For those killed in the Iranian Revolution

*

For which war do my hairs don a white shroud?

Do the soldiers who cry out love still live?!

There is silence at the front.

My teeth ache as they raise the white flag,

The homeland aches,

Humanity weeps.

The lines that fall upon my brow—

the barbed wires of which country are they?

They separate love from separation,

They separate hope from death,

They separate the days,

They separate the nights…

At twilight, someone wipes the sweat from my forehead,

Someone sings the Song of Freedom in Saat Square,

Someone, in intensive care, is still breathing,

There is silence at the front…

Silence…

*

Per quale guerra i miei capelli indossano il sudario bianco?

Vivono ancora i soldati che gridano l’amore?!

C’è silenzio al fronte.

Mi dolgono i denti che innalzano la bandiera bianca,

Dà dolore la Patria,

Piange l’Uomo.

Le linee che solcano la mia fronte

sono i fili spinati di quale paese?

Separano l’amore dalla separazione,

Separano la speranza dalla morte,

Separano i giorni,

Separano le notti…

Nel crepuscolo qualcuno asciuga il sudore dalla mia fronte,

Qualcuno canta il Canto della Libertà in Piazza Saat,

Qualcuno, in rianimazione, respira ancora,

C’è silenzio al fronte…

Silenzio…

*

Voor welke oorlog dragen mijn haren een wit lijkkleed? Leven de soldaten die de liefde uitschreeuwen nog?! Er heerst stilte aan het front. Mijn tanden doen pijn terwijl zij de witte vlag hijsen, Het vaderland lijdt, De mens huilt. De lijnen die over mijn voorhoofd vallen — van welk land zijn dit de prikkeldraden? Zij scheiden liefde van afscheid, Zij scheiden hoop van de dood, Zij scheiden de dagen, Zij scheiden de nachten… In de schemering wist iemand het zweet van mijn voorhoofd, Iemand zingt het Lied van de Vrijheid op het Saat-plein, Iemand ademt nog steeds op de intensive care, Er heerst stilte aan het front… Stilte…

*


Pour quelle guerre mes cheveux revêtent-ils un linceul blanc ?

Les soldats qui crient l’amour vivent-ils encore ?!


Le silence règne au front.

Mes dents me font mal en levant le drapeau blanc,

La Patrie souffre,

L’Homme pleure.


Les lignes qui tombent sur mon front —

les fils barbelés de quel pays sont-elles ?

Elles séparent l’amour de la séparation,

Elles séparent l’espoir de la mort,

Elles séparent les jours,

Elles séparent les nuits…


Au crépuscule, quelqu’un essuie la sueur de mon front,

Quelqu’un chante le Chant de la Liberté sur la Place Saat,

Quelqu’un, en réanimation, respire encore,

Le silence règne au front…

Le silence…

Umid Najjari was born on 15th of April 1989 in Tabriz (Iran). After graduating from Islamic Azad University of Tabriz in 2016, he entered Baku Aurasia University to continue his studies in Philology in Republic of Azerbaijan. “The land of the birds” and “Beyond the walls” are among his published works in addition to some translations. His poems have been published in USA, Canada, Spain, Italy, India, Turkey, Uzbekistan, Iraq, Kazakhstan, Georgia, Chile and Iranian media. He was awarded the International LIFFT festival diploma in 2019. He achieved “IWA Bogdani” Award in 2021. He was awarded the “Mihai Eminescu” Award in 2022. He was awarded the International Prize “Medal Alexandre The Great” in 2022. He is Vice-President of the BOGDANI international writers’ association, with headquarters in Brussels and Pristina. and Turkic World Young Authors Association.

Head bowed

The numbing curse

of resentment comes

to capture me

in its lumpy maggot-riddled

corpse, putting on my back

a burden I am aware of

I cannot keep.

And even though I wash and scrub,

daily cleansing myself of its

putrid stench, it returns, living,

climbing my shoulders into my hair.

I know the only clear path is forgiveness,

no matter my so-called-righteous-heart

cawing for justice. I know I will never

find peace this way, nor mercy

unless I can give it.

I am the one who need forgiveness

for allowing this monstrosity to suckle on

my spirit for so long.

I thought I was past it.

I thought I truly became a citizen,

sealing my covenant.

But it is here again,

raging like before, expecting

vindication.

I hope it is a ghost of its first-self,

still large but flimsy, visible

but lacking all density.

I pray I can overcome its devouring song

and show the love to others

that I myself have been given.

