- •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. Provide the appropriate translation for the following contronyms.
first degree – most severe (e.g. murder), least severe (e.g. burn)
fix – restore, castrate
flog – criticize harshly, promote aggressively
garnish – enhance (e.g. food), curtail (e.g. wages)
give out – produce, stop production
grade – incline, level
handicap – advantage, disadvantage
help – assist, prevent (e.g. “I can’t help it if...”)
left – remaining, departed from
screen – show, hide
skinned – with the skin on, with the skin removed
strike – hit, miss (in baseball)
table – propose (in the United Kingdom), set aside (in the United States)
transparent – invisible, obvious
variety – one type (e.g. “this variety”), many types (e.g. “a variety”)
wear – endure through use, decay through use
Topics for presentations
Semantic similarity and semantic opposition (Зыкова И.В. … С. 40-43)
Euphemisms as a source of synonymy (Тер-Минасова С.Г. … С. 276-297)
Seminar 8. Word-structure
Item-and-arrangement approach. Morpheme. Morph as a contextual realisation of the morpheme; allomorph. Morphological structure of an English word. Types of morphemes. Semantic classification of morphemes: root-morphemes (radicals) and non-root morphemes (derivational and functional affixes; lexicalised grammatical affixes). Structural classification of morphemes (free, bound and semi-bound morphemes). Combining forms. Types of meaning in morphemes (lexical, differential, distributional and part-of-speech meanings). Pseudo-morphemes. Unique roots. Morphemic types of words. Types of word-segmentability (complete, conditional, defective segmentability). Principles of morphological analysis. The method of Immediate and Ultimate Constituents. Derivational (word-formation) analysis. Derivational bases, affixes, patterns (productive and non-productive patterns, nonce-words).
Test Questions
What is a morpheme?
What is meant by the term ‘allomorph’?
What are the semantic and structural types of morphemes? Characterize each type.
What is the difference between derivational and functional morphemes?
How is the meaning of roots different from the meaning of affixes?
What are the three types of morphemic segmentability? Characterize each type.
What two principles is the IC-analysis based on?
What is the difference betweem the derivational structure and the morphemic structure of the word?
What are the structural and semantic differences between derivational bases and morphological stems?
What are the moot points of morphemic and derivational analysis?
Tasks and assignments
1. Find the allomorphs for the same morphs:
inclusion, include, inclusive; immature, illegible, irreplaceable, incorrect; duke, ducal, dutchess; explode, explosion, explosive; enclose, enclosure; fuse, fusion.
2. Classify the morphemes in the following words into roots, affixes and semi-affixes:
womanlike, to liken; movable, to disable; kinship, shipboard; waterproof, to proofread; playfully, full-fledged; fireman, man-made; motherland, landlady; passer-by, by-time; creditgap, gap-fill; friendship, shipwreck.
3. Bring examples of words with the following semi-affixes:
half-, mini-, midi-, maxi-, self-, by-, -way, -friendly, -land, -like, -worthy, -man, -gap, -lady, -person, -safe, -monger, -wright, -type.
4.* Match the following affixes with the given meanings.
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5. Classify the following words according to the part-of-speech meaning of their affixational morphemes:
magnetism, illusion, debeak, semicircular, tolerant, subdivision, misinform, antibiotic, overdo, washable, typist, reduction, goodness, pianist, addressee, commercialise, widely, thityish.
6.* Define the morphemes the differential meaning of which helps to distinguish between the words in the given sets:
monologue, dialogue, necrologue, decalogue; fledg(e)ling, fondling, groundling, overling; underground, underarm, underage, underdog; enable, encourage, enrich, enslave; describe, subscribe, conscribe, inscribe; behead, befool, befriend, bepaw; job-hop, job-hunt, job-share.
7. How does distributional meaning of the morphemes below affect the lexical meaning of the whole word?
bypass, passby; layout, outlay; fall-rise, rise-fall; outbreak, breakout; falldown, downfall; overrun, runover; stand-up, upstand; upturn, turnup; day off, off-day.
8. Break up the italisized morphemes into free and bound ones:
sharply, stupid, describe, untrue, aggravation, wolfling, boarding, boyhood, behead, arrogance, charity, courage, coward, distort, involve; notion, legible, tolerable.
9.* Find pseudo-morphemes and unique roots in the set:
hamlet, detain, cranberry, Friday, pocket, respect, pioneer, resist, relieve, exceed, budget, pumpkin.
10.* Identify the linguistic status of the italisized morphs:
polyglot, homonym, philology, television, monogamous, microwave, pseudo-scientific, autograph, multinational, agronomy, theophany, chronometry, cosmodrome, telegenic, tourist-conscious.
11.* Which unit does not belong to the set from the morphological point of view?
1) collateral, collage, collaborate, collapse;
2) brotherhood, neighbourhood, manhood, priesthood;
3) tearful, spiteful, dreadful, handful;
4) inedible, inside, insert, income;
5) appointment, involvement, compliment, arrangement;
6) worship, kinship, friendship, partnership, dealership;
7) ringlet, cloudlet, piglet, hamlet;
8) enjoyment, management, document, statement;
9) likewise, otherwise, chequerwise, profitwise;
10) harshly, friendly, manly, fatherly.
12.* Group the words according to the type of segmentability they may be referred to:
prevail, prewar, mulberry, blackberry, raspberry, conceive, receive, furious, subtract, distract, streamlet, streamline, tablet, tablecloth, hostage, hostess, obsess, obstruct, posess, fraction, centralise, respect, support, disqualify, impress, depose, unwrap, educative, advertise, delete.
13. Determine the number of Ultimate Constituents in each word:
unforgetfulness, reassuringly, inappropriate, recognizable, moonlighter, statesman, locket, antidisestablishmentarianism, bi-monthly, coopt.
14. Subject the following words to morphemic analysis:
grudgingly, book-shelves, book-keeper, analytical, unchanging, righteousness, painting, ceiling, marketer, schoolboishness, cost price, de-americanization, reload, handout, price.
15. Subject the following words to derivational analysis:
ad, deduce, well-off, stuck up, straight-haired, windscreen, rep, wannabe, fattism, undercarriage, abdominoplasty, postgraduate, destructive, enthuse, exceedingly, brunch, far-flung, amt.
16. Study the cases of morphological misanalysis (or false etymology):
1) -burger in cheeseburger, pizzaburger, salmonburger, steakburger < hamburger (short for Hamburger steak) as if it were composed ham plus -burger;
2) -(a)holic in workaholic, sugarholic < alcoholic;
3) -kini in monokini < bikini from the Bikini Atolls in the Marshal Islands has been misanalyzed as if it had the prefix -bi.
4) -ton in singleton, simpleton as in names like Washington.
Topic for presentation
Structural and derivational types of words (Зыкова И.В. … С. 55, 64-65, 68)