PROBLEMS IN THE LINGUO-COGNITIVE STUDY OF THE 

UZBEK LANGUAGE 

Abstract: 

Shomurodova Dilafro’z Bahodir qizi 

Student of Denov Institute of Entrepreneurship and Pedagogy 

Email: shomurodovadilafruz07@gmail.com 

The article discusses the fact that in Uzbek linguistics a number of studies have been carried out on the linguopoetic, pragmatic, derivational, and communicative features of texts, and that the emergence and development of such fields as pragmalinguistics, discourse analysis, cognitive linguistics, and linguoculturology in world linguistics have led to the appearance of serious theoretical approaches in interpreting the phenomenon of text creation. 

Keywords: cognitive, anthropocentric, linguistic, semantics, psycholinguistics, pragmatic, linguoculturology, functionalism, ethnolinguistics, perception, integration 

It is well known that in world linguistics texts were initially approached mainly from semantic and syntactic perspectives. In recent years, especially since the beginning of the 21st century, the tendency to study texts on the basis of linguoculturological, pragmatic, sociolinguistic, cognitive, and psycholinguistic principles has intensified. Texts began to be viewed not merely as a collection of semantically and syntactically connected sentences, but as a form of communication possessing social value and as a mental construct that reflects the knowledge, linguistic thinking, national psychology, and mentality of speakers of a particular language. The formation of the anthropocentric paradigm is associated with the study of the speaker as a linguistic subject. The anthropocentric turn in linguistics shifted attention away from the structuralist principle of studying language “in and for itself” and focused instead on the human factor. The roots of anthropocentrism, which is now recognized as one of the leading paradigms in linguistics, draw upon the theoretical views of W. von Humboldt and L. Weisgerber. The term anthropocentrism is derived from the Greek anthropos (human) and the Latin centrum (center). Initially, the term was used in reference to the ancient Greek philosophical idea that “Man is the center of the universe,” a view that became 

especially widespread in medieval Europe. In linguistics, the anthropocentric study of the language system has been manifested primarily in research on linguistic semantics, cognitive linguistics, psycholinguistics, pragmatic linguistics, and linguoculturology. Studies conducted within the framework of the anthropocentric paradigm investigate the language system in close connection with the human factor. Although research by Uzbek linguists in linguistic semantics, pragmatics, and cognitive linguistics demonstrates anthropocentric tendencies, studies in this area are still insufficient. 

In particular, approaching text analysis from an anthropocentric perspective has become one of the leading directions in modern linguistics. Many researchers emphasize that in the study of texts as complex and multifaceted phenomena, the triad consisting of the speaker-text-listener (author- text-recipient) should be regarded as the main object. The well-known Russian linguist Yu. N. Karaulov, in the preface to a collection of articles devoted to issues of language and personality, emphasized the idea that “behind every text stands a specific individual who has mastered linguistic systems.” The external and internal structure of a text can be likened to a mirror that reflects the linguistic competence of speakers belonging to a particular nation. 

In early studies of text, attention to the text creator was observed mainly in psycholinguistic and pragmalinguistic research, whereas today rapidly developing fields such as cognitive linguistics, functionalism, ethnolinguistics, linguoculturology, and discourse analysis have made this issue one of the central problems of linguistics. The main achievement of the system-structural approach was proving that language is a systemic phenomenon. However, it became evident that these paradigms shared a common shortcoming: language was separated from its owner-the human being. Attempts to overcome this deficiency led to the emergence of pragmatic and cognitive linguistic paradigms. 

Professor N. Mahmudov, reflecting on the formation of the anthropocentric paradigm in linguistics, notes that in accordance with the objective nature of language, the anthropocentric paradigm places the human being at the center, while language is regarded as the main component that shapes human personality. Specialists often cite the aphoristic statement of the famous Russian writer S. Dovlatov that “90 percent of a person’s personality is formed by language.” At the same time, the anthropocentric approach to language integrates the latest achievements of these fields and increasingly strengthens its status as an independent paradigm. As recognized in linguistics, the anthropocentric paradigm focuses primarily on the subject of speech activity-that is, the language user who produces and perceives speech. The inclusion of the category of the language user in scientific paradigms necessitates greater attention to concepts such as personality, linguistic consciousness, thinking, activity, mentality, and culture. 

