IMPROVING THE METHODOLOGY OF TRAINING FUTURE PRIMARY TEACHERS IN LINGUISTIC ANALYSIS

SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 114 IMPROVING THE METHODOLOGY OF TRAINING FUTURE PRIMARY TEACHERS IN LINGUISTIC ANALYSIS D.U. Yo'ldashova Doctoral student at Tashkent National Pedagogical University https://doi.org/10.5281/zenodo.18027303 Abstract. This article examines the theoretical underpinnings, methodological issues and contemporary strategies for helping aspiring primary school teachers develop linguistic analysis skills. Proposals for enhancing the hands-on training of future educators are included, along with effective techniques and resources for teaching linguistic analysis. Keywords: linguistic analysis, elementary education, linguodidactics, methodology, competence, phonetic analysis, morphological analysis, lexical analysis, textual, cognitive, ICT, and interactive method. Introduction Improving students' literacy, fostering a culture of language and speech, and teaching them to think for themselves are now among the primary objectives of successful educational processes. Primary school instructors are crucial to this process and have a significant impact on the development of language abilities. In this sense, one of the most pertinent and important topics of contemporary pedagogical research is the ideal development of linguistic analytic abilities in aspiring educators. A thorough examination of linguistic units in terms of content, grammar, and technique, as well as the identification of their functional roles in the speech process and their practical application, is all provided by the scientific and methodological process of linguistic analysis. It helps future educators improve their linguodidactic skills. Students gain critical skills from this process, including the development of speech culture, logical thinking, and the assurance of accuracy, consistency, and clarity in both written and spoken communication. Phonetic, lexical, morphological, syntactic, and textual analysis are the primary fields of linguistic analysis that are used to thoroughly examine the structural and functional characteristics and structures of language at different levels. Below is a detailed explanation of each analysis: The study of the sound system, phonemes, and their articulatory and acoustic characteristics is known as phonetic analysis. During this phase, pupils' comprehension of pronunciation conventions and their proper application during speech are developed. It also aids in identifying word sounds and fixing pronunciation mistakes. The study of vocabulary meaning, semantic links, and contextual functions is known as lexical analysis. The fundamental and secondary meanings of words, semantic linkages like synonymy, antonymy, and homonymy, and the intricacy of the language's lexical layer are all sought after by this research. It is crucial that pupils in elementary school learn how to express themselves correctly and get rid of speech problems. The technique of thoroughly examining word groups, their grammatical forms, and their morphological categories is known as morphological analysis. Students gain an understanding of the word's internal structure and learn how to successfully steer clear of potential mistakes in written speech through this examination. Through this study, students have a comprehensive SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 115 understanding of the morphological and word formation laws, as well as the internal structure of the word (root, suffix, and affixation sequence). Consequently, they are able to avoid orthographic, grammatical, and stylistic errors that emerge from inflectional language elements. Morphological analysis is regarded in contemporary language education methods not only as a way to strengthen declarative knowledge but also as a way to raise students' metalinguistic awareness and develop analytical and critical thinking skills. Thus, this process guarantees the normativity and accuracy of written and oral speech while also cognitively deepening the systematic character and laws of language. The process of figuring out a sentence's structure, the connections between syntactic units, and their roles in speech is known as syntactic analysis. Students' logical thinking and linguistic coherence are strengthened by this analysis. Students' abilities to develop logical reasoning, build speech logically, and articulate ideas clearly are all strengthened by syntactic analysis. This phase is crucial to the formation of practical speech culture, as is linguistic theory. A text's compositional structure, content integrity, and stylistic elements are all thoroughly examined in text analysis. Through this process, students can improve their ability to create and analyze texts and become more expressive both orally and in writing. Students' abilities to create texts, analyze them rationally and stylistically, and effectively communicate themselves in written speech are all improved by text analysis. Students' capacity to comprehend and apply scientific and artistic texts is expanded through this process, which also fosters their creative thinking. A teacher with thorough knowledge and practical skills in phonetic, lexical, morphological, syntactic, and text analysis can create the following opportunities for students: conducting independent linguistic analysis, identifying and correcting errors in speech, and using language units in the correct context, correctly interpreting word meanings, and pronouncing words correctly. Primary school teachers must have a deep understanding of these types of analysis and be able to effectively apply them in practice. However, the following main shortcomings were identified in the training of future primary school teachers:  Ineffective and purposeful application of theoretical knowledge in practical exercises, in particular, in the real lesson process.  