Speech culture is an important part of national culture. Therefore, the formation of the skills of knowing the visual means of the Uzbek language in future philologists is one of the actual issues today. Language is a part of culture. Language culture is closely related to speech culture, which means that it is related to language skills and society's attitude towards language. Any speech will have expressiveness due to the use of figurative language tools. "Expressiveness - text effectiveness is the emotional state of the speaker with the help of speech opportunities and language tools, the subjective attitude to the named reality, objects and events." Expressive speech serves not only to express the feelings of the speaker, but also to influence the addressee. Emotional expressiveness and the emotional impact of speech are "not separate, differen phenomena, but different aspects of the whole". Figurative expression of speech is a specific expression of speech that clearly reflects the emotional state of the speaker. Tropes and figures are figurative language tools used to enhance the effect of speech. Stimulating the content of the speech and using figurative means of expression, analogy is also a means of increasing the aesthetic effectiveness of the text. Tropes and figures have different functional activities in different forms of communication. They are mainly used in fiction and journalism. Tropes are used relatively little in scientific discourse; these tools are not used in official business and scientific-technical texts. Figurative expressions of speech are a departure from the pure method of expression in order to create an emotional and aesthetic effect. A trope is any language unit that has a mobile meaning, that is, a connotative meaning that is realized on the basis of a specific meaning. The relationship and mutual enrichment of two different meanings is the source of word semantics.

In the English-Uzbek translation process, translators strive to convey the original meaning, style, and nuances of the source text while adapting it to the target language and culture. They must possess strong language skills in English and Uzbek, as well as a deep understanding of the cultural contexts associated with each language. Translation experts and theorists have long been interested in the issue of observing a literary linguistic work and reproducing it in a different language. A variety of, sometimes conflicting, scientific viewpoints have been presented on this issue. With their writings on literary translation and the issues with the replication of lyrical and prose texts in other languages, eminent scholars like Mark Twain, and Khudoyberdi Tokhtaboyev have made a significant contribution to the development of this discipline. In the years leading up to independence, a lot of focus was placed on science and education in Uzbekistan, which gave linguistics scholars important roles. Learning and instructing in foreign languages is one such task. The word, which is the fundamental unit of language, linguistics unit that serves as the subject's primary "translation" and "methodological" units. In stylistics and translation studies. The most crucial component of the language system or structure that connects all branches of word linguistics is the unit of language units in the text that has the fullest meaning. Texts are translated when they are changed from one language to another according to that language's rules. In this instance, the word stands out due to the fact that it creates a compound, contains synonyms, antonyms, makes phraseological units, and is employed metaphorically. A word can be referred to as a singular entity within all language domains without discounting other linguistic constructions.

Mark Twain's "The Adventures of Tom Sawyer"^[1] is a classic novel renowned for its portrayal of youthful adventure and its vivid characterizations. Twain's use of imagistic artistic tools is central to the novel's ability to engage readers and bring its characters to life. Imagery in literature refers to the use of descriptive language that appeals to the senses, creating mental pictures that enrich the reader's experience. In "The Adventures of Tom Sawyer", Twain's imagery extends beyond mere description to encapsulate the essence of his characters. Tom Sawyer, with his adventurous spirit and rebellious nature, is portrayed through dynamic and lively imagery that reflects his complex personality. Huck Finn's outsider status and affinity for freedom are captured through rugged and naturalistic descriptions, emphasizing his unconventional lifestyle. Becky Thatcher, Tom's love interest, is depicted with delicate and romantic imagery. highlighting her innocence and charm. This article delves into the ways Twain employs imagistic tools to craft distinct and memorable characters. By analyzing the descriptive techniques used to portray Tom, Huck, and Becky, the article aims to uncover how Twain's imagery enhances character development and deepens the reader's engagement with the narrative. Through a closer examination of Twain's use of sensory details and visual imagery, this study seeks to reveal the significance of imagistic artistic tools in shaping the novel's enduring impact. Close Reading: A close reading approach is employed to examine specific passages in "The Adventures of Tom Sawyer". This involves a detailed analysis of the language and imagery used by Twain to describe Tom, Huck, and Becky. Attention is paid to sensory details, descriptive techniques, and how these elements contribute to character portrayal.

Thematic Analysis: Themes related to character development are identified and explored. This includes examining how imagery reflects the characters' personalities, social statuses, and relationships. Thematic patterns are analyzed to understand how imagery supports broader narrative themes.

Comparative Analysis: Comparisons are made between different characters and how Twain's use of imagery varies. This involves contrasting the descriptive techniques used for Tom Sawyer, Huck Finn, and Becky Thatcher to highlight their distinct portrayals and roles in the narrative. Contextual Analysis: The historical and literary context of Twain's work is considered to provide insights into his use of imagery. This includes exploring how Twain's portrayal of characters reflects the social and cultural milieu of 19th-century America. By integrating these materials and methods, the study aims to provide a comprehensive analysis of how imagistic artistic tools are employed in "The Adventures of Tom Sawyer" to enhance character development and contribute to the novel's lasting impact. Twain's use of imagery in "The Adventures of Tom Sawyer" plays a crucial role in developing his characters and enhancing the narrative. The descriptive language used for Tom Sawyer brings his adventurous spirit to life, making him a vivid and memorable protagonist. The sensory details associated with Tom's adventures immerse readers in his experiences, reinforcing his role as a dynamic and multifaceted character. For Huck Finn, the rugged and naturalistic imagery underscores his outsider status and unconventional lifestyle. Twain's descriptions of Huck's appearance and his relationship with the Mississippi River reflect his sense of freedom and detachment from societal norms. This imagery not only characterizes Huck but also highlights his role as a symbol of individualism and nonconformity. Becky Thatcher is characterized through imagery that emphasizes her innocence and romantic idealization. Twain's use of delicate and colorful descriptions creates an image of Becky that aligns with Tom's romantic view of her. The settings and visual details associated with Becky and Tom's interactions enhance the portrayal of their relationship and contribute to the novel's exploration of youthful romance. Overall, Twain's imagistic artistic tools are integral to the characterization in "The Adventures of Tom Sawyer". The vivid and sensory-rich descriptions not only bring the characters to life but also contribute to the novel's thematic depth and narrative engagement. Twain's skillful use of imagery enhances the reader's connection to the characters and underscores the enduring impact of the novel.

