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(ISSN
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VOLUME
02
I
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SJIF
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METADATA
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Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Today, the study of issues such as language and personality, language and culture, language and thinking is deepening
in the fields of linguistics - psycholinguistics, linguoculturalism, cognitive linguistics, and pragmalinguistics. The
anthropocentric approach to language embodies the latest achievements of these fields and is increasingly
strengthening its status as an independent paradigm. In the literature on linguistic culture, metaphors are put
together with proverbs, phrases, similes, which are considered the main linguistic and cultural units of the language.
Folklore lives by word of mouth, literature lives through writing. Folklore works are performed orally and sung, while
literature is only read. It helps to spread and popularize the sample of oral folklore in performance. However, if the
version performed by a skilled performer with high artistic skills is not recorded, after the death of the creator, this
very example is doomed to disappear. "... reflects the fundamental cultural values, because it is based on the national-
cultural outlook ”[1, 91
-b.].
KEYWORDS
Research Article
LINGUISTIC-CULTURAL FEATURES OF THE COMPARATIVE ANALYSIS OF
THEMES AND FORMS OF UZBEK AND ENGLISH FOLKLORE
Submission Date:
November 01, 2022,
Accepted Date:
November 10, 2022,
Published Date:
November 18, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue11-07
Zebiniso B. Choriyeva
Lecturer, Department Of Linguistics Karshi State University Uzbekistan
Feruza U. Eshkobilova
Lecturer, Department Of Linguistics Karshi 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 02 Issue 11-2022
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VOLUME
02
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SJIF
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(2022:
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OCLC
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METADATA
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Publisher:
Oscar Publishing Services
Servi
Linguistics, folklore, folklore, songs, fairy tales, children's folklore, fast telling, folk oral stories, linguistics, song, fairy
tales, language;
INTRODUCTION
Based on the observation of the metaphors used in the
artistic works created by Uzbek poets, it can be said
that they show the characteristics of the individual
speech style of a certain artist, as well as the artistic
thinking of Uzbek speakers and their attitude to
language units. Many metaphors used in the Uzbek
literary language have become our linguistic wealth. It
is known that language is connected to the outside
world through meaning. The study of the phenomena
behind language signs is of great importance in
elucidating the relationship between human cognitive
activity and speech activity.
THE MAIN RESULTS AND FINDINGS
One of the basic concepts of linguistics and cultural
studies is the concept of "world image". The concept
of "world view" reflects the real existence of the
human conceptual apparatus in the objective world.
Naturally, the concept of the world image has a
categorical meaning, corresponds to the sum of
human knowledge in a certain historical period, and on
the way to the endless development of science and
technology and human capabilities, it is necessary to
understand the processes of human knowledge of the
world as a certain stage. should learn. A relatively
limited understanding of the world scene (that is, some
people, some society, collective, class, people, etc.)
can be considered only as a part of the whole. The
image of the world forms the core of a person's
outlook and reflects the main characteristics of his
lifestyle. At this point, language directly participates in
two processes related to the world view. First of all, the
linguistic image of the world, which is one of the
deepest layers of the individual worldview, is formed
within the framework of language. Second, language
expresses the entire worldview of a person and helps
to understand.
The language richness of the people is first of all
reflected in its folklore. In order to know what kind of
people a nation is, it is necessary to study its folklore.
Folklore reflects people's language capabilities,
observation style, and creative power. Orality,
variability is a unique feature of folklore, it shows that
examples of folk art are directly related to the process
of live performance, i.e., folklore works are not static,
they change and renew each time they are performed.
, which means a high demonstration of artistic
language capabilities. Therefore, it can be said that
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folklore is not just an example of the art of words, but
it is the essence of the people, which fully reflects the
language reserve, concept and way of thinking of the
people, from the distant past to the present day. It is
also the history and culture in constant movement.
Folklore works first of all reflect the process of
transition from mythological to poetic thinking, so it is
necessary to rely on examples of folk art in the study of
language history. No word in the language appears by
itself, it arises out of necessity in the process of
historical development or is acquired.
