Universal International Scientific Journal
32
Bobonazarova Mukhlisa Yamgir kizi
teacher of the Shahrisabz State Pedagogical Institute
Uzbekistan
Abstract:
This article examines phraseological units related to education in English and Uzbek
languages, analyzing their meanings, cultural significance, and linguistic characteristics. The study reveals
that English idioms often emphasize the effort and struggle involved in learning, while Uzbek phraseology
highlights wisdom, moral development, and teacher respect. A comparative analysis demonstrates
similarities and differences, reflecting distinct cultural attitudes toward education. Understanding these
phraseological units enhances cross-cultural communication and contributes to linguistic studies.
Keywords:
phraseological units, education, idioms, English language, Uzbek language, comparative
analysis, culture, wisdom, learning, knowledge.
Аннотация:
В этой статье рассматриваются фразеологические единицы, связанные с
образованием, на английском и узбекском языках, анализируются их значения, культурное значение
и лингвистические характеристики. Исследование показывает, что английские идиомы часто
подчеркивают усилия и борьбу, связанные с обучением, в то время как узбекская фразеология
подчеркивает мудрость, моральное развитие и уважение к учителю. Сравнительный анализ
Universal Xalqaro Ilmiy Jurnal
Jurnalning bosh sahifasi:
PHRASEOLOGICAL UNITS RELATED TO EDUCATION IN ENGLISH AND UZBEK
LANGUAGES
Universal International Scientific
Year: 2025 Issue: 2 Volume: 2
Published: 10.02.2025
International indexes
Universal International Scientific Journal
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демонстрирует сходства и различия, отражающие различные культурные отношения к
образованию. Понимание этих фразеологических единиц улучшает межкультурную коммуникацию
и способствует лингвистическим исследованиям.
Ключевые слова:
фразеологические единицы, образование, идиомы, английский язык,
узбекский язык, сравнительный анализ, культура, мудрость, обучение, знания.
Annotatsiya:
Ushbu maqolada ingliz va oʻzbek tillarida taʼlimga oid frazeologik birliklar koʻrib
chiqiladi, ularning maʼnosi, madaniy ahamiyati va lingvistik xususiyatlari tahlil qilinadi. Tadqiqot shuni
ko‘rsatadiki, ingliz tilidagi idiomalar ko‘pincha o‘rganishdagi mehnat va kurashni ta’kidlasa, o‘zbek
frazeologiyasida donolik, axloqiy kamolot va o‘qituvchi hurmatini ko‘rsatadi. Qiyosiy tahlil o'xshashlik va
farqlarni ko'rsatadi, ta'limga bo'lgan aniq madaniy munosabatlarni aks ettiradi. Ushbu frazeologik
birliklarni tushunish madaniyatlararo muloqotni kuchaytiradi va tilshunoslikka hissa qo'shadi.
Kalit so‘zlar:
frazeologik birliklar, ta’lim, idiomalar, ingliz tili, o‘zbek tili, qiyosiy tahlil, madaniyat,
hikmat, o‘rganish, bilim.
Language:
English
Citation:
Bobonazarova , M. (2025). PHRASEOLOGICAL UNITS RELATED TO EDUCATION
IN ENGLISH AND UZBEK LANGUAGES. Universal International Scientific Journal, 2(2), 32–37.
Retrieved from
https://universaljurnal.uz/index.php/jurnal/article/view/1434
Doi:
https://doi.org/10.5281/zenodo.14859853
Phraseological
units
related
to
education in English and Uzbek languages
serve as linguistic reflections of cultural
values and historical perspectives on
learning. These idiomatic expressions
convey
attitudes
toward
knowledge
acquisition, the learning process, and the
role of education in personal and societal
development. A comparative analysis of
these phraseological units reveals both
shared themes and distinct cultural
nuances.
Phraseology
(from
the
Greek
«phrasis» - expression, phraseology and
logic) is a branch of linguistics that differs
from other branches in that it enters speech
in a ready state, is incompatible with each
other in lexical and semantic terms, and is
stable in meaning. The main focus of
phraseology as a separate branch of
linguistics is on studying the nature of
phraseologisms and their categorical
features, as well as on determining the
directions of use of phraseologisms in
speech. Its main and important problem is
to distinguish and isolate phraseologisms
from word combinations formed in speech
and,
accordingly,
to
identify
phraseologisms.
