Particle discharges meaning and function. Types of modal particles

Particles are divided into three main groups according to their meaning:

I. Particles expressing shades of meaning. Such particles include:

a) demonstrative: here, there. Here is a bream, offal, here is a piece of sterlet (Kr.);

b) definitive and clarifying: exactly, almost, exactly, etc. The first merchants loved him very much precisely because he was not proud (G.);

c) excretory-restrictive: only, only, at least, solely, etc. These are just flowers, the berries will be in front (prov.).

II. Particles expressing shades of meaning modal-volitional and modal. These include:

a) modal-volitional: let, let, well, give me, etc. Better yet, give me a bed on guard on the porch (Tvard.);

b) modal with their varieties: affirmative: yes, yes, exactly. Yes, our life flowed rebelliously... (N.); negative: no, not, neither. No! I won't die at all! - The soul in the treasured lyre will survive my ashes (P.); And you stand on the porch and don’t move! (T.), interrogative: whether (l), really, really. Are the guys settled in well, do they need anything? (Hump.); proper-modal: perhaps, tea, maybe, etc. and combinations like hardly, hardly. Perhaps you're right. And, perhaps, Satan is strong, I would have caused trouble (N.); You and I hardly need delicately sentimental omissions (Azh.); ...It is hardly possible to describe this tender, joyful, painful feeling (Ch.); comparative: as if, as if, as if, etc. And then he entrusted me with two supposedly urgent matters (Adv.); particles that serve to subjectively convey someone else’s speech: they say, etc. I say to his owner: I am, they say, Filippov’s father (T.).

III. Particles expressing emotionally expressive shades of meaning. Such particles express an emotional assessment of the statement and enhance the expressiveness of speech: ek, look, how, everything, even, after all, after all, etc. How! Is everything here! (P.); It’s so clear, in order to start living in the present, we must first atone for our past... (Ch.)

Emotionally expressive particles can form combinations of particles: so, where, where, what, etc. How wonderfully light was created! (Gr.).

Valgina N.S., Rosenthal D.E., Fomina M.I. Modern Russian language - M., 2002.

semantic shades of meaning. Such particles include:

a) demonstrative: here, there. Here's bream, giblets, here's a piece of sterlet(Kr.);

b) definitive and clarifying: exactly, almost, exactly and etc. The first merchants loved him very much precisely because he was not proud(G.);

V) excretory-restrictive: only, only, at least, only etc. This only flowers, berries will be ahead(verbal).

II. Particles expressing shades of meaning modal-volitional and modal. These include:

A) modal-volitional: let him, let him, well, let him and etc. Better yet, let me take a nap at the guardhouse on the porch(Tward.);

b) modal with their varieties: affirmative: yes, yes, exactly. Yes, our life flowed rebelliously...(N.); negative: no, no, neither. No! I won't die at all! - The soul in the treasured lyre will survive my ashes(P.); And you stand on the porch and don’t move!(T.), interrogative: whether (l), really, really. Are the guys settled in well, do they need anything?(Hump.); proper-modal: maybe some tea, maybe etc. and combinations like hardly, hardly. Perhaps you're right. And, perhaps, - strong is Satan, - I would have caused trouble(N.); You and I hardly need delicately sentimental omissions(Already); ... It is hardly possible to describe this tender, joyful, painful feeling(Ch.); comparative: as if, as if, as if and etc. And then he entrusted me with two supposedly urgent matters(Adv.); particles that serve to subjectively convey someone else’s speech: they say, they say, etc. I tell his owner: I’m Filipp’s father(T.).

III. Particles expressing emotionally expressive shades of meaning. Such particles express the emotional assessment of the statement and enhance the expressiveness of speech: ek, look, how, everything, even, after all, after all and etc. How! Is everything here!(P.); It’s so clear that in order to start living in the present, we must first atone for our past...(Ch.)

Emotionally expressive particles can be combinations of particles: so, where, where, what, what and etc. How wonderful the light has been created!(Gr.).

Word-forming particles form new words: 1) -something, -either, -something serve to form indefinite pronouns and adverbs: something, somewhere, etc.; 2) does not form negative pronouns and adverbs: no one, nowhere, etc.; 3) not in combination with some parts of speech, serves to form antonyms: friend - foe, faithful - unfaithful and so on.

