[휴실] 새벽벌도서관 2층 열람실(새벽별당 제외) 및 4층 쉼터 리모델링 안내 (공사기간: ~ 3. 31.)
[휴실] 새벽벌도서관 2층 새벽별당 보수 공사 안내(공사기간: 3.15.~3.25.)
도서관 시스템 중단 안내(3. 21.~3. 23.)

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프랑스어
á à Á À é è É È ç Ç ê        
스페인어
à á Á é É í Í Ó ó Ú ú Ñ ñ ä Ä
Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ  
Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω  
α β γ δ ε ζ η θ ι κ λ μ  
ν ξ ο π ρ ς σ τ υ φ χ ψ ω
À Á Â Ã Ä Å Æ Ç È É Ê Ë Ì Í Î Ï
Ð Ñ Ò Ó Ô Õ Ö Ø Ù Ú Û Ü Ý Þ ß  
à á â ã ä å æ ç è é ê ë ì í î ï
ð ñ ò ó ô õ ö ø ù ú û ü ý þ ÿ  
А Б В Г Д Е Ё Ж З И Й К Л М Н О П
Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я  
а б в г д е ё ж з и й к л м н о п
р с т у ф х ц ч ш щ ъ ы ь э ю я  
ⅰ ⅱ ⅲ ⅳ ⅴ ⅵ ⅶ ⅷ ⅸ ⅹ Ⅰ Ⅱ Ⅲ Ⅳ Ⅴ Ⅵ Ⅶ Ⅷ Ⅸ Ⅹ
ㅥ ㅦ ㅧ ㅨ ㅩ ㅪ ㅫ ㅬ ㅭ ㅮ ㅯ ㅰ ㅱ ㅲ ㅳ ㅴ ㅵ
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ㆇ ㆈ ㆉ ㆊ ㆋ ㆌ ㆍ ㆎ                  
′ ″ ℃ Å ￠ ￡ ￥ ¤ ℉ ‰ ＄ ％ Ｆ ￦ ㎕ ㎖ ㎗ ℓ ㎘ ㏄
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㎂ ㎃ ㎄ ㎺ ㎻ ㎽ ㎾ ㎿ ㎐ ㎑ ㎒ ㎓ ㎔ Ω ㏀ ㏁ ㎊ ㎋    
㎌ ㏖ ㏅ ㎭ ㎮ ㎯ ㏛ ㎩ ㎪ ㎫ ㎬ ㏝ ㏐ ㏓ ㏃ ㏉ ㏜ ㏆    
± × ÷ ≠ ≤ ≥ ∞ ∴ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒
≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧
∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞      
  ก ข ฃ ค ฅ ฆ ง จ ฉ ช ซ ฌ ญ ฎ ฏ
ฐ ฑ ฒ ณ ด ต ถ ท ธ น บ ป ผ ฝ พ ฟ
ภ ม ย ร ฤ ล ฦ ว ศ ษ ส ห ฬ อ ฮ ฯ
ะ ั า ำ ิ ี ึ ื ุ ู ฺ         ฿
เ แ โ ใ ไ ๅ ๆ ็ ่ ้ ๊ ๋ ์ ํ ๎ ๏
᠀ ᠁ ᠂ ᠃ ᠄ ᠅ ᠆ ᠇ ᠈ ᠉ ᠊          
᠐ ᠑ ᠒ ᠓ ᠔ ᠕ ᠖ ᠗ ᠘ ᠙            
ᠠ ᠡ ᠢ ᠣ ᠤ ᠥ ᠦ ᠧ ᠨ ᠩ ᠪ ᠫ ᠬ ᠭ ᠮ ᠯ
ᠰ ᠱ ᠲ ᠳ ᠴ ᠵ ᠶ ᠷ ᠸ ᠹ ᠺ ᠻ ᠼ ᠽ ᠾ ᠿ
ᡀ ᡁ ᡂ ᡃ ᡄ ᡅ ᡆ ᡇ ᡈ ᡉ ᡊ ᡋ ᡌ ᡍ ᡎ ᡏ
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'학술논문' 에서 검색결과 91,961건 | 목록 1~20
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What is philology and its difference from other areas: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 12 Abstract : This article provides information about the history of philology, teaching methodology, what philology is, and its difference from other fields. Key words : Philology, teaching methodology, science, linguistics, literary studies, tex- tual studies, source studies. Philology (from ancient Greek: philologia - «love of words», «love of words») is a general science consisting of the cooperation of humanities - linguistics, literary studies, textual studies, source studies, paleography, and others; studies the histo-ry and essence of human spiritual culture by linguistic and stylistic analysis of writ-ten monuments. The text, which consists of the sum of its internal issues and ex-ternal relations, is the first basis that determines the existence of philology. By focusing on the text and creating supporting comments (the most ancient form of philological works), philology covers human life, first of all, spiritual life with all its breadth and depth. Philology appeared in the period when the culture of writing was relatively advanced. The ancient highly developed cultures of the Middle East were almost unaware of philology, and in the Middle Ages Western Europe did not pay enough attention to it either; At the same time, philology is the homeland of philosophy. In India and Greece, thinking about words and speech, in the way of its analysis, appeared in harmony with philosophy. Despite the conflicts that later occurred between the pursuit of abstraction in philosophy and the precision and concreteness of philology, the initial integrity and unity of philosophy and philolo-gy was not accidental: the periods of the rise and development of philology often coincided with the great periods of epistemological thought (for example, in the Hellenistic world - from Aristotle, in Europe in the 17th century - It happened after R. Descartes, in Germany in the 19th century - I. Kant). Qad. Chinese culture had its own philological traditions (Liu Se’s works, 5th-6th centuries AD). But Qad. The philological teachings of India and China, and their achievements in this field, were not known to Europeans until recent times. The traditions of European philology relied entirely on Greek sources, and ancient Sunyo philology. During the period of the Sophists (2nd half of the 5th century - 1st half of the 4th century BC), the ABDURAKHMONOVA MOKHINUR BAKHROMJON QIZI Student of Uzbek StateWorld Language University KHODIYEVA SHAKHNOZA ABDULLAYEVNA Senior teacher of Uzbek State World Language University WHAT IS PHILOLOGY AND ITS DIFFERENCE FROM