Roman German filologiyasiga kirish

O‘QUV-USLUBIY MAJMUA «ROMAN GERMAN FILOLOGIYASIGA KIRISH» fanidan O’zbekiston Respublikasi Oliy va O’rta Maxsus Ta’lim Vazirligi, Namangan Davlat Universiteti, Jahon Tillari Fakulteti, Ingliz Tili va Adabiyoti tomonidan tayyorlangan.

Asosiy mavzular

XORIJIY VA MAXALLIY ADABIYOTLAR RO’YHATI: 1. Арсеньева В.С. и др. «Введение в германскую филологию» М. Изд. ВШ., 1982 2. Чемоданов Н.С. «Введение в германскую филологию» М. ВШ., 1981 3. Хлебникова О.С. «Введение в английскую филологию» М.В., 1983 4. Мейе А. «Введение в сравнительное изучение индоевропейских языков» М., 1933 5. Прокош Дж. «Сравнительная грамматика германских языков» М., 1958 6. Пизани В. «Общее и индоевропейское языкознание» М., 1960 7. Климов В.Г., Гамкрелидзе В.А. «Индоевропейцы и индоевропейские языки» М., 1994 8. Алексеева Л.С. Древнеанглийский язык. М., 1971 9. Аракин В.Д. Очерки по истории английского языка. М., 1955 10. Аракин В.Д. История английского языка. М., 1985. 11. Бруннер К. История английского языка. М., 1955, том 1-2. 12. Иванова И.П., Чахоян Л.П. История английского языка. М., 1976. 13. Ильиш Б.А. История английского языка. М., 1968. 14. Смирницкий А.И. Древнеанглийский язык. М., 1955 15. Ф.Ф. Фортунатов. Избранные труды. Том 1, М., 1956 16. Crystal David. The Cambridge Encyclopedia of Language. Cambridge, 1993 17. Расторгуева Т.А. Курс лекций по истории английского языка. Вып. 1-2, М., 1969. 18. Расторгуева Т.А., Жданова И.Ф, History of the English language. (Курс лекций по ситории английского языка) Вып. 3-4, М., 1972 19. Smirnitskiy Al. I. Specimens of English (from 7th to the 17th century) M., 1938 20. Гухман М.М. «Готский язык» М., 1957 21. Общее языкознание. Методы лингвистических исследований. М. Изд. 1973, 318 ст. 22. Принципы описания языков мира (Под ред. Б.А. Серебренникова) М. Изд. Наука, 1976, 400 ст. 23. Миронов С.С. «Нидерландский язык» М., 1968 24. Языки народов мира. Том 1. Индоевропейские языки. М., 1968 25. Сравнительная грамматика германских языков. Наука. 1959-1963. 26. Шайкевич А.Я., Абдуазизов А.А., М.Т. Ирискулов. Введение в языкознание. Т. 1987 27. М.Т. Ирисқулов. Тилшуносликка кириш. Т. 2007 28. Гак В.А. Введение во французскую. Филологию. М., 1987 29. Арсеньева В.В. и др. Введение в германскую филологию. М., 1981 30. Степанов Г.С. Основы общего языкознания. М., 1975 31. Ф.де Соссюр. Курс общей лингвистики. М., 1977 32. Дж. Лайонз. Введение в теоретическую лингвистику. 1973 33. Э. Бенвенист. Общая лингвистика. М., 1972 34. Ф.М. Березин. Лекции по языкознанию. М., ВШ., 1969. 35. Вопросы методики сравнительно-исторического изучения индоевропейских языков. М., Наука, 1956 36. А.В. Дресницкая. Вопросы изучения родства индоевропейских языков. М., Наука, 1955 37. В. Георгиев. Исследования по сравнительно-историческому языкознанию. М., Изд. Иностранной литературы. М., 1958 38. Степанов Ю.С. Методы и принципы современной лингвистики. М., Наука, 1975 39. Н.М. Тронский. Сравнительно-исторические исследования. – Теоретические проблемы языкознания. М., 1968, с. 5-34 40. Сравнительно-историческое изучение языков разных семей. Задачи и перспективы. М., Наука, 1982 41. Ф. Бопп. О системе спряжения санскритского языка в сравнении с таковым греческого, латинского, персидского и германских языков. – в кн.: Хрестоматия по истории языкознания. XIX – XX вв. М., Учпедгиз, 1956 42. Я. Гримм. Немецкая грамматика. Берлин, 1936 43. Березин Ф.М. История лингвистических учений. М., ВШ, 1975 44. Березин Ф.М. Лекции по языкознанию. М., ВШ., 1969
FAN HAQIDA MA’LUMOT: The present syllabus informs learners of the English language about scientific and theoretical problems of the history of Germanic languages. This subject covers the main events in the historical development of the Germanic languages: the history of its phonetic structure and spelling, the evolution of its grammatical system, the growth of its vocabulary, and also the changing historical conditions of Germanic speaking communities relevant to language history. In the process of teaching the history of the Germanic languages we take the students’ knowledge on the disciplines like general and Uzbek linguistics, the history of the world, theoretical grammar, lexicology and theoretical phonetics. The analysis of the all language layers of the Germanic languages shows us that there are lot cases of correlations between the Latin, Greek, Gothic and Germanic languages. This can be seen in all layers of language. This subject gives some valuable information about how such correspondence was possible and provides the learners the clues for such problems. Roman-Germanic languages is connected with the other disciplines. It is based on the History of Germanic territory, studying the development of the language in connection with the concrete conditions in which the Germanic people lived in the several periods of their history. It shows phonetic, grammatical and lexical phenomena s they developed, and states the origins of the present day system. Every living language changes through time. It is natural that no records of linguistic changes have ever been kept, as
