Ushbu maqolada 1980-yillarning ikkinchi yarmida AQSH va SSSR oʻrtasidagi "Sovuq urush" munosabatlarini yumshatishda Ronald Reygan va Mixail Gorbachov oʻrtasida kechgan norasmiy, yopiq muloqotlar hamda maxfiy diplomatiya tahlil qilinadi. Jeneva (1985) va Reykyavik (1986) sammitlari ortidagi parda orti jarayonlari, deklasifikatsiya qilingan arxiv hujjatlari hamda global xavfsizlikka transsivilizatsion gʻoyalarning ta'siri tadqiq etilgan.

Перинатальные поражения центральной нервной системы (ЦНС) на сегодняшний день занимают лидирующие позиции в структуре хронической детской заболеваемости и инвалидности. Вариативность этиологических факторов и витиеватость молекулярных каскадов повреждения детерминируют проблемы ранней топической и функциональной диагностики, а также прогнозирования отдаленного нейроонтогенетического исхода.

This article examines the sociolinguistic profile of a multilingual English as a Foreign Language (EFL) classroom in Uzbekistan and discusses its implications for language teaching and assessment. The study focuses on a group of 15 sixth-grade learners at School No. 142 in Yashnobod District, Tashkent. The learners are 12-13 years old and study English in a formal school context where Uzbek is the main language of classroom explanation and everyday communication. However, the group is not linguistically homogeneous: four learners are Uzbek-Tajik bilinguals from Bukhara and Navoi regions, while eleven learners are Uzbek-Russian bilinguals from Tashkent. Drawing on sociolinguistic theories of multilingualism, World Englishes, identity, language attitudes, code-switching, and linguistic profiling, the article argues that students' linguistic repertoires should be treated as educational resources rather than learning problems. The analysis shows that multilingual learners' English development is shaped by language background, regional identity, code-switching, classroom interaction, peer attitudes, and imagined future identities. The article also emphasizes that assessment in multilingual EFL classrooms should focus on intelligibility, communicative effectiveness, task completion, and fairness rather than native-like pronunciation. The findings suggest that sociolinguistically responsive pedagogy can support learners' confidence, reduce accent-based bias, and create more inclusive English classrooms in Uzbekistan.

Ushbu maqolada baholash natijalari asosida rivojlantiruvchi tahlil metodikasini ishlab chiqishning nazariy va amaliy jihatlari yoritilgan. Tadqiqotda ta'lim jarayonida qo'llaniladigan baholash natijalarini tizimli tahlil qilish, o'quvchilarning bilim, ko'nikma va kompetensiyalarini rivojlantirishga xizmat qiluvchi metodik yondashuvlar tahlil qilingan. Baholash natijalaridan ta'lim sifatini oshirish, individual ta'lim trayektoriyasini belgilash hamda pedagogik qarorlar qabul qilishda samarali foydalanish imkoniyatlari asoslab berilgan. Shuningdek, baholash natijalarini yig'ish, qayta ishlash, tahlil qilish, muammolarni aniqlash va rivojlantiruvchi tavsiyalar ishlab chiqishni o'z ichiga olgan metodik model taklif etilgan. Tadqiqot natijalari baholash tizimini takomillashtirish, o'qituvchilarning analitik kompetensiyalarini rivojlantirish hamda ta'lim sifatini boshqarish samaradorligini oshirishga xizmat qiladi.

This article examines the role, advantages, and challenges of artificial intelligence technologies in English language learning. In modern education, AI-powered tools such as ChatGPT, Grammarly, and Duolingo have become important resources for developing students’ language skills. The study highlights that artificial intelligence can improve vocabulary acquisition, writing proficiency, speaking skills, and opportunities for independent learning. At the same time, several limitations and challenges associated with the use of AI in education are identified. The findings suggest that artificial intelligence has significant potential to enhance English language learning when used effectively and responsibly.