MINISTRY OF HIGHER AND SECONDARY SPECIALIZED EDUCATION OF REPUBLIC OF UZBEKISTAN Andizhan State University named after Z.M.Bobur Department of Grammar and Practical Course of the English Language Alijonova Madina Group 404 THEME: EFFECTIVE STRATEGIES FOR TEACHING THE SUBSTANTIVIZED ADJECTIVES IN MODERN ENGLISH AT UZBEK SCHOOLS Graduation paper Scientific supervisor: doctor of philology, professor G.M.Hoshimov 1
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MINISTRY OF HIGHER AND SECONDARY SPECIALIZED
EDUCATION OF REPUBLIC OF UZBEKISTAN
Andizhan State University named after Z.M.Bobur
Department of Grammar and Practical Course of the English Language
Alijonova Madina
Group 404
THEME: EFFECTIVE STRATEGIES FOR TEACHING THE
SUBSTANTIVIZED ADJECTIVES IN MODERN ENGLISH AT UZBEK
SCHOOLS
Graduation paper
Scientific supervisor: doctor of philology, professor
1. Actuality of the topic of the graduation paper…………………………..……….52. Aim of the research………………………………………………………………….53. Tasks of the research……………………………………………………............5-64. Object of the research ………………………………………………………………65. Subject matter of the research……………………………………………………..66. Methods of the research…………………………………………………………….67. Scientific novelty of the research………………………………………………….68. Materials for the research………………………………………………………….79. Methodology of the research……………………………………………………….710. Theoretical value of the research………………………………………………….711. Practical value of the research………………………………………………….…712. Field of application…………………………………………………………….……713. Structure of the graduation paper………………………………………….…..7-8
Chapter 1: Theory of adjectives in Modern Linguistics…………………..…9-36
1.1. Theory of adjectives in Modern Linguistics…………………………....9-26
1.2. Theory of the substantivized adjectives in Modern
Linguistics…………………………………………………………………...27-36
Chapter 2: Comparative study of the substantivized adjectives in Modern English and Uzbek for
linguadidactic purposes………………………………………37-59
2.1 Types of the substantivized adjectives in Modern English and Uzbek…37-54
2.2. Isomorphic and allomorphic features of the substantivized adjectives in Modern English and
Uzbek……………………………………………….…55-59
Chapter 3: Effective strategies for teaching the substantivized adjectives in Modern English at
Uzbek (higher) schools…………………………………..60-81
3.1. Effective strategies for teaching the substantivized adjectives in Modern English at Uzbek
2. Millatlar nomlari: Rus, nemis, ingliz, chex, fransuz, Amerikalik, Avstraliyalik, Avtriyalik.
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3. Davriy nashriyotni bildiruvchi otlashgan sifatlar: Kunlik, haftalik, oylik.
Qisman otlashgan sifatlar (Partially substantivized adjectives) do not exist in the Uzbek
language.
Basing on the material provided above, we have worked out the following table which
compares the types of substantivized adjectives in Modern English and Uzbek:
Fully substantivized
adjectives
English Uzbek
1. denoting a class of people + +
2. name of nationalities + +
3. describing periodical
edition
+ +
Partially substantivized
adjectives
English Uzbek
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1. describing a group of
people
+ -
2. name of nationalities + -
3. denoting abstract
notions
+ -
4. words of the pluralia
tantum.
+ -
3. EFFECTIVE STRATEGIES TO TEACHING THE SUBSTANTIVIZED
ADJECTIVES IN ENGLISH AT UZBEK SCHOOLS
3. 1. Effective strategies to teaching the substantivized adjectives in English at Uzbek
schools
One of the prerequisites of any teacher is the ability to adopt effective methods in
education. In our century, teachers have many options to choose from different teaching
techniques designed specifically for teaching foreign languages. We, as educators, should
manage enormous tasks of offering learning experiences to our students in the way that they
meet their needs. We should have the assurance that we put forward our best efforts to prepare
learning opportunities so that our students acquire the knowledge of the foreign language easily.
We should be flexible enough to a variety learning styles such as visual, kinesthetic, verbal,
logical and auditory. We should teach our students placing strong emphasis on the use of the
effective strategies to help them succeed.
This chapter considers a number of useful strategies to teach the English language.
49
In order for a language learner to be acknowledged as a successful student, the following
requirements should be met by him/her: 1) to use English to
communicate in social settings, 2) to use English to achieve
academically in all content areas, and 3) to use English in socially and culturally
appropriate ways. Several strategies are offered to develop competency in
social use of English. The use of seating arrangements (such as round tables or pairs) to
encourage social interaction is suggested. Teachers can also try to structure opportunities for
students to use English outside of the classroom. Cooperative learning encourages the use of
language in a social manner. Positive social interaction can help students perceive the classroom
as a comfortable and friendly place, where they will feel safe using their new language skills and
where they may find intrinsic motivation for communicating in English.
