Secondary parts of the sentence

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Secondary parts of the sentence

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1THE MINISTRY OF HIGHER EDUCATION, SCIENCE
AND INNOVATIONS OF THE REPUBLIC OF
UZBEKISTAN
SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES
FACULTY OF ENGLISH PHILOLOGY AND TRANSLATION
SUBJECT :
COURSE WORK
THEME: Secondary parts of the sentence
SAMARKAND 2024

2CONTENT
INTRODUCTION .................................................................................................. 3
CHAPTER I. Sentence analysis, famous scientists and educators’ notions in
secondary parts of sentences ................................................................................. 5
1.1. Famous scientists and educators’ notions in secondary parts of sentence
1.2. Sentence analysis ............................................................................................ 10
Conclusion on Chapter I ....................................................................................... 19
CHAPTER II. The main conceptions of secondary parts of sentences, the
problems of it ......................................................................................................... 21
2.1. The main conceptions of secondary parts of sentences ............................. 21
2.2. The problems of secondary parts sentences ............................................... 34
Conclusion on Chapter II ..................................................................................... 38
Conclusion .............................................................................................................. 39
The list of used literature ...................................................................................... 40

3INTRODUCTION
This course paper clarifies secondary parts of the sentence. The theme of the
paper is implementing teaching grammar including: parts of the sentences in
English language. Itis a practical teaching method that we teach the youth with
these methods. Participle is a crucial part of grammar learning. So teaching
grammar in the classroom is really important. “On May 6, President Shavkat
Mirziyoyev chaired a meeting on measures to improve the system of teaching
foreign languages. Several areas of knowledge are determined every year in
Uzbekistan, the development of which is given priority attention. This year physics
and foreign languages have become such areas [1,34]. The course paper under
review is dedicated to the study of the problem of parts of the sentence in English
used in different context which presents a certain interest both for theoretical
investigation and for practical usage. The topicality of the investigation is
expressed on the one hand by the profound interest in learning the problem of parts
of the sentence which are widely used to perform linguistic richness of the English
language. The aim of this research is based on detailed study of the problem of
parts of the sentence in English.
The purpose of this coursework is to explore and analyze the secondary
parts of a sentence, such as phrases and clauses, to enhance understanding and
proficiency in sentence construction and analysis.
The object of this coursework is to delve into the secondary components of
sentences, including phrases and clauses, to foster a deeper comprehension and
mastery of sentence structure and analysis.
The actuality of research on secondary parts of the sentence lies in its
fundamental role in linguistic analysis, aiding in language acquisition, syntactic
understanding, and effective communication. Additionally, such research
contributes to pedagogical practices for teaching grammar and writing skills.

4The subject of research on secondary parts of the sentence encompasses
various aspects, including the identification, classification, and syntactic functions
of phrases and clauses within sentences. Additionally, it involves investigating
their role in conveying meaning, linguistic structures, and discourse coherence in
different languages and contexts.
The structure of this course paper is divided into some parts such as
Introduction and two chapters that will be described and adduced some examples.
Introduction clarifies its facts, aims, literary describing of Secondary parts of the
sentence Main body consists of two chapters.The Chapter I is associated with
Sentence analysis, Famous scientists and educators’ notions in secondary parts of
sentences. The first paragraph is about Famous scientists and their perceptions
about secondary parts of sentences and in the second one, there is a notion which is
related to analysis sentence in syntactic of English grammar. The Chapter II The
main conceptions of Secondary parts of sentences, The main problems of it. It
consists of two paragraphs. The first one is about what is Secondary part of
sentence? and clarifications of secondary parts and the second one is named with
snags and problems of secondary parts of sentences in English grammar.
Conclusion summarizes the main points and views which was covered in this
paper.
The references gives the sources of literature and internet sites which were utilized
in this course work.

