SOME CONSIDERATIONS IN TEACHING UZBEK LANGUAGE GRAMMAR

To inculcate our native language in the minds of the younger generation, self-awareness, to increase their in terest in language learning, and in what form teaching is taught


MAIN PART
In the Grade 4.6 textbook (p. 107), the suffix "qo`" is used to denote a person's affiliation with a place by joining well-known and related horses. The suffix -lik, which is added to famous horses, turns a famous h orse into a cognate horse and is written in lower case. However, in the first book of the academic lyceum (p. 130) on the theme "Formation in appendices" youth (horse) is given as Syrdarya (quality). If the given exam ples do not correspond to the theoretical data, will there be no ambiguity in science?
In the Grade 5.8 textbook, it is stated that "Cause case is represented by additional conjunctions (" (p. 85, 2010). However, it is not mentioned in any of the books that the auxiliary comes after the auxiliaries or th e -gani expresses the meaning of the cause. How could this be understood?
Although some of the above problems have been resolved due to the publication of new textbooks, th e rule given in the punctuation information is that not only the learner, but even the teacher, is hesitant to per form the exercises based on the definitions. It is very sad that it happened. In written speech, the separated co mmentary is usually separated by a comma, hyphen, and parentheses: the separated passage is separated by a comma on both sides: Azimjon met in a teahouse by the river, in a crowded place. (Grade 8 Mother Tongue 1 21-bet) However, there are still many places where the definitions given in the current textbooks are not follo wed. M: Woe to those who do not know the essence of their lives, indifferent people (8th grade mother tongu e, Exercise 168, sentence 5, p. 121). The word indifferent in this sentence is preceded by a comma, but not af ter. There are many such examples in textbooks. This is probably the reason why our students find it easier to learn a foreign language (English) than their mother tongue.
In addition, the availability of tables, diagrams, quality manuals with a variety of visual aids, a large num ber of audio and video lessons on learning English significantly simplifies the process of learning the langua ge. We know belongs to the Germanic language group of the Indo-European language family, while Uzbek belo ngs to the Qarluq group of the Turkic language family. However, by comparing the grammatical systems of t hese languages with each other and inculcating similar and different phenomena in the minds of students on a tabular basis, each language teacher is considered to have achieved his or her goal. At the morphological stag e, similarities between the grammatical systems of the two languages are found in nouns in the suffixes of nu mbers and conjunctions, and in verbs in the suffixes of the categories of tense, relation, inclination, person, a nd number. In particular, the spiritual groups of adjectives are almost identical in both languages. It can be seen that the spiritual groups of quality are 6 in Uzbek as in general education textbooks and 9 in E nglish, but there is almost no difference in content between them. Another important point is that the morphology of the English language, in particular, is determined by the te xt, i.e., which word it identifies, in the definition of a word group, and in the mother tongue it is morphologic ally analyzed separately from the text. More precisely, in English, adjectives are considered to be adjectives i f they are connected to a verb, a noun, and a word in a group of words close to a noun. In the Uzbek language, the quality remains the same, both inside and outside the text. For example: t/r In the Uzbek language In the English language 1 He is a diligent (quality) worker. He is a hard (sifat) worker 2 It works hard (quality) He works hard (ravish). 1 He is a very good (quality) student He is a very good (sifat) student 2 He translates the article very well (qualitatively) She translates the article quite well (ravish) 3. CONCLUSION It is well known that in English, adjectives are mainly used to express a sign in a sentence and to de scribe specific aspects and features of an object. In our native language, adjectives are not only a sign of the s ubject, but also a part of the action and the situation, and as a result, our students face a number of difficultie s in determining the qualities and forms of the text.
Therefore, in the development of grammatical rules, it would be expedient to take into account the s ituation of occurrence in the text