Proper nouns and their use in English and Uzbek languages - Английский язык - Дипломные работы

Информация о документе

Цена	9000UZS
Размер	96.6KB
Покупки	0
Дата загрузки	26 Сентябрь 2019
Расширение	doc
Раздел	Дипломные работы
Предмет	Английский язык

Proper nouns and their use in English and Uzbek languages

Купить

CONTENTS Introduction ……………………………………………………………………..…..3 Chapter I Review of the linguistic literature on the problems of proper nouns in English …………………………. ................................. .............7 1.1. The proper nouns in the theory of the English language ……...............7 1.2. Phraseology as a branch of lexicology……………………………..12 1.3. Semantic properties of the phraseological units with proper nouns in the English and Uzbek languaguages ..... .............................. 18 1.4. Semantic peculiarities of the phraseological units with the proper nouns in the both languages …………………… ......... ............ 2 8 Chapter II. Semantic peculiarities of the phraseological units with the proper nouns in the both languages ……………. ............... ........... 3 2 2.1 .Essential problems of

INTRODUCTION Language is a means of forming and storing ideas as reflections of reality and exchanging them in the process of human intercourse. Language is social by nature; it is inseparably connected with the people who are its creators and users; it grows and develops together with the development of society 1 . On December 10, 2012 there was released the decree of the president of Uzbekistan № 1875 about the development of the system of teaching foreign languages. This decree gives a language learner great amount of opportunities, and at the same time puts concrete tasks for teachers of foreign languages. Based on our president’s task for linguists, we decided to work with one of the most interesting topics of English Grammar – analytical forms of the verbs used in O.Wilde’s stories a

social, economic society. It forms the society capable quickly to adapt in the modern world. This qualification paper is dedicated to the study of English proper nouns. The development of proper nouns as socio – historical and language category is closely connected with the main stages of social and economic development of mankind. Proper noun has always drawn attention of simple inhabitants and professional researchers. Today proper nouns are studied by representatives of the diversified sciences (linguists, geographers, historians, ethnographers, psychologists, literary, critics). However, first of all proper nouns are steadfastly investigated by linguists as any name is the word entering into system of language, formed under laws of language and used in speech. The theme of the qualific

3) To study morphological structure of English phraseological units with proper noun components. 4) To research syntactical structure of phraseological units denoting proper nouns in Modern English. 5) To reveal semantic peculiarities of the phraseological units with proper noun components. 6) To study Etymology of some phraseological units with proper noun components. 7) To study the grammatical peculiarities of phraseological units with proper noun components. 8) To reveal specific translational peculiarities of phraseological units with proper noun component. The main materials of this qualification paper are taken from different books on phraseology such as А . В . Кунин , « Фразеология современного английского языка », « Англо – русский фразеологический словарь », “Something to crow a

The theoretical value of this qualification paper is that theoretical position of the paper can be used in delivering lectures on lexicology of the English and Uzbek languages. The structure of the qualification paper consists of introduction, three chapters, conclusion and the list of the used literature. The introduction is about the brief plot of the qualification paper theme and also it gives the information about the structure of the qualification paper. Chapter 1 deals with the problems of proper nouns in English. Chapter 2 is dedicated to the investigate the phraseological units with the component “denoting names”. Chapter 3 is devoted the problems of teaching English phraseological units to intermediate and advanced level students. The list of the used literature follows the conclu

Chapter I. Review of the linguistic literature on the problems of proper nouns in English 1.1. The proper nouns in the theory of the English language Naming a single entity is one of the basic speed, acts, included by Searle in the class of declaratives, alongside declaring war, dismissing and bequeathing. People and peaces, pets and hurricanes, and festivities, institution and commercial products, works of art and shops are given a name. Naming serves to highlight entities that play a role in people’s daily life, and to establish and maintain an individually in a society. Objects of analysis of onomastic people’s names, proper nouns have been investigated by philosophers, logicians, antropologists and psychologists, but only sporadically by linguists: e.g. with different approaches and co

 The names of companies, organizations or trade marks: - Microsoft, Rolls Royce, the Round Table, www.  Given or pet names of animals – Lassie Triger Sam.  The names of cities and countries and words derived from those proper nouns – Paris, London, New York, England.  English Geographical and Celestial Names – The Red Sea, Alpha Centauri, Mars.  Monuments, buildings, meeting rooms – The Taj Mahal, The Eiffel Tower, Room 222.  Historical events, documents, law, and periods – The Civil War, the Industrial Revolution, World War 1.  Month, days of week, holidays – Monday, Christmas, December.  Religions, deities, scriptures – God, Christ, Jehovah, Christianity, Judaism, Islam, the Bible, the Torah, the Koran.  Awards, vehicles, vehicle models and names – The Nobel Peace Prize, the Sco

incorporating the article (e.g. London, John Smith, The Red Sea); personal names can be preceded by a title (e.g. Mr. Smith, Aunt Mary), whose status is rather controversial. A major issue is represented by the different uses of nouns. In their primary use as referring expressions, PNs can occupy the NP slot, as a in (2c) and occur in close oppositional structures, as in (2d); 2) a) He loves Mary b) They lived in Oxford c) I read that, Walter d) The poet Tennyson died early. In secondary uses, nouns can take on the semantic value. “entity called x” and have a plural form, as in (3). 3) There are few Alfreds in the class. They can occur with determines: the article the or a/ an, as (4 a-b), quantifies, as in (4c); possessives, as in (4d); demonstrative, as in (4e). We will discuss them comp

in (2) and the category “ proper noun” having the status of common noun, assigned to the names in (3) – (7). Let us now consider the semantics of PNs, an issue much discussed from Mill onwards. They are diachronically motivated, and a meaningful etymon is found in most cases: e.g. family names derive from elements of common vocabulary referring to parentage ( son of Richard > Richardson) or, occupation ( miller > Miller). But they are synchronically opaque: as stated by Lyons “ it is widely, though not universally, accepted that proper nouns do not have sense”. Provided that they are elements fulfilling a refential function how the relation between PN and referent is established can be explained pragmatically. A PN is assigned to a given referent by some social convention, and encyclopedic

