European International Journal of Pedagogics
92
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TYPE
Original Research
PAGE NO.
92-95
DOI
3
OPEN ACCESS
SUBMITED
31 May 2025
ACCEPTED
29 June 2025
PUBLISHED
31 July 2025
VOLUME
Vol.05 Issue07 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
A System of
Methodological Exercises
Aimed at Developing
Competence in The Use of
Polysemous Words
Sodiqova Gulbahor G‘ofurjon qizi
Fergana State University, Faculty of Pedagogy, Psychology and Art Studies,
Department of Primary Education Methodology, Uzbekistan
Abstract:
This article presents a systematic analysis of
methodological approaches aimed at developing young
learners’ competence in the use of polysemous (multi
-
meaning) words. The author regards polysemy as a
hallmark of linguistic semantic richness and emphasizes
its role in activating children’s thinking, increasing
verbal engagement, and enhancing lexical competence.
The study proposes a multi-stage system of
methodological exercises
—
motivational, analytical,
practical, and reflective
—
designed to expand learners
’
vocabulary, facilitate contextually aware use of
polysemous words, and build independent thinking
skills. Examples include textbook texts, proverbs,
polysemous word exercises, semantic analysis
techniques, dramatization, and interactive methods to
improve
language
teaching
effectiveness.
The
conclusion stresses that working with polysemy is not
merely language acquisition but fosters personal and
cognitive development.
Keywords:
Polysemous words, lexical competence,
primary education, language teaching methodology,
contextual understanding, exercise system, verbal
activity,
thinking,
native
language
instruction,
polysemy-based learning.
Introduction:
A Phased Approach Based on
Communicative Activity for Developing Competence in
the Conscious and Purposeful Use of Polysemous
Words in Speech Among Primary School Students
A
phased
approach
grounded
in
students’
communicative activity plays a crucial role in shaping
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European International Journal of Pedagogics
their competence in the conscious and purposeful use
of polysemous (multi-meaning) words in speech. This
approach helps deepen students' lexical knowledge,
cultivate their communication culture, and enables
them to understand polysemy in language through
context.
Importantly, by selecting and applying an appropriate
system of methodological exercises, one can
systematically dev
elop students’ thinking skills and
speech competence.
From a methodological perspective, the process
should be consistently organized based on the
following stages:
1. Preparation (Motivational) Stage:
At this initial stage, students develop a positive
attitude and interest toward the topic. Visual aids,
game elements, and question-and-answer techniques
are used to engage attention, assess prior knowledge,
and activate basic concepts related to the topic. The
chosen exercises at this stage should be engaging,
game-based, and help students transition smoothly
into the subject matter.
2. Comprehension and Analysis Stage:
At this stage, polysemous words are presented in
various contexts to help students distinguish between
different meanings, understand their functions,
compare and analyze them. Exercises such as
contrastive analysis, identifying meaning from context,
and comparing synonyms and antonyms are
particularly effective here.
3. Practical Application and Communicative Activity
Stage:
Students construct independent sentences and texts
using polysemous words, write stories, and actively
use these words in speech through role-playing and
dramatizations. This broadens their vocabulary and
expressive abilities, enhancing both oral and written
language skills. Semi-structured tasks, visual-based
storytelling, dramatizations, and interactive dialogues
are highly effective at this stage.
4. Reflection and Assessment Stage:
In the final stage, students express their thoughts on
the topic, demonstrate skills in summarizing and
drawing conclusions. They also engage in self-
assessment, analyze peer feedback, and reflect on the
teacher's evaluations to understand their level of
competence. Reflective writing, metacognitive Q&A,
and activities like the "thought cloud" technique are
recommended for this phase.
According to President Shavkat Mirziyoyev, language is
not merely a means of communication but also a
mirror of national identity, a symbol of historical
memory, and a reflection of thought. In his speech on
the occasion of the Uzbek Language Day on October 21,
2020, he said:
"Language is the mirror of the nation, the measure of
thought. Young people who have deeply mastered the
richness of their mother tongue from an early age will
become the main pillar of our bright future."
From this perspective, mastering the mother tongue is
not just a linguistic skill
—
it is the foundation for
nurturing independent thinkers, socially active, and
intellectually mature individuals.
The Importance of Enhancing Lexical Competence in
Primary Education Through Work on Polysemous
Words
In modern education
—
especially at the primary level
—
enhancing students’ lexical capacity, particularly
through work with polysemous (multi-meaning) words,
is a crucial methodological task. This approach activates
critical thinking, helps students become more confident
communicators, and plays a key role in developing their
communicative competence.
Mastery of the language through a structured system of
methodological exercises not only contributes to
ling
uistic proficiency but also ensures students’ active
participation in sociocultural life and fosters their well-
rounded personal development.
Each unit and topic in the primary school mother tongue
(Uzbek language) curriculum is designed around a
structured system of language knowledge. As students
acquire this knowledge, they progressively move closer
to the educational goals of the mother tongue subject.
In the teaching process, the lesson is considered the
primary form of delivering Uzbek language education.
One of the key responsibilities of the primary school
teacher is to analyze each part of the mother tongue
subject, select appropriate exercises accordingly, and
present interconnected topics in a logical sequence.
Practical activities and reading lessons within the scope
of the subject should strictly adhere to didactic and
methodological principles, which include selecting
exercises and tasks aligned with topic content, applying
effective teaching methods, and clearly defining steps
for helping students assimilate vocabulary.