Shaping particles form grammatical forms: 1) would form the subjunctive form: Yes, perhaps I would eat and leave(Ch.); 2) yes, let him, let him serve to express command, order (form forms of the imperative mood): Let everyone know, let everyone see what I do!(A. Ost.); 3) it happened, it was (the latter with a modal connotation) form special forms of the past tense: It was stopped the rain suddenly started pouring again(Sim.); Bela, sometimes he sings songs to us or dances lezginka(L.).

Back forward

Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

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, when studying them, the prospect of implementing an integrated approach to the analysis of linguistic phenomena opens up: 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 of speech, role in the organization of 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. (A particle, since a conjunction connects homogeneous members or parts of a 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 We haven’t been apart for the last few days 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 with the necessary particles and 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. What are the characteristic features of 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 KA 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).

In accordance with the named functions, the following main categories of particles are distinguished:

1) formative particles (particles that form the forms of words and particles that form the forms of sentences);

2) negative particles;

3) interrogative particles;

4) particles characterizing a sign (action or state) by its course over time, by completeness or incompleteness, effectiveness or ineffectiveness of implementation;

5) modal particles;

6) particles - affirming or denying dialogue lines.

It is essential that modal (evaluative, expressive) meanings in one form or another are also present in negative, interrogative particles that characterize an action in its course or effectiveness, in replica particles.

According to their structure, all particles are divided, on the one hand, into primitive and non-primitive, on the other hand, into simple and composite; composite particles are divided into divisible and non-divisible; Within the constituent particles, phraseological particles are distinguished.

A characteristic feature of many particles is that in their structure and functions they are similar to adverbs, conjunctions or interjections and cannot always be strictly opposed to them; in many cases, particles also come close to introductory words (they are described in the section “Syntax. Simple sentence”).

The primary division of particles from the point of view of their formal structure is their division into primitive and non-primitive. The primitives include the simplest, with a few exceptions, monosyllabic particles, which in the modern language do not have living word-formation connections and formal relationships with words of other classes; these are particles bish (simple), by, vish (simple), yes (as part of the imperative form), de (colloquial), say (colloquial), same, in (simple), ish (colloquial) .), -ka, they say (colloquial), no, I suppose (simple), no, really, don’t let it (simple), nor, well, -s, this (simple), yet, those (simple) , well, tea (simple). All other particles are nonprime. Another division of particles is into simple and composite. Particles consisting of one word are called simple; compound - particles formed from two (less often - more) words: two particles, a particle and a conjunction, a particle and a preposition, as well as a particle and a verbal form or adverb isolated from its class. Compound particles can be indivisible - their components in a sentence cannot be separated by other words, or disjunctive: their components in a sentence can be separated by other words. Within the composite particles, phraseological particles are distinguished: these are several function words merged together (or function words and adverbs, forms of pronominal words or verbs isolated from their classes), living relationships between which are absent in the modern language; such particles can also be dissectable or non-segmentable.

Simple particles include all primitive particles (see above), as well as particles that, to varying degrees, display living connections with conjunctions, pronominal words, adverbs, verbs or prepositions.

In addition to primitive particles, simple particles include: and, fortunately, more, more, literally, it happens, it happened, it was, as if, in fact, in (simple), at all, over there, here, it seems, everything, everything, where, look , yes (not as part of the imperative form), give (those), even, give (those), really, only, if, also, know, and, or, exactly, how, which, where, okay, whether , better, in no way (simple, question), nothing, nothing, but, however, finally, it, go (simple), positive, simple, straight, let, let, perhaps, decisively, evenly, itself, rather, as if, completely, thank you (meaning (good)), so, there, to you, too, only, exactly, at least, what, purely (simple), that, so that, ek, this.

As already said, all these particles have close external and internal connections with other classes of words: they contain, to varying degrees, elements of the meanings of adverbs (literally, good, in (simple), at all, out, here, where, really, only, else, exactly, how, where, okay, nothing, nothing, finally, positively, simply, directly, decisively, completely, completely, so, there, good), pronominal words (all, all, which, it, itself, itself, you, what, this), verbs (it happens, happened, was, give (those), give (those), know, look), conjunctions (and, good, as if, after all, yes, even, if, and, or, whether, but, however, let, let, perhaps, exactly, as if, too, only, exactly, even though, that, so that, that), comparatives (more, more, better, sooner: He would rather die than agree; Rather it would be vacation!), prepositions (like: It seems like someone is calling?), interjections (eh, thank you: They, what a heat! You can’t find a place. Thank you, I took a little nap in the cellar. N. Uspensky).

