Bilingual Lexical Units: Semantic Criteria in Education Dictionaries

Shakhnoza Buriyevna Nashirova

Karshi State University, Karshi, Uzbekistan

Keywords: Bilingual, Educational Dictionaries, Onomastic Units, Lexical Units, Semantic Criteria.

Abstract: Language serves as a crucial conduit for communication, reflecting the spiritual richness, cultural heritage,

values, and history of each nation. Simultaneously, it stands as a vital emblem of a nation's survival on the

global stage. Acknowledging and respecting the languages of different nations becomes a pivotal guarantee

for global peace and harmony amid intensified international relations in the era of globalization. Prioritizing

the development of foreign language skills in education is a cornerstone of socio-political and cultural

progress, playing a pivotal role in a country's advancement. Attaining a high level of linguistic proficiency,

encompassing fluency in two or more foreign languages, enhances a modern learner's potential, broadens their

perspective, and bolsters competitiveness in the job market.

1 INTRODUCTION

The "semanticization of onomastic units" in bilingual

educational dictionaries refers to the process of not

only providing translations of proper names

(onomastic units) from one language to another but

also adding semantic information or explanations to

help learners understand the meaning or significance

of those names within their cultural or linguistic

contexts. Since the problem of polysemy and

homonymy in educational dictionaries, and its

application to practical and theoretical lexicography

is a separate source of research, we will limit

ourselves to a brief analysis. Another problem related

to the semanticization of blind words in English-

Uzbek and Uzbek-English dictionaries is related to

the separate separation of individual speech meanings

and derived meanings in the dictionaries. In other

words, giving speech meanings and occasional

meanings that are very close to each other in the

dictionary as independent derived meanings makes it

impossible to distinguish one meaning from the other.

According to the criteria of educational

lexicography, there are certain requirements for the

inclusion of territorially limited words in the

dictionary - dialectisms, obsolete words - historicisms,

archaisms, colloquial speech units, professionalisms,

terms, borrowed words. G. Mirkhanova stated, "If a

word with the same meaning in the literary language

has dialectal, archaic, borrowed synonyms and is

found in the works given in school textbooks (mainly,

https://orcid.org/0009-0005-9552-4898

literature textbooks), as well as in related dictionaries,

and in other artistic works, if it is close to the literary

language even in rubric sources, it can be included in

the vocabulary of the dictionary." When introducing

archaisms and historicisms into the dictionary, it is

necessary to approach each of them individually, to

take into account the value of each word in its time and

at present, and at the same time, the appropriateness of

the unit with each meaning to the age of the student,

editorial- It is also necessary to pay attention to its

psychological feasibility.

In bilingual educational dictionaries, proper

names such as names of people, places, organizations,

etc., are often included to help learners understand

texts or conversations in the target language.

However, these names may not have direct

equivalents in the other language, or their meanings

and cultural connotations may not be immediately

obvious to language learners. Therefore, the process

of semanticization involves providing additional

information about these names beyond simple

translation, such as Meaning: Explaining the literal

meaning or etymology of the name, especially if it's a

place name or a personal name with specific

significance.

2 RESEARCH METHODOLOGY

Cultural Context: Providing information about the

cultural, historical, or geographical context

Nashirova, S.

Bilingual Lexical Units: Semantic Criteria in Education Dictionaries.

DOI: 10.5220/0012796600003882

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

In Proceedings of the 2nd Pamir Transboundary Conference for Sustainable Societies (PAMIR-2 2023), pages 243-246

ISBN: 978-989-758-723-8

243

associated with the name. This helps learners

understand why a certain name is important or

commonly used in a particular context. Usage:

Explaining how the name is used in different

contexts, including any variations or nuances in

meaning. Examples: Provide examples or sentences

where the name is commonly used to illustrate its

usage in context. Related Terms: Including related

terms or concepts that are associated with the name to

give learners a broader understanding of its

significance.

Although the metaphorical expression has

become a habit, it is generalized, but there is no need

for a separate separation if there is no specificity in its

use in relation to the primary name. "It shows that

there is a mental oration, especially in the

metaphorical use, whether it is linguistic or speech,

formal or occasional expression. One of the main

tasks of a metaphor is representation (combination,

consolidation, and generalization). Human thinking

has the qualities of infinity and finitude. Therefore, in

the metaphor, the principles of economy and

effectiveness are combined. Human memory is not

adapted to having a separate word for each event.

This is due to his limited opportunities. This

limitation is associated with frugality.”

Semanticization enriches the content of bilingual

educational dictionaries by providing learners with

not just translations but also the cultural and

contextual information they need to fully comprehend

and use proper names in their language-learning

journey. This approach enhances the learner's

understanding and appreciation of the language and

its cultural nuances.

