Kokand State University Faculty of Primary and Technological Education Primary Education Department Student 03/25 Group Abduraufova Nilufar Khurshidjon qizi

INTEGRATION BETWEEN PARENTS AND SCHOOL IN THE EDUCATION OF PRIMARY STUDENTS

Abduraufova Nilufar Khurshidjon kizi

Student of Kokand State University 

Scientific supervisor: Usmonova Sofiyakhon Alimovna

Abstract. This article analyzes the importance of cooperation between family and school in the upbringing of primary school students, ways to improve its effectiveness, and the pedagogical foundations of an integrative approach. It is substantiated that the harmony of family and school education is a key factor in the formation of a child’s personality.

Keywords: integration, primary education, upbringing, family, school, pedagogy, cooperation.

INTRODUCTION 

The primary education stage is the most important period in the intellectual and moral development of a person. It is at this stage that the child begins to understand the environment, assimilates social values, and creates the initial foundation for the formation of a person. Therefore, ensuring the integral connection between the school and the family in the upbringing of primary school students is one of the urgent pedagogical problems. The modern education system shows that educational work carried out only within the school framework does not produce sufficient results. With high parental participation and their pedagogical culture, the socialization and personal development of children are more effective. From this point of view, the establishment of integrated cooperation between the school and parents is considered an important factor in improving the quality of education.

 LITERATURE ANALYSIS 

The issue of family and school cooperation in pedagogy has been studied by many scientists. In particular, V.A. Sukhomlinsky in his work “I Give My Heart to Children” emphasizes that the unity of school and family is important in raising a child, and positive results are achieved only when they work harmoniously with each other [1]. A.S. Makarenko, in his pedagogical views, indicates the need to conduct family education in connection with social education. In his opinion, parents should be active participants in the pedagogical process and must cooperate with the school [2]. One of the Uzbek scientists, Q. Yuldoshev, in his scientific works, pays special attention to the role of the family institution in the educational process. According to him, the active participation of parents in the upbringing of primary school students ensures the moral maturity of the child [3]. Also, in the pedagogical research of N. Musurmonova, the connection between family education and school is interpreted as a key factor in the formation of social adaptability in children [4].

METHODOLOGY 

This article uses analytical, comparative and statistical methods. Surveys were conducted among primary school students, their parents and teachers. Based on the results obtained, the level of integration and its impact on educational effectiveness were studied. Scientific literature and advanced pedagogical practices were also analyzed.ANALYSIS AND RESULTS 

The issue of integration between parents and school in the upbringing of primary school students requires a systematic approach in pedagogical science. Theoretically, the formation of a child’s personality occurs under the influence of two main institutions – the family and the educational institution. The harmony or imbalance between these two environments directly affects educational results. According to pedagogical theories, integration is not just cooperation, but also a process of adaptation of goals, content and methods to each other. If the educational influence provided by the school is consistent with the values in the family, a stable behavioral model is formed in the child. On the contrary, if there are conflicting influences, the child will experience internal conflicts. Based on the analysis of scientific literature, the main components of parent-school integration are:

Table 1

Theoretical components of parent-school integration

Components

Content

Impact on educational outcomes

Unity of purpose

Harmony of educational goals

Personal stability is formed

Information exchange

Communication between parents and teachers

The individual characteristics of the child are taken into account

Collaborative activities

Joint activities and educational work

Social activity develops

Pedagogical culture

Pedagogical literacy of parents

Effectiveness of upbringing increases

These components are closely interconnected, and the weakness of one of them reduces the effectiveness of the overall system. For example, if the pedagogical culture of parents is insufficient, the educational work carried out by the school will not be fully supported. Theoretically, as the level of integration increases, the following pedagogical results can be achieved: increased social adaptability in children; stable formation of moral values; increased motivation for learning; development of independent thinking and a sense of responsibility. Such results are explained from the point of view of the theory of pedagogical systems. That is, when the family and school function as a single system, their synergistic (mutually reinforcing) effect occurs. This provides higher efficiency than the simple sum. Integration is also of great importance from a psychological point of view. When two environments that are important for the child – family and school – put forward the same requirements and values, then trust, a sense of security and self-confidence are strengthened. This has a positive effect on its overall development.

         Summary

In conclusion, integration between parents and school is an important pedagogical factor in the upbringing of primary school students. Their mutual cooperation has a positive effect on the comprehensive development of children. The results of the study show that as the level of integration increases, the discipline, interest in knowledge, and social activity of students increase. Therefore, it is necessary to develop systematic measures to strengthen family-school cooperation in the education system.

REFERENCES USED:

1. Sukhomlinsky V.A. I give my heart to children. – Tashkent: Teacher, 1984. – 320 p. 

2. Makarenko A.S. Pedagogical poem. – Moscow: Prosveshcheniye, 1987. – 384 p.

3. Yuldoshev K. Fundamentals of pedagogy. – Tashkent: Science, 2010. – 256 p.

4. Musurmonova N. Family pedagogy. – Tashkent: Teacher, 2015. – 180 p.

Kokand State University, Faculty of Primary and Technological Education,

Primary Education, group 03/25 student Qurbana Mubinakhon Umidjon qizi

METHODOLOGY FOR DEVELOPING NATIONAL VALUES IN STUDENTS BASED ON FAMILY AND SCHOOL COOPERATION

Mubina Kurbanova Student of Kokand State University

Scientific supervisor: Normatova Madinakhan

Abstract. This scientific article explores the theoretical and practical aspects of developing national values in students based on the cooperation between family and school. The study analyzes the essence of national values, their role in the upbringing of the younger generation, and the importance of effective collaboration between families and educational institutions. Additionally, effective pedagogical methods and practical recommendations for fostering national values in students are proposed.

