Journal of Higher Education and Academic Advancement

LEXICAL TRANSFORMATIONS USED IN SIMULTANEOUS INTERPRETATION (BY THE EXAMPLES OF ENGLISH AND FRENCH LANGUAGES)

Miraziz Raufov — 2025-04-08

Objective: This study explores the role of lexical transformations in simultaneous interpretation (SI) between English and French, focusing on speeches delivered by António Guterres and Emmanuel Macron at the United Nations General Assembly. It examines how interpreters adapt linguistic and cultural nuances to ensure accurate and effective communication. Methods: The research employs a qualitative approach, analyzing real-world examples of lexical transformations, including substitution, generalization, specification, and modulation. Results: The findings highlight the importance of lexical transformations in overcoming linguistic and cultural barriers, ensuring clarity, and maintaining the speaker's intent. Novelty: This study provides a detailed analysis of lexical transformations in high-stakes diplomatic contexts, offering insights into the cognitive and linguistic strategies employed by interpreters.

METHODS OF LEARNING LISTENING COMPREHENSION

Gulrukh Qilicheva — 2025-04-30

Objective: This study aims to address methodological challenges in foreign language education by focusing on oral comprehension and listening strategies as critical components of second language acquisition. Method: Employing a qualitative review, the research analyzes current teaching methods and classroom listening practices through a comparative lens to identify effective pedagogical approaches. Results: The findings reveal that structured listening activities, when coupled with explicit strategy training, enhance learner engagement and improve comprehension accuracy. Students exposed to focused techniques such as attention management, content prediction, and auditory interpretation consistently demonstrated better understanding across diverse spoken contexts. Novelty: The study contributes to the field by bridging the gap between theoretical acknowledgment of listening skills and their practical implementation in language instruction. It emphasizes the integration of listening strategies into mainstream curriculum design rather than treating them as supplementary skills, highlighting the necessity for teacher training and curriculum adaptation. This approach provides learners with applicable tools to navigate authentic spoken communication, marking a shift toward more effective and learner-centered listening instruction.

TECHNOLOGY INTEGRATED PEDAGOGY AND LEARNING

Kasimova Dildora Xusanovna — 2025-04-30

Objective: This study investigates the integration of digital technologies in pedagogy and learning, with a focus on English language instruction and general academic contexts in non-English-speaking regions, particularly Uzbekistan. Method: Employing a qualitative descriptive approach, data were collected through interviews and observations involving both students and teachers to examine perceptions and experiences related to digital tools such as mobile applications, AI-assisted platforms, and digital libraries. Results: The analysis reveals that digital integration fosters learner autonomy, enhances access to information, and supports personalized learning. Students report improved efficiency and language development, while teachers recognize both the supportive potential and challenges of AI in instructional settings. However, issues such as over-reliance on technology, risks of academic dishonesty, and reduced interpersonal interactions are also identified. Novelty: Distinct from prior studies, this research offers a dual-perspective analysis—juxtaposing institutional pedagogical strategies with student lived experiences—and identifies specific digital applications that facilitate language acquisition and academic time management. The study emphasizes the importance of structured digital integration, informed digital literacy, and a balanced approach to innovation and academic integrity in higher education.

SOFTWARE DEVELOPMENT TECHNOLOGY BASED ON ORGANIZING INDEPENDENT LEARNING FOR STUDENTS

Janabergenova Aysuliu Jaksilikovna — 2025-04-30

Objective: This study investigates the integration of software development technologies in supporting independent learning and aims to develop a strategic framework that enhances learner autonomy and academic performance. Method: Utilizing a qualitative content analysis approach, the research synthesizes literature and real-world applications of Learning Management Systems (LMS), Artificial Intelligence (AI), cloud computing, blockchain, gamification, and interactive platforms to assess their role in independent learning environments. Results: The findings indicate that LMS provides structured and flexible access to content, AI enables adaptive feedback and personalized learning pathways, cloud computing ensures ubiquitous access to resources, and blockchain secures digital credentialing. Gamification and interactive platforms significantly enhance student motivation and engagement. Novelty: This study offers a comprehensive synthesis of how emerging technologies collectively contribute to independent learning, proposing an integrative model that addresses current gaps in digital education strategies. The proposed framework not only highlights practical implications for educators and policymakers but also underscores the importance of digital equity and readiness for future educational challenges in the 21st century.

THE AUTHOR'S REINTERPRETATION OF PHRASEOLOGICAL UNITS WITHIN THE IDIOLECT OF V.S. VYSOTSKY

Shukurova Olmakhon Odiljon kizi — 2025-04-30

Objective: The lyrical and linguistic self-representation of the author plays a central role in shaping poetic meaning, particularly in the works of V. Vysotsky, a renowned Soviet-era poet and performer. While Vysotsky’s cultural and performative legacy has been widely studied, the nuanced interplay between his poetic voice and linguistic techniques remains underexplored, especially in relation to how his personal identity is encoded through stylistic and colloquial devices. Method: The study employs a qualitative textual analysis of selected poetic works by Vysotsky, focusing on narrative structure, stylistic markers, lexical choices, and figurative language to trace the linguistic features that construct the author's presence. Results: The analysis demonstrates that Vysotsky’s poetic persona is shaped through a close interconnection with his protagonists, whose speech is grounded in colloquial Russian and infused with expressive, ironic, and ambiguous language. His signature style includes transformed idiomatic expressions, self-irony, and metaphorical constructs that blur the line between the author and the character. These stylistic devices contribute to a vivid, authentic voice that mirrors the poet’s personal worldview, positioning the lyrical protagonist as an extension not a contrast of the author. Novelty: This study deepens the understanding of authorial representation in lyrical poetry and underscores Vysotsky’s contribution to modern Russian poetic discourse through his distinctive blend of colloquialism and stylistic innovation.