Sometimes in the same word the closeness and interweaving of the meanings of particle and conjunction, particle and adverb, particle and verb, particle and pronoun, particles and interjections are so close that opposing such meanings to each other as belonging to words of different classes turns out to be unlawful, and the word must qualify as “particle-conjunction”, “particle-adverb”, “particle-pronoun”.

Compound particles are divided into two groups.

1) Indivisible particles: otherwise (- Aren’t you afraid? - Otherwise I’m afraid!; Will they let you spend the night? - Otherwise they won’t let you in); without that (He’s already a silent man, but here he’s completely withdrawn. Field.; There’s no time to wait, anyway we’re already late); it would have been (simple) (If only I had not stayed, but gone home!); hardly; just (Only an hour of time); yet; lo and behold (colloquial) (Waited and waited, lo and behold, and fell asleep); far from (far from confident of success; far from beautiful); divi (simple) (divi would know the matter, otherwise he’s ignorant!); how good (how good the forest is! How tired you are!); it would be good; if (If not for the war!); Of course (They don’t touch you. - If only you would have touched!; Good catch! - Still not good!); and there is (simple) (- He didn’t recognize it, apparently? - He didn’t recognize it and exists. Bazhov; - Look, guys, Pika! - Pika is there. Fad.); and so (Don’t be angry, I already repent; Why does he need money, he has a lot anyway); and then (They’re not allowed to go to the skating rink; I saw it a long time ago, and then only briefly; Talk to him. - I’ll talk about that too); as it is (simple) (You said everything as it is correctly. Bazhov; - Cold? - Cold as it is); how; just (I came just in time; I’m afraid of the service: you’ll just fall under responsibility. Turg.); how so (- Farewell. - How so farewell?); somehow; where is it (How much fun!); okay; for what (for what is cunning, but even then he was mistaken); no way; unlikely; not at all (not at all a beauty); simply (He simply laughs at us); so-and-so (So-and-still didn’t show up?); so much (- I have all the tobacco. - So all of it?); or not (Or not life!); so-and-so (So-and-so glad!; So-and-so I see he’s calmed down); to the same place (To the same place from the laughing ones: I said something: he began to laugh. Mushroom; The boy, and argues there too); already (They did it themselves. - They did it themselves?; It’s a disease. - It’s a disease!); grab and (While they were getting ready, grab and the rain began); so that (so that he would have thought to call!); well (- Shall we go? - Well, let's go; I agree, well); or something (Call, or something?; Help or something!; Are you deaf?); phraseological particles: not otherwise (how) (No other than a thunderstorm will gather in the evening), not that (that), no (that) (What a fur coat they rot! No to think; somewhere is the master’s fur coat? Necr.); either the matter (Ivan Ilyich made a stupid decision; what is the matter with you. L. Tolstoy); look for that (and look for that one to die; look for that one to be forgotten), wait for that (simple) (The stove for that and wait for it to fall down. Bazhov.); look at that (after all, there are too many trots; look at that, that will break the neck! Gogol); exactly the same; whatever (simple) is (this is his favorite song).

2) Disintegrable particles: if only (If only it would rain!; If only it would rain!); here it is (Here’s a friend for you!; Here’s the result for you!; Did you believe him? So trust people after that!); like this (These are the orders!; These are the orders!; Here we have a garden! almost (almost were late; almost broke my head); almost (It was almost the first time in his life that he lied); how not (How can I not understand!; How can I not know the way!); no matter how (No matter how it rains); if only (If only it wouldn’t rain!); little not (simple) (He began to ring the bell, but didn’t cut off the little. Dos.; Out of fear, he didn’t even fall to the ground. Lesk.); let him (Let him sing to himself!); sooner (spring sooner!; spring sooner!); so (and it emanates peace; so he did not recognize me); if only (Just not to be late!) only and (Only talking about the trip; Only about the trip and talking); at least (At least I wouldn’t grumble!); almost (was) not (almost broke my leg); almost (He almost became a big boss now). Particles are always dismembered, whether (Should we rest?), or (Shouldn’t we spend the night here!).

