Linguoculturological Methods of Semantization of Phraseological Units (Based on the Example of Phraseological Units of the Russian and Uzbek Languages)

Resumen

  The article is devoted to linguacultural methods of semantization of phraseological units using the example of the Russian and Uzbek languages. It examines the ethnocultural wealth of phraseology of the two nations, reflecting their history, way of life and worldview. The author emphasizes the importance of the linguacultural approach in teaching phraseological units, especially in the context of forming the linguacultural competence of philology students in Uzbekistan. The main attention is paid to semantization methods, such as etymology, clarity, imagery and translation. These methods help to identify the semantic and cultural aspects of phraseological units, which, in turn, contributes to a deeper understanding of the language and culture. The article also analyzes examples of phraseological units, demonstrating the differences and similarities in their perception and meaning in both cultures. In conclusion, the author emphasizes that the use of these methods in teaching will allow students to better understand the cultural characteristics and mentality of native speakers, which is key to successful intercultural communication. The article is of interest to linguists, teachers and anyone who studies the linguistic and cultural specifics of the Russian and Uzbek languages.