THE INFLUENCE OF LEXICAL AND STYLISTIC MEANS IN LITERARY DISCOURSE OF ENGLISH AND UZBEK LITERATURE ON THE STUDENT’S PERSONALITY

Abstract

This study investigates the intersection of comparative linguistics, stylistics, and educational psychology, focusing on how literary discourse in English and Uzbek traditions shapes the cognitive and moral development of students. By examining the lexical richness and stylistic sophistication of canonical works—ranging from William Shakespeare to Alisher Navoi—the research identifies specific mechanisms through which language affects the reader’s personality. The methodology employs comparative-typological and discourse-analytical approaches to evaluate how metaphors, cultural archetypes, and emotive vocabulary facilitate empathy, critical thinking, and ethical maturation. Findings suggest that while English literary discourse often emphasizes individualistic introspection and irony, Uzbek discourse leans towards didacticism and collective harmony. The integration of these diverse stylistic systems in educational curricula is shown to foster a more nuanced world-view in students, bridging the gap between national identity and global citizenship.