In the book “Principle of Statehood of Turkmenistan” by our Esteemed Arkadag: “Even now, independent and permanently neutral Turkmenistan’s clear development paths are aimed at finding its place in world development. Because in the context of development, the value given to the world by each nation is a reliable pillar of creativity and wisdom for the future.” [1, p. 7]. In teaching foreign languages, its practical aspect is close to the language learner, that is, the desire of any language learner is the desire to learn, first of all, the pronunciation of the language being studied. In order to learn the language of any nation, it is necessary to study its traditions, customs and history. In teaching foreign language students to speak, the teacher selects the most important language resources for the language learner. It is important to know the legality of language styles in developing speech culture, solving translation problems, writing scientific works, artistic works, and editing them. Stylistic phenomena: stylistic data and its characteristics, stylistic accent, speech style, rules of literary language, rules of stylistics, are important to know for any professional dealing with language, including students of philology [2, p. 8].

Choosing the means and methods necessary for learning foreign languages is the main way to achieve the goal in this field. Idioms are a very effective means in language learning and are a lexical-semantic connection. They are translated as a single unified semantic unit. These are used as independent words and have unique figurative properties. For instance: Gloat over (heşelle kakmak – begenmek), to be an item (äbe-de-jüýje bolmak-ysnyşmak), to put one’s mind at ease (höre-köşe etmek-köşeşdirmek), bruise along (ýazzyny bermek, ökje götermek-gaçmak) and so on.

Idioms are formed over a long period of time according to the characteristics of each language and become a type of phraseological vocabulary. They belong to expressive and stylistic tones. Their importance in speech is great.

The origin and sources of idioms are closely related to the formation of proverbs and their transformation into language wealth. Idioms, just like proverbs, are treasures left to us by sharp, perceptive, observant and ambitious people. Over the centuries, these local idioms have evolved among the people and become ingrained in the language. As expressive idioms have been used over the years, they have been cultivated and perfected in everyday conversation. Even today, idioms, which are a reliable literary tool for artistically and circularly expressing the thoughts and feelings of the listener, are used very actively in the daily lively conversation of the people and in literary literature. Because idioms made up of perfect sentences are central to artistic characterization and circular expression.

For instance: “You are pulling my leg!”. The word for word translation of this idioms is: “Sen aýagymy çekýärsiň!”. When the idiom is translated according to the meaning of the idiom: “Sen meni aldaýarsyň” (In Turkmen language, there is also a phraseological unit “aýagyndan almak” frazeologik birligi hem bardyr). Idioms occur as words, phrases, and sentences in connection with lexicalization in a language.

Scholars interpret the term “idiom” in different ways.

In P.L. Smith’s book “The Phraseology of the English Language”, first published in 1925, the term “idiom” is: “…To designate some feature of the language, mainly phraseological units that are word anomalies that violate the rules of grammar or the laws of logic. ” [3, p. 132] The descriptions in the book are simple, but they do not have much theoretical value, because the term “idiom” is not precisely defined, little attention is paid to the structural and semantic features of these types, and common idioms may have a certain tone or limited use. The author endeavours to show the richness and variety of English phraseology and to determine the source from which it entered the common language. For instance, balykçylaryň dilinden (to fish in troubled waters), awçylaryň dilinden (to keep a dog and bark oneself) geçen, tebigy hadysalara esaslanýan (once in a blue moon).

Another famous English philologist F.R. Palmer distinguishes between idioms, partial idioms, and collocations. Idiom is “a sequence of words in which meaning cannot be predicted from the meanings of the words themselves” ((kick the bucket fly off the handle spill the beans red herring), semantically a global unit, and no grammatical ending) [4, p. 41]. According to Palmer, the use of idioms in speech is subject to various grammatical and syntactic constraints. When the author talks about grammatical constraints, he focuses on idioms where the verb can be put in the past tense (spill the beans-spilled the beans), but the number of nouns cannot be changed (e.g. kick the bucket). “Partial idioms” are understood as combinations of figurative and literal units (make a bed turn one’s back on).

Idioms are relatively constant in their form and do not allow us to determine the general meaning of the unit of literal analysis. Authors tend to understand the concept of “idiom” in a broad sense, including phraseological units, idioms. P.E. Howard lists the following characteristics of idioms: semantic openness, figurative interpretation, and structural invariance [5, p. 15].

Looking at the works of the authors, we see that idioms are divided into several groups according to their structure and semantic features. Also, according to their components, they are classified as colour, clothing, food, earth, water, body parts, nature, science, time, etc. can be divided into meaningful groups.