Open here, casting off

its angry cries,

its barbarian anguish

blocking my own way forward

into saving deliverance.

This Place

From a place of trust

I glimpse your magnificence,

your harnessed race of complexities

in harmony, slow moving, more

powerful than a hundred suns

conjoining.

From a place of faith,

being wrong is just as exciting

as being right – a longing to know

you, knowing I will never know you

only know the minute aspects that flip

and twist and rewrite as my knowledge grows,

while keeping some laws fundamental.

From a place of love,

your love is gathering in

bright awe-inspiring displays,

terrifying in their brilliance and

in their magnitude.

Nothing is personal. Everything is individual,

overreaching galaxies into galaxies,

twin dreams.

From a place of exploration,

finding inspiration

where paradox consumes,

invigorates, illuminates

all places, gloriously shifting.

Surrendered

In the middle –

steady, harsh waves,

salty flavoured ocean,

stranded, treading.

Love comes smiling.

It is a ghost.

Joy comes and passes by.

Purpose comes but floats by

like a jellyfish riding the momentum.

In the middle, tired of treading,

no escape, just the ebb and flow, surging,

retreating waters. What lies beneath makes

no difference because nothing is above

except the burning brutal sun, cloud cover

occasionally, and only air to eat.

Skin cells, bloating. Eyes, unable to keep

open. In the middle

of an endless abyss, all my happy days

behind me.

I hold my hands in prayer position,

arms raised over my head.

I stop struggling to not go under.

I go under and let that weight, the peace

at last, take me down.

She

Fear is splendid

in making the body inflamed,

bloated on trepidation at the news

of many meadows burning.

She hurried and found a healer

inside herself, willing to go

the distance and forfeit

personal power for a greater

acquisition.

She understood the traveller and

the sit-at-homer as one in the same,

especially on a stormy day or a year of upheaval.

Faith is the bullseye with no point-marks gained

unless hit dead-centre, directing every focus

to only that centre.

Faith is the wave to ride to the shore,

removed from other moving sources,

like wind and arm-strokes.

She opened herself to fear

not denying it but seeing it

as just another entity

under the canopy, smaller

than the giving sun.

Out

I asked to be let out

from that unwanted accomplishment.

I asked to shed my shame, my duty

and the hard-core call of doing time.

It was taken down and away from me,

along with so much more.

Guilt, and worldly bondage

also fell along with security,

along with a strange, twisted pride.

Knuckles down, hands still folded.

In my head are ghosts of patterns dissolved

but are still haunting. Ways of being I don’t have to

carry are dropped, but my empty arms are stalled

in position, humbled by uncertainty.

Set free and starting over, but not yet started,

just starting to try to etch out different

possibilities, a solid surging becoming.

Whiffs of passing currents,

rich aromas that entice briefly then fade.

Whiffs I cannot capture and keep,

not now, maybe never,

let out, dumbfounded,

helpless, screaming, just born.

A Love Like No Other

Your steady love has saved me,

one more dark wave rising and you

hold my hand, staying the course,

sharing with me your glowing inspiration,

giving me space to expose

my gruesome wounds within.

You do not flinch, or distract, but give me room

to writhe and cry out and then you look at me,

love in your eyes like God at my table,

offering water, acceptance,

and with that acceptance, untellable mercy.

Every night you read to me to keep me afloat,

to cup me in the flow of your voice

reminding me why we are here.

I think you will leave me, here

to implode in this over-a-year pit

of me climbing up to the edges, falling back in,

collapsing on bedrock, but you never do.

You stay and you are steady

and you are a miracle, patient, never

cursing your fate, never letting me go.

Allison Grayhurst has been nominated for “Best of the Net” six times. She has over 1,400 poems published in over 530 international journals, including translations of her work. She has 25 published books of poetry and six chapbooks. She is an ethical vegan and lives in Toronto with her family. She also sculpts, working with clay; www.allisongrayhurst.com

Student of Group 25_02

Department of Chinese Philology and Language Teaching

Faculty of Oriental Philology

Uzbekistan State University of World Languages

Haydarova Mehribon

Annotation:

It is well known that the most difficult aspect of learning Chinese is the origin of characters and the meaning expressed by each of them. This article analyzes the origin, significance, and types of Chinese characters, their importance in the process of learning Chinese, the meanings they convey, and their development. In addition, the difficulties in learning characters and easy methods for memorizing them are also discussed.

