Ismayilov M.
Nakhchivan State University lecturer

Abstract
This article provides a thorough exploration of primary mathematics education, focusing on the evolving landscape of curriculum design, effective teaching methodologies, and the integration of technology in the classroom. It examines the current curriculum with an emphasis on a holistic approach that balances computational skills with conceptual understanding. Various teaching methodologies, such as inquiry-based learning and differentiated instruction, are analyzed for their effectiveness in catering to diverse learning styles. The article highlights the significant impact of digital tools in enhancing mathematical understanding and engagement, while also discussing the challenges of integrating technology alongside traditional teaching methods. It delves into both formative and summative assessment strategies, emphasizing the importance of feedback in student learning. The article addresses common challenges faced by educators in primary mathematics, offering strategic solutions and underscoring the importance of continuous professional development to adapt to educational advancements and effectively meet student needs. This comprehensive analysis serves as a valuable resource for educators, curriculum developers, and policymakers, providing practical insights and recommendations to improve teaching and learning outcomes in primary mathematics education.

 Keywords: Primary Mathematics, Curriculum, Teaching Methodologies, Technology Integration, Assessment Strategies, Diverse Learning Needs, Professional Development.

Safarova L.
Nakhchivan University

Abstract
This article presents a thorough exploration of the active and passive voice in English grammar, examining their distinct roles, impacts, and applications across various contexts. It delves into the structural differences between the two voices and investigates how these differences influence the clarity and effectiveness of communication. Through comparative analysis and real-life case studies, the article highlights the nuanced choices that writers and speakers make between active and passive constructions, revealing that these choices are far from arbitrary; they are strategic decisions that carry significant rhetorical weight. The investigation also extends to the pedagogical domain, discussing the challenges that learners face in mastering active and passive voice and proposing effective methods for educators to address these challenges within diverse learning environments. Key points of discussion include the implications of voice choice for English syntax, the role of cultural and linguistic backgrounds in learners’ comprehension and use of grammatical structures, and the impact of these grammatical choices on effective communication. The article aims to provide linguists, educators, and learners with deeper insights into the dynamic interplay between grammatical form and communicative function, thereby enhancing both the understanding and teaching of these fundamental concepts in English grammar.

 Keywords: Active voice, Passive voice, English grammar, Linguistic analysis, Language pedagogy.

Asadova B.
Nakhchivan State University lecturer

Abstract
This article explores various techniques for improving English pronunciation among non-native speakers, aiming to achieve fluency akin to native speakers. It focuses on five key areas: connecting words to mimic the natural speech rhythm, squeezing syllables for fluency, modifying consonant sounds for accurate articulation, applying these techniques in real-world scenarios such as IELTS and TOEFL exams, and enhancing listening skills through active engagement with native speakers. Additionally, the article offers practical strategies and resources for effective pronunciation practice, addressing the challenges faced by learners in regions like Nakhchivan City and Azerbaijan, where English proficiency is a crucial educational and professional asset. It provides a comprehensive guide, combining theoretical insights with practical methods, to help learners and educators alike in the journey toward mastering English pronunciation.

 Keywords: English pronunciation, non-native speakers, phonetic fluidity, connecting words, syllable reduction, consonant sound modification, IELTS, TOEFL, active listening, pronunciation practice, language learning.

Hasan A.
Nakhchivan State University lecturer
ORCID iD: https://orcid.org/0009-0007-0247-476X

Abstract
Decoding the Rhythmic Essence of English: An Analytical Dive into Weak Forms” presents an in-depth examination of weak forms in English pronunciation. This article explores the phonetic and phonological attributes of weak forms, highlighting their critical role in influencing speech rhythm, intonation, and comprehensibility. It emphasizes the significance of these forms in ESL/EFL pedagogy, illustrating how proficiency in weak forms can improve fluency and understanding for both native and non-native English speakers. Combining theoretical insights with empirical findings, the study encompasses acoustic analysis, dialectal variations, and pedagogical implications, offering a holistic view of the impact of weak forms on language learning and speech technology.

 Keywords: English Pronunciation, Weak Forms, Phonetics, Phonology, ESL/EFL, Speech Rhythm, Dialectal Variation, Speech Recognition Technology, Language Comprehension, Teaching Strategies.

Gasimova I.
Senior teacher of “Roman-German languages”
Nakhchivan State University, Azerbaijan

Abstract
The article mainly deals with the extension forms of personal simple sentences in Azerbaijani and French languages. A speaker of both languages can present his/her opinion by means of unextended or extended, complete or incomplete, indefinite personal or general personal, impersonal or nominal sentences. In the mentioned languages, there are also facts of extension of the impersonal simple sentence, and this process appears in all types of impersonal sentences. It undergoes extension in an impersonal sentence consisting of only one word. In the extension of sentences whose predicate is expressed by the impersonal form of the verb, the main burden falls on secondary members. In French, verbs that are used only in the third person singular and sometimes with the pronoun ‘ce’ are called impersonal verbs. ‘Il’ or ‘ce’ is used as a grammatical sign, i.e. formally, and does not represent any person or thing. Complements of this type are often used after transitive verbs. However, complements of impersonal verbs are also found after intransitive verbs. The extension of impersonal verbs is expressed by pronoun, quantity, infinitive, substantive word and noun.

