DOI: https://doi.org/10.36719/2789-6919/47/56-59
Kamala Valiyeva
Azerbaijan State Marine Academy
https://orcid.org/0009-0003-6587-4534
kvaliyeva64@gmail.com
Teaching Methodology of Pronoun in Azerbaijani and English
Abstract
This article examines the grammatical features and teaching approaches of pronouns in Azerbaijani and English languages in a comparative framework. Pronoun is a part of speech that replace noun, adjective, numeral or adverb in speech and writing to avoid repetition and make communication clearer. Pronouns serve to identify or refer to persons, things, or concepts already mentioned or easily identified by the listener or reader. In the Azerbaijani language, pronouns are classified into personal, demonstrative, interrogative, indefinite, possessive, reflexive, and negative types. Each type performs different syntactic functions in the sentence, such as subject, object, attribute, or adverbial modifier. The effective teaching of pronouns requires a methodological approach that combines grammar-based instruction with communicative activities. Teaching pronouns helps learners construct more natural and fluent sentences, making communication smoother and more contextually appropriate. It analyzes their functional and semantic roles, as well as syntactic positions. The effectiveness of communicative, contextual, and integrative methods is emphasized, along with the use of modern technologies and interactive strategies. The study references the ideas of Azerbaijani linguists such as N.Khudiyev, A.Gurbanov, G.Mustafayeva, H.Huseynova and foreign linguists like N.Chomsky, M.Halliday, S.Krashen, and J.Harmer.
Keywords: pronoun, teaching methodology, Azerbaijani and English languages, comparative analysis, communicative approach