Volume 04 Issue 09-2024
30
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
09
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Some considerations regarding the relationship between the central terms of pedagogical terminology and its
semantics are discussed in this article. Also, it is difficult to imagine pedagogy and its content as a field, a science
without field terminology. We know that the study of the pedagogical terminology of the Uzbek language serves to
solve not only the problems of the pedagogical field, but also the theoretical and practical problems of professional
education in all fields.
KEYWORDS
Term, terminosystem, terminology, linguodidactics, lexeme, terminography, semantic structure, education.
INTRODUCTION
The terminology of the Uzbek language, which is
considered one of the main tasks of the Uzbek
linguistics, and the terminology of the various fields
that make up the special lexical structure of the
dictionary, is conducting large-scale and regular
scientific and practical research. Issues requiring
constant attention and research in the field of Uzbek
terminology and terminography require consistent
continuation of such scientific research. In particular,
there are problems and issues waiting to be
investigated in the terminology of the field of
pedagogy, which occupies a very important place
within the social-political, cultural-educational events
and issues of society. It is known that any national
Research Article
ON THE SEMANTICS OF THE CENTRAL TERMS OF UBEK LANGUAGE
PEDAGOGICAL TERMINOLOGY
Submission Date:
September 16, 2024,
Accepted Date:
September 21, 2024,
Published Date:
September 26, 2024
Crossref doi:
https://doi.org/10.37547/ijll/Volume04Issue09-06
Yakhshiyeva E’tibor
Tashkent State University of Uzbek Language and Literature named after Alisher Navoi. Doctoral student of
the Faculty of Applied Philology, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 09-2024
31
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
09
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
language has its own scientific terminology. The
pedagogic terminology system in the lexical system of
the Uzbek language is a separate microsystem
belonging to this scientific terminology, and it is
natural that local and foreign language terms have a
stable place in its composition. This system of
terminological units is closely related to the field of
pedagogy and its theoretical-practical issues, object
and subject of research, goals and tasks, directly
referring to education, upbringing process and its
implementation. This situation requires that the field of
pedagogy and its terminology be researched
holistically and interrelatedly. This requires that in the
study of the system of pedagogical terms, first of all,
the linguistic value, terminological meaning of terms
related to important and primary concepts and events-
processes, such as pedagogy, education, training, and
their lexical-grammatical, lexicographic aspect, should
be recorded as a primary issue. Based on this point of
view, it is appropriate to observe the interpretation
and description of the central concepts of the
terminology of the field of pedagogy.
The study of the pedagogical terminology of the Uzbek
language serves not only to solve the problems of the
pedagogical sphere, but also to solve the theoretical
and practical problems of professional education in all
spheres. Because all science, technology and fields are
inextricably linked with their professional education
and the field of pedagogy and its terminology.
The main part
The hyperonym, the dominant unit of the Uzbek
language pedagogical terminology is the term
pedagogy. Along with this hyperonymous term, we try
to observe the important aspects of the linguistic value
and
terminological
meaning
of
the
terms
"pedagogika
", "ta’lim", "tarbiya", "didaktika", which
are noted as the central terms of this terminology,
through their linguistic and encyclopedic descriptions.
“
PEDAGOGY
[gr. paidagogike < pais, paidos
–
child +
ago
–
lead, educate] 1 A set of disciplines that study the
theoretical and practical aspects of education, training
and information. 2 Study subjects in the same field
(specialty)”
. It can be seen from the lexicographic
explanation that two meanings of the term are
distinguished: 1st meaning: "the name of the subject
dealing with education and training" and 2nd meaning:
"the name of the educational subject of the field".
Although ambiguity in terminology is considered a
negative condition, the existence of ambiguity in terms
cannot be denied. The same situation can be observed
in another leading term of pedagogical terminology:
“
PEDAGOGIK
1 Pedagogical, special. Pedagogical
team. Pedagogical activity. Pedagogical skills.
Pedagogical practice. 2 Regarding pedagogy.
Pedagogical
works.
Pedagogical
knowledge.
Pedagogical process”
. Here, in the essence of the 1st
meaning, "person", and in the 2nd meaning, the
concept of "field, science" is considered a priority,
decisive factor, the sign that ensures the unity of these
two meanings, the meaning is "pedagogy". It is this
concept of "pedagogy" that participates to a certain
extent in all terminological units related to the field of
education and training of a person and serves as an
important factor ensuring their belonging to the
system of pedagogic terms.
