126
of work, make lessons unusual and memorable. In other words, the use of foreign fiction within the
framework of home reading can become one of such methods [4;26- 33].
4. Facilitates vocabulary acquisition: Learning phraseological units can contribute to a more
extensive vocabulary, as these units often include specific words or phrases that may not be readily
apparent to non-native speakers. Phraseological units also facilitate language acquisition by providing
learners with ready-made language chunks that can be easily incorporated into their own speech. This
reduces the time and effort required to learn individual words and grammar rules, allowing learners
to focus on other aspects of language learning, such as pronunciation and discourse.
5. Developing Communicative Competence: The use of phraseological units contributes to the
development of communicative competence, which comprises both linguistic and sociolinguistic
aspects of language use. By integrating phraseological units into their speech, learners can better
understand and convey the intended meaning of a message, as well as adapt their language.
In conclusion, the EFL learner must study the phraseology — phraseological units, their origin,
characteristics and usage, cultural specifics, etc. — in order to speak fluently and accurately as well
as understand thoroughly as a native speaker for it helps the EFL students to make a complex speech
and feel confident.
REFERENCES
1.
Alhaysony, M. H. Strategies and difficulties of understanding English idioms: A case
study of Saudi University EFL students. International Journal of English Linguistics. № 1, 2017.
2.
Ginzburg R., Knidekel S., Mednikova E., Sankin A. Verbal collacations in Modern
English. -M, 1975. -125 p.
3.
Kunin A.V. Kurs frazeologii sovremennogo angliyskogo yazika: Ucheb. dlya in-tov i
fak. inostr. yaz. G’A.V. Kunin. -M: Vo’ssh. shk. Dubna: Izd. tsentr "Feniks", 1996.-380 s.
4. Khudaibergenov A.A. Gender aspects in phraseology expressing human character in
English and Karakalpak languages //Berlin Studies Transnational Journal of Science and Humanities.
– 2022. – Т. 2. – №. 1.6 Philological sciences.
5.
Lundblom E. G. & Woods J. Working in the Classroom: Improving Idiom
Comprehension through Classwide Peer Tutoring, Communication Disorders Quarterly, 2012.
STYLISTIC DEVICES AND THEIR TYPES
Dilnaza Jaylibayeva
Nukus State Pedagogical Institute, student
Mekhriban Bayimbetova
Nukus State Pedagogical Institute, assistant-teacher
In spite of considering that style is a property of discourse as a global configuration, this
analysis requires to take into consideration the linguistic means traditionally studied as expressive
means, stylistic means, stylistic markers, stylistic devices, figures of speech and so on. All these terms
have traditionally been classified into two types in the study of rhetoric (the word rhetoric is still
sometimes used to describe what we have up to now been calling style) – tropes and figures.
In general, trope is a device that involves meaning, and a figure that involves expression, but
the terms are not always clearly distinguished. Besides, the consideration of these terms as stylistic
devices and expressive means seems to be very comfortable. In order to better understand their sense
we shall specify some moments that concern these notions. It is common knowledge that linguists
perceive the nature of a stylistic device in different ways. Some of them consider that it belongs to
language [1] and others – to speech. The difference of opinions is quite normal from our point of view
as the stylistic device is, on the one hand, a realized possibility of the effective use of language, a
speech phenomenon and on the other hand it is a model materialized in utterances, a phenomenon of
language. This is why the stylistic device occupies an intermediate position between language and
speech. To be more precise, it is possible to say that it belongs to the level of norm, the socio-cultural
forms of the speech activity, which tends to acquire necessary communicative effect.
127
In our view, stylistic device is a conscious and intentional intensification of some typical
structural and/or semantic property of a language unit (neutral or expressive) promoted to a
generalized status and thus becoming a generative model, while expressive means are those phonetic,
morphological, wordbuilding, lexical, phraseological and syntactic forms which exist in language as
a system for the purpose of logical and/or emotional intensification of the utterance.
It seems much easier to make an analysis of stylistic devices and expressive means in texts
when they are subdivided into more precise groups, even if they appear on a continuum; this is why
we propose the following division based on the levels of language the tropes belong to. Besides
communicating certain ideas an utterance may also produce a definite effect or arouse an emotion in
the listener or reader. Linguistic resources used deliberately to fulfill a stylistic function are called
stylistic devices or expressive means of the language. Stylistic devices can be divided into lexico-
phraseological, syntactical and phonetic ones. This manner of consideration of stylistic markers is
based on the models suggested by I.R. Galperin [2].
