Practical Grammar Research Articles

LINGUODIDACTIC FEATURES OF TEACHING ADJECTIVES IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE

The article delineates the nuances surrounding the meaning, morphological features, syntactic functions, and stylistic attributes of Ukrainian adjectives as a focal point for foreign learners, accompanied by a proposed set of exercises tailored to foster practical proficiency and fluency in their application within speech. It underscores the close association between adjectives and nouns, wherein their interdependency epitomizes the essence of their lexical meaning and grammatical categories. The semantics of adjectives is linked with word-formation structures, encompassing both derivative and non-derivative forms, as well as processes of substantiation. In teaching Ukrainian to non-native speakers, particular emphasis is placed on elucidating the autonomous nature of morphological categories – gender, number, and case – when adjectives assume the role of a noun or predicate. A comprehensive array of morphological variations within adjectives is delineated: 1) forms of word change by gender, number, case; 2) forms of adjectival comparison; 3) short and full (conjugated and unconjugated) forms of adjectives; 4) forms of adjectives by the final consonant of the stem (hard, soft, mixed group). Consideration is given to the formation and utilization of grammatical forms in tandem with the lexical and stylistic nuances inherent to adjectives. Moreover, the article underscores the distinctive approach employed in textbooks targeting Ukrainian as a foreign language when addressing the topic of adjectives. Authors extensively employ tables, instructional rules, generalizations, and grammatical exercises with a communicative emphasis, supplemented by explanatory commentary. It is essential to exercise creativity in leveraging the grammatical content within textbooks, critically evaluating presentation modalities and sequential learning patterns, and devising a comprehensive range of exercises and tasks aimed at cultivating practical aptitude and proficiency in adjective usage within speech. The efficacy of addressing these objectives hinges upon the methodological proficiency of Ukrainian language educators catering to foreign learners. Key words: Ukrainian as a foreign language, adjective, practical grammar, morphological features, syntactic functions, methodological competence.

PECULIARITIES OF TEACHING COLORONYMS AT DIFFERENT LEVELS OF STUDYING A FOREIGN LANGUAGE IN HIGHER EDUCATION INSTITUTIONS

The article is devoted to the peculiarities of teaching coloronyms at different levels of foreign language learning in institutions of higher education. The article notes that color is an important element of nature that affects the result of a person’s perception of the external world. An interpretation of the color terms at the modern stage is provided. The definition of the term “coloronym” is given separately and it is stated that this definition is the most appropriate for conveying the emotional and mental state of a person, his character traits, social and cultural aspects of life. Three groups of coloronyms are studied by meaning: initial, extended and abstract meaning. The article indicates that most color adjectives are represented by nouns that mean food, materials, plants, animals, birds, and natural phenomena. It is noted that learning color vocabulary is not only about recognition; it’s a fun way to learn a language that offers opportunities to practice grammar, expand vocabulary and have meaningful conversations. Particular attention is paid to the peculiarities of learning coloronyms for students with different levels of knowledge of a foreign language. It suggests that students should be introduced to the pronunciation and spelling of the primary colors at an early stage and use visual materials such as color cards, real objects or even presentations to effectively associate the colors with their names. When working with intermediate students, it is necessary to expand their language skills while delving into the subtleties of color perception. At this stage of learning, it necessary to develop roleplaying scenarios that require students to solve problems related to color. At the advanced level students already have a good understanding of color vocabulary and can explore complex concepts related to color. At this stage, thought-provoking activities and discussions are needed that promote students’ critical thinking. The article indicates that when teaching the vocabulary of colors, the teacher must choose the most effective method according to the goals and take into account the level of language proficiency of the students and the tasks set before the students, especially if they are learning a foreign language for special purposes.