At present, the concept of the language user is mainly employed in the following senses: (a) an individual capable of carrying out speech activity in a particular language, that is, capable of producing and perceiving speech; (b) a person who uses language as a means of communication, a communicant; (c) a representative of a particular language community who possesses and manifests the lexical resources reflecting the national-cultural and spiritual values of their people. 

In contemporary research, various branches of linguistics approach the issue of the human factor from their specific perspectives. The problem of text interpretation and the human factor is closely connected with issues of text creation and the perception of its content. In studying this problem, it is important to examine not only the text creator but also the perceiving individual-the listener or reader. As N. I. Zhinkin aptly stated, “A person speaks not through individual sentences, but through texts.” Therefore, a person’s stylistic features can be adequately studied only on the basis of the texts they produce. 

Investigating the speech style of a writer or creator solely from the perspective of word choice or sentence construction no longer meets contemporary requirements. Consequently, studying text creation from the perspective of individual style enables a deeper examination of the linguistic aspects of texts. 

It is well known that cognitology is intrinsically linked with semantics. Today, many researchers regard the 21st century as the age of 

interdisciplinary integration. Interdisciplinary cooperation yields effective results in revealing the essence of particular objects of study. Such an approach is especially appropriate in investigating the speech activity of the human personality, a complex phenomenon. Human speech, like the human being itself, is multifaceted and complex. Therefore, cooperation among linguistic disciplines will undoubtedly yield fruitful results. 

It should be noted that in the early years of the 21st century, significant research was conducted in Uzbek linguistics within the field of text linguistics. Monographic studies emerged on text linguopoetics, content perception, pragmatic, derivational, and psycholinguistic features of texts, as well as text modality and temporality. Studying texts from the perspectives of their creation, perception, and comprehension further deepens theoretical views on texts. Investigating the mechanisms through which the intellect and thinking patterns of a discourse subject are transformed into textual form makes it possible to identify features specific to the reflection of cognitive models in the Uzbek language. In literary works, especially in prose, the expression of key linguoculturological concepts such as life, death, mother, homeland, love, goodness, justice, and woman frequently occurs. Since literary texts are products of creative activity, the expression of particular concepts in such texts naturally manifests individuality and imagery. 

Consider the following text: 

By the side of a great road, a tree was growing… By chance, a traveler came to rest beneath it. The day was hot, and the traveler was tired. He sat in the shade of the tree and rested… The traveler grew hungry. He looked and saw that fruits were ripening on the tree. He was too lazy to climb it, so he threw a stone. The fruits fell abundantly. The traveler ate his fill… The destination was far. He broke off a branch from the tree and made a walking stick… Then his throat became dry. He went back under the tree’s shade… Then he continued on his way… The tree began waiting for another traveler… The name of this tree was Goodness… (O’. Hoshimov, “The Tree by the Road”). 

In this passage taken from O’. Hoshimov’s book Notes in the Margins, the concept of GOODNESS is expressed. In the text, this concept is represented through the symbol of a tree, and the act of comparison employed in the author’s cognitive- discursive activity gives the text a metaphorical meaning. 

Indeed, the most important source for elucidating the relationship between language and personality is the text. A text is not only a speech structure that encompasses all levels of language, but also a phenomenon that fully reveals the linguistic potential of the speaking (or writing) individual. Cognitive metaphors, as one of the factors generating implication, leave their traces in words, phrases, sentences, or entire texts. Units whose meanings have shifted on the basis of metaphor represent the visible part of the “cognitive iceberg” (to use Fauconnier’s term), while its main part remains hidden deep within our linguistic consciousness. It should be noted that the cognitive background phenomenon manifested in such cases has not yet become an object of study in Uzbek linguistics. Studying the cognitive background in connection with metaphor, metonymy, simile, and personification is one of the essential issues of anthropocentric linguistics. 

Today, the study of the human factor as the performer of linguistic activity continues to deepen in such linguistic fields as psycholinguistics, linguoculturology, cognitive linguistics, and pragmalinguistics. 

References: 

1. A. Aliyev, Q. Sodiqov. From the History of the Uzbek Literary Language: A Textbook for University Students. Tashkent: Uzbekistan, 1994. 118 p. 

2. U. Tursunov et al. History of the Uzbek Literary Language: A Textbook for University and Pedagogical Institute Philology Students (revised and expanded edition). Tashkent: O’qituvchi, 1995. 264 p. 

3. M. Vahoboyev. The Uzbek Socialist Nation. 

Tashkent, 1960. pp. 30-32, 49. 

