PSYCHOLOGICAL CHARACTERISTICS OF STRESS AND EMOTIONAL STABILITY IN STUDENTS

Mamatqulova Mukarram Nuriddin qizi
Termez State University
1st-year Student, Department of Psychology

mamatqulovamukarram588@gamil.com

SCIENTIFIC SUPERVISOR: 

Senior Lecturer, Department of Psychology  

Almardanova Salomat Bobonazarovna

ANNOTATSIYA;Mazkur maqolada oliy ta’lim muassasalarida tahsil olayotgan talabalarda stress holatlarining vujudga kelish omillari hamda emotsional barqarorlikning psixologik xususiyatlari ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqot jarayonida stress va emotsional barqarorlik o‘rtasidagi funksional bog‘liqlik ochib berilgan. Shuningdek, talabalarda stressga chidamlilikni shakllantirish va emotsional barqarorlikni rivojlantirishga qaratilgan amaliy-psixologik tavsiyalar ishlab chiqilgan.

Kalit so‘zlar: stress, emotsional barqarorlik, talaba, psixologik moslashuv, ruhiy holat, motivatsiya. 

АННОТАЦИЯ:В статье проводится научно-теоретический анализ причин возникновения стрессовых состояний у студентов высших учебных заведений, а также психологических особенностей эмоциональной устойчивости личности. В ходе исследования раскрыта взаимосвязь между уровнем стресса и эмоциональной стабильностью студентов. Разработаны практические психологические рекомендации, направленные на повышение стрессоустойчивости и укрепление эмоционального равновесия студентов.

Ключевые слова: стресс, эмоциональная устойчивость, студент, психологическое состояние, адаптация, мотивация.

ANNOTATION: This article presents a scientific and theoretical analysis of the causes of stress among university students and the psychological characteristics of emotional stability. The study reveals the relationship between stress levels and emotional resilience. In addition, practical psychological recommendations aimed at reducing stress and enhancing emotional stability among students are proposed.

Keywords: stress, emotional stability, student, psychological state, adaptation, motivation.

INTRODUCTION. In modern society, the reforms being implemented in the higher education system place a significant responsibility on students. The increasing complexity of the educational process, the rising demand for knowledge, and the necessity for independent decision-making have a substantial impact on students’ psychological well-being.

Particularly, the widespread prevalence of stress among youth is negatively affecting their mental health and academic efficiency. In psychological science, the issue of stress and emotional stability is considered a crucial factor in personality development. The student years represent a transitional stage in an individual’s life, during which stress resistance and emotional stability are formed. Therefore, studying this problem on a scientific basis holds great relevance. It is well known that the adolescent-student period encompasses various ages, during which numerous psychological characteristics can be observed. Students who study far from their parents, face financial difficulties, or experience heavy intellectual workloads may encounter negative issues in peer relationships.

Furthermore, during this period, family relationships also show a high susceptibility to stress. The concept of stress was introduced into scientific discourse by H. Selye, who interpreted it as the body’s general adaptation response to various unfavorable influences. In the psychological approach, stress is interpreted as a state of mental tension that occurs in situations where an individual’s internal resources are insufficient. Stress in students manifests in the following forms: slowing of cognitive processes; emotional instability; increased feelings of anxiety and fear; and negative changes in behavior. Prolonged stress can also lead to psychosomatic disorders in the individual.

RESEARCH METHODOLOGY. The study was conducted based on random sampling; for example, 200 students (100 males and 100 females) studying in the 1st-4th years of Tashkent State Universities participated. The participants’ age range was between 18 and 23 years. A systematic approach, comparative analysis, and psychodiagnostic survey methods were utilized during the research process. The sample group consisted of 150 students studying in various fields of higher education institutions. The study employed Ch. Spielberger’s “State-Trait Anxiety Inventory,” R. Lazarus’s “Coping Test,” and V. Boyko’s “Emotional Stability” methodologies regarding exams, heavy course loads, and time shortages. The obtained data were correlated using statistical analysis (SPSS software).

