Republic of uzbekistan samarkand state institute of foreign languages

MINISTRY OF HIGHER AND SECONDARY SPECIALIZED OF THE
REPUBLIC OF UZBEKISTAN
SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES



COURSE WORK


THEME: EMOTIONS IN ENGLISH


Scientific Supervisor: Amonov A.
Done by: Ergasheva M.
Group: 417


Samarkand-2023


CONTENT


INTRODUCTION………………………………………………………………...2
CHAPTER 1. The main classes of emotive vocabulary…………………………5
1.1. Emotive verbs………………………………………………………………….5
1.2. Emotive nouns…………………………………………………..…………….12
1.3. Emotive adjectives…………………………………………………………....13
CHAPTER 2. The functioning of emotive vocabulary in the text……………...18
2.1. Specification of emotions in speech…………………………………………..18
2.2. Position of the subject……………………………………………………...…19
2.3. Object position………………………………………………………………..20
Conclusion………………………………………………………………………..29
List of used sources and literature……………………………………………...31


INTRODUCTION

Emotions permeate a person's life, accompany any of his activities, they are the most important side of human existence. Without emotions, neither the person himself nor his activity is conceivable. Naturally, the richness of the world of emotions is reflected primarily in language and speech. To find the secret of noting emotions in language, you can choose different search paths: psychological (from the system of feelings identified by psychology to their image in language), intuitive (from your own intuitive idea of a set of feelings to their reflection in language), philosophical and ethical, artistic and aesthetic. The linguistic picture of the world reflects the emotional world of a person, which is manifested in the abundance and diversity of the arsenal of linguistic means designed to designate and express emotions. The uniqueness of emotions in comparison with other objects of the nomination is found primarily in the variety and richness of linguistic means of their expression, which include the appropriate vocabulary, phraseologized syntactic constructions, special intonation, word order. The main role here belongs, of course, to vocabulary. Moreover, in the lexical set participating in the designation of emotions, words of various parts of speech are found (nouns, verbs, adjectives, adverbs, words of the state category, interjections). As soon as they designate this amazing ability of a person to experience, to experience emotions: mental reality, mental state, internal state, emotional activity.

President Shavkat Mirziyoyev signed the Law on Education on September 23. The document was adopted by the Legislative Chamber on May 19 and approved by the Senate on August 7.¹ “In particular, it defines the concept of "education" - a systemic process aimed at providing students with deep theoretical knowledge, skills and practical skills, as well as at the formation of general educational and professional knowledge, skills and abilities, and the development of abilities. The 1997 law lacked a conceptual apparatus.

The freedom to choose the form of education, the inadmissibility of discrimination and the provision of equal opportunities are recognized as one of the basic principles in this area.”

According to the law, the types of education are:
preschool education and upbringing;
general secondary and secondary specialized education;
professional education;
higher education;
postgraduate education;
retraining and advanced training of personnel;
out-of-school education.
There are even attempts to separate emotions and feelings as two hierarchically different forms of reflection of the world. Feelings and emotions are different stages of development of the emotional sphere of reflection of reality. At the same time, feelings, emotions and even sensations are so closely related that they are not always differentiated and do not have clear boundaries. Usually we mainly use the terms "emotions" and "feelings" as equivalent designations of the mental states, experiences, sensations of a person that actually take place.
Emotions are a special, original form of cognition and reflection of reality, since in them a person acts both as an object and a subject of cognition, i.e. Emotions are connected with the needs of a person, which underlie the motives of his activity. In addition, in emotions, a person manifests himself simultaneously in his various hypostases, i.e. as a thinking, feeling and material-corporeal being. There is still a difficulty to this day - a variety of classifications of emotions. The processes of labeling emotions are also quite complex. In conversational practice, we often use the same word for different experiences, so that their real nature becomes clear only from the context. At the same time, the same emotion can be denoted by different words. So, let's try to understand the diverse world of emotions.
The main difficulty in studying the language of emotions is explained by the complexity and uniqueness of the object of study itself. Emotions are displayed in the semantics of the word, sentence and text. Emotive meanings are meanings that carry information about a person's emotions. Emotive meanings are unusually flexible, mobile and variably reflected in lexical semantics. There are categorical-emotive meanings, differential-emotive meanings, connotative-emotive meanings.
The seme of emotiveness, acting in the status of a categorical-lexical seme, performs the function of an identifying predicate and usually represents an analytical combination built according to the model “the concept of a feeling + a specific name for any feeling”, for example: fear, feeling of fear, apprehension; to love, to feel deep affection for someone, something., to be devoted to someone, something. / / to feel a sense of disposition, sympathy for someone.
The seme of emotiveness usually merges into a single whole with similar semes, as a result of which emotions are conveyed in the language more often not as abstract entities, but as characteristic manifestations of objective reality: as a state, attitude, etc. For example, fun, about the presence of fun, about a joyful mood, about the feeling of fun experienced by someone .; to have fun / to have fun, to become cheerful or more cheerful; to cheer / to amuse, to cause fun / / to please, to please; to have fun, to indulge in fun, to have fun, to have fun; cheerful, full of fun, cheerful // expressing fun; merry fellow, one who has a cheerful disposition, likes to have fun, fun, carefree-joyful mood, joyful animation.
Differential-emotive meanings are served in a variety of grammatical forms, for example: to wriggle, to please, to curry favor, to achieve someone. location; to joke, to speak cheerfully, amusingly, sprinkling speech with jokes, witticisms; trample, trample someone, something., step on someone, something., (usually with contempt); to hang around, to be present, to be somewhere. (about the presence of inappropriate, undesirable); amusement, amusement or spectacle that gives pleasure.
As you can see, these meanings are expressed not only by prepositional forms of nouns and adjectives, but also by adverbs, gerunds, they can be put in brackets, presented in a separate sentence. The basis of differential-emotive vocabulary is made up of words containing emotive-defining, emotive-objective, emotive-causal and emotive-subjective meanings.
Differential emotive-defining meanings are usually given in the form of an adverb and various prepositional-case nominal combinations of the original emotive-nominative vocabulary: slander, evil assessment, judgment; scold, insulting, harsh words to blame, reproach; scold; foster, carefully, lovingly grow up, nurse.