
- •Table of contents
- •Part 1. Lecture guides
- •1. Lexicology as a Branch of Linguistics
- •2. Word as a Basic Lingual Unit
- •3. The Word Meaning
- •Classification of lexical meanings
- •4. Semantic Change
- •The causes of semantic changes
- •I. Extra-linguistic causes of semantic change
- •II. Linguistic causes of the semantic change
- •Nature of semantic change
- •Results of semantic change
- •5. Polysemy. Semantic Structure of the Word. Context
- •6. The English Vocabulary as a System
- •Paradigmatic relations in vocabulary
- •Syntagmatic relations in vocabulary
- •Associative relations in vocabulary
- •7. Homonyms. Paronyms
- •8. Lexical Synonymy and Antonymy
- •Sources of synonymy
- •Semantic classification
- •9. Morphological Structure of the Word
- •Types of meaning in morphemes
- •10. Word-building
- •Classification of compounds
- •11. Etymology of the English Word-Stock
- •Native words
- •12. Stylistic Differentiation of the English Word-Stock
- •Literary words
- •Colloquial vocabulary
- •13. Phraseology of Modern English
- •Semantic classification of phraseological units
- •Structural classification of phraseological units
- •Functional classification of phraseological units
- •Contextual classification of phraseological units
- •Structural-semantic classification of phraseological units
- •14. Territorial Differentiation of the English Word-Stock
- •Vocabulary
- •15. English Lexicography
- •Classification of linguistic dictionaries
- •Problems of lexicography
- •Stages of development of English and American lexicography
- •Part 2. Seminars Seminar 1. Word as a Linguistic Sign
- •Test Questions
- •What phonetical variants do the following words have:
- •2. Link the variants below with the-identity-of-unit problem.
- •3. What problem (the sign nature of the word, the size-of-unit, the identity-of unit problems) do we deal with when we ask questions like:
- •5. How many words with root fast can you follow in the exercise? Group variants of the same word, discriminate between different words, prove their identity and separateness.
- •6. Speak on the lingual sign arbitrariness using the following examples:
- •7. Speak on the lingual sign asymmetry (correlation of content and expression) using the following examples:
- •Seminar 2. The Word Meaning
- •6. Establish the types of lexical meaning realised in the following sentences.
- •9. Use an explanatory dictionary, analyse the definitions of the following words and break up the semantic components into integral and differential semes.
- •Seminar 3. Causes, Nature and Results of Semantic Change
- •Test Questions
- •1. Determine the extralinguistic causes of semantic development of the words: historical, social, psychological.
- •2. Establish the linguistic cause of semantic development of the words: ellipsis, differentiation of synonyms, linguistic analogy.
- •3.* Define the type of semantic change:
- •4. Read the given passage. Speak on the linguistic phenomenon described in it.
- •6. Translate the cases of stylistic metaphor:
- •7.* The metonymical change may be conditioned by various connections such as spacial, temporal, causal, symbolic, instrumental, functional, etc. Establish the model of transfer in each case:
- •8. Find cases of semantic change based on hyperbole, litotes and irony.
- •11. Guess about reasons for the following euphemistic transfers:
- •Seminar 4. Polysemy and Context
- •Test Questions
- •6. Identify the meaning of the verb have in the semantic, grammatical and phrasal contexts:
- •7. Translate the sentences. Avoid looking up for the underlined words:
- •Seminar 5. The Vocabulary of a Language as a System
- •Test Questions
- •1. Find the hypernyms (superordinates) in the given lexico-semantic groups:
- •6.* Arrange the following units into three lexical sets, give them corresponding names.
- •8.* Think of one word only which can be used appropriately in all three sentences.
- •9. Using the data of various dictionaries compare the lexical valency of the words:
- •10. Suggest a frame of your own for the concept “trade”.
