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THE ROLE OF USING EXPLANATORY DICTIONARIES THROUGH
ASSOCIATIVE EXPERIENCE IN INTERDISCIPLINARY
INTEGRATION: ANALYSIS OF ENGLISH AND UZBEK LANGUAGE
MATERIALS
Tosheva Dilbar Muzaffar kizi
Independent Researcher, PhD Candidate, Karshi State University
https://doi.org/10.5281/zenodo.15869498
Annotation
This article provides an in-depth analysis of the methodological and
linguodidactic role of using explanatory dictionaries through associative
experience in the context of interdisciplinary integration, based on English and
Uzbek language materials. It further examines key outcomes related to language
teaching, lexicography, and integrative methodology. Experimental activities
conducted with materials in both English and Uzbek demonstrate how working
with explanatory dictionaries impacts the quality of learners' knowledge, their
level of terminological thinking, and their ability to understand interdisciplinary
connections. The paper illustrates these developments with practical examples.
Keywords:
lexical competence, language integration, linguodidactic
approach, translation and lexical analysis, semantic association, interactive
methods, innovative education, digital resources.
Introduction
In recent years, interdisciplinary approaches in language teaching—
particularly CLIL (Content and Language Integrated Learning) and associative
learning mechanisms—have become significant methodological trends.
Explanatory dictionaries are not only sources that define lexical units, but also
serve as linguodidactic tools that expand learners' cognitive understanding. In
particular, using explanatory dictionaries in both English and Uzbek in parallel
enables the integrated acquisition of knowledge across languages. This study
aims to evaluate the effectiveness of this methodology through practical
experimentation.
In modern education systems, the integration of knowledge—ensuring
coherent interconnection between different subjects—is considered a key
pedagogical goal to foster students’ complex thinking skills. Specifically, in
philological disciplines, integrating language learning with other fields such as
culture, psychology, history, and information technology not only enhances the
quality of education, but also prepares students for real-life competencies.
Explanatory dictionaries serve as essential tools for achieving such
interdisciplinary integration. Beyond being lexical reference sources, they are
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regarded as linguodidactic resources that stimulate cognitive activity and
develop conceptual thinking. Particularly, using explanatory dictionaries
through associative experience reinforces the semantic relationships between
lexical units, enabling students to apply learned words and terms within the
context of other disciplines and comprehend them contextually.
Nowadays, the joint teaching of English and Uzbek languages, along with
the use of explanatory dictionaries on an integrative and associative basis, offers
learners the opportunity to master not only foreign languages but also subject-
specific terminology from other disciplines. Therefore, this article focuses on the
methodology of using explanatory dictionaries grounded in associative
approaches, and analyzes their role in interdisciplinary integration. The
relevance of the topic lies in its aim to provide a scientific foundation for a
modern educational approach that fosters not only communicative but also
cognitive, conceptual, and methodological integration during the language
learning process.
Object and Subject of the Study
Object of the study — Linguistic materials of the English and Uzbek
languages, particularly the associative experience of learners using explanatory
dictionaries in the process of language acquisition and interdisciplinary
integration.
Subject of the study — The impact of using explanatory dictionaries
through associative experience on the educational process within language
learning and interdisciplinary integration, as well as its methodological and
didactic potential.
Purpose of the Study. The purpose of this research is to determine the role
of using explanatory dictionaries through associative experience in
interdisciplinary integration, based on English and Uzbek language materials,
and to systematically investigate its effectiveness in the language learning
process.
Scientific Novelty. The scientific novelty of the study lies in the theoretical
and practical analysis of the application and effectiveness of using explanatory
dictionaries through an associative approach within the context of
interdisciplinary integration.
Literature Review
This research is aimed at exploring the role of associative experience,
explanatory dictionaries, and interdisciplinary integration in language
education. It is based on the following theoretical and practical sources:
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1. The Role of Explanatory Dictionaries in Lexicography and Language
Teaching
Explanatory dictionaries are considered essential lexical resources in
language teaching. Uzbek linguists such as N. Mahmudov, N. Jo‘rayev, and Sh.
Rasulov emphasize the significance of explanatory dictionaries in enhancing
semantic analysis and expanding vocabulary. In English linguistics, scholars like
A.S. Hornby, P. Nation, and J. Richards highlight the structure, learner-friendly
language, and pedagogical adaptation of learner’s dictionaries.
