CC BY
21
УДК 371.3
Бегназарова Бахар
Преподаватель,
Туркменский сельскохозяйственный университет им. Ниязова
г. Ашгабад, Туркменистан Бегмырадова Сона Преподаватель,
Туркменский сельскохозяйственный университет им. Ниязова
г. Ашгабад, Туркменистан
КОМПАТИВНАЯ ТИПОЛОГИЯ АНЛИЙСКОГО И РУССКОГО ЯЗЫКОВ
Аннотация
В данной работе рассматривается вопрос особенностей развития обучения иностранному языку и его особенности. Проведен перекрестный и сравнительный анализ влияния различных факторов на рост эффективности в образовании по средством внедрения технологий.
Ключевые слова Анализ, метод, оценка, образование, технология.
Begnazarova Bahar
Lecturer,
Turkmen agricultural university named after S.A.Niyazov,
Ashgabad, Turkmenistan Begmyradova Sona Lecturer,
Turkmen agricultural university named after S.A.Niyazov,
Ashgabad, Turkmenistan
COMPATIV TYPOLOGY OF ENGLISH AND RUSSIAN LANGUAGES
Abstract
This paper discusses the issue of the features of the development of teaching a foreign language and its features. A cross-sectional and comparative analysis of the influence of various factors on the growth of efficiency in education through the introduction of technologies has been carried out.
Keywords
Analysis, method, evaluation, education, technology.
According to anthropologists and linguists, there are at least 4.5-6 thousand languages in the world today. The reason for this diversity lies not in the language abilities of people (language ability is the same for all people), does not reflect any biological differences between different nations and ethnic groups, but rather is associated with a variety of geographical, climatic, historical, socio-political and other conditions, in which formed the worldview of a particular nation, which was reflected in the mentality of the nation, its cultural values and its language. The reaction of different people to such a variety of languages is different. Some are dissatisfied with this, considering this fact an obstacle to communication and mutual understanding, while others, on the contrary, feel curiosity and desire to compare other languages with their native language and see something new, different in this other language or, on the contrary, to discover
НАУЧНЫЙ ЖУРНАЛ «CETERIS PARIBUS»
ISSN (p) 2411-717X / ISSN (e) 2712-9470
№12 / 2022
elements of similarity. . And since curiosity serves as a stimulus for any research, including scientific research, which ultimately leads to the acquisition of new knowledge, this leads to a comparison of languages and scientific understanding of the results of this comparison.
Comparison, or comparison, is one of the main research methods in the field of not only linguistics, but also in many other sciences, because comparison is one of the main mental operations that underlie the acquisition of new knowledge. We learn the new, relying on the old, comparing it with the already known, highlighting the common and different in them.
Comparative typology is a branch of linguistics that studies a particular language in comparison with another language or other languages in order to establish similarities and differences between them and identify their typological features.
The object of comparative typology is two or more languages, and its subject is typological similarity and difference between them.
Typological studies differ in the following parameters:
1) the number of languages involved in the comparison;
2) the total volume of the compared material;
3) the purpose of the study;
4) the nature of the detected similarities and differences;
5) levels of analysis;
6) direction of material research.
The listed parameters determine the types of typological studies and their direction. Let's dwell on them in more detail. Depending on the number of compared languages, there are universal and special typologies. The first covers all the languages of the world, setting as its task the establishment and identification of linguistic universals and the description of language in general ( language ) as the language ability of a person, i.e. the language inside us ( interior language ), thus revealing the general patterns of human cognition . The basis for such a comparison is the so-called. reference language as a kind of abstract research construct, or a hypothetically constructed language. A special typology compares specific languages, most often two, with the native language acting as a base for comparison, and the foreign language as a profile.
Depending on the nature of the identified similarities and differences, they can be of a qualitative or quantitative nature. O qualitative differences can be said in cases where a phenomenon or category is present in one language, but absent in another. So, for example, in English and German there is an article, but in Russian it is not. As you know, the article is a grammatical means of expressing the category of determination. At the same time, the qualitative nature of the discrepancies between languages finds its manifestation in the fact that the category of determination has qualitatively different ways of expression in these languages: in German and English it has mainly grammatical expression with the help of a special part of speech (article), and in Russian it has qualitatively different means of expression: word order or lexical units (the same, some, one). Let's take another example. Both in English and Russian there is a grammatical category of aspect, but it has a qualitatively different content, since it is based on different semantic features: the presence / absence of an internal limit of action in Russian, on the basis of which the perfect and imperfective aspects are distinguished, and the feature procedurality / non-procedurality of an action in English, on the basis of which forms of a general and a long form are opposed. It is the semantic differences between the aspect forms in English and Russian that make the comparison of aspect forms unproductive, since in terms of meaning the aspect forms of the Russian verb are closer to the PerfectNon-Perfect forms that form the category of temporal correlation.
Quantitative discrepancies occur when a certain category exists in both compared languages, but the number of members that make up this category differs. Such, for example, is the nature of the differences in the sphere of the grammatical category of mood in Russian and English. In Russian there is one form of the
subjunctive mood, and in English there are four forms ( Subjunctive I, Subjunctive II, Conditional Mood and Suppositional mood ). Both qualitative and quantitative discrepancies are often the cause of interference.
So, for example, from the standpoint of a systematic approach, the main means of expressing motivation in both Russian and English is the form of the imperative mood, i.e. at the system level, we can state similarities. There are significant discrepancies at the usus level: in Russian, the form of the imperative mood is the most frequent in speech, and in English, indirect forms of expressing motivation are more frequent, in particular, interrogative sentences like " Would / could you ...?", which is due not to the rules of the language, but to the rules of culture, i.e., communicative conventions adopted in the English-speaking community. These aspects must be taken into account in a functional approach to the compared languages, which is of great importance for the practice of teaching languages. Список использованной литературы:
1. Адмони, В. Г. Партитурное строение речевой цепи и система грамматических значений в предложении / В. Г. Адмони // Филологические науки. - 1961. - № 3. - С. 3-15.
2. Ажеж, К. Человек говорящий. Вклад лингвистики в гуманитарные науки / К. Ажеж ; пер. с фр. Б. П. Нарумова. - Москва : Едиториал УРСС, 2003. - 304 с.
3. Анохина, М. А. Элементы инкорпорации в системе английского глагола : монография / М. А. Анохина. - Барнаул: АлтГПА, 2012. - 160 с.
4. Бондарко, А. В. К теории поля в грамматике - залог и залоговость (на материале русского языка) / А. В. Бондарко // Вопросы языкознания. - 1972. - № 3. - С. 20-35.
© Бегназарова Б., Бегмырадова С., 2022
УДК 378.147
Бердиназарова Гулджемал
Преподаватель,
Туркменский сельскохозяйственный университет им. Ниязова
г. Ашгабад, Туркменистан Караев Халдурды Студент,
Туркменский сельскохозяйственный университет им. Ниязова
г. Ашгабад, Туркменистан Какабаев Какабай Студент,
Туркменский сельскохозяйственный университет им. Ниязова
г. Ашгабад, Туркменистан Сарванов Агаберди Студент,
Туркменский сельскохозяйственный университет им. Ниязова
г. Ашгабад, Туркменистан
ВНЕДРЕНИЕ ЦИФРОВОГО ОБРАЗОВАНИЯ Аннотация
В данной работе рассматривается вопрос особенностей развития технологий образования и их
