American Journal Of Philological Sciences
316
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue06 2025
PAGE NO.
316-318
10.37547/ajps/Volume05Issue06-81
Structural Components Of Phraseological Competence
And Its Formation Stages
Aziza Nurullayevna Khasanova
Independent researcher, Urgench State University, Uzbekistan
Received:
13 April 2025;
Accepted:
17 May 2025;
Published:
27 June 2025
Abstract:
This article explores the structural components of phraseological competence in students and modern
approaches used in its development. It pays particular attention to the methods that help learners identify and
understand phraseological units effectively.
Keywords:
Phraseology, phraseological unit, phraseological competence, vocabulary.
Introduction:
Phraseological competence refers to a
learner’s ability to comprehend, interpret, and
appropriately apply phraseological units
—
such as
idioms, proverbs, and fixed expressions
—
in both
spoken and written language. Unlike general
vocabulary knowledge, phraseological competence
encompasses the figurative, syntactic, pragmatic, and
stylistic dimensions of language, offering insight into its
expressive potential and cultural richness.
In today’s globalized and multilingual educational
contexts, phraseological competence has gained
renewed importance. Mastery of idiomatic expressions
is often considered a hallmark of advanced language
proficiency, as it allows learners to move beyond literal
communication
and
engage
with
nuanced,
metaphorical meanings that are often culturally
specific. This competence not only enriches one’s
vocabulary but also enhances the ability to
communicate with greater emotional depth, stylistic
variation, and contextual appropriateness.
Phraseological expressions are deeply embedded in the
linguistic identity and cultural heritage of a language
community. They reflect the worldview, historical
experiences, social values, and traditions of a nation.
For instance, Uzbek idioms like “aravani quruq olib
qochmoq” or “ilonning yog‘ini yalagan” encapsulate
culturally shaped concepts that often lack direct
equivalents
in
other
languages.
Therefore,
phraseological competence plays a vital role in
intercultural communication and linguistic awareness.
•
Developing this competence involves several
interrelated components:
•
Knowledge and recognition of phraseological
units;
•
Understanding their figurative and contextual
meanings;
•
Awareness of syntactic and stylistic features;
•
Knowledge of usage domains and cultural
connotations;
•
Ability to use these expressions appropriately
in discourse.
Despite its significance, phraseological competence is
often underemphasized in language instruction. Many
language learners
—
even advanced ones
—
struggle to
grasp idiomatic expressions due to their figurative
nature and lack of direct translatability. This calls for
the development and implementation of effective
teaching strategies that can help learners acquire,
internalize, and use phraseological units fluently and
meaningfully.
This article aims to explore the structural components
of phraseological competence and examine effective
pedagogical methods for its development. Special
attention is given to techniques that aid in the
recognition, contextualization, and application of
phraseological units, particularly in the context of
Uzbek language education. Through a combination of
theoretical insight and practical approaches, this study
contributes to the broader goal of enhancing learners’
American Journal Of Philological Sciences
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
communicative competence and fostering a deeper
connection with their linguistic and cultural heritage.
METHODOLOGY
Phraseological units are stable and figurative
expressions in a language that carry meanings that
cannot be inferred directly from their individual
components.
For example: “To boast excessively about something
that is not yet achieved” –
expressed in Uzbek as
“Aravani quruq olib qochmoq”.
Recognizing, understanding, and correctly using such
units is essential for phraseological competence. The
following are effective methods to teach phraseological
units and enhance students' vocabulary:
1.
Teaching in Context
Presenting phraseological units within context aids
comprehension. For instance: “Foyda keltirmoq” –
meaning "to bring benefit or profit."
Example: Our kind director Otajon Azizovich and our
algebra teacher Qobilov believed that one could
become an agronomist without studying, and bring
countless benefits to friends… yet I ruined everything
just as luck smiled on me.
2.
Interactive Activities
Engage students in using phraseological units in
practical situations or through games.
Example: “To‘nini teskari kiymoq” –
“to act stubbornly
or with hostility.”
“Ilonning yog‘ini yalagan” –
“a cunning person.”
3.
Analysis of Proverbs and Sayings
Teach phraseology through the exploration of proverbs
and idiomatic expressions. This not only builds
knowledge but also increases learners' interest in the
topic.
4.
Translation of Phraseological Units
Translating phraseological expressions from one
language to another helps learners (especially second
language learners) recognize the uniqueness of
idiomatic language use.
5.
