12
boshliqlariga oqizmay-tomizmay, miridan sirigacha aytib berdi. Ko‘p o‘tmay, yigitning qabilasi
tomonida ham shunga o‘xshash, faqat qiz tarafnikidan andak baland haykal qad rostladi. Taxminan,
shuncha fursat oralatib, qizning sohilida uchinchi haykal paydo bo‘ldi. Faqat u narigilardan balandroq
va ko‘rkamroq edi... Gapni cho‘zib nima qildik, o‘zingiz fahmlab bo‘lganingiz kabi Orolda haykal
o‘rnatish musobaqasi boshlangan edi.
Har qaysi qabila o‘z ulug‘iga bag‘ishlab haykal o‘rnatardi. Haykal bo‘lgandayam eng aʼlo, eng
raso toshdan, deng. Faqat, qurg‘ur, uni o‘rnatish uchun juda ko‘p yog‘och kerak bo‘lardi. Chunki tosh
boshqa, haykal o‘rnatiladigan makon yana boshqa joyda joylashgani bois so‘loqmondek og‘ir yukni
tashish faqat va faqat yog‘och orqali amalga oshirilardi. Shuning uchun ham har ikki tomonda
o‘rmonlar shiddat bilan kesilardi...” [3]
Mana shu jihatga diqqat qilinsa, hikoyadagi neomifologik talqin yaxlitligi oydinlashadi. Orol,
qabila, haykal uchligi insoniyatning azal-azaldan misqollab yig‘ilgan qadriyatlarning ildiziga bolta
urilishiga mantiqiy urg‘u berilayotgani ko‘rinadi. Mana shu qismat qarshisida kimo‘zarga yashash
instinktiga asoslangan jamiyat tutumlari mislsiz fojealikni keltirib chiqarishga yetaklaydi. Natijada
bosqichma-bosqich oydinlasha borayotgan hikoya syujetida bugun uchun nondek aziz bo‘lgan oliy
muhabbatning yovuzlikka evrilish metamorfozasi dalolatlanadi. Adib bunday keskin va tragik
vaziyatda ikkala qabiladan bir nafar o‘g‘il va bir nafar qizni syujet liniyalariga birlashtiradi. Ularning
qo‘llariga tushib qolgan muqaddas kitobni tushunishga, yangi hayot qurishga yetarli bo‘lishi uchun
asos sifatida namoyon qiladi. Hikoyada alal-oqibat baxtli bo‘lish istagi, tafakkur va tuyg‘uning
qarshisida Ulug‘ Visol yaqinligidan shahodat beradi. Ular o‘tmish va kelajakni shu zaylda
tartiblashtirishga bel bog‘laydi.
ADABIYOTLAR RO‘YXATI
1.
Йўлдошев Қ. Ёниқ сўз. –Т., Янги аср авлоди. 2006. –Б. 169.
2.
Ҳамдамов У. “Сафар” “Ўзбекистон адабиёти ва санъати” газетаси, 2012 йил, 20-сон
3.
Улуғбек Ҳамдам. “Сафар”// “Ўзбекистон адабиёти ва санъати” газетаси, 2012 йил, 20-
сон.
4.
Эшонқулов Ж. Фольклор: образ ва тақин. –Қарши “насаф”. 1999 й. –Б.141.
Манба: https://quronov.uz/замонавий-ўзбек-насри-ва-постмодерни/ сайтидан олинди
FEATURES OF THE METHODOLOGY FOR TEACHING STUDENTS ENGLISH
IDIOMS
Danagulova Zhanna Bakytzhankyzy
Student Of L.N. Gumilyov Eurasian National University,
Astana, Kazakhstan
Idioms occupy an important place in English discourse, and students master this vocabulary at
every stage of learning. This study is devoted to the methodological aspects of teaching students
English idioms. The author examines approaches and methods of working with idioms in oral and
written English and introduces the main types of tasks for the assimilation of these lexical units.
The lexical diversity of idioms allows them to be used to solve a number of tasks, such as
developing speaking skills, expanding vocabulary, developing creative abilities, translating skills,
and lexicographic skills. Modern methods of teaching foreign languages require the use of approaches
that not only form a specific competence in the language but also expand the general horizons and
cultural level of students. In the process of learning English idioms, students use their versatile
abilities to compare idioms with Russian idioms, as well as to explore the history, customs, and
traditions of the country of the language being studied. At the same time, students develop universal
moral values and form a view of the world around them in all its diversity. This is the importance of
this article.
Idioms play an important role in learning English and are often used by native English speakers.
A.V. Fedorov notes that the "literal untranslatability of idioms," which is often pointed out as one of
the main features of idioms, is not a problem since idioms lose their literal meaning even for native
speakers [1; 220]. This is the case not only in English but also in Russian. Idioms can be used orally
13
or in writing to summarize the consequences of various events in life or to briefly describe a person's
character, customs, and traditions of a particular country or region. Idioms can also serve as a guide
to action and a way to solve life's problems. Many idioms are based on real experience and
accumulated knowledge about human nature. They are the result of repeated observations of human
behavior. Therefore, in many cases, idioms serve as a kind of reference material. This determines the
importance of learning idioms.
In many works on the theory of translation, idioms are classified according to various criteria.
V. V. Vinogradov divides most idioms into ordinary grammatical classes or parts of speech [2]. Some
idiomatic expressions are typical verbs: to fall back on (прибегнуть к помощи), to get through with
(разобраться с). Most idiomatic expressions are nouns, adjectives, and adverbs. Phraseological
expressions, called lexical idioms, belong to one of the usual grammatical classes. The second main
group of idiomatic expressions are verbal expressions; this group includes various parts of speech:
for a rainy day (на черный день), shoot the breeze (болтать о пустяках). The peculiarity of this
group is that such idiomatic expressions must be translated by a group of words.
