Principles of classification of the sentences according to their structure

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Principles of classification of the sentences according to their structure



Plan

Introduction

1. Simple sentences

2. Compound sentences

3. Complex sentences

3.1 Complex sentences with nominative subordinate clauses

3.2 Complex sentences with predicative clauses

3.3 Complex sentences with objective clauses

3.4 Complex sentences with attributive clauses

3.5 Complex sentences with adverbial clauses

4. The subordinate clause of time in english

Conclusion

Bibliography



Introduction

The great achievements have been reached in the Era of might and happiness in Turkmenistan. The best practices and teaching methodology are analyzed to achieve the objectives of improving the standards and quality of education and bringing up the younger generation of the Turkmen people. The issues related to the development of the education system and international educational exchanges are put on the agenda of nearly all meetings of the Turkmen Leader with his foreign counterparts and included in the package of government documents signed upon the outcomes of top-level talks. Bringing the national education system to an international level implies a wide range of tasks that are successfully fulfilled in Turkmenistan today. These particularly include the establishment of international educational institutions, construction of higher educational establishments and other educational facilities supplied with state-of-the art equipment, introduction of advanced information and communication technology, including high-speed access to the global database via the Internet and e-libraries, into their activities. The transition of secondary schools in the country to the 11-year term of study is an important step to bring the national education system to an international level.

I want to thank our Esteemed President that the number of young people who study at higher educational institutions in our country and far beyond is increased from year to year. In the 2015-2016 academic year, first-year students at civilian higher educational institutions number 6,861 people, many of them are winners of prestigious national and international contests and Olympiads. Hundreds of Turkmen boys and girls rank among students of prestigious universities in Belarus, China, Malaysia, Azerbaijan, Russia, Romania, Turkey, Croatia and other foreign countries. Moreover, foreign language teachers from abroad are invited to teach students at institutions of higher education in Turkmenistan.

Vivid evidence for fruitful international contacts of Turkmen education professionals is their contribution to the implementation of various projects in the framework of international educational programmes, such as Tempus, Erasmus Mundus and others.

It is the obvious that specialists of different sectors know several languages facilitates the early integration of Turkmenistan into the world economic and humanitarian systems. International forums and events organized by the Ministry of Education and educational institutions of our country jointly with international organizations, diplomatic missions of different countries and educational centres are of particular importance in this context.

Particular attention is paid to the study of foreign languages as a key factor of training highly qualified specialists who have professional mobility in conditions of the information society. The list of secondary schools with in-depth study of foreign languages is approved. Language training is provided at higher educational institutions throughout the country.

As a student of the language teaching institute I decided to contribute my knowledge to the Theoretical Grammar and write the course paper which I was given. The title of my research work is “The Subordinate Clause of Time in English”.

My course paper consists of:

· Introduction

· Main part

· Conclusion

· Bibliography

The aim of my course paper is to excite curiosity and to provide the English learners along with teachers with ideas and information of my theme. Ahead of time, I want to let you know that it is a special version of work with my modern additional points of view. I tried to create completely new work instead of plagiarism at every step. Either way, unfortunately, I couldn't keep taking advantage of works written at the end, in bibliography. I anticipate it will be useful for teachers for reference and practice.

It's not unusual to find both students and teachers who dislike dealing with Grammar in the classroom. When it comes to Syntax in English, we are dealing with the necessity to understand and use in practice English language with all its grammatical and syntactic peculiarities. English is recognized to be a global language of communication of different people from different countries. That is why it is so important to understand fully syntactic peculiarities of the language. I hope I would be able to explain my course work or at least give you the food for reflection.



1. Simple sentences

Before beginning the investigation of my theme, I would like to say a few words about the Types of the Sentences.

Sentences with only one predication are called Simple sentences. Those with more than one predication have usually no general name. We shall call them Composite sentences.

In a composite sentence each predication together with the words attached is called a clause.

Composite sentences with coordinated clauses are Compound sentences.

She's a very faithful creature and I trust her.

Composite sentences containing subordinated clauses are Complex sentences.

If I let this chance slip, I'm a fool.

In a complex sentence we distinguish the principal clause (I'm a fool) and the subordinate clause (If I let this chance slip) or clauses.