2. Associative Experience and Cognitive Linguistics
Associative approaches have been explored by psychologists and linguists
such as Vygotsky, Luria, and Ausubel. Understanding words through logical,
emotional, or cultural associations enhances semantic memory. In Uzbek
linguistics, this approach is reflected in the works of Xolmatov, Mamatov, and
To‘raqulov.
3. Theory of Interdisciplinary Integration
Interdisciplinary integration is based on the interconnectedness of
linguistics, pedagogy, and psychology. Scholars such as Dewey, Bruner, and O.
Davlatova stress that integrating various disciplines within the educational
process contributes to the development of learners’ thinking skills. The synergy
of language with culture, informatics, and translation studies is especially
relevant in this context.
4. Structure and Methodology of Learner’s Dictionaries
English-language dictionaries such as the Oxford Advanced Learner’s
Dictionary, Longman Dictionary of Contemporary English, and the Cambridge
Learner’s Dictionary reflect pedagogical approaches in language education. In
Uzbek, notable examples include the Explanatory Dictionary of the Uzbek
Language (2006), the Youth Explanatory Dictionary, and methodological
dictionaries compiled by M. Qodirova, Z. Solijonova, and Sh. Xusanboyeva. These
dictionaries have been analyzed to assess their usability and effectiveness for
learners.
5. Modern Technologies and Digital Dictionaries
In recent years, the use of digital and interactive dictionaries has increased,
as evidenced by a growing div of international research. Electronic dictionary
platforms (e.g., Cambridge Dictionary Online, WordReference, Lingvo, ABBYY
Lingvo, Glosbe, etc.) facilitate faster language acquisition and personalized
learning. Their educational effectiveness is widely discussed in ICT-based
education literature, such as Sharma & Barrett (2007) and Beatty (2010). The
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analysis of relevant literature shows that the use of explanatory dictionaries is
effective not only for language learning but also for fostering interdisciplinary
thinking among learners. The methodology of associative experience introduces
cognitive and interactive dimensions into this process, making it a vital factor in
enhancing the effectiveness of language education.
Research Methodology
In this study, the following methodological approaches were employed to
identify the role of using explanatory dictionaries through associative
experience in the interdisciplinary integration of English and Uzbek language
education:
1. Methodological Foundations
Linguodidactic analysis — examined the role of explanatory dictionaries in
developing students' lexical competence in the language learning process.
Interdisciplinary approach — explored interconnections among linguistics,
pedagogy, psychology, and translation studies.
Cognitive approach — analyzed the formation of associative thinking,
semantic relationships, and mechanisms of lexical memory.
2. Research Methods
Comparative analysis — involved a structural and stylistic comparison of
English and Uzbek explanatory dictionaries, focusing on lexical entries and
usage.
Experimental method — used practical sessions based on associative
experience to evaluate learners’ skills in working with dictionaries.
Surveys and questionnaires — gathered qualitative feedback from teachers
and students regarding the effectiveness of dictionary use.
Practical observation — involved direct monitoring and analysis of student
activity with explanatory dictionaries in classroom settings.
3. Research Materials
English and Uzbek explanatory dictionaries currently used in Uzbekistan’s
education system;
Samples of associative tasks designed for dictionary-based learning;
Learners’ written and oral responses.
4. Statistical and Qualitative Analysis
The results of surveys and experiments were statistically analyzed
(percentage-based analysis, comparative graphs), while the qualitative data
were interpreted to draw scientific conclusions.
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Pedagogical Model of Interdisciplinary Integration through Associative Use
of Dictionaries
The pedagogical model focused on teaching lexical and terminological
materials of English and Uzbek through associative connections. Its key
components include:
1. Selection and Adaptation of Explanatory Dictionaries
Dictionaries in both languages must contain interdisciplinary terminology
and be contextually rich. Lexical entries are adapted to ensure semantic parallels
and conceptual alignment across the two languages.
2. Learning through Associative Approaches
Students acquire vocabulary and terminology using contextual, semantic,
and thematic associations through mind maps, clustering, lexical networks, and
synonym–antonym chains. These associations in English and Uzbek expand
learners’ cognitive maps.
3. Interdisciplinary Integration
Lexical and terminological units are studied within the context of different
subjects (e.g., biology, history, technology), helping learners understand terms
within broader systems. Tasks and exercises are designed to reinforce cross-
disciplinary connections.
