American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
American Journal of Language, Literacy and Learning in STEM Education (2993-2769) is an open-access and double-blind peer-reviewed international journal that aims to publish original research articles, case studies, and review papers. Journal is an interdisciplinary forum for researchers that address the intersection of education and STEM learning technologies. It aims to provide implications and scopes to develop and enhance STEM education as well as the uses of technology in education at all levels across the globe. It focuses to deliver perspectives at all levels, from the micro-level of explicit educational methods and tools to be used in the learning management system, educational institutional management method, development, and implementation, curriculum & content development, graduate employability, and quality education, to the macro-level of national policies and implementations; from primary education levels to adults in both territory and vocational education levels in schools, institutions and higher institutions to online, offline and lifelong learning.
The Impact of an AI-Powered Language Learning Tool on the Oral Communication Proficiency of Alternative Learning System (ALS) Learners
The incorporation of artificial intelligence (AI) in language education has transformed traditional learning paradigms by introducing personalized, adaptive experiences aligned to specific learner needs. AI-based tools, such as intelligent tutoring systems and chatbots, provide real-time feedback that enhances learners’ speaking skills and fosters self-regulation. Despite this potential, AI remains underutilized in non-formal learning contexts such as the Alternative Learning System (ALS) in the Philippines, where learners often face limited resources, diverse backgrounds, and varied learning needs. This study investigates the impact of AI-powered feedback on the oral communication proficiency of ALS learners, specifically in the areas of pronunciation accuracy, vocabulary usage, and fluency control. Employing a quasi-experimental one group pre-posttest research design, 30 purposively selected ALS learners engaged in structured speaking activities using an AI-integrated language learning application over a period of four to six weeks intervention. Data was collected through pre- and post-intervention oral assessments using a standardized rubric and a researcher-designed Likert-scale questionnaire measuring learners’ perceptions of AI feedback. Statistical analyses, including mean and standard deviation, paired sample t-tests, and Pearson correlation, were conducted to evaluate changes in performance and examine the relationship between learners’ perceptions of AI feedback and their communication outcomes. Findings indicate significant improvement across all three oral communication components, with the greatest gains in pronunciation accuracy. The results suggest that AI-powered feedback provides immediate, individualized, and consistent support, effectively promoting learner autonomy, enhancing speaking proficiency, and offering a practical, scalable approach to equitable, technology-enhanced language learning in non-formal educational settings.
Artificial Intelligence (AI) in Education
Linguoculturological Analysis of Regional Symbols and Images in Uzbek Folk Epics
This article analyzes regional symbols and images in the dastans «Oshiq Qumri» and «Sayod va Hamro» from the «Oshiq» cycle from a linguocultural perspective. The study reveals the cultural content of geographical, ethnographic, romantic, spiritual-religious, and social symbols characteristic of the Khorezm region, expressed through language units. The connections among symbols, images, national mentality, folk worldview, and regional identity are demonstrated. The article opens new possibilities for the study of Uzbek epic poetry using the methods of linguoculturology.
The Importance of Corpus Linguistics in Computational Linguistics
This article highlights the importance of corpus linguistics in computational linguistics. It also provides general information about what corpus linguistics does. For example, its role in the automatic analysis and processing of natural language, the creation of electronic dictionaries, and the development of automatic translations are discussed. This reflects the interconnectedness of corpus linguistics and the importance of these disciplines in modern linguistics. The role of these areas in the creation of scientific computers and applications is also expressed.
Digital Tools and AI in Language Teaching and Translation
The rapid development of digital technologies and artificial intelligence (AI) has significantly transformed language teaching and translation practices. Digital tools facilitate interactive learning, personalized instruction, and access to authentic language resources, while AI-powered applications enhance translation accuracy, efficiency, and cross-cultural communication. This article explores the role of digital tools and AI in language teaching and translation, examining their benefits, challenges, and implications for philological education. Using a qualitative review of recent studies and educational practices, the article highlights the growing importance of technological literacy among language learners, teachers, and translators.
