MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF REPUBLIC OF UZBEKISTAN
Andizhan State University named after Z.M.Bobur
Department of Grammar and Practical Course of the English Language
Alijonova Madina
Group 404
THEME: EFFECTIVE STRATEGIES FOR TEACHING THE SUBSTANTIVIZED ADJECTIVES IN MODERN ENGLISH AT UZBEK SCHOOLS
Graduation paper
Scientific supervisor: doctor of philology, professor
G.M.Hoshimov
Andizhan – 2013
CONTENTS
Introduction ………………………………………………………………….4-8
1. Actuality of the topic of the graduation paper…………………………..……….5
2. Aim of the research………………………………………………………………….5
3. Tasks of the research……………………………………………………...... 5-6
4. Object of the research ………………………………………………………………6
5. Subject matter of the research……………………………………………………..6
6. Methods of the research…………………………………………………………….6
7. Scientific novelty of the research………………………………………………….6
8. Materials for the research………………………………………………………….7
9. Methodology of the research……………………………………………………….7
10. Theoretical value of the research………………………………………………….7
11. Practical value of the research………………………………………………….…7
12. Field of application…………………………………………………………….……7
13. Structure of the graduation paper………………………………………….…..7-8
Chapter 1: Theory of adjectives in Modern Linguistics…………………..…9-36
1.1. Theory of adjectives in Modern Linguistics…………………………....9-26
1.2. Theory of the substantivized adjectives in Modern Linguistics…………………………………………………………………...27-36
Chapter 2: Comparative study of the substantivized adjectives in Modern English and Uzbek for linguadidactic purposes………………………………………37-59
2.1 Types of the substantivized adjectives in Modern English and Uzbek…37-54
2.2. Isomorphic and allomorphic features of the substantivized adjectives in Modern English and Uzbek……………………………………………….…55-59
Chapter 3: Effective strategies for teaching the substantivized adjectives in Modern English at Uzbek (higher) schools…………………………………..60-81
3.1. Effective strategies for teaching the substantivized adjectives in Modern English at Uzbek (higher) schools…………………………...... 60-77
3.2. System of exercises on the substantivized adjectives for drilling………………………………………………………………….……...78-81
Conclusion…………………………………………………………………....82-89
Bibliography……………………………………………………………….....90-92
INTRODUCTION
During the 21 years of independence an enormous number of successful reformations have been carried out by our government under the leadership of the president of our republic Islam Abduganievich Karimov. Although this is a rather short period of time for a young state to develop, our motherland has been able to overcome many difficulties and began to prosper again in many fields of life. Today Uzbekistan is a world-known mighty and peaceful country that stands at the same rank with the world’s independent democratic nations. We think that the following data can illustrate the practical evidence of our opinion:
Over the 21 year period of time our economy has grown 3.7 times, the life expectancy rates have increased to 7 years, monthly wages have grown nearly 18 times and the number of families owning a car has tripled as a contrast to the years before independence when only a tenth of Uzbek families had their own car.
Moreover, it is an amazing fact that today, Uzbek economy has proved to be growing for around 8 per cent over the last 7 years whereas literally all the developed countries have been suffering from world economic crisis since the latter started. [2]
The educational system of the republic of Uzbekistan is also advancing at a high speed. “As far as spirituality and enlightenment enter the number of major factors of the people’s upbringing, we must display the state’s care of the matters in this sphere and create all necessary conditions for their development” [1, 52] – that is how our president expresses his intensive care of educating the youth of our republic. Our government allocates more than the half of the state budget every year for cultivating the system of education. At present, Uzbekistan is among the leading countries of the world where 99% of the population is literate and 12 years of education including primary and secondary general schooling, vocational and academic education is compulsory and is under state financing.
Educating the young generation has always been a top priority and the cardinal focus of social development in our republic. Our Constitution ensures that every citizen of Uzbekistan receives equitable education irrespective of their nationality, sex, language, age, ethnic origin, religious views, cultural background and social status.
Along with that, the National Program of Personnel Training is an all-important factor in the realization of the republic’s educational goals. Improved system of academic lyceums and vocational colleges which are indispensable in further development of 9th formers can be regarded as efficient outcomes of the work fulfilled by the above-mentioned organization and the laws on education.
