CC BY
10
UDK 808.5
Erdanova S.A. teacher
Tashkent Institute of Finance Uzbekistan, Tashkent city
GRAMMATICAL AND LEXICAL SEMANTICS IN THE VERBAL SYSTEM OF THE ENGLISH LANGUAGE
Annotation: This article is devoted to the study of the correlation of the syntagmatic and paradigmatic properties of the English verb, taking into account their structural and semantic features, as well as the features of their historical development.
Key words: grammar, English language, semantics, verbal system.
The grammatical and lexical categories of the English verb are the subject of research of numerous works of a general and special nature on lexicology and grammar of the English language. Such linguistic researchers as Smirnitsky AI, Rastorgueva TA, Meye A., Miller J., Fellbaum K., Collins A., Quillian M., Levin B., Bouillon P., Buitelar P., Ajezh K., Pustejovski J, Givon T. However, during the written history, the verbal system of the English language expanded due to the creation of new grammatical categories and new categorical members that are of particular interest in connection with the interaction of lexical and grammatical categories in diachronic terms . The purpose of this article is to study the structural-semantic features of the correlation of syntagmatic and paradigmatic properties of the English verb in the synchronic and diachronic aspects. The formation of new grammatical categories of the verb and the inclusion of new categorical members into existing categories represent one of the most significant events in the development of the English language. Expansion of the verbal system is associated with the development of analytical forms and the restructuring of the entire system of relations between verb forms. Various changes - formal and semantic, which occurred during a specified period of time in the English verb system, testify to the continuous development of the verb system and the instability of members of grammatical categories. Elements of the verbal system are syntactic material, further used to extend this system. Over the course of the written history, the verbal system of the English language has expanded not only through the creation of new grammatical categories. Within the existing categories of time and mood, new categorical terms emerged that provided a more universal grammatically formalized designation of various types of actions. Of particular interest are the links and interactions of lexical and grammatical categories diachronicly, since the common elements of these systems are included in similar areas of meaning and have common sources. Already in the early stages of language development, the process of grammarization of verbal constructions, their transition from free combinations to analytical verb forms is clearly traced.
The specificity of their development is that the changes in the internal relations between the components did not have any noticeable external
manifestations: the appearance of the structures remained almost the same as it was. Their semantic development was also peculiar: it consisted not so much in the acquisition of new meanings as in the partial loss of the old ones. It can be concluded that throughout the entire period of development of the language, many combinations did not become pure analytical forms, that is, their lexical meaning was not completely lost and replaced with grammatical. For example, the forms of future tense lack such important signs of grammarization as desemantization of the service verb, isolation from similar structures, and completeness of grammatical coverage. Obviously, they remained at the stage of development of analytical structures. However, as shown by their semantics and the place they occupied in the verbal system, these analytical constructions underwent paradigmatization and became categorical members of the verbal paradigm. In order to trace the development of the main feature of paradigmatization — the specific meaning and connections with other categorical members of the verb system, it is necessary to identify the relationships and correlations of the lexical and grammatical categories of the language, which would allow a more complete picture of the development of the verb system. The process of grammar, that is, the transition to the analytical form, is a particularly interesting field for research, the purpose of which is to try to determine the nature of grammatical semantics, since it allows us to observe the conditioned connection in the form of a smooth transition between lexical semantics and grammatical semantics. The phenomena of grammar, for the most part, are considered in a diachronic aspect. On this basis, some studies are possible only in an evolutionary consideration, since there is something like a gradual loss of meaning [5]. Grammatization is characterized, for example, in the framework of this concept, by a certain form of desemantization (Meye, 1912), defined by decolorization, that is, by discoloration of the word being defined (Givon, 1975). Meanwhile, in most languages, there are also cases of synchronous grammatization in the form of morphemes, which function simultaneously in several grammatical categories. We can talk here about the lexical units that perform grammatical functions. For example, combinations of verbs of modal meanings of intent, possibility, duty with an infinitive to convey the meaning of future in Old English. In modern English, there are also multifunctional grammatical morphemes that are used simultaneously in different grammatical categories: the ending of the '-s' verbs of the 3rd person singular of the present tense (to ball - he balls up the letter) and plural nouns (a ball - balls ). Since the primary grammatical meaning does not disappear with the emergence of others functioning simultaneously with it, we give preference to the term "intercategorial," which describes the simultaneous use of these elements in different syntactic categories [4]. Intercategorical morphemes are obviously more numerous in languages with an underdeveloped system of declension and conjugation where belonging to a particular grammatical category is not expressed morphologically, as, for example, in Chinese (Ajezh, 1975). But in one form or another they exist in all languages, in proportions that vary depending on their structure.
