Social responsibility and personal ambitions (in the Interpretation of two works) 

Denov Institute of Entrepreneurship and Pedagogy     

Alimardonova Gulsevar Sirojiddinovna alimardonovagulsevar10@gmail.com

Annotation: The article dissects the moral and social dimensions of responsibilities as portrayed in “O`tgan kunlar” (The Bygone Days) by Abdulla Qodiriy and Somerset Maugham`s “The Moon and Sixpence”. Both authors investigate the clash between duty and social accountability, yet they reflect opposite cultural viewpoint. Through a cross-cultural lens, the article analyses how individual freedom, moral imperative, and social duty intersects within diverse historical, cultural, and philosophical circumstance- early 20^th century Uzbek realism and British modernism. Qodiriy`s novel demonstrate the significance of duty as ethical and cultural necessity, while novel by Maugham demonstrates it as a personal challenge against social etiquette. The comparative analysis can spotlight how literature could unveil the balance between duty and collective responsibility.

Keywords: obligation, social responsibility, personal duty, Abdulla Qodiriy`s “O`tgan kunlar’’ (The Bygone Days), Somerset Maugham`s “The Moon and Sixpence”, Otabek and Charles Strickland, moral imperative.

Moral duty, responsibility have been becoming central problem for centuries in world literature, philosophy, and ethics. Every society requests its members to respect and obey laws, moral norms and traditions while maintaining their individuality. Literature can demonstrate how people can keep balance between personal goals and societal responsibility. Social obligations are interpreted with atmosphere in express time and exact region. Accordingly, period and zone can reveal essence of works. In the light of common occasion, they are diverse. There are dissimilar visions towards   collective responsibility in everywhere. Thereby, there are authors, who utilize different way so as to show them. In particular, Abdulla Qodiriy and Somerset Maugham conquer in history of world literature. Through their novels “O`tgan kunlar” (1926) and “The Moon and Sixpence” (1919), they investigate relevance of the individual and society with their own historical and cultural lenses. Nonetheless, both of them strive to present underlying assumption of moral and collective responsibility.

Abdulla Qodiriy`s “O`tgan kunlar” (The Bygone Days) is not only the first historical novel in Uzbek literature but also profound contemplation on moral duty and communal justice. It includes social and ethical changes occurring in Central Asia during the late nineteenth and early twentieth centuries. In fact, the story of Otabek and Kumush is not purely tale of love and tragedy. Author highlights deep reflection on the responsibilities of the individual to family, nation, and community by means of the story of Otabek and Kumush.

Conversely, Maugham`s “The Moon and Sixpence” explores the reverse extreme of this moral equation: the personal duty to self and art rather than to society. Charles Strickland abandons his family, profession, and ethical duty an account of his pursuit for artistic truth. In this novel, the individual tries to escape social responsibility or decline society itself is a type of moral stance.

Albeit the tension between West and East literature, both of them strive to demonstrate individual qualities in exact times. In addition, both writers unveil that universal freedom destitute of moral duty leads to spiritual loss, whereas authentic implementation emerge when human action align with virtuous function.

Literature review:

Abdulla Qodiriy`s “O`tgan kunlar’’ (The Bygone Days) and Somerset Maugham`s “The Moon and Sixpence’’ can facilitate to distinguish literature, traditional notion to society of West and East.

Conflict of social obligation and personal aspiration

In Maugham`s novel, personage not only repudiates social responsibility but he also disassociates himself from society: “I do not care what people think. I want to live in my own”.

Individuals and society, social duty

 The individual is connected to society, who can see their life with social progress: “El-yurt tinchligi – har birimizning burchimiz’’ (Peace of our homeland is duty of each of us).

Impact of social environment

Collective circumstance has impact on human conduct. In Maugham`s novel, society could carry weight with personages` preference.

National outlook

Writings substantiate historical moment and viewpoint, culture in certain period, which can evolve national environment.

A lot of theoretical resources are analysed during studying theme. Articles and writings about duty and social responsibility in both novels are paid prime attention.

• In Abdulla Qodiriy`s “O`tgan kunlar” (The Bygone Days), East culture and social duty are demonstrated with real examples.
• Somerset Maugham`s “The Moon and Sixpence” shows conflict between social responsibility and personal ambition.
• A. Khan “Comparative Literature: East and West’’ can confirm diverse and similar feature in literature of West and East about social obligation and duty.
• An analysis of Ethical Dilemma in “The Moon and Sixpence” by Xinyi Yang (2022)- analyze social environment, conflict between society and individualism.