Keywords: hieroglyph, Chinese language, method, origin, meaning, easy memorization

INTRODUCTION

In the modern era, the prestige of the Chinese language has increased significantly. For this reason, more than 80% of students and young people around the world are learning Chinese. As is well known, the most difficult aspect of learning this language is undoubtedly its characters. This is because each character has its own origin, history, and meaning, which creates certain difficulties for learners.

This article highlights the origin and development of Chinese characters, their historical stages, how they have evolved from their creation to the present day, and their meanings. In addition, it presents methods for learning them easily, enabling learners to master them quickly and within a short period of time. Knowledge of Chinese culture, literature, philosophy, and history plays an important role in understanding Chinese characters. Each character carries thousands of years of history and meaning; in other words, a single character can represent an entire word or concept. Learning them requires a great deal of effort and time.

International conferences on the origin of Chinese characters, the art of writing, and the aesthetic aspects of calligraphy—such as “The Origin of Chinese Characters and the Nature of Calligraphy” and “Origins of Early Writing Systems” at Peking University—have been held worldwide. In Uzbekistan, the International Scientific-Practical Conference of Tashkent State University of Oriental Studies was also organized. These conferences promoted ideas regarding the origin, development, and learning methods of Chinese characters.

RESEARCH METHODOLOGY

A number of scientific studies have been conducted on the origin of Chinese characters, the stages of their development, and methods for learning them quickly and easily, using various research methods. First, historical methods were applied to study the origins and development of characters, focusing on their earliest forms. From the perspective of the history of linguistics, Chinese characters are considered one of the four most ancient writing systems. Therefore, many scholars have conducted extensive research in this field.

Specifically, historical methods were used to study the earliest forms of characters—oracle bone inscriptions, bronze inscriptions, small seal script, and the development of modern characters. This method made it possible to identify the reasons for the emergence of characters and their relationship with society. Through modern methods, new types of characters and their regional differences—for example, similarities and differences between those used in Beijing and Shanghai—were examined.

Regarding research on fast and easy learning of characters, several experimental-pedagogical studies were conducted. In this research, new methods, techniques, and applications were developed for learning characters. One of them is the “TRAIN CHINESE” application, through which an English–Chinese dictionary was created. Learners can write unknown characters and find their translations, meanings, stroke order, grammatical usage, and example sentences, making learning easier. In addition, the “PLECO” application allows learners to write unknown characters and learn their pinyin; this feature distinguishes it from other dictionary applications.

REVIEW OF THE LITERATURE

Since Chinese is an ancient language, it has been studied for many years. In particular, the father-and-son scholars Wang Nian-Song and Wang Yin-Zhi laid the foundations of Chinese linguistics, while Xu Shen paid serious attention to Chinese writing and characters in his work “Elements and Compound Characters.” Moreover, in his work “Shuowen Jiezi” (1st–2nd centuries AD), Xu Shen explained characters based on six types, distinguishing pictograms, ideograms, compound ideograms, and phonetic-semantic characters. According to this work, the origin of characters is linked to pictorial symbols. For example, the character for “sun” was originally depicted as a round shape and gradually became simplified over time. Several similar examples were also provided.

In a similar vein, Uzbek linguist Sh. Safarov, a specialist in semantics and sign systems, described Chinese characters as a semiotic system and initially referred to them as sign-images. Regarding the fast and easy learning of characters, foreign scholar James W. Heisig, in his book “Remembering Chinese Characters,” stated that associative and imaginative memorization—linking each character with meaning and a story—leads to easier and more effective learning. William C. Hannas, in “Asia’s Orthographic Dilemma,” argued that due to the complexity of Chinese writing, structural and visual approaches are effective for students, and learning characters by components (radicals/keys) accelerates memorization.

At the same time, the origin of Chinese characters is described in ancient legends and historical texts, but the most famous theory appears in canonical texts. According to legend, Fu Xi created the “bagua” (eight trigrams), which formed the basis of Chinese characters and represented an early form of writing. Cang Jie, who lived during the reign of Emperor Huangdi, invented characters inspired by bird tracks and animal footprints. In addition, calligraphers of the Western Zhou dynasty engraved Chinese characters as texts on bronze vessels, which also serves as evidence of the origin of characters.

