The Lingua Spectrum is an online scientific journal published in Uzbek, Russian, and English. Its goal is to showcase current research in linguistics, philology, and pedagogy, offering a platform for scholars and researchers to exchange ideas. The journal adheres to international publication standards and promotes interdisciplinary studies, ensuring the rapid dissemination of scientific achievements. The journal actively encourages the integration of scholars from around the world, contributing to the global exchange of knowledge and ideas. The Lingua Spectrum also organizes scientific events like conferences and seminars, fostering discussions on significant topics in linguistics and pedagogy. ISSN: 3060-4958 “The Lingua Spectrum” scientific journal is published monthly.
The Correlation Between Modality and Interjections in Linguistics
This article investigates the relationship between modality, a significant semantic-pragmatic category in linguistics, and interjections, which are considered emotional-expressive units. The study analyses the theoretical interpretations of the concept of modality, its epistemic, deontic and dynamic types, and its means of expression, based on the traditions of Western, Russian and Uzbek linguistics. Furthermore, the formation, types, and functional-pragmatic features of the interjection category in speech are elucidated based on scholarly sources. The article, through examples taken from literary texts, examines the realisation of modality and interjections units in speech and their communicative role in enhancing communicative impact is demonstrated. According to the research findings, it is established that interjections, as a means of directly expressing the speaker’s subjective attitude, reinforce or modify the overall modal content of the utterance. Consequently, it is scientifically substantiated that the categories of modality and interjections manifest in interrelated manner based on semantic, pragmatic, and intonational factors.
Copyright (c) 2026 Komila Tulqin qizi Iskandarova https://creativecommons.org/licenses/by/4.0
Irony and Artistic Chronotope in James Joyce’s Narrative
This article examines the chronotopic manifestation of irony in James Joyce’s novel A Portrait of the Artist as a Young Man and its artistic function in the narrative structure. The study is based on Mikhail Bakhtin’s concept of the artistic chronotope, which explains the relationship between time and space in literary texts. Particular attention is paid to the development of the protagonist Stephen Dedalus, his inner world, and his intellectual and psychological growth within the social environment. The analysis demonstrates how irony functions as an important narrative device revealing the contradictions between individual consciousness and social norms. Through psychological analysis, the article explores the dynamics of Stephen’s thoughts, emotions, and personal identity. The ironic chronotope is interpreted as a literary mechanism that highlights the moral, cultural, and philosophical conflicts of the era. Furthermore, the research discusses autobiographical elements in Joyce’s writing and the synthesis of philosophical reflection, psychological analysis, and temporal structure in his works. The article also considers the influence of Joyce’s narrative methods on modern literary traditions and on Uzbek prose, particularly in the works of the writer Xurshid Do‘stmuhammad. The findings show that the chronotope of irony plays a crucial role in revealing the protagonist’s intellectual development and in shaping the broader philosophical meaning of the narrative.
Copyright (c) 2026 Akhmad Sabijonovich Baisov https://creativecommons.org/licenses/by/4.0
Metaphorical conceptualization of gender in terminology: a corpus-based study
This study investigates the metaphorical conceptualization of gender terminology in British and American English through a corpus-based comparative analysis. Drawing on Conceptual Metaphor Theory (Lakoff & Johnson, 1980) and critical discourse perspectives, the research examines how gender-related lexical units are structured through systematic metaphorical mappings. Data were extracted from the British National Corpus and the Corpus of Contemporary American English, two large and balanced corpora representing British and American English respectively. The study focuses on key gender-related terms, including gender, woman/women, man/men, masculinity, femininity, and feminism. Quantitative analyses were conducted using normalized frequency counts, collocation analysis within a ±5-word window, Mutual Information (MI) scores, log-likelihood testing, and keyness analysis. Metaphorical expressions were identified using the MIPVU procedure and classified into broader source domains. The metaphorical patterns identified in this study have important implications for understanding how language shapes gender ideology. When masculinity is recurrently mapped onto POWER and COMPETITION, and femininity onto CARE and VULNERABILITY, discourse contributes to the reproduction of asymmetrical agency. Even in progressive contexts, conflict-based metaphors may inadvertently reinforce binary oppositions.
Copyright (c) 2026 Zarxala Boltakulovna Sobirova https://creativecommons.org/licenses/by/4.0
Language Policy and Linguistic Identity in the Context of Globalization: Problems and Solution Perspectives
Globalization is one of the most powerful macro-social processes transforming linguistic ecology. As nation-state-centered regulatory approaches erode, the rise of English as a global language of communication restructures linguistic hierarchies. This development has generated new debates in areas such as multilingualism, language shift, linguistic inequality, and identity negotiation. Drawing on contemporary linguistic scholarship, this study analyzes the impact of globalization on linguistic identity, discusses emerging problem areas, and proposes solution-oriented perspectives. The findings indicate that linguistic diversity has not entirely disappeared; rather, it has been reorganized within unequal power relations. The study argues that multilayered governance approaches and rights-based perspectives will be decisive in the future.
Copyright (c) 2026 Tetik Uğur, Elmira Kamariddinovna Moydinova https://creativecommons.org/licenses/by/4.0
The Impact of Video Games and Gamification on Language Learning
This article explores the impact of video games and gamification on language learning, with a focus on middle school students. It examines how game-based learning (GBL) and gamified instructional methods enhance oral communication, vocabulary acquisition, grammar, and pragmatic competence in English as a foreign language. The study emphasizes the role of role-playing, interactive group activities, scenario-based exercises, and digital game elements in creating immersive, learner-centered environments. Cognitive and metacognitive aspects are highlighted as essential factors in effective language acquisition through gameplay. The article also investigates social and cultural dimensions, illustrating how multiplayer and collaborative tasks foster peer interaction, teamwork, confidence, and cross-cultural awareness. Observational data and comparative analysis demonstrate that structured integration of games and gamification into language instruction significantly increases student engagement, motivation, and communicative competence. The findings support the use of video games as an innovative, practical, and pedagogically sound strategy to enhance oral communication skills, learner autonomy, and overall language proficiency in middle school learners.
Copyright (c) 2026 Sevinch Rahmonqul qizi Nazirqulova, Marzhan Adil qizi Kambarova https://creativecommons.org/licenses/by/4.0
Principles of formation and development of Turkic languages and enrichment of vocabulary
The principles of formation and development of Turkic languages, as well as the processes of enrichment of their vocabulary from a linguistic, historical, and sociolinguistic perspective are analzyed in this article. The formation of Turkic languages is scientifically based on the role of ancient Turkic language sources, historical and cultural processes, socio-political factors, and interlingual contacts. It is also shown that internal (word making, semantic expansion, penetration of dialectal layers into the literary language) and external (lexical exchange in the result of acquisitions, cultural and scientific relations) factors play an important role in the enrichment of the vocabulary of Turkic languages. The article analyzes the stages of historical development of Turkic languages, their genetic proximity, and the processes of lexical renewal occurring in the language system based on scientific literature. As a result, the main principles of the development of Turkic languages, including factors such as historical continuity, systematicity, internal development, and the interaction of external influences, are explained as important sources of vocabulary enrichment. The results of the study are of significant scientific and theoretical importance for the study of the history of Turkic languages, the development of their lexical system, and modern language processes.
Copyright (c) 2026 Sobir Amirovich Khamzayev https://creativecommons.org/licenses/by/4.0
This article examines the significance of Passive Voice and provides information about the diversity of its forms, many of which are not appreciated in discussions of the passive voice’s purported flaws. The following is a description of three reasons why the passive voice is used, based on psycholinguistic study findings: First, speakers employ the passive voice to accommodate accessible concepts; second, the passive form enables writers to maintain topic continuity and adhere to the Given-New principle of communication; and third, passive sentences are not communicatively equivalent to actives, so active sentence paraphrases may occasionally distort the writer’s message. The study emphasizes that the passive uniquely allows for the omission of the agent, which is essential when the doer is unknown, irrelevant, or when the emphasis is meant to be on the recipient or outcome of the action rather than its instigator. The article concludes that mastering the passive voice enhances, rather than diminishes, a writer’s expressive capacity, enabling more precise emphasis, better coherence, and alignment with natural cognitive processing.
Copyright (c) 2026 Sevinch Shodmon qizi Avazova, Dildora Ikromjon qizi Babaxanova https://creativecommons.org/licenses/by/4.0
Cultural determinants of nationally specific metaphorical models in Russian and Spanish slang
This article presents a comparative analysis of cultural determinants shaping metaphorical models in Russian and Spanish slang. Despite a substantial body of cognitive linguistics research, cultural conditioning of metaphorisation in substandard vocabulary of these two languages remains underexplored. The study's novelty lies in describing the hierarchical organisation of cultural determinants that generate nationally specific metaphorical models. A corpus of 4,199 units was compiled via systematic sampling from authoritative lexicographic sources (1,970 Russian; 2,229 Spanish); the MIPVU metaphor identification procedure and frame analysis were applied. Results show that archetypal schemas CONTAINER, PATH, and FORCE cover 85-89% of the material in both languages, while nationally specific frames account for approximately 30% of the corpus. Dominant cultural determinants in Russian slang are ROAD, HOME, FREEDOM, and FATE; in Spanish – HONOUR, PASSION, DEATH, and FESTIVITY. The findings verify Extended Conceptual Metaphor Theory and clarify the mechanism of cultural filters operating at the level of conceptual domains. Results are applicable to lexicographic practice, the methodology of teaching Spanish and Russian as foreign languages, as well as to the theory and practice of intercultural communication.
Copyright (c) 2026 Marks Kamilzhanovich Abdullaev https://creativecommons.org/licenses/by/4.0
Using Multimedia Tools in Education: Learning Languages with Multimedia Annotation
This article explores the role of multimedia tools in modern language education with particular attention to the use of multimedia annotation techniques. In contemporary digital learning environments, technologies such as audio recordings, video materials, images, and interactive platforms provide new opportunities for improving the effectiveness of language teaching and learning. The study focuses on the pedagogical value of multilingual multimedia annotation, especially in English, Russian, and Uzbek, as a strategy that supports vocabulary acquisition, reading comprehension, and the development of intercultural competence. The research is based on theoretical analysis and comparative methodological approaches that examine how different multimedia elements can be integrated into language instruction. Special emphasis is placed on the multimodal nature of learning, where visual, auditory, and textual information are combined to facilitate deeper understanding of linguistic material. The findings demonstrate that multimedia annotation increases student engagement, improves the processing of linguistic information through multiple channels, and encourages independent learning. Overall, multimedia-based instruction contributes to more interactive, flexible, and effective language education in modern digital classrooms.
Copyright (c) 2026 Aliyeva Gulshan Asqar kizi Aliyeva https://creativecommons.org/licenses/by/4.0
Methodology for Teaching English Collocations to University Students Using Video Content
The effective acquisition of English collocations is a critical component of developing communicative competence among university students. However, traditional teaching approaches often fail to provide authentic contextual exposure necessary for mastering collocations. This study explores a methodology for teaching English collocations through video-based instruction. Video content offers rich linguistic input, combining visual, auditory, and contextual cues that enhance learners’ understanding and retention of collocations. The research employs a mixed-method approach, integrating classroom experimentation, observation, and student feedback to evaluate the effectiveness of video-assisted learning. The findings indicate that students exposed to video materials demonstrate significantly improved recognition, comprehension, and production of collocations. Additionally, video-based instruction increases student motivation, engagement, and autonomy in language learning. The study proposes practical strategies, including pre-viewing, while-viewing, and post-viewing activities, to facilitate deeper learning. The results highlight the importance of integrating multimedia tools into English language teaching methodologies, particularly for lexical development. The study contributes to the advancement of innovative pedagogical approaches in higher education contexts.
