American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
American Journal of Language, Literacy and Learning in STEM Education (2993-2769) is an open-access and double-blind peer-reviewed international journal that aims to publish original research articles, case studies, and review papers. Journal is an interdisciplinary forum for researchers that address the intersection of education and STEM learning technologies. It aims to provide implications and scopes to develop and enhance STEM education as well as the uses of technology in education at all levels across the globe. It focuses to deliver perspectives at all levels, from the micro-level of explicit educational methods and tools to be used in the learning management system, educational institutional management method, development, and implementation, curriculum & content development, graduate employability, and quality education, to the macro-level of national policies and implementations; from primary education levels to adults in both territory and vocational education levels in schools, institutions and higher institutions to online, offline and lifelong learning.
Exploring the Impact of AI Tools on the Development of Writing Skills Among Students
This article analyzes the impact of artificial intelligence (AI) tools on the development of students’ writing skills in modern educational settings. The study focuses on key aspects such as grammar accuracy, lexical diversity, coherence, and critical thinking. A mixed-methods approach was applied, including surveys, text analysis, and a review of existing literature. The findings show that AI tools significantly improve writing performance by providing instant feedback, correcting errors, and offering vocabulary suggestions. They also help reduce learners’ anxiety and support idea generation. However, excessive reliance on AI may negatively affect students’ independence, creativity, and critical thinking abilities. The study concludes that AI can be an effective support tool in writing development if used responsibly. A balanced approach is essential to ensure that AI enhances learning without replacing students’ own cognitive efforts.
Copyright (c) 2026 American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
The Joint Admission and Matriculation Board Examination, Transition from Paper and Pencil to Computer Based Training
The Joint Admission and Matriculation Board which are in charge of admission into the tertiary institution has introduced several significant changes to its admission policies, focuses on regulating student matriculation, enhancing transparency through the technology and strengthening the Central Admission Process System (CAPS). However, the Federal Government, via Minister of Education, has mandated an 18years minimum for admission into the tertiary institution, with minimum cut-of mars of 140 for universities and 100 for polytechnics, Colleges of education, and Colleges of health. All admissions must go through the JAMB CAP Portal. The digital system acts as the sole, official mechanism for admissions, replacing manual processes and reducing fraud.
Joint Admission and Matriculation Board Examination (JAMB)
Computer Based Training (CBT) & Central Admission Process System (CAPS)
This article presents new information about the scientific biography of the representative of Uzbek classical literature, poet, publisher Sayid Haybatullahkhodzhi Hislat. The literary environment of Tashkent and the place of the poet in it, literaty directions,and creative activity were studied.
Social Factors in Learning The Korean Language: An Analysis of Uzbek Learners
This study explores the role of social factors in learning the Korean language, focusing particularly on Uzbek learners. The rapid global expansion of Korean culture in recent years, often referred to as the 'Korean Wave' or 'Hallyu', has significantly increased international interest in the language. The growing popularity of Korean dramas, music, films and digital media has created new motivations for language learning among young people in Uzbekistan. Against this backdrop, the present study aims to identify and analyse the extent to which social factors influence the effectiveness and motivation of Korean language learning. The study focuses on several key social determinants, including peer influence, family support, the educational environment, exposure to Korean popular culture and access to social media platforms. These factors are examined as important external variables that shape learners' attitudes, engagement and continuity in language study. The findings reveal that the social environment plays a crucial role in fostering positive motivation and sustained interest in the Korean language. Notably, the influence of Korean popular culture and online communities was identified as a significant driver of learners' enthusiasm and commitment. Furthermore, the educational context, including teacher support, institutional resources and collaborative classroom interaction, was identified as a significant contributor to successful language acquisition. The results suggest that language learning is not solely a cognitive, individual process, but is also strongly embedded within broader social and cultural contexts. This study advances our understanding of the sociolinguistic aspects of foreign language learning and offers practical insights for enhancing Korean language education among Uzbek learners.
