This study explores the linguopragmatic differentiation of children’s speech within Uzbek and English sociocultural contexts. Drawing on cross-cultural discourse data, it examines how gendered speech patterns emerge through familial interactions, educational practices, peer communication, and cultural norms. The findings underscore that gendered speech is not merely a linguistic phenomenon but a socioculturally mediated construct reinforced by discourse and pragmatic conditioning. By integrating frameworks from pragmatics (Grice’s maxims), politeness theory (Brown & Levinson), and gendered communication research (Tannen, Lakoff), this paper identifies patterns of dominance, politeness, and emotional expressivity in boys’ and girls’ speech, revealing the ways linguistic socialization reflects broader societal ideologies.
Linguopragmatic Dimensions of Gendered Speech in Children: A Comparative Sociocultural Perspective
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References
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