Research Methodology

In this study, an interdisciplinary methodology combines comparative literary with interpretative cultural analysis. The investigation seeks to analyze how the concept of social obligation evolves in two diverse literary and ideological environments- the Uzbek classical realism of Abdulla Qodiriy and the modern ethical contemplations of Somerset Maugham.

Research Design

The research design is relative and analytical, which could interpret how two literary system illustrate moral obligations of individuals to their society. Furthermore, it is utilized for determining connection of authors social backgrounds and their fictional representations.

Research Approach

The analysis adopts a hermeneutic and thematic approach, spotlighting the exposition of meaning within texts rather than mere illustration. Through this lens, both novels are dissected as reflection of consciousness and societal identity.

Data Analysis

Information was investigated utilizing a qualitative content analysis model supported by comparative thematic mapping. Each novel was coded for moral standards, depictions of responsibility, and portrayals of social duty. The findings were then cross- compared to demonstrate shared moral aspects and divergent worldviews.

Restrictions

The research is confined to two literature and does not take into account the full compass of either author`s oeuvre. The study concentrates on moral and social themes, eliminating linguistic and stylistic dimensions.

Analysis / Results

The comparative analysis of Somerset Maugham`s “The Moon and Sixpence” and Abdulla Qodiriy`s “O`tkan kunlar” (Bygone days) shows distinct yet convergent tactics to the concept of duty and responsibility to society. In both novels, the protagonists- Charles Strickland and Otabek- personify a conflict between personal perfection and general assumption. Maugham`s narrative questions the limits of social obligation when confronted by an artist`s inexorable pursuit of individuality. Strickland`s refusal of familial and collective norms reveals the fragility of moral imperative when human aspiration transforms into passion. Contrary, Qodiriy depicts Otabek as a man whose sense of social duty becomes a moral compass guiding him through the turbulent changes of early modern Uzbek civilization.

In “O`tkan kunlar”, social responsibility betrays trough loyalty, honesty, and care for one`s public. Otabek`s nature exposes that correct progress demands harmony between personal ambitions and social well-being. Meanwhile, Maugham`s Strickland explicates the opposite extreme: the annihilation of obligation in the pursuit of self- expression.

The results of the analysis represents that both authors formulate their protogonists as vehicles of ethical inquiry. Through conflicting resolutions, Maugham and Qodiriy cross-examine the connection between self and society, concluding that moral responsibility is neither merely individual nor purely communal but a dynamic interaction between two. The comparative reading also focuses on cultural differences: Maugham`s Western individualism contrasts with Qodiriy`s Eastern ethical collectivism. Nonetheless, both converge in portraying moral duty as a decisive foundation of human dignity and social harmony.

Conclusion and Recommendations

The comparison of Somerset Maugham`s “The Moon and Sixpence” and Abdulla Qodiriy`s “O`tkan kunlar” exposes how both writer`s balance between personal aspirations and duty to society. The findings of research demonstrate that both authors, in spite of cultural and temporal differences, engage with a universal moral question: how far should an individual`s pursuit of self- fulfillment extend before it contrasts with social duty? Maugham `s Strickland symbolizes the risk of egocentric freedom that neglects human responsibility, while Qodiriy`s Otabek denotes the harmony of moral imperative and personal belief.

The study contributes to a comprehensive grasping of how literary art can serve as a mirror displaying society`s moral dilemmas. By examining these two novels together, the article reflects that tension between individuality and duty is not confined to one culture or era but endures a recurring theme in evolution of human values.

Recommendations

1. Future comparative analysis should investigate how Eastern and Western authors interpret moral obligation and civic duty within various cultural frameworks.

2. University curricula could incorporate comparative literary ethics as a field of acquire to toughen students` understanding of collective and moral interdependence.

3. Interdisciplinary research integrating literature, sociology, and philosophy can deepen insight into moral dimensions of artistic individuality and populace principles.

References

1. Abdulla Qodiriy. “O`tkan kunlar” (Bygone days). Toshkent: Gafur Ghulam Publishing House of literature and Art 2019.

2. A. Khan. “Comparative Literature: East and West”. Oxford university Press 2016.

3. J. Brown. “Freedom and individuality in Western Literature”. Cambridge university Press 2017.

4. Somerset Maugham. “The Moon and Sixpence”. London: Heineman, 1919.

5. Xinyi Yang. “An analysis of Ethical Dilemma in “The Moon and Sixpence” 2

THE RIDDLED UNRIDDLING

Our togethered time was

antic —

anticipation of futured frolic is keen.

