The article theoretically explains the process of perceiving human speech and its close connection with auditory and memory mechanisms. It is emphasized that in understanding speech, logical stress, word order, syntactic structure, and the process of comparing speech with existing patterns in memory play an important role. In addition, the theories of scholars such as A.A. Leontiev and I.A. Zimnyaya regarding the stages of speech activity — motivation, planning, implementation, and control — are analyzed. In preschool age, the development of perception is closely linked with thinking, which shapes children’s abilities to analyze, compare, and generalize. Based on the views of scholars such as Ye.I. Tikheeva and B.V. Belyaev, the article scientifically substantiates the interconnected development of speech and cognitive growth in children. The step-by-step development of speech in accordance with children’s age characteristics — the expansion of vocabulary, acquisition of grammatical structures, and use of syntactic patterns — is also widely discussed. The article highlights the development of children’s speech in a social environment, through communication with adults and peers, and the importance of improving speech skills in family and preschool education settings. In conclusion, speech development in preschool age is a decisive factor in a child’s overall psychological development and success in the educational process, and it also serves as an important foundation for developing the ability to learn foreign languages.

This article analyzes the role and methodological approaches of artificial intelligence (AI) technologies in the formation of independent English language learning competence in higher education institutions. Independent learning competence refers to a student's ability to self-develop, independently acquire language skills, and effectively use digital tools. The article proposes a methodology for individualizing the learning process, increasing motivation, and developing metacognitive strategies using AI tools — chat bots, language applications, and automatic analysis platforms. The effectiveness of the methodology is also assessed based on experimental observations and recommendations are made for its application in the local educational context.

This article explores the role and effectiveness of innovative technologies in English language teaching within the context of globalization. It analyzes modern digital tools, technology-enhanced learning environments, and their influence on learners’ linguistic competence, motivation, and communicative skills. The study highlights the methodological shift from traditional classroom instruction to technology-driven approaches, emphasizing the need for teachers to adopt new pedagogical models. Recommendations are provided to ensure meaningful integration of technology into English language education.

This article examines how pragmatic markers in both English and Uzbek conversations are used by men and women. Pragmatic markers are small words or expressions (e.g., “you know”, “well”, “bilasanmi”, “ya’ni”) that help speakers manage conversation in many ways, such as expressing attitude, or softening statements. The article turns to several existing literature about gender and pragmatics and provides relevant examples to show how different is the men and women's use of pragmatic markers in both languages. After discussion, this paper talks about how a better understanding of these patterns can help English language teaching (ELT) as well as cross‑cultural communication.

This article examines the transition of medical terminological dictionaries into electronic formats and its impact on the development of applied lexicography in the Uzbek language. The advantages of electronic dictionaries such as fast search, regular updates, and multimedia integration are analyzed. In addition, the paper highlights existing challenges and discusses the scientific and practical significance of electronic medical dictionaries.

This article provides a comparative analysis of the implementation of the translanguaging approach in primary education in Uzbekistan and neighboring countries. Translanguaging is a modern approach that allows students to exchange ideas, communicate, and consolidate knowledge using multiple language resources in an integrated manner. The study compares the experiences of Uzbekistan, Kazakhstan, Kyrgyzstan, and Tajikistan based on criteria such as language policy, curricula, teacher training, textbooks and methodological support, and factors for developing students' linguistic competence. The article first examines the state language policy and official documents on multilingualism of each country. Then, the role of the mother tongue and foreign languages ​​in primary education programs, the possibilities of organizing integrated lessons, and existing experiences are analyzed. It also provides a comparative review of teachers' methodological training, attitudes toward language transfer, and real-world applications. As a result, it is determined that the translanguaging approach in Uzbekistan plays an important role in developing multilingualism, increasing communicative competence, and approaching international standards while preserving national values. Comparison with the experience of neighboring countries serves as a scientific basis for eliminating existing problems and developing effective methodologies.

This study examines the effectiveness of the 2R2D (Reading, Reflection, Discussion, and Discussion) method in teaching Persian in religious schools in Uzbekistan. Since Persian is an important language in Islamic theology, improving students’ Persian language skills is essential for understanding religious texts. The 2R2D method combines active reading, critical thinking, collaborative discussion, and structured discussions to develop language comprehension, critical thinking, and theological discussion skills. The study uses mixed methods, including classroom observations, tests, and student feedback to assess the impact of the method. Preliminary results indicate that the 2R2D method improves Persian language acquisition while increasing students’ engagement in religious content.

The article examines the study of the civilizational development of Japan. The purpose of the study is a thorough analysis of the work of the orientalist, academician Nikolai Iosifovich Konrad, who devoted more than 40 years of his life to the study of Japanese civilization, especially the history of its culture. N. Konrad is considered one of the first who was able to apply a comparative approach to Japanese culture with the cultures of the East and West, which subsequently allowed a new assessment of the contribution of Japanese civilization to world culture. The main conclusion of this study is that the legacy of N. Konrad is fundamental in the study of Japanese history, culture, literature and language, and his translations and commentaries on Japanese literature have become an important tool for understanding the Japanese people and their way of life.

This article analyzes the verbalization of the time category in the English and Uzbek languages. The study examines how time is expressed in English through auxiliary verbs and in Uzbek through affixes. In English, time is expressed in forms such as simple, continuous, perfect, and perfect continuous, whereas in Uzbek, time categories are expressed through suffixes. The article also discusses the similarities and differences between the two language systems. Understanding the time category in both English and Uzbek is crucial for students in their language learning process.

The acquisition of English speaking proficiency represents a multidimensional cognitive-linguistic process, wherein fluency, accuracy, and pragmatic appropriateness converge as core parameters. This paper delineates the intrinsic features underpinning the development of oral communicative competence, with emphasis on psycholinguistic mechanisms, contextual variability, and interactional dynamics. Anchored in contemporary pedagogical paradigms, including Communicative Language Teaching and Task-Based Instruction, the study critically evaluates methodological trajectories and their efficacy in fostering productive speech performance. Particular attention is given to extralinguistic impediments—such as affective filters and intercultural interference—that constrain oral output. The analysis concludes by offering evidence-based pedagogical insights aimed at optimizing the speaking skill acquisition process in ESL contexts.

This article analyses the latest innovative methods in teaching foreign languages. The way we teach foreign languages is constantly changing. Technology, updated teaching theories, and a better understanding of learning are leading to new and improved methods. These innovations don't necessarily replace traditional approaches entirely, but they often enhance them, creating more interesting, effective, and personalized learning experiences. This article will delve into these new methods, examining their theoretical foundations, how they're used in practice, and their potential impact on learners.

This article analyzes the impact of modern educational technologies—specifically gamification and microlearning modules—on learners' motivation in the process of teaching foreign languages. An experimental study was conducted involving university students, comparing the outcomes of traditional teaching approaches with those of gamified microlearning methods. The results indicate that the integration of gamification and microlearning enhances interest in education, increases active participation, and fosters independent learning among students.