142
The subjunctive mood is often recognizable by the use of the base form of the verb (e.g., "were"
instead of "was") and the absence of the usual -s or -es ending for third-person singular verbs.
However, in modern English, the subjunctive mood is less frequently used and often replaced by
modal verbs or other structures.
The implications of mood in English verbs extend beyond grammatical correctness to
encompass nuanced aspects of communication and social interaction. By conveying the speaker's
attitude, certainty, or doubt, mood choices can influence how utterances are perceived and interpreted
by interlocutors. For instance, the use of the subjunctive mood may signal politeness, deference, or
tentativeness, while the imperative mood may convey authority, urgency, or informality.
Moreover, mood variation reflects cultural norms, rhetorical strategies, and communicative
goals within different discourse communities. Speakers may strategically manipulate mood to achieve
persuasive effects, negotiate social hierarchies, or express solidarity with their audience. Thus, an
understanding of mood in English verbs is essential for effective communication in diverse contexts,
including formal writing, interpersonal interactions, and public discourse.
Conclusions and Suggestions:
In conclusion, the grammar category of mood in English verbs constitutes a crucial dimension
of linguistic analysis, offering insights into speakers' attitudes, intentions, and interpersonal
dynamics. Through a synthesis of existing literature and empirical research, this article has provided
a comprehensive overview of mood types, functions, and methods of analysis. Moving forward,
future research endeavors could explore emerging trends in mood usage, investigate cross-linguistic
variations, or develop computational models for mood detection and classification.
Furthermore, educators and language practitioners can incorporate insights from mood analysis
into language teaching curricula, enhancing students' awareness of pragmatic conventions and
communicative strategies. By fostering a deeper understanding of mood in English verbs, scholars
and practitioners alike can contribute to more nuanced and effective communication in the globalized
world of today.
REFERENCES
1.
Blokh, M. Ja. (2000). (Teoreticheskaja grammatika anglijskogo jazyka [A Course in
Theoretical English Grammar]. Moscow: Vysshaja shkola.
2.
Palmer, F. R. (1990). Modality and the English Modals. London – New York:
Longman Group Ltd.
3.
Ilyish, B. A. (1981). Stroj sovremennogo anglijskogo jazyka [The Structure of Modern
English]. Leningrad: Prosveshhenie.
4.
Ivanova, I. P. (1981). Morfologija [Morphology]. In Ivanova, I.P., Burlakova, V.V.,
Pochepcov, G.G. Teoreticheskaja grammatika sovremennogo anglijskogo jazyka [Theory of Modern
English Grammar] (pp. 4 − 99). Moscow: Vysshaja shkola.
5.
Jespersen, O. (1992). The Philosophy of Grammar. London: George Allen and Unwin
Brothers.
6.
Palmer, F. R. (1990). Modality and the English Modals. London – New York:
Longman Group Ltd.
CONCEPT OF “CHILD/PERZENT” IN THE ENGLISH AND KARAKALPAK
LINGUACULTURE
Orazgalieva Ayjamal Marat qizi – doctoral student of NSPI
Scientific supervisor - Usenova Gulmira Abillaevna – PhD
At the present stage of development of the humanities, the interaction of language,
consciousness, thinking and national culture is in the centre of attention of researchers. In this regard,
Linguoculturology, in the framework of which language is studied as the most important component
of culture, and language units are studied as an expression of the national-cultural specificity of
linguistic consciousness [2].
143
It is important to mention the necessity of further development of problems connected with the
study of basic concepts of English linguoculture, which constitute the core of the corresponding
conceptosphere. The concept “child” in English or “perzent” in Karakalpak is an important part of
the English and Karakalpak languages and their pictures of the world and characterised by high
significance in the system of its values, as a consequence of which it has many embodiments in the
linguistic semantics and communicative activity of its speakers. In addition, in modern society, the
child and childhood represent important psychosocial and cultural phenomena, reflected in the culture
of these languages. They prompt their active study in the framework of different scientific directions.
It is required to conduct a complex analysis which is likely to allow us to identify lexical means
of representation of the concept 'child' and propose a semantic classification of the naming of children
in English and Karakalpak. When describing systemic relations in the sphere of naming children, we
applied the principles and methods of lexico-semantic, lexico-grammatical, thematic groups.
The key word - the name of the concept is the noun child.
Its semantics reflects the nuclear features of the concept under study. In the modern English,
the lexeme “child” has the following meanings:
1.
A boy or girl from the time of birth until he or she is an adult, who has not attained
maturity or the age of legal majority
2.
А son or daughter of any age; an offspring.
3.
А descendant, follower, adherent.
4.
A member of a family or tribe; descendant.
5.
an
adult
who
behaves
badly,
like
a
badly
behaved
child
[https://dictionary.cambridge.org]
In the Karakalpak language dictionaries, following definitions can be analysed:
Перзент -бала, нәсилб ул-қыз, урпақ, зурият. Қыз болсын, ул болсын бәри де перзент.
(Ж.Аймурзаев).
Балалар – Ержетпеген, ўлкеймеген жас ул ҳәм қызлар. Ѳмириӊниӊ неше-неше
жылларын, пидә еттиӊ ер жетсин деп балларым. (Қырқ қыз). [Қарақалпақ тўсиндирме
сўзлиги].
Thus, the core of the studied concept is made up of the attributes "person", "not an adult". The
Seme "not an adult" is an identifying one for all the names of children and differentiating in relation
to the nominators of other age groups.
