About some practical issues related to pronoun teaching

Abstract

In the paper, we discuss some issues related to the teaching of pronouns, which are highlighted in the process of practical work. We will touch on the function of the pronoun as a substitute for other names, which is an essential part of the definition of this part of speech. However, it is noted that the emergence of pronouns belongs to the oldest layer of the history of the language, and its original purpose is unlikely to belong to the field of stylistics. In addition, if we observe the current situation of the use of pronouns in the Georgian language, we will find that the use of a large part of pronouns as a substitute is not confirmed. In fact, only a part of the pronouns directly perform the function of replacing another word. Namely: third person pronouns, third person possessive pronouns, demonstrative pronouns. In other cases, it becomes impossible to replace pronouns with other words, because other names cannot convey the essential semantic nuances that are easily conveyed by pronouns. Also, we will talk about the issue of using person and demonstrative pronouns. The process of practical work confirms that the use of the same pronouns as a person and a demonstrative pronoun is not limited to the pronouns "es", "eg" and "is". Such forms of inflection of the pronouns "shen" and "tnqven" as: "she" and "tqve" are used in speech situations in pairs with other nouns.  They clearly play the role of delimiters and therefore have moved to the line of demonstrative pronouns. Also, in the Georgian language there are constructions where the syntactic connection is established between a pronoun and a numerical name. In such cases, the first person pronouns "we" and "you" are used as demonstrative pronouns. This opinion is confirmed by the fact that in case of replacing the pronouns of the first and second person by the third person, their place is taken by the demonstrative pronoun.