Introduction actuality of the research paper

Conclusion on Chapter II
If we make conclusion on this chapter, we can say that the ability and its ways of expressing in the language can be discussed differently. On the basis of lexical, semantic and pragmatic linguistics, the exact meaning of the ability can be understood variously. For that case, using the modal words is secret for us, however the essential point in this chapter can be noticed in the process of expressing ability not only by the help of modal words, but also by the help of some other lexical items. For instance, by adjectives, nouns and some other phrases.
The modal words such as can, could, be able to are used to express the ability in humans. And they own exact form grammatic features.
In this point, the words, for example, “outstanding”, “capable”, “unfocused”, “sponge”, “lone wolf”- these words are also capable of expressing somehow meaning of the ability.



Chapter III. Ways of expressing ability in the English and Uzbek languages.
3.1 Phraseological expressions meaning intellectual ability in English and Uzbek
The concepts of mind, intelligence, wit are the abilities of the man to think and control his or her attitude to the reality. These concepts considerably expand the possibilities of the man in cognition everything that surrounds him. Intelligence reflects a degree that reached a certain age, a degree of cognitive development of personality in the degree of mastering mental skills and serves humane to master different kinds of activities successfully adopted in environment. Intellectual abilities of humane are determined as readiness to effective mastering of different knowledge and skills and represent individual characteristics reflecting how much people can process the information of different type. Almost all modes of human life, for example peoples’ birth and death, features of their characters, ages, appearance, intellectual activities, professional qualities find reflexion in phraseology of any language. Leaning basically on proper representation about human reasons, the people also have created the evaluations of this phenomenon. And, certainly, all these found their reflexion in language: there was a considerable quantity of the lexical and phraseological units expressing mental ability of the person. Positive, negative and neutral components of phraseological meaning in which basis lie condemnation, approval or absence of strongly pronounced approval or condemnation as ascertaining of socially settled evaluation of any phenomenon are distinguished.
We will give following examples: – positive meaning: with one's head screwed on (right, the rightway, properly) — ақлли, ақли расо, зеҳни баланд (ўткир); – negative meaning: one has a screw (a cog, a slate, a tile) loose; one is off his rocker; one is not quite there; one has got apartments to let; one has bats in one's belfry; one is a little wanting; nobody home — узоқ ўйлайдиган, дарров тушуна қолмайдиган, калтафаҳм (зеҳни паст) одам.

On the analysis of an investigated material we can distinguish following criteria of the evaluation, enabling to characterise this or that phraseological unit as having positive, negative or neutral evaluating sense.

The first criterion, undoubtedly, are the features of presence/absence of intelligence and mental abilities of the person: Eng. have eyes to see, Russ. голова на плечах, Uzb. aqli joyida; Eng. not to have got a brain in one's head, Russ. винтика не хватает, дурак дураком, Uzb. g’irt ahmoq.
Mental activity of the person is also usually evaluated from a view of its presence/absence: Eng. have all one's buttons on, Russ. котелок варит, шевелить мозгами, Uzb. aqlini ishlatmoq; Eng. have one's head examined, Russ. каша в голове, голова трухой набита, Uzb.miyasi g’ovlagan.
In English language intellectual activity of the person is also evaluated from the point of view of efficiency/inefficiency of its use: be firing on all cylinders, be quick off the mark, be going around in circles. The analysis of phraseological units, expressing mental abilities of the person, shows that the neutral evaluation consists of the phraseological units expressing intellectual processes, but not specifying in speed or depth of their behaviour, or simply supposing existence of certain mental abilities of the person:
Eng. turn of mind, collect one's thought, Russ. приходить на ум, вертится в голове, серое вещество, жить своим умом, Uzb. miyasiga kelmoq, miyasida aylanib yurmoq. The positive phraseological units expess such features, as power of observation, wisdom, insight, ingenuity, wit, mind, for example:
Eng. have and quick wit, Russ. ходячая энциклопедия, остёр на язык, кладезь премудрости, ума палата, Uzb. koni aql, ma’lumoti keng. Accordingly, in a zone of the negative phraseologisms there are the phraseological units expressing such features as nonsense, limitation, dullness, for example: Eng. an one-track mind, a wooden head, Russ. дубина стоеросовая, мякинная голова, мозги набекрень, как с луны свалился, Uzb. alqi past, kallavaram, dumbul.
