Topical issues of language training
in the globalized world
126
example:
Since he plays well, I wanted him to join us
;
U yaxshi
o‘
ynashi sababli,
men uni bizga q
o‘
shilishini xohladim.
In conclusion, in order to provide language users and learners with effective cross-
linguistic communication and acquire productive ways of learning languages,
understanding these syntactic relationships is crucial. It enables learners to grasp the
nuances of sentence structure, grammatical rules and word order, facilitating clearer
expression and comprehension in learning both languages.
Further studies in comparative syntax might explore numerous languages apart from
English and Uzbek, investigating syntactic patterns and typological features across
diverse language families. Through further research on syntactic relationships,
linguists can contribute to the broader field of linguistics and improve language
learning and cross-cultural communication.
References
1.
Arakin V.D. Comparative typology of English and Russian languages. Leningrad, 1979.
2.
Buranov Dj..B. Comparative typology of English and Turkic languages. M, 1983.
3.
Rozhdestvensky Yu.V. Typology of the word. M, 1969.
4.
Arnold I.V. The English Word. M, 1973.
5.
Rasulova M.I. Shukurova Z.I. Comparative typology of English, Uzbek and Russian
languages Tashkent 2017
6.
Satibaldiyev, E. K. (2022). LANGUAGE INTERACTION RESULTING IN SPEECH
INTERFERENCE AND FACILITATION.
7.
Satibaldieva, N. (2024). DYNAMICS OF LINGUISTIC EVOLUTION IN THE
TECHNOLOGICAL EPOCH.
Western European Journal of Linguistics and
Education
,
2
(1), 9-11.
8.
Рахмонов, А. Б. (2022, February). КРЕАТИВНАЯ КОМПЕТЕНЦИЯ КАК ОДНА ИЗ
КЛЮЧЕВЫХ КОМПЕТЕНЦИЙ ПРЕПОДАВАТЕЛЯ.
In
The 7 th International scientific
and practical conference “Science, innovations and education: problems and
prospects”(February 9
-11, 2022) CPN Publishing Group, Tokyo, Japan. 2022. 842 p.
(p.
469).
FUNCTIONS OF METAPHOR IN LANGUAGE
Pirnazarova Nargiza
MA student
Uzbek state world languages university
Topical issues of language training
in the globalized world
127
Abstract
This article is devoted to the analysis of the role of metaphor in language, by comparing its
functions in two different languages: the English and the Russian. The main functions of metaphor
were analyzed by giving several, but definite examples in two chosen cultures and the previous studies
of the other scientists were noted down to produce an overall meaning.
Key words:
metaphor, function, nominative, culture, explanative, mnemonic, ritualistic,
comparative, explanatory, persuasive.
Multiple researches has been done on many fields of metaphor. The first time
metaphor was studied by an ancient scientist Aristotle and is still in high demand of
further studies, as culture, people, language and world perception of people are
changing from decades to decades. Hence, George Lakoff Marc Johnson(1980)
continued the investigations on metaphor and its connections with linguistics, culture,
philosophy in their book “ Metaphors we live by”, in which they clearly stated that
‘the metaphor is pervasive”. Specifically, it serves as a poetic imagination, a set of
words to make people understand one
’
s point of view or is connected with our brain
functions and conceptual system. Moreover, their findings revealed that human
conceptual system is metaphorically structured and defined. Another scientist Ron
Bontekoe (1987) in his article “the function of metaphor” explained that the metaphor
is a phenomenon of language and language
’
s main job is to provide a possible
communication, thus according to him the conveying of meaning should be the main
aim of metaphor. According to Russian scholar Harchenko.V.K. identifying the main
aims of metaphor in language is essential, as other than this, metaphors have much
fields to study. However, still the functions of metaphor in two different languages is
not well studied and compared yet, or even not studied. Hence, my main research will
be based on this, then the main functions will be explained with the help of the scholars
’
investigations
.
These two aspects will be the main objectives of my research.
