun’iy intellekt va innovatsion texnologiyalar asosida modernizatsiya qilish davr talabidir. Bu jarayon ta’lim muassasalaridan nafaqat texnologik infratuzilmani yangilashni, balki ta’lim mazmuni, metodikasi va boshqaruvini tizimli ravishda isloh qilishni talab etadi. Adaptiv ta’lim platformalari, generativ neyrotarmoqlar va ma’lumotlar tahliliga asoslangan boshqaruvning joriy etilishi 75

ta’lim sifatini oshirish, mehnat bozori talablariga moslashuvchanlikni ta’minlash va har bir insonning individual salohiyatini ro‘yobga chiqarish uchun keng imkoniyatlar ochadi. Pirovardida, sun’iy intellekt va inson intellektining samarali kollaboratsiyasi jamiyatning barqaror rivojlanishini ta’minlovchi intellektual poydevorni mustahkamlashga xizmat qiladi. Foydalalanilgan adabiyotlar ro‘yxati: 1. Holmes W., Bialik M., Fadel C. Artificial Intelligence in Education: Promises and Implications for Teaching and Learning. – Boston: Center for Curriculum Redesign, 2019. – 242 p. 2. Luckin R. Machine Learning and Human Intelligence: The Future of Education for the 21st Century. – London: UCL Institute of Education Press, 2018. – 186 p. 3. UNESCO. AI and education: guidance for policy-makers. – Paris: UNESCO Publishing, 2021. – 45 p. 4. Аверченков В.И. Инновационный менеджмент в подготовке кадров: Учебное пособие. – Москва: Флинта, 2017. – 290 с. 5. Digital Transformation of Education: Global Trends and National Perspectives / Ed. by T.V. Gromova. – Springer, 2022. – 310 p. 6. World Economic Forum. The Future of Jobs Report 2023. – Geneva: WEF, 2023. – 296 p. ONOMASTIK BIRLIKLARNI RAQAMLASHTIRISH VA ELEKTRON KORPUSLAR Alimova Shahrinoz Akam qizi, Buxoro xalqaro tibbiyot texnikumi k.oʻqituvchisi Annotatsiya. Ushbu maqolada onomastik birliklarni raqamlashtirish jarayoni hamda ularni elektron korpuslar asosida o‘rganish masalalari yoritiladi. Onomastik birliklarni raqamli shaklga o‘tkazish ularni tizimli saqlash, tezkor qidirish va ilmiy tahlil qilish imkonini beradi. Elektron korpuslar orqali onomastik birliklarning qo‘llanish chastotasi, kontekstdagi vazifasi va lingvomadaniy xususiyatlarini aniqlash mumkin. Shuningdek, bunday korpuslar tilshunoslik tadqiqotlarida zamonaviy texnologiyalardan samarali foydalanishga xizmat qiladi. Kalit so‘zlar: antroponim, onomastika, raqamlashtirish, tizimlashtirish,lingvistika, elektron korpus,tahlil, nomshunosli , atoqli ot. Abstract. This article explores the integration of artificial intelligence and innovative pedagogical technologies into the process of training competitive personnel who meet modern labor market requirements. The author analyzes the advantages of transitioning from traditional learning models to adaptive learning systems, specifically the role of machine learning algorithms in forming "personalized learning trajectories." The article highlights mechanisms for utilizing Generative AI, virtual reality simulators, and monitoring systems based on Big Data analysis in developing the professional competencies of future specialists. It also examines the changing role of the educator and issues of digital ethics in the era of artificial intelligence. Keywords: personnel training, artificial intelligence, innovative approach, adaptive learning, personalized trajectory, digital competence, pedagogical design. Аннотация. В данной статье рассматривается интеграция искусственного интеллекта и инновационных педагогических технологий в процесс подготовки конкурентоспособных кадров, отвечающих современным требованиям рынка труда. Автор анализирует преимущества перехода от традиционных моделей обучения к адаптивным системам обучения, в частности, роль алгоритмов машинного обучения в 76