So, even in inflectional languages, for example, in French or English, you can find words with different syntactic or semantic terms. An example of this phenomenon is the various cases of the use of the verb shall, which can be both modal and auxiliary for the formation of future tense forms. In this case, however, it should be noted that the meanings of the modal verb - shall given below often do not contradict the meaning of the future tense, which is transmitted by the auxiliary verb shall. The modal verb shall have the following meanings: Disposition, indication, clarification of instruction. In this variant, the modal verb "shall" is used in interrogative sentences with the first person. Shall I shut the door? "Should I close the door?" When should we wait for you? - When are we waiting for you? A promise, an order, a threat, a warning from the speaker. In this sense, the modal verb "shall be used in affirmative and negative sentences with the second and third person, both singular and plural. Warn her that she shallpass the exam tomorrow. - Warn her that she will take the exam tomorrow (order, promise). They shall regret if they say this. - They will regret if they say this (threat, warning) Obligation in contracts, contracts and other documents. Please send you two sets of technical documents for the order. - Within five days of delivery, the seller must send two sets of technical documents to the buyer. The possibility of a dual interpretation of categorical affinity in synchrony provides a place for the phenomenon of transition from one category to another at the level of the language system. These morphemes, which then belong to one grammatical category, now to another, allow us to cite living examples at the intersection of grammatical and lexical semantics. Intercategorical morphemes pose the problem of conveying meaning. French linguist S. Robert believes that to explain the different ways of using the same term, in which both semantic and functional changes occur, we need a structural model of meaning that would be both understandable and uniform [4]. There is a model of the so-called "divided grammar", explaining the semantic and syntactic validity of the similarities and differences between the different ways of using morphemes, which are transferred from one category to another. This model introduces the concepts of schematic form and syntactic scope, rephrased into the concept of scale variation, scale invariance, and scale properties. This study provides an opportunity to observe the creation of grammatical semantics through the functioning of various intercategorial morphemes and to establish what connects and what distinguishes lexical and grammatical semantics. The study of similar morphemes, moving from one grammatical category to another, allows us to see that grammatical semantics has common features with lexical semantics, which can be formulated as schematic topological forms. The proposed divided model allows, therefore, to explain the transition from one form to another, as well as to demonstrate their differences: it is through various properties of the scale that grammatical semantics differ from lexical [6]. By linking semantic variations with a change in the syntactic coverage of the concept and with the properties of the scale that bring them into action, the separated grammar thus allows us to simultaneously identify similarities between different cases of using intercategorical morphemes and
differences in their meanings. From a conceptual and cognitive point of view, this dynamic model of creating meaning reveals striking similarities between different areas, such as the meaning of modality and the expression of a sequence of actions. In the case of intercategorical morphemes, the reason for the differences is their heterogeneity, all phenomena of polysemy or grammatization will not necessarily be special cases of a divided type, and not all of them can be reduced to a general schematic form. There are other models linking different uses of the same word among themselves. There are, for example, transpositions of lexical phenomena into grammatical ones by means of metonymy, or by means of grammar for pragmatic reasons (Traugott and Hopper 1993).
In this situation, the connection between different use cases does not occur through a common, unchanging model that prevails in all use cases (what can be called vertical relationships), but through a transition of one quality to one of the use values (horizontal type relationships). This paradigmatic connection between the various uses is more convenient to trace in diachrony. As is well known, in Old English, the meaning of futureness was transmitted using verbs of modal semantics. In the texts of the Old English period, sculan and willan in combination with the infinitive expressed their modal meanings and could relate the action to the future with a certain lexical content of the infinitive, with temporal pointers or in a corresponding situation [1]: "...trusteth me, Yes halnatplesen hire fully yeresthre, - This is to seyn, to doon hire fulplesaunce. "Similarly, The willan wish may be incompatible with the meaning of the sentence: "But, however, it's not possible." If there is no complete incompatibility, then contextual conditions can be created that allow the fundamental possibility of desemantization: " , "Whose shaltelle a tale after a man, He moot reherce as ny as evere he kan." "Tomorwe at night, whit men ben alleaslepe, Intooureknedyng-tubbeswol we crepe." It is obvious that the line between shall and will be modal and desemantized is very it is difficult, especially since even when transferring the future, they retain some modal shades; For future actions, semen "potentiality", "non-realization" are inherent in them; they are easily combined with semes of "desirability", "necessity", "opportunity". In other words, in the ancient and middle periods of the development of the language of a "clean" future, there is practically no modal shades yet. In all the various cases of the use of verbs, regardless of whether we explain them from a diachronic point of view as the development of a paradigm, or admit the existence of an immutable model of education of the future tense, the grammatical meaning of a word always preserves the abstract connection with the lexical, with which certain properties in the lexical semantics pass into grammatical [7]. This fact is important because, first of all, it explains the difficulties encountered in describing semantics with terms of grammatical meaning: it is based on abstract properties and, often, on very remote conceptual similarities. These abstract properties that determine the effects of grammar are comparable to another phenomenon. Semantic properties, which are the basis of grammatical meaning, can vary greatly, since, moving to grammatical meaning, the language retains only some features of lexical semantics: these properties can
originate from different areas. For this reason, the phenomenon of grammar or change of meaning cannot be called either accidental or accurately predictable. For example, some historians list a set of meanings of will and, among which are the "promise" and "threat" defined by the grammars of Lout and Merrey of the XVIII -XIX centuries. According to the Czech linguist Trnka, the future with will transmits spontaneous actions or actions that will occur at the will of the subject; future with shall - actions that will occur through the water of another person or due to circumstances. According to the researchers of Shakespeare, in his works, the combination with shall denotes a mandatory future, that is, an action that will certainly occur - "the inevitable, necessary action".