common nouns, but differ from them in various respects. Both PNs and deictics lack lexical meaning and have a referential function; but, on the situational context and encyclopedic knowledge. In interpreting the PN, the decoder first has to recognize whether its use is referential or figurative, relying on the linguistic context, then she or he will activate encyclopedic knowledge or recur to her or his lexical competence, if the item is lexicalized. Finally, PNs refer to a “ fixed” referent, while deictics to a referent, that can vary according to the situational context. Another use of names is central to understand the phenomenon under discussion. PNs, in particular personal nouns, more rarely place names, are used figuratively as metaphors, similes, hyperboles and antonomasias, either

supposing there are several Johns out a particular one, you are already using John as a common noun meaning “ any person called John”. 2. PNs do not accept restrictive adjectives or restrictive relative clauses. In the sentence the Old Shakespeare felt the closeness of his death one is implicitly comparing one of several manifestations in time of the person called Shakespeare with the rest, therefore, one is using the word as a common noun in the grammatical sense. The some applies to sentences such as she in no longer the Eve she used to be. One may deny this only at the piece of more or less explanations about the character of the noun in question. Another way of patting this would be to say that we have to do with two homonymous words John or Shakespeare respectively, one of which is a

This is based on the course of lectures in English Lexicology delivered by the authors for a number of years at the Moscow Maurice Thorez State Pedagogical Institute of Foreign Languages. The subject matter corresponds to the programme on English Lexicology issued by the USSR Ministry of Higher and Secondary Special Education. In preparing this work the authors have tried to take into consideration the latest achievements in linguistic science made in the Soviet Union and elsewhere. The authors’ indebtedness to various books and studies will be readily perceived from List of Books Extensively Used as well as from the authors quoted or referred to in the foot-notes. The factual material collected in some of the best graduation papers compiled under the authors’ guidance has also been made u

classification of vocabulary units into various groupings the laws governing the replenishment of the vocabulary with new vocabulary units. It also studies the relations existing between various lexical layers of the English vocabulary and the specific laws and regulations that govern its development at the present time. The source and growth of the English vocabulary, the changes it has undergone in its history are also dwelt upon, as the diachronic approach revealing the vocabulary in the making cannot but contribute to the understanding of its workings at the present time. It has become a tradition to include on a course of Lexicology short section dealing with Lexicography, the science and art of dictionary-compiling, because Lexicography is a practical application of Lexicology so tha

always remember that practical command alone does not qualify a person to teach a language. This textbook treats the following basic problems: 1. Semasiology and semantic classifications of words; 2. Word-groups and phraseological units; 3. Word-structure; 4. Word-formation; 5. Etymological survey of the English word-stock; 6. Various aspects of vocabulary units and replenishment of Modern English 7. word-stock; 7. Variants and dialects of Modern English; 8. Fundamentals of English Lexicography; 9. Methods and Procedures of Lexicological Analysis. The aim of these paragraphs is to summarise in brief the contents of the preceding section, thus enabling the student to go over the chief points of the exposition of problem or problems under consideration. Material for Reference at the end of t

functionally and semantically inseparable. Such word-groups are usually described as set-phrases, word-equivalents or phraseological units and are traditionally regarded as the subject matter of the branch of lexicological science that studies phraseology. The component members in other word-groups, e.g. a week ago, man of wisdom, take lessons, kind to people, seem to possess greater semantic and structural independence. Word-groups of this type are defined as free or variable word-groups or phrases and are habitually studied in syntax. Here, however, we proceed from the assumption that before touching on the problem of phraseology it is essential to briefly outline the features common to various types of word-groups viewed as self-contained lexical units irrespective of the degree of stru

sayings, various lexical units of all kinds, but as a rule do not seek to lay down a reliable criterion to distinguish between variable word-groups and phraseological units. Paradoxical as it may seem the first dictionary in which theoretical principles for the selection of English phraseological units were elaborated in our country. 3 The term itself p h r a s e o l o g i c a l u n i t s to denote a specific group of phrases was introduced by linguists and is generally accepted in our country. It should be pointed out that among the adherents of the referential approach there are some who hold that the meaning of a linguistic sign is the concept underlying it, and consequently they substitute meaning for concept in the basic triangle. Others identify meaning with the referent. They argue

intercommunication. Meaning is to be found in all linguistic units and together with their sound-form constitutes the linguistic signs studied by linguistic science. When comparing the two approaches described above in terms of methods of linguistic analysis we see that the functional approach should not be considered an alternative, but rather a valuable complement to the referential theory. It is only natural that linguistic investigation must start by collecting an adequate number of samples of contexts. On examination the meaning or meanings of linguistic units will emerge from the contexts themselves. Once this phase had been completed it seems but logical to pass on to the referential phase and try to formulate the meaning thus identified. There is absolutely no need to set the two a

blue”, “ drunk as a fidder” (“ drunk as a lord, as a boiled owl”), “ as mad as a hatter ( as a march hare”). 5 The term “ phraseology” originated in Russian studies which developed from the late 1940’s to the 1960’s ( Cowie 1998). It is now currently used to refer either to the set of phraseological units in a linguistic studying them. Scholars have provided various definition of these units and various criteria to classifying them (Fernando 1996, Glaser 1998). Our working definition is the following as phraseological expression is a sequence constituted by at least two independent lexical items, stored as a unit in lexis. Its basic features, as mentioned in the literature, are: a) fixedness – it is a multiword unit, fixed in syntax as well as lexis: b) institutionalisation – it is a conve

bark up the wrong tree); an adjective phrase ( e.g. wet to the skin); a prepositional phrase ( e.g. beyond compare), or an adverb phrase ( by far) 6 . The second type is the “ irreversible binomial” ( Glaser 1998, 126-p) a pair of two words belonging to a same part of speech joined by and, and occurring in a fixed order (e.g. odds and ends). The third type is the “stereotyped simile” ( Moon 1998, 150-152-p) occurring in two structures. The first, typically occurring in predicative position, is (as) + Adj + as +NP (e.g. blind as a bat). The adjective, quite ordinary and gradable in most cases, is used literally, and the PN, used figuratively, serves to intenify the meaning of the adjective. The nouns in PN are entities ( humans, animals, objects) to which British people have conventionally