Considering sentences containing an evaluative element, it can be noted that the evaluative component can be embedded in the semantics of the verb, which acts as an axiological predicate in the sentence. The indirect nature of axiological predicates lies in the fact that they do not contain in their meaning an evaluative component that directly indicates the relationship of the subject specifically to the intellectual abilities of the object being evaluated. The formation of evaluative meaning and the correlation of objects with evaluative categories is carried out on the basis of identifying cause-and-effect relationships and inferential inference. For example: 1)I told Romero how much I liked his work, and he was very pleased (E. Hemingway). 2) When I was in Paris this spring I saw a lot of Tschuplitski. I admire his work tremendously soly (A. Huxley). 3) Priscilla praised his latest book. ‘Splendid, I thought it was’, she said in her large, jolly way (A. Huxley). In the considered examples, the selected predicates express the attitude of the subject of assessment to the product of the activity of the object of assessment. Assigning objects to intellectual evaluation categories is based on the knowledge that a high level of intellectual ability is required to create high quality products. At the conceptual level, the process of correlating an object with the category of a positive assessment is determined by the profiling mechanism, which is expressed by the lexical semantics of the axiological predicate: 1) like - to enjoy something or think that it is nice [4], 2) admire - to have a very high opinion of someone because of a quality they have or because of something they have done [4], 3) praise - to say that you admire and approve of someone or something, especially publicly [4] .
The formation of evaluative meaning through axiological predicates can also be based on the cognitive mechanisms of metaphor and metonymy. For example: 4) ‘She’s raving about your book’ (W.S. Maugham). 5) His ‘Olympia’ seemed to me the greatest picture of modern times, and ‘Le Déjeuner sur l’Herbe’ moved me profoundly (W.S. Maugham). In example No. 4, the cognitive mechanism of metonymy is due to the fact that the characteristic “to speak with admiration about something” is part of the general characteristic of the subject, referring it to a positive category. At the language level, this mechanism is expressed by the interaction of the semantic components of the axiological predicate is raving and its object your book (cf. to rave – to talk in a very excited way about something, saying how much you admire or enjoy it [4]). In example No. 5, along with a direct assessment of the activity product in the first part of the sentence (the greatest picture of modern times), there is an indirect assessment of another activity product in the second. The latter is due to the mechanism of metaphorical transfer. The causal metaphor assumes the transfer of the characteristics of a person's state as a result of the impact of a certain object (move - to make someone feel strong feelings, especially of sadness or sympathy [4]) to the assessment of the object itself. The intensifier of evaluation is the adverb profoundly. In language, the cognitive mechanism of metaphor is expressed by the semantic and syntactic combination of the axiological predicate (moved) and the name of the object of evaluation (‘Le Déjeuner sur l’Herbe’).³⁰
Other axiological predicates include the following: enjoy, marvel, delight, impress, adore, hate, dislike, etc. An auxiliary verb can be used as an intensification of the assessment. For example: 6) I expect you will. I mean - but I do like what you write (I. Murdoch). In this example, the auxiliary verb do is optional in terms of the grammatical correctness of the sentence. Its function is to strengthen the central characteristic of the semantic verb like and thus to place the object under evaluation closer to the pole of the positive category. The meaning of an axiological predicate can be embedded in the semantics of a noun, which also correlates an object with a certain evaluation category. For example: 7)Jose Carreras' mother was his biggest fan [5 8)Dr. Weitbrecht-Rotholz was an enthusiastic admirer of Charles Strickland… (W.S. Maugham). In sentences No. 7 and No. 8, the evaluative component “to admire someone” is embedded in the lexical semantics of the word as a function of the nominal part of the predicate: fan – someone who admires a famous person [4]; be an admirer of - to admire someone, especially a famous person, or their work [4]. A positive assessment of a person's intellectual abilities is based on knowledge of the cognitive context: for high achievements in any field, including creative activity, high intelligence is required.
