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306THE ROLE AND SIGNIFICANCE OF PHRASEOLOGY IN LINGIUSTICS
Shoyimkulova M.Sh.
Shoyimkulova Mahzuna Shavkatovna — Teacher, DEPARTMENT THE ENGLISH LANGUAGE, BUKHARA ENGINEERING-TECHNOLOGICAL INSTITUTE, BUKHARA, REPUBLIC OF UZBEKISTAN
Abstract: this article states about the importance of using Phraseology. Here is said that phraseological system reflects the rich historical heritage and customs of any nation; it is passed on from one generation to another. Abundance of idioms forming the system is a result of enriching a language and speech.
Keywords: semantic and structural inseparable word combinations, separate words' meanings, morphology studies words' structure, syntax, research, interconnected systems, various features, expresses.
Phraseology is a branch of linguistics which studies phraseological unities. The term phraseology is used in two ways: 1) the quantity of phraseological unities in a language and 2) the branch (subject) studying these unities [7, 137]. Phraseology comes from Greek "phrasis'- expression and "logos"-word and it means the science of phrases that are idioms. Phraseology is a combination of phraseological unities which are the equivalent of a word. They are semantic and structural inseparable word combinations. They possess various features of meaning and usage. Lexicology studies the content of vocabulary and phraseology studies the one of phraseological unities. The language unity in vocabulary is a word; however, idiom is a language unity of phraseology. The vocabulary of any language consists of words and idioms.
Phraseology resembles a picturesque gallery comprising the samples of eternal and marvelous customs and traditions of a nation, historical memorials, fairy tales and songs. Phraseology is not only the most colourful part of vocabulary, but also the most democratic layer.
At first phraseology was used in study of literature. While translating some fiction from one language into another it became impossible to translate inseparable word combinations. Then the phraseological unities in those languages were started to research. The term phraseology was first used in world philology in 1558 by English literary scholar Neander. While translating the literary works Neander had to use this term. Though the most part of phraseological materials are included in vocabulary and other sources, the research works on the theory of phraseology have been rarely met in the sources concerning linguistics (L. Smith, D. Curry, W. Ball, Ch.Bally). Up to now the matters of English phraseology have been studied within grammar, stylistics, lexicography and history of language. Later phraseology has been studied as a branch of lexicology. As the linguistics developed, nowadays phraseology has been admitted and is being researched as an independent branch of linguistics in most languages. It is worth pointing out that a number of Eastern European and Russian scholars researched this field in their works. A lot of results were achieved. Though French scholar Charlie Bally put the term phraseologie into the science, this term wasn't used in the works of Western European and American linguists. Bally uses phraseology within stylistics. The matter of studying phraseology as an independent branch of linguistics was advanced by Russian linguist E.D.Polivanov. As he maintains positively, lexis studies separate words' meanings, morphology studies words' structure, syntax studies the structure of word combinations. In his opinion, there is a necessity for an independent field which studies peculiar unique word combinations. E.D.Polivanov was sure that phraseology would become firmly fixed in linguistics and it occurred. The matter of studying phraseology as a separate branch of linguistics was promoted by Russian scholar V.V.Vinogradov too. V.V.Vinogradov's great service is that he separated phraseological unities into semantic groups. However, phraseology remained a part of lexicology, because the principal criteria proving that phraseology could be an independent field of linguistics hadn't been worked out yet. So, phraseology was being learned as the part of lexicology. After E.D.Polivanov and V.V.Vinogradov the first who promoted the idea of studying phraseology independently was scholar B.A.Larin. He affirmed that enough scientific research hadn't been done in phraseology. In Russian linguist A.V.Kunin's opinion, phraseology came off the lexicology circle: its range and significance have been raised. Though a lot of, sometimes controversial ideas were expressed concerning phraseology a number of scientific research works had been done. Such outstanding linguists as N.N. Amosova, A.V. Kunin, V.A. Smirnitsky, S.S. Gorelik, V.L. Arkhangelsky, V.V. Vinogradov, B.A. Larin, I.A. Melchuk, I.I. Revzin, S.N.Savitskaya, Yu.D. Apresan have great services to this science.
So, nowadays phraseology is being studied independently in many modern languages.
Phraseology is a microsystem within a language's general system.
The linguist V.L. Arkhangelsky depicts the features of phraseology system as following:
1. Phraseological system includes historical heritage and customs; it is handed down from generation to generation.
2. The volume of phraseological unities which set up the system is the result of improvement of language and speech.
3. Interrelation between the components of phraseological unities arise the phraseological system.
So, the phraseological microsystem consists of two interconnected systems: semantic and structural. The research object of phraseology is the phraseological microsystem and its norms. But a number of problems on phraseology are waiting their solution: norms concerning phraseological unities haven't been revealed profoundly yet, the concepts of phraseological degree and phraseological meaning are not substantiated enough, the boundary between compound word and phraseological unity is not always clear; the difference between phraseology and phraseomatics is not fixed. In Uzbek linguistics study of phraseological unities began in 1950s. Famous scholars Ya. Pinkhasov, M. Khusainov, I. Kuchkortoyev, Sh. Rakhmatullayev, A. Mamatov did some researches on this field. Linguist scholar Sh. Rakhmatullayev's service is enormous for Uzbek phraseology. This scholar widely researched the grammatical features of Uzbek idioms. He was the first who began to study phraseological unity as a lexical unity. Though there are a number of arguments on the volume and study object of Uzbek phraseology like on English one, the scholars are continuing to research phraseological treasure from different points. Study of idioms, the richest and most figurative part of a language which form phraseological layer serves to research any language profoundly. Idioms are living in a language because of their importance in theoretical and practical linguistics. They play a great role in making the speech much more attractive and impressive. Idioms are the means of expressing national spirituality through a language. They convey a nation's soul, history and social life. That's why they are one of the main factors in keeping the level of nationality and developing it. It is known that the English and Uzbek languages genetically belong to two different families that are the German and Turkish. English is an analytic language; however Uzbek belongs to synthetic languages. It is obvious in phraseological samples of English and Uzbek. As it is studied in the works idioms in the English and Uzbek languages have peculiar features of semantics, structure and semantic-structure. They have grammatical categories, lexical and grammatical variations are inherent. Like other lexical unities idioms become obsolete and new idioms emerge. Semantic classification of English idioms is versatile and controversial. English linguists L.P. Smith and W. Ball divided these idioms into groups in their works on English idioms. But it is not on classification level. The most ancient and traditional principle of classifying the idioms is a "thematic" one which is based on idioms' origin. This classification was used by English and American scholars (L.P. Smith and others). According to this principle idioms are classified due to their origin. L.P. Smith separates the idioms of seamen, hunters, soldiers, farmers, animals and birds, cooks. Sometimes this factor of the classification is called "etymologic" principle. But it cannot be the general principle. Because this factor does not include the semantic-structural formation of phraseological unities. Russian scholar V.V. Vinogradov's classification of Russian idioms is used for English ones too. Russian linguist V.V. Vinogradov divides idioms in both languages into three groups according to semantics. As the linguist G.B. Antrushina says, "this division is the first semantic one and hasn't lost its value in linguistics" [1, 189] V.V. Vinogradov's classification is based on semantic interrelation of components of idioms. In his opinion, the more the components' meanings differ from the one of an idiom, the more semantic relation would be strong. As T.I. Arbekova considers, "semantic classification of idioms is based on the followings:
1) Closeness feature of components to truth;
2) Irrelativeness feature of subjective meaning of the principal component and the one of an idiom;
3) Existence of associative component within the meaning of an idiom" [3,100].
Studying the structure of idioms is as necessary as the semantic point and has theoretical and practical significance. The structural classification of idioms is based on their characteristics of being parts of speech like words. Each idiom is unique not only from the semantic point, but also from the formation one. While syntactic analyzing idioms are analyzed not separable but as a whole. Idioms dates back very old history and came off as a separate independent branch of linguistics and is improving. However, a lot of scientific researches should be done further. "The challenges and mess in
phraseology shouldn't intimidate the linguists, as none of sciences has started ready and is always in motion and development" [5, 342].
References
1. Antrushina G.B. and others. English Lexicology. M., 1985.
2. Amosova N.N. Fundamentals of English phraseology. H., 1963.
3. Arbekova T.I. Lexicology of English. M., 1977.
4. Arnold I.V. Lexicology of modern English. M., 1973.
5. KuninA.V. English phraseology. M., 1970.
6. Logan P. Smith. The Phraseology of the English Language. Trans.by A. Ignatyev, M., 1959.
7. Shoabdurahmonov Sh. and b. The current Uzbek literary language,.T., 1980.
КВЕСТ КАК СРЕДСТВО СОЦИАЛИЗАЦИИ ПОДРОСТКОВ «ГРУППЫ РИСКА» Антонова Е.А.
Антонова Елена Александровна - заместитель директора по воспитательной работе, Государственное профессиональное образовательное учреждение Ярославской области Гаврилов-Ямский политехнический колледж, г. Гаврилов-Ям, Ярославская область
Аннотация: в статье рассматриваются особенности квеста как средства социализации подростков «группы риска». Подробно освещаются вопросы организации воспитательных квестов, дается их классификация по направлениям организации воспитательной работы в условиях среднего профессионального образования, обозначены основные принципы организации воспитательного квеста. Определены основные требования, необходимые для успешного проведения квеста, повышающие его воспитательную значимость и социализацию, определены положительные стороны квеста в воспитании и социализации подростков «группы риска».
Ключевые слова: квест, социализация, подросток, «группа риска», воспитательное мероприятие, эффективность.
Социализация обучающихся - важная составляющая современного образования и воспитания. Требования к уровню социализированности обозначены в таких документах, как ФГОС ООО, Стратегия развития воспитания в Российской Федерации на период до 2025 года. Проблема социализации освещалась в трудах Выготского Л.С., Пиаже Ж., Леонтьева А.П. Трудности, связанные с социализацией, остро встают в период подросткового возраста, что обусловлено рядом физических и психических изменений, в особенности, во взаимоотношениях с социумом. Процесс социализации значим в условиях политехнического колледжа, где в основном обучаются подростки «группы риска», то есть дети из неблагополучных семей, замкнутые дети, состоящие на учете в комиссии по делам несовершеннолетних, дети-сироты, педагогически запущенные дети.
Процесс социализации подростков «группы риска» достаточно сложен, поэтому важно, чтобы он носил деятельностный, творческий характер, должен быть личностно значим для обучающихся.
Воспитательная работа в профессиональном образовании считается эффективной, если носит активный характер, строится на современных педагогических технологиях. Наиболее эффективны для процесса социализации подростков «группы риска» такие воспитательные мероприятия, как социальный проект, социальная акция, воспитательный квест.
Воспитательный квест является одним из оптимальных средств социализации обучающихся «группы риска» по следующим причинам:
- большая численность подростков «группы риска»,
- отсутствие навыка вырабатывать идеи и самостоятельно принимать решения,
- учебная и социальная активность подростков ниже среднего уровня,
- реальная жизнь замещается компьютерной.