Obtaining an adequate assessment of the use of verbs, which act as auxiliary for the formation of the form of the future tense and modal in the diachronic perspective, is prevented by changing the standards of use in certain structures that were absent in the early period of the new English language; In the epoch of Shakespeare, the construction with shall, will could alternate freely with the present form of the adjective conditions and time - their variation was really free, but now their use is structurally limited. In addition, throughout the history of the development of ways of expressing the future, their number changes. In addition to the possibility of forming a simple future tense with the help of the auxiliary verbs shall, will be widely used new means of expressing the future tense, which can be combined under the name "present tense forms". It is not only a form of the present indefinite time, but also a form of the present long and turn to be going to, as is well known, also transmitting certain shades of values. In modern English, the auxiliary verb "for the formation of the future tense is rarely used, and in the spoken language is archaic. Most often, shall / will be used in formal or business language when the speaker is called to do something for someone. I will send you the information when I get it. I will send you information when I receive it. The to be going to form means that something has already been planned, that the speaker intends to do something in the future, Hawaii. He is going to spend his vacation in Hawaii. It is precisely because of the presence of various use cases that the formation of meaning through grammar is both justified and not random, but also not strictly defined. Consequently, morphemes that may belong to different grammatical categories are located at the intersection of grammatical and lexical semantics and pose the problem of conveying meaning with due regard for the unity of grammatical and semantic meanings, since in different cases of use these morphemes have different meanings. A structural model of meaning for explaining different ways of using the same term with semantic and functional changes is given in the "split grammar", explaining the semantic and syntactic validity of similarities and differences in different ways of using morphemes that pass from one category to another. Thus, the study of morphemes, passing from one grammatical category to another, allows us to establish that grammatical semantics has common features with lexical semantics in schematic topological forms, that is, forms that are unchanged for all use cases. However, in all different models, the grammatical meaning of a word always preserves an abstract
connection with a lexical one, with the help of which certain properties in the lexical semantics become grammatical.
References:
1.Расторгуева Т. А. Очерки по исторической грамматике английского языка. - М.: Издательская группа URSS, 2000. - 168 с.
2.Смирницкий А.И. Лекции по истории английского языка - М.: Книжный дом Университет, 2011. - 236 с.
3.Langacker R.Cognitive Grammar. -Philadelphia. - № 75. - 1991.
4.Robert S. Fractal grammar and transcategorical semantics: between lexics and syntax // Languages -Lexical and grammatical semantics. - Paris. - 1999. - №33 (136) - P. 106-123.
5.Sweetser E. Grammaticalization and semantic bleaching// Proceedings of the 14th Annual Meeting of the Berkeley Linguistics Society. - Berkeley. - 1988.
6.Talmy L. Lexicalization pattern: semantic structure in lexical forms / Language Typology and Syntactic Description. - Vol. 3. - Cambridge : Cambridge University Press. - 1985. - Р. 57-148.
7.Traugott E. Grammaticalization.-Cambridge: Cambridge University Press. -1993.
UDK 808.3
Ibragimova F.X.
PhD Zokirova D. Y. senior teacher Tashkent Institute of Finance Uzbekistan, Tashkent city TECHNOLOGY THE USE OF COMMUNICATION TABLES AND
CHARTS IN THE TEACHING OF FOREIGN LANGUAGES Annotation: In this article highlights of technology the use of communication tables and charts in the teaching of foreign languages.
Key words: communication, foreign language, innovation, teaching, learning.
One of the main tasks set by the National training program of the Republic of Uzbekistan to the education system of the country is to educate the younger generation of creative abilities. An independent and creative thinking person, who has mastered the skills and abilities to use the opportunities of foreign languages and information and communication technologies, is able to create a great future, to determine the ways of national and social development.
Training of future specialists in creative search, independent thinking and reasoning, expanding their circle of communication, the formation of speech culture depends on how spiritually developed the teacher himself, on his creative thinking, skills and abilities. The teacher must be a master of his craft, master the skills and abilities of full coverage of the topic that are going to study in the classroom, be able to justify their thoughts, skillfully apply various methods and