The aims of the subject: There is no less true of a foreign language. Therefore one of the aims of this course is to provide the student with knowledge of linguistic history sufficient to account for the principal features of present day Germanic languages. In studying the Germanic languages of today, we are faced with a number of peculiarities which appear unintelligible from the modern point of view. These are found in the vocabulary and in the phonetic and grammatical structure of a language. The main aim of the subject is to give broad information about the historical development of the Germanic languages. The learners will also get some valuable information about how the Germanic languages became developed languages from the languages that was spoken by approximately ten million people. Though learning the history of the Germanic languages the student achieves a variety of aims, both theoretical and practical. The history of the Germanic languages is of considerable interest to all students of English, since the English belongs to this group of languages. Moreover the subject is aimed to give detailed information about the linguistic peculiarities of the Germanic languages in each period of their development and changes that took place in different layers of the language.
The tasks of the subject: The main task of the subject is to give some theoretical information about the history of the Germanic languages and other issues related to it. This subject also provides information about some linguistic features of the Germanic languages, its variants and prepares mature learners with complete theoretical information. The purpose of the subject is a systematic study of the language’s development from the earliest times to the present day. Such study enables the student to acquire a more profound understanding of the language of today. Besides, the history of Germanic languages is an important subsidiary discipline for history of Germanic languages and literature.
Requirements for the students: In the process of learning this subject the students should understand the problems concerning the following problems and be able to discuss: - The periods in the history of Germanic languages; - The students should become able to discuss specific theoretical problems of functional aspect and the history of the Germanic languages, express their own opinion on these problems.
The rules of relations through e – mail: It is possible that a teacher and a student discuss the problems concerning the subject through e-mail; it is prohibited to discuss the points given to the students on the phone, the grading is to be one only in the university campus, in the given rooms and during the lessons. The time of opening the e-mail: from 2 P.M. to 7 P.M.
O’QUV MATERIALLAR: Model of Teaching technology of the practical works on the discipline «Roman Germanic Philology” Practical work 1 Lesson 1: The subject of the discipline An Introduction to the Roman-Germanic Philology Time 4 hours Number of the students – 20 Form and type of the lesson Introductory remarks The plan of the lesson 1. Introductory notes 2. Linguistic map of the world 3. Sociolinguistic analysis of the languages of the world 4. General principles of the development of languages 5. The Place of the Germanc languages among the languages of the world 6. General approaches and methods for language study The objective of the lesson The objective of the lesson is to form the sum of general knowledge and ideas about the formation of the English language. Pedagogical tasks: It is important to inform the learners about the subject of the lesson that they could form some understanding of it and be able to explain others. The results of the lesson: Having learned this lesson, the students will form understanding on the following topics: 1) Some events in the history of the Germanc tribes that are important to know; 2) How the nations that invaded the land could influence the language of the Europe; 3) The history of the tribes that later formed the Germanc speaking nations and their peculiarities. Methods of teaching Problematic lesson Form of teaching Interactive teaching Means of teaching Course books, manuals, handouts, posters, DVD Projector, additional materials. Conditions of teaching Classroom Monitoring and Evaluation The lesson is evaluated according to the achievements of the student.
