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THE CONCEPT OF A CONCEPTUAL FIELD IN COGNITIVE LINGUISTICS AND
CREATING ITS INTERPRETATION
Jumayeva Muhabbat Mustaqimovna
Doctoral student of the Department of English Linguistics, Navoi State University
Annotation:
This scientific article considers the cognitive aspects of the analysis of language
units. Syntactic, semantic and pragmatic analyses are discussed. As a result of the intensification
of semantic research in linguistics, it became clear that the description of language units in terms
of form and content does not allow for a complete explanation of the language.
Keywords:
cognitive, syntax, semantics, pragmatics, language units, linguistics, analysis,
linguistics, comparative typology, lingvopragmatic features, lingvocultural signs, comparison
and conceptualization, categorization, interpretative analysis methods, descriptive and structural
semantic methods, lingvocultural terms.
Independence has created broad opportunities for the development of science and education,
along with other areas of the social life of our people. The granting of the Uzbek language the
status of the State language, the elevation of the attitude to the system to the level of state policy,
and the growing interest in studying foreign languages indicate that significant work is
being done in this regard. Based on the needs of the higher education system in the social sphere
and economic sectors, in order to improve the quality of education, train competitive personnel,
effectively organize scientific and innovative activity, and develop international cooperation, as
well as in order to implement the Resolution of the President of the Republic of Uzbekistan No.
PQ-4391 dated July 11, 2019 “On measures to introduce new principles of management in the
system of higher and secondary specialized education”, a Concept for the Development of the
Higher Education System of the Republic of Uzbekistan until 2030 has been developed.
The study and analysis of the vocabulary of language by scientists from the perspective of
conceptual semantics, justified by the fact that it is a conceptual layer that actively participates in
the synthesis of knowledge, production infrastructure, technologies, politics, culture, etc. - the
systematic study of the linguistic and cultural characteristics of the factors that ensure the
professional success of each person's activity has become a matter of great importance. Various
aspects of this issue have been covered to varying degrees by European, American and Russian
scientists in their time in scientific research in the form of dissertations, monographs, scientific
articles, theses. However, until now, the conceptual structure of drama, the specificity of the
conceptual field, cognitive features, linguopragmatic features, linguocultural signs, especially in
a comparative typological sense, have not been the object of separate research. This indicates the
relevance of the topic of this dissertation.
This dissertation research will serve to a certain extent in implementing the tasks set out in the
Presidential Decree No. 4947 of February 7, 2017 “On the Strategy of Actions for the Further
Development of the Republic of Uzbekistan”, the Resolution of April 20, 2017 “On Measures for
the Further Development of the Higher Education System”, and other regulatory legal documents
related to this activity.
Ipanova O.A. (M. 2005), Malysheva E.G. (M. 2011), Redkozubova K.Y. (M. 2004), Letova A.D.
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(M. 2004), Rapoport N.V. (M. 1999), Vasilyuk I.P. (S.P. 2004), Chayka S.A. (M. 2002), Avlova
T.B. (M. 2002), Mayorenko I.A/ (M. 2005), Novikova V.V. (M.2007) conducted dissertation
research on this topic. Gorintseva V.N. conducted research on the linguistic features of
Shakespeare's dramatic works. Makarov V.S. worked on the issues of translating Shakespeare's
dramatic works. W. Shakespeare's works, Igoshina O.A., Kozina N.O., Neshkova E.G.,
Medvedova T.V. and others studied the linguocultural aspects of language material related to
various discourses. In Uzbek linguistics and translation studies, Jamol Kamol, Yusuf Shomansur,
M. Shayhzoda and other translators conducted research on Shakespeare's work. The purpose of
the research work is to study the conceptual field in the discourse of the drama from a
linguocultural perspective. The tasks of the research work: - to theoretically define the concepts
of discourse, conceptual field and linguocultural aspect;
- to study the problems and directions of linguocultural research at the current stage;
- to study the basic concepts and principles of discourse theory;
- to create the concept of conceptual field in cognitive linguistics and its interpretation;
The subject of the research is the pragmalinguistic loading of the constituent elements of the
conceptual field, linguocultural terms and conceptospheres. Research methods used in the
research work; In solving the specified tasks, comparison and conceptualization, categorization,
interpretation analysis methods, descriptive and structural semantic methods, as well as
component analysis observation and classification methods and statistical calculations were used
to determine the amount of processed material. Traditional linguistics focused on studying
language units only from the formal side. This view, especially the semantic approach to
language, is further strengthened by considering the sign to consist only of form. In structuralism,
language was divided into strict layers, each of which was considered a closed system. The
relationship of language units with the objective existence they represent was left out of the
research. Later, it became clear that such a study of language was one-sided, that form could not
be separated from meaning. As a result, attention was paid to the meaning side of units.