Idioms: Noun Phrases. Idiomatic noun phrases can have various structure. The first type is the sequence (Det) + PN: a) Joe Bloggs b) A Florence Nightingale c) A Walter Mitty (inf) Joe Bloggs – ( Joe Doakes: amer Joe Blow). Заурядный, обычный человек; средний американец. But just let us walk out of the club or night with a young… boy of my age, whether it was John Roosevelt, the President’s son, or Joe Blow ( B. Holiday, “ Lady Sings Blues” suppl). All these items are essentially jazz – tinged versions of Joe Doakes’s favourite melodies. A Walter Mitty Mitty a) a fictional character given to grand and eleborate fantasies; daydreamer b) (as modifier) A Walter Mitty character, a Mitty act. Annie Oakley – амер. Жарг. « бесплатный билет, контрамарка, пропуск» ( в театре, на матч и.т.п; обыкн. П

1) If you’ll just put your John Hancock on this line at the bottom of the contract, you can drive the car away right now. 2) They sent the check back because he forgot to put his John Hancock on it. The expression refers to the signature of the first person to sign the American Declaration of Independence in 1776. John Hancock’s signature was larger than the others, and stood out clearly. 8 Merry Andrew – уст . шут , фигляр , гаср . He found the master of the puppet – show belabouring the back and ribs of his poor Merry Andrew. 9 A Rip Van Winkle « Pun Ван Уинкл» « отсталый, косный человек», «ретроград» (по имени проспавшево двадцать лет героя одноименного рассказа). Jack Horner – « самодовольный мальчик». Little Jack Horner Sat in a corner Eating a Christmas pie; He put in his thumb And h

половины XVII в., приобрело особую популярность благодаря использованию его Р. Бернсон). John Barleycorn was a hero bold, of noble euterprise: For if, you do but taste his blood will make your courage rise. … Then let us toast John Barleycorn Each man a glass in hand; And may his great posterify Never fail in old Scotland. John Bull « Джон Булль» ( олицетворение английского буржуа). Из сатирического памфлета. The History of John Bull , написанного Джоном Арбетнотом, придворным врачом английской королевы Анны. 10 Br E 1. a name used for representing England or the English people, especially in the past. 1. ( c) a typical English person, especially one who is proud and does not like people from other countries. By Some he is called … “ a thoroughbred Englishman”, by some, “ a genuine John Bu

rate his daily lesson out of Joe Miller ( A. Trollope, “ The Three Clerks ch. – XVII) Jack Johnson – воен. торг; тяжёлый снаряд, орудие ( по имени известного негритянского боксера). It is wonderful, the humour with the English fellows take this messy business. The heavy shells which make an enormous cloud of black smoke they call “ Jack Johnson”, because of a Negro prize fighter who is dangerous. Also they call them “black Marices” and coal boxes”. 13 Jack Ketch « палач » ( по имени английского палача XVII в ). If he comes back, and leaves that boy behind him! If he gets off free and dead or alive, fails to restore him to me, murder him yourself if you would have him escape Jack Ketch. 14 Tryf ( standig over strude) “ Poor man. Poor man. Surely he aint going to slip is wind, Johnnie, and c

d) Uncle Sam e) Uncle Tom Cobley and all The third type is constituted by sequences involving Det, Adj and PN in various combination, except for (12 k): a) an Admirable Crichton b) a douting Thomas c) an honest Joe d) the old Adam e) a peeping Tom f) a plain Jane g) sweet Fanny Adams h) the real Mc Coy i) every Tom, Dick and Harry/ any Tom, Dick or Harry/ Harriet The next type is represented by more complex phrases: ( Det) + PN’s + N Achilles’ Heel - a person’s weakness or the vulnerable spot in his or her character. 1. We’ve got to find his Achille’s heel if we hope to defeat him. 2. John appears to be a highly respected citizen, but I’m sure he has his Achiles’ heel. Achilles was a figure in Greek mythology who was invulnerable in battle except for his Heel. It was the one weak spot on h

From Judas’s kiss that betrayed Jesus in the garden of Gethsemane. A London particular – « густой лондонский туман ». “ This is a London particular”. “ I had never heard of such a thing”. A fog, miss, said the young gentleman. “O indeed” said I. (Bleak house). Queensberry rules 1) the code of rules followed in modern boxing, requiring the use of padded gloves, rounds of three minutes, and restrictions on the types of blows allowed. 2) gentlemanly or polite conduct, especially in a dispute. Midas touch The ability to make money or to be successful at everything one becomes involved in. 1. Linda has extraordinary luck. Everything she does is a success. She really has the Midas touch. When it comes to investing money and buying stocks, they have the Midas touch. It seems like everything they

e.g. 1. When Harry retires, he plans to live the life of Riley. He won’t have to work and he’ll be able to putter around the garden every day. 2. Mrs. Hartley used to live the life of Riley until her husband died and she had to take on two jobs to support herself and her children. Whereas the life of Riley is an easy – going life because one doesn’t have to work or isn’t working. Someone who is poor can lead the life of Riley if he doesn’t mind being poor. The expression the life of Riley seems to have originated from a song that was popular in the 1880. It was a comic song called “ Is that Mr. Reetly?” written by Dat Rooney. The song described what Mr. Reetly would do if he suddenly became rich. 17 Names, which are given to person or places are called proper names, so they are divided int

1.4. Semantic peculiarities of the phraseological units with the proper nouns in the both languages The topic is semantic peculiarities of the phraseological units with proper nouns in the English and Uzbek languages, and every scholar has his opinion about the following topic who worked on phraseological units of English and Uzbek. So, we tried to open some peculiarities of this topic at first time. We classified phraseological units according to their meaning to the following phraseo- semantic groups. 1) Names of places which are named according to their geographical locations and history which is concerned with events, happened there. The city of the Falls амер . « город водопадов» Лунсвилль (Лунсвилль расположил в штате Кентукки на реке Огайо, образуюший около города ряд стреннин и вод

Абдул ҳ аким овга чи қ ди , Ор қ асидан ға вг о чи қ ди . Жума ё ғ са , шанба тинар , Шанба ё ғ са , қ ачон тинар . 3) In daily life we come across kind of hard work. A labour of Hercules « геркулесов труд», « исключительно трудное дело». A labour of Sisyphus «сизифов труд», «труд тяжелый и бесплодный». 4) Observing on comparing languages, extraordinary habits or culture are more interesting side of learning languages especially about drinks. John Barleycorn « Джон Ячменное Зерно» ( олицетворение пива и других спиртных и солодовых напитков; выражение, известное с первой половины XVII в., приобрело особую популярность благодаря использованию его Р. Бернсом) . Bacchus has drowned more men Neptune « Бахус утошил больше людей , чем Нептун » т . е . вино погубило больше людей, чем море. Adam ’