HISTORICAL DEVELOPMENT OF CHINESE CHARACTERS

Archaic Jia gu wen Modern character Simplified Pinyin

Mean

    人 — rén Person

    女 — nǚ Woman

    子 — zǐ Child

    日 — rì Sun

    月 — yuè Moon

    山 — shān Mountain

    川 — chuān River

    水 — shuǐ Water

    雨 — yǔ Rain

    竹 — zhú Bamboo

    木 — mù Wood

    馬 马 mǎ Horse

    鳥 鸟 niǎo Bird

    龜 龟 guī Turtle

    龍 龙 lóng Dragon

Several scientific conferences on fast and effective learning of Chinese characters have also been held. One of them is the World Chinese Language Conference, organized in 2025, where a new educational system based on the “Learn Chinese with Ease” concept was presented. It introduced a multimedia-based learning system using multimedia resources, interactive applications, and videos to teach the language in an immersive way.

Similarly, at the “Chinese Learning and Media Integration in the Digital Age” conference held in Indonesia in 2024, modern media and online educational tools—such as virtual reality, interactive lessons, and new applications—were discussed.

RESULTS AND ANALYSIS

Regarding research on the origin of characters, students acquired skills in understanding the history of characters and their meanings through this study. Uzbek scholars evaluated Chinese characters not only as a writing system but also as a cultural, semantic, and cognitive phenomenon.

Through new applications such as “TRAIN CHINESE” and “PLECO,” learners began to study characters more quickly and easily, which provided several conveniences. For example, writing characters in the correct stroke order is mandatory, and without such applications, students could not easily learn the correct order. As a result, the creation of these applications significantly improved convenience for learners.

Both international and Uzbek scholars share similar views on the origin of characters, explaining Chinese characters as a logographic writing system, a cultural symbol, and a semantic unit.

According to scholars’ views on fast and easy learning, associative, visual, radical-based grouping, and step-by-step approaches are the most effective methods for learning Chinese characters quickly and easily.

CONCLUSION

In conclusion, this article examined the origin of Chinese characters and methods for learning them quickly and easily. During the research, substantial information about the origin and development of characters was revealed. The origin of Chinese characters began with ancient pictograms, which were gradually simplified and transformed into ideograms and phonetic characters. When we look at modern Chinese characters, they can be divided into simple, complex, radical-based, and phonetic characters. This shows that although ancient characters have become modernized, their structural principles have remained similar.

Regarding research on fast and easy learning of characters, conferences have shown that learners can effectively retain characters in memory by studying radicals and components, regularly reviewing them using applications such as Anki, and learning correct stroke order through other applications. In the future, the development of even more effective applications, dictionaries, and textbooks will increase the number of learners of Chinese characters worldwide, and it is considered appropriate to continue research in this direction.

REFERENCES

1.B. Karlgren, Grammata Serica.

2.Proceedings of the World Chinese Language Conference. Beijing: CIEF.

3.Uzbekistan State University of World Languages, Scientific-Practical Conference Proceedings.

4.Istrin, V.A., The Origin and Development of Writing, Moscow, 1965; Friedrich, I., History of Writing, trans. from German, Moscow, 1979; Mahmutkhojaev, M.H.; Bekmurotov, I.N., On Chinese Writing (Characters), Tashkent, 1990.

5.Madjidova, R.U.; Yuldasheva, F.F.; Reviewers: Muhammedova, S.X.; Salisheva, Z.I., Head of the Department of General Linguistics, Doctor of Philology, Professor; textbook General Linguistics, Uzbekistan State University of World Languages.

The Role of Linguoculture in Shaping Worldview: Language as a Cultural Code

Abstract

This article examines the role of linguoculture in shaping human worldview, conceptualizing language as a cultural code that encodes collective values, beliefs, and cognitive patterns of a speech community. Drawing on the theoretical framework of linguoculturology, the study explores how culturally marked linguistic units reflect and construct culturally specific ways of perceiving reality. The research employs qualitative methods, including semantic and conceptual analysis of linguocultural units such as metaphors, culturally loaded lexemes, and phraseological expressions. The findings demonstrate that language functions not merely as a communicative tool but as a semiotic system through which cultural meanings are preserved, transmitted, and transformed. The study argues that worldview formation is deeply influenced by linguocultural factors embedded in language, which shape both individual and collective cognition. By highlighting the interdependence of language, culture, and worldview, this research contributes to contemporary discussions in linguoculturology and intercultural communication, offering insights relevant for cross-cultural studies and linguistic anthropology.

Keywords: linguoculture; worldview; cultural code; language and culture; conceptualization; cultural meanings; linguistic worldview.

