Current Research Journal of Philological Sciences

Night, Sound, Nature, And Psychological Intensity In English Poetry: A Transhistorical Study Of Symbolic Expression And Affective Meaning

2026-01-01T01:41:43+00:00

English poetry across centuries has persistently engaged with elemental experiences such as night, sound, nature, solitude, and emotional extremity to articulate inner psychological realities. This study undertakes a transhistorical literary analysis of selected poetic works ranging from the early modern period to the late nineteenth and early twentieth centuries, focusing on William Shakespeare’s Sonnets, Samuel Taylor Coleridge’s The Rime of the Ancient Mariner, Edgar Allan Poe’s The Raven and The Bells, Robert Browning’s Meeting at Night, the poetry of Emily Dickinson, selected works of Robert Frost, Thomas Hardy’s Moments of Vision, Edward Lear’s verse, William Butler Yeats’s Lines Written in Dejection, and the poetry of John Greenleaf Whittier, supplemented by pedagogical and illustrative poetic resources. The research examines how poets employ sensory imagery—particularly auditory and nocturnal imagery—alongside natural symbolism to externalize internal states such as longing, despair, hope, alienation, and transcendence. Using close textual analysis as the primary methodology, the article explores how sound, rhythm, landscape, and symbolic motifs operate as psychological instruments rather than decorative devices. The findings reveal that despite vast differences in historical context and poetic form, these poets converge in treating nature and sound as mediators between the self and metaphysical meaning. The study contributes to literary scholarship by demonstrating the continuity of affective symbolism across periods while also highlighting each poet’s distinctive response to existential uncertainty, emotional turbulence, and the limits of language. By emphasizing interpretive depth over summary, this research foregrounds poetry as a sustained intellectual engagement with human consciousness, thereby reaffirming its relevance within both literary theory and cultural history.

Features Of Lexicography In The Cultures Of English-Speaking And Russian-Speaking Scientific Discourse

2026-01-20T03:56:50+00:00

This article examines various approaches to defining the concept of "discourse," its linguistic usage, and the characteristics of lexicographics of English and Russian business discourse from the perspective of cultural linguistics.

Eponyms And Their Latinization In Disease And Syndrome Names: Grammar, Convention, And Standardization

2026-01-27T06:27:29+00:00

Eponymous disease and syndrome names remain widespread in clinical speech, education, and the biomedical literature, even as modern classifications increasingly prefer descriptive or mechanism-based terms. Alongside English and other national-language forms, many medical education traditions preserve a Latin layer for eponyms, most visibly in constructions such as morbus + surname or syndroma + surname, as well as in Neo-Latin spellings that use the genitive to mark attribution. This article examines how eponyms are Latinized in the naming of diseases and syndromes, why multiple competing Latinization patterns exist, and how these patterns interact with contemporary recommendations to reduce possessive forms in English. Using a qualitative linguistic method (morphological and orthographic analysis) on representative eponymic labels drawn from scholarly discussions of Latin medical terminology and eponym formation, we identify the principal Latinization strategies: genitive singular forms that follow a Latin head noun, apostrophe-marked “main eponyms” that avoid declension, and hybrid or exception patterns motivated by pronunciation and international variation. Results show that Latinization is guided less by “pure” classical rules than by professional convention and practical readability, yet it still relies on recognizable Latin grammatical signals (especially the genitive) that help convey attribution and improve interpretability across languages. We discuss implications for teaching medical Latin, harmonizing terminology in multilingual settings, and improving bibliographic retrieval where possessive/nonpossessive alternation remains a persistent problem.

The Interpretation of Central Archetypes and Symbols in The Hobbit and The Lord of The Rings

2026-01-11T14:05:11+00:00

This article examines the central archetypes and symbols that structure J. R. R. Tolkien’s The Hobbit (1937) and The Lord of the Rings (1954–1955) and argues that Tolkien’s mythopoetic method does not merely “decorate” narrative with traditional motifs, but uses archetypal figures and symbolic objects to stage an ethical anthropology: a theory of personhood tested by power, loss, mercy, and providence. Drawing on archetypal criticism, Jungian-informed myth analysis, and narratological comparison, the study interprets how Tolkien reconfigures inherited patterns—hero, mentor, shadow, king, trickster, and the loyal companion—within a specifically modern crisis of agency, in which temptation operates less through overt coercion than through interior consent. The article shows that Tolkien develops a symbolic grammar across both works, anchored by the road, the ring, light, the tree, and the wounds of industrialized domination, and that this grammar intensifies from the relatively comic, episodic structure of The Hobbit into the tragic-epic architecture of The Lord of the Rings. The analysis emphasizes the symbolic conversion of “smallness” into moral force: the humble hero becomes the privileged site where cosmic conflict is decided without erasing ordinary life. Ultimately, Tolkien’s archetypes function not as fixed psychological templates but as relational roles shaped by choice, community, and grace, while his symbols operate as ethically charged instruments that reveal what characters love, fear, and are willing to sacrifice.