Use of Visuals and Multimedia
Teaching phraseological units using videos, images, and
diagrams can be highly effective. Visual aids enhance
comprehension and retention of idiomatic expressions.
6.
Role-Play and Drama Techniques
Through role-play, students apply phraseological units
in context, making their usage more natural and
memorable.
These methods not only facilitate the learning of
phraseological units but also help students apply them
accurately
and
appropriately
in
real-life
communication.
DISCUSSION AND RESULTS
Phraseological meanings are often symbolic and differ
from the literal meanings of their parts. Understanding
these meanings requires interpreting them in context.
Phraseological units perform various grammatical
functions: some act as nouns, others as verbs, and
some as different grammatical categories.
Example: “Fotiha olmoq” –
to receive permission to
independently begin something. The apprentice,
unable to remain patient, kept pestering his master
until he received his blessing to proceed.
Knowing the syntactic features of phraseological units
involves placing them correctly in speech, while
understanding their domains of usage involves
knowing where and when to apply them stylistically.
Stylistic awareness is also key. Some phraseological
units are formal, others informal, and some neutral.
Example: “To‘nini teskari kiyib olmoq” –
to react with
defiance or opposition. When criticized by Bekniyoz at
a gathering, Boqijon aka instantly took offense and
acted in opposition.
As illustrated above, the phraseological layer of
language is a vital component of national culture.
Teaching phraseology in mother tongue classes not
only develops language skills but also fosters an
appreciation of cultural and linguistic identity.
Understanding cultural concepts embedded in
phraseology aids in language acquisition, as idiomatic
units often reflect the worldview of a specific ethnic
group.
Mastering the appropriate use of phraseological units
involves understanding their meanings, syntactic roles,
usage contexts, and stylistic properties, and applying
them appropriately in communication. Phraseological
competence plays a key role in enhancing expressive
language skills and deepening linguistic understanding.
CONCLUSION
Developing phraseological competence requires that
learners possess sociocultural knowledge within the
context of their native language. For effective
instruction, it is crucial to integrate linguistic and
cultural explanations of idioms into learners’ cognitive
frameworks. Phraseological expressions in all
languages are closely tied to the metaphorical thinking
of a people, reflecting their history and sustaining the
cultural traditions and values of a society.
The formation of phraseological competence is a multi-
layered and culturally nuanced process that demands a
combination of linguistic knowledge, cognitive ability,
American Journal Of Philological Sciences
318
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
and sociocultural awareness. As demonstrated
throughout this article, phraseological units
—
being
deeply embedded in the linguistic and cultural fabric of
a society
—
serve as powerful tools for enhancing both
expressive
communication
and
linguistic
comprehension.
Developing phraseological competence is not limited to
memorizing idioms or proverbs; rather, it requires
learners to internalize their semantic depth, syntactic
functions,
pragmatic
contexts,
and
stylistic
connotations. This process is especially effective when
phraseological
instruction
is
contextualized,
interactive, and enriched through authentic materials
such as literature, audiovisual media, and real-life
dialogues.
Moreover, teaching phraseological units contributes
not only to students’ linguistic development but also to
their broader cognitive and intercultural competences.
Understanding idiomatic expressions allows learners to
grasp metaphorical thinking patterns and historical
narratives specific to their own culture, fostering a
stronger sense of national identity and linguistic pride.
It is also worth noting that phraseological competence
enhances students’ critical thinking and interpretative
skills, as idioms often require analysis beyond literal
meaning. Integrating phraseology into language
curricula
—
through role-plays, visual aids, comparative
translations,
and
cultural
discussions
—
enriches
classroom
dynamics
and
encourages
deeper
engagement with language.
CONCLUSION
In conclusion, phraseological competence should be
recognized
as
an
essential
component
of
communicative language proficiency. Its systematic
development must be prioritized in language teaching,
with emphasis placed on the cultural, grammatical, and
contextual layers of idiomatic expressions. In doing so,
educators empower learners to navigate the subtleties
of language with greater nuance, fluency, and cultural
sensitivity.
REFERENCES
Presidential Decree of the Republic of Uzbekistan No.
PF-5712 dated
April 29, 2019, “On the Approval of the
Concept for the Development of the Public Education
System of the Republic of Uzbekistan Until 2030.”
https://lex.uz/ru/docs/-4312785
Presidential Decree of the Republic of Uzbekistan No.
PQ-4537 dated November 2
6, 2019, “On Measures to
Establish Modern Schools.” https://lex.uz/docs/
-
4613683
Dobrydneva, E.A. Communicative-Pragmatic Paradigm
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