Copyright (c) 2026 American Journal of Language, Literacy and Learning in STEM Education (2993-2769)
Study of AQI Prediction using Recurrent Neural Network based Deep Learning Model with Hyperbolic Activation Function
Investigating the application of sophisticated deep learning algorithms with the purpose of enhancing the accuracy of Air Quality Index (AQI) forecasts is the aim of this research project. Public health, environmental policy, urban planning, and other areas are impacted by the use of these strategies. By highlighting the vital necessity for precise air quality index (AQI) estimations in connection to public health, environmental policy, and urban planning, the research highlights the relevance of these concepts. Focusing primarily on hybrid models and Recurrent Neural Networks (RNNs), this research analyses the complexity of deep learning. It also offers a thorough summary of the most recent advancements in air quality index (AQI) prediction. The aim of this project is to determine the most effective transfer learning techniques and see how they might be used to the development of a better AQI prediction model. The provided model combines a Recurrent Neural Network (RNN) architecture with the Hyperbolic Activation Function (HAF). A thorough evaluation of the RNN-HAF model was conducted using a range of performance criteria, and the findings showed that the RNN-HAF model outperformed an existing deep learning model in the majority of the examined criteria. According to the study's findings, the RNN-HAF model performs better than other models already in use, which suggests that it might be a helpful tool for producing precise AQI predictions. Researching various normalizing and regularizing techniques, extending the model to multi-task environments, examining domain adaptation and transfer learning strategies, and incorporating explainable artificial intelligence techniques are some of the upcoming projects aimed at enhancing the model's interpretability.
A Study of "Laughter" and "Crying" Concepts in English and Uzbek Linguacultures
Abstract: This article focuses on one of the most essential questions in modern linguistics; that is related to linguacultural units. Being the main, central part of conceptual linguistics, the concepts of "laughter" and "crying" are considered to be essential, cultural, traditional complex lexical units that are passed from generation to generation, from mouth to mouth for centuries. These concepts can contain important data related to various functions of emotional expressions including their usage as a methodological tool. Emotional concepts can be regarded as means of folklore, literature and language, in this work their functions in linguistics are studied through a comparative study of English and Uzbek linguacultures.
From Physics to Psychology: Interpreting Student Behavior Through Newtonian Principles
This paper explores the intersection of Newton’s laws of motion and student psychology, focusing on the concepts of autopilot, motivation, and neuroscience. By drawing parallels between physical laws and psychological phenomena, this analysis aims to elucidate how these principles can inform educational practices and enhance student engagement and performance. Issac Newton’s laws of motion have long served as foundational principles in physics, but their implications extend beyond the realm of natural sciences. This paper posits that these laws can be metaphorically applied to understand student behavior and motivation. By integrating concepts from physics with modern educational psychology, the study explores how human behavior in academic settings reflects principles similar to inertia, force, and reaction. Newton’s First Law is associated with habitual student behavior and resistance to change, explaining how learners often remain in passive or active academic states unless influenced by external or internal motivational forces. The Second Law is interpreted through the relationship between motivation, emotional support, and academic progress, while the Third Law highlights the reciprocal effects of teacher-student interactions and learning environments on student performance and emotional wellbeing. The paper further incorporates neuroscientific perspectives. Ultimately, this interdisciplinary approach demonstrates that learning is not merely a cognitive process but a dynamic interaction between behavior, environment, emotion, and neurological functioning.
Russian Phraseological Units' National Color and Their Equivalents in the Uzbek Language
This article investigates the national-cultural coloring of Russian phraseological units and the ways they find their equivalents in the Uzbek language. Drawing on a corpus of 340 phraseological units collected from Russian literary texts, folklore sources and contemporary media, the study classifies them according to the degree of national specificity and identifies four major equivalence strategies employed in Uzbek translation practice: full equivalents, partial equivalents, analogues, and calque-descriptive renderings. Quantitative analysis reveals that only 18% of Russian phraseological units have full Uzbek equivalents, while 47% require analogical substitution reflecting distinct Uzbek cultural concepts. The findings underscore the role of historical, geographical, and ethnographic factors in shaping phraseological meaning and suggest practical implications for translation pedagogy and bilingual lexicography.
Copyright (c) 2026 American Journal of Language, Literacy and Learning in STEM Education https://creativecommons.org/licenses/by/4.0
Problems of Rendering Derived Words in Translation: A Comparative Study of Uzbek and English Languages
This article explores the problems of rendering derived words in the translation process between Uzbek and English languages. Derived lexical units play an important role in expressing semantic, stylistic, and cultural meanings; however, their translation often causes difficulties due to structural and typological differences between the two languages. The research analyzes derivational morphology, affixation patterns, and contextual meanings using comparative, descriptive, and analytical methods. Special attention is paid to the agglutinative nature of Uzbek and the predominantly analytic structure of English. The study identifies major translation challenges such as semantic loss, stylistic inconsistency, and inadequate lexical equivalence. It also discusses effective translation strategies including semantic adaptation, modulation, explicitation, and descriptive translation. The findings show that successful translation of derived words requires not only linguistic competence but also cultural and contextual awareness. The research contributes to translation studies and comparative linguistics by providing a systematic analysis of derivational units in Uzbek and English.
