Lexical gaps and non-equivalent vocabulary in russian, uzbek, and english: a functional-typological analysis

Authors

  • Kulmurodova Sadokat Samarkand specialized boarding-school no 1. Author

Keywords:

lexical gaps, non-equivalent vocabulary, functional typology, Russian, Uzbek, English, lexical semantics, translation.

Abstract

Lexical gaps and non-equivalent vocabulary represent a significant challenge in cross-linguistic comparison, translation studies, and intercultural communication. These phenomena arise when a concept expressed by a single lexical item in one language lacks a direct counterpart in another. This article presents a functional-typological analysis of lexical gaps and non-equivalent vocabulary in Russian, Uzbek, and English—three languages belonging to different language families and cultural traditions. The study aims to identify the main types of lexical gaps, examine their linguistic and cultural motivations, and analyze the strategies used to compensate for non-equivalence. Using a qualitative comparative methodology based on lexical-semantic analysis, descriptive grammars, and previous typological research, the paper demonstrates that lexical gaps are closely linked to cultural specificity, grammatical structure, and patterns of conceptualization. The findings show that while Russian, Uzbek, and English share universal semantic domains, each language lexicalizes experience in unique ways, resulting in systematic non-equivalence. The study contributes to functional typology and translation theory by highlighting the interaction between language, culture, and cognition.

References

1. Zahiriddin Muhammad Babur. Baburnama. Tashkent: “IJOD-PRESS,” 2020.

2. Pirimqul Qodirov. Avlodlar Dovoni. Tashkent: “Yangi Nashr,” 2019.

3. Vahob Raxmonov. Turkic Literary Masterpieces. Tashkent: “Uzbekistan,” 2022.

Downloads

Published

21-01-2026

How to Cite

Lexical gaps and non-equivalent vocabulary in russian, uzbek, and english: a functional-typological analysis. (2026). INTERNATIONAL CONFERENCE ON MULTIDISCIPLINARY STUDIES AND EDUCATION, 3(1), 221-224. https://eoconf.com/index.php/icmse/article/view/752