Volume 04 Issue 11-2024
234
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
234-237
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article introduces primary school students to the expressive features and facets of the meaning of metaphors
used in narrative texts. There was also a scientific study of aspects demonstrating the unique expressive capabilities
and skill of the writer. The pragmatic possibilities of productive use of metaphor in literary texts, especially in works
of the great epic genre, have been studied lyrically.
KEYWORDS
Prose text, teaching methods, literary text, discourse, metaphorical meaning, novel, epic works, facets of meaning,
methodological possibilities, pragmatic analysis, linguistic research, connative meaning, dialogue.
INTRODUCTION
It is necessary to provide students with information
about metaphors from the primary grades. The use of
metaphors in prose works and their expressive
possibilities have been studied in detail in Uzbek and
world linguistics, and due to their importance, the
process of studying them continues. In this regard, it is
appropriate to cite N.D. Arutyunova's opinion that
“classical metaphor is a synthetic term in the field of
analysis, a view (image) of the zone of the idea of
imagination in the field of the mind, isolated in the
general “country”, “class” world [1].
The world in which metaphor plays an important role is
determined by modern trends in linguistic research on
the Uzbek language landscape. For example, in Russian
linguistics, the uniqueness of F.I. Tyutchev's poetry as
a product of spiritual activity is most clearly manifested
as a result of identifying and comprehensively
analyzing the main conceptual metaphors in his poetic
language. Such an analysis allows us to determine the
level of knowledge of the structure of F.I. Tyutchev's
poetic language, which plays an important role in
describing the poet's style of expression. The depth of
Research Article
WAYS TO EXPLAIN METAPHORS IN TEACHING PROSE TEXTS TO
ELEMENTARY SCHOOL STUDENTS
Submission Date:
November 15, 2024,
Accepted Date:
November 20, 2024,
Published Date:
November 28, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-45
Ruziyeva Nigora Sapar Qizi
Karshi University Of Economics And Pedagogy, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 11-2024
235
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
234-237
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
metaphorical imagery in F.I. Tyutchev's poetry is a
distinctive feature. F.I. Tyutchev, first of all, determines
the implementation of his philosophical and
mythopoetic views on the relationship between nature
and man[9]. The development of generative semantics
in the 1960s has become important in studying the
cognitive
function,
communicative,
emotional,
voluntary (function of influence), poetic and a number
of other features of metaphor (J. Katz, P. Postal, J.
Lakoff[2]). First, it is to analyze various definitions of
metaphor, and secondly, to outline the history of the
study of metaphor, starting from the works of ancient
philosophers and ending with modern linguistic
dictionaries.
After all, in ancient Greek rhetoric, metaphor was an
objective feature of language and speech, and the
phenomenon of metaphor itself was a product of a
person's empirical understanding of the world.
Metaphor is the use of a word or phrase existing in the
language to refer to an object understood in order to
convey part of its original meaning.
18th-century Russian science gives a traditional
definition of metaphor (transition of meaning based on
similarity). M.V. Lomonosov developed not only a
classification of metaphor, but also the rules for using
this trope in speech[6]. Metaphor began to be
systematically studied in Russian linguistics only in the
20th century. A.A. Potebnya deepened the theory of
metaphor: he developed the mechanisms of formation
and functioning of metaphor, syntactic and semantic
classification. At the end of the 19th century, N.M.
Krushevsky wrote about the associative nature of
metaphor, referring it to psychological phenomena.
The 20th century was a period of development of the
doctrine of metaphor. The views of scientists move
from studying the aesthetic potential of this linguistic
phenomenon to its cognitive and pragmatic functions.
Researchers such as A. Richard, M. Black, S. Pepper and
E. Cormack describe the mechanism of metaphor
formation from the point of view of psycholinguistics
and identify the main metaphors[7].
In Russian linguistics of the 20th century, the study of
metaphor is aimed at studying its semantic potential in
the literary language. The works of V. V. Vinogradov
and G. O. Vinokur argue that there is no such linguistic
phenomenon that does not function in poetic speech.
Scientists conclude that metaphorization is a process
of semantic transformations based on the intersection
of various semantic spheres[8].
The second half of the 20th - the beginning of the 21st
century - was a period of active formation of cognitive
and conceptual hypotheses about the mechanisms of
metaphorization.
The research of N. D. Arutyunova stands out in the
internal metaphorology of this period. In his opinion,
language is anthropomorphic, and therefore a suitable
reference point for analyzing human linguistic
phenomena. N.D. Arutyunova[1] gives a detailed
functional classification of metaphors, paying
attention to the degree of “solidity” of such linguistic
units. G.N. Sklyarevskaya[3] identifies a number of
semantic fields that are mainly involved in the process
of metaphorization, three of which are related to man.
Thus, we see that at the present stage of the
development of metaphorology, the center of
linguistic research is the person, his language,
mentality and psychology.
One of the most interesting contexts that performs the
function of metaphor is poetry. The peculiarity of
Volume 04 Issue 11-2024
236
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
234-237
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
poetic language is that it most clearly reveals the
semantic potential of linguistic units, therefore, the
poetic picture of the world is logically different from
each other. Here, metaphor serves as a means of
understanding and reconstructing the world.
