Syntax analysis of simple sentences in english and analysis of procedural syntaxes that replace np2

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Абдиева, В. (2022). Syntax analysis of simple sentences in english and analysis of procedural syntaxes that replace np2. Анализ актуальных проблем, инноваций, традиций, решений и художественной литературы в преподавании иностранных языков, 1(01), 24–27. извлечено от https://inlibrary.uz/index.php/analysis-problem/article/view/12729
Вазира Абдиева, Самаркандский государственный институт иностранных языков

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Аннотация

This article describes syntax analysis of simple sentences in the English language and analysis of procedural syntaxes that replace NP2

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REFERENCES

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дисс.. кандидата филологических наук/Расулов Зубайдулло Изомович.-Самарканд, 2011.-27
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Энциклопедический словарь крылатых слов и выражений

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Иностранная

филология: язык, литература, образование

, (3 (72)), 69-73.

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Tukhtasinov, I., & Otabek, Y. (2022). Teaching a Foreign Language According to Age Groups.

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22

(2), 238-246.

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Jabbarovna, S. N. (2020). DISCURSIVE-PRAGMATIC AND LINGUISTIC FEATURES OF THE
EVENT OF THE EVALUATION CATEGORY IN THE LINGUISTIC LANDSCAPE OF THE
WORLD (IN THE MATERIAL IN ENGLISH AND UZBEK LANGUAGES).

PalArch's Journal of

Archaeology of Egypt/Egyptology

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17

(7), 8303-8312.

10.

Sulaymanova, N. J. (2020). ABOUT DIVIDING SYNTACTIC SEMANTIC FEATURES OF

COMPONENTS. In

НАУКА И ИННОВАЦИИ В XXI ВЕКЕ: АКТУАЛЬНЫЕ ВОПРОСЫ,

ОТКРЫТИЯ И ДОСТИЖЕНИЯ

(pp. 124-128).

11.

Yusupov, O. Y. (2021). The russification legacy of historical monuments of Uzbekistan.

Linguistics

and Culture Review

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5

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12.

Сулайманова, Н. Ж. (2019). ЯЗЫКОВЫЕ БАРЬЕРЫ И МЕТОДЫ ИХ ПРЕОДОЛЕНИЯ В

ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ. In

Россия-Узбекистан. Международные

образовательные и социально-культурные технологии: векторы развития

(pp. 220-221).

SYNTAX ANALYSIS OF SIMPLE SENTENCES IN ENGLISH AND ANALYSIS OF PROCEDURAL

SYNTAXES THAT REPLACE NP2

Abdiyeva Vazira Ashurovna

Teacher of SamSIFL


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Annotation: This article describes syntax analysis of simple sentences in the English language and

analysis of procedural syntaxes that replace NP2.

Key words: linguistics, semantics, non-categorical features, syntaxes, subordinative base.

In linguistics, there are different approaches to the semantics of speech elements. Some scholars argue

that the semantic understanding of units in a sentence can only be expressed in its semiotic interpretatio,
while others suggest that it can be defined through a structural hierarchy. It has also been suggested that the
semantics of each element in a sentence depends on its use in speech.

In this study, the work is based on functional and component models in determining the differential

syntactic-semantic features of elements in simple sentences. That is, the analysis of sentences into
components and syntaxes complements each other. Therefore, study of syntax analysis is to identify the
differential syntactic and semantic features of elements in simple sentences, as well as to explain their
expression variants and to explain how they can be combined with differential syntactic and semantic
symbols using this or that syntactic relationship. In syntactic analysis, it is important to note that sentences
with the same functional and component models combine differential syntactic and semantic characters.

In general, the analysis of the elements of a sentence into syntaxes is used to determine the semantic

field of each element in a particular syntactic layer.

Syntactic analysis is based on three categories: procedural, substantive, and qualitative. Based on

them, several non-categorical features of syntactic units are identified.

