CONTEXTUAL NEGATIVE ELEMENTS AND IMPLICI
CONFERENCE MATERIALS
Qafqaz University Press Baku, 2012
Modern Approaches in English Language and Literature
2 nd International Student Conference
Qafqaz University, Baku, 27 April 2012
ORGANIZING COMMITTEE
Prof. Dr. Ahmet Saniç Dr. M. Mustafa Gül Prof. Dr. Niftali Qodjayev
Ali Bereket
Prof. Dr. Cihan Bulut
Ali Tatli
Prof. Dr. Shahin Khalilli Venera Suleymanova Asst. Prof. Dr. Erdal Karaman
Mehmet Şahiner Dr. Tayyar Mustafayev
Sandra Derrick Dr. Heydar Eminli
GENERAL COORDINATOR
Ali Bereket
CONFERENCE SECRETARY
Ali Tatli
ACADEMIC COMMITTEE
Prof. Dr. Ahmet Saniç
Azerbaijan Prof. Dr. Niftali Qodjayev
Qafqaz University
Azerbaijan Prof. Dr. Cihan Bulut
Qafqaz University
Azerbaijan Prof. Dr. Dunyamin Yunisov
Qafqaz University
Azerbaıjan University of Languages Azerbaijan Prof. Dr. Shahin Khalilli
Azerbaijan Asst. Prof. Dr. Erdal Karaman
Qafqaz University
Azerbaijan Asst. Prof. Dr. Narmina Aliyeva
Qafqaz University
Azerbaijan Asst. Prof. Dr. Etrabe Gül
Qafqaz University
Azerbaijan Asst. Prof. Dr. Natalya Lapaeva
Qafqaz University
Perm State Pedagogical University Russia Asst. Prof. Dr. Greg Jacob
USA Dr. F. Alexander Magill
Portland State University
Turkey Dr. Heydar Eminli
Şifa University
Azerbaijan Dr. M. Mustafa Gül
Qafqaz University
Azerbaijan Dr. Süleyman Sarıba ş
Qafqaz University
Azerbaijan Ali Bereket
Qafqaz University
Azerbaijan Ali Tatli
Qafqaz University
Azerbaijan Sandra Derrick
Qafqaz University
USA Shirley Stanley
Fulbright Scholar
USA Kaitlin Ward
Qafqaz University
Montclair State University USA Venera Suleymanova
Azerbaijan Mehmet Şahiner
Qafqaz University
Azerbaijan Aziz Çankaya
Qafqaz University
Qafqaz University
Azerbaijan
DESIGN
Sahib Kazimov, Ilham Aliyev The responsibility of the published papers in the
conference materials belongs to the authors.
ISBN 978-9952-468-06-9 Copyright©Qafqaz University, Baku 2012 Address: Qafqaz University, AZ0101 Khirdalan, Baku, Azerbaijan
Tel: (+99412) 448 28 62/66; Fax: (+99412) 448 28 61/67 e-mail: languageandliterature@qu.edu.az; www.qu.edu.az; http://ell.qu.az;
CONTENTS
LINGUISTICS ELLIPTIC FORMS OF COMPLEX SYNTACTIC UNITS IN ENGLISH AND AZERBAIJANI
Professor Dunyamin Yunusov 2
THE INFLUENCE OF WORDS
Sandra Derrick 8
REVISITING AND RERUNNING WILLIAM LABOV’S STUDY: THE SOCIAL STRATIFICATION OF (R) IN NEW YORK CITY DEPARTMENT STORES
Kaitlin Ward (first author), F. Robson Albuquerque (co-author) 10
MINIMIZING ABBREVIATIONS IN ENGLISH
Aygul Khalilova 12
COINING NEW WORDS IN ENGLISH LANGUAGE
Aynur Abbaszade 15
INFORMALITY IN AMERICAN ENGLISH
Aynur Huseyneliyeva 17
DIFFERENCES IN EDUCATIONAL TERMINOLOGY IN BRITISH ENGLISH AND AMERICAN ENGLISH
Aytan Valiyeva 22
COMPARISON RELATING TO LANGUAGE SIMILARITIES BETWEEN THE TURKISH AND JAPANESE LANGUAGE
Emine Kose 24
USE OF THE SUBJECT AS A RHEME IN AZERBAIJANI AND ENGLISH
Gunay Mammadli, Gunay Alizade 27
THE COLOR FACTOR IN THE USE OF ENGLISH
Gunay Poladova 32
THE LEXICAL NORMS OF AZERBAIJAN LITERARY LANGUAGE
Nofel Quliyev 35
SYNTACTIC AND MORPHOLOGICAL-SYNTACTIC CONVERSIONS IN AZERBAIJANI POETRY
Gunel Mirzeyeva 41
VOCABULARY TEACHING THROUGH BODY LANGUAGE AND FACIAL EXPRESSION
Nigar Orucova 45
COLOUR TERMS
Chinara Quliyeva 47
HISTORICAL FORMATION OF COMPOUNDS
Narmin Huseynova 49
MEANS OF NON-VERBAL COMMUNICATION
Sarvin Alizadeh 52
LEXICAL PARALLELS IN TURKIC “DIVAN” OF FUZULI
Sevinj Aliyeva 55
ENGLISH WORDS OF TURKIC ORIGIN
Turane Abdullayeva 57
THE USE OF MODAL VERBS IN AZERBAIJANI, ENGLISH AND GERMAN LANGUAGES
Vefa Bayramova 59
TYPES OF EPONYMS
Khatira Ahmedova 61
THE PERIODS OF LANGUAGE CHANGES IN ENGLISH
Yegana Safarova 63
HOW AZERBAIJANI STUDENTS LEARN DEGREES OF ADJECTIVE IN ENGLISH LANGUAGE
Haqiqat Aliyeva 65
COMMUNICATION AS A PROCESS AND GLITCHES ASSOCIATED WITH TEACHING THE ART OF COMMUNICATION
Ömer Düngel 67
ENGLISH NOMINAL CLAUSES: ANALYZING THE TRANSLATION OF SUBORDINATE WH – INTERROGATIVE CLAUSES AND INFINITIVE WH - CLAUSES IN AZERI
Parisa Farrokh, Abolfazl Rajabli, Kambiz Mahmoodzadeh 71
THE ROLE OF AFFIXES IN UNDERSTANDING THE ETYMOLOGY OF ENGLISH WORDS
Pervine Valiyeva 82
THE IMPORTANCE OF COHESION AND COHERENCE IN DISCOURSE