To enhance academic achievement, teachers can: create a language learning atmosphere
in the classroom; provide students with advanced technologies; label everything in the classroom
to build vocabulary and help students make connections to their native language; and have
different sources available for student use (books, magazines, newspapers, audio and video
tapes, computer software) to address different learning styles and also help build good
connections. To help students to use English in appropriate ways, teachers should teach what
language is appropriate in what conditions so that students can determine when to speak and in
what way to speak (for example, formal speech or slang). Teachers should also recognize
diversity and sameness in their classrooms and incorporate multicultural literature into the
curriculum in order for students to develop an understanding of and appreciation for others.
Another point to be considered in the sphere of teaching is the ways to
motivate students to learn and to encourage them to get involved in the activities. One possible
avenue to doing this can be achieved by the appropriate use of humour. Humour in educational
settings serves a variety of positive functions beyond simply making people laugh because it
builds group cohesion. Students respond more positively to each other and to the teacher when
humor is present. It brings them together and can facilitate cohesion by softening criticism. And
one thing about humor in learning is well-supported: Humor positively affects levels of attention
and interest. When students are interested, chances are they remember the information of the
lesson for a relatively longer period of time. Incorporating humour especially into grammar
lessons and lectures where teachers speak more than the students by explaining the rules, humour
will be a sure way to keep students engaged and involved in the course material.
Today various methods are used in different countries. It is worthy to
acknowledge the fact that the present teaching methods go to prove how much teaching has
changed over the years. Despite being old, the methods that proved to be right for certain
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teaching conditions are still being applied in modern pedagogy. To get to know more about
teaching methods, we provide some information on several well-known methods that are used
worldwide. Grammar translation method: supposedly
the oldest language teaching method of the list, this would be rules-based, grammar focused,
vocabulary list language learning method. Wikipedia assures us that: “the goal of this method is
to be able to read and translate literary masterpieces and classics… little attention was placed
on pronunciation or any communicative aspects of the language.” For years and years, the
Grammar Translation Method served as the primary means to teach a foreign language. Students
memorized vocabulary in isolated lists and grammar rules in order to translate sentences,
passages, and even larger amounts of text from the foreign language into their mother tongue.
Exactly as the title implies, translation served as the focus.
Audio-lingual method: similar to the direct method but with the emphasis on drilling
students in grammar rather than having them acquire more vocabulary. Oral recitation of target
drills, which are supposed to contain the sentence patterns and grammatical structures to be
learnt. Oral approach: a more formalized
version of the direct method which tries to take into account the idea that the majority of
language production uses a core vocabulary—a couple of thousand words—and a core set of
grammar structures. Teachers using this method first present the new material in context, then
lead a practice period before having the students try and produce their own phrases using the
structures and vocabulary learnt. It is
becoming increasingly clear that interactive methods suit present-day teaching very well.
Interactive methods comprise the following approaches to language teaching:
community language teaching,
direct method, language immersion, natural approach, proprioceptive language learning method, silent way, storytelling, suggestopedia, teaching proficiency through reading and total physical response (TPR).
Communicative approach: A focus on language production, aural comprehension, early
speech production and speech activities encouraging ‘natural’ language acquisition, “much as a
child would learn his/her native tongue”. Only use the target language in class, don’t correct
errors in speech. No deliberate study of grammar. This approach to language teaching is
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becoming popular as it creates intriguing atmosphere for language learners and teachers. Below
are the characteristics of communicative approach listed in ‘An A-Z of ELT [45]:
purposefulness: speakers are motivated by a communicative goal (such as getting
information, making a request, giving instructions) and not simply by the need to display the
correct use of language for its own sake;
reciprocity: to achieve this purpose, speakers need to interact, and there is as much need to
listen as to speak;
negotiation: following from the above, they may need to check and repair the
communication in order to be understood by each other;
synchronicity: the exchange – especially if it is spoken – usually takes place in real time;
unpredictability: neither the process, nor the outcome, nor the language used in the
exchange, is entirely predictable;
heterogeneity: participants can use any communicative means at their disposal; in other
words, they are not restricted to the use of a pre-specified grammar item.
contingency: the speakers’ utterances are connected, both to one another, and to the context
(physical, social, cultural, etc) in which they are uttered;
investment: the speakers have a personal commitment to the communication and are
invested in making it work. As John
Dewey, American philosopher and educational reformer once said, we should “give the students
something to do, not something to learn; and the doing is of such a nature as to demand thinking;
learning naturally results”. We believe that the success of the interactive methods can be well
supported by the application of this suggestion in practice.