Phraseologized particles: no, no and (yes and) (No, no, yes, and will come to visit; No, no, and will remember his grandfather); what the (What kind of news is this?; What kind of character do you have!); what of (what) (What of his promises to me!; What now of the fact that he has returned?). Note. One should distinguish from composite particles the various, easily arising and easily disintegrating complexes grouped around a simple particle, which are characteristic primarily of modal particles; for example: already - already, well, so, so, so... well; how - yes how, well, how, how, yes how, well; like - like, like, like, like and, like; see § 1698 about this.

Particle discharges by function

As already mentioned, particles are distinguished by function:

1) formative,

2) negative,

3) interrogative,

4) characterizing the action in terms of time or effectiveness,

5) modal,

6) particles - affirming or denying replicas.

Form-forming particles include:

1) particles with the help of which the forms of words are formed; this is the particle let's (those), forming the form of the imperative mood: let's (those) sing; a particle that forms the form of a compound. nakl.: would read, would go; particles with the help of which syntactic forms of sentences with meaning are formed. unreality: a) particles let, let, yes, and also always an unstressed particle so that, with the help of which the forms of syntactic are formed will stimulate. incl.: [Bobchinsky:] Don’t bother me, let me tell you! (Gogol); May there not be a single unsown strip! (Mayakovsky); At least another month like this, And then let them again have bayonets, dungeons, Moors (Simon.); Let there be more housewarmings (gas); Hey, slaves, take the guslar by your sides! Damn Kamarinskaya to me, you trepaka! (Color.);

2) the same particle with the help of which the forms of the syntactic moods of the subjunctive, conditional are formed (If they had left: there would have been no shouting, no noise; If we had happened to meet, I would have recognized him; If boletus mushrooms were real mushrooms, I, old man, bend over for a black mushroom! (Prishvin) and desirable (I wish I had more free time!; I wish I could rest!); c) modifications of the particle, with the help of which the form of the syntactic desirable sentence is formed: If only I had more free time!; If only (if only, if only, if only, that would be, it would be nice, if only) there was more free time!; If only (if only, if only, if only, if only, soon, it would be nice, if only) to rest! Negative particles include particles not and neither. The particle is not introduced into a sentence to express general and specific negation (He didn’t come today; He didn’t come today; It wasn’t he who arrived today).

The negative value of the particle is not weakened in the following cases.

1) The particle connects two identical forms of the same word pronounced together, expressing:

a) uncertain denial (Polyanka is not a clearing, but still a clean place. Bazhov);

b) uncertainty or ambiguity of the sign (The driver was caught: he is driving - he is not driving. Saltykov-Shchedrin; At the meeting he will hide in the far corner, frown: he sleeps - he does not sleep, and listens - he does not listen. G. Radov);

c) indifference for what follows (cry, don’t cry, you can’t bring back the past; happy, not happy, but welcome; a blizzard is not a blizzard - we’re going); in the first two cases, the particle formalizes separation relations ((either - or)).

2) The particle connects two identical forms of single-root verbs (the second is always prefixed), and the whole combination has the meaning of completeness and duration of action: you don’t have to transport, you don’t carry, you don’t drag, you don’t exhaust, you can’t rejoice, I can’t see enough, you can’t sleep through sleep .

3) The particle together with the verb sov. type with the prefix na-, denoting perception, attitude, forms a combination with the meaning. high degree and duration of emotional state: I can’t stop looking at you, I can’t get enough of it, I can’t be surprised at you, I can’t get enough of you.

4) The particle in combination with how (how, yes how, yes how, how) in the dialogue opens up an affirmative replica-repetition: [Akhov:] Do you need a dowry? [Kruglova:] No matter how necessary, of course, it is necessary (Ostrovsky); - So, in your opinion, these are scammers? - he added, grinning. - Why not scammers? (Dostoevsky); Are you happy? - I’m not glad! Are you really that happy? mother (L. Tolstoy).

