Andijan State University Faculty of History and Social Sciences Student of Applied Psychology Tolqinova Marifatoi Shavkatjon qizi Email: aprmaaprov@gmail.com Tel:+998930759404
Annotation: This article mainly focuses on the process of upbringing, namely the essence, content, and significance of the upbringing process. The content of the article is upbringing is understood as a system of knowledge, skills, beliefs, personal qualities, character traits, and patterns of behavior that learners are expected to acquire in accordance with the set goals and objectives. The main purpose of upbringing is to form a well-rounded and harmonious individual. In other words, the primary goal of upbringing is to educate a person who is fully developed in the spiritual, scientific, moral, and social aspects.
The main task of upbringing is to ensure the purposeful development of members of society and to create appropriate conditions for meeting their various needs. When one need is satisfied, another emerges. If these needs are chosen and developed based on proper upbringing, an individual can achieve the necessary successes and levels of personal development. For example, a person who chooses the path of education and knowledge has certain needs that can be explained step by step: the first step is admission to a bachelor’s program, the second step is entering a master’s program, the third step is enrollment in doctoral studies, followed by further stages of academic and professional growth.
Keywords: educational process, content of education, essence of education, significance of education, well-rounded personality, personal development, goals of education and objectives, knowledge and skills, belief, personal qualities, behavior, social needs, continuous development, motivation, professional growth.
Аннотация:В данной статье в основном рассматриваются процессы воспитания, а именно содержание, сущность и значение воспитательного процесса. Содержание воспитания понимается как система знаний, умений, убеждений, личностных качеств, характера и поведенческих установок, которые обучающиеся должны усвоить в соответствии с поставленными целями и задачами.Основная цель воспитания заключается в формировании всесторонне развитой личности. То есть главной целью воспитания является становление личности, гармонично развитой в духовном, научном и коллективном аспектах.
Основной задачей воспитания является создание условий для целенаправленного развития членов общества, а также для удовлетворения их различных потребностей. Иными словами, при удовлетворении одной потребности возникает следующая, и если данные потребности формируются на основе правильно организованного воспитания, личность способна достигать необходимых успехов и уровней развития.В качестве примера можно привести образовательный путь личности: первая ступень — поступление в бакалавриат, вторая ступень — обучение в магистратуре, третья ступень — поступление в докторантуру, а также последующие этапы профессионального и научного роста.
Ключевые слова:воспитательный процесс, содержание воспитания, сущность воспитания, значение воспитания, всесторонне развитая личность, развитие личности, цели и задачи, знания и умения, убеждения, личностные качества, поведение, социальные потребности, непрерывное развитие, мотивация, профессиональный рост.
Introduction
Throughout the historical development of society and pedagogy, various approaches have emerged to explain the concept of upbringing. First of all, a distinction is made between upbringing in its broad and narrow senses. In the broad sense, upbringing refers to the overall influence of society on an individual, in which the process of upbringing is closely interconnected with socialization. In this context, a person’s development occurs through continuous interaction with social norms, values, and cultural traditions. In the narrow sense, upbringing is understood as the purposeful educational activity carried out by educators, which is commonly referred to as educational or upbringing work.
This approach emphasizes the intentional and organized influence of pedagogical efforts aimed at shaping an individual’s moral, intellectual, and social qualities. This article examines views and reflections on upbringing presented in the works of prominent scholars such as Jan Amos Comenius, Anton Makarenko, and Abu Nasr al-Farabi, highlighting their contributions to the understanding of the essence and significance of upbringing in human development.
Review of the Literature In his work “The Virtuous City”, Abu Nasr al-Farabi considers upbringing to be a fundamental factor in the formation of a morally perfect individual. This viewpoint is highly valid, as upbringing can be regarded as the foundation upon which knowledge is built. An individual who has received proper upbringing tends to acquire knowledge more quickly and effectively.
According to al-Farabi, upbringing plays a crucial role in developing moral virtues, intellectual maturity, and abilities that enable a person to contribute positively to society. This idea appears well grounded, since the development of such qualities indeed leads to the formation of individuals who are beneficial to society. However, upbringing should not be limited solely to these aspects; it is also essential to cultivate additional abilities in children, such as communication skills, social interaction, appropriate behavior, and the ability to speak and act suitably in different social contexts.