In the first stages of starting to teach speaking, after learning a vocabulary that will be sufficient for conversation, it is taught to make phrases based on that dictionary, and to make sentences from phrases. Students gradually try to compose a text based on learned phrases, narrate it, and prepare questions for the composed texts. The teacher can present students with a variety of texts (fiction, journalism, or minor science, according to their strengths).

Once the teacher has started working with the students on the texts, one of the tools they need to use in developing the students’ spoken language is idioms. No matter how much the teacher repeats or paraphrases (or reteaches) the texts presented to the students, without them, speaking becomes dull.

When English is taught, the educational level of the students is not at the same level. A few of them are fluent in English, a few are intermediate, and another part are those who want to learn the language (their speaking is underdeveloped). For personal interactions, native English speakers often require the teacher to teach the language more lexically. In this case, the teacher can improve students’ speaking skills by using English idioms. This will help the students communicate better with English speakers. Idioms can be used in any form of speech (whether teaching monologue or dialogue).

When teachers teach English in their work experience, when they encounter idioms, in translating them, teachers do not pay attention to translating the meaning of some words, but translate the idiom as a whole (the concept it expresses in the form of a phrase or sentence), according to its meaning to the students. teaches. For instance:

To give someone cold shoulder (Sowuklyk bilen garamak).

To wear one’s heart upon one’s sleeve (duýgularyňy gizlemezlik).

However, it should be taught that the idiomatic meaning can also be revealed in relation to the meaning it conveys in the context.

For example: Örä goýberiljek atlaryň aýagyny duşa – Indi bu ýigidiňem ayagyny duşamaly.

Bu sese tisginip giden çagajyk bäri bakdy-Idegi ýeten ene derrew bäri bakdy.

Jemal çekizeden gurt etdi-Ýigit ähli gazanjyny gurt etdi.

Öýe girmeli bolanlarynda, olar eşikleriniň çanyny kakdylar-Soňky giren işinde-de onuň çaňyny kakdylar

English and Turkmen languages have similar idioms. Similarities of phrasal verbs, idioms and proverbs in Turkmen and English languages help them to be easily translated. For instance:

Go in one ear and out the other.

Bir gulagyndan girip, beýleki gulagyndan çykýar – Aýdylan zady çalt ýadyňdan çykarmak.

In the blink of an eye.

Göz açyp-ýumasy aralykda-örän gysga wagt aralygynda.

Idioms are frequently used in colloquial language, and many of them are so deeply embedded in our speech that in many cases it is not recognized that they are idiomatic. Idioms make our speech sharper, more emotional, and more interesting to our interlocutors. They also enrich the speaker’s level of knowledge.

As shown in the examples given above, the presence of many other idioms with the same meaning in the English and Turkmen languages makes it easier for Turkmen students to study a foreign language. A teacher should collect such idioms and be able to use them appropriately in their lessons, because teaching idioms to students in English lessons is useful for enriching their spoken language. The meaning of idioms is a source of knowledge about culture and traditions. Whatever idioms the teacher teaches the students, the student who has mastered them greatly is able to think in the language being studied.

In most countries, children start learning English immediately after they start school. In many families, this process begins much earlier and on a par with the native language. Moreover, in some countries there are even lessons for one-year-old children. Such processes greatly popularize English. From childhood, children absorb foreign languages, can watch and understand cartoons in English, know words, and can easily integrate entire phrases in English during communication. This leads to the fact that entire layers of culture are transformed. It becomes impossible to predict the future, since it is difficult to imagine what this will lead to and what language will dominate on Earth. It may not even be the English we are so used to. Most young parents also already speak English at a certain level and take courses with the whole family. This is one of the reasons why English is considered a common language.

Let’s take, for example, words that young people often use in everyday life. There are now a sufficient number of English words of international use. These are, for example: “telephone”, “gadget”, “make-up” and so on. In any case, over the years there will be very few people who will not be able to speak English. Although it definitely may not be the main language, because one cannot exclude the popularity and demand of other languages, English is still clearly out of competition.

Nowadays it is very common to see experiments in the field of education that concern the gradual introduction of the English language. Natural sciences and various subjects (business, management, information technology, etc.) in universities and other educational institutions are increasingly taught in English. This suggests that in this way it becomes possible to study English in conjunction with practice. And, naturally, this contributes to its spread in the future. Of course, the day is unlikely to come when teaching will be conducted only in English, but, nevertheless, how much you know the language will allow you to either expand or narrow your horizons, ambitions, and, consequently, achievements.

In many institutions, English is presented for learning as a tool for communication between people who do not know each other’s language. And this is the most important factor. The one who positions himself in this way has the most advantageous position. This in no way affects the culture of one’s own language and gives freedom to use English simply as a very effective tool.

And what a huge number of courses, seminars, trainings, books are produced in English-speaking countries. They don’t even have time to be translated into other languages. And anyone who wants to keep up with progress, with new technologies and the latest achievements, is simply forced to draw the necessary information from English-language sources.