Turana Aghayeva 85
ENGLISH'S GLOBAL TRIUMPH
Vineet Kaul 87
CONTEXTUAL NEGATIVE ELEMENTS AND IMPLICIT NEGATION
Venera Suleymanova 91
NÂBÎ DÎVÂNININ LEKS İKASINA MODERN AÇIDAN YAKLAŞIM
Salih Sava ş 95
LITERATURE
AMERICAN NOVEL AND THE ORIENT: ARGUMENTS AND COMMENTARIES
Shahin Khalilli 106
MODERN APPROACHES TO THE PROBLEMS OF A MAN AND SOCIETY IN THE CREATIVITY OF IRIS MURDOCH
Nurlana Alaskarova 108
SHEAKESPEARE‘S APPROACHES TO POLITICS AND POLITICAL THEORY
Ali Tatli 111
THE ONLY WAY TO SAVE FROM LONELINESS
Ayten Zeynalli 114
APPROACHES TO JUSTICE AND MERCY IN RENAISSANCE DRAMA
Aziz Chankaya 115
MODERN APPROACHES TO AGATHA CHRISTIE’S HERO HERCULE POIROT
Fidan Hacıyeva 117
WILLIAM SHAKESPEARE'S CREATIVITY
Khonul Anvarzade 119
THE ANGRY YOUNG MAN : ‘JOHN OSBORNE’
Günay Allahverdiyeva 121
MODERN APPROACHES TO SHAKESPEARE’S LANGUAGE
Gunay Guliyeva 124
MODERN APPROACHES TO CHARACTER OF HAMLET
Tu ğçe Özdemir 127
THE NEW APPROACH TO THE STUDY OF ORIENTAL THEME IN ENGLISH LITERATURE
Lala Isayeva 128
OTTOMAN POETRY AND BRITISH CRITICISM
Ali Bereket 131
COINCIDENCES CHANGED TESS`S LIFE IN THOMAS HARDY`S “TESS OF THE D`URBERVILLES”
Aynur Hacıyeva 132
NEW AZERBAIJANI PROSE AND ITS STYLE VARIETY
Ayten Zargarova 134
JAMES JOYCE AND MODERNISM
Gunel Mammadkarimova 138
THE AMERICAN DREAM IN THE MASTERPIECE OF FRANCIS SCOTT FITZGERALD
Naila Bandiyeva 140
A TALE OF LOST ILLUSIONS OF VICTORIAN PERIOD BASED ON “GREAT EXPECTATIONS” BY CHARLES DICKENS
Rena Qurbanova 142
REVENGE AND THE RESULT IN “WUTHERING HEIGHTS” BY EMILY BRONTE
Saida Mehdiyeva 146
GREAT OPPORTUNITIES OF LITTLE GENRE
Shafa Jabiyeva 148
THE “PIE” WHICH LEADS “GREAT EXPECTATIONS”
Khanim Ahmadova 150
THE PSYCHOLOGICAL APPROACH TO LITERATURE (BASED ON THE THEORY OF FREUD)
Khayala Maharramova 153
PSYCHOANALYTIC READING OF MATERNAL ISSUES IN “MADAME BOVARY”
Meryem Çelik 156
MODERN APPROACHES TO THE HUNNIC EMPIRE
IN THE WESTERN LITERATURE Natiq Adilov 158
REVOLUTION THEME IN A TALE OF TWO CITIES
Aytekin Aliyeva 161
STUDY OF LITERARY TECHNIQUES OF STREAM OF CONSCIOUSNESS ON JAMES JOYCE AND VIRGINIA WOOLF ‘S WORKS
Sevda Salayeva 163
SYMBOLISM IN JAMES JOYCE'S "ARABY"
Narmin Veledova 167
THE ORIGIN OF THE ENGLISH CASTLES NAMES
Salmanli Aysel 170
APPROACHES TO SHEAKESPEARE ‘S OTHELLO
Sevda Huseynova 173
EDUCATION
MODERN APPROACHES IN ENGLISH LANGUAGE AND LITERATURE
Shirley A. Stanley 176
“INTRODUCING AUTHENTIC LITERATURE TO AN EFL CLASSROOMS”
Aynur Bashirova 181
QUALIFIED EDUCATION AND ITS GLORIOUS FUTURE
Aygun Guliyeva 183
THE ROLE OF ENGLISH LANGUAGE IN OIL AND GAS INDUSTRY
Sadigli Aysel 185
MODERN APPROACHES IN ENGLISH LANGUAGE
Echon Mendoza Alina 187
USING POEMS TO DEVELOP PRODUCTIVE SKILLS
Hamidov Elchin 191
INCREASE INTERPERSONAL REGARD AND UNDERSTANDING
Elnara Sevdimova 193
THE NEED FOR ELECTRONIC LEARNING IN EDUCATION
Esra Arslan 195
INVESTIGATING THE USE OF LANGUAGE LEARNING
STRATEGIES AMONG IRANIAN EFL STUDENTS Hamidreza Bolhari 197
APPLICATION OF GAMES INTO THE TEACHING PROCESS OF ENGLISH AT SECONDARY SCHOOLS
Leyla Alili 199
THE RELATIONSHIP BETWEEN TEACHER AND STUDENT INCREASES EDUCATIONAL PSYCHOLOGY IN THE LEARNING PROCESS
Matanat Rustamova 202
USING SITUATION COMEDIES AS A TOOL FOR ELT
Merve Turan 205
ORGANIZING LESSONS TO IMPROVE LANGUAGE SKILLS
Parvana Hajiyeva 206
TEACHING ENGLISH TO CHILDREN THROUGH STORIES
Sevda Kelbiyeva 208
COMMON PROBLEMS HINDERING AZERI LEARNERS OF THE ENGLISH LANGUAGE
Khazar Novruzov 211
TEACHING ENGLISH TO ARABIC- SPEAKING STUDENTS: CULTURAL AND LINGUISTIC CONSIDERATIONS
Yegane Memmedova 214
CONFERENCE MATERIALS LINGUISTICS
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
ELLIPTIC FORMS OF COMPLEX SYNTACTIC UNITS
IN ENGLISH AND AZERBAIJANI Professor Dunyamin Yunusov
Azerbaijan University of Languages dunyamin.yunusov@adu.edu.az
SUMMARY
The article explores elliptic forms of complex syntactic units in English and Azerbaijani. Depending upon different situations there appear elliptic forms of complex syntactic units. The author tries to prove that there are different kinds of elliptic sentences and they appear on the components of the text and the previous and the following sentences.