4. M. Qodirov. “A Journey into the Wealth of Words.” Labor and Life, no. 4, 1972, pp. 20-21. 5. A. Nabiyev. Historical Local Studies. Tashkent: O’qituvchi, 1979. pp. 63-74.

Shomurodova Dilafruz Bahodir qizi was born on October 3, 2007, in Sariosiyo district of Surkhandarya region, Uzbekistan. She is a first-year student of the Uzbek Language and Literature program at the Denov Institute of Entrepreneurship and Pedagogy of Samarkand State University. She is a holder of a national certificate in her native language and literature. Her scientific articles have been published on the Google Scholar platform. She is also an active member of the Argentina Association of Science and Literature Writers and actively participates in academic and creative activities, holding numerous certificates.

The role of breath in expressive reading of texts

Kattakurgan State Pedagogical Institute
Uzbek language and literature
25.03-Group student Aliyeva Zulaykho

Annotatsiya: Maqolada til va adabiyot yo‘nalishi talabalari uchun muhim bo‘lgan ifodali o‘qish praktikumi haqida,uning spetsifik xususiyatlari to‘g‘risida bayon qilingan. Bundan maqsad bo‘lajak o‘qituvchi-pedagoglarda nutqiy savodxonlikni oshirish,ifodali o‘qish ko‘nikmalarini shakllantirishdir. Nafas,ovoz va tembrdan foydalanish yo‘llari bo‘yicha tadqiqot natijalari bilan bo’lishish.
Kalit so‘zlar: Mashq,ovoz,tembr,urg‘u,nafas,pauza,tadqiqot,nafas olish yo‘llari.

Аннотация: В статье описывается практика выразительного чтения, актуальная для студентов филологического факультета, и её особенности. Целью статьи является повышение речевой грамотности и развитие навыков выразительного чтения у будущих учителей. Представлены результаты исследований по использованию дыхания, голоса и тембра.
Ключевые слова: Упражнение, голос, тембр, акцент, дыхание, пауза, исследование, дыхательные пути.

Abstract: The article discusses important issues for students of language and literature. The expressive reading practicum and its specific features are described. The goal is to improve speech literacy and develop expressive reading skills in future teachers. Sharing the results of research on the use of breath, voice, and timbre.
Keywords: Exercise, voice, timbre, accent, breath, pause, research, respiratory tract.

INTRODUCTION

To read texts, works of art in an expressive, expressive way, it is necessary to pay attention to such physiological phenomena as Breath, pronunciation, voice, timbre-that is, the most important of these is breath. In the process of speech, breath adjustments between words and sentences arise-from the need to take a new reserve of air and restore a weakened breath.

Professor Nizamiddin Mahmudov,in his book “Culture of Teacher Speech”, cites the information that the famous ancient Greek orator Demosthenes could not speak beautifully and impressively, initially with a low voice, poor pronunciation, short breath. In social communication intervention, beautiful, clean and touching speech has always taken its place from the center of topical issues. Even today, there are such shortcomings among young speakers, that is, educators. Most of our scholars have conducted their own research on these issues. In particular, the teaching manual “Basics of expressive reading”, created by the S.Inomkhojayev and A.Zunnunov, recommended certain types of breathing exercises to improve breathing activity. In today’s study, we used an experimental study and tried to find solutions to issues such as breathing methods, how to get it right. This study was conducted among members of the community who were just starting to study speech science, and the results were obtained.

RESEARCH METHODOLOGY

In this experimental study, two high school seniors were selected, and during an expressive reading session, breathing exercises were performed in two different ways, and then the text was taught, in order to check who had a deeper breath, did not break quickly. In this, the first teenager was compared with the method of concentrating breathing through a counting exercise, and the second-with methods of collecting breathing through a abdominal pulling exercise. That is, a counting exercise is an exercise that initially counts from one to five. After one to five counts, the breath is taken and the exercise is continued again. The number is then increased to ten, followed by 15.20.25.The next abdominal pull-up exercise was also mastered by the second student. In this case, air will accumulate, filling the lungs with the abdomen pulled into it, and the resulting breath will have to be exhaled in sections. Through these two types of exercises, the skills of getting, Holding and controlling breathing correctly are generated. And proper control of breathing is the basis of expressive reading practice.