Jan Amos Comenius viewed upbringing as a natural, continuous, and systematic process. He emphasized that education and upbringing should be equal and compulsory for all individuals. While this perspective is partially acceptable, excessive enforcement and rigid compulsion may lead to fatigue and resistance among children. Treating all individuals identically in the process of upbringing can diminish the diversity and meaning of human life.
Every individual requires upbringing, but not in the same manner, as people differ in their personalities, needs, challenges, and developmental conditions. Therefore, forced uniformity in upbringing is inappropriate. Nevertheless, in collective and public environments, adherence to common rules and norms is necessary. Thus, when Comenius’s views are examined from both objective and subjective perspectives, they can be considered largely valid and well-founded.
Research Methodology In order to determine the effectiveness of the upbringing process, this study employs several research methods widely used in pedagogical science, including historical-pedagogical analysis, descriptive analysis, comparative analysis, and pedagogical experimentation. As the methodological foundation of the research, A. S. Makarenko’s concept of upbringing through the collective was selected.
Makarenko’s practical experience in collective education was implemented during the 1920s–1930s at the M. Gorky Labor Colony located in Ukraine. This pedagogical experiment primarily involved orphaned children, adolescents prone to delinquent behavior, and individuals belonging to socially vulnerable groups. During the research process, the participants were educated on the basis of collective labor, strict discipline, responsibility, and mutual respect.
The central idea of the experiment was that the collective, as a leading educational tool, exerts a strong influence on personal development. According to Makarenko’s theory, the harmony between high demands and respect within the upbringing process ensures effective outcomes. This approach contributed to the formation of such qualities as social responsibility, diligence, discipline, and social usefulness among the participants.
The analysis of the experimental results indicates that approximately 80–85 percent of the participants successfully achieved social adaptation and developed into individuals who found their place in society. At the same time, 15–20 percent of the participants continued to experience various social difficulties. This situation can be explained by the large number of participants involved in the experiment, the complexity of their psychological conditions, and differences in their ability to accept and respond to educational influence.
Overall, Makarenko’s methodology of upbringing through the collective demonstrated high effectiveness and was scientifically substantiated as one of the most significant pedagogical approaches for fostering social development and personal maturity. The findings of the study highlight the necessity of strengthening the role and importance of the collective within the upbringing process.
Analysis and Results During the research process, the effectiveness of the pedagogical approach based on A. S. Makarenko’s concept of upbringing through the collective was analyzed using criteria for assessing personal development. The evaluation focused on key indicators such as changes in the participants’ social adaptation, level of discipline, sense of responsibility, and skills of cooperation within the collective.
The results of the conducted pedagogical experiment revealed that approximately 80–85 percent of the participants demonstrated positive changes. Within this group, clear improvements were observed in adaptation to collective activities, awareness of social responsibility, a more positive attitude toward labor, and the development of personal discipline. These findings confirm the practical effectiveness of Makarenko’s theoretical view that regards the collective as a leading instrument of upbringing.
At the same time, the study identified that 15–20 percent of the participants did not achieve the expected level of outcomes. This result can primarily be explained by the individuals’ psychological characteristics, negative social experiences, and a low level of receptiveness to educational influence.
Additionally, the large number of participants limited the possibility of fully implementing an individualized approach during the research process.
Discussion
The discussion indicates that although the approach of upbringing through the collective demonstrates high effectiveness, applying it uniformly to all learners is not advisable. This method can fully achieve the expected outcomes only when it is integrated with individual and differentiated approaches. In this regard, the findings are consistent with the ideas proposed by Jan Amos Comenius concerning the continuous and systematic nature of upbringing.
The analysis of the results shows that the model of collective upbringing remains highly relevant within the modern educational system. It serves as an effective means of fostering social activity, self-awareness, and motivation to attain a достойное place in society. At the same time, it has been scientifically substantiated that successful implementation of this approach requires careful consideration of the learners’ individual characteristics and psychological conditions.
Conclusion
The findings of the study indicate that pedagogical activities organized through the collective play a significant role in ensuring personal development within the upbringing process. The concept of collective upbringing developed by A. S. Makarenko remains relevant and applicable in contemporary pedagogical contexts. The results of the experimental research demonstrate that upbringing based on collective activity contributes to the formation of essential qualities such as social adaptation, responsibility, discipline, cooperation, and diligence.
