THE GRAMMATICAL VERB CATEGORIES IN THE ENGLISH AND UZBEK LANGUAGES
https://doi.org/10.5281/zenodo.15547578
Kalit so‘zlar
Verbs, Grammatical Categories, English, Uzbek, Tense, Aspect, Mood, Voice, Modality, Comparative Linguistics, Language Pedagogy, Translation Studies, Verb System Typology.Annotasiya
Verbs constitute one of the most essential components of grammatical structure in both English and Uzbek, functioning as the core of clause formation and the primary means for expressing actions, states, processes, and events. While English and Uzbek share several universal grammatical categories, such as tense, aspect, mood, voice, and modality, their realization within each language's verb system is markedly different. These differences stem from the typological divergence between English, a predominantly analytic language with a fixed word order and extensive use of auxiliary verbs, and Uzbek, an agglutinative language that employs rich morphological suffixation and allows for more flexible syntactic arrangements.
This article presents a detailed comparative analysis of the verb systems in English and Uzbek, with particular attention given to their morphological structures, syntactic patterns, and semantic roles. Through examining how tense, aspect, mood, voice, and modality are expressed and function in each language, the study reveals both structural parallels and significant contrasts that influence how meaning is conveyed. Additionally, the paper explores how these linguistic differences impact second language acquisition, particularly for learners transitioning between the two systems, as well as the challenges they pose for accurate translation and interpretation across languages.
By drawing on descriptive grammar, typological studies, and pedagogical insights, the findings of this analysis contribute to a deeper understanding of verb usage in cross-linguistic contexts. The paper also offers practical implications for language teaching, translation studies, and linguistic theory, underscoring the importance of comparative grammar in developing effective instructional methods and improving intercultural communication.
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