The concept 'child' includes the thematic series: adolescent, baby, boy, girl, infant, juvenile,
lad, lass, minor, newborn, offspring, toddler, youngster, youth; daughter, descendant, heir, issue,
offspring, progeny, son.
In Karakalpak: бала, нәсил, ул-қыз, урпақ, зурият, ҳәмиле, бѳпе, бѳбек, палапан, наресте,
ѳспирим, жас, мийрасхор.
These lexemes with the direct nominative meaning "a person in the period of child", which is
not complicated by additional semantic componentsalong with the lexeme child are in the modern
English language, the main means of representation of the studiedconcept.
The concept being studied is a complex cognitive formation consisting of conceptual, figurative
and value characteristics of linguistic cultures of both languages. The conceptual side of the concept
is objectified by words meaning children with the obligatory semantic features “person”, “not an
adult”.
The seme "not an adult" is identifying for all names of children and differentiating in relation
to the nominations of other age groups.
The figurative side of the 'child' concept is formed by means of designation of children who are
subject to rethinking as part of phraseological units, complex words, secondary nominations based
on cognitive signs, characterizing period of childhood ("small", “ill-mannered”, “naughty”, “playful”,
“beloved”, “golden period"). The image of a child is a key image for understanding the culture as a
whole.
It includes ideas about appearance, physiological characteristics, intellectual and behavioral
characteristics, characteristic of this age.
144
The value side of this concept is characterized ambivalently evaluative attitude of
representatives of English and Karakalpak speaking linguistic culture towards childhood as a period
of human life. On the one hand, children are valuable, childhood is associated with the best time of
life; on the other hand, in modern society there is a tendency to voluntarily refuse children and related
concerns (signs of “voluntary childlessness”, “problems of growing up” (“a child at heart”), “Peter
Pan syndrome”).
In addition, society does not approve of adult representatives of society traits such as
immaturity, childishness, infantilism especially in Karakalpak society. In the study of the culture, the
child acts, first of all, as an object of education.
The following pedagogical settings are universal: childrenneed to be taught (and from an early
age), children cannot be spoiled, parentsare an example for children. In both English and Karakalpak
culture, people regard a child as the greatest value, believe that love isfamily which is the basis for
successful upbringing and a prerequisite for furthersuccessful and happy life.
REFERENCES
1.
Усенова, Г.А. Лингвокултурологические особенности идентификаторов
концепта “Mother/Ана”. Автореферат диссертации доктора филосифии (PhD) по
философическим наукам. – Нукус, 2021.
2.
Косычева, М.А. Английские номинации детей [Текст] / М.А. Косычева //
Вестник Челябинского государственного университета. Филология. Искусствоведение. Вып.
53 - № 11 (226) 2011. - Челябинск, 2011. С.84 - 88 (0.5П.Л.) - ISSN 1994-2796 - тираж 1 ООО
экз.;
3.
Косычева, М.А. Концепт CHILDHOOD: особенности вторичной номинации
[Текст] / М.А. Косычева // Известия Самарского научного центра Российской академии наук.
Том 13, номер 2(4) июль-август 2011. - Самара, 2011. - С. 949-954 (0.6 п.л.) - ISSN 1990-5378 -
тираж 300 экз.
DICTIONARIES
1.
Қарақалпақ тили тўсиндирме сўзлиги
2.
dictionary.cambridge.org
MADANIYATLARARO MULOQOTNI O‘RGANISHNING ASOSIY MAQSADLARI
Primbetov Aybek Baxadirovich
Karamatdinova Aziza Arepbay qızı
Qorao’zak tumani maktab va maktabgacha
ta’lim bo’limiga qarashli 12-sonli umumiy
o’rta ta’lim maktabi ingliz tili fani o’qituvchilari
Madaniyatlararo muloqot ikki yoki undan ortiq har xil madaniyatlar vakillari o‘rtasida
bo‘ladigan muloqotning alohida bir turidir. Unda o‘zaro ta'sir etuvchi madaniyatlar o‘rtasida axborot
va madaniy qadriyatlar almashinishi yuz beradi. Madaniyatlararo muloqot jarayonlari faoliyatning
spesifik shakli bo‘lib, u faqat chet tilini bilish bilan kifoyalanib qolmasdan, balki boshqa xalqlar
moddiy va ma'naviy madaniyatini, dini, qadriyatlari, axloqiy mo‘ljallarini, dunyoqarashi
tasavvurlarini bilishni ham talab etadi. Ular barchasi qo‘shilib muloqot bo‘yicha partnyorlar xulq-
atvori modelini belgilaydi.
Hozirgi davrda madaniyatlararo muloqot sohasidagi tadqiqotlarning asosiy maqsadi
quyidagilardan iborat:
- madaniyatlararo muloqot predmetining metodologiyasini va tushunchalar apparatini aniqlash;
- madaniyatlararo muloqotning boshqa fanlar qatoridagi o‘rnini ochib ko‘rsatish;
-madaniyatlararo muloqot ishtirokchilarining madaniy tushunish, kommunikativ xulq va unga
tolerantlik bilan munosabatda bo‘lishning konkret ko‘rinishlarini to‘g‘ri talqin etish qobiliyatlarini
shakllantirish va rivojlantirish;
- boshqa madaniyat vakillari bilan aloqa qilishda ularning malaka va ko‘nikmalariga o‘qitish
metodologiyasini ishlab chiqish [4;110].
