Comparative And Linguocultural Analysis Of The Concept Gender In Uzbek And English Languages

Komilova Nilufar Abdilkadimovna

doi:10.37547/tajssei/volume03issue06-19

Abstract

The article under discussion reveals the issues of comparative and linguocultural analysis of the concept “gender” in Uzbek and English languages. The present study presents gender as a concept of linguistic culture and describes it as the basis that forms gender stereotypes on the material of phraseological units of English and Uzbek languages. The author of the article considers that gender is not a linguistic category, but its content can be revealed through the analysis of language structures, which explains the need for a linguistic study of the cultural representation of gender.

Highlights

The concept of "gender" is widely considered as a socio-cultural, discursive and psycholinguistic phenomenon
The present study presents gender as a concept of linguistic culture and describes it as the basis that forms gender stereotypes on the material of phraseological units of English and Uzbek languages
Gender is not a linguistic category, but its content can be revealed through the analysis of language structures, which explains the need for a linguistic study of the cultural representation of gender

Summary

INTRODUCTION

The concept of "gender" is widely considered as a socio-cultural, discursive and psycholinguistic phenomenon. Gender features are considered in combination with status, social group, educational level, situational context and taking into account the changing situation in society. The study of the means of expression of language units, conveying emotions in the speech of women, reveals emotionality, which is manifested at different levels. It is noted the desire of women to use, besides neutral, traditionally "feminine" vocabulary, rich in comparisons, metaphors, ellipses and rhetorical questions. The issue of speech (intonational) competence is determined by comparing female and male readings of the text in the group of the same social status. Educated women are as proficient in intonation norms for reading as men

MATERIALS AND METHODS

RESULTS

CONCLUSION