This article is devoted to a review of the study of verbs of visual perception in Turkish and English. Turkish verbs of visual perception were considered mainly in the composition of verbs of perception. This made it possible to discover a number of common properties inherent in all perceptual verbs, including the verbs of visual perception, and to correlate the verbs of visual perception with other semantic classes within this system. The efforts of the researchers were mainly aimed at creating classifications of verbs of perception according to the type of perception designated by them or by meaning. In the semantics of these verbs, researchers intuitively distinguish two aspects: perceptual and mental, which in real analysis are either mixed and not differentiated, or contrasted as completely autonomous entities and are considered separately. However, with all the differences in points of view, it should be noted that there are common points in the classifications of these verbs in both perceptual and mental meanings. Because of this, issues of paramount importance remain unresolved, in particular: questions on the list of verbs that belong to the class of perceptual ones, including verbs of visual perception, criteria for distinguishing them from other semantic classes of verbs, definition of a unified terminological apparatus for description. The history of studying English verbs of visual perception is extensive and includes a large number of multidirectional studies. These verbs were examined in more detail in Ake Viberg's monograph. All subsequent works devoted to these verbs and made on the material of various languages, to one degree or another, are based on those provisions that A.Viberg formulated. An analysis of the works allows us to see the following approaches to the study of these verbs: comparative, system-structural, linguo-pragmatic. As a rule, in studies devoted to the comparative analysis of the English verbs of visual perception and their correspondences in other languages, the English language acts as a standard, and the material of other languages is examined and evaluated against its background. In this case, the structure of these verbs, semantic potential and functioning in certain types of texts are examined. The works devoted to the system-structural analysis of the verbs of visual perception are aimed at studying systemic connections, both in terms of form and content, as well as the nature of their compatibility. In later works, these verbs were studied in the framework of linguo-pragmatic analysis carried out on the material of various types of texts.
This article, devoted to the analysis of parts of speech in the works of Makhmud Zamakhshari, addresses the question of conjugation of verbs in the last chapter named “Tasrifu-l-af’al” of the book “Mukaddamatu-l-adab”. The article emphasizes that the verb is an important part of speech in Arabic, that it is impossible to master the grammatical rules and categories without knowing its morphological features, that some parts of speech, especially masdars, the degrees of adjectives are formed from verbal roots. In “Mukaddamatu-l-Adab” was written that verbs in Arabic are divided into verbs with three and four roots and the majority are the verbs with three roots. Verbs with four roots, as well as verbs with three roots, lean with the help of those suffixes and prefixes. In the formation of the present tense forms, imperative forms, masdars, participles are also based on the same rules as for three-verbs.Makhmud Zamakhshari, defining the doubled verbs as verbs in the three-root group, in which the second and third roots consist of the same letter, emphasizes that the hamza is a “healthy” letter, not defective, and because of its complex pronunciation it is either changed with another letter or sometimes it is missed when pronounced and this provides ease of pronunciation. The question of writing hamza and its spelling has always been a difficult question of the language.
Since Zamakhshari created his work for the quick study of Arabic and its grammar by non-Arab people, he did not go deeply into the essence of some difficult questions of Arabic language. The scientist notices that ings are added to the verbs of the actual voice gives samples conjugation of regular verbs in the past tense, and says that all regular verbs and verbs that are similar to regular verbs are conjugated in the above order.
In his work, Zamahshari gave a sample of the conjugations of the verbs of the passive voice and examples of adding personal endings to such verbs, as well as conjugations of regular verbs, and verbs
similar to regular verbs, empty and defective verbs. The scholar’s work not only gave conjugation of verbs, but also provided exceptions to the rules, it also highlighted a separate chapter in the interpretation of the imperative form in Arabic. The work contains information that the formation of an imperative form from
verbs of the present-future tense. The article emphasizes that the verbs of surprise are formed only from the first chapter of the three-root verbs, that such forms are not formed from verbs expressing physical imperfection. Ways of expressing astonishment from doubled and defective verbs are commented.