- •Seminar 6. Homonymy and Paronymy
- •Test Questions
- •1.* Find the homonyms in the following extracts. Classify them into:
- •5.* Identify the source of homonymy for the following lexical units:
- •7. Comment on the meanings of the following interlingual paronyms (international words, “false friends of the interpreter”):
- •8. Suggest Russian translation of the underlined pseudo-international words:
- •Seminar 7. Synonymy and Antonymy
- •Test Questions
- •1. Analyze the synonyms given and find the difference between them. Consult a dictionary. Give examples of your own:
- •2. Classify the synonyms into stylistic, ideographic and semantico-stylistic ones.
- •3. Use the following words to make up paradigms of synonyms. Point to the dominant synonyms. Pay attention to the polysemy of some words.
- •4. Within the following synonymic sets single out words with:
- •5. Make all necessary diagnostic tests and decide if these words are synonyms:
- •13. Provide the appropriate translation for the following contronyms.
- •Seminar 8. Word-structure
- •Test Questions
- •Seminar 9. Word-formation
- •Test Questions
- •1.* Classify the given affixes into native and borrowed:
- •2.* Break up the given affixes into productive and non-productive:
- •3. State the origin and explain the meaning of the suffixes in the following words:
- •4.* Give corresponding verbs or nouns to the following words:
- •5.* Form adjectives from the given nouns:
- •7. Read the following sentences. Translate the italisized words into Russian.
- •8. Find the cases of conversion in the sentences, identify the part of speech of the converted word.
- •9. Arrange the following compounds of:
- •11. In accordance with the part that is cut off to form a new word classify the clippings into four groups: 1) final clipping; 2) initial clipping; 3) intial and final clipping; 4) medial clipping.
- •12.* Determine the original components of the following blends.
- •13. Distinguish between phrasal verbs and prepositional verbs below:
- •14.* From the sentences given below write out the words built up by back-formation. Give the original words from which they are formed.
- •16. What serves as a word-formation means in the given words?
- •17. Define the type of word-building.
- •Seminar 10. Etymology of the English Word-Stock
- •Test Questions
- •6.* Build up pairs of etymological doublets:
- •9.* Etymology Quiz
- •1) Match the word on the left to its definition on the right, using the Longman Dictionary of Contemporary English on the cd-rom or any etymological dictionary to help you.
- •2) From this list, guess which language or country the words above came from originally, then check with the Word Origins in the cd-rom:
- •Seminar 11. Stylistic Classification of the English Vocabulary
- •Test Questions
- •1. State the difference in the pragmatic aspect of meaning of the given synonyms. Consult a dictionary.
- •2.* Break up the following words into formal, informal and neutral:
- •3.* Which unit is the odd one out in each of the following sets of formal words?
- •7. What word-building model was employed for coining the underlined nonce words?
- •9.* Replace the colloquial expressions by more neutral ones.
- •10.* Say whether you feel the following remarks are ok, too formal or too informal for each situation described. If the remark is unsuitable, suggest what the person might say instead.
- •11. Find proper Russian equivalents and stylistically neutral counterparts of the following jargon expressions. Comment on their metaphorical nature:
- •12.* Classify the given words into neologisms, archaisms and historisms:
- •13.* Classify the neologisms into three groups: 1) neologisms proper; 2) semantic neologisms; 3) transnominations.
- •Seminar 12. Phraseology
- •Test Questions
- •1. State which of the italisized units are phraseological units and which are free word combinations. Give proof of your answer.
- •2. Translate the phraseological units, giving their literal and figurative meaning.
- •4.* Make up five phraseological paradigms united by thematic features: 1) people’s qualities; 2) people in the classroom; 3) feelings or mood; 4) praise; 5) using language.
- •5. Classify the phraseological units on the semantic principle into: 1) phraseological fusions; 2) phraseological unities; 3) phraseological combinations.
- •7. Translate the following binominals into Russian.
- •8.* Decide which word or phrase completes the sentence and insert it. You may consult the dictionary of collocations.
- •9.* Group the given phraseological units into native and borrowed ones. State the sources of their origin.
- •10. The following phraseological units are biblical in origin. Find the corresponding Russian equivalents for them.
