PRAGMATIC TYPOLOGY OF THE FUNCTIONAL-SEMANTIC FIELD OF DEGREE IN ENGLISH AND UZBEK LANGUAGES

Abstract

This study explores the pragmatic typology of the functional-semantic field (FSF) of degree in English and Uzbek, focusing on how gradability, intensity, and comparison are expressed and interpreted across two typologically different languages. The concept of degree is treated as a universal semantic category realized through a range of linguistic means, including morphological forms, lexical items, and syntactic constructions. The research aims to identify both common patterns and language-specific features in the expression of degree, as well as to analyze the role of pragmatic factors in shaping its meaning. The findings demonstrate that English primarily relies on analytic and morphological devices, such as comparative and superlative forms and intensifiers, while Uzbek employs agglutinative mechanisms, lexical markers, and expressive forms such as reduplication. Despite these structural differences, both languages share a common semantic core based on scalarity and gradation. However, the interpretation of degree is highly context-dependent and influenced by speaker intention, discourse context, and cultural norms.

The study also shows that degree expressions serve not only as markers of quantitative or qualitative comparison but also as pragmatic tools for expressing evaluation, emphasis, politeness, and implicature. The functional-semantic field of degree is organized into core and peripheral zones, where core elements provide basic gradation and peripheral elements introduce stylistic and contextual variation. Uzbek demonstrates a stronger tendency toward expressive and emphatic usage, while English often relies on more implicit and context-driven strategies. In conclusion, the research highlights the importance of integrating semantic and pragmatic approaches in the study of degree and contributes to a deeper understanding of cross-linguistic variation in functional-semantic categories. The results have practical implications for language teaching, translation, and intercultural communication.