Regarding the verb conjugation, which is devoted to the chapter on the study of infinitives (masdar), the author dwells on the names of actions, ways of forming masdars from empty verbs, gives definition to real and passive participles, gives examples of their formation. This chapter provides information on the formation of real and passive participles from the derived chapters and four-root verbs, an interpretation of the adjective forms of the excellent and comparative degrees.
This article briefly describes the set of verbs in Arabic and Uzbek, its study by linguists, comparative lexical-semantic analysis of action verbs in both languages. In the study of the lexical-semantic relations of action verbs in Arabic language, special attention should be paid to aspects related to the meaning of verbs, such as synonyms and antonyms between them. Among the verbs of action in Arabic, there are many verbs that have polysemantic meanings, and sometimes they are used in their original meaning, and sometimes in other meanings as well. The meaning of these verbs also depends on the event or situation to which they are related. While the original, original meaning of the verb is mainly related to the normal state of the subject, other meanings serve to express his emotional state. During study of lexical-semantic relations related to action verbs in Arabic, special attention should be paid to which prepositions these verbs come with, because a particular action verb depends on whether the object to which the action is directed is animate or inanimate may require a different preposition. In synonymous relations, the verbs of action differ according to the extent to which the action lasted, for what purpose it was performed, or by what means it was performed. There are similarities and differences in the expression of the verb "to come" in Uzbek and in Arabic. In Uzbek, the main semantic of this action verb is quite simple, but the content is almost identical to the Arabic lexeme "to come". In Uzbek, this verb requires that the object to which it is directed come mainly in the infinitive, place-time, exit, and direction verbs, while in Arabic they are represented by a preposition giving the meaning of an infinitive or a definite conjunction. In expressing some of the meanings of the verb "to come" in the Uzbek language, it is necessary to use their Arabic alternative, and in some cases, the meanings of this verb in the Uzbek language. in Arabic it is also expressed by the verb "to come", but in this case it is necessary to choose a verb that expresses the expected meaning from the synonymous verbs that mean "to come" in Arabic.
This article discusses the semantic groups of verbs and gives examples of verbs from Mahmud Kashgari’s “Devoni Lugotit-Turk”. It is known that this work is one of the largest and most important sources on the history of Turkic languages, a rare book that describes the development, status, distribution, differences and similarities of Turkic languages in the X-XI centuries.
As for the semantic groups of verbs, this topic has been studied for many years. Each linguist is divided into groups based on their point of view. We first adopted the patterns of semantic analysis from Russian linguistics, and then divided them into smaller groups, depending on the degree to which a person participates or not, and also into subgroups depending on the function of the verbs. It is in this article that non-object verbs are divided into semantic groups and analyzed for a number of reasons.
This article analyzes the phonetic changes of verbs with "weak" letters in the Arabic language, the expression of this phenomenon in written speech. It is also studied the coverage of the topic of "weak" letter verbs in the scientific works of classical and modern Arabic and Uzbek grammar scholars. It is based on the goal of language learners to develop the skills to apply the "weak" letter verbs in different places. Methods of description, comparison, analysis, component analysis were used in the study. In Arabic grammar, the letters “alif – ا ”, “vav – و ” and “ya –
ي ” are called " ةَّلِع ُفوُرُح " – weak letters, and verbs with weak letters are called weak verbs. The two letters “vav – و ” and “ya – ي ” are also used to denote semi-vowel sounds. The fact that the letters “vav – و ” and "ya - ي " fall in many places or are replaced by one another (usually the alphabet) is caused by three different changes: kalb (exchange), taskin (turn into a closed joint), hazf (dropping out the letter). Given that "weak" letter verbs play an important role in the lexicon of the Arabic language, it is important for language learners to develop the skills to use such verbs correctly in practice and in the use of dictionary books. On the basis of his works, an in-depth and comprehensive study of the examples of classical and modern literature remains an
important issue.