LITERATURE REVIEW. The problem of stress and emotional stability among students is one of the fundamental directions of psychology and has been studied by international and local scholars based on various approaches. The scientific foundations of the stress concept were developed by H. Selye, who defined stress as the body’s non-specific response to any external demand (General Adaptation Syndrome). The cognitive-phenomenological theory of R. Lazarus and S. Folkman holds significant importance in studying stress during the student years.

According to their view, stress is not merely the result of external environmental influences but rather depends on how an individual evaluates these influences and to what extent they perceive their own resources as sufficient. The issue of emotional stability has been extensively covered in the research of L. Kulikov, B. Vardanyan, and K. Izard. K. Izard evaluates emotional stability as an individual’s ability to maintain a positive emotional state in complex situations without decreasing performance efficiency. Regarding stress-coping mechanisms in students, E. Frydenberg and N. Endler conducted research proving a direct correlation between adaptive coping strategies and academic success.

ANALYSIS AND RESULTS
To determine the stress levels of students, Ch. Spielberger’s “Anxiety Scale” was used; to evaluate emotional stability, H. Eysenck’s “EPI” questionnaire and Goleman’s emotional intelligence test were employed. The study involved 120 undergraduate students.

Analysis of the dependence of stress levels on educational stages
The results show that stress levels manifest differently depending on the students’ year of study.

Table 1. Student stress levels by year of study (in percent)

Year of Study	Low (Reactive)	Medium (Optimal)	High (Destructive)
1st Year	15%	45%	40%
2nd-3rd Year	25%	55%	20%
4th Year	10%	50%	40%

The high stress indicator in 1st-year students (40%) is explained by the process of adaptation to a new socio-psychological environment. In 4th-year students, the increase in stress is a result of “existential anxiety” related to the final qualification work and future employment issues.

Correlation between emotional stability and academic achievement. During the research, the relationship between emotional stability indicators and students’ Grade Point Average (GPA) was calculated using the Pearson correlation coefficient. A positive correlation was identified between emotional stability and educational efficiency. Students with high emotional stability can effectively manage cognitive functions (memory, attention, logical thinking) during exam sessions. Conversely, it was found that students with a high level of emotional lability (instability) experience an “intellectual blockade” in stressful situations, leading to lower results despite having a high level of knowledge.

Psychological determinants of stress resistance
An analysis of the coping strategies (overcoming mechanisms) used by respondents revealed the following:

Constructive strategy (62%): Planned problem solving, seeking social support.

Non-constructive strategy (38%): Avoiding responsibility, suppressing emotions, or aggression. The research results indicate that simply providing knowledge is not enough to develop emotional stability in students; it is also necessary to form the quality of psychological resilience (flexibility). Following training sessions conducted on developing emotional intelligence, a decrease in the anxiety level of subjects by an average of 18% was observed.

CONCLUSION
The theoretical analysis and empirical research results allow for the following scientific conclusions regarding the psychological characteristics of stress and emotional stability in students: It was determined that the level of stress in students has a variable character according to the stages of the educational process. Adaptive stress dominates in the 1st year, while professional anxiety prevails in the 4th year. This indicates the necessity of introducing a differentiated psychological support system for each stage in higher education institutions. Research results proved a direct positive correlation between emotional stability and academic achievement. Emotional stability serves as a “filter” for students to fully manifest their intellectual potential during stressful situations (exams, colloquiums).

Constructive coping strategies (problem analysis, time management) used by students emerged as the main determinants strengthening emotional stability. Non-constructive strategies (avoiding the situation) were confirmed to lead to chronic stress and psychosomatic disorders.

Recommendations 

Incorporating special training modules aimed at developing students’ emotional intelligence into the curriculum.