Technological mapping of the Practical work 1: Stages, time Content of the activity Instructor Student Stage 1 Introduction 10 minutes 1.1.The instructor introduces the students with the topic, plan, aim, tasks, topicality, theoretical and practical values of the problems discussed. 1.2. The teacher uses brainstorming method in order to check the readiness of the students for the practical work 1.1. The students make notes on the items presented 1.2. The students will answer the questions to demonstrate their readiness. Stage 2 The main stage (60 minutes) 2.1. The instructor divides the students into 3 groups and each group gets their tasks. The instructor explains the rules for the drills. 2.2. The students are informed about the evaluation criteria. (The teacher reminds the students that they can use the texts of the lesson, manuals, dictionaries etc). 2.3. The instructor acts as an onlooker. 2.4. The teacher comments on the answers of the students and then makes conclusions. 2.1. The students present the results of their activity. 2.2. The students answer the questions given by the teacher. 2.3. The students work on the tables 2.4. The students will be informed about the results of their work. Stage 3. The final stage 3.1. The instructor summarizes the practical work, marks the answers of the students and makes an appraisal of the best answers. 3.2. The instructor sets the topics for the self work 3.1. The students listen attentively. 3.2. The students write down their individual tasks.
SAVOLNOMALAR: 1. How many people speak English in the contemporary world? 2. Why is English sometimes spoken of as the "20th century Latin"? 3. In how many countries is English the official language? 4. What is the genealogical classification of languages? 5. Name the groups of the Indo-European family of languages. 6. Which languages make separate groups in the Indo-European family of languages? 7. Name the subgroups of the Germanic group of languages. 8. Which languages belong to the West Germanic subgroup? 9. Are the relations of languages based upon belonging of the nations speaking those languages to the same race? 10. Give the formulation of J.Grimm's law. 11. Explain the relation between the Russian word болото and English pool from the point of view of J.Grimm's law. 12. Explain the relation between the Lithuanian word pirmas 'first' and English first from the point of view of J.Grimm's law. 13. Explain the relation between the Latin word duo 'two' and English two from the point of view of J.Grimm's law. 14. Explain the relation between the Russian word три and English three from the point of view of J.Grimm's law. 15. Why is the Gothic language of special interest for linguists? 16. When did the English language originate? 17. Name the Celtic tribes that inhabited Britain before the Roman period. 18. Name the Germanic tribes on the dialects of which the English language was based? 19. How long did the Roman reign in Britain last? 20. Why did the Roman have to leave Britain in the 5th century? 21. How did the Roman colonization influence the language of the Celts? 22. Who described the Conquest of Britain by the Germanic tribes? 23. What group did the dialects of Angles, Saxons and Jutes belong to? 24. What helped the formation of the English language on the basis of the dialects of Angles, Saxons and Jutes? 25. What was the political situation in Britain after the Germanic Conquest? 26. Name the nine Germanic kingdoms which existed on the territory of Britain in the 6th century. 27. Which kingdom had the dominating position in the 7th century? 28. Which was the most powerful kingdom in Britain in the 8th century? 29. Explain the meaning of "Danelaw". When did the Scandinavian invasions begin?