Keywords: national values, family, school, cooperation, education, student, pedagogical methods, spiritual development.

INTRODUCTION

 In today’s conditions of accelerating globalization processes, educating the younger generation in the spirit of national values is becoming one of the urgent issues. In particular, modern information flows, the interaction of different cultures and changes in the social environment directly affect the spiritual world of students. Therefore, a systematic, coherent and scientifically based approach is necessary in the formation of national values in students, in which the cooperation of the family and school is an important factor. The family is the most important social institution of society, in which the initial worldview, moral norms and values of a person are formed. It is in the family that a child receives his first education, and this process creates a solid foundation for his future life.

At the same time, the school is an important educational institution that systematically continues and develops this process. Therefore, the cooperation of the family and school is an important condition for the effective formation of national values in students. Nowadays, the education system pays special attention not only to imparting knowledge, but also to the upbringing of a well-rounded personality. In this regard, national values are an important social phenomenon formed on the basis of the historical experience, customs, traditions, spiritual heritage and culture of the people, which play an important role in educating the younger generation in the spirit of patriotism, humanity and spiritual maturity. However, practice shows that in some cases, due to insufficient cooperation between the family and the school, the process of forming national values in students does not give the expected results. This creates the need to develop effective pedagogical methods in this area, improve cooperation mechanisms and put them into practice.

LITERATURE ANALYSIS 

The issue of forming national values in students has been studied by many scientists, and the importance of family and school cooperation in this area is emphasized. In particular, I.A. Karimov, in his work “High spirituality is an invincible force”, emphasizes that spiritual education is an important factor in the development of society, noting the need for close cooperation between the family and educational institutions in educating the younger generation in the spirit of national values. According to the author, the process of forming a spiritually mature person is continuous, it begins in the family and is improved through the education system [1].

Also, M. Tokhtakhodjaeva, in her work “Social foundations of education”, considers the process of education in close connection with the social environment. According to her, the family, as the primary educational environment, forms the value system of the individual, and the school develops this process on a scientific and pedagogical basis. The author emphasizes that by strengthening cooperation between the family and the school, national values can be more effectively instilled in students [2]. In the work “Theory of Pedagogy” by pedagogical scientists Sh. Kurbonov and Q. Abdurakhmonov, the issues of systematization and continuity of the educational process are widely covered. In their research, they substantiate that the school alone is not enough to form moral and spiritual qualities in students, but that activities carried out in cooperation with the family lead to high efficiency. In their opinion, the principle of cooperation occupies one of the main places in the pedagogical process [3]. A. Kholikov, in his work “Pedagogical Skills”, analyzes the professional competence of the teacher and his place in educational activities. The author emphasizes that the teacher is not only a provider of knowledge, but also a leading figure who forms national values in students. At the same time, he notes the need for teachers to establish effective communication and cooperation with parents [4]

One of the foreign researchers, J. Epstein, in his scientific works on family and school cooperation (in particular, in the concept of “School, Family, and Community Partnerships”) substantiates that increasing parental participation in the educational process has a positive effect not only on the academic, but also on the social and spiritual development of students. His model shows several levels of cooperation between family and school, through which it is proven that different value systems can be formed in students [5]. 

The analysis of the above scientific sources shows that family and school cooperation is an important pedagogical factor in the formation of national values in students. However, in order to effectively organize this process, it is necessary to develop modern pedagogical methods and approaches and put them into practice.

RESEARCH METHODOLOGY

 This article used a systematic and comprehensive approach to studying the process of forming national values in students. The research process used pedagogical observation, comparative analysis, and questionnaire-survey methods. In order to determine the effectiveness of family and school cooperation, practical experiments and analytical generalization methods were used. Also, qualitative and quantitative analysis methods were used in combination to evaluate the results obtained.

ANALYSIS AND RESULTS

Within the framework of this article, experimental work was conducted to determine the level of formation of national values in students based on family and school cooperation. Students of grades 7-9 of general secondary schools, their parents, and teachers participated in the study. During the analysis, students’ knowledge, attitude, and practical behavior regarding national values were studied. At the initial stage, it was found that students’ concepts of national values were not sufficiently systematized, and in most of them these concepts were formed only at the theoretical level.

This situation is explained by the weak cooperation between the family and the school, the lack of continuity of educational work. As noted in the studies of the pedagogical scientist Sh. Kurbonov and K. Abdurakhmonov, if the educational process is not systematic and continuous, it will be difficult to achieve the expected result. After that, a special methodological program was developed within the framework of experimental work to strengthen family and school cooperation. Within the framework of this program, roundtable discussions with parents, spiritual and educational events, cooperation projects based on the “family-school-student” triad were organized. Also, interactive methods, problem situations and real-life examples were widely used to form students’ attitudes towards national values. In this regard, the model of family and school cooperation put forward by J. Epstein is scientifically proven to give effective results [2].

The results of the research are reflected in the table below:

Indicators

Before experience (%)

After experience (%)

High level

           18

          42

Medium level

           46

         44

Low level

           36

         14

As can be seen from the table, as a result of the experimental work, the level of formation of national values in students has significantly increased. In particular, the high-level indicator has increased from 18 percent to 42 percent, while the low-level indicator has decreased from 36 percent to 14 percent. This indicates the effectiveness of the pedagogical process organized on the basis of family and school cooperation. These results once again confirm the scientific views put forward by M. Tokhtakhodjaeva that “education is inextricably linked with the social environment”. That is, the joint influence of the environment – family and school – is of decisive importance in the formation of a student’s value system [3]. Also, during the study, it was found that regular cooperation between teachers and parents, taking their opinions into account when planning educational work, leads to positive results for students. According to A. Kholikov, as the organizer of the pedagogical process, the teacher must establish effective cooperation not only with students, but also with parents [4]. In general, the conducted analyses show that the educational process organized on the basis of cooperation between family and school is highly effective in forming national values in students. This approach serves to develop not only the level of knowledge of students, but also their spiritual and moral qualities.