At the same time, the necessity of incorporating elements of an individual approach into the upbringing process has been scientifically substantiated. The limitations identified during the study highlight the need to further improve the upbringing process by harmonizing collective and individual approaches, as well as by developing methodological recommendations aimed at increasing the effectiveness of educational influence.
The outcomes of this research have practical significance for general education institutions, educational and upbringing organizations, and the training of pedagogical personnel, contributing to the overall enhancement of the upbringing process.
References
1 Al-Farabi, A. N. The Virtuous City. Tashkent: Fan Publishing House, 1993, pp. 45–52. 2.Comenius, J. A. The Great Didactic (Didactica Magna). Tashkent: O‘qituvchi Publishing House, 1975, pp. 88–96. 3.Makarenko, A. S. The Pedagogical Poem. Tashkent: O‘qituvchi Publishing House, 1988, pp. 134–156. 4.Mavlonova, R., & Vohidova, N. Pedagogy: A Textbook for Higher Education. Tashkent: Fan va Texnologiya Publishing House, 2010, pp. 201–215. 5.Xolmatova, M. Pedagogical Foundations of Personality Development. Tashkent: Nizami Tashkent State Pedagogical University, 2015, pp. 67–79.
THE ROLE AND SIGNIFICANCE OF MOTHER TONGUE EDUCATION IN THE MODERNIZATION PROCESS
Student, Termiz State Pedagogical Institute
Abstract:
This article analyzes modern approaches to the modernization of mother tongue education within the general education system. It focuses on the goals and objectives of mother tongue teaching, its role in developing students’ language competence, and the implementation of innovative pedagogical technologies. Existing textbooks and curricula are analyzed, current challenges are identified, and recommendations for addressing them are provided. Results from experimental lessons organized using modern educational technologies confirm the effectiveness of new methods.
Keywords: mother tongue, educational modernization, language competence, curricula, innovative technologies, pedagogical process
Introduction:
In today’s era of globalization and digital development, modernizing the education system is considered a pressing task, as the socio-economic development of society, spiritual and moral growth, and the thinking and worldview of the younger generation are directly linked to the quality of education. From this perspective, modernizing mother tongue education is of particular importance.
The mother tongue serves as a primary tool for expressing national identity, shaping thought, and enhancing spirituality. It is not only a means of communication but also a key factor in transmitting cultural heritage and moral values from generation to generation. Therefore, re-examining the role and significance of the mother tongue within modern education and organizing its teaching through innovative approaches is one of the current pedagogical challenges.
Modernizing mother tongue education helps enhance students’ speech culture, develop critical and creative thinking skills, and educate them as individuals loyal to national and universal values, capable of competing in society. Studying this topic has both theoretical and practical significance.
The Concept of Modernization in Education:
Modernization (from Latin modernus – contemporary, renewed) refers to reorganizing, improving, and developing an existing system based on current requirements. In education, modernization involves updating the learning process using advanced achievements, modern pedagogical technologies, and digital tools.
Key aspects of educational modernization include:
Aligning curricula and standards with contemporary requirements
Strengthening interdisciplinary integration
Implementing competency-based education
Combining traditional teaching methods with interactive approaches
Creating tasks to develop creative and critical thinking
Applying student-centered education
Integrating digital technologies into the learning process (e-textbooks, online platforms, artificial intelligence)
Utilizing multimedia, virtual laboratories, and simulations
Implementing modern management systems in educational institutions
Regularly enhancing teachers’ qualifications
Adapting international experiences to the national education system
Educational modernization aims to develop students comprehensively and cultivate them as well-rounded individuals with competencies suited to the demands of the global information society.
Goals and Objectives of Mother Tongue Education:
Mother tongue education is essential in any society for preserving national values, promoting culture, and enhancing intellectual potential. Its primary goal is to develop students’ language competence: the ability to use the mother tongue correctly, fluently, and effectively, as well as to enhance communication and thinking skills.
