GLOBAL PERSPECTIVES ON TEACHING ENGLISH AND UZBEK ONOMASTIC VOCABULARY THROUGH A LINGUOCULTURAL APPROACH

The present study examines the comparative teaching of English and Uzbek onomastic words through a linguocultural approach. Onomastic units, including personal names, geographical names, ethnonyms, and cultural place names, serve as linguistic signs reflecting national identity, history, traditions, and cultural values. In foreign language education, learners often encounter difficulties in understanding the cultural meanings embedded in proper names. Therefore, integrating linguocultural principles into language teaching contributes to the development of learners’ communicative, intercultural, and sociolinguistic competence. The study analyzes similarities and differences between English and Uzbek onomastic systems and proposes methodological strategies for their effective comparative instruction. The research employs comparative, descriptive, and pedagogical methods. The findings indicate that linguocultural instruction significantly improves learners’ vocabulary acquisition, cultural awareness, and communicative competence.