Copyright (c) 2026 Diana Shermatovna Kenjayeva https://creativecommons.org/licenses/by/4.0
This article investigates the semantic aspects of negation in English, emphasizing its role as a complex linguistic phenomenon that extends beyond simple denial. The study explores negation at three levels: syntactic, semantic, and pragmatic. Corpus-based evidence from sources such as the British National Corpus and the Corpus of Contemporary American English demonstrates the prevalence of sentential negation, while constituent and morphological forms contribute to stylistic and lexical variation. Semantically, the research highlights how scope, presupposition, and modality influence interpretation, showing that the placement of negation can significantly alter meaning and speaker stance. Pragmatically, negation is analyzed as a discourse strategy, often used to soften disagreement, mitigate face-threatening acts, or emphasize contrast in rhetorical contexts. Comparative insights from Russian and Uzbek reveal cross-linguistic differences, particularly in the use of double negation, which functions as reinforcement in those languages but is generally avoided in standard English. The article concludes that negation in English is a dynamic and multifaceted phenomenon, bridging grammar, meaning, and interaction. Its study provides valuable insights for linguistics and pedagogy, underscoring the need to teach negation not only as a structural rule but also as a semantic and pragmatic resource in authentic communication.
Copyright (c) 2026 Nargiza O’ktamjon qizi Jabborova https://creativecommons.org/licenses/by/4.0
Linguistic Deviation in Literary Discourse: A Theoretical Review of Types, Functions, and Interpretive Potential
This article presents a theoretical review of linguistic deviation as a category of stylistic analysis in literary discourse. It examines deviation not as an accidental violation of language norms, but as a purposeful artistic device through which literary texts become salient, expressive, and rich. The discussion clarifies the relation between deviation and norm, showing that deviant forms are perceived through contrast with expected linguistic patterns and function as marked elements within the text. Particular attention is given to the types of deviation, including lexical, semantic, phonological, grammatical, morphological, graphological, dialectal, register, and historical deviation. The article considers the connection between deviation, foregrounding, and interpretation, emphasizing that deviant forms slow down perception, guide reader attention, and stimulate meaning construction. A comparative perspective on poetry and prose demonstrates that deviation operates across genres, though with different degrees of concentration. The review concludes that linguistic deviation remains one of the most productive mechanisms through which literature transforms ordinary language into a significant medium.
Copyright (c) 2026 Aziza Kuatbaevna Uzakova https://creativecommons.org/licenses/by/4.0
Semantic and Structural Polysemy Features of Insurance Terms in English and Uzbek
This article analyzes the semantic and structural polysemy features of insurance terms in English and Uzbek. The polysemous nature of terms, their dependence on context, as well as their interrelation with various fields are scientifically elucidated. In the course of the research, the structural aspects of insurance terms, namely their simple, complex, and compound forms, are comparatively analyzed. In addition, the degree of manifestation of polysemy in English and Uzbek and its influence on the translation process are examined. The research findings are of significant importance for regulating the terminological system and ensuring precision in the field of insurance.
Copyright (c) 2026 Turg‘unboy Abdusoqiyevich Omonov https://creativecommons.org/licenses/by/4.0
Comparative Analysis of Economic Terminology in Uzbek and English Based on Translation Strategies
This article examines the translation of economic terminology from English into Uzbek through a comparative and strategy-oriented approach. In the context of globalization and Uzbekistan’s increasing integration into the international economic system, accurate translation of economic texts has become a critical issue for professional communication. The study is based on a qualitative comparative analysis of commonly used economic terms extracted from English economic texts and their Uzbek equivalents. Drawing on the theoretical framework of economic translation proposed by E.S. Ivukina, as well as classical translation theories developed by Barkhudarov, Retsker, and Grinev, the research identifies and analyzes the main translation strategies applied in English-Uzbek economic translation, including borrowing, literal translation, descriptive translation, functional equivalence, and abbreviation adaptation. The findings demonstrate that borrowed and functionally adapted terms dominate Uzbek economic discourse, while idiomatic and polysemous terms require contextual and pragmatic adjustment. The study highlights the tendency toward stylistic neutrality in Uzbek economic translations and emphasizes the importance of developing standardized bilingual economic glossaries. The results of the research may be useful for translators, students of translation studies, and specialists working with economic texts.
Copyright (c) 2026 Farida Kamol qizi Ne’matova https://creativecommons.org/licenses/by/4.0
Integration of Quizlet and Google forms into assessing B2 lexical competence of first-year philology students
The present study investigates the effectiveness of digital assessment tools in evaluating the B2-level lexical competence of first-year philology students within the framework of a university English language teaching (ELT) program in Uzbekistan. As digitalization increasingly reshapes higher education assessment practices, it becomes critical to examine whether digital platforms offer reliable, valid, and pedagogically valuable alternatives to conventional paper-based vocabulary tests. Drawing on a mixed-methods approach that combines a structured questionnaire survey with a pre-test/post-test experimental design, the study involved 48 first-year philology students enrolled in a B2-level English course. Participants completed vocabulary assessments administered through two digital platforms (Quizlet and Google Forms), and their perceptions of these tools were gathered via a 20-item Likert-scale questionnaire. Results revealed statistically significant improvements in lexical knowledge following digitally-mediated assessment cycles, alongside highly positive student attitudes toward digital tools’ accessibility, interactivity, and immediate feedback features. Implications for ELT practitioners, curriculum designers, and educational technology stakeholders are discussed.
Copyright (c) 2026 Sevara Ne’matulla qizi Abdurakhmonova https://creativecommons.org/licenses/by/4.0
Linguocultural characteristics of phraseological units with the component “wind” in English and Uzbek languages
This article investigates the linguocultural characteristics of phraseological units containing the component “wind” in English and Uzbek. Phraseological expressions often reflect the cultural worldview, historical experience, and symbolic thinking of a nation. The study aims to analyze the semantic, metaphorical, and cultural meanings embedded in wind-related phraseological units in the two languages and to identify their similarities and differences. The research applies comparative and descriptive methods to examine selected phraseological units from English and Uzbek linguistic sources and dictionaries. The analysis shows that in both languages the concept of wind is frequently associated with ideas such as speed, change, instability, and disappearance. However, cultural and linguistic differences influence how these meanings are expressed in phraseological structures. In English, wind often symbolizes change or hidden information, while in Uzbek it commonly represents transience, rapid movement, or wastefulness. The results demonstrate that phraseological units with the component “wind” serve as important carriers of cultural knowledge and reflect the unique linguistic worldview of each nation.
Copyright (c) 2026 Shakhnoza Abdurazoq qizi Rakhmatullaeva https://creativecommons.org/licenses/by/4.0
Gender as a sociolinguistic construct in anglophone magazine texts
Anglophone magazines circulate social common sense through compact formats that merge advice, entertainment, and consumption. Gender emerges in this discourse as an organized set of expectations produced by recurring editorial routines. The article applies a discourse analytic model that traces gender meaning across address alignment, role naming, agency allocation, modality, evaluation, credibility cues, and limited multimodal anchoring. Texts are segmented into cover lines, headlines, leads, and body units, then coded at clause and paragraph level to capture stable patterning. Findings show denser obligation and self management scripts in lifestyle and intimacy sections, while capacity and entitlement are foregrounded in leadership, work, and competition. Authority is distributed unevenly: generalized expertise more often legitimizes body and relationship norms, whereas institutional proof more often validates status and achievement. The framework identifies where magazine language shifts from description to norm setting and where representation consolidates a hierarchy of roles across issues in mainstream titles.
Copyright (c) 2026 Gulasalkhon Mamurjon qizi Turdalieva https://creativecommons.org/licenses/by/4.0
Untranslatable phraseological and idiomatic units in bilingual dictionaries: theoretical and practical approaches
This article extensively examines the theoretical foundations of non-equivalent lexical units, providing a consistent analysis of their role within the language system and their semantic features. In particular, special attention is paid to the phraseological and idiomatic aspects of these units, their usage in discourse, and their connection with cultural context. The study is based on materials from Uzbek and English languages and explores the challenges of representing, interpreting, and finding equivalents for non-equivalent units in bilingual dictionaries. Furthermore, the article identifies the main strategies employed in translating phraseological and idiomatic units, including explanation, adaptation, and the use of functional equivalents. Stylistic features, national and cultural differences, and connotative meanings are analyzed in detail as key sources of translation difficulty. The results of the research are significant for the compilation of bilingual dictionaries and the improvement of translation practice. In addition, theoretical perspectives are supported by practical examples, ensuring terminological accuracy and offering recommendations for lexicographic practice. The findings can be effectively applied in educational processes, translator training, and further research, while also outlining directions for future studies.
Copyright (c) 2026 Sevara Sirojiddin qizi Togaymurodova https://creativecommons.org/licenses/by/4.0
Developing Students’ English Reading Skills through the Use of Cluster Technology: A Methodological Approach
Reading comprehension is a key skill in English as a Foreign Language (EFL) learning, yet many learners struggle to process complex texts due to limited vocabulary, weak reading strategies, and difficulties in organizing information. Visual learning approaches such as cluster technology, including mind maps, concept maps, and graphic organizers, have been suggested as effective tools for improving comprehension. This study investigates the effectiveness of cluster-based strategies in developing students’ English reading skills. A quasi-experimental design with pre-test and post-test control groups was implemented among undergraduate EFL learners. During the intervention, the experimental group used cluster mapping techniques to analyze reading texts, while the control group received traditional reading instruction. The results revealed that students who used cluster technology demonstrated significantly higher reading comprehension scores and improved ability to identify relationships among textual ideas. The findings suggest that cluster technology enhances cognitive processing of textual information and provides an effective instructional strategy for improving reading comprehension in EFL classrooms.
Copyright (c) 2026 Shukhrat Shernazarovich Eshankulov https://creativecommons.org/licenses/by/4.0
Academic word list coverage in published articles written by Uzbek EFL undergraduates: a corpus-based study
This article investigates the use of academic vocabulary in research papers written in English by Uzbek EFL students through a corpus-based approach. The main objective of the study is to determine the level of Academic Word List (Coxhead, 2000) coverage in student research writing and to identify lexical variation across individual papers. For this purpose, a small corpus consisting of ten research articles produced by Uzbek undergraduate students was compiled and analyzed. The texts were processed using Compleat VocabProfiler, an online lexical profiling tool based on Nation’s frequency lists. Particular attention was given to the Academic Word List, which contains 570 word families commonly found in academic discourse. The findings indicate that the mean AWL coverage across the corpus was 9.07% of total running words. The highest recorded value reached 14.67%, while the lowest result was only 2.01%, demonstrating considerable variation in academic vocabulary use among the analyzed papers. Such variation suggests differences in lexical competence, familiarity with academic writing conventions, and topic-related vocabulary demands. The study highlights the importance of explicit academic vocabulary instruction, corpus-informed teaching methods, and systematic support for academic writing development in Uzbek higher education contexts.
