Karshi state university

The practical value of course work.
If vocabulary learning became more active with activities like games, students would not face any difficulties. However, reflections from my own experience, observations of other teachers' classes and interviews reveal that sometimes games create problems for both students and teachers. Games cannot be successful if the teacher does not explain the tasks and roles of students clearly in playing games and provide a quick and total comprehension of what students have to do in order to avoid confusion. 22% of those who resort to games to teach vocabulary regularly complain that their students take much time to understand the instructions and their roles. Sometimes, instead of guessing, teacher is obliged to give the full instructions.At the same time 31.33% students ask for clear instructions by the teacher.A volunteer teacher working at CEGI Abomey once told me that “sometimes she failed to make her students understand the games' rules”. Her students felt embarrassed because they did not know how the games went and what procedures they had to follow. Fortunately, some of her students were able to find out what they had to do in the games and re-explained to their classmates. Since then, the games went smoothly. Teachers should innovate and create different fun activities in order to make their classes more interesting and enjoyable.

Chapter I Definition of culture
The main difficulties that teachers face in the use and development of multimedia applications are such factors as insufficient preparation for their correct and optimal integrating into the lesson, the lack of a systematic approach to developing their own multimedia applications, taking into account the psychological — Pulverness (2003) claims that the foreign language classroom offers an ideal arena for developing cultural awareness and it should be the responsibility of language teachers to encourage learners to develop awareness of language and a parallel awareness of culture. The term " cultural awareness" is referred to as an important goal in foreign language teaching today (Fenner 2000)¹ However, a question worth asking is what is meant by " cultural awareness"? and how can learners be encouraged in moving towards this goal ?. According to Cortazzi and Jin (1999:217) cultural awareness means: “Being aware of members of another cultural group : their expedition, their perspectives and values .It also means attempting to understand their reasons for their actions and beliefs ”. On his perspective Byram (1998:4) stresses the importance of the learners' own culture in developing cultural awareness. According to him " cultural awareness" may be seen as an ability to reflect on one's own cultural identity, question taken for granted values and beliefs and compare one's own culture with that of the interlocutor's. This statement highlights the importance of comparison .Byram sees that comparison forms a basis for understanding and helps learners to perceive and cope with the differences .(ibid). The importance of the learners ' own culture in developing " cultural awareness" is largely agreed on .Since any comparisons should be build on the learners' background knowledge. Fenner (2000) makes the claim that, “ cultural awareness is based on knowledge of the foreign culture, but also on the knowledge of one's own culture. And that any process of comparison or contrasting has its starting point in the learner' s preknowledge ” P.144-145. She adds that the learner' s perception of his or her own culture as well as of the foreign culture are important factors in the development of cultural awareness of the individual. although nouns (an open class) may be used in the genitive to convey some adjectival meanings, and there is also the separate open class of adjectival nouns (na-adjectives).
Many languages (including English) distinguish between adjectives, which qualify nouns and pronouns, and adverbs, which mainly modify verbs, adjectives, or other adverbs. Not all languages make this exact distinction; many (including English) have words that can function as either. For example, in English, fast is an adjective in "a fast car" (where it qualifies the noun car) but an adverb in "he drove fast" (where it modifies the verb drove).
In Dutch and German, adjectives and adverbs are usually identical in form and many grammarians do not make the distinction, but patterns of inflection can suggest a difference:
A German word like klug ("clever(ly)") takes endings when used as an attributive adjective but not when used adverbially. (It also takes no endings when used as a predicative adjective: er ist klug, "he is clever".) Whether these are distinct parts of speech or distinct usages of the same part of speech is a question of analysis. It can be noted that, while German linguistic terminology distinguishes adverbiale from adjektivische Formen, German refers to both as Eigenschaftswörter ("property words").Linguists today distinguish determiners from adjectives, considering them to be two separate parts of speech (or lexical categories). Determiners formerly were considered to be adjectives in some of their uses. Determiners function neither as nouns nor pronouns but instead characterize a nominal element within a particular context. They generally do this by indicating definiteness (a vs. the), quantity (one vs. some vs. many), or another such property.
