Scientific Bulletin of Namangan State University Scientific Bulletin of Namangan State University

Volume 2 Issue 1 Article 30

1-10-2020

TRANSITIVE AND INTRANSITIVE VERBS IN ENGLISH, UZBEK AND TRANSITIVE AND INTRANSITIVE VERBS IN ENGLISH, UZBEK AND

RUSSIAN LANGUAGES RUSSIAN LANGUAGES

Jobir Najmiddinov Namangan state university senior Teachers

Arifjon Bahodirov Namangan state university senior Teachers

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Recommended Citation Recommended Citation Najmiddinov, Jobir and Bahodirov, Arifjon (2020) "TRANSITIVE AND INTRANSITIVE VERBS IN ENGLISH, UZBEK AND RUSSIAN LANGUAGES," Scientific Bulletin of Namangan State University: Vol. 2 : Iss. 1 , Article 30. Available at: https://uzjournals.edu.uz/namdu/vol2/iss1/30

This Article is brought to you for free and open access by 2030 Uzbekistan Research Online. It has been accepted for inclusion in Scientific Bulletin of Namangan State University by an authorized editor of 2030 Uzbekistan Research Online. For more information, please contact sh.erkinov@edu.uz.

TRANSITIVE AND INTRANSITIVE VERBS IN ENGLISH, UZBEK AND RUSSIAN TRANSITIVE AND INTRANSITIVE VERBS IN ENGLISH, UZBEK AND RUSSIAN LANGUAGES LANGUAGES

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This article is available in Scientific Bulletin of Namangan State University: https://uzjournals.edu.uz/namdu/vol2/iss1/30

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INGLIZ UZBEK VA RUS TILLARIDAGI O’TIMLI VA O’TIMSIZ FE’LLAR

Najmiddinov Jobir, Bahodirov Arifjon

Namangan davlat universiteti katta o’qituvchilar

Annotatsiya: Ushbu maqolada o;’timli va o’timsiz fe’llarning o`ziga hos hususiyatlari

mavjudligi va ularning o`hshashlik tomonlari ko`rsatib o`tilgan.

Kalit so’zlar: sintetik tillar, tranzit o'tishi masalasi, frazali fe'llar, oldindan aytib

bo'lmaydigan tabiat, shubhasiz, noaniqlik hodisasi

ПЕРЕХОДНЫЕ И НЕПЕРЕХОДНЫЕ ГЛАГОЛЫ В АНГЛИЙСКОМ УЗБЕКСКОМ И

РУССКОМ ЯЗЫКЕ

Нажмиддинов Жабир, Баходиров Ариф

Наманганский государственный университет страшие преподаватели

Аннотация. В этой статье говориться что существует внутреннее разделение

как в глаголах действия так и в глаголах существования, которые обусловлены, как это

называется в грамматике их транзитивностью и непереходностью.

Ключевые слова. синтетические языки, вопрос транзитивности, фразовые глаголы,

непредсказуемый характер, несомненно, событие неопределенности

TRANSITIVE AND INTRANSITIVE VERBS IN ENGLISH, UZBEK AND RUSSIAN

LANGUAGES

Najmiddinov Jobir Bahodirov Arifjon

Namangan state university senior Teachers

Abstract. This article is about significant to note that there is an inner division in both

action verbs and the verbs of existence, the division which is stipulated by, as it is called in

grammar, the transitivity and intransitivity.

Key words: synthetic languages, matter of transitivity, phrasal verbs, unpredictable

nature, undoubtedly, event of uncertainty.

It is significant to note that there is an inner division both in action verbs and the

verbs of existence, the division which is stipulated by, as it is called in grammar, the

transitivity and intransitivity

Actually, this can be seen between the verbs to be and to have. The first one does

not transfer the action to another object, but as if it encloses the action with the subject; the

second one must be followed by the object. In all languages- both in analytical and

synthetic languages- the meaning of transitivity and intransitivity of the verbs is

established as a semantic connection and it goes back to the history of that language. But

systematic peculiarities of the languages even to some extent are reflected in their formal

possibilities of expressing this meaning. Thus, for example in Russian the fixing up of this

or that semantic nuance, semantic direction of the verb is obtained with the help of

prefixes and suffixes. Here we can note the formation of intransitive verbs from the

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transitive verbs with the help of ending -ся: начинать — начинаться, открывать —

открываться and etc. In Uzbek language also verbs can be added the endings in order to

change their voice and tense. In English (analytical) prefixes and suffixes do not carry out

grammatical function on the modern stage; if they are available in the word then they are

kept as historically formed parts of it. One can acknowledge the fixed prepositions of the

verbs as the outer formal indication of intransitivity (to listen to, for example).

