Proverbs represent a universal linguistic phenomenon that encapsulates the collective wisdom, moral values, and cultural worldview of a nation. This study conducts a comparative linguistic and didactic analysis of English and Uzbek proverbs (maqollar), examining their structural features, semantic layers, metaphorical mechanisms, and educational functions. Drawing on paremiological dictionaries and recent scholarly works, the research identifies both universal similarities—such as brevity, parallelism, and didactic intent—and culture-specific differences rooted in individualism versus collectivism, pragmatism versus communal harmony. Linguistically, English proverbs favor syntactic simplicity and fixed word order, while Uzbek proverbs exhibit agglutinative morphology, rhythmic repetition, and nature-based imagery. Didactically, both serve as powerful tools for language teaching, moral education, and intercultural competence development, yet their integration in EFL/Uzbek as a foreign language classrooms requires culturally sensitive approaches. The findings underscore the value of proverbs in fostering critical thinking, vocabulary acquisition, and cross-cultural understanding in an era of globalization. Implications for linguadidactics include practical classroom strategies for comparative proverb analysis. This work contributes to the growing field of contrastive paremiology and highlights proverbs as bridges between linguistic form and cultural content.

proverbs, maqollar, linguistic analysis, didactic value, comparative paremiology, cultural metaphors, language teaching, English-Uzbek contrastive study.

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