The Unique Characteristics Of Khudoyberdi To‘Xtaboyev’s Work “The Land Of Sweet Melons Or The Battle Of The Magics”

2026-01-26T08:35:57+00:00

This article highlights the artistic features of Khudoyberdi Tukhtaboev’s work “The Land of Sweet Melons or the Battle of Wizards” which holds a special place in children’s literature, as well as ideas that serve to expand children’s worldview through fantastic images, an adventurous plot line, and the author's unique humorous style. The dynamic development of events in the work, the skill of the characters in creating characters, the combination of national and fairytale elements are interpreted from a scientific point of view. Through this work, the role of Kh.Tukhtaboev’s work in Uzbek children’s science fiction is also substantiated.

Pedagogical Potential Of Online Resources In Developing Professional Speech Competence In Russian For Medical Students

2026-01-27T06:52:35+00:00

Digital transformation has made online resources—learning management systems, videoconferencing, mobile applications, and interactive multimedia—central to language education. In medical higher education, Russian-language professional speech competence supports discipline-specific reading, professional dialogue, and medical documentation, and therefore requires systematic practice of specialized vocabulary, genre conventions, and interactional routines. This article analyzes the pedagogical potential of online resources for developing professional speech competence in Russian for medical students through a structured narrative synthesis of research in computer-assisted language learning and Russian as a foreign language (RFL) pedagogy. Evidence from a major CALL meta-analysis indicates that technology-supported language learning is at least as effective as non-technology instruction, with a small overall advantage in favor of technology-supported pedagogy. Studies in RFL and medical contexts show that learning management systems and videoconferencing can support professionally oriented tasks, self-regulation, and continuous assessment when they are integrated into staged instructional designs. The article proposes conditions under which online resources are most likely to improve outcomes in medical Russian: professionally authentic tasks, blended organization that protects interaction, clear task standards that enable independent work, and feedback mechanisms that target both accuracy and appropriateness. The analysis concludes that online resources have strong pedagogical potential, but effectiveness is conditional and depends on instructional design rather than platform presence.

The Role Of Extensive Reading In Enhancing Language Proficiency Of Boarding School Students

2026-01-08T09:04:05+00:00

This article examines the role of extensive reading in enhancing the language proficiency of boarding school students. Extensive reading, defined as reading large amounts of comprehensible and meaningful texts for pleasure, is widely recognized as an effective approach in second and foreign language acquisition. The study explores how systematic exposure to extensive reading materials influences learners’ vocabulary development, reading comprehension, grammatical awareness, and overall language fluency. Special attention is given to the unique educational environment of boarding schools, where students have increased opportunities for independent learning and structured reading programs. The article analyzes both theoretical perspectives and empirical findings related to extensive reading, highlighting its impact on learners’ motivation, reading habits, and cognitive engagement. Furthermore, the research discusses the role of teachers in selecting appropriate reading materials and creating a supportive reading culture within boarding schools. The findings suggest that extensive reading significantly contributes to improving language proficiency by fostering learner autonomy and sustained language exposure. The article concludes that integrating extensive reading programs into boarding school curricula can serve as a powerful pedagogical tool for enhancing students’ linguistic competence and academic performance.

The Issue Of Literary (Artistic) Devices In Eastern Literature

2026-01-20T04:05:10+00:00

Artistic devices play an important role in imparting general aesthetic qualities to speech. While artistic devices are studied in Arabic philology within the badīʿ section of the science of balāgha (rhetoric), in Western philology—and through it, in modern Uzbek linguistics—they are examined under various terms such as “stylistic devices” or “a system of expressive and emotive linguistic means.” In literary studies, they are referred to as “artistic devices” or “poetic devices.” Their classification also differs from that of Eastern philology. Specifically, in Arabic rhetoric, badīʿ devices are classified into verbal (lafẓī) and semantic (maʿnavī) groups based on the dominant feature involved in creating artistic effect, whereas Persian scholars additionally introduced a combined verbal–semantic category.