Children's folklore is a component of the oral creativity
of our people. It is made up of many genres, such as
riddles, quick sayings, and counting. Songs in adult
folklore, fairy tales in children's folklore are adapted
for children. This makes it possible to prove that the
traditions of folk art are alive in Uzbek folklore from the
point of view of the development of the laws of human
artistic
thought.
After
our
country
gained
independence, attention to the study of folk art, which
is the basis of the national identity and spiritual roots
of our people, increased more than ever. One of the
main tasks was to "widely promote the rich history of
our country, its unique culture and national values
among the youth, and create the necessary
environment and conditions for the achievement of
world science and literature." In the conditions of
current globalization, where the flow of information is
rapidly entering, it is important to preserve examples
of oral creations that reflect our glorious history and
unique culture, rich spiritual values, to preserve the
intangible heritage created by our ancestors, to reveal
the place of these monuments in human spiritual
development, and to use them in the future. Passing on
to the next generation is an important task for
folklorists. Folklore is one of the main tools in restoring
the national values of our people, which have been
settled for many centuries. Researching children's
folklore, which is a part of it, in the context of adult
folklore is one of such important problems. Studying
them in depth based on the new concepts and
theoretical views of folklore studies, determining the
genesis of genres, images and motives, scientific
clarification of their specific features, gives new
conclusions.
Language is a major social weapon, it forms social
trends on the scale of a nation, preserves and conveys
the culture, traditions, and social identity of a
community speaking the same language, thereby
creating the basis for the emergence of nations. When
referring to the language as the main symbol of a
nation, it can be viewed from two sides: "from the
inside" and "from the outside". When observing it as a
process that takes place "from the inside", language
turns out to be one of the important factors in the
mutual integration of peoples. Looking from the
"outside", one nation can be seen as a sign that
distinguishes it from other nations.
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Children's folklore is a component of the oral creativity
of our people. It is made up of many genres, such as
riddles, quick sayings, and counting. Songs in adult
folklore, fairy tales in children's folklore are adapted
for children. However, epics, proverbs, and stories are
not found in children's folklore because they are
related to complex life problems. Scientists have tried
to answer the question of who creates children's
folklore.
While studying the comparative aspects of folklore, we
cannot help but touch on their linguistic and cultural
aspects. Through this, we will try to show the similar
and different sides of the folklore of the languages we
are studying, the unique culture and mentality of the
people who own this language. In this chapter, we
describe the interdependence of language and culture
in the analysis of the linguistic and cultural aspects of
Uzbek and English proverbs, consider the thematic
similarities of folklore in Uzbek and English languages,
and the expression of mentality and national character
in them. we will try to take a deeper approach to such
issues. Language is the most important factor in
expressing the culture, values, and beliefs of each
nation, as well as the unique aspects of the nation as a
whole. Nida, a linguist, says that it is important to study
the culture of a nation when studying its language. He
said that language and culture are similar systems
developed in dependence on each other. He explains it
as follows: “Cultural factors are deeply interwoven
with the language, and thus are morphologically and
structurally reflected in the forms of the language.”
It is possible to compare some translations in English
and Uzbek languages, the similar or different sides of
both nations in these sentences. For example: In
english: “Atlantic with a broom, try to sweep back the”
if we translate the sentence into Uzbek
–
atlantikani
orqaga qaratib supur.
The founders of Uzbek folklore studies said that these
examples of oral creativity are very mysterious and
complex and explained that they did not dare to write
an article about these works. According to them, it is
very difficult to explain the mysterious expression in
some songs.
The period of preschool education is an extremely
responsible period in a person's life, because it is from
this period that the foundation for the formation of a
person as a person is laid. The importance of art in the
comprehensive education of children is especially
great. The work of art instills in children such qualities
as love for the Motherland, friendship, comradeship,
hard work, and introduces them to the surrounding
events.
Fiction embodies aesthetic taste and moral qualities in
children by truthfully reflecting reality and creating
bright images. It teaches them to perceive the beauty
of life.
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The art of words finds its expression in a work of art.
Since ancient times, the people have paid attention to
the power and charm of the artistic word in the
education of the young generation. The artistic word
immortalized all the cultural wealth of the nation.
