The meaning of the particle, its morphological features and syntactic function

Particle - an auxiliary part of speech that introduces various shades into the meanings of individual words, phrases, sentences, and also serves to create forms of words. For example: What a parable!.. (M. Lermontov). If you can’t fake it, then go ahead... (In. Annensky). That’s my whole soul... (S. Solovyov).

Particles differ both from significant parts of speech and from auxiliary ones. They differ from significant parts of speech in that they do not have lexical meanings, and from prepositions and conjunctions in that they do not express grammatical relationships between words and sentences.

Some particles have a derivative nature, that is, they are formed from other parts of speech: adverbs, pronouns, conjunctions, verb forms.

Because the particles do not have independent meaning, they are not members of the sentence, but they can be part of the members of the sentence. When parsing particle is highlighted together with the word it refers to, or not highlighted at all, for example: No, No need. I'm too tired (V. Inber).

Types of particles by origin and structure

Majority particles comes from certain parts of speech: a) from adverbs (only, only, barely, really, right and etc.); b) from verb forms (let it, let it, you see, come on, after all, I mean and etc.); c) from pronouns (all that and etc.); d) from unions (yes, ah, and and etc.).

Some particles are not related by origin with other parts of speech (here you go) and etc.).

Types of particles by value

Depending on the nature of the relationship expressed and taking into account the role in the sentence particles can be divided into four groups:

	Particle type by meaning	Particle meaning	Examples
	Semantic (modal)	1. Express different shades of meaning, i.e. can clarify the content of a statement, or highlight the most significant elements in its structure, or enhance the meaning of the entire statement or its individual parts. 2. Express the modal assessment of the statement, i.e. convey reality or unreality, reliability or unreliability of what is being communicated, express an impulse to action 3. Express different feelings and emotions.	We only dream of peace... (A. Blok) Only the wind howls outside the window about the same thing, about the same thing, in the darkness of the night... (Yu. Baltrushaitis) But still I sing to the best of my ability... (V. Inber ) Even though it’s far from full dawn... (S. Solovyov) Is it because here... I seem to be closer to the distant heavens? (K. Romanov) Did all the carousels really burn down? (K. Chukovsky) What fiery distances the river revealed to us! (A. Blok) What a pity for her tears! B. Pasternak)
	Negative	Participate in the expression of negative values.	I don’t regret, I don’t call, I don’t cry... (S. Yesenin)
	Form-building	Serve to form grammatical forms.	You know, if you loved me, I would burn like a coal. (V. Inber) Let's shake hands...

TO particles, expressing semantic shades include: a) clarifying particles (exactly, exactly, just, exactly); b) index fingers particles (here, here and, over there, over there, this, that); c) excretory-restrictive particles (only, only, almost, exclusively, solely, simply, at least); d) intensifying particles (even, well, and, after all, everything, nevertheless, after all, after all).

Modal meanings express: a) incentive particles (well, come on, come on); b) interrogative particles (whether, perhaps, really, but, what); c) comparative particles (exactly, as if, as if, as if).

TO negative relate particles not, not at all, far from, not at all, not at all. In addition to negative, they can express other meanings: a) positive with double negation (not I can’t help but think, I can’t help but help); b) intensifying (there is not a soul, not a soul in sight); c) generalizing (no matter what I do, everything works out; no matter what I take, everything is wrong; wherever I go, there are people everywhere).

TO formativeparticles include: a) particle would, forming the subjunctive mood of verbs; b) particles come on, come on, let it on, let it on forming forms imperative mood verbs.

In the science of the Russian language there is no consensus on the issue of classification particles. Classifications proposed by other scientists may look different.

The concept of a particle. Particle values

Particle- an auxiliary part of speech that gives additional semantic nuances to both words and sentences, and also serves to form the forms of words.

Particles do not change, do not have an independent lexical meaning and are not members of sentences, but can be part of sentences.

Particles clarify, highlight, and strengthen those words that are necessary for a more precise expression of the content:

Many Russian writers and poets used particles in their work.

For example, A.S. Pushkin used the particle Here about 1000 times. And the particle even sounded by the poet more than 300 times. For example: " But dollseven these years Tatiana in handNot took" And who doesn’t know the famous “ Already the sky was breathing in autumn, Already the sun shone less often.» ? Already – particle with an intensifying meaning.