Phraseology can be cited as the
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4
treasure of a particular language. After all,
phraseology shows the history, culture and
identity of the people. Phraseologisms
mainly reflect the customs and traditions of
the
nation.
However,
in
English
phraseology, along with FBs (in this
scientific work, the term phraseological
units is abbreviated as FB), which express
national
traditions,
there
are
also
international phraseologisms. Some FBs
have preserved archaic elements. It is
wrong to consider FBs only as a means of
decorating speech; they, like other
language units, have a highly informative
nature and are units that perform a
nominative and communicative function in
the language. There is no language without
phraseological units.
Studies conducted by English and
American linguists account for a relatively
small percentage of English phraseology,
and theoretical problems such as the main
phraseological
problems
and
the
relationship of words, the variation of FBs,
methods for studying phraseology, and the
development of phraseology as a science
were developed mainly by Russian
linguists, A.V. Kunin, V.V. Vinogradov,
H.M. Shansky, T.N. Fedulenkova.
Phraseology is considered one of the
most complex areas of linguistics, which is
directly related to a number of sections of
linguistics, including lexicology, stylistics,
semantics,
etymology,
morphology,
grammar. In the study of phraseology, in
addition to the above-mentioned areas, it is
necessary to have knowledge of such
disciplines as national studies, phonetics,
philosophy, history of sciences, and logic.
As is known, any FU consists of
words. And the word is the object of
research in lexicology. The fact that
lexicology and phraseology are interrelated
fields is manifested in the fact that in the
analysis of words that are components of
FB, information related to lexicology is
necessarily referred to. Also, the fact that
phraseology has been studied as a
component of lexicology for many years
also proves that these two fields are
directly related to each other. The lexical
meaning features studied in semantics
serve to express the semantic features of
FUs and to distinguish different types of
meaning in the phraseological field.
A word in a phraseological unit does
not always lose its morphological features,
morphology allows us to study preserved
and lost features. Phraseology includes
various structural, that is, phraseological
and sentence-like combinations. Syntax
information is used in the grammatical and
functional
analysis
of
such
units.
Phraseological
stylistics
studies
the
stylistic features of FUs and in this area
relies on the experience of lexical stylistics
and the analysis of various stylistic units.
After all, FUs, in addition to performing a
nominative function in the language, are
distinguished by certain emotionality and
expressive properties. The origin and
history of the language are a necessary part
of the etymological analysis of FUs.
Several scholars have researched the
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comparative analysis of phraseological
units in English and Uzbek languages. For
instance, Saparova Intizor Po'latjanovna's
article,
«Comparative
analysis
of
phraseological units of English and Uzbek
languages,» discusses linguistic features,
classifications, and translation challenges
of phraseological units between these
languages [4].
Norboev
Abdulaziz
and
Kholmuradova
Leyla
also
authored
«Comparative analysis of phraseological
units in English and Uzbek: linguocultural
aspect,» exploring how these expressions
reflect cultural identities and values [2].
Furthermore,
Pulatova
Khilola
G'ayrat qizi's study, «A comparative study
of
idiomatic
expressions
and
phraseological units in English and Uzbek
languages,»
examines
definitions,
structures, cultural implications, and usage
of idiomatic expressions in both languages
[3].
These
studies
contribute
to
understanding the linguistic and cultural
nuances of phraseological units in English
and Uzbek, offering insights into their
similarities, differences, and translation
considerations.
In English, many education-related
idioms emphasize the effort, struggle, and
discipline required for learning. For
instance, the phrase «hit the books» means
to study intensely, highlighting the
necessity of dedication. Similarly, «burn
the midnight oil» refers to working late into
the night, reinforcing the idea that
academic success requires persistence.
Expressions like «crack a book» (to open
and read a book, usually implying
reluctance) and «pull an all-nighter» (to
stay up all night studying) further
emphasize the rigorous nature of education
in English-speaking cultures.
