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FORM AND CONTENT IN SYNTACTIC UNITS
Akramov Shukurjon Tokhtasinovich
Associate Professor, Candidate of Philological Sciences, Kokand State University
Abstract:
The article focuses on the issue of evaluating syntaxemas belonging to the syntactic
level of the Uzbek language from a new system-theoretical aspect and approaching it based on
the theory of valence. The idea is that the expandability of linguistic units is related not only to
their semantic possibilities, but also to their grammatical forms. It is explained that in a given
speech situation, only one of the paradigmatic rows that can enter into syntagmatic relations with
each other can enter into syntagmatic relations with one of the members of another row.
Keywords:
Syntactic units, form, content, grammatical unit, syntax, linguistics, language system,
meaning, syntactic analysis, language units.
Introduction.
The most necessary factor in implementing today 's educational process in
accordance with the requirements of the times is the transformation of each lesson into a unique
circle of joy for students, and each educational institution into a place of joy. The spirit of the
lesson, images and images, interesting exhibits, expressions, allow students to know, think, see
beauty, and form their attitude to the world through their feelings , and cultivate the student's
worldview, thinking, and ability to think independently. However, the current and practically
used school and higher education textbooks and study guides give students full information
about the theoretical aspects of education that we have emphasized above? - raises a legitimate
question. Yes , it can be said that they do, but not at the required level. That is, textbooks and
manuals on this subject have not been developed sufficiently, and those that exist are only in the
hands of some specialists. What does a student learn in such a situation? Some substantive
interpretations in higher education have not been included in school or lyceum textbooks at all.
After all, new theoretical views of linguistics, although not deep, should be introduced to higher
education as elementary information, similar to age characteristics, at the lower stages of
continuous education. For this, it is necessary
to include in textbooks the knowledge of important
aspects of syntax under scientific terms such as sentence center, expander, sentence expander,
word expander, modal expander, sentence segment, [ P
m
], person-number, tense, affirmative-
negative, inclination, clause, clause category, clause forms, independent clause form, non-
independent clause form, grammatically formed sentence, semantically- functionally formed
sentence , clause structure, possessive, possessive clause, possessive clause, attributive clause,
semantically-functionally formed sentence, grammatically formed sentence, possessive clause,
possessive clause, possessive clause, compound clause, compound clause, (heading clause)
, and
more advanced forms of this should be studied in higher education, so that specialists can
develop appropriate and proportionate competence in this field.
When studying syntactically simple sentences, we believe that it is necessary to explain the
following to the future specialist and clarify the level of understanding. In particular, one -word
syntactic devices are formed with only one independent meaningful word and include verbal
sentences, nominative, adverbial, infinitive sentences, vocative sentences, in particular ,
Boraman,
Contains sentences like
"I came. Autumn."
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Two-word syntactic devices are distinguished by their nature: from simple word
combinations ( such as
eating food, reading a book
) and simple sentences (
The lesson began,
(Like spring has come
) is formed.
Multi-word syntactic devices consist of a combination of more than two independent
words:
seven faint stars standing in a crowd
(complex compound).
Honest work is the best habit.
(common saying). Of course, the center of syntax is the doctrine of the sentence. Each sentence
expresses a complete thought, but the completeness of the thought in a sentence is relative: the
content of some sentences, taken in isolation, is not clear, complete. A sentence is distinguished
from other syntactic units by the sign of predicativity. Predicativity is the grammatical meaning
of a sentence that cannot be separated into parts in the system of forms.
the linguist AG'ulomov, predicativity is a category inherent in a sentence. Predicativity is
indicated by the participle, and therefore this phenomenon is formed by the sum of the categories
of modality, person - number, and tense. Predicativity is the basis of a sentence, it is an
affirmation - negation, It consists of a synthesis of the categories of modality (tendency), person,
and number.
The predicative character of a sentence is directly related to the concept of modality.
Modality expresses the relationship of the general content of a sentence to objective existence.
Any sentence is grammatically distinguished by its structural completeness. It is
necessary to emphasize that the idea that it is formed by a possessive and a participial group or
one of them and acquires intonational integrity is not a characteristic of modern linguistics for
Turkic languages. Also, a sentence represents a complete thought only in speech. Its
representation of a complete thought may depend on several factors. It should also be
emphasized that It is important to note that syntax is directly related to the morphology,
lexicology, and phonetics of a language. These areas cannot exist without each other. This is
where the holistic systematicity of the language is revealed , and the basic essence of syntax
becomes clear.
It is no secret that it has become a tradition and a habit to study syntactic categories in
connection with morphological means , and at the same time , taking into account the fact that
speech is made up of words and that words have a real life within a sentence and are used within
speech, it is clear that syntax is closely related to lexis.
Syntactic units are interconnected not only formally , but also substantively. The correctness
of the formal connection alone is not enough for two syntactic forms to be correctly
connected to each other. For example, the verb
to eat
, since it has a special grammatical
meaning of transitivity, formally governs the noun in the accusative case. Therefore, it requires
that the subordinate part be in the accusative case. The grammatical connection of a noun in
any accusative case with a transitive verb is formally correct. For example, noun + verb = to
eat
a stone.
However, the context does not allow
the “ at ” in any accusative case to be connected to
the dominant part to eat.
The subordinate clause in the agreement of the income
In order for
the dominant part to be
correctly connected with the subject, it must also have semantic compatibility. The
subordinate and dominant parts must have a common semantic pattern that is repeated in both.
This common semantic pattern is the basis for the semantic connection of the subordinate and
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694
dominant parts. For example, the verb to eat can only be connected with words that fall into
the semantic field of “ eating” (meat, soup, apple, cherry, etc.). This is also evidenced by the
fact that it is considered an opportunity for expansion from the perspective of theoretical
linguistics.
