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ABSTRACT
Linguistic and neurolinguistic direction is one the important and integral parts of the field of linguistics. Different
language representatives in the field have their views, opinions and evidence. In this article, the main problems of the
study of phonetic tools from the lingucultural and neurolinguistic points of view were considered.
KEYWORDS
Linguculturology, neurolinguistics, language units, psycholinguistics, linguocultural units, anthropocentric paradigm.
INTRODUCTION
Linguistics, which is considered one of the leading
directions of anthropocentric linguistics, is a field that
emerged from the cooperation of the fields of
linguistics,
cultural
studies,
ethnography,
psycholinguistics, and studies the interaction and
influence of language with culture, ethnos, and
national mentality based on the principles of the
anthropocentric paradigm [1]. According to the
Research Article
PROBLEMS OF LINGUOCULTUROLOGICAL AND NEUROLINGUISTIC
STUDY OF PHONETIC MEANS
Submission Date:
February 18, 2023,
Accepted Date:
February 23, 2023,
Published Date:
February 28, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue02-09
Mohira Parpiyeva
Assistant, Department Of Uzbek Language And Language Teaching, Fergana Polytechnic Institute, Fergana,
Uzbekistan
Muqaddam Jurayeva
Assistant, Department Of Uzbek Language And Language Teaching, Fergana Polytechnic Institute, Fergana,
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.
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researchers, this field was formed in the last quarter of
the 20th century, and the term "linguculturalology"
appeared in connection with the research conducted
by the Moscow Phraseological School under the
leadership of VNTelia [2]. When talking about the
emergence of linguistic culture, almost all researchers
claim that the roots of this theory go back to W. von
Humboldt [3]. AA Potebnya, L. Weisgerber, H. Glins, H.
Halls, UD in the formation of this field in linguistics
VAMaslova, who created serious research in the field
of linguistic culture, divides the development of this
field into 3 stages:
1) the creation of preliminary research that motivated
the formation of the science (the works of linguists
such as W. von Humboldt, E. Benvenist, L. Weisgerber,
AAPotebnya, E. Sepir);
2) separation of linguistic and cultural studies as a
separate field;
3) the stage of development of linguistic and cultural
studies [5].
METHODOLOGY
The main goal of lingua-cultural studies is to study the
reflection of culture, people's thinking, and the unique
aspects of their perception of the world in language
[5]. The object of this field is language and culture, and
the subject is language units that express cultural
semantics. Therefore, language units carrying cultural
information are studied in lingua-cultural studies [5].
Such language units are united under the terms
linguistic and cultural units. Symbol, mythologize,
standard, metaphor, paremiological units, gaps,
stereotypes, precedent units, and speech labels are the
main linguistic and cultural units. The linguistic
landscape of the world, conceptosphere, which is a set
of basic concepts of culture, description of linguistic
consciousness and linguistic units reflecting the
national-cultural mentality of the language owners,
defining the cultural archetypes that correspond to the
ancient imaginations of mankind, the national socio-
cultural
stereotypes
characteristic
of
speech
communication are the main tasks of linguocultural
science. The problem of the interaction of language
and culture is studied in such fields as ethnolinguistics,
ethnopsycholinguistics, cognitive linguistics, linguo-
national studies, linguo-conceptual studies, and linguo-
personology. Therefore, these fields are considered
close to linguistic and cultural studies [5]. it is also
studied in fields such as linguopersonology. Therefore,
these fields are considered close to linguistic and
cultural studies [5]. it is also studied in fields such as
linguopersonology. Therefore, these fields are
considered close to linguistic and cultural studies [5].
For
example,
VNTelia
writes
about
this:
"Linguculturalology is a science that studies the
human, or rather, the cultural factor in a person. This
means that the centre of lingua-cultural studies is a
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complex of achievements characteristic of the
anthropological paradigm of a person as a cultural
phenomenon"
[5].
