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

VOCABULARY AND LANGUAGE TEACHING

In this paper we have looked at the difference between teaching language structure and teaching vocabulary. We have discussed how counts of frequency alone are not enough to determine what words should be taught. We have seen that knowing a word means more than just knowing its meaning. Even that is problematical since meaning includes sense relations and context, for example. To know a word we also need to know about its use, how it is formed and what grammatical behavior it provokes. Above all, in this paper, we have approached the idea of how vocabulary teaching and learning need to be emphasized in order for students to be competent language users.vocabulary, teaching vocabulary, learning vocabulary, word selection.

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition

Lionel Billows (1909 – 2004): in memoriam

Lionel Billows, who died earlier this year at the age of ninety-four, was a pioneer of what came to be known as ‘situational language teaching’, the mainstream approach which preceded communicative language teaching in the British ELT tradition. He was best-known for his book Techniques of Language Teaching (1961), whose humanism and continuing interest value Maley (2001) has recently highlighted. Billows’ most notable practical achievement was his work as Education Officer for the British Council in South India between 1954 and 1960, when he conceived and initially directed a ‘campaign’ for the wholesale retraining of 28,000 Primary School teachers. This project has entered ELT mythology as the ‘Madras Snowball’, due to an article by Billows’ successor which unaccountably fails to mention his contribution (Smith 1962), but Billows himself disliked the term, preferring to call it instead the ‘MELT (Madras English Language Teaching) Campaign’

Global Education in Second Language Teaching

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

Commentaries and post-beginners' language teaching

This paper suggests an approach to, and some of the potential benefits of, introducing work with commentaries into a post-beginners' language course and considers the ways in which working with commentaries can usefully enrich students' study across a classical studies curriculum