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WORKING ON SUBORDINATE WORD RELATIONSHIPS WHEN
STUDYING THE TOPIC OF "PREPOSITION"
Holikova Gulnoza Dilmurod kesey
Nosirjonova Zarinabonu Eldorjon kizi
Komiljonova Mohidilhon Vohijon kizi
Students of the direction "Russian language in foreign language groups" of the
Kokand State Pedagogical Institute
Popova E.I.
scientific supervisor
https://doi.org/10.5281/zenodo.12580149
Annotation. The article examines the heterogeneous nature of syntactic
relations in a sentence. Their dependence on syntactic functions, on lexical and
grammatical features of a word, on syntactic positions of connecting word forms
is substantiated.
The ways of practical mastering by students of subordinate syntactic
relations, models according to which phrases are created, taking into account
the choice and use of prepositions, are determined. The importance of
prepositional control is proved by defining the functions of prepositions,
distinguishing their syntactic meanings
Keywords: prepositions, lexical and grammatical units, syntactic relations,
prepositional management, stylistic affiliation
In a sentence taken separately or included in any segment of coherent
speech, in the text, word forms appear in syntactic connections and
relationships that organize the sentence into an integral unit of communication.
However, the syntactic connections in the sentence are heterogeneous. Some of
these connections come directly from the word as a lexical and grammatical
unit, are predetermined by it and do not depend on the syntactic functions that
this word performs in a sentence; other connections arise in a sentence and are
conditioned by the syntactic positions of the connecting word forms. So, in the
sentence
Under a blizzard that sweeps overhead, Under a downpour, over a
humming plain, I will not leave my post, like a sentry Posted by a sleepless divorcee
(Vanshenkin), several types of connections are presented
These are, firstly, connections in such combinations as buzzing over the
plain, sweeps over my head, (I will not) leave my post, a sleepless divorcer;
secondly, the connection of the subject with the predicate (
I will not leave my
post
); thirdly, the connection of the name in the form of the creative case with
the meaning of the acting the subject (breeding) with the passive participle;
fourthly, the connection of circumstantially significant word forms with all the
rest of the composition of the proposal they define: Under a blizzard, under a
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downpour - I will not leave my post. In the first case, we have a connection
predetermined by the word, regardless of its role and place in the sentence: in
all its forms, in any syntactic positions or taken in isolation, the verb to hum can
have a defining form over what (to hum over the plain, over the forest, over the
sea ...), the verb to descend - its defining form from what (to leave the post, from
the ship, from the stage ...), the noun breeding is an agreed definition (sleepless,
vigilant, breeding)
Such a syntactic connection, realized in a sentence, but predetermined not
by the syntactic position of the word, but by the word itself, is called a verbal
subordinate connection. On the basis of subordinate relations of words in the
language system, phrases are constructed. N. Y. Shvedova reveals this concept in
this way: "... subordinate connection of words is a formal grammatical
dependence of one word on another, in which the presence of a dependent word
in a certain form is predetermined by the categorical properties of the dominant
word" [4, p.486].
Therefore, it is important for students to theoretically and practically
master subordinate syntactic relations, the models by which phrases are created
in order to master the language. It is clearly not enough to study phrases in
syntax, since only in morphology the categorical properties of the words
included in the phrases are most deeply and fully illuminated. Studying them in
isolation from syntax, from speech activity, would lead to mechanical, aimless
work for students. Morphology will provide great opportunities for improving
the syntactic structure of students' speech, and of the morphological topics, the
preposition is especially interesting because of its "syntacticism", since the
forms of prepositional control play a big role in the language. V. V. Vinogradov
believes that it is "in the rules of combining words through prepositions that the
national specificity of the language is clearly manifested" [1, p.232].
A. H. Vostokov paid great attention to prepositional phrases. It clearly
distinguishes the types of syntactic meanings and the functions of prepositions.
The latter result from their lexical meanings, which are conditioned by
connections with words of certain semantic categories. The researcher also
points out that prepositions can serve as a means of control for certain limited
semantic categories of words (to be angry at someone, something, etc.), or they
may turn out to be "frozen" as part of a particular grammatical turnover (to be
born into a father, go out into the world, believe in fate, etc. etc.). Highlighting
different types of grammatically related or formal, auxiliary use of prepositions,
A. H. Vostokov distinguishes them in connection with the analysis of the
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corresponding types of phrases. For example, phrases with the preposition for in
the creative case of a noun indicate the question where?, speaking of an object
that obscures or separates something from another: being behind; for example:
Behind a house, behind a fence, over the mountains, over the sea. Speaking of
the limits within which someone is imprisoned – being outside; for example:
Outside the city, abroad, beyond the line [2, p. 180].
It should be borne in mind that in the Russian language, along with formal,
"empty" prepositions (longing for a daughter, dreaming of the future, living in
the city, etc.), serving only to express syntactic connections, there are
prepositions and prepositional combinations that have retained a clear
individuality of their lexical meaning (for the reason, thanks, glory, in the name,
next to, etc.).