OTHER AREAS https://doi.org/10.47689/STARS.university-pp12-16 STARS International University 13 field of literature is sufficiently separated from the non-literary environment to become the object of theoretical poetics and philology. Among the sophists, Pro-tagoras, Gorgias, Prodicus and others made great contributions to the develop-ment of philological methods; Greek literary theory rises to a higher level with Aristotle’s Poetics. In the Hellenistic period (3rd-1st centuries BC), philology was separated from the science of philosophy and passed into the hands of specialists - the librarians of Alexandria and Pergamum: they were engaged in identifying and interpreting the corrected texts of ancient authors. Dionysius of Thrace (c. 150-90 BC) developed a theory of word groups that is still in use today. Among the schol-ars of the early Christian era, Origen and Jerome (the person who first translated the Bible into Latin) carried out enormous textological works on the original ver-sion of the Bible and the Greek translation. The tradition of Greek philology was continued in Byzantium in the Middle Ages, preserving its ancient status (study and interpretation of classic texts); After the fall of the Roman Empire (1453), Re-naissance Italy inherited Byzantine philology thanks to the fleeing scholars. Qad. In Rome, philology was distinguished from phammatics, which studied the gram-matical aspect of the language, spelling. The next stage of development of philol-ogy is associated with the treatises of Dante, Boccaccio, Petrarch, and Lorenzo Wall during the Renaissance. In these treatises, the true content of Aristotle’s works is revealed, p. the written texts of Greek and Roman writers were studied and interpreted from a critical point of view. During the period when philology was depressed in Europe in the Middle Ages, during the 8th-14th centuries, Arabic philology began to develop on a large scale. In Arabic philology, the fields of lin-guistics and partly literary studies are developed. During this period, Kufa and Basra grammar schools (currents) emerged. Representatives of the grammar school of Basra: Khalil ibn Ahmad (8th century) and his student Sibawayhi devel-oped the standards of the classical Arabic language in their works and compiled the first explanatory dictionary of the Arabic language. Sibawayhi divided the word groups into 3 main groups (noun, verb, letter) defined the syntactic relations of word groups. The representatives of the Kufa grammar stream devoted their works to the syntax of the Arabic language and the dialectal grammatical features of the Arabic language. In the 9th and 10th centuries, both grammatical streams rose to the level of an independent school of linguistics. On the basis of Basra and Kufa fammatic trends, the Baghdad fammatic school was created, and the Bagh-dad grammatical theory was created. Ibn Jinni (10th century), a representative of the Baghdad grammar school, paid attention to issues of etymology in his works. As the rule of the Arab caliphate spread to Syria, Egypt, Iran, Spain, and Central Asia, philologists developed in these regions under the influence of the philologi-cal currents of Kufa, Basra, and Baghdad. representatives also participated. En-glish orientalist Ye. According to Brown, 30 of the 45 most influential representa-tives of Arab science and culture were representatives of non-Arab peoples. The emergence of the science of Turkic philology is also connected with the scientific activities of these scientists. Although philology was not considered a special sci-ence among the Turkic peoples in ancient times, there are many works related to it - dictionaries, grammars, treatises on literary studies, reviews, books on the his-tory and ethnography of the Turkic peoples. written Mahmud Koshgari (11th cen-tury) occupies a special place in the history of culture and science of Turkic peo- Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 14 ples. He is one of the scientists and the first to create the science of Turkic philol-ogy. His work «Devonu Lugotit Turk» covers almost all areas of this science: lexi-con, phonetics and morphology of Turkic languages, classification of Turkic lan-guages, oral creativity of Turkic peoples, etc. The work also contains valuable in-formation on ethnography, toponymy, and geographical location of Turkic