Key words: incomplete, elliptic, construction, syntactical unit.
MÜXT ƏLİF SİSTEMLİ DİLLƏRDƏ ELLİPTİK FORMALI MÜRƏKKƏB
S İINTAKTİK VAHİDLƏR XÜLAS Ə
M əqalədə ingilis və Azərbaycan dillərindəki elliptik formalı mürəkkəb sintaktik vahidlərdən bəhs olunur. Müxt əlif situativ şəraitdən asılı olaraq, mürəkkəb sintaktik vahidlərin müxtəlif elliptik for-
maları yaranır. Müəllif sübut etməyə çalışır ki, müxtəlif növ elliptik cümlələr mövcuddur və onlar da m ətnin komponentlərindən və əvvəlki və sonrakı cümlələrdən asılı olaraq meydana gəlir.
Açar sözl ər: natamam, elliptik, tərkib, sintaktik vahid.
FARKLI S İSTEMLİ DİLLERDE ELLEPTİK BİÇİMDE
KARMA ŞIK SİNTAKTİK BİRİMLER ÖZET
Makalede ingiliz ve Azerbaycan dillerindeki elliptik biçimdeki karma şık sintaktik birimler an- latılıyor. Farklı situativ konuma bağlı olaraq, karmaşık sintaktik birimlərin farklı elleptik biçimleri olu şuyor. Yazar, farklı tip elleptik cümlelerin mevcutluğunu ve onlarda yazının içeriklerinden ve önceki ve sonraki cümlelerle ba ğlılığının yaranmasını ispatlamaya çalışıyor.
Anahtar kelimeler: tam olmayan, elliptik, içerik, sintaktik birim.
The elliptic forms of complex syntactic units are those complexes which the missing of either principal or the subordinate clause – in transform – construction doesn’t seem to be incomplete either structurally or semantically.
Like the simple sentences, here the component undergone by ellipciss is not needed to be restorated. It should be mentioned that not in all cases the ellipciss of any component of complex syntactic units happens. On this account A.M. Mukhin writes: “Incomplete sentences are not only those sentences one of which components is missed/ usually the previous and the following parts of the text can
be reconstructed/ but also are those which have no in reality the missing of the component but have the colouring of outer content in them” [1, p.178].
April 27, 2012 Qafqaz University, Baku, Azerbaijan
The elliptic forms of different complex syntactic units happen in different situation. This difference of form, furthermore, is closely connected with those constructions and out of which structural forms they have been sourced. The initial semantico-grammatical characters of structural forms and their ways of expressing lexically affect on their later development of the transformation process. In some complex syntactic units the subordinate clause of the first component is parallel to the predicate of different mood, tense and person paradigms of the second component. The predicates of these parallel components are expressed by the same lexical unit. In these constructions the predicate of the principal clause is usually expressed by the verbs “say” (“tell”) in English and “демяк” in Azerbaijani. Sometimes they may be expressed by the verbs close in meaning to them. Two elliptic forms are possible in such kind of complex syntactic units in compared English and Azerbaijani languages.
I. In the first case consisting of a subordinate clause of object, the first component,
i.e. the principal clause undergoes the ellipciss.
In English
E.g. We are obeyed the order; pull down this building, we pull down, ruin this street, we ruin, build a new building, we build a new one.
In Azerbaijani
Биз ямря табейик; бу бинаны сюк, биз дя сюкцрцк, бу кцчяни даьыт, биз дя даьы- дырыг, йени бина уъалт, йенисини уъалдырыг
In the above mentioned examples the predicate of the principal clause can be expressed by the verbs “say” (tell), “order”, “command”, “ask” etc. in English and “демяк”, “ямр етмяк”, “сярянъам вермяк”, “тапшырыг вермяк” etc. in Azerbaijani. But potentially the content of these structural units exist in elliptic constructions themselves and they are thought to be easily reconstructed.
E.g. 1. We are obeyed the order, they say (order, command, ask) pull down this building, we pull down, they say ruin this street, we ruin, they say build a new building, we build a new one.
II. In the second case the subordinate clause of the first component which is parallel to the second component is not used. It should be mentioned that this case is not found in the English language.
E.g. Балаш: Ортадан гапыны баьла, бу йана чыхма.
Analysing the above mentioned complex syntactic unit, we can see that in the second component the subordinate object clause “чыхма” isn’t used here. This complex syntactic unit should be sounded like this.
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
E.g. Севил: Йахшы, Балаш, дейирсян, чыхма, чыхмарам. It should be mentioned that though there is informatic alikeness between
complete and incomplete forms, we can’t find the semantic identity between them. So the semantic shade of colouring in incomplete forms, especially emotional-ex- pressive shades of colouring shows definite semantic separation. In such kind of complex syntactic units there are some mixed types which exist not only two pa- rallel components but more than two and in this case the previous components remain wholly but the last component undergoes the ellipciss.
E.g. Ат дедин, вердик, ата арпа дедин, вердик, атын йящяр-ясбабы йохдур, ону да алдыг. (С.Кяримов).
There are three parallel constructions in the above mentioned complex syntactic unit. While comparing them in paradigmatic line, we may observe that the principal clause of the third parallel construction undergoes ellipciss. In comparison with two previous parallel construction, that component must be reconstructed, like this: “атын йящяр – ясбабы йохдур, дедин, ону да алдыг”.
