This article examines the linguopragmatic deficiencies observed in girls’ speech, focusing on their socio-cultural, psychological, and linguistic underpinnings, and explores methods for their remediation. Based on empirical findings from Uzbek and comparative English contexts, the study underscores the interrelation between gendered communicative behavior, societal expectations, and language acquisition. The discussion integrates theoretical insights from scholars such as Ergasheva, Ziyayeva, and Holmes to provide a comprehensive account of the socio-pragmatic mechanisms shaping girls’ speech patterns.
| Mualliflar | Shokirova, Diloramkhon, Шокирова, Дилорамхон, Shokirova, Diloramxon |
|---|---|
| Jurnal | Хорижий лингвистика ва лингводидактика |
| Nashr sanasi | 2023-12-15 |
| Jild | 1 |
| Son | 6 |
| Betlar | 66-71 |
| Til | Ingliz |
| DOI | 10.47689/2181-3701-vol1-iss6-pp66-71 |
DOI: 10.47689/2181-3701-vol1-iss6-pp66-71 · Maqolaning asl sahifasi
лингвопрагматика, гендер и язык, прагматическая компетентность, речь девочек, социокультурные рамки, ассертивная коммуникация, культурная ренарративизация, диалогическая педагогика, стратегии вежливости, теория речевых актов, Linguopragmatics, gender and language, pragmatic competence, girls’ speech, socio-cultural frameworks, assertive communication, cultural re-narrativization, dialogic pedagogy, politeness strategies, speech act theory, Lingvopragmatika, Jins va til, Pragmatik kompetentsiya, Qizlarning nutqi, Ijtimoiy-madaniy asoslar, Ishonchli muloqot, Madaniy qayta hikoya qilish, Dialogik pedagogika, Xushmuomalalik strategiyalari, Nutq harakati nazariyasi
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