English Language and Uzbek Students: A Linguocultural Point

Dilrabo Bakhronova and Umida Djalilova

Uzbek State World Language University, Uzbekistan

Keywords Interactive Methods, Conceptual Method, Contextual Method, Bilingual Understanding, Intention of the

Verb.

Abstract The purpose of this study is to compare English texts with Uzbek ones from a linguocultural point of view

when teaching English to Uzbek students. It will be helpful if they use contextual and conceptual methods

because Uzbek students usually find it difficult to grasp the meaning of a text from a literal translation. The

language structures in English and Uzbek are different, therefore, in the conceptual method, all parts of the

sentence (noun, adjective, and verb) are studied by concept, and they must be arranged in the correct order.

In all languages, the verb is the main part of the sentence, so the connection between the noun and the verbs

gives them the main meaning. In addition, each word has different meanings, which can make it difficult for

students to translate. Bilingual understanding will be easier when students know the meaning of each part of

a sentence in their native language. However, teachers can use the contextual meanings of these words and

correctly describe them based on semantic and stylistic rules.

1 INTRODUCTION

Learning English in the Non- English speaking

country is a tough task to do. As one of English as a

foreign language countries in the world, Uzbekistan

has to emphasize a good understanding of English

especially in educational field. Today it is impossible

to imagine language-learning environment without

methods, technologies and technological innovations.

Via internet, students taken the opportunity to

develop four basic language skills and grammar,

vocabulary, phonetic competences outside classroom

environment thanks to many different exercises and

activities in more independent and more

individualized learning environment.

In order to learn other foreign languages, students

should first learn the linguistic features of their own

language, its grammatical and morphological

relationships.

There are many methods of learning language. On the

one hand, each method depends on the situation and

perhaps adequately solves the problems of language

teaching and learning in a certain period, on the other

hand, it reveals its shortcomings, which leads to the

emergence of a new method. Our study examines

Corresponding author

each method conceptually and selects an eclectic

approach by a different language teacher to enhance

effective language teaching and learning.

A contextual analysis is simply an analysis of a text

(in whatever medium, including multi-media) that

helps us not only to assess that text within the context

of its historical and cultural setting, but also in terms

of its textuality – or the qualities that characterize the

text as a text.

Students need to learn how to interpret, analyze, and

evaluate texts in order to become effective learners in

preparation for participation in English classes and

Uzbek life in general.

Literacy strategies that focus on teaching vocabulary

and reading comprehension help students understand

how individuals and groups use language patterns to

express ideas and key concepts to develop and defend

arguments. Using literary texts in foreign language

classroom can be an opportunity to teach various

grammar structures of foreign language in context

and internalize the grammar rules. A text-based

approach, which is given by the teacher, is a set of

concepts which aims to solve the students’ problem

especially they who are less-communicate.

For the teaching material, the text taught is supposed

to be based on the learner’s need. It can be meant that

192

Bakhronova, D. and Djalilova, U.

English Language and Uzbek Students: A Linguocultural Point.

DOI: 10.5220/0012482200003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 192-195

ISBN: 978-989-758-687-3

the teaching material should be relevant to the

student’s experience, background and effective

needs. Besides, a strategy in determining the student’s

needs, learning objectives, tests, teaching approach,

program evaluation, and material should be all

associated one another. Consequently, the choice of

the materials used are effected by what is learnt from

each of the other components mentioned previously

and to whom the materials taught.

Concerning with vocabulary, the selected texts - will

be used by each learner as the written source to find

new English vocabulary. Each student writes his/her

own new words and classify types of the words they

found in the text they are reading. They are assigned

to alphabetically order those words and provide

themselves with part of speech, which have been

already explained in advance, and the meaning of the

selected words. To decide what part of speech of the

selected words, they can consult English dictionaries.

By the end the semester, each student is assigned to

bundle it into an English pocket dictionary which is

further used as the materials of oral vocabulary test.

This step of learning vocabulary is then called as

Student Self Vocabulary Notes.

