Riddles are one of the oldest and most interesting genres of folklore, reflecting the unique worldview, values and cultural heritage of each nation. Folk riddles embody people's social and historical memory, knowledge about the phenomena of nature and everyday life, as well as their own speech art expressed through symbolic images and connotative meanings. The aim of this article is the linguocultural analysis of connotative meanings of riddles, which makes it possible to study the people's way of life, attitude to nature, ancient traditions.

Connotative meaning in linguistics refers to the main meaning of a word or expression, as well as additional emotional, social and cultural meanings associated with it. Analysis of connotative meanings in riddles, in turn, reveals the linguistic and cultural features of each nation, their uniqueness and common aspects. This aspect helps in the comparative study of the national cultural codes reflected in the riddles of the two nations - the British and the Uzbek people - and to determine their common and unique aspects. The importance of this research is that it is aimed at studying the interrelationship between language and culture on the example of riddles, revealing how national mentality, cultural values ​​and folk symbols are embedded in the language. Also, in the article, there is an attempt to express the unique spiritual world, philosophy of life and traditional views of the people through riddles.

Research considers riddles as a type of folk art and emphasizes that they are a means of reflecting cultural values ​​and customs. For example, scholars of folk art A. Dundes and V. Propp see riddles not only as a game, but also as a means of education and training, expressing the worldview and moral standards of the people through them (Dundes, 1964; Propp,1984). In Uzbek literature, numerous collections focus on Uzbek folk riddles and explore their cultural and ethical aspects. Scholars such as A. Salohiddinov and G. Gulomov have engaged in collecting and studying Uzbek folk riddles, highlighting how these riddles are closely related to the everyday life of the people (Salohiddinov, 1995; Gulomov, 2000). Some studies have compared similar riddles across different cultures to examine how their connotative meanings differ. For instance, G. Milner’s research on riddle comparison explored the differences in symbolic and connotative meanings between riddles from British and Polynesian cultures (Milner, 1971).

Initially, a collection of riddles will be gathered for the research. This collection should include riddles from oral traditions, written literature, and contemporary media sources. At this stage, it is important to collect and categorize riddles from various cultural layers. For example, they can be classified into themes such as nature, animal life, daily life, or cultural values. This categorization allows for a systematic study of topics with cultural significance. One of the main features of riddles is that their meaning consists of two layers: the literal (denotative) and the symbolic or hidden (connotative) meanings. Analyzing the connotative meanings can reveal these hidden layers. Literal and Connotative Meaning: Each riddle should be analyzed both literally and for its hidden connotative meaning. For example, the word "bird" might symbolize lightness and freedom, which can be characteristic of certain cultures. The symbols and metaphors in riddles may represent aspects of culture. For instance, elements of nature or animals may serve as traditional symbols within a culture, expressing values or beliefs. Examine the literal meaning of each riddle’s language and identify the symbolic or implied meaning (connotative aspect) that transcends direct interpretation. Identify cultural symbols, metaphors, and references embedded in the language of the riddles. For instance, animals, objects, or natural elements might carry specific meanings unique to the culture. Consider how the riddle evokes specific emotions or associations that are culturally driven and analyze cognitive implications (i.e., how the riddle stimulates thought within a particular cultural framework).

The linguocultural analysis of riddles reveals how they operate as compact carriers of cultural meaning, with both explicit (denotative) and implicit (connotative) layers. This analysis explores the deeper symbolic messages embedded within riddles, helping to illuminate the values, beliefs, and social norms of a culture. Here are the core findings from this analysis:  Denotative Meaning: On the surface, riddles present simple, often literal descriptions that can be logically deduced. However, this literal layer often functions as a “mask” for deeper, culturally significant meanings. Connotative Meaning: Connotative layers reveal culturally embedded values and beliefs, which may differ significantly from literal interpretations. For example, a riddle mentioning a “tree” may connote concepts like growth, family, stability, or spirituality, depending on the cultural context. In this way, the connotative layer allows riddles to convey lessons or ideologies indirectly, enhancing the mystery and engagement.

Riddles frequently embed moral lessons subtly within their connotative meanings. For example, a riddle that describes an “empty vessel” making the loudest noise might carry the lesson that humility is preferable to arrogance. Such riddles use simple imagery to convey complex ethical teachings, making the lesson memorable and accessible.

Social Hierarchies and Roles: In some cultures, riddles reflect and reinforce social structures. For example, a riddle might use the metaphor of a “king” or “queen” as a leader or protector, subtly reinforcing hierarchical relationships within the society. Riddles about animals with specific roles (like worker bees or loyal dogs) may emphasize social expectations related to duty, loyalty, and community service.

The linguocultural analysis of connotative meanings in riddles offers valuable insights into the intricate relationship between language and culture. This analysis shows how riddles function as carriers of a society's values, beliefs, and worldview. Riddles convey cultural values through language, revealing aspects of a community's worldview and societal norms. Language serves as a key tool for preserving and transmitting cultural knowledge and values. Common elements within riddles, such as animals, plants, or daily objects, hold symbolic meanings that reflect specific cultural beliefs and values. These elements preserve cultural knowledge and are passed down through generations. Riddles play an important social and educational role in society. They serve as tools for passing knowledge, beliefs, and values, while their language reflects these cultural roles.

To further expand the understanding of connotative meanings in riddles through linguocultural analysis, the following recommendations are offered: Future studies should incorporate a comprehensive exploration of the historical and social contexts surrounding the riddles. This includes examining the time periods when specific riddles originated, the social structures in place, and the predominant beliefs and values of the time. Understanding this background is essential for decoding the nuanced connotations that might otherwise be lost. Conducting comparative studies of riddles from different cultures can highlight both unique and universal themes.

This approach can reveal how cultures with varying values, environments, and historical experiences might interpret similar symbols differently, thus enriching the field of cross-cultural linguocultural studies. Investigate how the meanings and symbols within riddles change over generations, especially in response to modernization, globalization, and shifts in social values. Analyzing how younger generations interpret traditional riddles differently, or how certain riddles fall out of usage, can provide insight into cultural adaptability and resilience. Riddles may be understood and interpreted differently across regions and age groups. Examining how these interpretations vary can provide a broader understanding of cultural continuity and change, as well as how different groups within the same culture may prioritize distinct aspects of cultural heritage. Future studies could benefit from examining the specific linguistic features and vocabulary choices in riddles. This would include semantic analysis of word choices, syntactic structures, and the role of linguistic economy (conciseness) in riddle construction. By understanding how language-specific elements contribute to connotative meanings, researchers can gain a clearer picture of how riddles convey cultural concepts uniquely through language.