5) The particle connects the infinitive and the personal form of the same verb, forming a combination that holistically expresses a categorical negation: I don’t know, I don’t know, and don’t think. In infinitive sentences such as I shouldn’t spend the night here, I shouldn’t run after him, meaning a subjectively perceived impossibility, the particle not together with the particle forms a composite dismembered particle not... but. The particle does not express negation either in the very structure of an unextended sentence (Not a soul; Not a sound; Not the slightest hope; Not a step back!; Not from a place!), or when spreading a negative sentence, combining the meaning of negation with the meaning. amplification (We didn’t hear a sound) or with the value. union transfer (There is no letter, no parcel, no telegram for you). The particle does not contain an element of the meaning of complete absence or categorical negation. Interrogative particles include the particles a, whether (l), not... whether, really, in any way (simple), really (obsolete), perhaps, for, what, or how. All these particles combine the meaning of interrogative with more or less pronounced modal coloring. The whether particle forms both the actual question (How long has he been gone?; Did they bring the mail?), and a question with a tinge of doubt (Is this so?; Is it true?; Can this be?). The particle doesn't... introduces into the question a shade of softness, non-categoricalness, and sometimes uncertainty (Aren't you tired?; Was he mistaken?; Is it a thunderstorm?). Particles really, really, in any way (simple) always introduce into an interrogative sentence a shade of doubt, uncertainty or surprise (Is this really true?; Do you believe him?; Are you drunk? I. Gorbunov).

Particles, isn’t it... is it, really, really also formulate a rhetorical question (Didn’t I help you?; Could we have assumed betrayal!; Is this what friends do?; Could you really believe it!). The particle what kind of person usually frames a question - a requirement for clarification, explanation: What kind of person is this?; What kind of letter is this? Particles, or something, or something, relate to colloquial, casual speech. The particle that either opens an interrogative sentence, or follows the name placed at the beginning of the sentence: What, he’s late again?; Is he late again? The particle that also expresses questioning (- Can you hear me? - What?).

A particle or something, introducing a touch of familiarity, usually concludes a sentence (Did you fall asleep or what?; Another scandal, or what?), but it can also open it. This particle is very often used together with the particle that; they frame the sentence (What, fell asleep, or what?; What, another scandal, or what?).

The particle a contains a question; it introduces the meaning of an incentive to answer (Let's go, huh?) or expresses a repeat question (- Come here. - Huh?). The particle how actually has an interrogative meaning: How (well, how), do you agree?; when asked again: - I won’t go. - How? How can you not go? (How is it?; How is it (I won’t go)?). Interrogative particles often appear in free combination with each other: What, tired, huh?; What, shouldn't we wait?; Did you fall asleep or something?; Well, I agree, huh?; Connections that if, and if, and suddenly formulate a question-fear: What if (and what if) he doesn’t come?; What if we're late? Particles that characterize a sign (action or state) by its course in time, by the completeness or incompleteness of implementation, by effectiveness or ineffectiveness include the particles were, happened, happens, almost (was) not, almost (was) not, how, little not (simple), well (with the infinitive), just not, no, no (yes) and, so and. All these particles also contain modal meanings.

The particle was introduces into the sentence the meaning of an action that took place, but was either interrupted, not completed, or did not lead to the desired result, did not achieve the goal. This particle is combined with a verb in the past form. vr. or is introduced into a sentence with the general meaning of the past: Akakiy Akakievich was still talking about the repairs, but Petrovich didn’t hear enough (Gogol); He was about to leave. - Wait, wait! Where are you going? - Oblomov (Goncharov) stopped him; The cart started to move; but he stopped her (L. Tolstoy). The particle was also connected with past participles. vr. and gerunds of owls. view: those gathered were about to leave; decided to stay. Particles sometimes happen to be close to the introductory words; they indicate irregular repetition: it happened - in the past (about what is being remembered: We used to spend evenings together; we used to walk around; we used to go to our neighbors), it happens - in the present (Sometimes a hunter comes, he wants to rest, he will stick an ax in tree. Prishvin). Particles slightly (slightly) (was) not, barely (was) not, just not, little not (simple) mean an action close to implementation, but not realized or not being realized, close, but not revealed or not revealed sign : The poor man almost went crazy with joy (Krylov); [Vozhevatov:] And how much she loved him, she almost died of grief (A. Ostrovsky); The actor playing the role of the manager's stupid son was just doing somersaults, trying to make the audience laugh (Letters); He slapped him on the back so that Morozkin’s head was barely separated from his body (Fadeev); Look... how much pen your grandmother has accumulated! Almost a complete sieve! (Bazhov). The particle no-no (yes) and, combined with the verb, introduces the meaning of irregular, episodic repetition: You remember, Sashko. No, no, remember. We must not forget (Panova); No, no, and he’ll come and visit. Particle as in combination with the verb owl. the form forms the meaning of a sudden and intense action: - And the deacon howled, how he roared... (Mamin-Sibiryak); How you raised me, my brother, squealing, how you screamed, so be it three times wrong (Chekhov). The particle, and in combination with the verb, conveys the meaning of tension, intensity and completeness of the action: Snow splashes from under the horses’ hooves (Lesk.); I was shaking with laughter (New.-Pr.). Particles well, come on, and (obsolete and simple) in combination with the infinitive of the verb nes. types mean a sharp attack of intense long-term action: So they come running to the stable, open the doors wide, and with the feet of a fool, well, push in all directions (Ershov); Then I stood up and let’s walk, and let’s go! He walked for two nights and all day without rest (Gorky); he dances and dances (A. A. Shakhmatov). Modal particles introduce into a sentence different meanings of a subjective attitude towards what is being communicated. This relationship may be uncomplicated (see below, group 1), or it may be combined with a meaning. objective relationship of what is being reported to reality (groups 2 and 3). However, a subjective attitude, a hint of a particular reaction, an assessment in modal particles are always present. This element of attitude, subjective reaction is present to varying degrees in other particles - negative and formative; let us compare, for example, the particles let and yes (Let the Motherland be glorified!; Let the Motherland be glorified!), of which the second contains the meaning of categoricalness and solemnity; in the particles was, happened (see § 1694), characterizing the action as it progresses in time, there are also modal meanings: in bylo there is an element of the meaning of incompleteness, inferiority, in bylo - an element of the meaning of remembering; To one degree or another, all conjunction particles and adverb particles are modally significant. Thus, modal coloration is characteristic of the class of particles as a whole. In the particles considered in this section, the entire complex of such modal values ​​is most fully represented.

