American Journal Of Philological Sciences
26
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue08 2025
PAGE NO.
26-28
10.37547/ajps/Volume05Issue08-06
Word Families in The Uzbek Language: Lexical-Semantic
Features and Significance in Teaching
Dilfuza Sobirovna Asqarova
Uzbek Language Teacher, School No. 29, Fergana City, Uzbekistan
Received:
14 June 2025;
Accepted:
10 July 2025;
Published:
12 August 2025
Abstract:
This study explores the phenomenon of word families in the Uzbek language, focusing on their structural
and lexical-semantic characteristics, formation mechanisms, and interrelations with other lexical phenomena such
as synonymy, antonymy, and polysemy. The research combines theoretical analysis with classroom-based
observation to assess the pedagogical potential of teaching word families in native language classes. Findings
reveal that word families not only enrich the Uzbek lexicon but also serve as an effective educational tool for
enhancing vocabulary retention, comprehension, and creative language use. Practical recommendations are
provided for integrating word family instruction into the curriculum at primary and secondary levels to promote
linguistic competence and cultural awareness.
Keywords
:
Uzbek language, word families, root-based word formation, lexical-semantic relations, language
teaching, vocabulary development, morphology, pedagogy.
Introduction:
The lexical richness and systematicity of
a language are among the main objects of linguistic
research. A language’s vocabulary develops and
expands through various word-formation processes,
one of which is the formation of word families. In the
Uzbek language, a significant portion of the vocabulary
consists of word families
—
sets of words sharing a
common root and formed through the addition of
derivational affixes or through other morphological
processes. Studying these units provides valuable
insights into the internal system of the language, the
mechanisms of semantic expansion, and the
interrelationship between form and meaning
(Sirojiddinov, 2019).
In addition, the study of word families is important in
educational contexts. Understanding word-formation
processes and recognizing related words can help
learners expand their vocabulary, enhance reading
comprehension, and improve overall language
proficiency (Abduazizova, 2021). In native language
teaching, word families can serve as an effective
pedagogical tool, enabling teachers to introduce
vocabulary thematically and systematically. Thus, this
study aims to analyze the structural and semantic
features of Uzbek word families, examine their relation
to
other
lexical
phenomena,
and
provide
recommendations for their effective integration into
the teaching process.
METHODS
To achieve the aims of the study, a combination of
theoretical, analytical, and practical methods was
applied, supported by concrete examples and
classroom-based observations:
1. Theoretical analysis
–
Key linguistic literature on
Uzbek word formation was reviewed to identify how
scholars define and classify word families.
2. Descriptive method
–
Representative examples from
the Uzbek language were collected to show typical
structures and semantic links within word families.
3. Comparative method
–
The features of word families
were compared to related lexical phenomena such as
synonymy, antonymy, and polysemy.
4. Pedagogical observation
–
Classrooms were
observed to assess how students interact with word
family activities.
5. Practical experimentation
–
Small-scale teaching
sessions were held to test the effectiveness of specific
American Journal Of Philological Sciences
27
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American Journal Of Philological Sciences (ISSN
–
2771-2273)
teaching techniques for word families.
This methodological framework allowed for both a
theoretical understanding of word families and a
realistic view of their pedagogical value in Uzbek
language education.
RESULTS
The findings indicate that Uzbek word families form
interconnected semantic networks centered around a
single root. This root serves as the foundation from
which multiple derivatives are created, encompassing
various grammatical categories and nuanced meanings.
For example, the root “yozmoq” (“to write”) produces
related forms such as yozuvchi (“writer”), yozuv
(“writing”), yozma (“written”), and yozilgan (“written
form”), each extending the meaning of the root into
different contexts.
Similarly, the root “o‘qimoq” (“to read”) expands into
o‘quvchi (“learner/reader”), o‘qituvchi (“teacher”),
o‘qish (“reading/study”), and o‘qilgan (“read”),
reflecting roles, actions, and outcomes. The root
“ko‘rmoq” (“to see”) yields ko‘ruvchi (“viewer”), ko‘rish
(“seeing”), ko‘rinish (“appearance”), and ko‘rgazma
(“exhibition”), illustrating how perception
-related
concepts branch into multiple domains. Another
example is “yurmoq” (“to walk”), producing yuruvchi
(“walker”), yurish (“walking”).