4. Fostering Metacognitive Activity
Students are encouraged to analyze their learning processes and
understand the meanings and interdisciplinary connections of lexical items
independently. Reflective writing, comparative analysis, and peer discussion
deepen conceptual understanding.
5. Assessment and Feedback
Quizzes, tests, and applied tasks are used to evaluate lexical knowledge and
interdisciplinary understanding. Feedback mechanisms allow for adaptation and
improvement of the teaching process.
Research Findings
The main goal of this study was to explore the effectiveness of using
explanatory dictionaries through associative experience in interdisciplinary
integration, based on English and Uzbek language materials. Comparative
analysis between the experimental and control groups revealed several
significant outcomes:
1. Increased Vocabulary and Lexical Competence
Learners in the experimental group demonstrated a substantial increase in
vocabulary acquisition due to the associative approach. Vocabulary tests showed
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a 25–30% improvement compared to the control group. This growth stemmed
not from rote memorization but from the reinforcement of words and terms
through contextual, semantic, and interdisciplinary associations. Active
engagement with associative networks (synonyms, antonyms, semantic links)
played a crucial role in developing lexical competence.
2. Strengthening of Interdisciplinary Integration
Students in the experimental group developed interdisciplinary skills 30%
more effectively than those in the control group. This was achieved by
comparing and studying terminology in various subject contexts using semantic
maps and associative connections. For example, learners examined terms from
biology or history in both English and Uzbek, facilitating a clear understanding
of conceptual relationships across disciplines. Interdisciplinary integration not
only enriched vocabulary knowledge but also enhanced students' cognitive
styles, enabling them to apply learned terminology across subject areas.
3. Development of Cognitive and Metacognitive Skills
Reflective writing, interviews, and observations revealed that the
associative approach stimulated student engagement and independent thinking.
Learners provided in-depth analyses of contextual meanings and
interdisciplinary applications of dictionary entries. This led to the development
of metacognitive skills, including self-monitoring, self-evaluation, and the
improvement of individual learning strategies. Students aimed not just to
memorize information, but to analyze, compare, and synthesize it.
4. Enhanced Motivation and Positive Learning Attitudes
Students in the experimental group described the associative use of
explanatory dictionaries as both engaging and effective. They emphasized how
recognizing interdisciplinary links broadened their learning opportunities.
Interactive and contextual methods significantly increased motivation and
interest in the learning process. Group work, peer discussions, and the creation
of associative maps contributed to a more dynamic learning environment and
stimulated deeper involvement.
This study demonstrates that using explanatory dictionaries through
associative experience based on English and Uzbek language materials is an
effective tool for deepening interdisciplinary integration. It also fosters the
development of lexical, terminological, cognitive, and metacognitive skills in
language learners. The experimental results confirm the practical relevance of
the proposed pedagogical model and its positive impact on the educational
process.
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Discussion
The findings of this study indicate that the use of explanatory
dictionaries through an associative approach is highly effective. Students not
only acquired linguistic competence but also developed a firm grasp of
terminology from various subject domains. This deepens interdisciplinary
integration. Reinforcement activities based on associative methods further
enhanced learners’ metacognitive reflection. Such an approach represents a
significant form of both CLIL (Content and Language Integrated Learning) and
linguistic-didactic integration. It allows students to engage in cross-disciplinary
conceptualization and connect vocabulary acquisition with broader cognitive
frameworks.
Conclusion
This research has systematically and comprehensively analyzed the role of
using explanatory dictionaries through associative learning in the
interdisciplinary integration of English and Uzbek language education. The
results show that the associative approach significantly increases the
effectiveness of language learning by facilitating the acquisition of vocabulary
within contextual and interdisciplinary frameworks. This not only broadens
students' terminological knowledge but also contributes to the development of
their cognitive and metacognitive competencies. The pedagogical model applied
in this study improved not only the memorization of lexical information but also
fostered skills such as independent thinking, analytical reasoning, and critical
reflection. Through interdisciplinary integration, students were able to connect
terminology and concepts from different subject areas, making the educational
process more meaningful and effective. The high performance observed in the
experimental group, compared to traditional dictionary usage methods,
confirms the advantages of the associative approach in enhancing educational
quality. Moreover, students’ motivation and engagement in the learning process
increased significantly.
Overall, the use of explanatory dictionaries based on associative experience
proves to be an effective tool for promoting interdisciplinary integration,
enriching the language learning process, and developing students’
comprehensive linguistic and cognitive competencies.
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