The English language training program for students does not always include the study of
idioms. As a rule, very little time and attention is paid to this aspect, because the work program is so
full of grammatical materials and the study of the lexical minimum that there is not always enough
time to work out such speech turns.
Teachers are often faced with the fact that students simply do not see the meaning, importance,
and generally the need to study these incomprehensible, at first glance, phrases. In this case, it is
necessary to convey to students why the use of idioms is so relevant and why they cannot be dispensed
with. It is important that in English, idioms are present in all functional styles to varying degrees,
even in scientific and official styles, and in larger quantities than in Russian. In the scientific research
of linguists and linguodidactics, some of the publications are devoted to various aspects of teaching
and learning idioms. Thus, part of the work is devoted to the study of idioms as an effective way to
replenish vocabulary in English in order to master professional communicative competence [3]. In
particular, V.E. Borisenkova and M.P. Storozhenko pay attention to the use of idioms and other
colloquial universals to make written speech more emotional [4].
Despite numerous studies on linguodidactics, the question remains how to make the process of
learning idioms effective, functional, and interesting for both students and teachers. During the
preparation of the article, an analysis and forecast of the effectiveness of the method below were
carried out.
We concluded that productive study of idioms is possible if we adhere to a comprehensive
methodology that systematically includes working with idioms in a foreign (English) language
course:
1. Division of idioms by subject, which will greatly facilitate memorization;
2. Learning through the search for analogs in the Russian language;
3. Mastering idioms in context to understand in which situation it would be appropriate to use
one or another expression;
As part of this approach, we have developed several exercises that allow you to quickly and
effectively learn English idioms with subsequent application in written and oral speech. The analysis
of various types of exercises leads us to the conclusion that it is necessary to select idioms, strictly
dosing the amount, since it is easiest to synchronize idioms in memory for a long time in an
associative way, that is, you need to perform different types of tasks to use the same idioms.
Below are excerpts from a set of author's exercises in which selected idioms are output into
speech (in our example, 5 idioms):
In the lap of the gods – счастливый случай, удача
(As) white as sheet – бледный как полотно
To thank one’s lucky stars – благодарить судьбу
In the twinkling of an eye – в мгновение ока
A big cheese/gun/noise/shot/wheel – большая шишка
14
In Exercise 1, students are asked to translate the text, correctly interpreting the meaning of the
idioms included in it, by searching for analogs in Russian. By performing the exercise below, students
are introduced to a new list of idiomatic expressions for the first time, so it is important to make sure
that the idioms are translated correctly. After the assignment is completed and verified, it is rational
to instruct students to give several oral examples using new idioms to consolidate the material.
Exercise 1
Translate the text and find Russian equivalents.
In the lap of the gods
After the accident, James looked as white as a sheet. Everydiv was totally in the dark about
what was going on. He was nearly hit by the bicycle. He thanked his lucky stars that, in the twinkling
of an eye, the driver hit the brakes. The man appeared to be a big noise for whom James worked. Mr.
James always seemed to land on his feet, so he promised to promote him to a higher position. When
James came to his senses, he pulled himself together, saying that in his heart of hearts he had been
dreaming of this position for all his life and promised to work by sweat of his brow.
The complex also provides other exercises (for example, composing dialogues and situations
and commenting on statements using specific idioms). Such exercises show high results in students
mastering idiomatic expressions with their regular use, as well as the periodic return and revision of
already learned idioms.
Programs in the discipline "Foreign (English) language" should, in the part where the study of
lexical minima is prescribed, provide for both the selection and the study of this lexical material. This
approach is especially effective if idioms in all aspects are studied systematically and their minimum
is also highlighted, followed by mandatory assimilation in the specified course.
REFERENCES
1. Fedorov A.V. Fundamentals of the general theory of translation (linguistic problems): For
institutes and faculties of foreign languages. languages. Study guide. 5th ed. St. Petersburg: Faculty
of Philology of St. Petersburg-M.: Publishing House "PHILOLOGY THREE" LLC, 2002. p. 416.
2. Vinogradov V.V. On the main types of phraseological units in the Russian language //
Selected works. Lexicology and lexicography. M., 1977. pp. 140-161
3. Baskakova N.S. Studying idioms as an effective way to replenish vocabulary in English //
Innovative technologies in engineering and education VII International scientific and practical
Conference: collection of articles, ed. by M.I. Melikhov. 2015. pp. 18-22.
4. Borisenkova V.E., Storozhenko M.P. The use of cliches, idioms and phraseological units as
a means of increasing the emotionality of written speech // Philological sciences. The intellectual
potential of the XXI century: the stages of knowledge. Novosibirsk. 2011. No. 8. pp. 202-205.
TYPES OF ENGLISH DICTIONARIES
Gulzada Daulbayeva
Mekhriban Bayimbetova
Nukus State Pedagogical Institute
Dictionaries are limited in their purpose and scope. The first relevant distinction is between a
general and a special (specialized) dictionary. The general dictionary comes closer to the ideal
dictionary (the one that represents the whole lexicon). The data that it is based on commonly take the
form of a general purpose - corpus. Its most general functions are the following:
The dictionary provides information on parts and aspects of the lexicon of one language.
This is a monolingual dictionary.
The dictionary provides help in translating between languages. This is a bilingual dictionary.
The dictionary deals with translating more than two languages. This is a multilingual
dictionary.
General dictionaries contain multi-aspect word description (e.g. explanatory dictionaries),
represent the vocabulary as a whole with a degree of completeness depending upon the scope and
