Azizova, D. B. (2025, Oktabr 16). Ingliz tilshunosligida murakkab qo‘shma gaplar. “Zamonaviy tilshunoslik va derivatsion qonuniyatlar” mavzusidagi Respublika ilmiy-amaliy anjumani materiallari, SamDCHTI.

Annotatsiya. Maqolada ingliz tilshunosligida murakkab qoʻshma gaplarning (compoundcomplex sentences) lingvistik tavsifi hamda sintaktik qurilmalarning derivatsiyasi va transformatsiyasi masalalari tahlil qilinadi. Muallif nutqiy hosilalarning (derivatlarning) shakllanishi soʻzlovchining grammatik bilimiga emas, balki nutq muhiti, tinglovchi omili, koʻzlangan semantika, stimul va kutilayotgan reaksiya bilan bogʻliq ijtimoiy-kommunikativ faktorlarga tayanishini asoslaydi. N.Chomskiyning jumla tuzilishi qoidalari, transformatsiya va rekursiya haqidagi qarashlari, G.Leech va J.Svartvikning kommunikativ grammatikasi, R.Quirk, S.Greenbaum, G.Leech va J.Svartvikning “A Comprehensive Grammar of the English Language” asaridagi funksional gap tuzilmalari nazariyasi, R.Huddleston va G.K.Pullumning parataksis hamda gipotaksisni farqlashga oid mulohazalari, B.Aartsning teng bogʻlanish (coordination) talqini va M.A.K.Hallidayning funksional grammatikasi qiyosiy-tanqidiy yoʻsinda oʻrganiladi.

Azizova D. B. (2025, May 31). Sintaktik derivatsiyaning murakkab qo‘shma gaplar o‘rganilishidagi qarashlar. “Madaniyatlararo muloqotning adabiy-lisoniy takomili hamda tarjima nazariyasi va lingvodidaktikaning dolzarb muammolari” mavzusidagi Respublika ilmiy-amaliy konferensiya materiallari.

Annotatsiya. Maqolada sintaktik derivatsiya nazariyasi nuqtayi nazaridan murakkab qoʻshma gaplarni oʻrganish masalasiga munosabat bildiriladi. Gap va uning turlari haqidagi qarashlar Panini grammatikasidan yunon falsafasi, Sharq allomalari va yangi davr yevropa tilshunosligiga qadar tarixiy izchillikda koʻrib chiqiladi. Muallif gapni til birliklarining maksimal sintaktik faollik olishi uchun makon vazifasini oʻtaydigan nutqning minimal birligi sifatida talqin qiladi hamda “qoʻshma gap” terminining nutq birliklari iyerarxiyasi qonuniyatlariga muvofiq kelmasligini asoslaydi. Qoʻshma gap derivatsiyasidagi operandlar sodda gaplar boʻla olmasligi, ular sodda gaplarga faqat oʻxshashligi taʼkidlanadi. V.V.Vinogradov, I.F.Vardul, A.M.Peshkovskiy, T.V.Beloshapkova va oʻzbek tilshunoslarining qarashlari qiyosiy tahlil qilingan holda “qoʻshma gap” oʻrniga mikromatn mohiyatini oʻzida mujassam etgan “murakkab sintaktik qurilma” terminini qoʻllash taklif etiladi. Xulosada derivatsiyani boshqa lingvistik jarayonlardan farqlash mezonlari koʻrsatiladi va fanlar integratsiyasi asosidagi yondashuvning nutq lingvistikasi hamda kompyuter lingvistikasi rivoji uchun ahamiyati dalillanadi.

Guliyeva E. F. Role of fundamental classroom practical strategies in enhancing students’ awareness of academic writing skills // “Interaction of communication, society, science and culture in the process of scientific and professional education”: xalqaro ilmiy anjuman materiallari. – Samarkand, 2021. – P. 292–294.

Annotatsiya. Ushbu maqolada talabalar har qanday ilmiy ishlarni yozish jarayonida duch keladigan qiyinchiliklar, yozish asboblari to'g'risida xabardorlik yo'qligi va ilmiy tadqiqot sohasida ulardan samarali foydalanish qobiliyati muhokama qilinadi. Maqolada o'qituvchi uchun ham, o'quvchilar uchun ham akademik yozish malakasini oshirish uchun yordamchi vosita bo'lishi mumkin bo'lgan asosiy amaliy strategiyalar to'g'risidagi ma'lumotlar mavjud.

