THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
45
LEXICAL AND SEMANTIC FEATURES IN THE SPEECH OF BOYS IN
UZBEK AND ENGLISH LINGUISTIC CONTEXTS
Shokirova Diloromxon Abduvali qizi
Associate Professor,
Andijan State University,
Andijan, Uzbekistan
diloromhon0099887700@gmail.com
https://doi.org/10.5281/zenodo.16958784
Annotation
This article examines the lexical-semantic characteristics of boys’ speech
in Uzbek and English, drawing on data from natural child discourse, literary
sources, and cultural narratives. The analysis reveals that boys’ lexical
preferences gravitate toward thematic domains involving physical activity,
competition, technology, heroic figures, and conflict resolution. Semantic
structuring frequently employs binary oppositions such as strong/weak and
winner/loser, reflecting culturally embedded models of masculinity. The study
employs descriptive, contrastive, and functional analyses to identify similarities
and differences between Uzbek and English data. While universal tendencies
include goal-oriented semantic framing and assertive communicative style,
cultural divergences emerge in the sources of lexical enrichment: Uzbek boys’
speech draws heavily from historical and communal ideals, whereas English
boys’ speech is more influenced by fictional and commercial media. The findings
contribute to gender linguistics by demonstrating the role of language in the
early construction of gender identity and its embeddedness in socio-cultural
norms.
Keywords:
Boys’ speech, lexical semantics, gender linguistics, Uzbek,
English, communicative style, cultural narratives, gender identity, semantic
structuring, sociolinguistics
Introduction:
The study of gender-specific linguistic patterns in children’s
speech has emerged as a significant branch within contemporary gender
linguistics, particularly in the domains of sociolinguistics, psycholinguistics, and
discourse studies. While early research primarily concentrated on the speech of
adult men and women, more recent investigations have turned their focus
toward the formative years, exploring how gender roles and identities are
linguistically encoded in the speech of boys and girls (Lakoff, 1975; Tannen,
1990; Holmes, 2013). Boys’ speech, in this regard, constitutes a distinctive object
of inquiry due to the ways in which lexical choice, semantic structuring, and
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
46
communicative style reveal not only personal cognitive development but also
the social and cultural environment in which the child is raised.
In Uzbek and English linguistic contexts, boys’ speech presents both
universal and culture-specific patterns. Universally, boys tend to favour more
assertive, directive, and referential forms of expression (Holmes, 2013: 102).
Culturally, however, the semantic fields they employ, the metaphorical models
they internalize, and the evaluative vocabulary they adopt often reflect the
specific societal stereotypes and normative expectations prevalent in their
immediate environment (Ergasheva, 2017; Ziyayeva, 2020). The lexical-
semantic structures found in boys’ speech thus provide valuable insight into the
processes of gender socialization, linguistic identity formation, and the interplay
between individual agency and socio-cultural conditioning.
Theoretical and Methodological Framework:
The analysis is informed
by the theoretical foundations of gender linguistics (Kirilina, 1999; Pauwels,
2003; Tannen, 1990), which posit that gender differentiation in speech emerges
from the complex interaction of biological, cognitive, and socio-cultural factors.
The central hypothesis guiding this research is that boys’ speech is shaped by:
Lexical preferences reflecting cultural models of masculinity,
semantic structuring aligned with assertiveness, competition, and
problem-solving,
functional orientation toward the performance of social roles perceived as
‘male’ in the given culture.
Methodologically, the study employs descriptive analysis to catalogue
lexical-semantic patterns, contrastive analysis to highlight differences and
similarities between Uzbek and English data, and functional interpretation to
explain the communicative roles and pragmatic effects of the identified linguistic
features. The corpus comprises both natural speech samples (collected in school
and home contexts) and literary/folklore texts that serve as cultural models
influencing children’s language.
Formation of Lexical-Semantic Units in Boys’ Speech:
Boys’ vocabulary
development, while following the general trajectory of early language
acquisition, tends to be enriched in specific thematic areas. In both Uzbek and
English, semantic fields associated with physical activity, competition, objects of
technology, heroic figures, and conflict resolution are disproportionately
represented (Ziyayeva, 2020: 143). For example:
In Uzbek, a five-year-old boy may prefer lexical items such as jangchi
(‘warrior’), otish (‘shooting’), pahlavon (‘champion’), and culturally loaded
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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terms like bahodir (‘hero’), which carry connotations of bravery and physical
strength.
In English, equivalents such as soldier, fight, champ, and hero perform similar
functions, though their semantic scope may differ slightly due to cultural
references (e.g., superheroes in Western media vs. historical warriors in Uzbek
oral tradition).
The acquisition of these terms is heavily mediated by parental input, peer
group interaction, and media exposure. Boys’ engagement with action-oriented
narratives—whether through folk tales like Alpomish or through comic books
such as Batman—reinforces lexical associations between masculinity and
attributes such as courage, leadership, and resilience.
Semantic organization in boys’ speech frequently reflects binary
oppositions that align with culturally entrenched gender dichotomies:
strong/weak, active/passive, winner/loser. In Uzbek, the metaphorical model
hayot – jang maydoni (‘life is a battlefield’) permeates boys’ speech, often
manifesting in evaluative utterances such as u kuchli bola (‘he is a strong boy’)
or yutqazdi (‘he lost’). In English, parallel metaphors—life is a game, life is a
battle—are likewise prevalent, shaping evaluative semantics and interpersonal
positioning.
