“ENHANCING SEMANTIC FLEXIBILITY: A COMPARATIVE STUDY OF CONTEXTUAL HOMONYMS IN ENGLISH AND UZBEK LANGUAGE TEACHING”
Abstract
This study explores the linguo-cognitive features of contextual homonyms and examines effective strategies for teaching them in English and Uzbek language groups. Contextual homonymy, which arises when a single lexical form conveys different meanings depending on discourse, poses significant challenges for language learners. The research highlights key cognitive mechanisms—such as conceptualization, categorization, and inferential reasoning—that assist learners in distinguishing contextual meanings. It also proposes a set of methodological approaches, including comparative analysis, contextual modeling, and task-based learning, designed to enhance students’ semantic flexibility and interpretive competence. The findings suggest that incorporating cognitive-linguistic principles into pedagogical practice substantially improves learners’ comprehension of homonymous forms and strengthens their overall communicative performance in both English and Uzbek.
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