Now I will expand all of my writings, because my main theme is inside the nuclear.

The basic predicative meanings of the typical English sentence are expressed by the finite verb which is immediately connected with the subject of the sentence. This predicative connection is commonly referred to as the "predicative line" of the sentence. Depending on their predicative complexity, sentences can feature one predicative line or several (more than one) predicative lines; in other words, sentences may be, respectively, "monopredicative" and "polypredicative". Using this distinction, we must say that the simple sentence is a sentence in which only one predicative line is expressed.

E.g.: Merdan has never left the stadium. Opinions differ. This may happen any time. The offer might have been quite fair. Etc.

According to this definition, sentences with several predicates referring to one and the same subject cannot be considered as simple. E.g.: I took the child in my arms and held him.

It is quite evident that the cited sentence, although it includes only one subject, expresses two different predicative lines, since its two predicates are separately connected with the subject. The content of the sentence reflects two closely connected events that happened in immediate succession: the first -- "my taking the child in my arms"; the second -- "my holding him".

Sentences having one verb-predicate and more than one subject to it, if the subjects form actually separate (though interdependent) predicative connections, cannot be considered as simple, either. E.g.: The door was open, and also the front window.

Thus, the syntactic feature of strict monopredication should serve as the basic diagnostic criterion for identifying the simple sentence in distinction to sentences of composite structures of various systemic standings.



2. The compound sentences

The compound sentence is a composite sentence built on the principle of coordination. Coordination, the same as subordination, can be expressed either syndetically (by means of coordinative connectors) or asyndetically.

The main semantic relations between the clauses connected coordinatively are copulative, adversative, disjunctive, causal, consequential, resultative. Similar semantic types of relations are to be found between independent, separate sentences forming a continual text.

The clauses of compound sentences are of equal rank, but usually the clause preceding the conjunction is regarded as the initial clause to which the other clause is related. predicative english semantic

As to clauses linked asyndetically, their relations are likewise of different nature, though, for the most part, copulative or causal-resultative.

E.g.: His eyes were bloodshot and heavy, his face a deadly white… (Dickens).

Next day his knee was badly swollen, his walking tour was obviously over. (Galsworthy).

The compound sentence usually describes events in their natural order, reflecting the march of events spoken of in the sequence of clauses.

E.g. He got the hitcher instead, and reached over, and drew in the end of the towline; and they made a loop in it, and put it over their mast, and then they tided up the sculls, and went and sat down in the stern, and lit their pipes.

Herein lies the great expressive force of the compound sentence. It is extensively used in colloquial speech and is often resorted to when events are described in a stately or impressive way.

To make it clear, I want to add that Compound sentences are structures of coordination with two or more immediate constituents which are syntactically equivalent, i. e. none of them is below the other in rank.

3. Complex sentences

A complex sentence consists of a principal clause and one or more subordinate clauses. Subordinate clause is a sentence, which modify the principal clause, and can not be used independent.

The complex sentence of minimal composition includes two clauses -- a principal one and a subordinate one. Although the principal clause positionally dominates the subordinate clause, the two form a semantico-syntactic unity within the framework of which they are in fact interconnected, so that the very existence of either of them is supported by the existence of the other.

The subordinate clause is joined to the principal clause either by a subordinating connector (subordinator), or, with some types of clauses, asyndetically. The functional character of the subordinative connector is so explicit that even in traditional grammatical descriptions of complex sentences this connector was approached as a transformer of an independent sentence into a subordinate clause.

The classification of subordinate clauses offers special difficulties and remains the area of syntax where we find different linguistic approaches with some important disputable points open to thought and discussion. Much still remains to be done in this field of grammar learning. This is one of many ranges of linguistic structure in which we find borderline cases where the lexico-grammatical organisation of complex syntactic units presents special difficulties.

Contexts are of extreme importance in understanding syntax.

Various kinds of contextual indication, linguistic or situational, and intonation in actual speech resolve structural ambiguity in homonymic patterns on the syntactic level.

As we shall further see, the significant order of sentence elements, as an important factor of syntax, will also merit due consideration in describing the distributional value of various kind of subordinate clauses.