Prepositions form rich synonymous series, the members of which can be
contrasted by a subtle shade in meaning, by stylistic affiliation, by compatibility
with other words. So, in the synonymous series from, for, because of, by, under,
thanks to, due to, in view of, as a result of, for, in connection with, expressing
causal relations, prepositions from and due to differ in shades of meaning
(negative and positive reason), and prepositions from and as a result of stylistic
belonging and compatibility with other words. Like synonyms of any part of
speech, they need to be studied at least in a minimal context (i.e. in a phrase).
"The complex and nuanced synonymy of prepositions", the ability to enter into
antonymic relations require the study of this part of speech in lexico-semantic
terms [3, p.540].
Thus, only the simultaneous study of the preposition in the natural
connections of the language system (lexico-semantic, stylistic, morphological
and syntactic) will help the teacher enrich the syntax of students' speech
The interrelation of different aspects of the consideration of a preposition,
the theoretical complexity of constructing a methodology, the erasure of the
lexical meanings of individual prepositions with the vivid lexical individuality of
others, the variety of syntactic relations expressed by prepositions, the small
number of hours devoted to this topic leads to the fact that the teacher does not
improve the syntactic structure of students' speech. When using prepositions in
speech, students do not know how to choose a preposition in accordance with
the semantic connections between words (for example: we cleared the area for
the rink, instead of for the rink); they often do not feel the shades in the meaning
of synonymous prepositions, they do not know how to select the preposition
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that will help accurately express the thought and corresponds to the style of
speech. Here are some examples
The most typical and persistent mistake is the confusion of prepositions
with and from expressing spatial relations: "returned from Belarus", "from
Sokolniki", "from the Far East". There is mainly an illegal substitution of the
preposition from preposition C. There are isolated errors in mixing prepositions
through and through: "
A fluffy cat sneaked into the next house through the
window
."
Using in sentences such as "
My head hurt because of the intense heat
",
"
Woke up because of strong sounds
", the preposition because, instead of the more
appropriate from, students seem inclined to emphasize the undesirability of the
cause. It is completely inappropriate to use the preposition from instead of
because in the sentence "
We did not go to the museum for lack of time
." Mistakes
are made in the inappropriate use of prepositions due to, thanks to: "
Our fields
are covered with juicy greens due to the past rains
", "
I got a deuce due to illness
".
Students do not know that the preposition because of expresses an undesirable
reason, and because of – a positive one
A preposition such as in connection with is rarely used to express causal
relations, and not all students know which case it requires ("I could not
complete the task due to illness"). Many students do not feel the style of speech.
For example, the use of a sentence like "In the summer they go to the forest for
mushrooms, berries and cranberries in the forest" with the obviously colloquial
use of the preposition by instead of the literary for (in the meaning of the goal).
The analysis of the features of the use of prepositional constructions by
students in speech shows the urgent need to improve the skills of using
prepositions and expressing subordinate relations with their help. The selection
of proposed grammatical structures for study can be determined by the
following criteria: 1) their prevalence in the modern literary language; 2) the
lack of active stock of students; 3) difficulties associated with their use (the
presence of speech errors).
Prepositional verb phrases with nouns are very common in modern
literary speech. They are diverse in the nature of the relationships they express.
Phrases consisting of a verb and a noun, expressing spatial and temporal
relationships, are widely used by students in speech. The teacher's task is to
work on the synonymy of prepositions expressing this kind of syntactic
relations. It is also necessary to work on subordinate syntactic relations that
have causal significance. Verb phrases with some prepositions with causal
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meaning are very productive. Adjectival phrases with the preposition from (pale
from fright) are also widely used in the language. It is important to enrich the
syntax of students' speech and phrases expressing target relationships (to work
for victory).
It seems that such work should be systematically combined with work on
grammatical features and spelling of the preposition. Types of exercises, didactic
material, examples, teacher's comments – everything needs to be subordinated
to this goal. Here are the exercises, distributing the material according to the
types of relations expressed by prepositional constructions, and correlating it
with the topics studied in the program
Spatial relations are subtly differentiated in language; they assume three
dimensions: length, width, height (depth). All non-derivative prepositions, with
a few exceptions, together with the case forms of names, are expressions of
spatial relations. Students use many of them freely and unmistakably in speech.
Therefore, the work on these prepositions can be complicated by the selection of
synonyms and antonyms for them
Task. Match the selected prepositions expressing spatial relations with
synonyms. How do they differ from each other? Remember their spelling.
1.Около
дома, возле крылечка, тихо течет безымянная речка. 2.У
крыльца,
возле
нашего дома, лужа, полная звезд. 3.
Вблизи
края воды
вдруг шевельнулся один из прелых листков, потом вылезла водяная
крыса. 4.Сообразив в одно мгновение, что это лось, Петя пустился по
боковой протоке
навстречу
ему.
One of the synonymous series (prepositions okolo, podle, vozle) indicates
immediate proximity, the preposition near (something) is a more distant object.
