Ushbu maqola chet tilini o'rganishda ona tilining ta'sirini o'rganishga bag'ishlangan. Tadqiqot ona tilining chet tilini o'rganishdagi rolini aniqlash, shuningdek, ona tilining chet tilini o'rganishga qanday ta'sir qilishini tahlil qilishga qaratilgan. Tadqiqot usullari sifatida adabiyotlar tahlili va empirik tadqiqot usullari qo'llanilgan. Natijalar shuni ko'rsatadiki, ona tili chet tilini o'rganishda muhim rol o'ynaydi va til o'rganish jarayoniga sezilarli ta'sir ko'rsatadi.

With the rapid advancement of technology, learning foreign languages has undergone a significant transformation. The advent of digital tools, mobile applications, online platforms, and virtual classrooms has made language learning more accessible, engaging, and effective. This article explores the various ways in which technology has reshaped foreign language acquisition, discussing both the benefits and challenges associated with using technology for language learning. From mobile apps and online language courses to interactive platforms and social media, technology provides learners with a variety of tools to enhance their speaking, writing, listening, and reading skills. Moreover, it also serves as a source of motivation and personalized learning experiences. Despite some challenges, such as screen fatigue or over-reliance on digital tools, the overall impact of technology on foreign language learning is overwhelmingly positive, offering learners new avenues for improving their language proficiency and fostering cultural exchange.

In an era marked by global connectivity and cultural interdependence, the acquisition of foreign language skills has become an essential asset. This article explores the multifaceted landscape of modern foreign language learning, dissecting the intricate interplay of methods, ways, and technologies that shape contemporary language education. From traditional classroom methods to immersive experiences and cutting-edge technologies, the study investigates the effectiveness, advantages, and challenges of each approach. The organizational structures of language programs, including cultural immersion initiatives and study abroad opportunities, are examined to unveil diverse ways of fostering linguistic proficiency. Furthermore, the integration of technology, encompassing language learning apps, virtual reality simulations, and AI-driven tools, is scrutinized for its impact on accessibility and inclusivity in language education. Through a comprehensive exploration of these elements, this article aims to provide valuable insights into the evolving landscape of modern foreign language learning, offering a roadmap for educators, policymakers, and learners seeking effective strategies in this dynamic educational domain.

The issue of applying an open way to deal with foreign language instructing of understudies in non-language branches of advanced education foundations in various nations has been examined in the paper. It has been noticed that the communicative approach, in light of intuitive techniques for educating and establishing the climate of normal language climate at class, shapes the teaching of language preparation in the USA, Malaysia, Serbia, Croatia, and in the greater part of West European nations. In China and Saudi Arabia, open way to deal with foreign language education is joined with a conventional strategy to foster a wide range of discourse movements. It has been validated that limiting the syntax part of understudies' foreign language preparation for framing just open abilities has brought to familiar yet linguistically wrong discourse. It has been demonstrated that the viability of foreign language instructing to an extensive degree relies upon applying the coordinated preparation framework because of customary didactics and communicative approaches.

This article explores two critical concepts in foreign language teaching: language interference and the Contrastive Analysis Hypothesis (CAH). Language interference occurs when a learner's native language (L1) influences their acquisition of a second language (L2), often leading to errors across phonological, grammatical, lexical, and morphological levels. The CAH, developed in the mid-20th century, provides a framework for predicting these errors by contrasting L1 and L2. While the strong version of the hypothesis claims that all errors can be predicted through contrastive analysis, the weak version allows for a more nuanced understanding that accounts for other factors in language learning. This article discusses the implications of these concepts for language teaching, highlighting how contrastive analysis can be used to improve pedagogy through error correction, curriculum design, and learner awareness. The limitations of the CAH are also addressed, emphasizing the need to integrate it with other approaches to provide a comprehensive understanding of second language acquisition..