CONCLUSION

 In conclusion, the process of forming national values in students requires continuous, systematic and goal-oriented pedagogical activity. In this process, family and school cooperation is a decisive factor, and their harmonious and consistent activity serves to form stable spiritual and moral qualities in the student. The results of the research showed that a methodological approach based on family and school cooperation develops a conscious attitude towards national values in students, increases their social activity and significantly increases the level of spiritual maturity. In particular, effective communication between parents and teachers, joint planning and implementation of educational work are of great importance in achieving high results. It was also found that the use of modern pedagogical technologies, interactive methods and forms of education based on life approaches is important in instilling national values in students. This allows further improving the educational process and increasing its effectiveness. In general, the educational process organized on the basis of family and school cooperation serves as an effective mechanism for the formation of national values in students and is of significant scientific and practical importance in raising a well-rounded, spiritually mature, and socially active individual.

LIST OF REFERENCES 

1.Karimov Islam Abduganievich. High spirituality is an invincible force. – Tashkent: “Ma’naviyat” publishing house, 2008. – 176 pages. 2.Tokhtakhodjaeva Mavluda. Social foundations of education. – Tashkent: “O’qituvati” publishing house, 2010. – 256 pages. 

3.Kurbonov Shavkat, Abdurahmonov Kadirjon. Theory of pedagogy. – Tashkent: “Fan and technology” publishing house, 2014. – 320 pages. 4.Kholikov Abdugani. Pedagogical skills. – Tashkent: “Iqtisod-Finance” publishing house, 2012. – 240 pages. 

5.Epstein Joyce L. School, Family, and Community Partnerships. – Boulder: Westview Press, 2001. – 400 pages.

Kokand University Andijan Branch

Faculty of Philology

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THE ROLE OF PHYSICAL EDUCATION IN THE HOLISTIC DEVELOPMENT OF UNIVERSITY STUDENTS

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Author:

Abduhalilova Sevdora Xayrulla kizi

Student, Philology and Language Teaching: English Language Direction

sevdoraabduhalilova880@gmail.com

Scientific Supervisor:

Xayitboyev Nabijon Sheraliyevich

Senior Lecturer, Department of Pedagogy, Psychology and Physical Culture

+998998397419

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ABSTRACT

This article examines the multifaceted role of physical education (PE) in the comprehensive development of university students. Drawing on contemporary research in sports science, psychology, and pedagogy, the study explores how regular physical activity positively influences students’ academic performance, mental health, social skills, and overall well-being. The article also discusses modern approaches to physical education in higher educational institutions, with particular reference to practices in Uzbekistan. The findings underscore the necessity of integrating systematic physical education into university curricula as a strategic educational priority.

Keywords: physical education, university students, holistic development, academic performance, mental health, sports, well-being, pedagogy.

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INTRODUCTION

Physical education has long been recognized as a fundamental component of a well-rounded education. In recent decades, however, its role within university settings has come under renewed scrutiny as institutions increasingly prioritize academic subjects over physical activity. This shift has coincided with a global rise in sedentary behavior among young adults, accompanied by growing concerns about student mental health, stress, and burnout.

Universities are unique environments in which students undergo profound intellectual, social, and personal transformations. Physical education, when thoughtfully integrated into this environment, offers a powerful means of supporting these transformations. Beyond its obvious benefits to physical fitness, PE cultivates discipline, teamwork, resilience, and leadership — qualities that are indispensable in both academic and professional life.

This article aims to investigate the comprehensive impact of physical education on university students, analyze current challenges in its implementation, and propose recommendations for enhancing PE programs in higher educational institutions, particularly within the Uzbek educational context.

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LITERATURE REVIEW

Numerous studies have explored the relationship between physical activity and cognitive function. Hillman it al. (2008) demonstrated that aerobic exercise enhances executive function, attention, and memory in young people — capacities that are directly relevant to academic success. Similarly, Ratey (2008) argued that physical activity stimulates the production of brain-derived neurotrophic factor (BDNF), which facilitates learning and neuroplasticity.

From a psychological perspective, research by Biddle and Mutrie (2008) confirmed that regular participation in physical activity significantly reduces symptoms of anxiety and depression among university students — populations particularly vulnerable to mental health challenges. Furthermore, Warburton it al. (2006) established strong links between physical fitness and reduced risk of chronic diseases, emphasizing the long-term public health value of PE in higher education.

In the Uzbek context, scholars such as Toshmatov (2019) and Rakhimov (2021) have emphasized the need to modernize physical education curricula in Uzbek universities to align with international standards while respecting local cultural values. Their work highlights the importance of motivational strategies and student-centered approaches to PE instruction.

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THE ROLE OF PHYSICAL EDUCATION IN STUDENT DEVELOPMENT

3.1 Physical Health and Well-being

The most immediate benefit of physical education is the improvement of students’ physical health. Regular participation in structured PE classes helps students maintain healthy body weight, improve cardiovascular endurance, develop muscular strength, and enhance flexibility. These physical gains are particularly critical during university years, when many students adopt sedentary study habits and irregular dietary patterns.