It is to be noted that disagreement over the classification of sub-clauses is based not on conflicting observations in language learning but rather on different linguistic approaches to the study of syntax.

There are obvious reasons for describing sub-clauses proceeding from the similarity of their functions with those of parts of the sentence. Analysis of clause patterns from this angle of view seems most helpful and instructive.

Subordinate clauses function as different parts of the sentence (subject, predicative, object, apposition, attribute, adverbial modifier). Traditionally these numerous types of clauses are arranged in three groups: nominative clauses (that is, clauses functioning as nouns in various syntactical positions), attributive clauses, and adverbial clauses.

3.1 Complex sentences with nominative subordinate clauses

A subject clause may be introduced by conjunctions (that, if, whether, whether... or, because, the way) or connectives. The latter may be either conjunctive pronouns (who, whoever, what, whatever, which) or conjunctive adverbs (where, wherever, when, whenever, how, why).

Complex sentences with subject clauses may be of two patterns:

I. When a subject clause precedes the predicate of the main clause:

What I need is a piece of good advice.

Maòa gerek zat oòaýly maslahat.

Subject clauses of this type can not be joined asyndetically, as the opening words signal the subordinate status of the clause. The main clause having no subject is deficient in its structure and meaning unless joined with the subordinate clause. Thus the combination of words *is a good piece of advice is neither complete in its structure nor in its meaning without the subject:

What you say is a good piece of advice.

Siziò gürrüò berýän zadyòyz gowy maslahat.

II. When a subject clause is in final position, the usual place of the subject being occupied by formal it:

It seemed unfair to him that he should suffer more than his wife.

Oòa öz aýalyndan has köp ejir çekmeklik adalatsyz göründi.

3.2 Complex sentences with predicative clauses

A predicative clause may be introduced by conjunctions (that, whether, whether... or, as, as if, as though, because, lest, the way), or connectives. The latter may be conjunctive pronouns (who, whoever, what, whatever, which) or conjunctive adverbs (where, wherever, when, whenever, how, why).

That's what he wants you to think.

Bu hut onuò seni pikir etdiresi gelýän zady.

The choice of conjunction is closely connected with the meaning of the word functioning as the subject of the main clause. Thus the conjunction because is used when the word functioning as subject expresses reason, the conjunction whether -- when it expresses doubt or implies choice. The connective when is used when the noun functioning as subject expresses a temporal notion (time, day, evening, moment) and the connective where is used when it denotes a place. Thus in the sentence given above The only reason for my coming is because I hoped to see you again the meaning of the subject reason predetermines the use of the conjunction because. In the same way in the sentence The question is whether we can manage without him the meaning of the subject question predetermines the conjunction whether.

This, however, does not mean that a certain conjunction is the only possible one, and that no other can be used after a certain word functioning as subject.

If the subject denotes order, proposal, request, suggestion, arrangement, desire, etc., the conjunction that is generally used, followed by a clause with the predicate in the subjunctive mood (should + infinitive).

Their suggestion was that no one should interfere.

Olaryò teklibi hiç biriniò ara goºulmazlygyndady.

Predicative clauses with comparative meaning are introduced by the comparative conjunctions as, as if, as though.

Everything remained as it used to be in this room.

Ähli zat ºu otagda öòki durºuna galdy.

Predicative clauses may be joined asyndetically. In this case they are usually separated by a comma or a dash.

The result was his master raised his wages a hundred a month.

Netije onuò hojaýynynyò zähmet hakyny aýda ýüz manat galdyranlygyndady.

As can be seen from the above examples, a predicative clause has a fixed position in the sentence - it always follows a link verb, with which it forms a compound nominal predicate. The link verbs used with predicative clauses are far less numerous than those used with the nonclausal predicatives. The most common are to be, to feel, to look, to seem. Less frequent are to appear, to remain, to become, to sound, to taste.

3.3 Complex sentences with objective clauses

An object clause may be introduced by conjunctions (that, if, whether, whether... or, lest), or connectives. The latter may be conjunctive pronouns (who, whoever, what, whatever, which), or conjunctive adverbs (where, wherever, when, whenever, why, how).