Annotation. This article deals with the challenge of students encounter with while the process of writing any academic works, lack of writing instruments awareness and the ability to use them effectively in the scientific field of research. The article contains the data on basic practical strategies that may serve as helpful tools both for a teacher to implement in the classroom and students to improve academic writing competence.

Guliyeva E. F. The role of literary text in teaching English in ELT classroom // “Global and national values along Great Silk Road”: xalqaro ilmiy anjuman materiallari. – Samarkand, 2021. – P. 322–323.

Teaching foreign language skills in ELT classroom has become more popular among educators and literary texts have served as one of the variations to improve the effectiveness of second language acquisition, specifically, focusing on functional use of language. To exemplify, students can enrich their English language vocabulary through completing various types of exercises, namely, getting acquainted with new words via definitions explaining every lexical unit or a phrase, doing some practical activities based on new word forms construction, matching lexical forms with similar and opposite meaning, filling in the gaps, etc. Grammar structures are presented to students as an integral part of sentence construction practising in written and spoken speech development.

Гулиева Э. Ф. Теоретические основы методики формирования письменной речи // “Россия – Узбекистан – Таджикистан. Грани развития культурно-образовательного, научного и творческого сотрудничества”: сборник материалов международной научно-теоретической конференции. – Самарканд, 2024. – С. 402–408.

Абстракт: В данной статье представлены разные взгляды на теоретическое обоснование методики развития навыков письменной речи студентов языкового вуза и рассмотрены различия между устной и письменной речью. Также автор приводит несколько стратегий письменной речи.

Guliyeva E. F. Yozma nutqni shakllantirish metodikasining nazariy asoslari // “Philology, Methodology, Translation Studies: Current issues of modern science”: xalqaro ilmiy anjuman materiallari. – Samarkand, 2024. – P. 590–593.

Аnnоtаtsiyа: Ushbu maqolada til universiteti talabalarining yozma nutqi ko'nikmalarini rivojlantirish metodologiyasini nazariy asoslashning turli xil qarashlari keltirilgan va og'zaki va yozma nutq o'rtasidagi farqlar ko'rib chiqiladi. Shuningdek, muallif yozma nutqning bir qancha strategiyalarini beradi.

Guliyeva E. F. Use of social media in developing students’ grammar and communicative academic writing competence // “Humanistic role of language and literature in the contemporary globalization”: xalqaro ilmiy anjuman materiallari. – Samarkand, 2024. – P. 48–50.

Abstract: Writing is one of the most important language acquisition abilities, and unlike other talents, it takes a lot of practice to become proficient in producing written speech. This article aims to investigate some frequently used social media tools like WhatsApp, Facebook, and Wikis encouraging students to have more opportunities to write academically and practice more effectively than they did before.

Guliyeva E. Current methodological techniques for enhancing students' academic writing skills // “The development history and modern significance of intercultural dialogue”: xalqaro ilmiy anjuman materiallari. – Samarkand, 2024. – P. 522–524.

Abstract: Academic writing is a multifaceted phenomenon that encompasses the production of written documents (theses, abstracts, articles) as well as oral reports, presentations, and other written works. These are created with consideration for the demands of argumentation, the use of specific discursive markers and metalanguage, as well as other formal elements that define the scientific style.

Гулиева Э. Ф. Внедрение искусственного интеллекта в обучении академическому письму для автоматической проверки и коррекции текстов // “Xorijiy tillarni o‘qitishda innovatsion yondashuv va zamonaviy tendensiyalar”: respublika ilmiy-amaliy anjuman materiallari. – Samarkand, 2025. – B. 256–259.

Abstract. This article examines how digital tools enhance project-based teaching by improving collaboration, creativity, assessment, and student engagement, and outlines effective strategies for integrating technology to optimize project-based learning outcomes.
Keywords: project-based teaching, digital tools, collaborative learning, educational technology, student engagement, assessment.

Gulieva E.F. Project-based teaching through effective digital tools implementation // “Tilshunoslikda lingvodidaktika, lingvofalsafa hamda tarjimashunoslik jarayonlashuvi”: xalqaro ilmiy anjuman materiallari. – Samarqand, 2025. – P. 524–526.

Abstract. This article examines how digital tools enhance project-based teaching by improving collaboration, creativity, assessment, and student engagement, and outlines effective strategies for integrating technology to optimize project-based learning outcomes.
Keywords: project-based teaching, digital tools, collaborative learning, educational technology, student engagement, assessment.