International Journal Of Literature And Languages
35
https://theusajournals.com/index.php/ijll
VOLUME
Vol.05 Issue06 2025
PAGE NO.
35-37
10.37547/ijll/Volume05Issue06-11
Comparative Analysis of Phraseological Units in Uzbek
And English Languages
Karshieva Shakhnoza Tokhirovna
Teacher at Interfaculty Department of Foreign Languages CSPU, Uzbekistan
Received:
14 April 2025;
Accepted:
10 May 2025;
Published:
12 June 2025
Abstract:
This article explores the manifestation of phraseological units in the Uzbek and English languages,
emphasizing translation challenges and the cultural significance of such expressions. It also discusses the
importance of understanding phraseological etymology and the influence of sociocultural factors on their usage.
The comparative analysis aims to highlight not only linguistic but also cognitive and pragmatic aspects of idioms
across both languages.
Keywords:
Phraseology, phrases, PU (phraseological units), linguistics, comparison, translation, synonym.
Introduction:
Phraseological units, as fixed expressions
with figurative meanings, reflect the socio-cultural
identity of a nation. They serve as vital linguistic tools
to represent traditions, worldview, and historical
experiences. In learning English, the study of such
expressions plays a crucial role in linguistic competence
and cultural awareness. Investigating phraseology
remains one of the more complex and nuanced
challenges within linguistic research.
In linguistics, phraseology appears as a unique lexical
layer of the language that reflects its invaluable
richness, limitless potential, and distinctive historical
development. So far, significant results have been
achieved in studying the literary language, stylistic
features, and lexicon of this rich treasure.
Phraseological units, which are considered excellent
examples of verbal art, play an important role in the
lexical layer of the language, serving as a literary device
of linguistic, cultural, and historical importance.
MAIN PART
Prominent global linguists such as B. Fraser, N.
Chomsky, A. Kunin, V. Vinogradov, A. Nazaryan, and
Uzbek linguists such as Sh. Rahmatullayev, B.
Yo‘ldoshev, A. Mamatov, A. Bushuy, and M. Sodiqova
have conducted research in the field of phraseology.
According to American scholar B. Fraser, “Idioms play a
significant role in linguistic culture and differ from
ordinary phrases in that they are fixed expressions with
immutable form and meaning”
\[6, p.22]. Reformatsky
defines phraseological units as “words and expressions
characteristic of the speech of different social layers,
indicating their class and profession”
\[3, p.128].
Phraseological units should never be understood
literally; that is, the words are not used in their primary
meaning. If they are used literally, then they are not
idioms. For example:
My brother wore his coat inside out in the dark.
My brother suddenly wore his coat inside out.
In the first sentence, it literally means he wore his coat
inside out in the dark. In the second, the idiom "wore
his coat inside out" means "he became angry or
changed his opinion." Now let’s consider an English
example:
Little Sarah learnt the alphabet by heart from A to Z.
Sarah is an expert in this sphere; she knows it from A to
Z.
The first sentence uses literal meaning, while the
second uses "from A to Z" idiomatically to mean "she
knows it thoroughly." The Uzbek equivalent is “ipidan
ignasigacha” (from thread to needle).
Like all things and phenomena in the world, idioms also
have their own origin stories or etymologies. Studying
the origin of phraseological units in a particular
language helps understand the history and traditions of
that nation. Some English idioms are rooted in
International Journal Of Literature And Languages
36
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International Journal Of Literature And Languages (ISSN: 2771-2834)
historical events and customs.
For instance, the idiom "to let the cat out of the bag"
(to reveal a secret) originated from an old English
market trick. At fairs, piglets were sold in bags.
Dishonest sellers would replace the piglet with a cat,
and the secret would be revealed when the buyer
checked the bag
—
thus the idiom.
"Walls have ears" originated during the reign of
Catherine de Medici in France, whose palace was
constructed in a way that conversations in one room
could be heard in another, enabling political
surveillance.
The idiom "barefoot" not only means “without shoes”
but also "unmarried" for girls in medieval times. It was
customary for the groom’s family to give shoes to the
bride-to-
be. Similarly, the Uzbek idiom “boshi ochiq”
(with uncovered head) refers to an unmarried girl.
Based on A.V. Kunin’s classification, we analyzed idioms
through examples:
* To kick the bucket
–
to die
* To be all thumbs
–
to be clumsy
* The real McCoy
–
genuine or precious thing
* Grin like a Cheshire Cat
–
to smile broadly
These idioms derive their meaning not from individual
words but from the whole phrase. Understanding
idioms
requires
interpreting
the
components
metaphorically.
For example, "make a mountain out of a molehill" is
equivalent to Uzbek “pashshadan fil yasash” (making
an elephant out of a fly), with "molehill" symbolizing
something
small
and
"mountain"
something
exaggerated.