peo-ples. M. Koshgari also founded the comparative study of languages. Mahmoud Zamakhshari (11th-12th centuries), nicknamed «Jorullah» («Neighbor of God») by the scholars of his time, made a great contribution to the development of Eastern science and culture. He created more than 50 works related to philosophy, history, literary studies, folklore studies, linguistics. His work «Mukaddimat uladab» is im-portant not only in terms of studying the history of the Arabic language and lin-guistics, but also in terms of studying the history of the languages of the Turkic peoples. In the dictionary part of the work, Persian and Mongolian translations of Arabic words as well as Turkish translations are given. In addition to these, more than 10 monolingual or bilingual explanatory dictionaries created by well-known or unknown authors in the 13th-19th centuries made a certain contribution to the development of the science of philology in Turkic languages. Also, Alisher Navoi’s works «Muhokamat ullugatayn», «Mezon ulavzon», «Majolis unnafois», «Tarihi mu-luki Ajam», Babur’s «Mukhtasar» («Risolai aruz») and «Boburnoma», Abul g hozi Bahadirkhan’s «Shajarai turk» and « «Shajarai tarokima» books, historical works of authors such as Munis, Ogahi, Bayani, Sheikh Ahmad Tarazi’s book «Funun ulbalo-ga» on literary studies and other scientific works enriched the science of philology in a broad sense. In the 18th century in Germany, the philologist I.I. A new era of philology begins due to the emergence of Winckelmann’s theory of «neohuman-ism» (new humanism). The question of the whole, whole image of the an c ient world is raised with the same scientific rigor as it was during the Renaissance. German philologist philology A. Wolf uses the term «philology» as the name of the science of antiquity, the ancient world. During this period, philology was under-stood in a very broad sense and included not only the study of a specific national language and literature, but also history, philosophy, art, and even material cul-ture. Philology. the department that studies cultural monuments and i nterprets the works of Greek and Roman authors was later called «classical philology». In the 19th century, the process of separation of philology from other disciplines in-tensified. As a result of the work of German philologists G. Uzener, E. Rode, U. von Wilamowitz Möllendorf and others, world history is separated from philology as an independent branch of science; at the same time, under the influence of romanti-cism and other Goya trends, along with «classical philology», «new philology» was born: Germanic studies (such as Ya. and V. Grimm), Slavic studies (A. Vostokov, V. Ganka), Oriental studies. At the same time, the Grimms, philologist Dietz, I. Do-brovsky, A. Vostokov and other philologists developed the comparative-historical method of language study. In the 18th and 19th centuries, the science of Turkic studies appeared as a branch of philology. During the period when special departments of philology as above appeared and the comparative historical method began to be used, the concept of philology narrowed and became equal to linguistics. At the end of the 19th and the begin-ning of the 20th century, the concept of philology became clearer and included the study of languages and literature; such disciplines as textology, source stud- STARS International University 15 ies, paleography appear as auxiliary fields of philology, especially the formation and development of textology played an important role in publishing manuscripts and works of classic poets (for example, Yusuf Khos Hajib, Atoi, Navoi, Babur; Pushkin, Lermontov, etc.). Linguistics and literary studies that make up philology, in turn, are divided into special fields: general linguistics, language history, the study of modern languages; folklore studies are also included in the scope of liter-ary theory, literary history, literary criticism and other philology because folklore is also an art of speech. Modern philology reveals new problems of language and literature study and develops new methods; developing a continuous connection with written sources typical of all periods of social life; philological research is being conducted with a deep scientific and critical approach to existing sourc-es. The most important characteristic of modern philology is to limit its tasks