Intercultural Communication in Teaching Russian as a Foreign Language in Non-Linguistic Higher Education Institutions
The article examines the theoretical and practical aspects of developing intercultural communication in the process of teaching Russian as a foreign language in non-linguistic higher education institutions. Particular attention is paid to the development of students’ intercultural competence as a key component of their professional training. The paper analyzes modern methods of teaching Russian as a foreign language and evaluates their effectiveness in a professionally oriented educational environment, particularly in the field of medical education.
Re-Aligning Today’s Curriculum to AI-Appreciating Education in the 21st Century
The most recent illustration of the substantial shift in educational learning objectives is one of the Sustainable Development Goals, which places an emphasis on instruction for international citizenship and environmentally conscious growth. The shift was born out of the understanding that educational systems need to provide students with decisive thinking, communication, solving problem and teamwork potential abilities. Curriculum reform and education of the 21st century places a strong emphasis on these, which have been bolstered by global conversations about changing societal and employment demands. This paper first examines the shift at the national, regional, and global levels. While focusing primarily on the issue of assessment, the study argues that any meaningful change in educational philosophy must ensure coherence across the domains of curriculum, pedagogy, and assessment. This paper outlined several barriers that keep artificial intelligence (AI) from being successfully implemented in full into research, teaching, and learning, despite the fact that AI has the prospective to completely change the educational system. This paper also identified some key methods for including AI proficiencies into the curriculum and concludes that the rapid changes in the global education landscape brought about by technological advancements, has made it imperative that current curricula be realigned toward education that appreciates artificial intelligence, thus the paper underlines the urgent need for curriculum reform that integrates AI capabilities, develops teacher capacity, and enhances technology infrastructure in order to get students ready for the rigors of today's AI-driven global economy.
Digital Literacy Skills in Adult Education: Implications for Knowledgeable and Informed Citizens in Nigeria
The concept "literacy" has historically been associated with the capacity to read and write. But as technology has developed, the definition of literacy has broadened to include a variety of different competencies. One important component is digital literacy, which encompasses a variety of abilities necessary for efficient teaching and learning and extends beyond computer ability. In order to maintain an educated, varied, and active community in the modern world, digital literacy is not only a technological skill but also a civic requirement. The increasing significance of digital proficiency for long-term socioeconomic involvement and lifelong learning is highlighted by global development frameworks. It is essential for improving information accessibility and honoring adult learners' preferences. To flourish in today's increasingly digital environment, facilitators and learners need to become digitally competent. As a result, it becomes essential to include digital literacy in all areas of adult education as it not only promotes lifelong learning but is also a necessary skill for future jobs and informed citizens. This article presents an overview of the literature on the benefits of digital literacy and its related learning outcomes in adult education. It seeks to address adult learners and their digital learning needs as well as the challenges of integrating digital literacy in adult education. Through exploring the processes of enhancing digital literacy in adult education, this discourse shed light on the significance of digital literacy in adult education and its potential implications for knowledgeable and informed citizens.
This study explores the role of proverbs as a unique form of folk wisdom reflecting social life, cultural values, and literary traditions. Proverbs, as condensed expressions of collective human experience, function as both linguistic and cultural artifacts transmitted across generations. The research analyzes the origins, functions, and transformations of proverbs within Eastern and Turkic literary traditions, with particular emphasis on their presence in classical works such as Devonu Lug‘otit Turk, Gulistan, and Panchatantra. Using qualitative textual analysis, the study demonstrates that proverbs serve not only as aesthetic elements but also as moral and philosophical guides embedded in literature and everyday communication. The findings reveal that despite historical changes, proverbs retain their semantic stability while adapting linguistically over time. The study concludes that proverbs are essential components of intangible cultural heritage and continue to influence both traditional and modern literary discourse.
