Synchronic and diachronic approaches of word meaning plan: introduction main part

Synchronic and diachronic approaches of word meaning


PLAN:


INTRODUCTION
MAIN PART

1. 
   Synchronic and diachronic approaches of word meaning
   
2. 
   Classification of homonyms
   
3. 
   Diachronically approach to homonyms
   
4. 
   Synchronically approach in studying homonyms
   

CONCLUSION
BIBLIOGRAPHY


Introduction
President: It’s time to create a new system of teaching foreign languages – a solid foundation for the future Uzbekistan 6 May 2021 14503
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.
Uzbekistan’s policy of openness, active entry into the global market, expansion of international cooperation in all areas increase the need for studying foreign languages.
Teaching in foreign languages ​​is conducted in 25 higher education institutions in Uzbekistan. In 2016, there were only 7 such institutions. Over the past 3 years, the number of applicants who have received a language certificate of international level has increased tenfold.
This year 350 students received grants to study at prestigious foreign universities through the El-Yurt Umidi Foundation, which is five times more than in previous years.
However, the state of the system of teaching foreign languages ​​at some places does not allow effectively solving the large-scale tasks in this area. So, in the education system, there are more than 2 thousand vacancies for foreign language teachers. The quality of teaching languages ​​in 1.4 thousand schools is assessed as extremely low. Only 4 percent of school teachers have national and international language certificates. There are no teachers with a certificate in the cities of Khanabad and Kuvasay, Zafarabad, Mirishkor, Turtkul, Sherabad and Uzun districts. 49 percent of teachers failed the certification test.
These and other problems in the sphere were comprehensively analyzed at the meeting. Priority tasks were identified.
“The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of
There are two levels of approach to the study of word- structure: the level of morphemic analysis and the level of derivational or word-formation analysis.
Word is the principal and basic unit of the language system, the largest on the morphologic and the smallest on the syntactic plane of linguistic analysis.
It has been universally acknowledged that a great many words have a composite nature and are made up of morphemes, the basic units on the morphemic level, which are defined as the smallest indivisible two-facet language units.
The term morpheme is derived from Greek morphe “form ”+ -eme. The Greek suffix –eme has been adopted by linguistic to denote the smallest unit or the minimum distinctive feature.
The morpheme is the smallest meaningful unit of form. A form in these cases a recurring discrete unit of speech. Morphemes occur in speech only as constituent parts of words, not independently, although a word may consist of single morpheme. Even a cursory examination of the morphemic structure of English words reveals that they are composed of morphemes of different types: root-morphemes and affixational morphemes. Words that consist of a root and an affix are called derived words or derivatives and are produced by the process of word building known as affixation (or derivation)¹.
The root-morpheme is the lexical nucleus of the word; it has a very general and abstract lexical meaning common to a set of semantically related words constituting one word-cluster, e.g. (to) teach, teacher, teaching. Besides the lexical meaning root-morphemes possess all other types of meaning proper to morphemes except the part-of-speech meaning which is not found in roots.
The theme of the course work is “Homonyms in English and in Russian languages”. The actuality of this work is caused by several important points. The appearance of new, homonymic meanings is one of the main trends in development of Modern English, especially in its colloquial layer, which, in its turn is supported by the development of modern informational technologies and simplification of alive speech. The work is composed of three major parts: introduction, main part and conclusion. The main part bears two chapters. The first chapter explains the conception of homonyms in English and Russian languages . Here we learn the basic concepts of homonyms and several similar linguistic concepts, which are related to homonymy . Also we learn to consider the origin of homonymy in Russian and English languages .The second chapter shows the interrelation between homonyms and polysemantic words and comparison of homonymy in English and Russian languages. The conclusion of the course work sums up the ideas discussed in the main part and shows the ways of implying of the course work. The goal of our course work is to consider the phenomenon of homonyms in English and compare it with the Russian. And the tasks and purposes of the work are: To consider the idea of homonyms in English and Russian languages to consider the origin of homonymy in Russian and English languages to compare homonymous words in the English and Russian languages. Modern English is exceptionally rich in homonymous words and word-forms. It is believed that languages where there are a lot of short words abound have more homonyms than those where longer words are prevalent. Therefore it is sometimes suggested that abundance of homonyms in Modern English is to be accounted for by the monosyllabic structure of the commonly used English words. Not only words but other linguistic units may be homonymous. Here, however, we are concerned with the homonymy of words and word-forms only, so we shall not touch upon the problem of homonymous affixes or homonymous phrases. Russian language is also rich in homonymous words and have various forms of lexical homonymy. So we'll look at all points of our interest.