Copyright (c) 2026 Sevinch Akmal qizi Rustamova, Raykhona Rustamjonovna Gulomova Raykhona Rustamjonovna https://creativecommons.org/licenses/by/4.0
Synthesis of realistic and postmodern artistic techniques in modern literature (based on the works of V. Pelevin and Ulugbek Hamdam)
The article examines the synthesis of realistic and postmodern artistic techniques in contemporary literature based on the works of Viktor Pelevin and Ulugbek Hamdam. The study focuses on the interaction between realism and postmodern aesthetics in literary texts. Special attention is given to intertextuality, meta‑narrative structures, simulation of reality, and game poetics. Th e research demonstrates that modern literature increasingly combines different aesthetic strategies, creating hybrid narrative forms. The article analyzes the configurations of synthesis in V. Pelevin’s prose based on six key novels (1996-2020). The main types identified are: realistic scene with metaphysical rupture; simulacrization of everyday life; play with document and mass media discourse. Reader effects include: ontological uncertainty, satirical demythologization, and aesthetic provocation.
Copyright (c) 2026 Nigina Nishod qizi Oripova, Shoira Baymuradovna Babaeva https://creativecommons.org/licenses/by/4.0
Speech etiquette and communicative taboos in uzbek and german cultures: a comparative pragmalinguistic analysis
Cross-cultural interaction between representatives of the Uzbek and German linguocultures involves communicative risks arising from discrepancies in etiquette norms and systems of verbal restrictions. Despite the growing volume of Uzbek-German contacts in education, economics, and diplomacy, no systematic comparative description of communicative taboos in this language pair has been undertaken to date. The scientific novelty of this study lies in identifying and typologising zones of communicative taboos and etiquette mismatches in the Uzbek-German pairing, drawing on Brown and Levinson’s model of positive and negative politeness and Hofstede’s cultural dimensions framework. The aim of this research is to determine universal and culture-specific characteristics of speech etiquette and communicative prohibitions in these linguocultures. The study employs comparative pragmalinguistic analysis supplemented by discourse analysis and survey methods. The data comprise etiquette formulae extracted from textbooks, literary texts, and a questionnaire administered to 80 respondents (40 native Uzbek speakers and 40 native German speakers). Findings reveal that of the twelve identified categories of communicative taboos, complete convergence occurs in only three categories (taboos on discussing income, severe illness, and death), whereas nine categories demonstrate significant divergence. Uzbek communicative culture is characterised by a pronounced dominance of indirectness strategies and hierarchical respect, while German culture favours directness strategies and negative politeness. These findings carry practical implications for the development of intercultural communication courses and may be applied in training translators and specialists in international cooperation.
Copyright (c) 2026 Sevara Anvarovna Ziyaeva https://creativecommons.org/licenses/by/4.0
Between Everyday Life and Myth: Elements of Magical Realism in The Namesake and in Jhumpa Lahiri’s Short Prose
This article examines the evolution of magical realism in the works of American writer Jhumpa Lahiri. The author explores the themes of cultural trauma and the search for identity by examining how irrational elements are woven into the realistic fabric of her narratives. The article also devotes special attention to analyzing the novel «The Namesake» through the lens of the magical determination of names and elements of «spectrality» in her short fiction.
Copyright (c) 2026 Marguba Khamzaevna Rakhimova https://creativecommons.org/licenses/by/4.0
Reimagining assessment in higher education: the role of artificial intelligence in student evaluation
The technology of artificial intelligence (AI) is rapidly changing the way assessment is practiced in higher learning. Learning analytics, data-driven, intelligent feedback systems, automated marking, and AI-supported evaluation are changing the way the performance of students is assessed. Although these technologies have been quickly adopted, there is not much research investigating the experiences and perceptions of AI-mediated processes of assessments by students in real academic settings. Based on a socio-technical approach, the proposed qualitative study explores the perception of the students in the university concerning AI-supported evaluation and its effects on learning, assessment, and academic responsibility. The analysis builds around thematic examination of over 100 open-ended replies available as a result of a survey conducted among university students. The results show that AI-enhanced evaluation improves the immediacy of feedback, transparency, and consistency of the evaluation process. According to students, AI-generated feedback helps students to reflect, self-regulate, and engage in lifelong learning. Meanwhile, the participants raise the issue of algorithmic bias, a deficit of contextual knowledge, and the possible loss of human cognition in evaluation.
Copyright (c) 2026 Yunus Axmed ugli Masharipov https://creativecommons.org/licenses/by/4.0
A Sociolinguistic Approach to ESP Reading Instruction: improving Reading Comprehension of Non-Philology EFL Undergraduates through Genre-Diverse Profession-Oriented Texts
This study examines the effectiveness of a sociolinguistic approach in English for Specific Purposes (ESP) reading instruction for non-philology economics students in Uzbekistan. The research employed a one-group pre-test/post-test design with 126 participants over a 16-week instructional period. The intervention integrated genre-based teaching, register awareness, and reflective monitoring tasks to enhance students’ reading comprehension. The assessment instrument included genre-diverse texts, multiple-choice questions, situational tasks, and reflective activities. The results revealed statistically significant improvements in all components, with a substantial overall gain in reading performance. The largest effect was observed in genre-based text comprehension, while situational tasks showed the highest score increase. Cross-institutional analysis confirmed the consistency of results across different universities. The findings demonstrate that sociolinguistic instruction not only improves comprehension but also develops pragmatic and professional reading skills. Therefore, the study supports the integration of sociolinguistic ESP methodologies into higher education curricula to enhance students’ communicative competence and professional literacy.
Copyright (c) 2026 Dilnovoz Ilhom qizi Khudayberdiyeva https://creativecommons.org/licenses/by/4.0
The rendering of similes in the translation of the novel “Otkan kunlar”
This article analyzes the rendering of similes and figurative comparisons in Abdulla Qodiriy’s Bygone Days (O‘tkan kunlar) from linguistic-pragmatic and translation-theoretical perspectives. E.A. Nida’s theory of formal and dynamic equivalence serves as the main methodological framework. Nida emphasizes that translation should aim at the “closest natural equivalent,” which is particularly significant when transferring nationally marked imagery, irony, colloquial comparisons, and emotional impact in literary texts. Based on representative examples from O‘tkan kunlar, the study demonstrates how similes may be rendered through literal translation, pragmatic adaptation, explicitation, and functional equivalence. The findings show that although formal equivalence may preserve national color in some cases, dynamic equivalence is often more effective in reproducing pragmatic force, including irony, ridicule, evaluation, and dialogic liveliness. The study concludes that in translating similes from O‘tkan kunlar, priority should be given not merely to lexical matching but to the recreation of artistic, aesthetic, and pragmatic function in the target language. In addition, the study clearly demonstrates the practical importance of the linguopragmatic approach in preserving cultural units and recreating the stylistic expressiveness of the original in literary translation.
Copyright (c) 2026 Kamola Obidjon qizi Hujumova https://creativecommons.org/licenses/by/4.0
A linguistic comparison of prepositions across English, Russian, and Uzbek
Prepositions play an important role in expressing relationships between words in a sentence. They show spatial, temporal, and logical relations. They help to show how different parts of a sentence are connected. In many languages, prepositions contribute to the formation of clear syntactic structures, and they help to make the meaning of a sentence more precise. By showing relations such as place, time, direction, cause, and manner, prepositions help speakers and writers organize information and express ideas more accurately. This article presents a comparative analysis of prepositions in English, Uzbek, and Russian. The study examines their grammatical functions, classification, and typological characteristics in the three languages. The main aim of the research is to identify both similarities and differences in the ways these languages express relational meanings. The analysis shows that although English, Uzbek, and Russian can express similar semantic relations such as location, direction, time, and cause, they use different structural methods to convey these meanings. Understanding these differences is important for language learners, translators, and linguists. A clear comparison of these grammatical systems helps learners avoid common mistakes and better understand how relations between words are formed in each language. It also contributes to cross-linguistic and typological studies by showing how different languages use various grammatical tools to express similar meanings.
Copyright (c) 2026 Shahnoza Golibjonovna Hasanova, Dildora Ikromjon qizi Babaxanova https://creativecommons.org/licenses/by/4.0
A Cross-Cultural Historical Analysis of the Sociolinguistic and Religious Dimensions of Cursing
This article explores the sociolinguistic and religious dimensions of cursing as a universal linguistic phenomenon that transcends time, culture, and faith. Drawing upon examples from ancient Mesopotamian, Egyptian, Greek, Slavic, Turkic, Islamic, Russian, and English traditions, the study investigates how curses have functioned as performative speech acts that regulate morality, express emotion, and symbolize divine or social justice. The research applies qualitative discourse analysis to historical texts, religious scriptures, and oral folklore, examining both the semantic content and pragmatic functions of curses such as “May your hand break” (O‘g‘irlagan qo‘ling sinsin), “God damn you,” and “May the devil take you” (Chert tebya poberi). Findings indicate that cursing has evolved from sacred ritual into a moral and expressive act - shifting from divine sanction to social protest while preserving its performative power. By integrating Goffman’s Face Theory, Bourdieu’s linguistic capital, and Butler’s performativity, the study concludes that curses act as moral technologies of speech: they embody social authority, emotional truth, and linguistic resistance. Thus, cursing serves as an enduring means through which human beings negotiate justice, guilt, and power through the spoken word.
Copyright (c) 2026 Raykhona Rustamjonovna Gulomova https://creativecommons.org/licenses/by/4.0
Didactic Foundations and Pedagogical Potential of Flipped Classroom Methodology in TESOL
This study investigates the didactic foundations and pedagogical potential of the flipped classroom methodology in Teaching English to Speakers of Other Languages (TESOL). The research is grounded in contemporary educational frameworks, including constructivist learning theory, communicative language teaching, and competency-based education. Particular emphasis is placed on fostering learner autonomy, promoting interactive engagement, and enhancing communicative competence within higher education environments. Rather than interpreting flipped learning as a purely technological innovation, the study conceptualizes it as a systematic transformation of instructional design that redefines the distribution of cognitive and pedagogical processes. The analysis incorporates psychological, methodological, and institutional dimensions, emphasizing their interconnected role in effective implementation. Based on preliminary observations, the structured application of flipped instruction increases student participation, strengthens self-regulated learning strategies, and improves communicative performance. In the context of Uzbekistan’s higher education system, this approach demonstrates significant potential for modernizing TESOL practices and aligning them with international academic standards and contemporary pedagogical expectations.
Copyright (c) 2026 Marvarid Abdulvohid qizi Sultonova https://creativecommons.org/licenses/by/4.0
A corpus-based analysis of lexical diversity (TTR) in fourth-year Uzbek EFL students’ essays
Vocabulary knowledge plays a crucial role in developing writing proficiency in a second language. Among various lexical measures, lexical diversity is widely used to evaluate learners’ vocabulary range in written production. This study examines lexical diversity in IELTS Task 2 essays written by fourth-year Uzbek EFL students using a corpus-based approach. A small learner corpus consisting of 10 essays, each containing a minimum of 250 words, was compiled and analyzed. Lexical diversity was measured using the Type-Token Ratio (TTR). The corpus was processed using AntConc software to determine the total number of word tokens and unique word types. The analysis revealed a moderate level of lexical diversity with a TTR score of 0.29. This result indicates that students are able to use a relatively varied vocabulary in their academic writing, although the repetition of high-frequency lexical items remains noticeable. The findings contribute to a better understanding of vocabulary use in Uzbek EFL academic writing and highlight the importance of continued vocabulary development even at advanced stages of language learning.
