The main principles of the division of words into categories in the language under study

Student of Andijan State Institute of Foreign Languages
Abdullajonova Rayhona Arabjon qizi
Abdullajonovarayhona874@gmail.com
+998886630603
Scientific Supervisor: Odina Ismanova

ANNOTATION. Die Klassifikation von Wörtern in Wortarten spielt eine zentrale Rolle beim Spracherwerb, insbesondere beim Erlernen der deutschen Sprache. Diese Arbeit untersucht die grundlegenden Prinzipien der Wortartenzuordnung im Deutschen unter Berücksichtigung didaktischer, linguistischer und kognitiver
Aspekte. Besonderes Augenmerk gilt der Bedeutung von grammatischen und semantischen Merkmalen sowie der Rolle des Kontextes beim Lernprozess.

Annotation. The classification of words into parts of speech is crucial in language acquisition, especially when learning German. This paper examines the core principles of word categorization in German, taking into account didactic, linguistic, and cognitive aspects. Special attention is paid to the importance of grammatical and semantic features, as well as the role of context in the learning process.

SCHLÜSSELWÖRTER: Wortarten, Sprachdidaktik, Deutsch als Fremdsprache, Grammatik, Sprachlernen, Semantik, Syntax
KEYWORDS: Parts of speech, language didactics, German as a foreign language, grammar, language learning, semantics, syntax
In the process of learning a language, the ability to correctly understand words and divide them into categories is one of the main competencies for the learner.

Especially when learning German, correctly distinguishing parts of speech (Wortarten) is important for improving language structure and clarity. Each word belongs to a certain category according to its meaning, form and function in the sentence. This article analyzes the linguistic, didactic and cognitive framework for word categories in the case of the German language. It also discusses the challenges
encountered in the learning process, ways to overcome them and effective teaching strategies.

1. The concept of Wortarten and its necessity. There are 10 main categories of words in German: Substantiv (noun), Verb (verb), Adjective (adjective), Adverb (ravish), Artikel (article), Pronomen (pronoun), Numerale (number), Präposition (preposition), Konjunktion (connective), Interjektion (vowel). These categories of
words differ according to their mutual meaning, morphological and syntactic signs.

For example, nouns always change with gender, number and verbs, respectively, according to person, tense and date.

2. Criteria for the separation of parts of speech. Formal criteria: By means of these criteria, a category is determined on the basis of the appearance of a word, that is, its morphological forms (flexions). For example, words ending in the suffixes “-heit, -keit, -ung” are considered Substantiv: “Schönheit”, “Bewegung”. Semantic criteria:
Based on the meaning of a word, it can be divided into a specific category.

For example, action words (gehen, sprechen) are usually verb. Syntactic criteria: Determined on the basis of the place of a word in a sentence and its relationship with other words. For example, nouns are most often accompanied by the article: “Der Hund”, “Ein Buch”.

3. Problems that arise in the learning process. For those who are learning, the German flexion system may seem quite complicated. Some words can be used in more than one category:
“Laufen” (verb): I run every morning.
“Das Laufen” (noun): Running is fun.
In addition, the meaning and category change depending on the context:
“Good” (adjective): a good person
“Good” (adverb): It tastes good

4. Didactic approaches. In learning German, you can increase the effectiveness of the teaching of parts of speech through didactic methods. The following approaches are particularly important:

Thematic approach: Words are selected based on topics
that are relevant to the students’ interest (e.g., “Friendship”, “Sports”, “Family”) and they are taught in context. With this approach, the student learns vocabulary on the basis of semantic groups. Gramma-based approach: The morphological features of each word group (e.g., the arrival with an article, the change of the verb with tenses)
are explained consistently. This approach allows you to thoroughly master German grammar.

Communicative Approach: Words are taught through real-life
conversations, dialogue, and role-playing. This method ensures the active participation of students and helps in the practical application of grammatical knowledge.

Visual Approach: Words are explained using pictures, diagrams, and
diagrams. This is especially effective for readers whose visual perception is strong.
Teaching via Interactive Technologies: Conducting interactive exercises, online tests, and simulation classes using multimedia tools will engage students in the classroom.

Integrative Approach: New words are taught in a way that is integrated with listening comprehension, reading, writing, and speaking competencies. This approach harmonizes activities in four languages.

5. Analysis by Case Studies. The following words are used in different categories based on context:
“Because” (conjunction): I’m staying at home because it’s raining.
“Weile” (noun): After a while he came back.
“Noch” (adverb): I still have time.
“Still” (particle): It’s even bigger than I thought.

6. Cognitive Approach and Psycholinguistic Factors. The use of schematic theory, chunking and input flood methods in dividing phrases into groups according to the process of memorization and comprehension of learners is effective. In particular, perception through sight and hearing (multimodal input) increases efficiency.

Correct recognition of parts of the German language and solid handling, play an important role in improving the language competence of the learner. Through parts of speech, the grammatical construction of the language becomes understandable, the possibility of clear expression becomes possible in the construction of sentences and speech development. A harmonious application of interactive, thematic, grammatical and communicative approaches in the learning process increases the motivation of the students.

Also, working with words that have multiple meanings and context, teaching them in a practical way in the classroom will serve to
thoroughly master the language. It is important for teachers to use modern didactic methods, to use multimodal approaches in the lessons, to offer assignments that enable students to think independently and perform grammatical analysis. Teaching
strategies based on comprehension through logical connections and context, not just memorization, give higher results. In conclusion, a deep understanding of parts of speech develops not only grammatical knowledge, but also communicative skills and makes the process of mastering the language effective.

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