This article analyzes language stereotypes affecting the process of learning Uzbek in non-native language groups, their underlying causes, manifestations in the classroom, and pedagogical approaches for their elimination. The study was conducted using mixed methods, including observation, questionnaires, interviews, and a small-scale didactic experiment. The results indicate that reducing stereotypes increases learners’ motivation, fosters confidence in communicative activities, and develops a positive attitude toward the Uzbek language.  

Language stereotypes, cultural materials, motivation, Uzbek language teaching

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