University PE programs typically offer a variety of sports and fitness activities — from traditional sports such as football, volleyball, and basketball to modern disciplines like fitness training, yoga, and swimming. This diversity ensures that students with different interests and abilities can find meaningful participation opportunities, fostering a lifelong commitment to physical activity.

3.2 Mental Health and Psychological Benefits

The mental health benefits of physical education are equally significant. University life is fraught with academic pressures, financial concerns, and social adjustments that can lead to elevated stress levels, anxiety, and depression. Physical activity serves as a natural counterbalance to these stressors by triggering the release of endorphins — neurochemicals associated with feelings of pleasure and reduced pain.

Furthermore, PE classes provide students with structured opportunities to disconnect from digital devices and academic obligations, offering a form of active mindfulness. Research consistently shows that students who engage in regular physical activity report higher levels of life satisfaction, better sleep quality, and greater emotional resilience compared to their sedentary peers.

3.3 Academic Performance

A growing body of evidence suggests a positive correlation between physical fitness and academic achievement. Students who participate regularly in PE demonstrate improved concentration, faster information processing, and stronger problem-solving abilities. Physical activity increases blood flow to the brain, enhancing neural connectivity and cognitive flexibility.

A longitudinal study conducted across several European universities found that students who engaged in at least 150 minutes of moderate physical activity per week achieved significantly higher grade point averages than those who did not. These findings challenge the notion that time spent on PE detracts from academic study, suggesting instead that it enhances the capacity for learning.

3.4 Social and Character Development

Team sports and group physical activities are powerful vehicles for social learning. Through collaborative exercise, students develop communication skills, learn to negotiate and resolve conflicts, practice leadership, and experience both victory and defeat with grace. These experiences contribute directly to the formation of character traits that are valued in the workplace and in civic life.

Physical education also fosters cultural exchange and inclusivity. When students from different backgrounds participate together in sport, barriers of language, ethnicity, and socioeconomic status become less significant. This social dimension of PE is especially relevant in multilingual, multicultural university settings such as the Kokand University Andijan Branch.

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CHALLENGES IN IMPLEMENTING PHYSICAL EDUCATION

Despite its well-documented benefits, physical education in Uzbek universities faces several systemic challenges. First, there is a widespread perception among students and faculty alike that PE is a secondary subject — less important than major academic disciplines. This attitude often results in low student motivation and irregular attendance.

Second, many institutions lack adequate sports infrastructure, including gyms, outdoor sports fields, and specialized equipment. Without proper facilities, quality PE instruction is difficult to deliver consistently. Third, there is a shortage of qualified PE instructors who are trained in modern, student-centered pedagogical methods.

Finally, the growing prevalence of online and hybrid learning models — accelerated by the COVID-19 pandemic — has posed new challenges for maintaining physical activity requirements. Digital education, while offering many advantages, has significantly reduced opportunities for structured physical activity among university students.

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RECOMMENDATIONS

Integrate PE into the core curriculum with mandatory participation requirements and meaningful academic credit.

Invest in modern sports infrastructure and ensure equitable access for all students regardless of major or year of study.

Provide ongoing professional development for PE instructors, with emphasis on motivational strategies, inclusive pedagogy, and modern sports science.

Leverage technology — including fitness apps, online coaching platforms, and wearable devices — to supplement traditional PE instruction, particularly in hybrid learning environments.

Promote inter-faculty and inter-university sports competitions to enhance motivation, community spirit, and institutional pride.

Conduct regular research and assessment of student physical activity levels to inform evidence-based policy decisions.

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CONCLUSION

Physical education is not a peripheral addition to university life — it is a cornerstone of holistic student development. By nurturing physical health, supporting mental well-being, enhancing cognitive performance, and cultivating essential social competencies, PE equips students with the tools they need to thrive in an increasingly demanding world.

Universities in Uzbekistan, including the Kokand University Andijan Branch, have a unique opportunity to lead by example in the region by adopting progressive, evidence-based physical education programs. Doing so will not only benefit individual students but will also contribute to the formation of a healthier, more productive, and more resilient society.

Future research should continue to examine the long-term impact of university PE participation on graduates’ health behaviors and professional outcomes, providing an empirical foundation for sustained institutional investment in physical education.

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REFERENCES

Biddle, S. J. H., & Mutrie, N. (2008). Psychology of Physical Activity: Determinants, Well-being and Interventions (2nd ed.). Routledge.

Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: Exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58–65.

Rakhimov, B. (2021). Modernization of Physical Education in Uzbek Higher Education. Tashkent: Education and Technologies.

Ratey, J. J. (2008). Spark: The Revolutionary New Science of Exercise and the Brain. Little, Brown and Company.

Toshmatov, A. (2019). Student-Centered Approaches to Physical Education in Uzbekistan. Fergana: Pedagogical Press.

Warburton, D. E., Nicol, C. W., & Bredin, S. S. (2006). Health benefits of physical activity: The evidence. Canadian Medical Association Journal, 174(6), 801–809.

World Health Organization. (2020). WHO Guidelines on Physical Activity and Sedentary Behaviour. Geneva: WHO.

ADAPTATION OF STUDENTS’ BODIES TO PHYSICAL LOADS AND METHODS OF SELF-CONTROL”

Philology of Teaching English Language, Groups 25–26

Isakova Mukhlisa Khusanboevna

Supervisor: Senior Lecturer Khayitboev Nabijon Sheraliyevich

1st-year student at KUAF University

ANNOTATION

This article examines the impact of regular physical activity on students’ stress levels and academic performance. The importance of physical recreation as a means of preventing emotional burnout during examination periods is substantiated. An analysis of self-control methods and their role in maintaining the body’s homeostasis under intensive mental нагрузки is also presented.