We have cited several out of many teaching approaches in this chapter. However, today
we live in such a condition that the best approach to any language teaching must be eclectic, i.e.
we should use a multitude of techniques choosing and adapting the materials to our own
classrooms. Particular students, particular classrooms, and particular schools vary too greatly for
one approach to be appropriate for every condition. For this reason, we think that it is wise to
incorporate elements from many different approaches to reach our aim of high quality teaching.
There are quite a lot of
factors that ensure the success of teaching foreign languages. In our research paper, we would
like to suggest several strategies that are suitable for teaching the substantivized adjective
efficiently.
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Explaining
Sometimes the experiences can also be shared as a part of knowledge that would work as
a source of inspiration for the students. While adopting this method the teacher should give an
introduction and a proper summary to the process of substantivization and make sure that the
information is clear to the students.
The explanation should be accompanied with suitable examples for the better
understanding of the students. For example, after explaining the usage of the definite article with
qualitative adjectives, it is advised to give such examples as “The old receive pensions”, “The
blind are taught trades in special schools”. The teacher can also ask students to make up their
own examples after the explanation. It is like a discourse on a particular subject or topic that is
for the entire class or public. Explaining can be accompanied with the modeling process to be
more effective and to have a long-lasting effect on the pupils’ memory.
Modeling
Modeling is a type of visual aid for teaching as well as learning. It is a known fact that
human brain absorbs more and understands better when visual aid supports explanation. The
following models will probably be very efficient when teaching the substantivized adjectives:
Model
#1
The +
Adjective
The invisible, the underprivileged, the employed, the unemployed,
etc to mean a class of people.
Model
#2
The +
adjective
The unlikely, the unexpected, the inevitable, the good, the bad, etc
to mean abstract notions.
Model
#3
The +
adjectives ending in -ss, -iss, -sh, -ish, -ch, -tch, ese
The Finnish, the Welsh, the Chinese, etc, to mean nationalities.
Choral drills
Choral drills offer students the chance to listen to and practice accent, intonation, and the
lesson's target language. The teacher reads, for instance, a substantivized adjective and everyone
repeats the same word or sentence. Because choral drills focus on accuracy, it's important to aim
for a high standard. Poor pronunciation, for example, or incorrect use of the target language limit
the drill's effectiveness and purpose.
Too much listen-and-repeat activities can prove boring, repetitive, and require little
thought on the students' part. But choral drills remain an important part of language acquisition,
especially in the early stages of a lesson, with limited use, and when made meaningful. As well
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as improving the students’ pronunciation, choral drills help them to remember well the grammar
rules concerning the theme of the lesson. For example, students repeat the most frequent
substantivized adjectives after the teacher. In this way, they get to know about the common
constructions and the ways that the substantivized adjectives are used.
Games
Properly selected games and activities are significantly helpful as they attract students’
attention immediately. And, at the same time, games allow students to practice language skills.
In this paper, as additional sources for teaching the English substantivized adjectives to Uzbek
students, we have presented some games such as ‘ball toss’ and ‘tic tac toe’ that are particularly
useful and enjoyable for students.
Before we get to the next section of this chapter, we would like to offer a lesson plan we
have conducted to teach the substantivized adjectives at Uzbek higher schools.
Lesson Plan
This lesson is designed to teach the English substantivized adjectives to Uzbek high
school students who have prior knowledge of the adjective.
Teacher: __________
Date: __/__/__/
Group: __________
Subject: English Grammar
Theme: The substantivized adjectives
Time: 80 minutes
Objectives of the lesson:
o To help students revise their knowledge of the adjective;
o To let students be creative and increase their vocabulary and use adjectives that they
normally do not use;
o To get students introduced to the substantivized adjectives;
o To raise students’ awareness of the different types of the substantivized adjectives;
o To encourage students to use the substantivized nationality adjectives and language
adjectives appropriately in their speech;
o To enhance students’ speaking and writing skills.
54
The equipment: world map, board, handouts, dictionary, pictures, soft ball, felt pens, sheets of
paper, scissors, computer and projector.
This lesson plan consists of language exercises and conditional and free speech activities.
The activities are to be performed successively and the teacher needs to monitor the participation
of each student.
The course of the lesson:
I. The preliminaries of the lesson:
a) Greeting
b) Calling the register
c) Checking up the homework
Written homework
Oral homework
Exchange of questions and answers on the homework
Assessment / Evaluation of the homework.
