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LINGUISTIC STRATIFICATION IN LEARNER’S
EXPLANATORY DICTIONARIES: TYPOLOGICAL AND
PEDAGOGICAL ANALYSIS
Tosheva Dilbar Muzaffar kizi
Independent Researcher, PhD Candidate, Karshi State University
https://doi.org/
10.5281/zenodo.16939646
ARTICLE INFO
ABSTRACT
Qabul qilindi: 5-avgust 2025 yil
Ma’qullandi: 12-avgust 2025 yil
Nashr qilindi:25-avgust 2025 yil
This article analyzes typological and pedagogical
approaches to the concept of linguistic stratification in
learner’s explanatory dictionaries. The study examines
both the theoretical foundations and practical
applications of linguistic stratification within the
lexicographic practices of English and Uzbek. Linguistic
stratification is explored as a process of systematically
organizing language units based on their morphological,
semantic, syntactic, and pragmatic complexity. The
typological characteristics of English and Uzbek
particularly the analytical nature of English and the
agglutinative structure of Uzbek are emphasized as key
factors influencing the mechanisms of linguistic
stratification in dictionaries.
KEY WORDS
linguistic
stratification,
typological approach, pedagogical
approach,
morphological
complexity, semantic gradation,
phraseological units, language
learning, lexicography.
INTRODUCTION
The research reveals that linguistic stratification in English learner’s explanatory dictionaries
is primarily based on criteria such as word frequency and semantic simplicity. In contrast,
Uzbek dictionaries tend to focus on morphological complexity, word formation systems, and
the gradation of phraseological units as central factors in dictionary compilation. These
differences significantly influence the pedagogical presentation of linguistic units and how
they are perceived and acquired by learners.
Linguistic stratification
refers to the process of organizing language units based on their
morphological, semantic, syntactic, and pragmatic complexity. This process ensures the
gradual delivery of information in learner’s explanatory dictionaries, in alignment with the
learners’ language proficiency levels. English and Uzbek, being typologically distinct
languages, exhibit notable differences that significantly influence the mechanisms and
applications of linguistic stratification in lexicography. This study explores the typological and
pedagogical approaches to the stratification of linguistic units, analyzing their practical
implementation in learner’s dictionaries of English and Uzbek. Learner’s explanatory
dictionaries play a crucial role in the language acquisition process by assisting learners in
mastering new lexical units, understanding grammatical rules, and developing communicative
competence. Consequently, the linguistic stratification of materials in dictionaries serves as a
key factor in enhancing pedagogical effectiveness (Nation, 2001; Schmitt, 2008).
In the fields of language learning and lexicography, learner’s dictionaries have an unparalleled
role. They systematically compile language units, enabling learners to acquire a foreign or
second language purposefully and efficiently. Learner’s explanatory dictionaries—rich in
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definitions, grammar references, and contextual usage—are essential learning tools for
language learners. Moreover, the way in which linguistic units are sequenced and presented—
their stratification—has a direct impact on the effectiveness of language learning.
The term linguistic stratification generally refers to the systematic arrangement of language
units according to their degree of morphological, semantic, syntactic, and pragmatic
complexity. In learner’s dictionaries, this approach facilitates the step-by-step development of
the learner’s language competence, introducing simpler and more frequently used units
before more complex or less commonly encountered ones. Such an approach enhances
comprehension, simplifies the learning process, and accelerates language acquisition.
Typologically, the significant differences between English and Uzbek are reflected in the
formation and pedagogical application of stratification principles in lexicography. English, as
an analytic language, tends to have a simpler word-formation system and less morphological
complexity.
Therefore, frequency of use and semantic simplicity serve as primary
stratification criteria in English learner’s dictionaries. In contrast, Uzbek, being an
agglutinative language, constructs words through the sequential combination of morphemes,
leading to greater emphasis on morphological aspects in its dictionaries.