In addition, by having read the same text during the

learning process, those adult learners are guided to

simultaneously learn Grammar in Context. This is

done to help them to understand the grammatical

rules and the way to use them in context, so that it is

hopefully more meaningful. Following the

explanation of some certain rules of English language

grammar is grammar exercises, which can be in the

form of sentence error analysis and sentence

construction by using the grammatical rules they have

just learnt. In doing the grammar exercises, they can

sometimes work in pairs and in some other time, they

work in a group of three. This means that they

collaborate and cooperate with their peers to reach

their real understanding on English grammatical

rules. They do peer revision and feedback. Those who

do not well understand the grammatical rules

implemented in a sentence, they cannot classify the

error and give any revision or feedback. This

demands their active participation in doing grammar

exercises.

Related to Text–Based-Writing, the learners are

invited to read their own selected texts on their own

interesting topics. Then they are assigned to

summarize those texts. It is suggested that they read

research report articles, which are useful for them as

ideas to do future research. Therefore, in doing this

TBW, the learners are assigned to do a mini research.

The summaries of the texts are then used as reference.

After doing the mini research, the students only write

the abstract of their research reports. This is intended

to check how much the students apply some

grammatical rules (i.e. simple present tense, past

tense, active passive voices, conditional if, and

adjective-active) which they have learnt in a real

context. This model of instruction again challenges

the EFL adult learners to be more active to participate

in the EFL instruction. In the speaking part, students

prepare a small report based on the text and speak it.

It helps learners to improve and evaluate their

pronunciation and develop their speaking skills.

These strategies allow students to comprehend what

they read and view by applying their growing

contextual, semantic, grammatical and phonic

knowledge. They develop more sophisticated

processes for interpreting, analyzing, evaluating,

critiquing ideas, information and issues from a variety

of sources.

The language that students learn is important in that

it is relevant to express themselves. The “facts” of the

language are memorized as vocabulary, but the

concepts are learned when students have the chance

to manipulate them.

2 METHODOLOGY

A contextual analysis is simply an analysis of a text

(in whatever medium, including multi-media) that

helps us not only to assess that text within the context

of its historical and cultural setting, but also in terms

of its textuality – or the qualities that characterize the

text as a text. A contextual analysis combines features

of formal analysis with features of “cultural

archeology” or the systematic study of social,

political, economic, philosophical, religious, and

aesthetic conditions that were (or can be assumed to

have been) in place at the time and when the text was

created, while this may sound complicated.

A particular language usually refers to a particular

group of people, and when you communicate with

that language, you are also communicating with the

culture that speaks that language. You can read about

another culture in your native language, but if you

utilize the language of that culture, you will

understand that culture better.

There is a verbal difference between English and

Uzbek languages. The verb gives main meaning to the

sentence. However, their structures are different, it is

sometimes difficult to translate from one to another.

While teaching English to Uzbek students, teachers

should use linguistic circumstances of each language.

Translation should be done according to the

contextual and conceptual methods of linguistics

English Language and Uzbek Students: A Linguocultural Point

193

first, and then the noun and verb must be connected

correctly. Teachers should mention these points.

Not all translations might be suitable for its original

language, because idiomatic expressions or proverbs

are not translated from one language to another as

they appear in original one, which means contextual

method of translation. One can give the meaning of

these expressions but may not give the real translation

which author means.

Do you struggle with words that have multiple

meanings? Have you ever come across a word that

you know (as you thought) but is used in a very

strange way? English vocabulary is especially

difficult because many words have different

meanings and can be confused. After all, it is not easy

to remember different definitions for each word. Take

the word date for example. This word refers to a

certain day of the month, and a time when two people

spend romantically with each other.

It may mean that the only way to determine correctly,

which value is being used is to look at the context.

This means that it is necessary to use the surrounding

words and sentences to understand which definition

of the ambiguous word fits here.

Even if you do not know the meaning of a difficult

word, contextual clues will help you understand it!

Can you identify the meaning of the word date in the

sentences below? I would like to fix a date for our

next meeting. Do you want to go on a date with me?

The first sentence is about arranging the day for

meeting. This is not a romantic meeting between the

two. The first definition fits here.