Not knowing how becoming comes,

we remained riddlesome.

What wealthy beggars we were!

As innocence succumbed to weariness,

our fountains – they limited;

our foundations – eliminated.

Your footprints faded. I no longer heard your call.

High above all heights,

tiny rags of cloud still cling to sky’s naked skin.

Afterwardness knits,

or tears,

pastward threads.

THROWN

I’m being thrown,

knocked into next Wednesday,

but all my bones

are boxed up like hens’ eggs.

In my young nest

I dreamed of being bird.

Dreams cannot last

against this cruel, hard world.

I was plucked and packaged

and sold in market aisles.

I’m a javelin

but not a boomerang,

a-hovering

in the air like a hanged

man. I’ve lost my grounding,

my home is in the sky.

I’m being thrown,

knocked into next Wednesday,

but all my bones

are boxed up like hens’ eggs.

LIBIDO THEOLOGY AND DEVELOPMENTAL STAGE THEORY

Time was still new

in the cooling cosmic stew,

and the immortal prepubescent

was still learning omniscience.

After establishing The Environments

God granted Himself a day of rest.

But, already bored with nascent existence,

He remained experimentally restless.

And so the Creator became the Render

and divided humanity into genders.

But His novel dirt-and-rib mixture

was still a static creature.

And the world still lacked tension,

drama, and dynamic evolution.

So, in order to bestir the universe,

God manifested as serpent.

The event was mankind’s catalyst

for stress, embarrassment, and sex.

And while the snake did shed and shed and shed

God, changeless, new-knowing, stayed frustrated.

Though lacking yet any human ego

God sought to assimilate libido.

The divine adolescent jonahed a whale.

But the erotic projection failed:

the prophet was one the whale couldn’t stomach.

And soon time exhausted the Tanakh.

And divine anxiety became more urgent.

How could God continue as virgin?

Then God knew Mary and begat himself as Son.

And that’s how God finally became human.

BETWEEN TWO SUNS

One more melanoma day 

ends itself in ash and cinder. 

Our crisp souls, cliched

to yet another auto-da-fe

to competitive conformity.

But (just now starting(

we mount our nocturnal bucket brigade,

begin passing forth and back

these cool liquids of our life

from one to the other,

refill and back again,

refill and back again

between two suns.

DOUBT AND REASSURANCE

“With all the wonder you have won

–O you, who took my summers’ sun–

will now you win my winters too

or spend my age on agile youth?”

“The seas flow. Seasons flower.

but I delight in my idol.”

DEVELOPING ENGLISH WRITING SKILLS

Scientific Supervisor: Eshquvvatova Gulasal Abdullo qizi

Lecturer, Department of Foreign Languages, 

Faculty of Humanities, Termez State Pedagogical Institut.                                                         

 Author: Allaberdiyeva Farangiz Kholiyor qizi

  4th-year Student, Group 401, Department of             

  Foreign Languages (English), Preschool and   

 Primary Education, Termez State Pedagogical Institute

f22082004@gmail.com

Abstract                                                                                                               This article analyzes the main methods of developing writing skills in English. Written speech is one of the key elements in language learning and includes grammar, style, coherence, and clarity of expression. The article provides several recommendations for improving writing skills. These recommendations, presented with an analytical approach, may be useful for learners, students, language enthusiasts, and teachers.                                                                                                                                                                                                               

Keywords: written speech, English language, writing skills, grammar, practical writing, editing, knowledge enhancement, basic methods.