An object clause may refer to any verbal form, either finite or nonfinite

I don't know why I like you so much.

Meniò seni näme üçin ºeýle gowy görýänligimi bilemok.

An object clause may either follow or precede the main clause; it may be joined asyndetically and in this case it always follows the main clause.

What she thinks it would be impossible to say.

Onuò pikir edýän zadyny aýtmak mümkin däl.

Object clauses may refer to some adjectives expressing perception, desire, feeling, assurance (certain, sure, sorry, pleased, desirous, jealous, anxious, etc.), and to statives (aware, afraid, etc.).

I'm very sorry I disturbed you.

Sizi bimaza edenim üçin ötünç soraýaryn.

He was glad that no one was at home.

Ol öýde hiç kimiò ýoklygyna begendi.

After some adjectives denoting a state (glad, sorry, happy, etc.) the object clause may imply semantically the cause of that state. This similarity to an adverbial clause of cause may present some difficulty in analysing such sentences as:

I am very sorry I disturbed you ----> I am very sorry because I disturbed you.

After adjectives and participles denoting wish or intention (anxious, determined, interested, etc.) the object clause may imply purpose:

I am anxious that you should succeed.

Men seniò üstünlik gazanmalydygyò hakda alada edýän.

3.4 Complex sentences with attributive clauses

Attributive clauses function as modifiers to a word of nominal character, which is generally called the antecedent. Usually an attributive clause immediately follows its antecedent, although some types may occasionally be distant.

An attributive clause may be introduced by connectives - relative pronouns (who, whose, whom, what, which, that, as), or relative adverbs (when, where, whence, wherein). The choice of relative word depends on the categorical meaning of the antecedent.

a) If the antecedent denotes a living being, the relative pronoun who, whom, whose, or that is used.

A man whose voice seemed familiar to me gave commands.

Sesi maòa tanyº görnen adam görkezmeleri berdi.

b) If the antecedent denotes a thing or notion, the relative word which, whose, or that is used; of these that is less formal.

He went to the next house, which stood in a small garden.

Ol kiçi mellekde ýerleºen indiki jaýa gitdi.

c) If the antecedent is expressed by all denoting a living being the pronoun who or that is used; if it denotes a thing or notion only the pronoun that is generally used.

All that remained was to write down his address and send it by post.

Bar galan zat onuò salgysyny ýazmalydy we poçtaò üsti bilen ugratmalydy.

d) If the antecedent is expressed by everything, something, anything or nothing the relative pronoun that is generally used, or else the clause is joined asyndetically.

You can find everything you want in the wardrobe.

Sen islän ähli zadyòy garderobdan tapyp bilersiò.

e) If the antecedent is modified by the adjective only, the pronoun any, or by an adjective in the superlative degree, the attributive clause is introduced by the pronoun that or is joined asyndetically.

This was the best chance that we had ever met.

Bu biziò ömrümizde duºan iò gowy mümkinçiligimiz boldy.

f) If the antecedent is modified by the demonstrative pronoun such, the relative pronoun as is used.

She was playing the piano with such feeling as couldn't he expected from a girl of her age.

Ol gyz pianinany onuò ºol ýaºyndaky gyzdan garaºyp bolmajak ºeýle bir duýgy bilen çalýardy.

g) After the antecedent modified by same, several relative expressions may be used:

the same children as..., the same person who..., the same island that...,

the same time when..., the same place where..., etc.

h) Attributive clauses joined by the relative adverbs when, where, whence, whereon (rather obsolete) refer to antecedents designating spatial or temporal notions.

It is the hour when we sleep.

Bu biziò ýatýan sagadymyz.

i) The relative adverb why refers to antecedents denoting cause or reason.

They see no reason why they should not do so.

Olar ºeýle hereket etmeli däldigiò hiç hili sebäbini görenokdylar.

3.5 Complex sentences with adverbial clauses

Adverbial clauses are usually classified according to their meaning, that is, according to the relation they bear to the main clause. They differ from nominal and attributive clauses in that they are introduced by conjunctions with a more distinct meaning. Some types of adverbial clauses may be introduced by at least a dozen different conjunctions (as for instance adverbial clauses of time). On the other hand, many of the conjunctions are used to introduce more than one kind of clause (as, since, that, when, now that). In some cases the meanings and functions of the conjunction are so numerous that it is really difficult to say what the basic meaning of the conjunction is, as its function depends on the meaning of the clauses and their relationship.

