List of used literatures introduction

CONCLUSION
In the course of the present report writing we have specified the definition of the motivation in word-group and determined its general characteristics. Specific attention has been drawn to the classification of word-groups. We have thoroughly analyzed semantic features of word-groups, their motivated and non-motivated types and their specific subtype, i.e. phraseological word-groups.
Having completed the report writing, we have come to the following conclusions.
The word-group is a combination of at least two notional words which do not constitute the sentence but are syntactically connected.
We have concluded that according to the type of syntagmatic relations, word-groups can be coordinate, subordinate and predicative, according to the structure they are divided into simple, expanded and extended.
The lexical meaning of the word groups is the combined lexical meaning of the component words. The meaning of the word groups is motivated by the meanings of the component members and is supported by the structural pattern.
The term motivation is used to denote the relationship existing between the phonemic or morphemic composition and structural pattern of the word on the one hand and its meaning on the other.
We have come to the conclusion, that here are three main types of motivation: 1) phonetical; 2) morphological; 3) semantic.
We have concluded, phraseological units are created from free word-groups. But in the course of time some words – constituents of phraseological units may drop out of the language; the situation in which the phraseological unit was formed can be forgotten, motivation can be lost and these phrases become phraseological fusions.


LIST OF USED LITERATURES

1. 
   Akhmanova O. Lexicology. Theory and Method. - M., 1972 Ginsburg R.S. A Course in Modern English Lexicology. M., 1979.
   
2. 
   Alison, J. 1993. Not bothered? Motivating reluctant language learners in Key Stage 4: London: CILT.
   
3. 
   Argyle, M. 1969. Social Interaction. London: Tavistock Press.
   
4. 
   Arnold I.V. The English Word. - M., 1986
   
5. 
   Benson, P. 2000. Teaching and researching autonomy in language learning. London: Longman.
   
6. 
   Chambers, G.N. 1999. Motivating language learners. Clevedon: Multilingual Matters.
   
7. 
   Covington, M. 1999. Caring about learning: The nature and nurturing of subject- matter appreciation. Educational Psychologist, 34: 127-36.
   
8. 
   Daniels, R. 1994. Motivational mediators of cooperative learning. PsychologicalReports, 74: 1011-22.
   
9. 
   Dornyei, Z. 2001. Teaching and Researching Motivation. England: Pearson Education Limited.
   
10. 
    Dornyei, Z. and Otto, I. 1998. Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics (London: Thames Valley University), 4: 43-69.
    
11. 
    Ehrman, M. E. and Dornyei, Z. 1998. Interpersonal dynamics in second language Education: The visible and invisible classroom. Thousand Oaks, CA: Sage.
    
12. 
    Good, T.L. and Brophy, J.E. 1994. Looking in classrooms. 6 th edition. New York: HarperCollins.
    
13. 
    Kuznetsova V.S. Notes on English Lexicology.- K., 1968.
    
14. 
    L.P. Smith, Semantics. An introduction to the science of meaning. Oxford University Press, 1962.
    
15. 
    Little, D. 1991. Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
    
16. 
    MacIntyre, P.D. 1999. Language anxiety: A review of the research for language Teachers. In Young, D. J. (ed.). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill, pp. 24-45.
    
17. 
    Philip Morgan. Motivation and emotion. New York. 2001y.
    
18. 
    Rogers, C. 1991. On becoming a person. Boston, MA: Houghton Mifflin.
    
19. 
    Ushioda, E. 1997. The role of motivational thinking in autonomous language Learning. In Little, D. and Voss, B. (Eds.). Language centres: Planning for the new millennium. Plymouth: University of Plymouth, CERCLES, Centre for Modern Languages, pp. 39-50.
    
20. 
    V.H. Collins. The principle of semantics. Glasgow: Glasgow University Press, 1978.
    
21. 
    Vinogradov V.V. Pixon P.G. Handbook of American Idioms and Idiomatic Usage, 1973.
    
22. 
    Wenden, A. 1991. Learner strategies for learner autonomy. Hemel Hempstead: Prentice Hall.
    
23. 
    Wright, T. 1987. Roles of Teachers & Learners. Oxford: Oxford University Press.
    
24. 
    Young, D.J. (ed.). 1999. Affect in foreign language and second languagelearning. Boston, MA: McGraw-Hill.
    

1^ Ushioda, E. 1997. The role of motivational thinking in autonomous language Learning. In Little, D. and Voss, B. (Eds.). Language centres: Planning for the new millennium. Plymouth: University of Plymouth, CERCLES, Centre for Modern Languages, pp. 39-50.

2^ Good, T.L. and Brophy, J.E. 1994. Looking in classrooms. 6 th edition. New York: HarperCollins.

3^ Benson, P. 2000. Teaching and researching autonomy in language learning. London: Longman.

4^ Alison, J. 1993. Not bothered? Motivating reluctant language learners in Key Stage 4: London: CILT.

5^ MacIntyre, P.D. 1999. Language anxiety: A review of the research for language Teachers. In Young, D. J. (ed.). Affect in foreign language and second language learning. Boston, MA: McGraw-Hill, pp. 24-45.

6^ Young, D.J. (ed.). 1999. Affect in foreign language and second languagelearning. Boston, MA: McGraw-Hill.

7^ Dornyei, Z. 2001. Teaching and Researching Motivation. England: Pearson Education Limited.

8^ Akhmanova O. Lexicology. Theory and Method. - M., 1972 Ginsburg R.S. A Course in Modern English Lexicology. M., 1979.

9^ Daniels, R. 1994. Motivational mediators of cooperative learning. PsychologicalReports, 74: 1011-22.

10^ Little, D. 1991. Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.

11^ Wenden, A. 1991. Learner strategies for learner autonomy. Hemel Hempstead: Prentice Hall.