Linguistic Features of English and Uzbek Anthroponyms
Name structures, historical origins, semantic features, and social functions are compared in English and Uzbek anthroponyms. English names developed through contact with Germanic, Latin, Norse, Norman-French, and biblical traditions. Uzbek names reflect Turkic, Islamic, and Persian cultural influences. Particular attention is given to morphological patterns in Uzbek naming and to meaning loss in English names over time. The comparison shows that anthroponyms carry more than individual identity — they preserve collective history, religion, and culture.
A Comparative Analysis of the English and Uzbek Languages
This article presents a comparative analysis of the English and Uzbek languages, examining their phonetic, morphological, syntactic, and lexical features. The study highlights both similarities and differences based on their typological characteristics, with Uzbek as an agglutinative language and English as an analytic language. It also analyzes the mechanisms of term formation, semantic processes, and the influence of historical and social factors on language development. The results obtained through the comparative approach are significant for translation practice, foreign language teaching methodology, and the development of terminology systems.
The Role of Motivation, Identity, and Affective Factors in Second Language Acquisition
This research is based on Krashen’s theory with analysis of students who are studying at secondary school number at 86 Yunusabad, Tashkent city. The basic understanding of foreign language learning process in various students is analyzed with combination of methods and approaches, affective filter hypothesis, motivation and identity. This is an exact satisfaction of language learning with influence of psychology and social factor. As a result, low affective filter and high motivation enhances faster and more effective learning, identity is one of them most important factors to pattern of attitude for language.
Modern Linguistic Perspectives on World Conceptualization
In contemporary linguistic science, the issue of studying the concept remains one of the most significant and widely debated topics. Concepts form a unique system of representations through which people perceive and interpret the surrounding world. Language reflects not only objective reality, but also the results of human intellectual, spiritual, and social activity. The study of concepts and the linguistic worldview is a central focus of cognitive linguistics, which examines the relationship between language, thought, and culture.
The Linguopoetic Representation of Adolescent Psychology in The Works of Khaled Hosseini and its Translation Analysis
This article examines the literary representation of adolescent psychology in the works of Khaled Hosseini and analyzes the interpretative problems that emerge in translation. The study mainly focuses on the novels The Kite Runner, A Thousand Splendid Suns, and And the Mountains Echoed, in which adolescent characters experience personal crisis, emotional trauma, guilt, love, betrayal, and social alienation. The research employs comparative-literary, linguopoetic, psychological, and translation studies approaches to investigate how adolescent emotions and psychological states are conveyed through narrative structure, stylistic devices, and linguistic means of expression. Furthermore, the article explores how these emotional and cultural nuances are interpreted and recreated in translation, emphasizing the importance of preserving psychological depth and communicative impact. The analysis demonstrates that adolescence in Hosseini’s fiction is portrayed not merely as a biological stage, but as a psychologically transformative period shaped by war, family expectations, cultural conflict, and moral responsibility. The study also reveals that successful literary translation requires not only semantic equivalence but also the reconstruction of emotional atmosphere and cognitive perception in the target language.
Native and Non-Native English Teachers in ESL Education Advantages Challenges and Effectiveness
This article examines the debate between native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in ESL education. It discusses the advantages and challenges of both groups, including authentic pronunciation and cultural knowledge provided by native teachers, as well as the empathy, grammatical awareness, and learning experience offered by non-native teachers. The study also explores stereotypes, native-speakerism, and discrimination in hiring practices. Furthermore, it highlights research showing that teaching effectiveness depends more on pedagogical knowledge, communication skills, and professionalism than on linguistic background. The article concludes that both native and non-native teachers contribute valuable strengths to language education, and teaching quality should be prioritized over nativeness in modern ESL classrooms.
Theoretical Features of Teaching Terms to Students of Non-Philological Directions in English Language Lessons
This article highlights various new methodological forms of teaching English in non-philological educational fields. It is known that the study of foreign languages is mandatory for representatives of each field, and in this regard, it is important to develop methods to facilitate the study of foreign languages for all directions, especially for students of non-philological education. You can find answers to such questions in this article.
