The Conceptual Field of Pedagogical Terminology in English And Uzbek
DOI:
https://doi.org/10.55640/eijps-06-06-02Keywords:
Pedagogical terminology, conceptual field, educational discourseAbstract
The present study explores the conceptual field of pedagogical terminology in English and Uzbek within the framework of comparative linguistics, cognitive linguistics, and pragmalinguistics. The research investigates the semantic architecture, conceptual organization, and discourse-functional characteristics of pedagogical terms functioning in contemporary educational communication. Particular attention is devoted to the linguocognitive mechanisms through which pedagogical terminology verbalizes educational knowledge, methodological principles, didactic interaction, and professional pedagogical experience. The article analyzes the conceptual interrelations among pedagogical terms and their role in shaping the mental representation of educational processes in English and Uzbek linguistic cultures. It is argued that pedagogical terminology constitutes an integrated conceptual system reflecting not only educational realities but also sociocultural values, national pedagogical traditions, and communicative-pragmatic intentions. The comparative analysis demonstrates that pedagogical terms in both languages possess universal conceptual features alongside nationally specific semantic and cultural characteristics. The study further reveals that pedagogical terminology performs multiple cognitive and pragmatic functions in educational discourse, including knowledge transmission, methodological regulation, evaluative interaction, motivational influence, and professional communication. From a linguocognitive perspective, pedagogical terms serve as conceptual units activating specific associative fields within the mental lexicon of language users. The findings of the research contribute to the development of comparative terminology studies, pedagogical discourse analysis, cognitive semantics, and modern educational linguistics. Moreover, the study provides a theoretical foundation for further investigations into the conceptual and pragmatic dimensions of pedagogical communication in English and Uzbek.
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Copyright (c) 2026 Nizomova Mohinur Baratboyevna
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