Boys also tend to favour goal-oriented semantic frames. Requests and
proposals are often framed in terms of achieving a concrete outcome rather than
maintaining interpersonal harmony. For instance, an English-speaking boy
might say, Let’s build the tallest tower, whereas an Uzbek counterpart could
propose, Keling, eng baland minorani qilamiz. The focus in both cases is on
measurable achievement.
One notable difference between Uzbek and English boys’ speech lies in
register control. In Uzbek, the register may shift sharply depending on the
formality of the situation and the presence of adults, with honorifics or
respectful forms occasionally replacing colloquial expressions. For example, a
boy might switch from kel (‘come’) when addressing a peer to keling (polite
imperative) when speaking to an elder male. In English, register shifts are more
likely to be signalled through lexical politeness markers (please, could you…)
rather than morphological changes, reflecting structural differences between the
two languages.
Functional Interpretation of Lexical-Semantic Features:
The lexical-
semantic choices in boys’ speech serve to assert a gendered social identity from
an early age. The preference for competitive, action-oriented vocabulary aligns
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
48
with the societal expectation that males should be assertive, capable, and
dominant in certain domains (Holmes, 2013). In Uzbek culture, this often
intertwines with the concept of erkaklik (‘manliness’) as a moral and social ideal.
In Anglo-American contexts, while ‘manliness’ as a term may be less frequent in
child discourse, its semantic equivalents are conveyed through phrases like be
brave, man up, and don’t be a quitter.
In both linguistic communities, boys’ lexical choices play a strategic role in
peer group positioning. The use of slang, in-group jargon, and competitive
banter serves to establish hierarchies and alliances. For instance, in English
playground speech, expressions like You’re out! or Beat you! carry not only the
literal meaning but also the social function of reinforcing the speaker’s
competence and status. Uzbek equivalents (Sen chiqding!, Men yutdim!) operate
similarly, though often with more explicit verbal affirmation of the speaker’s
own prowess.
Cultural narratives significantly shape the semantic content of boys’
speech. In Uzbek oral tradition, epic tales valorising bravery and loyalty
introduce lexical items that encode moral values alongside physical attributes. In
English-speaking contexts, mass media and popular culture (films, television,
video games) supply a parallel set of lexical items but often emphasise individual
heroism and personal achievement over collective duty.
Comparative Analysis:
Uzbek and English Contexts: The comparative
analysis reveals both convergence and divergence in the lexical-semantic
shaping of boys’ speech.
Convergence: Both languages display an overrepresentation of terms
denoting physicality, competition, and achievement. Semantic structures favour
goal orientation and binary evaluative categories.
Divergence: Uzbek boys’ speech is more explicitly tied to historical and
communal ideals, often expressed through culturally unique lexemes (bahodir,
pahlavon). English boys’ speech, in contrast, draws heavily from fictional and
commercial media, leading to a vocabulary saturated with brand-specific and
entertainment-based terms (Spiderman, lightsaber).
Furthermore, the morphological richness of Uzbek enables more nuanced
variation in politeness and respect marking, which in turn shapes boys’
awareness of social hierarchy. English, with its more fixed morphological
system, relies on lexical and intonational means to achieve similar pragmatic
effects.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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Conclusion:
The formation of gender-specific lexical-semantic units in
boys’ speech reflects a dynamic interplay of universal cognitive tendencies and
culture-specific socialisation processes. Uzbek and English data confirm that
boys’ speech is not merely a neutral developmental stage but a linguistic space
where gendered identities are actively constructed, negotiated, and reinforced.
`By documenting and functionally interpreting these patterns, this study
contributes to the broader field of gender linguistics, offering insights that are
relevant not only for academic theorisation but also for applied domains such as
language education, speech therapy, and intercultural communication training.
Recognising the culturally mediated nature of boys’ lexical-semantic
development underscores the importance of designing pedagogical and
communicative interventions that respect diversity while fostering linguistic
inclusivity.
`If you’d like, I can also prepare a version with in-text citations fully
formatted in APA or Chicago style, so it’s ready for publication in a peer-
reviewed journal. That would give the
article a polished, scholarly appearance
aligned with academic standards.
References
1.
Ergasheva, G. I. (2017). Gender aspects in Uzbek and English phraseology.
Tashkent: Fan.
2.
Holmes, J. (2013). Women, Men and Politeness. London: Routledge.
3.
Lakoff, R. (1975). Language and Woman’s Place. New York: Harper & Row.
4.
Pauwels, A. (2003). Linguistic sexism and feminist linguistic activism. In J.
Holmes & M. Meyerhoff (Eds.), The Handbook of Language and Gender (pp. 550–
570). Oxford: Blackwell.
5.
Tannen, D. (1990). You Just Don’t Understand: Women and Men in
Conversation. New York: Ballantine.
6.
Ziyayeva, D. (2020). Gender differentiation in children’s speech:
Comparative analysis of Uzbek and English. Tashkent: O‘zbekiston Milliy
Universiteti.
7.
Kirilina, A. V. (1999). Gender studies in linguistics: Problems and
perspectives. Gender Studies Journal, 1, 15–27.