Introduction: 

In contemporary linguistics, the interrelation between language and culture has become a central area of interdisciplinary research, giving rise to such fields as linguoculturology, linguistic anthropology, and intercultural communication. Language is no longer viewed solely as a neutral means of communication; rather, it is increasingly understood as a cultural phenomenon that reflects, preserves, and transmits the collective experience of a speech community. Within this paradigm, language functions as a cultural code through which culturally specific meanings and values are encoded and interpreted.

The concept of worldview has attracted significant scholarly attention, as it represents the way individuals and communities conceptualize reality. According to linguocultural theory, worldview is not formed independently of language; instead, it is shaped by culturally marked linguistic structures that influence perception, cognition, and interpretation of the world. Lexical choices, metaphors, phraseological units, and culturally loaded expressions embody national and cultural specifics, thereby contributing to the formation of a linguistic worldview. As a result, speakers of different languages may conceptualize the same phenomena in distinct ways.

Linguoculturology, as an interdisciplinary field, focuses on the interaction between language and culture and examines how cultural meanings are embedded in linguistic units. Scholars such as V. A. Maslova, Yu. S. Stepanov, and E. Sapir have emphasized that language serves as a repository of cultural memory and a mechanism for constructing social reality. From this perspective, language operates as a semiotic system that encodes cultural norms, values, and cognitive patterns, shaping both individual and collective worldviews.

Despite extensive research on language and culture, the role of linguoculture in shaping worldview remains a relevant and evolving topic, particularly in the context of globalization and intercultural communication. Understanding language as a cultural code allows for deeper insight into how cultural meanings are structured and how misinterpretations may arise in cross-cultural interactions. Therefore, this study aims to examine the role of linguoculture in worldview formation by analyzing culturally marked linguistic units and their conceptual significance. The findings are expected to contribute to ongoing discussions in linguoculturology and provide a theoretical foundation for further comparative and applied research.

Literature review

The relationship between language and culture has long been a subject of scholarly inquiry across linguistics, anthropology, and philosophy. Early foundations of this relationship can be traced to the works of Wilhelm von Humboldt, who emphasized that language embodies the “spirit” of a nation and shapes the way its speakers perceive the world. This idea was further developed in the Sapir–Whorf hypothesis, which posits that language influences thought and worldview, suggesting that linguistic structures play a decisive role in shaping cognitive patterns.

In the framework of modern linguistics, linguoculturology has emerged as a distinct interdisciplinary field that examines the interaction between language and culture through the prism of national mentality and cultural values. Scholars such as V. A. Maslova argue that linguoculture represents a system of culturally marked linguistic units that reflect collective experience and cultural memory. Similarly, Yu. S. Stepanov conceptualizes culture as a set of constants embedded in language, emphasizing the symbolic and semiotic nature of linguistic signs as carriers of cultural meaning.

Numerous studies have focused on the notion of linguistic worldview, which refers to the culturally specific representation of reality encoded in language. Researchers have demonstrated that lexical-semantic fields, metaphors, and phraseological units serve as key mechanisms through which worldview is constructed. Lakoff and Johnson’s theory of conceptual metaphor has been particularly influential in illustrating how abstract concepts are structured through culturally grounded metaphoric models. Their work highlights that metaphors are not merely linguistic devices but cognitive tools shaped by cultural experience.

Recent research in linguoculturology has expanded toward discourse analysis and intercultural communication, examining how linguocultural meanings are negotiated in various communicative contexts, including media, political discourse, and digital communication. Scholars note that globalization and increased intercultural contact intensify the need to understand language as a cultural code to prevent misinterpretation and cultural conflict. Studies in this area emphasize that culturally embedded meanings often remain implicit, making them challenging for non-native speakers to decode.

Methodology 

This study adopts a qualitative research design grounded in the theoretical principles of linguoculturology. The methodological framework is aimed at examining language as a cultural code and identifying the role of linguocultural elements in shaping worldview. Given the interdisciplinary nature of the research, methods from cognitive linguistics, cultural linguistics, and semantic analysis are integrated to ensure a comprehensive approach.

The primary data for analysis consist of culturally marked linguistic units selected from contemporary English discourse, including literary texts, media sources, and publicly available cultural narratives. These units include metaphors, phraseological expressions, culturally loaded lexemes, and conceptual keywords that reflect culturally embedded meanings. The selection criteria focused on frequency of use, cultural relevance, and their potential to represent shared cultural values and cognitive patterns.