II. Presentation of the new material
1) Preactivities:
a) Revision of the students’ knowledge on adjectives: On a
piece of paper, I have students write words that describe them and their personality. It helps if it
requires students to come up with a specific number of describing words. For example, students
use 30 words to describe themselves as this requires the students to really involve some higher-
order thinking skills and be creative to find words that they may not use every day. I allow
students to decorate their shapes and allow them to make their project as representative of their
individuality as possible. Once the students are through with their project, they are asked to
present it to the group. The benefit of this activity is that it helps students revise their background
knowledge and easily get engaged in the main topic of the lesson - the substantivized adjectives.
b) Brainstorming on the substantivized adjectives: I
write sentences containing the substantivized adjectives in English on the board and ask the
students to give examples for the substantivized adjectives in Uzbek as well.
c) Presentation of the material, exchange of questions and answers, and reactions to them:
For this stage of the lesson, I use the following description as a slide show by the help of
a projector to teach the English substantivized adjectives more effectively in an illustrated way.
55
The substantivized adjectives are used:
(1) As Plural Nouns denoting a class of persons; as shown in the below slide:
(2) As Singular Nouns denoting some abstract quality; as shown in the below slide:
56
(1) Some Adjectives actually become Nouns, and are hence used in both numbers:-
(a) Those derived from Proper Nouns
(b) Some denoting persons
(c) A few denoting things generally
Some adjectives are used as Nouns only in the plural; as, valuables, eatables.
57
In certain phrases; as:
In general; in future; in short; in secret; before long; at present; for good.
58
The use of Nouns as Adjectives is very common in English; as shown in the below slide:
2)While (during) activities:
a) Drilling (exercising)
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Language exercise:
I arrange students in pairs and hand out the following worksheet and ask them to fill in the gaps in
the sentences with appropriate substantivized adjectives from the box.
The young, the poor, The young, the good, The English, The rich, necessaries, The Indians,
classics, the bad.
Worksheet #1
1. He packed drinks, a map and a compass - all the __________for a day's walking in the
countryside.
2. __________ are usually intolerant.
3. _________ are great lovers of tea.
4. She studied __________ at Cambridge.
5. __________ are hardworking people.
6. __________are privileged.
7. _________in him overweighs 8. ________.
9. _________ are going for election.
10. The organization has set up a special fund for housing for __________.
Teacher’s key: 1. necessaries, 2. The young, 3. The English, 4. classics, 5. The Africans, 6. The
rich, 7. The good, 8. the bad, 9. The Indians, 10. the poor. Note: The substantivized
adjectives The English, The Indians and The Africans can substitute one another. At the
end students discuss their answers with the group.
SPEAKING
Speech exercise – “Hide the word”. This is a good game which aims at improving
students’ speaking skills by stimulating their imagination. For this activity students need to sit in
pairs and take turns to tell each other a free-form story about whatever topic they choose. In their
stories they should hide a substantivized adjective that I have earlier distributed to them. The
other person listening to their partner should guess the word, here a substantivized adjective, that
is hidden in the story.
3) Postactivities
1) Consolidating.
READING
a) Contextualizing the use of the substantivized adjectives. To improve the students’
reading, speaking and listening skills, jigsaw activities fit for purpose. I divide the class into
groups of three (A, B and C). Each group reads a separate extract from the text ‘The Ultimate
Intelligent Star – Leonardo da Vinci’. Then, the groups exchange the extracts so that everybody
60
reads the whole text. After that, group A prepares 4 questions for group B from extract #2,
Group B- for group C from their extract, and group C – for group A from extract #1. After
discussing the answers to the questions, I ask each group to identify substantivized adjectives
from their extracts.
Group A. Extract #1.
Leonard was astonishingly creative. He created immortal works of art, sculpture
and countless other original ideas. In addition to his artistic skills, Leonardo was
also an exceptionally accomplished musician. If you gave him any stringed
instrument, even one that he had not seen before, he could very quickly ‘work it
out’ and play both known and original music on it. Leonardo was known for
exuding a deep self-confidence. He loved his own company, and cared for and
looked after himself as only a best friend or lover would. He was masterful at
playing the fool, could mesmerize audiences with his story telling, and used his
vast musical ability to entertain his fellow guests -spontaneously composing and
playing songs while they stood amazed.
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Group B. Extract #2.
Leonardo da Vinci is regularly given as the best example of the ‘all round
genius’; in other words, as the individual who has most dramatically
demonstrated the use of all his intelligences. Leonardo’s genius was so great that
some people rate him the greatest genius of all time in many of the individual
intelligences too. He was almost entirely self-taught, and provides a tremendous
example to us of just what someone can achieve with the determination to expand
and develop all of his intelligences.
Contrary to many assumptions, Leonardo was not from a wealthy, well-to-do
family, and his formal education was very basic. When he was a boy, he was
apprenticed to a painter/sculptor, in whose workshop he learned his craft of
drawing and painting.
Group C. Extract #3.
Leonardo particularly developed his sensual intelligence (obviously important to
an artist), and he used to exhort those around him to develop all of their senses too.
