PROBLEMS OF THE EXPRESSION OF CONDITIONAL RELATIONSHIPS IN THE UZBEK LANGUAGE

The article is aimed at investigating the problems of the expression of conditionals in the Uzbek language. Particularly, in the article a special emphasis is placed on the analysis of peculiarities of formal expressions of conditionals in the Uzbek language. The objectives of the research are formed by defining the notion of condition in Uzbek, studying the forms of expression of the conditionals, analyzing the syntactic structure of the conditional constructions, identifying the levels of language in which conditionals are expressed, analyzing the functions of conjunctions connecting the clauses of conditional sentences and identifying the stylistic features of conditional conjunctions. Linguistic description, generalization of prior ideas and theories in the field and componential analysis methods are used. The results of the study have shown that the conditionals are expressed by the synthetic and analytic forms, the synthetic forms (conditionals formed by affixes) refer to the conditional forms constructed by adding the conditional affix “-sа” to the stem of the verb, the analytic forms (the combination with two or more components) include the form of“-sа”+ to’liqsiz fe’l (an auxiliary verb (edi, ekan, emish), the combination of a part of speech which is not a verb+bo’l (to be)+sa, lexical units as desa, bo’lsa, yo’qsa and proverbs. The conditionals are mainly expressed at the grammatical and lexical levels of the language. In the grammatical layer, the conditionals are especially expressed through a syntactic unit which is a complex sentence and it is important to note the role of the conditional affix “-sa” in expressing a conditionat the morphological level. In the lexical layer, some lexical units and proverbs can be regarded as means of expressing conditionality. Also,conditional clauses are connected by various conjunctions (agar, basharti, mabodo, bordiyu, madomiki all referring to “if” in English) and these connectives possess different stylistic colorings and the main function of such conjunctions is not to express conditionality, but to emphasize and exaggerate a conditional meaning. So, the structural peculiarities of conditionals in Uzbek are determined by their syntactic structure, their expression in different language levels and the conditional conjunctions

Culture awareness in English language teaching

This paper describes the Malta Culture Awareness Project aimed at introducing a culture component in English teaching in the lower forms of the secondary school. The research was based on the belief that "a culture component in language teaching actually improves language learning and makes students more tolerant of cultural diversity". The assumptions are that culture awareness (a) facilitates language learning and (b) makes students more tolerant and appreciative of diversity. Indeed these very assumptions underpinned the Council of Europe Project "Language Learning For European Citizenship", which was launched in the light of the socio-political phenomena that created the "House of Europe" in the last 20 years (Neuner 1994). Our assumptions were also substantiated by Byram and Zarate (1995, Preface) "the Council of Europe believes that teachers of languages (and also of other subjects as history and education for citizenship) have a central role to play in preparing young people for full and active democratic citizenship in the new Europe".peer-reviewe

Managing the complexities of English Language teaching in engineering

In this 21st century, engineering employers seek professional engineers who have excellent scientific knowledge and are able to demonstrate good communication and problem solving skills. With this focus on job demands, engineering education has been restructured, balancing the emphasis between scientific knowledge and soft skills. This shift in focus has not only affected the teaching and learning in engineering education, but also English Language (EL) educators who are involved in teaching non-technical components within an engineering education curriculum. This shift in focus has raised the demand for ESP which include teaching communication skills in English language discourse used in engineering, and teaching problem solving skills in English language teaching. With this demand, challenges are inevitable among EL educators who are generally prepared for teaching English for generic purposes in school settings and who bring with them pedagogical knowledge and beliefs in English language teaching, as well as identities they have developed from their previous to their new workplace. This shift also raises questions about the ways in which English language teaching is positioned, the role of English language courses within an engineering-specific context and the implications of this positioning on the design of the English language courses. The main aim of this study was to investigate how EL educators managed the complexities in teaching English at one technical university in Malaysia. In addressing the research questions, a case study design was developed to highlight the complexities within that context and the ways in \ud which EL educators managed these complexities. The data for this study were collected through qualitative and quantitative methods to unpack the complex process of teaching English for engineering which included teaching problem solving and communication skills. These methods obtained insights into the ways in which EL educators conceptualised English language teaching, positioned themselves and framed their teaching in an engineering context. The quantitative data were collected through a questionnaire involving 12 EL educators. The data from the questionnaire were used to profile the EL educators at the English Language Department of this university. Based on the profiling, four EL educators teaching undergraduate engineering students were selected for the main study. The qualitative data were collected through document study, individual semi�structured interviews, classroom observations, video recording of classroom observations and stimulated recall protocols. This study found that there were disconnections between English language teaching and the engineering discipline at this university. These disconnections were due to the dissemination process of the engineering accreditation requirements whereby these requirements went through ii multiple layers of interpretation, adaptation and translation before they reached the EL educators, causing ambiguities in positioning English language teaching and misalignments in the role of the English language courses within the engineering academic curriculum. As a result, tensions occurred in determining the emphasis of English language teaching. The ambiguities in positioning English language teaching and the misalignments of the English language courses presented the EL educators with challenges in managing their pedagogies and framing their teaching within the context of an engineering university. The study found that the strategies that the EL educators exercised in their agency resulted from the interplay between how they positioned English language teaching and the professional identities they developed in their university context. The demand for ESP required these EL educators to teach beyond their expertise, creating challenges for them to establish their professional identities. Complexities emerged when English language teaching involved integration among English language, communication skills, engineering knowledge, and problem solving skills. This study contributed to the field of English language teaching, specifically to English for Specific Purposes (ESP) by providing knowledge and understanding of the complexities of teaching English for the engineering discipline in higher education. It also contributed to research on professional identities by highlighting the tensions, struggles and negotiations that EL educators faced in positioning themselves within this context to determine their professional identities. The findings of this study deepen our knowledge and understanding of professional identities and agency among EL educators in the Malaysian context, particularly in the discipline-specific context of engineering

