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receptive and productive vocabulary usage remains an ongoing endeavor for educators. Conclusion
Teaching vocabulary is an intricate dance, demanding a nuanced understanding of the challenges students face. By moving beyond rote memorization, acknowledging the multifaceted nature of words, catering to learner variability, and employing effective assessment techniques, educators can cultivate a more comprehensive and engaging approach to vocabulary development. Through these efforts, we can empower learners to unlock the true potential of language and become confident communicators. References:
1. Stahl, S. A. (1992). Vocabulary development. In R. Barr, M. L. Kamil, P. Mosenthal, & D. P. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 707-750). Longman.
2. Nagy, W. (2009). Transparency and transfer revisited: Content morphologies in vocabulary instruction.
3. Beck, I. L., McKeown, M. G., & McKeown, P. G. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Publications.
4. Nation, I. S. P. (2000). Teaching vocabulary: Strategies for classroom instruction. Heinle & Heinle.
© Durdyyeva N.A., Rejepova N.N., 2024
УДК 37
Esenmadova A.D.
Candidate of philological sciences, senior lecturer of the department of Turkmen language of Turkmen State University named after Magtymguly
Ashgabat, Turkmenistan
TURKIC LINGUIST FARABY AND HIS WORKS ABOUT LINGUISTICS
Abstract
Faraby refers to simple words as words that mean different things or special words (Faraby), i.e. words that are used separately. He considered many words such as man, animal, horse, darkness, tree, etc. to be simple words (2, 58). It is wise to emphasize that each language contains common nouns (or gender words) and nouns, and each language has its own words and loanwords. In general, he considered the nouns, verbs, and small parts used in every language to be simple words.
Key words:
meaning, words, middle Turkic period, Central Asia, science, achievements, language, dialect
Эсенмадова А.,
кандидат филологических наук, старший преподаватель кафедры туркменского языка Туркменского государственного университета имени Махтумкули
Ашхабад, Туркменистан
ТЮРКСКИЙ ЛИНГВИСТ ФАРАБИ И ЕГО ТРУДЫ ПО ЛИНВИСТИКА
Аннотация
Фараби называет "Простые слова" словами обозначающими разные вещи или специальными словами (Фараби) то есть словами которые используется отдельно. Многие слова, такие как человек,
животное, лошадь, тьма, дерево и т.д., он считал простыми словами. Разумно подчеркнуть, что в каждом языке есть нарицательные существительные (или слова рода) и существительные, а также в каждом языке есть свои слова и заимствование слов. В целом он считал существительные, глаголы и мелкие части, используемые в каждом языке, простые слова.
Ключевые слова:
среднетюркский период, Средняя Азия, наука, достижения, язык, диалект.
Al-Farabi called the first part of the mentioned seven parts of the science of language "The science of simple words" and the third part "The science of the laws of simple words".
Faraby refers to simple words as words that mean different things or special words (Faraby), i.e. words that are used separately. He considered many words such as man, animal, horse, darkness, tree, etc. to be simple words (2, 58). It is wise to emphasize that each language contains common nouns (or gender words) and nouns, and each language has its own words and loanwords. In general, he considered the nouns, verbs, and small parts used in every language to be simple words.
In the science of simple words, first of all, unstressed sounds, their number, the speech organs that form them, and then stressed sounds and their number and types are studied. But why are infinitives studied in the first place? Because any root word in the Arabic language, the first or unformed original word (primitive or underived word) consists of pure vowels (2, 59-60). Those roots, original words, or first root words consist of two, three, four, and five consonants. The number, quality, and position of the vowels produced by this or that root word do not change. For example, lm, bhr, hrb, dr, drs... but the original words that consist of such pure infinitive sounds do not have any meaning in that situation. They are considered to be the first root word or unformed root word used to form words with lexical meaning, words that have a combination of lexical and grammatical meaning. By adding a consonant or vowels to the first root word or root word consisting of pure unstressed sounds, words with different lexical meanings and words with combined lexical and grammatical meanings are formed. In those words, the number, position, quality, and type of consonant sounds are not the same. For example, the following words were formed from the root word ktb by adding inflectional sounds:
katebun (kateeb+-u+-n) - writer (writer) kitabun - book, katabtu (katab+-tu) - I wrote, aktubu (a-+ktubu) -I write, kutubun (kutub+-u+-n) - books, letter (ma -+ktub-un) - written, yuktabu (yu-+ktab-u) - to be written, written (12,103). Or the root word bhr: bahrun (bahur-un) - sea, buhurun (buhur-un) - seas. Eq.: Between Jeyhun and Bahry Caspian -(Mg.) (bahr+y);
hrb root: harbun (harb-un) - war (equal: military) etc.
According to Faraby, the sound structure of the above words is stable. Sound changes do not occur even when word-forming and word-changing suffixes are added to them (2, 59). The phoneme of a word does not change due to the position of the sounds in the phoneme or the influence of one sound on another. But why did the phonemes of words always consist of the same sounds? Because the lexical and grammatical meaning of that or other word is related to the phonetic structure of the word. The mentioned meanings are "distorted" in the phonetic structure of the word. If the number or position of the sounds in the phonetic structure of the word changes, or the type or quality, then a word is formed that has a completely different lexical and grammatical meaning. This can be seen in the above example of the root word ktb and its derivatives. Reference
1. Abulgazi. Genealogical History. Ashgabat, 1992.
2. Al Faraby. О разуме и науке. Alma-Ata, Nauka, 1975.
3. Annaorazov J., Karli S., Kossekow D. History of the Middle Ages. Ashgabat, 2008.
4. Gullaev N. Antiquities. Ashgabat, 1986.
5. Gumilev L. N. Ancient Turks. M., 1967.
6. Old Turkic dictionary. L., 1969.
© Esenmadova A.D., 2024