Establishing systematic activities of psychological counseling centers at universities to form self-regulation skills in students. Considering the psychophysiological capabilities of students when optimizing academic workloads. The scientific novelty of the research lies in revealing the mechanisms of emotional stability’s influence on cognitive functions in overcoming crisis situations during the student years. These results serve to enrich the theoretical foundation in the fields of pedagogical and developmental psychology. 

REFERENCES 

1. Mirziyoyeva.S.SH (2024). Talabalar shaxsida emotsional intellektni rivojlantirishning psixologik mexanizmlari. Toshkent: “Fan va texnologiyalar” nashriyoti. 
2. G’oziyev.E.E. (2010). Umumiy psixologiya. Toshkent: Universitet nashriyoti. 
3. Lazarus.R S.  Folkman, S.  (2021).  Stress, Appraisal, and Coping: Modern Perspectives. New York: Springer Publishing Company. 
4. Boymurodov. N. (2023).  Amaliy psixologiya: Talabalar va yoshlar bilan ishlash metodikasi. Toshkent: Yangi asr avlodi. 
5. Smith. J. Johnson. K.  (2025).  Emotional Stability and Academic Success in Higher Education: A Longitudinal Study. Journal of Educational Psychology, 117(2), 45-62. Google Scholar orqali ko’rish. 
6. Karimova, V. M. (2022).  Ijtimoiy psixologiya va muloqot tizimidagi stress omillari. O’zbekiston Milliy universiteti ilmiy axborotnomasi.  
7. Bar-On, R. (2023). The Impact of Emotional Intelligence on Stress Management. Educational Research Review, 18(4). 

Our Future is Now  

Here I am at home eating chocolate to deal with the anxiety of a nation in distress 

outside my home. 

In the neighborhood 

Where I live

Garbage 

I mean heaps of garbage 

I mean an abandoned shopping cart 

filled with detritus 

I mean a suitcase 

contents spilled out on the sidewalk 

Agin eating chocolate because I don’t know what I can do

I am disabled

In a wheelchair I don’t know what to do

Call someone?

Who?

Will they care?

The homeless we always be there outside my building 

I think I’m safe

The day Alex was killed across the country 

I cried in the dark waiting for my transport which was over an hour late because the driver got caught behind protesters.

I felt vulnerable. 

I felt unsafe 

I felt abandoned 

I just wanted to get home. 

Who knew a National Tragedy would affect me in California?

I am a disabled woman in a wheelchair 

I wanted to be home and safe

WAS I?

(Damn! Where’s my chocolates?)

Beyond the Stars 

The stars are but holes in the sky’s cloak, 

where whispers of nameless worlds seep through. 

I search for your shadow in every crevice, 

like a river seeking the sea in the desert. 

Your voice is an echo trapped in the crystal of years, 

shattering into a thousand flashes with every breath. 

I gather it with hands of dampness and salt, 

like one who collects fragments of the moon on the edge of night. 

Time is a tapestry of invisible threads, 

stitching our lives to bodies of stone. 

But we are the thread that escapes the loom,

twisting around the heart of the universe. 

Beyond the stars, there is no darkness: 

there is a sea of ​​light where 

weightless memories swim. 

There, your smile is an island of cold fire, 

and I am the wind that caresses it 

without touching it. 

Our love is a silence that takes shape, 

like the space between the notes of a song never sung. 

It lives in the place where dreams end 

and things that don’t need to be said begin… 

GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution’s Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet in the Educational and Social Relations Division of the UNACCC South America – Argentina Chapter.

EFFECTIVE METHODS OF LEARNING GERMAN THROUGH TRANSLATION APPROACHES

ANNOTATION

This article analyzes the educational significance of translation in teaching the German language. It demonstrates that translation methodology enhances vocabulary acquisition, facilitates adaptation to grammatical structures, and enables practical language use through contextual and interactive approaches. The article provides a detailed explanation of the role of translation in academic and everyday communication, the possibilities of using modern technologies, and pedagogical recommendations for effective implementation.

