Adoption And Adaptation Of Pedagogical Terms In The Era Of Globalization: A Comparative Socio And Pragmalinguistic Study Of English And Uzbek Languages
DOI:
https://doi.org/10.55640/eijps-05-10-05Keywords:
Globalization, pedagogical terminology, sociolinguisticsAbstract
In the era of accelerated globalization, educational discourse has undergone profound terminological transformation. This study addresses the adoption and adaptation of pedagogical terms in English and Uzbek from a comparative perspective, drawing upon socio- and pragmalinguistic frameworks. By analyzing the mechanisms of borrowing, transliteration, semantic extension, and pragmatic recontextualization, the paper uncovers both convergent and divergent trends in the two languages. The findings indicate that English, functioning as a global academic lingua franca, exports a wide range of pedagogical terms, while Uzbek assimilates these borrowings through phonological, morphological, and cultural adaptation. The research contributes to terminological studies by highlighting the role of social context, language policy, and communicative practices in shaping pedagogical terminology.
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