This thesis examines the functional semantic features of lingua-didactic terms in English and Uzbek, with particular attention to their formation, structural organization, and usage within professional pedagogical discourse. Using comparative and descriptive linguistic methods, the study analyzes the semantic fields, morphological patterns, and conceptual characteristics underlying contemporary language-education terminology in both languages. The research identifies common cross-linguistic tendencies, such as international borrowing and semantic generalization, alongside distinctive features of each system, including the high morphological productivity of English and the active calquing and semantic specialization present in Uzbek. The findings contribute to the theoretical understanding of bilingual terminological development and offer practical implications for improving terminology standardization and effective communication in the field of language education.

lingua-didactic terminology; functional semantics; English; Uzbek; comparative linguistics; term formation; pedagogical discourse; semantic features.

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