From a pedagogical perspective, linguistic stratification in learner’s dictionaries supports not
only a stepwise organization of the language learning process but also encourages learner
motivation, fosters a deeper understanding of cultural and contextual language use, and
enhances overall communicative competence. Thus, linguistic stratification should be
considered a vital pedagogical tool in modern language education methodology.
The aim of this research
is to scientifically examine the typological foundations and
pedagogical features of linguistic stratification in learner’s explanatory dictionaries of English
and Uzbek. The study’s findings contribute to the development of modern approaches to
dictionary compilation and provide a methodological basis for increasing the effectiveness of
language learning, thereby reinforcing the interconnection between lexicography and
language education, and opening new avenues for further research.
The subject of the research
is the principles of linguistic stratification in learner’s
dictionaries and their representation in English and Uzbek. The stratification process involves
the step-by-step arrangement of language units according to their complexity, which directly
influences the learner’s ability to effectively acquire lexical knowledge.
The object of the study
is learner’s explanatory dictionaries compiled in English and Uzbek,
focusing on their typological and pedagogical features in implementing linguistic stratification.
These dictionaries are intended for language learners and are analyzed in terms of their
strategies for organizing and presenting linguistic units.
The novelty of the research
lies in the scientific analysis of integrative approaches to
linguistic stratification that account for typological differences between English and Uzbek.
Additionally, the study investigates the practical application of stratification in dictionaries
and its impact on learners’ language acquisition, particularly in the context of Uzbek,
addressing existing gaps in the literature.
The relevance of the research
is rooted in the growing demand for improved methodologies
in language education. As language learning processes continue to develop rapidly, increasing
the didactic effectiveness of learner’s dictionaries becomes a priority. The implementation of
linguistic stratification in such dictionaries enables learners to gradually master complex
language units. Given the typological differences between English and Uzbek, the integration
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of lexicographic and pedagogical approaches is essential for enhancing the quality of language
instruction and optimizing the acquisition of the national language.
LITERATURE REVIEW
Key theoretical and methodological sources in the fields of linguistics and language pedagogy
were reviewed, including the works of Bybee (2010), Karimov (2015), and Ellis (2008). These
sources provided foundational insights into linguistic complexity, typological language
features, and the pedagogical role of lexical resources such as learner’s dictionaries.
In lexicography, the study of the structural and functional features of learner’s explanatory
dictionaries particularly from pedagogical and typological perspectives has emerged as one of
the pressing areas of linguistic research today. In this regard, the work Dictionary of
Lexicography by R. R. K. Hartmann and Gregory James systematically outlines key
terminology in lexicography while also paying special attention to the structure and
functional characteristics of pedagogical dictionaries. This source provides a valuable
framework for evaluating the role of explanatory dictionaries in language teaching and
learning. Significant approaches to defining the typology of pedagogical dictionaries and
describing them within the framework of modern methods are found in the works of Sven
Tarp, particularly in his study Pedagogical Lexicography: Towards a New and Strict Typology.
The author proposes classifying dictionaries based on users’ needs and proficiency levels—an
approach that reflects the practical implementation of linguistic stratification. The issues of
morphological and phonological stratification of English vocabulary are theoretically
substantiated in Heinz Giegerich’s monograph Lexical Strata in English. This perspective lays
a conceptual foundation for understanding linguistic stratification and focuses specifically on
the stratified nature of English as an analytic language. The typological comparison of the
English and Uzbek languages is addressed in the work Comparative Typology of English,
Uzbek and Russian Languages by Rasulova and Shukurova, which provides a detailed analysis
of morphological and syntactic differences. This comparative approach offers a crucial
theoretical basis for implementing stratified principles in dictionary compilation practices.
In addition, the method of grouping lexical units based on associative experiments is also
being explored within the field of psycholinguistics. In this context, the studies of Yermolovich
and Aitchison provide valuable insights into the cognitive perception, mental organization,
and semantic associations of dictionary entries.
Based on the aforementioned literature, the study of linguistic stratification in lexicography,
the development of pedagogically effective dictionary models, and the consideration of
typological features of English and Uzbek are defined as the key scientific objectives of the
present research.