To clarify this issue, it is necessary to refer to the primary sources in which the theory of badīʿ devices was originally developed. This is because badīʿ devices form the foundation of artistic creativity among all peoples, particularly Eastern nations, and the theoretical framework developed within Arabic rhetoric facilitated their rapid dissemination, assimilation, and further development. The authenticity of this process is evident from treatises on rhetoric—especially on artistic devices—written in Persian and Turkic languages. These devices were also widely used in the creative works of Turkic peoples, and it is clear that their classification, definitions, and terminology were adopted and developed through the works of Arab scholars.

In Arabic-language sources, artistic devices are divided into two groups: al-muḥassināt al-lafẓiyya (verbal embellishments) and al-muḥassināt al-maʿnaviyya (semantic embellishments). There has been no significant debate among Arab rhetoricians regarding this classification, and badīʿ devices continue to be studied on this basis to the present day.

This article examines the issue of verbal artistic devices that shape the aesthetics of Arabic, Persian, and Turkic languages, as well as their classification, drawing on works devoted to the science of rhetoric.

A Model For Developing Latin Terminological Competence In Medical Students

2026-01-27T06:36:29+00:00

Latin continues to function as a reference language for medical terminology, most clearly in standardized anatomical nomenclature and in stable term patterns used across education and professional communication. The persistence of Latin forms is not merely historical: it supports precision, international interoperability, and the ability to decode and produce structured terms. This article proposes a competency-oriented model for developing Latin terminological competence in medical students. Using a design-and-argument methodology, the model is constructed by aligning (1) the requirements of contemporary anatomical standardization, where Terminologia Anatomica serves as a key international reference; (2) evidence that Latin terminological units remain active in modern medical writing; and (3) outcome-based curriculum design principles from competency-based medical education and constructive alignment. The results of the modeling process are presented as an integrated framework consisting of goal, content, process, and assessment components, organized developmentally from foundational grammatical literacy to clinically situated terminological performance. The discussion explains how the model can reduce common errors (incorrect agreement, misreading of genitives, and unstable plural usage), strengthen interdisciplinary integration with anatomy and clinical documentation, and provide reliable assessment through transparent performance indicators. The article concludes that Latin terminological competence is best developed as a staged, practice-based competence supported by standard terminology resources and aligned assessment rather than as isolated memorization of word lists.

Psychophysiological And Cognitive Basis of Stress in Students in Emergency Medical Care Cycles

2026-01-11T14:10:50+00:00

analyzes the psychophysiological and cognitive mechanisms that influence the stress of students studying in the "Emergency Medical Care" cycles. The pedagogical significance of such processes as HPA-axis activation, cortisol dynamics, attentional bias, memory load, and amygdala–prefrontal cortex interaction in emergency decision-making is revealed. The results of the study suggest scientifically based approaches to stress management, proper organization of simulation training, and development of clinical thinking in the process of medical education.

Gender, Case, And Plural Forms In Latin Anatomical Terms: Grammar As A Tool For Precision

2026-01-26T08:38:22+00:00

Latin anatomical terminology is more than a historical tradition: it is a controlled linguistic system that encodes meaning through grammatical form. In standardized nomenclature, especially Terminologia Anatomica, Latin remains the reference layer for naming structures and expressing relationships between them. This article examines how three grammatical categories—gender, case, and number—shape the formation and interpretation of Latin anatomical terms, using well-known examples such as vertebra–vertebrae and bacterium–bacteria to illustrate frequent patterns and common sources of misunderstanding. A qualitative morphological–grammatical analysis was applied to representative Latin terms and multiword collocations in anatomical nomenclature and in contemporary medical discourse where nonassimilated Latin phrases preserve agreement and inflection. The results show that gender governs adjective agreement and stabilizes term structure; case endings encode part–whole and specification relations (most prominently through the genitive); and plural formation follows declensional logic that is highly regular yet capable of producing ambiguity when identical forms serve different functions. The discussion highlights practical implications for teaching, translation, and documentation accuracy, arguing that grammatical literacy is essential for safe and standardized anatomical communication.