ASPECT-TAXIC RELATIONS THROUGH TYPOLOGY (BASED ON THE MATERIAL OF FRENCH AND RUSSIAN LANGUAGES)

The article attempts to show that in the French and Russian linguistic cultures multidimensional and rather intricate connections develop in the sphere of aspect-taxic relations. In French, such the relationships appear more fully and prominently within the framework of the sequence of tenses. The focus is on the correlation of the action with the moment of speech or with the "point of reference", explicitly or implicitly formed by a specific discursive situation. In the Russian language, aspectual-taxic relations are a complex bicentric or polycentric formation formed within the functional and semantic field of aspectual-temporal relations. Bipolar structures (the so-called taxi pair) are most often considered, one of which is positioned as supporting while the other as a dependent one. The purpose of the study was to identify the inter-categorical relationships that are between the categories of aspect and taxis within the designated linguistic cultures. Materials and methods. The theoretical basis for the proposed analysis is the research which, in our view, most fully covers the issues discussed in the article. The practical basis is the empirical material reflecting complicated and rather filigree relationships of studied in the article grammatical categories. In accordance with the objective, comparative and descriptive methods were used as a methodological basis for linguistic review of factual material. The results of the analysis made during the research may be considered in studying separate sections of theoretical and practical grammar of the French language. The results of the proposed analysis may be used in special courses and special seminars on the contrastive study of languages of different typological nature, as well as serve as a basis for special courses and special seminars on aspectology.

EFFECT OF GRAMMAR LEARNING STRATEGIES (GLS) IN LANGUAGE LEARNING: CASE STUDY ON VOCATIONAL HIGH SCHOOL STUDENTS IN DETERMINING PROFICIENCY LEVELS

The current study looked into the grammar learning techniques (GLS) employed by SMK Negeri 6 Palembang students. In particular, it looked at the mean variations in the GLS dependent on the students' competence levels. The data was gathered through a survey-based quantitative research design. Undergraduate grammar course students at SMK Negeri 6 Palembang were randomly given a set of surveys via Google Forms. Forty students answered the questionnaire, making them research participants. To evaluate the data, both descriptive and inferential analysis were performed. The results showed that the most frequently employed cognitive, metacognitive, affective, and social strategies were, in that order, taking notes while listening to their teacher's explanations, figuring out why they made mistakes, pushing themselves to practice grammar, and asking friends for assistance. It was discovered that students most frequently employed social strategy. The study also showed that more high proficient students than low proficient students employed all strategies. For future research, teachers might adapt their teaching strategy to align with students' grammar learning strategies by using the research findings. Less skilled students can also pick up the strategy employed by the more skilled students, allowing them to gain from using the strategies in their own learning grammar.

THE PROCESS OF FORMING THE LANGUAGE COMPETENCE OF STUDENTS STUDYING FOREIGN LANGUAGES

This article raises topical issues related to teaching English. The main issue of the study is the formation of language competence among junior students who speak a foreign language at the Intermediate level. The purpose of this study is to form the language competence of students studying foreign languages in the course "Practical grammar of the English language by two modules: direct speech and the sequence of tenses". The article presents the exact facts and provisions, which increases the value of this work. The authors rely on the Concept of foreign language education of the Republic of Kazakhstan, national and foreign literature, analysis of the views of Kunanbayeva S.S., Galskova N.D., Shchukin A.N. and Safonova V.V., Larsen-Freeman D. and Anderson M. A distinctive feature of this article is that it offers an unconventional method of teaching English grammar: automation of grammatical knowledge, skills, and skills of students based on a competence-based approach. This article is a scientific work reflecting the results of the conducted research. The paper analyzes the experimental work, focuses on the effectiveness of the competence-based approach in teaching a foreign language, the conclusions are presented in the form of tables and diagrams, the features of the application of the competence-based approach in the process of teaching junior students are clarified. It is worth noting that the authors have proposed a model for the formation of students' language competence. The model consists of four stages: Perception of the model, Imitation of the model, Substitution and transformation, Communication This article may be useful for teachers of higher educational institutions and students of language specialties. Key words: competence, language competence, foreign language education, the concept of foreign language, language specialties.

TEACHING GRAMMAR IN CONTEXT

The article analyzes "Understanding and Using English Grammar", one of the most well-known and effective grammar textbooks for intermediate to advanced English students. Moreover, it demonstrates the results showing that grammar methods are mixed with communication methods in the book, providing a framework for students to learn and practice grammar in the context.

Crisis Grammatical Use: Revealing Causes on EFL Students' Grammatical Erros

This study aimed to find out the causes on EFL Students' grammatical errors in speaking skills for students of English Language Department of Hamzanwadi University. This research employed descriptive qualitative research design. The participants of this study were 27 students from the second semester. The data were collected by three research instruments which were observation, interview, and documentation. The observation results showed that students often used their mother tongue for class interactions, rarely applying English during the learning. Moreover, the results of the interview showed that students faced challenges in applying grammar to speaking skills due to a lack of vocabulary, comprehension, writing-focused approach, and lack of practice. In conclusion, it is important to learn and practice grammar in speaking skill because fluency in grammar and language rules is crucial for students to become qualified teachers and avoid mistakes. Learning and practicing grammar in speaking skill is also essential for long-term capability.