Inability to clearly distinguish between phonetic, lexical, morphological, and syntactic types of analysis in native language education and their confusion.  Inability to fully, consistently, and creatively apply scientific and methodological recommendations and instructions taught in the subject of methodology in practical exercises and classroom lessons.  Difficulties in using modern information and communication technologies (interactive whiteboards, electronic learning resources, multimedia tools, online platforms, etc.) in primary school lessons in accordance with the age characteristics of students and effectively. To eliminate these shortcomings, it is necessary to organize systematic work in the following areas:  Increase the number of practice-oriented classes and organize them in real school conditions.  Form a culture of constant reflection and analysis through micro-lessons and test lessons.  Conduct special trainings and master classes on modern information and communication technologies. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 116  Introduce clear criteria in the portfolio system for assessing students' methodological and digital competencies. In addition, the following are examples of approaches that are considered effective in teaching Linguistic Analysis.  Competency approach - the student is taught to apply knowledge in practice.  Activity-based approach - students create knowledge through independent research, analysis, and comparison.  Problem-based learning technology - the student solves the task himself. Integrative approach - linguistic analysis is carried out in conjunction with reading, writing, and speaking exercises.  ICT and interactive methods - electronic analysis tables, test platforms, and interactive exercises are used. In order to build the fundamental linguodidactic abilities required for their future professional activities, future primary school teachers must develop their language analysis skills. As a result, certain flaws in the process of teaching linguistic analysis may have a direct detrimental effect on primary school pupils' future literacy and educational quality. As a result, pedagogical educational institutions must drastically raise the proportion of practice, establish systematic measures targeted at the development of methodological and digital capabilities, and radically alter the teaching process. Future educators can only be prepared as competent, innovative, and competitive experts at the level of contemporary demands by using such an approach. It is feasible to practically train instructors and successfully enhance literacy and speech culture among elementary school pupils with the aid of contemporary educational approaches and suggested methodological solutions. This paper emphasizes how crucial it is to enhance the language analysis training methods for aspiring primary school teachers. It demonstrates the importance of phonetic, lexical, morphological, syntactic, and textual analysis in the development of prospective teachers' speech culture, logical reasoning, and oral and written communication accuracy and normativity. When teachers are proficient in various kinds of linguistic analysis, they may help students use language correctly and develop their literacy from an early age. The study identifies a number of current flaws in teacher preparation, such as the poor integration of theoretical knowledge with real-world classroom activities, challenges in differentiating between various forms of linguistic analysis, inadequate implementation of methodological recommendations, and limited proficiency with contemporary information and communication technologies. These problems have a detrimental impact on the effectiveness of basic education as well as the calibre of professional preparation. Conclusion The article highlights the necessity of increasing practice-oriented training, organizing systematic reflection through micro-lessons, improving methodological and digital competencies, and implementing contemporary pedagogical approaches like competency-based, activity-based, problem-based, integrative, and ICT-supported methods in order to address these issues. In order to guarantee high-quality instruction, enhance students' literacy, and foster a robust culture of language and speech, future primary school teachers must effectively improve their linguistic analysis skills. To prepare competent, creative, and competitive teachers who can fulfill the needs of modern education, a training system that is methodologically updated and practice-oriented is crucial. SCIENCE AND INNOVATION INTERNATIONAL SCIENTIFIC JOURNAL VOLUME 4 ISSUE 12 DECEMBER 2025 ISSN: 2181-3337 | SCIENTISTS.UZ 117 REFERENCES 1. Abdullayeva, M. (2020). 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