It is well known that the term "procedural" refers to progress, which is the opposite of substantive and

qualitative features. The term "process" has a clear meaning in relation to the action expressed by the verb,
and it also refers to the meaning expressed by the noun from the verb. Procedural syntaxes are one of the
categorical differential syntactic-semantic features, which at the syntactic level also includes a number of
non-categorical features, such as activity (action), directivity (orientation). Of course, there are a number of
difficulties in distinguishing them at the syntactic level. The lexical base of procedural syntaxes in a sentence
are verbs with different semantics.

It is clear from the collected examples that non-categorical features of procedural syntaxes, such as

activity, modality, staticity, and directivity, are differentiated syntactic-semantic features and should be
considered separately. In particular, with regard to active syntaxes, let us first briefly explain the term. It is
known that the word "active" is derived from the Latin word "activ", which means "action". This syntax
comes in English as a cut function and is given as follows:

1)

I went out to meet her;

2)

A bat flew into the room.

The elements went out, flew in sentences are expressed by verbs, which mean procedural activity. The

sign of activity is determined and proved by the fact that these syntactic units come in place of the cut (NP2)
and the nucleus joins with the agent (acting) syntax on the basis of a predicative connection. These syntaxes
are expressed in sentences with definite and indefinite verbs, given in the exact proportion of the verb, and
express the action. This action is performed by the subject. The elements that replace the possessive (NP1
(nuclear predicate I)), i.e., the words I, a bat, are variants of the agent syntax. Based on the core predicative
connection, the active syntax is associated with the following syntaxes:

1)

With agent syntax:

You are flattering me, sir.

2)

With agent-negative syntax:

Nothing is ailing me.

In simple adverbs, the procedural-active syntax can be combined with the following syntaxes on the

basis of subordinate communication:

1)

Substantial object with syntax:

They will certainly tax it.

2)

With locative syntax:

Piani sat at the table very sleepy.

3)

With substantial object-agent syntax:

I will ask Valentini to come.

In the separation of substantial object syntax, the transformation is passivated because the active

syntaxes in the sentences are expressed by transitive verbs:

They will certainly tax it_ -> it_will be certainly taxed by them;

Procedural active-directive syntax is expressed in English by the personal form of the verb to be and

the past participle form of the independent verb, that is, by the passive participle. When the active-derivative
syntax replaces NP2 in sentences, it is usually given with the help of intransitive verbs and is object-oriented.


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The active-derivative syntax is expressed by the passive form of the verb, which can be converted to the ratio
of precision using the method of transformation:

1.

The public is often easily please.

2.

He had been brought up by an uncle.

3.

In fact everything possible for your comfort has been done.

4.

He has been sent to us by Heaven.

Before analyzing the above examples, it should be noted that in English, the past participle in this case

also has the property of qualifying. According to the English-Russian dictionary, the words

distressed,

drunk, valued are defined as adjectives such as distressful! drunken, valuable

[3, 168].

In such cases, the transformation of the past participle does not fall into precision or precise

proportions:

He is gone or She was come to say good-bye - To say good-bye she came.

In general, in English,

syntactic units that take on the character of an active-derivative syntax in passive-relative sentences undergo
transformation depassivization:

1.

The public is often easily pleased —► We often pleased the public easily;

2.

He had been brought up by an uncle —► The uncle had brought up him;

3.

In fact, everything possible for your comfort has been done — ► In fact, we have done everything

possible for your comfort;

4.

He has been sent to us by Heaven —► Heaven has sent him to us;

The active-derivative syntax in English always comes in the form

to be + participle II

. In traditional

grammar, it is said that the possessive participle of a definite participle becomes a complementary participle,
while the definite participle becomes a grammatical possessive.

In English, we can observe the expression of active-modal syntax in the following examples:

1.

You must give me time to think.

2.

He must have suggested it only to frighten her.

In English, the expression of the static syntax, which replaces NP2, is given by lexical-semantic group

verbs that describe the state of the subject in the sentence.

Beloxi was fainted.

