International Journal of Pedagogics
41
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue07 2025
PAGE NO.
41-45
10.37547/ijp/Volume05Issue07-10
The Main Types of Polysemous Words and The Content of
Working on Polysemous Words in Primary School Textbooks
Sodiqova Gulbahor G‘ofurjon qizi
Fergana State University, Faculty of Pedagogy, Psychology and Art Studies, Department of Primary Education Methodology, Uzbekistan
Received:
17 May 2025;
Accepted:
13 June 2025;
Published:
15 July 2025
Abstract:
In the process of language learning, especially in primary education, understanding and effectively using
polysemous words plays a crucial role in enhancing students' linguistic and cognitive abilities. This article discusses
the main types of polysemous words and highlights the content and methodology of working on these words in
primary school textbooks. Methodological approaches, linguistic features, and sample exercises are provided to
support teachers in developing students' comprehension of polysemous words.
Keywords:
Polysemy, context, mother tongue textbook, semantic relation, lexical-semantic category.
Introduction:
In studying the semantic scope of a word,
the phenomenon of polysemy is recognized as one of
the essential theoretical and scientific foundations.
Polysemy refers to the characteristic of a single word
form having several interrelated meanings. It manifests
in two main forms:
•
Lexical polysemy
–
the use of a word in primary and
derived meanings;
•
Stylistic polysemy
–
when a word gains emotional or
figurative meaning in different speech styles.
In both cases, the meaning of a word is understood
through its semantic load and contextual relationships.
In the Resolution No. PQ
–
4884 of the President of the
Republic of Uzbekistan dated November 6, 2020,
important tasks were defined to improve the general
secondary education system based on modern
demands. These include effectively using interactive
methods in mother tongue education and fostering
students’ analytical thinking by teaching them to
analyze word meanings within context.
Furthermore, the resolution highlights the necessity of
developing methodological materials that stimulate
speech activity and incorporating them into the
educational process.
The ideas presented in this official document serve
today as a crucial methodological foundation for
studies aimed at helping primary school students
comprehend polysemous words, distinguish their
contextual meanings, and use them appropriately in
communicative situations.
Special attention is given to contextual analysis of
polysemous words during lessons, using tasks enriched
with illustrated examples, expressive interpretations,
and visual tools to develop students’ semantic thinking.
In the 2nd, 3rd, and 4th-
grade “Mother Tongue”
textbooks, tasks related to polysemous words help
students develop skills in differentiating between
primary and derived meanings, understanding the
function of a word in a text, and recognizing semantic
relationships.
For example, by analyzing the various meanings of the
word “foot” in contexts such as “a part of the div,”
“table legs,” or “foot of the mountain,” students
develop competence in distinguishing semantic
differences.
Such exercises promote analytical thinking, lexical
sensitivity, and speech precision. These methodological
approaches play an important role in enhancing
students' overall speech activity and functional literacy.
Every native speaker must adequately understand the
semantic layers of polysemous words in their language.
To accurately express thoughts and emotions and
consciously choose polysemous units according to
context, one must grasp their semantic features.
Using polysemous words correctly and actively in
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International Journal of Pedagogics (ISSN: 2771-2281)
primary students’ speech reduces unnecessary
repetition of the same lexical units, thereby increasing
clarity and expressiveness of speech.
Hence, in teaching the mother tongue to younger
learners, the place and semantic potential of
polysemous words deserve particular attention.
Up to now, numerous theoretical studies have been
conducted in linguistics concerning the phenomenon of
polysemy. Analyzing these studies provides a clear
understanding of the types, classifications, and
different definitions and approaches offered by various
scholars.
In Uzbek linguistics, polysemous words have mostly
been studied based on traditional approaches and
system-structural principles. However, in recent years,
some studies have also focused on analyzing how these
words are reflected in dictionaries [48, p. 30].
Different researchers' works on polysemous words
reveal not only varying definitions but also significant
differences in classification approaches. According to
E.V. Kuznetsova, polysemous words have a single main
meaning, and their contextual meanings are explained
in dictionaries. These meanings can also serve as tools
for explaining each other [68, p. 60].
In Uzbek linguistics, such units that align with
Kuznetsova’s model are referred to as absolute
polysemous words [68].