According
to
GGSlishkin,
"Linguoculturology is focused on the human factor,
more precisely, on the cultural factor in a person. The
fact that the Center of Linguistic Culture consists of the
phenomenon of culture indicates that the science of
man
is
a
phenomenon
belonging
to
the
anthropological paradigm" [2]. Although there is a
consensus regarding the views on the object of study
of linguistic and cultural studies, there are still some
controversial views. For example, according to
VNTelia, linguoculturology studies only the synchronic
relationship between language and culture. AND
Maslova believes that this field studies language both
synchronically and diachronically. Also, while VNTelia
emphasizes that the object of linguistic culture has a
universal character, VAMaslova states that the
linguistic-cultural features of the language of a
particular nation or sister nation should be studied
separately [6].
At present, linguoculturalism is one of the most
developed directions in the world, especially in Russian
linguistics, and several educational manuals have been
created in this regard. According to linguists, the most
famous among them is the study guide created by
VAMaslova [7]. In this study guide, the methods, object
and subject, and directions of the field of lingua-
cultural studies are explained, and examples of lingua-
cultural analysis of a specific language unit are shown
[5].
In linguistic and cultural studies, it can be seen that the
following issues are mainly studied:
1) linguistic and cultural characteristics of a specific
speech genre. Myths, the language of genres
characteristic of folklore are often analyzed in this;
2) study of the expression of the linguistic and cultural
concept in a work written in a certain style. In this,
mainly, the language of art and prose works is
analyzed;
3) works in the comparative aspect. Mainly, the
linguistic and cultural units of the Russian language are
compared with the English, German, and French
languages;
4) aspects of linguocultural science related to the
science of pedagogy. The main goal is to create
students' ability to identify and analyze linguistic and
cultural units.
Studies in the lingua-cultural approach began to
appear in Uzbek linguistics in recent decades. For
example, ZISolieva's candidate's work is devoted to
the study of the national-cultural features of sentences
in the Uzbek and French languages, that is, moral-
educational texts [8].
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Professor N. Mahmudov's article entitled "Looking for
the
ways
of
perfect
language
study..."
linguoculturalology,
the
essence
of
the
anthropocentric paradigm in general, and the
problems in this regard were thoroughly and
reasonably explained. This article can be considered
the first work in Uzbek linguistics in which serious
comments about linguoculturalism are presented [9-
11].
In the article, the factors that served for the formation
of the lingua-cultural theory, the main concepts in it,
and the differences in their interpretation are stated. In
particular, N. Mahmudov writes the following about
language and culture, which are the most basic
concepts of this field: "Although language and culture
often come to mind associatively, the problem called
"speech culture", but the exact nature of culture in
these two places does not show at all. By language and
culture, usually (and it is true) it is meant to explain this
or that culture through language or, on the contrary,
to explain this or that language through the study of
culture, to be more precise, the meaning of culture in
linguoculturology " not the level, level (speech culture)
achieved in mental-spiritual or economic activity,
rather, it means "a set of achievements of human
society in production, social and spiritual-educational
life (cultural history, Uzbek culture)". Therefore, the
learning problems of speech culture are different, and
the object of study of linguistic culture is completely
different" [9].
As for the aspect of linguistic culture directly related to
the text, it should be said that the text is one of the
research objects of this field along with other language
units. VA Maslova, the author of the book
"Lingvokulturology", writes in this regard: "The text is
a real intersection of linguistics and culture. After all,
the text is a linguistic phenomenon and its highest
level, and at the same time, it is also a form of
implementation
of
cultural
existence.
Lingvokulturology studies language as an embodiment
of cultural values" [4]. VAMaslova's opinion about
similes - texts, in particular, is noteworthy. The scientist
again dwells on the place of similes in the analysis of
the text and says that they perform a structural-
compositional function in the text and have the status
of a tool that ensures the coherence of the text [4]. As
a result of the observations, it can be said that similes
and metaphors, which are their shortened form,
acquire important cognitive-semantic importance in
the text, and can also be a phenomenon that shows
aspects specific to the national-cultural thinking of the
speakers of the language. Texts built based on similes
and metaphors also provide an opportunity to identify
textual forms (they can also be evaluated as precedent
forms of the text) in a specific language.
Another text-related phenomenon in linguistics is the
issue of precedent text. In the words of researcher
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OEArtemova, precedent genres are "accumulators" of
cultural information [10].
Precedent texts are a type of precedent unit that
reflect the linguistic memory characteristic of native
speakers.