формировании "персонализированных траекторий обучения." В статье освещаются механизмы использования генеративного ИИ, симуляторов виртуальной реальности и систем мониторинга на основе анализа больших данных в развитии профессиональных компетенций будущих специалистов. Также рассматриваются меняющаяся роль педагога и вопросы цифровой этики в эпоху искусственного интеллекта. Ключевые слова: подготовка кадров, искусственный интеллект, инновационный подход, адаптивное обучение, персонализированная траектория, цифровая компетентность, педагогический дизайн. Kirish. Onomastika – yunoncha “onomastike” – soʻzidan olingan boʻlib, “nom qoʻyish san’ati” degan ma’noni bildiradi. Hozirgi vaqtda bu termin ikki ma’noda qoʻllaniladi: 1. Ma’lum bir til, xalq tarkibida qoʻllangan barcha atoqli otlarning yig‘indisi. 2. Atoqli otlar, ularning shakllanishi va oʻziga xos xususiyatlarini oʻrganuvchi tilshunoslik sohasidir. Zamonaviy tilshunoslikda onomastika — atoqli otlar (antroponimlar, toponimlar, etnonimlar, teonimlar va boshqalar)ni o‘rganadigan muhim yo‘nalishlardan biri hisoblanadi. So‘nggi yillarda raqamli texnologiyalar va sun’iy intellektning jadal rivojlanishi onomastik tadqiqotlarning metodologik asoslarini tubdan yangilab, ushbu sohada raqamli onomastika va kompyuter lingvistikasi asosidagi tahlilni shakllantirdi. Raqamlashtirish jarayonida onomastik birliklar milliy va ko‘p tilli elektron matn korpuslari asosida to‘planadi va tizimlashtiriladi. Bunday korpuslar badiiy adabiyotlar, folklor matnlari, tarixiy hujjatlar, ommaviy axborot vositalari va internet manbalaridan olingan matnlar asosida shakllantiriladi. Natijada antroponim va toponimlarningqo‘llanish chastotasi,tarixiy-davriy o‘zgarishi, hududiy tarqalishi aniq statistik ma’lumotlar asosida o‘rganiladi. Chunonchi, yondashuv an’anaviy tavsifiy onomastikadan farqli ravishda empirik va miqdoriy tahlilga tayanadi. Asosiy qism. Oʻzbek onomastikasi (nomshunosligi) oʻtgan asrning ikkinchi yarmidan boshlab tilshunoslikning eng rivojlangan sohalaridan biriga aylandi. Oʻzbek nomshunosligi boʻyicha olib borilgan keng koʻlamli tadqiqotlar oʻzbek onomastikasi sohasini bir qator monografiyalar, risolalar, izohli lug‘atlar, koʻp sonli ilmiy maqolalar, nomzodlik va doktorlik dissertatsiyalari bilan boyitdi. Ma’lumki, onomastika tilshunoslikning har qanday atoqli otlarni, ularning paydo boʻlish va oʻzgarish tarixini oʻrganuvchi boʻlimi, shuningdek tildagi barcha atoqli otlar yig‘indisini oʻzida ifodalaydi. Onomastika fani tildagi mavjud onomastik tizimlarni aniqlash va oʻrganishni maqsad qilib qoʻyadi. Onomastika fani atoqli nomlarni olgan ob’yektlarning toifalariga koʻra quyidagi guruh (boʻlim)larga ajratadi: antroponimiya – kishilarning atoqli nomlari (ismlari, familiyalari, ota ismlari, laqablari, taxalluslari), toponimiya – geografik ob’yektlarning atoqli nomlari, teonimiya – turli diniy tasavvurlar boʻyicha xudolar, ma’budlar, diniyafsonaviy shaxs va mavjudotlarning nomlari, zoonimiya – hayvonlarga qoʻyiladigan (shartli) atoqli nomlar, laqablar, kosmonimiya – fazoviy boʻshliq hududlari, galaktikalar, burjlar va boshqalarning ilmiy muomalada va xalq orasida tarqalgan nomlari, astronimiya – ayrim osmon jismlari (planeta va yulduzlar) 77

