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COMPARATIVE ANALYSIS OF LINGUACULTURAL FEATURES OF ENGLISH AND
UZBEK FAIRYTALES (BASED ON THE PLOTS OF “TOM THUMB” AND
“NOHATPOLVON”)
PhD Bahtiyarov Mukhtorjon Yakubovich,
UzSWLU Department of practical translation
Tuymaeva Khurshidabonu Khurramovna,
MA student of U zSWLU Comparative linguistics and linguistic translation study
ABSTRACT:
The paper examines linguacultural characteristics of English and Uzbek
fairytales. The relevance of the study is determined by great interest of linguistic science to the
issues of national and cultural specificity of folk texts, which is caused by peculiarities of historical
development, beliefs, traditions and customs of people. The objective of the study is to reveal
traditional and cultural characteristics of the English and Uzbek tales by means of their
linguacultural analysis which is based on the plots of the similar fairytales in two languages. This
paper is divided into two sections. The first section examines linguacultural features of the literary
tales in two languages. They are characterised by the variety of lexical and stylistic means and a
diversity of characters and plots. The second section gives an overview of differences and
similarities of fairytales of two different western and eastern cultures. The results of the
investigation can be effectively used for a further profound comparative analysis of sociolinguistic
and linguacultural features of English and Uzbek tales.
Keywords:
linguocultural analysis; worldview; folk tales; literary tales; stylistic means;
grammar; adaptation.
In the process of globalisation that inevitably leads to mixing up cultures, it is of vital
importance to save national and cultural identity. Not to disappear in a melting pot of nationalities,
one should know more about his/her roots. The wisdom of people, their world outlook, traditions,
and beliefs are expressed in tales. Fairytales stimulate imagination, creativity, and critical thinking
skills, while also providing comfort, escapism, and teaching empathy. The moral lessons and
values portrayed in fairytales can be applied to real-life situations, making them valuable tools for
personal growth and development. We have also revealed male gender preference in folk tales. By
incorporating fairytales into reading habits, readers can experience the transformative power of
these timeless stories. Thus Albert Einstein once said
“If you want your children to be intelligent,
read them fairy tales. If you want them to be more intelligent, read them more fairy tales.”
Also,
fairy tales as a part of the folk narrative genre system, always serve for the development of
literature, cultural exchanges, and importantly play a great role in the good raising of the young
generations. Learning fairy tales from the scientific point of view is as important as its spirituality
and ethical values. Comparatives studies can give us more access to learn the texts of fairy tales
for which Uzbek and English nations, like others, have their own cultural and scientific aspects.
Nowadays these traditional stories are widely used in English language learning process.
Thus, Bocharnikova and Eremina (2017) claim that “a travel to the land of fairy tale” is an
effective unconventional form of training, which makes it possible to introduce integrated lessons
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by means of combination of teaching literature and English.16 At the same time, Gómez (2010)
discusses the ways of teaching grammar and vocabulary in the meaningful context provided with
the story. Meanwhile, tales are used as a way to introduce students to the British culture.17
Constantinescu (2016) insists on the usage of translational strategies and techniques that render
the cultural dimension of the source text in order to give the young readers access to a foreign
culture. In recent years there has been a growing interest in the interdisciplinary approach to
investigations in linguistics. Due to this, the aim of the paper is to reveal national and cultural
peculiarities of the tales by means of their linguocultural analysis. To achieve this goal, we tried
to solve the following tasks: 1) to investigate linguocultural features of the British and Uzbek
literary tales; 2) to study the plot of similar traditional tales. The materials of our analysis are based
on the traditional English and Uzbek fairytales. . Based on the approaches of Archer Taylor, Stith
Thompson, V.Propp, I.Kruk, I.Amroyan, A.Kreatov, J.Eshonkulov, and Sh. Turdimov, we
analyzed two nations‘ traditional fairy tales and tried to identify the tales among Uzbek and English
fairy tale fond which can present a similar plot.
Linguacultural specificity refers to the unique relationship between language and culture.