General Goals:
Develop linguistic understanding and literacy
Teach phonetic, lexical, and grammatical norms to foster proper speech culture
Enrich students’ thinking and critical reasoning
Instill national identity, moral values, and patriotism
Encourage creativity and active participation in society
Objectives:
Teach literacy and written communication, ensuring correct spelling, style, and writing skills
Develop speech culture, including proper pronunciation, literary norms, and communication etiquette
Promote logical thinking through language study
Develop skills in analyzing, retelling, and creative writing
Implement innovative and communicative approaches using modern technologies
Prepare students to use language effectively in real-life situations
Theoretical Approaches:
Didactic approach: Integrates theoretical knowledge and practical skills
Communicative approach: Focuses on language as a tool for real-life communication
Competency-based approach: Emphasizes applying knowledge, problem-solving, and effective participation
Cultural and moral approach: Instills national values and enhances spirituality
Modernization in National and International Literature:
Recent national and international studies focus on updating content, developing competency-based skills, implementing ICT, and increasing teaching effectiveness. Uzbek researchers emphasize that mother tongue classes should go beyond grammar, fostering independent thinking, creativity, and communication skills. Foreign scholars highlight the importance of competency-based approaches, active learning, and communicative methods.
Competency-Based Approach:
The primary goal is to develop students’ language competence. Students should apply knowledge in real-life situations and communicate effectively. This approach enhances:
Communicative tasks in lessons
Critical and creative thinking
Speech culture for active societal participation
Information literacy, including sourcing and presenting materials
Integration of ICT in Mother Tongue Education:
ICT plays a critical role in modernizing mother tongue lessons. Digital resources such as e-textbooks, multimedia, interactive presentations, online tests, and platforms develop both language knowledge and independent learning skills. Benefits include:
Modernization relies on various scientific approaches:
Didactic: Based on general laws and principles of teaching
Psychological: Accounts for age, cognition, and motivation
Pedagogical: Combines student-centered learning, educational goals, and communication
Methods:
Literature analysis of national and international sources
Observation and interviews with teachers and students
Experimental lessons using innovative methods and ICT
Surveys and questionnaires to identify problems and suggestions
Current Challenges:
Dominance of traditional approaches, focusing on grammar over communication and creativity
Outdated textbooks and curricula
Limited teacher preparedness for innovation
Insufficient use of ICT
Assessment systems emphasizing theory over creativity and communication
Analysis of Textbooks and Curricula:
Strengths: Coverage of national values, literary norms, and literacy topics
Weaknesses: Limited focus on communicative needs, creativity, and critical thinking; outdated or repetitive topics; misalignment with competency-based assessment
Effectiveness of Competency Development:
Competency assessment considers:
Speech competence
Linguistic competence
Communicative competence
Creative competence
Information competence
Experimental lessons using modern technologies showed increased student engagement, independent learning, creativity, collaboration, and communication skills, with a 25–30% higher activity compared to control groups.
Conclusion:
The modernization of mother tongue education should go beyond grammar to develop students’ linguistic, communicative, and creative competencies. Mother tongue education is vital for intellectual, moral, and social development, requiring a combination of didactic, psychological, and pedagogical approaches. Competency-based methods and modern technologies effectively enhance student engagement, language competence, and creativity. Current challenges include teacher preparedness, assessment limitations, and the need to improve textbooks and curricula. Modernization remains crucial for improving education quality and preparing students as active participants in contemporary society.
References:
Askarova, U. (2024). Enhancing Linguistic Competence Through Mother Tongue Lessons in Primary Classes (2-grade mother tongue textbook). Modern Science and Research, 3(7), 84–87.
