Mazkur maqolada siyosiy ijtimoiylashuv jarayonida an’analar va innovatsiyalarning o‘zaro aloqadorligi tahlil qilinadi. Jamiyatda shakllangan qadriyatlar va zamonaviy texnologiyalarning uyg‘unlashuvi yosh avlodning siyosiy ongini shakllantirishda qanday rol o‘ynashi haqida fikr yuritiladi. Muallif hayotiy misollar va insoniy qarashlar orqali ushbu jarayonning mohiyatini ochib berishga harakat qiladi.

Maqolada umumiy o‘rta ta’lim maktablarida pedagogikalik konfliktlarni paydo bo‘lishini aniqlash va ularni yechishda o‘qituvchining kompetentligi ko‘rsatilgan. Shu bilan bir qatorda paydo bo‘ladigan konfliktlarni tahlil etissh va konfliktlarni oldini olish bo‘yicha takliflar ko‘rsatilgan.

Bu maqolada zamonoviy kuy-qo‘shiqlar va xalq musiqa san’atining kelajak avlodlarni mumtoz musiqa merosi bilan yaqindan tanishtirish, havaskorlik tugaraklari, san’at saroylarida tashkil etilgan xalq cholg‘u asboblari ansambllari faoliyatlarini keng yoyish musiqa san’ati rivojini va taraqqiyotini ta’minlash haqida so‘z yetiladi.

This article discusses the tasks of moral education of preschool children and the views and opinions of Eastern thinkers in this area.

The teaching of speech acts in the English language, especially as a second or foreign language (ESL/EFL), must employ a manner that is thoroughly systematic, well-grounded theoretically and innovative if the situation is to guarantee the learners' effective acquisition of communicative competence. The aim was, among other objectives, to create didactic systems and to design instructional materials that might improve students' abilities, directly or indirectly, to know and then apply in practice these pragmatic rules. Drawing from Speech Act Theory, Politeness Theory, and Task-Based Language Teaching (TBLT), the present study's intent was to evaluate methods which could serve as interactive, authentic, and culture-sensitive resources for pedagogical implementation in support of pragmatic competence. Data sources comprised classroom observations, role-plays, case studies, and reflective analyses. From the study, it has been learned that the integration of multimedia resources, real-life scenarios, and collaborative tasks strongly enhanced learners' competences in enacting acts of conversational cooperation: invitations, refusals, and requests. The study concludes with practical suggestions on didactic designs meant to direct the course of learners with respect to pragmalinguistic fluency and socialversible creativity.