Masharipov jahongir axmedovich conceptual analysis of the components of metaphor with the elements of mentality in english and uzbek

metaphorical expressions
in bold italics. This is due to easy spot them 
throughout all the research paper. Also we tried to explain why certain concepts 
changed their meaning during a particular time. As a reason for this can be war, 
certain revolutionary events, or anything staggering as only they can directly 
impact upon mentality. In our final chapter we continued our practical work. In 
order to frame ourselves we chose two literary books: one from English (‘A tree 
grows in Brooklyn’ by Betty Smith) and one from Uzbek (‘Dunyoning ishlari’ by 
Utkir Hoshimov). The first reason for choosing literary books, they contain 
different style: literary, publicistic, scientific and so on. The language can be once 
informal, suddenly scientific and likewise. Thus, it means there will be variety of 
mentality elements. The broad one will be of course national mentality, as one of 
them was written by American writer, the other was by Uzbek writer. First, we 
picked out metaphors with the elements of mentality in English book, then in 

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Uzbek. Then we thought about their translations (can they keep their status or they 
cannot be translated in metaphorical way), sometimes we struggled to convey the 
exact meaning, so then we gave two translations, one of them is word-for-word, 
while the other one is interpretation. As earlier we had distinguished conceptual 
metaphor from metaphorical expressions, we stressed our examples either to be 
conceptual ones or stylistic ones. Mostly in our cases, we found out metaphorical 
expressions rather than conceptual metaphors (as they are rare used indeed). Then 
our duty was to figure out conceptual metaphors for those metaphorical 
expressions. After that we did conceptual analysis based on etymological, 
definition and questioning methods. We tried to speculate why certain concepts are 
being used to convey those notions. We singled out the main key similarities and 
differences among those and other conceptual metaphors in the English and Uzbek 
languages. In order to ascertain our results we also organized a survey, which was 
useful and practical. However, it would be good if we chose several mentality layer 
people and hint them notions, and elicit certain metaphorical expressions or even 
conceptual metaphors. Maybe in our next researches we take that case into 
consideration. However, despite that drawback, this research work can be really 
useful to the students who are eager to learn metaphor deeply, who are eager to 
know about cognitive linguistics and concept. Moreover, research paper can be 
quite valuable who wants teach the second language in uncommon medium with 
the materials in this work , as here explained how certain metaphors can shift from 
one notion to another, and what kind of factors should be taken into consideration 
and many other questions. If these approaches done in proper way, their students 
can confidently build their mindset into foreign language, consequently leading to 
thinking in English. 

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