Polisemia is the most important source of

language vocabulary, the general basis of expressive

speech methods. One of the most important and

indispensable features of language in language

teaching, including English language teaching, is the

appropriate use of the semantic and methodological

capabilities of the language being studied by students,

the formation of the skills of choosing words by the

speech situation. Blind meaning has a special place.

The main problems related to distinguishing the

meanings of blind words in bilingual dictionaries

include the following: 1) non-differentiation of the

main meaning and derived meanings; 2) confusion of

polysemy and homonymy; 3) separate separation of

speech contextual meanings in the dictionary.

The lexicographic semanticization of blind words

in existing dictionaries does not fully correspond to

the innovative concepts of modern educational

lexicography. More precisely, the denotative and

connotative meanings of the role-semantic word - the

meaning of the lexeme and the expressions and tasks

of the lexeme are not distinguished.

The English language is rich in words with blind

meanings, and to fully reveal their expressiveness and

semantic aspects, there are no monolingual

explanatory dictionaries or bilingual translation

dictionaries, only the vocabulary of romanticism. The

educational dictionary of special blind meaning

words compiled from the list, i.e. English

polysemantic words are gathered together and have a

target semantic interpretation, occupies an important

place.

Analyzing the semantic criteria of lexical units in

bilingual educational dictionaries involves examining

how the meanings of words are represented and

explained in the context of language learning. Here

are key aspects to consider: Clarity: The definitions

provided should be clear and concise, avoiding overly

complex language that may hinder comprehension for

language learners. Example Sentences: Including

example sentences helps learners understand the

usage of the word in context. Correct Classification:

Clearly indicating the part of speech and providing

grammatical information helps learners use words

correctly in sentences. Inflections: If applicable,

including information about verb conjugations, noun

plurals, and other inflections is crucial for proper

usage. Semantic Fields: Grouping words with similar

meanings or related concepts into semantic fields aids

learners in understanding associations and nuances.

Synonyms and Antonyms: Providing synonyms and

antonyms helps learners grasp the subtleties of word

meanings and usage. Cultural Context: If a word

carries cultural significance or context, providing

explanations or cultural notes enhances the learner's

understanding. Connotations: Highlighting positive

or negative connotations of words helps learners use

them appropriately. Collocations: Identifying

common word combinations (collocations) helps

learners use words naturally in context. Idiomatic

Usage: Including idiomatic expressions or phrases

enhances learners' ability to communicate effectively.

Pragmatic Usage: Explaining how words are used in

different social or communicative situations

contributes to learners' pragmatic competence.

Politeness Levels: Indicating appropriate politeness

levels and formality of words is essential for accurate

communication. Frequency Information: Indicating

the frequency of word usage helps learners prioritize

learning high-frequency words. Register: Clarifying

whether a word is formal, informal, technical, or

colloquial guides learners on appropriate usage.

Cross-Referencing: Linking related words through

cross-references enables learners to explore

interconnected vocabulary. Illustrations: Including

visual representations or illustrations for concrete

nouns supports comprehension, especially for

beginners. Icons or Symbols: Using symbols or icons

to convey grammatical information or usage tips can

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be helpful. Alphabetical Order: Organizing entries

alphabetically facilitates easy navigation. Layout and

Formatting: Clarity in layout, font size, and other

formatting aspects ensures an accessible and user-

friendly dictionary.

Analyzing these semantic criteria in bilingual

educational dictionaries ensures that the lexical units

are presented in a way that supports effective

language learning and comprehension.

The unique expressive value, uniqueness, and

semantic possibilities of the lexical resources

belonging to two languages are demonstrated when

they are studied comparatively. In determining the

semantic possibilities of the languages being

compared in modern linguistic literature, attention is

paid to phenomena such as lexical-semantic relations

in these languages - synonymy, graduonymy,

antonymy, polisemy, conversion.

Most lexicographers believe that there is a need to

approach both theoretical and practical aspects to

clarify the interpretation of role-semantic relations in

blind translation textbooks. In particular,

R.M.Gaysina emphasizes that the complete

description of the semantic system of a certain

language is not only a theoretical approach but is

clarified in practical research, in particular, in

lexicographic investigations.

It is known that the corpus of translation

dictionaries consists of two parts - right and left parts.

The right part is the main word, i.e. the language

being studied, the fourth part is the footnote, i.e. the

second language alternative, translation of the word

related to the language being studied. Who the

dictionary is intended for is reflected not only in its

purpose but also in its naming and the composition of

the right and left parts in the corpus. For example, the

English-Uzbek dictionary is mainly used by Uzbeks

learning English, the Uzbek-English dictionary is

used by native speakers of Uzbek through English or

English through Uzbek. appeals more blindly.