Psychological Determinants of Developing Supervisory Competencies in English Language Teachers
This article explores the psychological determinants that influence the development of supervisory competencies in English language teachers within contemporary educational environments. In the context of rapidly evolving pedagogical demands and increasing emphasis on teacher autonomy, the role of supervision has shifted from a purely evaluative function to a more developmental, collaborative, and reflective practice. Accordingly, English language teachers are expected not only to demonstrate high levels of linguistic and methodological expertise, but also to possess strong supervisory skills that enable them to guide, support, and mentor their peers and students effectively. The study focuses on key psychological factors that contribute to the formation and enhancement of supervisory competencies. Among these, particular attention is given to motivation (both intrinsic and extrinsic), professional self-efficacy, emotional intelligence, reflective thinking, and interpersonal communication skills. These determinants are examined as interrelated constructs that shape teachers’ ability to perform supervisory roles successfully. The article argues that teachers with higher levels of self-efficacy and intrinsic motivation are more likely to engage in continuous professional development and demonstrate leadership in instructional settings. Similarly, emotional intelligence is identified as a critical factor that allows teachers to manage classroom dynamics, provide constructive feedback, and foster a supportive learning environment. Furthermore, the paper highlights the importance of reflective practice as a psychological mechanism that enhances teachers’ awareness of their own teaching behaviors and decision-making processes. Through systematic reflection, teachers can identify strengths and weaknesses in their supervisory approaches and make informed adjustments. Interpersonal communication skills are also emphasized as essential for effective supervision, as they facilitate collaboration, conflict resolution, and the establishment of trust among colleagues. Methodologically, the study draws on a combination of theoretical analysis and empirical data obtained through surveys and interviews with English language teachers. The findings indicate that psychological readiness and personal attitudes toward supervision significantly affect the development of supervisory competencies. Teachers who demonstrate openness to feedback, adaptability, and a growth mindset tend to achieve higher levels of supervisory effectiveness. The article concludes that the development of supervisory competencies in English language teachers requires a holistic approach that integrates psychological, pedagogical, and institutional factors. It recommends the implementation of targeted professional development programs aimed at enhancing teachers’ psychological capacities, including training in emotional intelligence, reflective practice, and communication strategies. Such initiatives can contribute to the formation of competent teacher-supervisors capable of improving the overall quality of English language education.
Two Learners, Two Identities: An Analysis Through Krashen’s Second Language Acquisition Theory
The identity and motivation of students studying at Secondary school-136 in Shaykhontohur, Tashkent are analyzed and this is reviewed based on Krashen’s theory. The primary objective of the research is to specify how students’ personal experiences, self-awareness, intrinsic and extrinsic motivation influence on their language acquisition. The motivation and identity of the students are analyzed and detailed in order. Then, the result of experiences is applied to Krashen’s theory. The findings of the study indicate that learners’ identities and motivation are important factors in successful language acquisition. Students whose motivation is high enough and have high self-esteem are unlikely to struggle with “affective filter”, they acquire the language easier and faster.
Yoqubjanova Mushtariybonu Shokirjon qizi
Cognitive framing analysis of American influencer Katt Denning’s on Instagram
Charles J. Fillmore’s frame semantic theory is used in this study in order to analyze social media conversation in terms of communicative and cognitive elements. In this study Instagram caption “2 years ????,” by American influencer Kat Denning was main focus, together with the comments by Instagram users. The study mainly views remarks as a social discourse which creates general social and cultural meaning instead of direct expressions. Relationships and love are not only personal experiences on Instagram, it is mainly socially and artistically perceived and created via public engagement, according to the research. This investigation presents that frame semantics provides a helpful theoretical framework for comprehending the creation and interpretation of meaning in digital communication.