The ellipciss of the principal clauses happens to be widely used in direct speech. So using the proverbs and sayings in our speech we usually use before them the author’s words: “there is such a saying / proverb”, “беля мясял вар”, “father said” “аталар дейибляр”, “they say so” “беля дейирляр” etc. and according to those expres- sions the sentence constructions are used like this.
E.g. 1. There is such a proverb - “A bird in the hand is worth two in the bush”
3. They say so “don’t look a gift horse in the mouth”.
4. Беля дейирляр “бяй верян атын дишиня бахмазлар” etc. Unlike the English language, in Azerbaijani even both of these stable construc-
tions “мясял вар, дейярляр” are used simultaneously and they perform the function of homogenous principal clause.
E.g. Бизлярдя беля бир аталар мясяли вар, дейярляр: Эюздян узаг, кюнцлдян ираг. There is a proverb in our language, they say “out of sight, out of mind”. Proverbs and sayings are widely used among the creators of that language and
there is no any additional information of showing the source of the expression and there is no need of using separate sentence structure (the principal clause). On this account M.Adilov writes: “The effect of proverbs is stronger than the above mentioned principal clauses. It should be mentioned that the quantity of words used in sentences and the effective feeling of words are non proportionate” [2, p.49]. In reality the missing of that mentioned standard sentence gives the lightness to the complex syntactic unit and increases its effective force, emotional shades of colouring.
E.g. 1. Hey, men, a good beginning makes a good ending.
April 27, 2012 Qafqaz University, Baku, Azerbaijan
3. It is your fault, don’t halloo till you are out of the wood.
4. Инди ъязандыр чяк, юзэяйя гуйу газан юзц дцшяр etc. The predicate of the ellipciss of the principal clause expressed by the verbs “say”,
“демяк” is not only connected with the proverbs and sayings, but also the other constructions are observed in languages of different system.
E.g. 1. Cliff – She’s hurt. Are you all right? Alison – Well, does it look it? Cliff – She’s burnt her arm on the iron. Jimmy – Darling, I am sorry Alison – Get out! Jimmy – I’m sorry, believe me. You think, I did it on pur… Alison – Clear out of my sight (Modern English plays)
Analysing the semantic interrelationship of the above mentioned complex syntactic units it is proved that in English sentence the component “you say” is abridged: Though they have structural completeness, that’s the outer case. Their wholly informative thought reveals the incompleteness. It is the same about the Azerbaijani complex syntactic unit. Here in the second sentence the predicate of the principal clause which is expressed by the verb “дейирляр” is abridged.
The fact of ellipciss happens in such complex syntactic units the predicate of which is expressed by the verb “to see” in English and “эюрмяк” in Azerbaijani principal clauses. Without going into details it should be mentioned that such kind of principal clauses demands the object subordinate clauses in both compared languages. The results of investigation prove that in these complex syntactic units the verbs “see” and “эюрмяк” are used in “wh” questions. And these sentences express community and abstractness. In such type of complex syntactic units the content of the question “what”, “ня” should be revealed. Here “what”, “ня” perform the function of direct object in the sentence: “what did we see?”, “ня эюрдцк?”.
The following sentence of this question may be either a simple sentence or a complex syntactic unit. In the second case the object subordinate clause is used.
E.g. 1. Going what did we see? We saw that she was sitting with her hands on her knees and thinking
In answering to the verb “saw” “эюрдцк” which is used in the principal clause and repeated twice. The usage and repetition of the verb “saw”, “эюрдцк” not only hinders the speed speech but also restricts the effective and emotional force of the expression.
The frequent usage of the verb “to look”, “бахмаг” is a lot. In such kind of complex syntactic units the ellipciss of the verbal predicate “saw” “эюрдц” happen
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
and in the relationship of the semantic-grammatical relations of the components behave strangely. Here the usage of the conjunction “that”, “ки” is not proved itself. Here the semantic relation of the components is not on the surface but on the deep structure of the complex syntactic units.
E.g. 1. He looked that the younger guests immediately had put one their skates.
2. Шащзадя Ябцлфяз бахды ки, Ряна ханымын рянэи-рущу гачыб.
3. Mr.Winkle looked that he was very pleased, but looked rather uncomfortable.
4. Бахды ки, цч атлы тоз-торпаьын ичиндя чапараг она доьру эялир. In reality double situation happens in such kind of complex syntactic units. The first one is that the question “to what?” “няйя?” was borne out of the
principal clause and it has more determining character. If we take this item into consideration, then these complex syntactic units are considered to be the object subordinate clauses. But we can’t agree with this view point. In the second case the interrelationship of the semantic and grammatical relations is one sided and it is in outer frame, by means of it the corresponding relationship potentially seems to
be in the principal clause. On this account, it seems to us that those complex syntactic units should be approached from the second position and they should
be presented as elliptic constructions. The verbs “say”, “демяк” and “see”, “эюр- мяк” are widely used in compared English and Azerbaijani languages and they can easily pass their semantic weight to the other language units which are linked. By the result of it the predicates expressed by those verbs in the principal clause, they sometimes miss these verbs and they don’t give any harm to the complex syntactic units.
E.g. 1. Hearing this, one of Mr.Winkles’ friends immediately lay on the ground, I’m dying.
2. Вуруланда тiр узаныб йеря, ял-айаьыны узадыб ки, юлцрям
3. One fine winter day Mr.Wardle entered the house that his friends were staying and waiting for him.
Analysing the above mentioned complex syntactic units we can observe that the first two complexes embraced potentially the meaning of the verb “says” “де- йир” but in the last two complex syntactic units potentially the verbs “saw”, “эюрдц” existed. From this point of view those complex syntactic units are considered to
be object subordinate clauses. Some scholars don’t pay attention to the ellipciss here and treat these complex syntactic units as adverbial clauses of time. Though these complex syntactic units are not of the same structure but close in meaning to them. This view point is widely spread in Azerbaijani.
E.g. Эялдик ки, мяълис гурулуб. (When we came the party was organized) While investigating this complex syntactic unit it is clear that there is no
semantic interrelationship of the components due to the time.
