ON THE GRAMMATICAL SYNONYMY OF THE MORPHEME -CA,-CE

Authors

  • Kazimov Arif Sadraddin Ph.D. in Philology, the head teacher, Azerbaijan State Pedagogical University
  • Mammadova Samira Kamal the head teacher, Azerbaijan State Pedagogical University

Keywords:

grammatical status, morpheme, degree of multiplication, manner-action adverbs, grammatical homonymy, lexical suffix

Abstract

For a long time, one of the problems that students have had difficulties with in the teaching process is the prevailing of confused ideas related to the grammatical status of the morpheme -ca (-ce). Because we come across various theories about this morpheme in the existing scientific and methodical literature. In order to clarify where the idea of ​​"-ca, -ce morpheme as lexical formalist or complex nitq shares (qoşma, ədat)" originates from, we use chronological succession and some scientific-methodical meanings that are suitable for the subject. We considered it important to apply.

From our research, it became clear that there are quite a few mistakes between the theoretical ideas known and accepted by everyone and the concrete analysis and presentation of language facts. The wrong presentation has sometimes become such a strong tradition that now opposing it has the effect of an unusual event. . It's a pity that wrong opinions are transferred from textbooks to textbooks, engraved in the brains, accepted as axioms, and opened a wide way to a number of existing shortcomings. Studying the grammatical nature of the morpheme -ca, -ce is of special relevance among those shortcomings. In the article, first of all, to determine the grammatical status of that morpheme, secondary and higher school textbooks since the 1960 s." We have set ourselves the goal of analyzing "scientific" grammars.

Published

2024-06-10

How to Cite

Kazimov Arif Sadraddin, & Mammadova Samira Kamal. (2024). ON THE GRAMMATICAL SYNONYMY OF THE MORPHEME -CA,-CE. Progress in Science, (6). Retrieved from https://ojs.publisher.agency/index.php/PS/article/view/3810

Issue

Section

Pedagogical Sciences