Some English idioms stress the
process of learning rather than the effort
involved. The phrase «learn the ropes»
suggests acquiring basic knowledge or
skills in a particular field, while «school of
hard knocks» describes education gained
through real-life experiences rather than
formal instruction. The idiom «old school»
is often used to refer to traditional or
conservative
educational
methods,
reflecting the contrast between modern and
classical teaching approaches.
Uzbek
phraseology
similarly
underscores the significance of education,
though with a stronger focus on wisdom
and moral development. The expression
«ilm – oltin kalit» (knowledge is a golden
key) symbolizes education as a pathway to
success, much like the English proverb
«knowledge is power.» Another Uzbek
saying, «o‘qish – insonning ko‘zgusi»
(education is a mirror of a person),
emphasizes the transformative nature of
knowledge, reinforcing the idea that one's
level of education reflects their intellectual
and moral standing.
A key characteristic of Uzbek
education-related phraseology is the
emphasis on patience and perseverance.
The phrase «ilmning tagi – mashaqqat»
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(the root of knowledge is hardship)
parallels the English «no pain, no gain,»
implying that intellectual growth requires
effort and endurance. Similarly, «ilm
qidirgan tosh qoqilmaydi» (one who seeks
knowledge does not stumble over stones)
conveys the idea that education provides
guidance and direction in life.
Some Uzbek proverbs highlight the
role of educators in shaping society.
«Ustoz otangdek ulug‘ (a teacher is as great
as a father) reflects the deep respect for
teachers in Uzbek culture, similar to the
English sentiment «a good teacher is like a
candle—it consumes itself to light the way
for others.» This illustrates a cultural
reverence
for
educators
and
their
contributions to knowledge dissemination.
When comparing English and Uzbek
phraseological units, it becomes evident
that both languages recognize education as
a valuable and necessary pursuit. However,
English idioms tend to focus on the
physical and mental effort required to
succeed
academically,
often
using
metaphors of action, such as «hit», «burn»,
and «pull». In contrast, Uzbek phraseology
frequently draws on images of wisdom,
guidance,
and
moral
responsibility,
reinforcing a traditional and philosophical
view of learning.
Moreover, the role of experience in
education is conceptualized differently in
the two languages. English expressions like
«learning the hard way» and «the school of
hard knocks» suggest that failure and
challenges contribute to knowledge. Uzbek
proverbs, however, stress learning as a
guided process, often with the help of
teachers and mentors, as seen in «Ustozsiz
ilm – chuqursiz daryo» (knowledge
without a teacher is like a river without
depth).
The
comparative
study
of
phraseological units in education-related
contexts shows that while both English and
Education-
related
phraseology
English
Language
- Effort & Hard
Work
- Action-oriented
metaphors
- Moral
development
- Individual
learning focus
- Real-life
experience
emphasis '
Similarities:
- Education as a
key to success
- Importance of
learning & growth
- Role of
persistence - Use of
metaphors
Uzbek
Language
- Wisdom &
guidance -
Teacher-centered
perspective
- Structured, guided
learning
Differences
English: focus on
struggle Uzbek:
focus on respect for
teachers
English: practical
learning Uzbek:
philosophical
wisdom
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7
Uzbek recognize education as crucial, the
conceptual
frameworks
differ
significantly. English phraseology often
reflects an individualistic and struggle-
oriented
approach,
whereas
Uzbek
expressions emphasize the collective
wisdom, patience, and respect for teachers.
This distinction offers valuable insights
into how different cultures perceive and
express the role of education in shaping
individuals and society.
In conclusion, phraseological units
related to education in English and Uzbek
reflect distinct cultural perspectives on
learning and knowledge acquisition. While
both languages emphasize perseverance
and the transformative power of education,
English idioms tend to highlight the
struggle and effort required, whereas
Uzbek
expressions
place
greater
importance on wisdom, moral growth, and
respect for teachers. This comparative
study of educational phraseology not only
enriches our understanding of linguistic
structures but also offers deeper insights
into cultural values associated with
learning.
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1.
Maksetova Z.T., Qambaraliyev S.B., Yunusov A.Sh. TILSHUNOSLIKDA
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Norboev A, Kholmuradova L. Comparative analysis of phraseological units in
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