PHRASEOLOGICAL REPRESENTATION OF LEARNING: A FRAME-BASED STUDY OF ENGLISH AND UZBEK IDIOMS

The article proposes a frame-based model of the phraseological representation of the concept LEARNING in English and Uzbek idioms. The corpus comprises 244 idioms (126 English and 118 Uzbek) selected by continuous sampling from bilingual phraseological dictionaries. Following the frame semantics of C.J. Fillmore and its elaboration in cognitive linguistics, the frame LEARNING is modeled through the slots Agent, Object, Instrument, Manner and Result. It is established that in both languages the slots Agent and Object are filled most densely, which reflects the anthropocentric and result-oriented construal of learning. The Uzbek material shows a statistically significant filling of the slot Instrument by culturally marked elements (kitob "book", ustoz "teacher", mehnat "labor"), whereas the English material favors the slot Manner with the dominant imagery of difficulty and endurance. The study demonstrates the heuristic potential of frame analysis for the comparative description of phraseological concepts.