5) In life, possible and impossible work or situation are often found, the phrases which are related to time, for example “ never” or season. At the Greek Calends upon. « до греческих календ», « никогда». Календы – первый день месяца. Греки время на календы не считали: Since Adam was a boy - очень давно, с давних пор, с незапомятных времен. But in the Uzbek language, there are so many proverbs expressing a special season. Асадда оралаб е, Сунбулада саралаб. Ахраб келар хай қ ириб, (А қ раб келди б а қ ириб) , Бола-ча қ асини ча қ ириб , (сову қ ларни ча қ ириб) . А қ рабда (ж ў хорини) сову қ урмаса, Охиратда ҳ ам урмас. Савр б ў лмай сайро н б ў лмас, Савро н б ў лмай, айрон б ў лмас. Савр келса, муз турмас. Қ уда келса, қ из турмас. Сафар ойи – хатар ойи, Жавзонинг ярмида сув тагида арпа

Dicking up gold and siver. 7) Among all phrases, only one which is phrase of concerning with names of person is more popular. A Sherlock Holmes – «образованный, находчивый сыщик». Jack Horner – «самодавольный мальчик» Paul Pry – «человек, сующий нос в чужое дело. Акл – Хасан, Одоб – Ҳ усан. Қ изил к ў рса, Хизр й ў лдан чи қ ар. Сулаймон ў лди, девлар қ утилди. Этик сотиб, пайтава олиб юришига Сув тиласанг, Сулаймондан тила. Еттининг бири Хизр. Қ изил Хизрни айнитар. Chapter II . Analysis of investigating the phraseological units with the component “denoting names” 2.1 . Essential problems of phraseological units with the component “denoting names” Phraseology tends to reflect the correlation between language and culture. (Teliaya et al., 2001, p-55). Therefore, the language user needs sha

modifications for comical forms of phraseological units as well as to create their own modification. The aim of the paper is to discuss how phraseological units are decoded. The issue is decoding idioms continuing proper nouns. Nomina propria constitute one of the most numerous groups of components which function as culture carrier is composed of proper nouns which have some stereotypical value attributed to. Proper interpreting cultural allusions carried by proper nouns is a prerequisite to decoding the whole unit. In order to analyze the process of decoding phraseological units a research study was conducted on a group of many people, native speakers of English, half of whom were English, half of whom were English, philology students, while the other half studied another subject. Such gr

Such nouns tend to be culturally loaded ( Taylor, 1998, p-104) and they may carry connotations of international, national or local character, they are observed in numerous idioms of biblical or mythological origins. What is important is the fact that nomina propria may function as core elements of phraseological units, which exploit their connotations. The names to be chosen as components of phraseological units are selected from the repertoire of proper nouns in use at a given period of time, some names are created as well; such nouns become a symbol of certain charecteristics. Proper nouns may be used predicatively to evoke some properties typical of the referent so at to ascribe a given quality commonly associated with them to other referents. Therefore, they become carries of cultural

From the point of view of sociolinguistics, proper nouns typical of a given culture are of particular interest, since the proper noun is a complex phenomenon, which can be analyzed on a historical, geographical, cultural, symbolical, linguistic, cross – linguistic and social planes. Such names are components of the collective memory of a given nation and they are very important from the point of view of the identity. Idiomatic expressions are treated as lexicalized item, since the sum of the meaning of components is not equal to the meaning of the whole unit. It should be stressed that numerous phraseologisms have been in use for such a long period of time that their motivation is not clear to modern language users. The English informal idiom, registrated in lexicographic works, “ Before y

as their modifications are decoded properly by the majority of language users. It is also corroborated by the research study conducted. In the case of idioms containing proprial components carrying connotations of local character the unit may be decoded correctly on condition that sufficient context is provided. For example, the model “ it’s a kind of type of game that only children are interestes in it” is found in a great number of languages and used to express the meaning “ Tom Tiddler’s ground”. In fact, on the example of the English language, one can show how the toponym changes depending on the region. There are a number of place names to be found in units realizing this schema: the curse of Scotland, also the place names reveals interesting aspects, place in UK: London, with its for

- Places on the Continent. Spain ( build castles in Spain) and Waterloo (melt one’s Waterloo). If the units appear in context the receiver finds sufficient to decode the meaning the substitution of the place names does not impede the process of decoding the unit. Otherwise the reciever may either have difficulty decoding the unit, or can decode it in a wrong way. For instance, one can understand the idiom literally, i.e the reciever can interpret the toponymic component as a name of the speaker’s destination. Therefore, in many cases the successful decoding of such units requires the knowledge of connotations evoked by the names. Numerous names become conventionalized metaphors and they function in the collective memory of a given group of language users. Phraseological units may undergo,

units analyzed, very rare and appearing almost exclusively in the written variety of the language, originated from Greek mythology with which students of English philology well familiar. It is worth mentioning that onyms of distictive connotations, well- set in the collective memory of a given language users may come an element around which new phraseological idioms of different degree of fixedness will be grouped. Therefore, such idioms require a proper lexicographic description including the information regarding the connotations of the onym. Such a description facilitates greatly the process of interpretation and translation. To sum up, it should be emphasized that more comprehensive studies are necessary to give more insight into decoding phraseological units viewed as a socia – lingui

office, Jack- the- lad), objects ( e.g. Jack- in- box, Jack- a- lent, Jack-o- lantern), plants ( Jack- in- the- pulpit) and animals (Jackdaw). An overview of the personal names involved in the expressions indicate the following types of sources: - the Bible: doubting Thomas, Judas kiss, the mark of Cain, David and Goliath, like Daniel in the lion’s den; old as Adam; - literary texts: internationally known works (Alladin’s cave from The Arabian Nights); famous British coorks, by Shakespeare (be like Hamlet without the prince), Stevenson ( Jekyll and Hide), Caroll (Alice in Wonderland), Mary Shelly (Frankenstein’s monster); more marginal works, by James Thurber (Walter Mistry), and Tom Morton ( Mrs Grundy); - classical heritage, i.e. mythology and figures of Greek and Roman antiquity: Pandor