It is common knowledge that one of the main functions of the word is that of denoting. This is
why denotation meaning is the major semantic characteristic of a word as denotation of a word refers
only to the ―idea‖ the word represents, stripped of any emotional associations the word might carry.
On the other hand, to give a more or less full picture of the meaning of a word it is necessary to take
into consideration ―the derivate values‖ of the word meaning termed connotations [3]. The
connotation of a word is not a thing or idea the word stands for, but the attitudes, feelings, and
emotions aroused by the word, always in relation with the components of a communicative situation.
In the following chapter we deal with such types of meaning that create additional expressive,
evaluative and subjective connotation. This process of development of new meaning is connected
with the substitution of the existing names, approved by long usage and fixed in dictionaries, by the
new, occasional and individual ones created by the author‘s subjective original view and evaluation
of things. This process of substitution is traditionally called transference, due to the fact that the name
of the object is transferred onto another, proceeding from their similarity or closeness. As has already
been mentioned, each type of this intended substitution results in a stylistic device also called a trope
[4].
The contextual meaning of a word may differ from its lexical meaning. The interrelation
between the lexical and the contextual meaning may be based on the similarity. The contextual
meaning of a word may differ from its lexical meaning. The interrelation between the lexical and the
contextual meaning may be based on the similarity of two notions (metaphors), or contiguity
(metonymy) and on the opposition between the notions (irony), of two notions (metaphors), or
contiguity (In the European philological tradition there have always existed phenomena regarded as
linguostylistic concepts proper. They are: tropes which are based on the transfer of meaning, when a
word (or a combination of words) is used to denote an object which is not normally correlated with
this word, and figures of speech whose stylistic effect is achieved due to the unusual arrangement of
linguistic units, unusual construction or extension of utterance [6;120].
There is a considerable number of terms which can serve to denote different tropes and figures
of speech. Most of these terms go back to ancient rhetoric where all the stylistic devices were
thoroughly investigated and provided with names and definitions. In the course of time some terms
used in Greek and Roman philology have disappeared whereas new ones were introduced. The
meanings of some terms have changed. Thus, the Greek "metaphora" was used by Aristotle in a very
broad sense, close to the modern meaning of the term "trope", that is, it embraced metonymy,
synechdoche, hyperbole and simile.
Theoretically speaking, the division into tropes and figures, which can be traced back to
classical philology, is characteristic not only of Russian but also of English and American philological
traditions. The fact is that the English term "figure of speech" is often indiscriminately used to denote
any stylistic device, including metaphor (this is how "metaphor" is defined, for instance, in one of the
dictionaries of literary terms published in the U.S.A.: "a metaphor is a figure of speech in which one
object is likened to another by speaking of it as if it were that other" [Standard College Dictionary.
128
New York. 1963]. The term "trope", which was widely employed in the XVIII century in almost the
same meaning as the Russian "троп", has practically fallen out of use [6].
REFERENCES
1. Гальперин И.Р. Текст как объект лингвистического исследования. – Москва:
Издательство «Наука», 1981. – 139 с.
2. Гальперин И.Р. Очерки по стилистике английского языка. – Москва: Издво
литературы на иностранных языках, 1985. p. 460.
3. Znamenskaya T.A. Stylistics of the English Language – Moscow:2006.– 212 p.
4. Kukharenko V. (2000). Практикум з стилiстикианглiйськой мови: Пiдручник. [Tutorial
of English Stylistics] Вiнниця: Нова книга. p.160.
5. Kershaw A. Jack London.A Life. New York: St. Martin‘s Press. 1997. p.197.
6. Khudaibergenov A.A. Gender aspects in phraseology expressing human character in English
and Karakalpak languages //Berlin Studies Transnational Journal of Science and Humanities. – 2022.
– Т. 2. – №. 1.6 Philological sciences.