RESEARCH METHODOLOGY
For this study, two primary dictionaries were selected: the Cambridge Learner’s Dictionary
for English and the Explanatory Dictionary of the Uzbek Language for Uzbek. These
dictionaries were analyzed in terms of their principles of linguistic stratification and their role
in facilitating language learning. A multifaceted methodological approach was adopted to
ensure the quality and effectiveness of the research process. The main methods included
linguistic analysis, comparative typological analysis, and pedagogical research techniques.
The methods applied in the study are as follows:
Comparative-Methodological Analysis:
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Lexical combinations, as well as morphological and semantic units in English and Uzbek
dictionaries, were compared and analyzed.
Linguistic Typology:
The morphological and semantic characteristics of both languages were identified and
examined for their impact on stratification principles.
Pedagogical Evaluation:
The effectiveness of linguistic stratification principles in the language learning process was
studied from an educational perspective.
First, through linguistic analysis, the stratification of linguistic units in learner’s dictionaries
was investigated according to morphological, semantic, syntactic, and pragmatic dimensions.
This allowed for a detailed examination of the levels of complexity, placement of entries, and
explanatory content. Special attention was paid to the structural differences between English
and Uzbek linguistic units as stratification criteria.
Second, using the comparative typological method, the morphological and syntactic structures
of English and Uzbek were compared. This comparison helped to identify key differences in
the formation of stratification mechanisms and their pedagogical application. The typological
approach provided a strong theoretical basis for the step-by-step presentation of linguistic
elements in dictionaries.
Third, pedagogical research methods—including observation, surveys, and expert
evaluation—were used to assess the impact of learner’s dictionaries on language learners.
The effectiveness of dictionary samples developed in English and Uzbek was evaluated in
terms of didactic value, compatibility with teaching approaches, and learner usability. This
method helped to integrate linguistic theory with teaching practice.
Furthermore, both qualitative and quantitative analysis techniques were employed. Linguistic
and typological data were examined qualitatively to derive general conclusions, while
pedagogical research findings were processed statistically to develop scientifically grounded
recommendations. This methodological integration ensured the reliability and practical
relevance of the research outcomes. The combination of these methods bridged linguistics,
lexicography, and pedagogy, enabling a comprehensive theoretical and practical exploration
of linguistic stratification in learner’s dictionaries.
RESEARCH RESULTS
Linguistic Stratification in English:
In English learner’s dictionaries, linguistic stratification is primarily organized around lexical
frequency and semantic generality. Morphological simplicity also serves as a key stratification
criterion. For instance, in the Cambridge Learner’s Dictionary, commonly used and simple
core vocabulary appears in the early sections, while more complex phrases and less frequent
collocations are introduced at later stages. This approach allows learners to build a
foundational vocabulary quickly and effectively (Nation, 2001).
Linguistic Stratification in Uzbek:
In Uzbek, linguistic stratification is strongly influenced by its complex morphological system
and word formation processes. As an agglutinative language, Uzbek forms words through the
sequential addition of morphemes, which adds layers of complexity. The Explanatory
Dictionary of the Uzbek Language reflects this by systematically organizing morphemes,
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derived units, and phraseological expressions. This enables learners to gradually acquire the
structural and functional aspects of vocabulary and their usage in context (Karimov, 2015).
Pedagogical Significance:
Linguistic stratification enhances the didactic effectiveness of learner’s dictionaries. When
language learners acquire vocabulary and expressions progressively—based on complexity—
the learning process becomes more structured, accessible, and efficient. In English, the
transition from high-frequency words to complex phraseological units aligns with frequency-
based pedagogy. In contrast, Uzbek language teaching benefits from a morphology-first
approach, gradually moving toward phraseology.