Another text-related issue in Linguistics is sentences. A
sentence is a language unit of a moral-educational
character, which shows intertextuality [10].
While studying the national-cultural features of English
and Uzbek sentences in a comparative aspect,
ZISalieva evaluates the expression of the didactic ideas
expressed in the works of thinkers who played a major
role in the history of a certain nation in a changed form
by the writer as a form of intertextuality. As an
example of this, the researcher cites didactic texts
spoken by Navoi in Oibek's novel "Navoi" [8]. This
feature can be seen in other works created in the
Uzbek language.
It is known that the concept of the linguistic landscape
of the world, which was brought to linguistics by L.
Weisgerber, occupies a special place in linguistic
culture. The linguistic landscape of the world is a
structure of perception of reality imprinted in language
and specific to a particular linguistic community, a
universal and at the same time nationally specific way
of perceiving and conceptualizing the world [20]. Each
natural language is a unique linguistic landscape of the
universe.
In our opinion, the study of text similes, text
metaphors and texts containing precedent units,
standards, and speech labels is the most important
source for creating a scientific interpretation of the
linguistic landscape of a particular ethnic group.
Precedent units are one of the main objects of study of
lingua-cultural studies, which is one of the leading
directions of language system research. In the studies
devoted to these units, it is noted that the term
precedent was used for the first time in linguistics in an
article published in Russian by Y.N. Karaulov.
In Russian linguistics, personal names, stable phrases,
sentences and texts, which are well known to certain
speakers and stored in their linguistic memory, are
repeatedly referred to in speech activity and are
recorded as precedent units.
In later linguistics, onomastic units are approached
from different aspects. One of them is the onomastic
code theory in lingua-cultural studies. According to this
point of view, names, in particular, names in works of
art are a unit of language as well as an ethnocultural
information-carrying element of culture, which is
considered a secondary semiotic system [12].
According to OVSukhareva, who advanced this point of
view, names should be studied in an integrative
approach, that is, in both cultural and conceptual
aspects [13]. The scientist also offers to study names
from the perspective of ethnoconnotativeness and
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writes: "Artistic names with the characteristics of
ethnoconnotativeness show the linguistic landscape of
the world specific to the representatives of a certain
linguistic and cultural community, and a deep
understanding of the way of thinking of the owners of
this language, their experiential,
In recent times, a new branch of science called
neurolinguistics has emerged between psychology,
neurology and linguistics.
This science examines the question of whether speech
activity is a product of the brain, and the impact of
brain disease on speech activity. Simply put, one of the
objects of study of neurolinguistics is aphasia, and the
other is neurolinguistic programming (NLP).
The issue of damage to the speech zone of the brain
and, as a result, speech disorders, was mentioned in
the works of our great-grandfathers, Ibn Sina and
Beruni, and although they paid attention to the
treatment of this disease, it could not be formed as a
separate branch of science.
studied in depth.
The problem of the effect of brain damage on speech
has been consistently studied since the second half of
the 19th century.
Neuropsychology and related neurolinguistics were
formed as a special science only recently - in the
seventies of the last century. The service of such
scientists as A.A. Leontev, A.R. Luria, E.S. Bain, R.M.
Boskis, E.N. Venarskaya, O.S. Vinogradova, N.A. Eisler is
great for the creation of this science [15-18].
The first comprehensive book on neurolinguistics was
written by A.R. Luria.
The speech information process, that is, the process of
people giving information to each other and receiving
information from each other with the help of mutual
speech is considered the object of study of several
sciences. In particular, this process is defined by the
sciences of linguistics and psychology. Linguistics
separates the language, which is the main means of
communication between people, and the speech that
occurs in the process of direct communication and
interaction, internal structure, structural units, the
various occurrences of these structural units in the
speech process, "internal structure" studied several
issues such as the main stages of the transition from
"external structure" to "external structure" and the
mutual relations of the above two structures [17-20].
Man reflects existence in his mind. Reflection is carried
out with the help of sense organs. Sensory organs
transmit certain information about the external world
to the brain. The brain summarizes this information. It
seems that the process of reflecting the objective
world comes to the surface through the central
nervous system, the brain.
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The nervous system generally includes two groups of
nervous systems:
1) central nervous system;
2) border nervous system.