APPROACHES TO ACCELERATE COMMUNICATION IN THE FROCESS OF STUDENTS FOREIGN LANGUAGE TEACHING OF THE NON-LINGUISTIC FACULTIES

The article investigates theoretical and methodological basis to increase the effectiveness of using foreign language for professional business communication in non-languages specialized higher educational institutions. This will contribute to the guidelines forming in the field of communication. The use of collective forms of organizing cognitive activity at the stage of preparing students for professional communication contributes to the effectiveness of achieving the goal. An important aspect of preparing students for communication is the process of forming their social values in the field of business communication: attitude to each partner of communication as an aimed user, not as a means; interest in the process of communication, not just its result; attitude to communication as a dialogue, not a monologue; tolerance to the ideas of partners; orientation to not only receive in the communication process, but also to give as much as possible to the partner. The social attitudes forming in the sphere of communication becomes real only when it is carried out in the course of the entire educational job of the entire higher educational institution, directly related to the attitudes that teachers implement in their communication with students, that is, in the process of pedagogical communication. The method of communicative approach to learning a foreign language, in particular, for its use in the professional sphere, is considered to be one of the most effective. Namely, the emphasis is provided on collective forms of students’ cooperation, such as role-playing, group discussions, socio-dramas. Due to socio-drama it is possible to practice grammar (cognitive basis of communication skills) when the need to respond appears and the ability to produce grammatical sentences in the process of communicative interaction follows. The essence of this means of teaching communication is that the communicative task is solved by the participants of the role-playing game through improvised acting out of a certain situation, in particular from the real professional sphere. The ability to “read” non-verbal movements of a partner-interlocutor is also extremely important from a professional point of view for a specialist. It was experimentally proven the effectiveness of implementing in foreign language classes the use of both: text and audio materials, as well as collective forms of students’ cooperation. We also used and verified the significance of collective forms. They were aimed at strengthening the development of business and professionally oriented speech.

Dynamics of linguistic lexicon of Vasyl Simovych: in search of “it” and “stranger”

In the article is investigational the linguistic terms (in particular morphological) validified in “Practical grammar of Ukrainian” (in 1918) and “Grammar of Ukrainian for self-training and in a help to school science” (in 1921) of Vasyl Simovych. The circumstances of the personal interest of linguist are found out by the questions of language, terminology, her by a national spirit in the separate articles of linguist. Unusual history of writing of grammatical works is reflected. Certainly and the concept of morphology is described, them terminological expression in the marked grammars of Vasyl Simovych, description of morphological terms is done. Comparison is carried out with modern scientific sources. Self research of certain term system in diachrony and synchrony it is allowed to understand process of development of linguistic terminology. Influence of language personality of Vasyl Simovych is shown, in particular his labours consideration of that is actual in the context of modern problems of becoming of Ukrainian terminology. Lingistic terminoiogy of the Ukrainian language was formed in grammatical publications from the end of the XVI century to the beginning of the XX century, is being improved now. Observing this process in general will make it possible to distinguish the role of V. Simovych in the process of forming a linguistic terminology system, which preserves the terms developed by tradition, and contributed to its formation. “Practical Grammar of the Ukrainian language” and “Grammar of the Ukrainian language” for-study and for the help of school science” by V. Simovych are textbooks that sought to teach the student of grammar of the native language through a conscious and accessible understanding of what the illustrative material of the study book contributed to terminology. The workend material will serve as a basis for studies in Ukrainian terminology, will promote the normalization and orbering of a specific terminology system. It can be used to compile a dictionary of linguistic terms of the end of end of the XIX — beginning of the XX century, which functioned in Western and Eastern Ukrainian grammars. The obtained information will supplement training courses of historical grammar, history of language, as well as special courses of the history of Ukrainian linguistics, historical terminology for students of philology. Keywords: language personality, V. Simovych, national terminology, term formation, grammar, parts of speech, diachrony and synchrony, linguistic terms, linguistic terminology system of V. Simovych, qualification work.