Introduction                                                                                                               Nowadays, as the ability to communicate fluently in English becomes increasingly important, so does the ability to express oneself correctly and clearly in written form. Writing skills have become an essential need for students, researchers, learners, educators, writers, businesspeople, or anyone who interacts with foreign countries. Below are the most effective recommendations to help improve writing proficiency in English. We know that the first step in writing in any language is mastering grammar, spelling, and punctuation in depth. Every sentence structure is based on this knowledge. In addition, in order to perform writing skills professionally, regular practice is essential. Writing short texts or stories every day, keeping a diary, or writing notes can be a great help.                                                                                                       

Reading plays an important role in developing writing skills. A person who reads a lot absorbs writing styles and expressions and develops the ability to distinguish well-written texts. Therefore, to improve writing skills in English, we should read books, various articles, and short stories regularly.                                                                                               

Writing is extremely important in English language teaching. According to [4] McLaughlin, writing is a complex task where learners need to construct interrelated small tasks. On the other hand, in a comprehensive language approach, writing is not based solely on rules but on meaning-making, purpose, and audience. For students and professionals learning English as a second language, writing is one of the most important skills. It is complex because it requires one to reflect their inner world. When writing in English, one must automatically apply the natural grammar of the language.                                                                                                                Achieving such a level of proficiency is only possible after being exposed to thousands of well-written sentences. Reading enables the natural acquisition of grammar concepts. As mentioned earlier, the more you read in English—books and articles—the more noticeable your improvement in writing will be. Reading is one of the most effective methods for improving writing skills not only in English but in any language.    

In today’s world, most communication is done electronically. However, many exams are still conducted through handwritten responses. That is, as the French writer [6] Voltaire once said, writing is done through “drawing sounds.” 

Indeed, effective communication in writing is very important to achieve success in academic domain. Conveying ideas and providing research effectively to readers with clear and coherent writing is vital. One of the most essential skills for a writer is to make writing coherent. Coherent writing aids readers to comprehend complicated ideas and arguments, and eases the construction of rigorous and nuanced discussions, that`s why generating is both persuasive and affecting writing is vital to achieve success in academic writing. However, many struggle in terms of coherence in their writing. Writing they produce suffers from obscure bond among concepts, disorganization, and insufficiency in paragraphs. Readers can get confusion and frustration for these problems and writers find it challenging to express their conception effectively and they potentially decrease the productiveness of their work. However, there are certain ways to be used to settle these problems. This article provides certain techniques to help writers to create writing that is comprehensible and compelling after looking into the research that has been done into it. [8]                                                                                                                                                           The following are the advantages of developing writing skills in English:[7]                                                                                                                    

-systematically learning the grammatical structure of English;

-enabling students to express ideas in written form in English;

-learning correct spelling of English words;

-systematically understanding grammatical structures;

-choosing appropriate words for different contexts;

-ensuring language learners work independently;

-enabling students to write letters and essays;

-allowing students to draw conclusions;

-enabling students to write stories;

-encouraging effective use of vocabulary;

-enabling students to make necessary changes to a given text.                                                                                                  

It is no secret that nowadays young people are less engaged in writing because they have smartphones and other electronic devices connected to the internet, which provide ready-made texts and instant answers. They tend to spend their valuable time searching for what others have written instead of developing their own writing skills. It is clear that learners with strong writing skills are more successful in expressing their ideas independently and achieving their goals than others.                                                                                                               Students and language learners often face difficulties in writing, which stem from various problems. To improve writing skills, they need to learn the following four recommendations:

1. Knowing how to write letters correctly;

2. Writing letter combinations correctly;

3. Writing words without spelling errors and knowing their meanings;

4. Forming sentences using a “mathematical approach.”

By applying these recommendations in practice, our writing skills can significantly improve.  We know that many students are currently preparing for international certificates like IELTS, spending months or even years to achieve this goal. Most of them struggle in the writing section of the IELTS exam and face challenges in finding solutions to these problems during their studies. Below are some common problems in the writing section and their solutions:

1. Not fully understanding the task (Task Response):       

Many students do not read the question carefully and go off-topic. Especially in Task 2 (essay), they fail to respond directly to the question and lower their overall score. They must read the question attentively, identify keywords, and provide a clear and focused response.

2. Lack of ideas and supporting details (Ideas & Support):                                                                                                               Many students state their opinion but do not develop it with examples and explanations. The solution is to support each main idea with at least one explanation and one example, asking themselves “Why?” and “How?” while writing.

3. Paragraph structure issues (Coherence and Cohesion):       

When ideas are jumbled and there is no order in the paragraph, it becomes unclear to the reader. Each paragraph should have one main idea. Linking words (e.g., for example, however, in contrast…) should be used appropriately and not excessively.

4. Lexical errors (Lexical Resource):       

Simple and repetitive words are often used, such as “good,” “bad,” “big,” “a lot of.” Students should use synonyms, but only if they are sure of the meaning and if the words fit the context.