and chief Minister of Nenry VII; the expression refers to the argument used by Morton to extract loans), the Queensberry rules ( after Sir John Sholto Douglas, Marquis of Queensberry, who drew up a code of rules to govern boxing in 1869); according ti Hoyle ( after Edmond Hoyle (1672- 1769), barrister and writer of works on card games); Sweet Famny Adams (after the 8- year- old victim in a famous murder case in 1867; it is often abbreviated in speech to sweet FA, which is vulgarly understood to be a euphemism for the taboo phrase form happy as larry ( probably after the famous Australian boxer Larry Foley ( 1847- 1917); a Potemkin village ( after Count Potemkin ( 1739- 1791) who ordered a number of sham villages to be built for the empress Catherine II’s tour of Criema). In some cases, the

Sulaymon o’ldi, devlar qutildi. Iso ham oz yolida, Muso ham oz yolida. Rajab tulki qorovul boldi, Xotini erovul boldi. 2) Seasons and holidays which related to time Aqrab kelar hayqirib 25 , Bola – chaqasini chaqirib. Navro’zdan so’ng qish bo’lmas, Mezondan so’ng yoz bo’lmas. Asadda oralab ye, Sunbulada saralab 26 Names, which are given to person or places are called proper names, so they are divided into several groups: 1) person’s name, surname, nickname: Rahim Mahmudov, Oybek Foniy. 2) given to animals: Olapar, Tortkoz, Boychibor: 3) geographical locations ( including names of streets and continents): Navoiy kochasi, Toshkent shahri, Pomir togi, Osiyo qit’asi: 4) offices and work-places or center’s names: Ozbekiston Respublikasi, Markaziy bank, Nizomiy nomli TDAU. 5) names of books, mag

Many proper names are derived from common nouns or another parts of speech, e.g.: Polat ( turdosh ot), Guzal ( sifat), Sakson ota ( son), Kimsan (olmosh), Sotiboldi ( fe’l), Kopaysin ( ravish). But sometimes proper names are used like amper (tok olchovi), Xosiyatxon ( atlas turi). 2.3. Phraseological units with the component “a man” in English and problems of their translation into Uzbek The current definition of phraseological units as highly idiomatic word-groups which cannot be freely made up in speech, but are reproduced as ready-made units has been subject to severe criticism by linguists of different schools of thought. The main objections and debatable points may be briefly outlined as follows: The definition is felt to be inadequate as the concept r e a d y - m a d e u n i t s seem

The impracticability of the criterion of idiomaticity is also observed in the traditional classification of phraseological collocations. The extreme cases, i.e. phraseological fusions and collocations are easily differentiated but the borderline units, as for example phraseological fusions and phraseological unities or phraseological collocations and free word-groups, are very often doubtful and rather vaguely outlined. We may argue, e.g., that such word-groups as high treason or show the white feather are fusions because one finds it impossible to infer the meaning of the whole from the meaning of the individual components. Others may feel these word-groups as metaphorically motivated and refer them to phraseological unities. The connotations carried by the onymic component are of differe

18 th century, hence the reference to ships newly painted, with scrubled surfaces and brass polished ( shipshape and Bristol fashion); the Cheshire country ( grin like a Cheshire out, after the character in Carroll’s Alice in Wonderland): the Irish town of Kilkenny ( fight like Kilkenny cats); Blarney Stone near lork ( have kissed the Blarney Stone); the Forth Bridge in Scotland ( paint the Forth Bridge): -eastern countries related to the British colonial past: India, in like the Black Hole of Calcutta, referring to an event in Calcutta in 1756, when a large number of Europeans were put into one very small prison for a night; in the morning, only a few were still alive: China, in all Lombard street to a China, from China to Peru. - places related to classical heritage: fiddle while Rome bu

It should be stressed that decoding phraseological units should be analyzed in a social – lingo – cultural perspective, since it is of complex nature. The process of decoding differs in individual process are analyzed, since the receiver is characterized by a set of parameters, such as: age, sex, education, interests and hobbies, social background and others. Decoding phraseological units labeled bookish, in lexicographic works, such as; Danaides’ barrel and (lit) Deianeira’s shirt, differs quality in two groups of students which were asked to explain the meaning of the units given. The vast majority of English philology students as many as 94% could do the task correctly. The later group of respondents was also able to provide information on the origins of the unit. The difference can be

hypocorisms. The very low presence of female names is motivated by social – cultural factors: in society, men played ( and still play) a more active role than women. Among them, can be found: Alice in Wonderland, Florence Nightingale, Mrs. Grundy, Aunt Sally, plain Jone, Pandora, (Darby and) Joan, Fanny Adams. They are usually employed to convey a negative or not wholly positive evaluation. 27 With regard to the presence of hypocorisms derived from very common first names ( Bob, Dick, Harry, Joe, Jack, Larry, Mike, Tom), it seems to be a culture- specific feature of English phraseology; for example, hypocorisms are rarely found in Italian phraseology. In particular, Mike and Mickey are now the generic name for an Irishman; Jack has come to denote any individual person and also occurs in co

children’s “puppet show”, “Punch and Judy”); Colonel Blimp (after a character in newspaper cartoons created by David Lowe in the late 1930): Aunt Sally (referring to the figure of an old woman’s head, used in fairgrounds and fates as a target for balls or other objects); Tom Taddler’s ground ( a children’s game); Uncle Tom Cobley and all ( Uncle Tom Cobley is the last of a long list of men in the English song: “Widdecombe Fair”); - real people, rarely legendary figures: Florence Nightingale ( after the famous nurse ( 1820- 1910) who served in military hospitals during the Crieman War); Nobson’s Choir ( after Thomas Nobson (1544- 1631) a livery man who gave his customers no choice, but made them take the nearest horse); peeping Tom ( after the tailor that, according to legend, peeped at Lad

keep up with the Joneses, where Jones, one of the most frequent family names, is used as a generic name for one’s neighbours); on the other hand, the “ cultural allusion”, i.e. the reference to people and places the members of British culture are ( or were) familiar with. In this case, deviational ( and convocational) meaning is established extracting salient bits of information from world knowledge associated with each of them. Translating a phraseological unit is not an easy matter as it depends on several factors: different combinability of words, homonymy, synonymy, polysemy of phraseological units and presence of falsely identical units, which makes it necessary to take into account of the context. Besides, a large number of phraseological units have a stylistic-expressive component i