More interesting and significant differences in the matter of transitivity and

intransitivity of the verbs between English and Uzbek and Russian in are in the plan of

content. So, some transitive English verbs have intransitive verb correspondences in

Uzbek and Russian, comp.:

to follow (smb.. smth.)- ergashmoq- следовать за (кем-л., чём-л.)

to approach (smb., smth.)- yaqinlashmoq- приближаться к (кому-л.,

чему-л.)

to watch (smb., smth.)- kuzatmoq- следить за (кем-л., чём-л.)

and vice versa :

to listen to (smb., smth.) - tinglamoq-слушать (кого-л., что-л.)

to wait for (smb., smth.) - kutmoq-ждать (кого-л., чего-л.)

It is obvious, that the possibility of two-fold “solution” of any action (either as transitive or

as intransitive) is put in the fact of the connection of the verb with two poles: the bearer of

the action and its object. Therefore there cannot be absolute border between transitive and

intransitive verbs. Thus the verb to watch can be translated not only as ‘kuzatmoq’ следить,

but also as ‘tomosha qilmoq’ наблюдать.

In order to understand why English, usually striving for formal completeness and

logical exactness of expressing, in this case it is going along contrary way , we must

remember the aspiration of Englishmen to compensate syntactical constraint of their

speech with more freedom in morphological and semantic relations. It is obvious, that the

rubbing off the borders between transitive and intransitive verbs is one those

compensating means, which expand and enrich the opportunities of the language. As a

result the broadening of the meaning of many verbs occurs. Here we can also observe the

influence of grammatical structure of the language on the character of its lexicon. For

example:

She laughed unwillingly, and the laughing reflection under the green hat decided

her instantly. U hohlamagan holda kulib yubordi, uning yashil shlyapasi ostidagi

kulayotgan chehrasining oynadagi aksi uni qaror chiqarishiga majbur qildi.-Она невольно

рассмеялась, и отражение в зеркале ее смеющегося лица под зеленой шляпой

моментально заставило ее решиться.

You don't know what a life she led me. – Sizlar uni mening hayotimni do’zzahga

aylantirganini bilmaysizlar. Вы не знаете, что за жизнь она мне устроила.

It is typical for English the constructions, in which intransitive verb becomes

transitive in causative meaning “kimnidir biror ishni bajarishga majburlamoq”, for example: to

fly a plane, to run a pencil and etc. The possibility of this kind of constructions has led to

the wide use of laconic and expressive word combinations like: to laugh smb. out of the

room (literally.: «ustidan kulib honadan chiqarib yuborish- заставить кого-л. выйти из

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комнаты, засмеяв его»), to wave the question away (literally.: «savolga javob berishda o’zini

olib qochmoq- отмахнуться от вопроса») and etc.

Sometimes the verb- intransitive in its main meaning- becomes transitive in

derivative meaning 'biror- bir narsani(fikrni) qaysidir yo’l bilan ifodalamoq-выразить что-л.

каким-л. способом', for example:

Не nodded his assent. – U boshini egib uz roziligini berdi- Кивком головы он выразил

согласие.

Valentin looked his query at the proprietor. – Valentin savol nazari bilan ho’jainga

qaradi.- Валентин вопросительно взглянул на хозяина.

She cried herself to sleep.- U yig’lab –yig’lab uhlab qoldi.- Она так много плакала, что

наконец уснула.

Speaking about the verbs of existence, we have already stated that they can be used

not only independently but also as a link- verb, proper meaning of which is graded and

has become the part of the composite predicate. The same thing can occur with some verbs

of action. Such possibility is provided by the circumstance that syntactical tie of these

verbs with the following members of the sentence (particularly, their meaning of

transitivity and intransitivity) remains much less determined and regulated than that

Uzbek and Russian have. The object in the above mentioned examples is the thing which

cannot be in reality (literally: ‘savol qaramoq-взглянуть вопрос’, ‘rozilik egmoq -кивнуть

согласие»), and this transmits the speech expressive and imagery character. Thus together

with the loss of syntactical independence the verb of action undoubtedly expands the

semantic opportunities and gains great specific gravity as the center of the entire semantic

complex (composite predicate).