Data analysis was conducted in several stages. First, a semantic analysis was employed to identify the core meanings and cultural connotations of the selected linguistic units. Second, conceptual analysis was applied to determine how these units contribute to the construction of culturally specific concepts and worldview models. Third, an interpretative analysis was carried out to examine the relationship between linguistic forms and underlying cultural values, beliefs, and norms. This multi-level analytical procedure allowed for the identification of recurring linguocultural patterns.

To enhance the validity of the findings, the study draws on established theoretical models in linguoculturology and cognitive linguistics, including the concepts of linguistic worldview and conceptual metaphor. Triangulation was achieved by comparing interpretations across different types of texts and by correlating linguistic data with relevant cultural and theoretical sources. Although the research does not rely on quantitative measures, the systematic and replicable nature of the qualitative methods ensures methodological rigor.

Results and Discussion

The analysis of linguoculturally marked linguistic units reveals that language operates as a cultural code through which collective values, beliefs, and cognitive patterns are structured and transmitted. The findings demonstrate that culturally embedded meanings are systematically reflected in lexical choices, metaphoric models, and phraseological expressions, contributing to the formation of a culturally specific worldview.

One of the key results of the study is the identification of recurrent conceptual domains that play a central role in worldview construction. Metaphorical expressions grounded in everyday experience, such as spatial orientation, movement, and social hierarchy, were found to encode culturally significant values. These metaphors not only organize abstract concepts but also reflect culturally determined ways of interpreting reality. For example, culturally preferred metaphoric models highlight dominant social norms and value systems, thereby reinforcing shared cognitive frameworks within a speech community.

The analysis further shows that culturally loaded lexemes function as symbolic markers of national and cultural identity. Such lexical units carry implicit cultural knowledge that extends beyond their dictionary meanings, requiring shared cultural competence for proper interpretation. These findings support the view that linguistic meaning is inseparable from cultural context and that language serves as a repository of collective cultural memory. As a result, speakers internalize culturally specific worldviews through everyday linguistic practices.

Conclusion:

The analysis of linguoculturally marked linguistic units reveals that language operates as a cultural code through which collective values, beliefs, and cognitive patterns are structured and transmitted. The findings demonstrate that culturally embedded meanings are systematically reflected in lexical choices, metaphoric models, and phraseological expressions, contributing to the formation of a culturally specific worldview.

One of the key results of the study is the identification of recurrent conceptual domains that play a central role in worldview construction. Metaphorical expressions grounded in everyday experience, such as spatial orientation, movement, and social hierarchy, were found to encode culturally significant values. These metaphors not only organize abstract concepts but also reflect culturally determined ways of interpreting reality. For example, culturally preferred metaphoric models highlight dominant social norms and value systems, thereby reinforcing shared cognitive frameworks within a speech community.

The analysis further shows that culturally loaded lexemes function as symbolic markers of national and cultural identity. Such lexical units carry implicit cultural knowledge that extends beyond their dictionary meanings, requiring shared cultural competence for proper interpretation. These findings support the view that linguistic meaning is inseparable from cultural context and that language serves as a repository of collective cultural memory. As a result, speakers internalize culturally specific worldviews through everyday linguistic practices.

References

Humboldt, W. von. (1999). On language: The diversity of human language-structure and its influence on the mental development of mankind (P. Heath, Trans.). Cambridge University Press. (Original work published 1836)

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.

Maslova, V. A. (2001). Linguoculturology. Academy Publishing Center.

Sapir, E. (1929). The status of linguistics as a science. Language, 5(4), 207–214. https://doi.org/10.2307/409588

Stepanov, Y. S. (2004). Constants: Dictionary of Russian culture. Akademicheskiy Proekt.

Sharifian, F. (2017). Cultural linguistics: Cultural conceptualisations and language. John Benjamins Publishing Company.

Wierzbicka, A. (1997). Understanding cultures through their key words. Oxford University Press.

Kramsch, C. (1998). Language and culture. Oxford University Press.

Fillmore, C. J. (1985). Frames and the semantics of understanding. Quaderni di Semantica, 6(2), 222–254.

Rizoqulova Parvina Ramzovna was born in Kashkadarya, Uzbekistan. She is a 19-year-old undergraduate student currently in her second year at Karshi State University. She has earned over 50 international certificates, demonstrating a strong commitment to academic and professional development. She is certified at the C+ level in her native language and has achieved an IELTS score of 6.0, reflecting her proficiency in English. Her extensive qualifications highlight her dedication to continuous learning and her readiness to engage in international academic and research opportunities.

(Young Central Asian woman with long dark hair, brown eyes, earrings, and a black sweater over a white top)

For My Only One!