A Comprehensive Pragma-Linguistic Analysis of ‘Imminent Harm’ in Social Media Discourse: Speech Act Theory, Pragmatic Inference, and the Limits of Free Speech in Online Contexts
This research explores the way in which social media narratives construct "imminent harm" through a pragma-linguistic lens. It argues that harmful meanings are rarely directly articulated and can often only be interpreted through indirect means (i.e., via context-sensitive means). The researcher will utilize Austin and Searle's Speech Act Theory and Grice's Pragmatic Implicature Theory to develop a comprehensive analytic framework for analyzing how illocutionary intent is encoded and understood within online contexts, integrating elements of Speech Act Analysis with Pragmatics and Selected Aspects of Critical Discourse Analysis. A corpus of 120 social media posts sampled from 3 different platforms (Twitter (X), Facebook, and Reddit) were analysed using a mixed-methods research design to determine what types of speech acts are represented, what pragmatic strategies are used to convey implicit meanings in the speech acts and how discourse-level features can be used to classify an individual speech act as being harmful. Indirect speech acts (i.e., implicit threats/directives) were found to be more harmful than, for example, direct speech acts due to their use of: implication (implicature), ambiguous interpretations and collective framing; as these factors often generated an excessive level of emotional intensity across a large number of people who perceived such speech acts as imminent. The findings illustrate that the distinction between an individual’s right to free speech and the individual’s right to not be harmed are not always clear-cut, but rather are formed at the intersection of language form, pragmatic inference and social context. Contributions from these findings are made to linguistic theory by establishing the complex nature of harmful discourse detection and regulation, which outlays the need for approaches to be pragmatically informed and context sensitive to capture the implicit meaning of deemed harmful speech and the scope of complexity associated with the very structure of digital communication.
Development of Algorithms and Software for Syntactic Analysis of Uzbek Language Texts, and Creation of A Dependency Parser Model for Uzbek Language
This paper addresses the development of algorithms and software for syntactic analysis of Uzbek language texts and the construction of a dependency parser model tailored to the linguistic characteristics of Uzbek. Given the agglutinative nature and relatively free word order of the Uzbek language, traditional rule-based approaches are insufficient for achieving high parsing accuracy. Therefore, this study integrates probabilistic models, graph-based parsing techniques, and neural network architectures to enhance syntactic parsing performance. The proposed model leverages morphological features and contextual embeddings to capture syntactic dependencies effectively. Experimental results demonstrate that the developed system achieves competitive accuracy and robustness, making it suitable for real-world applications such as machine translation, information retrieval, and intelligent dialogue systems.
This article examines the complex grammatical challenges encountered in the process of translation across different language systems. It explores how structural disparities in word order, tense systems, and grammatical categories such as gender, number, and case impact the accuracy and naturalness of the target text. The study specifically analyzes the translation of English infinitives into Russian, the diversity of grammatical categories in American Indian and European languages, and the morphological correspondences between English, Russian, and Uzbek. By evaluating phraseological units and sentence sequencing, the article emphasizes that successful translation requires a shift from word-for-word substitution to structural adaptation. The findings suggest that a deep understanding of both source and target grammar is essential to maintain the original message's conceptual integrity while ensuring linguistic fluency.
The Conceptualization of Love Through Metaphors in English and Uzbek Languages: A Cognitive Linguistic Perspective
This study investigates the metaphorical representation of the concept of love in English and Uzbek languages from a cognitive linguistic perspective. Love, as an abstract and complex emotional experience, is often expressed through metaphorical models that reflect human cognition and cultural perception. The research aims to identify key metaphorical patterns, analyze their cognitive basis, and compare their usage across the two languages. The study adopts a qualitative approach, drawing on examples from literary texts and everyday expressions. The findings reveal that while many metaphorical models of love are universal, their linguistic realization is influenced by cultural and cognitive factors. The study contributes to a deeper understanding of the relationship between language, thought, and culture.
A Digital Pedagogical Model for Developing Metacognitive Skills Based on International Assessment Programs in Primary Education
This study investigates the facilitation of metacognition in terms of structured digital learning environments that are designed to address international assessment purposes in primary school students. With regard to contemporary education, researchers are focusing extensively on students' self-regulation in learning tasks such as reading comprehension and problem solving which make up the major components of large-scale assessments like Programme for International Student Assessment (PISA) and Progress in International Reading Literacy Study (PIRLS). Design: A quasi-experimental research with primary school students from 9–10 years old (n=110). The participants were placed into experimental and control groups. The experimental group performed digitally supported pedagogic activities promoting reflection, self-questioning and learning progress monitoring over a 10-week period while the control group were taught using conventional teaching methods. In this domain, the digital environment offered an adaptive sequence of tasks and feedback on student performance, giving learners control over strategy adjustments during learning. Methods Data were gathered using pre- and post-measures of metacognitive awareness, reading literacy tasks, system-generated learning analytics, and qualitative classroom observations. The results of statistical analysis indicated that the experimental group was more successful than control group in each of the metacognitive regulation and academic performance (p < 0.05). We found, for example, that students showed improvements in planning for how they would approach learning, identifying comprehension challenges and assessing their performance on tasks. This study indicates that digitally scaffolded learning environments, when designed according to cognitive demands of international assessments, can make a significant contribution to developing metacognitive competencies at the primary level. This research underscores the need for reflective practices in digital classrooms to provide more opportunities for the students to be independent and also improve their cognitive flexibility.