I.Complete conformites. Complete coincidence of form and content in phraseological units is rarely met with. 1. black frost (Phraseme) - қ ора сову қ 2. To bring oil to fire. (Idiom) - алангага ё ғ қ уймо қ 3. To lose one’s head. (Idiom) - гангиб қ олмо қ II.Partial conformities. Partial confotmites of phraseological unites in two languages assume lexical, grammatical and lexico-grammatical differences with identity of meaning and style, they are figuratively close, but differ in lexicological composition, morphologic number and syntactic arrangement of the order of words. One may find: 1) Partial lexic conformites by lexic parameters (lexical composition): 1. To get out of bed on the wrong foot.(Idiom) - Чап ёни билан турмо қ . 2.To have one’s heart in one’s boots. ( Idiom ) - Юраги ор қ

- ит - мушукдек яшамо қ . 4) to keep one’s head (Idiom) - ў зини й ўқ отмаслик b) differing as to syntactical arrangement 1. Strike while the iron is hot. - темирни қ изи ғ ида бос 2.Egyptian darkness - қ оп - қ орон ғ и , зимистон 3. Armed to teeth - тиш - тирно ғ игача қ уролланган 4. All is not gold that glitters - Барча ялтираган нарсалар олтин эмас. III.Adsence of conformities. Many English phraseological conformities in Uzbek and Russian. In the first instance this concerns phraseological units based on realiae. When translating units of this kind it is advisable to use the following types of translation: A. A verbatim word for word translation. B. Translation by analogy. C. Descriptive translation, A verbatim translation is possible when the way of thinking (in the phraseological un

1. “Dick”, said the dwarf, thrusting his head in at the door – “my pet”, my pupil, the apple of my eye hey! (Ch. Dickens. “The Old Curiosity Shop”) - Дик , азизим , толибим , кузгинамнинг нури – хурсандчилигидан хитоб килди митти одам эшикка бошини сукиб . 29 2. to pull somebody’s leg (idiom) - мазах қ илмо қ Descriptive translation. Descriptive translation, translating phraseological units by a free combination of words is possible when the phraseological unit has a particular national feature and has no analogue it is to be translated into. 1. To enter the House. (Phraseme) - Парламент аъзоси б ў лмо қ 2. To cross the floor of the House.(Idiom) - Бир партиядан бошка партияга ў тиб кетмо қ . With the component “a man” All sorts and conditions of men - турли –туман кишилар - as good beg of

- инсон нинг қў лидан келадигани - the man for me - бу одам менга мос келади - Man Friday - Ишончли одам - A man has choice to begin love, but not to end - Севишдан к ў ра , севилиш яхши - The man higher up - Сиёсий босс - A man in a thousand - Бундай инсонни камдан-кам учратиш мумкин - A man may lead a horse to the water, but he cannot make him drink - Инсон отни су в га олиб келиши мумкин, лекин сув ичишга мажбур қ ила олмайди - A man may love his house well without riding on the ridge - Инсон ў з уйини севиши мумкин, уни ҳ аммага достон килиши шарт эмас - The man of blood and iron - Қ атти ққў л одам - A man of the pen - Адабиётчи - A man of the people - Хал қ ўғ лони, ватанпарвар - A man of the cloth - Рохиб, черков хизматчиси - A man of the world - Тажрибали одам - A man of weight - Ж

- Донишманд, доно одам - The man on horseback - Ҳ арбий диктатор, кучли одам 2.4. The comparative study of the linguocultural peculiarities of the phraseological units in both languages Uzbek scholars, Karamotova K.M, Karamatov X.C. paid attention and were interested in translating proverbs into Uzbek, some proverbs are fitted word by word, others get there equivalents in the Uzbek language. a) Fire, set the Thomas on – Temza daryosi yondirdi. Uzbek version: Epchil xotin qor qalab qozon qaynatar. Between Scylla and Charybdis – Silla va Xaribda orasida Osmon uzoq yer qattiq. Bacchas has drowned more men than Neptune. Neptun (dengiz xudosi) ga nisbatan Baxus ( ichimlik xudosi) koproq odamni garq etgan. Aroq – shayton suvi. Calends, at the Greek – Yunon kalendarigacha ( ularda kalendar bolmag

Qo’polning opganidan, Topolning tepgani yaxshi 31 . b) Gap desang – qop- qop, Ish desang Ashtarxondan top English version: Great talkers are little doers. Eshak Makkaga borgani bilan xoji emas. All are not saint that go to the church 32 . Alixoja – Xojaali Broad as it’s long, it’s as 33 . Chapter III The problems of teaching English phraseological units to intermediate and advanced level students 3.1. Essential problems of teaching English Lexicology Learning the words of a foreign language is not an easy business since every word has its form, meaning, and usage and each of these aspects of the word may have its difficulties. Indeed, some words are difficult in form (daughter, busy, bury, woman, women) and easy in usage; other words are easy in form (enter, get, happen) and difficult in u

language allows us to distinguish the following groups of words: concrete, abstract, and structural. Words denoting concrete things (book, street, sky), actions (walk, dance, read), and qualities (long, big, good) are easier lo learn than words denoting abstract notions (world, home, believe, promise, honest). Structural words are the most difficult for Russian-speaking pupils. In teaching pupils a foreign language the teacher should bear this in mind when preparing for the vocabulary work during the lesson. Advanced learners can generally communicate well, having learnt all the basic structures of the language. However, they need to broaden their vocabulary to express themselves more clearly and appropriately in a wide range of situations. Students might even have a receptive knowledge of