It seems that in the encyclopedic interpretation of the
concept of pedagogy, the concept of the field dealing
with the theoretical and practical issues of education
occupies a central place. This is the essence of the
term. During the development of the term, the
Volume 04 Issue 09-2024
32
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
09
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
concept of "specialized educational subject of the
pedagogical institute" was also formed. Also, in the
later development of this term, which initially served to
mean "the field dealing with the theoretical
foundations of child education", the concept of "the
field dealing with the educational, cultural, educational
and spiritual education of adults together with
children" has a stable place in the terminological
meaning structure.
The terms education, which represent the main
concepts of pedagogy, also occupy a leading place in
pedagogical terminology. To assess the linguistic value
and terminological nature of these terminological
units, it is necessary to rely on their lexicographic
descriptions. Their description in the academic
dictionary looks like this:
“
TA’LIM
[a. - to teach, teach, impart knowledge;
information] 1 The process of imparting knowledge,
skills and abilities, the main means of preparing a
person for life and work. 2 The set of information and
skills to be acquired in the fields of science or
profession; knowledge 3 Education, manners. 4 tbsp.
Instruction,
guidance, instruction”
.
“
ТARBIYA
[a. - development; care, cultivation; to
teach; imparting knowledge] 1 Education, morals, etc.
to teach, inculcate, bring a person to adulthood, raise,
grow. 2 The set of actions aimed at forming and
developing a person's skills, manners, etc., and
ensuring that he acquires the qualities necessary for
living in society, and the manners, qualities, virtues that
are inculcated in this way. 3 To look and cultivate based
on a certain order and method; tend (about plants and
an
imals)”
.
In this place, the lexicographical description of the
units of education and training, which are among the
central terms of the pedagogical terminology of the
Uzbek language, is carried out from a general
philological point of view. Ped, meaning that the
recorded meaning of these lexical units is related to the
pedagogical terminology before the description. it
would be appropriate to put a conditional sign.
Because both units are related to the pedagogical
terminology based on these mentioned meanings.
Also, the presence of universal meanings in the
semantic structure of these units serves as a basis for
defining them as universal lexical units.
Therefore, such lexical units can be expressed as
lexeme-terms, they are active in general and special
lexicon. Both lexical units under our observation have
a special place in the terminology of pedagogy as
representatives of central and basic concepts. This
indicates that they are recorded in the system of
central terminological units of pedagogy. Accordingly,
when describing the meaning of these lexeme-terms, it
is appropriate to reflect them in the lexicographical
description, without neglecting their general and
terminological signs. It is known to everyone that
education and training units, as a term, actively
participate in the formation of many terminological
units in the system of pedagogical terminology, and
serve to express and express the main concepts and
phenomena of the field. It is difficult to imagine the
field of pedagogy and its terminology without these
lexeme-terms with terminological meaning.
One of the terms representing one of the central
concepts of the field of pedagogy is didactics. In the
"Annotated Dictionary of the Uzbek Language" this
term is explained as follows: "DIDACTIC (Greek
didaktikos - teacher, didasco - learner) is an integral
Volume 04 Issue 09-2024
33
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
04
ISSUE
09
P
AGES
:
30-33
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
part of pedagogy dealing with the field of educational
theory. He deals with such complex issues as the
educational process and essence, laws, methods and
tools of education, improvement of the educational
process. The subject of D. is the educational process
and its laws”
.
The essence of this term is determined directly on the
basis of the concept of education. In contrast to the
lexeme-terms of education and training, the didactic
unit is considered a pure term. This situation requires
that pedagogical terminological units be divided into
two types: lexeme-term and pure terms in terms of
expressing a purely sectoral concept or a sectoral
concept with a general social meaning.
There is no doubt that words such as pedagogika,
defektologiya, surdopedagogika, didaktika, metodika
are pure terms in pedagogical terminology, and words
such as ta
ʼ
lim, tarbiya, shaxs, ma
ʼ
rifat, odob, axloq are
lexeme-terms.
CONCLUSION
"Under the influence of scientific and technical
progress, terminology changes on the basis of two
interrelated laws, firstly, in connection with the laws of
the scientific and technical process, and secondly, in
connection with the general laws of language
development"
. Бу эса
ҳ
ар
бир
терминологик
тизимнинг мунтазам равишда тад
қ
и
қ
қ
илиб
борилишини
та
қ
озо
қ
илади
.
From the above observation and analysis, it is clear that
the terminology of each field is stable as a separate
system with its own basic concepts and principles. The
development of a particular field and the renewal,
changes in the field are also reflected in its terminology
and terminography. Each terminological system has its
own structure, construction, and it is desirable that the
terminological units belonging to the system should be
described on the basis of lexical-semantic relations
between them, and provided with a terminological
essence. This provides an opportunity to correctly
interpret the relationship between concepts and
terms, perfect the terminological meaning of terms,
lexicographic descriptions, and effectively place them
in the corpus of terms.
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