https://nammti.

uz/

“TСО ТЦpШЫЭКЧМО ШП ЭЫКЧЬХКЭТШЧ ЬЭЮНТОЬ ТЧ ЭСО НОЯОХШpЦОЧЭ ШП аШЫХН

ЬМТОЧМОЬ” ЧШЦХТ бКХЪКЫШ РТН-tarjimonlar forumi.
Namangan-muhandislik texnologiya instituti rektori
prof. O.O. MКЦКЭФКЫТЦШЯЧТЧР ФТЫТЬС ЬШ„гТ
Hozirgi ФЮЧНК вЮЫЭТЦТгНК ШХТЛ ЛШЫТХКвШЭРК ТЬХШСШЭХКЫ ЛКЫМСК ЬШСКХКЫРК Ш‘г
ТУШЛТв ЭК‘ЬТЫТЧТ ФШ‗rsatmoqda. Xususan,“IЧЬШЧРК О‟ЭТЛШЫ ЯК ЬТПКЭХТ ЭК‟ХТЦ» yili
ҿКЯХКЭ НКЬЭЮЫТРК ЦЮЯШПТq, бШЫТУТв ЭТХХКЫЧТ Ш‗ЫРКЭТЬСНК ЭК‘ХТЦ sifatini tubdan
oshirish, sohaga malakali pedagoglarni jalb etish bugungi kunning dolzarb
ЦКЬКХКХКЫТНКЧ ЛТЫТРК КвХКЧТЛ ЛШЫЦШqНК, НОЬКФ ЦЮЛШХКР‘К ЛШ‘ХЦКвНТғ ҽЮ ЛШЫКНК
MЮСЭКЫКЦ вЮЫЭЛШЬСТЦТг ЭШЦШЧТНКЧ МСТqКЫТХРКЧ ―O„гЛОЛОФТЬЭШЧ RОЬpЮЛХТФКЬТНК
horijiy tillarni Ш‟ЫРКЧТЬСЧТ ШЦЦКХКЬСЭТЫТЬС ПКШХТвКЭТЧТ ЬТПКЭ УТСКЭНКЧ вКЧРТ
bosqichga olib chiqish chora-ЭКНЛТЫХКЫТ ЭШ‟Р‟ЫТЬТНК” qarorlari yoshlarga va
ФОХКУКФ КЯХШНРК ЛОЫТХКвШЭРКЧ ЮХФКЧ О‘ЭТЛШЫ ЧКЦЮЧКХКЫТНКЧ ЛТЫТНТЫғ MКгФЮЫ бКХqКЫШ
gid-tarjimon forumini ham aynan ushbu qarorning amaldagi ijrosi deb xisoblash
ЦЮЦФТЧ НОЛ Ш‘вХКвЦКЧғ
Bu sohadagi ishlarni izchil tus olganini institutimiz olimlari tomonidan
dunyoning hamda respublikaning bir qator yetakchi mutaxassislari bilan
hamkorlikda bugungiday forumlar tashkil qilinishi yosh gid-tarjimonlarning
ТЬСХКЫТЧТ вКЧКНК ЫТЯШУХКЧЭТЫТЬСНК, ЮХКЫРК ФШ‘ЦКФ ЛОЫТЬСНК ЦЮСТЦ ЛТЫ qКНКЦ ЛШ‘ХКНТ,
НОЛ Ш‘вХКвЦКЧғ SСЮ Ш‘ЫТЧНК ЭТХ, КНКЛТвШЭ ЯК ЭКЫУТЦК ЫТЯШУТНКРТ ЦЮСТЦ ЦКЬКХКХКЫ,
ЧШПТХШХШРТФ вШ‘ЧКХТЬСХКЫНК МСОЭ ЭТХТЧТ Ш‘qТЭТЬСЧТЧР ЬКЦКЫКНШЫХТРТЧТ ШЬСТЫТЬС вШ‘ХХКЫТ,
tarjimaning texnologiya, muhandislik va boshqa sohalardagi muhim vazifalari,
КФКНОЦТФ ХТЭЬОв, ЭОбЧТФЮЦ ЯК ЮЦЮЦЭК‘ХТЦ ЦКФЭКЛХКЫТНК МСОЭ ЭТХТЧТ Ш‘qТЭТЬСЧТЧР
Ш‘гТРК бШЬ УТСКЭХКЫТ ФКЛТ ЦКЬКХКХКЫЧТ ФШ‘ЫТЛ МСТqТХТЬСТ ЯК ПТФЫХКЫ КХЦКЬСТЧЮЯТ
bЮРЮЧРТ ФЮЧЧТЧР вЮЭЮР‘Т, НОЛ бТЬШЛХКвЦКЧғ

