CC BY
55CONSIDERATIONS ON INTERROGATIVE SENTENCES IN THE UZBEK LANGUAGES Turgunova R.P.
Turgunova Rano Pardabaevna - Senior Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGES FACULTY 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Interrogative sentence, being one of the most complicated in structure of linguistic units, in this regard, of particular interest [1. P. 47]. Problem characteristics of interrogative sentences in Uzbek linguistics has not yet touched. First, question, being one of the key categories that establish a connection with the offer , saying extralinguistic reality and realize its communicative potential , characterized by an active interest in it on the part of researchers. Interrogative sentences in Uzbek language comprise large and heterogeneous position for formal dispensation, semantics and communicative function of class offerings. They usually contain a question aimed at encouraging the interlocutor to express the idea interesting speaker. In contemporary linguistics of Uzbek language there exist various classification of interrogatives based on various means of expression of objective view of the speaker [2. P. 67]. They are as follows:
1. Communicative classification of interrogatives;
2. Classification according to unknown agent;
3. Classification according to the expression means of interrogation;
4. Classification according to the place of question in the question-respond state;
5. Logical classification of interrogatives;
6. Cognitive classification of interrogatives;
7. Gnosiological classification of interrogatives;
According to the communicative function and characteristics of the respond existence they are divided into proper and improper interrogatives. They differ to each other with [3.P.96]: a) lexical composition of sentence; b) character of intonation; c) context; 4) the existence of addresser; 5) word order;
Proper interrogatives in its turn are also divided into general and questions with zero pronouns, as well as special questions. In Turkic languages groups the most spread one is general question. The peculiar feature of interrogatives in Uzbek language is that the questions are always directed to the second person singular: "Сенга нима булди, Салим?"
The peculiar feature of special question in Uzbek language is that it sometimes is directed to the 1st and 2nd person singular and plural: "Айтганларим булдими?"
Prepositional interrogatives serve as a type under proper questions in Uzbek language and they are formed with verifications including энди, балки and particles as -ми, -дир: Энди сизга хабар етдими? Улар сени танидими? Балки уйга кириш ярамайдим? Агар бугун цор ёгса?
Special questions are formed by means of interrogative pronoun or adverb: ким?, нима?, цачон?, цаерга?, нега? In most cases they are placed in preposition and sometimes postposition: Боряпсан, цаерга?
Improper interrogatives are used for emotive interrogative utterances, which inform about the emotional state of the addressee. They are expressed by various types such as interrogative-negative sentences (or interrogative-affirmative sentences), where the negation or affirmation stands on the foreground, rhetorical questions, and emotive questions (interrogative-exclamatory questions), which the questions meaning is closely tied with sensation and emotion.
Interrogative-affirmative sentences (yes-no questions) express the question on the whole confidence of the author with his object awareness. The affirmation of disjunctive questions is formed with modal words: ахир, бор, -ми, etc: Мен айтган гаплар тугрими,
ахир? They are constantly transferred into interrogative-negative sentences and vice versa. In this regard intonation plays the most significant role.
Rhetorical questions while differing it with language families interrogatives it is used in order to affirm the utterance and attract the listener's attention. They don't order the answer toward the question and their distinct feature is that they do not have clear interrogative intonation; its tone always connects to exclamation. The semantics of rhetorical question is closer to the semantics of affirmative question. Its answer is placed inside of the question: Уруш уацида сураб утирибсан. Ахир Ватанни, она ерни ва халцимизни цурицлаш бизнинг бурч эмасми? Formal marker of rhetorical question is the predicate in the form of optative (the 1st person imperative): Нима десаммикан сенга? Formal indicator of rhetorical question will be affirmative particle which is used in affirmative sentences for the reliability confirmation of expression: Эй- худо, мен нима цила олардим?
Emotive questions are not special questions, because they ask not only concrete actions of addresser, but they contain incentive toward the speech and thus they use illocutive verbs and assertive (representatives): суйла, айт, цара, and etc: Айт кун буйи цаерда эдинг?
References
1. Chisholm W.S. Interrogativity: a colloquium on the grammar, typology and pragmatics of questions in seven diverse languages. Amsterdam, J. Benjamins, 1982. P. 47.
2. Абдурахмонов Г.А., Шоабдурахмонов Ш.Ш., Хожиев А.П. Узбек тили грамматикаси. Т. 1978. Б. 67.
3. БуроновЖ. Инглиз ва узбек тиллари киёсий грамматикаси. Т. 1973. Б. 96.
CHARACTERISTICS OF SPEAKING PERFORMANCE Abdullaeva U.N.
Abdullaeva Umida Nigmatullaevna - Teacher, DEPARTMENT OF THE THEORY OF THE ENGLISH LANGUAGE ASPECTS, ENGLISH LANGUAGES FACULTY 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Young learners are like sponges, they soak up everything we say and how we say it. Thus clear and correct pronunciation is of vital importance, since young learners repeat exactly what they hear. What has been learned at an early stage is difficult to change later on. One rule that applied here is slowly and steadily through constant revision and recycling. With the help of mixed activities, such as dialogues, chants, songs, poems and rhymes, students speaking abilities grow, their pronunciation gets better and their awareness of the language improves. When applying video techniques in classroom it may help the learner to develop their speaking skill and we have keep in mind that interaction and dissection is importance way in learning. Therefore, increased oral emphasis should be included in our teaching to give the students as much speaking time as possible [1. p. 22].
In recent teaching context, a lot of attention has been paid to design activities which focus more on tasks that are balanced between the need to achieve fluency and accuracy. These criteria are also based upon in the assessment of the oral skills.
• Fluency:
The main goal teachers wish to achieve in teaching the productive skill of speaking is oral fluency; it is the main characteristics of the speaker performance. The ability to express oneself in an intelligible, reasonable and accurate way without too much hesitation; otherwise the communication will break down because listeners will lose their interest. To
