Volume 04 Issue 08-2024
19
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
19-21
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Primary classes are preparatory stages for the study of word formation of the morphemic composition of a word
according to the native language program, the task of the stage is to prepare students to understand the connection
of words with the same basis in meaning and structure.
KEYWORDS
Native language, word formation, basic words, Linguistics, suffixes, grammar, basic words.
INTRODUCTION
According to the program of the mother tongue of
primary classes, the morphemic structure of the word
is studied in class III. In class IV, it is planned to improve
the knowledge about the structure of the word in
connection with the study of word groups. First of all,
it is necessary to clarify what the system of learning the
language material is. The system of learning the
language material is a goal-oriented process that
ensures the mastery of a set of knowledge in a clear,
scientifically based consistency and interconnection,
and also on this basis formation of practical skills is
understood. When applied to the morphemic structure
of the word, the system acquires knowledge of word
formation and grammar:
a) with the place of studying the morphemic structure
of the word in the system of studying the program
material;
Research Article
METHODOLOGY OF TEACHING WORD COMPOSITION AND FORMATION
IN MOTHER LANGUAGE LESSONS
Submission Date:
Aug 01, 2024,
Accepted Date:
Aug 06, 2024,
Published Date:
Aug 11, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue08-03
Asadullayeva Marjona
Student at Jizzakh State Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 08-2024
20
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
19-21
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
b) with consistency in working on the concepts of
"stem", "synonym", "word-forming adverb", "form-
forming adverb";
c) with the mutual influence of the morphemic
structure of the word and the formation of the word;
d) specifies that it is related to working on the
formation of the skill of writing morphemes correctly.
There are four stages in studying the subject:
The first stage is the preparatory stage for learning
word formation. The task of this stage is to prepare
students to understand the meaning and structure of
words with the same root. The reason for setting such
a task is, first of all, understanding the connection of
words in terms of meaning and structure, according to
its linguistic essence, is the basis for mastering words
with the same root and word formation. . In fact, the
words made and the basis for making are related to
each other in terms of meaning and structure: work -
worker, grain - grain farmer. Secondly, students have
difficulties in learning words and morphemes with the
same root: they have difficulty understanding the
generality of the meanings of words with the same
root, because their abstract thinking is not yet
sufficiently developed; in mastering the tasks of root,
word-forming and form-forming suffixes, it is quite
difficult for them to determine the similarity and
difference of words with the same root in terms of
meaning and structure. Therefore, before studying the
morphemic structure of a word, it is observed that it is
close in meaning and structure. In the 1st grade,
observation is inextricably linked with the content of
the studied material and the explanation of the
meaning and spelling of certain words. Who in class I?,
what? In the process of learning the words that are the
answer to the question, the teacher and the students
ask, "Why is this or that thing called that?" finding an
answer to the question together is a very appropriate
and interesting way to prepare them to understand the
relationship between words with the same root. By
finding the answer to this question, students can ask
"Why are words considered to be cognates?", "How
was another word formed from one word?" are
prepared to answer their questions. Many words in the
language are names of persons and things. Therefore,
with students, it is possible to gradually move from
determining why a person or thing is named that way
to determining the connection between one word and
another word in the language. For example, "Why do
people call a place where cotton is planted a lot as a
cotton garden (cotton - cotton garden), and a place
with a lot of trees planted as a tree garden (tree - tree
garden)?", "Why do people call a house made of bricks
(brick - brick) ishtli), the other is called
sinchli?"Students learn to find commonalities in the
meaning and content of words by determining the
reason for naming an object or object symbol. All this
prepares students to understand the essence of the
formation of words with the same root; they begin to
Volume 04 Issue 08-2024
21
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
19-21
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
understand that one word is formed on the basis of the
mutual semantic connection of another word, and in
turn, it is based on the connection between the
concepts named by this word. As the students learn
the part of the word that helps to form a new word,
their understanding of word formation deepens.
The second stage is to introduce the characteristics of
words with the same root and the meaning of all
morphemes. The main educational task of this stage is
to introduce the root, word-forming and form-forming
suffixes as meaningful parts of words, to form the
concept of "stem words", words with the same root is
to observe the same spelling of the stem.
The formation of the concept of "cognate words" is
connected with the mastering of their two important
signs, i.e. meaningful commonality (the presence of
some commonality in meaning) and structural
commonality (the existence of a common root).
Therefore, it is necessary to create conditions for
students to master these symbols during the
educational process. It develops students' ability to
determine the connection between the lexical
meanings of words with the same root and their
morphemic structure. For example, students compare
the words flower, flower garden, flowery (dress),
flowery, and find that these four words are similar in
meaning and have the same common part, so they can
be classified as one determine whether they can be
included in the group of related words.
The third stage is the method of studying the
characteristics and importance of the stem, word-
forming and form-forming affixes. The educational
task of this stage is to form the concepts of "stem",
"word-forming adverb", "form-forming adverb",
concepts of the connection between the lexical
meaning of a word and its morphemic structure we will
develop the skill of writing words with consonants and
voiceless consonants that have pairs in the stem, and
the ability to consciously use words with word-forming
suffixes in speech.
REFERENCES
1.
К. Qosimova, S. Fuzailov, A. N e ’matova. Ona tili (2
-
sinf uchun darslik).
—
Т.: Cho'lpon, 2005.
2.
K. Qosimova, A. N e’matova. 2
-sinfda ona tili
darslari.
—
Т.: Cho'lpon, 2004.
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M. Xudoyberganova, M. Muxtorova. 3-sinfda ona
tili darslari.
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