The study of the functions of metaphors in English and Russian languages
offers a great access to the understanding of perceptions of metaphor in two different
cultures with completely different historical background and origin of their first
language, specifically Ingvaeonic and Slavic languages. Metaphor has been examined
Topical issues of language training
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128
as a linguistic, conceptual, and communicative phenomenon across various fields such
as linguistics, literature, philosophy, education, political science, media studies,
communication science, psychology, and neuroscience. Lakoff and Johnson played a
significant role in highlighting the significance of conceptual metaphors as a cognitive
framework for language use. Their work in the book
‘
Metaphors we live by
’
inspired
scholars to explore how writers introduced new metaphors and to critically examine
the foundational structures of thinking embedded within conceptual metaphors. Lakoff
and Johnson
’
s studies on metaphor revealed that metaphorical language is not simply
a linguistic device but a fundamental aspect of human cognition. They demonstrated
that metaphor shapes our understanding of abstract concepts by mapping them onto
more concrete domains, influencing how we perceive, think, and communicate about
the world. Their research illustrated the pervasive and subconscious nature of metaphor
in everyday language and thought processes. Meanwhile, Aristotle believed that
metaphors are valuable in areas where scientific explanations are lacking, as they
convey a deeper truth about the subject under study. Metaphors act as a foundation for
exploring the underlying reasons behind a phenomenon, offering a meaningful starting
point for further investigation into its causes. Turning to Russian scholars they outline
more about the functions of metaphor, such as Vera Harchenk
o‘
s research that
highlights the multifaceted nature of metaphor functions in communication,
elucidating their role in facilitating the understanding of complex concepts, supporting
viewpoints, creating imagery and emotional impact, and persuading the audience.
Moreover, Elena Semino presented in the article
“
Cognitive poetics and mental spaces
”
(2002). Explored the use of metaphors to represent psychological spaces in literature.
While , Andrew Orton presented in his book
“
Metaphor and Thought
”
(1979).
Explored the influence of metaphors on our understanding of the world and cognition.
Furthermore, Jeanette Cameron discussed in the book
“
The Psychology of Language
”
(2003). Explored the role of metaphors in the psychology of language and their impact
on perception and communication .Each of these scholars has made a significant
contribution to the study of the functions and significance of metaphors in various
Topical issues of language training
in the globalized world
129
fields, from linguistics to psychology and literary studies. All in all, metaphors have
been studied in all aspects thanks to our scholars, but none of them made a contrast in
the similarities and differences of metaphorical functions in Russian and English
languages.
This research was carried out by means of descriptive and comparative methods
were applied . Comparative method was applied to compare the functions of metaphor
according to their prominent scholars in two chosen languages, specifically Russian
and English. Furthermore, this method was accessible in examining and drawing
comparisons, emphasizing both commonalities and distinctions.. While the descriptive
method utilized to give profound understanding of the functions outlined below in data
analysis part. These methods were approachable and helped me to get the main
meaning from the sources I was investigating. To write this article many books and
articles of famous scholars English and Russian language were analyzed. Moreover,
articles were chosen both modern and old ones to know the contrast of changing
functions of metaphor.
The results of the research and analysis show that Russian scholars, specifically
Harchenko outlines nominative function, mnemonic function, explanatory function
and ritual function as one of the main ones.
“
The metaphor comes as an assistance to
a word formation: without metaphor, word formation would be doomed to the
continuous production of all new and new words and would burden human memory
with an incredible load
”
(Parandovsky, 1972).
Nominative function
of a metaphor deals with naming and characterizing
words, instead of making up a new moniker. Some of the examples of nominative
metaphor are outlined below.
-
“
She is a bright star in our team.
”
This metaphor,
“
bright star
”
is used to portray someone who stands out in a
team, highlighting their positive and leadership qualities.
-
“
The teacher is the guiding light in the classroom.
”
Topical issues of language training
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130
Using
“
guiding light
”
as a metaphor describes the teacher as someone who
gives direction, inspiration, and enlightenment to the students.
A mnemonic function
of a metaphor is to enhance the memorization of
information or simplify the memorizing process with the help of a figurative
expression. This function can be in the forms of associations, visualization, or
analogies that assist people to remember complex concepts. The main aim of a
mnemonic function of a metaphor is to improve memory by creating connections
between new information and familiar concepts. Indeed, it is worth calling mushrooms
natural vacuum cleaners, and we will long remember that it is mushrooms that best
absorb toxins from the soil (Harchenko, 1992:2).
Some of the examples of a mnemonic function of literature are mentioned
below.
-
“
The brain is like a computer hard drive.
”
This mnemonic metaphor compares the brain to a computer hard drive,
saying that the brain
’
s function of storing and processing information is alike
computer
’
s hard drive.
-
”
Concepts float like balloons in the classroom of your mind.