In the most general form, modal particles, in terms of the values ​​they introduce, are combined into the following groups:

1) particles that introduce emotional and other assessments, expressing the speaker’s immediate reactions;

2) particles expressing will;

3) particles that establish various connections and relationships of the message with its source, with other parts of the message, with other events and facts.

As already mentioned, different meanings can be combined in one particle.

1) The first group includes particles that emphasize (strengthen, accentuate) the message or some part of it; expressing one or another assessment, qualitative characteristic; agreement or disagreement; warning, threat; fear; offer, acceptance, admission; doubt, uncertainty, uncertainty of attitude; astonishment; confidence; the desire for softness, smoothness, blurred expression.

These are the particles a, after all, there, here, everything, just, yes, also, the same, and, and is, or, exactly, as it is, whether, just, well, it, simply, directly, yet, so- still, those for you, only, they introduce different shades of underlining, limitation, accentuating emphasis: I wanted it, I wanted to give it for nothing, but now you won’t get it! (Gogol); [Fedya:] She left me as a widow. [Petushkov:] So how? [Fedya:] And also: a widow. I’m not there (L. Tolstoy); - I told you - those boots. I can't wear these! - Yes, and they are standing there. - Where is it? - Yes, right there. - You're lying. - Yes, you’ll see (L. Tolstoy); And how I got drunk, I don’t understand! (Chekhov); Am I really not of any interest as a person? (Mamin-Sibiryak); We have a concern, Is it such a concern that it has survived from the houses (Nekrasov); So much for your fun! (colloquial speech); particles and then, I mean, good, as if, it would be, you see, here and, like this, like this, like, where, look, look and, almost, look, how not, what, where, where how, okay , no (that), really, no way, well, well, well, go, straight, perhaps, evenly, as if, look, so, so, there, look at that, too, or not, something, exactly, right there, grab it and, well, at least, purely (simple), what, well, what for, what from in order to, or whatever, whatever it is, almost, contributing the most various assessments, qualifications, expressions of subjective reactions, subjective attitude: [Scrambled eggs:] The face of this man is somehow suspicious to me: he almost came here then, why did I (Gogol) (meaning close probability, uncertain assumption); [Dudukin:] Oh, my beauty! [Korinkina:] What a beauty she is! What familiarity! (A. Ostrovsky) (meaning condemnation, protest, objection); - What, he’s healing, right? - What kind of treatment! Well, where is he! (Turgenev) (meaning uncertainty, seeking confirmation in a question and confident denial in an answer); And I became scared: well, they’ll kick me out of here - what then? (G. Usp.) (meaning fear); [Miron:] Well, yes, of course! So I would have let you into the office! (A. Ostrovsky) (meaning denial and challenge); He gets by on music. Also a servant of art! (Chekhov) (meaning neglect, negative assessment); Well, Marfa Semyonovna! Purely as Mamai became (Mamin-Sibiryak) (affirmation of identity); “You should have written to him yourself,” Lena said. - Well, how do I write there (Panova) (dismissive assessment); “I need to give them greetings from Moscow,” I lied. - Well, isn’t it hello (Cover.) (uncertain assumption); So that I would ever believe slander! (categorical exclusion); We won't be late? - Are we really going to be late? (colloquial speech) (confident denial); Should I drink some tea (colloquial speech) (hesitation); particle -s, introducing into speech a shade of respect, servility (obsolete) or irony (if you please, I’m listening, sir; Well, sir, what happened here?); particle -ka, softening a request, motivation (keep quiet, let's go together).