Boltayeva, B., & Shakarova, L. (2022). Development of Mother Tongue Based Competences Outside the Classroom. International Journal of Scientific Trends. scientifictrends.org
Islyamova, S. Y. (2025). Competency-Based Approach: Transforming Assessment in Education. Web of Teachers: Inderscience Research, 3(3). Web of Journals
Jurayeva, T. U. (202x). Competency-Based Approach in Higher Education and Prospects for The Development of The Uzbek Language. International Journal of Scientific Trends. scientifictrends.org
Sadikov, E. (2024). Teaching Pragmatic Competencies as a Methodical Problem in Uzbekistan. Excellencia: International Multi-disciplinary Journal of Education, 2(10). multijournals.org
Pulotova, Y., & Olimova, S. U. (202x). Interdisciplinary Integration of the Mother Tongue in the Primary Education System and its Importance. International Journal on Integrated Education, 6(9). journals.researchparks.org
Nisanbaeva, A. K. (2023). The Role of Modern Technologies in Teaching the Mother Tongue. Eurasian Journal of Learning and Academic Teaching, 25, 66–69. Genius Journals
Shomurodova, O. G’. (2022). Levels of Materializing Mother Tongue Content in Schools. Pedagogs Journal, 9(3), 68–70. pedagoglar.uz
The Drama of the Snow and Sebastian Sumac in that Season
-words and picture by Brian Michael Barbeito
It kept descending in the night, and for the most part, seemed like a wild secret or strange dream. It was pretty, certainly, like silent music orchestras floating around the industrial grade electric lights of town roads curt and organized or the playfully amidst Christmas bulbs residential and red, blue, yellow, green, and even purple.
And there were dreams when Sebastian Sumac did fall asleep amidst his books. A Malcolm Lowry book, a Charlie Brown book called, You’ve Got a Friend Charlie Brown, and a few others. He dreamt of clothing and people that he had outgrown, situations that didn’t fit him anymore. The subconscious was figuring things out. Many of the dreams had him lost in large cities with multitudes around, a populace that he didn’t know or fit into. He tried always to find his way home, or a sympathetic soul, but rarely encountered either.
And out there the winds northern blew the new snow to and from, and made wild crazed drifts across country roads, roads that had white outs for there was nothing to break or block the snow drifts. Finally, if one were travelling from the north to the south, the first structure of the town was an impossibly old church with stained yellow bricks, a marker of another time. It had a graveyard in the back with about thirty or forty souls buried and the stone markers though tall and well built, didn’t have the names any longer as time and seasons had eroded them. Now, each it was just a memory a soul anonymous, as perhaps little, or no other souls knew who the departed were.
Then places where the nocturnal animals travelled widely. Deer. Coyote. Perhaps other things. Their tracks could be seen on the bright of days after the snowstorms and sometimes it seemed they had gone along the very middle of frozen streams, beige reeds, and bushes on the sides very still then in time like artifacts from photographs. Sebastian pictured them, and how beautiful all the creatures looked then, say, under the quiet bright moon and going along more like a painting or dream, a separate and somehow dignified world that little to nobody ever saw.
Then the big box stores, their humungous parking lots, some abandoned vehicles on the edges and the odd large transport truck or trailer. The new world had taken over the old world and was spreading like a wave intent on overcoming coastlines and having the pulse and prowess of a seemingly infinite world behind it. Urban sprawl uniform and intentionally unoriginal, and each set of kilometres displaying a series of the same petrol stations and strip plazas and inhabitants also.
In the days Sebastian, who had shed his old name and named himself after the trees that remained red deeply and always struck his consciousness in faraway meadows and fields in a benevolent manner. He had read that some cultures had even used the sumac for dye in clothing. In an ever changing world all one really had was oneself and oneself in that situation was like the sumac when it succeeded…colourful, upright, a unique phenomenon under the azure sky…all and everything peaceful and unique up the way from labyrinthine paths in the whimsical wondrous woodlands and far enough away from the sky infrastructure of troubled and over populated cities and towns.
He stopped often and sat with a warm coffee. The shops had decorated the windows with stickers of towns themselves, towns decorated with trees and snowflakes. Again, the snow. He watched the sticker snow and the light sprinkles of snow arriving outside. And the patrons often talked of such also. ‘They are calling for more on Tuesday,’ or ‘Soon, like last year, we are going to run out of places to put it all…’ Some people were with friends and others with family, but Sumac was mostly alone. Alone with the vision of the snow, the idea of poems and travel logs or epistolary. And with the nights. The drama of dreams, books, and writing…and that snow…sometimes wafting down easily, like a languid journey being had, but also at moments fast, vexatiously even, in a rush, some gods of the other upper world intent on making winter a true winter certainty.
Brian Michael Barbeito is a Canadian poet, writer, and photographer. His most recent book, a compilation of prose poems and landscape photography, is titled The Book of Love and Mourning.