Particles arose later than other parts of speech. By origin, particles are associated with different parts of speech:

with adverbs ( only, only, barely, just, right and etc.);

with verbs ( let, let, come on, let it be, it would be, after all, you see and etc.);

with unions (oh, yes, and, well and etc.);

with pronouns ( everything, it, what for, then, this, itself etc.), with interjections ( there, well and etc.).

Some particles are not related to other parts of speech by origin: here you go and etc.

There are few particles in the Russian language. In terms of frequency of use, they are in the first hundred of the most used words (as well as prepositions, conjunctions and some pronouns). This hundred most frequent words includes 11 particles: no, same, here, only, yet, already, well, neither, even, whether, after all .

Particles can “travel” around a sentence, but their place is still strictly fixed: each particle is used by the speaker or writer before the word or phrase that is important for the author.

INot champion.Exactly I'm a champion.Really Am I a champion?!Even I'm a champion.

Iafter all champion.

Miniature by Felix Krivin “Be, Lee, Zhe.”

Would, Lee, Zhe... These are not just service words. They cannot be confused with some “Something” or “Something” that attach themselves to the members of a sentence and hold on to them with their own line.

The particles Would, Li, Zhe are not like that; despite their official position, they are completely independent and are written separately from other words - this must always be remembered. Each of them is busy with their own business - trying to emphasize the main idea.

And during off-duty hours... Oh, what the official words don’t say during off-duty hours!

“If I had not two, but three letters,” says the particle “By,” “I would say this!” Oh, this particle of Be, what a dreamer she is!

“Hardly,” Li’s particle objects to her, true to its habit of doubting everything.

“Do you need an extra letter?” “This is empty talk,” Zhe stops them, accustomed to looking at things realistically.

“Two letters are enough for you; spelling doesn’t allow for more.”

This is how these particles argue in their free time. Although they are all function words, each has its own character, so they behave differently in the text:

Would-dreams

Lee doubts

He claims.

And try to live without at least one of these particles! You won't live!

Particle discharges:

1) Meaning: really, really, etc.

2) Formative: would, come on, etc.

Shaping particles:

would(b), it would happen, yes, come on, let's, let, let.

These particles serve to form the forms of words.

1) Particle would (b) participates in the creation of the conditional mood of the verb and can stand in a sentence either next to the verb or be separated from it by other words.

Yes, I guess I ate would and left. If would you yesterday we weren't late , today all the work was would finished.

2) Particles let (let) And come on (come on) participate in creating the imperative form of the verb. Let The kids will go on a hike as a class.

3) Particle happened (was) forms a special form of the past tense: Bela, it happened , he sings songs to us or dances lezginka. Discontinued was the rain suddenly started pouring again.

4) Particles more, less, most form the form of degrees of comparison of adjectives and adverbs: most brave, more Interesting.

Semantic particles

Semantic particles give different shades of meaning to an entire sentence or individual words:

particles really (really), really, really (li) express a question.

For example: Really Did all the carousels really burn down?Isn't it maybe it's boring in the park?

particles what the, how, well convey admiration, surprise, indignation. For example: How The Dnieper is wide!

particles here, there highlight the item that needs attention. For example: Here mill.Vaughn I once lived there.

Often these particles are used together with the conjunction A: And here and brother arrived.

·

particles even, after all, after all, the same, not, really, well are designed to strengthen a specific word in a sentence. For example: You have such hands that they ran awayeven trousers.

·

particles no, not at all, far from They express denial in different ways. For example: Not flowers bloom in late autumn ( the whole proposal is denied ). Not the wind is raging over the forest ( the word is denied ).

Particles expressing :

hardly, hardly . For example: Hardly I can read a book in one day.

Particles expressing:

exactly, just, directly, exactly, exactly . For example : Exactly I came across this question in an exam.

Particles expressing :

only, only, exclusively, almost, solely . For example : Only Mom understands me.

Particle expressing :

-ka. For example: Think about it-ka good.

Separate and hyphenated spelling of particles.

1. Separate writing of particles

Apart particles are written would (b), same (g), whether (l): I would have done it if, but, however, hardly, always.

Do not confuse with unionsso that, too, also , particleseven, really .