A Review Of Recent Studies On Artificial Intelligence (Ai) In English Language Learning And Its Implications For Applied Linguistics
The rapid development of artificial intelligence (AI) has significantly transformed language learning and teaching practices across the world. Recent advances in AI technologies have created new possibilities for improving English language education and supporting both learners and teachers in diverse learning environments. This review examines recent research on the integration of AI in English language education, with particular attention to its pedagogical benefits, technological applications, and emerging challenges. AI-based tools such as intelligent tutoring systems, automated writing evaluation programs, chatbots, and speech recognition technologies provide learners with personalized feedback, adaptive learning environments, and increased opportunities for autonomous language practice. These technologies enable learners to practice language skills at their own pace and receive immediate feedback, which can enhance engagement, motivation, and overall language proficiency. In addition, AI-driven platforms assist teachers in monitoring student progress, identifying learning difficulties, and designing more effective instructional strategies. Despite these advantages, several challenges remain, including technological limitations, data privacy concerns, ethical issues, and the potential reduction of meaningful human interaction in the learning process. Therefore, this review critically evaluates existing studies on AI-assisted language learning, identifies important gaps in the current literature, and discusses key implications for future research in applied linguistics as well as for language pedagogy in the evolving era of artificial intelligence.
Inclusive Education: Challenges and Opportunities in Modern Classrooms
Inclusive education aims to provide equal learning opportunities to all students, regardless of their abilities, backgrounds, or needs. In modern classrooms, this approach fosters an environment where students with diverse needs, including those with disabilities, socio-economic challenges, and different learning styles, can learn together. Implementing inclusive education presents several challenges, including insufficient teacher training, lack of resources, and societal prejudices. Despite these hurdles, there are significant opportunities to create more inclusive learning environments, such as through the integration of assistive technologies, differentiated instruction, and collaborative teaching methods. The challenges and opportunities in creating inclusive classrooms, emphasizing the importance of policies, practices, and resources that promote inclusivity. It also highlights the need for continuous professional development for teachers and the active involvement of communities in supporting inclusive education.
Psychological Foundations of Professional Motivation and Personal Development in Building Supervisory Competence
This article explores the psychological foundations of professional motivation and personal development as key determinants in the formation and enhancement of supervisory competence among future specialists, particularly within the context of pedagogical and professional education. In modern educational systems, the demand for highly competent, self-regulated, and socially responsible professionals has significantly increased, making the study of motivational and personal maturity factors especially relevant. The research emphasizes that supervisory competence is not only a set of technical and managerial skills but also a complex psychological construct shaped by internal motivation, self-awareness, emotional intelligence, and continuous personal growth. The study analyzes the theoretical and methodological approaches to understanding professional motivation, including intrinsic and extrinsic motivational factors, goal-setting mechanisms, and value orientations that guide individuals in their professional activities. Special attention is given to the role of personal maturity, which encompasses such qualities as responsibility, independence, reflective thinking, emotional stability, and the ability to make informed decisions in complex situations. These characteristics are considered essential for effective supervision, leadership, and interpersonal interaction in professional environments. Furthermore, the article highlights the interdependence between motivation and personal development, arguing that a high level of professional motivation stimulates continuous self-improvement, while developed personal maturity strengthens resilience, adaptability, and ethical responsibility. The research also examines psychological mechanisms such as self-regulation, reflection, empathy, and communication skills, which serve as fundamental components in the development of supervisory competence. In addition, the paper discusses practical implications for educational institutions, suggesting the integration of psychological training, mentorship programs, and competency-based approaches into curricula to foster both motivation and personal growth among students. The findings underline the importance of creating supportive learning environments that encourage autonomy, critical thinking, and professional identity formation. The article demonstrates that the development of supervisory competence is a multidimensional process grounded in psychological factors, where professional motivation and personal maturity play a central role. Strengthening these aspects contributes not only to individual success but also to the overall effectiveness and sustainability of professional and educational systems.
The Internet as a Vital Component of Modern Society: Can We Live Without it
This article “The Internet as a Vital Component of Modern Society: Can We Live Without It?” explores the essential role of the Internet in shaping modern life. It examines how the Internet has become deeply integrated into various aspects of society, including education, communication, business, entertainment, and daily routine.The article discusses the advantages of global connectivity, easy access to information, and technological progress that the Internet provides. At the same time, it analyzes the negative effects of Internet dependence, such as privacy issues, social isolation, and misinformation. Finally, the article raises the question of whether modern humans could realistically live without the internet concluding that while life without it is possible, it would significantly affect social, educational and economic development.