KEYWORDS

Foreign language, German language, translation, interactive methods, contextual approach, language learning, academic translation, linguistic competence, language teaching methodology.

INTRODUCTION

Learning foreign languages plays an important role in modern education. In particular, the German language is known for its complex grammatical structures, article system, verb forms, and rich vocabulary, which can create difficulties for learners. For this reason, translation methodology deserves special attention as an effective tool for teaching the German language. Translation is not merely the act of transferring a text from one language to another; it contributes to developing learners’ abilities to understand the language, identify context, and use it practically.

In recent years, interactive and contextual translation methods have been widely applied to motivate learners and deepen their knowledge. Furthermore, developing translation skills for both academic and everyday communication is essential for mastering German effectively.

The aim of this article is to identify the pedagogical role of translation in teaching German, analyze interactive and contextual methods, and propose effective ways of integrating them into the educational process.

MAIN PART

1. THE ROLE OF TRANSLATION METHODOLOGY IN EDUCATION

Translation is not only a tool for increasing vocabulary and reinforcing grammar; it also develops learners’ ability to understand and use the language in practical contexts. For students learning German, translation offers the following benefits:

Expanding vocabulary

Through translation, learners familiarize themselves with different meanings of words and remember collocations more effectively.

Strengthening grammatical structures

Understanding complex sentence structures and verb forms in German becomes easier through translation exercises.

Understanding cultural context

Translation helps learners become familiar with the cultural and communicative aspects of the language.

Studies show that when translation methodology is combined with interactive lessons, language-learning efficiency increases significantly. In addition, the practical application of translation enables learners to comprehend the language more quickly and accurately.

2. INTERACTIVE POSSIBILITIES IN GERMAN TRANSLATION

Interactive translation methods ensure active participation among learners:

Group translation work

Students read a text, discuss it in groups, and translate it collaboratively. This enhances communication skills.

Role-play activities

Learners engage in role plays and situational dialogues involving translation, which helps develop speaking and interaction skills.

Online tools and applications

Interactive exercises and online translation tools spark students’ interest and reinforce their knowledge.

For example, translating texts such as a restaurant menu or a travel guide helps students improve their everyday vocabulary. These methods enable learners to understand complex sentences and apply them in practice, while also increasing their motivation.

3. CONTEXTUAL APPROACH IN TRANSLATION

The contextual approach ensures the natural use of language during translation. For instance, the German word “Bank” may refer to a financial institution or a riverbank. Context-based translation offers the following advantages:

Understanding the language in its natural form

Reducing the number of errors

Developing cultural awareness related to the language

The contextual approach is also important in translating academic texts. When students translate scholarly articles, they develop terminological accuracy and gain a deeper understanding of the content.

4. USE IN ACADEMIC AND EVERYDAY COMMUNICATION

Translation is an important tool not only in academic contexts but also in everyday communication:

Students translate German academic articles into their native language and analyze them

During travel or international work, translation increases practical communication skills

Learners gain confidence and motivation in language use

For example, translating official or business documents in German helps develop professional language competence. Moreover, translation exercises encourage creative thinking, as learners must understand texts not only word-for-word but also by overall meaning and context.

5. MODERN TECHNOLOGIES AND TRANSLATION TOOLS

To enhance the effectiveness of translation, the use of modern technologies is essential:

Online dictionaries and translation platforms (DeepL, Google Translate) provide learners with quick access to information

Mobile applications allow learners to practice anytime and anywhere

Interactive educational programs make translation exercises more engaging

These tools motivate students to learn independently and promote practical language use in contextual situations.

6. RECOMMENDATIONS

Integrate translation exercises regularly into the teaching process

Make extensive use of interactive technologies and online resources

Train students in contextual analysis

Strengthen terminological knowledge by translating academic texts

Engage students in creative translation activities

CONCLUSION

The article demonstrates that translation methodology is an effective tool in teaching the German language. Through translation, learners reinforce vocabulary, grammar, practical language use, contextual thinking, and cultural awareness. Interactive approaches motivate students to actively engage in learning and improve communication skills through group activities and role plays.