When we talk about the expansion possibilities of linguistic units, we mean that the internal
potential (in terms of content and function) capabilities of these units are manifested in speech in
a certain way and can enter into syntactic connections with other linguistic units. As a result of
such expansion, the potential embodied in a linguistic unit is clarified in speech. Therefore, the
expansion possibility of linguistic units is a linguistic phenomenon, and the potential of this unit
also takes place in the speaker's memory. The realization of these possibilities takes on a purely
verbal or private appearance. For example, the verb
to write
expresses the creation of a certain
source (object) in written form as a result of performing a certain type of action, and therefore
this verb-lexeme as a linguistic possibility can be used to denote written sources such as
a letter,
a book, a story,
It has the ability to combine with words such as
poetry and verse.
It is this
linguistic ability that, when realized in speech, manifests diverse speech formations - word
combinations such as "
to write a letter"
,
"to write a book "
, "
to write a poem". If the "to write"
lexeme contains the possibility of connecting with the names of written sources (or parts
thereof) , "to write a letter",
In speech derivatives such as
"to write a book"
, this linguistic
possibility is realized and comes to the surface in a specific speech form. Although the range of
possibilities for combining
the
lexeme "to write" with various words denoting written sources is
wide, only one of such possibilities occurs in the derivative "to write a letter". Thus, in each
specific speech situation, only one of the paradigmatic rows that can enter into syntagmatic
relations with each other can enter into a specific syntactic relationship with one of the members
of the other row.
The ability of linguistic units to expand is related not only to their semantic possibilities, but also
to their grammatical forms. Because not only lexemes, but also grammatical forms create the
possibility of expansion. For example, possessive suffixes, in addition to indicating the
belonging of the noun or the object, event to which they are attached, to a certain person and
number, can be expanded using a definite or indefinite accusative noun: My name. Salim...
(his)...-i/-si. Like. From this it can be seen that expansion also exists in morphological forms, in
other words, as a possibility of a meaningful syntagmatic relationship, and it is not without
benefit to explain them as "preceding means" (i.e., possessive, person, number, relative suffixes)
and "subsequent means" (agreement, adverb, -dagi, -niki, etc.).
In order to understand the information correctly , in addition to the speakers' knowledge of the
language, it is necessary to add the listener 's knowledge of the world, the knowledge of the
social situation in which the sentence is used , the knowledge of the speakers' psyche during the
speech process, and other knowledge. In this case, single-word compound sentences are also
directly related to the above processes and provide pragmatic assistance for speech clarity. As a
result of such a practical need, attention is increasingly paid to the semantics and pragmatics of
simple compound sentences.
Sometimes in a dependent relationship the subordinate part serves to reveal the valence of
the dominant part, if everything is connected with it, in a free relationship the subordinate
part does not reveal the valence of the dominant part. In what form the subordinate part
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695
comes does not depend on the dominant part. For example,
a worker in a factory. An
excellent student in our class.
Free communication is similar to another type of communication that is part of the connected
communication. Therefore, in Uzbek linguistics, such types of compounds have been studied
under the name of the quality of the controlling communication - the control of the noun.
But elements that enter into free communication differ from control elements in an important
way. The semantic-grammatical properties of the dominant part, its categorical sign, play a key
role in the emergence of the control relation. The categorical properties of the dominant part
predetermine the form of the subordinate part and the nature of its connection with the dominant
part. For example, in the construction Mashinada keldim, the occurrence of the subordinate
noun (mashinada) in the instrumental case is predetermined by the general categorical
meaning (belonging to the verb category) and the specific categorical meaning (intransitivity,
relation, etc.) of the dominant part.
In free communication, neither the general categorical meaning nor the specific
grammatical meaning of the dominant part requires the subordinate part to be in the form
of a control. Words such as thank you (thank you for your help), gift (gift to children, gift from
children, gift from children), letter (letter from my brother, letter to my brother, letter from
my brother) do not require a consistent form for themselves. The fact that such words are
freely combined with words in the conjugations of departure, place, and exit indicates not that
they control words in a specific conjugation form , but rather that they are neutral in relation to
these forms. Compounds of the type "permit me", "greet my brothers" are formed by
dropping the auxiliary verb : "permit me", "greet my brothers". Subordinate The
participle (to me, to my brothers) took the form required by the categorical and specific
grammatical meanings of the governing verb. The omission of the governing verb also
eliminated the relation of the subject and led to the occurrence of elliptical or
cantamihation phenomena in linguistics.
In addition, sometimes ordinary complements and cases are connected to verb clauses by means
of conjunctions or control relations, forming word combinations and serving to complete them.
In this case, the complement or case is subordinate, and the verb clause acts as a dominant word.
However, in sentences where determiners formed in the form of case or complement are used, it
is not possible to determine the word combination, let alone any dominant component specific to
its word combinations, in the first place. These parts are related to the whole sentence, to its
integral predicative basis consisting of the possessive and the clause. They expand not a specific
word, a part of a sentence, but the whole sentence. In such a situation, a formal-substantive
imbalance arises. This also requires some adjustments to the traditional classification of word
combinations in terms of syntactic connection.
Conclusion.
In all the above-mentioned types of compounds, the form of the subordinate part
does not depend on the general categorical meaning and specific grammatical meaning of the
dominant part. Therefore, this type of connection constitutes a separate type - free connection.
The gradual introduction of such phenomena characteristic of the syntactic level of a simple
sentence into the educational system on a scientific basis indicates the need for a deeper study of
the formal-semantic relationships of syntactic units.
Reference
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696
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