April 27, 2012 Qafqaz University, Baku, Azerbaijan
It happens when the expression “о заман” “at that time” is used within that complex syntactic unit.
E.g. О заман эялди ки, мяълис гурулуб. But in the above complex syntactic unit it is impossible to add the expression
“о заман”. Here the object relation seems and it is realized with the homogeneous predicate “эюрдцк” which underwent the ellipciss.
E.g. Эялдик эюрдцк ки, мяълис гурулуб. (We came and saw that the party was organized)
Unfortunately the fact of ellipciss not always reconstructed resultatively but also there are some elliptic complex syntactic units which are changed the types of subordinate clauses by reconstructing them.
E.g. 1. Pilkins slowly stood up: who was that coming at this time?
2. Аста-аста диванdаn durdu, бу вахт эялян ким ола? Analysing the above mentioned complex syntactic units it has been proved
that “who was that coming at this time?” “бу вахт эялян ким ола?” are not connected with the principal clauses directly by the semantic-grammatical points wholly. The reason is that in those complex constructions the subordinate clause, in reality, is closely connected with the abridged expression in the principal clause. This may
be reconstructed by different ways. In the first case we may use the verb “thought”, “фикирляшди” in the principal clause and we may be aware of the completing subor- dinate clauses. In this case the type of subordinate clauses will be the object subor- dinate clauses.
E.g. 1. Pilkins slowly stood up and thought who was that coming at this time.
2. Аста-аста диванdаn durdu вя фикирляшди ки, бу вахт эялян ким ола. But in the second case not only the homogeneous predicate, but also the whole
principal clause which is interrelated with the subordinate clause is reconstructed.
E.g. 1. Pilkins slowly stood up and was in such a mind who was that coming at this time.
2. Диванdаn durdu вя ону беля бир фикир апарды ки, бу вахт эялян ким ола. By the result of this reconstruction the other relation between the components
may appear. Here the thought – logical relation is the same but the grammatical relation is quite different. So, in the second reconstruction the attributive subor- dinate clauses are formalized.
There are some kinds of elliptic forms which depend upon the components of the text within and without the previous and following constructions it’ll be difficult to make the thought wholly. Such complex syntactic units are widely used in Azerbaijani.
E.g. - Соба, ай Соба, де эюрцм газлар щара учду? Soba, hey Soba, tell me where the geese flew? - Човдар кюкямдян йе, дейим. Eat my rye cookey, I’ll tell.
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
- Гыз бойун гачырды The girl rejected - Атамын евиндя буьда унундан бишмиш кюкями йемирям. At my father’s I don’t eat wheat floured cookey.
In the above mentioned dialogue the last complex syntactic unit seems to be complete but it is in external form. But in reality this complex syntactic unit has got the elliptic form. If that sentence is used out of the text it’ll express quite other meaning.
Атамын евиндя буьда унундан бишмиш кюкями йемирям, дейирсян, сянин човдар кюкцндян йейим? -I don’t eat wheat floured cookey at my father’s, you say, I’ll eat your rye cookey
This is the construction of concession having the relation in composite – compound sentence but the second component of which is wholly the object subor- dinate clause. The ellipciss of that component causes the formation of an incomplete form. So not going into the deep structure of this complex syntactic unit it is difficult to show its semantic weight and reconstruct the whole structure by approaching only the outer point.
REFERENCES
1. Мухин А. Т. Структура предложения и их модели. Ленинград: Наука, 1968 2. Adilov M. Qəzet dili. Bakı: ADU nəşri, 1973 3. Abdullayev K. Azərbaycan dili sintaksisinin nəzəri problemləri. Bakı: Maarif, 1999, 281 s. 4. Abdullayev Ə. Müasir Azərbaycan dilində tabeli mürəkkəb cümlələr. Bakı: Maarif, 1974 5. Collier R. Intonation from a structural linguistic view point – A criticizm. Linguistics, 1974, vol
120, p. p. 5 – 28 6. Yunusov D. Constancy and variety of complex syntactic units in languages of different system.
Istanbul, 2007, 114 p. 7. Yunusov D. A Guide to English Grammar. Baku: Mutarjim, 2006, 282 p.
THE INFLUENCE OF WORDS Sandra Derrick
Fulbright Scholar, USA
How can I grab my students’ attention when discussing academic writing at the university level? Even I am bored by the sound of the topic, and this is my field. In fact, students around the world admit to dreading the act of writing. They fear writing assignments more than a menial job or a strict parent. Sometimes this fear is based on receiving a critique from a teacher, sometimes this, a response to not being taught the fundamentals of writing. But how, in this generation who knows technology better than me and most of my colleagues here and abroad, can I entice you to delight in the writing process? You text. You twitter. You write announcements in incomplete sentences and abbreviate phrases such as “Oh my God” to “OMG,” abbreviations that drive a writing professor batty.
April 27, 2012 Qafqaz University, Baku, Azerbaijan
Perhaps to love writing takes a particular kind of person, but I don’t think so. I believe good writing comes in many forms and from sundry persons. Did you know that there are academic articles about text messaging? One is titled “The Syntactic Aspects of Text Messaging”(Ong’onda,), which was written a woman who analyzes media’s influence on language. My students know what critical thinking is. Apply analysis to text messaging and you have a cool project for an article. Consider Shakespeare who has been written about for hundreds of years. The man still exists on the printed page, not only in the classroom where his famous works are read, but also in relation to academic analysis of literature. Topics of class division, love, jealousy, dysfunction, and death never tire. To whom do we owe credit? To Shakespeare, of course, but also to our scholars and their imaginations. Why? Because they thought critically and dared to imagine a new way of seeing. If I were to give any advice, perhaps my colleagues would want me to tell you to practice writing, to write an essay four times over, to make it perfect, to study grammar more, to craft beautiful sentences. They are right. These are elements of writing that are universal and, without such skills, you will not
be taken seriously as an academic or a specialist in your field. Do I love Chekov because
he wrote about a lady and her dog? Somewhat, yes, but I also love him for the rhythm of his prose and the confidence in his writer’s voice, a distinct style that shaped his adherents’ writing. My advice, if I were to give any, might be different. I might simply want to say: dare to imagine, dare to create, and then don’t stop working until your vision is accomplished.
Allow me to use the “bridge” metaphor, tired yet true: Writing is a bridge to just about any other field. Articles are published in the sciences, in translation, literature, and law. Writing connects us to friends and family. We send emails, text messages, and nowadays, more than ever are reading the words of a person, not the gestures of a person. Writing has power. What we read in the newspaper affects us. We whisper news into friends’ ears; we call each other on the phone. When we read a good piece of writing, words influence us more than we can understand. We carry words in our heads. We carry memories of how we felt reading a particularly moving story or even
a well-written article. We remember when someone’s thoughts challenge our own, especially when an opinion or idea makes us uncomfortable, and we remember when someone has written so well, and we take that as a challenge to do better.
Learning to write in the international style that I have introduced to my class is not only a bridge to other fields, but the international style is a bridge to other cultures worldwide. Good research distinguishes a strong professor from a weak professor. Good research sets a student apart from his or her peers not just in the classroom, but internationally. And, good research connects students and professionals to others with similar interests. A good researcher challenges what has been accepted and attempts to shine a new perspective on a subject.
Good research excels you in your chosen field. Qafqaz is the leading university in research. Perhaps, as young adults, you don’t yet realize how impressive this role is for your university and your future. You are actually part of its growth and expansion,
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
and I ask you today to take an active role. You are, after all, molding your country by what you write and by how you write. You have more power than you understand. Use it, and use it well. Be a representative of Azerbaijan and, specifically, Qafqaz University.
REVISITING AND RERUNNING WILLIAM LABOV’S STUDY: THE SOCIAL STRATIFICATION OF (R) IN NEW YORK
CITY DEPARTMENT STORES Kaitlin Ward (first author), F. Robson Albuquerque (co-author)
M.A. Applied Linguistics Candidates Montclair State University
SUMMARY
In our study we were able to reinforce the notion that NYC is becoming a more unified speech community however the NYC department stores are still differentiated in a fixed order based on social stratification and that those jobs in those places are evaluated by employees in the same order.
In 1962 William Labov studied one of New York City’s (NYC) most salient features of its stereotyped accent; the r-lessness of its speakers. He believed that the (r) variable (realized as either [r] or [ ∅] ) could mirror the city’s social stratification, “if any two sub-groups of NYC speakers are ranked on a scale of social stratification, then they will be ranked in the same order by their differential use of (r)” (Labov 2006: 41). Because the [r] variant is considered to be the ‘better’ sounding than its [ ∅] counterpart, it is said to carry overt prestige; Meyerhoff (2006: 37) defines an overtly prestigious variant as the one, “associated with the highest social classes or more powerful speakers in a community”. Labov set out to see if the prestigiousness of the (r) variable would
be related to the social stratification of three department stores and their workers. In 2009, we attempted to duplicate Labov’s study to verify whether the same predictable stratification patterns he observed still remain intact in the social fibers of the speech community. More specifically, we attempted to investigate whether the workers would
be socially (and linguistically) stratified along similar and predictable lines and if there would still be a clear correlation between the (r) variable and the status ranking of the department stores, i.e., the higher the stratification of the store, the more realizations of (r). Using Labov’s Rapid and Anonymous (R+A) survey, we elicited two casually uttered tokens of fourth floor (pre-consonantal and word-final [r] are unrealized in the stereotyped pronunciation), and two carefully uttered tokens from the department stores’ workers. Like Labov our goal was to engage the sales people in a very simple and quick speech event. It was also paramount that the exchange be as natural as possible, which brings up the issue of the Observer’s Paradox; since [r] is considered to carry overt prestige, people would theoretically be more likely to pronounce [r] if they were aware that we were paying attention to their speech. Therefore, the tokens could be misrep- resentative of natural NYC speech and result in the data possibly being skewed in terms of overall realizations of [r]. One of the major advantages of Labov’s R+A methodology is that it attempts to limit the effects of the Observer’s Paradox. As the ‘interviewers’
April 27, 2012 Qafqaz University, Baku, Azerbaijan
we individually approached a random employee and asked them where a particular item could be found, which elicited the casual response “fourth floor”. The second exchange occurred where the interviewer said “excuse me?” and the employee then more carefully and emphatically repeated “fourth floor”. After the conclusion of the speech event, we recorded the data of the (r) occurrences (the dependent variables) in both the casual and emphatic speech and also included the same independent variables as Labov: the store, occupation, floor within the store, sex, race, age [estimated in five year increments], and any noticeable foreign or regional accent. Our data, consisting of 252 (r) variants from 63 speakers, reveals that the (r) stratification is still a salient linguistic variable in NYC’s speech community and that the phenomenon still occurs in a pattern that preserves the social stratification between the three department stores. Most importantly, our data also suggests that, although the r-less variant is still prevalent, [r] is becoming more common in NYC. Comparing the data to Labov’s, a pattern emerges of an over-all, though not evenly, increase of r-pronunciation. Our reproduction of Labov's study reinforces the notion that NYC is a unified speech community and also suggests that due to the increasing realization of [r], the city's speakers are becoming even more unified.
Comparison of two studies for the Overall rate of (all-r)
Percentage of all realization of (r) by Store for Four Positions
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
BIBLIOGRAPHY
1. Labov, W. (2006). The Social Stratification of English in New York City (2 ed.). New York: Cambridge University Press.
2. Meyerhoff, M. (2006).Introducing Sociolinguistics. New York: Routledge.
MINIMIZING ABBREVIATIONS IN ENGLISH Aygul Khalilova
Postgraduate student Qafqaz University aygulx@mail.ru
ABSTRACT
The essence of good writing is precision and clarity and the use of abbreviations seems an ideal way to ensure these essentials. An abbreviation is a shortened form of a word or phrase. Usually, but not always it consists of letters or group of letters taken from the word or phrase. The purpose is to provide readily- understandable substitutes for groups of words and so aid the reading effort. However there are very few abbreviations that their forms have been standardised internationally. The phenomenon of abbreviation reflects perfectly the spirit of our dynamic epoch. We use them frequently to transmit much information during the shortest period of time.
