STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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COMPARATIVE STUDY OF DEGREES OF COMPARISON IN ENGLISH AND
KARAKALPAK ADJECTIVES
Kalmuratova Inkar Maksetovna
Teacher of the Department of English Language and Literature of
Faculty of Foreign Languages of Karakalpak State University
Maksetbaeva Ayzada
2
1st year student of the Department of English Language and Literature of
the Faculty of Foreign Languages of Karakalpak State University
Abstract.
This article presents a comparative analysis of the degrees of comparison in English
and Karakalpak adjectives, focusing on their grammatical structures, morphological formations, and
syntactic usage. While both languages recognize three main degrees—positive, comparative, and
superlative—they differ significantly in how these forms are constructed and applied. English
employs a mix of inflectional endings, auxiliary words, and irregular forms, whereas Karakalpak, as
an agglutinative language, relies on suffixes and intensifiers governed by vowel harmony. The article
also explores semantic and pragmatic aspects of comparison and discusses the implications for
language learning and bilingual education. Through this contrastive study, educators and linguists can
better understand the structural dynamics and teaching strategies appropriate for learners of both
languages.
Keywords
: English adjectives, Karakalpak adjectives, degrees of comparison, comparative
grammar, superlative, language learning, morphology, syntax, bilingual education, contrastive
analysis
Introduction.
Language is a fundamental tool for expressing thoughts, emotions, and evaluations
of the surrounding world. One such evaluative linguistic tool is the adjective, which allows speakers
to describe qualities, states, and characteristics. A particularly important grammatical feature of
adjectives is their ability to express degrees of comparison. This article aims to conduct a comparative
analysis of the degrees of comparison in English and Karakalpak adjectives, highlighting both the
similarities and differences between the two languages. Furthermore, the study emphasizes how
linguistic typology, morphological structure, and syntactic rules influence adjective comparison.
In English, adjectives have three degrees of comparison: the positive, comparative, and
superlative degrees. The positive degree represents the base form (e.g.,
tall
), the comparative is used
to compare two items (e.g.,
taller
), and the superlative denotes the highest degree among three or more
entities (e.g.,
tallest
). Typically, one-syllable adjectives form the comparative by adding
-er
and the
superlative by adding
-est
. For example:
•
fast → faster → fastest
•
cold → colder → coldest
However, when adjectives have two or more syllables, especially those ending in
-ful
,
-ous
, or
-
ing
, the comparative and superlative are formed using
more
and
most
. For example:
•
beautiful → more beautiful → most beautiful
•
interesting → more interesting → most interesting
It is important to note that English also contains irregular adjectives that do not follow the
standard patterns. These include:
•
good → better → best
•
bad → worse → worst
•
far → farther/further → farthest/furthest
Moreover, English allows the use of intensifiers such as
much
,
far
, and
a lot
to emphasize the
degree of comparison, e.g.,
much better
,
far worse
. These modifiers add expressive richness to
comparative structures.
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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81
Similarly, the Karakalpak language also categorizes adjectives into three degrees of comparison.
However, the morphological strategies differ significantly due to the agglutinative nature of
Karakalpak, a Turkic language. The positive degree (
jaqsi
– good) is the base form. To express the
comparative degree, Karakalpak usually uses the adverb
daǵıraaq
or the suffix
-raq/-rek
, which is
added to the adjective stem depending on vowel harmony:
•
uzın → uzınraq
(long → longer)
•
jaqsi → jaqsiraq
(good → better) [2, 320-325].
In terms of the superlative degree, Karakalpak employs two main strategies. One is the addition
of the prefix
eń
, meaning “the most”, as in:
1.
eń jaqsi
(the best)
2.
eń sulıw
(the most beautiful)
Alternatively, the comparative suffix may be used with an adverbial intensifier to achieve a
superlative-like meaning. For example:
•
ńaǵız jaqsiraq
(really better, i.e., much better)
It is also worth noting that the Karakalpak language does not rely heavily on irregular forms;
instead, it maintains a regular morphological system for comparison. This consistency facilitates
learning but may limit expressive variation in comparison to English.
In English, the placement of comparative and superlative adjectives is relatively fixed: they
typically precede the noun they modify. For example:
−
a bigger house
,
the most interesting book
On the other hand, Karakalpak follows a different syntactic structure. The adjective also precedes
the noun, but the comparative or superlative marker often appears before or within the adjective, and
the modifiers
daǵıraaq
or
eń
can precede the entire adjective phrase:
•
eń sulıw qız
(the most beautiful girl)
•
jaqsiraq adam
(a better person) [5, 180-182].
In both languages, the comparative can also be expressed using conjunctions. In English,
than
is
used:
She is taller than her brother.
In Karakalpak,
qaraganda
or
naǵızdan
may be used:
•
Ol aǵasınan uzınraq.
