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Main part Semantically morphemes
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| bet | 1/15 | | Sana | 01.05.2023 | | Hajmi | 59.64 Kb. | | #55378 |
Bog'liq TYPES AND GROUPS OF MORPHEMES Algoritm 1-lab, 4.Kurs ishi - копия - копия - копия (45), Hisoblash tizim-WPS Office, IR tex xarita, Mavzu Pythonda Matplotlip Pyplot bilan ishlash-fayllar.org, Semantically formation of words in Uzbek and English speaking countries, parkinson, Ashuraliyev Donoyor, Mavzu O’rta Osiyoning qadimgi xalqlari haqida mahalliy manbalar-fayllar.org, 10-amaliy mashg‘ulot mavzu Yarim oval elementli kichik harflar , eYndsp0PFXCqsGXs4XsLVz39AgUmqXXjVRDsfjeo, S.ekol 2 must ish topsh (1), Investitsiya, Sog\'liqni saqlash muassasalarida mehnatni muhofaza qilishni tashkil etish xususiyatlarini o\'rganish.
THEMA: TYPES AND GROUPS OF MORPHEMES
PLAN
Introduction
Main part 1. Semantically morphemes 2. Functional Morphemes
3. Synchronic vs diachronic differentiation of affixes:
Conclusion
Introduction
Prezident Shavkat Mirziyoyev raisligida 6 may kuni chet tillarini o‘qitish tizimini takomillashtirish chora-tadbirlari yuzasidan videoselektor yig‘ilishi o‘tkazildi.
Mamlakatimizda har yili ilm-fanning bir nechta yo‘nalishi tanlab olinib, alohida e’tibor bilan rivojlantirilmoqda. Bu yil fizika va chet tillari ana shunday ustuvor sohalar etib belgilangan.
O‘zbekistonning ochiqlik siyosati, dunyo bozoriga faol kirib borayotgani, barcha sohalarda xalqaro hamkorlik kengayayotgani xorijiy tillarni bilishga ehtiyojni oshirmoqda.
bugungi kunda yurtimizdagi 25 ta oliy ta’lim muassasasida o‘qitish chet tilida olib borilmoqda. 2016 yilda ular atigi 7 ta edi. Xalqaro til sertifikati olgan bitiruvchi o‘quvchilar soni oxirgi 3 yilda 10 baravarga oshgan.
Joriy yilda “El-yurt umidi” jamg‘armasi orqali 350 nafar talabaning nufuzli xorijiy universitetlarda o‘qishi uchun stipendiyalar ajratildi. Bu o‘tgan yillarga nisbatan 5 baravar ko‘pdir.
Lekin, joylardagi ahvol maqsad qilingan katta rejalarga mos emas. Xususan, ta’lim tizimida 2 mingdan ortiq chet tili o‘qituvchisi lavozimi vakant bo‘lib qolmoqda. 1 ming 400 ta maktabda chet tilini o‘qitish sifati mutlaqo qoniqarsiz. Bu tizimdagi o‘qituvchilarning atigi 4 foizi milliy va xalqaro til sertifikatiga ega. Xonobod va Quvasoy shaharlari, Zafarobod, Mirishkor, To‘rtko‘l, Sherobod va Uzun tumanlarida bunday sertifikatli birorta o‘qituvchi yo‘q. Maktablardagi chet tili o‘qituvchilarining 49 foizi testdan o‘ta olmagan1.
Yig‘ilishda tizimdagi muammolar atroflicha tahlil qilinib, ustuvor vazifalar belgilandi.
– Mamlakatimizda xorijiy tillarni o‘rgatish bo‘yicha kelajak uchun mustahkam poydevor bo‘ladigan yangi tizimni yo‘lga qo‘yish vaqti-soati keldi. Biz raqobatdosh davlat qurishni o‘z oldimizga maqsad qilib qo‘ygan ekanmiz, bundan buyon maktab, litsey, kollej va oliy o‘quv yurti bitiruvchilari kamida 2 ta chet tilini mukammal bilishlari shart. Bu qat’iy talab har bir ta’lim muassasasi rahbari faoliyatining asosiy mezoniga aylanishi lozim, – dedi Shavkat Mirziyoyev.