However, as a rule, the compilers of the dictionary try

to make their part of the language perfect. Modern

concerns of lexicography in any case require that the

dictionary be convenient and perfect for its user.

The dictionary microdevice in the interpretation

of blind meaning words in bilingual educational

dictionaries - the dictionary article is in two parts: 1)

semanticization of the main word; 2) consists of the

semanticization of contextual meanings.

V.R. Berkov, one of the founders of bilingual

lexicography, said, "No matter how perfect a

bilingual dictionary is, no matter how thorough and

fully developed its "right" part is, learning the

language in any part is "If sufficient information

necessary for learning is not selected, it will never be

able to fully cover the basis of learning." Dictionaries

are really blind. Among them, only the most perfect,

the most correct, and the most convenient one can

have its readers, and importantly, it can also satisfy

the commercial plan of publishers. Therefore, the

educational dictionary must be useful for the student,

convenient, affordable, affordable, in short,

linguistically scientifically based, and satisfying the

requirements of the market economy and lingua-

didactic goals. These requirements, in turn, lead to

differences in the views of dictionary creators and

dictionary publishers.

The most difficult task in creating bilingual

dictionaries is to narrow down the alternative

translation of the word, explain its meaning, and

provide a basis for it. If we are talking about the

semanticization of a word with a blind meaning, the

issue becomes more complicated. According to L.A.

Devel, if the Russian-English dictionary is intended

for English people, it should be given less information

in its right, that is, in the English part, than in the

Russian-English dictionary intended for Russians.

"For example, Y.S. Maslov covers all possible

alternatives of the word obraschenie in the dictionary

compiled for English: address, real, conversion,

treatment, circulation and so on. For English people,

the differences between the meanings of these

English words are understandable because they know

the subtleties of the English meaning of these words..

3 RESULTS AND DISCUSSION

Our analysis indicates that existing bilingual

dictionaries lack a single and strict form of dictionary

article construction in the semanticization of blind

words. Consequently, some dictionaries feature a

distinct section for the main word, encompassing its

etymology, the standard orthologous form for literary

language, spelling and phonetic characteristics,

transliteration, and grammatical information (word

group, morphological form). In the bilingual

dictionary of blind words, one of the primary

components of the dictionary article is initially the

main meaning of the polysemantic word, followed by

the derived word in the same language. These

numbers are marked with bold black Arabic letters

and are sequentially listed. Additionally, the English

translation of each derived meaning is presented in

Arabic italics. The subsequent section in elucidating

the meanings of blind words includes the English

illustration and its Uzbek translation based on the

dictionary's meaning.

The semanticization of derived meanings of

English polysemantic words in a bilingual

educational dictionary should encompass all elements

related to word compounds, grammatical features,

and the translation process in general. This involves

Bilingual Lexical Units: Semantic Criteria in Education Dictionaries

245

paradigmatic relations of words (synonyms,

antonyms), syntagmatic relations (syntactic valency),

and the accurate selection of references from works

of art, among other factors.

Moreover, translation-explanation in the English-

Uzbek educational dictionary should not be the sole

means of semanticizing a word with a blind meaning

in English. It should also be capable of demonstrating

its relationship with other means of semantic

interpretation, particularly syntactic conjunctions. As

U.Sh.Tursunova emphasizes, in our perspective, each

meaning of a word with a blind meaning should be

individually explained, accompanied by an

illustration in the bilingual educational dictionary.

Only then can the translation of the various meanings

of the word polysemantic be provided, and its

practical use in English speech illustrated.

Currently, 90% of the world's English language

learners are visually impaired. In the majority of

bilingual dictionaries based on the English language,

the "right" part of the dictionary is English, developed

to teach English. Specifically, most dictionaries of

this type in the Uzbek language are English-Uzbek

dictionaries, authored by both Uzbek and English

writers. Uzbek-English dictionaries are scarce, and in

some instances, little attention is given to the

interpretation of contextual meanings.

4 CONCLUSION

In short, a bilingual dictionary provides a translation

or an alternative in a second language for a language

unit included in the dictionary. The role of a special

bilingual educational dictionary dedicated to the

interpretation of blind words is important in revealing

the deep semantic possibilities of a word. A bilingual

dictionary of blind words fully meets the linguistic

and didactic goals only when it is compiled taking

into account, first of all, the semantics, lexical, and

syntactic compatibility of words, and the differences

in their forms. Because such a dictionary is not just a

dictionary of translation, its vocabulary and

lexicographical interpretation correspond to the age

characteristics of students at different stages of

continuous education, the content of educational

programs, textbooks, and manuals.

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