Ingliz tilida “to be” va “to have ” fe’li bilan yasaladigan iboralar tojiyev Sardor

INGLIZ TILIDA “TO BE” VA “TO HAVE ” FE’LI BILAN YASALADIGAN IBORALAR
Tojiyev Sardor
DTPI talabasi
Email: [e-mail]

Abstract: Idiom is a phrase or expression whose total meaning differs from the meaning of the individual words. For example, to blow one's top (get angry) and behind the eight ball (in trouble) are English-language idioms. Idioms come from language and generally cannot be translated literally (word for word). Foreign language students must learn them just as they would learn vocabulary words. Idioms come to be a very numerous part of English. Idioms cover a lot of drawbacks of the English language and it is one-third part of the colloquial speech. While some teaching materials may ignore idioms, or try to demote their importance, it is best for teachers to take the time to explain, discuss, and make their students use them.
Key words: Linguistics, phraseology, English language, Italian language, phraseology.

Introduction:
In recent years, there has been heightened awareness of the critical role of vocabulary in English language learning and teaching. Within this broad area of academic inquiry, there is also general consensus that the vocabulary of a given language is much more than a list of individual words. A speaker's mental dictionary (or lexicon) also contains a wide range of multiword units such as phrasal verbs ("put up with"), social routines ("take care"), collocations ("plastic surgery"), and idioms ("bite the bullet"). There is good reason for focusing on multiword units: research suggests that a large proportion of language, perhaps as high as 50 percent - is composed of such sequences. Many of these multiword units contain one or more figurative elements, such that the meaning of the entire phrase is not easily predicable. In connection with the relevance of the submitted course paper is to show that Idioms overall has greatly influenced the entire English language.
There is no pedagogy exclusive to idioms; most research suggests using a wide range of techniques. Teachers can rest assured that most vocabulary teaching strategies will be applicable to idioms as well. An important first step is exposing students to idioms in context. Students should be encouraged to infer the meaning of the idiom by using contextual clues, conceptual knowledge, and first language equivalents. The role of context is central in language learning. It's common that students don't really understand the various meanings of new words in different contexts. That's why students don't know how to apply the words they have learned practically in various contexts. It's fundamental for teachers to provide a rich context for students' language. 
Realization of the goal provides the solution of the following tasks:
-to classify idioms;
-to distinguish different kinds of idioms describing human appearance;
-to analyze many examples of Idioms;
-to study the role and contribution of Idioms to English;
-to describe importance of Idioms in language and in a life.
The topicality of our work is analyze the huge contribution to creation of English that was made by Idioms' way.
Practical value consists in the fact that the present work is a valuable manual for specialists concerned with teaching and learning English and can be used as a teaching guide for stirring up idiomatic sentences. The results of the investigation are aimed at better understanding of the language.
Theoretical value consist in understanding the importance and worth of the idiom in modern English.
“Idiom” is not originally an English word - it is one of the many that have come into the language from Greek. “Idiom” means “one of a kind” and indicates that a phrase is being used with a special meaning that can be very different to the literal meaning.
Derivations
Many idiomatic expressions, in their original use, were not figurative but had literal meaning.
For instance: spill the beans, meaning to reveal a secret, originates from an ancient method of democratic voting, wherein a voter would put a bean into one of several cups to indicate which candidate he wanted to cast his vote for. If the jars were spilled before the counting of votes was complete, anyone would be able to see which jar had more beans, and therefore which candidate was the winner. Over time, the practice was discontinued and the idiom became figurative.
Break a leg: meaning good luck in a performance or presentation. It is unclear how this common idiom originated, but many have it coming from belief in superstitions in one way or another. A particularly simple one says that it comes from the belief that one ought not to utter the words "good luck" to an actor. By wishing someone bad luck, it is cynically supposed that the opposite will occur.
Mobile: I spilled the beans on our project. > The beans were spilled on our project.
Fixed: The old man kicked the bucket. > The bucket was kicked (by the old man).
Many fixed idioms lack semantic composition, meaning that the idiom contains the semantic role of a verb, but not of any object. This is true of kick the bucket, which means die. By contrast, the semantically composite idiom spill the beans, meaning reveal a secret, contains both a semantic verb and object, reveal and secret. Semantically composite idioms have a syntactic similarity between their surface and semantic forms.[ Horn, George. "Idioms, Metaphors, and Syntactic Mobility". p 255-256]
The types of movement allowed for certain idiom also relates to the degree to which the literal reading of the idiom has a connection to its idiomatic meaning. This is referred to as motivation or transparency. While most idioms that do not display semantic composition generally do not allow non-adjectival modification, those that are also motivated allow lexical substitution. For example, oil the wheels and grease the wheels allow variation for nouns that elicit a similar literal meaning. These types of changes can occur only when speakers can easily recognize a connection between what the idiom is meant to express and its literal meaning, thus an idiom like kick the bucket cannot occur as kick the pot.
From the perspective of dependency grammar, idioms are represented as a catena which cannot be interrupted by non-idiomatic content. Although syntactic modifications introduce disruptions to the idiomatic structure, this continuity is only required for idioms as lexical entries. [ O'Grady, William. "The Syntax of Idioms". Natural Language and Linguistic Theory.(1998) p.279.]