Among the people, great talents - storytellers,
storytellers, singers - have grown up. The people's
intelligence, desires, spirit and will were reflected in
the proverbs and sayings, fairy tales and legends,
songs and riddles created by them. The main source of
the art of words is real existence, nature, people, their
work and mutual relations, behavior. Images are clearly
created through the artistic word, thus the adventures,
actions, and feelings of the heroes of the work are
embodied in front of the child's eyes. At preschool age,
children cannot read books, they only listen to them.
Developing the skill of listening to a work of art is
carried out by pedagogues and educators in the
process of raising children.
The genre of rapid speech is also of special importance
in folklore. Small, fast sayings are designed for toddlers
and teach them how to pronounce words correctly and
melodically. For example:
In Uzbek Lola arralaydi, Sora allalaydi, Bir tup tut, bir
tup tutning tagida bir tup turp. These quick sayings
train the child's intellectual ability, intelligence,
sensitivity, and intelligence.
In general, artistic examples created by our people and
preserved to us are of great importance in educating
the young generation, in their development into
people who are spiritually rich, sharp-witted, and able
to respond to the demands of the times.
The role of English folk songs in the development of
children's folklore is also incomparable. It would not be
wrong to say that he is the author of famous English
fairy tales and folk tales of famous authors and
collectors Joseph Jacobs, Flora Annie Steele and
others. England is home to some of the most famous
children's stories, including Jack and the Beanstalk and
Tom Thumb
–
called "a child no bigger than his father's
thumb". As in other European countries, the English
fairy tale tradition is rooted in folk tales believed to
have originated in the British Isles. This folklore has
evolved through centuries of storytelling traditions
and is unique given the unique culture and identity of
different regions of the country. As such, England's
tradition of storytelling and folklore has strong links
with Celtic, Germanic and Christian sources. Jacobs
was an Australian collector and publisher of English
folklore and author of English fairy tales. The purpose
of his work was to popularize English folk tales among
children and adults, since many readers at that time
were addicted to German and French folk tales. Jacobs
was one of the most famous English tellers of folk tales
and fables, and his work also helped to preserve the
ballads after he wrote them as fables. He later
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published a second volume, More English Tales.
Another famous literary figure in English folklore is
Flora Annie Steele. During the publication, Steel took
on some of the popular folk tales from England and
shared them with a new audience.
We can give many examples of how to speak quickly in
English. For example: Peter picked a pick of picked
pepper,
A peck of picked Peter piper picked.
If Peter picked a pick of picked peppers,
Where’s the peck of picked peppers Peter piper
picked?
It is observed that traditional images that are close and
understandable to children are used in fast sayings. In
them, along with fantastic imagery and exaggeration,
busyness has an important place. Quick sayings begin
to be performed when the baby's crib period is over
and his game activity is increasing. Quick sayings serve
as an important tool in introducing the child to his
relatives
and
the
surrounding
environment,
environment, household life, animal world, plant
world, and preparing him to interact with the outside
world. In this regard, hobbies are divided into several
thematic types. Each of its types performs specific
artistic and aesthetic tasks. Quick sayings are intended
for younger children, so they are created in a simpler
and more understandable language, in a concise form,
and in a playful tone. They describe funny events and
situations. Therefore, it is observed that humor is one
of the important genre features in entertainment.
As one of the traditional, independent poetic genres of
children's folklore of Uzbek and English folk songs, it
clearly shows all the poetic features characteristic of
folk singing and has a special place among the genres.
One of the forms of oral poetry, quick sayings are one
of the important sources for studying the gradual
development of folk singing in terms of genre. Fast
sayings are unique in terms of having a specific genre
nature, poetic form, internal thematic types, system of
images, series of motives, and style of expression. Fast
sayings are manifested as a whole poetic system
through specific genre features, artistic-compositional
features, linguopoetic elements, clause construction,
weight and rhyming system peculiarities. Fast sayings,
as humorous songs composed by adults for children,
open the way to a correct assessment of the genetic
connection between children's folklore and adult
folklore. It is noticeable that the repertoire of popular
interest played an important role in their creation.
Therefore, recording and special research of examples
of the genre of fast telling not only creates a perfect
classification of the genres of Uzbek and English
children's folklore, but also substantiates their
connection with adult folklore, the poetic laws
associated with folklore traditions are manifested in
children's singing. It is of great importance in proving
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the effect of popular interest with the emergence of
quick sayings, as well as in proving that a number of
examples of children's creativity, such as sanama,
tezhimachak, and guldur-gup, developed in relation to
each other.
