TYPOLOGICAL AND SEMANTIC-STRUCTURAL CHARACTERISTICS OF THE FORMATION AND DEVELOPMENT OF PEDAGOGICAL TERMINOLOGY IN THE ENGLISH AND UZBEK LANGUAGES
This article examines the processes of formation and development of pedagogical terminology in English and Uzbek languages, as
well as their typological and semantic-structural features from a comparative perspective. The main objective of the study is to
identify the sources of emergence, structural models, semantic characteristics, and functional roles of pedagogical terms within the
terminological systems of both languages. Pedagogical terms in English and Uzbek are classified into simple, derived, compound,
and terminological phrase structures, and the role of word-formation processes such as affixation, composition, borrowing, and
semantic derivation is analyzed. Furthermore, the study identifies the general and specific national features of pedagogical
terminology, its semantic composition, terminological stability, and cross-linguistic equivalence in both languages.
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