It recognizes that language and culture are intertwined and that they influence each other in
complex ways. Linguacultural specificity acknowledges that language is not just a tool for
communication, but it is also a reflection of the culture in which it is used. For example, different
cultures may have different ways of expressing politeness or respect through language. The
linguistic characteristics of fairy tales from different cultures contribute to the rich tapestry of
world folklore, showcasing the diversity, creativity, and universality of human storytelling
traditions.18 By exploring the linguistic nuances of fairy tales from varied cultural backgrounds,
we gain a deeper appreciation for the interconnectedness of global storytelling traditions and the
enduring power of narrative to transcend linguistic boundaries and cultural divides. Also, by
understanding the cultural nuances of a language, learners can communicate more effectively and
avoid misunderstandings.19 It also helps learners develop a deeper appreciation and understanding
of the culture associated with the language they are learning. Fairy tales are deeply rooted in
culture, drawing upon the beliefs, values, traditions, and customs of a particular society. Cultural
features play a significant role in shaping the themes, characters, settings, plots, and moral lessons
found in fairy tales. Here are some ways in which English and Uzbek fairy tales vary in terms of
their linguistic features:
Vocabulary and Idioms. Fairy tales from different cultures often incorporate distinct
vocabulary, idioms, and expressions specific to their language and cultural context. Phrases like
"lived happily ever after", "murod maqsadlariga erishipti"
and magical spells
" Abracadabra ",
" Kuf suf "
Narrative Structure: British fairytales favor linear storytelling with a clear beginning,
middle, and end, while Uzbek ones employ circular or episodic structures that reflect different
16
Bocharnikova, A.S., Eremina, S.A. (2017). Fairy Tales at Secondary School English lessons. Philological Class,
48 (2), 57-62
17
Constantinescu, M. (2016). Translating Children’s Stories – Reflections and Practices [E-Reader Version].
Retrieved November 8, 2017 from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2175-
79682016000100155
18
Akimenko, N.A. Linguocultural characteristics of the Anglo-Saxon fairy tale discourse [Text] /. - Elista:
Publishing house Kalmik University, 2013
19
Kretov A.A. Fairy tales with the recursive structure‖ Toronto Slavic Quarterly‖- Academic Electronic Journal in
Slavic Studies.Toronto,2003 http://sites.utoronto.ca/tsq/15/kretov15.shtml
295
storytelling conventions. In "Tom Thumb", the tale begins straightly with the birth of main hero
whereas in "Nohatpolvon" it happens in the middle after the evidence in the family he was born.
Character Names and Descriptions: Characters in fairy tales are often given names and
descriptions that bear cultural significance and reflect local naming conventions, traditions, and
beliefs. For instance:
English “Tom thumb”- thumb sized boy and Uzbek one “Nohatpolvon”
which means strong pea size guy.
Symbolism and Imagery: Cultural symbols, such as tools, plants, colors, and objects, may
carry specific connotations and associations that resonate with audiences from that cultural
background
.
For instance:
scythe
from "Tom Thumb",
is usually kept in the countrymen’s house.
While
gurzi
in
"Nohatpolvon", is used by strong and brave men.
Language Register and Style: Western cultures may employ formal or archaic language in
their fairy tales to evoke a sense of tradition and authority, while Eastern countries may use
colloquial or vernacular language to connect with contemporary audiences.
Tom cried out from
the inside of the wolf," My dear wolf, I can tell you where to get a splendid meal!" - "Where is it
to be had?" asked the wolf
.
-Ota, menga cho’yandan qilingan bir gurzi keltiring,-debdi. Chol temirchining oldiga borib, bir
gurzi qildiribdi va inqillab-sinqillab arang uyga olib kelipti.
Humor and Wordplay: Humor and wordplay are common features of fairy tales across
cultures, but the types of humor, jokes, puns, and word games employed can differ based on
cultural norms, comedic traditions, and linguistic conventions. Cultural-specific humor and wit
can add layers of meaning and enjoyment to fairy tales for readers familiar with that cultural
context.
“The wolf was angry and hungry” (Wise donkey); “Qarg’a qaqimchi ekan, chumchuq
chaqimchi ekan”
Dialogue and Cultural Etiquette: Dialogue in fairy tales reflects the cultural etiquette, social
norms, and communication styles of a particular culture, shaping interactions between characters
and conveying values related to politeness, respect, and hierarchy. Differences in speech patterns,
greetings, and expressions can highlight cultural diversity and provide insights into social
dynamics within a story.