Quick sayings are spoken by adults to children. They
are created and performed by adults for two purposes:
firstly, to interest children in life events, living, and to
teach life relationships, and secondly, in order to
entertain children and play. There is no humor involved
in quick sayings for the first purpose, and in the second,
expressions and images made of humor or satire are
found in many cases.
As a component of folk pedagogy, quick sayings have
gone through a specific stage of spiritual and artistic
development. By studying them, it will be possible to
find out the types of traditional children's songs found
in folklore, as well as the specific poetic development
of children's folklore. Socio-life factors were the basis
for the creation of fast sayings. Mythological
imaginations and symbols of popular interest have
found their own artistic interpretation in toys. The skill
of using the traditional plot, motifs and images of the
folk art can be observed in the quick sayings. Fast
sayings have unique poetic-compositional features and
artistic-aesthetic tasks. Lingvopoetic means of
expression and imagery are of great importance in
increasing the ideological and artistic value of toys.
Also, the structure of the clause, weight and rhyming
system of fast sayings, the composition of images and
motifs attract special attention.
If we dwell on the linguistic and cultural characteristics
of children's folklore of the English people, the folklore
or folk culture of children and youth has a long history.
This includes, for example, rhymes and games played
on the school playground. The most famous
researchers in this field were Lona and Peter Opie.
Their fables, stories and rhymes were beloved by
children of the English people. Children from 6 to 15
years old have their own traditions of games, riddles,
rhymes, jokes, jokes, superstitions, magical practices,
wit, lyrics, tricks, epithets, nicknames, torture, parody,
spoken word. includes All of these are related to
activities learned by children and passed on to other
children. In England, children were not taught fairy
tales and games by adults, children adapted and
learned them by themselves. In Western culture, most
folklorists are acquired by children after they join their
peers in elementary school or kindergarten. Lona and
Peter Opie argue that children's culture is very specific
and often ignores the adult world around it. Opie
claims that the words of one game, Back buck, have
survived since the time of Nero. For example, Opi and
Opi show that there are two categories of nursery
rhymes that children inherit: those that are important
for regulating their play and their relationships with
each other; The second of the two classes talks about
observations, where Opi and Opi are fascinated by how
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traditional rhymes appeal to children as something
uniquely funny and interesting, often with their
repetitive patterns and rhyming in different styles and
tones. determined to fall. For example, the famous
English rhyme Opi and Opi heard when children were
leaving school:
I'm a knock kneed chicken and a bow legged sparrow,
I missed my bus so I went by barrow.
I went to the cafe for my dinner and my tea,
Too many radishes
—
Hick! Pardon me. This English folk
was considered to be a matali in the form of the
famous Opi Opi. The rhyme did not have much
significance or meaning to adults, but to children, Opie
and Opie observed that these rhymes fascinated
children with their funny melodies and repetitive
patterns. In addition, Opi and Opi these children's
rhymes were used as a means of communication with
each other at a time when the language was still new
to them and there were many situations where
children had difficulty expressing themselves. Simply
put, in English folk, children often recite and sing these
rhymes in unexpected situations, to fill awkward
silences, to hide unexpressed feelings, or even to catch
their breath in excitement. As a result, these practices
are very useful in children's daily lives, and they easily
adapt to the use of songs and rhymes in social
gatherings, for entertainment and practical reasons. In
addition, the anthropological works of Morag McLean,
Peter Bryant, and Lynette Bradley provide additional
information on the effects of nursery rhymes on
communication and language development. Simply
put, the ability to break words down into sounds and
syllables is essential for children to fully understand
and use the alphabet, and children develop these early
literacy skills by learning nursery rhymes. For example,
this “A Sailor Went to the Sea” (The sailor went to sea)
observed in the rhyme:
My captain went to the sea, sea, sea
To see what he could see, see, see;
This effect allowed the children to learn about
homophones and that the words sea and sight have
different meanings, even though they are pronounced
the same, which allows children to develop and
improve their language skills. In general, most children
can benefit greatly cognitively from practicing nursery
rhymes effectively.
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