Copyright (c) 2026 Charosxon Sayfullo kizi Xayrullayeva, Raykhona Rustamjonovna Gulomova https://creativecommons.org/licenses/by/4.0
Linguopragmatic functions of periphrases in mass media discourse in English and Uzbek: a comparative analysis
This article presents a comparative linguopragmatic analysis of periphrases used in English and Uzbek mass media (MM) discourse. The study examines periphrasis not only as a stylistic device but also as a pragmatic tool: how it performs various communicative functions in media texts, influences audience perception, and relates to cultural context. The research methodology includes critical discourse analysis, comparative analysis, and a linguopragmatic approach. The material is based on a corpus compiled from online publications and newspaper articles in English and Uzbek from 2020–2025. The findings indicate that periphrases perform the following main functions in media texts: evaluative (evaluation), euphemistic (mitigation), expressive (enhancing imagery), and informative (conveying cultural-historical meaning). In English media discourse, periphrases more often serve political correctness, irony, and individual evaluation, whereas in Uzbek texts they are oriented toward preserving national cultural values, respect, collective identity, and ethical norms. These differences confirm the mutual influence of language and culture. The results help identify similarities and differences in the use of periphrasis in English and Uzbek media discourse and contribute to the fields of comparative linguistics and intercultural communication.
Copyright (c) 2026 Shaxnoza Primkulovna Allayorova https://creativecommons.org/licenses/by/4.0
Linguostatistical Analysis of Anthropocentrism-Based Paremiological Units in English and Uzbek
Paremiological units such as proverbs, sayings and aphorisms are an integral part of any linguistic component and are an invaluable tool for understanding the history, lifestyle, culture and mentality of the people speaking in a particular language. Paremiological units in English serve as a vivid example of the understanding of the linguistic world picture by English-speaking peoples, where the paremiological fund in the Uzbek language is a whole structure that embodies the national and cultural characteristics of the Uzbek people. Anthropocentric aspects focused on the human factor are of great importance in paremiological units in the English and Uzbek languages. This article provides a comparative analysis of the expression of anthropocentrism in paremiological units in English and Uzbek from a linguostatistical point of view, based on the minimum paremiological fund of these languages.
Copyright (c) 2026 Muxammad Chariyevich Chutpulatov https://creativecommons.org/licenses/by/4.0
Polysemy of insurance terms in economic texts and their functional significance
This article analyzes the polysemous properties of insurance terms used in economic texts and their functional significance on a scientific and theoretical basis. The study highlights the semantic expansion of insurance terms, their different meanings in different contexts, and their communicative functions in economic discourse. The polysemous nature of terms is also studied in connection with their role in ensuring clarity, conciseness, and information density in economic texts. The results of the study serve as an important scientific basis for the systematization of insurance terminology and the improvement of the translation of economic texts.
Copyright (c) 2026 Turgunboy Abdusokievich Omonov https://creativecommons.org/licenses/by/4.0
Podcasting as a tool for developing auditory competence in a digital educational environment
The article examines the didactic potential of podcasting as a tool for developing auditory competence in a digital educational environment within Russian language instruction. The relevance of the study is determined by the digital transformation of education and the need to integrate innovative technologies into the process of forming communicative competence. The paper analyzes the theoretical foundations of auditory competence, its psychological and pedagogical mechanisms, and structural components. Special attention is paid to podcasting as a form of digital audio content characterized by authenticity, genre diversity, and communicative orientation. The main principles for selecting educational podcasts are substantiated, including communicative relevance, level appropriateness, sociocultural representation, and methodological expediency. The findings indicate that systematic use of podcasting enhances global, selective, and detailed listening skills, as well as anticipatory mechanisms and semantic interpretation of spoken texts. It is concluded that podcasting serves as an effective means of modernizing Russian language teaching methodology and fostering comprehensive communicative competence in the context of educational digitalization.
Copyright (c) 2026 Azizkhon Bositkhonovich Rakhmonov https://creativecommons.org/licenses/by/4.0
Digitalization in secondary schools of Uzbekistan: Advantages and disadvantages in the context of AI-enhanced speaking skills development
Uzbekistan has made significant progress in the digitalization of its education system, particularly through large-scale investments in digital infrastructure and AI-related initiatives. Currently, nearly all secondary schools are equipped with broadband internet, and various digital platforms have been introduced to support teaching and learning processes. However, despite these achievements, a critical gap remains in the application of artificial intelligence technologies for developing English speaking skills. This study analyzes the current state of digitalization in Uzbekistan’s secondary schools, identifying its key advantages, including improved access to resources and technological readiness, as well as its limitations, such as insufficient teacher training, lack of specialized AI tools for language learning, and persistent digital inequality between urban and rural areas. Based on theoretical frameworks of communicative language teaching and international research on AI-enhanced learning, the paper proposes practical recommendations for integrating AI technologies into English language instruction. The findings suggest that while Uzbekistan possesses strong infrastructural potential, targeted pedagogical and policy interventions are necessary to effectively support speaking skills development among secondary school students.
Copyright (c) 2026 Nasiba Rustamovna Shodiyeva https://creativecommons.org/licenses/by/4.0
The pragmatic analysis of the phenomena of “face” and “face-saving activity” in communication
This article examines the phenomena of “face” and “face-saving activity” in the process of communication from a pragmatic perspective, analyzes the reflection of socio-psychological relations between communicative participants in speech strategies and tactics, substantiates the pragmatic essence of the concept of “face” and its connection with respect, reputation, and social status, and identifies face-threatening acts along with the mechanisms of their mitigation.
Copyright (c) 2026 Mashxura Yuldosheva https://creativecommons.org/licenses/by/4.0
Stylistic differences between English print advertisements and social media advertisements
The differenсes and сonneсtions between soсial media marketing (SMM) and traditional marketing are important aspeсts of modern marketing strategies. This artiсle analyzes the main differenсes between SMM and traditional marketing, inсluding сommuniсation сhannels, audienсe, сost and measurement сapabilities. It also looks at the relationship between the two forms of marketing and how they сan сomplement eaсh other. The interaсtive and personalized features of soсial media marketing blend with the possibilities of traditional marketing to send a publiс message to a wide audienсe, promoting the suссessful development of the brand. The artiсle highlights the effeсtive strategiс importanсe of SMM and traditional marketing working together. The article examines the role of stylistic techniques in ensuring the sonority and effectiveness of advertising slogans, which are considered an integral part of the advertising text and have become an integral part of our lives today, as well as their types and uses. The article analyzes the use of alliteration, assonance, antithesis, repetition, wordplay, hyperbole and litany when creating English advertising slogans, and also examines whether they are preserved in the process of translation into Uzbek. During this process, it is concluded that repetitions, antitheses, and partial phenomena of alliteration retain their form, but that the phenomena of wordplay and assonance are difficult to preserve in the translation language.
Copyright (c) 2026 Ozoda Axrorovna Hayitboyeva, Raykhona Rustamjonovna Gulomova https://creativecommons.org/licenses/by/4.0
Comparative Analysis of Predicate Constructions in English, Uzbek, Karakalpak and Russian
This study undertakes a comparative typological examination of predicate constructions across English, Uzbek, Karakalpak, and Russian, situated within the broader framework of translation theory. It delineates salient structural divergences: the predominantly analytical character of English predicate expression, the agglutinative affixational mechanisms characteristic of Uzbek and Karakalpak, and the hybrid synthetic-analytical patterning observed in Russian. Particular emphasis is placed on the attainment of semantic, grammatical, and functional equivalence in the rendition of predicates, with sustained attention to challenges arising from tense–aspect distinctions, phrasal verbs, idiomatic verbal usages, and the preservation of argument structure. Drawing upon Komissarov’s hierarchical model of translational equivalence, the analysis underscores the indispensability of grammatical transformations and contextually informed cultural adaptation to secure fidelity in conveying both propositional content and communicative intent. The findings affirm that effective predicate translation constitutes a multifaceted process contingent upon the interplay of semantic, morphosyntactic, pragmatic, and discourse-pragmatic dimensions.
Copyright (c) 2026 Shaxnoza Abat qizi Tursinbaeva https://creativecommons.org/licenses/by/4.0
Designing a Medical English ESP Course for Uzbek Nurses: Needs Analysis and Course Development
This article explores the design of a Medical English ESP course for Uzbek nurses with B1-level English proficiency according to the CEFR. The participants work in hospitals and have diverse motivations: some communicate with foreign patients locally, while others plan to migrate to English-speaking countries. The study draws on two ESP course models (Nickerson’s Language in the Workplace and Northcott’s English for Lawyers) as frameworks for course design, combining macro-level structure and micro-level task-based planning. Needs analysis includes questionnaires, interviews, document analysis, and observations to align the course with workplace communication requirements. The course employs problem-based learning, genre and discourse analysis, and authentic tasks to develop nurses’ speaking, reading, writing, and professional English skills. Assessment integrates diagnostic, formative, and summative methods. The study highlights how learner-centered and context-specific ESP course design can support professional communication and language development in the medical field.
Copyright (c) 2026 Rukhsora Shuhratovna Abraeva https://creativecommons.org/licenses/by/4.0
Peer Tutoring in Language Education: Types, Mechanisms, and Effective Methodological Practices
This article examines the effectiveness of peer tutoring as a pedagogical strategy in language education. The study analyzes several types of peer tutoring, including cross-age tutoring, same-age tutoring, reciprocal peer tutoring, and classwide peer tutoring, and explores their role in supporting language learning. Peer tutoring is considered a collaborative and interactive learning approach that encourages knowledge construction through guided interaction and active learner participation. Particular attention is given to structured tasks, meaningful communication, and the creation of a supportive classroom environment that promotes cooperation and shared responsibility for learning. The analysis also explores how peer interaction contributes to deeper cognitive processing and greater learner engagement during classroom activities. The findings indicate that peer tutoring positively influences syntactic awareness, reading comprehension, vocabulary retention, grammatical accuracy, and communicative competence. In addition, this approach increases learners’ motivation, confidence, and willingness to participate in language activities. The study emphasizes that effective peer tutoring requires careful task organization, teacher guidance, and formative assessment.
Copyright (c) 2026 Nodira Azizjon qizi Sharipova, Marzhan Adil qizi Kambarova https://creativecommons.org/licenses/by/4.0
Linguistic Features of Phraseological Units with a Floristic Component
This article investigates the linguistic features of phraseological units with a floristic component through an analytical approach. The study examines the semantic composition, structural organization, idiomatic nature, connotative meanings, and pragmatic potential of phraseological units containing plant names. It also clarifies the place of floristic phraseologisms within the lexical-semantic system of language, their role in shaping figurative thought, and their connection with national-cultural views and the conceptualization of the world. The article substantiates, through examples, such characteristics of these units as polysemy, variation, stylistic markedness, expressiveness, and communicative-functional significance. Particular attention is given to their role in representing cultural memory, national stereotypes, associative models of perceiving nature, and value-semantic dominants fixed in linguistic consciousness. The findings demonstrate that floristic phraseologisms constitute a layer of the phraseological stock of language, enrich its figurative and expressive resources, and reflect collective thought, value orientations, and cultural-historical experience. Thus, their relevance for contemporary phraseology, linguoculturology, semasiology, and the theory of linguistic imagery is established.