Linguists who have conducted in-depth analyses of
polysemy in their research emphasize the importance
of classifying these words into groups. For example,
scholars such as A. Hojiyev, M. Mirtojiyev, and M.
Hakimova, who have conducted specialized research in
this area, categorize polysemous units based on
whether their meanings are clearly distinguishable.
They divide them into two types:
•
Absolute polysemous words (also called doublets),
•
Polysemantic polysemous words (also known as
semantic polysemes) [19, p. 22].
Textbooks and manuals intended for students classify
polysemous words as follows:
•
Lexical polysemous words
•
Grammatical polysemous words
•
Lexical-phraseological polysemous words
•
Stylistic polysemous words [34, p. 150].
According to A. Sharipova, the consistent development
of linguistic science demands attention to how
polysemous words are perceived, understood,
differentiated by function, and used across social strata
and within contextual environments. The classification
of such lexical units serves as an important tool for in-
depth analysis.
The phenomenon of polysemy in language not only
reflects the richness of the lexical layer but also
prevents ambiguity and repetition in speech.
Based on V.G. Vilyuman's critical analysis of L.M.
Vasilev’s classification of polysemous words, it
becomes evident that even today, there is no unified
approach to strictly classifying polysemous words
based on clear criteria. The scholar notes that the
existing classification criteria lack precision [83, p. 66].
From these observations, we can conclude that within
modern linguistics and semantic research, no
consensus has yet been reached regarding the
classification of polysemous words. Nonetheless, it is
worth highlighting that the approaches of different
researchers are being analyzed in harmony, based on
grouped methodologies.
In traditional linguistics, polysemous words are
generally categorized into the following two major
groups:
1. Ideographic or polysemantic approach
–
based on
subtle semantic differences among meanings;
2. Stylistically marked polysemous words
–
lexical
units with emotional-expressive connotations that are
actively used in stylistically distinct texts.
It is important to note that within semantic research,
the term “ideographic polysemous words” has been
widely discussed, but no common understanding has
been reached among scholars regarding its precise
usage.
In primary education, one of the key responsibilities of
the teacher is to ensure the correct use of polysemous
words by students and to identify and eliminate speech
errors. The proper use of these words is closely
connected to the speaker's language proficiency, age,
cultural background, and several other factors.
It must be taken into account that individuals rely on
their accumulated linguistic experience in their native
language when communicating. As a result, they
generally do not struggle when choosing appropriate
words. However, as students learn to communicate in
their native and other languages, they begin to feel the
need to understand the essence of polysemous words.
Studying such lexical units helps them become
acquainted with the fundamental rules of language.
Errors in the oral and written speech of primary school
students stem from various factors, the main ones
being:
1. First-grade students have not yet fully learned the
existing grammatical norms of the language;
2. Although 3rd and 4th-grade students are aware of
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International Journal of Pedagogics (ISSN: 2771-2281)
some rules, they often struggle to apply them correctly
in written speech;
3. Not all students recognize the importance of
adhering to grammatical norms as a standard practice;
4. Students may not understand the exact meanings of
words used in oral speech [121].
Thus, the process of correcting students
’ vocabulary
choices and speech errors in primary grades is complex.
This is mainly because the theoretical content in
textbooks is presented in a simplified manner suitable
for the age group. However, this sometimes results in
insufficient formation of grammatical understanding
related to synonyms, antonyms, and polysemous
words.
In reality, acquiring grammatical knowledge is a
difficult and long-term process for young children.
Therefore, teachers must organize their lessons by
considering the linguistic essence of the concepts being
taught, the psychological-didactic factors influencing
knowledge acquisition, and the students’ cognitive and
speech development [42, p. 109].
Knowledge of grammatical rules related to polysemous
words should be developed gradually. Researcher F.
Saidova notes that although the external forms of
lexical polysemous words differ, older views that
considered their meanings to be similar are now
considered outdated. Today, assessing semantically
similar units as polysemous words is considered an
accurate approach [77, p. 200].
The content of mother tongue education encompasses
the phonetics, lexicology, morphology, and syntax of
the Uzbek language. Although topics related to these
sections are not always thoroughly covered in the
theoretical part of primary school textbooks,
polysemous words are frequently found in reading
materials
—
such as fairy tales, poems, and literary
passages.
However, not all young students are able to fully grasp
the semantic nuances of these words.