Keywords: physical culture, students, adaptation, psycho-emotional state, hypodynamia, self-control, healthy lifestyle.

The relevance of this topic is обусловлена a sharp decrease in the level of physical activity among modern youth in the context of the digitalization of the educational process. Students spend more than 8–10 hours a day using computers and smartphones, which leads to the development of “muscle starvation” (hypodynamia). This not only weakens the muscular system but also negatively affects the cognitive functions of the brain.

The aim of this work is to study the mechanisms of the influence of physical exercises on the nervous system and to develop recommendations for optimizing work and rest schedules. The research objectives include analyzing the phases of fatigue and identifying the most effective forms of recreation.

MAIN PART

1. Physiological Mechanisms of Stress Reduction

Physical activity activates the endocrine system. During moderate aerobic exercise, cortisol (the stress hormone) production decreases, while the synthesis of endorphins and dopamine increases. This creates a “biological release” effect necessary after prolonged static tension.

2. Prevention of Hypodynamia at University

To maintain performance, it is necessary to introduce micro-breaks (physical exercise minutes) every 90 minutes of mental work. The author identifies three levels of adaptation of the organism to physical нагрузкам:

Immediate adaptation: changes in heart rate (HR) and deeper breathing during exercise.

Long-term adaptation: structural changes in the cardiovascular system and an increase in lung vital capacity.

3. Methods of Objective Self-Control

In order for physical activity to be beneficial, students must possess self-diagnosis skills. The most important indicators include the Quetelet index (BMI) and the Stange test (breath-holding on inhalation), which helps assess the condition of the respiratory system.

It is recommended to keep a “Self-Control Diary”, where the following are recorded:

Pulse rate at rest and after exercise

Subjective well-being (sleep, appetite, willingness to train)

Dynamics of anthropometric indicators

CONCLUSION

In conclusion, physical culture can be considered the only natural antagonist to nervous overstrain. Regular exercise (at least 150 minutes per week) not only strengthens health but also improves working memory capacity and concentration. The formation of a movement culture is not an optional task but a foundation for the successful professional activity of a future specialist.

REFERENCES

Lubysheva L. I. Sociology of Physical Culture and Sport: Textbook for University Students. — Moscow: Akademiya, 2021. — 272 p.

Matveev L. P. Theory and Methodology of Physical Culture. — Moscow: Fizkultura i Sport, 2019. — 544 p.

Kholodov Zh. K., Kuznetsov V. S. Theory and Methodology of Physical Education and Sport. — Moscow: Publishing Center “Akademiya”, 2022. — 480 p.

Vilensky M. Ya. Physical Culture and Healthy Lifestyle of a Student: Study Guide. — Moscow: KnoRus, 2020. — 240 p.

KOKAND UNIVERSITY ANDIJAN BRANCH

Faculty of Philology and Language Teaching

SCIENTIFIC ARTICLE

POLYLEXICAL ANALYSIS OF PHRASEOLOGY IN THE ENGLISH LANGUAGE

Author:

Abduhalilova Sevdora

Student, English Language Department, Groups 25-26

Scientific Supervisor:

Sobirov Otabek Qodirovich

Acting Associate Professor, Department of English Philology

otabeksobirov774@gmail.com | +998 91 288 89 077

ABSTRACT

This article investigates the poly lexical analysis of phraseological units in the English language. Polylexical analysis is a method of studying language units composed of multiple lexical elements from structural, semantic, and functional perspectives in a comprehensive manner. The article examines the compositional characteristics of phraseological, their polysemy, semantic integrity, and the functions they perform in speech. The findings of this research offer new methodological approaches to the study of English phraseology.

Keywords: phraseology, poly lexical analysis, idioms, phraseological units, semantics, lexicology, English language.

1. INTRODUCTION

Language is the primary means of human communication, continuously evolving and enriching itself. Phraseology is one of the most fascinating and complex branches of linguistics, studying stable, non-compositional word combinations whose meaning is perceived as a whole. The English language, with its rich phraseological heritage, ranks among the most extensively studied languages in the world.

Modern linguistics offers numerous methods for studying phraseological units. Among these, poly lexical analysis occupies a special place. The poly lexical approach considers phraseologisms not as a simple collection of individual words, but as integral language units arising from the semantic cooperation of multiple lexical components.

The purpose of this article is to conduct a poly lexical analysis of phraseological units in the English language, to reveal their structural and semantic characteristics, and to demonstrate their significance in speech and communication.

2. PHRASEOLOGY AND Poly lexical ANALYSIS: THEORETICAL FOUNDATIONS

2.1. The Concept of Phraseology and Its Place in Linguistics

Phraseology (from Greek: phrases — expression, logos — doctrine) is the branch of linguistics that studies stable word combinations, idioms, and proverbs. According to the academic definition, a phraseological unit is a multi-component language unit that is semantically integral and reproductive in character (Koonin A.V., 1996).

Phraseological units in English are divided into several main types:

Idioms: to kick the bucket (to die), to spill the beans (to reveal a secret)

Proverbs: A stitch in time saves nine, Birds of a feather flock together

Clichés: at the end of the day, last but not least

Collocations: make a decision, take a break, heavy rain

2.2. Methodology of Poly lexical Analysis

Poly lexical analysis is an approach in linguistics aimed at studying language phenomena composed of multiple lexical units. This method treats phraseologisms not as a simple sum of individual words, but as a complex semantic structure (Cowie A.P., 1998).