Student of Denov Institute of Entrepreneurship and Pedagogy
Email: shomurodovadilafruz07@gmail.com
The article discusses the fact that in Uzbek linguistics a number of studies have been carried out on the linguopoetic, pragmatic, derivational, and communicative features of texts, and that the emergence and development of such fields as pragmalinguistics, discourse analysis, cognitive linguistics, and linguoculturology in world linguistics have led to the appearance of serious theoretical approaches in interpreting the phenomenon of text creation.
It is well known that in world linguistics texts were initially approached mainly from semantic and syntactic perspectives. In recent years, especially since the beginning of the 21st century, the tendency to study texts on the basis of linguoculturological, pragmatic, sociolinguistic, cognitive, and psycholinguistic principles has intensified. Texts began to be viewed not merely as a collection of semantically and syntactically connected sentences, but as a form of communication possessing social value and as a mental construct that reflects the knowledge, linguistic thinking, national psychology, and mentality of speakers of a particular language. The formation of the anthropocentric paradigm is associated with the study of the speaker as a linguistic subject. The anthropocentric turn in linguistics shifted attention away from the structuralist principle of studying language “in and for itself” and focused instead on the human factor. The roots of anthropocentrism, which is now recognized as one of the leading paradigms in linguistics, draw upon the theoretical views of W. von Humboldt and L. Weisgerber. The term anthropocentrism is derived from the Greek anthropos (human) and the Latin centrum (center). Initially, the term was used in reference to the ancient Greek philosophical idea that “Man is the center of the universe,” a view that became
especially widespread in medieval Europe. In linguistics, the anthropocentric study of the language system has been manifested primarily in research on linguistic semantics, cognitive linguistics, psycholinguistics, pragmatic linguistics, and linguoculturology. Studies conducted within the framework of the anthropocentric paradigm investigate the language system in close connection with the human factor. Although research by Uzbek linguists in linguistic semantics, pragmatics, and cognitive linguistics demonstrates anthropocentric tendencies, studies in this area are still insufficient.
In particular, approaching text analysis from an anthropocentric perspective has become one of the leading directions in modern linguistics. Many researchers emphasize that in the study of texts as complex and multifaceted phenomena, the triad consisting of the speaker-text-listener (author- text-recipient) should be regarded as the main object. The well-known Russian linguist Yu. N. Karaulov, in the preface to a collection of articles devoted to issues of language and personality, emphasized the idea that “behind every text stands a specific individual who has mastered linguistic systems.” The external and internal structure of a text can be likened to a mirror that reflects the linguistic competence of speakers belonging to a particular nation.
In early studies of text, attention to the text creator was observed mainly in psycholinguistic and pragmalinguistic research, whereas today rapidly developing fields such as cognitive linguistics, functionalism, ethnolinguistics, linguoculturology, and discourse analysis have made this issue one of the central problems of linguistics. The main achievement of the system-structural approach was proving that language is a systemic phenomenon. However, it became evident that these paradigms shared a common shortcoming: language was separated from its owner-the human being. Attempts to overcome this deficiency led to the emergence of pragmatic and cognitive linguistic paradigms.
Professor N. Mahmudov, reflecting on the formation of the anthropocentric paradigm in linguistics, notes that in accordance with the objective nature of language, the anthropocentric paradigm places the human being at the center, while language is regarded as the main component that shapes human personality. Specialists often cite the aphoristic statement of the famous Russian writer S. Dovlatov that “90 percent of a person’s personality is formed by language.” At the same time, the anthropocentric approach to language integrates the latest achievements of these fields and increasingly strengthens its status as an independent paradigm. As recognized in linguistics, the anthropocentric paradigm focuses primarily on the subject of speech activity-that is, the language user who produces and perceives speech. The inclusion of the category of the language user in scientific paradigms necessitates greater attention to concepts such as personality, linguistic consciousness, thinking, activity, mentality, and culture.
At present, the concept of the language user is mainly employed in the following senses: (a) an individual capable of carrying out speech activity in a particular language, that is, capable of producing and perceiving speech; (b) a person who uses language as a means of communication, a communicant; (c) a representative of a particular language community who possesses and manifests the lexical resources reflecting the national-cultural and spiritual values of their people.