According to the researcher, teaching language
phenomena
—
including lexical relations
—
consistently
and effectively to primary school students requires
sound
scientific,
theoretical,
and
normative
foundations. In addition, the teaching of the mother
tongue should con
sider students’ psychophysiological
characteristics and follow a systematic approach to
language instruction [79].
Such an approach facilitates successful knowledge
acquisition and promotes the consistent development
of students’ understanding of language
phenomena. As
a result, students gain the ability to comprehend
complex
linguistic
structures,
hierarchical
relationships, and classifications of language units and
phenomena.
In this respect, when teaching polysemous words to
primary school students, it is necessary to connect
them with antonyms and other polysemantic units
using a systematic approach. This helps students
understand the nature of language more deeply.
In this process, teachers should explain the meanings
of polysemous words, demonstrate how they are used
in different contexts through practical exercises, and
clarify cases where one meaning cannot be substituted
for another. Such an approach fosters students’ ability
to think independently and to select and use words
accurately.
According to the basic curriculum for general
secondary education, the number of instructional
hours allocated for the mother tongue subject in
primary grades is as follows:
Subject
Grade 1
Grade 2
Grade 3
Grade 4
Total Hours
Mother tongue 68 hrs (4/week) 136 hrs (4/week) 136 hrs (4/week) 136 hrs (4/week)
476 hrs
Reading literacy 68 hrs (4/week) 102 hrs (3/week) 102 hrs (3/week) 102 hrs (3/week)
374 hrs
As emphasized earlier, vocabulary development begins
in the first grade. However, during this period,
knowledge about polysemous words is not introduced
through formal terms or rules but rather absorbed
indirectly through the content of texts.
The topic of polysemy is formally introduced as an
independent subject in the second quarter of the
second-grade mother tongue curriculum.
The theoretical foundations of polysemous words are
not sufficiently covered in the textbooks designed for
primary education. Only in the 3rd and 4th-grade
textbooks are exercises related to literal and figurative
meanings of adjectives included under the
topic “Types
of adjective meanings” [77]. At this stage, students are
able to expand their vocabulary and understand such
word types through practical exercises.
Within this research, primary school mother tongue
textbooks were analyzed, and polysemous words found
in the subjects of Mother Tongue and Reading Literacy
were systematically compiled. This enabled a deeper
analysis of the lexical materials in the curriculum and
the methodological approaches based on them.
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International Journal of Pedagogics (ISSN: 2771-2281)
As students' speech activity develops, their thinking
also gradually takes shape. When expressing their
thoughts and emotions, students begin to consciously
choose the most appropriate polysemous word for the
context. During the process of acquiring language units,
they start to understand the world through linguistic
concepts in their native language.
Through polysemous words, students’ worldview
representations are gradually formed in their thinking.
As V. Dahl stated:
"Neither talent, nor religious beliefs, nor ancestral
blood determines a person's national identity. Rather,
one belongs to the nation whose language they think
in" [56, p. 28].
From this perspective, teachers face numerous
methodological difficulties when teaching students
about word meanings. This requires them to
thoroughly analyze each linguistic phenomenon and
consult relevant resources.
Given that textbook exercises should not pose
difficulties for students and that their content must be
understandable, we recommend, based on our
research findings, the development of modern
electronic dictionaries and their integration into
students’ practical activities.
Globally, there are specialized learning dictionaries of
polysemous words that serve as effective tools for
primary school students to understand the correct
meanings of polysemantic units found in textbooks.
This issue will be analyzed in more detail in the
following sections of the study.
In the textbooks designed for primary education, the
following types of exercises are found for reinforcing
students’ understanding of pol
ysemous words:
1. Identify polysemous words and distinguish between
their meanings.
2. Explain the meanings of the highlighted polysemous
words.
3. Create a text using polysemous words.
4. Look at the picture, name the objects, and write
polysemous words related to them.
The analysis of textbooks shows that in the 2nd-grade
Mother Tongue textbook, a section titled "Learning the
Meanings of Words" is allocated 5 instructional hours,
3 of which are specifically dedicated to polysemous
words.
At first, exercises related to word meanings are
presented, such as:
Read the text. Explain the meaning of the highlighted
words.
"Everything in nature serves to help people live better.
The sun warms our planet. We breathe fresh air deeply.
