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еще не оформившиеся, не выкристаллизовавшиеся к данному моменту, аморфные в
категориальном отношении явления. Если сопоставить различные формы
функционирования языка и многообразные сферы человеческой деятельности,
использующие данный язык, то становится ясно, что почти все эти сферы общения могут
быть предметом не только научного изучения, но и научно обоснованного обучения.
Таким образом, в реальной языковой практике мы постоянно сталкиваемся с
языком как объектом познания. Причем избирается именно та разновидность языка, которая
в данный момент времени, в условиях данного языкового коллектива необходима для общения
людей. Вместе с тем у всех народов, имеющих более или менее развитую литературу,
существует ещё один особый язык, составляющий основу словесно - художественного
творчества. [3;98]
В этом случае слова уже не являются лишь средством передачи информации,
привычным воспроизведением речевых комплексов. Здесь происходит становление
специфического выразительного звучания с особым ритмическим построением текста,
с риторическими фигурами, при помощи которых общение людей приобретает совершенно
иной характер, чем в сфере научного общения.
Общенаучный язык является отдельным функциональным стилем научного общения и
проблемы методологии международного научного общения на основе английского языка
“английский для специальных целей” ставит во главу угла саму цель обучения, которая и
является специальной. Это не означает создание “особого языка” отличного от языка других
специальностей. Анализ через синтез имеет большое значение т.к. позволяет приобщить
изучающий язык к канонам научной речи. В метаязыковом отношении ведущая роль
принадлежит общенаучной лексике, а также терминам и терминологическим сочетаниям.
БИБЛИОГРАФИЯ
1.Кожина М.Н. Развитие научного стиля в аспекте функционирования языковых единиц
различных уровней / М.Н. Кожина. – Пермь: Издательство- 1994.
2.Крысин Л.П. Социально-стилистический анализ лексики в работах В.В. Виноградова /
Л.П. Крысин // Русский язык в школе, 2005, № 3.
3.Логинова
М.В.
Металингвистика
М.М.
Бахтина
и
современная
лингвокультурология/М.В. Логинова// Известия вузов. Серия «Гуманитарные науки» 7 (2). –
Москва, 2016
THE USE OF METAPHOR IN LITERATURE AS A STYLISTIC DEVICE
Marina Kudaybergenova, an English teacher of secondary
school №35, Kungrad
Madina Tungatarova, a 3rd –year student of English and
Literature department, Nukus
The article is devoted to the use of metaphor as a powerful stylistic device used in literature and
language to create vivid imagery and convey complex ideas. It is a figure of speech that compares
two unlike things, highlighting the similarities between them. Metaphors are used to add depth and
richness to language, allowing writers to communicate abstract concepts in a more tangible and
relatable way.
An example of a metaphor would be the statement, ''This library is an ocean of knowledge.''
The library is obviously not an ocean, so a literal interpretation of the sentence would make little
sense. However, interpreted figuratively, it is clear that the library is compared to an ocean in order
to express that it feels vast and deep. The metaphor reveals an aspect of the library that may not come
across as vividly if the writer simply said that the library was large. Another example of a metaphor
would be if a writer stated, ''The reader devoured the book.'' The person in question is not literally
eating a book, but the metaphor of eating is used to portray the speed with which the person reads
and takes in information.
132
As you see, the use of metaphor as a stylistic device in writing involves comparing two different
things in order to create a vivid image or convey a deeper meaning. Metaphors can add layers of
complexity and richness to a text, making it more engaging and impactful for the reader [1;40-42].
Metaphors can be used to:
1. Enhance descriptions: By comparing one thing to another, metaphors can help paint a more
detailed and vivid picture for the reader. For example, "Her eyes were sparkling diamonds" creates a
more vivid image than simply saying "Her eyes sparkled."
2. Convey emotions: Metaphors can be powerful tools for expressing emotions and feelings in
a more evocative way. For example, "His heart was a heavy stone" conveys a sense of sadness and
burden more effectively than a literal description.
3. Make abstract concepts concrete: Metaphors can help make abstract or complex ideas more
concrete and easier to understand. For example, "Time is a thief" conveys the idea that time can steal
moments from us in a more relatable way.
4. Create connections and associations: Metaphors can create connections between seemingly
unrelated things, sparking new insights and associations in the reader's mind. This can deepen the
reader's understanding and engagement with the text.
Overall, the use of metaphor as a stylistic device can add depth, creativity, and resonance to
writing, making it a powerful tool for writers to convey their ideas and engage their audience.
Metaphors, like all stylistic devices, can be classified according to their degree of
unexpectedness. Thus, metaphors which are absolutely unexpected, i.e. are quite unpredictable, are
called genuine metaphors. Those which are commonly used in speech and therefore are sometimes
even fixed in dictionaries as expressive means of language are trite metaphors, or dead metaphors.
Their predictability therefore is apparent [4;45-51].
A genuine metaphor is a figure of speech that compares two different things by stating that one
thing is another. This comparison is not meant to be taken literally but is used to create a vivid image
or convey a deeper meaning. Genuine metaphors are commonly used in literature, poetry, and
everyday language to make descriptions more colorful and expressive. By linking two seemingly
unrelated things, genuine metaphors help readers or listeners see familiar things in a new light and
better understand complex ideas or emotions.