LINGUO-DIDACTIC FEATURES OF STUDYING PRONOUNS IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE

In the course of practical grammar of Ukrainian as a foreign language, a pronoun takes a special place in view of its specific meaning, morphological features, syntactic functions and stylistic properties. The substitutive and indicative function makes the pronoun multifaceted, heterogeneous and extremely difficult to master for foreigners. There is a lack of research related to the description of lexical-semantic features, stylistic properties and grammatical features of pronouns in Ukrainian linguistic didactics. For the purpose of teaching grammar of Ukrainian as a foreign language, a multifaceted analysis of pronouns is essential, which has to take into account their features at different levels simultaneously, namely morphological, syntactic, lexical, and stylistic ones. The study of Ukrainian pronouns also requires the research of their conjugation, the possibility of transition to other parts of the language and functioning in fixed language collocations. Pronouns in the course of Ukrainian as a foreign language are distinguished by a functional feature - the ability to be used instead of a noun, adjective or numeral. Pronouns combined within a separate independent meaningful part are substitute words with a special anaphoric function, which makes them a universal means of text creation. For a foreign listener, it is extremely important to learn the peculiarities of the semantics and functions of pronouns of different categories, in particular personal, reflexive, possessive, indicative, interrogative, relative, negative, and indefinite ones. Penetration into the semantic structure of pronouns of various lexical and grammatical categories, identifying the peculiarities of grammatical features and conjugation makes it possible to identify the most important properties of pronouns of the Ukrainian language for studying in a classroom, to draw up a system of exercises for the development of abilities and skills of their correct use in speech. Key words: pronoun, linguistic didactic features of study, Ukrainian as a foreign language, classes of pronouns, exercise, stable expressions.

Tractable Parsing for CCGs of Bounded Degree

Abstract Unlike other mildly context-sensitive formalisms, Combinatory Categorial Grammar (CCG) cannot be parsed in polynomial time when the size of the grammar is taken into account. Refining this result, we show that the parsing complexity of CCG is exponential only in the maximum degree of composition. When that degree is fixed, parsing can be carried out in polynomial time. Our finding is interesting from a linguistic perspective because a bounded degree of composition has been suggested as a universal constraint on natural language grammar. Moreover, ours is the first complexity result for a version of CCG that includes substitution rules, which are used in practical grammars but have been ignored in theoretical work.

František Alois Hora (1838–1916) – Ambassador for Polish Culture in West Bohemia and his Relations with 19th century Polish Intellectuals

This paper is dedicated to František Alois Hora (1838–1916), a Pilsen teacher, writer and translator, who broke down borders between Czechs and Poles. He translated more than 50 Polish authors, in particular Józef Ignacy Kraszewski, Stanisław Grudziński, Adam Pług, Eliza Orzeszkowa, Władysław Bogusławski, Wilhelmina Zyndram-Kościałkowska, Helena Janina Boguska – Hajota, Józefa Sawicka – Ostoja, Zygmunt Miłkowski – T. T. Jez, Bolesław Prus and Henryk Sienkiewicz. He established personal friendships with most of these writers, and his papers in the Pilsen City Archives contain many interesting letters in Polish. He compiled and published a Polish-Czech dictionary, Czech-Polish dictionary and Polish practical grammar, organised free Polish language courses and popularised the culture and literature of Poland. Although his work is of great significance, interest of literary or history researchers has remained scant right up to the present day.