In contemporary research, various branches of linguistics approach the issue of the human factor from their specific perspectives. The problem of text interpretation and the human factor is closely connected with issues of text creation and the perception of its content. In studying this problem, it is important to examine not only the text creator but also the perceiving individual-the listener or reader. As N. I. Zhinkin aptly stated, “A person speaks not through individual sentences, but through texts.” Therefore, a person’s stylistic features can be adequately studied only on the basis of the texts they produce.
Investigating the speech style of a writer or creator solely from the perspective of word choice or sentence construction no longer meets contemporary requirements. Consequently, studying text creation from the perspective of individual style enables a deeper examination of the linguistic aspects of texts.
It is well known that cognitology is intrinsically linked with semantics. Today, many researchers regard the 21st century as the age of
interdisciplinary integration. Interdisciplinary cooperation yields effective results in revealing the essence of particular objects of study. Such an approach is especially appropriate in investigating the speech activity of the human personality, a complex phenomenon. Human speech, like the human being itself, is multifaceted and complex. Therefore, cooperation among linguistic disciplines will undoubtedly yield fruitful results.
It should be noted that in the early years of the 21st century, significant research was conducted in Uzbek linguistics within the field of text linguistics. Monographic studies emerged on text linguopoetics, content perception, pragmatic, derivational, and psycholinguistic features of texts, as well as text modality and temporality. Studying texts from the perspectives of their creation, perception, and comprehension further deepens theoretical views on texts. Investigating the mechanisms through which the intellect and thinking patterns of a discourse subject are transformed into textual form makes it possible to identify features specific to the reflection of cognitive models in the Uzbek language. In literary works, especially in prose, the expression of key linguoculturological concepts such as life, death, mother, homeland, love, goodness, justice, and woman frequently occurs. Since literary texts are products of creative activity, the expression of particular concepts in such texts naturally manifests individuality and imagery.
Consider the following text:
By the side of a great road, a tree was growing… By chance, a traveler came to rest beneath it. The day was hot, and the traveler was tired. He sat in the shade of the tree and rested… The traveler grew hungry. He looked and saw that fruits were ripening on the tree. He was too lazy to climb it, so he threw a stone. The fruits fell abundantly. The traveler ate his fill… The destination was far. He broke off a branch from the tree and made a walking stick… Then his throat became dry. He went back under the tree’s shade… Then he continued on his way… The tree began waiting for another traveler… The name of this tree was Goodness… (O’. Hoshimov, “The Tree by the Road”).
In this passage taken from O’. Hoshimov’s book Notes in the Margins, the concept of GOODNESS is expressed. In the text, this concept is represented through the symbol of a tree, and the act of comparison employed in the author’s cognitive- discursive activity gives the text a metaphorical meaning.
Indeed, the most important source for elucidating the relationship between language and personality is the text. A text is not only a speech structure that encompasses all levels of language, but also a phenomenon that fully reveals the linguistic potential of the speaking (or writing) individual. Cognitive metaphors, as one of the factors generating implication, leave their traces in words, phrases, sentences, or entire texts. Units whose meanings have shifted on the basis of metaphor represent the visible part of the “cognitive iceberg” (to use Fauconnier’s term), while its main part remains hidden deep within our linguistic consciousness. It should be noted that the cognitive background phenomenon manifested in such cases has not yet become an object of study in Uzbek linguistics. Studying the cognitive background in connection with metaphor, metonymy, simile, and personification is one of the essential issues of anthropocentric linguistics.
Today, the study of the human factor as the performer of linguistic activity continues to deepen in such linguistic fields as psycholinguistics, linguoculturology, cognitive linguistics, and pragmalinguistics.
References:
1. A. Aliyev, Q. Sodiqov. From the History of the Uzbek Literary Language: A Textbook for University Students. Tashkent: Uzbekistan, 1994. 118 p.
2. U. Tursunov et al. History of the Uzbek Literary Language: A Textbook for University and Pedagogical Institute Philology Students (revised and expanded edition). Tashkent: O’qituvchi, 1995. 264 p.
3. M. Vahoboyev. The Uzbek Socialist Nation.
Tashkent, 1960. pp. 30-32, 49.
4. M. Qodirov. “A Journey into the Wealth of Words.” Labor and Life, no. 4, 1972, pp. 20-21. 5. A. Nabiyev. Historical Local Studies. Tashkent: O’qituvchi, 1979. pp. 63-74.