The ability to express oneself accurately and effectively is a fundamental aspect of language proficiency. In order to communicate successfully in a language, learners must be able to use the appropriate grammatical structures and lexical items to convey their intended meaning. This is particularly important when it comes to expressing ability, which is a common topic in both English and Uzbek languages. Despite the importance of expressing ability, there has been relatively little research comparing how this concept is expressed in different languages. This is particularly true for English and Uzbek, which are two languages that have not been extensively studied in this regard. Therefore, the aim of this study is to conduct a comparative analysis of how ability is expressed in English and Uzbek languages.
The study will examine the grammatical structures and lexical items used to express ability in both languages, and will identify similarities and differences between them. The data for the study will be collected through a corpus-based analysis of written and spoken texts in both languages. The findings of the study will have implications for language teaching and learning, as a better understanding of the similarities and differences between English and Uzbek can help learners to develop more accurate and effective communication skills in both languages. Overall, this study aims to contribute to our understanding of how ability is expressed in different languages, and to provide insights into the similarities and differences between English and Uzbek in this regard.
Grammatical Structures: One of the main differences between English and Uzbek in terms of expressing ability is the use of auxiliary verbs. In English, the auxiliary verb "can" is used to express ability, while in Uzbek, the verb "qila olmoq-" is used. For example, in English, we say "I can swim," while in Uzbek, we say "Men suza olaman". Another difference is the use of the present continuous tense. In English, we can use the present continuous tense to express ability in the present moment. For example, we can say "I am swimming" to mean "I am able to swim right now." In Uzbek, however, the present continuous tense is not used in this way. Instead, the present simple tense is used to express ability in the present moment. For example, we say "Men suzaman" ,"Men suzayapman" to mean "I am able to swim right now."
Lexical Items: Another difference between English and Uzbek in terms of expressing ability is the use of lexical items. In English, we have a wide range of words and phrases that can be used to express ability, such as "able to," "capable of," "skilled at," and "talented in." In Uzbek, however, there are fewer options for expressing ability, and the language tends to rely more on the use of verbs and adjectives. For example, in Uzbek, we might say "Men suzishni eplay olaman" to mean "I am able to swim," using the verb "eplamoq" to express ability.
Similarities: Despite these differences, there are also some similarities between English and Uzbek in terms of expressing ability. For example, both languages use the infinitive form of verbs to express ability in certain contexts. In English, we might say "I want to swim" to mean "I am able to swim," while in Uzbek, we might say "Men suzishni xohlayman" to mean the same thing. Another similarity is the use of adverbs to modify verbs and express ability. In English, we might say "I swim well" to mean "I am able to swim effectively," while in Uzbek, we might say "Men yaxshi suzaman" to mean the same thing.
The results of this study have shown that there are both similarities and differences between English and Uzbek in terms of expressing ability. In terms of grammatical structures, English tends to rely more on auxiliary verbs like "can" to express ability, while Uzbek uses the verb "qila olmoq" more frequently. Additionally, English uses the present continuous tense to express ability in the present moment, while Uzbek uses the present simple tense. In terms of lexical items, English has a wider range of words and phrases that can be used to express ability, while Uzbek tends to rely more on verbs and adjectives. However, both languages use the infinitive form of verbs and adverbs to express ability in certain contexts. These findings have important implications for language teaching and learning. For example, teachers of English as a second language may need to focus more on teaching the use of auxiliary verbs and the present continuous tense to express ability, while teachers of Uzbek as a second language may need to focus more on teaching the use of the verb "qila olmoq" and the present simple tense.
Additionally, learners of both languages may benefit from learning more about the similarities and differences between the two languages in terms of expressing ability. This can help them to develop more accurate and effective communication skills in both languages, and to avoid common errors and misunderstandings.