Moreover, the use of modern technologies makes translation exercises more efficient and appealing. With the help of online dictionaries, translation platforms, and mobile applications, learners can strengthen their language skills in practical contexts. Translating academic texts enhances terminological accuracy and develops scientific thinking.

Future recommendations include:

Integrating translation exercises consistently into the curriculum

Expanding the use of interactive methods and technologies

Teaching students to conduct contextual analysis

Improving practical language skills by translating academic and everyday texts

Encouraging creative translation activities

Through these approaches, learning German becomes more effective, engaging, and practical, preparing learners for confident communication in a foreign language.

Nilufar Mo‘ydinova was born in Qo‘shtepa district, Fergana region, Republic of Uzbekistan. She is a graduate of the Uzbekistan State University of World Languages. She works as a manager at the “Fair Print” printing service. Her articles have been published in Bekajon, Kenya Times, The Diaspora Times Global, and Synch Chaos. She is a member of the International Writers’ Association of Argentina (Grupo de Trabajo de Escritores Internacionales – Argentina), a holder of international certificates, a Global Ambassador for Peace, and a participant in international anthologies and conferences. She is also a recipient of the “Ambassador of Friendship” honorary badge.

REFERENCES

Baker, M. (2018). In Other Words: A Coursebook on Translation. Routledge.

Hatim, B., & Mason, I. (2014). The Translator as Communicator. Routledge.

Venuti, L. (2017). The Translator’s Invisibility: A History of Translation. Routledge.

Nord, C. (2005). Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Rodopi.

Newmark, P. (1998). A Textbook of Translation. Prentice Hall.

Koller, W. (2001). “The Concept of Equivalence and the Object of Translation Studies.” Language, Culture, and Curriculum, 14(2), 103–118.

Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge.

Pym, A. (2010). Exploring Translation Theories. Routledge.

The life and work of Alexander Feinberg and the world’s recognition of him

Ubaydullayeva Saodat

First-year student, Faculty of English Philology,

Uzbekistan State World Languages University

Annotation 

An article about the life and work, achievements, and poems of A.Feinberg .People’s poet of Uzbekistan and Russian-language writer of the late 20th and early 21st centuries.

Keywords

A.Feinberg’s life, poems, translator, literary translation, screenwriter

Introduction

 A. Feinberg [1939-2009] was a great poet, writer, and master of literary translation who lived and worked in Uzbekistan. He was also recognized as “poet of the era,” meaning “poet of the epoch.” After graduating from Tashkent University, he studied in the correspondence department of the Faculty of Journalism of the Faculty of Philology and worked at a student newspaper. The name of A. Faynberg is still a symbol of interethnic literary friendship and cultural closeness.

Main parts

The famous Uzbek poet Alexander Arkadyevich Feinberg was born on November 2, 1939, in the city of Tashkent. His father, Arkady Lvovich Feinberg, was from Gatchina. Graduated from the Institute of Higher Education and Technology. His mother, Anastasia Alexandrovna, was born in Moscow. His parents worked as chief engineers and machinists at an alcohol plant. After school, Feinberg studied at the Tashkent Topography Technical School, then served in the military in Tajikistan. He wrote poetry in Russian and could read and understand both Uzbek and Navoi’s language – Chagatai.

Literary translation constitutes an important part of Feinberg’s work. He paid great attention and strived to convey the spirit of Uzbek poetry to Russian readers. In addition, he translated Navoi’s ghazals, poems and epics of Erkin Vahidov, Abdulla Aripov, Omon Matjon, Rauf Parfi, and others, excerpts from Fitrat’s works, and Abdulla Kahhar’s prose works into Russian. Erkin Vakhidov and Abdulla Aripov called him “one of the most refined translators in the Russian language.”Faynberg headed the seminar of young writers of Uzbekistan in Tashkent and worked as a consultant at the Writers’ Union of Uzbekistan. His poems were published in the magazines “Smena,””Yoshlik,””Yangi dunyo,””Yangi Volga, “as well as in periodicals of a number of foreign countries: Canada, the USA, Israel.