- •11. Comment upon the interrelation of lexical components in the following English and Russian praseological units:
- •12. The following is a collection of traditional proverbs. Give Russian equivalents of the following English proverbs.
- •13. Try to decide which proverb could help you express yourself in the following situations.
- •Seminar 13. Variants and Dialects of the English Language
- •Test Questions
- •5.* Find historical Americanisms, proper Americanisms and American borrowings:
- •7.* Translate the following words into English, giving British and American variants:
- •8.* Translate the following phrases, using the prepositions current in America and then in England:
- •9.* Can you avoid some of the most common confusions arising between British and American speakers? Try the following quiz¹.
- •10.* Convert the following sentences into British English:
- •11.* What do you think these examples of Australian colloquialisms mean? They are all formed by abbreviating an English word which you probably know.
- •13.* Below you have some statements made by a Scot. Answer the questions about them.
- •14.* Answer the following questions relating Black English.
- •Seminar 14. English Lexicography
- •Test Questions
- •1.* Judging only by the names of the dictionaries elicit as much information about them as possible and define the types:
- •2. Analyse the entries for the word thesaurus and determine the type of dictionaries they are borrowed from.
- •3. Which unit does not belong to the set?
- •4. Look up the answers to the following questions.
- •5. Give the full form of the following labels:
- •8. Compare two or three general-use dictionaries and comment on the similarities and differences.
- •Part 3. Supplemental material What to Read
- •Abbreviations
- •Bibliography
- •English lexicology: theory and practice Учебное пособие
- •690950 Г. Владивосток, ул. Октябрьская, 27
- •690950 Г. Владивосток, ул. Октябрьская, 27
8. Lexical Synonymy and Antonymy
The problem of synonymy (from Greek sinonymia – ‘of the same name’) is one of the most complicated and disputable in linguistic theory. There are a great many definitions of the term, but there is no universally accepted one. Traditionally the synonyms are defined as words different in sound-form, but identical or similar in meaning. But this definition has been severely criticized on many points.
Firstly, this part of the definition cannot be applied to polysemantic words. It is inconceivable that polysemantic words could be synonymous in all their meanings. The verb look, e.g. is usually treated as a synonym of see, watch, observe, etc, but in another of its meanings it is not synonymous with this group of words but rather with the verbs seem, appear (cf. “to look at somebody” and “to look pale”). The number of synonymic sets of a polysemantic word tends as a rule to be equal to the number of individual meanings the word possesses.
Secondly, it seems impossible to speak of identity or similarity of lexical meaning as a whole as it is only the denotational component that may be described as identical or similar. We must take into consideration the connotational meaning of the word.
Thirdly, identity of meaning is very rare even among monosemantic words. In fact cases of complete synonymy are very few and are, as a rule, in terminological vocabulary.
Taking into consideration the above facts, we’d like to give a detailed definition of synonyms. Synonyms are two or more words, belonging to the same part of speech, possessing more or less identical denotational meaning, interchangeable at least in some contexts without any considerable alteration in the semantic structure, but differing in morphemic composition, phonemic shape, shades of meaning, connotation, style, valency and idiomatic use. For example, strange – queer – odd – quaint, ugly – hideous – monstrous – plain – unattractive – unsightly.
This definition gives some criteria of synonymy (identity of denotational meaning, part of speech meaning, interchangeability), but has the main drawbacks. There are no objective criteria of “identity” or “similarity” or sameness of denotational meaning. How can a scholar define identity? Should the denotational meanings be explained in the same words in a dictionary? For now the final decision is based on the linguistic intuition of the scholar.
