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241References
1. Bonk C.J. & Graham C.R., 2005. Handbook of blended learning: Global Perspectives, local designs, Pfeiffer Publishing.
2. Bender T., 2003. Discussion-based online teaching to enhance student learning, Stylus Publishing.
3. Hockly N. ClandfieldL., 2010. Teaching Online: Tools and Techniques, Options and Opportunities, Delta Publishing.
PHRASEOLOGY AS A BRANCH OF LINGUISTIC SCIENCE
Karimova Z.A.
Karimova Zaynab Abduamitovna - English language Teacher, DEPARTMENT FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: this article serves as a brief resource about phraseological units. The author has been cited some points of the linguists who are considered to be the founder of that phenomenon. At the same time according to those views the author mentions that, as for all classifications done by linguists are parts of lexicology, though the term itself relates to the science of linguistics.
Keywords: lexicology, idioms, lexicographer, fixed context units, set expression.
The lexicology of a language is enriched not only by words but also by word-equivalents (I. Arnold) or phraseological units. Phraseological units are word-groups that cannot be made in the process of speech; they exist in the language as ready-made units. They are compiled in special dictionaries. The same as words phraseological units express a single notion and are used in a sentence as one part of it. The lexicographers call such units as "idioms".
Phraseological units can be classified:
a) according to the ways they are formed;
b) according to the degree of the motivation of their meaning;
c) according to their structure and according to their part-of-speech meaning [3, c. 182].
A.V. Koonin claims that phraseology has to be an independent linguistic science and not as a part of lexicology. In lexicology there is great ambiguity of the terms phraseology and idioms. Opinions differ as to how phraseology should be defined, classified, described and analyzed. The word "phraseology" has very different meanings in this country and in Great Britain or the United States [1.c. 78]. In linguistic literature the term is used for the expressions where the meaning of one element is dependent on the other, irrespective of the structure and properties of the unit (V.V. Vinogradov); with other authors it denotes only such set expressions which do not possess expressiveness or emotional colouring (A.I. Smirnitsky), and also vice versa: only those that are imaginative, expressive and emotional (I.V. Arnold). N.N. Amosova calls those expressions as fixed context units, i.e. units in which it is impossible to substitute any of the components without changing the meaning not only of the whole unit but also of the elements that remain intact. In English and American linguistics the situation is very different. No special branch of study exists, and the term "phraseology" is a stylistic one meaning, according to Webster's dictionary, "mode of expression, peculiarities of diction, i.e. choice and arrangement of words and phrases characteristic of some author or some literary work".
The word "phrase" is no less polysemantic. The term "set expression" is on the contrary more definite and self-explanatory, because the first element points out the most important characteristic of these units, namely, their stability, their fixed and ready-made nature. The word "expression" suits our purpose, because it is a general term including words, groups of words and sentences, so that both ups and downs and that's a horse of another colour are expressions. That is why in the present chapter we shall use this term in preference to all the others. The most salient semantic feature of a pure or semi-idiom is its semantic unity. The non-literal idiomatic meaning is opposed to the literal meaning of a free word-combination. Reproducibility is regular use of phraseological units in speech as single unchangeable collocations.
Idiomaticity is the feature of phraseological unit, when the meaning of the whole is not deducible from the sum of the meanings of the parts. The term idiomaticity is also understood as lack of motivation from the point of view of native speakers. Criteria of stability (idiomaticity) fined as non-motivated word-groups that cannot be freely made up in speech but are reproduced as ready-made units. This definition proceeds from the assumption that the essential features of phraseological units are stability of the lexical components and lack
of motivation. It is consequently assumed that unlike components of free word-groups, which may vary according to the needs of communication, member-words of phraseological units are always reproduced as single unchangeable collocations. The information is additive and each element has a much greater semantic independence. Each component may be substituted without affecting the meaning of the other: cut bread, cut cheese, and eat bread. Information is additive in the sense that the amount of information we had on receiving the first signal, i.e. having heard or read the word cut is increased, the listener obtains further details and learns what is cut. The reference of cut is unchanged. No substitution for either cut or figure can be made without completely ruining the following: I had an uneasy fear that he might cut a poor figure beside all these clever Russian officers (Shaw). He was not managing to cut much of a figure (Murdoch) [5, c. 117].
References
1. Koonin A. V. English-Russian phraseological dictionary. Press Publication M.D. Litvanova. M., 1984.
2. Arnold I. V. The English Word. M., 1986.
3. Fernando C. Idioms and Idiomaticity. Oxford University Press, 1996.
4. GinsburgR.S. and others. A Course in Modern English Lexicology. M., 1979.
5. Readings in Modern English Lexicology. L., 1969.
ПРАГМАТИЧЕСКИЕ ОСОБЕННОСТИ ЛЕКСИКИ В ЦИТАТАХ МАО ЦЗЭДУНА ОБ ОБРАЗОВАНИИ Бурцев И.И.
Бурцев Иннокентий Иннокентьевич — студент магистратуры, кафедра восточных языков и страноведения, Институт зарубежной филологии и регионоведения Северо-Восточный федеральный университет им. Максима Кировича Аммосова, г. Якутск
Аннотация: в статье рассматриваются прагматические особенности лексики в цитатах Мао Цзэдуна об образовании.
Ключевые слова: Мао Цзэдун, Китай, лексика, цитаты, образование.
УДК 81.373.47
Мао Цзэдун представляет собой одну из самых ярких и противоречивых фигур XX века. Он родился в крестьянской семье в провинции Хунань. Начальное образование получил в частной деревенской школе. Затем поступил в среднюю школу в городе Чанша. В том же году в Китае произошла Синьхайская революция, положившая конец монархии. Тем временем Мао успел сменить несколько учебных заведений — от полицейского и юридического до коммерческого. В 1913 году ему удалось поступить в педагогическое училище в Хунани. После учебы в училище, Мао переезжает в Пекин, где устраивается на работу. Там он знакомится с коммунистическими идеями. Вскоре делает выбор в пользу коммунизма, решив, что только эта идеология способна помочь его родине [1, 8].
Актуальность. В последнее время Китай стал одной из наиболее сильных держав в мире. Истоки современной китайской политической теории необходимо искать в первую очередь в изречениях Мао Цзэдуна. Почти тридцатилетняя деятельность Мао на посту руководителя коммунистического Китая до неузнаваемости изменила эту страну и на долгие годы вперед определила ее как внутри-, так и внешнеполитические ориентиры.
Целью работы является выявление прагматических особенностей лексики цитат Мао Цзэдуна об образовании.
Как и его современники, Мао Цзэдун изучал книги по истории Китая, указы императоров Поднебесной, учение легистов, классическую прозу и поэзию. Одним из главных рычагов процветания страны, Мао Цзэдун считал распространение и улучшение образования. Об этом свидетельствуют и его цитаты, например: «^ЭД^Щ^^Щ ' —' - «Учиться, учиться
и еще раз учиться, один день пропустить и отстать от Лю Шаоци». Цитата применяется не только по отношению к отдельным людям, но и странам, партиям и т.д. Китай должен учиться, работать, чтобы не отстать от других стран.
В ходе работы мы исследовали 10 цитат Мао Цзэдуна об образовании. Все они были произнесены в период с 30-х по 50-е годы XX века. Из них выявили несколько лексических единиц, которые на наш взгляд показывают прагматические особенности цитат:
