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23THE PRINCIPLES OF TEACHING PHRASAL VERBS Mukhitdinova F.R.1, Khamidov D.A.2
1Mukhitdinova Feruza Rahmatulla qizi - Teacher; Khamidov Doniyor Abduvokhid ugli - Student,
DEPARTMENT OF LANGUAGES, FACULTY OF AGROLOGY AND BUSINESS,
ANDIJAN BRANCH TASHKENT STATE AGRARIAN UNIVERSITY, ANDIJAN, REPUBLIC OF UZBEKISTAN
Abstract: the article deals with the study of the usage of somatic phraseologisms in English and Uzbek which presents a certain interest both for theoretical investigation and for practical language use.
Keywords: phraseologism, teaching, intransitive, transitive students, characteristics, language's vocabulary, conversation.
UDC: 378
The notional program about training personnel was worked out on the formation of new generation of specialist. With the high common and professionally culture, creative and social activity, with the ability to orientate in the social and political life independently, capable to raise and solve the problems to the perspective.
Phraseological units, or idioms, as they are called by most western scholars, represent what can probably be described as the most picturesque, colourful and expressive part of the language's vocabulary. A lexical approach to language teaching foregrounds vocabulary learning, both in the form of individual, high frequency words, and in the form of word combinations (or chunks). The impetus for a lexical approach to language teaching derives from the following principles:
- syllabus should be organized around meanings;
- the most frequent words encode the most frequent meanings.
Phrasal verbs are another instance of the fuzziness at the
boundary between words and grammar. They are particularly problematic for learners both because of their lexical meanings
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(which are often idiomatic) and their grammatical form. Here is how phrasal verbs are often grouped, according to their grammar:
There are four types of phrasal verb.
Type 1: intransitive e.g. come to (recover consciousness). These don't take an object.
Type 2: transitive inseparable e.g. look into (investigate). These must take an object which always comes after the verb.
Type 3: transitive separable e.g. put off (postpone). The object can either come between the verb and the particle or after the verb. If we use a pronoun then it must go between.
Type 4: three-part, e.g. put up with (endure). These are always transitive inseparable.
Traditional approaches to the teaching of phrasal verbs have tended to focus on these rules. Hence, when phrasal verbs are presented they are categorized according to whether they are Type 1, Type 2, etc. They are also often grouped according to their lexical verb (that is, the word that carries the major share of the meaning): get up, get back, get off, get over, etc., and exercises are designed to test the learner's knowledge of the difference. For example:
Use phrasal verbs with get to complete these sentences:
2. I can't _ how much Julia has changed: it's
amazing!
3. Excuse me, I want to_at the next stop.
4. The concert was cancelled so I'm going to see if I can _my money_.
Typical exercise types used in the teaching of phrasal verbs include:
- sentence gap-fills (as the example above);
- re-phrasing: e.g. changing the verb in the sentence (e.g. depart) to a phrasal verb that has a similar meaning (e.g. set off);
- matching: e.g. matching the phrasal verb with its synonym.
More recently, exercise types have focused on the meanings of
the particles - a particle being the adverb or preposition component of the phrasal verb (in, back, off, around, etc.). A focus on particles aims to sensitize learners to the shared meanings of a group such as carry on, drive on, hang on, go on
and come on. Phrasal verbs are a case in point. Some phrasal verbs are syntactically flexible: I'll bring up the paper or I'll bring the paper up. Others are not: I can't tell the twins apart but not I can't tell apart the twins. Moreover, the combination bring up has a range of meanings, some literal, some semi-idiomatic and some very idiomatic.
References
1. Usmonova Sh. Study of scientific technical transfusion in non-linguistic educational university. International journal. Moscow.2019.
2. Matkarimova G. Formation of the english scientific competence in students of non-factual faculties. International journal. Moscow.2019.
3. Trainin V.A., Trainin I.V. Information communication pedagogical technology (generalizations and recommendations): Textbook. 3rd ed. M.: Publishing and trading corporation "Dashkov and K", 2008. 280 p.
