Articles

The Role of Syntactic Analysis in Solving Problems Observed in the Teaching of Complex Sentences

ABSTRACT

The scientific basis of the linguistic analysis of a complex sentence is formed by the scientific-theoretical knowledge and information on this topic. The goals set in teaching a complex sentence can be grouped as follows:

-         the concept of a complex sentence and its difference from a simple sentence;

-         the relationship between the sentences that form the components of a complex sentence;

-         types of a complex sentence;

-         an independent complex sentence and the means that connect the parties that form it;

-         independent complex sentences with and without a connection;

-         the meaning relationships that exist between the components of an independent complex sentence.

Sometimes certain difficulties arise in determining the meaning relationships between the components of an independent complex sentence, in the structure of its components, and in determining an independent complex sentence. They can be grouped as follows:

1.        Determining independent complex sentences related in time, sequence, and cause-and-effect.

2.        Determining independent complex sentences whose components consist of simple and subordinate complex sentences.

3.        Identifying the common word or sentence member belonging to various components of independent complex sentences.

4.        Distinguishing between independent complex sentences and simple extended sentences with homogeneous members (especially homogeneous news) and some subordinate complex sentences whose news is expressed by the same person.

5.        Distinguishing between sentences connected with the conjunctions amma, ancaq, lakin etc.

The article clarifies the ways to solve the problems observed in the teaching of independent complex sentences with concrete facts.

KEYWORDS

independent complex sentence, current problems, simple sentences with homogeneous information