Particle union

Compare: Whatwould should I eat it?To to have a snack, we stopped for a rest.

Apart particles are written almost, just now (I'm almost done; she didn't cry just now).

2. Hyphenated spelling of particles

Hyphenated particles are written: -this, -either, -something, some-, some-, -ka, -de, -s, -tka, -tko.

For example: What-That , whose-or , Howsomeday , particles are part of indefinite pronouns and become suffixes;

Tell-ka , He-de , Yes-With , Well-ka , Well-tka , colloquial or obsolete expressions.

Don't be confused:as if written together.

Particle -That not only included in indefinite pronouns. She joins the words to add a touch of emotion.

For example: Far-That he won't run away. task-That decided?

Particles some-(some-) are written separately, if separated from the pronoun by a preposition: with someone, with someone.

· Particle - after all written with a hyphen:

After adverbs: anyway, pretty much

After particles: really, really ,

After verbs: He insisted and left.

In other cases -after all written separately:

· The old man finally achieved his goal.

· She left her family after all.

Morphological analysis of particles

1. Part of speech. General meaning.

2. Morphological characteristics: category, unchangeable.

3. Syntactic role.

Sample: When same will you start writing?

Zhe is a particle.

1. Semantic, intensifying.

2. The unchangeable word.

3. Not a member of the proposal.

Negative particles.

No, neither – the most frequent particles. Besides : no, not at all, not at all .

Particle NOT plays a major role in expressing negation and gives the following meanings:

negative meaning for the whole sentence: This won't happen.

negative meaning to an individual member of a sentence: In front of us was not a small, but a large clearing.

positive meaning, statement (via double negative with not): could not help but help, i.e. should have helped; couldn't help but say.

Most often, the negative particle is not part of the predicate: There was no rain at night. (wasn’t – predicate) I don’t know. (I don’t know - saying.)

Particle NI gives:

negative meaning in a sentence without a subject: Don `t move!

strengthening of negation in sentences with the word not (no), which expresses the main negation: There's not a soul around. You can't see a thing. There is not a cloud in the sky.

Sometimes neither is used without not: The sky is clear.

strengthening and generalization of any statement made in the main clause (for this, the particle ni is used in the subordinate clause): Whatever (= everything) he did, everything worked out for him. Everywhere (= everywhere) you look, there are fields and fields.

When repeating the particle neither takes on the meaning of a coordinating (conjunctive) conjunction: Neither the sun nor the air will help me. (nor – conjunction)

Negative particles include the word - No .

It is used when there is a negative answer to a spoken or unspoken question: Want? No.

To strengthen the negation, the word no is repeated or used before the negative predicate: No I do not want.

Particle No corresponds in its role to the affirmative particle in the sentence Yes : Will you go? Yes.

Distinguishing the particle NI, the conjunction NI-NI, the prefix NI-

Consoleneither-

Neither is part of negative pronouns and adverbs: neither Who(pronoun), neither When(adverb).

If the particle neither is separated from the pronoun by a preposition, then it is written separately: neither with by whom,neither have whom.

Distinguish negative pronoun with prefix neither- from a pronoun with a particle Not .

Compare: It wasnone other than Dubrovsky. –Nobody else couldn't do it.

Remember:

Not what elseHow Not who elseHow

nothing other nobody other

Repeating conjunction no no…

As a recurring coordinating conjunction no no… serves to connect homogeneous members of a sentence or simple sentences as part of a complex

For example: I do not wantneither condemn,neither forgive you.Neither she won't hurt anyoneneither no one will hurt her.

Particleneither .

Particle neither written separately with the words: It's been in my mouth since morningneither crumbs.

Single and double particles neither are included in stable phrases and are written separately. For example: Howneither whatever happened, whateverneither it becameneither aliveneither deadneither becomeneither sit down, etc.

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Class: 7

In the practice of school teaching, particles are traditionally considered in orthographic terms; the grammatical and lexical-semantic characteristics of these function words are taken into account to a lesser extent. As experience shows, studying them opens up the prospect of implementation integrated approach to the analysis of linguistic phenomena: in the unity of meaning, form and function.

Lesson objectives:

• familiarizing students with the grammatical characteristics of particles and their semantics, features of functioning in different styles speech, role in organizing sentences and text;
• organizing creative and research activities of schoolchildren through search, by setting a series of problematic tasks, creating and resolving problem situations.