Abbreviation is a comparatively new linguistic phenomenon. The practice of abbreviating terms became convenient, because literacy rose, and advances in science and technology brought with them more com- plicated terms and concepts. Certain abbreviations can mean different things to different people. In some fields, including chemistry, medicine, computer science, and geographic information systems abbreviations are used so frequently that the reader can feel lost in an alphabet soup. However, the main purpose for using these devices is to improve the reading process, fostering fluent readability and efficient comprehension.
Writers overuse abbreviations, not realizing the problems they cause readers. But they should only use them for the convenience of the reader. We should better to remember what Shakespeare once observed: “Who understands thee not, loves thee not.” The main aim of this paper is trying to provide solutions for eliminating abbreviations.
Key words: abbreviation, acronym, stunt acronym. An abbreviation (from Latin “brevis”, meaning short) is a shortened form of a word
or phrase. Usually, but not always, it consists of a letter or group of letters taken from the word or phrase.
Abbreviation is a popular way of forming words. It is a comparatively new linguistic phenomenon. The last decade of the 20 th century and the 21 st century have brought with them new abbreviations. Not everyone knows how to use them, because many abbreviations are used in one sphere and we can not use them in other spheres. At first, abbreviations were sometimes represented with different signs, not only full stops. For example, ‹er› were replaced with ‹ ɔ›, as in ‹mastɔ› for master.[3]
Abbreviations are used to save time and space, and to make long names of organi- zations and long technical terms easier to remember and less boring to refer to repeatedly in an extended piece of writing such as a newspaper article or textbook.
There are two main types of abbreviations: graphical and lexical.
April 27, 2012 Qafqaz University, Baku, Azerbaijan
Graphical abbreviations are the result of shortening of words and word-groups only in written speech while, orally the corresponding full forms are used. They are used for the economy of space and effort in writing. For instance, sec. - second, D.M.- Doctor of Medicine. These are English origin. But when we use graphical abbreviations of Latin origin in the spelling we shorten Latin words, while orally we pronounce English equivalents in the full form: p.a.-a year (per annum), lb - pound (libra), i. e.-that is (id est) etc. Initial abbreviations are the bordering case between graphical and lexical abbreviations.
There are three types of initialisms in English:
a) initialisms with alphabetical reading, such as UK, MPA, CND etc.
b) initialisms which are read as if they are words, e.g. : UNESCO, UNO, NATO etc.
c) initialisms which coincide with English words in their sound form, such initialisms are called acronyms, e.g. CLASS (Computer-based Laboratory for Automated School System).
We may unite group b and c into one group, which we call acronyms. Some scien- tists accept it, but others not. All acronyms are abbreviations, but not all abbreviations are acronyms.
Lexical abbreviations are classified according to the part of the word which is clipped. E.g.: intro (introduction), copter (helicopter), fanzine (fan magazine), tec (detective). [4]
The abbreviations are the most intensively developing units of English. There is the distinctive interest to them in modern linguistics. Abbreviations, the subject of our analysis, make our life easier. However, when using them, we shouldn’t overdo it.
The more we use abbreviations the more our text will be vague to read. We should introduce an abbreviation only if: 1. the term appear at least three times in each part of our work; and 2. the term consists of at least three words. There are also some abb- reviations that are better known than the words they stand for and do not have to be explained in the text or added to the list of abbreviations. E.g.: AIDS (acquired immu- nodeficiency syndrome), CD-ROM( compact disk read only memory),PIN(personal identification number), UNICEF (United Nations Children’s Fund).If an abbreviation is better known than the spelled-out form, we may give the abbreviation even if the term is used only once.[2,1]
Some acronyms are truly “hidden names”. They are spelled out and treated as ordinary words and follow the capitalization rules. After a while we may even forget that they were once special creations:
Scuba= Self Contained Underwater Breathing Apparatus Radar=Radio Detecting And Ranging Laser=Light Amplification by Stimulated Emission of Radiation
Not all acronyms are created. Some are discovered by attentive readers. Such “false” abbreviations provoke unintended smiles. In the 1970s, Richard Nixon’s opponents had
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
great fun pointing to the acronym formed by the initials of the Committee to Re-Elect the President: CREEP.[1,5]
Stunt acronyms, which are created for a specific, often political purpose can help groups get attention. For instance, MADD -Mothers Against Drunk Driving. CAVE- Citizens Against Virtually Everything. These stunt acronyms are not the problem. They can be useful and even entertaining. Acronyms can be handy. The real problem lies with initial abbreviations, the greatest destroyer of meaning in modern publications. Most initial abbreviations are difficult to understand.
Every business, school, laboratory and agency has its own language, which consists of unique abbreviations. For instance, to the Shipping Department the abbreviation “QA” may mean “Quick Action”, while for the Manufacturing Department, “QA” means “Quality Assurance”. “CD” may refer to “certificate of deposit” in Accounting, “coefficient drag” in Engineering and “Compact disk” everywhere else. Whenever possible we should avoid using abbreviations.
Of course, if you are using a common abbreviation such as PC to mean personal computer and the context makes this clear, there's no real problem. But if you are using it for another term, such as: Postal Clerk or Production Control, then such a common abbreviation can still be a problem. The abbreviation PC means different things to different groups. In Law: probable cause, physical containment, personally corrupt, police constable. In Medicine: peripheral clarity, perforated cranium, prostate cancer. In Military: power converter, production control, pass certified, Peace Corps. Not only common people, but also inexperienced members of any organization may misunderstand an abbreviation or acronym. For example the “Federal Highway Administration” has
a program known as “ISTEA” (pronounced “ice tea”). Naturally enough, the acronym gets spelled as “ICE TEA”(1,6)
Such confusion shows that these writers don’t really understand the term. Because they clearly don’t know what the letters stand for, they only want to sound learned, well- informed. But in reality, the words forming this acronym is - Intermodal Surface Transportation Efficiency Act.
To eliminate the problems mentioned above we want to introduce the following solutions:
1. We should better avoid abbreviations as many as possible.
2. We may use them only if they are convenient for our readers. All readers must know exactly what we mean. Spelling abbreviations out may irritate our readers.
