
- •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
12. Stylistic Differentiation of the English Word-Stock
The word-stock of any language may be presented as a system, the elements of which are interconnected, interrelated and yet independent. Then the word-stock of the English language may be divided into three main layers (strata): the literary layer (stratum), the neutral layer, and the colloquial layer. The literary and the colloquial layers contain a number of subgroups. Each subgroup has a property it shares with all the subgroups within the layer. This common property which unites the different groups within the layer is called its aspect.
The aspect of the literary layer is its bookish character, which makes the layer more or less stable.
The aspect of the colloquial layer is its lively spoken character, which makes it unstable, fleeting.
The aspect of the neutral layer is its universal character. It can be employed in all styles of language and in all spheres of human activity. This makes the layer the most stable of all.
The classification given by I.R. Galperin reflects to a great extent the mobility of the lexical system so characteristic of the English language at its present stage of development.
The vocabulary has been divided here into two basic groups: standard and non-standard vocabulary. Diagram 14 demonstrates the aforementioned layers and their subgroups.
Neutral words form the bulk of the English Vocabulary and are used in both literary and colloquial language. Neutral words are the main source of synonymy and polysemy. Unlike all other groups, neutral words don’t have a special stylistic colouring and are devoid of emotional meaning.
The literary vocabulary consists of the following subgroups of words:
common literary words;
terms and learned ['lə:nid] words;
poetic words;
Diagram 14.
archaic words;
barbarisms and foreign words;
literary coinages and nonce-words.
The colloquial vocabulary includes the following groups of words:
common colloquial words;
slang;
jargonisms;
professionalisms;
dialectal words;
vulgar words;
colloquial coinages.
The common literary, neutral and common colloquial words are grouped under the term Standard English Vocabulary.
Other groups in the literary and colloquial layers are called special literary (bookish) vocabulary and special (non-standard) colloquial vocabulary.
Literary words
1. Common standard literary words are chiefly used in writing and in polished speech. They are used in formal communication. One can always tell a literary word from a colloquial word, because literary words are used to satisfy communicative demands of official, scientific, poetic messages, while colloquial words are employed in non-official everyday communication.
Literary words stand in opposition to colloquial words forming pairs of synonyms which are based on contrasting relations.
Colloquial Neutral Literary
kid child infant
daddy father parent
get out go away retire
go on continue proceed
start begin commence
2. Terms are words denoting objects, processes, phenomena of science, humanities, technique. Terms are coined to nominate new concepts that appear in the process of and as a result of technical progress and the development of science. “All scientists are linguists to some extent. They are responsible for devising a constituent terminology, a skeleton language to talk about their subject-matter” (Ullmann S., 1951). This quotation makes clear one of the essential characteristics of a term – its highly conventional character. Another of the most characteristic features of a term is its direct relevance to the system or set of terms used in a particular science, discipline or art, i.e. to its nomenclature. Terms are characterised by a tendency to be monosemantic and therefore easily call forth the required concept. The terms of linguistics are onomastics, argot, toponym, phonology, etc.
Learned words are lofty (bookish) words and phrases which do not pertain to some specific scientific sphere of usage or nomenclature and are of general, interdisciplinary character. They contribute to the message the tone of solemnity, sophistication, seriousness, gravity, learnedness, e.g. abode (= home), plausible (= possible); convoluted (=complicated or difficult to understand); to cooperate (= to work together); to inform (= to tell); to assist (= to help); to promote (= to help something develop); to secure (= to make certain) social progress; with the following objectives/ends (= for these purposes); to be determined / resolved (= to wish); to endeavour (= to try); to proceed (= to go); to inquire (= to ask).
3. Poetic and highly literary words belong to special literary vocabulary. They are mostly archaic and aim at producing an elevated effect or giving the work of art a lofty poetic colouring. Poetic tradition has kept alive such archaic words and forms as follows:
poetic |
woe |
quouth |
hearken |
speaketh |
cometh |
brethren |
neutral |
sorrow |
speak |
hear |
speaks |
comes |
brothers |
Poetic words in an ordinary environment may also have a satirical or humorous function (Cf. “Three men in a boat” by G.K. Jerome).