to the tasks of such subjects as history, philosophy, art history, and cultural history, which were separated from the bosom of philology, which was once considered a single, integrated science, and at the same time, creative cooperation with them. Although the foundations of Uzbek philology go back to the times and works of M. Koshgari, M. Zamakhshari, it has developed in a unique way over the years! how-ever, Uzbek philology in the current sense began to form at the beginning of the 20th century: Uzbek linguistics, literary studies, source studies, and textual studies developed as branches of philological science. Current Uzbek philology is devel-oping in every way as a component of world philology. M. Behbudi, Fitrat, Chol-pon, Avloni, Elbek, Ghozi Olim Yunusov, A. Zahiri, Otajon Hashim, Hodi Zaripov, S. Ibrohimov, P. Shamsiyev, Sh. Khurshid, Olim Sharafiddinov, S. Mutallibov, Izzat Sultan, O. Usmanov, S. Usmanov, U. Tursunov, philology Kamal, V. Abdullayev, V. Zohidov, G‘. Karimov, philology Abdullayev, A. Gulomov, H. Sulaymanov, Russian scientists Ye. Polivanov, K. Yudakhin, A. Borovkov, V. Reshetov, A. Kononov, A. Shcherbak, and others have significant contributions. Also Sh. Shoabdurahman-ov, G. Abdurahmonov, A. Hayitmetov, A. Kayumov, A. Rustamov, Q. Mahmudov, M. Askarova, HI. Rahmatullayev, A. Hajiyev, A. Abdugafurov, B. Valikhojhayev, N. Karimov, T. Mirzayev, B. Nazarov, E. Fozilov, E. Begmatov, H. Nematov, A. Nur-monov, N. Makhmudov, and other contemporary Uzbeks have been participating in the development of philology with their scientific research. Philology has faced difficulties in the English-speaking world. Many Americans who studied in college do not know this word, and those who often repeat texts written by ancient Greek or Roman classics. Philology is a science of science. the king, the pride of the first great modern universities - grew up in Germany in the eighteenth and nine-teenth centuries. In the twelve years before 1850, the most advanced humanistic research in the United States and Great Britain and its generative currents were sent through the intellectual life of Europe and America. philosophy of text (liter-ature such as classical and biblical studies, «Sanskrit and Arabic», «Medieval and modern European writers»); 2) the theory of the origin and nature of language and (3) the comparative structure and historical evolution of languages and language families study ».»The events that happened since 1800 were the origin of «compar-ative philology», events that happened by Darwinists, such as «the common origin of humans», was based on the widest horizons and new knowledge. By the 18th century, English colonial leaders who were covering botany and Greek at school, realized that they had to do their work properly in classical Persian and even San- Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 16 skrit, they could not help noticing similarities between the oriental languages and their classical counterparts, but what was their meaning, and what was the origin of the distinction of language rather than of species?» The comparative philology of the study and development of true Indo-European languages quickly gained great respect in Germany.» Answer Grimm, true expressions of philologists and rare collectors, «There is no punishment, or so cruel to error. As mathematics or physics, in every sense a hard science, serious details have a cruel morality.» Popular English Philology to all kinds of questions about, etymology, different types of pronunciation and grammatical usage, sources of Cockney vocabulary, words, original place and per-sonal names, and pronunciation, it is very interesting to hear things discussed in railway stations and smoking rooms you can read long letters about them in the press, sometimes decorated with random, misunderstood, misinterpreted and used interesting information No, the subject of English philology is street has a strange fascination for the man within, but almost everything that is thought and said about it is wonderfully and hopelessly mistaken. English Philology attracts a greater number of cranks and defects than the giyas, which is the knowledge of people who are probably less educated on any subject. the general ignorance about it is so profound that it is very difficult to convince people that it is really a well-known fact and