LINGUISTIC AESTHETIC ANALYSIS OF LITERARY TEXTS AS A TOOL FOR DEVELOPING THE LINGUISTIC PERSONALITY OF PRIMARY SCHOOL STUDENTS

Аннотация

This article provides a scientific and theoretical analysis of the features of the linguo-aesthetic analysis of a literary text as a tool for developing the linguistic personality of primary school students. Keywords: linguistics, worldview, evaluation, higher consciousness, environment, systematic ideas, literary texts, linguistic, aesthetic and ethical aspects, etc. In the peoples of the world, mastering the human language as a language of culture is a condition for high consciousness, true knowledge of history and nature, and their interdependence includes the very existence of man. By engaging in linguistics, revealing the content of concepts, a person also masters culture. By studying language, which includes seeing, understanding and evaluating the world, he acquires systematic ideas about the environment. Theorist of pedagogical science K.D. Ushinsky emphasizes that linguo- aesthetic analysis of literary texts is “the basis of human spiritual development, a means of his self-realization, and linguistic, aesthetic and moral aspects are closely interconnected[1].” The problem of linguo-aesthetic analysis of a literary text aimed at helping children of primary school age understand literature as a form of art involves bringing the Uzbek language and literature closer together. Modern research shows how effectively linguo-aesthetic analysis of poetic texts is being carried out at the middle and upper levels of school and in the university education system. In general, the ideas and theses put forward and proven by modern researchers within the framework of the problem of linguo-aesthetic analysis of a literary text are important theoretical and empirical material, allowing us to approach the creation of a linguo-aesthetic methodology. The problem of organizing the educational process in secondary schools in such a way that the aesthetic function of the native language helps to form in the child a correct understanding of the multifunctionality of the language phenomenon as a grammatical, communicative and aesthetic fact remains the most urgent[2]. F.I. Buslaev, in his approach to language learning and teaching, for the first time put forward the concept of the student's personality as an object of 61 INNOVATIVE RESEARCH IN SCIENCE International scientific-online conference influence of the teacher in the process of teaching the native language: “The native language is so harmoniously combined with the personality of each person that teaching it also means developing the student's (personal) spiritual abilities”[3]. A.A. Potebnya combined a historical perspective with a research interest in the psychological foundations of language use and acquisition, and considered the problems of the relationship between language and thinking. The ideas of psychologism were developed by I.A. Baudouin de Courtenay, A.A. Shakhmatov, F.F. Fortunatov, V.A. Bogorodisky[4] and has been sufficiently studied in the studies of other scientists. In primary education, the classical problems of the relationship between language and thinking - and the issues of the structure of inner speech, and the interest in the emotional and expressive properties of language, the functional direction of stylistic analysis and the specific features of the structure of the text, its perception, understanding and impact - are increasing, while behind all this apparent diversity there is a single - organizational principle, a single core - the linguistic personality, its structure, formation and activity. In children of primary school age, the deepening of the concept of the linguistic personality - the personality in general, its saturation with additional content is observed in three-dimensional space; a) information about the hierarchical structure of the language (phonetics, grammar, vocabulary); b) types of speech activity (speaking, listening, writing, reading); c) level of language mastery; Thus, the linguistic personality is manifested as a multi-layered and multi- component set of linguistic abilities, skills and readiness to perform speech acts of varying degrees of complexity. They are classified, on the one hand, by types of speech activity, and on the other hand, by language levels. A linguistic personality is understood as the ability to create and understand sentences in a given language, to construct whole texts containing fragments of a "picture of the world", reflected in the texts created and perceived by a given person. The characteristics of a linguistic personality are formed as a result of analyzing the set of texts created by him and are divided into three levels: semantic-grammatical, cognitive, pragmatic. The structure of the linguistic personality seems to consist of three levels: 1) verbal - semantic, which implies normal knowledge of the language, natural for the speaker, and for the researcher - a traditional description of the formal 62 INNOVATIVE RESEARCH IN SCIENCE International scientific-online conference means of