- •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
Colloquial vocabulary
1. Сommon colloquial words
The vocabulary of colloquial style is usually lower than that of the formal or neutral styles, nevertheless it makes the literary norm. Colloquial words are often emotionally coloured and characterised by connotations (consider the endearing connotations in the words daddy, kid or the evaluating components in trash).
2. Slang forms the biggest word-group of colloquial layer. Slang are popular words used by most speakers in very informal communication, which are highly emotive and expressive and as such, e.g. scamp (a small child), hooker (prostitute), gross (crude, vulgar, disgusting), scum (a worthless person or group of people). Slang occupies an intermediary position among all kinds of informal words (including vulgarisms) and vocabulary of closed social groups such (teenagers, drug-users, sportsmen, thieves jargons and the like).
Slang words lose their originality rather fast and are replaced by newer formations. This tendency to synonymic expansion results in long chains of synonyms of various degrees of expressiveness, denoting one and the same concept. So, the idea of a “pretty girl” is worded by more than one hundred ways in slang, e.g. chic, cookie, tomato, Jane, sugar, bird, cutie, etc.
The substandard status of slang words and phrases, through universal usage, can be raised to the standard colloquial: pal, chum, crony for “friend”; heavies, woolies for “thick panties”; booze for “liquor”; dough for “money”; how’s tricks for “how’s life”; beat it for “go away” and many more are examples of such a transition. The lexicographic problem of modern English is not to discriminate between slang and jargon, or slang and argot, but to register the transition from slang to popular speech.
One and the same object of the real world get different names being used by communicants of different ages. Thus, an older man can say ice-box meaning refrigerator, wireless meaning radio, while a youth would say fridge and boombox respectively.
3. Jargonisms stand close to slang, also being substandard, expressive and emotive, but, unlike slang they are used by limited groups of people, united either socially (here we deal with jargonisms proper) or professionally (in this case we deal with professional jargonisms, or professionalisms). In distinction from slang, jargonisms of both types cover a narrow semantic field (jargons of drug-users, car-dealers, seamen), e.g. dope, to dope up, a doper, dopey; to get high, to give a high, to give a rush; to shoot (up), a shoot up, a shot; to be hooked, a junky (= a junkie, a junker man, a junkhog, a junkhound), to be junked up, junk peddler, junk pusher, junk squad, to be off some junk; to be on drugs; to kick the habit, cold turkey, to go cold turkey; to be on a trip (= blown away, floating, flying, loaded, smashed, strung out, stoned, etc.). So, if an informant calls real prison guards screws, he uses jargon; and if he calls a janitor in the dormitory a screw, it’s slang.
Anglo-American lexicographic tradition does not differentiate between slang and jargonisms regarding these groups as one extensive stratum of words divided into general slang, used by all, or most, speakers, and special slang, limited by the professional or social standing of the speaker. So it seems appropriate to use the indicated terms as synonyms.
Jargonisms proper originated from the thieves jargon which is called argot (or cant). The terms “jargon” and “argot” differ in their degree of openness. Jargon is a property of a permeable social group, e.g. the expressions to blow the whistle, a spook can be understood by many speakers. Argot serves to conceal the actual significance of the utterance from the uninitiated, its major function thus was to be cryptic, secretive. This is why among argotisms there are cases of conscious deformation of the existing words. The so-called back jargon (or back slang) can serve as an example: in their effort to conceal the machinations of dishonest card-playing, gamblers used numerals in their reversed form: ano for “one”, owt for “two”, erth for “three”. In connection with this some scientists mention that modern criminals tend to use rather vulgar words than some esoteric ones, and consequently, argot ceased its existence. Nowadays in most cases the usage of the term “argot” is used with closed verbal communication.
4. Professionalisms are words, connected with the technical side of some profession. So, in oil industry, e.g. for the terminological ‘driller’ (буровик) there exist borer, digger, wrencher, hogger, brake weight; for ‘pipeliner’ (трубопроводчик) – bender, cat, old cat, collar-pecker, hammerman; for ‘geologist-smeller’ – pebble pup, rock hound, witcher, etc. Such words as docudrama, kidvid, prime-time are restricted by professional TV jargon in their functioning. From all the examples at least two points are evident: professionalisms are formed according to the existing word-building patterns or present existing words in new meanings, and, covering the field of special professional knowledge, which is semantically limited, offer a variety of synonymic choices for naming one and the same professional item.
5. Dialectal words are normative and devoid of any stylistic meaning in regional dialects, but used outside of them, carry a strong flavour of the locality where they belong, e.g. Scottish burgh ‘town’, lassie ‘girl’, Yorkshire dialect bairn ‘child’. Some of them have entered the general vocabulary and lost their dialectal status, e.g. lad, pet, squash, plaid.
6. Vulgarisms are coarse words with a strong emotive meaning, mostly derogatory, normally avoided in polite conversation. History of vulgarisms reflects the history of social ethics. So, in Shakespearean times people were much more linguistically frank and disphemistic in their communication than in the age of Enligtenment, or the Victorian era, famous for its prudish and reserved manners. Nowadays words which were labelled vulgar in the 18th-19th centuries are considered such no more. In fact, at present we are faced with the reverse of the problem: there are practically no words banned from use by the modern permissive society. Such intensifies as bloody, damned, cursed, hell of, including the four-letter words, formerly deleted from literature and not allowed in conversation, are not only welcomed in both written and oral speech, but, due to constant repetition, have lost much of their emotive impact and substandard quality, e.g.: Hank, that was Vietnam, and we didn’t get our asses kicked – we drew.
7. Colloquial coinages – new words, neologisms¹ coined in colloquial speech: “And marijuana affects different people different ways. Some it makes very tough and some it just makes never-no-mind ...”
Note
¹Neologism is a word or set expression, new either in form or meaning (or both in form and meaning). According to these features neologisms fall into:
1) neologisms proper, a new form is accompanied with a new meaning: audiotyping, home shopping, e-book, to telecommute (telework), electronic cottage;
2) transnominations, where a new form combines with a meaning which was earlier rendered by another form (old meaning, new form): sudser «мыльная опера»; big С (мед.) «рак»; Af, houtie «негр»; AmE bubble-headed, airhead, airbrain «легкомысленный, глупый»; burned-out «выжатый, усталый»;;
3) semantic innovations, a new meaning is rendered by a form which has already existed in the language: go-go «динамичный, современный»; banana, especially in the phrase to go bananas «сходить с ума»; flaky «эксцентричный».