American Journal of Philological Sciences

An Interactive Peer Learning Approach for Optimizing Oral Communication and Listening Competence in Secondary English Language Education

2026-10-01T05:43:30+00:00

Oral communication competence in English requires the coordinated development of listening comprehension, spoken production, interactional responsiveness, and learner confidence. However, conventional secondary English as a Foreign Language (EFL) classrooms frequently provide limited opportunities for sustained learner-to-learner communication, resulting in passive participation and unequal access to meaningful language practice. This paper develops and analytically examines an interactive peer learning approach for optimizing listening and speaking competence in secondary EFL education. The study adopts a research-and-review-oriented conceptual methodology based exclusively on the supplied literature, integrating perspectives on peer interaction, cooperative learning, peer teaching, self-directed learning, classroom discourse, peer assessment, and listening comprehension. A structured Peer Interaction–Listening–Speaking (PILS) framework is proposed in which learners participate in preparation, paired or small-group interaction, peer feedback, reflective self-assessment, and subsequent communicative performance. The synthesis indicates that peer-mediated learning can increase opportunities for oral language use, encourage collaborative meaning construction, and support learner autonomy when interaction is structured rather than left entirely spontaneous. At the same time, unequal participation, inaccurate peer feedback, learner reluctance, proficiency differences, and inadequate task design may reduce effectiveness. The paper therefore argues that peer learning should function as a pedagogically controlled interactional system combining collaborative practice with teacher monitoring and reflective assessment. The proposed framework provides a theoretically grounded basis for secondary EFL instruction and future empirical investigation.

Artistic Interpretation of Ritual Folklore in Modern Uzbek Prose

2026-10-15T05:49:19+00:00

This article examines the artistic interpretation of ritual folklore in modern Uzbek prose. The role of rituals, traditions, and folk views in the literary text, as well as the features of reinterpretation by the writer, are analyzed.

The Image Of The Hoopoe – A Symbol Of The Perfect Human Being

2026-10-13T11:52:01+00:00

This article analyzes the image of the Hoopoe (Hudhud) in Fariduddin Attar’s “Mantiq ut-Tayr,” Alisher Navoi’s “Lison ut-Tayr,” and Rizoi Payvandi’s “Qush Tili” from a Sufi-philosophical perspective. The study interprets the image of the Hoopoe as a symbol of the Perfect Human Being and highlights its principal characteristics, such as spiritual guidance, enlightenment, freedom from the ego, and spiritual leadership. In all three works, the Hoopoe’s leading of the birds toward the Simurgh is interpreted through symbolic images representing the murshid–disciple relationship in Sufism, the stages of spiritual perfection, and the idea of self-realization. The research employs literary-analytical and Sufi-hermeneutic methods, and its findings contribute to illuminating the artistic interpretation of the concept of the Perfect Human Being in classical Eastern literature.

Difficulties in Acquiring Idiomatic Competence in A Foreign Language

2026-10-07T13:18:50+00:00

The article deals with the issues based on analyzing the major linguistic, cognitive, cultural, and pedagogical difficulties encountered by EFL learners in developing idiomatic competence. Most learners can explain a grammar rule more confidently than they can use let the cat out of the bag at the right moment. Idiomatic competence—the ability to notice, interpret, and produce conventional figurative phrases in ways that sound natural to proficient speakers—lags behind other parts of language study, even among students who score well on exams. This article looks at why that gap is so persistent. Idioms are not a single problem. Some are hard to spot, some are hard to interpret, some are easy to understand on the page and still clumsy in speech, and many are socially risky: the phrase is known, the situation is not. The discussion argues that textbooks often sell meaning and hide use; that first-language idiom systems both help and interfere; and that fear of sounding ridiculous keeps many competent students silent. So, idioms will not become easy, but they become teachable once we stop treating them as decorative extras and start teaching noticing, restriction of form, and social fit as parts of the same competence.