The Use of Pronouns for Lexical Reduction
The article explores the role of pronouns in achieving lexical reduction in English. Lexical reduction refers to strategies that allow speakers and writers to reduce redundancy and maintain coherence in communication. Pronouns play a crucial role in this process by replacing nouns or noun phrases, which simplifies discourse without loss of meaning. The study examines different types of pronouns, their frequency in written and spoken discourse, and their impact on text economy. A quantitative and qualitative analysis of selected corpora demonstrates how pronouns contribute to linguistic efficiency. The findings highlight the significance of pronouns in both formal and informal registers and suggest that effective use of pronouns enhances readability and comprehension.
Language, Power, and Resistance in Postcolonial English Literature
The study analyzes language as a weapon of power/resistance in postcolonial English literature within the framework of Foucault/Said/Bhabha, and a hybrid approach (Python-NLTK, NVivo, ANOVA, t-test) on 6 major novels (Things Fall Apart, Midnight's Children); results: 45% reduction in colonial symbols in contexts of resistance, strong correlation (r=0.78, p<0.01) between linguistic hybridization and deconstruction of power, with an innovative statistical model.
Pedagogical Conditions for The Use of Artificial Intelligence (AI) Technologies in Primary School Education
This article explores the pedagogical conditions necessary for the effective integration of Artificial Intelligence (AI) technologies in primary school education. It analyzes how AI tools can enhance teaching and learning processes, support individualized learning, and improve student engagement in early education settings. The study highlights key factors such as teacher readiness, digital literacy, infrastructure availability, curriculum adaptation, and ethical considerations. The findings emphasize that successful implementation of AI in primary education requires a balanced combination of technological, methodological, and organizational conditions. The article also discusses potential challenges and proposes recommendations for improving the pedagogical environment for AI-based learning.
Psychological Representation of Love and Identity in Shakespeare’s Sonnets
William Shakespeare’s sonnets are still widely discussed because they explore emotions and relationships in a way that feels surprisingly modern. The sonnet sequence focuses on themes such as love, beauty, jealousy, betrayal, time, and personal identity. This article studies how Shakespeare represents the psychology of love and identity through the figures of the Speaker, the Fair Youth, the Dark Lady, and the Rival Poet. Particular attention is given to the emotional instability of the characters, their inner conflicts, and the connection between love and self perception. Unlike many earlier Renaissance poets who idealized love, Shakespeare presents it as emotionally complicated and sometimes destructive. The article argues that the psychological realism of the sonnets is one of the main reasons they continue to attract modern readers.
The Use And Pragmatic Functions Of Discourse Markers In Political Speech
This study explores the use and pragmatic functions of discourse markers in political speech. Discourse markers such as well, you know, I mean, so, and however play a crucial role in structuring political discourse, guiding audience interpretation, and enhancing communicative effectiveness. The research analyzes selected political speeches to identify the frequency, distribution, and functions of discourse markers within different communicative contexts. The findings show that discourse markers serve multiple pragmatic purposes, including organizing ideas, expressing speaker attitudes, managing turn-taking, emphasizing key points, and establishing rapport with the audience. In political discourse, they are also strategically employed to persuade listeners, mitigate face-threatening acts, and create a sense of solidarity. The study highlights that the effective use of discourse markers contributes significantly to clarity, coherence, and persuasive power in political communication.
Linguo-Cultural Representation of English and Uzbek Proverbs: A Comparative Analysis
Proverbs constitute one of the most culturally embedded units of language, encapsulating the accumulated wisdom, values, and worldview of a speech community. This article examines the linguo-cultural features of English and Uzbek proverbs through a comparative lens, focusing on how language and culture intersect in proverbial expression. Drawing on the theoretical frameworks of linguoculturology and cognitive linguistics, the study analyzes thematic domains, conceptual metaphors, and culturally specific imagery in both proverbial traditions. The findings reveal both universal human concerns—such as labor, family, wisdom, and morality—and culture-specific values rooted in Islamic heritage, nomadic history, and agrarian life in Uzbek proverbs, contrasted with themes of individualism, pragmatism, and maritime experience prominent in English proverbs. The article contributes to cross-cultural communication studies and highlights implications for language teaching and translation.