LINGUOCULTURAL FEATURES OF ENGLISH PHRASEOLOGICAL UNITS

Abstract

This article examines the linguocultural features of English phraseological units and their relevance to English teacher education. Through descriptive analysis and selected English–Uzbek comparisons, it explores figurative imagery, cultural connotations, interpersonal evaluations, and contextual appropriateness. The discussion illustrates how idiomatic meanings depend on conventional associations and communicative situations rather than literal interpretation alone. It also considers translation choices and proposes classroom activities involving contextual reading, comparison, paraphrasing, and guided production. The article argues that integrating linguistic and cultural analysis can help prospective teachers explain phraseological meaning, address stereotypes critically, and develop learners’ intercultural awareness alongside practical vocabulary knowledge.