The purpose of this article is a comparative study of pragmatic indicators of the use of English in the educational system of Uzbekistan. The article addresses sociolinguistic and pragmatic features of the use of the English language introduced in educational system of Uzbekistan. The English language operating in Uzbekistan is analyzed through the results of field studies as well as through comparative study of the institutional and legal-normative basis of the state of the English language in the national education system. In particular, the article describes an experiment conducted on the basis of methods proposed by Roger Brown and Albert Gilman among master students of different nationalities to determine their linguistic behavior in different social conditions settings, as well as to identify cultural values of discursive activity in the implementation of the self-assessment strategy. On the basis of the results, the author raises important issues of teaching English in Uzbekistan and describes the established policy of continuous education in the Republic, concerning English as a revolutionary language. In addition, the author of the article believes that the organization of English language teaching requires taking into account the sociolinguistic status of the language, socio-psychological neutrality towards it, comparative-pragmatic and functional indicators of activity.
The purpose of this article is a comparative study of pragmatic indicators of the use of English in the educational system of Uzbekistan. The article addresses sociolinguistic and pragmatic features of the use of the English language introduced in educational system of Uzbekistan. The English language operating in Uzbekistan is analyzed through the results of field studies as well as through comparative study of the institutional and legal-normative basis of the state of the English language in the national education system. In particular, the article describes an experiment conducted on the basis of methods proposed by Roger Brown and Albert Gilman among master students of different nationalities to determine their linguistic behavior in different social conditions settings, as well as to identify cultural values of discursive activity in the implementation of the self-assessment strategy. On the basis of the results, the author raises important issues of teaching English in Uzbekistan and describes the established policy of continuous education in the Republic, concerning English as a revolutionary language. In addition, the author of the article believes that the organization of English language teaching requires taking into account the sociolinguistic status of the language, socio-psychological neutrality towards it, comparative-pragmatic and functional indicators of activity.
МақоладаЎзбекистон таълим тизимида инглиз тилидан фойдаланишнинг прагматик кўрсаткичлари қиёсий ўрганиш мақсад қилиб олинган. Унда Ўзбекистон таълим тизимида жорий этилган инглиз тилидан фойдаланишнинг социолингвистик ва прагматик хусусиятлари кўриб чиқилади. Ўзбекистонда истеъмолда бўлган инглиз тили соҳадаги тадқиқотлар натижалари асосида таҳлил қилинади. Шунингдек, миллий таълим тизимида инглиз тилининг институционал ва меъёрий-ҳуқуқий асослари қиёсий тадқиқ этилади. Жумладан, Роджер Браун ва Альберт Гилмантомонидан таклиф этилган методлар асосида ўрганилган ҳар хил ижтимоий шароитларда турли миллатга мансуб талаба-магистрантлар ўртасидаги лисоний хатти-ҳаракат, шунингдек, ўз-ўзини баҳолашстратегиясини амалга оширишда дискурсив фаолиятнинг маданий қадриятларни аниқлаш бўйича ўтказилган тажриба ҳақида сўз боради.Олинган натижалар асосида муаллиф Ўзбекистонда инглиз тилини ўқитишга оид муҳим масалаларни ўртага қўяди ва республика узлуксиз таълим тизимида инглиз тилига оид сиёсатни инқилобий, деб баҳолайди. Бундан ташқари,мақола муаллифи инглиз тилини ўқитишни ташкил этишда тилнинг социолингвистик ҳолати, унга нисбатан ижтимоий-психологик нейтраллик, фаолиятнинг қиёсий-прагматик ва функционал кўрсаткичларини ҳисобгаолиш кераклигини таъкидлайди.
Целью данной статьи является сравнительное изучение прагматических показателей использования английского языка в системе образования Узбекистана. В статье рассматриваются социолингвистические и прагматические особенности использования английского языка, внедренного в образовательную систему Узбекистана. Анализируется действующий в Узбекистане английский язык по результатам полевых исследований, а также сравнительного изучения институциональной и нормативно-правовой базы состояния английского языка в национальной системе образования.В частности,в статье описывается эксперимент, проведенный на основе методов, предложенных Роджером Брауном и Альбертом Гилманом, среди студентов-магистрантов различной национальности по определениюих языкового поведения в различных социальных условиях, а также по выявлению культурных ценностей дискурсивной деятельности в реализации стратегии самооценки. На основе полученных результатов автор ставит важные вопросы преподавания английского языка в Узбекистане и характеризует сложившуюся политику непрерывного образования в республике, касающуюся и английского языка, как революционную. Кроме того, автор статьи полагает, что организация преподавания английского языка требует учета социолингвистического статуса языка, социально-психологической нейтральности по отношению к нему, сравнительно-прагматических и функциональных показателей деятельности.
| № | Author name | position | Name of organisation |
|---|---|---|---|
| 1 | Rahimov . . | Rector, Doctor of Philological Sciences | Uzbekistan State World Languages University |
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