2) The second group includes particles expressing volitional orientation, expression of will: a call for agreement, for expectation; a request for an opportunity to do something; determination. These are the particles: give, give-ka, give-(those), this, this-ka (simple) (with a verb in the form of 1 l.): - But by the way, let me read the headman’s letter again with attention, and then I’ll get up. Zakhar! (Goncharov); - So I sat down under a tree; come on, they say, I’ll wait for the morning (Turgenev); “Hey, I’ll play checkers with him,” Chichikov thought to himself! (Gogol); Come on, Chubaty, let’s say something else there (L. Panteleev).

3) The third group includes particles expressing the completion or identification of a previous state; compliance or non-conformity with the expected; association with the known, reference to the known; preference for something before something; independence, not being connected to anything; timeliness; uniqueness and exclusivity; opposition; conditionality or unconditionality; concessional delimitation; the relationship of a message to its source. These are the particles: (and) without that, here and, here you (those) and, everything, yes, de, they say, only, yet, know (know to yourself), and so, and then, exclusively, better, they say, on that, no, but, well, and, however, so and, to you, only, that, the same, to yourself, supposedly: And don’t think in vain. Know yourself, look ahead! (Stanyuk.); Is it a deception? Know, write and deceive (S.-Sch.) (meaning freedom to exercise, unconditionality); [Bubnov:] All fairy tales... [Ashes:] N-yes... these are the righteous land... it didn’t turn out, that means (Gorky) (inconsistency with what was expected); Do you really not remember where we met? (Paust.) (continuation of the previous state); “I have no time,” he says, “to talk.” Without that, we overslept and went to look at the grass (Bazhov) (meaning independence from something else); But I finished it ahead of schedule, so I came (Bends over). (meaning conditionality); With my strength and to die a humble lamb? (New-Pr.) (opposition); - Why are you doing this so soon? Sit! “You can’t, brother,” Metelitsa spread his hands, “it’s best to scout out while it’s dark (Fad.) (timeliness); Stop thinking about it. - No, but Vitka is like that! (colloquial speech: return to the interrupted flow of thought). Modal are also all particles that in dialogue can function as replicas expressing affirmation or negation. This includes particles yes and no, as well as particles expressing the statement there are (- Do it. - Yes!), exactly, so, really, exactly, here, exactly, as it is (simple), well, yes (colloquial), good , okay (colloquial), goes (colloquial), well (simple), a particle expressing negation in no way, as well as many particles that combine the meaning of negation with a pronounced meaning of a subjective attitude: too (to me), directly, there, here's another, where (already), where (already). Some particles, depending on the situation, can express both affirmation and negation, for example: - Does your daughter at least help at home? - Of course! (the answer can mean both affirmation and negation: (of course, it helps) or (does not help at all)): similar: Otherwise!; Really! Well! The meaning of the answer is determined by the intonation and context of speech. The meanings of each individual particle are described in explanatory dictionaries. Modal particles, expressing immediate reactions, attitude to what was said, evaluation, have the ability to combine with each other into whole complexes, which in a sentence easily arise and easily fall apart and are modified. Such complexes are organized around one particle, enhancing or complementing its meaning with very subtle semantic shades.

