Ушбу илмий мақолада бўлажак чет тили ўқитувчиларида маданиятлараро мулоқот компетенсиясини шакллантириш ва ривожлантириш масаласи кенг қамровли тарзда ёритилади. Тадқиқотда маданиятлараро мулоқотнинг назарий асослари, тил ва маданият ўртасидаги ўзаро боғлиқлик, халқаро илмий моделларнинг мазмун-моҳияти ҳамда уларнинг педагогик жараёнда қўллаш имкониятлари таҳлил этилади. Шунингдек, хорижий тажриба ва миллий таълим тизими ўртасидаги қиёсий жиҳатлар кўриб чиқилиб, бўлажак чет тили ўқитувчиларининг маданиятлараро компетенсиясини ривожлантиришга хизмат қилувчи самарали методик ёндашувлар ва инновацион технологиялар таклиф этилади. Мақола орқали глобал дунёқарашни кенгайтириш, турли маданият вакиллари билан самарали мулоқот олиб бориш кўникмаларини мустаҳкамлашнинг назарий ва амалий асослари ёритилади.

This study undertakes a critical examination of a corpus of aphorisms whose origins lie in the intellectual traditions of antiquity yet remain deeply embedded in contemporary linguistic and cultural consciousness. Particular attention is devoted to their manifestations in English, Russian, and Latin, with the aim of elucidating their function as translingual vehicles of conceptual, ethical, and philosophical heritage. Aphorisms—concise, rhetorically refined verbal constructs encoding condensed yet expansive meaning—constitute a potent mechanism for the enrichment of linguistic competence and the cultivation of cross-cultural literacy. Focusing on three canonical expressions “Knowledge is power,” “Know thyself,” and “The die is cast”—the research explores their historical provenance, semantic evolution, and epistemological significance within broader socio-cultural and intellectual frameworks. The analysis demonstrates that these formulations operate not merely as linguistic artifacts but as enduring repositories of civilizational wisdom, reflecting universal patterns of human thought and experience. The findings underscore the persistent relevance of aphorisms as tools for conceptualization, moral orientation, and intercultural communication across temporal and linguistic boundaries.

This study offers a comprehensive investigation into the extent to which peer assessment contributes to the development of speaking communication skills among English as a Foreign Language (EFL) learners. Employing a quasi-experimental design, the research involved 60 university-level EFL students who were systematically assigned to either an experimental group or a control group. Over an eight-week intervention period, the experimental group participated in a series of structured peer-assessment cycles in which learners evaluated one another’s speaking performances using criterion-referenced rubrics and guided feedback protocols. In contrast, the control group engaged in the same speaking tasks but received only traditional instructor-provided feedback. Multiple data sources—including pre- and post-instruction speaking tests, learner-perception questionnaires, and weekly reflective journals—were triangulated to gather both quantitative and qualitative evidence. The findings revealed a marked and statistically significant improvement among the experimental group across key dimensions of oral competence, specifically fluency, coherence of ideas, communicative confidence, and strategic use of language. Learners who engaged in peer assessment not only demonstrated stronger post-test performance compared to their control-group counterparts but also displayed heightened metacognitive awareness, greater self-regulation, and increased motivation to improve their speaking proficiency. Qualitative analyses further indicated that the peer-assessment process fostered deeper engagement with speaking tasks, encouraged critical listening, and cultivated a more collaborative learning environment. Taken together, these results suggest that peer assessment functions as a powerful pedagogical mechanism for enhancing speaking communication skills in EFL contexts. Beyond serving as an alternative assessment strategy, it operates as a formative learning tool that empowers students to internalize performance criteria, refine communicative strategies, and take greater ownership of their oral language development. The study underscores the pedagogical value of incorporating structured peer-feedback practices into language curricula and offers implications for designing more interactive, learner-centered approaches to speaking instruction.

Поэма Низами Гянджеви «Хафт Пайкар» представляет собой многослойный художественно-философский текст, в котором сочетаются космологические представления, этические концепты и сложная символико-семиотическая структура. Через эволюционный образ Бахрама Гура автор реконструирует модель идеального правителя, чья политическая власть соотнесена с универсальными принципами космического порядка и нравственной самодисциплины. Семь повествований семи принцесс функционируют как своеобразный семиотический код, отражающий культурно-antropологические архетипы, связанные с духовным становлением человека. В поэме прослеживается уникальная система цветовой и планетарной символики, которая формирует метафизическую ось произведения и служит инструментом раскрытия дидактической программы автора. «Хафт Пайкар» выступает как значимый компонент персидского литературного канона и фундаментальный источник для исследования восточной этико-философской мыслительной traditsii.

This article examines the role of the Latin language in the development of European science. It focuses on its influence on scientific terminology, university traditions, and the transmission of knowledge. For centuries, Latin has served as the universal language of European academia and scientific thought.