Especially flexible in the relation of the category of transitivity-intransitivity are the

verbs to look, to sound, to feel and some others. Thus to look has the meaning not only

'qaramoq- смотреть', but also 'ko’rinmoq-выглядеть', and it is not only applied to the

acting person and also irrelatively to any person, in impersonal sentences.

Не looks well. – Uning ko’rinishi yahshi-Он хорошо выглядит.

It looks like rain. –Yomg’r yog’sa kerak.Похоже, что будет дождь.

He sounded on edge. – Ovozidan achchiqlanish sezilardi.-Он говорил раздраженно.

It sounds like a good idea to me. Bu fikr menga yahshi tuyulyapti.-Это кажется мне

хорошей мыслью.

Не feels well. U o’zini yahshi his qilmoqda.-Он чувствует себя хорошо.

His hands felt so warm and strong, so comfortable to cling to. Uning qo’llari

shunchalik illiq va kuchli ediki, unlarga yopishib olish shunchali yoqimli edi.- Руки его были

такими теплыми и сильными, к ним так приятно было прильнуть.

How does it feel, my dear, to have the woman you hate stand by you and cloak

your sins for you?- Sen yoqtirmagan ayollni seni himoya qilishi va gunohlaringni yashirishga

urinishiga , jonim sen qanday qaraysan? Ну, так как тебе нравится, моя милая, что

женщина, которую ты ненавидишь, защищает тебя и прикрывает твои грехи?

The same can be applied to the verb to show, which is used not only as transitive in

its main meaning 'ko’rsatmoq- показывать', but also as intransitive verb with the meaning

'ko’rinmoq-виднеться', comp.:

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Show me the way. Menga yo’lni ko’rsating-Покажите мне дорогу.

Не had rank showing on his shoulders. Uning mansabini pogonlaridan ko’rish mumkin

edi.-Его чин можнобыло увидеть на погонах.

Не is drunk. It shows. –U mast. Bun ko’rinib turibdi.- Он пьян. Это видно.

Some transitive verbs can be used in analogous way in the role of reflexive ones: to

read, to sell and others.

The book reads well. – Bu kitobni yahshi uqishmoqda.- Эта книга хорошо читается.

Newspapers sell well in the evening.- Gazetalar kechqurunlari yahshi sotiladi.- Вечером

газеты хорошо продаются.

It is not accidental that the pair of verbs in Uzbek and Russian: hidlamoq- hid

taratmoq-нюхать—пахнут;, ta’m bilmoq- ta’mga ega bo’lmoq- пробовать на вкус—быть... на

вкус; ushalb ko’rmoq- his qilmoq-ощущать — быть... на ощупь and etc. are transformed into

English not by two appropriate verbs but by one:

Smell these flowers. Mana bu gullarni hidlab ko’r.-Понюхай эти цветы.

The coffee smells good. Qahva hushbo’y hid taratmoqda.-Кофе хорошо пахнет.

Taste the cake. – Pirogdan tatib ko’ring.-Попробуйте пирога.

How much better fresh food tastes than food that has come from tins! – Konserva

bankalaridan chiqqan mahsulotlarga qaraganda yangi mahsulotlar qanchalik yahshi ta’mga ega.-

Насколько же вкуснее свежие продукты, чем консервы!

These poodles must feel very cold. Bu pudellarga sovuq bo’sa kerak.-Этим пуделям,

должно быть, очень холодно.

Her hands felt so soft. Uning qo’llari shunchalik yumshoq ediki.-Руки ее были такими

мягкими.

A good way to understand the differences and build your memory on them is, in the event

of uncertainty, search your mind for intransitive verbs. Once you think you have one, ask

yourself if it can take an object and if you can make a passive sentence with it. Afterward,

go to a [good] dictionary and check, and you will see that it is probably mostly intransitive

(that is, it has a lot of intransitive usages) but also a little bit transitive (with a few

transitive usages). Also, always be sure to search for citations in the dictionary, not just the

senses or whether the verb is in/transitive. A dictionary citation is a usage quotation from

the English language. In this way, you can critically compare what you conclude with the

definition.