The lesson begins with an introduction to the definition of particles according to the school textbook and with a general table “Particle ranks by meaning and functions,” in which the teacher will present not only function words from the textbook, but also the particles most commonly used in schoolchildren’s speech, assigned by “Russian Grammar” to this class of words.

Questions for analyzing the table:

1. What groups are all particles divided into? By what signs?
2. Mark the most common particles. In what styles of speech are they used?
3. Which particles are rarely used? In what styles?

Second phase- text analysis using questions and research tasks.

Tell me what you eat and I will tell you who you are.

Guess who am I? I eat beetles and ants and live on a Christmas tree.

Really, woodpecker?

No, I didn’t guess right! I also eat wasps and bumblebees.

So you are a honeybuzzard.

Why, honey beetle! I also eat caterpillars and larvae.

It is caterpillars and larvae that blackbirds love.

Indeed, it’s the blackbirds, not me. After all, I gnaw on the antlers shed by moose.

Well then, you're probably a wood mouse.

Here's another mouse! Sometimes I even eat mice myself.

Fine! Then, of course, you are a cat.

Where's the cat? Sometimes I eat lizards. And occasionally fish.

Okay, you're a heron.

Where is the heron! I catch chicks and steal eggs from birds' nests.

That's right, marten!

That's right, not a marten. The marten is my old enemy. I also eat kidneys, nuts, seeds of fir trees and pine trees, berries and mushrooms.

Most likely you are a pig if you eat everything. You are a feral pig who foolishly climbed onto the Christmas tree!

No, no and NO! I'm a squirrel! Remember: cats eat not only mice, seagulls catch not only fish, flycatchers swallow not only flies, and squirrels gnaw not only nuts. (according to N.I. Sladkov).

The following questions and tasks allow students to organize research activities based on this text:

1. Read the text expressively. Did you like him? How?
2. How can you title it? Compare your title with the author’s (“Tell me what you eat and I’ll tell you who you are”). Which one is more accurate, more successful? Why?
3. Define the text style. Justify your opinion.
4. Compare two sentences: You're wrong, because I'm not a wood mouse. - Here's another - a forest mouse! Can they be used in dialogue? In which sentence is the content conveyed concisely and energetically? By what means? Where is the judgment expressed by the interlocutor decisively and sharply refuted? What construction reveals the speaker’s attitude to the subject of the conversation (to what is being said) and to the interlocutor?
5. Find similar constructions in the text that can be used to determine the relationship between the interlocutors. What are these relationships? Which part of the speech helped us learn about them?
6. Indicate in the text all the particles, their categories by meaning and functions, referring to the general table and the following instructions for reference:

The role of particles in sentences and texts.

1. Specify a particle (or combination of particles).
2. For what purpose is the particle used in a sentence (in the text)?

1) To form the mood of the verb.

2) To express the meanings of modality (which ones?).

3) To introduce the meaning of affirmation or negation into a sentence.

4) To formulate a proposal for the purpose of the statement.

5) Included in the structure of the sentence as a necessary component (“Shall we go?” - “Come on.” - agreement; “He’s lazy.” - “Well,” - doubt).

6) Connects parts of a sentence, its members or whole sentences.

3. What style is the use of the particle in this context a sign of?

1. In the dictionary, some particles have special stylistic marks: Well, yes, yes, it goes- conversational, as much as eh, yeah, oh, oh- colloquial.

What do these marks indicate? Is it possible to use colloquial and colloquial particles in dialogue? Why? Which of the following words appear in your speech? Replace vernacular particles with synonymous neutral ones.

1. Draw a conclusion: why are many particles used in conversational style text?

(The abundance of particles in colloquial speech is explained by the fact that in conditions of oral and unprepared communication, interlocutors need not only to convey certain information, but at the same time to express their attitude towards it and towards the interlocutor, and moreover, concisely, emotionally, energetically. This can be done with the help of particles .

In the colloquial style, particles of all categories are used, including those that are not usually used in other styles.)

What particles do you think are used in other styles? Prove with examples (you can pick them up at home).

Third stage lesson - constructing microtexts based on sentences. Questions and assignments.

