ANALYSIS OF THE COMMUNICATIVE-PRAGMATIC DIRECTION OF PEDAGOGICAL TERMINOLOGY IN ENGLISH AND UZBEK LANGUAGES

Abstract

Terminology plays a crucial role in ensuring clear and effective communication in professional and academic fields. Alternatively, the traditional focus on defining and standardizing the characteristics of pedagogical terms often neglects their practical and communicative functions, leading to misunderstandings and inefficiencies. This article examines the formation of pedagogic terms in a communicativepragmatic direction, emphasizing the contextual, user-oriented, and functional aspects of term use. The findings reveal the importance of context, audience awareness, and interdisciplinary integration in shaping pedagogical terminology. The article concludes with recommendations for increasing the practical usefulness of pedagogical terminology, which shows that a communicative-pragmatic approach can significantly increase accuracy and efficiency in professional communication. Future research directions are suggested to further explore the impact of emerging technologies and interdisciplinary collaboration on the evolution of pedagogical terminology.