A COMPARATIVE STUDY OF ASSOCIATIVE EXPERIENCE AND THEMATIC GROUPING PRINCIPLES IN LEARNER’S EXPLANATORY DICTIONARIES (IN THE CASE OF ENGLISH AND UZBEK LANGUAGES)
DOI:
https://doi.org/10.55640/Keywords:
learner’s explanatory dictionary, associative experience, thematic grouping, lexicography, psycholinguistics, semantic analysis, cognitive approach, language teaching methodologyAbstract
This article presents a comparative analysis of the principles of associative experience and thematic grouping—two key approaches in the structure of modern learner’s explanatory dictionaries—using examples from English and Uzbek. The study examines the role of these principles from linguistic and psycholinguistic perspectives, focusing on how they address the cognitive needs of language learners, reflect the mental organization of lexical items, and contribute to the effectiveness of vocabulary acquisition. The research analyzes the structure and methodological approaches of major learner’s dictionaries such as the Oxford Wordpower Dictionary (English) and the Izohli Lug‘at (Uzbek), evaluating their user-friendliness, ability to form semantic fields, and functionality in language instruction. Furthermore, the article explores how lexical items in these dictionaries are presented in terms of semantic, associative, and thematic relationships, and assesses the impact of these approaches on the development of learners’ vocabulary.
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References
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