Description of the semantics of the verb is a complicated process since the semantics of the verb is closely related to its distribution. In view of the foregoing, verbs are classified by the expression of directional movement and the presence or absence of subject/object, if there is one, by its quantity. In the Chinese language, there are verbs of motion that, besides movement, also express direction. These verbs can act as an independent verbal predicate or an appositive adjunct known as directive additional parts, a modifier or directional morpheme in a sentence. Verbs 来 [lái] “to come” and 去 [qù] “to go” are basic verbs of the direction of movement. Compound verb of the direction of movement is also formed by adding these verbs. If the action of the verb is getting closer to the speaker, 来 is used. If the action is moving away from the speaker, 去 is used. 来 [lái] “to come” is one of the basic verbs of the direction of movement. 来 [lái] is a polysemous word and it can act as notional or auxiliary verb in a sentence, as well as in the function of a syntactic word. The specificity of the semantics of the verb 来 [lái] lies in the fact that in addition to the orientation or direction of movement, it indicates the narrative clause, what information the speaker wants to emphasize. In this article, the verb properties of 来 [lái] are studied and ways to actualize their meanings in the Uzbek language are identified. The models 来 [lái] in the functions of the main and auxiliary verbs have been studied, as well as in the function of a syntactic word based on materials of the book by Lu Shusyan “现代汉语八百词吕 叔湘” (“800 words of modern Chinese”). The similarities and differences between the semantics of the verbs 来[lái] in Chinese and kelmoq in Uzbek are described.
In Korean linguistics, the study of auxiliary verbs, which began in the 1930s with the study of the traditional grammar of Choi Hyun Bye, is still the subject of continuous research. This article focuses on auxiliary verbs in Korean linguistics and the criteria for distinguishing them. It addresses issues such as the connection of auxiliary verbs to the main verb, and the complementary meaning of auxiliary verbs that gives the auxiliary verb to the main verb. Such features of the auxiliary verb as semantic and syntactic subordination to the main verb, aspect and modal meanings are investigated. It also explains the relationship of auxiliary verbs with subordinate forms and their use in combination with a main verb in a similar form.
The study of ancient manual sources provides invaluable insights into the history and culture of past civilizations. One crucial aspect of these sources is the material on which they were prepared, particularly the types of paper used. This paper aims to explore the various types of paper employed in the preparation of ancient manual sources, focusing on their composition and the preparation processes involved.
This study draws on a comprehensive review of existing literature, historical records, and archaeological findings to identify and categorize the types of paper used in different historical periods and regions. Furthermore, the composition of these papers, including the raw materials and manufacturing techniques, will be examined to understand the physical and chemical properties that contribute to their durability and preservation over time.
In addition, the preparation process of ancient paper will be investigated, shedding light on the methods and tools used by ancient scribes and artisans to create writing surfaces. The influence of cultural, geographical, and technological factors on paper preparation will be analyzed to provide a comprehensive understanding of the diverse practices employed by various civilizations.
By examining the types of paper, their composition, and the preparation processes, this research aims to contribute to the broader understanding of ancient manual sources and the historical contexts in which they were produced. Understanding the materiality of these sources is crucial for their preservation, conservation, and interpretation, and this study seeks to provide a valuable resource for scholars, historians, and conservationists engaged in the study and safeguarding of ancient cultural heritage.
This paper aimed to explore derivational affixes, more specifically the types of derivational affixes and the functions of the derivational affixes in the story of Winter Break, which was written by Hilary Mantel. The exploration of the affixes is important to conduct because it would assist learners of English in enriching their vocabulary items. This study was quantitative descriptive. The researchers collected complex words from the story and analyzed their derivational affixes. Results showed that there existed 54 occurrences of words containing derivational affixes. 3 of the 54 words contained 3 types of prefixes, namely in-, un-, pre-, and the remaining 51 words contained 20 suffixes such as -er, -ed, -y, -ly, -ion, -hood, -ment, -al, -ing, -tion, -ish, -ness, -ous, -ity, -ful, -ary, -age, -cal, -less, -able.