Conditional clauses may be joined asyndetically, though they have link-inversion in this case. Here the meaning and function of the clause can be inferred only from the meaning of the subordinate and the main clause.

An adverbial clause may qualify the whole main clause, the verbal predicate or any verbal part, and also parts expressed by an adjective or adverb. Its position therefore varies: it may be initial, medial, or final -depending on the position of the part of the sentence it refers to and on the general structure of the main clause.

Women are very shy when they are expressing their emotions.

Zenanlar öz duýgularyny beýan edenlerinde utanýarlar.

According to their semantics we distinguish adverbial clauses of place, time, manner, comparison, concession, purpose, cause, result.

Adverbial clause of place

An adverbial clause of place defines the place or the direction of the action expressed in the principal clause. It may be introduced by one of the following conjunctions: where, whence, wherever, everywhere (that) and conjunctive adverbs with prepositions. A clause introduced by wherever can express direction as well as position.

He was standing where he always had stood, on the rug before the living-room fire.

Ol hemiºeki durýan ýerinde, ýagny myhman otagdaky oduò öòünde halyò üstünde durdy.

From where he stood he could see nothing.

Ol duran ýerinden hiç zat görüp bilmeýärdi.

Why can't we go where it's warm?

Näme üçin biz ýyly ýere gidip bilemzok?

Adverbial clause of manner

Adverbial clauses of manner characterize actions, states, qualities, circumstances. Therefore they may have different reference. The most common conjunctions to introduce them are as and the way.

Adverbial clauses of manner may have different reference:

I. Adverbial clauses of manner may modify the predicate of the main clause by attributing some quality to it.

She cooks the turkey exactly as my mother did.

Ol indýugy edil ejemiò biºiriºi ýaly biºirýär.

He could do it as no one else could have done.

Ol hiç kimiò baºarmajak iºiniò hötdesinden geldi.

II. They may refer to attributes or predicatives characterizing a state or quality of a person or non-person.

He was puzzled by the situation, as one could easily be in his place.

Ony baºga biriniò onuò dereginde ýeòillik bilen baº alyp çykjak ýagdaýy iòkise goýdy.

III. They may refer to an adverbial modifier, giving additional infor-mation or explanation concerning it.

He said it with confidence, as he had an evidence for it.

Ol muny oòa ºaýatnama bar ýaly ynamly aýtdy.

In the second and the third case the connection between the clauses is rather loose, and the subordinate clause is generally set off by commas.

Adverbial clause of comparison

Adverbial clauses of comparison characterize the action expressed by the predicate in the main clause by comparing it with some real or hypothetical circumstance or action.

Clauses of comparison may be introduced by conjunctions as, like, as if, as though, than; correlative conjunctions as... as, so... as, as... as if.

He answered as timidly as if he were afraid of me.

Ol menden gorkýan ýaly gorkuly jogap berdi.

An adverbial clause of comparison may correlate with adverbs in the comparative degree in the principal clause. In this case the clause refers to the predicate with its adverbial modifier. Thus in the sentence Mr. Direct's broken wrist healed sooner than he desired the subordinate clause characterizes the predicate group healed sooner through comparison. The conjunction than is correlated with the adverb in the comparative degree sooner.

The indicative form can also be used.

They don't have long intervals like they do at other theatres.

Olaryò beýleki teatrlarda bolºy ýaly uzyn interwallary ýok.

Clauses of comparison sometimes have inverted word order.

He was as obstinate as were most of his relatives.

Ol beýleki garyndaºlarynyò köpüsi ýaly özdiýenlidi.

Adverbial clause of concession

In complex sentences with concessive clauses there is a contrast between the content of the main clause and that of the subordinate one: the action or fact described in the main clause is carried out or takes place despite the action or state expressed in the subordinate clause.