5. Grammatical errors (Grammatical Range and Accuracy):   

Tenses, complex sentence structures, passive voice, and conditionals are either used infrequently or incorrectly. The solution is to practice a variety of grammatical structures and analyze each writing task after completion.

6. The most painful issue in writing for students is time management. Students often mismanage time between Task 1 and Task 2, and especially lack time for Task 2. A writing plan should be prepared beforehand to save time. Task 1 — 20 minutes, Task 2 — 40 minutes.

Conclusion                                                                                                              To conclude, always pay attention to spelling when writing. Keep practicing, because otherwise it will be difficult to remember the correct spelling of every word. Developing writing skills in English is not a skill that can be mastered in a day or a week. It requires continuous learning, self-discipline, constant effort, clarity in expressing thoughts, and most importantly, a love for writing. The recommendations listed above serve as a guide. The identified problems and their solutions will help strengthen English writing skills even further.

REFERENCES

[1]. Harmer, J. (2004). How to Teach Writing. Pearson Education Limited.

[2]. Hedge, T. (2005). Writing. Oxford University Press.

[3]. Nation, I. S. P. (2009). Teaching ESL/EFL Reading and Writing. Routledge.

[4]. McLaughlin, B. (1987). Theories of Second Language Learning. Edward Arnold.

[5]. Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press.

[6]. Voltaire. (1752). Aphorisms and Selected Writings.

[7]. Muzaffarova N.M. (2023). Rapid Development of Students’ English Writing Skills, International Scientific Journal “Новости образования: исследование в XXI веке”, No. 9(100), Part 3, pp. 1344–1345.

[8].Eldor E. Rajabov. (2024) ‘The ways to produce coherent writing in

English’, Inter education & global study, (5), pp. 421-428. (In English).

BOBONOVA ZULFIYA

UNIVERSITY OF INNOVATION TECHNOLOGIES

UZBEKISTAN

For the 34th Dawn of My Homeland

Time passed, and the old wounds slowly healed,
You endured much oppression, many pains concealed.
Every inch of your soil now has flower-beds revealed,
May you ever bloom and prosper, garden and meadow blessed,
My soul is sacrificed for you, my Uzbekistan!

Your snowy peaks embraced the sunlight’s gentle ray,
Because of you, Fitrat and Cholpon’s names were cleared today,
Hearts have found where dreams and hopes can once again stay.
You are the balm for aching hearts, the cure for all distress,
My soul is sacrificed for you, my Uzbekistan!

Your fields drank not water, but my nation’s blood, I deem,
My people, in dark times, lived in sorrow’s endless stream.
My people, who in hope, awaited freedom’s dream.
Oh, my motherland, may your head be safe, hard as stone,
My soul is sacrificed for you, my Uzbekistan!

May your harvest overflow, your blessings never cease,
I would use your sacred herbs to grant my eyesight peace.
I’d kiss your cheek to honor you, but you have no cheek’s release.
May your name be a great epic, in every tongue increased,
My soul is sacrificed for you, my Uzbekistan!

Your brave, courageous son stands with a mountain’s might,
His loyalty to you is an oath of solemn height.
Blessed indeed is he who’s born within your light.
Stay safe forever, oh you ancient Land of Turan,
My soul is sacrificed for you, my Uzbekistan!

Not for nothing are you called the Motherland so dear,
I lived all these years, your sorrows mine to bear.
I’ve not thanked you enough for your bread and salt to share.
Please forgive my faults, whether they were wrong or right,
My soul is sacrificed for you, my Uzbekistan!

Behold today, this wondrous, radiant day has come,
The glorious day your independence was won.
Congratulations on this blessed, triumphant one!
Live for millennia, my free and blooming Gulistan,
My soul is sacrificed for you, my Uzbekistan!

How Travel Shapes Our Personality and Worldview: A Linguistic Perspective

Abdumuminova Risolabonu Nizamovna
2nd-year student, UzSWLU

Travel is a multidimensional experience with profound implications for personality development, cognitive flexibility, and worldview formation. From a linguistic perspective, travel exposes individuals to new languages, dialects, and communicative practices, fostering metalinguistic awareness, intercultural competence, and adaptive personality traits. This article examines how immersive travel experiences influence cognitive schemas, pragmatic understanding, and cross-cultural perceptions, arguing that language acts as a central mediator in the interplay between culture, cognition, and personality. Drawing upon research in sociolinguistics, psycholinguistics, and intercultural communication, this study demonstrates that travel is a transformative mechanism that reshapes individuals’ perspectives on both themselves and the world.