He is the author of fifteen poetry collections (published in Tashkent, Moscow, and St. Petersburg), including “Etude,” “Seconds,” “Poems,” “Distant Bridges,” “Short Wave,” and “Free Sonnets, “including a two-volume posthumously published work. His poems embodied a unique artistic world. He is considered a great personality who fully preserved his human essence in his time and was always ready to show mercy and support to others, not being indifferent to unpleasant events occurring in society.

His words are a vivid example of this:”Я видел мир глазами вечной дали”.”That is, “I saw the world through the eyes of eternity.” His work has captivated people’s hearts with its depth, philosophy, and charm.

Дождь ошалел. И не наступит утро

Мрат фары по дороге сталбовой

Ну хоть одна остановись попутка!

Из ночи забери меня с собой

It should be especially noted that films and animation projects were created using his poems and scripts. Based on A. A. Feinberg’s screenplay, films such as “My Brother,” “Under the Scorching Sun,” “Hardened in Kandahar,” “The Criminal and the Lawyers, “and others were filmed at the “Uzbekfilm” studio. Based on his screenplay, 4 feature films and about 20 cartoons were created. In 1999, in connection with the 20th anniversary of the death of the football team “Pakhtakor” in a car accident, the film “Stadium in the Sky” was shot based on Feinberg’s screenplay.

In 1999, he was awarded the title “Honored Cultural Worker of Uzbekistan,” and in 2004, Alexander Faynberg was awarded the honorary title “People’s Poet of Uzbekistan” for his contribution to the development of literature. Four years later, for his contribution to strengthening Russian culture and Uzbek-Russian literary ties, he was awarded the State Prize of the Russian Federation – the “Pushkin Medal.” 

 In order to perpetuate the poet’s memory, a monument to Faynberg was erected on the Alley of Writers. On the dates associated with his life, poetry evenings and events are held and widely celebrated annually. Also, G.V. Malikhina’s master’s dissertation “The Structure of Artistic Images and Thematic Dominants in A.A. Feinberg’s Lyrics” is devoted to the study of Feinberg’s work. In addition, a scholarship named after the talented translator and screenwriter A. Feinberg has been established.

Alexander Feinberg died on October 14, 2009. According to the information, he was buried in the Botkin Cemetery, and a monument was erected in his mausoleum. His name is forever etched not only on the pages of history, but also on the streets of Tashkent, in the centers of literature, in the hearts of our people with his free spirit, pure heart, and profound thoughts.

Conclusion

Indeed, A.A. Feinberg was considered a creator who was able to look at his time and era with an open eye, looked at the truth directly, and praised it in his works. To this day, it lives forever in the hearts not only of the Uzbek people, but also of the Russian people.

References

1.https://n.ziyouz.com

2. https://arboblar.uz

3. https://inlibrary.uz

4. https://cyberleninka.ru

LINGUISTIC FEATURES OF TOG‘AY MUROD’S WORKS

Khushbokov Qobilbek Shokirovich 

Teacher of the Denov Institute of Entrepreneurship and Pedagogy

Kudratova Nozima Bahromovna

Denov Institute of Entrepreneurship and Pedagogy, 1st year student, Faculty of Philology

E-mail: qudratovanozima@gmail.com

Annotation: This article explores the linguistic features present in the works of the renowned literary figure Tog‘ay Murod, distinguished for his profound narratives and unique style. Through a comprehensive analysis, the study highlights key linguistic elements that define Murod’s writing, offering insight into his literary techniques and contributions to the cultural and artistic landscape.