This type of clause is introduced by conjunctions: although, though, if; correlative conjunctions: though...yet, whether...or; conjunctive pronouns or adverbs: whoever, whatever, whichever, whenever, wherever (which may stand for almost any part of the sentence), as, or composite ñînjunñtiîns: no matter how, no matter what, for all that, despite that, in spite of the fact, despite the fact, even if, even though, even when.

Adverbial clause of purpose

Clauses of purpose generally express the purpose of the action, which is stated in the main clause. The verb-predicate in the subordinate clause is in the subjunctive mood as it expresses a planned but not a real action. Adverbial clauses of purpose are introduced by conjunctions that, so that, lest, so as, so, in order that, for fear that.

I tell you all this so that you may understand me perfectly.

Sen maòa gowy düºüneriò ýaly ähli zady gürrüò bereýin.

Adverbial clause of cause

Adverbial clauses of cause (or causative clauses) express the reason, cause, or motivation of the action expressed in the main clause or of its content as a whole.

Causative clauses may be introduced by the conjunctions as, because, since, so, that, lest, seeing (that), considering; or by the composite conjunctions for the reason that, in view of the fact that, in so far as (insofar as), by reason of. Of these the conjunction as is preferable when the sentence opens with a clause of cause.

As he was tired he preferred to stay at home.

Ýadaw bolansoò ol öýde galmagy göwnejaý gördi.

Since there is no help, let us try and do the best we can.

Kömek bolmany üçin geliò biz özümiz synanyºalyò we elimizden gelenini edeliò.

Adverbial clause of result (consequence)

An adverbial clause of result denotes some consequence or result of the action expressed in the main clause. It may be introduced by the conjunction so that, or simply that.

Light fell on her there, so that Soames could see her face, eyes, hair, strangely as he remembered them, strangely beautiful.

Soms ýadynda saklaýºy ýaly täsin owadan ýüzüni, gözlerini, saçyny haýran galyp görer ýaly ýagtylyk ol gyzyò ýüzüne düºdi.

Clauses with the correlatives so and such (so... that, such... that) may express manner with a shade of resultative meaning and are treated as such. However one should bear in mind that the line of demarcation between cases of so... that and so that is rather difficult to draw when the two words follow one another.



4. The subordinate clause of time in english

An adverbial clause of time characterizes the action expressed in the main clause from the temporal point of view. The action may be expressed by a finite or non-finite form of the verb.

An adverbial clause of time may be introduced by conjunctions: as, as soon as, as long as, when, whenever, while, now that, till, until, after, before, since; recently formed conjunctions and phrasal conjunctions: the time (that), the day (that), the moment, the instant, next time, every (each) time, directly, immediately, instantly, once.

Every conjunction in the above list imparts a particular shade of meaning to the temporal relation - priority, simultaneity, succession of actions, the beginning or the end of the action, repetition, coincidence of two actions, gradual development of a process, etc. These temporal rela-tions can be illustrated by the following examples:

Whenever there was a pause, he gently asked again. (The conjunctions when and whenever introduce clauses expressing repetition.)

Säginme aralaºan wagty ol sypaýylyk bilen ýene sorady.

As they stood up Ivory clapped him on the shoulder. (The subordinate clause denotes the moment when the action of the principal clause takes place.)

Olar ýerlerinden galan badyna Aýwory onuò egnine urdy.

As they approached the house, they became quieter and quieter. (Both the actions are gradually developing.)

Olar barha-barha ýuwaºadylar, çünki olar öýlerine ýetip barýardylar.

They were calling each other `George' and 'Elizabeth' before they reached Camden Town. (The subordinate clause points to the moment before which the action of the main clause was in progress. The action of the predicate in the subordinate clause is posterior.)

Olar Kämden ºähere ýetmänkäler biri-birlerine `Jorj' we `Elizabeta' diýip ýüzlenýärdiler.

The heavy guns began again soon after it was light. (The action of the subordinate clause, which is prior, fixes the beginning of the action in the main clause.)

Daºary ýagtylanan badyna, ýene güýçli ýaraglar atylyp baºlandy.

The conjunctions till and until introduce clauses which fix the end of the action in the main clause if the latter contains no negation, as in:

She resolved to wait till Clym came to look for her.

