Ushbu maqolada Zulfiya Qurolboy qizining “Ayol” hikoyasi misolida ayol obrazining murakkab va ko‘p qirrali ruhiyati badiiy tasvir orqali ochib beriladi. Muallif ayolning ichki kechinmalari, sabr-toqati, mehr-muhabbati hamda hayot sinovlariga bardoshliligi masalalarini chuqur yoritadi. Asarda ayol nafaqat oila timsoli, balki o‘z orzu-intilishlariga ega, ichki kurashlar bilan yashovchi shaxs sifatida talqin qilinadi. Yozuvchi ayol qalbidagi iztirob va umidlarni ta’sirchan ifodalab, o‘quvchini uni yanada chuqurroq tushunishga undaydi va maqolada ushbu jihatlar tahlilga tortiladi.

В статье рассматривается синтаксическая синонимия как сложное функционально-семантическое явление современного русского языка. Особое внимание уделяется разграничению синтаксической синонимии и грамматической вариативности в рамках функционально-коммуникативного подхода. Целью работы является выявление структурных типов синтаксических синонимов и описание их коммуникативно-прагматических особенностей. Показано, что синтаксическая синонимия основывается на единстве пропозиционального содержания при вариативности формального выражения и выполняет важную текстообразующую функцию.

This article examines parody and pastiche in Gafur Gulom’s Shum Bola, a landmark of Uzbek literature. Drawing on intertextual theory, it analyzes how Gulom employs these devices to construct a two‑layered narrative: an adventure story for children and a subtle social critique for adults. Parody operates through caricatured figures (the wealthy Sariboy) and the child protagonist Qoravoy, whose perspective defamiliarizes adult hypocrisy. Pastiche integrates folk jokes, fairy‑tale motifs, and three distinct speech styles-children’s, adult’s, and authorial-into a unified literary language. The study concludes that parody and pastiche served as essential artistic strategies for navigating Soviet-era ideological constraints while addressing universal moral questions, securing the work’s lasting significance.

Ushbu maqolada Aleksandr Faynbergning hayoti, ijodiy faoliyati va adabiyotdagi o‘rni keng tahlil qilinadi. Shoirning she’riyati, tarjimonlik faoliyati, badiiy uslubi va ikki millat — o‘zbek va rus adabiy muhitidagi hissasi batafsil yoritiladi. Shuningdek, uning ijodiy merosi zamonaviy adabiyot va madaniyatlararo aloqalardagi ahamiyati bilan baholanadi.

The integration of artificial intelligence into English language teaching has proceeded at markedly different paces and through divergent institutional models across national contexts. This study presents a comparative analysis of AI application in English language teaching in higher education between Uzbekistan and South Korea, two countries that represent contrasting positions on the spectrum of AI adoption in education. South Korea, which has committed approximately $740 million to AI-driven educational transformation between 2024 and 2026 and became the first nation to introduce AI digital textbooks nationwide, represents a top-down, policy-driven model of comprehensive AI integration. Uzbekistan, where AI adoption in education remains largely bottom-up and instructor-initiated despite growing governmental interest in digital transformation, represents an emerging model with substantial untapped potential. Employing a comparative case study methodology, this research draws on document analysis of national education policies, institutional surveys of 186 instructors in Uzbekistan and 142 instructors in South Korea, and semi-structured interviews with 24 educators across both countries. The analysis examines five comparative dimensions: national policy frameworks, institutional infrastructure, instructor preparedness, pedagogical integration models, and student engagement patterns. Findings reveal that while South Korea leads in systematic policy implementation and technological infrastructure, Uzbekistan demonstrates distinctive strengths in instructor-driven pedagogical innovation and multilingual AI adaptation. The study identifies transferable lessons from each context and proposes a Contextually Adaptive AI Integration Framework applicable to diverse educational systems globally.