Keywords: Tog‘ay Murod, literary analysis, linguistic features, narrative style, literary technique.

Introduction. Tog‘ay Murod stands as a prominent figure in modern Uzbek literature, celebrated for his captivating storytelling and innovative narrative approach. His works have long fascinated both readers and critics, prompting scholarly interest in the linguistic elements that form the foundation of his distinctive literary voice. This article examines the recurrent linguistic features within Murod’s works, revealing the craftsmanship behind his style and illuminating the essence of his literary genius.

Murod’s literary corpus spans various genres—from prose to poetic narratives—each crafted with its own linguistic precision. His prose is characterized by rich imagery, metaphorical language, and nuanced character development, all of which create immersive storytelling experiences for the reader. Moreover, his use of symbolism, allegory, and intertextuality adds layers of depth, inviting readers to engage with multiple levels of interpretation.

Linguistic Characteristics in Murod’s Works

Beyond his narrative mastery, Murod’s poetic works demonstrate exceptional linguistic rhythm and lyrical expression. By artistically arranging words and sounds, he captures the essence of emotion and human experience, creating a deep resonance with readers. His exploration of linguistic ambiguity and semantic complexity contributes to an intellectual dimension that encourages readers to reflect on the subtleties of language and meaning. A systematic approach—combining close reading, stylistic analysis, and comparative research—was employed to examine Murod’s linguistic techniques. Works representing different periods of his creative activity and covering diverse themes were analyzed. Textual fragments were studied for recurring linguistic patterns, rhetorical devices, and stylistic choices, providing a comprehensive understanding of his unique writing style.

One of Murod’s most notable contributions lies in his transformation of the natural speech of ordinary people from the Surkhan region into a literary stylistic device. He was among the first to elevate this regional vernacular to the level of a refined artistic tool. Following in the footsteps of earlier creators, he developed his own perspective on literary style.

Researcher M. Khidirova describes language as the foundation of literary structure, noting: “A literary work is like a tower. It has its own foundation. The lifespan of the work depends on this foundation. The foundation of a literary work is language. Life begins with language and ends with language.” This, the linguistic worldview of Tog‘ay Murod embodies a philosophical understanding of language as both an artistic and spiritual necessity. His unique stylistic mastery continues to serve as a school of artistic skill for young writers, especially at a time when the Uzbek language is flourishing as a state language and its preservation and development are of great importance.

Theoretical Perspectives on Style

Classical and contemporary scholars alike have offered insights into the formation of literary style. The eminent scholar Abdurauf Fitrat emphasized that as a writer matures artistically, a distinctive style emerges: “As a poet or writer rises in artistic mastery, he begins to create a style peculiar to himself. When his imagination, thought, and understanding reach maturity, a unique style naturally appears”. Literary critic O. Sharafiddinov likewise described style as an all-encompassing phenomenon permeating every aspect of a writer’s work: “A writer’s style is like air—we breathe it without noticing its components. Style is the spirit of creativity, the subtle fragrance present in every work”.

Accordingly, Tog‘ay Murod’s reflections on artistic language and style deserve special attention. Language, artistic vision, and literary technique interact harmoniously in his works, shaping an individual and unrepeatable style formed through philosophical perception, cultural identity, and narrative skill. Tog‘ay Murod’s Creative Language is widely recognized for his original and vivid prose, which resembles poetic narrative in both rhythm and imagery. Even casual readers familiar with modern Uzbek literature can easily identify his works by their expressive, colorful, and deeply lyrical language. This distinctive quality sets him apart from other writers. In works such as Otamdan qolgan dalalar (“Fields Left by My Father”) and Bu dunyoda o‘lib bo‘lmaydi (“One Cannot Die in This World”), Murod won the admiration of readers by portraying the sincere and humble people of the Surkhan region—their hardships, aspirations, and inner worlds. His language is deliberately simple, flowing, and deeply rooted in folk expression. He skillfully incorporates proverbs, idioms, synonyms, archaic words, and dialectal expressions, enriching the artistic imagery of his narrative.