”
This metaphor portrays abstract concepts as colorful balloons flying through
the mental space, making the idea of intangible concepts more tangible and memorable.
Ritual function
of a metaphor is traditionally used in congratulations,
greetings, festive toasts, as well as in expressions of condolences and sympathy
(Harchenko,1992:4). The ritual functions of metaphor highlight its essential role in
shaping and enriching ceremonial practices, rites, and cultural traditions. Metaphorical
language portrays rituals with deeper meanings, emotional depth, and symbolic
resonance.
Some of the examples of ritual functions metaphor are given below:
Certainly! Here are some examples illustrating the ritual functions of metaphor
in various cultural and ceremonial contexts:
Wedding Ceremony: -
“
Two hearts becoming one.
”
Topical issues of language training
in the globalized world
131
In a wedding ceremony, the metaphorical expression of
“
two hearts becoming
one
”
symbolizes the joining of two individuals , signifying unity, love, and partnership.
Graduation Ceremony : -
“
Spreading wings and taking flight.
”
In a graduation ceremony, this metaphorical phrase symbolizes transition,
growth, and embarking on new life paths.
Turning to the opinions of English scholars about the main functions of
metaphor in English language and culture. According to them metaphors have been
portrayed as instruments that could be applied for pursuing different aims such as
explaining, summarizing, supporting a viewpoint, illustrating, clarifying or persuading
(Semino 2008; Cameron 2003; Goatly 2011, 148-167). However, in English language,
two primary functions of metaphorical utterances have received particular attention:
explaining and persuading.
The persuasive use of metaphors
is a crucial topic in communication and
rhetoric, as metaphors are ubiquitous in persuasive contexts. Metaphors are seen as
tools that enhance the persuasiveness of communication (Sopory and Dillard 2002;
Boeynaems et al. 2017; Burgers et al. 2016; Ervas et al. 2018; Ottati et al. 1999).
Metaphors have the power to influence how a situation is evaluated and to convey
emotional information, thereby creating stimuli that can inspire action. Metaphors have
a way of sticking in the mind. By encapsulating a message in a memorable image or
phrase, metaphors help ensure that the persuasive point is not easily forgotten. The
persuasive function of metaphors hinges on their ability to engage, connect, visualize,
appeal to emotions, and influence decision-making.
Here are the examples of the Persuasive Function of Metaphor:
-
”
Time is money.
”
This metaphor persuasively conveys the idea that time should be estimated and
managed effectively, like money. It makes individuals to prioritize their time and
investments wisely.
-
“
Laughter is the best medicine.
”
Topical issues of language training
in the globalized world
132
This metaphor persuades individuals to take humor as a remedy for stress and
difficulties. It suggests that laughter can heal emotional wounds and bring joy into
one
’
s life.
The analysis of the
explanatory functions
of metaphorical expressions has
been particularly focused on their effectiveness as instructional tools, as discussed by
Jaszczolt (2002) and Ortony (1975).Moreover, metaphors are viewed as framing
techniques that facilitate comprehension of unfamiliar and less-known concepts by
relating them to something more familiar and already understood, as discussed by
Semino et al. (2016) and Schiappa (2003).Furthermore, metaphors serve as bridges
between the known and the unknown, guiding the audience from what they already
understand to what they are trying to comprehend. They facilitate the transfer of
knowledge by building on existing foundations of understanding.In summary, the
explanatory function of metaphors plays a crucial role in making complex ideas more
accessible, understandable, and memorable .
Here are some of the examples of the Explanatory Function of Metaphor:
-
“
The city is a living organism.
”
This metaphor explains the dynamic and interconnected nature of urban life by
comparing a city to a living organism, highlighting how different parts function
together like organs in a div.
-
“
Love is a battlefield.
”
By describing love as a battlefield, this metaphor explains the challenges and
conflicts often associated with relationships, shedding light on the nature of emotional
connection.
Having conducted the research, it is possible to draw a number of conclusions.
Such as Russian perspective on functions of metaphor are that nominative, mnemonic,
and ritual functions: Russian speakers may emphasize the use of metaphor for naming,
memorization, and ritualistic purposes, reflecting a focus on symbolic associations,
memory aids, and cultural traditions within language and communication.