Now let’s move forward into the future for the same period of time – 1500 years, which will take us to the year 3524. Will English still exist? I’m not asking if he will change – he certainly will. For example, English-speaking computer users have now invented an entirely new language that sounds completely foreign to those who do not use the technology. Words such as pwn, gg, noob and others may sound unusual and completely confusing to those who do not play computer games.

If you analyze the degree of changes that have occurred in the English language over the past 1500 years and look at the same period of time in the future, then with a very high probability in 1500-2000 years it will be just as strikingly different from its current version. So if you have a time machine, you know English perfectly and want to fly into the future for the weekend, get ready for the fact that the impressions of a cool quick trip will be slightly spoiled by the language barrier and the need to find a translator.

Many say that the English language will suffer a sad fate, causing it to end its days like Latin or even disappear altogether. However, I disagree with this, and here’s why. The unprecedented development of technology will allow humanity to achieve great flexibility.

The widespread integration of English learning from a young age, its growing presence in academic fields, and its dominance in accessing information all suggest a continued rise of English in the future. However, the language will likely evolve significantly, potentially becoming as unrecognizable to us as Old English is today. While other languages may gain prominence, English’s established role as a global communication tool is unlikely to vanish entirely.

a) Why should I learn English?

b) Why is it so difficult for non-native speakers to learn English?

c) Why do foreigners have difficulty with pronunciation?

d) What can be done to make learning English easier for foreigners?

e) What are the main linguistic problems that students face when learning English?

On the one hand, I would like to stand up for native speakers. Yes, they use advanced English, phrasal verbs, idioms, jokes, wordplay, cultural references. And they also pronounce everything together in fluent speech, losing and changing sounds along the way. So that you can’t understand anything if you don’t have the skill.

But… Hey, people, people actually speak their native language! They want and have the right to express themselves the way they see fit. Why should they stifle their own song? And the fact that we don’t understand them – well, that’s our problem. It means they didn’t study well, if they don’t understand.

On the other hand, English is not really English anymore. Outside the mighty few (Great Britain, the States, Australia, Canada) it really doesn’t belong to native speakers. English has become a lingua franca – a means of global communication, and not an exclusive phenomenon of individual cultures.

When a German, a Mexican and a Chinese meet in the same room, they need to somehow communicate and negotiate. None of them has had the luxury of perfecting their English for decades. And they will probably speak some kind of bird English – swan, ostrich, and even cormorant)) And they will understand each other perfectly. Don’t get me wrong, a swan is no better than an ostrich, and an ostrich is no better than a cormorant. Any bird is a child of nature.

When an American ends up in the same room, all he can do is hide in a corner and not show off. Or express himself, denying himself nothing, and remain misunderstood. Or adapt your speech according to the situation.

There are two forms of language existence – English as a lingua franca and as the language of certain countries. Some people think that “it’ll do”, and there are those who choose the full version of English. All right you in your own way.

Most people need a language to communicate and achieve their goals. For this, neither particularly literate nor particularly beautiful English is needed. I understand, and I even convey this idea to my students – those who are completely complex and cannot overcome the ill-fated language barrier.

At the same time, I myself refuse to teach the initially poor and miserable “globish” and teach healthy authentic English. I guess I’m a retrograde)) But I’m not against it. In addition, Globish is an inevitable intermediate stage on the way to confident language proficiency. Unless, of course, you get off at this station, but go a little further.

Instead of a summary, I will simply repeat the very first thought once again. I see two reasons for the fact that supposedly “no one understands native speakers”:

• still a weak level of language proficiency on the part of those who do not understand

• a weak culture of communication on the part of individual native speakers

In conclusion, the phenomenon of grammatical deviation serves as a fascinating lens through which we can examine the dynamic nature of the English language, particularly in the context of blogs where individual expression thrives. Our exploration has highlighted that deviations are not merely errors; they reflect the evolving landscape of language shaped by both intentional and unintentional influences. By understanding these deviations, we gain insights into the intentions of speakers and the broader socio-cultural contexts in which they operate.

The challenges faced by non-native speakers underscore the need for a more inclusive approach to language education—one that acknowledges the legitimacy of varied English forms while encouraging effective communication. As English continues to function as a global lingua franca, it is essential to recognize that mastery does not hinge solely on adherence to traditional norms but also on the ability to connect with others, regardless of fluency level.

Ultimately, fostering a rich appreciation for grammatical deviations can enhance our understanding of language as a living entity. It invites us to embrace the diversity of expression while acknowledging the unique challenges learners face. By promoting a more flexible, empathetic view of English, we can help bridge gaps between cultures and enhance communication in an increasingly interconnected world.