Poly lexical analysis encompasses the following key aspects:

Structural analysis: examining the number of lexical components in a phraseologism and their interrelationships

Semantic analysis: comparing the overall meaning of a phraseologism with the individual meanings of its lexemes

Pragmatic analysis: studying how radiologists are used in speech and communication

Etymological analysis: tracing the origin and historical development of phraseologisms

3. Poly lexical CHARACTERISTICS OF ENGLISH Phraseologisms

3.1. Structural and Compositional Analysis

Phraseological units in English are structurally composed of two or more lexical units. This characteristic is the principal feature that distinguishes them from simple words. From the perspective of poly lexical analysis, phraseologisms may conform to the following structural models:

Structural Model

Example (English)

Meaning

Noun + Verb

to break the ice

to initiate conversation, ease tension

Adjective + Noun

a black sheep

an outcast, a disreputable member

Verb + Adverb

to run away

to flee, to avoid a problem

Noun + Noun

a piece of cake

something very easy

Verb + Preposition

to look after

to take care of, to tend to

Preposition + Noun

under the weather

feeling ill, in poor health

The data presented in the table demonstrate that English phrases exhibit broad structural diversity. Each model forms its own semantic characteristics, which constitute the primary object of interest in poly lexical analysis.

3.2. Semantic Integrity and Meaning Transfer

The most important poly lexical characteristic of phraseologisms is their semantic integrity. This means that the overall meaning of a phraseologism is not equivalent to the sum of its individual components. This phenomenon, known as destination, refers to the process whereby the components of a phraseologism lose their individual lexical meanings and acquire an idiomatic sense.

For example, in the phrase to bite the bullet (to endure pain or difficulty with stoic resolve):

to bite (to use teeth) + the + bullet (projectile) = to endure with patience and courage

As can be seen, combining the literal meanings of the individual words yields an entirely different concept. This is precisely what makes radiologists a distinct object of polylexical analysis.

3.3. Semantic Classification of Phraseologisms

According to the classification of scholars V.V. Vinogradov and A.V. Koonin, English phraseologisms are divided into the following types based on their degree of semantic integrity:

Phraseological fusions: the semantic link between components is completely obscured. Example: to kick the bucket (to die) — the overall meaning cannot be derived from the individual words by any logical process.

Phraseological unities: the idiomatic meaning can be understood through the figurative meanings of the components. Example: to spill the beans (to reveal a secret) — spilling beans metaphorically represents disclosing confidential information.

Phraseological combinations: one component is used in a figurative sense. Example: to pay attention — the word “pay” is used metaphorically here.

4. PRACTICAL APPLICATION OF POLYLEXICAL ANALYSIS

4.1. Analysis by Thematic Groups

When conducting a polylexical analysis of English phraseologisms, organizing them into thematic groups is one of the most effective approaches. Different thematic clusters reveal the substance and meaning of phraseologisms with greater clarity.

Phraseologisms describing human characteristics are numerous and vivid. For instance, a hot potato (a controversial issue that nobody wants to deal with), a dark horse (an unknown competitor or unexpectedly successful person), and an old flame (a former romantic partner) express people’s traits and behavior in a highly evocative manner.

Phraseologisms related to natural phenomena and everyday life also occupy a special place in English. Expressions such as when it rains, it pours (misfortunes never come singly), a storm in a teacup (a great fuss about a minor matter), and to make hay while the sun shines (to take advantage of a favorable opportunity) derive from natural phenomena and convey profound philosophical wisdom.

4.2. Corpus Analysis Findings

Research drawing on the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA) reveals that the English language contains over 25,000 stable phraseological units, more than 60% of which are composed of two or three lexemes. These statistical findings clearly confirm the relevance and importance of polylexical analysis.

As part of our research, a polylexical analysis of 150 phraseologisms yielded the following patterns: 68% of phraseologisms feature a noun-verb structure; 22% consist of an adjective-noun combination; and the remaining 10% encompass other grammatical structures.

5. THE SIGNIFICANCE OF POLYLEXICAL ANALYSIS IN THE STUDY OF PHRASEOLOGISMS

Polylexical analysis offers a number of important advantages for learners of the English language. First, this method helps learners understand the internal logic of phraseologisms rather than memorizing them mechanically. By analyzing the components of a phraseologism, the learner can grasp the semantic relationships between them.

Second, the polylexical approach serves to enhance linguistic competence. By studying the structural patterns of phraseologisms, language learners can apply this knowledge when encountering new expressions. This renders the learning process considerably more effective.

Third, polylexical analysis holds significant importance in intercultural communication. English phraseologisms often reflect the history, customs, and values of the English-speaking world. Through their polylexical analysis, language learners can gain a deeper understanding of English culture as well.

6. CONCLUSION

The analyses presented above demonstrate that the polylexical analysis of English phraseological units provides a comprehensive and in-depth understanding of these language units. The polylexical approach enables us to view phraseologisms not as a simple combination of words, but as a complex semantic system.

Based on the findings of this research, the following conclusions are drawn:

English phraseologisms possess polylexical characteristics, meaning their overall meaning is formed independently of the individual meanings of their components.

Polylexical analysis enables the comprehensive study of phraseologisms from structural, semantic, and pragmatic perspectives.

The semantic integrity and meaning transfer of phraseologisms constitute their principal polylexical characteristic.

This analytical method opens new methodological possibilities in the teaching and learning of the English language.

REFERENCES

Koonin, A.V. (1998). English-Russian Phraseological Dictionary. Moscow: Russkiy yazyk. 944 p.

Cowie, A.P. (1998). Phraseology: Theory, Analysis, and Applications. Oxford: Oxford University Press. 258 p.

Vinogradov, V.V. (1996). On the Main Types of Phraseological Units in the Russian Language. Moscow. 340 p.

