TA’LIM TERMINLARINING KONNOTATIV VA FUNKSIONAL FARQLARI: O‘ZBEK VA NEMIS TILLARI QIYOSIDA
DOI:
https://doi.org/10.5281/zenodo.20541463Keywords:
educational terminology, comparative-semantic analysis, linguacultural connotation, cognitive linguistics, conceptual model, frame, Uzbek language, German language.Abstract
This abstract explores the comparative-semantic, linguacultural, and cognitive characteristics of educational terminology in the Uzbek and German languages based on the text from The paper highlights the impact of each language's specific educational system, historical experience, and national values on the formation of terminology. Through concrete examples (such as Bildung, Erziehung, ustoz, o‘qituvchi), it demonstrates that while many terms share denotative similarities, they significantly diverge in their connotative, functional, and cultural dimensions.References
Koller H.-C. Bildung. – Wiesbaden: Springer VS, 2012. – S.190.
Reusser K. Lehrerrolle und Unterrichtsgestaltung // Zeitschrift für Pädagogik. – 2011. – № 57 (2). – S.112-130.
Terhart E. Grundbegriffe der Schulpädagogik. – Stuttgart: Kohlhammer, 2008. – S.210.
Isaqova G. Ta’lim va tarbiyaga oid qanotli iboralar // Interpretation and Researches. – 2024. – 18 февр.https://interpretationandresearches.uz/index.php/iar/article/view/2072
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2026-06-04
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Astonova, G., & Karbozova, G. (2026). TA’LIM TERMINLARINING KONNOTATIV VA FUNKSIONAL FARQLARI: O‘ZBEK VA NEMIS TILLARI QIYOSIDA. Science and Innovation, 4(52), 23-25. https://doi.org/10.5281/zenodo.20541463
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