A Comparative Linguocultural Analysis of the Concept of “Happiness” in Abdulla Qodiriy’s “O‘Tkan Kunlar” and Jack London’s “Martin Eden”
This article provides a comparative linguocultural analysis of the concept of “happiness” in Abdulla Qodiriy’s “O‘tkan Kunlar” and Jack London’s “Martin Eden”. The study examines how happiness is conceptualized within Uzbek and Western cultural contexts through the protagonists’ destinies and the authors’ perspectives. The findings show that in “O‘tkan Kunlar”, happiness is associated with family harmony, moral values, and social responsibility, whereas in “Martin Eden”, it is linked to individual achievement and self-realization, ultimately leading to existential disillusionment. The research contributes to contemporary linguocultural and conceptual studies by highlighting the cultural specificity of value-based concepts in literary discourse.
Effective Methods of Studying the Works of Guy De Maupassant
The study of classical literature plays an important role in developing students’ analytical thinking, cultural awareness, and language competence. The works of Guy de Maupassant, a prominent French writer of the 19th century, are widely studied in world literature due to their realistic style, deep psychological insight, and concise narrative structure. This article discusses effective methods for studying Maupassant’s literary works in educational settings. It analyzes interactive teaching approaches, textual analysis, comparative literature methods, and modern digital tools that can enhance students’ understanding of his stories and literary techniques. The study also highlights the importance of contextual and critical analysis in improving students’ comprehension of classical literature.
Use of Official Documents in Higher Education
This article examines the importance of using official documents in the higher education system, as well as their role in organizing the educational process and management activities. It also analyzes the procedures for working with documents in higher education institutions and the significance of regulatory documents in ensuring the quality of education. The study discusses the functions of official documents in regulating the educational process and the issues of their effective use.
Method VS. Methodology in Linguistic Research: A Conceptual Analysis
The distinction between method and methodology remains a persistent source of conceptual ambiguity in linguistic research, often leading to inconsistencies in the design and interpretation of studies. This article offers a systematic conceptual analysis aimed at clarifying the relationship between these two fundamental notions. Drawing on contemporary linguistic theory and interdisciplinary methodological discourse, the paper argues that method should be understood as a set of procedural tools employed in data collection and analysis, whereas methodology represents a broader framework that encompasses theoretical assumptions, epistemological orientations, and the rationale behind the selection of specific methods. The study demonstrates that the conflation of these terms not only weakens the internal coherence of linguistic inquiry but also limits the interpretative depth of research findings. Particular attention is paid to the role of methodological paradigms in shaping research outcomes across different branches of linguistics, including structural, cognitive, and corpus-based approaches. The analysis highlights that methodological awareness is essential for ensuring scientific rigor, especially in the context of increasingly complex and data-driven linguistic studies. The paper concludes that a clear conceptual differentiation between method and methodology is a prerequisite for advancing both theoretical and applied linguistic research
Project Supplemental Reading Material with Audio and Various Activities in Enhancing Reading Skills (Savers): A Reading Intervention for Struggling Readers
Project SAVERS (Supplemental reading material with Audio and Various activities in Enhancing Reading Skills) is a reading intervention designed for non-readers and struggling readers for 12-week monitoring of the learners reading level via google meet. This study aimed to determine the effects of Project SAVERS on Grade two struggling learners of Southville 5A Elementary School for the SY 2021-2022. A descriptive design was conducted in determining the effects of project SAVERS for the Grade Two learners. The thirty Grade Two non-readers and struggling readers were chosen purposively under Modular Distance learning (MDL). The instrument used to get the answer in this study is the printed reading material. All the data were summarized in tabular form and subjected to statistical analysis using the frequency and percentage distribution and weighted mean. The findings of the study showed that the researcher proved that project SAVERS was effective to improve the word recognition of the learners and their reading comprehension. There was an increase of 44% during the pretest and post-test after 12 weeks of reading monitoring. There was also a big improvement on the performance of the pupils in English Quarter 3 and 4 in their Learning module outputs. Therefore, project SAVERS was effective in reading remediation to improve pupils’ performance. The more one has practiced, the more likely is one to comprehend what one has reading. The study recommends that teachers could use project SAVERS as a reading intervention. Teachers and researchers could use this method as a basis for future studies for more insights on instruction that use repetition of words and similar studies may be conducted to wider scope using different population in diverse schools for better generalizability of the strategy. For future research involving parent involvement, it would be beneficial to find out to what extent can parents contribute to adapting project SAVERS in teaching their children at home.
