{"references": ["1.\t\u041c\u0438\u0440\u0442\u043e\u0436\u0438\u0435\u0432 \u041c. \u040e\u0437\u0431\u0435\u043a \u0442\u0438\u043b\u0438\u0434\u0430 \u043f\u043e\u043b\u0438\u0441\u0435\u043c\u0438\u044f. \u2013 \u0422\u043e\u0448\u043a\u0435\u043d\u0442: \u0424\u0430\u043d. 1975. \u2013 \u0411. 3.", "2.\t\u0411\u0443\u0434\u0430\u0433\u043e\u0432 \u0420.\u0410. \u0412\u0432\u0435\u0434\u0435\u043d\u0438\u0435 \u0432 \u043d\u0430\u0443\u043a\u0430 \u043e \u044f\u0437\u044b\u043a\u0435. \u2013 \u041c.: \u0423\u0447\u043f\u0435\u0434\u0433\u0438\u0437, 1958. \u2013\u0421 39-50.", "3.\t\u040e\u0437\u0431\u0435\u043a \u0442\u0438\u043b\u0438 \u043b\u0435\u043a\u0441\u0438\u043a\u043e\u043b\u043e\u0433\u0438\u044f\u0441\u0438. \u2013\u0422\u043e\u0448\u043a\u0435\u043d\u0442: \u0424\u0430\u043d, 1981. \u2013\u0411.209.", "4.\t\u0410\u0431\u0434\u0443\u0432\u0430\u043b\u0438\u0435\u0432\u0430 \u0414. \u041a\u045e\u0440\u0441\u0430\u0442\u0438\u043b\u0433\u0430\u043d \u043c\u0430\u043d\u0431\u0430, \u2013153 \u0431.", "5.\tUmarov, I. (2022). Organization of independent work of students in the credit-modular system of education. Collection of scientific papers \u00abSCIENTIA\u00bb, (December 2, 2022; Helsinki, Finland), 94-97.", "6.\tUmarov, I. (2022). Independent work of students as an important factor of learning according to the credit-modular system. Current research journal of pedagogics, 3(11), 25-32.", "7.\tUmarov, I. (2021). Application of the turkic layer in the lexeme of the epics of \"Malika Ayyor\". Asian journal of multidimensional research, 10(4), 487-493.", "8.\tUmarov, I. (2021). The ambiguity of turkish words that express things and events in the epic\" Malika Ayyor\". ACADEMICIA: An International Multidisciplinary Research Journal, 11(4), 764-769.", "9.\tUmarov, I. (2020). The abstract meaning lexemes in the poem \"malika ayyar\". \u0410\u0440\u0445\u0438\u0432 \u041d\u0430\u0443\u0447\u043d\u044b\u0445 \u041f\u0443\u0431\u043b\u0438\u043a\u0430\u0446\u0438\u0439 JSPI.", "10.\tUmarov, I. A. (2019). The derivation of borrowed words regarding to persian-tajik language. In \u043a\u0443\u043b\u044c\u0442\u0443\u0440\u043e\u043b\u043e\u0433\u0438\u044f, \u0438\u0441\u043a\u0443\u0441\u0441\u0442\u0432\u043e\u0432\u0435\u0434\u0435\u043d\u0438\u0435 \u0438 \u0444\u0438\u043b\u043e\u043b\u043e\u0433\u0438\u044f: \u0441\u043e\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u044b\u0435 \u0432\u0437\u0433\u043b\u044f\u0434\u044b \u0438 \u043d\u0430\u0443\u0447\u043d\u044b\u0435 \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u043d\u0438\u044f (pp. 65-68).", "11.\tAkramovich, S. A. (2023). Ancient Social Development of Early Civilizations of Central Asia. Central asian journal of social sciences and history, 4(3), 69-73."]}

Maqolada “Malika ayyor” dostoni matnidagi narsa va hodisalarni ifodalovchi turkiy so'zlardagi ko'p ma'nolilik masalasi, doston matnidagi bunday so'zlarning deyarlik 52% dan ortig'i ot so'z turkumiga mansubligi yoritilgan. Mazkur otlar tarixiy-etimologik nuqtai nazardan xilma-xil ko'rinishlarga ega ekanliklari aniqlab berilgan.