Articles are fundamental grammatical elements in French, serving to define the specificity, definiteness, or generality of a noun. The system of articles in French is complex, as it involves distinctions between definite and indefinite articles, as well as considerations of gender (masculine vs. feminine), number (singular vs. plural), and phonetic factors (e.g., vowel elision). This paper aims to analyze the use of articles in French, exploring their syntactic and semantic functions, as well as their role in conveying meaning and shaping discourse.

The Lost Generation refers to a cohort of American writers who emerged in the aftermath of World War I, characterized by their disillusionment with traditional values and societal norms. This article examines the historical context surrounding the Lost Generation, highlighting how the war's brutality led to a profound sense of alienation and existential questioning among these writers. Key figures such as Ernest Hemingway, F. Scott Fitzgerald, Gertrude Stein, and T.S. Eliot are discussed for their contributions to modernist literature, showcasing recurring themes of disillusionment, alienation, and the critique of the American Dream. The influence of the Lost Generation extends beyond literature into visual arts and music, reflecting broader cultural movements of the 1920s and 1930s. Ultimately, the legacy of the Lost Generation continues to resonate in contemporary literature and culture, offering insights into the human condition that remain relevant today.

This article discusses the types of narrators, the role of the author, the narrator, and the characters in literary works, focusing on their distinctive features as well as their similarities and differences. It also examines the methods employed by writers to influence readers, with examples from literary works.

This study investigates the semantic and pragmatic features of interfixed linguistic units within the field of pedogogy in English and Uzbek languages. Interfixed units, which include morphological combinations of words that create new meanings or nuances in communication, play a critical role in specialized discourse, particularly in academic and pedagogical contexts. Despite their significance, limited research has explored how these units function semantically and pragmatically in diverse languages, especially in the comparative contexts of English and Uzbek. This research addresses the gap by examining the structures, meanings, and pragmatic uses of these units in pedagogical texts and discussions within the two languages.