7. Standard College Dictionary. New York. 1963.
QARAQALPAQ TILINDE “HAYAL” HÀM “ERKEK” KONCEPTINE BAYLANISLI
LEKSEMALARDIŃ QOLLANILIW ÓZGESHELIKLERI
Kurbanbaeva Dilafruz Muxanovna
NMPI inglis tili hàm àdebyatı kafedrası assistent oqıtıwshısı
Dun'ya til biliminde til da mààdeniyat màselesine tiykarģı dıqqat qaratılıp, til birlikleri màdeniy
qàdiriyatlar, milliylik, mentalitet siyaqli túsinikler menen birge izertlenbekte. Til biliminde
lingvofol'kloristika hàm lingvokul'turologiya tarawlarıni payda bolıwı hàm rawajlanıwı nàtiyjesinde
erkek hàm hayal konseptosferasın izertlew zàrúrligi payda boldı.
Konseptıń eń tiykarģı belgisi bu lsózlikler bolıp – olarda úyrenilip atırģan koncepttın negizi óz
sàwleleniwin tabadı. Qaraqalpaq tilinın túsindirme sózliginde er sóziniń eki túrli mànisi kórsetilgen
Eń birinshi ol bay, kiyew, jubay, qostar mànisin ańlatadi [5;121].
Tilde erge berdi (turmısqa shıgardı, uzattı), erge tiydi (bardi, shıqtı) (kelin bolıp tústi)
frazalogizmleriniń, er dayisina usaydı naqillar quraminda ushrasadı. Sonday aq azamat júrekli,
ģayratlı, kushli, xaliq ushın etetuģın adam mànilerinde keledi. [5;121].
Hàr qanday konsepttiń sol qatarı “er adam” konseptiniń en aldınģi mifologiyalıq hàm folklorliq
tekslerde kórinedi. Sebebi, insannıń dúniya haqqqindaģı birinshi túsinikleri, túrli awızeki
dóretpelerde óz sawleleniwin tapqan [6;1019].
Folklordın bir bólegi bolģan qaraqalpaq xalıq ertegi “Mójenetas” erteginde bay, baybiyke,
balası sózleriniń qollanılıwin analizlesek bay sózi bay er adam “Burınģi ótken zamanda bay menen
bir baybiyke hàm onın jalģız balası bolıpti [3;3].
Qaraqalpaq xalıq ertekleri bolģan “Eki dos” erteginde bolsa jora sózi qollanılģan bolip er
adamdı jaqın dos sıpatinda kóriw maqsetinde jora sózi qollanılģan. Bul sóz hayal konseptinde
Qaraqalpaq tilinde hayal sózi qatın, zayıp, erlerdıń jubayı degen mànilerdi bildiredi [ 4;469].
Ozbek àdebiy tilinde bolsa hayal –shańaraq qatın, uliwma erkekke qarama qarsı jınstaģı shaxs, qatın
mànilerin bildiredi. Bul màniste kóbirek Bul màniste kóbirek kóplik formasında qollanılıp
ulıwmalastıriwshılıq mànige iye boladı hayal –qızlar mànisin bildiredi. Sonday aq usı jınstagı usı
jınstaģı boy jetken shaxs (qızģa qarata) mànisin bildiredi [4;469]
“Hayal sózi eski túrkiy jazba esteliklerinde qollanılmagan sóz. Orta àsirlerde arab parsı
tillerinen ózlestirilgen. Bul sózdıń etimologiyası haqqında tilshi ilimpazlar ortasında eki túrli kóz
qarastaģi pikirler ushırasadı. Ayirim ilimpazlar hayal sózi parsı tilinen ózlestirilgen “hayal sózi parsı
tilinen alınģan bolıp “haya” sózi tiykarında payda bolģan, “haya» sózı “ar, uyat, àdep-ikram” degen
mànini bildiredi. Oģan kelbetlik jasawshı lı-qosımtası jalģawinan “hayalı sózi payda bolģan. Sońģı
dàwirlerde sózdıń aqırındaģı “ı” sesi eliziya qubılısına ushıraģan degen pikirdi bildiredi. Demek
“hayalı” degenimiz “ar namıslı, àdep-ikramlı, kishi peyil degendi ańlatadı. Ayrım ilimpazlar “ayal”
arab tilinen ózlestirilgen sóz ekenligin kórsetip xàzirgi qaraqalpaq àdebiy tilinde hayal túrinde