The Study is Based on the Premise of Applying the Principles of Total Quality Management on Productivity
The arrest was a certainty, not a mere possibility, demonstrating the clear effectiveness of Total Quality Management (TQM) on the dimensions of Productivity (PR), which consist of Resources (RE), Commitment (CO), and Product (PR). Most previous studies, which pointed to the same problem, were reviewed. The number of questionnaires distributed to employees at Mall of Iraq/Baghdad was 240, yet 12 were lost, leaving a net positive result of 228. We should also consider using SPSS as a statistical tool for testing the hypotheses (3). Our research has been highly successful compared to previous studies. We are working to encourage organizations to adopt the findings of our research and disregard the ideas presented in earlier studies, as those previous studies have significant gaps. Our study, however, has addressed these gaps. Therefore, the next phase begins, focusing on encouraging investment in malls based on our findings. This is not mere speculation; it is now evident to observers and analysts who are closely following our research and its implications for both readers and implementers.
The Search for Freedom, Identity and Human Dignity in Solomon Northup’s “12 Years a Slave”
This article argues that 12 Years a Slave (1853) frames freedom, identity, and human dignity not as abstract ideals but as fragile social relations continually produced—and violently interrupted—through law, language, labor regimes, and embodied vulnerability. Beginning as a free citizen and becoming enslaved through kidnapping, Northup narrates a “catastrophic fall” that unsettles the genre’s familiar teleology from bondage to self-making freedom, and reorients reader attention toward the institutional mechanisms that convert persons into “property.” Close readings of the text’s key scenes—forced renaming (“Platt”), the slave-pen beside national symbols of liberty, the near-lynching episode, and the violin as both survival technology and threatened selfhood—show how dignity persists as practiced moral perception: refusing the lie of enslavement, remembering kinship, and sustaining humane judgment amid terror. The article situates Northup within antebellum slave-narrative conventions (authenticating paratexts, abolitionist readership, and documentary claims), while emphasizing the narrative’s distinctive realism, ironic address, and evidentiary apparatus (editor’s preface and appended legal materials). Finally, it outlines ethical implications for reading and teaching violence testimony: how to honor witness without turning suffering into spectacle.
The Impact of Autonomous Learning Strategies on Language Development
This study examines how autonomous learning strategies affect the language development of Uzbek university students. In an experimental design, one group of first-year students received training and support in self-directed learning techniques while a control group followed traditional instruction. Language proficiency was measured before and after a semester-long intervention. The results indicate that students who engaged in autonomous learning activities showed significantly greater improvements in English proficiency than those in the teacher-directed control group. These findings suggest that fostering learner autonomy – through goal-setting, strategy training, and self-reflection – can substantially enhance language skill development. The study contributes real data from Uzbekistan’s context, addressing a gap in the literature, and supports educational reforms emphasizing student-centered and independent learning. Recommendations are offered for integrating autonomous learning strategies into language curricula to improve outcomes and promote lifelong learning skills. All data presented are authentic and reliable, with references provided for context and comparison.