Copyright (c) 2026 Feruza Turdimurod qizi Xazratqulova https://creativecommons.org/licenses/by/4.0
Linguocultural meaning of colours in phraseology (on materials of English, Russian and Uzbek)
This article is devoted to a linguacultural analysis of colour designations within phraseological units in the English, Russian, and Uzbek languages. The relevance of this study is determined by the growing interest in modern linguistics in color semantics as a means of reflecting national worldviews, cultural values, and the characteristics of collective consciousness. Based on English, Russian, and Uzbek phraseology, the author analyzes the expression of a person’s financial status, origin, and behavioral characteristics. Particular attention is paid to comparing universal and nationally specific models of colour symbolization. The results of the study demonstrate that color designations in phraseology are closely linked to the historical experience of people, their way of thinking, and value system. Comparative approach allows to identify both general patterns and the unique characteristics of each linguoculture in the interpretation of colour symbolism. This article examines how colour components enhance the figurativeness and evaluative value of set expressions. The analysis demonstrates that the same colour can have both similar and different cultural associations in different languages. This demonstrates the complex interaction between universal cognitive mechanisms and national and cultural specifics. Of particular importance is identifying cases where color designation becomes a marker of social status, wealth, poverty, or moral evaluation of a person. The obtained results can be used in further research in phraseology, linguoculturology and comparative linguistics. The article's materials are also of interest for studying the national and cultural specificity of linguistic units in the context of intercultural communication.
Copyright (c) 2026 Sanobar Bakhrillaevna Abdullaeva https://creativecommons.org/licenses/by/4.0
A Comparative Study of Definiteness and Indefiniteness in English, Russian, and Uzbek
This article presents a comparative analysis of how definiteness and indefiniteness are expressed in English, Russian, and Uzbek. English marks these categories through the article system (“the,” “a/an”), while Russian and Uzbek do not have articles and rely on other linguistic means. The study examines the role of context, word order, demonstratives, and morphological markers such as the Uzbek suffix “-ni” and the numeral “bir.” The analysis highlights similarities and differences in the ways these languages express referential meaning and shows that Russian and Uzbek depend more on contextual and grammatical cues than English. Drawing on theoretical frameworks by Christophersen, Lyons, and Halliday and Hasan, the study employs a descriptive-comparative methodology to analyze authentic examples across all three languages. The findings reveal that while the semantic concept of definiteness is universal, the grammatical means of expressing it vary significantly. These results carry practical implications for contrastive linguistics, translation studies, and the teaching of English to speakers of Russian and Uzbek.
Copyright (c) 2026 Shahnozaxon Kamoliddin qizi Juraeva, Dildora Ikromjon qizi Babaxanova https://creativecommons.org/licenses/by/4.0
TELL, CALL, MALL, and AI: comparative analysis of technological approaches in language teaching
This article is devoted to a comparative analysis of four major technological approaches used in language teaching, namely Technology-Enhanced Language Learning (TELL), Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), and Artificial Intelligence (AI) technologies. The rapid development of digital technologies has significantly influenced the education system, particularly the methodology of foreign language teaching. Therefore, the effective use of technological tools in language education, the analysis of their pedagogical potential, and the identification of their differences have become important scientific issues. The article examines the definition, theoretical foundations, advantages, and limitations of each approach, as well as their practical application in the educational process. In addition, the interrelationships among TELL, CALL, MALL, and AI approaches, their stages of development, and their role in modern language education are discussed. The findings indicate that technological approaches contribute to making language learning more flexible, interactive, and learner-centered. At the same time, the article also analyzes the pedagogical and technological factors necessary for the effective implementation of these approaches in the educational process.
Copyright (c) 2026 Ulmira Adilbay kizi Yembergenov https://creativecommons.org/licenses/by/4.0
Methodological foundations of blended learning technology in teaching English
This article analyzes the methodological foundations of blended learning technology in teaching English. In modern education, the integration of traditional and digital environments has become an important factor of effectiveness. The aim of the study is to systematize the theoretical and methodological foundations, principles, models, advantages, and limitations of blended learning. Methods such as literature review, comparative analysis, and thematic analysis were applied. The results show that the effectiveness of blended learning depends not only on digital tools but also on the alignment of learning objectives, content, interactivity, feedback, and pedagogical management. This technology demonstrates high effectiveness in developing listening, writing, speaking, vocabulary, and collaborative skills. However, poorly designed courses may lead to decreased motivation, digital inequality, and cognitive overload. In addition, learners’ individual characteristics and access to technology significantly influence outcomes. The teacher’s methodological preparation and digital competence are also essential factors. The findings contribute to developing practical recommendations for improving educational processes. In conclusion, blended learning is a promising model for English language teaching when properly designed and implemented.
Copyright (c) 2026 Alisher Fathiddin ugli Fayziyev, Abdushukur Berdinazarovich Eshboyev https://creativecommons.org/licenses/by/4.0
Etimological and cultural features of proverbs, sayings, and lexical units involving the color “Red” in English and Uzbek
This article presents a comparative etymological and cultural-semantic analysis of proverbs, sayings, idioms, and lexical units containing the color “red” in English and Uzbek. The study aims to investigate the historical origins, semantic evolution, and symbolic interpretations of red in both languages. Using descriptive, comparative-typological, etymological, and cultural-semantic methods, the research examines how red expresses emotional intensity, physiological reactions, evaluative meanings, and cultural symbolism. The findings show that in English, red is commonly associated with danger, warning, anger, revolution, and financial loss, reflecting its role in signaling and emotional emphasis. In contrast, in Uzbek linguistic culture, red more often symbolizes beauty, honor, celebration, vitality, and moral values. Despite these differences, both languages share universal cognitive and biological foundations, linking red to human perception, blood, life, and expressive force. The study highlights the close relationship between language, cognition, and culture, emphasizing the role of color terminology in encoding cultural norms and symbolic meanings.
Copyright (c) 2026 Sadoqat Dilshodbekovna Khakimova https://creativecommons.org/licenses/by/4.0
Pragmatic and Discursive Features of Ecological Speech Units in English and Uzbek Literary Texts
This article conducts a comparative analysis of the pragmatic and discursive features of ecological speech units in English and Uzbek literary texts. The aim of the study is to reveal the expression of attitudes toward the environment through speech units (metaphors, speech acts, discursive strategies). Based on ecolinguistics theory (Stibbe, 2015) and pragmato-discursive approaches, a corpus of texts was analyzed: English (e.g., Cormac McCarthy’s “The Road” and novels influenced by Rachel Carson) and Uzbek (“Shaytanat”, “Zilzila” by Tohir Malik; modern ecological stories). Methods: qualitative discourse analysis, classification of pragmatic speech acts, and identification of discursive strategies. The results show that English texts are dominated by anthropocentric metaphors (nature as “enemy”), while Uzbek texts emphasize harmony and responsibility (nature as “mother” or “friend”). Pragmatically, warning and appeal speech acts are present in both languages, but discursively English texts highlight individualism, Uzbek texts – collective responsibility. The study emphasizes the role of language in shaping ecological awareness and provides practical recommendations for literary translation and ecolinguistics. The findings open up possibilities for using language to promote social change in times of ecological crisis.
Copyright (c) 2026 Dildora Mamatovna Safarova https://creativecommons.org/licenses/by/4.0
The influence of social and cultural factors on phonetic changes in the English and Uzbek vocalism
This article provides a comparative examination of the historical evolution of vocalic systems in English and Uzbek, focusing on how phonetic and phonological mechanisms shaped the development of vowels in both languages. The study aims to identify parallel tendencies and distinct differences that emerged as each language underwent its own linguistic, social, and cultural changes. Special attention is given to processes such as vowel shifting, diphthongization, reduction patterns, and qualitative sound mutations, which collectively reveal the structural logic governing the transformation of vowel systems. The methodological approach integrates historical-phonetic analysis, comparative phonology, and the evaluation of socio-cultural influences, allowing the research to trace both internal linguistic developments and external factors shaping vocalism. Findings show that English experienced extensive and rapid shifts – most prominently during the Great Vowel Shift – driven by dialectal diversity, social stratification, and the growing discrepancy between spelling and pronunciation. In contrast, the Uzbek vocalic system evolved more gradually, shaped largely by literary standardization, dialectal interaction, and cultural continuity. Despite these different trajectories, both languages demonstrate universal phonetic principles, including the redistribution of functional load and the tendency toward system optimization. The study provides a solid foundation for further cross-linguistic research in phonetics, phonology, and historical linguistics.
Copyright (c) 2026 Maftuna Alisher kizi Abdurasulova https://creativecommons.org/licenses/by/4.0
Developing intercultural competence through artificial intelligence tools (in the context of teaching the Turkish language)
This article explores the development of intercultural competence in teaching Turkish as a foreign language through artificial intelligence (AI) tools. The study is theoretically grounded in the concept of communicative competence proposed by Dell Hymes and the model of intercultural communicative competence developed by Michael Byram. The experimental phase assessed the effectiveness of AI-based chatbots, virtual simulations, and adaptive learning platforms. The findings demonstrate a significant improvement in students’ linguistic accuracy, sociolinguistic appropriateness, and cultural awareness. The results highlight the methodological value of integrating AI technologies into Turkish language instruction.
Copyright (c) 2026 Nigora Azizovna Abdurakhimova https://creativecommons.org/licenses/by/4.0
Theoretical and Methodological Foundations of the Communicative Approach in Teaching English in Medical Universities
In the context of globalization, proficiency in English has become increasingly important for medical professionals. English serves as the primary medium of international scientific communication, medical research, and professional interaction. This article provides a comprehensive analysis of the current challenges in teaching English in medical higher education institutions and examines the theoretical and methodological foundations of the communicative approach as an effective means of addressing these issues. The leading role of English in scientific communication and professional practice is substantiated. The study explores the essence of the communicative approach, its connection with the concept of communicative competence, and its structural components, including grammatical, discourse, sociocultural, and strategic competences. Particular attention is paid to the key principles of communicative language teaching, such as the use of authentic materials, learner-centered instruction, and the integration of all language skills. The article also highlights the specific features of teaching medical English within the framework of English for Specific Purposes (ESP). Furthermore, it analyzes existing methodological challenges in teaching English in medical universities in Uzbekistan. The findings justify the need to integrate the communicative approach, ESP methodology, and task-based learning technologies to enhance students’ professional communicative competence.
Copyright (c) 2026 Aziza Sayfullo qizi Butunbayeva https://creativecommons.org/licenses/by/4.0
A pragmatic model of parent-child relations in Uzbek and English domestic discourse
This article presents a comparative analysis of the pragmatic features of parent-child relationships in Uzbek and English domestic discourse. The study is based on theoretical approaches in pragmalinguistics, discourse analysis, and cognitive linguistics. Particular attention is given to the use of speech acts, communicative strategies, implicatures, and presuppositions in parent–child communication, as well as to the influence of sociocultural factors on the organization of everyday discourse. The research material includes dialogic speech samples taken from literary works as well as examples of everyday family communication. The analysis demonstrates that although parent-child relationships in Uzbek and English domestic discourse share certain common pragmatic mechanisms, their linguistic realization is strongly influenced by national cultural values and social traditions. In English discourse, communication is typically characterized by cooperation, indirectness, and discussion-oriented communicative strategies. In contrast, Uzbek discourse demonstrates stronger hierarchical relations where directive speech acts, warnings, and instructive communicative strategies play a dominant role. The findings contribute to a deeper understanding of family discourse and intercultural communication studies and proves the necessity of learning a foreign language in combination with culture and the way of people’s communication in a family.
