Volume 03 Issue 02-2023
74
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
English language learners can learn about many cultures and ideas through literature. In social life, literature,
language, and culture are intertwined and mutually dependent. Because some words in a foreign language correspond
to unique meanings in a particular civilization, members of other cultures may not understand them until the cultural
background is provided, literary works play a crucial role in language education. As a result, the article addresses how
crucial it is to teach culture in English language classrooms through literature in order to understand the societal
values, religious beliefs, and cultural components of other societies.
KEYWORDS
Literature, language, culture, linguoculturology, linguistics, literary texts, influence.
INTRODUCTION
Literature is thought to reflect culture and society by
imaginatively and creatively expressing people's
thoughts and aspirations when they are placed inside
specific temporal and spatial contexts. It is frequently
seen as a reliable source of cultural representation
because it both represents and stimulates social
developments. Yet literary works shouldn't be viewed
as documents that accurately and objectively depict a
Research Article
THE REFLECTION OF LINGUISTIC ASPECTS OF CULTURE IN A LITERARY
TEXT
Submission Date:
February 18, 2023,
Accepted Date:
February 23, 2023,
Published Date:
February 28, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue02-13
Matmuratov Nurabulla Seydullaevich
2nd course Master's degree student of Karakalpak State University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 02-2023
75
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
society [3, 204]. The world envisioned in literary works
is made up, but it offers a rich and vivid backdrop for
literary heroes whose upbringing, attitudes, beliefs,
values, routines, and daily lives disclose to the reader
the norms and standards of the real world [3,204].
Effective communication is accepted to be difficult
without having a "deep and comprehensive
background understanding of native speakers' culture,
which entails way of life, mindset, vision of the world,
the national character, customs, beliefs, systems of
values, and kinds of social behavior" [4, 67-70].
The core tenets of language and culture are:
(a) that language and culture are closely related;
(b) that text is a method of studying culture and the
primary repository of cultural knowledge and
information [2, 125-130].
The following characteristics of text and culture are
shared:
•
Text and culture are both intended to be
interpreted;
•
they both contain objective and subjective,
rational and emotive qualities.
The evidence presented here demonstrates the
connections
between
text
linguistics
and
linguocultureology.
As
is
well
known,
the
anthropocentric paradigm's complex scientific field of
linguoculturology investigates the relationships
between culture and language.
In the intersection of linguistics, cultural studies,
ethnolinguistics, and sociolinguistics lies a field called
linguoculturology, which is quickly growing. It does,
however, have a crucial role to play in the study of
language and culture. Linguoculturology examines the
"deep level" of semantics and connects the notions of
universal and local cultures with linguistic meanings.
Studying the linguistic mechanisms through which
language embodies, stores, and transmits culture is the
goal of linguoculturology [2, 125-130].
We wholeheartedly concur with the notion that
writings are influenced by a wide range of cultural rules
and are thus closely tied to culture. They gather,
preserve, and transmit knowledge about history,
ethnography, national psychology, and other topics
from generation to generation. In light of this, text
analysis aims to reveal cultural information, investigate
the unique characteristics of national mindset, and
define culturally significant linguistic devices utilized in
the text.
In fictional writings, the connections between
language and culture are most obvious. It can be
explained by the fact that a fictitious writing is by
definition a form of culture. It is a fictitious text that
conveys societal, artistic, emotional, and evaluative
information first and foremost. Because different texts
Volume 03 Issue 02-2023
76
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
have varying degrees of the culturally relevant
information, it should be recognized that the cultural
information in the text is gradual in nature. The texts
that reflect the intellectual and spiritual areas of
human life are the most fascinating. Particular
emphasis should be paid to texts that are national in
scope and that interweave objective features of reality
with national perspectives and individual evaluations.
