Conduct of modern science– 2016 • Díl 1

Science without borders - 2020 ★ Volume 14
Researchers concluded that teachers can use the result of studies in the 
classroom to facilitate teaching English language, but teachers sometimes have doubt 
about the relationship between the result of studies and teaching because they believe 
these studies are general and cannot be used in different situations.Researchers stated 
that teachers need the results of research because they can adapt the results in their 
classroom practice. Some teachers perefer to use their teaching experience instead of 
using the result of researchers in the classroom. Teachers can read the result of 
researchers’ study then they can select some good strategies and helpful notes to use in 
the classroom, because all researchers are not useful for teachers, some of them are 
only theories and are not related to teach in real environment.[3]
REFERENCES
1. Crookers, G & Arakaki , L. (1999) Teaching idea sources and conditions in an 
ESL program. TESOL Journal, 8, 15 - 19 .
2. Ganbarzehi, F. A. ( 2014) Language learning strategies use and its correlation 
with EFL male and female learners. Iranian EFL Journal, 10 (1), 384-397.
3. Griffiths, C. ( 2007) , Language learning strategies: student’s and teachers’ 
perceptions. ELT Journal , 61(2), 91-99.
4. Kannan, R. ( 2009). Difficulties in learning English as a second language.
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MATERIALS OF THE XVI INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE ★ March 30 - April 7, 2020
THE SEMANTIC STRUCTURE OF POLYSEMANTIC WORDS
M asharipova Nargiza
, 
PhD student
Urgench State University, narziss [e-mail]
Annotation. This piece of writing is devoted to a brief investigation of the 
phenomenon called polysemy where a word has a set of meanings. It is evident that 
most of the words in Uzbek and English languages are polysemantic that’s why this 
issue has become an important sphere of semantics to investigate on it.
Key w ords: polysemy, language, phenomenon, vocabulary, meaning, 
expanded sense
According to the approaches of polysemy presented by several linguists it 
was stated that some people who are not well aware of linguistics suppose that if one 
word is applied on wide range of meanings, this language is lacking on vocabulary. In 
fact, it is exactly the opposite: if each word has at least two meanings, the 
expressiveness of the whole vocabulary increases twofold and it comes out that the 
emotive potential of the language is high and polysemy is a great advantage to a 
language. The first time the term 
“polysemy”
was appeared in Michel Breal’s Essai de 
Semantique (1897), later on translated into English under the name of 
Semantics:
Studies in the Science o f Meaning
(1900). Investigating semantic field of polysemantic 
words, most frequent and less frequent used words in speech can be figured out. The 
primary meaning of the word is associated with another concept. Now several 
examples will be taken into consideration:
a) the word 
fox
means 
tulki
in its denotative meaning in Uzbek language, but 
such meaning of this word as 
ayyor
is its connotative meaning.
b) another example is 
eye (ko ‘z
in Uzbek) means: 
1-body part fo r seeing,
2- 
expression on someone's face, 3-for saying someone is looking, 4-calm centre o f storm,
5-hole in needle, 6-spot on potato, 7-part that hook fits into
c) the word 
uzuk
(1) 
(ring
in English) - a piece of jewellery in the form of a 
circle that you wear on a finger: 
a gold ring.
This word has more than 7 senses where
the first meaning has 4 submeanings: 1a. an object in the shape of a circle: 
onion rings;
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