Ol Klym gözlemäge gelýänçä garaºmagy makul bildi.

If the time reference in the subordinate clause with till or until is to a commencement point, the main clause is always negative. For example:

He did not say a word till he was asked.

Ol soralýança hiç zat gürlemedi.

They did not marry until she was forty.

Olar ol gyz 40 ýaºaýança toý etmediler.

The boy did not start to read until he went to school.

Ol oglan okuwa gitýänçä okamagy öwrenmäge baºlamady.

The conjunction since may introduce a clause which indicates the beginning of a period of time continuing until now or until some time in the past. In the first case the present perfect is used in the principal clause, in the second the past perfect. In a temporal clause the past indefinite tense is used in both cases. For example:

I have only seen him once since I left school.

Men ony okuwy gutaranymadan bäri dine bir gezek gördüm.

If the actions expressed in both clauses are durative and still continuing, the present perfect tense is used in both the clauses, as in:

Since we have been friends we have never quarrelled.

Biz dostlaºanymyz bäri hiç haçan sögüºmedik.

Conjunctions of recent formation have mainly been formed from nouns denoting time, although some are formed from adverbs denoting time. They are the time, the moment, the instant, immediately, directly and others. Most of them are used to introduce subordinate clauses denoting the exact moment of the action in the main clause or the quick succession of the actions in both clauses.

We'll be married the very moment we find a house.

Biz jaý tapan badymyza toý ederis.

Directly he saw me, he slipped back into the room.

Ol meni gören badyna yzyna otaga girip gitdi.

Some of the temporal conjunctions are not confined to clauses of time. Thus as may be used to join clauses of cause, manner, concession, comparison and also to introduce parenthetic clauses. The conjunction since may introduce clauses of reason. The conjunctions when and while may express adversative relations, in which case they can hardly be considered subordinating conjunctions. When can introduce a clause containing a new piece of information, not prepared for by the preceding narrative, and thus indicates a quick succession of actions. The conjunction whenever generally expresses temporal relations, but the idea of time often mingles with that of concession.

At the sound of that knock she jumped up, when a police opened the door. (The conjunction when expresses the quick succession of actions.)

Polisiýa iºgäri gapyny açanda ol ºol tyrkyldyò sesine böküp ýerinden galdy.

His life has been seemed ruined for him, when he is but one-and-twenty. (In the last two sentences the conjunction when expresses a concessive relation.)

Onuò üçin bir ýaº kem ýigrimide durmuºy dargan ýaly bolup göründi.



Conclusion

In the conclusion of my work, I would like to say some words according the done investigation. Thankfully, there are many resources and ideas that I made use of, examples of it are the paternal books of our Honorable President.

The main concern of our state is to provide prosperous and rich life, modern world level education for our young generation and to bring them up as the people of high moral and high-quality specialists, beneficial for our country. Here I have a good fortune to say that scientists, university lecturers and experts develop textbooks and manuals in the context of international achievements in the methods of teaching different disciplines.

Standing on such ground I will add that investigation in the questions dealt complex and compound sentences in English is not finished yet, so we will continue it while writing our qualification work.

While working on this theme I have learned many interesting facts that will be very helpful for me in the future. Hope it will promote me to become a professional teacher.



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9. Gurbanguly Berdimuhamedow “Ynsan kalbynyò öçmejek nury” Aºgabat, 2014

10. Gurbanguly Berdimuhamedow “Bilim - bagtyýarlyk, ruhubelentlik, rowaçlyk” Aºgabat, 2014

11. Gurbanguly Berdimuhamedow “Türkmenistan - abadançylygyò we rowaçlygyò ýurdy” Aºgabat, 2015

12. N.N. Rayevskaya, Modern English Grammar, Kiev 1978

13. Blokh M.Y. A course in theoretical English Grammar. Moscow, 1983.

14. Oxford University Press. Oxford Wordpower Dictionary. 2009

15. Bukmop organization. ABBY lingvo x5. 2011.

16. Raymond Murphy “Grammar in Use (Intermediate)”, Cambridge University Press 2001.

17. Almämmedow A. Iòlisçe-Türkmençe sözlük, Aºgabat 1990.

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