European Journal of Molecular & Clinical Medicine

The study is an attempt to explore the relation of Mirror neuron and Sanskrit Language. Sanskrit language is one of the very peculiar, scientific as well as sacred language in the world. Neuro scientists, philosopher and linguistic scholars explore the magnificent dynamics and the importance of Sanskrit language, moreover its potential influence in human brain. For the past three decades, researchers have been very much interested in Neuroscience and language learning, which guide very excited rather than complex relation in the respective arena.  Mirror neuron, a specific brain cells in frontal lobes of premotor cortex in human brain. The Mirror Neurons have relative intenseto learn and adopt others intentions in closely action based language learning.In this intellectual concern, when we learn and practice Sanskritcreate great influence in the receptor sense which has been well mapped in the previous studies.  The study will explore the intrinsic relations and powerful influenceof Sanskrit Mantra and mirror neuron in the brain.

This article reveals the interrogative aspect of question forms in English and Uzbek, including the characteristics of interrogative pronouns ‘Kim’/’Nima’ in Uzbek and ‘Who’/’What’ in English. ‘What’/‘Who’ and ‘Kim’/’Nima’ in two English and Uzbek languages by definition indicate meanings of both “interrogation”, and thus it is anticipated that the semantic characteristics of these forms will not differ significantly. When studying the semantic characteristics of both ‘who/kim’ and ‘what/nima’ are listener-oriented interrogative sentences with strong communicativity possess the commonality in English and Uzbek. It is analyzed, the status of interrogative words “Who’ and ‘What’ (WH-words) for interrogative interpretations in English and Uzbek, including the derivation of constituent questions evolves from a specific interplay of syntactic representations with pragmatics. The given examples in English and Uzbek to compare the interrogative pronouns in morphological usage verify the evident distinctions. However, one perceives many differences when examining the morphologic characteristics of interrogative pronouns ‘Who’ and “What’ in both English and Uzbek languages. In a cross-linguistic overview, we discuss the characteristic elements contributing to the derivation of interrogatives in Uzbek. It also replies in the article that WH-words can form a constitutive part not only of interrogative, but also of exclamative and declarative clauses. Based on this, characteristic of interrogatives in exclamation and rhetoric usage the question usage does not solicit an answer.

Grammar and vocabulary are two vital components that exist in English language. A good command on both of these would relatively make the use of the language better and attractive on the part of the listeners. But today students find it quite challenging to have an excellent hold or command in these areas of grammar and vocabulary and students often end up on a poor scoring scale either in the English subject or in competitive exams or in their professional careers. In order to have an experience and learn the problems faced by students on these two challenging areas an experimental study was conducted among degree students among a semi- urban college and after analysing the results,task-based learning activities were implemented for learning. The outcome and analysis from the teaching learning experience makes the source of this paper. The rapid development and progress among the students become the result of innovative teaching practices over traditional teaching and it shows the essentiality for implementing innovative teaching practices among language teachers. The outcome of the study showed a significant improvement in the performance of the students and also their receptiveness to activity-based learning method over the traditional method that was highly admired. The outcome of the TBL method can be seen through the post test scoring that has relatively improved the overall performance of the learners.

Today the theory and practice of language and culture attracts more and more scholars, it has become evident that the investigation of its problems requires expertise from the different points of view of various areas of linguistics.

Artificial Intelligence (AI) work has drawn on the tools and technology of many fields such as formal logic, decision theory, probability theory, management science, decision theory, linguistic and philosophical science. Nonetheless, many enhancements and extensions have been required for the implementation of these disciplines in AI. The methods of computational logic are among the most efficient method in the field of artificial intelligence. Included in an agent loop, modern logic incorporates and strengthens conventional logic as well as the classical principle of judgment. Many of the techniques, not only in AI but in everyday life can be used to help people to improve their own human intelligence without computer assistance. The present paper deals mainly with the regulatory features of the ALP model agent and ways in which it can help us improve our own thought and behavior. This paper particularly focuses on how it can both help us communicate better with others and make better choices in lives.

The article describes the features of the functioning of phraseological units in modern English, their frequency of reproduction and assessment from the point of view of the language norm. The study of phraseological units is impossible to imagine outside the philological tradition, cultural and historical features of the language at different stages of its development.

Writing is a complicated capability that provides communication between the people by
means of graphic signs. Like speaking, it is a productive skill; we record our messages to
convey them to the recipient.
Many writing initiatives have been discussed as ways to improve student writing.
However, in order for teachers to successfully teach writing, they must be exposed to a
variety of classroom-tested approaches (Williams J, 2012, p.89). Besides, teaching how to
write effectively is one of the most important life-long skills educators impart to their
students. When teaching writing, educators must be sure to select resources and support
materials that not only aid them in teaching how to write, but that will also be the most
effective in helping their students learn to write.
According to the ideas of Dan Kirby and Tom Liner (Inside Out: Strategies for Teaching
Writing, p.32) succeeding as a writing teacher requires a pragmatic awareness of
educational politics and the conflicts and questions within our discipline and a solid grasp
of public notions about how writing classes should look, what skills are most important for
students, and why writing might be useful or important. Public opinion often disagrees
with instructional practices that are informed by research and by teachers’ experiences with
students. They also mentioned that teaching writing is challenging; it may be one of the
toughest jobs a teacher faces. If we are teaching in a middle school or a high school
classroom, we know the depth of the challenges that large classes, students whose first
language isn’t English, or russian and excessive absences—as well as the challenges we
discussed previously—present for teaching and learning anything. Too many teachers
work in schools clogged with test-prep demands and follow-the-script teaching
expectations. It’s not much of a surprise, then, if some teachers try to avoid writing
instruction entirely while others adopt the latest ―Teach Writing Quickly!‖ off-the-shelf
product to make their lives a little easier. Effective teaching of writing takes time: time for
practice, time to share writing, time to complete pieces of writing, and time to respond to
and evaluate all of that writing. Many teachers are afraid of teaching writing precisely
because it takes lots of time, in class and out. To teach writing well, we don’t look some
place ―out there‖ for rules, formulas, and mimicry. We begin, instead, by teaching students
to attend to their inner language, to their individual sensations, perceptions, emotions,
incipient understandings, observations, and perspectives. Writing, like all other acts of
creation, develops from the inside out.
Last but not least, it should also be noted that teaching and learning to write can seem
complicated for both teachers and students, but with the huge contribution of writing
techniques and activities the writing classes are more likely to be intriguing and
motivating.