The use of visual materials in language learning has been widely accepted as an effective way to improve students’ foreign language skills. This article aims to explore the benefits of using visual materials in higher education language classrooms and provide evidence-based recommendations for language teachers. The article reviews the literature on the use of visual materials in language learning, discusses the advantages and challenges of using visual materials, and presents practical examples of how visual materials can be incorporated into language teaching practices. The findings suggest that visual materials can enhance students’ motivation, engagement, comprehension, and retention of foreign language content. However, the effectiveness of visual materials depends on their appropriateness, authenticity, relevance, and accessibility. Therefore, language teachers should carefully select and design visual materials that align with their learning objectives and students’ needs..

Benefits of foreign language to teach early childhood. Language as a communication tool and an important tool in the child’s life. Through language, the child can interact, share experiences, and can improve the intellectual, in order to develop the knowledge and language skills. Through language, the child can interact, share experiences, and can improve the intellectual, in order to develop the knowledge and language skills. There are many ways that parents can do to teach foreign languages to children, one of them is to get children to use a foreign language in everyday life.

Students with special needs often face challenges when learning foreign languages. This article explores the unique needs of these students and the importance of providing effective foreign language instruction that is tailored to their individual learning styles and abilities. By bridging the gaps in traditional language education approaches, educators can help students with special needs succeed in learning a new language and accessing the cultural and social benefits that come with language proficiency. The article also highlights strategies and best practices for effectively teaching foreign languages to students with special needs, ultimately helping to create more inclusive and accessible language learning environments for all students.

In an increasingly globalized world, the ability to communicate in multiple languages has become invaluable. However, students with special educational needs often face significant challenges in foreign language classrooms, hindering their access to multilingual competencies and limiting their academic and socio-emotional development. This thesis explores the common difficulties encountered by students with special needs in foreign language learning and advocates for the implementation of specialized instructional strategies and accommodations to support their language acquisition. Through a comprehensive literature review, the study identifies academic, socio-emotional, instructional, and systemic challenges, as well as evidence-based approaches to address them. Findings underscore the importance of inclusive foreign language education, highlighting its cognitive, academic, and social-emotional benefits for students with special needs. By prioritizing inclusive practices and systemic change, educators and policymakers can create more accessible and supportive foreign language learning environments for all learners.

This article reflects on the positive changes that foreign language teachers have experienced in the Republic of Uzbekistan's new constitutional framework. By examining key amendments to the Constitution, the article provides insights into the provisions that have facilitated these changes. The amendments recognize the importance of foreign language education, integrate it into the curriculum, provide professional development opportunities, and offer support to foreign language teachers. These changes have enhanced the status and recognition of foreign language teachers and contributed to the overall development of language education in Uzbekistan.

Speaking is the fundamental method by which young language learners encounter, understand, use, and acquire new languages. Speaking is the active use of language to express meaning. For young students, spoken language is the main method of language acquisition in the classroom rather than merely one component. However, difficulties with speaking can be major barriers to communicating and learning a foreign language effectively. Speaking is a challenge for students studying English as a second language, regardless of their level of proficiency. According to multiple researches, oral language use in the classroom has been largely ignored, and teachers tend to utilize oral language more often than students. However, oral language rarely provides a platform for pupils to explore concepts and learn new material, even when professors use it. Therefore, to build the knowledge required to manage oral communication concerns in an English as a foreign language setting, this article first comprehends the genuine nature of these problems and the situations in which they are formed.

English Language Teaching is one of the key subjects for language students and a long-lasting interest for language professionals. Nowadays the profession of a language teacher is becoming more and more prestigious. Our society is keen on studying foreign languages because it gives people, children first of all, a competitive educational and professional advantage. Language teaching has undergone amazing change in the last decades: from teacher-centered classrooms to individualized learning, from grammar-translation method to communicative approach and from the chalkboard to the Internet, we have come a long way. Methods of foreign language teaching as a science deals with teaching methodology that helps language practitioner make learners acquire the target language. The object of the science is the educational process, the process of teacher-student interaction, which includes teacher‘s activity, students ‘activity and classroom management.