ҼЧУЮЦКЧ ЭКЬСФТХТв ЪШ‟ЦТЭКЬТұ

ғ ғMКЦЭФКЫТЦШЯ NamMTI rektori, f-m.f.d., professor;

ғ ғEЫРКЬСОЯ NКЦMTI ТХЦТв ЯК ТЧЧШЯКЭЬТвКХКЫ ЛШ‘вТМСК ЩЫШЫОФЭШЫТ,

k.f.d.,dotsent;
D.M.Xoshimova NamMTI ―CСОЭ ЭТllКr‖ kКПОНrКsТ mЮНТrТ П.П.Н.,
professor;
B.M. Xolmirzayev NamMTI ―CСОЭ ЭТllКr‖ kКПОНrКsТ НoЭsОnЭТ П.П.n.

S.M.Ҽ‟гКЦШЯ NamMTI ―Chet tillar‖ kКПОНrКsТ kКЭЭК o‘qТЭЮЯМСТsТ,

PhD
Xalqaro vakillar:
Islam Jemeni Al-FШЫШЛТв ЧШЦТНКРТ QШгШР‘ТЬЭШЧ MТХХТв ЮЧТЯОЫЬТЭОЭТ
professori, f.f.d.
Baterxan Baltabek Al-FШЫШЛТв ЧШЦТНКРТ QШгШР‘ТЬЭШЧ MТХХТв ЮЧТЯОЫЬТЭОЭТ
dotsenti, f.f.n.

TEXNIK MUHARRIR: SғҿғMШ„ЦТЧШЯ

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which sounds should they focus on when teaching English pronunciation in the
Uzbek classroom.
Conclusion In conclusion, the need for more in-НОЩЭС ЫОЬОКЫМС ТЧЭШ ЬЭЮНОЧЭЬ‘
pronunciation problems cannot be ignored. ɑ ЭСШЫШЮРС КЧКХвЬТЬ ШП ЬЭЮНОЧЭЬ‘
pronunciation problems should be conducted in order to find ways to help low oral
proficiency students pronounce words more accurately. As much as it is important
to know why students have pronunciation problems, it is of equal if not more
important that ways on how these pronunciation problems can be corrected is
dwelt into. In addition, special programs should also be introduced and
implemented to help students improve their pronunciation. Low oral proficiency
students are often at a disadvantage when pitted against their more proficient
counterparts both in the language classroom and outside. Therefore, ample
attention should be given on how to enhance their general pronunciation
intelligibility to help them improve not only their English language pronunciation
but also help increase their confidence level in using the English language.
References:
6. Marianne Celce-Muria, Donna M. Brinton, Janet M. Goodwin (1996).
Teaching Pronunciation: A Reference for Teachers of English to Speakers of
Other Languages. Cambridge University Press.p.131.
7. Joanne. K (1987). Teaching English Pronunciation: Longman Handbooks
for Language Teachers. Longman Publishing. P.27.
8. Bobby Pramjit S.D. (2016). Does Mother Tongue Affect the English
Pronunciation? Department of Teacher Training, Nommensen HKBP
University, Sangnaualuh Street 4, Pematangsiantar, Indonesia. a
bobbydhillon2002@yahoo.com.
9. 50 Sets of Easily-ҾШЧПЮЬОН HШЦШЩСШЧОЬғ ʻқ0Қ0 ааағЬЩОХХТЧР-words-
well.com All Rights Reserved.
10. Elkhair Muhammad. I.H.(2014). Pronunciation Problems: A Case Study
of English Language Students at Sudan University of Science and
Technology. English Language Department, Al-Farabi Private College, Riyadh,
KSA 4 (4). doi:10.5539/ells.v4n4p31.