As for the criterion of interchangeability or substitution in linguistic contexts, this approach also invites criticism. Words interchangeable in any given context are very rare. Besides, words synonymous in lexical contexts may display no synonymity in others. For example, hope, expectation, anticipation are considered to be synonymous because they all mean “having smth in mind which is likely to happen...” But expectation may be either of the good or of evil. Anticipation is as a rule an expectation of smth good. Hope is not only a belief but a desire that some event would happen. The stylistic difference is also quite marked. The Roman words anticipation and expectation are formal literary words used only by educated speakers, whereas the native monosyllabic hope is stylistically neutral. Moreover, they differ in idiomatic usage. Only hope is possible in such set expressions as to hope against hope, to lose hope, to pin one's hopes on smth. Neither expectation nor anticipation could be substituted into the following quotation from T. Eliot: “You don't know what hope is until you have lost it”.
Synonimic relation usually unite a group or a set of words which is called a synonymic set. Synonymic set is a well-established group of words of modern language connected by synonymic relations. The number of members in such a set is nearly unlimited. Polysemantic words can enter several synonymic sets. The semantic opposition is made up by a lexico-semantic variant of the word, e.g. sense – meaning – significance, sense – intelligence – reason – judgement, sense – feeling. Elements of synonymic sets are not synonyms, so feeling ≠ meaning.
The members of the set are identified in relation to the dominant of the set. Synonymic dominant is the central term of a synonymic set possessing the following characteristic features:
1) high frequency of usage;
2) broad combinability, i.e. ability to be used in combinations with various classes of words;
3) broad general meaning;
4) lack of connotations;
5) it may substitute for other synonyms at least in some contexts;
6) it’s often used to define other synonyms in dictionary definitions.
In the synonymic set strange – queer – odd – quaint, the synonymic dominant is strange, being morphologically the simplest, stylistically neutral and syntagmatically most movable.
According to the degree of synonymity synonyms can be absolute (perfect, complete) and partial.
Absolute (perfect, complete) synonyms – words coinciding in all their shades of meaning and in all their stylistic characteristics and having equivalent distribution. Absolute synonyms are rare in a language, they are basically terms: pilot – airman – flyer – flyingman, screenwriter – scriptwriter – scriptwriter, semasiology – semantics, word-formation – word-building, word – lexeme.
Synonyms usually differ in some properties: connotation, shades of denotative meaning (peripheric seme), collocability and the like. Synonymy of this kind can be called partial or incomplete. Incomplete synonyms ban be called semantic and stylistic.
Semantic (ideographic) synonyms – words conveying the same notion, having similar connotational meaning, but differing in denotational of meaning, and so in use and collocability. For example, to understand – to realize – to follow, get, grasp, know, learn, make out, take in; to wait for (I am waiting for him) – to expect (I am expecting him to come); healthy – wholesome (suggestive of health or wellbeing, esp in appearance) – sound (free from damage, injury, decay, etc).
Ideographic synonyms comprise unequal semantic features, e.g. to laugh – to giggle – to guffaw. In this case one can speak of relative synonyms, as they have semantic features of different degree of intensity, e.g. liking – attachment – affection – fondness – love. Their status is a controversial one.
Stylistic synonyms are words identical in denotative meaning but differing only in the connotational meaning, e.g. feed – nourish, deed – action, pal – associate, to reckon – to estimate, to walk – to promenade, intelligent – smart.
Stylistic synonyms are also the relations that exist between a neologism or an archaic word and a word of common use think – to deem, as well as synonyms differing in evaluative component лик – рожа, fat – plump.
Ideographic-stylistic synonyms are synonyms which differ both in the denotational and connotational aspects of meaning, e.g. to expect – to anticipate, to ask – to inquire.
Synonyms are syntagmatically (distributionally) different words, for example, a lot of, plenty of / a good deal of / a great number of. Compare the distribution of also and too, they always occur in different surroundings: My son was also with us – My son was with us too.
The synonyms differ in their collocability, for example in the collocation line of least resistance, one can’t substitute the last word with its synonym opposition. Let us compare the collocability of synonyms to book and to buy:
possible collocations impossible collocations
to book in advance to buy in advance
to book somebody to buy somebody
to book seats to buy seats
to buy cheaply to book cheaply
to buy from a person to book from a person
to buy a house to book a house