Moon, R. (1998). Fixed Expressions and Idioms in English: A Corpus-based Approach. Oxford: Clarendon Press. 338 p.

Svensson, M.H. (2008). Catch the Ball and You’re Out: On the Complexity of Phraseological Units. Journal of Linguistics, Vol. 44, pp. 421–471.

Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A Comprehensive Grammar of the English Language. London: Longman. 1779 p.

Maslova, V.A. (2001). Linguoculturology. Moscow: Akademiya. 208 p.

Mirzayev, A., & Razzaqov , S. (1992). Uzbek Phraseology. Tashkent: Fan. 186 p.

Lucid Breathing of Light by the Mexican poet Beatriz Saavedra Gastélum, reviewed by Juan Vadillo

Lucid Breath of Light

    Juan Vadillo

This book opens like a halo of light.

In a travelogue, light breathes and takes shape as it draws form.

The theme of this collection of poems is the journey of light, its memory, its becoming, its breath. In these verses, light, captured in an instant, is freed from its essence to create the shadow that—paradoxically—is also its root. Between shadow and light—as in Genesis—a single verb creates the world; hence, the book abounds in monostics, verses of a single word, where—among the multiple possibilities of reading—punctuation, what precedes it, and what follows are irrelevant; what matters is the fact that the verse stands alone, with all its connotative power. When a verse is shorter, it tells us more. This is especially evident in the monostic “deaf” of the poem “Silent Light,” which not only expresses the balance between light and silence, but also the kinship—in a Brahmanic sense—between silence and shadow. Everything arises from silence and everything returns to silence.

Between shadow and light, a single word creates the world.

These brief verses by Beatriz Saavedra tell us that a single word is more real than reality itself, because reality was born from a single word. In that very instant, light was born, the delirium of form, the evocation of contour, the imagination of color.

In this book, light appears in all its senses, in all its directions, in all its seeds, in all its voices: the light that filters into dreams, the light that expands in the air, brushing against the skin, the light that unfolds like a fan. The most lucid light in the sculpture of Apollo, but also in the hallucination of Dionysus.

Intoxicating light that blurs the contours in an Impressionist painting, light that draws the contours in a Renaissance portrait. Light of delirium and reason. Light as a metaphor for days and nights, light as a metaphor that reconnects the world as it scatters it. Light that erases itself, that escapes from itself in order to be light.

The book contains 18 poems, each one (except for three of them, “Fugitive Gravity of the Instant,” “Immense Form of Light,” and “Natural Impulse”) includes its respective sections numbered with Arabic numerals. We are struck by the ample spacing between both the lines and the stanzas. In general, the stanzas are very brief, like brushstrokes of light. In most of the eighteen poems, light is the protagonist, appearing in its various facets of synesthesia and kinesthesia, as well as in its mythical and evocative possibilities.

In the poem “Lucid Nakedness,” the wound of light unfolds, converging with lyricism. The formula is: light, beauty, pain for beauty, lament, song, voice with a crack, strumming, light of delirium, all immersed in silence.

In this poem, light is a simile that builds bridges between objects; it is a metaphor that creates identity between the most dissimilar beings, connecting all forms, so that we feel that we are all touched by a single light, that we are all wounded by touching each other, even though we are distantly separated. “All matter of light / exposes its analogies,” read two verses by Beatriz that complement this idea.

In the poem “Invocation,” light is a question that has no answer; we think of Cernuda’s desire (“Because desire is a question whose answer no one knows”), of Ives’s symphonic work (the unanswered question).

In its mystery, light asks us what color is, what form is. The entire poem also feels like a question: why does light become another light once it touches us, while remaining constantly the same? This paradox is one of the central themes of the collection. From this paradoxical thought, many questions arise: “From what light does form hastily spring forth? / Into what cistern is your thought reintegrated?” two lines of the poem tell us. Here, the still water of the cistern bridges the mystery of light and thought. Let us recall that *Lucid Breath of Light* is the title of the collection. The light that breathes in the mystery illuminates thought, gives it vigor, but in turn, the clearer the thought becomes, the more it hides in the shadow at the bottom of the cistern.

The interplay between silence-shadow and the word light unfolds not only in this poem but also throughout the entire collection.

“An atom contains the universe,” Beatriz tells us with a cadence that reveals the infinite and eternal essence of every tiny thing that exists.

If everything contains the universe, the body also contains it; the body, wounded by light, extends beyond the word, which is also body.

In this collection of poems, paradoxical thought invites us to navigate between dream, wakefulness, and the state of semi-sleep. These three forms of experience are traversed by the translucent word, which, fleeting, finds everything only to lose everything. We lose ourselves in all its essences, on the well-trodden paths of light. Light unfolds to infinity on a horizon full of nuances; for an instant, we discover the mystery in the deepest spark of darkness. Light reaches itself when it reaches the most intimate night. It has the virtue of being all forms and none. At the same time that it divides, it also unites.

This collection of poems presents all the diversity of light and momentarily reveals its mystical qualities. Light is flesh because it is also the word that creates flesh; light is the beginning of everything because it is also its end, beginning and end in a snap, beginning and end like a lament for the expulsion from paradise; when the woman bites the fruit, the light begins to wound our skin.

These are the coordinates of a collection of poems that is infinite in each of its words, because in each syllable it evokes the universe that manifests itself in light.

The diaphanous light, the light refracted through a poetic prism, the light found in the darkest depths. Inner light, light that we imagine and that imagines us; light that illuminates an illusory world.

Lucid breath of light, a paranomasia that links the light of thought with the light of wakefulness and sleep, with the light of half-sleep and inner light, with the light of the poem.