As mentioned above, students' grammatical

knowledge is important when translating English

texts into Uzbek. However, in English, sentences are

mostly made up of nouns and verbs. For example, I

want to drink water or water these plants. This is an

easy grammar rule, but as some students fail to

understand it, they need to improve their grammar.

If the speech goes about contextual analizing of the

text one can easily understand that idioms and some

phrases are not translated into another language word

by word. Teachers should explain whether it is idiom

or simple word that could be translated word by word.

The way of understanding context is catching the

meaning of whole text by skimming and scanning

methods and it will be helpful to understand which

meaning of the given word is suitable in the sentence.

English idioms, proverbs, and expressions are an

important part of everyday English. They come up all

the time in both written and spoken English. Because

idioms do not always make sense literally, you will

need to familiarize yourself with the meaning and

usage of each idiom. That may seem like a lot of

work, but learning idioms is fun, especially when you

compare English idioms to the idioms in your own

language.

Therefore, readers should find their correct meanings

in their own language.

Better late than never. – Better to arrive late than not

to come at all.

Break a leg. – Good luck.

Cut somebody some slack. - Don't be so critical.

Cutting corners. – Doing something poorly in order

to save time or money.

3 CONCLUSION

Some of these expressions have similar ones in Uzbek

also and that is why students can use them in order to

translate correctly, but if they cannot find them in

their language, they should use correct meaning of

whole expressions. They should never translate them

word by word. sTranslation is such a delicate thing

that one wrongly chosen word can change the

meaning of the whole text and lose its impact.

REFERENCES

Abdujabborova K. (2021). “Improving literacy skills

through learning reading” Nauka i obrazovaniye

segodnya, no. 4 (63), 2021, pp. (85-86).

Akramxodjaeva, D., Nasretdinova, M., & Abdullayeva, M.

(2020). Translation of national events and concepts in

fiction. International Journal of Scientific and

Technology Research, 9(2), 2984-2986.

Sevara Baxodirovna, I., Sharipjanovna, R. (2021).

Development Of Lexical Competence In Students Of

Higher Educational Institutions. Int. J. of Aquatic

Science. 12(3), (2938-2943).

Alefirenko N.F. (2010). Lingvokulturologiya. Sennostno-

smislovoye prostranstvo yazika. Moscow; Nauka. –

275 s.

Avramova V. (2007) Lingvokulturologiya. Shumen:

Universitetskoye izd-vo “Yepiskop Kontstantin

Preslavski”. – 243 c.

Bakhronova Dilrabo. (2020). Psycholinguistic Factors of

Foreign Language Teaching To Students and Cadets

(on the example of the Uzbek language). GIS Business,

15(6), 155-161. Retrieved from

https://gisbusiness.org/index.php/gis/article/view/2022

Bakhronova, D. (2021). COVID-19 and Higher Education.

The globalization of e-learning. Religación. Revista De

Ciencias Sociales Y Humanidades, 6(28), 62-69.

https://doi.org/10.46652/rgn.v6i28.809

Bakhronova, D., Omonov, Q. (2021). Digital and

Innovative Education During The Covid-19 Pandemic:

PAMIR 2023 - The First Pamir Transboundary Conference for Sustainable Societies- | PAMIR

194

Uzbekistan. 2022 ECS Trans. 107 13113.

https://iopscience.iop.org/article/10.1149/10701.12977

ecst

Belova M.A. (2017). Lingvokulturologicheskiy i

lingvopersonologicheskiy analiz realizatsii religioznыx

konseptov v russkoy krealizovannoy karikature //

Vestnik Rossiyskogo universiteta drujbы narodov.

Seriya: Russkiy i inostrannie yaziki i metodika ix

prepodavaniya. № 2. S.(189-203.).

Abdullayeva M. (2022). “Grouping of opposite options of

verbal phrasemas in uzbek language (example of

translations of agatha christie's works)” Scientific

progress, vol. 3, no. 2, pp. (190-193).

English Language and Uzbek Students: A Linguocultural Point

195