In due course, training highly qualified specialists is in the centre of attention in Uzbekistan. Referring to the following data one can realize how tremendous efforts our government puts in on improving the system of higher education of the youth of Uzbekistan: there are 59 institutions of higher learning function 39 of which are teacher training institutes. Since the independence of the republic, the number of such institutions has grown by 30 per cent to date. [2]
Furthermore, the Department of Organization of Education and Improvement of Educational Skills has made it possible for young teachers of Uzbekistan to enhance their skills by cooperating with the world’s prominent organizations such as DAAD (Germany), JICA (Japan), CNOUS (France) and a multitude of other recognized universities.
Besides, educational programs supported by the embassies of English speaking countries in Uzbekistan have positive implications on teaching the English language. English ACCESS Micro-scholarship Program, for instance, has given the chance to underprivileged schoolchildren to learn English extensively. The English speaking countries’ embassies in Uzbekistan organize teacher training programs, which is, assuredly, very advantageous for training language teaching specialists. Obviously, the cooperation is and will be of long-term benefit for the development of our young pedagogues.
It goes without saying that in strengthening the bonds of friendship and in building mutually beneficial diplomatic ties with foreign states, languages, the English language in particular, has a vital role to play. With this regard, our republic has made notable attempts to put the emphasis on developing the techniques of teaching foreign languages. In the very recent Decree by President I. A. Karimov on December 10, 2012 it is stated that from the upcoming year on English would be taught to schoolchildren as early as when they are in their first form and that the salaries of English language school teachers in urban areas would be increased by 15 per cent and that of village school teachers by as much as 30 per cent. [23]
This Decree has been a great stimulus for all the English language learners and teachers to work diligently and do their best to contribute to the well-being of the people of our young independent country. Being a potential teacher of English to Uzbek students, I have resolved that I will conduct my research on one of the provocative topics of grammar– the theory of adjectives and the substantivized adjectives in Modern Linguistics.
Actuality of the topic of the graduation paper: The study of the substantivized adjectives is important for a number of reasons: This topic has been learned by several linguists, they gave different definitions on it. However, after having studied the existing data on this topic, we have found out that our knowledge on the comparative analysis of the substantivized adjectives in the Uzbek and English languages is largely based on the very limited data, the hypotheses regarding the substantivized adjectives appear to be disputable and modern techniques to teach the theme have not yet been established. Consequently, there arises the need for in-depth research into this topic.
Aim of the research: The aim of the research is to work out an effective methodology for teaching the English substantivized adjectives at Uzbek schools on the basis of comparative study of the substantivized adjectives in Modern English and Uzbek for linguodidactic purposes.
Tasks of the research: The present paper seeks to identify and justify the actuality of the topic of the research, to further broaden the current knowledge of the chosen topic, to disclose similar and dissimilar features of the substantivized adjectives in the compared languages and to create cutting-edge methods of teaching them to Uzbek learners.
Object of the research: The research focuses on structural-semantic features of the substantivized adjectives in Modern English and Uzbek for purpose of creating effective strategies for teaching the English substantivized adjectives at Uzbek schools.
Subject matter of the research: The subject matter of the research is to create effective strategies for teaching the English substantivized adjectives basing on the comparative linguistic study of the substantivized adjectives in Modern English and Uzbek for linguodidactic purposes.
Methods of the research: The methods we have put forward to conduct a detailed research into our chosen topic are as follows:
i. Comparative method;
ii. Oppositional method;
iii. Parts of sentence method;
iv. Distributional method;
v. Contextual method;
vi. Statistical method;
vii. Componential method;
viii. Transformational method;
ix. Method of modeling, etc.
Scientific novelty of the research: The paper sheds a new light on a number of problem areas on current theory of the substantivized adjectives in Modern linguistics: In this study we tried to summarize the definitions given in the subject area, to carry out the linguodidactic comparison of the phenomenon in Modern English and Uzbek, to work out a detailed qualitative and quantitative analysis of the substantivized adjectives in the compared languages and to offer useful strategies and methodological recommendations for teaching the substantivized adjectives in English at Uzbek schools.