1. Compare the four sentences. Do they contain the same information? How did you install this?

1) I invite you to visit today.

2) And I invite you to visit today.

3) I invite you too to visit today.

4) I invite you to visit today.

1. What part of speech is And in these sentences? Give reasons for your opinion. (Particle, since the union connects homogeneous members or parts complex sentence.)
2. Construct microtext for each sentence. What kind of microtexts did you get: the same or different? Why?

(For the 1st sentence, the guys compose a variety of microtexts. For the 2nd, something like this: “I heard that you were invited to visit today, first by your grandparents, and later by my classmate Lyuda. And I invite you to visit today.” According to the 3rd: “Today is my birthday. The people closest to me will gather. I invite you to visit today, because I have long wanted to make friends with you.” According to the 4th: “I invite you to visit today, although All last days We never parted anyway.”)

3. Draw conclusions:

1) Can particles “travel” along a sentence? Is the position of a particle in a statement arbitrary?

2) Do particles help restore context, suggest what was said before, and predict the continuation of the text? Prove with your own examples.

(Particles can “travel” throughout a sentence, but their place is strictly fixed: each particle is used by the speaker or writer before the word, phrase, or even the whole statement that is important, significant for the author.)

The construction of microtexts convinced students that it is easy to restore the context from a sentence with particles and introduce information that complements and specifies the content of sentences with a particle. The purpose of these function words is to make speech economical, expressive, and to convey the author’s attitudes and feelings.

Analysis of the text and construction of microtexts based on sentences with particles helped schoolchildren to understand the role of particles in the text: logical selection of part of the statement, giving it a variety of emotionally expressive shades.

To consolidate, it is advisable to turn to familiar speech structures: What she loved since childhood was only singing; The plans are simply Napoleonic! In these and similar examples, typical of colloquial speech, particles are an element of the technique of “segmentation” - the expressive-syntactic division of a statement aimed at highlighting a new one (rheme).

Particles can also indicate a certain hidden content of a statement or text. Particles help detect this content. Constructing microtexts based on a sentence with a “traveling” particle forms the ability to restore context based on differing (at first glance, insignificantly) speech structures.

To process this skill, you can ask a problematic question:

What are the similarities and differences between the two expressions: “ It’s nice that you brought the book today” and “It’s nice that you brought the book today.”?

Sentences with different particles that help restore the context can also serve as illustrations. For example: A burnt oak tree stands there. - There is still a burnt oak tree there. Based on the 1st sentence, we restore approximately the following context: “Acquaintances recently told me that not far from them there was a strong fire that destroyed everything around. And even a huge long-burnt oak tree, under which we loved to play. But today we were in those parts; the fire destroyed everything except the oak tree. There’s a burnt oak tree standing there.”

Using the 2nd sentence, we restore the description of some area. Various landmarks are named, and among them the main, most noticeable one is a charred oak tree.

1. Read the sentence. Parse it syntactically.

In our class, girls collect stamps, but boys do not collect stamps.

Replace a complex sentence with a simple one, keeping the basic information. ( In our class, only girls collect stamps.)

Come up with your own example that proves that particles help compress information and turn a complex sentence into a simple one.

Fourth stage lesson - a linguistic experiment. Its goal is to teach the communicatively appropriate use of particles in the text.

Questions and assignments.

1. Read the text expressively. What facts did you find interesting? (The text is presented to children without particles, so they are enclosed in brackets.)

(Exactly) birds have funny names. ( Barely whether) you will believe that there is a grebe bird. Toadstool ( Yes more And) horned. ( After all) and there is a Accentor bird. Or ( Just) spinning top.

(A Here) very cute names: oatmeal, millet, linnet and ( even) lentils. Is it a bad name for siskin or tap dance? ( Really) the names will be incomprehensible to you: greenfinch, bluetail, white carp? ( Still) nickname names are the best! (According to N.I. Sladkov).

2. Complete the text with the particles you think are necessary. Prove the advisability of using each particle you insert.
3. Compare your version with the text by N.I. Sladkov. Which one is more interesting, richer, more accurate? Why?
4. Edit your text. Read it expressively.
5. Determine the meaning of each particle you use. Indicate sentences in which particles refer to one word (which one?), to a phrase, to the entire sentence.
6. Make a conclusion about the role of particles in this text.