Listening, the very basic language skill is consistently interrelated and intervened with the other language skills - speaking, reading and writing. Until the late nineteenth century written mode is predominant in language learning and then onwards listening began to gain its significance in language teaching. The challenges towards teaching listening are now better understood because of the new strategies contributing to effective listening and moreover the widespread availability of technology supports the language learners in enhancing their listening skills. Still, the assessment of their listening skills, remain far behind the current views of listening and hence innovations to be made to renovate the teaching or learning of listening. This paper deals with the prime importance of listening in language acquisition and the challenges in attaining listening competence and suggests some strategies to overcome it.

Innovative methods in teaching foreign languages for elementary level students are essential for creating engaging and effective language learning experiences. This abstract will explore some innovative approaches to teaching foreign languages to elementary level students, focusing on methods that promote active learning, interactivity, and meaningful language use.One innovative approach is the use of technology-enhanced language learning tools, such as interactive language learning apps, educational games, and multimedia resources. These tools can make language learning more engaging and can provide students with opportunities to practice listening, speaking, reading, and writing in a fun and interactive way.

This article explores the development of reading comprehension skills in foreign language learners, focusing on strategies that can improve comprehension. Through a mixed-methods study involving 60 adult learners of English as a foreign language (EFL), the research examines the impact of explicit instruction in reading strategies (such as prediction, summarization, and questioning) on learners' reading comprehension. The study finds that learners who received targeted instruction showed significant improvements in their comprehension scores, enhanced motivation, and greater engagement with reading tasks. The article emphasizes the importance of metacognitive strategies in reading and suggests that such strategies foster more active and independent reading practices. The findings highlight the need for language educators to integrate reading strategies into their teaching practices to support the development of reading comprehension in foreign language learners.

The content of foreign language teaching cannot be determined without reference to linguistics, which studies languages as specific code systems.  People use language (code system) to communicate;  communicate through them.  The methodology explores the problems associated with foreign language teaching - a code that is comprehensively studied in linguistics.  Thus, linguistics describes the norm of language, that is, the set of rules (rules) governing the accepted speech use of language tools, the use of language tools in a person's speech.  This article discusses the main goals and the role of pedagogical staff in increasing the interest of students in foreign languages.

This article is aimed at methodological analysis and identification of the most pressing issues related to teaching a foreign language in educational institutions. Teaching foreign languages in the era of globalization has its own characteristics and problems: first of all, it is a change in the content of teaching a foreign language, methods and means of teaching in accordance with the requirements of modern society. The most important and relevant aspect of effective foreign language teaching in our time is the use of Internet information resources, their integration into the educational process for the productive solution of a number of didactic tasks in the classroom. Learning a foreign language in modern realities should be carried out in the course of performing productive types of work - listening to foreign language speech, reading texts, writing and speaking. All these activities are considered not as an end in themselves, but as a way for students to solve specific personally important problems and tasks.

This article is aimed at methodological analysis and identification of the most pressing issues related to teaching a foreign language in educational institutions. Teaching foreign languages ​​in the era of globalization has its own characteristics and problems: first of all, it is a change in the content of teaching a foreign language, methods and means of teaching in accordance with the requirements of modern society. The most important and relevant aspect of effective foreign language teaching in our time is the use of Internet information resources, their integration into the educational process for the productive solution of a number of didactic tasks in the classroom. Learning a foreign language in modern realities should be carried out in the course of performing productive types of work - listening to foreign language speech, reading texts, writing and speaking. All these activities are considered not as an end in themselves, but as a way for students to solve specific personally important problems and tasks.