5Chapter I. Sentence analysis, Famous scientists and educators’ notions in
secondary parts of sentences
1. 1 Famous scientists and educators notions in secondary
A.S.Pejkovskiy doesn`t use the notions of obj.,attr.,adv.modifier, but he
classifies them into:
Object. Tr-ly it is a secondary sent part, denotes a thing by the process or property,
ex-d mainly in the predicate. An object is a noun phrase or a clause with nominal
function subdivided into simple, complex (when the object is expressed by an
infinitival participial or gerundial complex) direct (a noun that completes the
meaning of a transitive verb), indirect (denotes a living being to whom the action
of the verb is directed.
Burlakova speaks about O1, Obj2, Obj 3:
object 1- always non-prepositional irrespective of its position in the sentence (they
sent a doctor away. They sent away a doctor)
2- either prepositional or non-prep. Depends on its position (they sent a doctor
some money. They sent some money to the doctor)3- Is always prepositional (they
sent for the doctor. For the doctor they sent)
Symmetrical verbs- whose subj-s and obj-s may exchange their positions without
producing any change in the meaning of the sent (ex. to meet, to marry) there are
some verbs not requiring any ob. In the sent. As the ob. Is mentioned in the verb! –
go blackberry. Adv. Modifier. Trad-ly secondary part of the sentence which
modifies a predicate-verb, a verbal in any of its function or a part of the sentence
expressed by an adjective or adverb.
Semantically can be classified:

6 adv. Modifier of time and frequency
 adv modifier of place and direction
 adv. Modifier of purpose
 adv. Modifier of manner
 adv. Modifier of attending circumstances
 adv. Modifier of comparison
 adv. Modifier of cause
 of result
 of condition
 of concession
 of degree and measure.
Sometimes no clear -cut border-line between a prepositional obj. & adv modifier
(he was looking at the door). Ivanova it is a prepositional Obj, if the use of the prep
is governed by the verb. If the use of the prep is optional, Then it’s an adv.
Modifier. Ilish suggests the term neutralization calls them secondary sentence parts
without further subdivision. Attribute Trad-ly they serve to modify nouns & noun-
equivalents. Structurally are indicated by their position in the sentence. They can
be either in pre-position or post-position to the words they modify. Semantically
may express various shades of relations with their head nouns. They may be
qualitative (fine days, A ninepenny stamp) circumstantial (a man in love, The key
to the door). Development of a science as a whole and a linguistic science, in
particular is connected not only to the decision of actuality scientific problems, but
also with features internal and foreign policy of the state, the maintenance of the
state educational standards which are to the generators of progress providing
social, economic society. It forms the society capable quickly to adapt in the
modem world.
The course paper under review is dedicated to the study of the problem of parts of
the sentence in English used in different context which presents certain interest
both for theoretical investigation and for practical usage the topicality of the

7investigation is expressed on the one hand by the profound interest in learning the
problem of parts of the sentence which are widely used to perform linguistic
richness of the English language. The aim of this research is based on detailed
study of the problem of parts of the sentence in English. The object of given
investigation is the problem of parts of the sentence and the different structural
types of the sentences with them the subject is the structural-semantic and
functional-contextual features of the problem of parts of the sentence used in
sentences in English. The structure of the given course paper consists of an
introduction, three paragraphs, a summary which is followed by the list of
literature used in the course of research. Parts of the sentence are a syntactic
category constituted by the organic interaction of different linguistic units in
speech. It is important to observe that the division into parts of speech and the
division into parts of the sentence are organically related. This does not call for
much to explain. The part of speech classification is known to be based not only on
the morphological and word- making characteristics of words but their semantic
and syntactic features as well.
The latter are particularly important for such parts of speech as have no
morphological distinctions at all. A word (or a phrase) as a part of sentence may
enter into various relations with the other parts of a given sentence. These mutual
relationships are sometimes very complicated as being conditioned by different
factors: lexical, morphological and syntactic proper. Important observations in the
theory of the parts of the sentence based on the interrelation of types of syntactic
bond and types of syntactic content were made by A. I.Smimitsky. A part of the
sentence is defined as a typical combination of the given type of syntactic content
and the given type of syntactic bond as regularly reproduced in speech. Different
types of syntactic bond form a hierarchy where distinction should be made
between predicative bond and non-predicative bond. On the level of the sentence
elements this results in the opposition of principal parts and secondary parts. The
predicative bond constitutes the sentence itself. The parts of the sentence which are