The lesson ends with an explanation homework. It is differentiated - according to options.

1st option- conducting scientific research on a difficult linguistic problem.

The term “particle” is a literal translation of the Latin word particula and is used in linguistics in two meanings: broad - when all auxiliary parts of speech have been classified as particles of speech for 200 years, contrasting them with significant parts of speech (A.A. Shakhmatov, L.V. Shcherba , V.V. Vinogradov).

About 100 years ago (in 1897), for the first time in Russian and foreign linguistics, the scientist Dobiash called the particle an independent part of speech and distinguished it from other function words. Since then, the term “particle” began to be used in a narrow sense, to name a specific part of speech.

Which point of view do you think is more convincing? Why?

Option 2- working on a school textbook.

During the lesson, we made sure that the school textbook sparsely talks about interesting function words - particles. You know that scientists and teachers are now working on new school textbooks. Imagine that you were asked to take part in a competition for the best textbook. What and how would you write about particles? You can write a theoretical paragraph, draw up a plan that will make it easy for schoolchildren to study particles, or compose a linguistic miniature in the style of F. Krivin. Don't forget about interesting examples!

Option 3- linguistic experiment (similar to class work)

Complete the text the necessary particles, prove their relevance. Make a conclusion about the role of particles in the text of a given style (which one?).

The willow has bloomed - guests from all sides... The bushes and trees are bare, gray, and there is a bouquet of willow among them. Golden bouquet. Each willow flower is a downy yellow chick: sitting and glowing. If you touch your finger, your finger will turn yellow; if you click, golden smoke will emit. Smell it - honey. (According to N.I. Sladkov).

4 option- linguistic miniature.

Read the linguistic miniature “Soft Particle” carefully and expressively. Which characteristic features what are the particles called?

The word KA is mildly offended by the whole world. Because he is constantly confused with some some or someday, which stick to words, hold on to them with their dash, although they are not words at all, even official ones.

And the particle KA is a word, a function word. It is also written with a dash, but it is a completely different dash: between words, and not inside the word.

And the spacecraft particle itself is special, unlike other particles. In the school textbook, it is the only one that is respectfully placed in its own frame, and all other particles are placed in groups, categories.

And only one particle of the KA is engaged in individual work: it serves to soften the demand, tries to smooth out the severity of too harsh words. Remember when we use forms read it, sing it, sit down, - when we ask to do something, and do not order.

Therefore, KA, together with its dash, have a very soft, shy, pleading character.

Make up a similar story about some other particle.

5 options- construction of texts. Compose three texts (no more than five sentences each) on the following topics:

“Spring has come” (without particles),

“I wish spring would come soon...” (with formative and negative particles), “Here comes the red spring” (with modal particles).

6 option- stylistic experiment.

Compose a text in a scientific style, retaining the basic information of this style (which one?). Indicate the particles in each text and determine their categories.

• Don't you know what a scoreboard is?
• So this is a signal board on which some results are shown.
• How exactly are they shown?
• Yes, only automatically.

The fifth stage of the lesson - summing up the lesson (summarizing the material).

Oh those particles! How much we have studied, how much we have trained, but we cannot remember: sometimes we confuse them with conjunctions, sometimes with adverbs. I just want to scream: “Help!”

First of all, remember that you won’t be able to learn particles using a “list”. It is necessary to understand the features of this auxiliary part of speech, the composition of which is constantly being updated.

It grows due to conjunctions (a, and, yes, either, whether), adverbs (exactly, directly, barely, really), pronouns (that, everything) and even verbs (you see, you see, let, come on, almost, something) . Such particles are considered derivative by their origin. Actually, there are not very many particles, the most famous ones are NOT, NOR, SAME, HERE, VON, -KA. These particles are non-derivative.

Based on their composition, particles are divided into simple and compound. When a particle consists of one word, it is called simple (What a disaster! Where did it go?). If it’s two words, less often three, then it’s already a compound word (I was just looking for you. Otherwise not?).

Just comparing similar words in a certain context, you can correctly determine where the particle itself is and where its homonym is - a conjunction or an adverb. It is best to clarify the differences in a sentence, because particles and their “doubles” immediately display special properties here.