He developed his visual powers to such an extent that at times his observations
bordered on the miraculous. It is reported that he was the first person to see, with
his naked eye, the
moons of planet Jupiter, and in his Codex on the Flight of Birds, he
recorded details which remained unconfirmed until the invention of photography
350 years later proved him to be right!
b) Competitive activity.
LISTENING
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Peer Correction: I distribute several sentences containing the substantivized adjectives in
separate strips of paper and divide the class into two teams on opposite sides of the room. I tell
the students that some of the words highlighted in the sentences are wrong. A student from the
first team comes to the front of the class and selects a strip, reads the strip aloud, and decides if
the sentence is correct. If it is incorrect, I tell the student he or she must correct it. If the sentence
is correct and the student says so, the team receives one point. If the sentence is incorrect and the
student correctly identifies it as such, the team receives one point. The team receives one more
point for correcting it. If the student/team identifies a sentence as incorrect but fails to provide an
accurate correction, the other team can “steal” a point by correcting the sentence. That team then
goes on to draw its own sentence.
For example:
He has dedicated his life to helping wretched of the earth. (Incorrect. Correct form-the wretched)
It is better for sicks to be cared for at home rather than in hospital. (Incorrect. Correct form-the
sick)
She developed an innovative system of microcredit for the needy. (Correct)
These cuts in services will particularly affect the old. (Correct)
When changed into passive, 'The dog chased the cat' becomes 'The cat was chased by the dog'.
(Incorrect. Correct form-the passive)
2) Merry moment
Tic Tac Toe
I make a tic tac toe grid on the board with expressions as adjective + noun form. Then I
ask teams to take turns coming to the board and writing in one substantivized adjective form
under the expression of their choice. If a student from team X writes a correct form, he/she then
marks a large X over that space. When team O writes a correct response, it marks a large O over
the space. The first team that succeeds in having three of its marks in a row is the winner.
Sample Grid:
63
Old people
The old
The best items
The best
Invisible things
The invisible
Beautiful things
The beautiful
Young students
The young
Meek women
The meek
Final exams
finals
Medical tests
medicals
Initial letters
Initials
Ball Toss
This is a whole class game aimed at practicing the special substantivized adjectives
denoting to nationality the plural of which is formed by placing the definite article ‘the’ before
the word. I have students stand in a circle and begin the game by tossing the ball to a student and
saying the plural nationality word. The student catching the ball must say the singular form of
the word. The student then throws the ball to another student and says a new noun.
Example: Me: the French
Student A: a Frenchman
the British
Student B: a Britisher/Briton
the Finnish
Student C: a Finn
the Dutch, etc.
3) Home task:
WRITING
I tell the students that for home work I want them to write an essay of 100 words on the topic
“People of the world”. In their essays they should try to include as many substantivized
adjectives as possible.
4) Assessment: I tell students the marks they scored.
At the end of the lesson I receive students’ feedback on the topic learned, thank them for
active participation and bade good bye. The
lesson plan we have presented above can be adapted to teaching many other grammar topics of
this kind as well; integration of the language skills and the various interaction modes in the
lessons may indeed improve the quality of teaching the foreign language at Uzbek schools.
64
3. 2. System of exercises on the substantivized adjectives for drilling
Exercise # 1. As it has
earlier been mentioned, the names of nationalities and languages are also substantivized. To
introduce new vocabulary on nationality and language adjectives to students I use the world map
or flashcards with people in national costumes. Example 1: "Look at the map. This is Italy.
Italians live in Italy. They speak Italian".
Example 2: "Look at this picture. This is Pedro. He is from Spain. He is Spanish. He speaks
Spanish". I stick flashcards on the board and write key words under it. In this way I introduce
both the spoken and the written form of the vocabulary.
Exercise # 2.
Pointing to different flashcards I ask the students to answer the questions. For example:
T: Where is this man from? S: He is from China.
T: What is his nationality? S: He is Chinese.
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T: What language does he speak? S: He speaks Chinese. T: What
are the people of China called? S: The Chinese.
Exerise # 3. I
ask the students to complete the sentences. For example:
They live in Madrid. They are …
These girls are from China. They are…
They are from Tokyo. They are …
My friends live in Russia. They are …
Exercise # 4. I
show the difference between the nationality adjectives and substantivized adjectives denoting
nationality and explain that we should use an indefinite article with a noun when we mean a
person. I also mention that substantivized nationality adjectives ending in –ss, -iss, -ish, -sh, -ch,
-tch and –ese are preceded by the definite article when we mean people. This is because it would
be odd to add plural affix –s at to them; the students understand that it would be incorrect to do
so when they try adding –s to such adjectives: Chineses, Japaneses, Englishes would sound
strange. It is also important to draw their attention to capitalization of these words in English, as
in Uzbek, such words are not capitalized. I divide the students into 2 groups and give them the
handout with such nationality adjectives and nouns. For example: Spanish –the Spanish, Swiss –
the Swiss, English-the English, Swedish – the Swedish, etc.