The compound

was fainted

in this sentence represents the state of the element

Beloxi

, represented by a

horse instead of NP1. That is why the elements that

were fainted

are considered static syntaxes.

In general, the procedural-static syntax in English is represented by the personal form and

participle II

of the verb

to be

when NP2 is used in the sentence, and the past participle in it is given mainly by intransitive

verbs. Such sentences cannot be included in the structure

by

the transformation of the preposition and the

subject of the action.

The above examples show that the procedural static syntax that replaces NP2 in English does not

degrade transformation. This syntax refers to the state of the elements represented by live horses or personal
pronouns, which replace NP1 on the basis of a nucleus predicative connection.

References:

1.

Адмони

В.Г.

Структурно-смысловая

ядро

предложения

//

Члены

предложения в языках различных типов. - Л.: Наука, 1972. - С. 3-17.

2.

Баскаков Н.А. Синтаксические проблемы в грамматических исследованиях турецкого языка

// ВЯ, - М.: 1971. № 5, - С. 1 16-117.

3.

Большой англо-русский словарь. / Под руков. Гальперина И.Р. - М.: СЭ, 1972.1-И т.-168 с.

4.

Юсупов, О. (2019). Инглиз лексик дублетларининг лингвокультурологик таҳлили.

Иностранная

филология: язык, литература, образование

, (3 (72)), 69-73.

5.

Tukhtasinov, I., & Otabek, Y. (2022). Teaching a Foreign Language According to Age Groups.

Journal

of Higher Education Theory and Practice

,

22

(2), 238-246.

6.

Jabbarovna, S. N. (2020). DISCURSIVE-PRAGMATIC AND LINGUISTIC FEATURES OF THE

EVENT OF THE EVALUATION CATEGORY IN THE LINGUISTIC LANDSCAPE OF THE WORLD (IN
THE MATERIAL IN ENGLISH AND UZBEK LANGUAGES).

PalArch's Journal of Archaeology of

Egypt/Egyptology

,

17

(7), 8303-8312.

7.

Sulaymanova, N. J. (2020). ABOUT DIVIDING SYNTACTIC SEMANTIC FEATURES OF

COMPONENTS. In

НАУКА И ИННОВАЦИИ В XXI ВЕКЕ: АКТУАЛЬНЫЕ ВОПРОСЫ, ОТКРЫТИЯ И

ДОСТИЖЕНИЯ

(pp. 124-128).

8.

Yusupov, O. Y. (2021). The russification legacy of historical monuments of Uzbekistan.

Linguistics and

Culture Review

,

5

(S1), 1535-1539.

9.

Сулайманова, Н. Ж. (2019). ЯЗЫКОВЫЕ БАРЬЕРЫ И МЕТОДЫ ИХ ПРЕОДОЛЕНИЯ В


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ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ. In

Россия-Узбекистан. Международные

образовательные и социально-культурные технологии: векторы развития

(pp. 220-221).

RABINDRANAT TAGOR ASARLARIDA INSONPARVARLIK G’OYALARINING AHAMIYATI

Eshnayeva Feruza Qarshiyevna

SamDChTI akademik litseyi ona tili va adabiyot fani o’qituvchisi

Annotatsiya:

Maqolada buyuk hind adibi Rabindranat Tagor hayoti va ijodi haqida vikr yuritiladi.

Adibning yozgan asarlari, jahonshumul siyosiy qarashlari, ta’lim sohasiga qo’shgan hissasi, turfa
yo’nalishlarda yaratilgan asarlari zamirida insonparvarlik g’oyasining ilgari surilishi haqida fikr yuritiladi.

Kalit so’zlar:

Bengal adabiy tili, ma’rifiy g’oyalar, timsol, adabiyot, san’at, mo’siqa, zamonaviy nasr.

Hind adabiyoti deganda birinchi navbatda Rabindranat Tagor (1861-1941) nomini yodga olamiz.

