(untitled) (ОБРАЗОВАНИЕ НАУКА И ИННОВАЦИОННЫЕ ИДЕИ В МИРЕ, 2025)
ANNOTATSIYA Ushbu maqola ingliz tilini ikkinchi til sifatida o‘rganayotgan o‘zbek tilida so‘zlashuvchilar uchun so‘z urg‘usini (word stress) o‘zlashtirishdagi asosiy muammolarni tahlil qiladi. Ingliz tilida urg‘u so‘z ma’nosini ajratuvchi va nutqning tushunarliligini ta’minlovchi muhim fonologik birlik bo‘lib, noto‘g‘ri urg‘u qo‘yilishi eshitiluvchanlik va semantik tushunishga jiddiy ta’sir ko‘rsatadi. O‘zbek tilida urg‘u tizimi barqaror va odatda oxirgi bo‘g‘inga tushadigan bo‘lsa, ingliz tilida urg‘u o‘zgaruvchan va ma’no ajratuvchi xususiyatga ega. Shu bois, o‘zbek o‘quvchilarining inglizcha so‘zlarda urg‘uni to‘g‘ri qo‘yishdagi xatolari ko‘pincha ona tilidagi fonetik odatlarning transferi bilan bog‘liq bo‘ladi. Maqolada urg‘u tizimidagi bu farqlar fonologik va psixolingvistik nuqtayi nazardan izohlanadi, o‘quvchilar orasida kuzatiladigan xatolar sinflanadi hamda ushbu muammolarni bartaraf etish uchun samarali metodik yondashuvlar, jumladan tinglash, minimal juftliklar bilan ishlash, fonetik transkripsiya, interaktiv texnologiyalar va ritmik mashqlar asosida o‘rgatish usullari taklif qilinadi. Tadqiqot natijalari ingliz tili o‘qituvchilari uchun dars jarayonida urg‘uga alohida e’tibor qaratish zarurligini ko‘rsatadi va til o‘rganish jarayonida fonetik kompetensiyani rivojlantirishning innovatsion usullarini taklif etadi. ANNOTATION This article analyzes the main problems in mastering word stress for Uzbek speakers learning English as a second language. In English, stress is an important phonological unit that separates the meaning of words and ensures the intelligibility of speech, and incorrect stress has a serious impact on audibility and semantic comprehension. In the Uzbek language, the accent system is stable and usually falls on the last syllable, while in English, the accent is variable and has a distinguishing feature. Therefore, the mistakes of Uzbek students in correct accentuation in English words are often related to the transfer of phonetic habits from the mother tongue. The article explains these differences in the accent system from the phonological and psycholinguistic point of view, classifies the errors observed among students, and suggests effective methodological approaches to overcome these problems, including teaching methods based on listening, working with minimal pairs, phonetic transcription, interactive technologies, and rhythmic exercises. The results of the study show the need for English language teachers to pay special attention to accent in the course of the lesson and suggest innovative ways to develop phonetic competence in the language learning process.