• Boundaries between conceptual meanings: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug, and bowl). • Polysemy: distinguishing between the various meaning of a single word form with several and closely related meanings (head: of a person, of a pin, of an organization). • Homonymy: distinguishing between the various meaning of a single word form which has several meanings which are NOT closely related (e.g. a file: used to put papers in or a tool). • Homophony: understanding words that have the same pronunciation but different spellings and meanings (e.g. flour, flower). • Synonymy: distinguishing between the different shades of meaning that synonymous words have (e.g. extends, increase, expand). • Affe

on a word list. We must use teaching techniques that can help realize this global concept of what it means to know a lexical item. And we must also go beyond that, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems. Understanding how our memory works might help us create more effective ways to teach vocabulary. Research in the area, cited by Gairn’s offers us some insights into this process. It seems that learning new items involve storing them first in our short-term memory, and afterwards in long-term memory. We do not control this process consciously but there seems to be some important clues to consider. First, retention in short-term memory is not effective if the number of chunks of information exceeds seven. Therefore,

analyze and process language more deeply, which should help them retain information in long-term memory. Forgetting seems to be an inevitable process, unless learners regularly use items they have learnt. Therefore, recycling is vital, and ideally it should happen one or two days after the initial input. After that, weekly or monthly tests can check on previously taught items. The way students store the items learned can also contribute to their success or failure in retrieving them when needed. Most learners simply list the items learnt in chronological order, indicating meaning with translation. This system is far from helpful, as items are de-contextualized, encouraging students to over generalize usage of them. It does not allow for additions and refinements nor indicates pronunciation

contextual guesswork, for example, the understanding of discourse markers and identifying the function of the word in the sentence (e.g. verb, adjective, and noun). The latter is also very useful when using dictionaries. Students should start using EFL dictionaries as early as possible, from Intermediate upwards. With adequate training, dictionaries are an invaluable tool for learners, giving them independence from the teacher. As well as understanding meaning, students are able to check pronunciation, the grammar of the word (e.g. verb patterns, verb forms, plurality, comparatives, etc.), different spelling (American versus British), style and register, as well as examples that illustrate usage. Another strategy for advanced learners is to turn their receptive vocabulary items into produc

meaning of keywords they will be unable to participate in the conversation, even if they know the morphology and syntax. On the other hand, we believe that grammar is equally important in teaching, and therefore in our opinion, it is not the case to substitute grammar teaching with vocabulary teaching, but that both should be present in teaching a foreign language. Lewis himself insists that his lexical approach is not simply a shift of emphasis from grammar to vocabulary teaching, as ‘language consists not of traditional grammar and vocabulary, but often of multi-word prefabricated chunks’. Chunks include collocations, fixed and semi-fixed expressions and idioms, and according to him, occupy a crucial role in facilitating language production, being the key to fluency. An explanation for n

been working well in my classes, and which is fortunately coming up in new course books we are using. However, both teachers and learners need awareness raising activities to be able to identify multi-word chunks. Apart from identifying chunks, it is important to establish clear ways of organizing and recording vocabulary. According to Lewis, ‘language should be recorded together which characteristically occurs together’, which means not in a linear, alphabetical order, but in collocation tables, mind-maps, word trees, for example. He also suggests the recording of whole sentences, to help contextualization, and that storage of items is highly personal, depending on each student’s needs. We have already mentioned the use of dictionaries as a way to discover meaning and foster learner indep

Presentation of new words. Since every word has its form, meaning, and usage to present a word means to introduce to pupils its forms (phonetic, graphic, structural, and grammatical), and to explain its meaning, and usage. The techniques of teaching pupils the pronunciation and spelling of a word are as follows: (1) pure or conscious imitation; (2) analogy; (3) transcription; (4) rules of reading. Since a word consists of sounds if heard or spoken and letters if read or written the teacher shows the pupils how to pronounce, to read, and write it. However the approach may vary depending on the task set (the latter depends on the age of pupils, their progress in the language, the type of words, etc.). For example, if the teacher wants his pupils to learn the word orally first, he instructs t

books and read and write them independently; this work being done mainly as homework. The teacher then has his pupils perform various oral exercises during the lesson, he makes every pupil pronounce the new words in sentence patterns and use them in speech. Since this is the most difficult part of work in vocabulary assimilation it can and must be done during the lesson and under the teacher’s supervision. There are two methods of conveying the meaning of words: direct method and translation. The direct method of presenting the words of a foreign language brings the learner into direct contacts with them, the mother tongue does not come in between, it establishes links between a foreign word and the thing or the concept directly. The direct method of conveying the meaning of foreign words

Then the teacher shows another picture with two houses in it — a small house and a big house, and he asks another pupil to point to the small house, to the big house, and so on. The teacher may use gestures, for example, for conveying the meaning of stand up, sit down. He says: Lena, stand up. He shows with his hands what she must do. Lena stands up. Now, sit down. Again with the movement of his hands he shows the girl what she has to do. The other pupils listen to the teacher and w'atch what Lena is doing. Then many pupils are invited to perform the actions. 3.3. Various approaches to teaching the meanings of words to learners with advanced level of English Advanced learners can generally communicate well, having learnt all the basic structures of the language. However, they need to b

‘language consists of grammaticalised lexis, not lexicalised grammar’. We are going to discuss aspects of the ‘Lexical approach’ below. There are several aspects of lexis that need to be taken into account when teaching vocabulary. The list below is based on the work of Gairns and Redman (1986): - Boundaries between conceptual meaning : knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug, bowl). Polysemy: distinguishing between the various meaning of a single word form with several but closely related meanings (head: of a person, of a pin, of an organisation). - Homonymy: distinguishing between the various meaning of a single word form which has several meanings wh

- Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (e.g. sleep, slept, sleeping; able, unable; disability). - Pronunciation: ability to recognise and reproduce items in speech. The implication of the aspects just mentioned in teaching is that the goals of vocabulary teaching must be more than simply covering a certain number of words on a word list. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. And we must also go beyond that, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems. Understanding how our memory works might help us create mo

- applying images and sounds: using imagery, semantic mapping, using keywords and representing sounds in memory; - reviewing well, in a structured way; - employing action: physical response or sensation, using mechanical techniques. The techniques just mentioned can be used to greater advantage if we can diagnose learning style preferences (visual, aural, kinesthetic, and tactile) and make students aware of different memory strategies. Meaningful tasks however seem to offer the best answer to vocabulary learning, as they rely on students’ experiences and reality to facilitate learning. More meaningful tasks also require learners to analyse and process language more deeply, which should help them retain information in long-term memory. Forgetting seem

