The article attempts to investigate briefly the causes of current situation of teaching English as a foreign language and to suggest a brief theoretical guideline that may be of help in remedying the deficiencies.

This article reveals the features of creativity development in Russian language classes in elementary school and discusses different teaching methods in Russian language classes taught in the Uzbek language.

Last two decades have seen an increasing interest in approaching literary translation from pragmatic perspective as both pragmatics and translation are concerned with communicative situations. Pragmatic relations in literary translation are superimposed on semantic relations and play an equally important role in analyzing the original text and in producing an equivalent text in the target language. The pragmatic adaption of translation must make it possible for the target receptor to understand the implications of the message and to be aware of its figurative and situational meaning. Pragmatic problems in this article are analyzed applying pragmatic principles such as speech acts, presuppositions, implications, deictic expressions and politeness formulas.