ДИДАКТИЧНІ ЗАСАДИ ЕЛЕКТРОННО-ОСВІТНЬОЇ ПЛАТФОРМИ MOODLE ПРИ ВИВЧЕННІ НІМЕЦЬКОЇ МОВИ ЯК ДРУГОЇ ІНОЗЕМНОЇ

The article considers the didactic principles of the organization of blended learning in the study of German as a second foreign language at the Department of Applied Linguistics of the National University "Lviv Polytechnic". The authors generalized the experience of domestic and foreign researchers on the implementation of blended learning and technology for the development of distance learning courses in the virtual learning environment Moodle. The courses on speech practice, practical grammar, translation disciplines placed on this platform meet the basic methodical requirements for conducting blended and distance learning, take into account the individual trajectory of study, enable interactive interaction between teacher and student; contribute to the formation of communicative sociolinguistic competence of students. The electronic platform Moodle has great potential for the implementation of a comprehensive system of monitoring and evaluation of knowledge and skills of students. Test tasks meet such didactic requirements as accessibility, speed, objectivity, transparency, validity, compliance with the current pace of information flow, etc. With the help of the program-editor of interactive tasks it is possible to develop tests of different complexity and different variations: multiple choice, filling in the blanks, finding matches, compiling crossword puzzles, etc. The test tasks developed and posted by the authors on the Moodle platform for learning German as a second foreign language were successfully tested during 2019/2020, 2020/2021. The results of success are the basis for further improvement of teacher / student interaction in full-time, blended and distance learning. It is concluded that electronic educational platforms are one of the effective opportunities to improve the quality of language education, contribute to the formation of readiness for professional activity in a multicultural space.

ГРАМАТИЧНІ ТРАНСФОРМАЦІЇ ФРАНЦУЗЬКОЇ МОВИ ПІД ВПЛИВОМ ІДЕОЛОГІЇ АБСОЛЮТИЗМУ

The article is devoted to the study of the development of the grammatical system of the French language in the XVII century, during the golden age of the absolute monarchy. The analysis of the influence of the socio-political system on the changes in the French grammar of that time is carried out. In this century of authoritarian and centralized state organization, it was the grammars who shaped the language to their mind. The reign of Louis XIV created more than a hundred professional grammatical censors, thanks to whom the French language survived the era of "distinction" and consolidation. It is noted that participants of salons and court linguists such as Malherbe, Vaugelas, Chifflet, Maupas, Arnauld and Lancelot and others were engaged in organizing the French language. Each grammarian offers his own vision of the motives that must precede the adoption of a rule. It was found that in the era that is considered classic, two tendencies of grammatical transformations coexisted: the development of correct practical grammar, which contributed to the development of the social elite, and the development of analytical grammar, which drew its material from philosophy and logic. Grammarians mostly pursue the idea of perfect grammar with uniform and absolute rules.

Development of Future English Language Teachers’ Self-Efficacy Levels: Blended Learning Versus Face-to-Face Instruction

In the era of digitalization and informatization of the world community blended learning is becoming more and more prominent in improving professional training of students in various specialties as it enables to provide efficient learning, achieve learning goals and, what is more, to build their confidence. The aim of the research is to investigate the influence of blended learning incorporated into the professional training of students doing a BA degree in Teaching English as a Second Language on the increase of their general self-efficacy. To establish the relationship between the students’ general self-efficacy and blended learning we used a questionnaire. 133 students were selected to take part in a quantitative study which was conducted at three Ukrainian universities in 2019/2020 academic year. A non-random sampling technique basing on the fact that all 133 respondents studied the same disciplines was used to select the research sample. All the respondents were divided into experimental and control groups. The experimental group was represented by 65 undergraduate students and the control group was represented by 68 undergraduate students. The disciplines selected for training all the respondents in the experimental and control groups were “Contrastive Grammar of the English and Ukrainian languages”, “Practical Grammar of the English Language”, “The Practical Course of the English Language”. The experimental group was to be taught through incorporating blended learning courses on the selected disciplines using the Moodle platform and the control group was to be taught through providing a face-to-face instruction on the selected disciplines. To draw firm conclusions we used methods of mathematical statistics and computer data processing. Obtained results revealed a positive and significant relationship between the incorporation of blended learning into the professional training of students doing a BA degree in Teaching English as a Second language and the increase in their levels of general self-efficacy.

Enhancing the Listening and Speaking Skills Using Interactive Online Tools in the HEIs Context

Online learning has become the most prominent teaching method utilized by Higher Education Institutions (HEIs) during the spread of COVID-19 pandemic. There are abundant online learning websites to practice reading skills, writing skills, vocabulary and grammar. However, there are very limited interactive websites for students to practice and develop their listening and speaking skills. Hence, this study, which was conducted in a private HEI in Oman, examines English Foundation students` perspectives on the use of two distinctive websites; ESL-lab.com and Youglish.com. in enhancing their listening, speaking and pronunciation skills. The study employed a quantitative approach. An online survey was administered on (75) participants enrolled in the General Foundation Program (GFP) to explore their views on the chosen interactive websites. The main results revealed positive feedback from ESL students in which they were exposed to authentic conversational contexts, which accustomed them to different English –speaking and culture-specific lifestyles. Overall, the two websites proved to be highly interactive and effective in enhancing the listening, speaking and pronunciation skills of GFP students. Moreover, the researchers recommended that the two websites to be used in the Undergraduate (UG) modules level especially Youglish.com in which UG students can learn the pronunciation of the technical terms of their specializations.