Til ta'limida autentik materiallardan foydalanish ikkinchi tilni o'zlashtirishni kuchaytirishda asosiy strategiya sifatida paydo bo'ldi. Ushbu maqola gazetalar, qo'shiqlar, filmlar va ijtimoiy media kontenti kabi ingliz tilini ona tilida so'zlashuvchilar uchun yaratilgan manbalar sifatida belgilangan autentik materiallarni birlashtirishning til o'rganish jarayoniga ta'sirini o'rganadi. Tadqiqot natijalari autentik materiallarning yanada qiziqarli, motivatsion va samarali til o'rganish muhitini yaratishda muhimligini ta'kidlaydi va ulardan strategik foydalanish tilni o'zlashtirishga sezilarli ta'sir ko'rsatishi mumkinligini ko'rsatadi.

Communicative Language Teaching (CLT) has emerged as one of the most influential approaches in language education, emphasizing interaction and communication as the core of learning. In a global context where English proficiency is increasingly essential, speaking competence has become a key focus in language classrooms. However, traditional methods of language teaching, which often prioritize grammar and written skills, may not effectively develop students’ speaking abilities. CLT shifts this focus by encouraging real-life communication and active student participation, making it a promising strategy for enhancing speaking skills. This thesis explores the role of CLT in improving students’ speaking competence, particularly in English as a Foreign Language (EFL) settings. By investigating how CLT impacts learners' fluency, confidence, and overall communicative abilities, the study aims to highlight the potential of this approach in developing competent English speakers and its implications for modern language teaching practices.

English is an international language which is used officially all around the world. English can connecting society with the world in various aspects. Anybody who wants to make connections with the world should learn English. We as a society with English is not the main language in our country, it is necessary to learn English in order to reach the outside world. The outside world which has saved a lot of progress can’t be separated from the role of English as a means of communication that can lead to that progress. As an Indonesian which is English is not the main language, it is necessary to make English for the second language in Indonesia in order to reach the progress of the outside world. Learn English can be from anywhere, learn English from college, internet, English tutoring, and social media too. To make English as a second language in our life, we need to understand the basic of English and appropriate learning strategy.

Artificial intelligence (AI) language models, such as ChatGPT, offer exciting new possibilities for foreign language education. However, effectively utilizing these tools requires more than just casual conversation. This article focuses on prompt engineering, the skill of creating specific and effective instructions to guide AI responses. By mastering prompt engineering, learners can maximize the potential of AI for language acquisition. We explore practical strategies, including providing clear instructions, offering context, breaking down complex tasks, and integrating external tools. These techniques empower learners to achieve greater fluency and a deeper understanding of the target language, transforming AI into a valuable personalized language learning partner.

In modern English education, teachers continuously search for effective methods that help students develop language skills in a meaningful and engaging way. Among these methods, the use of language games has become increasingly popular. Language games are activities that combine learning objectives with elements of play, interaction, and enjoyment. Although they may appear simple on the surface, language games have a strong pedagogical purpose: they support communication, build confidence, and increase motivation. Because they reduce anxiety and encourage participation, they are particularly valuable in communicative language teaching.

This article defines various strategies and methodologies for vocabulary enrichment in language learning contexts. It emphasizes the importance of effective communication in foreign language acquisition and highlights the role of vocabulary in facilitating clear and appropriate expression. It explores the significance of incorporating different interaction patterns, various techniques and language games into lessons to maintain learner engagement and foster collaborative learning environments. The article also addresses the value of individual activities, such as reading, writing, and dialogue construction, in reinforcing vocabulary retention. Furthermore, it shows the use of web platforms and digital tools to enhance vocabulary acquisition, alongside traditional classroom methods. Overall, the article indicates a multifaceted approach to vocabulary learning and teaching aiming to empower learners to effectively communicate in a foreign language and become independent language learners

In today’s globalized world, the demand for learning various national languages has significantly increased, including Uzbek a language rich in cultural and historical heritage. As the number of learners grows, the need for effective teaching methodologies becomes more pressing. This article examines modern approaches to teaching Uzbek as a foreign language, focusing on communicative techniques, interactive pedagogy, digital tools, and intercultural strategies. Based on empirical research and current global practices, the article highlights the practical applications of these methods and their effectiveness in different educational contexts