Based on linguistic, typological, and pedagogical analyses conducted during the study, the
following key outcomes were identified regarding linguistic stratification in learner’s
dictionaries of English and Uzbek:
Firstly, English learner’s dictionaries structure entries primarily based on frequency of use
and semantic simplicity. The research showed that common, high-frequency words are
introduced first, followed by increasingly complex and less common items. This method
promotes an intuitive and learner-friendly approach to vocabulary acquisition, consistent
with the analytical nature of English. Additionally, semantic stratification contributes to
expanding both theoretical and practical language knowledge, as more nuanced and figurative
meanings are introduced at later stages of learning.
Secondly, in learner’s explanatory dictionaries of the Uzbek language, the primary criterion
for linguistic stratification is morphological complexity. Due to the agglutinative structure of
Uzbek, lexical units are organized progressively—from simpler forms to more complex ones
enriched with affixal morphemes. In addition, phraseological units and idiomatic expressions
are presented in separate stages, allowing learners to develop a deeper understanding of the
cultural and contextual specificities of the language. The study revealed that linguistic
stratification in Uzbek dictionaries integrates not only morphological but also semantic and
pragmatic elements.
Thirdly, the typological differences between the two languages result in significant
divergences in the structural mechanisms of linguistic stratification. While English
dictionaries focus primarily on lexical frequency and semantic features of words, Uzbek
dictionaries prioritize morphological structure and the unique properties of phraseological
expressions. These differences highlight the need for adapted approaches to enhance the
pedagogical effectiveness of dictionaries.
Fourthly, pedagogical research has shown that linguistic stratification in learner’s explanatory
dictionaries facilitates a step-by-step, systematic, and logical organization of the learning
process for language learners. This not only ensures the effective acquisition of vocabulary
but also increases learners’ interest in the language, supporting the learning process from a
motivational perspective. Furthermore, proper didactic implementation of stratification
simplifies content assimilation and contributes to the formation of stable communicative
competencies in the learner’s speech activity.
The findings indicate that the harmonization of typological and pedagogical approaches in
linguistic stratification significantly contributes to the semantic completeness of learner’s
dictionaries and elevates the quality of language instruction.
CONCLUSION
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Linguistic stratification in learner’s explanatory dictionaries of English and Uzbek plays a vital
role in systematically and effectively reinforcing learners’ language competence. This study
aimed to provide a comprehensive analysis of the linguistic stratification process in learner’s
dictionaries from the perspectives of typology and pedagogy, using English and Uzbek as case
studies.
The findings demonstrate that the concept of linguistic stratification is crucial both
theoretically and practically in the fields of linguistics and lexicography. In English,
stratification is largely based on lexical frequency and semantic complexity, organizing
vocabulary in a manner that enhances accessibility and efficiency for learners. This aligns well
with the analytical nature of the English language and supports progressive vocabulary
development.
In contrast, Uzbek dictionaries implement stratification with a strong emphasis on
morphological complexity, phraseological units, and pragmatic context. This reflects the
agglutinative typology of the language and underscores the importance of tailored
instructional lexicography in Uzbek. The study also emphasizes the pedagogical value of
linguistic stratification. By presenting language units in a gradual and systematic manner,
stratification facilitates comprehension, accelerates acquisition, and supports learners in
preparing for more complex linguistic content. It serves as an essential didactic tool in the
language teaching process.
Typological differences between English and Uzbek further indicate the necessity for
methodologically adapted lexicographic practices. The distinct mechanisms of linguistic
stratification in each language enrich the intersection of linguistic theory and educational
methodology, offering valuable insights for curriculum design and dictionary compilation.
In conclusion, typological and pedagogical approaches to linguistic stratification in learner’s
dictionaries reside at the intersection of linguistics, lexicography, and pedagogy. Together,
they lay a solid scientific and practical foundation for enhancing instructional effectiveness
and promoting deeper vocabulary acquisition.
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3. Karimov, O. (2015). O‘zbek tili grammatikasi. Tashkent: Fan Publishing.
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Press.
5. Levelt, W. J. M. (1989). Speaking: From Intention to Articulation. MIT Press.
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