To sum up, this chapter casts light on phrasal verbs as one of the most important

linguistic components in the English language and a thorny subject in translation science

because it might not be a proper translation without translating the phrasal verbs

appropriately. The phenomenon of phrasal verb has been the focus of a number of

translation studies. The treatment of such a phenomenon has varied considerably from

one researcher to another depending upon the standpoint from which has been accounted

for. Yet, one can infer a number of insights: firstly, translating phrasal verb into languages

where there are a number of correspondences between them and the English language.

Such correspondences play a significant role, as a common ground, in negotiating the

idiomatic meaning of phrasal verb and, in turn, in finding the appropriate equivalents to

them. Our objective in phrasal verbs translation is to transfer the closest and meaningful

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equivalence of phrasal verbs from the English into Uzbek. We have analyzed the both

languages` features closely examined some examples from chosen source and determined

appropriate equivalence between SL and TL in the phrasal verb translation. However, we

identified certain issues while we were scrutinizing some instances thoroughly since there

is no doubt that any translator is obliged to confront them while they are translating. Most

translators face some obstacles in the translation of phrasal verb and due to its misleading

and unpredictable nature it remains a real problem and an onerous task for the translator.

One of the problems in translating phrasal verbs lies in the fact that it is difficult to use

phrasal verbs properly in the speech unless the learner is well familiar with their correct

occurrence in the speech; otherwise, they cause some anxiety and aberration in most

English learners.

One of the possible reasons is that phrasal verbs have not been amply placed within

the curriculum of many educational institutes and the absence of translation 75 teaching

materials to familiarize English language learners and translators with specific

constructions; therefore, the frequency of phrasal verbs within the translation must be

reviewed and revised accordingly to reduce the problems of translating phrasal verbs for

translators, especially for those who are translating them from English to Uzbek.

Conducting further research on this ground will undoubtedly help us to overcome some

hurdles of this kind. Another problem of phrasal verb translation which requires further

research is a semantic feature of them because the possibility of preserving the

polysemous meaning of English phrasal verbs while they are being translated into Uzbek

is another rare case. The present study has also explored the effect of context in translating

phrasal verbs into Uzbek of English, and we could suggest that the use of sentence context

was better in achieving retention than using the translation condition. This does not mean

that the use of context is always better than the translation condition, but context is more

beneficial when retaining vocabulary knowledge. However, the effect of the learning

conditions was closely related to the other factors such as the proficiency level, first

language, and the combination of the learning. Therefore, the effect of context should be

estimated under the consideration of the interaction with other variables. A remedy

suggested by some old classical translators to avoid pitfalls in translating phrasal verbs is

to memorize their meanings in the target language. But this will only hamper and destroy

further scope and the intrinsic beauty in the translation in spite of the fact that it is a short-

cut and myopic solution. It will also be impossible to learn by heart all possible

combinations of verbs which are infinite and every now and then new combinations will

form since language is dynamic and creative. Another response to the question of

appropriate translation of phrasal verbs is that every translator should pay attention to the

translation of the phrasal verbs and work hard with each phrasal verb. English and Uzbek

lexical systems are so different that they demand the special approach to translating of 76

each verb according to its nature of homonym.

In addition, thorough study and consequent understanding of semantic

correspondences in the English and Uzbek verbal systems can be quite a powerful tool in

the translator's arsenal. Furthermore, such difficulties have constituted the basis upon

which Uzbek researchers warrant the employment of such strategies as evasion, omitting

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and paraphrasing phrasal verb when translating them into Uzbek. Such strategies, as it

will be manifested from the results of this study, are not theoretically based and lack of a

systematic approach that may help tackle the difficulties encountered when translating

phrasal verb into Uzbek. More insightful efforts are needed to describe the difficulties

encountered by translators when dealing with such a problematic phenomenon, and more

practical strategies are needed to be suggested, examined and applied. The prospect for

the future would be better, if we are aware of the fact that becoming much familiar with

all peculiarities of phrasal verbs can be the most effective tool in learning as well as the

translation of them. It is a common phenomenon and undisputable fact that high accuracy

in the acquisition of phrasal verbs and treatment of phrasal verbs in practical translation

can prevent most translators and learners from hardships and disgrace in the translation.

