Ushbu maqolada arab tilshunosligining rivoji uchun katta hissa qo‘shgan yurtdoshimiz Mahmud Zamaxshariy, uning hayoti va ijodi asarlari asosan “Al- Mufassal” kitobi xususida yoritiladi. Asar qayerda yozilganligi qanday tartibda berilganligi ya’ni ketma-ketligi haqida fikr yuritiladi. Shuning حرف جر lar haqida ham qisqacha aytib o‘tilgan.

Tug‘ruqdan keyingi psixoz (postpartum psychosis) - bu perinatal davrda uchraydigan og‘ir psixiatrik holat bo‘lib, onaning adekvat ong holatini yo‘qotishi, gallyutsinatsiyalar, deliriy va xatti-harakatlar buzilishi bilan namoyon bo‘ladi. Ushbu maqolada tug‘ruqdan keyingi psixozning klinik ko‘rinishlari, sabablari, oqibatlari, xalqaro tajriba va O‘zbekiston Respublikasidagi mavjud qonunchilik doirasidagi yondashuvlar tahlil qilinadi.

Ушбу мақолада Туркистон ўлкаси тарихини тадқиқ этишда Россия империяси томонидан ўлка бошқаруви учун қабул қилинган меъёрий-ҳуқуқий ҳужжатлар ва қонунларнинг аҳамияти очиб берилади.

Ushbu maqolada Abu Tohirxo'janing "Samariya" asarida keltirilgan gidronimlar lingvistik va etimologik jihatdan tahlil qilingan. Asarda keltirilgan sakkizta asosiy suv obyekti nomlari tarixiy va zamonaviy manbalarga tayanib o'rganilgan. Tadqiqot natijasida gidronimlarning kelib chiqishi, ma'no xususiyatlari va hozirgi kundagi ahamiyati aniqlangan.

This study, using a sequential explanatory mixed design, comprehensively examined the prevalence, severity, and sources of English learning anxiety among Afghan male students learning English as a foreign language at Paktika Institute of Higher Education. In the quantitative part of the study, data were collected from 87 valid respondents using the Foreign Language Classroom Anxiety Scale (FLCAS). Descriptive analyses revealed that 69% of the students experienced moderate anxiety and 21.8% experienced high anxiety. Among the various factors, fear of negative evaluation and fear of communication were identified as the most prominent concerns and sources of anxiety. In the qualitative phase, data were collected through purposeful semi-structured interviews with 12 participants and analyzed using thematic analysis. The analysis revealed five main themes, which were: fear of negative evaluation, fear of communication, limitations in English exposure and practice, the influence of teacher and peer behavior, and anxiety related to tests and performance. Participants detailed how classroom dynamics, the lack of appropriate environments for using English outside the classroom, and high-risk and stressful assessments contributed to their increased anxiety levels. The findings of this study emphasize the multifaceted and context-dependent nature of language anxiety and show that language learning anxiety among Afghan learners is influenced by multiple cultural, environmental, and educational factors. They also highlight the urgent need to adopt supportive teaching approaches, provide more opportunities for language practice in real-world and informal settings, and train teachers to better manage students’ anxiety.