All of them are synonymous with the primitive prepositions u, pri, but differ in
their ability to combine with different words: near the sea – by the sea, but the
combination near the mother cannot be replaced by the combination at the
mother, since another meaning arises. Working on antonyms can be used as a
means to better understand the meaning of prepositions.
Task. Name the phrases in which prepositions express spatial
relationships. Find antonymous prepositions. Prove the correctness of your
answer
1. Успокоился май озорной, белым цветом усыпал дороги, то
роняет звезду над тобой, то ромашки бросает под ноги. 2. Хорошо бродить
весною непримятою травою от березки до осинки, от росинки до росинки,
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от качнувшейся ромашки до медвяной белой кашки. 3. Сегодня курсом в
Антарктиду ушли из порта корабли
Sample comments from the teacher. The prepositions under – over, from –
to, from – to, from – to, from – to in these sentences have spatial meaning and
are antonyms.
Under – over. The preposition over indicates the position of the object at
the top of something, and under - at the bottom, i.e. prepositions are words with
the opposite meaning (cf. adverbs–antonyms: up - down, nouns–antonyms: top -
bottom).
Prepositions from and to are antonyms, since the preposition from means
that the object named by the noun is the starting point of movement (to wander
from where?), and the preposition to with the genitive case of names denotes
the final point of movement, the limit (to wander to what place?).
Prepositions from and to are antonyms. The preposition from serves to
indicate the starting point of the movement (the name with this preposition
answers the question from where?), and the preposition b indicates the opposite
direction of movement, the final point (where?): from Brazil to Brazil.
Prepositions with and on are antonyms (the explanation is about the
same). It is necessary that students learn the prepositions-antonyms from and
to, on and with well, since they often use them incorrectly in speech. Relying on
their meaning (entered the house (inside) – left the house; climbed on the roof
(on the surface) – got off the roof) does not always give results. With
geographical names, institutions, and territories, their use is supported by
tradition (to the Caucasus, but to the Crimea). If the preposition is used in (went
where? – to the Crimea), then only his antonym from (returned from where? –
from Crimea). The preposition on is antonymous to the preposition with (went
where? – did you return to the Caucasus from where? – from the Caucasus)
Unlike ancient prepositions, derived prepositions are lexically much more
independent, and therefore the semantic shades expressed by them are more
specific. The spatial functions of adverbial prepositions are emphasized by the
lexical, material meaning of the very basis. Therefore, it is not difficult for
students to select synonyms and antonyms for them: on top of (something)
synonymously above (something); in front of (something) antonymously behind
(something). The temporal meanings of prepositions are obviously more recent
and develop from spatial ones, according to academician V. V. Vinogradov. The
relationships they express are less diverse.
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Prepositions used to express causal relationships are numerous in the
Russian language. They differ in shades of meaning and stylistic affiliation.
Students, using these prepositions in speech, sometimes do not distinguish
shades in their meaning, belonging to the style of speech. Hence the
shortcomings in use. The tasks of the teacher are: 1) to prevent and correct
errors in the use of the most common prepositions; 2) to enrich the syntactic
structure of students' speech with such prepositions as in view, in connection
with.
The rich synonymy of prepositions with causal meaning implies a lot of
work on its development. Prepositions from, under, to, for, because of are
common, they are almost devoid of lexical meaning, convey only causal
relationships. The most common preposition is from. They are used much less
frequently for, for, under, and in most cases it is impossible to replace them with
synonymous ones. The preposition has the additional meaning of a reason, a
reason (by order, by advice, by approval).
Understanding the subordinate syntactic relations expressed with the help of
prepositions, knowledge of shades in their meaning and stylistic affiliation,
attention to the lexical meaning of the main and dependent word in a phrase,
well–selected didactic material - all this is the key to the correct use of
prepositions and prepositional combinations in speech.
Literature:
1. Vinogradov V. V. Questions of studying phrases (based on the material of the
Russian language): Selected works. Research on Russian grammar. – Moscow:
Nauka Publishing House, 1975.
2.Vinogradov V. V. From the history of Russian syntax. – M.: Publishing House of
Moscow University, 1958. – Access mode: https://danefae.org/lib/vvv/synt/
3. Vinogradov V. V. Russian language (Grammatical teaching about the word) –
4th ed. – Moscow: Russian language, 2001.
4. Grammar of the modern Russian literary language. – M., Nauka, 1970.
5.Popova, E. I. (2023). TECHNIQUES OF SEMANTIZATION OF RUSSIAN
VOCABULARY IN A FOREIGN LANGUAGE AUDIENCE. Academia Science
Repository, 4(03), 227-234.
6.
Попова,
Е.
И.
(2023).
РИТОРИЧЕСКАЯ
КОМПЕТЕНЦИЯ
В
ПРОФЕССИОНАЛЬНОЙ ПОДГОТОВКЕ УЧИТЕЛЯ. Gospodarka i Innowacje., 42,
332-336.
7. Likhachev, S. V., & Popova, E. I. (2024). Folk orthology in the digital
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