The present analysis will hopefully contribute to the studies of language transfer and in

particular of transfer issues in the usage of English phrasal verbs.

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МУНДАРИЖА

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масалалар

Тиллабаева Г.И............................................................................................................................... 3

2 О разрешимости одной краевой задачи для уравнения третьего порядка с

кратными характеристикамив прямоугольной области

Апаков Ю. П, Умаров Р.А............................................................................................................

6

3 Dssc (dye sensitized solar cell) қуёш элементлари ва уларнинг айрим физик

хоссалари

Абдукаримов А.А.......................................................................................................................... 17

4 The probability of inheritance of non-linked genes in the 5th generations

Ibragimov.R……………………………………………………………………………………….. 22

5 Влияние рекомбинационных процессов на механизм токопрохождения psi-nsi1-xsnx

- переходах

Мадаминов Х.М…………………………………………………………………………………. 31

6 Turli tartibda buzilishga ega bo’lgan aralash tipdagi tenglama uchun bir chegaraviy

masala haqida

Maxsudova Sh, Xakimov O’……………………………………………………………………. 36

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заряда в кремнии,легированном медом

Мирзарайимов Ж.З ……………………………………………………………………………. 40

8 Непараметрическое интервальное оценивание многомерной плотности

вероятности и её производных

Рахимова Г.Г ……………………………………………………………………………………... 46

9 Uchinchi tartibli keli daraxtida tashqi maydonli bir model uchun ba’zi asosiy holatlar

Raxmatullayev M.M …………………………………………………………………………….. 52

10 Фотоэлектрические свойства n-gaas – p-(gaas)1-x(ge2)х гетероструктур с

нанокристаллами германия

Бобоев Акрамжон Йулдашбоевич, Усмонов Жохонгир Нишонбоевич,Махмудов

Х.А, Уринбоев М.И, Тожимухаммадов А.К………………………………………………… 58

11 Ўзбекистонда информатика фанини ўқитишнинг қисқа тарихи

Отаханов Н.А…………………………………………………………………………………….. 64

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12 Oddiy o’g’itlarning sifat ko'rsatkichlari uchun ba'zi texnologik kattaliklarni o'rganish

Giyasidinov А.L,Sultonov B.E,Namazov Sh.S, Xamraqulov Z.A............................................ 69

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13 Синтез из пчелиного подмора - apiss mellifera хитина и хитозана для

использования в медецине

Нурутдинова Ф.М ………………………………………………………………………………. 79

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Икромов Э.Ф, Икромов Э.Э …………………………………………………………….. 98

17 Современные глобальные экологические проблемы

Умаров К.М,Ахмаджонов А.У ……………………………………………………………….. 108

18 Тўғриқанотсимон ҳашаротларнинг миграцион жараёни

Тўраева З.Р,Тўраева Ф.Р ………………………………………………………………………. 113

19 Фарғона водийси сув ҳавзаларида учрайдиган доғли ялангбалиқ (triplophysa

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Жураев НМ, Искандаров У.У, Абдужабборов И.И……………………………………….. 132

21 Ўзбекистон Республикасида телетиббиёт тизимини ривожлантиришда

телекоммуникация тизимларига талаблар

Тургунов Б.А, Жўраев Н.М, Орифжонова Д.В…………………………………………….. 138

22 Аграр секторда дронлардан фойдаланишни ташкил этишнинг истиқболлари

Абдуллаев Б, Азимжонов У.А………………………………………………………………… 145

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ФАЛСАФА ФАНЛАРИ

ФИЛОСОФКИЕ НАУКИ

PHILOSOPHICAL SCIENCES

23 Axborotning ma’naviy tahdidga aylanishi

Lutfullayev A.A…………………………………………………………………………………...

152

24 Минтақавий ҳамкорлик: халқаро муносабатлардаги аҳамияти ва глобал

тараққиётдаги зарурияти.