In conclusion, Mark Twain's "The Adventures of Tom Sawyer" employs imagistic artistic tools to create vivid and memorable characters, enriching the reader's experience through sensory and descriptive language. Twain's strategic use of imagery not only captures the essence of Tom Sawyer. Huck Finn, and Becky Thatcher but also deepens the narrative's engagement and thematic resonance. The dynamic descriptions of Tom Sawyer's adventures reflect his adventurous and rebellious spirit, while Huck Finn's rugged imagery underscores his outsider status and affinity for freedom. Becky Thatcher's portrayal through romantic and delicate imagery highlights her innocence and idealized charm. These imagistic techniques enhance character development and contribute significantly to the novel's enduring appeal. Some key examples of figurative art tools used in the novel include:^[2]

1. Metaphor and simile: Twain frequently uses metaphorical comparisons and similes to vividly describe characters, objects, and situations. For instance, he compares Tom's Aunt Polly to "a lightening-bug in a glass jar" to capture her restrained nature. Metaphors abound in the narrative, often illustrating the themes of social class and moral complexity. For instance, Tom's adventures often serve as a metaphor for the transition from childhood to adulthood, encapsulating the strugglescomplexities of growing up. These symbols resonate throughout the story, providing deeper meaning to the characters' experiences. Through these figurative art tools, Twain is able to capture the spirit of boyhood, expose the complexities of human nature, and offer a nuanced portrayal of 19th century American society. The skillful use of these devices contributes to the enduring popularity and literary significance of The Adventures of Tom Sawyer. and discoveries that accompany growing up.

2. Personification: The novel personifies inanimate objects and abstract concepts, such as when Twain writes that the "restless and intolerant" river "seemed to despise" the old steamboat.

3. Symbolism: Certain elements in the story, like the whitewashed fence and the treasure hunt, function as symbolic representations of broader themes and ideas. Twain's use of symbols, such as the Mississippi River, represents freedom and adventure, while the fence painted by Tom symbolizes childhood innocence and the

4. Imagery: Twain's descriptive language creates vivid sensory images that transport the reader to the world of St. Petersburg, Missouri. His attention to visual, auditory, and tactile details brings the setting to life. Vivid imagery is prevalent in Twain's descriptive passages, painting a picture of the vibrant life along the river and the small- town dynamics. This helps readers visualize the setting and feel the emotions tied to Tom's exploits and mischief.

5. Irony: The novel utilizes various forms of irony, including dramatic, situational, and verbal irony, to add depth and complexity to the narrative.

A narrative review has been used in order to analyze psychological, didactic and pedagog dimensions of two novels, highlighting the reflection of the social environment in the formation of the adolescent psyche in the works of Khudoyberdi Tokhtaboyev and Mark Twain I have searched on Google Schoolar, BASE, CORE and Science.gov for original research papers, articles and books, published from 1950s to 2023, by using the following keywords: "children's literature", "adolescent psyche", "social environment", "Khudoyberdi Tukhtaboev"^[3], "Uzbek children's literaure", "American children's literature", "emotions", "child's developmen". I summarized the information on influence of social environment on children's psychology. We outlined concepts of psychologism, presenting "character" (in its three dimensions of physical, emotional/mental, and social status) as the primary objective of all literary works and the optimum context for displaying psychology-related concerns. We also used citation tracking to find other papers on children's literature, psycholgism, and narrative-based strategies (printed books and digital resources) as an effective operational tool for conveying psychologism contents in literary works to promote global development and wellbeing of adolescences. Lastly.

We have offered brief descriptions of terminology used in children's literature on the social context and psychological applications. It can be said that the role of the social environment is very important in the formation of the child's psyche, in revealing its image. The character of the child is more often manifested in the relationship with others in dialogic speech, or in internal-monological speech. While analyzing Khudoyberdi Tokhtaboyev's novel "Boy with Five Children" we can see both negative and positive effects of wartime complications on the psychology of children. In the novel "Sad Eyes" we witnessed the tragic fate of the children who grew up in abundance due to the misfortunes that befell the family. Although the nation and period are different, also in the works of Christopher Paul Curtis, the social tension and complicated times have a negative effect on the psyche of children. Among the representatives of the black nation who suffered. from racial prejudice and inequality in the United States during the Great Depression, Bud also learned to lie under the influence of the social environment. It is described that his psyche was greatly affected by the explosion in the church. Kenny cannot bear to see innocent little girls suffer just because they are black; he cannot come to his senses for a long time as emotional discomfort and reaction are two ways that racial discrimination has an impact on development.