Folk speech enhances the authenticity and emotional connection of his works. For example, dialectal words such as baycha, jigit, bova, iyarmoq, angnib yotmoq, and yonashtirmoq vividly illustrate the regional character of his narratives: “I told the boys to lie down by the river and keep watch.”

Discussion. The linguistic features identified throughout Murod’s works emphasize his innovative approach to storytelling and his profound connection to language as a tool of artistic expression. By blending imagery, metaphor, symbolism, and intertextual references, he creates multilayered narratives that resonate deeply with readers. Moreover, his linguistic versatility allows him to traverse different genres and thematic landscapes, demonstrating the breadth and depth of his creative vision.

Conclusion and Recommendations. In conclusion, the study of Tog‘ay Murod’s linguistic features reveals a writer of exceptional talent and intellectual depth whose works continue to captivate and inspire audiences worldwide. Future research may further explore specific aspects of his linguistic style—such as dialect usage, narrative voice, or linguistic innovation. Comparative analyses with other literary traditions may also offer valuable insights into the evolution of literary language and expression. Ultimately, the linguistic richness of Tog‘ay Murod’s works serves as a testament to the enduring power of language to illuminate human experience and provoke thought. As readers engage with his texts, they embark on a journey of linguistic discovery, uncovering layers of meaning and developing a deeper appreciation for the art of storytelling.

References

1. A. Fitrat. Adabiyot qoidalari. Tashkent: O‘qituvchi, 1995. 

2. O. Sharafiddinov. Iste’dod jilolari. Tashkent.

3. T. Murod. Oydinda yurgan odamlar. G‘. G‘ulom Literature and Art Publishing House, Tashkent, 1985.

4. U. Jo‘raqulov. Nazariy poetika masalalari: Muallif, Janr, Xronotop. G‘. G‘ulom Publishing, Tashkent, 2015, pp. 148–150.

5. U. Faulkner. Qora musiqa. Yangi Asr Avlodi Publishing, Tashkent, 2018. 

Qudratova Nozima Bahrom qizi Denov Tadbirkorlik va pedagogika instituti talabasi.

Filologiya fakulteti o’zbek tili va adabiyoti 1-kurs talabasi. Millati o’zbek. Jinsi ayol

+998 90 071 06 11

You are my Koson

Words are not enough to describe your grace,
My eyes rejoice when I see your face.
I write these verses to praise your name,
My dear land, my home, my eternal flame.
Famous across seven worlds, you stand,
You are my Koson, my precious land.

Your poet sons lived for the motherland’s sake,
With souls like Abdulla, for your honor’s sake.
No barrier can stop your path or your stride,
My garden, my freedom, my source of pride.
To the great Oripov, you were the home,
You are my Koson, where greatness has grown.

So many poets have lived on your soil,
With pens in their hands, with wisdom and toil.
Abdulla and Rozimurodov walked your ways,
Inspiring the poets and earning our praise.
A land of inspiration, a gift so rare,
The pride of Qashqadaryo, beyond compare.

I want the whole world to know of your name,
To honor your glory and recognize your fame.
Let my humble poem sing of your worth,
You are my theme, my place of birth.
You’ve taken your place deep in my heart,
My Koson, from whom I shall never part.

By God’s will, a poet I have become,
Taking my pen, my song has begun.
I’ve woven your name into every line,
A world-famous dwelling, ancient and fine.
The pride of Qashqadaryo, forever you’ll be,
My Koson, you are the world to me.

Ozodbek Narzullayev was born on December 20, 2006, in the village of Boʻston, Koson district, Qashqadaryo region. He is the author of the book titled ‘Qalb kechinmalari’ (Reflections of the Soul). He has also been honored with numerous diplomas and certificates for his achievements.