Copyright (c) 2026 Sarvarbek Abdulkhakovich Xakimov https://creativecommons.org/licenses/by/4.0
Metaphorical Conceptualization and Translation of Gender Terminology in Human Rights Discourse: A Corpus-Based Socio-cognitive Study
This study investigates the metaphorical conceptualization and translation of gender-related terminology in contemporary human rights discourse from a socio-cognitive perspective. While gender terminology has been widely discussed within feminist linguistics and terminology studies, limited research has explored how metaphorical models structure these terms cognitively and how such models influence their translation across languages. Drawing on cognitive linguistics, particularly Idealized Cognitive Models (ICMs) and frame semantics, the article examines how key gender concepts, such as gender equality, empowerment, and discrimination are metaphorically framed in English human rights texts. Using a corpus-based approach, the study analyzes collocational patterns and contextual realizations of selected gender terms in a reference corpus of international human rights reports. The findings demonstrate that gender terminology is not semantically neutral; rather, it is structured through dominant metaphorical mappings (e.g., gender equality as balance, discrimination as barrier, empowerment as force). These cognitive structures shape not only conceptual understanding but also translation strategies. A comparative analysis of English-Uzbek translation cases reveals that metaphorical frames are frequently reconfigured due to linguistic, cultural, and ideological factors. The study argues that translation of gender terminology requires frame-sensitive interpretation rather than formal equivalence. By integrating corpus linguistics, cognitive semantics, and socio-cognitive terminology theory, this research contributes to applied linguistics and translation studies, offering a model for analyzing contested social terminology in multilingual contexts.
Copyright (c) 2026 Shoxzoda Baxtiyorovna Tolibova https://creativecommons.org/licenses/by/4.0
Socio- communicative strategies in English and Uzbek newspaper discourse: A comparative study
Newspaper discourse plays a crucial role in shaping public opinion and reflecting socio-cultural values within a given society. This study aims to examine the socio-communicative strategies employed in English and Uzbek newspaper discourse from a comparative perspective. Drawing on a qualitative analysis of selected newspaper texts, the research explores how linguistic choices reflect cultural norms, ideological orientations, and communicative intentions in different media environments. The findings reveal that English newspaper discourse tends to prioritize individualism, critical engagement, and pluralism of opinions, whereas Uzbek newspaper discourse emphasizes social stability, collective responsibility, and indirect evaluative strategies. These differences demonstrate the influence of national mentality and cultural traditions on the functional and stylistic features of newspaper communication. The study contributes to cross-cultural media linguistics by highlighting how socio-communicative practices are shaped by broader societal frameworks. Furthermore, the study underscores the importance of incorporating socio-cultural awareness into media discourse analysis and language education. Understanding these differences can enhance learners’ critical media literacy and intercultural competence. Future research may focus on digital media platforms to examine how these socio-communicative patterns evolve in online news environments.
Copyright (c) 2026 Nafisa Toxir qizi Rakhmonova , Zulfiya Tukhtaevna Tukhtakhodjaeva https://creativecommons.org/licenses/by/4.0
Performance-based assessment in modern education
This article explores the concept and educational significance of performance-based assessment (PBA) in modern educational systems. Unlike traditional examinations that mainly evaluate memorization and theoretical knowledge, performance-based assessment emphasizes students’ ability to apply knowledge, skills, and competencies in authentic and meaningful contexts. The study examines the theoretical foundations, methodological approaches, and practical implementation of PBA within classroom environments. Particular attention is given to how performance-based assessment contributes to the development of higher-order thinking skills such as critical thinking, creativity, collaboration, and problem-solving. The research employs qualitative analysis and an extensive review of relevant academic literature to evaluate the effectiveness of PBA in improving learning outcomes and promoting deeper understanding of subject matter. The findings indicate that performance-based assessment encourages active participation in the learning process, increases student motivation, and allows teachers to evaluate learners’ competencies more comprehensively than traditional testing methods. The article concludes that integrating performance-based assessment into curriculum design and instructional practices can significantly enhance the quality and effectiveness of contemporary education.
Copyright (c) 2026 Gulshan Asqar kizi Aliyeva https://creativecommons.org/licenses/by/4.0
A comparative analysis of traditional and innovative teaching approaches in the development of lexical competence
This article examines modern education as a key factor in the development of the individual and society, with a particular focus on improving students’ lexical competence; it analyzes traditional and innovative teaching methods, along with their advantages and disadvantages, in the context of developing and enhancing young people’s lexical competence. Traditional methods, based on the principles of centralized knowledge transfer, a lecture format, and a strict didactic approach, are characterized by a high degree of organization but relatively low motivation and a certain passivity on the part of students. These methods ensure structured and consistent results but hinder active vocabulary acquisition, as learners often act as passive listeners. Innovative technologies, including the use of information and communication tools, multimedia resources, differentiated and student-centered approaches, as well as game-based and project-based learning methods, promote more active youth engagement, the development of greater independence, and critical thinking. However, the author argues that innovative methods cannot completely replace traditional ones. The main idea of the article is the exclusively comprehensive application of traditional and innovative pedagogical approaches; since it is precisely this combination that provides optimal conditions for the effective and harmonious improvement of lexical competence and contributes to better preparation of competitive young people.
Copyright (c) 2026 Irina Georgievna Morozova https://creativecommons.org/licenses/by/4.0
Linguistic and corpus modeling of “Building-construction” terminology (on the material of English language)
This article studies the methods of linguistic modeling and corpus analysis of terminology in the construction industry. The article analyzes the semantic and syntactic structure of construction terms, their usage features and interactions using corpus linguistics. Through the texts collected in the corpus, terms related to construction materials, processes, technical equipment and structures are studied, and their use in context and semantic changes are determined. In this regard, the subtle features of the construction language are studied by analyzing terms such as “concrete”, “iron”, “bedding”, “construction”. The article also provides scientific and practical recommendations for improving the terminology system and developing new terms. Corpus-based analysis methods play an important role in ensuring the clarity and uniformity of construction terminology, helping to create new terms, and updating them in accordance with the requirements of the industry. The results of the study can be useful for scientific and practical work in the construction industry. The article also presents new approaches and methods for studying terminology. In addition, based on the research findings, the frequency of terms, their collocational patterns, and their functional load in professional discourse are identified, and a systematic classification is developed. As a result, practical recommendations are proposed for the standardization of construction terminology, facilitation of the translation process, and the formation of an effective scientific and communicative environment in the field.
Copyright (c) 2026 Gulruh Rustam kizi Ibragimova https://creativecommons.org/licenses/by/4.0
Gender factors in the formation of ergonyms in the Namangan region
The article presents a comprehensive analysis of the influence of the gender factor on the formation of ergonyms (commercial and social names) in the Namangan region as an element of the regional linguistic landscape. The research material consists of a corpus of 270 unique ergonyms collected from actually functioning institutions across various spheres of activity, including healthcare, education, tourism, public catering, trade, the beauty industry, and childcare services. A qualitative-quantitative tagging methodology was applied, involving the classification of names according to types of gender representation (female, male, neutral, and mixed) as well as their functional and semantic domains of usage. The findings reveal that the neutral naming strategy predominates (84.5%), while feminine marking accounts for 9.4%, masculine for 5.4%, and mixed representation for 0.8%. Gender markers are most actively manifested in the spheres of beauty services, childcare, and public catering, where naming practices are oriented toward target audience appeal and emotional-evaluative components. In contrast, medical and educational institutions more frequently employ neutral models incorporating English lexical elements (med, clinic, center, travel), emphasizing prestige and universality. The results confirm that regional ergonyms function as indicators of contemporary socio-cultural processes and reflect patterns of gender representation in the public discourse.
Copyright (c) 2026 Madinakhon Bakhodir qizi Juraeva, Dilorom Asatullayevna Islomova https://creativecommons.org/licenses/by/4.0
Interpreting Cultural Silences in English and Uzbek News Headlines
This article examines how implicit cultural meanings are formed and interpreted in English- and Uzbek-language news headlines. The headline is approached not as a neutral summary, but as a condensed act of interpretation in which ellipsis, metaphor, evaluative vocabulary, presupposition, and institutional naming activate the reader’s background knowledge. The study relies on a hermeneutic reading of headline patterns found in English and Uzbek media and on recent comparative scholarship devoted to media discourse in the two languages. The analysis shows that English headlines more often privilege compression, conflict framing, emotional sharpness, and intertextual economy, whereas Uzbek headlines tend to preserve greater explicitness, contextual support, institutional orientation, and markers of social respect. These differences are linked to broader communicative norms rather than to grammar alone. The article argues that successful interpretation and translation of headlines requires sensitivity to the cultural horizon within which seemingly small lexical choices acquire public meaning.
Copyright (c) 2026 Kamola Tursunovna Alimova https://creativecommons.org/licenses/by/4.0
Linguocultural and didactic aspects of tourism discourse: issues in translation, cultural mediation, and teaching language for specific purposes (LSP)
Tourism discourse represents a specialized communicative system designed to promote destinations, persuade potential travelers, and construct symbolic representations of places. This article investigates the linguistic, cultural, translational, and pedagogical dimensions of tourism discourse within the framework of Language for Specific Purposes (LSP). Drawing on corpus-based studies, discourse analysis, and linguodidactic research, the study explores how tourism texts function as tools of cultural mediation and how they can be effectively integrated into language teaching. The analysis demonstrates that tourism discourse combines persuasive language, multimodal communication, and culturally embedded meanings that require careful translation strategies. Findings also highlight the pedagogical value of authentic tourism materials such as travel blogs, promotional websites, and tourist guides in developing students’ intercultural competence and professional communication skills. The study concludes that tourism discourse is not merely promotional language but a complex intercultural communicative practice requiring specialized translation training and innovative didactic approaches.
Copyright (c) 2026 Farkhod Kholmurod ugli Mustofokulov https://creativecommons.org/licenses/by/4.0
Developing a Formative Self-Assessment Rubric for Speaking Skills in Higher Education
This article analyzes existing speaking assessment rubrics and examines their potential for use in formative self-assessment in higher education. Particular attention is given to the limitations of widely used assessment frameworks and previously developed rubrics in supporting learner reflection and autonomy. Based on the analysis of selected studies, a formative self-assessment rubric for evaluating students’ speaking performance was developed. The proposed rubric includes clear assessment criteria and a scoring system designed to help students identify strengths and weaknesses in their speaking skills. The rubric is intended to facilitate reflective learning, promote learner autonomy, and support more effective formative assessment practices in speaking courses. In addition, the rubric aims to make assessment procedures more transparent and understandable for students, encouraging active participation in the evaluation process. The proposed tool may be used by both teachers and students to improve speaking performance and enhance the overall quality of language learning in higher education.and support more effective formative assessment practices in speaking courses.