nomlarining majmuini oʻzida ifodalaydi. Bundan tashqari onomastikaning yana bir qancha boʻlim (guruh)lari mavjud. Masalan, onomastikaning bir boʻlimi realionimlar (avval va hozir mavjud boʻlgan ob’yektlarning nomlari) deb nomlansa, unga zid boʻlgan mifonimlar xayoliy – toʻqima ob’yektlarning nomlarini bildiradi. Atoqli nomlarning til (lisoniy) xususiyatlarini oʻrganilish darajasiga qarab onomastika adabiy va dialektal onomastika, odatdagi (amaliy) va poetik onomastika, zamonaviy va tarixiy onomastika, nazariy va amaliy onomastika kabi turlarga boʻlinadi. [1] S.A. Petrovaning [Petrova 2003], N.Ye. Tyukalovaning [Tyukalova 2005] va boshqalarning tadqiqotlari tildagi atoqli nom (ot)larning xilma-xil xususiyatlari juda qadimgi davrlardan buyon turli soha olimlarining diqqatini oʻziga jalb etib kelmoqda. Masalan, qadimgi yunon olimlari Aristotel, Demokrit, Geraklitning asarlarida ham atoqli otlarning xususiyatlari haqida fikr-mulohazalar bildirilgan edi. Jumladan, Aristotel “Poetika” asarida otni nutq boʻlaklaridan biri deb hisoblaydi va unga quyidagicha ta’rif beradi: “Ot murakkab, ma’no anglatuvchi, zamonni bildirmaydigan, qismlari oʻz-oʻzidan ma’no anglatmaydigan soʻzdir”[2] Poetika (poeziya san’ati haqida). Ruschadan M.Mahmudov, U.Toʻychiyevlar tarjimasi. – Toshkent: Adabiyot va san’at nashriyoti, 1980. – B. 41 Bu sohada eng muhim masala atoqli otlar qanday ma’no bildirishini aniqlashdan iborat edi. XVIIIX1X asrlar davomida bu muammo faqat tilshunoslar tomonidan emas, faylasuflar, mantiq olimlari tomonidan ham oʻrganilgan. Hozirgi vaqtga kelib zamonaviy fransuz onomasikasi masalalariga bag‘ishlangan fransuz atoqli otlarining korpusini qiyosiy tadqiq qilish masalalariga e’tibor qaratilgan. Natija va tahlillar :Sun’iy intellekt texnologiyalari, xususan tabiiy tilni qayta ishlash (NLP) usullari onomastik birliklarni avtomatik aniqlash imkonini bermoqda. Named Entity Recognition (NER) modellari yordamida matnlardan shaxs ismlari (antroponimlar), joy nomlari (toponimlar), tashkilot nomlari avtomatik tarzda ajratib olinadi. Bu jarayon katta hajmdagi matnlarni qisqa vaqt ichida tahlil qilishga imkon yaratib, onomastik tadqiqotlarning tezligi va aniqligini oshiradi. Sun’iy intellekt asosidagi semantik tahlil modellarida onomastik birliklar nafaqat aniqlanadi, balki ularning madaniy konnotatsiyasi, ijtimoiy semantik yuklamasi, pragmatik funksiyasi ham aniqlanadi. Masalan, badiiy matnlarda qo‘llangan antroponimlarning qahramon xarakteri, ijtimoiy kelib chiqishi yoki milliy-madaniy muhit bilan bog‘liqligi SI algoritmlari orqali kontekstual tahlil qilinadi. Bu esa lingvomadaniy onomastikani yangi bosqichga olib chiqadi. Tarixiy manbalarni raqamlashtirish orqali qadimgi va o‘rta asr onomastik birliklar zamonaviy ma’lumotlar bilan qiyosiy o‘rganilmoqda. Sun’iy intellekt yordamida ismlarning fonetik va grafik o‘zgarishi, variantlanishi, etimologik rivoji modellashtiriladi. Natijada tarixiy onomastika faqat tavsifiy emas, balki dinamik va prognozli ilmiy sohaga aylanmoqda. Xulosa. Tilshunoslikda onomastika sun’iy intellekt va raqamlashtirish bilan integratsiyalashuvi natijasida yangi ilmiy bosqichga ko‘tarilmoqda. An’anaviy onomastik tahlil usullari zamonaviy raqamli texnologiyalar bilan boyib, atoqli 78