G. Nasrullaeva analyzes metaphorical meanings in
poetic texts in her research. She emphasizes that in
contexts the element of spring has a speech that is
unclear to a person, but understandable to the whole
world. The poet's constant appeal to one image
indicates that there is something significant in it for its
creator. When analyzing the poet's poetry, it becomes
clear that he appeals to the image of a mountain very
often. In fact, she emphasizes that in his poems it has a
metaphorical meaning, that is, it expresses
transferable meanings [4].
The scientist emphasizes that the mountain in the
poet's poetry is the poet's exalted spirit, his sufferings
and joys. Perhaps that is why she emphasizes that the
mountains live with him from the poet's first poems to
the last.
The reverse method of introducing a metaphor into the
text is when different metaphors express the same
subject in different contexts, creating a polyphony of
meanings.
—
in addition, it carries a tangible
expressive charge, determines the reader's deep
experience of this image.
In prose works, unrepeatable metaphorical meanings
are also evident, especially in the novels of Isajon
Sultan. Such cases can be witnessed in his novel
"Genetic". It is necessary to distinguish the fragments
that are suitable for grades 3-4:
That year, the fast fell in the fall. The sky was full of
birds, chirping and flying away somewhere. Is there a
specific time for each of them to migrate? I have
witnessed the migration of swallows, crows, cranes,
ducks, geese, storks. I have also seen this bird, which
builds a nest like a basket in tall poplars and oaks,
sometimes flying with a snake in its beak. It was as if
some divine decree that people did not hear came, and
they all went to very distant places.
Or:
Let me tell you something, that girl from the Steppe of
Kipchak captivated my imagination until I grew up.
When spring comes, the flowers bloom. Each of them,
through the rain and wind, becomes the image of that
girl whose face is warm and whose smile remains in my
memory. I also remember the way her satin dress was
scorched by the fire. Her hands were rough, cracked
from work, and her dark hair was thick. What about the
fact that she grew more and more beautiful as time
went by? In any case, after I grew up a little, I came to
the conclusion that I must have loved her. I was
ashamed of myself for thinking that this was not a
suitable name for my young man. In the village, it is said
that a person who falls in love with someone is often
ridiculed. It is a very special, intimate subject for
someone to fall in love with someone. But my mind and
thoughts were occupied by the Dashti Kipchak girl for
many years. The honey flowing from the branches of
the elm merged with his face. His red face, the sun
shining in a blue hue, the sky changing color in the heat,
and the summer breezes that seemed to melt people
kept flashing between them. The reason I say blue is
that if you look straight at the sun, after a while it turns
into a blue flame with a red flame around it. I am
surprised that that scene has settled in my mind with
that blueness.
Volume 04 Issue 11-2024
237
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
234-237
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The peculiarity of the metaphor of Isajon Sultan is that
he uses the method of intensive knowledge of the
"common language" in the epic text. The narrow range
of topics is focused on the main dual categories, which
differ in their belonging to two worlds: earthly and
heavenly. The metaphor in this case becomes linear. A
random image begins to develop with features
borrowed from other metaphors. This feature can be
shown by analyzing the evolution of one metaphor.
"When the cotton season is over, the village breathes
a sigh of relief. The endless fields are a brownish-
brown, the autumn rains have fallen steadily, turning
them into a slushy mud. The sheds are dilapidated,
empty. The wind blows through the open doors.
The radio on the porch interprets this in its own way:
So much rain falls on our poor roof, Who will feel sorry
for the poor...
Late autumn spreads out like this. People hold
weddings in late autumn. The reason is, they see
money in their hands. That is why they give their lives
to the oppressor and sweat. They do not spare their
children, they use them by rubbing their noses on the
ground" are vivid examples of metaphors.
CONCLUSION
In conclusion, it can be said that starting from the
primary grades, it is necessary to teach the process of
fully expressing the possibilities of language tools in
speech situations. When studying literary texts from a
pragmatic aspect, it becomes clear how effectively the
authors used metaphors, and the analysis of prose
texts selected for analysis should be carried out
primarily as a pragmatic study of the metaphor and its
units as a social phenomenon. However, most of the
research conducted in recent years has a cognitive-
pragmatic or stylistic significance. It has been found
that anthropomorphic metaphors have enriched the
Uzbek language and literature with new artistic means
of expression.
In primary education, it is extremely important to
explain the grammatical, stylistic, linguopoetic,
psycholinguistic, cognitive-pragmatic possibilities of
language units through the analysis of prose texts that
are suitable for the student's age.
REFERENCES
1.
Arutyunova N. D. Metaphor and discourse. Theory
of metaphor. - M., 1990. - p. 5-32.
2.
Lakoff J., Johnson M. Metaphors by which we live.
In the collection: Language and modeling of social
interaction. - M.: Progress, 1987.
3.
Sklyarevskaya G. N. Metaphor in the language
system - St. Petersburg: Nauka, 1993
–
p.151.
4.
Nasrullaeva
G.
Sociolinguistic
features
of
anthropomorphic metaphor and issues of
lexicographic research. Abstract of the dissertation
written for the degree of Doctor of Philology. -
Fergana.2022. p.58