Adibning XX asr madaniyatiga ta'siri tufayli u uzoq vaqtdan beri shoir va faylasuf deya ko’proq e’tirof etib
kelinmoqda. Tagorni hind qarashlarining yetuk vakili, hind madaniyatining timsoli deya e’tirof etish
mumkin. Adibning hayoti va ijodi Hindiston tarixidagi eng og’ir davrlardan birini ya’ni mamlakat
mustamlaka qilinishidan tortib, mustaqillikka erishgungacha bo’lgan davrga to’g’ri keldi [21,18].
Rabindranat Tagor ijodi bevosita bengal adabiy tilining shakllanishiga asos bo’ldi. U hind she’riyatini
mutlaqo yangi shakl va mezonlar bilan boyitganligi bilan ajralib turadi [10, 238]. Tagor hind adabiyotida
zamonaviy nasrga asos soldi va hozirgi hind tasviriy sanʼatining rivojlanishini belgilab berdi. U nafaqat shoir
va yozuvchi xalqparvar arbob sifatida ham tanildi.

Tagor hayoti va ijodiga nazar tashlaydigan bo’lsak, adib nihoyatda uzoq yo’lni bosib o’tdi, oxir-oqibat

o’zining ichki hissiy kechinmalari va ro’hiyatii bilan band bo’lgan lirikdan shoir faylasufga, zamondoshlari
aytganidek, “Umumjahon shoir”ga aylanib, o’z ijodiga moslashishga harakat qildi. U atrofidagi butun
dunyoni barcha murakkabligi va xilma-xilligini o’z ijod qalami bilan chizib bera oldi. Shubhasiz, adibning
yetuk she’riy ijodiga falsafiy lirika, ma’naviy tashvish va ma’naviy izlanish mevasi sifatida qarash mumkin.
Uning hayot davrida hind madaniyatining tub madaniy o’zgarishlari, sanʼat va ilm-fanning gullab-yashnashi
davriga to’g’ri keldi. Bu davr ko’pincha Hindiston Uyg’onish davri deb atalib Tagor uning
tashabbuskorlaridan biri sifatida qaraladi [9, 368]. Tagor she’rlari yangi tashkil topgan ikki davlat –
Hindiston va Bangladeshning madhiyasiga aylangan bo’lsa ajabmas. U haqli ravishda Evropa Uyg’onish
davri vakilliri - Leonardo, Mikelanjelo, Rafayel bilan tenglashtiriladi.

U iste'dod va cheksiz ijodiy kuch sifatida qaralganda haqiqatan ham bu daholar bilan barobar

ekanligini ko’rishimiz mumkin. Adibning ellikta she'riy to’plami, romanlar, novellalar, hikoyalar, xotiralar
va maktublar, dramalar, publitsistika, ilmiy-falsafiy va diniy maqolalardan iborat ijod namunalari
yaratilganligini ko’rish mumkin. Tagor bastalagan bir qancha mo’siqalar, 3000 ga yaqin chizgan rasmlari [7,
118], aktyor va notiq sifatida bajargan rollari va qilgan ishlarini e’tirof etish mumkin. Ammo adib shoir,
rassom va mo’siqachi [1; 9, 117] bolishdan tashqari ta'lim va ijtimoiy islohotlarda faol ishtirok etgan fuqaro
sifatida ham ko’rish mumkin. Adib o’z davridan kelib chiqib yetishib chiqayotgan bolalar hayoti va ta’limiga
katta e'tibor qaratdi. 1901 yilda u o’qituvchi bo’lib ishlagan maktabni, 1922 yilda esa Vishvatharati
universitetini tashkil etdi. Ijodkorning o’z xalq tili va adabiyotiga qo’shgan boy xizmatlari uni chinakam
buyuk shaxslardan biri sifatida e’zozlashiga sabab bo’lardi.

