KIRISH: bugungi globallashuv sharoitida chet tillarini o‘rganish jarayoni nafaqat til birliklarini egallash, balki o‘sha tilga xos nutq madaniyati va odob-axloq me’yorlarini ham o‘zlashtirishni talab etadi. Rus tilini chet tili sifatida o‘rgatishda o‘quvchilarning lingvistik kompetensiyasi bilan bir qatorda kommunikativ va madaniy kompetensiyasini rivojlantirish muhim ahamiyat kasb etadi. Shu nuqtai nazardan, rus tili nutqi odob-axloq qoidalarining izohli lug‘atidan foydalanish ta’lim jarayonida samarali vosita hisoblanadi. Mazkur lug‘at o‘quvchilarga nutq etiketi birliklari, muomala shakllari va ijtimoiy vaziyatga mos til vositalarini to‘g‘ri qo‘llashni o‘rgatadi. MAQSAD: mazkur tadqiqotning asosiy maqsadi – rus tilini chet tili sifatida o‘qitish jarayonida nutq odob-axloq qoidalarining izohli lug‘atidan foydalanishning metodik asoslarini ishlab chiqish va uning samaradorligini asoslashdan iborat. Shuningdek, quyidagi vazifalar belgilangan. Rus tilida nutq etiketi tushunchasining mazmunini aniqlash; izohli lug‘atning didaktik imkoniyatlarini o‘rganish; lug‘atdan foydalanish orqali o‘quvchilarning kommunikativ kompetensiyasini rivojlantirish yo‘llarini ko‘rsatish. MATERIALLAR VA METODLAR: tadqiqot jarayonida rus tili metodikasi bo‘yicha ilmiy adabiyotlar, nutq etiketi bo‘yicha izohli lug‘atlar, o‘quv dasturlari va darsliklar tahlil qilindi. Quyidagi metodlardan foydalanildi: Nazariy tahlil va umumlashtirish,taqqoslash metodi, pedagogik kuzatish, amaliy mashg‘ulotlar va tajriba-sinov ishlari,suhbat va savoljavob metodlari. Dars jarayonida izohli lug‘atdan foydalanish suhbat tuzish, rolli o‘yinlar tashkil etish, situativ mashqlar bajarish va nutqiy vaziyatlarni modellashtirish orqali amalga oshirildi. MUHOKAMA VA NATIJALAR: tadqiqot natijalari shuni ko‘rsatdiki, rus tili nutqi odob-axloq qoidalarining izohli lug‘atidan muntazam foydalanish o‘quvchilarning nutq madaniyatini oshiradi va ularning ijtimoiy-kommunikativ ko‘nikmalarini rivojlantiradi. Xususan, o‘quvchilarda rasmiy va norasmiy muomala shakllarini farqlash ko‘nikmasi shakllandi, salomlashish, murojaat qilish, minnatdorchilik bildirish, uzr so‘rash kabi nutq etiketi birliklaridan to‘g‘ri foydalanish malakasi rivojlandi,muloqot jarayonida vaziyatga mos til vositalarini tanlash qobiliyati mustahkamlandi. Muhokama jarayonida aniqlanishicha, izohli lug‘atdan foydalanish o‘quvchilarning faolligini oshiradi, mustaqil izlanish ko‘nikmasini rivojlantiradi hamda darsni interfaol shaklda tashkil etishga yordam beradi. Shu bilan birga, lug‘at bilan ishlashni samarali tashkil etish uchun o‘qituvchining metodik tayyorgarligi muhim ahamiyatga ega. XULOSA: rus tilini chet tili sifatida o‘qitish jarayonida nutq odob-axloq qoidalarining izohli lug‘atidan foydalanish o‘quvchilarning kommunikativ va madaniy kompetensiyasini rivojlantirishda samarali vosita hisoblanadi. Mazkur yondashuv o‘quvchilarning nutq madaniyatini shakllantirish, tilni ijtimoiy kontekstda to‘g‘ri qo‘llash va muloqot samaradorligini oshirishga xizmat qiladi.
INTRODUCTION: in the context of modern globalization, the process of learning foreign languages requires not only mastering linguistic units but also acquiring the norms of speech culture and etiquette characteristic of the target language. When teaching Russian as a foreign language, it is important to develop not only students’ linguistic competence but also their communicative and sociocultural competences. From this perspective, the use of an explanatory dictionary of Russian speech etiquette rules serves as an effective tool in the educational process. This dictionary helps students master speech etiquette units, forms of communication, and the appropriate use of language means according to social situations. AIM: the main objective of this research is to develop methodological foundations for the use of an explanatory dictionary of speech etiquette rules in teaching Russian as a foreign language and to substantiate its effectiveness. The following tasks were set: to define the concept of speech etiquette in the Russian language; to explore the didactic potential of the explanatory dictionary; and to demonstrate ways of developing students’ communicative competence through the use of the dictionary. MATERIALS AND METHODS: the research involved the analysis of scientific literature on Russian language teaching methodology, explanatory dictionaries of speech etiquette, curricula, and textbooks. The following methods were used: theoretical analysis and generalization, comparative method, pedagogical observation, practical training sessions and experimental work, as well as interviews and question-and-answer techniques. In classroom practice, the explanatory dictionary was used through dialogue construction, role-playing activities, situational exercises, and modeling of communicative situations. DISCUSSION AND RESULTS: the results of the study showed that the systematic use of an explanatory dictionary of speech etiquette rules enhances students’ speech culture and develops their social and communicative skills. In particular, students developed the ability to distinguish between formal and informal communication styles, correctly use greeting formulas, forms of address, expressions of gratitude and apology, and other speech etiquette units. Their ability to select appropriate language means according to communicative situations was strengthened. The findings also revealed that working with the dictionary increases students’ engagement, fosters independent learning skills, and supports interactive teaching methods. At the same time, the effective organization of dictionary-based activities requires strong methodological competence from the teacher. CONCLUSION: the use of an explanatory dictionary of speech etiquette rules in teaching Russian as a foreign language is an effective means of developing students’ communicative and sociocultural competences. This approach contributes to the formation of speech culture, appropriate language use in social contexts, and increased communication effectiveness.
ResearcherUz