Ministry of higher and secondary special education of the republic uzbekistan state world languages university

V. N. Telia,
culture is described as 
a world-conception, world-perception,and world-
comprehension of a people. (This statement does not 
certainly deny the material component of culture but 
only puts in focus its “ideal” / mental component, 
which is much more significant for lingual-cultural 
and lingual-cognitive studies.) Therefore, lingua-
culture is the verbalized culture, the culture 
externalized in signs of language. Hence, signs of 
language (in the linguistic sense of this term) are 
regarded as the substances for signs of culture. Culture 
itself is not; however, simply a body of knowledge but rather a framework in 
which people live their lives and communicate shared meanings with each other. 
Regarding the benefits of learning about theculture, attending the culture class has 
raised cultural awareness in ELT students concerning both native and target 
societies. 
Conceptual researches have an important role as well in linguaculturology as 
cognitive linguistics. The Cultural concept is considered as a subject of research of 
linguaculturology. In linguaculturology concept can be understood as “cultural-
mental-lexical” expression.
The Cultural concept is considered as 
amultifunctional mental expression. According to the 
opinion of 
Yu. S. Stepanov
concept is a part of the 
culture in the mind of ahuman being and with this, he 
includes the culture into the mental world of ahuman 
being [Stepanov, 1997, 40-76]. The dyad of “language 
and human being” of anthropocentric paradigm 
changes into the construction of “language-human 
being-culture” in linguaculturology.As an example, 
the concept of “love” can be analyzed from thelingua-
cultural point of view.The concept “love” itself has 
broad sense and it can be interpreted with avariety of notions and conceptions from 
acultural point of view. Hence, if we see it from aphilosophical point of view, this 
concept can be analyzed as thetracident-social-financial level in different nation 

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and culture. Besides, the national-cultural features of this concept explicitly shown 
in the literature and poetry of variety nations. For example, in Western nations, this 
concept is devoted to human being with great passion and feelings, but in Eastern 
poetry mostly the great love is devoted to God from areligious point of view.
The word “квас”in Russian is used as a component in the phraseological 
unit 
“перебиваться с хлеба на квас на воду”
with the meaning “live from hand 
to mouth”, be extremely poor”. Kvass (квас) is a national drink made from rye 
bread and malt.Phraseological units containing such national components also exist 
in the English language. For example, the name of the English river Avon is a 
component of the phraseological expression 
“Sweet Swan of Avon” 
[Koonin 
1984:738]. In Uzbek, mostly “green tea” is considered as anational component in 
such examples as 
“бир пиёла чой устида”
with the meaning of pleasant 
conversation or discussion of a serious issue. 
There can be observed linguaculturological analysis of the category of 
possessiveness in the culture of languages belonging to the different language 
systems like English and Uzbek. One can witness the culture of English and Uzbek 
nation with the national-coloring phraseological units expressed by the category of 
possessiveness. In the following circumstances possessiveness with expressing 
national-cultural features can be formed in English: 

Mostly, in phrases expressed with possessive pronouns, although it is 
known that British country is amonarchy and here can be seen the units showing 
this monarchial culture of this country in the context: