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“GENERAL CHARACTERISTICS AND CLASSIFICATION OF
THE TERMINOLOGY OF THE UZBEK LANGUAGE
EDUCATION SYSTEM”
Makhbuba Kholikova Abdimumin kizi
Master student of Asian University of Technologies;
Karshi,Kashkaarya;
Annotatsiyatel;+998 99 6641406
e-mail: xoliqovamahbuba04@gmail.com
https://doi.org/10.5281/zenodo.15707174
ARTICLE INFO
ABSTRACT
Qabul qilindi: 10-Iyun 2025 yil
Ma’qullandi: 14-Iyun 2025 yil
Nashr qilindi: 20-Iyun 2025 yil
This article scientifically explores the formation, general
lexical-semantic characteristics, structural composition,
and classification of the terminology of the Uzbek
language education system. It analyzes the important
role of terms in the field of education, the principles of
their standardization, and their alignment with
international practices. The findings serve as a
theoretical basis for the further refinement of the
terminology of the Uzbek language education system.
KEYWORDS
Uzbek language, education
system,
terminology,
classification, lexical-semantic
characteristics, nomination.
Nowadays, alongside the modernization and development of the education system in the
Republic of Uzbekistan, its linguistic study has also gained significant relevance. In particular,
the terminology of the education system is one of the important directions within Uzbek
linguistics. In the modern education system, the existence of precise, clear, and standardized
terminology is considered one of the key conditions for the advancement of science and
technology. As in any scientific field, the Uzbek language education system possesses its own
unique terminological apparatus, which serves the function of explaining, regulating, and
interpreting all stages of the educational process.
By the term Uzbek language education system terminology, we understand a set of
words or phrases connected with the specific concepts of upbringing, teaching, and the theory
and practice of education. As noted above, today’s Uzbek educational terminology
encompasses a wide range of diverse yet interconnected compound terms.
Accordingly, when we refer to the terminology of the Uzbek language education
system, we mean the totality of terms related to all areas of this system, interconnected
through the concepts that define its components. Analyzing this terminology allows us to
identify the presence of certain thematic groups, which we understand, following I.V.
Shchadurskiy [1975] and V.N. Nikolaeva [2000], as the grouping of words based on the
external relations between the objects and material phenomena they denote. It is important to
note that the term thematic group is not the only accepted label for such sets of lexemes;
other terms are also used to name word groups, whose composition is determined by
extralinguistic factors — for example, functional groups or subject groups [Shchur 1974: 104],
subject-branch groups [Shchadurskiy 1975: 48], and lexical series [Akhmanova 1960: 402],
among others.
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Based on this, the terminology of the Uzbek language education system can be classified
into the following thematic groups:
1. Names of persons in the education system:
Names of school and preschool staff: remedial teacher, teacher of the year, nursery
assistant, senior teacher, teaching assistant.
Administrative and managerial staff responsible for managing educational institutions:
district supervisor, supervising teacher, departmental inspector, independent inspector,
subject advisor, curriculum coordinator.
Names related to pupils and students: mature student (of age), exam proctor student,
head girl, part-time student, dormitory head (in boarding schools).
2. Terminology related to the theoretical aspects of education and upbringing:
Terms in pedagogy, methodology, and psychology: history of education, educational
theory, educational psychology, child psychology and related academic disciplines.
Terms for research in education, research methods, processing and interpreting data:
scientific research, educational research, lesson observation, nature observation, educational
experiment.
Terms for concepts in education, strategies, and methods for transmitting and acquiring
knowledge, skills, and value systems: authoritarian teaching, peer tutoring, incidental
learning, communicative approach, automated learning.
Terms in general, developmental, and educational psychology: visual memory, negative
reinforcement, generalized reinforcement, and related sociological terms such as social
distance, positive discrimination.
3. Terms related to educational content:
Terms denoting curricula and their components: curriculum, syllabus, courses, and
academic subjects.
Terms for types of learning and teaching activities: speed reading, revision lesson.
Terms for assessing and evaluating students’ knowledge: continuous assessment,
quantitative assessment, speed test, attitude test, open book exam.
4. Organization and management of educational activities:
Terms for main stages of education: primary education, secondary education, higher
education.
Terms related to the academic year and school day: academic year, occasional closure,
school week, sports day, free time, extended day.
Terms for organizing the educational process, managing student behavior, and
maintaining discipline: behavior modification, firm discipline, internal class attendance,
attendance policy.
Terms for diplomas, certificates, and degrees: standard degree, external degree, exit
certificate, terminal qualification.
Terms related to financing and budgeting educational institutions, and to scholarships,
grants, and benefits for students and teachers: school allowance, allocated study funds,
competitive bidding, discretionary rewards, technical assistance.
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Terms for various official and unofficial, state and non-state organizations and
associations within the education system: academic committee, teachers’ organization,
parents’ association, school board.
Terms for working with parents in the education system: parent selection, parent
meetings, parental guidance.
Terms related to teachers’ professional development and qualification improvement:
teacher development, practicum, pre-service teacher training courses, school internship.
5. Terms related to the material base of educational activities:
Terms for educational institutions and associated buildings, specifically: preschool
institution terms: daycare center, play school; various schools: independent school, city
academy, secure learning unit; additional and higher educational institutions: art college,
medical school, modern university.
Terms for study materials and raw resources: notebook, book, workbook, e-workbook,
e-textbook.
Terms for various technical equipment and teaching aids: audiovisual aids, multimedia
kit, home experiment kit, educational film.
In general, when studying specialized sources on the terminology of the Uzbek language
education system, we have provided examples of linguistic units and certain education-
related terms to illustrate their status. The classification of Uzbek educational terminology
can certainly be expanded and continued from other perspectives — this will be addressed in
future research.
The terminology of the Uzbek language education system is an important scientific
resource for every educator and linguist. Its development is closely linked to the emergence of
new pedagogical concepts, the exchange of international experience, and national language
policy. In the future, it remains an essential task to study educational terminology more
systematically, compile comprehensive dictionaries, and implement them in practice.
References:
1.Eshonqulov Sh.E. Uzbek Language Terminology: Theory and Practice. – Tashkent: Fan, 2012.
– 250 pages.
2.Qodirova M.Q. Linguistic Culture and Terminology of the Uzbek Language. – Tashkent:
Uzbekistan, 2020. – 220 pages.
3.Karimov M. Uzbek Language Terminology and Its Linguistic Foundations. – Tashkent:
University, 2015. – 200 pages.
4.Shchur G.I. Lexical Semantics of Modern Russian. – Moscow: Prosveshchenie, 1974. – 176
pages.
5.Shchadurskiy I.V. The Lexical System of Modern Russian. – Minsk: Higher School, 1975. –
192 pages.
6.Nikolaeva V.N. Modern Russian Language: Lexicology and Phraseology. – Moscow:
Academia, 2000. – 288 pages.