Other idioms include:
* Black frost
–
severe frost
* As red as a turkey cock
–
bright red
* The Blue Blanket
–
the sky
* As bold as a lion
–
very brave
* As obstinate as a mule
–
very stubborn
RESULTS AND DISCUSSION
The comparative study of Uzbek and English
phraseological units has yielded several notable
findings regarding their structure, meaning, usage, and
cultural backgrounds:
1. Semantic Parallels Across Languages
Despite differences in lexical composition and imagery,
many idioms in Uzbek and English convey similar
meanings. This suggests the existence of universal
metaphorical patterns rooted in shared human
experience. For example, the English idiom “to make a
mountain out of a molehill” and the
Uzbek
“pashshadan
fil
yasamoq”
both
emphasize
exaggeration, albeit using different cultural imagery.
2. Cultural-Specific Idioms and Their Challenges in
Translation
A significant portion of phraseological units are
culturally bound. Idioms such a
s “let the cat out of the
bag” or Uzbek “boshi ochiq” carry meanings that are
not immediately transparent to non-native speakers.
Translating such expressions requires not only linguistic
but also cultural competence to preserve the idiomatic
meaning rather than the literal sense.
3. Etymology as a Key to Comprehension
Understanding the historical roots of idioms
contributes to more accurate interpretation and usage.
For instance, knowing that “barefoot” once symbolized
an unmarried woman in medieval England parallels the
Uzbek idiom “boshi ochiq”, which reflects a similar
socio-cultural context. Such etymological insight helps
learners appreciate the deeper layers of meaning and
sociolinguistic function.
4. Classification of Phraseological Units
Following Kunin’s classification, phraseological units
were categorized into several types: fully idiomatic,
semi-idiomatic, and phraseomatic. This framework
enabled a systematic comparison and revealed that
both languages contain a spectrum of phraseological
fixedness and figurativeness, though with language-
specific stylistic preferences.
5. Function in Communication
Both
languages
employ
idioms
to
enhance
expressiveness, emotional impact, and stylistic nuance
in discourse. Idioms are particularly prominent in
literature, media, and colloquial speech. Their proper
use signals fluency and native-like competence in a
language.
6. Cognitive and Pragmatic Aspects
Idioms
often
encode
culturally
specific
conceptualizations. For exampl
e, the metaphor of “a
lion” to denote courage is found in both languages (“as
bold as a lion” in English, and “sherdek jasur” in Uzbek),
reflecting a shared cognitive metaphor for bravery.
Such patterns underscore the cognitive universals in
language while respecting cultural uniqueness.
Implications
* The findings of this study have direct implications for
language teaching, bilingual lexicography, and
translation studies.
* Educators should incorporate comparative idiom
studies into language curricula to improve cultural
literacy.
International Journal Of Literature And Languages
37
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International Journal Of Literature And Languages (ISSN: 2771-2834)
* Translators must develop strategies for equivalent
idiom
substitution,
contextual
rephrasing,
or
footnoting to handle culturally specific expressions.
* Phraseological studies like this one can foster
intercultural understanding and promote deeper
appreciation of linguistic diversity.
CONCLUSION
The comparative analysis of phraseological units in the
Uzbek and English languages demonstrates that idioms
are not merely decorative elements of language, but
rather essential components of linguistic and cultural
expression. These units serve a wide range of
communicative functions: they enrich speech, express
nuanced emotions, create stylistic effects, and reflect
the speaker's cultural identity and worldview.
Through detailed comparison, it becomes clear that
many idioms across both languages, despite being
rooted in different cultures, share similar semantic
functions. For example, the English idiom “from A to Z”
and the Uzbek “ipidan ignasigacha” both convey the
notion of complete and thorough knowledge. Such
similarities reveal universal cognitive structures in
human language, even when expressed through
different metaphorical images.
At the same time, culturally bound idioms like “let
the
cat out of the bag” or “boshi ochiq” underline the
necessity of considering historical and social contexts in
understanding phraseological meaning. The etymology
of these expressions, often tied to specific events or
practices, enhances our comprehension of their
figurative use and strengthens the argument for deeper
linguistic and cultural integration in language learning
and translation.
This study has also highlighted the challenges that
idioms present in translation. Due to their fixed form
and figurative meaning, literal translation often leads
to misinterpretation. As a result, translators must not
only be linguistically competent but also culturally
sensitive, employing strategies like equivalence
substitution, paraphrasing, or contextual adaptation.
Finally, the pedagogical implications of this analysis are
significant. In language teaching, particularly for
learners of English or Uzbek as a foreign language,
phraseological competence is crucial for achieving
advanced proficiency. Educators are encouraged to
integrate phraseological content into curricula,
promoting cultural literacy alongside grammatical and
lexical knowledge.
In summary, phraseological units function as powerful
linguistic tools that reflect the richness of cultural
traditions and the flexibility of human cognition. Their
study contributes not only to theoretical linguistics and
translation studies but also to fostering intercultural
understanding in an increasingly globalized world.
Future research should expand this comparative
framework by including more idiomatic corpora and
conducting
empirical
studies
on
learners'
comprehension and usage of idioms in real-life
communication.
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