3. Converting abbreviations into words as many as possible is also the effective way. We should prefer to use the full words - Vice President, not VP.
It would be suitable to use an alternative - computer's memory, not RAM (Random Access Memory).
4. If it is convenient for the reader to use an abbreviation in a long document, we must try to spell out its meaning in brackets the first time we use it. For example: CBT
April 27, 2012 Qafqaz University, Baku, Azerbaijan
(computer-based training).But if the abbreviation is familiar to the reader, there is no need to spell it out. For example, if we write to a government official, we would not need to spell out any of the abbreviations in the following sentence: The CIA has examined FAA’s security procedures at US airports.
5. We should better not use periods or stops between letters. The modern trend is to leave out the periods or stops in abbreviations and acronyms.
For example: U.S.A. or USA. Both of them are true, but let’s try to prefer the second one.
I want to finish the paper with the words of Confucius: If language is not correct then what is said is not what is meant; If what is said is not what is meant, then what ought to be done remains undone...
REFERENCES
1. Dr. Helen Moody, “A Modest Proposal to Eliminate Acronyms”, Professional Training Company, Corrales, New Mexico, 1996-2005 2. Handbook of Style and Usage, 2011 edition. 3. referat.allserver.ru
COINING NEW WORDS IN ENGLISH LANGUAGE Aynur Abbaszade
Undergraduate student Qafqaz University aynur_abbaszade@mail.ru
ABSTRACT
Conforming circumstances every language has transition because of time requirements. So English language had some changes due to various reasons from the time it was created until today and its lexicon also changed. It can be considered as an advantage but sometimes entering of new words or coining neo- logisms in language can be out of control. Then the miserable picture we will get is inevitable. Basically, the formation history of English language, entering and coining process of new words, pros and cons of this matter were represented in this article.
Key words: Middle English, Early Modern English, Late Modern English, The Latest and Unsuccessful Neologisms, Virtual Words.
İngilis dili adlandırdığımız dil ilk dəfə İngiltərənin Şimal dənizi sahillərinə eramızın V-VI əsrlərində Danimarka, indiki Almaniya və Niderlandın şimal-qərbindən olan də-
nizçil ər tərəfindən gətirilmişdir. Bu immiqrantlar Hind-Avropa dili ailəsinin German qoluna m ənsub olan əlaqəli dialektlərdə danışırdılar. Onların dili German dillərindən ayrıldıqdan sonra öz fərqləndirici xüsusiyyətlərini inkişaf etdirməyə başladı və eramızın
600-cü ill ərindən indi bizim adlandırdığımız kimi “Qədim İngilis Dili” və ya “Anqlo- Sakson” olaraq inki şaf edərək müasir İngiltərənin çox böyük ərazisini əhatə etdi.
1066-cı ildəki norman istilası Britaniya adalarına yeni sosial və linqvistik təsir gə- tir ən başqa bir amil sayıla bilər. Həmin dövrdə ingilis dilinə latın və fransız dillərindən
Modern Approaches in English Language and Literature 2 nd International Young Researcher’s Conference
minl ərlə söz daxil oldu və onun qrammatikası da həmçinin kəskin dəyişikliklərə məruz qaldı, lakin sonralar aristokratiyanın ingilis dilini öz dilləri olaraq qəbul etməsi fransız
dilinin istifad əsini tədricən sona çatdırdı. İstiladan dilin dirçəlməsinə qədər olan dövrdə istifad ə olunan ingiliscə “Orta Dövr İngilis Dili” adlanır.
İngilis dilinin sözlər axınına məruz qaldığı və “Erkən Müasir İngilis Dili”nin möv- cud oldu ğu dövr təxminən 1500-1800-cü illəri əhatə edir. Bu dövrdə ingilis dili səs
d əyişmələri, sintaktik formalaşmalar və leksik zənginləşmə keçirmişdir. Bundan əlavə XVI-XVII əsrlərdə yaşamış dramaturq V.Şekspirin də ingilis dilinin zənginləşməsində böyük rolu olmu şdur. Şekspir heç vaxt “doğru” olaraq qəbul edilmiş lüğətdən istifadə etm əməmiş, dilin daha artığına qadir olduğuna inanaraq ona yeni sözlər əlavə etməyə çalışmışdır. O ingilis dilinə 1700-dən çox yeni söz gətirmişdir. O sözlərin çoxu bu gün
d ə istifadə olunur və həmin sözlərin üzərində asanlıqla isimdən felə, sifətdən felə və s. çevrilm ələr aparmaq mümkündür. Məsələn: mimic, negotiate, torture, champion, rant, bedroom, obscene, assaissination, accused, generous v ə s.
1500-1800-cü ill əri əhatə edən Erkən Müasir İngilis dili və 1800-cü ildən bu günə kimi istifad ə olunan Son Müasir İngilis dili arasında bəzi fərqlər var. XV-XVIII əsrlərdə
dilin daha çox formasında dəyişikliklər oldu. Britaniyalıların ətraf ölkələrlə olan sıx ticar ət və iqtisadi əlaqələri dilə yeni söz və frazalar gətirdi. Son Müasir İngilis dilinin
əhatə etdiyi dövrdə isə dildə neologizmlərin yaranma mənbələri və sayı fərqlidir. Sözü ged ən dövrdə ingilis dili iki əsas səbəbdən neologizmlər qazanıb. Birincisi sənayedəki
inqilab, texnologiyanın inkişafı ilə əlaqədar olaraq, ikinci isə Britaniya imperiyasının bu zaman k əsiyində dünyanın demək olar ki, dörddə bir hissəsi üzərindəki hakimiyyəti
onun xarici ölk ələrdən daha çox söz götürməsinə səbəb olmuşdur. Dünya d əyişir və qaçılmaz olaraq lüğət tərkibi də dəyişikliyə uğrayır. İyirmi il
bundan əvvəl insanlar “noob”, “twitter”, “facebook” sözləri haqda heç nə bilmirdi. Hal- hazırda isə ingilis dili söz yaratma partlayışı yaşamaqdadır. Bəzi yeni sözlər yazılışca