"Her voice was music to his ears"
"The world is a stage"
"Time is a thief"
"The classroom was a zoo"
"His words were a dagger to her heart"
Trite metaphors are overused or cliché expressions that have become so common that they have
lost their originality and impact. These metaphors are often seen as lacking creativity and can feel
tired or uninspired to readers. Here are some examples of trite metaphors:
1. "Time heals all wounds"
2. "A diamond in the rough"
3. "Raining cats and dogs"
4. "The apple doesn't fall far from the tree"
5. "As busy as a bee"
6. "Cool as a cucumber"
7. "Burning the midnight oil"
8. "A penny for your thoughts"
9. "A picture is worth a thousand words"
10. "Every cloud has a silver lining"
These examples demonstrate how trite or dead metaphors have evolved over time to become
everyday expressions that are used without the awareness of their original metaphorical meanings.
Despite their metaphorical origins, these phrases are now part of common language and are
understood in a literal sense by most speakers.
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There are several different types of metaphors besides above-mentioned ones that writers can
use to create vivid imagery and convey deeper meanings in their writing. Some common types of
metaphors include [2;249-251]:
1. Standard or Direct Metaphor: This type of metaphor directly compares two things without
using "like" or "as" For example, "The world is a stage".
2. Implied or Indirect Metaphor: This type of metaphor implies the comparison between two
things without stating it directly. For example, "He drowned in a sea of grief".
3. Extended Metaphor: An extended metaphor is a metaphor that is sustained throughout a
passage or an entire work. It elaborates on the comparison and explores it in more depth. For example,
in Shakespeare's "All the world is a stage" speech, he extends the metaphor of life as a stage by
describing the different roles people play.
4. Mixed Metaphor: A mixed metaphor occurs when two or more metaphors are combined in a
way that creates confusion or inconsistency. For example, "She's a diamond in the rough, but she's
also a rare bird".
5. Synecdoche: it is a type of metaphor in which a part of something is used to represent the
whole or vice versa. For example, "All hands on deck" uses "hands" to refer to the entire crew.
7. Metonymy: it is a type of metaphor in which one thing is substituted for another thing that is
closely associated with it. For example, "The White House issued a statement" uses "The White
House" to refer to the U.S. government.
These are just a few examples of the types of metaphors that writers can use to enhance their
writing and create more engaging and impactful imagery. Each type of metaphor has its own unique
characteristics and can be used in different ways to convey different meanings and emotions.
To conclude, metaphor is a powerful stylistic method that enhances communication by creating
vivid and imaginative descriptions. It is an effective tool for conveying complex ideas and emotions,
and it has a profound impact on the reader or listener. By using metaphors, writers and speakers can
engage their audience on a deeper level and leave a lasting impression. Overall, metaphor is a valuable
and versatile technique that adds depth and richness to language and communication.
REFERENCES
1. Гильманова А. А. Стилистика английского языка. Учебное пособие. Казань, 2021.
40-42 стр.
2. Дэвидсон Д. Что означают метафоры // Теория метафоры. Москва, 1990. 249-251
стр.
3. Скляревская Г. Н. Метафора в системе языка. Санкт Петербург, 1993.
4. Galperin I.R. English Stylistics. Moscow: Librokom, 2013. p. 45-51
JAQSI SÓZ JAN SÚYSINDIREDI
Karamatdinova Gawhar Tayırovna
Ajiniyaz atındaǵı Nókis mámleketlik pedagogika institutı tayanısh doktorantı
(Ulıwma bilim beriw mekteplerinde sóz mánilerin oqıtıwǵa ajıratılǵan saatlarǵa sholıw)
Til – xalıqtıń tiykarǵı milliy biybaha bayıǵı. Til arqalı hárbir xalıq siyasiy, ekonmikalıq,
mádeniy jaqtan rawajlanadı, úrp-ádet dástúrlerin saqlap qaladı. Tildıń ómir súriwi jámiyet penen
birge ámelge asadı. Sebebi jámiyetlik turmısta bolıp atırǵan ózgerisler eń dáslep tilde óz kórinisin
tabadı. Sonlıqtan til rawajlanıwshı jámiyetlik qubılıs esaplanadı.
Insan óz pikirin anıq, gózzal hám qısqa etip jetkerip beriwde sózlerdiń ornı ayrıqsha. Ulıwma
bilim beriw mekteplerinde bunday waziypanı orınlawda ana tili tálimi oqıtıwshıları wazıypasına
júkletiledi. Sebebi búgingi kúnde xalıq bilimlendiriw tarawına qoyılıp atırǵan úlken wazıypa,
rawajlanǵan demokratiyalıq mámleketler dárejesindegi jaslardı tárbiyalaw bolıp tabıladı. Bunıń ushın
jáhán úlgilerine say sabaqlıqlar jaratıw, jaslarımızdı joqarı ruwxıylıqlı, tereń bilimli ullı mámleket
qurıw jolında dóretiwshi etip tárbiyalaw búgingi kúnniń eń aktual wazıypalarınan esaplanadı.
Ulıwma bilim beriw mektepleriniń sonǵı shıqqan «Ana tili» sabaqlıqlarında sóz mánilerin
oqıtıw boyınsha analizleytuǵın bolsaq, 5-klass I shereginde tematikalıq reje boyınsha