In our opinion the most important aspect of vocabulary teaching for advanced learners is to foster learner independence so that learners will be able to deal with new lexis and expand their vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork and using dictionaries should be the main ways to deal with discovering meaning. Guided discovery involve asking questions or offering examples that guide students to guess meanings correctly. In this way learners get involved in a process of semantic processing that helps learning and retention. Contextual guesswork means making use of the context in which the word appears to derive an idea of its meaning, or in some cases, guess from the word itself, as in words of Latin origin. Knowledge of word formation, e

something to accomplish the learner’s own purposes. Therefore, it means that the decision to incorporate a word in ones productive vocabulary is entirely personal and varies according to each student’s motivation and needs. Logically, production will depend on motivation, and this is what teachers should aim at promoting, based on their awareness of students needs and preferences. Task-based learning should help teachers to provide authentic, meaningful tasks in which students engage to achieve a concrete output, using appropriate language for the context. We could not talk about vocabulary teaching nowadays without mentioning Lewis, whose controversial, thought-provoking ideas have been shaking the ELT world since its publication. We do not intend to offer a complete review of his wor

hand, learners who only learn individual words will need a lot more time and effort to express themselves. Consequently, it is essential to make students aware of chunks, giving them opportunities to identify, organise and record these. Identifying chunks is not always easy, and at least in the beginning, students need a lot of guidance. Hill explains that most learners with ‘good vocabularies’ have problems with fluency because their ‘collocational competence’ is very limited, and that, especially from Intermediate level, we should aim at increasing their collocational competence with the vocabulary they have already got. For Advance learners he also suggests building on what they already know, using better strategies and increasing the number of items they meet outside the classroom.

Lewis also defends the use of ‘real’ or ‘authentic’ material from the early stages of learning, because ‘acquisition is facilitated by material which is only partly understood’ (Lewis, 1993, p. 186). Although he does not supply evidence for this, I agree that students need to be given tasks they can accomplish without understanding everything from a given text, because this is what they will need as users of the language. He also suggests that it is better to work intensively with short extracts of authentic material, so they are not too daunting for students and can be explored for collocations. Finally, the Lexical Approach and Task-Based Learning have some common principles, which have been influencing foreign language teaching. Both approaches regard intensive, roughly-tuned input as

someone might be named “Tiger Smith” despite being neither a tiger nor a smith. For this reason, proper names are usually not translated between languages, although they may be transliterated. In English and most other languages that use the latin alphabet, proper nouns are usually capitalized. Languages differ in whether most elements of multiword proper nouns are capitalized ( e.g. American English House of Representatives). 2.From the point of view of decoding the meaning of phraseological units the status of the onymic components is very important. The onymic components may have various positions in the structure of the unit. In many cases it is the key component, while in others it may be devoid of connotations and qualified as optional. By the way, our paper is devoted to the phraseo

With regard to the corpus search, the collected units results to be not common in discourse, even if they are widely known by users. For example, we can note the rarity of before you can say Jack Robinson or Judar kiss in use, but as lighted by Fernando, the functional value of an expression cannot necessarily be judged by its rarity in general use. The expression examined constitute a rich repertoire of researches potentially available to users, who can select the most appropriate expression according to their communicative needs for example, to add humor, to emphasize an idea, to express a negative evaluation indirectly. With regard to phraseological types, the most numerous group of expressions in constituted by idiomatic noun phrases. With regard to their to their context of use, most

say Jack Robinson. 5. Irreversible binomials: David and Goliath. 6. Stereotyped similes. Happy as larry, be like the Black Hole of Calcutta. 7. Formulae: (it’s) Murphy’s law ( used in order to say that the worst possible thing always seems to happen when it is most annoying. So, according to the semantic peculiarities phraseological units with proper nouns are divided into groups. 1) Names of places: The city of the talls 2) events which are considered negative: Pandora’s box 3) about hard work: a labour of Hercules 4) habits and cultural sphere about drinks. John Barkleycorn. Adam’s ale. 5) names of objects or things: The Star, Little Marry. 6) impossible work or situation which are related to time: at the Greek calends, since Adam was a boy. 7) about games: Tom Tiddler’s ground. 8) perso

5. Караматова K . M . Х. С. Караматов. Proverbs – Maqollar - Пословицы. - Тошкент: Шарқ , 2006. -198-б. 6. Рахматуллаев I . A . Ў збек тилининг фразеологик изо ҳ ли лу ғ ати. - Т ошкент : Ўзбекистан ,1964, - 247-б. 7. Рахматуллаев Шавкат . Ў збек тилининг қ ис қ ача фразеологик изо ҳ ли лу ғ ати.- Тошкент: Ўзбекистан , 1992. - 302-б. 8. Хамроев М.А. Ў збек тилидан маърузалар мажмуаси. – Тошкент: Шарқ , 2007.- 94-б. 9. Ў збек тилидан маърузалар мажмуаси. – Тошкент: Maktab, 2007. - 94- б . 10. Кунин А.В. Фразеология современного английского языка. – Москва- 1972. - 287-стр. 11. Кунин А.В. Англо-русский фразеологический словарь. - Москва-1984.- 144- c тр . 12. Anderson John . The Grammar of Names.- Oxford: Oxford University press,- 2007.163-p. 13. Anderson Wee. Proper Names and the Theory of

20. Marpnaridau. A.Sophia. Proper Names in Communication.- Oxford: Cambridge University Press, 1989.137-p. 21. Mc Arthur. The Oxford Companion to the English language. –Oxford: Oxford University Press, 1996. 473-p. 22. Moon. Fixed Expresssions and Idioms in English. A corpus- based Approach.- Oxford: Cambridge Uviversity Press, 1998. 226-p. 23. Something to crow about. 24. Taylor. Language to language. A practical and theoritical guide for Italian/ Enlish translator.- Cambridge: Longman, 1998. 508-p. 25. Teliga. Phraseology. Theory. Analysis, and Applications. In A.P. Cowie (Ed.)Phraseology as a Language of Culture. It’s Role in the Representation of a Collective Memory. – Oxford:Longman, 2001. 449-p. 26. Zandvoort R. W. A Handbook of English Grammar,- London: Longman,1958. 345- p. 27. www

Купить