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Аннотация

In the era of information, the necessity for speed and efficiency in every field, including linguistics and education, is growing rapidly. In the process of teaching Uzbek as a native or foreign language, it is essential to ensure a targeted, systematic, and gradual acquisition of language skills. Identifying the frequency of usage of verb morphological forms in speech, and determining their linguistic basis, is a pressing issue in Uzbek linguistics. This paper discusses the scientific and social necessity of analyzing verb forms through corpus-based, statistical, and CEFR-aligned approaches, providing a foundation for developing frequency-based dictionaries and improving Uzbek language teaching materials. Keywords: Uzbek language, verb morphology, frequency analysis, CEFR, language teaching, corpus linguistics, statistical methods, language levels, linguistic modeling. Introduction: In the current stage of global I. Scientific and Linguistic Necessity. The necessity of development, characterized by rapid progress in identifying the frequency of verb morphological forms technology, science, and education, the factor of time in the Uzbek language can be justified on both plays a crucial role in determining the value and scientific-linguistic and socio-pedagogical grounds. efficiency of any process. Particularly in the educational From a linguistic perspective: system, the ability to “save time” has become • Verbs are one of the richest and most synonymous with improving both the quality of functionally diverse word classes in the Uzbek teaching and the effectiveness of learning outcomes. language. Their wide grammatical variation, including The same principle applies to the process of teaching tense, mood, person-number, and aspect, makes them Uzbek as either a native or foreign language. Achieving central to sentence structure. It is reported that over educational effectiveness in language instruction 4000 pure verb forms exist in modern literary Uzbek. requires clearly defined, structured, and systematized Despite this, the frequency and distribution of verb stages, allowing learners to master linguistic forms in natural spoken and written discourse have not competencies and communicative skills progressively, been extensively studied. in accordance with a level-based framework. At the • Verb forms encompass around 100 core of linguistic competence lies grammar, and within morphological categories, resulting in millions of that, verbs represent a complex and highly dynamic potential combinations. The need to create lexical and word class. To improve language teaching practices, it grammatical frequency dictionaries based on these is essential to identify the actual usage frequency of forms demonstrates the scope and complexity of this verb morphological forms in spoken and written texts. research area. A scientifically grounded system for classifying these forms based on their functionality in speech and • Linguistic modeling and corpus-based research alignment with language proficiency levels is a require accurate statistical data. By applying frequency significant task facing modern Uzbek linguistics. (chastotnost) methods and analyzing forms across different registers and styles, it is possible to determine MAIN PART American Journal Of Philological Sciences 297 https://theusajournals.com/index.php/ajps American Journal Of Philological Sciences (ISSN – 2771-2273) which verb forms are actively used and which are textbook creation and digital learning platforms. passive. This provides the foundation for the creation • The practical application of the Pareto principle of frequency dictionaries and sub-corpora within the in linguistic research demonstrates that around 20% of framework of a national Uzbek language corpus. the most frequently used verb forms may cover up to II. Social and Educational Necessity. The research is also 80% of natural language usage in educational, official, of great significance for language education. In Uzbek and literary domains. This provides an empirical language textbooks, especially those for foreign foundation for the selection and prioritization of learners, grammatical content often lacks empirical grammatical material in syllabi. grounding. The absence of quantitative data on verb • Comparing historical frequency dictionaries usage results in teaching materials that are heavily reveals that previous works (e.g., by S. Muhamedov theoretical. Incorporating frequency-based data allows and A. Hojiyev) often focused on limited genres (e.g., for more effective curricula and instructional content newspapers, epics). The current research expands on aligned with real language usage. this by suggesting that at least 1 million words are • According to CEFR standards (Common necessary for statistically reliable linguistic conclusions. European Framework of Reference for Languages), the • The integration of frequency-based data into division of grammatical and lexical units into le