A STRATEGIC LINGUOCULTUROLOGICAL MODEL FOR TEACHING ONOMASTIC UNITS IN ENGLISH AND UZBEK LANGUAGE EDUCATION
Keywords:
Key words: strategic model, onomastics, linguoculturology, English and Uzbek languages, intercultural competence, communicative approach, cognitive strategy, language pedagogyAbstract
Abstract: This article develops a strategic linguoculturological model for
teaching onomastic units in English and Uzbek language education. It argues that
proper names function as culturally embedded linguistic units that reflect national
identity, historical memory, and social values. The study integrates strategic teaching
principles with linguoculturological analysis to design an effective instructional model.
The proposed model combines comparative, cognitive, and communicative strategies
to facilitate deeper comprehension of onomastic meanings. The findings demonstrate
that a strategically structured approach to onomastics significantly enhances learners’
intercultural communicative competence, analytical thinking, and pragmatic language
use.
References
References
1. Superanskaya, A. V. (1973). General Theory of Proper Names. Moscow.
2. Van Langendonck, W. (2007). Theory and Typology of Proper Names.
Mouton de Gruyter.
3. Kramsch, C. (1998). Language and Culture. Oxford University Press.
4. Safarov, Sh. (2008). Lingvokulturologiya asoslari. Toshkent.
5. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in
Language Teaching. Cambridge University Press.
6. Brown, H. D. (2001). Teaching by Principles. Longman.
7. Yule, G. (2010). The Study of Language. Cambridge University Pres