The relationship between language, thought, and culture has long been a focal point in linguistic and cognitive research. Travel, defined as intentional movement across geographical, cultural, and linguistic boundaries, provides a rich context for investigating this interplay. While psychology emphasizes the role of travel in shaping traits such as openness, resilience, and empathy (McCrae & Costa, 1997), linguistics and sociocultural research underscore its role in enhancing communicative competence, pragmatic awareness, and intercultural understanding (Kramsch, 1998; Byram, 1997).

Travelers encounter novel linguistic environments, requiring them to negotiate meaning, interpret nonverbal cues, and adapt communication strategies. These experiences contribute to both personality growth and worldview expansion. From a linguistic perspective, travel is not simply exposure to foreign words; it is a dynamic process of cultural and cognitive engagement.

Language is the primary tool through which travelers interact with new environments. Exposure to foreign languages and dialects enhances linguistic competence, promotes cognitive flexibility, and fosters metalinguistic awareness. According to Vygotsky’s sociocultural theory, cognitive development is inseparable from social interaction (Vygotsky, 1978). In the context of travel, authentic interactions with native speakers provide opportunities for language learning, problem-solving, and perspective-taking.

Research in psycholinguistics shows that multilingual exposure enhances executive functioning and mental adaptability (Bialystok, 2011). For example, a traveler navigating daily life in a country with multiple regional dialects must constantly adjust vocabulary, intonation, and register to communicate effectively. This process not only improves linguistic skill but also fosters patience, cognitive flexibility, and the ability to interpret ambiguous situations, qualities closely linked to personality development.

Encountering diverse dialects and registers cultivates sociolinguistic sensitivity. Labov (2001) emphasizes that exposure to dialectal variation promotes metalinguistic reflection, enabling individuals to analyze how language reflects social norms, identity, and power structures. Consider a traveler in Italy who interacts with speakers of Sicilian, Neapolitan, and standard Italian. Successfully navigating these variations requires not only linguistic skill but also social awareness and adaptive communication strategies, strengthening personality traits such as resilience and social intelligence.

Travel often catalyzes personality growth by placing individuals in unfamiliar and challenging environments. Psychologists have identified several traits, openness to experience, emotional intelligence, adaptability, and tolerance for ambiguity, that are particularly influenced by cross-cultural exposure (McCrae & Costa, 1997; Leung et al., 2008).

Immersion in new cultures encourages curiosity, a willingness to explore, and receptiveness to novel ideas. Travelers who engage with local languages, cuisine, customs, and social norms develop an expansive perspective on human diversity. Linguistic encounters, such as negotiating meaning in a foreign market or interpreting idiomatic expressions, enhance cognitive engagement and stimulate reflective thinking.

Language mediates emotional understanding. Cross-cultural interactions require travelers to interpret tone, context, and cultural conventions accurately. Misunderstandings, while sometimes humorous, also develop patience, perspective-taking, and empathy. For instance, a traveler in Japan may learn to recognize the subtle politeness levels embedded in language, fostering sensitivity to social hierarchies and emotional nuance.

Travel inherently involves challenges, navigating unfamiliar public transport, misunderstanding local signage, or negotiating social norms. These experiences cultivate resilience, adaptability, and resourcefulness. Linguistic engagement acts as a cognitive scaffolding in these situations: translating meaning, interpreting idioms, and negotiating interactions all contribute to flexible thinking and self-efficacy.

Byram (1997) introduces the concept of intercultural communicative competence (ICC), emphasizing the ability to interpret, negotiate, and act appropriately across cultures. Travel provides a practical laboratory for developing ICC, requiring travelers to decode cultural norms embedded in language, gestures, and social context.

Consider a traveler in Morocco learning Darija Arabic. Beyond vocabulary acquisition, understanding the pragmatic use of honorifics, polite requests, and indirect speech illuminates local social hierarchies and values. Through these linguistic engagements, travelers internalize cultural patterns, which influence their worldview and ethical perceptions.

Interpreting speech acts in unfamiliar contexts fosters perspective-taking. A traveler who misinterprets a joke in another language and seeks clarification develops metacognitive awareness of cultural relativity. Over time, repeated exposure to such situations broadens the traveler’s understanding of moral, social, and communicative diversity.

