|
CONCLUSION
The research developed by us allowed us to come important theoretical conclusions which can contribute into theoretical and issues and methodological foundations of negation category and the ways of teaching them.
The term "negation" was introduced into philosophy by the German philosopher Georg Hegel, but he put an idealistic meaning into it. In his opinion, negation is based on the development of ideas, the development of thought. Other German philosophers explained the term "negation" materialistically and showed that negation is an integral development of material reality.
From the above theses, one can see that negation does not completely destroy the old, but only moves it to a new level, which can be compared with both logic and language. Next, we will draw a parallel of this concept with logic and directly with language.
Negation has always been an object of both linguistics and formal logic. According to formal logic, negation is "... a logical operation that opposes a true judgment to an untrue, a false judgment to a false, indicating a discrepancy between a predicate and a subject, or forming an addition to this class ..."
Logical negation, expressed by lexical, syntactic and grammatical means of the language. In addition, denial can be expressed explicitly (at the lexical level – using negative affixes, particles and grammatical means) and implicitly (using words with negative semantics and various syntactic constructs);
The logical content of the language category of negation is non-being, other-being, difference, deprivation. Also, in the content of the language negations may include other denotative particulars, such as: disagreement, objection, refusal, prohibition, protest and others. Therefore, negation can also be attributed to the formal universals common to all languages:
In the sentence always denied some affirmation (predication), called "scopus" (from the Latin language "goal, range "), in other words, the scope of action, which can be the whole sentence or some part of it.
Within the framework of cognitive linguistics the negation is considered as a concept, i.e. operational meaningful unit of thinking.
In the research the comparative analysis of negation in three languages English, Uzbek and Russian is done and a variety of ways of expressing negation are analysed.
The main difference identified during research is the English negation is mostly nonnegative, while Uzbek and Russian language uses mostly polynegation in their sentences. But polynegative structures in Modern English are becoming common for British English to intensify emotional colouring or to show hyper negation.
In polynegative sentences Russian sentence contains не along with the negative pronouns.
The Uzbek polynegation is represented by affix morpheme –ma and negative pronouns.
The Uzbek na…na in some cases can transfer the meaning of English neither…nor.
Along with the Uzbek emas particle, the preposition tugul is used.
There are such ways of expressing negation as negative affixes; negative particles; negative pronouns and adverbs; negative conjunctions; negative prepositions (postpositions); and also an implicit way of expressing negation.
Lexical means of expressing negation are the means, in the semantics of which the negation contains. Moreover, the feature of the words of one part of speech, which is negative, easily enters into another part of speech during the formation of words. Together with other means, lexical means "offer" the speaker a choice of types of negation, and also make it possible to use linguistic means in the most correct way, create any linguistic situation, and achieve the intended tasks in speech.
Variety of negative syntactic constructions refers to the strengthening and weakening of meaning of negation. Strengthening and weakening of negation are expressed as intensification and de-intensification of negative meaning. Intensification - the de-intensification of negation is explained by mutual denial actions in the category of intensity that reflects all differences, which are the categories of quantity, magnitude, value, strength.
We relied on the communicative-cognitive and linguo-cognitive approaches to make it possible systematically teach negation in our research. Based on the role assigned to students in structure of tasks with a wide range of passive-oriented schematic images, diagrams, concept maps, explaining the nature of the studied phenomenon in connection with the relevant conceptual structures and mechanisms.
On the contrary, active-oriented funds imply direct participation of students in the process of generation, visualization, modification and interpretation of meanings.
Teaching negation should include the following components: accessibility and clarity, anthropocentricity and explicability, structured, motivation, communication orientated, cultural conditioning, reflexivity.
In the process of experiment, we also practiced the group of activities aimed to introduce with the variant of negation in English and their usage. As they are various and it was impossible to include all the type, we chose prefixation and negation, where firstly the negative prefixes were explained and followed by the exercise.
Explanation and exercises for negative adverbs and statements as a form of negation is another theme which was included into the experimental study. And one more exercise was suggested for double negation which is not against the rules of English grammar, but exceptionally used to make some emotional emphasis, to strengthen negation and becoming more popular in modern English.
We conducted experimental study. The results of the experiment showed that using exercises developed during the research in the English language classes conditions the creation of learning situations in which a certain set of knowledge is updated, which is necessary for solving a specific task, formed skills develop pupil’s readiness to communication in foreign language.
Do'stlaringiz bilan baham: |