Абдуллаев. Ш ……………………………………………………………………………………

156

25 Проблема личности: сущность, структура и особенности формирования

Мажитов М………………………………………………………………………………………. 162

26 Фарғона водийсида рекреацион туризмни ривожлантириш масалалари

Тожибоев

У.У……………………………………………………………………………………. 169

НамДУ илмий ахборотномаси - Научный вестник НамГУ 2020 йил 1-сон

195

27 Хитой фалсафий тафаккурида инсон табиати ҳақидаги фикрлар ва унинг Ван Ян

Мин ғояларидаги талқини

Хошимов С.С…………………………………………………………………………………….. 173

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ФИЛОЛОГИЯ ФАНЛАРИ

ФИЛОЛОГИЧЕСКИЕ НАУКИ

PHILOLOGICAL SCIENCES

28 Ўзбек тилшунослигида тош номларини тадқиқининг амалий аҳамияти

Бозорова Е, Кадирова З ……………………………………………………………………….. 178

29 “Бобурнома”да оила ва хотин-қизлар мавзусининг ёритилиши

Қосимова Г Н……………………………………………………………………………………. 182

30 Ingliz uzbek va rus tillaridagi o’timli va o’timsiz fe’llar

Najmiddinov J, Bahodirov A…………………………………………………………………… 187

31 Barriers to the use of computer-based language teaching by english teachers.

Azamov S......................................................................................................................................... 193

32 Формирование лексических навыков в английском языке в средних школах

Ботирова З.Х……………………………………………………………………………………... 199

33 Алломорфирование модификационных суффиксов с деминутивным значением

Зинин Е.О………………………………………………………………………………………… 204

34 Жеймс Жойснинг “Улисс” асарининг лексик тадқиқининг айрим муаммолари.

Bahriddinov M.M,Turg’unov D.B,Tojiboyev I.M…………………………………………….. 208

35 Интенсификация/деинтенсификациянинг синоним ва вариант парадигмаларни

шакллантириши

Зияев А.И………………………………………………………………………………………… 213

36 Нерегламентированная пунктуация в романе е. замятина «мы»

Гайбуллаева З.T………………………………………………………………………………… 220

37 Психолингвистиканинг вужудга келиш тарихи

Фазлиева А.Ж…………………………………………………………………………………… 226

38 Синтактик позиция ва гапни бўлакларга ажратиш тамойиллари

Усмонова Ҳ………………………………………………………………………………………. 234

39 Ғафур Ғулом насрида бадиий-тасвирий воситаларни қўлланишиши

Ҳамидова М.О……………………………………………………………………………………

238

40 The mythology and fantasy in the work of j.r.r. tolkien

“the lord of the rings”

Shergoziyev Sh……………………………………………………………………………………

243

41 Ўзбек тилшунослигида синонимиянинг анъанавий ва замонавий талқини

Раҳмонов Ғ.Р……………………………………………………………………………………..