From the garden of beauty, you are my chosen sign,

In my sleepless moments, your eyes are my guiding light.

I always wait, even for a single word of yours,

Happy birthday, my kind and loving sister!

Among all the beauties in this world, you stand alone,

Your lovely face reflects the pure heart you own.

A Layla whose grace the angels admire,

Such delicate beauty, such a gentle soul you inspire.

May God grant you fortune and endless grace,

Never be in need of friends, nor humbled by foes.

May God perfect your happiness in every place,

And may you never even know an evil one’s gaze.

Even when you meet the world face to face, know no lack,

May your joy be complete, your life whole and bright.

Do not ask for a single wasted moment back,

For this very day is devoted to you outright.

Never witness tears in the journey you take,

Learn the secrets of patience, be strong and brave.

Winning a place in the heart of every soul you make,

Celebrate your joyful days, my sister so dear!

Student of Samarkand State University,
Department (Program) of Languages and Cultures of Central Asian Peoples

The Role of Self-Discipline and Motivation in Academic Success among University Students

Ziyoda Murodilova

First-year Bachelor’s student

Department of English Philology

Fergana State University, Uzbekistan

Abstract

This article explores the role of self-discipline and motivation as key psychological factors influencing academic success among university students. Academic achievement is not determined solely by intellectual ability; rather, behavioral and psychological characteristics play a crucial role in students’ learning processes. Using a qualitative research approach based on an extensive review of academic literature, this study examines how self-discipline and motivation contribute to effective learning, time management, and academic performance. The findings indicate that students who demonstrate higher levels of self-discipline and intrinsic motivation tend to achieve better academic outcomes, particularly in language-related disciplines that require continuous practice and independent learning. The study emphasizes the importance of developing self-discipline and motivation within higher education systems to enhance students’ academic success and personal development.

Keywords: self-discipline, motivation, academic success, behavioral studies, university students, language learning

 Introduction

Academic success has long been a central concern in educational research, particularly in higher education. Traditionally, academic achievement has been associated with cognitive abilities such as intelligence, memory, and problem-solving skills. However, recent studies in psychology and behavioral sciences suggest that non-cognitive factors, including self-discipline, motivation, and self-regulation, play an equally significant role in determining students’ academic performance.

Self-discipline refers to an individual’s ability to control impulses, manage time effectively, and persist in goal-directed behavior despite distractions or difficulties. Motivation, on the other hand, is the driving force that encourages individuals to engage in learning activities and sustain effort over time. For university students, especially those studying foreign languages and philology, these factors are essential due to the high demand for independent study, consistent practice, and long-term commitment.

Students of English Philology are required to develop advanced skills in reading, writing, speaking, and critical analysis. Achieving proficiency in a foreign language is a gradual process that demands sustained effort and self-directed learning. Therefore, understanding the role of self-discipline and motivation in academic success is particularly relevant for language students. This study aims to examine how these psychological factors contribute to academic achievement among university students, with a focus on behavioral and motivational aspects of learning.

 Methods

This study employs a qualitative research design based on a comprehensive literature review. Academic books, peer-reviewed journal articles, and theoretical studies related to self-discipline, motivation, self-regulated learning, and academic success were systematically analyzed. The sources were selected from reputable academic databases such as Google Scholar, ERIC, and educational psychology journals.

The inclusion criteria for the literature review focused on studies that directly examined the relationship between psychological factors and academic performance among secondary school and university students. Both classical and contemporary research works were considered to provide a balanced theoretical foundation. The collected data were analyzed using thematic analysis, allowing the identification of key patterns and recurring findings related to self-discipline and motivation in academic contexts.

This methodological approach enables a deep understanding of existing research findings without conducting primary empirical data collection. It is particularly suitable for theoretical and conceptual analysis in psychology and behavioral studies. 

Results

The analysis of the reviewed literature reveals a strong and consistent relationship between self-discipline, motivation, and academic success. Multiple studies indicate that students with high levels of self-discipline demonstrate better academic behaviors, such as effective time management, regular study habits, and consistent engagement with learning materials.

The findings also show that self-disciplined students are less likely to procrastinate and more capable of overcoming academic challenges. These students tend to set clear academic goals and take responsibility for their learning process. Furthermore, motivation—particularly intrinsic motivation—plays a critical role in sustaining long-term academic effort. Students who are internally motivated to learn are more engaged, persistent, and resilient in the face of academic difficulties.

