ENGLISH LANGUAGE AND UZBEK STUDENTS: A LINGUOCULTURAL POINT

Dilrabo Bakhronova ()

SPAST Reports, 2024, vol. 1, issue 1

Abstract: The purpose of this study is to compare English texts with Uzbek ones from a linguocultural point of view when teaching English to Uzbek students. It will be helpful if they use contextual and conceptual methods because Uzbek students usually find it difficult to grasp the meaning of a text from a literal translation. The language structures in English and Uzbek are different, therefore, in the conceptual method, all parts of the sentence (noun, adjective, and verb) are studied by concept, and they must be arranged in the correct order. In all languages, the verb is the main part of the sentence, so the connection between the noun and the verbs gives them the main meaning. In addition, each word has different meanings, which can make it difficult for students to translate. Bilingual understanding will be easier when students know the meaning of each part of a sentence in their native language. However, teachers can use the contextual meanings of these words and correctly describe them based on semantic and stylistic rules.

Keywords: Interactive methods; conceptual method; Contextual Method; bilingual understanding; Verb (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
https://spast.org/article/view/4629/126 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bps:jspath:v:1:y:2024:i:1:id:4629

Access Statistics for this article

SPAST Reports is currently edited by Srinesh Singh Thakur

More articles in SPAST Reports from SPAST Foundation
Bibliographic data for series maintained by Srinesh Singh Thakur ().