Togor haqiqiy hayotda ham rassom edi. Uning shaxsiy hayoti she’riyati kabi sof va olijanobdir. U o’zi

yozganidek, zavq yoki foyda uchun emas, balki shodlik tuyg’usi bilan yashab, o’z dahosi yuqoridan berilgan
in’om ekanini va uni inson manfaati uchun ishlatish kerakligini anglab yetdi. Tagor, nainki o’z xalqini balki
yer yuzida yashaydigan barcha xalqlarni barobar qadrlardi. U butun umri davomida ijtimoiy adolat uchun,
kambag’allarning o’z qadr-qimmatini, ularning moddiy farovonligini o’zini - o’zi boshqarish huquqi,
johillarning aqliy bilimga ega bo’lishi, bolaning erkin rivojlanishi, ayollarning erkaklar bilan teng huquqliligi
uchun kurashdi [4, 368].

U kurashgan erkinlik bir xalqning boshqa bir xalqni ekspluatatsiya qilish erkinligi emas, balki

insonning uni bo’g’uvchi hamma narsadan ozod qilishini hamda xo’jayinga ko’r-ko’rona qullik bilan
bog’liqlik zulmi sifatida qaraldi.

Tagor ta'lim sohasida yetuk bilim sohibi edi. Adib o’z mamlakatida birinchi bo’lib hozirgi kunda

umume’tirof etilgan ta’lim tamoyillarini ishlab chiqdi va amalga oshirdi. Uning jamiyat hayotining turli
sohalariga qo’shgan ulkan hissasi, ijodining insonparvarlik, umumbashariy boy tajribasiga ega bo’lgan
Yevropada ham e’tibordan chetda qolishi mumkin emas edi. 1913-yilda Rabindranat Tagorga “Uning she’riy
tafakkuri beqiyos mahorat bilan ifodalangan chuqur his qilingan, o’ziga xos va go’zal she’rlari uchun”

Библиографические ссылки

Адмони В.Г. Структурно-смысловая ядро предложения // Члены предложения в языках различных типов. - Л.: Наука, 1972. - С. 3-17.

Баскаков Н.А. Синтаксические проблемы в грамматических исследованиях турецкого языка //ВЯ,-М.: 1971. №5,-С. 1 16-117.

Большой англо-русский словарь. / Под руков. Гальперина И.Р. - М.: СЭ, 1972.1-И Т.-168 с.

Юсупов, О. (2019). Инглиз лексик дублетларининг лингвокультурологик тахлили. Иностранная филология: язык, литература, образование, (3 (72)), 69-73.

Tukhtasinov, I., & Otabek, Y. (2022). Teaching a Foreign Language According to Age Groups. Journal of Higher Education Theory’ and Practice, 22(2), 238-246.

Jabbarovna, S. N. (2020). DISCURSIVE-PRAGMATIC AND LINGUISTIC FEATURES OF THE

EVENT OF THE EVALUATION CATEGORY IN THE LINGUISTIC LANDSCAPE OF THE WORLD (IN THE MATERIAL IN ENGLISH AND UZBEK LANGUAGES). PalArch's Journal of Archaeology’ of Egypt/Egyptology, 8303-8312.

Sulaymanova, N. J. (2020). ABOUT DIVIDING SYNTACTIC SEMANTIC FEATURES OF COMPONENTS. In НА У KA И ИННОВАЦИИ В XXI ВЕКЕ: АКТУАЛЬНЫЕ ВОПРОСЫ, ОТКРЫТИЯ И ДОСТИЖЕНИЯ (рр. 124-128).

Yusupov, О. Y. (2021). The russification legacy of historical monuments of Uzbekistan. Linguistics and Culture Review, 5(S1), 1535-1539.

Сулайманова, H. Ж. (2019). ЯЗЫКОВЫЕ БАРЬЕРЫ И МЕТОДЫ ИХ ПРЕОДОЛЕНИЯ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННЫМ ЯЗЫКАМ. In Россия-Узбекистан. Международные образовательные и социально-культурные технологии: векторы развития (рр. 220-221).

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