Additionally, Russian perceptions of metaphor functions may prioritize linguistic
Topical issues of language training
in the globalized world
133
creativity, storytelling, and cultural symbolism. While the English perception of
functions of metaphor are persuasive and explanatory functions. English speakers may
highlight the persuasive and explanatory roles of metaphor, emphasizing how
metaphorical language can be utilized for persuasion, argumentation, and explanation
of complex ideas or concepts. English perceptions of metaphor functions may center
on the cognitive aspects of language, where metaphor is seen as a tool for presenting
persuasive arguments, conveying information, and shaping reasoning processes.
Despite these differences, both languages recognize the multifaceted nature of
metaphor, its power to shape communication, and its capacity to enrich linguistic
expression across diverse contexts and purposes. The perspectives for further
investigations are to analyze the perceptions of metaphor in Russian and English
languages in terms of oral and written speech.
This research underscores the divergent perspectives on metaphor
functions in
Russian and English languages. While Russian discourse emphasizes nominative,
mnemonic, and ritual significances, accentuating symbolic ties and cultural practices,
the English narrative privileges persuasive and explanatory functions, spotlighting
rhetoric, argumentation, and elucidation. Despite these variances, both linguistic
communities recognize the intricate nature of metaphor and its profound impact on
communication dynamics. Future inquiries could delve deeper into these linguistic
disparities, particularly in the realms of oral and written discourse, to enhance our
comprehension of metaphorical usage in diverse cultural milieus. Such investigations
offer valuable insights into language, communication behaviors, and the contextual
nuances framing metaphorical expressions.
References
1.
Lakoff, G. & Johnsen, M. (2003). Metaphors we live by.
–
London: The university of
Chicago press.
2.
Fabrizio Macagno and Maria Grazia Rossi (2021). The Communicative Functions
of Metaphors Between Explanation and Persuasion. - Springer Nature Switzerland
3.
Flusberg, S., Matlock, T., & Thibodeau, P. (2018). War metaphors in public discourse.
Metaphor and Symbol, 33(1), 1
–
18.
4.
Goatly, A. (2011). The language of metaphors. London, UK: Routledge
Topical issues of language training
in the globalized world
134
5.
Rakhmonov, A. B. (2020). Using a functional approach in the management of independent
work of students.
ISJ Theoretical & Applied Science, 12 (92)
, 112-117.
6.
Leech, G. (1981). Semantics: The study of meaning. Harmondsworth, UK: Penguin.
7.
Ron Bontekoe (1987). The function of metaphor. - Pennsylvania State University Press .
Vol. 20, No. 4 (1987), pp. 209-226 (18 pages)
8.
Semino, E. (2002). Cognitive poetics and mental spaces: The grounding of metaphor in
everyday language. Routledge.
9.
Ortony, A. (1979). Metaphor and Thought. Cambridge University Press.
10.
Cameron, J. (2003). The Psychology of Language. Yale University Press.
THE ROLE OF PROJECT ASSIGNMENTS IN INCREASING A2 LEVEL
STUDENTS
’
VOCABULARY
Inomjonova Mahliyo
student
Uzbek State World Languages University
Abstract
This article explores the effectiveness of project assignments in increasing vocabulary
among A2 level students, a group that is often in the early stages of language learning and can greatly
benefit from innovative teaching methods. By examining the types of vocabulary acquired, the
engagement levels of students, and the overall impact on language proficiency, this study aims to
provide insights that can inform teaching practices and curriculum development, to advance valid
assessing system of young learner
’
s vocabulary skills with using project based method. This research
is held to learners try to speak cooperatively, with their teacher
’
s comments, to do some course
related projects by gathering information, selecting the best, discussing, analyzing them and finally
presenting in their class and receiving feedback on their product in the class. The article goes on to
list and describe different types of project assignments that can be organized using project-based
technology, such as travel blog, organizing a cultural festival or event, role-play activities or
simulations, music and lyrics analysis. It provides step-by-step guidance on how to implement
project-based technology and discusses the potential benefits for students, including how project-
based learning promote active learning, cultural awareness, collaboration, and creativity,
developing their language proficiency and confidence in using the language in real-world contexts.
Keywords:
Vocabulary, project assignment, project-based technology, English language
learning, A2 level student, collaboration, the Think-Pair-Share technique.
Language is an indispensable section of every individual and a key component
of communication. Without language, it is hard to express one
’
s notion to other people
in the world. We are living in a multilingual world that is turning into globalized and
therefore, it is essential to learn more than one language. Being proficient in two or
more languages makes an individual a competent one, most especially when mastering
