the problem of stylistic using proverbs

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course work the problem of stylistic using proverbs plan introduction………………………………………………………………............3 main body: 1. lexical and stylistic analysis …………...……………………………………5 1.1. lexical and stylistic analysis………………………………………………...5 1.2 the sentence and it is classification ………………………………………....10 2 . problems in the study of proverbs………………………. ………………..14 2 .1problems in the study of proverbs………………………...………………...14 2.2 on english proverb variation from the perspective.………………………...20 conclusion……………………………..………………………………………..27 references ……………………………………………………………………...29 introduction during the 25 years of independence an enormous number of successful reformations have been carried out by our government under the leadership of the first president of our republic islam abduganievich karimov. although this is a rather short period of time for a young state to develop, our motherland has been able to overcome many difficulties and began to prosper again in many fields of life. today uzbekistan is a world-known mighty and peaceful country that stands at the same rank with the world’s independent democratic nations [2, 3]. we think …

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we pay great attention to teaching students not merely liberal arts and vocational skills, but also required learning of foreign languages, for this is critical for them to maintain pro-active communication with their counterparts abroad, get extensive knowledge of everything that is going on around globe, and command the august world of intellectual treasure. the theme of my course paper sounds as following: « communicative types of sentences ». before beginning of investigation in our theme, i would like to say some words dealt with the theme of my course paper. the problem of classification of sentences is a highly complicated one, and this classification we must begin by comparing a few sentences differing from each other in some respect. the aim of the course work is the linguistic analysis of voice forms and their properties in modern english. according to this main aim following particular tasks are put forward. …

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onding signals of attention, of appraisal (including agreement or disagreement), of fellow-feeling. structurally the present research work consists of four parts – introduction, main part, conclusion and the list of used literature. 1. lexical and stylistic analysis 1.1lexical and stylistic analysis the relationship between lexicology and stylistics has always been ,quite understandably, somewhat ambivalent. while the lexicologist is mainly concerned with the meaning and the formation of words, the stylistician end eavours to reach beyond linguistic analysis to the various connotations and shades of meaning produced. the lexicologist is sometimes prone, however, to tackle stylistic issues just as the stylistician is not always averse to coming to grips with lexical matters. whatever their apparently different, even contrasting, modes of investigation and aims, these two domains do meet on common ground. table of content .[footnoteref:1] [1: arnold, i.v. the importance of a strong position for the interpretation of an artistic text …

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r notes? ( requesting) can i carry the luggage for you? ( offering) may i make a report from your obtained information? ( seeking permission) types of interrogative sentences .[footnoteref:2] [2: kulibina, n.v. literary text in linguodidactic understanding / n.v. kulibina. – m.: higher. school, 2001. -356 p.] interrogative sentences have been classified into four types ; wh- interrogatives alternative interrogatives yes/ no interrogatives tag questions wh-interrogatives this question starts with the question words. the interrogative word or question word refers to the function work that helps ask a question. there are 9 question words available in the english language and are known as wh-words because excluding “how”, all other question words start with wh-. question words when, why, who. which, what, where, whom, whose and how are called question words because they are mostly used to inquire about a query. these words can be an object, subject, adverbial or …

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explanation; however “, why don’t “is used to provide a recommendation. examples: why are you feeling low? why didn’t you come to play yesterday? questions were starting with “what.” “what” is a pronoun, which can be a subject or object. we need to understand that there will be no inversion of the subject and verb when the question words are the subject. examples: what smells foul? (subject, no inversion) what train can you board? (determiner) what do you understand by learning? pronoun, object, inversion) questions starting with “which.” “which” can be used as a pronoun and determiner. .[footnoteref:4] [4: lai, i.ch. literary text as an object of conceptual analysis: abstract. dis. ...cand. philol. sciences / i.ch. barking. – st. petersburg, 2006. -22 p.] examples: which colour do you like? (determiner) which of these outdoors do you prefer to play? which one is the most lovable cartoon character? questions that begin …

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course work the problem of stylistic using proverbs plan introduction………………………………………………………………............3 main body: 1. lexical and stylistic analysis …………...……………………………………5 1.1. lexical and stylistic analysis………………………………………………...5 1.2 the sentence and it is classification ………………………………………....10 2 . problems in the study of proverbs………………………. ………………..14 2 .1problems in the study of proverbs………………………...………………...14 2.2 on english proverb variation from the perspective.………………………...20 conclusion……………………………..………………………………………..27 references ……………………………………………………………………...29 introduction during the 25 years of independence an enormous number of successful reformations have been carried out by our government under the leadership of the first president of our republic islam abduganievich karimov. alth...

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