Symbolism and Allegory: Fairy tales frequently employ symbolic language and allegorical
references to convey deeper meanings and moral lessons. Symbols such as animals, objects, and
colors may carry metaphorical significance that adds layers of interpretation to the story. Fairy
tales often incorporate vivid and imaginative descriptions of characters, settings and events to
immerse readers in a fantastical world. Rich sensory details, colorful imagery, and evocative
language bring the story to life and engage the reader's imagination. Fairy tales utilize symbolic
imagery, allegory, and cultural icons to convey deeper meanings and moral lessons that are
resonant with the cultural traditions and values of the storytellers. Symbols such as animals, plants,
colors, and objects carry specific cultural associations and significance. In English fairytales
rose
symbolizes love, perfection and beauty.
Stork
in Uzbek fairytales means friendship, peace and
wealth. As for examples: in
"Tom Thumb", a wolf (greedy and stupid animal) "Nohatpolvon"
quzg’un (raven) means darkness and death.
Ritualistic Language and Ceremonial Elements: Some fairy tales incorporate ritualistic
language, ceremonial elements, and incantations that are integral to cultural practices, ceremonies,
and religious beliefs. These linguistic features evoke a sense of mysticism, spirituality, and
tradition that speak to the cultural heritage of the story.
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The comparative analysis of "Tom Thumb" and "No'xat Polvon" highlights the shared
themes of intelligence, resourcefulness, and the triumph of the underdog in both English and
Uzbek folklore. Through these timeless tales, audiences are reminded of the power of wit and
courage in overcoming obstacles and achieving victory, showcasing the enduring appeal of stories
that celebrate the resilience and ingenuity of the human spirit.
Studying Uzbek and English tales comparatively is significant for further researches of
other nations’ fairytales. We are all fond of fairy tales. Our parents and grandparents used to tell
us fairy tales, they tried to show us the national wisdom and beauty of our mother tongue. This
helps us to understand other cultural values, national symbols and beliefs better.
REFERENCES:
1.
Bocharnikova, A.S., Eremina, S.A.(2017). Fairy Tales at Secondary School English lessons.
Philological Class, 48 (2), 57-62
2.
Constantinescu, M. (2016). Translating Children’s Stories – Reflections and Practices [E-
Reader
Version].
Retrieved
November
8,
2017
from
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S2175-79682016000100155
3.
Akimenko, N.A. Linguocultural characteristics of the Anglo-Saxon fairy tale discourse [Text]
/. - Elista: Publishing house Kalmik University, 2013
4.
Kretov A.A. Fairy tales with the recursive structure‖ Toronto Slavic Quarterly‖- Academic
Electronic Journal in Slavic Studies.Toronto,2003 http://sites.utoronto.ca/tsq/15/kretov15.shtml
5.
Eshonqulov J. “The flourishing resources of Turkic upbringing ” The significance and aim of
the Turkic Upbringing under globalization, Almanac, Kazakhstan, 2015
6.
HalliwellJ.O.Popular Rhymes and Nursery Tales: A Sequel to the Nursery Rhymes of
England.L.: John Russel Smith, 1849. Page- 25
7.
Kapitsa O.I. Children's folklore. Songs, rhymes, riddles, fairy tales, games. - L., 1928.
8.
9.
https://www.storyberries.com/fairy-tales-the-tale-of-tom-thumb/
COMPARATIVE ANALYSIS OF DATIVE CONSTRUCTIONS IN THE KARAKALPAK
AND ENGLISH LANGUAGES
Bekbergenov Hikmet Utepovich
Karakalpak State University named after Berdakh
The dative case in Karakalpak corresponds to the English Nominative case with the
preposition “to” or without it and usually precede dative verbs like:
beriw
(
to give), jónetiw (to
send), aytıw (to tell), uzatıw (to hand), satıw (to sell), etc.
The words in the dative case indicate
the direction of the subject to someone or something and answer questions: kimge? – to/for
whom?, nege? – to/for what?, qayaqqa? –where? Karakalpak dative construction
Olar Laura
ǵa
priz berdi
is normally conveyed in two ways in English as in:
They gave
Laura
a prize
(without a preposition).
They gave a prize
to Laura
(with a preposition).
The dative case in Karakalpak is formed with the help of special endings: -
ǵa/ge, -qa/ke, -
na/ne, -a/e
and their meaning is the same as the meanings of the English prepositions
to
and
for
:
balaǵa – to a child, balalarǵa – to children
.