Copyright (c) 2026 Ruzigul Karim qizi Ravshanova https://creativecommons.org/licenses/by/4.0
Digital Storytelling to Enhance Second Language Learners' Language Proficiency through Images and Videos
Digital storytelling has emerged as an innovative pedagogical tool that integrates narrative, visual, and multimedia elements to support second language (L2) learning. This paper explores how images and videos, as core components of digital storytelling, can enhance learners’ linguistic proficiency by fostering engagement, creativity, and authentic language use. The study reviews theoretical foundations including constructivism, multimodal learning, and communicative language teaching, while also considering recent empirical studies that demonstrate the effectiveness of digital storytelling in vocabulary acquisition, pronunciation, grammar, and cultural awareness. By combining visual stimuli with narrative structures, digital storytelling provides learners with meaningful contexts for practice and interaction. Furthermore, the paper highlights how digital storytelling develops not only receptive but also productive skills, encouraging learners to become active creators of content. Challenges such as technological literacy, access to resources, and teacher training are discussed, alongside strategies to overcome them. Overall, this paper argues that digital storytelling through images and videos is a powerful method to foster communicative competence, intercultural understanding, and learner autonomy in second language education.
Copyright (c) 2026 Umida Rustamovna Inagamova https://creativecommons.org/licenses/by/4.0
The “Third Space” Concept in Intercultural Communication in Chinese
Annotation Intercultural communication in the “third space” is not only a process and method of language teaching, but also the goal and outcome of language learning. Through this, we can see how essential it is to construct an intercultural “third space” in the context of globalization and the study of regional situations. Intercultural “third space” is a kind of intermediate field within which both the native language culture and the target language culture of a person engaged in intercultural communication are developed simultaneously, leading to the formation of a new culture. This enables speakers of different languages and cultural backgrounds to communicate freely and naturally within this space. The “third space” refers to a linguocultural space that emerges in the process of interaction between different cultures and is situated between two or more cultures. It incorporates certain features of the first and second cultural spaces, yet it is not identical to either of them. At the same time, it enables learners from diverse cultural backgrounds to communicate successfully. In recent years, the theory of the “Third Space” (第三空间) has become a popular topic in the field of international Chinese language education. Through interaction and communication with Chinese language learners, it can be observed that during the process of learning Chinese and engaging with Chinese culture, learners are gradually influenced by Chinese people and Chinese culture. However, they do not completely assimilate into or fully internalize Chinese culture. International students studying in China gradually integrate their native culture with Chinese culture over time, resulting in a phenomenon of cultural hybridity. The construction of such a hybrid cultural “Third Space”, which exists between the learners’ native culture and the target language culture, has a significant impact on foreign language learners. The conscious construction of an intercultural “Third Space” by foreign language learners is considered the ideal goal pursued in foreign language education.
Copyright (c) 2026 Dilshod Mamadiyarovich Djuraev https://creativecommons.org/licenses/by/4.0
A Linguacognitive Analysis of the Concept of Time in English Phraseological Units
This paper will analyze the presentation of the idea of time in English phraseological units both in literal and metaphorical contexts. The study examines the underlying cognitive patterns and conceptual metaphors using a set of 25 commonly used time-related idioms and expressions, including: buy time, gain time, kill time, time flies, time is money, bide your time, long time no see, once upon a time, and only time will tell. The analysis reveals that English speakers tend to perceive time using four key metaphorical models, including time as a resource (spend time, waste time, time is money), time as something moving (time flies, time after time), time as a measure or spatial dimension (mark time, watch the time), and time as something abstract or experience (only time will tell, time alone will tell). These metaphors show time cognition to be shaped not only by embodied experiences and cultural values but also to be represented in the form of stable and phraseological forms. The work has added to cognitive linguistics and phraseology work by showing the idioms and fixed expressions are sources of shared conceptualizations of time, which are the manifestations of universal cognitive tendencies as well as reflections of English cultural views.
Copyright (c) 2026 Dilyoraxon Shukhratjon qizi Aminjonova https://creativecommons.org/licenses/by/4.0
Cultural codes in language: influence on worldview and thinking
This paper examines the role of language as a fundamental tool for storing and translating cultural codes. The author analyzes the relationship in the triad “Language – Thinking – Culture”, based on the provisions of the Sepir – Whorf hypothesis and modern research in the field of linguoculturology. The main attention is paid to the classification and functioning of key cultural codes: somatic, biomorphic, artefact-material and spatiotemporal. Using the example of phraseological units and metaphors in Russian, English, Tatar and Chinese, it is demonstrated how the national mentality captures a specific vision of the world. In particular, the difference in the nomination of natural objects and the conceptualization of time is considered. The article concludes that language not only reflects the prevailing cultural realities, but also actively forms cognitive patterns of perception. At the same time, it emphasizes that despite the uniqueness of linguistic filters, intercultural understanding remains possible due to the shared objective human experience. The study highlights the importance of learning foreign languages as a means of expanding worldview and enhancing personal adaptability in a global context. Furthermore, the role of educational environments in developing intercultural competence and the need to integrate linguocultural approaches into language teaching are emphasized.
Copyright (c) 2026 Larisa Ivanovna Fyodorova https://creativecommons.org/licenses/by/4.0
Psycho-physiological phenomena and psycholinguistic processes in teaching foreign languages to students within the framework of a socio-cultural approach
The article examines psychophysiological phenomena and psycholinguistic processes in teaching foreign languages to students within the framework of a sociocultural approach. It analyzes the role of perception, attention, memory, thinking, emotional stability, and motivation in the formation and development of speech activity. The importance of learners’ individual psychological characteristics, cognitive strategies, and reflective abilities for successful foreign language acquisition is emphasized. From a psycholinguistic perspective, the mechanisms of speech production and comprehension, the interrelation between language and thinking, and the stages of inner speech formation are described. Special attention is paid to the influence of the sociocultural environment, authentic communicative situations, and intercultural interaction on the development of communicative competence. The effectiveness of interactive methods, problem-based tasks, collaborative learning technologies, and authentic materials is substantiated. The findings contribute to improving foreign language teaching methodology in higher education and provide a theoretical basis for further research and practical recommendations.
Copyright (c) 2026 Nasiba Nurtosh qizi Shodiyeva https://creativecommons.org/licenses/by/4.0
The effect of YouTube comment-based writing tasks on writing proficiency and writing anxiety among Uzbek EFL learners: a quasi-experimental study
Today, social networks have become an integral part of students’ lives, providing them with opportunities to learn and practice languages. This article discusses the impact of comment writing tasks on the YouTube platform on the English writing skills and pre-writing anxiety of Uzbek high school students learning English as a foreign language. The study was conducted based on a single-group experimental design, in which changes in the written speech skills and psychological state of the participants were studied. During the experiment, the participants watched videos on the YouTube platform and performed tasks related to leaving comments on them. The study involved 60 students in grades 10-11, and the Second Language Writing Anxiety Inventory (SLWAI) questionnaire developed by Cheng (2004) was used. The results show that after the experiment, the participants’ written speech significantly improved and the level of anxiety during the writing process decreased. The study findings confirm that writing assignments based on YouTube comments not only develop linguistic competence in EFL students, but also serve to overcome psychological barriers to the writing process.
Copyright (c) 2026 Sadoqatxon Valijon qizi Usubjonova, Dildora Fayzulla qizi Gaybullayeva https://creativecommons.org/licenses/by/4.0
Productivity of affixes in neo-folk-medical terms: comparative and quantitative research on derivational models
This article represents a comparative-quantitative research, aiming to identify the most productive derivational models, suffixes, and prefixes used in the adaptation of traditional folk medicine terms, as used within the context of modern alternative medicine. The current research uses a trilingual corpus, consisting of more than 600 neo-folk medicine terms, to compare the productivity of affixes used within the context of English, Uzbek, and Russian languages. The results of the research identify the suffixes “tion,” “ment,” and “ization” as the most productive affixes used within the context of modern alternative medicine. Moreover, the research identified the prefixes “bio-,” “phyto-,” and “neo-” as essential tools for the creation of innovative terminological models. The current research, which is based on the principles of corpus linguistics and derivational morphology, represents a comprehensive analysis of the affix productivity used within the context of the aforementioned linguistic systems, which can be used for the creation of practical recommendations for the standardization of the terminology used within the context of alternative medicine. The results of the research identified the agglutinative morphological structure of the Uzbek language as a significant factor for the evolution of folk medicine terminology.
Copyright (c) 2026 Ravshan Isroilovich Xujakulov https://creativecommons.org/licenses/by/4.0
Pragmatic Potential of Intensification in English Russian and Uzbek Fiction
The article systematizes key approaches to the study of intensification as a functional semantic category and focuses on its pragmatic work in fiction. The review covers English, Russian and Uzbek linguistic traditions and shows that the same strengthening effect is interpreted differently depending on the research school. In English studies the emphasis usually falls on degree modifiers and combinability, in Russian works on the relation between intensity, expressiveness and stylistic force, and in Uzbek scholarship on darajalanish, graduonymy and expressive resources of literary speech. Short literary examples are used to demonstrate that intensification in prose does more than mark a high degree. It shapes evaluation, reveals a speaker’s inner state, sharpens imagery and guides the reader’s interpretation.
Copyright (c) 2026 Sevara Makhsudali kizi Abdullaeva https://creativecommons.org/licenses/by/4.0
Investigation of word-formation errors in English writing by Uzbek EFL students
This study investigates the challenges Uzbek learners encounter in English word formation due to significant morphological differences between their native agglutinative language and English's fusional structure. Common errors include incorrect affixation, overgeneralization, and improper part-of-speech selection, analyzed through Error Analysis and Surface Strategy Taxonomy frameworks. By examining a learner corpus of undergraduate essays, the research identifies systematic patterns in word-formation mistakes, highlighting the influence of L1 interference. It advocates for explicit instruction in word formation, emphasizing the teaching of word families, affix functions, and conversion rules. The findings suggest that targeted, structured feedback can enhance students' morphological awareness, thereby improving their writing quality and lexical resource scores in assessments like IELTS. This approach equips learners with the necessary skills to navigate the complexities of English and succeed in a global academic landscape, ultimately leading to enhanced writing proficiency and confidence.
Copyright (c) 2026 Mohimjon Qadamboy qizi Jabborberganova, Nigora Abdulxayevna Mukhamedova https://creativecommons.org/licenses/by/4.0
Reflective technologies in the system of training Russian language teachers: theoretical and methodological foundations and an integration model
The article is devoted to the theoretical and methodological substantiation of reflective technologies in the system of training teachers of the Russian language and to the development of a model for their staged integration into the educational process. The relevance of the study is determined by the transformation of higher pedagogical education under the conditions of digitalization and the changing social demand for teachers' professional competence. Reflection is considered as a system forming component of professional development and as a universal mechanism for comprehending one’s own pedagogical activity. Reflective technologies are defined as a set of methods and forms aimed at developing metacognitive skills, professional self-awareness, and pedagogical identity. Their cognitive, activity based, epistemological, organizational, and evaluative control functions are substantiated. The paper presents a classification of key reflective technologies used in the training of Russian language teachers, including reflective journals, professional development portfolios, pedagogical case analysis, microteaching, discussion practices, metacognitive mapping, and supervision of teaching practice. A staged model of integration covering theoretical, practice oriented, and practical phases of training is proposed. It is concluded that the systematic implementation of reflective technologies contributes to the formation of stable professional identity, enhances the ability for self-analysis and pedagogical design, and ensures the transition to a subject oriented model of teacher education in the field of Russian language teaching.