8connected by means of the predicate bond are principal parts. These are the core of
the communicative unit. The non-predicative bond comprises attributive,
completive and copulative relations [2,472].
Subject-predicate structure gives the sentence its relative independence and the
possibility to function as a complete piece of communication. This, however. must
be taken with some points of reservation because a sentence may be included in
some larger syntactic unit and may thus weaken or lose its independence
functioning as part of a larger utterance. Using the terms "subject" and "predicate"
we must naturally make distinction between the content of the parts of the sentence
and their linguistic expression, i. e.:
a) the words as used in a given sentence and
b) the thing meant, which are part of the extralinguistic reality. The subject is
thus the thing meant with which the predicate is connected.
All the basic sentences consist, first of all, of two immediate constituents: subject
and predicate. In the basic sentence patterns subjects are rather simple, consisting
of either a single noun, a noun with its determiner or a pronoun. They can naturally
grow much more complicated: nouns can be modified in quite a variety of ways
and other syntactic structures can be made subjects in place of nouns or its
equivalents. Meaning relationships are naturally varied. Subjects can refer to
something that is identified, described and classified or located; they may imply
something that performs an action, or is affected by action or, say, something
involved in an occurrence of some sort. The semantic content of the term "subject"
can be made clear only if we examine the significant contrastive features of
sentence patterning as operating to form a complete utterance. In Modem English
there are two main types of subject that stand in contrast as opposed to each other
in terms of content: the definite subject and the indefinite subject Definite subjects
denote a thing-meant that can be clearly defined:

9a concrete object, process, quality, etc., e. g.: a) Fleur smiled, b) To defend our
Fatherland is our sacred duty, c) Playing tennis is a pleasure, d) Her prudence
surprised me.
Indefinite subjects denote some indefinite person, a state of things or a certain
situation, e. g.: a) They say. b) You never can tell, c) One cannot be too careful, d)
It is rather cold, e) It was easy to do so.
Languages differ in the forms which they have adopted to express this meaning. In
English indefinite subjects have always their formal expression. In some types of
sentence patterns Modem English relies on the word-order arrangement alone
[3,281].

101.2. Sentence analysis
“Sentence analysis” is the term I use for a simple system of notation and
identification of the basic parts of a sentence. This kind of analysis of a sentence
can help you in a number of ways:
1. Identifying its most important elements (and trimming the sentence down to its
essence)
2. Understanding how the sentence is constructed (its parts and how they fit
together)
3. Recognizing errors in subject-verb agreement, pronoun case, punctuation, etc.
In teaching sentence analysis, I focus on four basic elements or aspects of the
sentence:
1. Prepositional phrases and infinitive phrases (the most common extraneous
elements)
2. Verbs
3. Subjects
4. Clauses (independent and dependent)
I call prepositional and infinitive phrases “extraneous” elements here because they
can be distractions that make it more difficult to correctly identify subjects and
verbs. By identifying them, you can be more confident that your analysis of the
more fundamental elements of the sentence is correct. Although I was taught
sentence diagramming in middle school and still consider that experience very
valuable, taking the time to learn such a sophisticated system of notation and

11analysis is simply not practical for many students, nor has it been practical for me
as a tutor who has limited time with his students. Therefore, I have chosen to focus
on this narrower method as a more efficient way for my students to gain many of
the benefits of learning how to diagram sentences [4,76].
Key Sentence Elements
These are the most important basic parts of a sentence that I like to have my
students identify during the process of analysis. They are presented in the order in
which it is generally best to identify them. Getting prepositional phrases and
infinitive phrases out of the way first makes it easier to correctly identify verbs and
subjects. Once you have identified all of the subject/verb pairs in the sentence, it’s
easier to divide it into component clauses.
Prepositional Phrases
Preposition: A word indicating location, position, direction, or relation
between two ferns
along the road
with a friend
 Prepositions are followed by objects, and together (along with any
accompanying modifiers) they form prepositional phrases like the examples listed
here.
 With very rare exceptions, subjects and verbs do not occur within
prepositional phrases.
 For a detailed explanation of prepositions and a thorough list of prepositions
in English, see the Prepositions page.
Infinitive Phrases
Infinitive: The verb form beginning with to by which we name verbs (e.g., to be, to
teach, to think)

12 to kill a mockingbird
 to expect the unexpected
 to run quickly
 To is a preposition when it is followed by an object (e.g., “to the moon”); it
is only part of an infinitive when it is followed by a base verb form (e.g., be).
 Infinitives can also take objects and modifiers, and together they form
infinitive phrases like the examples listed here.
 However, many infinitives are intransitive and do not take objects.
 Infinitives never act as verbs in a sentence because they have no tense, and
subjects are never found within infinitives.
 However, infinitives and infinitive phrases can act as nouns, so sometimes
they act as subjects, objects, and predicate nominatives. In the sentence below, “to
know her” is the subject, is is the verb, and “to love her” is a predicate nominative:
 To know her is to love her.
Verbs
Verb: The action done by the subject (active voice) or to the subject (passive
voice)
The cat ate the mouse. (active voice)
The mouse was eaten. (passive voice)
The mouse was helpless. (linking verb)
 Linking verbs are special verbs that don’t tell actions; they are used to
introduce more information about the subject. Some examples are to be, to
become, to feel, to seem, to look, to taste, to sound, and to smell. Most linking
verbs are sensory verbs that can also function as action verbs in some situations.
 The most common verb in English is the linking verb to be. It is extremely
important that you be able to identify it quickly and easily. Memorize the
following forms: is, are, am, was, were, be, being, been.