ROMAN-GERMAN FILOLOGIYASI FANIDAN AMALIY MASHG’ULOTLARNING MAVZULARI VA QISQACHA MAZMUNI.: 1-mavzu. Roman / German tillarining dunyo tillari orasida tutgan o‘rni Tilshunoslikning romanistika va germanistika sohalari bu sohalarning etakchi olimlari va ularning fanga qo‘shgan xissasi, roman va german tillarining hind-evropa tillar oilasida tutgan o‘rni. Hozirgi zamon roman va german tillari, ularning tarqalishi va tasnifi. Roman va German qabilalari haqidagi ma’lumotlar: (Piteas, Strabon, Yuliy Sezar, Tatsit) roman va german qabilalarining tasnifi va “xalqlarning buyuk ko‘chishi”davrida ularning joylashishi. Roman va german tillarining o‘ziga xos xususiyatlari: undoshlarning birinchi ko‘chishi, Grimm qonuni, Verner qonuni, unlilarning o‘zgarishi, otlarning turlanish tizimi, fe’llarning miqdor o‘zgarishi va suffiksli fe’llarga ajralish tizimi, qadimgi alifbo, roman va german tillarining eng muhim yozma yodgorliklari va ularning tasnifi. 2-mavzu. Roman-german tillari shakllanish tarixining asosiy bosqichlari Evropa qit’asida Kelt qabilalari. Rim qo‘shinlarining Britaniya orollarini bosib olishi, Rimliklar qo‘rgan tarixiy obidalar. Mintaqada g‘arbiy german qabilalari va ularning Rim bilan aloqasi. Anglo-sakson, friz va yut qabilalarining Britaniya orollarini istilo qilishi va anglo – sakson davlatlarining yuzaga kelishi.Lotin tili va uning roman tillarining shakllanishidaagi o‘rni va ahamiyati. Qadimgi alfavitlar va yozma yodgorlikllar. Runik alifbo. Got alifbosi. Lotin alifbosining shakllanishi va tarqalishi. German va roman tillarining paydo bo‘lish tarixi. 3-mavzu. Roman-german tillari fonetik o‘ziga xosligi Roman-german tillari tovush tizimining tarixiy qonuniyatlari; palatallashuv. Sonor undosh birikmalari oldida unlilarning cho‘zilishi, keyingi undoshning tushib qolishi natijasida unlilarning cho‘zilishi. Undoshlarning birinchi va ikkinchi ko‘chishi Roman-german tillari morfologiyasi. Otning grammatik kategoriyalari: rod, son, kelishik. Negiz asosida otlarning qadimgi tasnifi. Otlarda ko‘plik shakllarining hosil bo‘lishi va ularning turlari. So‘zning morfologik strukturasi.Ichki fleksiya yordamida o‘zakdagi unlining o‘zgarishi. Tashqi fleksiya. Fleksiyasiz tovush almashinishi. 4-mavzu. Roman-german tillari grammatik strukturasidagi o‘ziga xosliklar Sifatning ikki xil turlanishi: kuchli va kuchsiz turlanish, ularning paydo bo‘lishi. Kishilik olmoshlari, olmoshlarda grammatik kategoriyalar : shaxs , son (ikkilik sonining mavjudligi), Ko‘rsatish olmoshlarning paydo bo‘lishi. Sanoq sonlar. Tartib sonlar.
Mustaqil ishni tashkil etishning shakli va mazmuni: Mustaqil ishga ajratilgan mavzularni o’rganishning asosiy maqsadi mavzular bo’yicha ishlash jarayonida auditoriyada olib borilgan ma`ruzalar va amaliy mashg’ulotlar paytida talabalarda xosil bo’lgan tasavvur, bilim, malaka va ko’nikmalarni yanada chuqurlashtirish, talabalarni yangi bilimlar to’plash, mustaqil xulosa chiqarish va ingliz tili grammatik tizimida uchraydigan innovatsion xodisalar xaqida turli ilmiy-amaliy farazlarni olg’a surishga o’rgatishdir. Talabalarning mustaqil ishlari ma`lum mavzular bo’yicha mustaqil tadqiqotlar o’tkazish natijasida taxlil qilinayotgan grammatik xodisa va strukuralarga mantiqiy asoslangan funktsional tavsif bera olishga o’rgatadi. Mustaqil ishlarning natijalari mavzu bo’yicha annotatsiya, referat, ma`ruza, tezislar, kurs ishlari, konspekt, retsenziya shaklida rasmiylashtirilishi mumkin.

Kalit so'zlar:Roman-Germanic philology Germanic languages history of languages linguistic analysis phonetics grammar vocabulary Old English Germanic tribes language families linguistic changes comparative linguistics language policy.