In language learning contexts, self-discipline and motivation are especially important. Learning a foreign language requires repeated practice, exposure, and active use of language skills. Studies indicate that motivated and disciplined learners achieve higher levels of language proficiency and academic performance compared to their less motivated peers.

 Discussion

The results of this study align with previous research in psychology and education, which emphasizes the importance of behavioral and motivational factors in academic achievement. Duckworth and Seligman argue that self-discipline is a stronger predictor of academic success than intelligence quotient (IQ), highlighting its significance in educational outcomes.

From a behavioral perspective, self-discipline enables students to regulate their learning activities and maintain focus on long-term academic goals. Motivation provides the emotional and psychological energy required to sustain effort over time. Together, these factors form the foundation of self-regulated learning, which is essential for success in higher education.

For students of English Philology, the role of self-discipline and motivation becomes even more pronounced. Language learning is a cumulative process that cannot be achieved through short-term effort alone. Therefore, educational institutions should place greater emphasis on developing students’ self-discipline and motivational strategies through academic support programs, mentoring, and learner-centered teaching approaches.

 Conclusion

This study concludes that self-discipline and motivation are vital psychological factors that significantly influence academic success among university students. Students who demonstrate strong self-discipline and intrinsic motivation are better equipped to manage academic responsibilities, engage in effective learning behaviors, and achieve higher academic performance.

For students studying English Philology and other language-related disciplines, these factors are essential for mastering complex language skills and achieving long-term academic goals. Higher education institutions should recognize the importance of behavioral and psychological development alongside cognitive learning. By fostering self-discipline and motivation, universities can enhance students’ academic success and prepare them for future professional challenges.

References

Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324.

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.

Mother — the Great School That Raised Us

Mother is the great school that raises us.

In this article, I would like to write about my mother — a simple yet deeply faithful, kind, compassionate, and gentle woman. Although my mother does not have a higher education, she is intelligent, talented, and wise. Despite having five daughters in our family, she never complained about giving birth to girls. She raised all of us with great care and devotion. Especially because we were girls, she always chose our winter and summer clothes with taste and dressed us neatly.

She had a strong desire to study, but due to ignorance and circumstances, she was unable to receive an education. I remember that after finishing the first grade and starting summer vacation, whenever I came back from playing, my mother made me memorize the multiplication table written on the first pages of the notebooks my father had bought for my sisters.

When I was nine years old, my father gave me a fairy tale book titled “If You Laugh, It’s a Flower; If You Cry, It’s a Pearl” as a birthday gift. From that moment on, my love for books began. Gradually, I started reading books from the school library. I especially enjoyed reading works by Said Ahmad, O‘tkir Hoshimov, Tohir Malik, Hudoyberdi To‘xtaboyev, and other writers.

I remember when women from our village asked my mother, “Weren’t you afraid to send your daughter to Russia when she entered the All-Union Students’ Camp in the seventh grade?” My mother confidently replied, “I trust my daughter.”

Raising a girl is a delicate responsibility. My mother educated us not only academically but also through physical labor. To provide for eight children, my father worked as a physics teacher and also cultivated two to three hectares of land. He worked tirelessly thinning cotton plants, hoeing, and picking cotton. The atlas dress my parents bought for me to wear at the camp was the most beautiful of all; even my Russian friends Asya, Zhanna, and Larisa admired it.

When I graduated from school, my parents created all the necessary conditions for me to enter a higher educational institution. Even so, my mother would wake up at dawn to feed silkworms with mulberry leaves and milk the cow, ensuring that we never faced financial hardship.

My mother possessed an innate artistic talent. She sang songs and played the frame drum. This trait passed on to me as well. Her support played a significant role in my study of folklore and oral literature. Eventually, I achieved the status of a teacher and became a teacher of Mother Tongue and Literature.

Until this competition was announced, I had never written an article about my mother. Now that I reflect on it, I realize that all my achievements are the result of my mother’s tireless labor. There is wisdom in every word she speaks and meaning in every task she performs. Even when she was extremely busy, she would neatly braid my hair by the edge of the field.

Today, I am a mother myself. My mother is alive, praise be to God, and has performed the pilgrimage, yet I still seek her advice and take her as my role model. From her, I learned love, patience, diligence, and deep affection for children.

Poem

My dear mother, you are my life, my whole world,

The precious soul who brought me into this world.

With you, my world is bright and full of light,

My honored mother, Safiyakhon.

Your advice is as valuable as gold,

Your prayers are filled with wisdom untold.

Your very presence is my greatest wealth,

My honored mother, Safiyakhon.