As a result of the intensification of semantic research in linguistics, it became clear that the
description of language units in terms of form and content does not allow for a complete
explanation of the language. Only the study of language units in relation to the contextual speech
situation provides a greater opportunity to correctly understand their meaning. This increases the
interest of language units from the pragmatic side.
In cognitive linguistics, in order to correctly understand the information given in speech, in
addition to the speakers' knowledge of the language, the listener's knowledge of the world, the
social situation in which the sentence is used, the knowledge of the speakers' psyche in the
process of speaking, and other knowledge should be included. The word cognitive is derived
from the English word "cognize - to know, to understand, to understand", and this field connects
language with thinking (consciousness) and conducts a deep scientific study of the inextricable
connection of the psychological, biological and neurophysiological aspects of its formation with
social, cultural and linguistic phenomena. Cognitive linguistics is in this respect connected with
various fields such as psycholinguistics, anthropolinguistics, ethnolinguistics, sociolinguistics.
According to Sh. Safarov, the task of cognitive linguistics is to acquire and process knowledge
using language, to apply and transmit language in practice, and to conduct in-depth scientific
research into the system and structure of language as a reflection of thought in the human brain.
In the process of understanding a speech product by the listener, all his knowledge about the
world and existence serves equally. Therefore, only by taking into account the interrelation of
this knowledge, we will come closer to understanding the essence of the speech process. As a
result of such a need, the concepts of semantics and pragmatics arise. Language, which is a
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means of communication without this three-sidedness of language units, cannot find its full
interpretation. Syntactic units have three sides: 1. Syntactics, 2. Semantics, 3. Pragmatics.
Syntactics studies the formal relations of language units, that is, the relations between language
signs. Thus, syntactics is based on the syntactic system of a sentence, which is traditionally
studied under the name of parts of speech. According to syntax, any syntactic unit is interpreted
as a generalized situation that manifests itself in various variants in the speech process. Ch.
Morris, one of the founders of semiotics, divides semiotics into three. 1. Semiotics is the study of
the relationship of a sign with an object of existence. 2.
Syntax is the study of the relationship of a sign with a sign. 3. Pragmatics is the study of the
relationship of a sign with a speaker. It is understood that the semantic syntax of human speech
studies the elements of objective reality reflected in the mind, that is, how the proposition is
expressed through syntactic devices. In other words, it studies the propositional side of the
semantic syntax devices of colloquial speech (Safarov III, 2008).
The structure of a sentence is compared with the fragment of existence expressed by this
sentence. For example, There is a playing ball in the garden. The apple tree burst into blossom.
The sentence, which is the main unit of syntax, expresses some event in existence reflected in the
human mind, a fragment of existence. The fragment of a sentence shows what function the
individual elements of existence reflected in the mind perform in this situation. For example, The
Sun rises in the East. The Sun is a subject of the action. Rises – the action performed by the
subject. In the East – the place of the action. The word combination expresses the mutual
relations of the elements of being reflected in the mind. Tom found the box empty (predicative
connection). A young boy (attributive connection). Played in the garden (adverbial connection).
From the point of view of pragmatics, the syntax and semantics of language units are insufficient
for a complete description of these units. Only when pragmatics is added to syntax and semantics
do they find their true interpretation. For example, Everyone is enjoying his stay.
This statement expresses specific individuals and their situation in a specific time and place, a
proposition. However, this alone is not enough for the proposition expressed by the sentence to
be understandable to the speakers. For this, the speakers must have a general idea of certain
social groups and a specific time and place in which this event occurs. Because the spatial and
temporal situations of all people in the world cannot be the same. Therefore, the above sentence
must be associated with specific individuals, specific places and times. The study of such a
relationship of the proportion expressed by the sentence with the speech situation constitutes the
pragmatic side of the sentence. In conclusion, it can be said that it is not for nothing that this
problem is given attention at a time when the study of semantics issues in cognitive linguistics is
intensified. Because the scope of analysis of semantics has expanded significantly, it has become
necessary to simplify it somewhat, to get rid of the part of meaning related to the context. As a
result, pragmatics has separated from semantics. It is impossible to find a solution to all the
issues raised here in the volume of one article, but their relevance leads linguists to repeatedly
address these problems.
Reference:
1. Yusupov U.K. Theoretical foundations of comparative linguistics - Tashkent, Fan, Academy
of Sciences of the Republic of Uzbekistan, 2007.
2. Safarov Sh. Cognitive tilshunoslik-Jizzakh. Sangsor, 2006.
3. Boldyrev N.N. Language categories as a format of knowledge. Question cognitive
linguistics.2006.No.2