13 In a clause, a word functioning as a verb always has a tense (past, present, or
future), so verb forms such as infinitives (and sometimes participles) do not
actually act as verbs in a sentence.
 When you identify the verb in a clause, include all of its auxiliary verbs
(helping verbs). In the progressive and perfect tenses, the helping verb carries the
tense because the main verb is always a participle (e.g., “is taking,” “had gone”).
 For more detailed information about verbs, see the Verbs section of the site.
Subjects
Subject: The “thing” (sometimes abstract) that a sentence or clause is about
The cat ate the mouse.
The mouse was eaten.
The mouse was helpless.
 Subjects are always either nouns or pronouns (including words such as
gerunds that act as nouns).
 Subjects usually precede the verb, but in some cases they follow the verb.
 The simple subject is the single noun or pronoun itself, independent of any
modifiers that may be closely associated with it.
Clauses
With rare exceptions such as exclamations, every complete sentence in English
contains at least one clause, and many sentences contain multiple clauses. If you
can identify individual clauses and see how the clauses in a sentence relate to each
other, you will be able to understand complex sentences and compose your own.
As explained below, the subordinating conjunctions listed here occur at the
beginning of dependent (or subordinate) clauses. Note that some of these
conjunctions can also function as prepositions and/or adverbs. A clause is a
meaningful group of words that contains a subject and verb pair.
 The girl in the back decided to speak up.

14In this clause, the girl is the subject (girl is the simple subject); decided is the verb.
“In the back” is a prepositional phrase, and “to speak up” is an infinitive phrase.
 When you look for the verb in a clause, first eliminate all infinitives and
infinitive phrases. Infinitives never function as the verb in a clause. Underline
infinitive phrases. In this clause, “to speak up” is an infinitive phrase.
 When you look for the subject of a clause, eliminate all prepositional
phrases. Subjects are almost never found within prepositional phrases.
Prepositional phrases should also be underlined. In this clause, “in the back” is a
prepositional phrase; with is the preposition, and back is its object.
 Note that a clause can have a compound subject (more than one subject
sharing the same verb) and a compound predicate (more than one verb sharing the
same subject). The clause “Jordan and Keegan drank beer and cracked jokes”
contains both a compound subject and a compound predicate.
Independent Clauses
An independent clause is a clause that can stand alone as a sentence because it
expresses a complete thought. The example clause above is an independent clause.
 Every complete sentence must contain at least one independent clause.
 Place independent clauses in braces.
Dependent Clauses
A dependent clause (or subordinate clause) is a clause that cannot stand alone as a
sentence because it does not express a complete thought. It “depends” on an
independent clause to help it form a complete sentence.
 Although the girl was not a member of the student council
In the clause above, girl is the subject, was is the verb (a “to be” verb), and
although is the subordinating conjunction that makes this an incomplete thought
and makes us expect another clause.

15 because she believed…
In the clause above, she is the subject, believed is the verb, and because is the
subordinating conjunction that makes us expect another clause.
Other dependent clauses begin with a pronoun such as that, which, who, or whom.
These words don’t always indicate a new clause, but they often do. Such clauses
are called relative clauses.
 that the students’ rights had been violated
That is the pronoun that introduces this relative clause; rights is the simple subject
(the and students’ are modifiers), and had been violated is the complete verb (had
and been are helping verbs).
 who came forward to argue against the school’s policy
Who has two functions in this clause: it acts as the subject of the clause, and it
indicates the beginning of a dependent clause. Came is the verb in this clause. To
argue is an infinitive; “against the school’s policy” is a prepositional phrase
modifying that infinitive. Note that if this clause were written as a separate
sentence, it would be an independent clause and a question, but in the context of
the full sentence below it is a relative clause [5,6].
Clauses in a Complex Sentence
Here is what the various clauses above look like when they are connected together
as a complex sentence:
Although the girl [who came forward to argue against the school’s policy was not a
member of the student council, she decided to speak up because she believed that
the students’ rights had been violated. In this sentence, double brackets occur at the
end of the sentence because the relative clause “that the students’ rights had been
violated” is enclosed within the dependent clause “because she believed”; the
entire clause is the object of the verb believed. (What did she believe? That the

