Functional-Semantic and Structural-Derivational Features of Verb Formation in German and Uzbek (A Comparative-Typological Analysis)

Authors

  • Maxmudova Onaxon Otabekovna Independent Researcher

Keywords:

Verb Formation, Derivational Morphology, Functional Semantics, German Language, Uzbek Language, Comparative Typology, Word Formation, Morphological Structure

Abstract

This study examines verb formation in German and Uzbek from a comparative-typological perspective, with particular attention to the relationship between derivational structure and the functional meanings expressed by newly formed verbs. Although the two languages differ considerably in their morphological organization, they often employ their respective word-formation resources to convey comparable meanings related to action, change of state, causation, direction, intensity, and the acquisition of a particular quality. The analysis considers German verbal prefixes, particles, suffixes, and conversion alongside the predominantly suffixal patterns characteristic of Uzbek, focusing not only on their formal composition but also on the semantic changes that arise during derivation. The comparison shows that German verb formation is characterized by considerable structural diversity and frequent interaction between morphological and lexical meaning, whereas Uzbek generally demonstrates a more sequential and morphologically transparent derivational organization. At the same time, both languages reveal productive relationships between nominal or adjectival bases and derived verbs. These findings indicate that similar communicative and semantic functions can be realized through markedly different structural mechanisms, reflecting the broader typological characteristics of German and Uzbek.

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Published

2026-08-17

How to Cite

Functional-Semantic and Structural-Derivational Features of Verb Formation in German and Uzbek (A Comparative-Typological Analysis). (2026). American Journal of Language, Literacy and Learning in STEM Education (2993-2769), 4(8), 17-22. https://www.grnjournal.us/index.php/STEM/article/view/9689