Uzbekistan state university of world languages


to study This example shows how the word unreachable can be broken into individual morphemes. to investigate


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UZBEKISTAN STATE UNIVERSITY OF WORLD LANGUAGES

to study This example shows how the word unreachable can be broken into individual morphemes.

  • to investigate Linguistics, the scientific study of language, is made up of several specific domains related to language.

  • to analyse Morphology also deals with meaning to a degree, but only in as much as the smaller sub-word units of language can carry meaning..

  • to consider When a bound morpheme is attached to a word but does not change the root word's grammatical category, it is an inflectional morpheme.

    The theoretical and practical value of the course work: Teachers can use devices for vocabulary teaching such as simple flash-cards or word-cards. The teacher writes the English language word on one side of the card and a sentence containing the word, its definition, its synonyms and pronunciation on the other. Word cards can be an excellent memory aid.This is also a handy way for students to carry their new vocabulary around with them to look at whenever they have the opportunity.Another successful method of teaching vocabulary is the word association technique. If words are stored individually, they are more difficult to remember as they have no context.But if the words are stored together in commonly used phrases and sentences, they are more readily absorbed. Putting words with collocational partners in this way helps the students to relate connected words together.
    The structure of the course work: The course work contains an introduction two chapters , conclusion , and references It is consisted of 26 pages.
    CHAPTER I. ENVIRONMENT FOR INDEPENDENT LERANING
    The main difficulties that teachers face in the use and development of multimedia applications are such factors as insufficient preparation for their correct and optimal integrating into the lesson, the lack of a systematic approach to developing their own multimedia applications, taking into account the psychological — Pulverness (2003) claims that the foreign language classroom offers an ideal arena for developing cultural awareness and it should be the responsibility of language teachers to encourage learners to develop awareness of language and a parallel awareness of culture. The term " cultural awareness" is referred to as an important goal in foreign language teaching today (Fenner 2000) However, a question worth asking is what is meant by " cultural awareness"? and how can learners be encouraged in moving towards this goal ?. According to Cortazzi and Jin (1999:217) cultural awareness means: “Being aware of members of another cultural group : their expedition, their perspectives and values .It also means attempting to understand their reasons for their actions and beliefs ”. On his perspective Byram (1998:4) stresses the importance of the learners' own culture in developing cultural awareness. According to him " cultural awareness" may be seen as an ability to reflect on one's own cultural identity, question taken for granted values and beliefs and compare one's own culture with that of the interlocutor's. This statement highlights the importance of comparison .Byram sees that comparison forms a basis for understanding and helps learners to perceive and cope with the differences .(ibid). The importance of the learners ' own culture in developing " cultural awareness" is largely agreed on .Since any comparisons should be build on the learners' background knowledge. Fenner (2000) makes the claim that, “ cultural awareness is based on knowledge of the foreign culture, but also on the knowledge of one's own culture. And that any process of comparison or contrasting has its starting point in the learner' s preknowledge ” P.144-145. She adds that the learner' s perception of his or her own culture as well as of the foreign culture are important factors in the development of cultural awareness of the individual. although nouns (an open class) may be used in the genitive to convey some adjectival meanings, and there is also the separate open class of adjectival nouns (na-adjectives).
    Many languages (including English) distinguish between adjectives, which qualify nouns and pronouns, and adverbs, which mainly modify verbs, adjectives, or other adverbs. Not all languages make this exact distinction; many (including English) have words that can function as either. For example, in English, fast is an adjective in "a fast car" (where it qualifies the noun car) but an adverb in "he drove fast" (where it modifies the verb drove).
    In Dutch and German, adjectives and adverbs are usually identical in form and many grammarians do not make the distinction, but patterns of inflection can suggest a difference:
    A German word like klug ("clever(ly)") takes endings when used as an attributive adjective but not when used adverbially. (It also takes no endings when used as a predicative adjective: er ist klug, "he is clever".) Whether these are distinct parts of speech or distinct usages of the same part of speech is a question of analysis. It can be noted that, while German linguistic terminology distinguishes adverbiale from adjektivische Formen, German refers to both as Eigenschaftswörter ("property words").Linguists today distinguish determiners from adjectives, considering them to be two separate parts of speech (or lexical categories). Determiners formerly were considered to be adjectives in some of their uses. Determiners function neither as nouns nor pronouns but instead characterize a nominal element within a particular context. They generally do this by indicating definiteness (a vs. the), quantity (one vs. some vs. many), or another such property.
    An adjective acts as the head of an adjective phrase or adjectival phrase (AP). In the simplest case, an adjective phrase consists solely of the adjective; more complex adjective phrases may contain one or more adverbs modifying the adjective ("very strong"), or one or more complements (such as "worth several dollars", "full of toys", or "eager to please"). In English, attributive adjective phrases that include complements typically follow the noun that they qualify ("an evildoer devoid of redeeming qualities").
    In many languages (including English) it is possible for nouns to modify other nouns. Unlike adjectives, nouns acting as modifiers (called attributive nouns or noun adjuncts) usually are not predicative; a beautiful park is beautiful, but a car park is not "car". The modifier often indicates origin ("Virginia reel"), purpose ("work clothes"), semantic patient ("man eater") or semantic subject ("child actor"); however, it may generally indicate almost any semantic relationship. It is also common for adjectives to be derived from nouns, as in boyish, birdlike, behavioral (behavioural), famous, manly, angelic, and so on.
    In Australian Aboriginal languages, the distinction between adjectives and nouns is typically thought weak, and many of the languages only use nouns--or nouns with a limited set of adjective-deriving affixes--to modify other nouns. In languages that have a subtle adjective-noun distinction, one way to tell them apart is that a modifying adjective can come to stand in for an entire elided noun phrase, while a modifying noun cannot. For example, in Bardi, the adjective moorrooloo 'little' in the phrase moorrooloo baawa 'little child' can stand on its own to mean 'the little one,' while the attributive noun aamba 'man' in the phrase aamba baawa 'male child' cannot stand for the whole phrase to mean 'the male one.' In other languages, like Warlpiri, nouns and adjectives are lumped together beneath the nominal umbrella because of their shared syntactic distribution as arguments of predicates. The only thing distinguishing them is that some nominals seem to semantically denote entities (typically nouns in English) and some nominals seem to denote attributes (typically adjectives in English).




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