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text types and conventions. Provision of a guided writing tasks based on authentic materials wherein
students can respond to prompts or questions inspired by the content they have analyzed, allowing
them to apply what they have learned in a controlled setting.
3.
Incorporating multimedia
. Integration of multimedia elements such as videos, podcasts or
infographics as authentic writing prompts can inspire students’ creativity and critical thinking in their
written responses. Teachers must assign writing tasks where students respond to analyze authentic
materials they have read or seen, allowing them to engage critically with the content and practice
articulating their thoughts effectively.
4.
Cultural contextualization.
Connection between of writing competences’ and authentic
materials cannot be denied. Writing tasks should be linked to cultural aspects embedded in authentic
materials to help students develop a deeper understanding of the socio-cultural implications of
language use in different contexts. Incorporate authentic materials that reflect cultural themes,
practices, or perspectives to prompt students to explore cultural dimensions in their writing and
develop intercultural competence.
5.
Modeling writing styles.
In this type of strategy imitation plays a key role, as students have
to imitate the writing styles and structures they have observed in the provided real-life materials that
they have interacted with such blog posts or daily newspaper articles.
Analyzing above, using with authentic materials may have differentiated strategies that cover
various activities including imitation, pair works or incorporation with infographics and multimedia.
Alongside with potential benefits, there could pop up challenges referring to cultural awareness.
REFERENCES
1.
Aynazarovna A. B. Development of intercultural competence of students in learning
English //International Journal of Pedagogics. Т. 2. – №. 10. – 2022.С. 1-6.
2.
Diane Larsen-Freeman, Techniques and principles in language teaching, Second Edition
Oxford, 2000
3.
Dr. John H. Schumann, The neurobiology of learning: perspectives from second language
acquisition, 2004
4.
Claire Kramsch, Language and Culture Oxford university Press, 1998
5.
Pauline Gibbons, Scaffolding language, Scaffolding learning; Teaching second language
learners in the mainstream classroom,
6.
Xudoyberdiyev X., Tajieva A., Oringalieva A. DEVELOPING COLLABORATION IN
ENGLISH CLASSES //Студенческий вестник. – 2020. – №. 27-3. – С. 40-41.
7.
Suraganova A., Mamirbaeva D. ASSESSING PRAGMATIC COMPETENCE
//Академические исследования в современной науке. – 2023. – Т. 2. – №. 28. – С. 17-20.
THE
HISTORY
AND
DEVELOPMENT
OF
NEOLOGISMS
IN
THE
PROCESS
OF
LEARNING
ENGLISH
Adigamova Roza Kamilovna
English teacher at the private school of child development “Success”,
Orenburg, Russia
There are numerous factors that influence on this process one of which is neologisms. Language
is the sphere of human activity that first brings social, political and other changes in human life. Every
change, innovation, revolution is preceded by introduction of new words or phrases.
They can be borrowed from another language by some reasons, or can be existing words which
change their meaning, or words that creating through abbreviation, or they can be slang words. It is
difficult to follow the number of words in the English language, since neologisms – new words – are
coined every day. Also linguists have different opinions on such problem as how long the word is
neologism.
As a literary concept and term,
neologism
appeared in the early 18th century, at the time when
the neoclassical practices of the French Generation of 1660 began to consolidate, throughout Europe,
into a div of normative teaching. The idea that different domains of human experience should be
represented in literature by distinct literary styles entailed the notion that each of these styles should
281
operate within distinct vocabulary. Usage, i.e., specific usage of the «best Authors», «the Court», or
«the City», determined the limits of this vocabulary, along with other grammatical and stylistic
properties. Authors using words and expressions (as well as phrase structures) from outside this
universe were said to use
neologisms
, new expressions. [1; 214]
Critics of the time conceived of
neologism
in literature as analogous to the continuous creation
and introduction of new lexical units into language, and they thought of language change in general
as a process of decay. Thus
neologism
was condemned on both aesthetic and linguistic grounds and
the term was used pejoratively only. This older meaning of
neologism
, and the attitude it reflects, is
still alive today.