REVIEW OF USED LITERATURE

In the literature of medicine, three different types of breathing are indicated: 1.Breathing from the gift; 2.Chest – breathing through the abdomen; 3. Mixed breathing. When speaking, it is necessary to breathe smoothly, naturally without hoarseness, spend it at the request of the desired tone. In the tutorial “Basics of expressive reading”, created by S.Inomkhojayev and A.Zunnunov, the following five different breathing exercises are recommended to improve breathing activity:

1.Control exercise. In this case, it is carried out with the aim of controlling the correct intake of breath in a diaphragm-mixed way. In this case, while standing freely and pressing two ribs with both hands, a slow, deep breath is taken, and again slowly exhale. A deep breath raises the arm placed on the rib to two sides.

2.Abdominal pulling exercise. This is an exercise in pulling the abdomen up while “holding “ the air filled with the lungs.
3.Counting exercise (in which the methodology of studies was given in part).
4.Musajja ‘ exercise. In this case, the saj’ texts are pronounced freely, taking a breath in two or three places, and then a long breath is taken.
In S.Karimov’s book” The culture of speech and the art of Mutola”, it is said about breathing: the correct way to breathe-release is the physical basis of sound resonance. Incorrect breathing negatively affects the sound ringing, sound polishing is impaired. By developing the skill of diaphragmatic-rib breathing and using sound amplification devices, you can improve the quality of sound and make it more resonant.

ANALYSIS AND RESULTS

Experimental research results: breath-holding skills in expressive reading of texts have tested positive through both exercises. However, it should be noted-that the second of these methods, that is, the control of breathing through a counting exercise, showed a relatively superior result. After the rehearsals, both testers were given the text of the lecture and a request was made to read it expressively. Recent results have shown that the student who breathed through the counting exercise did not make false interruptions in the text. The purpose of this was not to read the text in one breath, but to reach the point where the thought completion was given, not to “patch” the end of the text, and in this the second method prevailed. This is due to the fact that in a counting exercise, there is a gradual increase, that is, a state of holding the breath for a longer period of time, so that each breathing interval is extended. When speaking with an expression, it is recommended to do such exercises regularly, and not at that time frame.

CONCLUSION

In conclusion, the characteristic that determines the spiritual status of a person is his speech. When speech loses its affectivity, logic, clarity and purity, and expressiveness, it also spontaneously affects our level among society. And in order to increase the concentration of these signs in our speech, we need to regularly perform the exercises presented above. In order to properly control breathing, it is recommended to mention riddles in combination with the above exercises, also increasing the number in one breath. Of course, there are also special guides and exercise books for speakers, the use of which will not be of use to ourselves. The platform” you tube “also has ten” Lesson of Sukhandon ” of the speaker and singer Shuhrat Qayumov. It was also in these lessons that breathing techniques were taught in detail. Hence, the main weapon of expressive speech is the ability to control breathing.

FOYDALANILGAN ADABIYOTLAR RO‘YXATI

1.Nizomiddin Mahmudov (2009). O‘qituvchi nutqi madaniyati. Alisher Navoiy nomidagi O‘zbekiston Milliy kutubxonasi nashriyoti.
2.Nor’qul Bekmikrzayev (2007).Nutq madaniyati va notiqlik asoslari.O’zbekiston Respublikasi Fanlar Akademiyasi ‘Fan” nashriyoti.
3.R.Rasulov, Q.Mo‘ydinov (2015).Nutq madaniyati va notiqlik san’ati.Toshkent. 4.Suyun Karimov (2020).Nutq madaniyati va mutolaa san’ati.Samarqand:SamDu nashri.
5.Ziyoda Masharipova (2011).Ifodali o‘qish praktikumi.Alisher Navoiy nomidagi O‘zbekiston Milliy kutubxonasi nashriyoti.
6.Suxandonlik darslari. You Tube Registon TV. https://www.youtube.com/watch?v=G2TP8Mg_Nyw

Somebody, light this

joint for me so we can pass

zen in a circle.

a bottle of red wine

in primordial forest:

man’s next telescope

I live, a Buddhist.

Is this why your manger chills,

plastic baby Christ?

pick me up

pick 

again on touch: because you do it so 

around and again and never on me! you 

frustration in my life, built up of time 

zones and oceans and the seams of 

when there’s a you and a

me

type of sea, 

for fish for fish for fish in my pocket

wiggling with eyes and tries 

to grow biceps and triceps.

for fish for fish for fish for you, your

rivers that built the canoes we kiss tonight and

tomorrow night we kiss the rivers for lying about building 

them and us

up 

high on the squishness of the waves that built 

your skill at good-byeing away again seam

ripping my rivers 

and rivers of joints apart from when we met 

hoards of boats ago yet you hoard only 

my joints of all things?

hunched over me as i hunch over 

what i associate with you? 

what could i associate with you 

other than your posture as you’re watching 

me. maybe a physical thing 

that i hate the way i hate the way 

rivers build canoes and 

canoes build nothing and

nothing builds 

again on touch, of all things.

