
- •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
13. Phraseology of Modern English
Collocability (lexical valency) is the aptness of lingual units to appear in different combinations when forming lingual units of the upper level. Lexical collocability is the realization of syntagmatic relations.
Word-combination is the combination of two or more words, organized according to the laws of a given language, which represent complex nominations of various referents.
All word-combinations are divided into free and bound ones.
Free word-combinations preserve the lexical meaning of their notional components: to read a book, a piece of bread, a piece of chalk.
Set expression – the lexical meanings of its components are weak or lost: as hard as nails, железная дорога, бить баклуши.
Phraseological units are set word-groups with idiomatic or partially idiomatic meaning.
Features of phraseological units:
1) structural criterion:
- structural invariability or morphological stability means the permanence of lexical composition, no (or few) substitutions of components are possible: to bend over backward to do something (*turn over sideward). The are also strict restrictions on the componential extension and grammatical changes of components of phraseological units: a white elephant (*a big white elephant) ‘an expensive but useless thing’, from head to foot (*feet);
2) semantic criterion:
- phraseological units are characterized by semantic unity, that means that the meaning in phraseological unit is created by mutual interaction of elements, i.e. its meaning cannot be deduced from the meaning of its components, e.g. to kick the bucket ‘to die’, to be in deep water ‘in trouble or difficulty’;
- phraseological meaning conveys a single concept and this makes phraseological units similar to words, e.g. in a brown study ‘gloomy’;
3) syntactic criterion:
- phraseological units are characterized by syntactic fixity, that means that phraseological units are functionally inseparable and like words they perform one common syntactic function in the sentence, for example, the phraseological unit off the record ‘not yet official’ functions as an adverb;
- phraseological units are characterized by ready made reproduction; they cannot be freely made up in speech but are reproduced as ready made units, e.g. red tape ‘bureaucratic methods’, to get rid of, to take place, to lead the dance, to take care.
Features of free word-combinations and phraseological units can be seen in Table 6.
Table 6.
Free word combinations |
Phraseological units |
to get one’s foot in the door |
to get one’s foot in the door “to get your first opportunity to work in a particular organization or industry” |
1. They are motivated |
1. They are non-motivated or partially motivated |
2. Semantic compatibility |
2. Semantic incompatibility |
3. Separateness of nomination, each word realizes its own meaning |
3. Integrity of nomination, the meaning of the whole phrase cannot be deduced from the meanings of its components |
4. Variability is possible in them to have one’s feet in the door |
4. Variability is impossible in them (with some exceptions) |
5.Substitution is possible in them to get one’s hand in the doorway |
5. Substitution is impossible in them: *hand in the doorway |
6. They are made up according to the existing syntactic pattern |
6. They are isolated from the existing syntactic pattern |
7. They are made up by the speaker, they are productive |
7. They can be freely made up in speech but they are reproduced as ready-made units; they are absolutely non-productive |
Set non-phraseological units stand midway between free word combinations and phraseological units, e.g. strong sales, to commit suicide, good luck, black coffee. They may be characterized in the following way:
1) they are set because they are not made up in speech but are used as ready made units;
2) they are non-phraseological because the meaning of the whole can be inferred from the meanings of its components;
3) they are transitional, semi-productive.
Set expressions traditionally make the subject of phraseology.
Phraseology – is a branch of linguistics studying set-expressions and collocability of words of the language.
Phraseologisms are culturally marked, they bear a charge of country-specific information, that’s why they often make the subject of linguistic studies of culture.
Phraseological stock of the language is a valuable source of information about the culture of its people as phraseologisms always reflect views and attitudes of the people, social order and ideology of the epoch in an indirect way. They preserve the history of the people or ethnic group, their mode of life, morals, myths, customs, rites, rituals, habits, e.g. Make hay while the sun shines. – Готовь сани летом, а телегу зимой. The history of many phraseologisms is an interesting record of the nation’s past, of its way of life, customs and traditions. Some phraseological units are connected with commerce, e.g. to talk shop, to make the best of the bargain, to have all one’s goods in the shop window, a drug on the market, to shut up shop. Many phraseological units are associated with the sea (the waves): e.g. plain sailing, to be all at sea, to touch bottom, to drop the pilot, to nail one’s colours to the mast, to sail under false colours, the coast is clear. Other phraseological units were borrowed from the Bible, e.g. the root of all evil, daily bread.
Cognitive linguistics studies phraseological units to reconstruct concepts, learn how man’s thought works, how cognition develops, and define mentality of the given ethnic group. Mentality is a set of thinking processes, national way of perceiving and understanding outer reality which includes special world-mapping. Thus, most proverbs are the stereotypes of the nation consciousness, e.g. Работа не волк, в лес не убежит VS Business before pleasure. And not all proverbs are studied but only those which are relevant for a modern consciousness. Relevance is proofed experimentally. Thus, such phraseological units as Time is money, Don’t put all eggs in one basket, Never put off till tomorrow what you can do today, God helps those who help themselves are frequent in modern English, and such phraseological units to die in harness ‘to die while actively engaged in work or duty’ or to sow one’s (wild) oats ‘to indulge in dissipation while young’ are irrelevant, out-of-date for a modern English speaker.