The effect of teaching idioms through visual media on idiom comprehension among high school students
One way to help teens grasp idioms better is by showing them pictures and moving images alongside words. Videos, drawings, or animated clips give real-life settings where phrases make sense. Seeing an expression acted out helps memory stick, especially when paired with spoken or written form. Teachers need fresh ideas, such as drawing scenes or acting out metaphors, to bring lessons alive. Training also plays an important role; educators must learn how to pick strong visuals wisely. When done right, learners pay closer attention and recall meanings longer. Communication skills grow because students start using phrases naturally, not just repeating them again and again. Meaning sticks best when eyes and ears work together. Learning feels less like memorizing and more like discovering. Picture clues stick in your mind, so phrases stay out and come out when speaking feels natural. Because of this, students join in more, question choices, and work together – the class becomes something that moves and breathes.
Copyright (c) 2026 Oydinabonu Sirojiddin qizi Nurqulova, Dildora Fayzullla qizi Gaybullayeva https://creativecommons.org/licenses/by/4.0
Selected methods of expressing ironic meaning in discourse
The article examines various means of expressing negative subjective attitude in the Uzbek language, including irony, sarcasm, mockery, ridicule, insinuation, and other expressive devices. Particular attention is given to such phenomena as piching, qochirim, sarcastic laughter, derision, teasing, hinting, and indirect remarks, with emphasis on their semantic and pragmatic characteristics and their functions in discourse. The study highlights the different degrees of manifestation of negative subjective attitude in irony, ranging from mild and implicit to intense and explicit forms. It is argued that irony arises from the contradiction between form and content and serves to produce a comic or evaluative effect. The paper also discusses how attitudes toward sarcasm may be conveyed through irony and analyzes their interrelation as pragmatic mechanisms of constructing ironic meaning.
Copyright (c) 2026 Extiyotxon Ismailovna Ibragimov https://creativecommons.org/licenses/by/4.0
Analysis of discourse markers and their stylistic function in informal spoken English
This article explores the use of discourse markers and their stylistic function in everyday English. Based on previous research in discourse analysis and pragmatics, discourse markers are considered as elements that organize speech and guide interpretation rather than add new factual meaning. It helps speakers make their ideas smoothly and assist listeners in understanding how different parts of discourse are connected. This article reviews theoretical perspectives proposed by Schiffrin, Fraser, Brinton, and Jucker and Ziv who describe discourse markers as vital elements in spoken communication. Using selected examples from informal spoken conversations, the study identifies common discourse markers, such as ‘well’, ‘like’, ‘you know’, ‘I mean’, ‘so’, and ‘but’, and analyzes their stylistic roles in interaction. The findings show that discourse markers are important in creating informality, managing interaction, expressing speaker attitude, and organizing conversation. They also help keep the natural flow of speech and support effective communication between speakers. Therefore, discourse markers are not random fillers, but functional elements that improve coherence and interpersonal communication in everyday spoken English.
Copyright (c) 2026 Aydin Abdujakib qizi Makhmudova, Raykhona Rustamjonovna Gulomova https://creativecommons.org/licenses/by/4.0
Mechanisms of the Emergence of Retronyms in the Process of Technological Progress
This article explores the mechanisms behind the emergence of retronyms in the context of rapid technological progress. It focuses on key factors such as technological differentiation, semantic narrowing, analogy, and socio-cultural influence as primary drivers of this linguistic phenomenon. As new technologies develop, existing words often become ambiguous, requiring modification to maintain clarity. Retronyms emerge as a practical solution, allowing speakers to distinguish between older and newer concepts without discarding established vocabulary. The study emphasizes that retronyms play an essential role in language adaptation by reflecting changes in society, communication, and innovation. They help preserve historical continuity while ensuring communicative precision in both everyday and specialized contexts. Through examples from English, the article demonstrates how lexical innovation responds dynamically to technological advancement and shifting social practices. Overall, retronyms illustrate the flexibility of language and its ability to evolve alongside human progress, maintaining both relevance and clarity in an ever-changing world.
Copyright (c) 2026 Muxiba Kamol qizi Qudratova https://creativecommons.org/licenses/by/4.0
Methodological Aspects of Using Game Technologies in English Language Classes
This article examines the theoretical and practical foundations of using game-based technologies in the education system, particularly in foreign language teaching. It highlights the pedagogical and psychological nature of game activities, their role in students’ personal development, and their linguistic-didactic significance. Game technologies are classified according to didactic objectives, communicative orientation, and modern digital capabilities. Based on the views of leading educational methodologists, the motivational, communicative-cognitive, socio-cultural, therapeutic, and diagnostic functions of games are analyzed and justified. The article presents a methodological model for organizing didactic games for philology students and provides practical recommendations using various interactive games. Additionally, a comparative analysis of modern digital platforms – Baamboozle, Wordwall, JeopardyLabs, and ZEP Quiz – is included. Research findings demonstrate that game technologies effectively enhance student motivation, reinforce grammatical and lexical knowledge, and develop listening, speaking, reading, and writing skills. The study emphasizes the importance of implementing didactic games in a structured, step-by-step manner: brief games at the introductory stage to increase motivation, thematic games in the main stage to consolidate learning, and quizzes or tests in the concluding stage to assess and evaluate students’ knowledge comprehensively.
Copyright (c) 2026 Umida Bokhadir qizi Inoyatova https://creativecommons.org/licenses/by/4.0
The role of corpus-based activities in enhancing vocabulary knowledge among EFL learners
This study investigates the role of corpus-based activities in enhancing vocabulary knowledge among EFL learners. The main purpose of the study is to examine whether the integration of corpus-based materials and activities can improve learners’ understanding and use of vocabulary in authentic contexts. A quasi-experimental research design was employed. The participants of the study were undergraduate EFL students who were divided into an experimental group and a control group. The experimental group received vocabulary instruction through corpus-based activities, while the control group was taught using traditional vocabulary teaching techniques. Data were collected through pre-tests and post-tests measuring learners’ vocabulary knowledge, as well as a questionnaire exploring learners’ perceptions of corpus-based learning. The results of the study revealed that students who were exposed to corpus-based activities demonstrated significantly higher improvement in vocabulary knowledge, particularly in the areas of contextual word use and collocational competence, compared to those who followed traditional instruction. The findings suggest that corpus-based activities play an important role in developing deeper and more accurate vocabulary knowledge among EFL learners and can serve as an effective pedagogical tool in vocabulary instruction.
Copyright (c) 2026 Raykhona Khusniddin qizi Turgunboeva, Raykhona Rustamjonovna Gulomova https://creativecommons.org/licenses/by/4.0
Contrastive Analysis of Metaphorical Expressions in English and Uzbek Proverbs
This article examines metaphorical expressions in English and Uzbek proverbs from a contrastive linguistic perspective. The study treats proverbs as culturally marked units that preserve collective experience in compact figurative form. Drawing on the conceptual theory of metaphor and on paremiological research, the article analyzes representative English and Uzbek proverbs in order to identify their dominant source domains, semantic functions, and cultural implications. The analysis shows that both languages use concrete imagery to express abstract meanings such as time, labor, wisdom, status, gratitude, and human conduct. At the same time, the preferred metaphorical domains are not fully identical. English proverbs more often foreground time, personal initiative, planning, and pragmatic action, whereas Uzbek proverbs more frequently highlight labor, hospitality, reciprocity, and social harmony. The findings suggest that metaphor in proverbs reflects both shared cognitive patterns and culture-specific value systems. The article argues that contrastive proverb study is useful not only for linguistics, but also for translation, intercultural communication, and language teaching.
Copyright (c) 2026 Nozima Otabek qizi Baxtiyorova, Madina Khabibullaevna Dalieva https://creativecommons.org/licenses/by/4.0
Practical Identification of Emotional Meaning Based on Collocational Analysis
Emotional meaning is an important component of linguistic communication because speakers constantly express feelings, attitudes, and evaluations through language. While traditional linguistic studies often focus on words that directly denote emotions, modern approaches emphasize the role of lexical interaction in forming emotional meaning. This article investigates the practical identification of emotional meaning in English through collocational analysis of lexical units. The research combines corpus-based analysis with discourse examples from literary texts and media sources. The data were collected from authentic texts and linguistic corpora such as the British National Corpus and the Corpus of Contemporary American English. Particular attention is given to structural patterns of emotional collocations, including adjective-noun, verb-noun, and adverb-adjective combinations. The results demonstrate that emotional meaning frequently emerges from regular patterns of lexical co-occurrence rather than from isolated lexical items. The study also discusses the pedagogical and linguistic implications of collocational analysis for vocabulary teaching and second language learning.
Copyright (c) 2026 Gulzora Sattorovna Sobirova https://creativecommons.org/licenses/by/4.0
A Study of Phrasal Verb Usage Versus One-Word Equivalents
This study investigates the functional, semantic, and pragmatic differences between English phrasal verbs and their one-word equivalents. While both forms often convey similar denotative meanings (e.g., continue vs. carry on, investigate vs. look into), their distribution across registers, stylistic value, cognitive processing, and communicative impact differ significantly. Drawing on insights from corpus linguistics, pragmatics, and second language acquisition, the paper examines how phrasal verbs function in spoken and written discourse, how they contribute to informality and idiomaticity, and why learners often avoid them in favor of Latinate verbs. The study argues that phrasal verbs are not merely lexical alternatives but pragmatically marked choices that shape tone, interpersonal distance, and discourse dynamics.This study contributes to the ongoing discussion of lexical variation by emphasizing the pragmatic and stylistic implications of choosing phrasal verbs over their one-word equivalents in different registers.
Copyright (c) 2026 Dilnur Fazliddin qizi Xushvaqtova, Nigora Abduganievna Sultonova https://creativecommons.org/licenses/by/4.0
Developing students’ communicative competence through digital tools in English teaching
This article analyzes the role of digital tools in the development of students’ communicative competence in teaching English. In the context of the digital transformation of education, modern online platforms and interactive technologies have become important pedagogical tools for organizing effective educational processes. The research is based on the theory of communicative language teaching and modern approaches to language learning based on technology. The results show that digital tools increase the activity, motivation, and communicative activity of students in the process of learning English.
Copyright (c) 2026 Sunnatillo Mekhriqulovich Bazarov https://creativecommons.org/licenses/by/4.0
The Role of Group Discussions in Fostering Speaking Skills and Enhancing Students’ Emotional Development
Speaking skill is very important for communication, especially for students learning English as a foreign language. However, many students have difficulties when they try to speak. They often have a limited vocabulary, feel shy, and are afraid of making mistakes. Because of this, they do not participate actively in class. This article focuses on how group discussions can help solve this problem. It explains that working in small groups gives students more chances to speak and share their ideas. In this type of activity, students feel more relaxed and less afraid of making mistakes. As a result, they become more confident and more willing to communicate. The article also shows that group discussions help students improve different parts of speaking, such as fluency, vocabulary, pronunciation, and confidence. Students learn not only from the teacher but also from each other through interaction. Based on previous research and classroom observations, it is clear that discussion-based activities make lessons more active and interesting. They also create a positive learning environment where students feel supported. Overall, the article explains why group discussions are effective and how teachers can use them to improve students’ speaking skills.
Copyright (c) 2026 Dilyora Shuxratjon qizi Rustamova, Dildora Fayzullla qizi Gaybullayeva https://creativecommons.org/licenses/by/4.0