However, as early as the second half of the 18th century, it became obvious that the vocabulary
of literary expression should and perhaps could not be fully limited. Thus
neologism
was given a
ameliorative doublet, «neology» which meant the introduction of «approved» or «correct» new words
into language. Critical literature has since expended a great deal of effort to define, not very
successfully, the limits of «neology», usually concluding that the latter should be above all
Horace's
licentiasumptaprudenter
, restricted to cases of «real need» (i.e., for concepts for which no
single word or expression exists in the language) and that new words should be analogous in form to
existing words in the language. Since, however, there are an infinite number of concepts an author
may wish to represent in his writing, or a speaker, in his speech, and since the lexicon of most natural
languages offers a very large number of possible analogies, such puristic recommendations have
never succeeded in stemming the influx of new words into language, thence into literature. [2; 480]
The old meaning of
neologism
is synonymous with «barbarism», «Gallicism» (in English),
«Anglicism» (in French), and even «archaism». It is opposed to «purism».The modern, neutral
meaning of
neologism
appears early in the 19th century and, still combated by Littré in French, gains
acceptance towards the end of the century. The expansion of the literary experience by the
Romanticists, the Realists, and the Naturalists, as well as the emergence of linguistics as an
«objective» science has contributed to this development
Neologisms often become popular by way of mass media, the Internet, or word of mouth. Every
word in a language was, at some time, a neologism, though most of these ceased to be such through
time and acceptance.Neologisms often become accepted parts of the language. Other times, however,
they disappear from common usage. Whether or not a neologism continues as part of the language
depends on many factors, probably the most important of which is acceptance by the public.
Some neologisms, especially those dealing with sensitive subjects, are often objected to on
the grounds that they obscure the issue being discussed, and that such a word's novelty often leads a
discussion away from the root issue and onto a sidetrack about the meaning of the neologism
itself.Proponents of a neologism see it as being useful, and also helping the language to grow and
change; often they perceive these words as being a fun and creative way to play with a language. Also,
the semantic precision of most neologisms, along with what is usually a straightforward syntax, often
makes them easier to grasp by people who are not native speakers of the language. [3; 45]
Computerizing made substantial alterations in the word building system, generated the whole
row of new productive derivative elements entailed moving of whole row of prefixes and suffixes
(together with moving of whole layers of vocabulary) from periphery of the system, where they
served only ("languages for the special aims") to the kernel, to national language, wearing away the
same border between a kernel and periphery of language.
Lexical-semantic features of neologisms in modern English, which more distinguished as the
whole unit being in the mutual connection, have been studied. As the result of the investigation of
patterns the new data of structural and semantic properties of the analyzed neologisms which
determine the criteria of including frame groups into the micro system have been revealed.
Description of neologisms was conducted taking into account the active interaction of a person with
objective reality, while word perception is connected with subjective assessment and has reflection
on the language of the certain society.
282
REFERENCES
1.BowkerLynne, Jennifer Pearson
Working With Specialized Language
"Neologisms can also
be formed in another way, however, by assigning a new meaning to an existing word." 2002
2.Niska, H. Explorations in translational creativity: Strategies for interpreting neologisms.
Workshop
paper,
8
th
Aug,
Stockholm
University.
Available
from: 1998.
http://lisa.tolk.su.se/kreeng2.htm
3.Yrokari, C. Translating English Neologisms in science, Technology, and IT: A General
Survey and a Case Study for Greek. 2005.
4. www. wordspy. Com.
SPECIFIC FEATURES OF THE ENGLISH LANGUAGE SPORT TERMINOLOGY
Akhmedov Oybek Saporbayevich
Doctor of Philological Sciences (DSc),
Professor of Uzbekistan University of World Languages
Any terminological system is an integral part of the lexical layer of the universal language. The
question of the role of the special lexicon in the universal language has not been widely analyzed as
a whole system in linguistics. According to most linguists, there is a regular relationship between the
general lexicon and the special lexicon of a language. Sometimes it is observed that the term in the
terminology is transferred to the universal language, and sometimes, on the contrary, the lexeme from
the universal language is transferred to the special lexical layer. So, they complement and enrich each
other. These two phenomena are referred to in linguistics with the concepts of determinologization
and terminologization.
The sports terminological system of the English language is composed of several complex
linguistic phenomena, it is a legal matter that terminological units require clarification of their
definitions and explanations in translation, and it is the main function of any term.
This rule also applies to English sports terms. As noted by I.V.Arnold, “The unique aspect of
word formation from terminological units is that a word formation system is developed based on the
internal system and functions of the elements of the lexicon of the field. Therefore, it is observed that
the morphological method is very productive in English” [1;59]. The process of creating English
sports terminological units relies on 4 main linguistic methods:
1) morphological method;
2) syntactic method;
3) semantic method;
4) word acquisition.
English sports terms are structurally divided as follows:
1) single component terms;
2) compound terms;
a) terms consisting of many components;
b) terms with following components, consisting of many lexemes;
3) metaphorical terms;
4) terms in the form of abbreviations.
In the terminological system of customs and duties, single-component terms do not constitute
a majority in terms of quantity. At the same time, they perform a semantic-functional function in
other sectors of the sports, outside the scope of specialization.
Therefore, as a result of the above-mentioned word formation methods, the lexical-semantic
composition of the lexical units of a special field in English is transformed from a simple form to a
complex form through an evolutionary path.
Linguistically, the terminological system of sports is a) semantic; b) structural; s) is
characterized by signs of attachment to the general literary language and is formed under the influence
of the lexical layer of the general literary language and performs a specific task.