Exercise # 5. Competitive activity
I divide the students into two groups and ask them to fill in this form categorizing the
substantivized adjectives into following groups:
The + a Substantivized Adjective for PEOPLE The + a Substantivized Adjective for
ABSTRACT NOTIONS
Example: the homeless Example: the supernatural
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Exercise # 6. Substantivized Adjective Bingo (Substantivized Adjectives and their opposites)
Students review the selected substantivized adjectives and check their meanings in the
dictionaries and choose nine of the adjectives and write them on their bingo card.
The old/the young
The seen/the unseen
The best/the worst
The living/the dead
The visible/the invisible
The former/the latter
The educated/the uneducated
The rich/the poor
The likely/the unlikely
Then I randomly call out substantivized
adjectives from the list and write them down. If the student has the opposite of that
substantivized adjective, he/she can cross the word off their bingo card. The winner is the student
who gets three opposite adjectives in a row. The adjectives must be in a row vertically,
horizontally or diagonally. As soon as the winner has a winning sequence he/she shouts out
“Bingo!” I check the bingo card by going through their written down substantivized adjectives.
Many rounds can be played.
Exercise # 7. Grammar game: “What/who does it remind you of?”
I divide the students into groups of four and give each student a copy of the handout and
have everyone fill in the chart under “you” with a place, person, or thing that the adjectives
remind him/her of. And I have each student take turns asking the other three members of the
group what or who
the substantivized adjectives remind them of. The students then record this information on their
charts. Then we compare charts as a class by asking who had the same ideas in their group, who
gave an unusual or funny answer, etc. Sample worksheet:
a. For each substantivized adjective, write in a place, thing, or person that that the
substantivized adjective reminds you of.
b. Now, ask the members of your group and write in their answers.
Substantivized YOU STUDENT 1 STUDENT 2 STUDENT 3
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ADJECTIVE
The dark
finals
The reds
The best
The passive
The unemployed
The future
Initials
greens
The above given exercises for drilling should be regarded as supplementary sources for
teaching the substantivized adjectives. When extension is needed, they can well be subsumed
into the lesson plan for teaching the substantivized adjectives we have offered earlier in the first
section of the chapter.
CONCLUSION
Our beloved independent republic of Uzbekistan is boldly facing any challenges of the
time as a sovereign successful state, equal member of the world community, having its own
model of economic, political and spiritual development and worthy place on the international
arena.
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Our republic is developing and prospering in various fields of life, and the educational field
is no exception here, for the latter is being paid special attention to by our President and the
Government of Uzbekistan in order to successfully meet the requirements of the world
standards of teaching various school and university subjects. In this connection, foreign
languages, especially English is made a special accent on as a key language to modern science,
technology, culture, etc. This is still more accentuated on in the recent decree of historical
importance by our President Islam Abduganievich Karimov “On the Measures for Further
Improving Learning Foreign Languages”
The ever-increasing demand for learning the English language in Uzbekistan is
demonstrative of the great need for comparative studies of the two typologically different
languages in contact (Uzbek and English) and creating effective methodologies for teaching
English at Uzbek schools.
My graduation paper is devoted to creating effective strategies for teaching the English
substantivized adjectives at Uzbek schools on the basis of the typologically relevant data of the
two languages in their subsystems of the adjectives.
Although the substantivized adjectives have been investigated separately in the two
languages, namely, English and Uzbek, the comparative analysis of the substantivized adjectives
which is useful to work out effective strategies for teaching them at Uzbek schools has not yet
been conducted. Thus, the topic of our research proves to be one of the actual ones in Modern
English and Uzbek linguistics and especially in methodology of teaching English.
In introduction to our research we have stressed the positive changes taking place in the
various fields of the life in our country, particularly, those in the educational system, here we
have also verified the actuality of the topic of our graduation paper and highlighted the
theoretical and practical value and several main, key points of our research work that surely
underlie the theoretical fundamentals and the strategy for the teaching we have targeted.
In the first chapter of our work we have concentrated our attention on the theory of the
adjectives and of the substantivized adjectives in particular. The substantivized adjective is a
very controversial but interesting linguistic phenomenon in both English and Uzbek. The
adjective, being one of the notional parts of speech, expresses the quality, quantity, degree, state
or a kind of other feature that nouns or other nominal parts of speech usually possess, whereas
the substantivized adjectives incorporate the features of only the nouns having the
abovementioned features.