HOW TO CORRECT MISTAKES IN TEACHING ENGLISH

Namangan Engineering and
Technological Institute
Teacher of English language
Mamadaliyeva Burayma Sabitaliyevna

ANNOTATION
The purpose of this article is not to the teaching methods of a foreign language, it
seems important to us to define the role and error correction technology to
implement declared competencies
Key words: teach, to communicate, learning, difficult, mistakes. process, language

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To teach students to communicate naturally in an artificial learning situation

is difficult and to avoid mistakes in the process of mastering the language is not
possible, therefore, the teacher must be warned and methodically correct the errors
that arise. Based on the content of these competencies, the conclusion suggests
itself that students should be able to use a foreign language for its intended
purpose — to communicate and extract information and at the same time have a
sufficient degree of literacy to achieve these goals. Fix problem: mistakes always
аШЫЫТОН ЭОКМСОЫЬ‘ ЬЭЫКЧРО ХКЧРЮКРОғ
Question to correct errors or no, but if corrected, how much depends on the
methodology that the teacher uses in his work, as well as on the type of speech
activity the fact in which the correction takes place mistakes. Having examined
the brief history of the approach to error correction problem, every teacher English
must first of all answer to the questions:
1) to correct errors or not? 2) when should be fixed and how?
In 1978, J. Hendrickson formulated urgent questions on the problem of
fixing errors side, and in response to the first question from the list we give the
answer is yes, in the process of teaching a foreign language errors need to be
fixed. Other issues nominated by J. Hendricks are still standing in front of
teachers.
— When should errors be corrected? Answering this question, the teacher
should wives to consider the goals and objectives of the lesson, as well as forms
educational activities. So, when fixing the grammar material (verb tenses, degrees
comparing adjectives, modal verbs) it is advisable for the teacher to correct errors
students directly in the course of utterance and fix the correct option. However,
during me spontaneous (dialogic or monologue speech) when the goal is
communication, and students express their opinion more reasonably and effective
for the teacher to fix errors and analyze and correct them after completion of
students' speech.
Least effective we consider the method of delayed board (delayed correction),
when parsing and mistakes are carried out by the teacher through a few days after
completing the work (write test, essay, etc.).
— What mistakes should be corrected? Before answering this question, study
the most typical causes in a forest mistakes made by students studying foreign
language.
1. The influence of the native language. Such errors pronounced by
students in pronunciation of words (center, London, production), preowned logs
(in Monday, in the cinema, on the station), in sentence constructions (In the room
many tables. Me like this film), used in the sense of a synonym (business affair,
case; case‫ ش‬incident, accident, occasion, case).
2. Fuzzy knowledge of the rules. Knowing the rule about adding ‫ش‬ed to
the correct words goals, students add it by analogy to non- correct (growed,
builded) or confused rules the formation of degrees of comparison of
monosyllables and polysyllabic adjectives (colder, bigger, difficulter).
3. Errors made by inattention.