Equally important is organizing lessons from
pedagogical,
methodological,
and
psychological
perspectives. A strong connection must be maintained
between
theoretical
instruction
and
practical
application.
The effectiveness of studying linguistic phenomena in
the mother tongue curriculum can be enhanced by first
providing students with examples of how relevant
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European International Journal of Pedagogics
words are used in speech, prior to introducing new
theoretical concepts. Exercises and vocabulary work
should not only increase students' subject-specific
knowledge but also develop their overall cognitive
abilities.
As researchers note:
“If Uzbek language lessons are tailored to students’
cognitive abilities and use speech-enhancing
exercises, the effectiveness of mother tongue
instruction will increase significantly, and students’
language sensitivity will grow immensely.”
According to experts, improving the effectiveness of
language instruction also depends on the alignment of
educational tools
—
including linguistic exercises
—
with
the stages of the learning process. This calls for careful
analysis of linguistic exercises based on each learning
phase and selection of exercise types suited to those
stages.
One of the primary goals in working with polysemous
words in primary school Uzbek lessons is to help
students develop the ability to perceive meaning
subjectively, and to use the lexical resources of the
Uzbek language in a way that is developmentally
appropriate. This supports the expansion of their
active vocabulary.
Mastering literary Uzbek should be established as a
foundational requirement beginning from the earliest
stages of school education across all grades.
The concept of polysemy, supported by broad
empirical data, reflects a deeper structural reality
—
not
only of language itself but also of how the human mind
and thought processes are organized. It reveals
polysemy not as a superficial phenomenon but as a
fundamental system influencing natural languages and
human cognition.
Developing Students’ Lexical Competence Throug
h
Work with Polysemous Words in Primary Education
“When polysemy is considered a universal linguistic
phenomenon, it implies a systemic and regular pattern
in lexical multiple meanings. In analyzing the primary
and derived meanings of polysemous words, it is
essential to first grasp their fundamental meanings for
practical language mastery.”
—
M.A. Nazarova [p. 10
–
11b]
Bringing such applications into the classroom
—
through examples and explanations
—
enhances
students’ understanding of linguistic concepts and
encourages their practical use.
To expand the vocabulary of polysemous words among
primary students, teachers should focus on the
following strategies:
1.
Don’t limit the lesson to explaining word meanings
only
–
move beyond simple definitions.
2. Include lexical analysis
–
along with definition,
analyze how words change meaning in different
contexts.
3. Assign tasks that encourage students to select
meanings based on context, and help them develop the
skills to consult and verify through digital learning
dictionaries.
A teacher can design a systematic approach to working
with polysemous words based on Uzbek language
dictionaries. This system, implemented as practical
exercises, should include:
•
Identifying polysemous words from texts in
language and reading textbooks;
•
Explaining their meanings using digital
dictionaries and instructional materials;
•
Clarifying the meanings in student-friendly
language;
•
Encouraging consistent use of these words in
students’ own speech;
•
Completing
targeted
exercises
involving
polysemous words.
Practical Classroom Task Samples
Task: Provide examples and identify the correct usage
of polysemous words
1.
In which sentence does the word xazon mean “fallen
leaves”?
o
Bog‘dagi xazonlarni supurib, yoqib yuborishdi.
o
Yurakdagi orzular xazon bo‘ldi…
2. Which word matches the
meaning of yorug‘?
o
Nur
o
G‘am
o
Quyosh
o
Tungi qorong‘ulik
3.
Which sentence uses yorug‘ in the sense of
“bright/future is promising”?
o
Xonaga yorug‘ tushib turibdi.
o
Uning kelajagi yorug‘, orzulari ulkan!
4. Fill in the blanks with context-appropriate words:
o
Yer ajriqzor bo‘lsa ham qattiq ekan. Kosovning
uchi yerga ozgina kirar-
kirmas guvala ikkiga bo‘lindi.
o
Chumolining bu gapi o‘tloq ahliga qattiq ta’sir
qilibdi.
5. Choose the missing word to complete the poem:
markdown
КопироватьРедактировать
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European International Journal of Pedagogics
Keldi ko‘klam kabi soz,
Bizlar sevgan ______ yoz.
Ekin o‘sdi yerlarda,
Bug‘doy pishdi qirlarda
o
1. Issiq
o
2. Xushbuy
o
3. Zavqli
6. Use the word yarim in both its literal and figurative
meanings:
o
Nodir qo‘lidagi olmani yarmini singlisiga berdi.
o
Doston
dadasi
ishdan
kelguncha
ko‘chatlarning yarmini ekib bo‘lgandi.
Linguistic Examples for Classroom Enrichment
To teach polysemy effectively, especially in younger
students, you must use engaging, illustrative examples.
For example:
•
Quloq:
1.
The ear as a hearing organ
—
"Quloqlari
dikkaygan..."
2.
The 'ear' or handle of an object
—
"Choynakning qulog‘i sinib qolgan."
•
Ko‘z:
•
The eye as a div organ
—
"O‘ng ko‘zimni
sotmayman, u menga kerak."
•
A 'pocket' or opening, e.g., in a bag
—
"Xurjunning ikki ko‘ziga ikki ko‘zani solibdi."
Pedagogical Takeaways
By designing lessons that blend polysemous word
learning with visual aids, poems, proverbs, and age-
appropriate texts, teachers promote:
•
Creative and logical thinking
•
Rich oral and written expression
•
Independent use of vocabulary
•
Connection of abstract and concrete word
meanings
This comprehensive engagement allows students to
not just memorize, but contextually apply word
meanings
—
linking them with thought, culture, and
creativity.
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