ENGLISH LANGUAGE AND UZBEK STUDENTS: A LINGUOCULTURAL POINT
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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.
How to Cite
Article Details
Interactive methods, conceptual method, Contextual Method, bilingual understanding, Verb
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