АДМИРАЛ ШИШКОВ, ГЕНЕРАЛ АХВЕРДОВ, МАЙОР ЩУЛЕПНИКОВ И «РУССКАЯ ГРАММАТИКА» И. С. ФАТЕРА

The article is devoted to the history of writing «Russian Grammar» by the famous German linguist J. S. Vater. It analyzes the peculiarities of his scientific activity and the prerequisites for the appearance of his Russian Grammar from the standpoint of narrative linguistic historiography. Modern narrative linguistic historiography pays particular attention to the periods right before the appearance of new linguistic paradigms. Such was the period of the late 18th and early 19th centuries, when the main experts on the Russian language in the Russian Empire, for various reasons, were Germans, and Russian grammars written by German authors became the most common Russian language textbooks.J. S. Vater is known in the history of linguistics not only as a disciple and successor of J. C. Adelung, but also as one of the founders of Slavic studies, the author of «Practical Grammar of the Russian Language» and «The Book for Reading in the Russian Language». The appearance of J. S. Vater's works was associated with such Russian military and political figures as A. S. Shishkov, N. I. Akhverdov and M. S. Schulepnikov, who also contributed to the development of Russian culture and Russian linguistics, as well as with his teacher's nephew F. P. Adelung. J. S. Vater published his very first grammar of the Russian language in 1808 in Leipzig. In this work, he relied on the «Russian grammar for Germans» published in Moscow in 1789 by J. Heym, professor of the Faculty of Linguistics at Moscow University

Online teaching Russian practical grammar at a Chinese university during the epidemic

Due to the pandemic in the spring of 2020, all educational institutions in China had to organize distance learning. It was crucial to introduce effective teaching methods and to use distance learning technologies. The authors of the article described the way online education was organized during the quarantine semester on the example of teaching Practical Russian grammar at Jilin International Studies University (Changchun, China). The purpose of the research is to describe the three-step process of teaching Practical Russian grammar to foreign students and the way distance learning technologies were used. The teachers organized online classes on Practical Russian grammar using BOPPPS model for lesson planning (five teaching steps: B - bridge-in, O - objective, P - pre-assessment, P - participatory, P - post-assessment, S - summary). Lessons were based on this method and the educational process included three steps: 1) students used Xuexitong application to acquire primary knowledge before the lesson; 2) classroom work was organized through the Xuexitong and DingTalk applications - it was aimed at internalization and expansion of knowledge, the ultimate goal was to develop Russian grammar skills; 3) using Xuexitong and DingTalk applications after the classes, the students improved their grammar and communication skills. In addition, the authors of the article proposed the ways to improve the knowledge assessment system and the entire educational process based on the suggested online learning model. Results and scientific novelty are that a practice-oriented approach to language learning can be implemented on the basis of the proposed teaching method. Such an approach enables students to have constant access to a large number of educational resources and to be promptly informed of any changes, which meets learners individual needs and increases their motivation, self-learning abilities and self-organization. Apart from that, students learn better and improve their oral and written communication skills.

The origins of theoretical comprehension of adjective as a part of speech

The subject of this article is the examination theoretical approaches towards studying adjective as a part of speech, since the description of this lexical and grammatical group in the Crimean Tatar linguistics is incomplete. The aim goal consists in tracing the origins of theoretical comprehension of adjective as an independent part of speech. This linguistic research is based on the descriptive method. Methodological framework is comprised of the fundamental writing of prominent scholars: O. Jespersen, A. Potebnja, V. V. Vinogradov, A. M. Shcherbak, D. N. Shmelyov, and others. As a result, it was determined that the the word is attributed to a particular part of speech is in accordance with the scripted rules introduced by the linguists in the past. Languages and methods of their research have undergone significant changes. Accentuation of adjective among the parts of speech was related to the logical separation of the characteristic of thing from itself, on the level of understanding self-sufficiency of the characteristic as an empirical phenomenon, and the existence of special adjective words as names of quality. The acquired results and materials can be applied in basic and specialized educational courses on theoretical and practical grammar of the modern Crimean Tatar language in the section of “Morphology”.