a definite doctrine on linguistic matters.» «If the nineteenth language of language is the century of discovery, the twentieth century is the century of language attachment. The nineteenth-century distinguished language in several ways: it learned to see language as an amalgam of sounds, and therefore how to study sounds, to understand the diversity of language, and to understand the history or studied not as a piece of literature, but as a separate language. «Philology» was considered the best. «Other studies, especially innovations such as anthropology, began at the same time that philology helped the emergence of linguistics ... New studies were different from the century: in the century, linguis-tics once again united language. words and so He developed an interest in the study of the sounds that combine to form words, understood universals in other languages, and he reintegrated other languages with other languages, particularly philosophy and psychology.» References: 1. Warschauer, M., & Kern, K. (2000). Network-based Language Teaching: Con- cepts and Practice, Cambridge: Cambridge University Press.[1] 2. Boswood, T. (1997). New Ways of Using Computers in Language Teaching (New Ways in Tesol Series II), California: Teachers of English to Speakers of Other Languages.[2] 3. Harmer, J. (2007). How to teach English, Harlow, Essex: Pearson-Longman. [3] 4.www.ziyonet.uz.[4]5.Jeyms Tyorner, Filologiya: Zamonaviy gumanitar fanlarning unutilgan man- balari, Princeton University Press, 2014[5] 2.Genri Vild, «Angliyadagi ingliz filologiyasi: Oksford universitetidagi imtihon maktablarida nutq so‘zlagan birinchi dars», 21 fevral 1921.[6]
Academic Journal
Mokhinur Abdurakhmonova; Shakhnoza Khodiyeva
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:12-16
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'The Province of English Philology,' PMLA (1898)
Book
Albert S. Cook
The Origins of Literary Studies in America ISBN: 9781003520009
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PERSON-ORIENTED APPROACH TO THE FORMATION OF THE FUTURE BACHELOR OF ENGLISH PHILOLOGY IN HIGHER EDUCATION INSTITUTIONS OF UKRAINE
Academic Journal
Nataliia ZHURAVEL
Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences. 13:40-47
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Integrating pragmatic competence to english language classes: Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 276 Abstract: In the pedagogy of language education, the importance of teaching Eng- lish pragmatic competence has received considerable attention lately. As an attempt to contribute to the literature in this field, this study investigated the importance of teaching pragmatic competence in English as a Foreign Language (EFL) context. It explored the extent to which Uzbek EFL teachers implement pragmatic competence features in their daily classroom practice. It also identified the difficulties they encounter during classroom procedures and practices. In order to achieve the study objectives, a mixed pragmatic competence and other types of competence. Keywords: pragmatic competence, pragmatics teaching, EFL, interlanguage, pragma- tic failure, L1, L2 Pragmatic competence is a broad concept that has been looked at different- ly according to the perspective of various researchers as shown in the preceding models. One of the earliest and widely cited definitions of pragmatic competence is that of Thomas (1983). She defines pragmatic competence as: “the ability to use language effectively in order to achieve a specific purpose and understand langua-ge in context” (Thomas, 1983: 92). This ability is reflected in two aspects: pragma-linguistic and sociopragmatic. The former is related to the knowledge of the prag-matic force of linguistic items, and the latter refers to appropriate use of language in different social contexts. Leech (1983: 10-11) describes sociopragmatics as ‘socio-logical interface of pragmatics’ and pragmalinguistics as being related to ‘the more linguistic end of pragmatics’. These two aspects are mirrored in Barron’s (2003: 10) definition of pragmatic competence as: “knowledge of linguistic resources available in a given language for realizing particular illocutions, knowledge of the sequential aspects of speech acts and finally, knowledge of the appropriate contextual use of particular languages’ linguistic