(She is taller than her brother.)
•
Bu kitap basqasına qaraganda jaqsiraq.
(This book is better than the others.)
While both languages share the fundamental concept of comparison, the way this is pragmatically
applied varies. In English, comparison is frequently used in advertising, academic discourse, and
persuasive writing, where expressions such as
more effective
,
cheaper
, or
the best option
are common.
In Karakalpak, the use of comparison is more contextually driven and often culturally influenced. For
instance, expressions of modesty may downplay comparisons, and indirect forms of superlatives are
preferred in polite discourse. Moreover, while English often uses exaggeration for emphasis (
the
absolute best
), Karakalpak tends to avoid overt hyperbole in formal or traditional contexts.
Understanding the comparative structures in both languages offers insights into their grammatical
systems and cognitive frameworks. For learners of English whose first language is Karakalpak, the
differences in morphological construction may pose initial challenges. They may, for instance,
overgeneralize by applying suffix-based comparison to English adjectives (e.g.,
beautifuller
instead
of
more beautiful
). Conversely, English speakers learning Karakalpak may struggle with vowel
harmony and proper suffix attachment. Thus, comparative grammar instruction should emphasize
these structural contrasts, using explicit examples and practice. Additionally, contrastive analysis
helps in identifying transfer errors and designing effective bilingual learning materials. Comparative
tables, interactive exercises, and translation tasks can enhance learners’ understanding of adjective
comparison in both languages.
Conclusion.
In summary, although English and Karakalpak both recognize three degrees of
adjective comparison—positive, comparative, and superlative—the means by which they express
these degrees differ considerably. English relies on suffixes and auxiliary words, including irregular
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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_____________________________________________________________________________________________
82
forms, while Karakalpak uses agglutinative suffixes and intensifying prefixes in a highly regular
system governed by vowel harmony. By analyzing the grammatical, morphological, and syntactic
aspects of adjective comparison in these two languages, we gain a deeper appreciation of their unique
characteristics. Furthermore, the findings of this comparative study have practical implications for
bilingual education, translation, and language teaching, especially in regions where both English and
Karakalpak are used. As global communication increases, such comparative linguistic studies
contribute to better cross-cultural understanding and more effective language instruction.
References:
1.
Базарбаева, Мияссар. "Comparative analysis of grammatical systems of adjectives in the
english and karakalpak languages."
Инновации в современной лингвистике и преподавании
языков
1.1 (2025): 166-172.
2.
Kholmurodova, Marjona Khurshid Qizi, and Guzal Khursanovna Turaeva. "THE
COMPARATIVE ANALYSIS OF THE ADJECTIVES IN PRESENT DAY ENGLISH AND
UZBEK LANGUAGES."
Central Asian Academic Journal of Scientific Research
2.6 (2022):
320-325.
3.
Reymova, A. "Comparison of English and Karakalpak nouns."
НА ПЕРЕСЕЧЕНИИ
ЯЗЫКОВ И КУЛЬТУР
(2021): 406.
4.
Perdebaevich,
Saparov
Salamat.
"SEMANTIC-STRUCTURAL
ANALYSIS
OF
COMPARATIVE
EXPRESSIONS
OF
ENGLISH
AND
KARAKALPAK
LANGUAGES."
European journal of literature and linguistics
2 (2023): 57-61.
5.
Zinatdinova, Arzayim. "THE COMPARATIVE ANALYSIS OF ADJECTIVES IN
ENGLISH AND UZBEK LANGUAGES."
Академические исследования в современной
науке
3.50 (2024): 180-182.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN MPROVING CHINESE LISTENING
SKILLS
Karakhan Kamila Master's degree
Kazakh National Women's Teacher Training University,
Faculty of Philology, Department of Professional Training in Foreign Languages
Abstract.
This study investigates the role of Artificial Intelligence (AI) in improving Chinese
listening comprehension, emphasizing the effectiveness of AI-powered tools and applications. AI’s
integration into language learning has proven to enhance listening skills, especially in tonal languages
like Chinese. This research examines how AI-driven platforms, such as intelligent tutors, virtual
assistants, and interactive apps, support Chinese listening practice. These tools allow learners to
practice at their own pace, with varying difficulty levels, and engage through multimedia features.
The purpose is to highlight AI’s potential to make language education more accessible, efficient, and
tailored to individual needs. Using a quantitative approach, the study will survey learners who have
used AI tools for listening practice, focusing on aspects like tone recognition. The survey targets
undergraduate students in Kazakhstan who have employed AI tools to improve their Chinese listening
skills. The findings are expected to offer insights into AI’s ability to provide interactive and
personalized learning experiences.
Keywords
: Artificial Intelligence (AI), Chinese Listening Comprehension, Language Learning
Technology, AI-Powered Educational Tools, Multimedia Language Practice
