Conclusion.
Romanticism, attitude or intellectual orientation that characterized many works of literature, painting, music, architecture, criticism, and historiography in Western civilization over a period from the late 18th to the mid-19th century. Romanticism can be seen as a rejection of the precepts of order, calm, harmony, balance, idealization, and rationality that typified Classicism in general and late 18th-century Neoclassicism in particular. It was also to some extent a reaction against the Enlightenment and against 18th-century rationalism and physical materialism in general. Romanticism emphasized the individual, the subjective, the irrational, the imaginative, the personal, the spontaneous, the emotional, the visionary, and the transcendental. Among the characteristic attitudes of Romanticism were the following: a deepened appreciation of the beauties of nature; a general exaltation of emotion over reason and of the senses over intellect; a turning in upon the self and a heightened examination of human personality and its moods and mental potentialities; a preoccupation with the genius, the hero, and the exceptional figure in general and a focus on his or her passions and inner struggles; a new view of the artist as a supremely individual creator, whose creative spirit is more important than strict adherence to formal rules and traditional procedures; an emphasis upon imagination as a gateway to transcendent experience and spiritual truth; an obsessive interest in folk culture, national and ethnic cultural origins, and the medieval era; and a predilection for the exotic, the remote, the mysterious, the weird, the occult, the monstrous, the diseased, and even the satanic.
References
1 Marcella Frank, Modern English a Practical Reference Guide, (US: New York
University, 1972), P. 164
2. Zhalolov J. Methods of teaching foreign languages. Tashkent, Ukituvchi, 1996
3. Azizkhodjaeva N. N. Educational Technologies and Pedagogical Skills,Tashkent, 2003.
4. Ausubel, David. P. (1968). Educational Psychology: A Cognitive View. New York: Holt. Rinehart and Winston.Inc.
5. Blažek, Václav (2001) Indo-European Prepositions and Related Words: Internal Analysis and External Comparison. In: LinguisticaBrunensia: SborníkPracíFilosofickéFakultyBrněnské University, A: ŘadaJazykovědná/Series Linguistica, Vol. 49, pp. 15-43
6. Bullokar, William (1586) Bref Grammar for English. London: Edmund Bollifant.
7. Bland K. S. (2004). Grammar Sense. Oxford University Press, USA.
8. Biber, D., Conrad, S., &Roppen, R. (1998). Corpus Linguistics: Investingating Language Structure and Use. Cambridge: Cambridge University Press.
9. Boers, F. (1996). Spatial Prepositions and Metaphor: A cognitive semantic journey along the up-down and the front-back dimension. Tübingen: Gunter NarrVerlag.
10. Boers, F. and M. Demecheleer. 1998. A cognitive semantic approach to teaching Prepositions. ELT Journal, 52, 3, 197-204.
11. Cobbett, William (1983) A Grammar of the English Language. The 1818 New York first edition with passages added in 1819, 1820, and 1823. Amsterdam: Rodopi
12. Clark, E. (1973). Nonlinguistic strategies in the acquisition of word meanings. Cognition, 2, 161-182.
13. Celce-Murcia, M. & Larsen-Freeman, D. (1999) The Grammar Book: An ESL/EFL Teacher’s Course (2nd edition).USA: Heinle&Heinle Publishers.
14. Chomsky, N. (1975). Reflections on language. New York: Pantheon.
15. Dewell, R. (1994). Over again: image-schema transformations in semantic analysis. Cognitive Linguistics, 5(4), 351-380
16. Evans, V. (2007a). A Glossary of Cognitive Linguistics. Edinburgh: Edinburgh University Press.
17. Gardner, D., & Davies, M. (2007). Pointing out Frequent Phrasal Verbs: A Corpus-Based Analysis. TESOL quarterly, 41(2), 339-359.
18. Geeraerts, D. (2007). Where does prototypicality come from? In V. Evans, B. Bergen & J. Zinken (Eds.), The Cognitive Linguistics Reader (pp. 168-185). London/Oakville: Equinox Publishing Ltd.
19. F. Gabdulxanov. Prospects in Development of The Methodology in Teaching Foreign Languages in Uzbekistan 2013
20. Gazdar, Gerald, Klein, E., Pullum, G., Sag, Ivan (1985) Generalized Phrase Structure Grammar. Oxford: Blackwell.
21. Jackendoff, R. (1983). Semantics and cognition Cambridge, MA: MIT Press.
22. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning Oxford: Oxford University Press
23. Lakoff, George. 1993. “Contemporary theory of metaphor.” In Metaphor and Thought, 2nd edition, Andrew Ortony (ed), 202–251.Cambridge: Cambridge University Press
24. Langacker, R. W. (1987). Foundations of Cognitive Grammar, i, Theoretical Prerequisites. Stanford: Stanford University Press.
25. Leech, Geoffrey, Paul Rayson and Andrew Wilson (2001) Word Frequencies in Written and Spoken English based on the British National Corpus. London: Longman
26. Levinson, S. C., & Wilkins, D. P. (Eds.). (2006). Grammar of Space: explorations of cognitive diversity. Cambridge, New York Cambridge University Press.
27. Lindstromberg, Seth. 1996. “Prepositions: meaning and method.” English Language Teaching Journal 50, (3): 225–236.
28. Lindstromberg, Seth,1998. English prepositions explained, UK.
29. Lorincz, K. and Gordon, R.(2012) ‘Difficulties in learning Prepositions and Possible Solutions’. Linguistics Potfolio.1, p.14
30. Muller, C.M. (2011) ‘English Learners’ knowledge of prepositions: Collocational Knowledge or knowledge based on meaning’ System: an international Journal of Educational technology and applied Linguistics. 39 (4), p 480-490
31. John Peck, Martin Coyle. A brief history of English literature.Palgrave, 2002.
32. Thornley G.C. An outline of English literature.Longman, 2003.
33. БақоеваМ, МуратоваЭ, ОчиловаМ., English literature. Т. : 2006
34. Liliana Sikorska. An outline history of English literature. 2003, 529p
35. Oxford companion to English literature. Margaret Drabble. Oxford University press.2000.
36. Г.В.Аникин, Н.П. Михальская История Английской литературы М.1985 й.
37. Ф. БойназаровЖаҳонадабиёти Т. 2006 й.
Do'stlaringiz bilan baham: |