autonomous learning strategies, learner autonomy, self-directed learning, self-regulated learning, English language development, English proficiency, university EFL students, quasi-experimental study, higher education in Uzbekistan, student-centered instruction
Echoes of Empire: Postcolonial Memory in Contemporary British Fiction
This contemporary British fiction revisits empire through the lens of postcolonial memory. Focusing on selected novels by writers shaped by migration, diaspora, and multicultural Britain, it explores how literary narratives recover silenced histories of colonialism and reveal their lingering effects in the present. The memory in these texts is neither private nor nostalgic; rather, it is political, contested, and embedded in questions of race, belonging, displacement, and national identity. By tracing fractured family histories, haunted landscapes, and intergenerational trauma, contemporary British fiction exposes the uneven afterlives of empire within everyday life. These novels challenge official versions of British history by foregrounding marginalized voices and alternative archives of remembrance. In doing so, they transform fiction into a critical site where personal and collective memory intersect, enabling a rethinking of Britishness in a postcolonial context and showing how the imperial past continues to shape cultural and social realities today.
Developing and Validating a Perception Towards Communicative English Scale for Undergraduate Students
The measurement of students' perceptions towards communicative English is essential for understanding language acquisition barriers and designing effective pedagogical interventions. This article presents the development and validation of a comprehensive Perception towards Communicative English (PCE) Scale for undergraduate students in West Bengal, India. The scale was constructed through a multi-stage process involving extensive literature review, expert validation, and statistical testing. Initially, 60 items across 11 dimensions—including attitude, context, skill enhancement, exposure, scholastic competence, self-confidence, employability, global competence, social support and pressure, socio-cultural factors, and language anxiety—were developed. Content validity was established through expert evaluation using Kappa statistics (κ > 0.75), indicating substantial inter-rater agreement. The scale was administered to 639 undergraduate students from 16 colleges across four districts of West Bengal. Reliability analysis yielded a Cronbach's alpha of 0.887, demonstrating good internal consistency. Split-half reliability showed a correlation of 0.776 between halves, with a Spearman-Brown coefficient of 0.778. Factor analysis using principal component extraction with varimax rotation revealed a four-factor structure explaining 58.855% of total variance. The final 44-item scale comprises four dimensions: Cognitive Perception (17 items, α=0.759), Affective Perception (13 items, α=0.752), Behavioural Perception (9 items, α=0.834), and Confidence in English Communication (5 items, α=0.834). The validated PCE Scale offers researchers and educators a reliable instrument for assessing undergraduate students' perceptions towards communicative English in the Indian context, with implications for curriculum development and language policy formulation.
The Role of Arabic Literature in Preserving Islamic Heritage
Arabic literature has played a crucial role in preserving and transmitting Islamic heritage across centuries. As the primary medium through which religious, philosophical, historical, and cultural knowledge has been articulated, Arabic literature serves not only as a repository of Islamic teachings but also as a dynamic force shaping Muslim identity and intellectual traditions. This study examines the multifaceted role of Arabic literature in safeguarding Islamic heritage, focusing on its contributions through religious texts, historiography, poetry, and scholarly works. Employing a qualitative and analytical approach, the paper explores how literary forms have preserved theological doctrines, ethical values, and cultural practices within the Islamic world. The study further investigates the influence of classical and medieval Arabic literature on subsequent intellectual traditions and its continued relevance in contemporary contexts. The findings reveal that Arabic literature functions as both a cultural archive and a living tradition, ensuring the continuity of Islamic heritage amid changing socio-political landscapes.
Feminist Voices in Urdu Literature: Representation and Resistance – A Study of Selected Writings of Ismat Chughtai
Urdu literature has long been a site of cultural expression, yet its feminist dimensions gained prominence with the emergence of bold women writers who challenged patriarchal norms. Among them, Ismat Chughtai occupies a pivotal position as a pioneering voice of resistance. This paper examines the representation of women and the modes of resistance in selected writings of Ismat Chughtai, focusing on her short stories such as Lihaaf, Gainda, and The Homemaker. Through a qualitative and analytical approach, the study explores how Chughtai redefines female subjectivity, interrogates domestic oppression, and addresses taboo subjects such as sexuality and gender inequality. The findings suggest that Chughtai’s works not only expose the hypocrisies of patriarchal society but also create a space for marginalized voices, thereby contributing significantly to feminist discourse in Urdu literature.