Keywords: extension, simple sentence, extended sentence, complex sentence, unextended

Rasulova S.
PhD student, Department of russian and oriental languages,
 Nakhchivan State University,
Nakhchivan, Azerbaijan
ORCID: 0000-0002-336-717X

Mamedova M.
Teacher, Department of russian and oriental languages,
 Nakhchivan State University,
Nakhchivan, Azerbaijan
ORCID: 0009-0005-5233-6811

Namiq A.
Teacher, Department of russian and oriental languages,
 Nakhchivan State University,
Nakhchivan, Azerbaijan

Abstract
This research article presents a comparative study of the semantic sphere related to the “Moon,” a significant thematic element within the paremiology, terminology, and onomastics of the Russian and Azerbaijani languages. The examination of cosmonyms, which constitute a distinctive stratum in the lexicon of these languages and are intertwined with the worldviews and mythological narratives of their respective peoples, offers a comprehensive perspective on the historical, cultural, and psychological aspects of both the Russian and Azerbaijani societies. The idiosyncrasies and ethnic-psychological characteristics of these two populations come to the fore within the microspheres of cosmonyms, with the “Moon” cosmonym serving as an illustrative point of convergence.

 Keywords: microsphere, moon, Russian, Azerbaijani, paremias, terminology, onomastic

Mammadova R.
Senior Teacher of the Chair of English Teaching and Methods
Nakhchivan State University, Azerbaijan

Abstract
Nowadays, social media plays a dominate role in the life of people. Social media are also important and necessary in teaching foreign languages. The using of digital technologies  in foreign language teaching has its own specifics and to use digital technologies  in foreign language lessons depends on the teacher’s ability of choosing the correct learning strategy and digital means, which in turn, affects students’ success in their studies. There are a variety of teaching aids that support students in their lessons, such as CDs, DVDs, cameras, computers, internet, tablets, phones, etc., in relation to the objectives and selected teaching strategies.

The article  deals with the effectiveness of various digital technologies in the foreign language classroom. It is shown in the article that one of the the most effective visual and communicative strategies in foreign language lessons is to use presentations in foreign language teaching. This article also aims to investigate the use of digital technologies in foreign language teaching. As well as this paper aims to investigate the use of digital technologies,  their pros and cons, and the ways of their application in a foreign language classroom.

Keywords: English language teaching, digital media, presentations, digitalization, visualization, innovative programmes, teacher, student

Allahverdiyev A.
Nakhchivan State University lecturer

Abstract
This article presents a comparative analysis of French language teaching methods in higher education, emphasizing the critical importance of French as a language of culture, international communication, and diplomacy. By examining both traditional methods and modern, interactive approaches, this study aims to identify the most effective pedagogical strategies to meet the diverse needs of students. Traditional methods, characterized by lecture-based teaching and a focus on grammar and translation, are evaluated for their structure and rigor but criticized for their lack of interactive engagement and resistance to change. Conversely, modern methods such as interactive learning, the use of multimedia, immersion programs, and the action-oriented approach are explored for their potential to create a dynamic learning environment and promote the practical use of the language. The article relies on case studies and empirical research to assess the impact of these methods on student engagement and proficiency in French, leading to recommendations for educators and higher education institutions.

Keywords: French language teaching, traditional methods, modern methods, student engagement, language proficiency, higher education, pedagogical approaches.

Akbarov H.
Nakhchivan State University lecturer

Abstract
This article provides a thorough examination of the role of affixation in the French language, tracing its historical roots and assessing its significance in semantic development. It investigates how the addition of prefixes and suffixes influences the meanings of words and contributes to the richness of the French lexicon. The study encompasses a comparative analysis with other Romance languages to highlight both unique features and shared linguistic elements, thereby situating French affixation within a broader linguistic context. Through detailed case studies, the article demonstrates the nuances and intricacies of meaning alteration brought about by affixation. Additionally, it explores the practical implications of this knowledge for language learning and teaching, suggesting effective strategies to integrate affixation into French language education. The article aims to provide linguistic scholars, educators, and language enthusiasts with deeper insights into the dynamic interplay between morphology and semantics in the French language.

Keywords: French Affixation, Semantic Evolution, Linguistic Morphology, Language Pedagogy, Comparative Romance Linguistics, Prefixes and Suffixes in French, Morphological Analysis, Language Acquisition, French Lexicon, Educational Strategies in Linguistics.

Alisoy H.
Nakhchivan State University lecturer

Abstract
The article explores the intricate evolution of vocabulary transitioning from colloquial to standard registers, emphasizing the consequential impact on communication and pedagogical strategies. Stemming from a lecture at Nakhchivan State University, the discussion extends to the interactive methodologies employed to delve into the dynamics of evolving vocabulary, enhancing learners’ engagement and communicative competence. Through the lens of stylistic functions and the interaction of different vocabulary strata—literary, neutral, and colloquial—the article illuminates the stylistic collisions showcased across various mediums like advertisements, literature, political speeches, and educational materials. These stylistic juxtapositions, often leveraging literary techniques such as irony and satire, serve to enrich communicative narratives, emphasizing contrasts, and exploring complex themes. Furthermore, the discussion navigates the implications of vocabulary choices in both written and spoken communication, underlining the significance of context in vocabulary usage. The contrasting formalities between written and spoken language, and the adaptability of vocabulary reflective of societal and technological trends, are dissected to underscore the nuanced linguistic landscape. The discourse encapsulates the educational implications, advocating for the integration of evolving vocabulary in curriculum design to foster enhanced linguistic awareness, cultural relevance, and adaptability among learners. This comprehensive examination of vocabulary evolution, stylistic interactions, and contextual variances furnishes a rich understanding beneficial for educators, students, and individuals keen on mastering effective communication.

 Keywords: Vocabulary Evolution, Colloquial to Standard Transition, Vocabulary Strata, Stylistic Functions, Stylistic Collision, Language Teaching and Learning, Interactive Methodologies, Communicative Competence, Real-world Language Engagement, Contextual Variance, Educational Implications, Literary Techniques, Formality Levels, Adaptability, Cultural Relevance.