Analysis of phraseological units in contemporary english and uzbek languages

Аннотация

This article explores the field of phraseology, focusing on the structure, usage, and significance of phraseological units in contemporary English and Uzbek languages. It delves into the distinctive characteristics of these units, their role in linguistic expression, and the complexities they present for learners. Additionally, the study examines the pedagogical challenges associated with teaching phraseological units and idioms, highlighting difficulties in comprehension, contextual application, and acquisitionbynon-native speakers. Keywords: phraseological units, idioms, collocations, grammar, general vocabulary, syntagmaticcombinations Phraseology has always been and remains a relevant topic. Although a significant number of studies on this subject have been published in recent years, they are still insufficient because didactics related to phraseology has not been studied in classrooms as extensively as other areas, such as general vocabulary or grammar. Similarly, we consider phraseology an intriguing issue worth focusing on, as scholars claim it to be the cornerstone of any language's lexicon. Composite units such as phraseological expressions and idioms are considered extremely complex for non-native speakers, as they represent traditional forms of expression. In Uzbek, we say "vafot etmoq" or "tish tirnogi bilan," while in English, the equivalents are "to join the majority" or "tooth and nail." Likewise, Uzbek and English have different social interaction formulas and expressions with metaphorical or figurative meanings that are interesting to compare and contrast. Although several renowned authors have studied phraseology, such as E.D. Polivanov, V.V. Vinogradov, S.I. Abakumov, G.K. Damilov, A.I. Efimov, A.Yu. Rozhansky, F.F. Fortunatov, A.A. Shakhmatov, Sh. Rakhmatullaev, Ruiz Gurillo (1997), Cowie (1998), or Gläser (1998), for our purposes, we will use the definition of phraseological units provided by Corpus Pastor (1996:20). The author defines them as multi-word lexical units consisting of at least two graphic words (with a whole sentence as its upper limit), characterized by a high frequency of component co-occurrence and varying degrees of institutionalization, including formal rigidity, internal fixation,and semanticspecialization oropacity. Phraseological units are highly multifaceted. Among them, we find quotes, proverbs, semantic statements, and others. This article focuses on proverbs (statements that constitute a complete text and independently express a fundamental truth or practical prescription) and social order formulas (expressions that must be inserted into a specific context to make sense and are usually used to demonstrate the speaker’s subjectivity in their speech). These are the most frequently used in everyday life. Therefore, both represent complete statements, speech acts, and unitspossessing internal and externalfixation. As Siyanova and Schmitt suggest, "Teachers must make fundamental changes in their vocabulary teaching pedagogy by focusing on phrasal elements rather than individual words. They should also avoid mechanical memorization of vocabulary, as learning new words one by one without interaction provides little benefit to students." Consequently, a new perspective is needed to give phraseological units the importance they truly deserve in second-language learning. Firstly, students should be made aware of the different categories they belong to and will be exposed to. They should be introduced to collocations, proverbs, idioms, and social routines, their essential characteristics, and how to recognize and gradually use them. Thus, in foreign language classes, beyond the grammatical component, other competencies and skills should play a crucial role, such as interactive competence, which ensures genuine communicationbetween speakers. Samarkand State Institute of Foreign Languages 239 ILMIYVAPROFESSIONALTA’LIMJARAYONIDAMULOQOT,FANVAMADANIYATLAR INTEGRATSIYASI Once these strategies are identified and put into practice, misunderstandings among English learners will decrease. This will likely help avoid further frustration for readers/listeners and encourage them to continue reading and engaging in oral communication. Continuous exposure to real English will increase the chances of encountering the same expressions repeatedly, leading to eventual mastery through practice and repetition. Although the four categories of phraseological units discussed in this article share some common features, we consider it essential to highlight certain aspects of their understanding and acquisition to raise specific awareness of keypoints. Regarding proverbs, we emphasize Mieder’s (2004) statement: "Proverbs should be used in teaching as didactic tools due to their educational wisdom content. They belong to the common knowledge of almost all native speakers; they are indeed very effective means of conveying wisdom, truth, morality, traditional views, and knowledge about human nature a