249

42 Тил ижтимоий функциялари кенгайишининг сўз услубий қўлланишига таъсири

Қўшоқова Б.Й……………………………………………………………………………………. 255

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ПЕДАГОГИКА ФАНЛАРИ

ПЕДАГОГИЧЕСКИЕ НАУКИ

PEDAGOGICAL SCIENCES

43 Chet tillarni o`rgatishda muammoli ta`lim texnologiyasi

Imomov I A……………………………………………………………………………………….. 263

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196

44 Teaching process writing effectively in efl classess.

Musayeva G………………………………………………………………………………………. 267

45 Boshlang’ich sinf o’quvchilarida mantiqiy fikrlashni yuzaga keltirish yo’llari

Satarov B, So’fiboyeva G ………………………………………………………………………... 273

46 Boshlang`ich sinf o`quvchilarini qunt bilan dars tayyorlashga yo`naltirish

Nuraliyeva K.I……………………………………………………………………………………. 278

47 Чет тилларни ўқитишда ўзаро ҳамкорлик технологиясидан фойдаланишнинг

афзалликлари

Абдуллаева М.Н………………………………………………………………………………… 284

48 Инновация-ҳозирги замонавий таълим муассасаси ўқитувчисининг педагогик

тафаккурини ривожлантириш воситаси сифатида

Абдурасулов Ф.П……………………………………………………………………………….. 291

49 Таълим тизимида касбий компетентлик тушунчасининг таҳлили

Абдурахимов.Қ………………………………………………………………………………….. 296

50 Алишер Навоий шахсини ўрганишда тарихий, илмий, бадиий асарлардан

фойдаланиш

Абдуллаев К……………………………………………………………………………………… 304

51 Талабаларда саломатлик маданиятини шакллантиришнинг айрим педагогик

жиҳатлари

Джураев Э.М,Акзамов С.Д……………………………………………………………………. 308

52 Жисмоний маданият ўқитувчиси касбий тайёргарлиги жараёнининг айрим

замонавий педагогик хусусиятлари

Исломов И.А,Парпиев О.А…………………………………………………………………… 313

53 Boshlang’ich ta’limga integratsiyalashgan texnologiyadan foydalanish yo’llari

Abdullayeva N.M………………………………………………………………………………… 317

54 Маҳкум шахсни ижтимоий меҳнат билан тарбиялаш давр талаби: ижтимоий

тажриба

Тураханова Д.А…………………………………………………………………………………. 324

55 Boshlang‘ich ta’lim o‘qituvchisi kasbiy kompetentligining asosiy tarkibiykomponentlari

Ne’matova S.I……………………………………………………………………………………... 330

56 Бўлажак касб таълими ўқитувчиларининг ахборот-коммуникацион

тайёргарлигини компьютерли лойиҳалаш воситасида такомиллаштириш

Хакимов Ж.О……………………………………………………………………………………..

336

57 Компетенциявий ёндашув - мактабгача ёшдаги болаларни интеллектуал

ривожлантириш омили сифатида

Далибаева Ш.Т…………………………………………………………………………………... 343

58 Таълим самарадорлигини оширишда инновацион таълим технологияларини

қўллаш замон талаби сифатида

Пўлатова Н.М……………………………………………………………………………………. 348

59 Муҳаммад Юсуф ҳаёти ва шеъриятини интерфаол усуллар орқали ўрганиш

Сайдаҳмедова Н.С………………………………………………………………………………. 353

60 Методические основы формирования умений и навыков при обучении

профессиональному английскому языку 358

НамДУ илмий ахборотномаси - Научный вестник НамГУ 2020 йил 1-сон

197

Исроилова Д.М…………………………………………………………………………………..

61 Новые инновационные технологии в преподавании иностранного языка.

Нишанова, Т. Икромова М…………………………………………………………………… 364

62 Спортнинг ёшлар маънавий камолотидаги ижтимоий-педагогик функцияси

Тўхтаназаров И.У,Махмуталиев А.М………………………………………………………… 367

63 О профессионально–прикладной физической подготовке студентов

Усманов Б.Х……………………………………………………………………………………… 373

64 Талаба-ёшлар этник ўзлигини англашида ота-оналар педагогик саводходлигининг

аҳамияти

Хайдарова Х.Р…………………………………………………………………………………… 379

65

Оилада ахлоқий-маънавий тарбияда шахслараро муносабатларнинг ўзига хос

хусусиятлари

Мирзаева Фарохат Одилжоновна……………………………………………………………. 383

66 Жамоавий муносабатларда мактабгача тарбия ёшидаги болаларда шахс

сифатларини шакллантириш аспектлари

Ярманова Ю.Б…………………………………………………………………………………… 389

67 O’rta maxsus ta’lim va oliy ta’limda matematika fanlarini uzviyligining ta’minlanganlik

darajasi

Ustadjalilova X…………………………………………………………………………………… 394

68 Бўлажак мактабгача таълим муассасалари педагог-тарбиячиларини

тайёрлашнинг педагогик-психологик хусусиятлари

Хушназарова М.Н……………………………………………………………………………….

399

69 Kimyo ta’limida modulli tizim va elektron darslik yaratish metodikasini

takomillashtirishning amaliy samaradorligi

Ixtiyarova G.A Ahadov M.Sh…………………………………………………………………… 405

70 Компьютер ўйинлари ёрдамида таълим олувчиларнинг математик саводхонлик

даражасини аниқлаш

Нажмиддинова Ҳ ……………………………………………………………………………….. 413

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СИЁСИЙ ФАНЛАРИ

ПОЛИТИЧЕСКИЕ НАУКИ

POLITICAL SCIENCES

71 Амир Темур сиёсатида “кенгаш” институтининг роли

Алимардонов Т.Т……………………………………………………………………………….. 421