الأنماطُ السِّیاقیَّةُ لأسماءِ الإشارةِ فی الأمثالِ العربیَّةِ... مَجْمَع الأمثال لِلْمَیْدَانیّ أنموذجًا

سعت هذه الدراسة إلى بحث أسماء الإشارة الواردة في «مجمع الأمثال» للميداني، ووصف أنماط سياقات أسماء الإشارة الواردة فيه، بالإضافة إلى السعي لتحديد کل سياق جاء فيه اسم الإشارة، وبيان وظيفته النصية، مع توضيح دور أسماء الإشارة في تحقيق التماسک النصي، وارتباطها بالمکان الذي تشغله داخل التعبير، بالإضافة إلى حصر الأنماط والسياقات التي استخدم فيها الميداني أسماء الإشارة في کتابه «مجمع الأمثال»، والاعتماد على منهجية علمية دقيقة تتناول الجانبين السياقي وإحالة أسماء الإشارة في «أمثال» الميداني، بالکشف عن الإحالة في أسماء الإشارة ودورها في ترابط المثل وانسجامه وتماسکه. لقد سعت هذه الدراسة لاستيضاح الواقع العملي لاسم الإشارة في کتاب من أهم کتب الأمثال العربية. وقد تمثلت فائدة هذا البحث في استکمال ما نقص المکتبة العربية من دراسات جادة تنبني على أسس نحوية تطبيقية، تضمن تنزيل الواقع القاعدي النظري على أرض الواقع العملي. وقد کان جهدي منصبا على إعادة تصنيف أسماء الإشارة بدلالة طبيعتها من حيث التجرد والزيادة، ومن حيث السوابق واللواحق، ومن حيث دورها الإحالي في تحقيق الانسجام النصي وتماسکه في کتاب «الأمثال» للميداني. وتتناول منهجية البحث جانبا وصفيا تحليليا لأسماء الإشارة في اللغة العربية، فهو يقدم نموذجا تطبيقيا بين الأنماط السياقية لأسماء الإشارة في کتاب من أهم کتب الأمثال العربية (مجمع الأمثال) للميداني، ويقدم ما يشبه مسردا لجميع الأنماط التي تأتي فيها صورة اسم الإشارة، وحالاتها، ودلالاتها السياقية، وإحالتها ودور الإحالة في تماسک النص وبنائه. Abstract The study sought to examine Demonstrative Pronouns in Al’amthal (Proverbs Complex) by Al Mydani”, and describe the patterns of Demonstrative Pronouns contained therein, in addition to identify each context in which Demonstrative Pronouns was mentioned, and to indicate its text function, with clarifying the role of Demonstrative Pronouns in achieving textual coherence, and its relation to the place in the expression. In addition to limiting the patterns and contexts in which Al Mydani used Demonstrative Pronouns in his book, Al’amthal by Al and the reliance on a precise scientific methodology dealing with the two contextual aspects and referring to Demonstrative Pronouns in “Mjm’a Al’amthal by Al Mydani”, by disclosing the signs in Demonstrative Pronouns and its role in the coherence and consistency of the proverb. This study sought to clarify the practical reality of Demonstrative Pronouns in one of the most important books of Arabic proverbs. The benefit of this research was to complete the lack of serious studies of the Arab Library, based on a practical grammar, which include theoretical baseline reality download on the ground of practical reality. My effort was focused on reclassifying Demonstrative Pronouns in terms of their abstract and increasing nature, in terms of precedents and suffuses, and in terms of its current role in achieving textual consistency and cohesion, and in terms of its functions and multiple indications in the contexts it occupies in the book Al’amthal by Al Mydani”. The research methodology addresses a descriptive and analytical aspect of Demonstrative Pronouns in the Arabic language, providing a model of application that interfaces contextual patterns with the semantics of Demonstrative Pronouns in a book of the most important Arabic proverbs Mjm’a Al’amthal by Al Mydani, it provides a similar glossary of all patterns in which the image of the sign's name, its states, its contextual implications, its referral and the role of the referral in the coherence and construction of the text.