resources”. A similar definition is provided by Murray (2009: 239): “Pragmatic competence can be defined as an understanding of the relationship between form and context that enables us, accurately and appropria-tely, to express and interpret intended meaning”. Likewise, Fraser (2010: 15) defines pragmatic competence as “the ability to communicate your intended message with all its nuances in any society”. KHODIYEVA SHAKHNOZA ABDULLAYEVNA Senior teacher Applied science department English philology faculty STARS International University INTEGRATING PRAGMATIC COMPETENCE TO ENGLISH LANGUAGE CLASSES https://doi.org/10.47689/STARS.university-pp276-279 STARS International University 277 SECOND-LANGUAGE LEARNERS AND PRAGMATIC COMPETENCE Research clearly shows that cultural differences lead to pragmatic differences among learners from different language backgrounds (Olshtain and Weinbach 1993; Murphy and Neu 1996). Even advanced learners tend to transfer pragmati-cs from their first language and culture to their L2. For example, when comparing the complaints of native and non-native speakers of Hebrew, Olshtain and Wein-bach (1993) found that non-native learners tended to give longer and less severe complaints, while native speakers’ complaints were shorter, more direct, and more severe. Although pragmatic differences can result in positive transfer if the speech act is similar in the first and second languages, it can also result in negative trans-fer if there are cultural and pragmatic differences between the two languages. For example, when Russians and Moroccans were asked to react to the idea of someone stealing their parking space in a parking lot, the Russians responded with warnings and threats, while the Moroccans either opted not to complain or used much softer strategies. The Russians felt that people should “play fair” in a parking lot, while the Moroccans felt that it was not serious. THE SPEECH ACT OF COMPLAINING Speech acts are the most basic unit of communication, with each speech act accomplishing a different communicative function. This article focuses on deve-loping L2 students’ pragmatic competence for the speech act of complaining, which is used to express the speaker’s dissatisfaction. Speech acts can be bro-ken down into smaller components, or strategies, that speakers use to accomplish the communicative function. For example, Murphy and Neu (1996, 199–203) iden-tify four strategies that can be used in the speech act of complaining. The spea-ker first initiates the conversation and explains the purpose, then makes a comp-laint. This is followed by a justification or explanation for complaint and request to rectify the situation, as shown in Strategy Example 1. Initiation and explanation of purpose “Excuse me, professor, but I wanted to talk to you about my grade.” 2. A complaint “My grade’s too low.” 3. A justification “I come to every class, and I study hard. I just didn’t do well on one test.” 4. A request “Can I do an extra credit assignment to improve my grade?” Table 1. Four strategies for complaining (adap-ted from Murphy and Neu 1996, 199–203) ESL STUDENTS’ PRAGMATIC COMPETENCE FOR COMPLAINTS To determine the pragmatic competence of my own ESL students, we recorded the complaints of 27 students completing a role play in pairs. The students were allowed to choose from three scenarios: complaining to a server at a restaurant, complaining to a neighbor about a noisy party, and complaining to a teacher about a grade. The students’ videos were analyzed for the speech act of complaining and then compared to videos of six native-speaking English teachers completing the same tasks. Finally, the overall pragmatic appropriateness of the L2 learners was ju-dged by a native speaker to determine whether the students were able to complain successfully in their L2. Results for all three complaint role plays, the native spea-kers followed the same format, including an initiation, a statement of the complaint, a justification or explanation of the complaint, and a request. In contrast, the L2 Global dunyoda ilm-fan va ta‘limdagi innovatsion rivojlanishning zamonaviy trendlari 15 dekabr, 2022 yil. 278 students did not always include all four strategies in their complaints. Although all students included a clearly stated complaint in their role plays, some did not include an initiation, a