Four functions of derivational affixes were identified in the short story of Winter Break, namely, noun formation with 16 occurrences (29.6%), adjective formation with 24 occurrences (44.4%), adverb formation with 13 occurrences (24.1) and verb formation with only 1 occurrence (1.9%). Because the Winter Break narrative uses a lot of noun descriptions, which means that adjectives are employed to modify nouns, the adjective construction occurred the most frequently. The verb formation is the least common as the majority of the verbs in the Winter Break story are past tense; as a result, these verbs are categorized as inflectional affixes rather than derivational verbs, which is beyond the purview of this study.
At present, our country pays great attention to learning and teaching foreign languages. Because, our country is striving to gain a worthy place in the world community, maintaining relations with many countries in the economic, political, cultural, diplomatic, scientific and educational spheres. This in turn indicates that one of the most important tasks is the deep learning of foreign languages, including Arabic and its incomparable beauty, history and grammar. It is also important to learn grammatical rules and terms from the original sources rather than translated sources for better understanding. As it is known, there are six cases in our mother tongue and all these are included in three of cases of Arabic language. They are nominative, genitive and accusative cases. Nominative case is used in six kind of situations while, genitive and accusative cases are used in two and eleven kind of situations respectively. As we can see, the most commonly used term in Arabic is accusative case, and most of the parts of the sentence are expressed in this arrangement, which is called "an-nasb – بصنلا". Accusative case is a means of formalizing the verb’s dominance over name. Accordingly, the word in accusative case is strongly linked to the verb in the sentence itself to which it relates. Accusative case completes the action of the verb in meaning and answers the questions such as "Who?", "What?", "Who from?", "From what?" It is divided into object of a transitive verb and adverbial object. Object of a transitive verb answers the questions "who?" and “what?” known as هب لوعفملا and comes after subject and predicate. It should be noted that the famous linguist Mustafa Gallaini, in contrast to other modern scientists, in his book "ةيبرعلا سوردلا عماج" distinguishes two types of accusative (cognate and hidden) and divides them into several species. Also, in the aforementioned book of the scholar, there are many other sources of information about object of a transitive verb. "Masdar muwwal" or "jumlah mu'awwal" are can be examples of this. As mentioned above, the origin of the mafulun bihi is related to the use of transitive verbs in the sentence. From this point of view linguists have divided these verbs into four types. In particular, the well-known medieval linguist Sayyid Sharif Jurjoni in his book “Nahvi Mir” called them verbs that required one, two, and three objects, changing subject and predicate of sentences into maful bihi.
This article provides information about some features of word formation according to the “ishtikak” method in modern Arabic, and especially attention is paid to the word formation methods, types and groups of “ishtikak”, as well as the reasoning of ancient and modern Arabic linguists according to “ishtikak”. “Ishtikak”is considered one of the lexical phenomena in the Arabic language, it serves to form words and enrich the language. Each types and group of “ishtikak” in its own way influences the formation of new words in the Arabic language and as a result of this influence, the words change either by meaning or by form. This study highlights the change in words within the framework of “ishtikak” and the question of the connection of these changes with external and internal factors. In teaching Arabic, the explanation of specific processes in the formation of new words and how words in a language change in terms of form and meaning with the help of clearly scientific examples helps to increase interest in this language and the effectiveness of education.
In this article, the types of sentences in the ancient Turkic language according to their structure and the peculiarities of simple sentences are analyzed. The types of simple sentences in the ancient Turkic language and the views of representatives of linguistics on the division of simple sentences into types are comparatively studied.
Since cognitive science has been one of the most controversial topics in humanitarian sciences that also deals with linguistic sciences, the author of the article below intends to touch upon the topic related to the linguo-cognitive analysis of behavior verbs existing in human personality (behavior) on the basis of Uzbek and English languages materials. It should be noted that the linguistic function of these verbs play an important role on everyday conversation as well as on the literary dialogues that gives an overview, whole/partially, about a speaker, their status quo, personality and behavior.