The Sapir-Whorf hypothesis, or linguistic relativity, posits that language shapes thought and perception (Whorf, 1956). Travelers immersed in multilingual environments often report shifts in perception and cognition. For example, the use of gender-neutral pronouns in Swedish may influence one’s conceptualization of gender roles, while the nuanced expressions of respect in Japanese may alter perceptions of hierarchy and politeness.

Experiences with foreign languages can restructure cognitive schemas. For instance, mastering tonal distinctions in Mandarin Chinese requires heightened auditory attention and phonological awareness, which may enhance overall cognitive processing. Similarly, exposure to languages with distinct syntactic structures, such as German or Turkish, encourages alternative problem-solving approaches and abstract reasoning.

Travel influences not only external worldviews but also internal self-concept. Linguistic immersion and intercultural encounters provide opportunities for self-reflection and identity reconstruction.

When travelers engage with unfamiliar languages and cultural norms, they often confront assumptions about their own beliefs and values. This reflective process contributes to a more nuanced self-concept, increased tolerance for diversity, and openness to alternative perspectives.

Long-term travel or study-abroad programs provide intense linguistic and cultural exposure, often resulting in transformative personality changes. Research by Paige et al. (2004) indicates that immersive experiences enhance global-mindedness, cross-cultural empathy, and adaptability, core traits associated with mature personality development.

Understanding the relationship between travel, language, and personality has significant implications for educational programs, language learning, and global competence development.

Travel represents a powerful mechanism for shaping personality, worldview, and cognitive flexibility. Linguistic exposure during travel enhances communicative competence, fosters metalinguistic awareness, and encourages pragmatic sensitivity. Cognitive, emotional, and social skills are simultaneously cultivated, contributing to resilience, empathy, and openness. From a linguistic perspective, language is both the medium and the catalyst of transformative travel experiences. By navigating new linguistic and cultural landscapes, individuals reconstruct their cognitive schemas, expand their moral and social understanding, and develop enriched worldviews. Future research should employ longitudinal and cross-cultural studies to examine the enduring effects of travel on personality, cognitive processes, and intercultural competence.

References

1. Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 65(4), 229–235.
2. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
3. Kramsch, C. (1998). Language and Culture. Oxford University Press.
4. Labov, W. (2001). Principles of Linguistic Change: Social Factors. Blackwell.
5. Leung, A. K.-Y., Maddux, W. W., Galinsky, A. D., & Chiu, C.-Y. (2008). Multicultural experience enhances creativity: The when and how. American Psychologist, 63(3), 169–181.

Living with the Departed

By: Hanaan Abdelkader Ashour – Egypt

They are absent now,

but their phantom is in every corner, in every place.

We see them in the eye of a child who carries their name,

We find them in the fragrance of an old perfume,

or in a line of poetry,

in the scent of bread.

In every good custom they bequeathed to us,

we live with the departed,

because they planted their love within us.

They are here in the heart.

We call out to them, and they shine like stars.

We pray for them secretly and openly.

We pray…

Hoping they are enjoying bliss in Paradise.

THE CONTRABAND

The moment I got down at Airport Heaven,

I went straight to duty-free shop.

All costly items short-supplied in Earth,

Were elegantly displayed, choice is yours!

Unselfish love was the hottest in demand,

But unluckily it’s container was empty.

Diligence, loyalty, gentleness were in front row.

Reliability, hardwork and maturity in side shelf.

Capability, creativity and sensibility were in a freezer.

Patience, trustworthiness, versatility in a decorated shelf.

Punctuality, integrity and courtesy were kept in torn baskets.

Accountability, skills and self-control sacks were empty.

Sociality, fairness and judiciousness were in deck ovens.

Cleanliness, openness and philanthropy, rot, in waste baskets!

All other rubbish qualities they boast up in Earth,

Thrown into an incinerator, were still burning.

God was interestingly watching my curiosity,

Well known that I was looking for something else.

He pushed a small wooden tray towards me,

Through underneath of his table.

It contained vials, tablets and capsules (contrabands?)!

Stealthily looking both ways, he said “hurry up!”

At once I picked up a vial which read “CHASTITY”,

Placed my chest in front of q r code

For scanning my heart and subsequent payment.

In reply to questioning glance of the God,

I nodded and added:

“Back home, my girl had almost all other items on black market,

Except this precious one I chose now”!

“Wait here for her arrival”, God replied.