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ADABIYOTLAR RO’YXATI
1.
Bondzio W. Bemerkungen zur linguistischen Konfrontation in der Lexik. //
Wissenschaftliche Zeitschrift der Humboldt-Universität Berlin, GSR. Berlin, (1973)3:207-211.
2.
Jakobson R. Linguistische Aspekte der Übersetzung. // Übersetzungswissenschaft/
Hrsg. von W. Wills. Darmstadt: Wiss. Buchgesellschaft, 12(1981): C. 191.
3.
Wilske L. Konfrontative Analyse von Benennungsmotivationen im Russischen und
Deutschen. // Zeitschrift fur Slawistik, 33(1988)2: 173 - 177.
4.
Гак В.Г. Опыт применения сопоставительного анализа к изучению структуры
значения слова. // Вопросы языкознания, 1966, № 2: C. 98.
5.
Уфимцева A.A. О типологическом изучении лексики. // Структурно-
типологическое описание современных германских языков. М.: Наука, 1966: 218 - 235.
6.
Фрейденберг О.М. (ред.). Античные теории языка и стиля. Под общ. ред. О.М.
Фрейденберг. M.-JL: ОГИЗ, 1936. – C. 92.
7.
Юсупов У.К. Сопоставительная лингвистика как самостоятельная дисциплина.
// Методы сопоставительного изучения языков. М.: Наука, 1988: C. 6.
8.
Ярцева В.Н. Сопоставительная лингвистика и проблемы вариативности языка. //
Научные доклады высшей школы. Филологические науки, 1986, № 5: 3 - 11.
LINGUOCULTUROLOGY AND TEACHING FOREIGN LANGUAGES
Utepbergenova D.N., Sarsenbaeva G.K.
Assistant teacher of NSPI named after Ajiniyaz
1
st
year student of NSPI named after Ajiniyaz
Linguocultural method is important in the perception, understanding and interpretation of the
artistic text, since the issues of interpretation of the text have long been in the center of attention of
scholars and philologists, both linguists and literary scholars. At the present stage of the development
of philological science, this problem is particularly acute. In order to approach its solution, it is
necessary first of all to draw a very definite boundary between the two aspects of understanding.
The first of these could be defined as understanding in the most direct and ordinary sense,
without which meaningful reading is impossible at all. The second is directly related to that field of
philological knowledge, which is designated by such definitions as "language and literature",
"stylistics and poetics of artistic speech", etc. Undoubtedly, when it comes to the latest achievements
of linguistic analysis, all this should be assessed as an important and basic aspect of understanding,
providing for such a study of the material that has uncovered another riddle of the emotionally
expressive-evaluative impact exerted on the reader of fiction. It should be noted that there can be no
insurmountable obstacle between the two named aspects of understanding topics. For another, this is
reality, different types of literary allusions, presenting historical and philological information, that is
called the vertical context of a work, an author and a whole literary trend.
There is a large number of works in which the classification of various styles according to
the functions of language is given. One of the most important theses of the theory of academician
V.V.Vinogradov is his classification of styles according to their main functions (communication,
message and impact). The function of impact in the most complete form is carried out in the works
of fiction, in the literary text, in the belles-lettres style. However, we can speak about the function of
impact in a broader sense, as a poetic or aesthetic function of language. According to
V.V.Vinogradov, "the poetic function of language is based on the communicative, proceeds from it,
but a new world of speech meanings and relations subordinated to the laws of art is erected above it"
[1;155].
Linguistic analysis of the text can be carried out at three levels: semantic, metasemiotic and
metametasemiotic. The first semantic level of research is the analysis of units of language in their
direct, nominative meaning. However, in the literary text, the content and expression of the semantic
level can serve as an expression for the new meta-content (meta means connotative, metaphorical,
figurative). At the metasemiotic level, additional shades of meaning or "connotations" acquired by
171
units of language in the context should be taken into account. In order to penetrate into the true
meaning of verbal artistic creativity, it is necessary to understand the writer's intention and,
consequently, the analysis of the work on the metasemiotic level is necessary. For this, it is necessary
to obtain information of a historical-philological nature, i.e. to know the vertical context of a work.
Linguo-poetical analysis is accessible only to those who possess the necessary philological
culture and the ability to perceive and comprehend different works of verbal and artistic creativity.
Undoubtedly, when acquiring a foreign language, learning and studying it, a person
simultaneously penetrates into a new national culture, receives a huge spiritual wealth, stored by the
studied language. Students of secondary schools and university students, learning a foreign language,
and in particular English, get opportunities to join the national culture and history of the people of
Great Britain.
The issues of communication between cultures and people in connection with the teaching of
foreign languages are deeply and intensively studied by many linguists. In the new conditions, with
the new formulation of the problem of teaching foreign languages, it became obvious that a radical
increase in the level of communication training, communication between people of different
nationalities can be achieved only with a clear understanding and real account of the socio-cultural
factor. One of the famous linguists E.Sapir in his work "Language. Introduction to the study of speech
" writes," Language does not exist outside culture, that is, outside the socially inherited set of practical
skills and ideas that characterize our way of life "[3;185].
The solution of the problem of the relationship between language and culture largely depends
on the identification of universal and specific features in the perception of the world by carriers of
different cultures, which is largely accomplished through language learning. According to the
statements of the famous scholars E.M.Vereshchagin and V.G.Kostomarov "A person simultaneously
penetrates into a new national culture, receives a huge spiritual wealth, stored by the language being
studied " [2;97].
Language is a mirror of the surrounding world, it reflects the reality and creates its own picture
of the world, specific and unique for each language and, accordingly, the people, the ethnic group,
the speech community that uses this language as a means of communication. Language as a way of
expressing a thought and passing it from person to person is closely connected with thinking.
There are different definitions of culture given by the famous scholars. Here are some of them.
According to a standard view, a culture is a complex set of shared beliefs, values and concepts which
enables a group to make sense of its lif e and which provides it with directions for how to live.
Culture is the set of attitudes, values, beliefs and behaviors shared by a group of people, but
different for each individual, communicated from one generation to the next.
REFERENCES
1. Верещагин Е.М., Костомаров В.Г. Язык и культура. Москва,1990.c.155
2. Галиева М.Р. Вербализация концептосферы Word в английской, узбекской и русской
языковых картинах мира. Дисс. на соискание уч. степени канд.филол. наук. Ташкент, 2009.c.97
3. Гальперин И.Р. Текст как объект лингвистического исследования. Москва. 1981.c.185
PHRASEOLOGY AS AN INDEPENDENT BRANCH OF LINGUISTICS
Utebaeva A.D., Sarsenbaeva G.K.
Assistant teacher of NSPI named after Ajiniyaz
1st year student of NSPI named after Ajiniyaz
By phraseology we mean the branch of linguistics dealing with stable word- combinations
characterized by certain transference of meaning. Despite differences of opinion, most authors agree
upon some points concerning the distinctive features of phraseological units. Phraseology is the
branch of lexicology specializing in word-groups which are characterized by stability of structure and
transferred meaning. Phraseological units, or idioms, as they are called by most western scholars,
represent what can probably be described as the most picturesque, colourful and expressive part of
the language’s vocabulary.