Stylistic Features of Humor in English Satirical Texts: a Study of Jonathan Swift’s Gulliver’s Travels
Humor, as a literary device, serves multiple functions in English literature, ranging from entertainment to social critique. Satire, in particular, relies on humor to expose human follies, societal vices, and political corruption, often combining wit, irony, and exaggeration. This study examines the stylistic features of humor in Jonathan Swift’s Gulliver’s Travels, a seminal work of English satire, emphasizing how linguistic choices, narrative techniques, and rhetorical strategies construct humor and convey social commentary. By analyzing lexical selection, syntactic structures, figurative language, and pragmatic devices, the paper identifies key stylistic mechanisms through which humor is produced and perceived. Furthermore, it explores how Swift’s humor engages readers cognitively and affectively, fostering reflection on human nature, governance, and cultural practices. The study underscores the interplay between linguistic artistry and socio-political critique, highlighting the enduring significance of satire as both an aesthetic and ethical literary tool.
Theory of the Formation of Universal Learning Activities in Primary School Pupils
This article is dedicated to the issue of the formation of universal learning activities (ULA). The article presents a theory for the formation and assessment of universal learning activities, in which learning activity is viewed as a complex, multi-level, hierarchically structured system. This system consists of interconnected and mutually dependent components of learning activity, which are enriched with all components in a junior school student under conditions of humanistic communication. The article also sheds light on how the generalization of methods for implementing separate systems of learning activities, inherent in the integral learning system, occurs, and how this process ensures the capacity for learning.
Proverbs Denoting National Cultural Life of English People
The article discusses proverbs that reflect the national and cultural life of English people. Proverbs are an important part of the linguistic heritage of every nation, as they convey collective wisdom, traditions, beliefs, and social values. The theoretical part of the work analyzes the studies of scholars who investigated the role of proverbs in language and culture. Special attention is paid to the semantic and cultural features of English proverbs that illustrate everyday life, moral principles, customs, and worldview of the English people. Proverbs serve not only as linguistic units but also as cultural markers that preserve national identity and historical experience.
The Transformation of English and Uzbek Anthroponyms in the Context of Globalization
The research investigates how English and Uzbek anthroponymic systems undergo changes because of globalization. The study demonstrates that globalization results in two different yet simultaneous changes which affect naming practices through increased cross-cultural name adoption and name form changes and new reasons for choosing names. The research shows that both languages have developed modern name systems but their name conventions still show the cultural heritage which comes from their historical and linguistic backgrounds.
Reasons for Borrowing in The Modern Russian Language
This research provides a sociolinguistic and etymological analysis of the role and motivations behind lexical borrowings in contemporary Russian, examining both internal and external factors that influence the borrowing process. Based on current linguistic evidence, the study identifies intensified information flows, the global significance of the World Wide Web, and the expansion of interstate political and cultural relations as primary drivers for the influx of foreign terminology. It is observed that the integration of English loanwords into the Russian system has greatly accelerated in recent years, serving as a vital mechanism for introducing new concepts and specialized terms where no native equivalent exists. Findings indicate that historical factors such as trade, travel, and international cooperation continue to facilitate this lexical exchange, while the adaptation of these units reflects the dynamic nature of the modern Russian linguistic environment. Furthermore, the study explores how the excessive use of foreign words is met with varying societal attitudes, highlighting a shift toward a globalized linguistic norm driven by the demands of the modern information space. These insights contribute to a deeper understanding of language development as an important way of evolving the modern Russian lexicon in response to technological and sociocultural changes.
Methodology of Teaching the Native Language in Primary Education Based on the Gnoseological Approach
This article theoretically and practically examines the methodology of teaching the native language in primary education based on the gnoseological approach. It substantiates the scientific-cognitive essence of gnoseology, its role in the process of knowledge formation, and the importance of integrating this approach with didactic methods aimed at developing language competence in primary school students. Through the gnoseological approach, students’ independent thinking, analytical mindset, and logical reasoning are developed, deepening the content and expanding the practical scope of native language lessons. The article also provides recommendations to enhance teaching effectiveness using modern methods, advanced pedagogical technologies, and innovative approaches.