Informative speech about existence and its
understanding is carried out by the direction of the
border nervous system towards the centre. Peripheral
nervous systems provide the central nervous system
with information about certain signs of objects and
events that are objectively present. That is why the
organs related to the borderline nervous system are
called analyzers (analyzers). They are organs of sight,
hearing, and taste. Two types of nerve structures are
distinguished in each analyzer.
1) the structure that conveys information from this
sensory organ to the brain membrane;
2) the structure that guides the objects of existence
(cognitive zone of the brain).
At the third level, the zone of the lingual membrane
with a complex anatomical structure is distinguished.
In this zone, the complex of symbols from different
analyzers of the brain is combined, and as a result, it is
possible to move from sensory perception to language
generalization.
Speech formation and language behaviour is revealed
through the opposite movement: movement from the
centre to the border. The speech program formed in
the zone covered by the brain analyzers is concretized
in the zone of speech practice and comes to the
surface with the help of the projection movement
system with the participation of the speech organs (as
well as the system that produces written speech).
In contrast to the paraxial system of the brain (sensory
or motor), the gnosticpraxic veil and veil analyzer zone
are characterized by functional asymmetry: the
language system and thought expressed through
speech are connected with its hemisphere.
The human brain is a complex functional system that
continuously operates with the participation of at least
three main blocks. One of them ensures the triggering
of the curtain and gives the possibility of a long
implementation of the form of selective activity.
Another provides information acquisition, processing
and storage. The third is responsible for programming,
management and control of activities.
Damage to the above-mentioned blocks has a negative
effect on their normal function. Damage to the
apparatus belonging to the first block limits the ability
to select and select a mental activity. Damage to the
second unit's hardware causes the loss of the ability to
receive, process and store information. Damage to the
third unit limits the possibility of programming, stable
management and control.
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It seems that any damage in the brain has a negative
effect on a certain part of human activity. As a result,
the ability to accept oral and written speech decreases.
In the case of speech agnosia, the patient forgets the
sound "appearance" of the native language (speech-
auditory agnosia) or the appearance of letters in
written speech "speech-vision agnosia", while
maintaining good vision and hearing. At this time, the
patient can speak or write. A patient with auditory-
speech agnosia can read, and a patient with visual-
speech agnosia can explain his or her speech.
When speech apraxia occurs, the opposite situation is
encountered. At this time, the patient's speech and
writing movements are disturbed, he cannot
pronounce and write sounds and words. But the ability
to understand the speech of people around and read
their writings can be preserved.
When the membrane zone of the analyzers is
damaged, the condition of aphasia increases. At this
time,
any
speech
activity:
hearing,
seeing,
pronouncing, and reading also fades. If the source of
damage is moderate, the patient's ability to distinguish
sounds in words is lost. It confuses phonetically close
words. Sometimes in the case of aphasia, he can
mechanically repeat what he hears or reads without
understanding the meaning.
For neurolinguistics, the brain damage of bilingual and
multilingual (polyglots) provides great material. At this
time, the patient can completely forget the second
language or mix elements of several languages while
preserving one language to a certain extent.
Neurolinguistics, by identifying the above conditions,
creates a great opportunity for the effective treatment
of patients. Recent advances in linguistics and
medicine continue to improve neurolinguistics testing
methods. Nowadays, neurolinguistics is blessed with
the ideas and methods of intermediate sciences such
as
psycholinguistics,
neuropsychology,
neurophysiology, psychoacoustics, and cybernetics.
Thus, neurolinguistics is developing as a branch of a
comprehensive study of the nature of the human
definition of the world.
If we translate neurolinguistic programming into our
language, the words nerves are language and
programming. Or, to put it in plain language, it means
programming a person using language and words.
Today, hypnotists and manipulators are using neuro-
linguistic programming to achieve their goals.
Below we will introduce some techniques of
neurolinguistic programming.
This technique can be called the basis of NLD. Because
with its help, you have the opportunity to influence a
person as you wish, and you can control his behaviour.