Latin Prefixes And Suffixes In Clinical Terminology: Patterns Of Formation, Meaning, And Safe Interpretation

2026-01-27T06:56:33+00:00

Latin remains a foundational language of international medical communication, especially in anatomical nomenclature, procedural naming, and clinical documentation traditions. A core reason for its durability is the productivity of affixation: Latin prefixes and suffixes allow clinicians and students to build, decode, and standardize terms by combining a base with morphemes that signal location, direction, time, relation, action, result, or instrument. This article analyzes how Latin prefixes and suffixes function in the formation of clinical terms and term-like professional expressions, with particular attention to the semantic transparency that supports learning and to the ambiguity points that can generate documentation or translation errors. A qualitative morphological–semantic method was applied to representative terms from standardized anatomical terminology and widely used clinical naming patterns. The results show that Latin prefixes such as intra-, extra-, sub-, supra-, inter-, trans-, pre-, and post- consistently operate as compact clinical “operators” that encode spatial and temporal relations, while suffixes such as -alis/-aris, -atus, -tio, -tura, -tor, -mentum, and diminutive markers (-ulus/-culum) convert bases into predictable grammatical and conceptual classes used for naming structures, actions, agents, and instruments. The discussion highlights why purely morphemic decoding is not always sufficient and proposes principles for safer interpretation and teaching of Latin clinical word-formation.

Reciprocity Of Zeugma In German And Uzbek

2026-01-11T13:59:48+00:00

This study investigates zeugma as a syntactic and semantic phenomenon in German and Uzbek from a contrastive perspective, with particular attention to its interaction with reciprocity. The traditional description of zeugma exists as a stylistic device which links incompatible meanings through a grammatically correct sentence structure. The research shows that Uzbek zeugma functions through grammaticalized reciprocity and collective action but German zeugma operates through valency conflicts and lexical-semantic distinctions. The research demonstrates that Uzbek zeugmatic constructions use plural and reciprocal morphological markers to create predicate compression and valency expansion through structural-semantic and contrastive and corpus-based analysis methods.

Sharof Rashidov — The Bard Of Love

2026-01-20T17:25:41+00:00

This article analyzes Sharof Rashidov's poems about love. Sharof Rashidov's poems and every line in them are born from great love and devotion to the Motherland and its people. This love was manifested in his loyalty to his parents, motherland, people, his beloved land, the warrior who fought valiantly in battles, and his motherland. This sacred feeling not only enriched the poet's heart and inspired him, but also became his lifelong dream and destiny of poetry. In his poems, Sharof Rashidov expressed love for parents, motherland, motherland, people, beloved country, warrior in various ways. The Motherland, the motherland, that Sharaf Rashidov sang in his poems, this is Uzbekistan. Parents, warriors, beautiful people are people who lived and live in this country. Reflecting these in his poems, all the people living in Uzbekistan, no matter when and in what period, with sincere love for the Motherland, live without sparing all their efforts for its prosperity, future and growth. Conclusions are given in the article about motivation to work.

Effectiveness Of Using Digital Learning Platforms In Teaching The Russian Language In Medical Higher Education

2026-01-27T06:47:46+00:00

The rapid digital transformation of higher education has accelerated the adoption of learning management systems, videoconferencing tools, and mobile applications in language education. In medical higher education, Russian-language competence often supports academic reading, professional documentation, and clinical communication, which makes the question of digital-platform effectiveness both pedagogically and practically significant. This article synthesizes evidence on the effectiveness of digital learning platforms for teaching Russian in medical higher education, drawing on a structured narrative review of research on technology-enhanced language learning and targeted studies in Russian as a foreign language (RFL) in medical contexts. Evidence from meta-analyses indicates that technology-supported language instruction yields outcomes that are at least comparable to traditional formats and can produce measurable gains when platform affordances are aligned with learning objectives, feedback, and interaction. Studies focused on RFL for medical learners describe improvements in motivation, self-regulation, and specific communicative or lexical skills when platforms such as Moodle and Zoom are integrated into professionally oriented tasks. The discussion proposes an effectiveness framework for platform-based RFL instruction in medical higher education, highlighting conditions under which digital environments are most likely to improve learning outcomes: blended course design, clinically authentic tasks, robust formative assessment, and sustained teacher presence. The article concludes that digital platforms are most effective not as a simple replacement for classroom instruction but as a structured ecosystem enabling practice, feedback, analytics-informed support, and professional contextualization.