HOZIRGI O‘ZBEK ADABIY TILI TA’LIMIDA MOBIL ILOVALARDAN FOYDALANISHNING NAZARIY VA AMALIY ASOSLARI

KIRISH: ushbu maqolada o‘zbek adabiy tili ta’limida mobil ilovalardan foydalanishning nazariy va amaliy asoslari ilmiy jihatdan tahlil qilinadi. xorijiy tadqiqotlar asosida mobil ilovalarning o‘zbek adabiy tili me’yorlarini o‘zlashtirishdagi samaradorligi haqida fikr yuritiladi. MAQSAD: tadqiqotning maqsadi — mobil ta’lim vositalarini o‘zbek adabiy tili o‘qitish jarayoniga integratsiya qilish orqali o‘quvchilarda kommunikativ kompetensiyani rivojlantirish va raqamli ta’lim imkoniyatlarini kengaytirishdir. MATERIALLAR VA METODLAR: tadqiqotda m-learning konsepsiyasi, mobil ilovalar orqali interaktiv mashqlar, adaptiv topshiriqlar va real vaqt rejimida fikr-mulohaza berish mexanizmlari o‘rganildi. nazariy tahlil va amaliy kuzatuv metodlari qo‘llanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, mobil ilovalar o‘quvchilarning nutqiy kompetensiyasini rivojlantirishda, adabiy til me’yorlarini o‘zlashtirishda va mustaqil ta’limni qo‘llab-quvvatlashda samarali vosita hisoblanadi. ular o‘quvchilarning motivatsiyasini oshiradi va ta’lim jarayonini individuallashtirish imkonini beradi. XULOSA: mobil ilovalar o‘zbek adabiy tili ta’limida innovatsion pedagogik yondashuv sifatida raqamli ta’limni rivojlantirish, o‘quvchilarning kommunikativ kompetensiyasini shakllantirish va ta’lim samaradorligini oshirishda muhim ahamiyat kasb etadi.

INTRODUCTION: this article examines the theoretical and practical foundations of using mobile applications in teaching the Uzbek literary language. based on foreign research, the effectiveness of mobile apps in mastering linguistic norms is discussed. PURPOSE: the aim of the study is to integrate mobile learning tools into Uzbek literary language education to foster communicative competence and expand opportunities for digital learning. MATERIALS AND METHODS: the study explored m-learning concepts, interactive exercises via mobile apps, adaptive tasks, and real-time feedback mechanisms. theoretical analysis and practical observation methods were applied. RESULTS AND DISCUSSION: findings indicate that mobile applications effectively support the development of communicative competence, mastery of literary norms, and independent learning. they also enhance student motivation and enable individualized learning. CONCLUSION: mobile applications serve as an innovative pedagogical approach in Uzbek literary language education, contributing to digital learning development, communicative competence formation, and improved teaching effectiveness.