Addi
tional examples include “olmoq” (“to take”) →
oluvchi, olingan, oluvchilik; “so‘z” (“word”) →
so‘zlovchi, so‘zlashuv, so‘zla; and “yosh” (“age”) →
Yasha, yashovchi, yashash, yashnamoq. These
examples show how Uzbek word families can cross
grammatical categories, move between literal and
figurative meanings, and support nuanced expression.
From
an
educational
perspective,
classroom
observations and practical experiments confirmed that
targeted word family activities
—
such as creating
semantic maps, playing word-formation games,
building morphological trees, and writing short texts
using members of a single family
—
greatly enhance
students’
vocabulary
retention,
reading
comprehension, and creative language use. Learners
became more confident in recognizing patterns and
making connections between related words, which
facilitated deeper understanding of texts and more
effective communication.
Table 1. Examples of word families in the Uzbek language
Root Word
Derived Words
Meaning Range
yozmoq (write)
yozuvchi, yozuv, yozma,
yozilgan
Writing, writer, written
form
o‘qimoq (read)
o‘quvchi, o‘qituvchi,
o‘qish, o‘qilgan
Reading, learner, teaching
ko‘rmoq (see)
ko‘ruvchi, ko‘rish,
ko‘rinish, ko‘rgazma
Viewing, seeing,
appearance
yurmoq (walk)
yuruvchi, yurish
Walking, journey
DISCUSSION
The discussion of these findings highlights several
important
implications.
Firstly,
word
families
demonstrate the dynamic and generative nature of the
Uzbek language. By studying these structures, linguists
and educators gain deeper insights into the
morphological flexibility and semantic adaptability of
the language. Secondly, the evidence from classroom
practice suggests that integrating word family
instruction into the curriculum fosters not only lexical
growth but also cognitive skills such as pattern
recognition,
analytical
thinking,
and
creative
expression.
Furthermore, word families offer a bridge between
passive vocabulary knowledge and active language use.
When learners recognize and can manipulate a root to
generate related words, they are more likely to employ
those forms in speaking and writing. This active
engagement strengthens retention and promotes more
nuanced communication. The link between word
families and other lexical phenomena
—
such as
synonymy,
antonymy,
and
polysemy
—
further
broadens the learner’s semantic network, enabling
more flexible and context-appropriate language
American Journal Of Philological Sciences
28
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
choices.
From a methodological standpoint, techniques such as
cluster
diagrams,
semantic
mapping,
and
contextualized writing tasks have proven effective in
making word family learning both engaging and
meaningful. These strategies align with modern
pedagogical
principles
that
prioritize
learner
autonomy, interactivity, and real-life application.
Moreover, the incorporation of culturally relevant
examples from Uzbek literature and media can
enhance motivation and deepen the learner’s
connection to the language.
In sum, the discussion affirms that word families are
not merely a linguistic curiosity but a powerful
pedagogical tool, capable of enriching vocabulary,
improving comprehension, and fostering creative
language use across all levels of proficiency.
CONCLUSION
The study concludes that word families are a
cornerstone of the Uzbek language’s morphological
and semantic system. Their ability to generate a wide
array of related terms from a single root reflects the
flexibility, creativity, and cultural depth of the
language. The findings underscore the importance of
teaching word families as part of a structured and
engaging curriculum that goes beyond rote
memorization, emphasizing meaningful context and
practical application.
Pedagogically, incorporating word families into
language instruction not only enhances vocabulary
breadth and comprehension skills but also strengthens
higher-order thinking abilities such as categorization,
analogy-making, and creative problem-solving. This
approach equips learners with the capacity to decode
unfamiliar words, make educated guesses about their
meanings, and use them in appropriate contexts,
fostering greater linguistic independence.
From a broader perspective, fostering awareness of
word families contributes to preserving and promoting
the Uzbek language in an era of globalization, ensuring
that learners can connect linguistic structures with
cultural identity. This dual linguistic and cultural
competence enables students to function more
effectively in both academic and real-world
communication, making word family instruction a
valuable and sustainable component of language
education.
REFERENCES
Abduazizova,
D.
(2021).
Tilshunoslik
asoslari
[Fundamentals of Linguistics]. Tashkent: Uzbekistan
National University Press.
Jo‘rayev, H. (2020). O‘zbek tili leksik
-semantik tizimi
[Lexical-Semantic System of the Uzbek Language].
Samarkand: SamDU Press.
Sirojiddinov, S. (2019). O‘zbek tilining leksikologiyasi
[Lexicology of the Uzbek Language]. Tashkent: Fan
Publishing.