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The causes of these errors can be different (same- the desire to demonstrate
their knowledge, thoughts, focus on content, personal problems etc.). If the work
performed by a student wears communicative nature and focus. The focus is on
content only errors that prevent understanding. Duplicate errors are necessary. I
must fix it.
When working on grammar material, as well as when working on the formation
of writing skills, attention- strong and weak should be given mistakes, including
oversights.
— Who should correct the mistakes? Of course, the initiator of the process is
the teacher, without its directing influence this process is impossible. At each
lesson, the feeder is confronted with student errors that he must qualify for the
reasons for the occurrence, quality, and in a matter of seconds organize the
activities of the error correction team. Theoretical research and the experience of
practitioners provide teachers with information for reflection, but, alas, there are
very few recipes. The most recognized error correction methods:
self-correction (student self-correction of his mistakes); peer-correction
(correction of errors by members of the group); teacher correction.
Having studied this problem, we can formulate the following conclusions:
Errors — an integral element of the cognition process, an indicator of the
assimilation of program material by students. Failure to correct mistakes prevents
progress in learning a foreign language.
Trainees' mistakes — material for understanding and planning corrective work.
The intervention of the teacher in correcting mistakes should be reasonable, tactful
and sufficient, contribute to the formation of positive motivation and increase self-
esteem of students.

References:
1. Doff, A. (1993): Teach English. Cambridge: Cambridge University Press.
2.Edje, J (1989). Mistakes and Correction. London: Longman.
3.James, C. (1998). Errors in language Learning and Use: Exploring Error
Analysis. London: Longman.
4. Lynch. C. L., Wolcott, S.K., and Huber. G.E. (2001). Steps for better
thinking: A guide for students.

Use of games in teaching English

Namangan Institute of
Engineering and Technology
Teacher of English language
Mamadaliyeva Burayma Sabitaliyevna

ANNOTATION
This article is about using didactic games in teaching English. This article
looks at the benefits of games and gives advice on performance skills.

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qШ‘ХХКЧТХТЬСТ. ...................................................................................................... 259

Yunusova Nilufar. Productivity of machine translation. .................................. 261
Yunusova Nilufar. The style transformation while translating into the target
language. ........................................................................................................... 263
Yunusova Nilufar. The culture of technical translation. .................................. 265
ғ ғ ғ ғ
« - »ғ ғғғғғғғғғғғғғғғғғғғғ 268
Axunbabayeva Nargiza. Machine translation effectiveness. ............................ 275
Axunbabayeva Nargiza. Technical translation consistent terminology. ........... 277
Tursunova Dilfuza. ―ҽШЛЮЫЧШЦК‖ ‫ ش‬is one of the best pieces the literary
beauty of poetry in world literature. ................................................................. 279
Mamadaliyeva Burayma. The use of languages among the world languages.
............................................................................................................................ 284
ғ ғ . ......... 288
ғ ғ ( )
ў ғ .................................................. 292
ғ ғ
ў . ..................................................................................... 296
ғ ғЎ ў . ................. 299
ғ . The problem of filling up blanks (gaps; Lacuna) in
ГғMғҽКЛКЫ‘Ь ―ҽКЛЮЫ-NКЦК‖. ............................................................................ 304
Ibragimov Shexrozbek. Roman Tarjimasida Tasviriy Vositalar Ifodasi.
............................................................................................................................ 311

Yunusova Nilufar. Modern information technology in english classrooms.

............................................................................................................................ 313
Yunusova Nilufar. Ability to develop english grammar in students. ............ 316
Abdullayeva Shahnoza. English pronunciation and spelling: problems and
difficulties. ........................................................................................................ 320
Abdullayeva Shahnoza. Qualities of being the best teacher. How to be a good
teacher. .............................................................................................................. 323
Abdullayeva Shahnoza. Pronunciation problems:a case study on english
pronunciation errors of low proficient students. ............................................... 328
Mamadaliyeva Burayma. How to correct mistakes in teaching english........... 330
Mamadaliyeva Burayma. Use of games in teaching English. ................... 332
Idrisalieva Lyubov. About different methods of teaching english. .................. 334
Idrisalieva Lyubov.
……………………………………………… 338
.
. ......................................................................................... 343
Otabayev Muzaffar. Principles of adult learning theory and implications for
learning and teaching. ....................................................................................... 348
Mamadaliyeva Burayma. OЩЭТЦКХ ЯКЫТКЧЭЬ ШП КМqЮТЬТЭТШЧ ЬЭЮНОЧЭЬ‘ 350
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