An adjective acts as the head of an adjective phrase or adjectival phrase (AP). In the simplest case, an adjective phrase consists solely of the adjective; more complex adjective phrases may contain one or more adverbs modifying the adjective ("very strong"), or one or more complements (such as "worth several dollars", "full of toys", or "eager to please"). In English, attributive adjective phrases that include complements typically follow the noun that they qualify ("an evildoer devoid of redeeming qualities").
In many languages (including English) it is possible for nouns to modify other nouns. Unlike adjectives, nouns acting as modifiers (called attributive nouns or noun adjuncts) usually are not predicative; a beautiful park is beautiful, but a car park is not "car". The modifier often indicates origin ("Virginia reel"), purpose ("work clothes"), semantic patient ("man eater") or semantic subject ("child actor"); however, it may generally indicate almost any semantic relationship. It is also common for adjectives to be derived from nouns, as in boyish, birdlike, behavioral (behavioural), famous, manly, angelic, and so on.
In Australian Aboriginal languages, the distinction between adjectives and nouns is typically thought weak, and many of the languages only use nouns--or nouns with a limited set of adjective-deriving affixes--to modify other nouns. In languages that have a subtle adjective-noun distinction, one way to tell them apart is that a modifying adjective can come to stand in for an entire elided noun phrase, while a modifying noun cannot. For example, in Bardi, the adjective moorrooloo 'little' in the phrase moorrooloo baawa 'little child' can stand on its own to mean 'the little one,' while the attributive noun aamba 'man' in the phrase aamba baawa 'male child' cannot stand for the whole phrase to mean 'the male one.' In other languages, like Warlpiri, nouns and adjectives are lumped together beneath the nominal umbrella because of their shared syntactic distribution as arguments of predicates. The only thing distinguishing them is that some nominals seem to semantically denote entities (typically nouns in English) and some nominals seem to denote attributes (typically adjectives in English).²
Many languages have participle forms that can act as noun modifiers either alone or as the head of a phrase. Sometimes participles develop into functional usage as adjectives. Examples in English include relieved (the past participle of relieve), used as an adjective in passive voice constructs such as "I am so relieved to see you". Other examples include spoken (the past participle of speak) and going (the present participle of go), which function as attribute adjectives in such phrases as "the spoken word" and "the going rate".
Other constructs that often modify nouns include prepositional phrases (as in "a rebel without a cause"), relative clauses (as in "the man who wasn't there"), and infinitive phrases (as in "a cake to die for"). Some nouns can also take complements such as content clauses (as in "the idea that I would do that"), but these are not commonly considered modifiers. For more information about possible modifiers and dependents of nouns, see Components of noun phrases. Adjectives belong to an open-class system. This class is open to new membership since there are productive word-building affixes: prefixes and suffixes. The units of this class are semantically diversified and can be subgrouped along different lines of semantic classification.
Semantically, adjectives are simple and complex, concrete and abstract. The word adjective comes from two Latin words: ad (= pertaining to), and jacio (= throw). Thus, adjective denotes a quality, a property of a noun it pertains to; it can describe, qualify, specify it. For example, green, red, round, young point out to properties easily perceivable in an object; the meaning of obscure, substantial, versatile is less concrete, generally descriptive, while the meaning of foolish, idiotic, clever, perfect, good, bad is, obviously, evaluative and its content is complex.
The adjective is a part of speech characterized by the following typical features:
1. The lexico-grammatical meaning of property of a substance. It should be understood that by properties we mean different properties of substances such as their size (large, small), colour (white, black), dimension, position in space (upper, linear, inner), material (woolen, wooden, iron), psychic state of persons (happy, sad, furious) and other characteristics, both permanent and temporary.
2. The morphological category of the degrees of comparison. As regards the category of comparison the adjectives can be divided into qualitative and relative. The former have degrees of comparison; the latter have none. When forming degrees of comparison, one-syllable and two-syllable adjectives have synthetic paradigms; three-syllable and four-syllable adjectives have analytical paradigms.

3. The characteristic combinability with nouns, which they modify, if not accompanied by adjuncts, usually in pre-position (a nice girl), and occasionally in post-position to the noun they modify (She was now president elect; six feet tall), by a combinability with a link verb, both functional and notional (is clever, rose red), by a combinability with modifying adverbs, mostly those of degree (a very nice girl), the so-called prop word (a nice one).

4. The typical stem-building suffixes.
There are adjectives that describe a person as a citizen of a country, or anything associated with it:
-ite – Israel ite;
-(i)an – Russ ian, Kor ean, Indones ian;
-ese – Chin ese, Japan ese, Vietnam ese;
-ish – Finn ish, Span ish, Swed ish *.
There are adjectives that denote a quality of an object, or a thing as such, as typical of, or belonging to a particular field of knowledge, art, science:
-ic – poet ic, scientif ic, linguist ic, hero ic;
-ical – analyt ical, chem ical, mus ical.