Опубликован 2025-06-19

METHODOLOGICAL APPROACHES OF TEACHING SYNTACTIC VARIATIONS IN ENGLISH LANGUAGE

METHODOLOGICAL APPROACHES OF TEACHING SYNTACTIC VARIATIONS IN ENGLISH LANGUAGE

Аннотация


Language is a dynamic and intricate system that allows us multiple ways of expressing the same idea. One fascinating aspect of linguistic variation is syntactic synonymy, a phenomenon in which different syntactic structures convey the same or nearly the same meaning. Currently, there is no universally recognized theory of syntactic synonymy in Russian, foreign, or Uzbek linguistics and a condition that causes variability in language is syntactic synonymy. Syntactic variability allows language learners to construct sentences in multiple ways, promoting a deeper understanding of grammar, meaning, and nuances in the target language[1].The concept of variation is relatively broad and relates to various fields, and it can be seen that it has its own essence not only in the general socio-political or linguistic sphere, but also in the field of exact sciences. The study of syntax variability was analyzed by world linguists, N. Chomsky,[2] V.V. Vinogradov,[3] in their works, expressed their views on syntactic synonymy. According to Ellis [4], syntactic variability is essential for achieving fluency as it allows learners to adapt their language use to different contexts, settings, and communicative goals.

Как цитировать


Aymanova, S. (2025). METHODOLOGICAL APPROACHES OF TEACHING SYNTACTIC VARIATIONS IN ENGLISH LANGUAGE: METHODOLOGICAL APPROACHES OF TEACHING SYNTACTIC VARIATIONS IN ENGLISH LANGUAGE. Журнал иностранных языков и лингвистики, 4(1). извлечено от https://ruslit.jdpu.uz/index.php/fll/article/view/10913

Библиографические ссылки


Aymanova Sh.K. (2024) NSPI “Ilim hám jámiyet” (78-81pp)

Noam Chomskiy. “Aspects of syntax”. Cambridge Massachusetts Institute of technology.1965.pp-56

Ellis, R. (1994). The study of second language acquisition. Oxford University Press

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.

В.В.Виноградов. “Основные типы лексических значений слова”.Москва 1977. С 84

Suraganova A., Mamirbaeva D. IMPROVING PRAGMATIC COMPETENCE OF STUDENTS IN LANGUAGE TEACHING //Вестник науки. – 2024. – Т. 3. – №. 12 (81). – С. 898-904.

Azatovna N. N., Utebaevna T. A. THE EFFECTIVENESS OF THE COMMUNICATIVE APPROACH IN TEACHING ENGLISH TO MEDICAL STUDENTS: A REVIEW OF RECENT RECENT RESEARCH //Hamkor konferensiyalar. – 2024. – Т. 1. – №. 7. – С. 357-359.

Saparov, S. P. (2015). LINGOCULTUROLOGY AND PHRASEOLOGICAL UNITS AS LINGOCULTUREME. Teoretičeskaâ i prikladnaâ nauka, 5(25), 173-176.

Сапаров, С. (2024). Ingliz va qoraqolpoq tillarining metaforik xarakterdagi komparativ frazeologik birliklari. Преимущества и проблемы использования достижений отечественной и мировой науки и технологии в сфере иноязычного образования, 1(1), 151-153.

Сапаров, С. П. (2022). ЛЕКСИКО-СЕМАНТИЧЕСКИЙ АНАЛИЗ ФРАЗЕОЛОГИЧЕСКИХ ЕДИНИЦ АНГЛИЙСКОГО И КАРАКАЛПАКСКОГО ЯЗЫКОВ. ХАБАРШЫСЫ, 3, 195

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