4. Archaic words (obsolescent and obsolete words).
The word-stock of any language is in the state of constant change. Words change their meaning and sometimes drop out of the language altogether. We shall distinguish three stages in the aging process of words.
The first stage means the beginning of the aging process when the word becomes rarely used. Such words are in the stage of gradually passing out of general use, and are called obsolescent (выходящий из употребления, устаревающий). These are morphological forms belonging to the earlier stages in the development of the language. They are quite easily recognized by the English language community, e.g. thou (ты), thee (тебя, тебе, тобой), thy (твой), -est – thou makest, -(e)th – he maketh, speaketh, wilt – will.
Obsolescent words are widely used in poetry as in the following poem by G.G.Byron “And wilt thou weep when I am low?”:
And wilt thou weep when I am low?
Sweet lady! Speak those words again:
Yet if they grieve thee, say not so –
I would not give that bosom pain.
My heart is sad, my hopes are gone,
My blood runs coldly through my breast;
And when I perish, thou alone
Wilt sigh above my place of rest.
The second stage of the aging process. It includes those words that have already gone completely out of use but are still recognized by the English speaking community. They are called obsolete, e.g. methinks (= it seems to me), nay (= no), whereof (= of which), betwixt (= between), damsel (= noble girl (дама, девица)), steed (= horse).
The third stage indicates the words which are no longer recognized in Modern English. They are called archaic proper, e.g. losel (= a lazy fellow), befall (= happen), cove (= chap), imp (= shoot, bud). Archaisms name existing realia and have synonyms in Modern English.
It should be mentioned that archaic words are frequently found in the style of official documents, e.g. aforesaid (aforenamed), hereby, hereinafter, henceforth. Their function here is terminological in character. They help to maintain the exactness of expression so necessary in this style.
One should distinguish archaic words from historical words denoting concepts and phenomena that are out of use in modern times. They never disappear from the language and have no synonyms, e.g. camisole, dog-whipper, berlin, gig [gig], manbote. Historical words are primarily used in the creation of a realistic background of historical novels.
5. Barbarisms and foreignisms are words of foreign origin which have not entirely been assimilated into the English language. They bear the appearance of a borrowing and are felt as something alien to the native tongue. Most of them have corresponding English synonyms, e.g. chic (stylish), bon mot (a clever witty saying), tête-a tête (face to face).
Barbarisms have already become facts of the English language: they are given in dictionaries: taiga, blitzkrieg, perestroika, Duma.
Foreign words do not belong to the English vocabulary, they are not registered in dictionaries. They are generally italicized to indicate their foreign nature or their stylistic value. They have no synonyms, e.g. kandidat, siloviki, byt, poshlost, meschanstvo.
Both barbarisms and foreign words are used in various styles with various aims. One of their functions is to supply local colour, that is to depict local conditions of life, customs and habits, concrete facts and events and other specific cultural peculiarities. Barbarisms and foreign words very often convey the idea of the foreign origin or cultural and educational status of the personage.
6. Literary coinages, or nonce words, or occasional words are lexical units which are created just for a moment, for the given occasion only. Then they almost always disappear forever, e.g. «Не тормози, сникерсни!» One of the main reasons why nonce words are made up is that the speaker cannot find the right word in the vocabulary for what he wants to say. Words are coined to draw the reader’s/ listener’s attention to something; to make one’s speech more expressive, etc., e.g. the word Kwyjibo was used in The Simpsons “Bart the Genius” in a game of Scrabble, meaning “a bald, overweight, North American ape of below average intelligence”.
Most great writers were prolific in coining occasional words, for example, V. Nabokov is responsible for originating such words as truthlet, motherlesness, lilitian, pre-humbertian, rosedarling, libidream.
Sometimes people play with language. In this case the intention is entirely ludic. The brilliant example of language play is the following rhyme Jabberwocky from “Alice in Wonderland”:
'Twas brillig, and the slithy toves
Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.
Occasional words are created with the help of all-productive types of word-formation. For example, among several used by Lewis Carrol in the extract above slithy is a portmanteau of slimy and lithe.