Materials of the research: In order to back-up the theories of the research we have employed a number of works on methodology of teaching based on solid empirical examples of the substantivized adjectives from fiction and non-fiction works by Uzbek and English writers.
Methodology of the research: The data we have collected from the well-known linguists listed below have been indispensable in performing our research: Abdurahmonov G. A. [3], Barhuadarov L.S. [5], Brown G. [8], Buronov J. [9], Eastwood J. [13], Hoshimov G., M. [14], Siddiqova M [22], Kaushanskaya V.L. [18], etc. Theoretical value of the research: This research has gone some way towards enhancing our understanding of the comparative analysis of the substantivized adjectives in the two non-related languages. Along with that, the certain helpful methodological recommendations for teaching the subject at Uzbek schools we have worked out could, conceivably, represent a further step toward the development of studying this special field of linguistics.
Practical value of the research: The end result of this research work can be conducive to teaching the special area of linguistics, in the theory and practice of translation processes, and in giving lectures on theoretical grammar. Additionally, these observations have several implications for extensive research into the other various aspects of the chosen topic.
Field of application: We believe that our marginal findings present promising applications in the process of teaching the substantivized adjectives at secondary schools, lyceums, colleges and universities. Besides, our research can be taken advantage of in translation processes as well.
Structure of the graduation paper: The graduation paper consists of the following sections: introduction, 3 chapters, conclusion and the list of the used literature.
In the introductory part, the timeliness and the actuality of our research are pointed out, the reason why we have chosen the special topic is explained, the practical and the theoretical value of the research, the field of application as well as several other crucial points are presented.
The first chapter is devoted to the theory of adjectives and the substantivized adjectives in Modern linguistics. Here, we have summarized the given theories on the adjective and the substantivized adjective and offered our own theories as an addition.
In the second chapter, we have had a look at types and the isomorphic and allomorphic features of the substantivized adjectives in Modern English and Uzbek.
The third chapter concentrates on the effective strategies for teaching the substantivized adjectives in Modern English at Uzbek schools.
The outcome of our research which is the comparative analysis of the adjective and the substantivized adjective in Modern English and Uzbek as well as methodological recommendations and several applicable strategies for teaching the adjective and the substantivized adjective are presented in the concluding part of our research paper.
1. THE THEORY OF THE ADJECTIVE AND THE SUBSTANTIVIZED ADJECTIVE IN MODERN LINGUISTICS
1. 1. The theory of the adjective in Modern linguistics
The importance of languages in people’s lives is so great that it does not need much explanation. From very early ages, mankind has tried to learn about languages and made contributions to their development at every stage of life. Although language was perceived to be the way of only speaking and listening in the past, after the invention of letters, its significance doubled: there are now spoken and written types of language. In our age, much headway has been made so far in the sphere of linguistics. As language learning is an ongoing process, linguists will continue to investigate various aspects of Modern linguistics.
One of the integral parts of linguistics called grammar attracts special attention of almost every linguist. According to Gould Brown, “Grammar, as an art, is the power of reading, writing and speaking correctly. As an acquisition, it is the essential skill of scholarship. As a study, it is the practical science which teaches the right use of language.” [8.144]
Modern linguists divide grammar into two subgroups: morphology and syntax. Morphology deals with the study of word forms and word classes, i.e. parts of speech, whereas syntax deals with phrases and sentences. As our research is devoted to the study of one of the parts of speech, we found it preferable to give some explanations to the other parts of speech as well in short details. The division of parts of speech by grammarian professor G. M. Hoshimov seems to be well-supported and complete. As the professor suggests, there are the following parts of speech in Modern English theoretically:
1) Noun;
2) Pronoun;
3) Adjective;
4) Verb;
5) Numeral;
6) Adverb;
7) Modal word;
8) Word of category of state;
9) Interjection;
10) Article;
11) Particle;
12) Conjunction;
13) Preposition,
14) Responsives (yes/no);
15) Requestive (please);
16) Approximative.
In the first place, it is advisable to define what, adjective, itself is in Modern English and Uzbek.