For example, let's take four sentences: The world is very big and very beautiful. And Moscow was not built right away. She explained everything simply and clearly. I just got lost in an unfamiliar place.

In the first sentence, the conjunction AND connects two homogeneous compound nominal predicates “big” and “beautiful”. In the second, the particle I enhances the meaning of the subject “Moscow”. Conjunctions connect not only homogeneous members, but also parts of a complex sentence. But particles cannot be a means of communication; they play a completely different role: they introduce additional shades of meaning or help form the form of a word, but more on that later. In the third sentence, the adverb SIMPLY depends on the predicate “explained” and plays the role of an adverb of the manner of action. Fourthly, the particle is SIMPLY not a member of the sentence, it is impossible to pose a question to it from the predicate “got lost”, and it only strengthens the meaning of the sentence.

We use particles in almost every sentence, but often we do not notice these little “workers” of the language. And you can’t do without them, especially in colloquial speech, where they combine with each other and become components: That’s the problem! Oh yes Petka, dear rogue! So the lessons are over...

Shape-forming particles are quickly remembered and easily recognized; there are few of them:

WOULD, B serve to form forms of the conditional mood of the verb, have the meaning of possibility, conjecture of action, can occupy different places in a sentence (If I were a wizard, I would make all people happy.);

YES, LET'S, LET'S, LET, LET help the verb form the imperative mood and sometimes act together with the particle KA, expressing a softening of the demand or request: LET'S KA, LET'S KA, LET'S KA, LET'S KA, NOW (Yes Long live peace on the planet! Let me read a book.).

We must not forget the particles that help form some comparative forms of adjectives and adverbs. The compound comparative degree of adjectives and adverbs is formed using the particles MORE, LESS: stronger, less fast; more quickly, less forcefully. And the superlative compound of adjectives requires the presence of the particles MOST, MOST, LEAST: the strongest, the fastest, the least successful).

There are elements that are considered word-forming in their essence: -THAT, -EITHER, -ANYTHING, SOMETHING-, NOT-, NOR-. They participate in the formation of indefinite and negative pronouns and adverbs. These “building blocks” have lost their identity as particles, since they have ceased to be separate words.

And yet, most often we are dealing with semantic particles, in some school textbooks they are called modal. Their types are especially numerous in meaning, and most importantly, they are difficult to remember. So, get ready! The particles most commonly used in speech are indicated at the beginning of the table. At the very end there are three groups of particles that often do not fall into the usual classification.

Particle discharges

Interrogatives are used to express a question.	Really, really, really, really, really, really, really	Have you really left? Is it really time for goodbye? Is it really the same Tatyana?.. Are you sick? Should I close the window? Did you come yesterday? Let's go, shall we?
EXCLAMATIONS are used to express emotions	What the, how, like this, that’s it, that’s it, look how, look what, well, well, just	What a delight these fairy tales are! How beautiful it is all around! Such miracles! So believe them! Well done! Look how he shouted! Look how brave! Well, beauty, so beauty! What a day! Just beautiful!
INDICATIVES are used to indicate objects, phenomena, events	Here, here and, there, this	Here is a grove, here is a path. This is the end. There's a book over there. This table was set for dinner.
NEGATIVES are used to express negation.	No, not at all, not at all, not at all, not at all, not at all, not at all	I can't sleep. Not a hot day at all. It's not your fault at all. Far from being a poor man. Don `t move! No, don't go! - Ready? - No way.
ENHANCERS are used to strengthen individual words	After all, even, and, well, really, oh, after all, but still, everything, neither, yes, and	Because I told you. Even you are against it. She didn't even think about leaving. What to do? You already know. Oh, this Fedya. He is still my friend. But still she spins! She knits and knits. Didn't say a word. Yes, and we'll go home.
CLARIFICATIONS are used to clarify the meaning of a single word	Exactly, just, exactly, exactly, directly, approximately, almost, completely	She is the one who is ready to follow you. Today you are really needed. I'll be waiting for you at five sharp. You're just like your grandfather. He laughs straight into your eyes. Around April we will begin preparations for graduation. I almost lost money. He was completely cold.
ELIGIBILITIES are used to highlight and limit words	Only, only, only, only, only, only, perhaps, exclusively, almost, at least, at least	I only rest while working. Only he can help. We were only there once. I'm the only one left. Just once the gardens bloom. I won't have dinner, except maybe drink tea. They trusted mail exclusively to him. Almost everything is ready. Only He didn’t know. At least drink some water. At least once you listened to the advice of your elders.
WITH THE MEANING OF DOUBT serve to express doubt	Hardly, hardly, as if, like, perhaps, you see	You can hardly find mushrooms now. It's unlikely we'll be able to get through here. No matter what happens. She seemed to promise to come. Maybe just cook some borscht. Look, you made it up.
COMPARATIVE	As if, as if, as if	As if I'm the only one to blame! Somewhere you can hear the sound of thunder. The waves on Lake Baikal are like the sea.
Affirmative	Yes, yes, okay, good, exactly, that’s it, but how, definitely	Yes, it didn't go well. So, let's say. - Will you do it? - Fine. - Follow the order! - Yes sir! - We agree with you. - That's it. - The lights are turned off? - But of course! - You are ready? - Definitely.
WITH THE MEANING OF ANOTHER SPEECH	Allegedly, they say,	My father says that I supposedly offended him. You didn't want to. She explained that, they say, I am not like them. They laughed that he was a naughty guy, but he was getting into trouble!