In our research we have pushed off from the following definition worked out by us: A
substantivized adjective is a sometime adjective (of a simple or derivative, or composite
structure) which has become nominalized acquiring (all) the features of the nouns.
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The process of substantivization is a universal phenomenon and considered to be a
productive means of word-building, word-composition and even a word-coinage, thus enriching
the vocabulary of any language.
In our graduation paper we have analyzed the problem of the substantivized adjectives
being fully or partially substantivized.
In order for an adjective to become fully substantivized, that is, to become a noun the
following strict criteria should work:
1) Ability to form a plural;
2) Ability to have possessive form in -'s;
3) Ability to be modified by determiners such as adjectives, pronouns, articles, etc;
4) Ability to have all the functions of the noun (a subject, predicative, object (attribute,
apposition), adverbial modifiers (in combination with prepositions), tertiary parts of sentences,
that is, parenthesis (expressed by a substantivized adjective functioning as direct address, etc).
Depending on all those factors we have introduced the notions and terms of a:
1)substantivized adjective of the singularia tantum (always have a singular form);
2) substantivized adjective of the pluralia tantum(always have a plural form) in Modern
English. What concerns Uzbek it has all the substantivized adjectives that can have both singular
and plural forms. These are the most relevant typological features of the compared languages
which really might cause interlanguage interference. Such features are to be dealt with in
teaching English (or Uzbek), for they cause some typical mistakes in constructing sentences and
operating with them.
Structurally in the compared languages we have distinguished the following types of the
substantivized adjectives: 1) simple;
2) derivative;
3) composite (of compound and complex types);
4) mixed types of substantivized adjectives.
Adjectives having all the features of nouns are traditionally referred to as “fully
substantivized adjectives”, “wholly substantivized adjectives”, “nouns formed by
conversion or just nouns”.
In our view the most appropriate term for such adjectives is “fully substantivized
adjectives”. So, adjectives like lunatic, relative, conservative, native have acquired all the
morphological features of the nouns.
There is also another big group of the substantivized adjectives that do not bear all the
features of nouns; thus, they are called partially substantivized adjectives. Here by
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“partially” we don’t mean that they are not fully substantivized, they really are, but we mean
that they can’t demonstrate all the features of the nouns in their functions.
Semantically we distinguish such types and subtypes of the substantivized adjectives in
Modern English and Uzbek as the ones expressing:
1) abstract notions;
2) quality;
3) quantity;
4) state;
5) degree;
6) languages;
7) certain terms (of professional character)
8) nationalities, etc. (As there does not exist a complete list of such names of the
nationalities expressed by the substantivized adjectives in linguistics, neither have they been
presented in English and Uzbek grammar books, we found it useful to make up the list of such
(partially) substantivized adjectives that denote nationalities in the Target language (See p-34)
As we can see from the bulk of the examples provided for the substantivization of
adjectives, the use of articles in the English language needs to be given special attention to as it
may cause interlanguage interference, for Uzbek has no articles at all. Taking this into
consideration, we have worked out the cases that require the usage of a particular article in
Modern English that Uzbek never uses (see p-54).
In the second chapter, we have revealed the isomorphic and allomorphic features of the
substantivized adjectives in Modern English and Uzbek for linguodidactic purposes, that is, we
have discovered the typological data of the substantivized adjectives in the two compared
languages for creating an effective methodology of teaching the English substantivized
adjectives at Uzbek schools. Our findings have indicated that the adjectives and the
substantivized adjectives in Modern English and Uzbek bear certain similarities and
dissimilarities both structurally and semantically.
Isomorphic (similar) features exist in many languages of the world because of the
universal laws of language evolution and development. That is, human languages develop under
more or less the same circumstances and the same communicative needs. Here it is noteworthy
that the similarities between English and Uzbek are good because they facilitate easier language
acquisition by Uzbek students, whereas dissimilarities mainly cause typical mistakes.
As regards allomorphic features of languages, they represent divergent mindsets of the
speakers of different languages i.e. people of the world in general have contrasting outlooks and
attitudes to life which results in the dissimilar ways of expressing their thoughts in speech and in
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different vision of the world. The discrepancies between the two compared languages lead to
considerable language interference amongst learners. In our research paper, we have offered a
number of exercises specifically intended to eliminate such confusions and interlanguage
interferences.
This way the second chapter is a creative part of our research as this section has paved
the way for us to work out effective methodology of teaching the English substantivized
adjectives at Uzbek schools based on the relevant typological features of the substantivized
adjectives in the compared languages for linguadidactic purposes in the next chapter.
So, in the third chapter we have offered several effective strategies and methodical
recommendations for teachers of English to Uzbek learners, and more specifically, we have
made up a system of miscellaneous activities and exercises focusing our attention on the
integration of all the language skills and the use of interactive methods for teaching the topic
under study effectively.