So, for example, with an accentuating particle, other particles with similar meanings can be grouped: already, and, and, yes, already, and... well: I’m already angry! I'm really angry! Yes, I got angry! I'm really angry! Analogous are the complexes that arise around particles like this (well, that’s it, that’s it, that’s it, that’s it, that’s it, that’s it, that’s it, that’s it), well (well, that’s it, that’s it, well... it’s) , what (what, well, what, what, and what, and what), like (like and, like), and then (and that, and that, and that, and that, and that here) and many more. etc. Particles expressing doubt and uncertainty are often contaminated with each other into free and unstable binary compounds; for example: as if, as if, as if, as if, as if, as if, as if; as if; as if exactly: Just as if there was noise on the street? (I. Gorbunov); Well, I look at him, he’s absolutely unconscious (Saltykov-Shchedrin); And you seem to have lost weight (Chekhov).

They are connected in a similar way: just (only), just like that (just like that), unless (if unless), know to yourself (know to yourself) what is there, what is here. Many particles, in their meaning and in their syntactic functions, do not sharply oppose words of other classes - conjunctions, introductory words, interjections, adverbs, but combine the qualities of a particle and a word of one of these classes. Accordingly, within the class of particles, particles are distinguished that combine the characteristics of particles with the characteristics of named words: particle-conjunctions, particles-adverbs, particles-interjections and particles-introductory words. Conjunctive particles combine different modal meanings with the meanings of connecting words. These are (in their individual meanings) the particles a, good, as if, after all, that’s all, after all, yes (unstressed), even, marvel (simple), good, if, and, and then, as if, okay, just, well, it and, just, let, let, perhaps, exactly, as if, so (unstressed), so (unstressed), only, exactly, even though, although, so that. Particles a, and express the actual connection, connection: - What is this! - I cried. - And it’s something that I don’t know what to do with it (Dostoevsky); - And you are wonderful! - Yegorkin suddenly said. - How wonderful? - And everyone! (Stanyuk.); - Count on me, Pavlo, I won’t let you down. - That’s what I’m counting on (Makar.). Particles, yes, even, so, simply, only, perform the functions of connecting words in opposition: - What about the old woman? - Why, the old woman creaks (L. Tolstoy); - They'll kill you. - No, they’re okay, they’re like that (L. Tolstoy); - Hey! Apparently, the truth does bite! But I love the truth so much! (Saltykov-Shchedrin); A reasonable person like you, but not to get through to the ranks? (New-Pr.); I didn’t steal it... Sonya herself gave it to me for a while (King); I'm not sick, just (only) tired. Particles and, here and, well and, it and, so, and so form an investigative connection: [Famusov:] Give you free rein, it would have settled (Mushroom); [Sasha:] You're angry with me, I did something stupid that I decided to come here. Well, get indignant, shout at me, stamp your feet (Czech); The cattle have torn up all the land - so the sands are sent to you (Paust.); - Did you do a bad job? Well, it’s bad and you get paid by workdays (Sheep). The particles are even, precise, as if, as if, as if, as if, as if they combine the meaning of uncertainty, obscurity with the function of a conjunction introducing an unreliable comparison: He woke up from the stomping of a horse and some other strange, unfamiliar sound, as if they were beating a teapot on a teapot (B . Ivanov); And you stubbornly look outside the window, As if, really, someone might meet you (Simon. ); My usual joke provoked your reproach: as if I were speaking to you in a frivolous tone (Civil.). In the particle-conjunction it is pure - the meaning of a reliable comparison: Oh, how warm it is here..., well, it’s clean in the bathhouse (A.N. Tolstoy).

Does the particle really combine the meaning of doubt, hesitation with the function of an opposing conjunction: It’s tricky to tell: there are many turns; Shall I give you a girl to see you off (Gogol). The particles okay, marvel, good would combine their modal meanings with the function of connecting words with the mental assumption of something as such that could explain, justify or justify what is being reported: [Osipov] It would be good indeed that something worthwhile, otherwise a simple elistratishka (Gogol); [Vozhevatov:] It would be amazing if a hunter never even picked up a gun (A. Ostrovsky); It would be nice to work, otherwise he’s sitting at home (colloquial speech). The particle good combines the modal meaning of a positive assessment, approval with the meaning. causal union: He left the service, fortunately some kind of inheritance appeared, giving him the opportunity to exist without labor (Garshin); Yes, fortunately, he died soon, and they returned me to the village (Turgenev).

The meanings of connecting words are obviously present in particles but, however, in particles if, if, so that, with the meanings of assumption, fear (if) or desirability (if, that) preserving an element of the meaning of a conditional or explanatory (so that) conjunction (And if we Will we be late? - Wait a little. - Well, if a little...; May he fail!).

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 Formative forms of the imperative mood of 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.