This is best illustrated by the following excerpt from
Galsworthy's "To Let":
On the day of the cancelled meeting at the National
Gallery, began the second anniversary’ of the
resurrection of England's pride and glory’—
or, more
shortly, the top hat. "Lord's"
—
that festival which the
war had driven from the field
—
raised its light and dark
blue flags for the second time, displaying almost every
feature of a glorious past. Here, in the luncheon
interval, were all species of female and one species of
male hat, protecting the multiple types of face
associated with "the classes" The observing Forsyte
might discern in the free or unconsidered seats a
certain number of the squash-hatted, but they hardly
ventured on the grass; the old school
—
or schools
—
could still rejoice that the proletariat was not yet
paying the necessary’ half
-crown. Here was still a close
borough, the only one left on a large scale
—
for the
papers were about to estimate the attendance at ten
thousand. And the ten thousand, all animated by one
hope, were asking each other one question: "Where
are you lunching?” Something wonderfully uplifting
and reassuring in that quety and the sight of so many
people like themselves voicing it! What reserve power
in the British realm
—
enough pigeons, lobsters, lamb,
salmon mayonnaise, strawberries, and bottles of
champagne, to feed the lot! No miracle in prospect
—
no case of seven loaves and a few fishes
—
faith rested
on surer foundations. Six thousand top hats, four
thousand parasols would be doffed and furled, ten
thousand mouths all speaking the same English would
be filled. There was life in the old dog yet! Tradition!
And again Tradition! How strong and how elastic! Wars
might rage, taxation prey, Trades Unions take toll, and
Europe perish of starvation; but the ten thousand
would be fed; and, within their ring fence, stroll upon
green turf wear their top hats, and meet
—
themselves.
The heart was sound, the pulse still regular. E-ton! E-
ton! Har-r-o-o-o-w!
The condition described in the text is that of the
national perception of English reality at the turn of the
nineteenth and twentieth century. The event being
described is a trip to a well-known stadium in London
where a prominent national sport, cricket, will be
played. The event's extensive depiction reveals the
bourgeois society's way of life, which stubbornly clings
to its established ways of living in the face of
impending disaster. The observance of customs is one
of the pillars of their way of life (Tradition! In this
instance, it is a yearly appearance at the customary
Volume 03 Issue 02-2023
77
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
I
SSUE
02
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
cricket match. So, it is not by accident that every
element of this descriptive framework takes on a
symbolic value. The name and description make it
clear.
Because writings represent a person's inner spiritual
world and provide cultural knowledge about the world
and core cultural values, it is necessary to examine
texts within the context of culture.
From this vantage point, the tasks listed below are
suggested by text analysis:
•
defining a system of linguocultural units that
make up the text's linguocultural field;
•
considering the text as the author's unique
view of the world, which encompasses a wide
range of conceptual meanings for all things
human,
national-specific,
and
individual/personal characteristics;
•
investigating cultural concepts as the text's
dominant themes and content-themes.
CONCLUSION
Taking all into account it can be concluded that literary
texts are reflected by the linguistic aspect of culture.
Language growth and progress are influenced by
literature. Literature is utilized in English language
instruction to extend students' perspectives by
introducing them to the canons of the literary canon,
to enhance students' general cultural awareness, to
pique students' literary and creative imaginations, and
to foster students' appreciation of literature. Literary
texts can help students practice their four language
skills
—
listening, speaking, reading, and writing
—
and
provide a rich stream of linguistic input.
REFERENCES
1.
Chan, P. K. W. 1999. Literature, language
awareness and EFL. Language Awareness 8 (1),
38
–
50.
2.
Maslova B.A. Linguocultorology.
—
M.: Academy,
2007.
3.
Schewe, M. 1998. Culture through literature
through drama. Language learning in intercultural
perspective. M. Byram & M. Fleming (eds.).
Cambridge: Cambridge University Press. 204221.
4.
Ter-Minasova S. Language, Culture and Teaching
Methods//Language, Culture and Communication.
—
Moscow. 1995
5.
Tomalin, B. & S. Stempleski. 1993. Cultural
awareness. Oxford: Oxford University Press.