Freedom Behind Prohibition And Text

2026-10-15T11:57:58+00:00

This article examines literary continuity and the transformation of traditional poetic images in early twentieth-century Uzbek poetry, particularly in Jadid poetry. It analyzes how poetic images inherited from classical literature and folklore were reinterpreted under new historical and socio-political conditions, acquiring broader semantic meanings and new national and social connotations. The study focuses on the symbolic and aesthetic functions of such poetic images as the cloud, shadow, curtain, storm, volcano, snow, statue, chain, shroud, mountain, blood, and bat in the poetry of Jadid writers, especially Fitrat, Cho‘lpon, Elbek, and Botu. Particular attention is paid to the transformation of traditional images into new semantic layers expressing ideas of oppression, colonial domination, slavery, national tragedy, freedom, independence, and rebellion. The evolution of poetic imagery is also considered in relation to the formation of individual poetic style. The article demonstrates that the symbolic and implicit meanings characteristic of Jadid poetry were closely connected with the political and social circumstances of the period. The analysis shows that new Uzbek poetry, while inheriting the artistic traditions of classical literature, fundamentally transformed traditional poetic images and enriched them with new aesthetic, national, and socio-political meanings. Thus, the poetic imagery of the period can be regarded as an important indicator of the emergence of a new national literary consciousness and a distinctive stage in the development of modern Uzbek literature.

Cultural Codes of Blessing in Uzbek And English: Baraka, QUT, And RIZQ Through the Lens of The Natural Semantic Metalanguage

2026-10-15T05:47:07+00:00

This article examines baraka, qut, and rizq – three culturally loaded concepts that recur across the Uzbek macrosystem of blessing speech acts (olqish-duo-tilak) – as linguoculturological “cultural codes” encoding a shared Turkic-Islamic worldview of abundance, fortune, and divinely apportioned sustenance. Drawing on post-Soviet linguoculturology (Maslova, Karasik, Teliya, Vorobyov) and Anna Wierzbicka’s Natural Semantic Metalanguage (NSM), the study decomposes each concept into a small set of semantic primes to make its culture-specific logic explicit and cross-linguistically comparable. The analysis is carried out on an illustrative corpus of Uzbek blessing formulas drawn from modern Uzbek prose (O‘tkir Hoshimov, G‘afur G‘ulom) and everyday ritual speech, each example glossed and matched against the nearest available English rendering. The comparison shows that baraka, qut, and rizq occupy different positions on a cline of translatability: rizq achieves partial equivalence with English providence/sustenance through a shared (if secularized) Abrahamic substrate; baraka is only partially rendered by blessing/grace, losing its component of transferable, quasi-material potency; qut is the least translatable of the three, showing near-zero equivalence, because English lacks a corresponding folk concept of charismatic vital fortune inherited from pre-Islamic and early Islamic Turkic cosmology (as codified in Yusuf Khass Hajib’s Qutadgu Bilig). The article argues that this three-tier equivalence cline (full/partial/zero) is not incidental but reflects a deeper lacunarity in the English conceptual lexicon of blessing, with direct consequences for translation practice and for lexicographic work on Uzbek–English cultural correspondence.

Diagnostic Assessment of Arabic Grammatical Competence Among Future Arabic Language Teachers

2026-10-07T13:28:12+00:00

The development of grammatical competence is an important component of professional training for future Arabic language teachers. However, the successful completion of grammar exercises or the memorization of grammatical rules does not always indicate the learner’s ability to apply these rules accurately in oral and written communication. Therefore, an effective diagnostic assessment should identify not only what grammatical rules students know, but also how they understand, analyze, apply, and correct grammatical structures. This article examines the methodological foundations of diagnosing Arabic grammatical competence among future Arabic language teachers. Particular attention is given to the selection of diagnostic tasks, the identification of typical grammatical difficulties, and the criteria for determining different levels of grammatical competence. The proposed diagnostic framework includes tasks based on grammatical recognition, selection of correct forms, error identification and correction, sentence transformation, and independent sentence production. The article argues that a systematic diagnostic approach can provide more reliable information about students’ actual grammatical competence and can serve as a basis for organizing subsequent instructional activities.