Shu maqsadda Vazirlar Mahkamasi huzurida Xorijiy tillarni o‘rganishni ommalashtirish agentligi tashkil etilishi ma’lum qilindi.
Bu Agentlik dunyoda samarali natija bergan o‘qitish metodikalari, dastur va darsliklarini ta’lim tizimida joriy etib, xorijiy tillarni mukammal o‘zlashtirishga ko‘maklashadi. Ta’lim muassasalari, tarmoqlar va hududlarning ehtiyojidan kelib chiqib, kamida 10 ta chet tilini o‘rgatishni tashkillashtiradi.
Shuningdek, vazirlik, idora va boshqa ish beruvchilar bilan birga, xizmatchilarning kasbiy faoliyatini xorijiy tillarda to‘liq amalga oshirish imkoniyatini beradigan metodikalarni ishlab chiqib, sharoitga moslagan holda, amaliyotga joriy etadi.
Davlat tilidan xorijiy tillarga va xorijiy tillardan davlat tiliga professional tarjima qilish metodikalarini yaratish ham uning asosiy vazifalaridan biri bo‘ladi.
Agentlik xorijiy tillarni bilish reytingini ham yuritadi. Chet tili o‘qituvchilari uchun malaka talablari va baholash mezonlarini ishlab chiqadi hamda malaka toifalarini beradi.
Bir so‘z bilan aytganda, Agentlik “bog‘cha – maktab – oliy ta’lim – korxona” zanjiri orqali, aholining barcha qatlamiga mos bo‘lgan metodika, tavsiya va darsliklarni ishlab chiqadi hamda joriy etadi.
Chet tilini o‘qitishning ilmiy-pedagogik salohiyatini oshirish maqsadida “El-yurt umidi” jamg‘armasi orqali xorijiy doktoranturada ta’lim olish uchun yiliga 20 ta o‘rin ajratiladi.
Britaniya kengashi, Gyote instituti, Fransuz alyansi, KOIKA, JAYKA, Konfutsiy instituti kabi xorijiy tashkilotlar bilan hamkorlikni yanada kuchaytirish, nodavlat o‘quv markazlarini kengaytirish muhimligi qayd etildi.
Har bir vazirlik, idora, davlat kompaniyalari va yirik xususiy korxonalarda til o‘rganishni qo‘llab-quvvatlash, haftaning bir kunini belgilab, xorijiy tillarni o‘rganish uchun sharoit yaratish zarurligi ta’kidlandi.
Til o‘rgatuvchi videodarslar, film va ko‘rsatuvlar yaratish, elektron dasturlar ishlab chiqish bo‘yicha ham topshiriqlar berildi.
Speaking of word-structure on the morphemic level two groups of morphemes should be specially mentioned. To the first group belong morphemes of Greek and Latin origin often called combining f o-r m s, e.g. telephone, telegraph, phonoscope, microscope, etc.
The morphemes tele-, graph-, scope-, micro-, phone- are characterized by a definite lexical meaning and peculiar stylistic reference: tele- means ‘far’, graph- means ‘writing’, scope-‘seeing’, micro- implies smallness, phone- means ‘sound.’ Comparing words with tele- as their first constituent, such as telegraph, telephone, telegram one may conclude that tele- is a prefix and graph-, phone-, gram-are root-morphemes.
On the other hand, words like phonograph, seismograph, autograph may create the impression that the second morpheme graph is a suffix and the first-a root-morpheme_. This undoubtedly would lead to the absurd conclusion that words of this group contain no root-morpheme and are composed of a suffix and a prefix. Therefore, there is only one’ solution to this problem; these morphemes are all bound root-morphemes of a special kind and such words belong to words made up of bound roots.
The second group embraces morphemes occupying a kind of intermediate position, morphemes that are changing their class membership. The root-morpheme man- found in numerous words like postman [postmen], fisherman, gentleman in comparison with the same root used in the words man-made and man-servant is, as is well-known, pronounced, differently, the [ae] of the root-morpheme becomes [a] and sometimes disappears altogether. / we still recognize the identity of [man] in postman, cabman in man-made, man-servant^ we can hardly regard [man] as having completely lost the status of a root-morpheme?) It follows from all this that the morpheme -man as the last component may be qualified as semi-free.
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