First Sonnet

I love writing as a personal ability

I can use it and make whatever I want as I see fit

It feels enlightening, and has the capacity to be frightening

There is no way I will use the term “lit”

No, there are no terms to describe it for me

I use it every day, or at least think about it, I am not obsessed with it

Coming up with such ideas is always good with a cup of British tea

For my level of skill despite being only above average I do not contest it

Creations Encompassed

Singular, I am one singular being?

I disagree, I am many, and many am I

That belief always sways while I flip a dime

“Will these thoughts change with enough time?”

There is no one to answer but myself

The mind both does and does not have such wealth

I hear the silence as music

Although off-topic, I peer through the darkness

The light shines through and I am in a world of white

Too bright, then too dark

It is no walk in the park

This is my mind, why not have a look inside

I disagree with me being one

I live in all of my creations who will not be undone.

WINGLESS ANGEL

I was born in a kingdom with underground passages. The king was a tyrant and the queen a woman made up of lies. Poverty, lowliness, and humiliation. I was raised like a guinea pig for experiments. I was raised with the seed of a soul. I have wanted wings since I was a child.

Since I was a child, I wished to fly away from the harshness and darkness of this life. An old man once said to me: “I want to fly. Nothing is certain in this world, but whoever denies heaven will be denied by heaven. I believed it.

I began to have a will to the sun. I knew that even in the land of underground passageways, we are made up of the power of the heavens and the earth. It is not a flight to the top. Rather, we fly to the bottom. To the very depths of humanity.

The ugliness of human beings, their meanness toward the upper class and their pride toward the lower class, became my strength. Wingless flight. I descended to the bottom of the underground passage. There, the living had no purpose, and their souls were as good as dead. Here it became clear to me for the first time that I was an angel without wings.

I planted the seeds of my soul in them without reserve. The will to the sun. With their last strength, they ran up the underground passageway and escaped to the earth. To a land without a tyrannical king and a false queen.

Burnt by the sun and with blinded eyes, they ran up to a high cliff. Then, arms outstretched, they soared toward the sun, one after the other, light and full of happiness.

Received the Rekitei Shinei Award in Japan, 2019. Invited by Master Ngo of Taiwan to write haiku for World Haiku and started writing haiku on the internet. In 2020 Richard Vallance of Ottawa, Canada invited me to write here as well, spreading my haiku around the world. In Arabic-speaking countries, Mahmound Al-Rajabi and Ragbi published a collection of my haiku. Starting in 2019, they published four books of haiku in the Arabic-speaking world. 

I’m the winner of the Arab Golden Planet Award for 2022. Arabic-speaking countries awarded me the title of Doctor of Literature in 2023.

My poems were published in the Albanian magazine “Orfew.al” in 2024. My poem is published in “Daily Global Nation” in Bangladesh. My poem will be published in Polis Magazine, Greece. I’ve received a letter of commendation from Poets UK. My poems were published in a Korean magazine. I have a poem published in Kolkata Jishu International Poetry Magazine, India, and a poem published in a Greek electronic magazine. 

I’ve had a poem published in Poetry Planetariat, Nepal. A collection of my poems were published in Bengali-speaking countries. Three of my poems were published in Half-Yearly magazine in India. Three of my poems were published in Raft of Dreams Literary Magazine. One of my poems was published in Hyperpoem, Nepal. A poem was published in Sophy Chen’s Translation World Poetry Yearbook in China. 

My poem was published in Polis Magazine, courtesy of Eva Lianou Petropou, a Nobel Peace Prize nominee from Greece and a kind friend. My poems are published in the British art media. My poems will be published in Resonance and Roots Poetry Anthology. (I seem to have forgotten the names of magazines and newspapers in which my poems appeared due to my negligence. My apologies）.

The English poetry collection ‘The Silence of Time’ is currently available on Amazon.  Japanese Poetry Collections: The Boat on the Mountain, The Soul Book / The Cripple of My Soul, Poem to the Fools, Eternal Tower, an Arabic language haiku collection, Snowy Night, Buson’s Brush, Whereabouts of the River, and The Number of my Sorrows