It is a pity that scientists and methodologists have not come to a unified classification of particles, which is why some school textbooks name only five categories, others eight. What should the teacher and students do? Rhetorical question!

Literature

1. Valgina N.S., Rosenthal D.E., Fomina M.I., Tsapukevich V.V. Modern Russian language. Ed. 2, add. and revised: publishing house " graduate School". - M., 1964. - P. 264-267.

2. Tikhonov A.N. Modern Russian language. (Morphemics. Word formation. Morphology). Ed. 2, stereot. - M.: Citadel-trade, Publishing House Ripol Classic, 2003. - P. 436-442.

3. Dudnikov A.V., Arbuzova A.I., Vorozhbitskaya I.I. Russian language: Tutorial for average specialist. textbook establishments. - 7th ed., rev. - M.: Higher. school, 2001. - pp. 217-228.

4. Shklyarova T.V. Russian language. Handbook for schoolchildren and applicants (a manual for high school). - M.: Gramotey, 2002. - P. 260-268.

5. Voilova K.A., Goltsova N.G. Handbook-workshop on the Russian language. - M.: Education, 1996. - P. 127-137.

6. Bulatnikova A.E. Features of studying particles / Russian language at school. - 1981. - No. 1. - P. 56-59.

7. Sokolova G.P. Once again about NOT and NEI... (Formation of spelling skills in repetition lessons) / Russian language at school. - 2003. - No. 5. - P. 15-23.

According to their meaning, particles are divided into two categories: formative and semantic.

Form-forming particles. Shaping particles serve to form specific grammatical forms of a word.

What grammatical forms are formed with the help of particles? Carefully review the material in the table.

Meaning particles. These particles add additional semantic nuances to the sentence. They are able to express the emotions of the speaker, his attitude to what is being said, and special intonations. Semantic particles are mainly characteristic of following styles speech: colloquial, journalistic, artistic.

The table shows several groups of semantic particles that are most often used in living language.

Consider one important point. Reinforcing particle And And, and the intensifying particle A homonymous to the coordinating conjunction A. How to distinguish them? They can be distinguished only by focusing on the role of these auxiliary parts of speech.

Compare offers.

1) We arrived at the dacha and immediately went to the lake.

2) Having arrived at the dacha, we immediately went to the lake.

In the first sentence And acts as a coordinating conjunction that connects homogeneous members - predicates arrived And went. There are no homogeneous members in the second sentence; the sentence itself is simple. This means there is no reason to believe And a conjunction, since there is nothing to connect with a conjunction in this sentence. Hence, And in this sentence there is an intensifying particle.

Let's look at a couple more examples - with A in the role of a particle and in the role of a union.

1) In the summer they store, and in the winter they eat.

2) Where do you like to relax in the summer?

In the first example A acts as a coordinating adversative conjunction, standing between parts of a complex sentence that are opposed to each other in meaning. In the second example, the sentence is simple, there are no homogeneous members - therefore, A cannot act as a union. This is an intensifying particle.

Remember this line of reasoning when you need to distinguish a particle from a conjunction.

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