The English Language Teaching in Andhra Pradesh should meet the requirements of the present Global World

This paper throws light on the status of language learning in Andhra Pradesh and draw backs, problems and education system in the state. It tries to reveal the practical difficulties in teaching English language at school level. The paper focuses on a shift from medium of instruction in the state government schools and a change that occurred in the system since then. It suggests utilizing the resources that are available for rectifying the problems in order to meet the requirements of the present situation globally by the learners

Research on the Innovation of English Teaching Mode Based on Artificial Intelligence

This article presents a research on innovative approaches in English language teaching through the application of Artificial Intelligence (AI). The aim is to address the issues found in traditional English language teaching methods by utilizing AI technology. The article begins by identifying the problems in traditional English language teaching and exploring the current applications of AI in education. Then, it specifically discusses the application of AI technology in English language teaching, such as interactive listening training, intelligent error correction and personalized post-class guidance, and cloud-based intelligent English translation teaching. Subsequently, a proposal is put forward to construct a new English language teaching system based on AI technology, including modules for engaging explanations, interactive English assignments, and creating scenarios for cross-cultural communication oral training. Lastly, an evaluation method for assessing the innovation of English language teaching models based on AI is introduced, which includes feedback and perceptions from both teachers and students, as well as an assessment of teaching outcomes. The research findings of this article can provide a more intelligent, personalized, and effective English language teaching approach, thus positively impacting the quality of English language teaching and enhancing students’ interest in learning

INCORPORATING LOCAL WISDOM INTO ENGLISH LANGUAGE TEACHING (ELT)

Since language (e.g.local languages)is an important part of a culture, it should be maintained and revitalized. When the language undergoes attrition because of global culture, many aspects in culture will also be extinct. As it is not possible to “fight against” the global culture, it would be wise to maintain the local languages by juxtaposing the local languages, Indonesian, and English. This paper is intended to offer an alternative of maintaining local languages or cultures by incorporating local wisdom into English Language Teaching(ELT)In practice, it can be a kind of multilingual teaching by juxtaposing local language(s)Indonesian, and English in school or college. The implication is the students, by being multilingual, will be able to develop multiculturalism, thus, developing also high tolerance among the existing ethnics. Local wisdom can be found in many aspects of culture, e.g. dress, food, architecture, narrative, traditional songs etc. In order to be interesting, the use of Information Technology is crucial; English teachers may collect and select authentic materials from internet, if available, and they can be presented in LCD in the classroom

The Washback Effects of Testing Practices on English Language Teaching

Teachers often confused how they can get feedback from their students as one of supporting education components they need. Therefore, washback effects are important as the feedback. This essay studies the washback effects of testing practices on English language teaching. This essay covers three important parts which discuss washback effects. The first part tells the introduction which consists of background to the study, objectives of the study, and limitation of the problem. The second part clarifies English language teaching in Indonesia, English language teaching in Junior High Schools, testing practices on English language teaching, factors influence testing practices, washback effects of testing practices, and areas affected by washback. The third part reviews research studies on washback effects to explore the washback effects of testing practices on English language teaching. The last part, conclusion, is consistent with the effects of washback of testing practices on English language teaching

English Language Teaching and Linguistics

There has been a multifarious discourse about the role of linguistics in the field of English language teaching and we find agreement as well as disagreement. After reviewing the literature it becomes clear that English language teaching has its root in the discipline as well as sub disciplines of linguistics. Indeed these are roots it has never entirely cut. The present paper intends to trace the influence of linguistics on English language teaching over the last six decades. The core aim of the paper is to bring to light the linear and nonlinear relationship that linguistics enjoys with English language teaching