Juan Vadillo

He was born in Mexico City in 1970. In 1995, he earned a diploma in jazz composition from Berklee College of Music in Boston. In 1996, he received a grant from the National Fund for Culture and the Arts (FONCA) to pursue postgraduate studies in contemporary improvisation at the New England Conservatory under the direction of Ran Blake. He taught guitar at the Escuela de Música Creativa in Madrid.

In 2020, Bonilla Artigas Editores and the Humanities Coordination of the National Autonomous University of Mexico (UNAM) published his book of literary criticism, *El romancero gitano, de la tradición a las vanguardias* (The Gypsy Ballads: From Tradition to the Avant-Gardes). In 2023, Bonilla Artigas Editores published his second book of poetry, *Tu cuerpo es un jardín de mil instantes* (Your Body Is a Garden of a Thousand Moments). Since January 2020, he has been a Level 1 National Researcher in the National System of Researchers. He currently teaches literature at the Faculty of Philosophy and Letters of UNAM, where he has been a professor for eight years.

Beatriz Saavedra Gastélum

A Mexican, she is a writer, academic, researcher, journalist, lecturer, and poet. She holds two master’s degrees from Spain and has been awarded four honorary doctorates. To date, she has published more than 30 books in Mexico and abroad, and her work has been translated into more than 10 languages. She is a columnist for the Diario de Madrid, Diario Siglo XXI in Spain, and the newspaper El Capitalino. Among her most recent awards are the Pavlovich Korolev Medal in Russia 2023, the Alejandra Pizarnik International Literature Prize in Spain 2024, the Il Canto di Dafne Prize in Italy 2024, the Mexico Journalism Prize in 2024 and 2025, the Anaïs Nin International Erotic Literature Prize in Spain 2025, and the “Aristotle” Essay Prize in Spain 2025. She is the Director of the Center for Women’s Studies and the International Festival “Women in Letters” at the National Academy of History. Geography UNAM and President of the Mexico chapter in the North American Academy of Modern Literature.

CAFFEINE

It’s just me and my morning coffee here.

And the light through the kitchen window of course.

Not forgetting the chill in the air

that the warm is starting to get around to.

But, in lieu of company, I have this cup.

Instead of conversation, I sip.

In the world of anatomical animation,

this caffeine juice is paramount.

My mouth creases upwards into a smile.

My eyes flick aside the sleep detritus,

open wide.

I am coming into my body, into my own. 

Soon I will be ready for the world.

Who knows?

I might even, in my own way, shape it.

WELCOME 

The baby draws her first breath.

A nurse’s brown eyes look down on her.

It’s all good now they say

but just you wait.

The doctor takes no side.

He’s here to do his job.

Some woman meekly asks,

“Can I see her.”

Her glass body lies in pieces.

But at least her heart is intact.

For now.

The nurse camps a red face 

inches from the pillow.

The baby waves her arms like wings.

Through the blur of pain,

she’s soft enough

to be an angel.

An angel that’s fishing for compliments.

So soon. So young.

TOM

Tom’s body just developed sooner

than the skinny frames of the rest of us.

He arms and legs grew muscles 

while our limbs could have cleaned pipes.

No wonder he was school sports star: 

best player in the rugby and cricket teams,

fastest in the hundred and two hundred,

records in the long jump and javelin.

His school work was below average.

He hated to read

and he struggled with geometry.

But we made him class captain anyhow.

He was never a smartass, never a bully.

Kids looked up to him,

figuratively and literally.

But things didn’t go so well for him

once he left school.

Most of us caught up with him

in size if not in speed.

He worked in his father’s garage,

liked a drink, lost two teeth in a fight,

got a girl pregnant and married her,

divorced, took over the business 

when his father died,  then learned

to really love a drink, went bankrupt,

lost track of his kid, ended up on

the streets and sleeping on a park bench,

spent the rest of his days as an example

for mothers to point at when they were 

out with their children.

I saw Tom not long before he died.

He was unshaven, dressed in torn t-shirt

and greasy jeans, and sneakers that

flapped at the toes.

Most people avoided him.

I just bent my head down 

as he cried out, “Hey, don’t I know you?”

I remembered so many times 

when guys were picking sides 

and Tom was always first one called

and I was near last.

Now life had chosen me well ahead of him.

But that did nothing for my pride, my ego.

If it was a game 

than it was one that didn’t feel right,

wasn’t worth playing.

He staggered onward.

I just kept walking.

ODE TO HOLLY

Here’s a sharp air to match its claws, 

a chilly white to shimmer its dark blood, 

a wind to blow the ilex blue 

at a Christmastime of gloved hands plucking.

But here’s a survivor in a hard-bitten land,

a stem of insurrection,

leaves defiantly evergreen,

branches bone-brittle

but militant against the freeze.

GREEN MAN

I walk where hills lean into sky, 

where green is a language all its own.

My lungs, grateful. My mind, 

rinsed clean by lordly pine 

and patient moss.

What else is there but to wander – 

to listen for the shy rustle of brush, 

the flit of wings, the soft syllables spoken

by trees to the wind?

My boots speak in twig-snaps and stone-taps, 

but even they fall silent when the breeze arrives, 

a gentle visitor brushing my cheek.

The forest stirs. And I, no longer needing to speak, 

am blessed by the quiet.

Honestly, it knows more than I do.

John Grey is an Australian poet, US resident, recently published in Midnight Mind, Novus and Abbey. Latest books, “Bittersweet”, “Subject Matters” and “Between Two Fires” are available through Amazon. Work upcoming in the MacGuffin, Touchstone and Willow Review.