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International Journal of Literature and Language Studies
ISSN : 28286235     EISSN : 28286235     DOI : -
Core Subject : Education,
The mission of the International Journal of Literature and Language Studies (IJLLS) is to provide readers with the development of language studies in linguistics and literature. In addition to manuscripts that center on the study, we welcome manuscripts on a wide range of topics relating to the technology used for language development, cultural impact on languages, computational linguistics, and philosophy of language. IJLLS publishes scholarly conceptual, theoretical, and empirical manuscripts on the study of language and focused on literature and linguistic analysis and development. Submissions to the journal should be readable and understandable by a wide audience. Manuscripts should therefore also focus on analysis or illustration of the issues covered, rather than merely providing a mathematical or technical coverage, which would be more suitable for a specialist journal. All manuscripts are submitted and reviewed electronically. We provide our published authors with both a quality publication and the widespread readership that comes from publishing all manuscripts online within a few weeks of acceptance. This approach ensures that published works are read and cited by the widest possible audience.
Articles 733 Documents
EFFECTIVE METHODS OF TEACHING LATIN AND MEDICAL TERMINOLOGY Xaitbayeva Gulbakhor Ikramovna
International Journal of Literature and Language Studies Vol. 5 No. 09 (2026): International Journal of Literature and Language Studies
Publisher : International Journal of Literature and Language Studies

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Abstract

Latin is one of the subjects of particular importance in medical education. A significant part of medical terminology has been formed on the basis of Latin and Greek, and these languages are used to express anatomical structures, diseases, clinical conditions, medicines, and medical procedures accurately. Therefore, the study of Latin in higher medical education institutions is an important component of the professional training of future physicians. One of the main functions of Latin in medicine is to establish a unified and precise system of international medical terminology. Although physicians in different countries communicate in different languages, knowledge of the Latin foundations of anatomical and many clinical terms enables them to understand and correctly use professional medical information. For example, terms such as cor — heart, pulmo — lung, ren — kidney, and hepar — liver constitute an essential part of the vocabulary of medical knowledge. Teaching medical terminology should not be limited to memorizing words. Students need to understand the lexical meaning of a term, its grammatical form, word formation, the functions of prefixes and suffixes, and its clinical meaning. For example, by dividing the term gastritis into gastr- — stomach and -itis — inflammation, students can independently determine its meaning. Such an approach develops students’ ability to analyze and understand unfamiliar medical terms. The purpose of this study is to identify effective methods for teaching Latin and medical terminology and to demonstrate how the integration of different teaching approaches can improve students’ understanding, acquisition, and long-term retention of medical terminology.
SOCIAL CLASS AND GENDER AS INTERSECTING STRUCTURES OF POWER IN KATHERINE MANSFIELD’S FICTION: A FEMINIST READING OF “BLISS,” “THE GARDEN PARTY,” AND “MISS BRILL” Nazaraliyeva Husniya Sherali qizi
International Journal of Literature and Language Studies Vol. 5 No. 09 (2026): International Journal of Literature and Language Studies
Publisher : International Journal of Literature and Language Studies

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Abstract

Katherine Mansfield’s short fiction is frequently associated with psychological subtlety, modernist experimentation, and the representation of women’s interior lives. Yet the social conditions that structure this interiority have received comparatively less sustained attention when class and gender are examined together across Mansfield’s fiction. This article investigates the intersection of social class and gender in three of Mansfield’s most widely discussed short stories: “The Garden Party,” “Bliss,” and “Miss Brill.” Drawing on feminist literary criticism, intersectional theory, and selected concepts from Pierre Bourdieu’s sociology of cultural distinction, the article argues that Mansfield represents class and gender not as independent categories of experience but as mutually reinforcing structures that shape women’s identities, social relationships, emotional possibilities, and access to agency. Laura Sheridan’s encounter with working-class death in “The Garden Party” exposes the ideological limits of upper-middle-class femininity; Bertha Young’s apparently privileged domestic life in “Bliss” reveals how bourgeois comfort can coexist with gendered restrictions on sexual and emotional autonomy; and Miss Brill’s precarious social belonging demonstrates how gender, age, and economic marginality can converge to produce social invisibility. Across these stories, female agency is neither completely absent nor fully emancipatory. Rather, Mansfield constructs agency as partial, unstable, and negotiated within existing social structures. The comparative reading proposed here contributes to Mansfield scholarship by bringing together three different configurations of class and gender and demonstrating how social privilege and social marginality operate simultaneously within the author’s representation of female subjectivity.
THEORETICAL FOUNDATIONS FOR DEVELOPING PEDAGOGICAL COMMUNICATION COMPETENCE OF PRE-SERVICE TEACHERS IN A DUAL EDUCATION MODEL Turamuratov Ulug‘bek Uraqovich
International Journal of Literature and Language Studies Vol. 5 No. 09 (2026): International Journal of Literature and Language Studies
Publisher : International Journal of Literature and Language Studies

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Abstract

This article examines the theoretical and methodological foundations for developing pedagogical communication competence among pre-service teachers within a dual education model. Particular attention is paid to the integration of academic preparation and school-based professional practice as an important condition for improving future teachers’ communicative readiness. Pedagogical communication competence is considered a multidimensional professional quality that includes communicative knowledge, verbal and non-verbal interaction skills, active listening, empathy, pedagogical tact, conflict management, professional ethics, and reflective abilities. Competency-based, activity-based, student-centered, reflective, and practice-oriented approaches are analyzed as methodological foundations for developing this competence. The article argues that dual education provides a favorable environment in which theoretical knowledge can be continuously applied, tested, and improved through authentic pedagogical interaction. A conceptual structure consisting of motivational, cognitive, communicative-practical, emotional, and reflective components is proposed. The study concludes that systematic integration of university learning, school practice, mentoring, observation, feedback, and reflection contributes to the professional communicative development of pre-service teachers.

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