We drink clean water. We eat various plants and
animals. We use underground resources for different
purposes. So, everything we need exists in nature. That
is why we call these blessings 'natural resources.'" [75]
Questions following the text include:
1. Which natural resources do you use every day?
2. Do you think natural resources can run out?
Read the sentences and write the meanings of the
highlighted words:
"Two-thirds of the human div is water. The sun is the
source of life on our planet. Oil is extracted from
underground. Without green plants, there would be no
clean air on Earth." [76]
From these exercises, the following definition is
provided:
“When we hear a word, the related information stored
in our minds comes to the surface. For example, the
word 'notebook' reminds us that it is a school supply,
made of paper, and contains many pages. All this
information is the word’s meaning. So, the facts about
an object, event, or phenomenon are called the word’s
meaning.” [76]
[Mother Tongue, Grade 2, Part II, General Education
Schools
Textbook, “Novda Edutainment,” Tashkent –
2023]
A definition of polysemy is then introduced:
“Some words have several meanings. These are called
polysemous words. For example, the word 'iron' refers
to a metal. It also has meanings such as strong, durable,
and resistant. That’s why strong people are sometimes
called 'iron men.'” [79]
Another textbook example:
"Grandma, why does everyone call Uncle Ma’ruf 'bear
wrestler'? He’s not a bear!"
"Because Ma’ruf is as strong as a bear."
"So, does 'bear' mean 'strong'?"
"'Bear' refers to a wild animal. That’s its main meaning.
But it also means strong, huge."
"Got it! So some words can have more than one
meaning." [79]
In the 3rd and 4th-grade textbooks, although there is
no separate topic explicitly titled “polysemous words,”
the subject is indirectly addressed under topics such as
“Types of adjective meanings” and “Lit
eral and
figurative adjectives,” which include exercises related
to polysemy.
As is known, subjects studied at the primary level serve
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International Journal of Pedagogics (ISSN: 2771-2281)
as a propedeutic foundation for deeper study in
subsequent education stages. In other words, the
educational material presented at this stage is aimed at
forming fundamental subject-specific concepts and
includes carefully selected information based on a clear
sequence and didactic purpose [33, p. 41].
In her research, K. Qosimova emphasizes that
polysemous words are mostly learned through
practical exercises and analyzes the structure of such
exercises [42]. Likewise, D. Malikova highlights the
opportunities of using interactive methods in teaching
word meanings [29], while N. Mahmudov discusses
how providing age-appropriate explanations helps
students effectively grasp word meanings [26]. These
academic resources show the importance of practical
approaches in expanding students’ vocabulary and
strengthening their lexical knowledge.
Nevertheless, improving the language literacy of
primary students remains a relevant challenge. In this
study, special attention was paid to how the activation
of polysemous words in students’ speech can be
enhanced through innovative teaching methods and
the use of electronic learning dictionaries.
Mastery of the native language’s lexical potential also
supports success in acquiring other languages. In
particular, working with propedeutic content in the
primary language curriculum and applying it in practice
plays a key role in developing students’
speech
competence.
Therefore, in the process of language acquisition
—
focused on clarifying ideas, forming coherent speech,
and expressing thoughts in a logical order
—
the mother
tongue and language sensitivity (linguistic intuition) are
considered key factors.
CONCLUSION
Polysemous words, as an essential lexical-semantic
category of language, play a critical role in primary
education. They help students develop semantic
thinking, differentiate meanings based on context, and
apply vocabulary consciously.
Exercises and tasks included in textbooks aim to
gradually develop these competencies, contributing to
students’ speech activity, analytical thinking, and
functional literacy.
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Aliqulov T. On the Emergence of Polysemy. // Uzbek
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Tashkent:
Fan, 1985.
Vilyuman V.G. On the Classification of Polysemous
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Sharipova A. Semantic and Functional Features of
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Tashkent, 2010.
Saidova F. Semantic Relations in Uzbek Lexis.
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Tashkent: Fan, 2008.
Malikova D. Interactive Methods in Teaching
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Tashkent, 2017.
Mahmudov N. Methodology of Explaining Word
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Tashkent, 2016.
“Mother Tongue Textbook for 2nd Grade. Part II.” –
Tashkent: Novda Edutainment, 2023.
Uzbekistan Republic Presidential Decree No. PQ
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4884,
November 6, 2020.
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