This technique is also the basis of hypnosis. To control
another person, you must first adapt to him. To adapt,
you need to get into the rhythm of your interlocutor's
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movements. It can be his posture, eye gaze, div
posture, the position of his hands, the position of his
legs, the rhythm of breathing, etc. But the most
important thing is to get into his mood. Adapting to the
rhythm of breathing gives great results.
You observe your interlocutor's breathing and remain
silent when he breathes in, and speak when he
breathes out. As a result, his subconscious will have the
impression that his words are being spoken by him.
Let's say your interlocutor is getting angry and is
puffing up like a deflated balloon. Your goal is to make
him angry. In this case, you will also speed up your
psyche and enter a physiological state, just like when
you are angry. This will be your adaptation to the
interlocutor. In this case, you will continue the
conversation with him, and during the conversation,
you will gradually brake your psyche.
When you go into a calm state, you will see that your
interlocutor has also calmed down. If your interlocutor
has a serious face, you will also become serious and
after a while, you will start to smile. Your interlocutor
will follow you and start smiling. With this method, you
can make any person feel any mood you want. The
main thing is that you can copy the mood of your
interlocutor in yourself.
For example, my little nephew likes to do the opposite
of all the commands given to him. That is why it is very
difficult to put him to sleep. As soon as they tell him to
sleep, his sleep disappears. At this point, I start talking
to her and synchronize mine with her breathing. After
we've talked a little bit, I start to slow down my
breathing and at the same time, my speaking pace
slows down. After talking about other topics, I yawn
and say that I am sleepy. Then he starts yawning too. I
keep breaking and after a while, he falls asleep. Thus,
the process of putting the child to sleep does not take
more than 4-5 minutes.
If you can use this technique, you will always be a lover.
Its main purpose is to give your interlocutor a choice.
But this choice is a false choice. From the options you
offer, let him choose only the one you need, or let both
options give the same result. For example, your
interlocutor needs to sign a document. Do you agree to
sign this? - if you ask, he will refuse and can find a
thousand excuses for not doing so. Do you sign it in
–
-
A ballpoint pen or a ballpoint pen? - you can choose.
Now he begins to think not about whether to sign, but
about which pen to sign. You want to sell your product
to someone, but the customer has no intention of
buying it.
This will change the customer's mind about whether to
buy or not. You can come up with as many mock
choices as you want based on the circumstances.
These methods are often used by businessmen and
traders. Neurolinguistic programming is one of the
modern methods of strengthening spiritual immunity
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against mental disorders caused by the negative
behaviour associated with searching, finding,
collecting, processing, storing and distributing
information.
CONCLUSION
The first scientific reports on neurolinguistic
programming appeared in the 70s of the last century.
American scientists John Grinder and Richard Bendler
are the founders of neurolinguistic programming.
According to neurolinguistic programming experts,
such programs are:
•
to eliminate the feeling of fear of something or an
event or other unpleasant feelings within an hour;
•
to overcome the limitations of low-assimilation
students, adults who have set certain restrictions
on themselves in less than an hour;
•
get rid of unpleasant defects such as smoking,
alcoholism, and insomnia after a few sessions;
•
allows you to eliminate diseases characterized by
severe depression after a few sessions and to
eliminate several other similar conditions.
Observations also confirm that people who read a
lot of books with a high moral taste will have
strong enough ideological immunity.
REFERENCES
1.
Sabitova Z.K. Lingvokulturology: Textbook. M.:
Flinta: Nauka, 2013. S. 8-9.
2.
Telia V.N. Russian phraseology: semantic,
pragmatic and linguistic cultural aspects. M.:
Shkola "Yazyki russkoy kultury", 1996. 288 c.
3.
Nurmonov A. The emergence of general and
comparative linguistics in Europe. Nurmonov
A. Selected works. 3 volumes. Volume 2.
Tashkent: Akademnashr, 2012. - B. 23-40;
Mahmudov N. Looking for ways to perfect the
language. Uzbek language and literature.
Tashkent, 2012. No. 5. B. 3-16.
4.
Maslova V.V. Linguistic culture and the system
of humanitarian knowledge. Criticism and
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Maslova V.A. Lingvokulturology: Uchebnoe
posobie. M.: Academia, 2001. 208 p.
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Slyshkin
G.G.
От
текста
к
символу:
lingvokulturnye
konsepty
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