justification or explanation of their complaint, or a request. To many English speakers, leaving out an initiation or justification makes the student appear rude or impolite, while not including a request could mean that the student will not receive a satisfactory resolution to the complaint. Students can watch a video ba-sed on pragmatic competence Problem Example from Video Aggressive Complaint “Is there something wrong with me? Why do you hate me?” “It’s not fair. Everyone in the class gets A, A. Just me. It’s not fair.” Criticism of Teacher “And you put me low grade. And you, you didn’t grade me that well.” Distrust of Teacher “I have my American friend; he always helps me. So, I’m sure 100 percent of my answers, they are correct. So don’t tell me it’s wrong or something, because, I’m sure”. “But when you check and you write on the blackbo-ard, are you sure this is my name? You put my grades in my name, you don’t put somediv else? Because you have some guys, you know, they are lower grade, but you put for them A”. Threat “I will gonna go to the office and complain about you. I will wait till tomor- row. If nothing change, I will gonna go to the office and complain. I don’t want to do that, but …” Pragmatically inappropriate complaint to a teacher by an L2 student. Discussion of speech act According to Limberg (2015), class discussions that compare students’ native language (L1) and culture with the target language and culture help raise students’ pragmatic awareness of cultural norms. Students dis-cuss the questions in small groups Activity 1. Discussion Questions for Complaining 1. What is a complaint? What are some situations in which you might complain to someone? 2. What do people say to express a complaint in your first language? How is it different from what people say to express a complaint in English? 3. Is it common to complain about bad service in your country? Is it common to complain to a parent, a boss, or a teacher? Why or why not? 4. Would you complain different-ly to a friend, a server, and a teacher? Why or why not? Activity 2. Instructions: Imagine you are complaining to someone in your first langu- age. Write down what you would say for the three situations in the chart be-low, and then translate them directly to English without changing anything. How does the English version sound? Your First Language English Situation 1: Your classmate always comes late to group meetings and is not helping at all with your group’s presentation. Complain to that classmate. Situation 2: Your son was supposed to clean his room and take out the trash. He has not done either of these chores. Complain to your son. Situation 3: Your supervisor has been giving you a lot of extra work and projects, but your coworkers are not busy. Complain to your supervisor. STARS International University 279 References 1. Aksoyalp Y., and T.E. Toprak. 2015. Incorporating pragmatics in English langua- ge teaching: To what extent do EFL course books address speech acts? Internatio-nal Journal of Applied Linguistics and English Literature 4 (2): 125–133. 2. Bardovi-Harlig K., and Z. Dörnyei. 1998. Do language learners recogni- ze pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly 32 (2): 233–259. 3. Diepenbroek L., and T. Derwing. 2013. To what extent do popular ESL textbo- oks incorporate oral fluency and pragmatic development? TESL Canada Journal 30 (7): 1–20. 4. Eslami-Rasekh Z. 2005. Raising the pragmatic awareness of language learners. ELT Journal 59 (3): 199–208. Limberg H. 2015. Principles for pragmatics teaching: Apologies in the EFL classroom. ELT Journal 69 (3): 275–285. 5. Murphy B., and J. Neu. 1996. My grade’s too low: The speech act set of comp- laining. In Speech acts across cultures: Challenges to communication in a second language, ed. S. M. Gass and J. Neu, 191–216. Berlin, Germany. 6. Mouton de Gruyter. Olshtain E., and L. Weinbach. 1993. Interlanguage features of the speech act of complaining. In Interlanguage pragmatics, ed. G. Kasper and S. Blum-Kulka, 108–122. Oxford: Oxford University Press. Röver C. 2005. Testing ESL pragmatics: Development and validation of a web-based assessment battery. Frankfurt, Germany.
Academic Journal
Shakhnoza Khodiyeva
Современные тенденции инновационного развития науки и образования в глобальном мире. 1:276-279
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