16students’ rights had been violated.) The relative clause “who came forward to
argue against the school’s policy” is similarly enclosed within the first dependent
clause because it modifies the subject of that clause (girl).
The only independent clause is the short clause in the middle (“she decided to
speak up”); it is only the presence of this clause that makes this a complete
sentence. In the theory of English structure the term "sentence analysis" is open to
more than one interpretation. Structural grammatical studies of some modern
linguists have abandoned many of the commonly held views of syntax. With
regard to the methodology employed their linguistic approach differs from former
treatments in language learning. To begin with, distinction must be made between
the „mentalistic" and the „mechanistic" approach to sentence analysis. By
"mentalistic" approach we mean the parts of the sentence" analysis based on
consideration of semantic relationships between the sentence elements. The
"mechanistic" approach is known to have originated in USA in nineteen forties. It
is associated primarily with the names of Bloomfield, Fries, Harris and Gleason.
Claimed to be entirely formal, the "mechanistic" approach is based only on the
structural relations of sentence elements, i. e. their position in the speech chain. To
make the distinction between the two approaches clear consider the following
examples: "mentalistic" analysing sentences by putting questions "to invite
students " and "invitation of students " are parsed as syntactic structures with
objects denoting the person towards whom the action is directed in terms of
"mechanistic" analysis, students and of students would be different sentence
elements because they differ in terms of structure (expression plane).
The new method of sentence analysis is known as the method of immediate
constituents (IC's). As we have already pointed out, the concept of IC was first
introduced by L. Bloomfield and later on developed by other linguists. The
structural grouping of sentence elements into IC's has naturally its own system in
each language. It has been recognised that English has a dichotomous structure.

17The concept of immediate constituent (IC's) is important both in morphology and
syntax. An immediate constituent is a group of linguistic elements which functions
as a unit in some larger whole. The study of syntax is greatly facilitated by
studying the types of immediate constituents which occur. We have learned to call
the direct components of the sentence "groups" [6,88].
In terms of modern linguistics they are immediate constituents. A basic sentence
pattern consists first of all of a subject and a predicate. These are called the
immediate constituents of the sentence. They are constituents in the sense that they
constitute, or make up, the sentence. They are immediate in the sense that they act
immediately on one another: the whole meaning of the one applies to the whole
meaning of the other. The subject of a basic sentence is a noun cluster and the
predicate is a verb cluster, we can therefore say that the immediate constituents
(IC's) of a sentence are a noun cluster and a verb cluster. Each of the IC's of the
sentence can in turn be divided to get IC's at the next lower level. For example, the
noun cluster of a sentence may consist of a determiner plus a noun. In this case, the
construction may be cut between the determiner and the noun, e. g. the girl. The
IC's of this noun cluster are the and girl. The verb cluster of the sentence maybe a
verb plus a noun cluster (played the piano). This cluster can be cut into IC's as
follows: played/the piano. The IC analysis is, in fact, nothing very startling to
traditional grammar. It will always remind us of what we learned as the direct
components of the sentence: "subject group" and "predicate group". But it proceeds
further down and includes the division of the sentence into its ultimate
constituents. The basic assumption of this approach to the grammatical analysis of
sentences is that all the structural signals in English are strictly formal matters that
can be described in physical terms of forms, and arrangements of order. The formal
signals of structural meanings operate in a system and this is to say that the items
of forms and arrangement have signalling significance only as they are parts of
patterns in a structural whole. In terms of the IC's model prevalent in structural
linguistics, the sentence is represented not as a linear succession of words, but as a

$18hierarchy of its immediate constituents division is thus made with a view to set off such components as admit, in their turn, a maximum number of further division and this is always done proceeding from the binary principle which means that in each case we set off two IC's. Thus, for instance, the sentence My younger brother left all his things there will be analysed as follows: My younger brother left all his things there My \\ younger brother left all his things there and so on until we receive the minimum constituents which do not admit further division on the syntactic level  left | all his things || there  My || younger HI brother left || all j||| his things || there  left he all his \ things there The transformational model of the sentence is, in fact, the extension of the linguistic notion of derivation to the syntactic level, which presupposes setting off the so-called basic or "kernel" structures and their transforms, e. sentence- structures derived from the basic ones according to the transformational rules [7,192].$