The end product of our contrastive research offers the following perceptive insights into
the knowledge of the adjective and the substantivized adjectives in the languages compared:
The following features of the substantivized adjectives are typical of both the English and the
Uzbek languages ( they are the isomorphic features):
1. The adjectives are substantivized;
2. Structurally, there are simple, derivative and composite types of the substantivized
adjectives;
3. Semantically, there are monosemantic and polysemantic types of the substantivized
adjectives expressing;
4. The use of the substantivized adjectives as nouns is at times quite frequent because of the
communicative needs.
5. Interestingly enough, the suffix “–ish” is exactly the same both in form and meaning in
the two compared languages (Blue – bluish; ko’k – ko’kish, etc). This is regarded as a
coincidental similarity as the two languages are of different typologies and language
families, English being an Indo-European language, and Uzbek a Turkic language.
6. There is a whole system of the substantivized adjectives that are “nouns” expressing
abstract notions, qualities, quantities, states, degrees, nationalities, languages; and certain
notions and terms of professional character.
7. In both languages the substantivized adjectives have the same syntactical functions
(subject, object, predicative, adverbial modifiers (when combined with preposition (in
English) or postpositions (in Uzbek).
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The features of the English substantivized adjectives uncharacteristic of the Uzbek
substantivized adjectives (they are the allomorphic features);
1. There are the following types of the English substantivized adjectives: Substantivized
adjectives of the singularia tantum proper and improper, and the substantivized adjectives
of the pluralia tantum proper and improper.(see p-52)
2. Some English substantivized adjectives derived from participles(the expected, the unseen, the
injured, etc) are considered to be substantivized adjectives in English whereas in Uzbek
they are still regarded as substantivized participles (kutilgan(lar), jarohatlangan(lar),
o’qigan(lar, va hk.), although we are more inclined to think that any participle in any
language is only then substantivized, when it can function as a subject or an object or even
a predicative and take plural ending “- lar”.
3. Some names of the nationalities which became substantivized have only some of the features
of the noun, i. e. they are partially substantivized (Chinese, Vietnamese) in English,
whereas in Uzbek, such adjectives are fully substantivized (Xitoylikar, Vetnamliklar).
4. In English the names of the nationalities, though expressed by the substantivized adjectives
or not, are always capitalized. But in Uzbek they are not unless they are written at the
beginning of a sentence.
5. The majority of the English substantivized adjectives do not accept the plural -s while all of
the Uzbek substantivized adjectives totally accept the plural forming suffix –lar.
6. In English there exist some adjectives that can not get substantivized as against Uzbek in
which all types of the adjectives can be substantivized.
In the third chapter, which is the main creative one, there has been made an attempt by us
to create an effective strategy for teaching the English substantivtized adjectives at Uzbek high
schools. Departing from the knowledge we have obtained from the various methodical and
methodological research on teaching grammatical phenomena, we have created an effective
strategy fully based on communicative approach to teaching in general and English in particular
which presupposes the extensive use of interactive methods and modern technologies and
advanced means of teaching the language.
First and foremost, we have made a comprehensive and enlarged plan of one lesson as to
the curriculum of the second course of the Department of English in order to realize the strategy
we have worked out. And we have then acted the very plan that helped us to demonstrate our
strategy based on the integrated skills. The strategy offered here is the one that presupposes the
use of advanced methods and procedures in accordance with the requirements of the world
standards of teaching English as an international language, which strictly demands that such
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methods as interactive ones, requiring all kinds of effective ways of teaching, including
individual work, pair work, group work, team work , clusters, etc.
The whole procedure of applying the strategy worked out by us to the process of
teaching the English substantivized adjectives at Uzbek high schools is based on the three main
phases of any teaching , that is preactivities (brainstorming, warm-up, lead-in, etc), while/during
activities (presentation, acquisition or mastering of the material under study) and postactivities
(consolidation of the covered material by applying communicative approach) with a permanent
focus on the substantivized adjectives. The strategy under use is experimented through a system
of exercises (language, conditional speech and speech exercises) that mutually complete one
another in comprehensive learning of the grammatical material for purely communicative
purposes.
We hope that the strategy we have created in our graduation paper may tend to be useful
assets for working out effective methods and methodologies for teaching certain other
grammatical topics more or less related to the topic of our research work.
We also hope that our research will yield benefits to the comparative study of the Uzbek
and English languages, to the translation processes, and to the development of the theory of the
substantivized adjectives in the languages compared. More importantly, the teaching methods,
strategies and activities for teaching the substantivized we have worked out will hopefully be a
good manual and a methodical reference for the teachers of the English language at Uzbek
higher schools.
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