No. 11 (2023) Volume 03 Issue 11

The fact that “concept” is one of the most often used and confusing concepts in contemporary linguistics makes sense. The study demonstrates how the term “concept” is homonymous, giving scientists the chance to examine it from the perspectives of several scientific disciplines. As a result, this aspect also dictates how different definitions of this phrase are approached. By comparing various theories proposed by scientists in the course of their research, we will attempt to examine the diametricality of approaches to the study of the term “concept” based on the objectives of our study.

This article provides information about the concepts of semantics and semantic typology, which are widely used in linguistics, the history of its origin, and where it is used in linguistics. There are also various definitions and theories about the concept of semantics mentioned by the world linguists. In the semantic comparison of the words in different languages, the environment, the differences are studied. In general, semantic typology is a linguistic branch of linguistics that typologically interprets the concept of meaning between different languages.

The article is devoted to the urgent problem of teaching English to preschool children in the process of playing activities based on visualizations. English at the preschool age is an urgent area in the methodology that requires new approaches and non–standard solutions.

The classroom is a dynamic and complex environment, where a diverse group of students come together to learn, share, and grow. As an educator, working with students in the classroom is a journey of collaboration and growth, where we strive to create a supportive and engaging atmosphere that fosters learning and success. In this article, we will explore the various aspects of working with students in the classroom, from building relationships to implementing differentiated instruction and assessment practices. We will also discuss the importance of collaboration among teachers, parents and students in ensuring a positive and productive learning experience for all.

This article informs about the concept of “treasure” in English folklore and some common themes and examples associated with the concept of treasure in English folklore. It also gives examples of expression of the concept of treasure in Robin Hood stories and “Jack and the Beanstalk” fairy tale in English literature. The concept of treasure in English folklore is multifaceted, reflecting the cultural, historical, and imaginative aspects of the communities that created and passed down these stories. Whether the focus is on material wealth, magical artifacts, or symbolic treasures, these tales continue to captivate audiences and contribute to the rich cultural heritage of England.

The article considers the associative features of the phraseology of the Arabic and Uzbek languages. In order to find a solution to this problem, an associative experiment was conducted on native speakers of Arabic and Uzbek languages. Based on the analysis of the experiment results, the associative properties of phraseological units in both languages are revealed. Various and similar aspects of associations formed by carriers of phraseological units in Arabic and Uzbek were also analysed.

Starting a family was considered a sacred and praiseworthy act. The purpose of marriage was to create a healthy family and the birth of healthy children who would prolong the life of their parents. Family rules are a set of principles that define how family members should behave. When applied correctly, these rules will help bring harmony to the entire family. Rules that are followed correctly and consistently provide structure and expectations in which children feel cared for and cared for. they feel safe. Good family rules should be positive, easy to understand, and not target negative behavior.

Content-based learning has gained broad prominence in the teaching of second and foreign languages. Despite its recorded benefits, many English teachers do not completely leverage its benefits for language learning that in the sense of the material the language being studied and used is taught.

In this article, an approach to language teaching based on content and how it can be used to develop a multilingual personality are discussed. This article aims to connect theory to experience, help teachers to identify what can be considered as a content and how CBI can be used in teaching process.  Furthermore, it is going to discuss whether content-based approach can be one of the first steps of multilingual education. Finally, we are presenting a real-world project tailored for intermediate EFL students. The design and suggested activities might be easily transferable to other settings.

This article is about proper nouns and onomastics which is the field of linguistics. Proper nouns form a special subsystem in a language with its own patterns, which are not found outside this system. The question of distinguishing a proper name from a noun is one of the primary problems of onomastics, as its solution allows not only to reveal the linguistic specificity of onyms, but also to determine the boundaries of the onomastic space.

The paper deals with the symbolic of numbers in paremiology of Uzbek and English that reflects national and cultural identity and the specificity of thinking of the Uzbek and English people.  The topicality of the study is due to the fact that numerals from ancient times were endowed with sacred and symbolical meanings and were an important component of the language world picture of any ethnic group. The results of the study showed that the national-cultural specifics of these phraseological units and proverbs are formed under the influence of the following factors: 1) the symbolic meanings of numerals; 2) the influence of religious factors; 3) mythology and legends; 4) historical facts and events; 5) traditions and customs. The universal character of the numerals’ symbolic meanings determines the existence of similar in semantics phraseological units and proverbs both in English and in Uzbek. Differences in religion, mythology, history, traditions and customs of the English and Uzbek linguocultures determine the existence of certain phraseological units and proverbs with a numeral component in one of the languages and their national-cultural specificity.

This study investigates the intricate connection between English language proficiency and academic performance among students at Philippine Science High Schools. Language proficiency, particularly in English, plays a pivotal role in education and academic success. This research explores the extent to which English language skills influence the scholastic achievements of students in this specialized educational setting. The study employs a mixed-method approach, combining quantitative analysis of standardized test scores, and qualitative insights gathered through surveys and interviews. The findings shed light on the multifaceted relationship between language proficiency and academic success and offer valuable insights for educators and policymakers seeking to enhance the educational experience of Philippine Science High School students.

The relationship between narrative and narrative is still crucial in determining the category of person. The question of person is sometimes reduced to its grammatical dimension. These are called first-person or third-person stories. However, this criterion is not sufficient. Indeed, if the narrator intervenes during the story, he can only express himself in the first person. So the question is whether or not the narrator is the hero of the story. The narrator is homodiegetic if he participates as the hero of the event he is talking about. In this case, if he is not a simple witness of the events, but the hero of his own story, he can be called an autodiegetic narrator.

In the article, the language of Abdulla Qadiri's comic works has been lexically studied in depth, he was able to use Persian, Arabic and Russian words in his comics only in the necessary places to create the necessary mood, Turkish, that is, Uzbek is the most used in comic texts. , it was analyzed on the basis of examples that relatively more Arabic and Persian words were used in the same amount, and the least amount of Russian words.