
- •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
Classification of lexical meanings
I. In the general framework of lexical meaning two components (aspects) can be singled out: denotation and connotation. The two components are closely connected with the process of naming (nomination).
The denotational meaning (denotation) is the component of the lexical meaning signifying or identifying the notion or the object and reflecting some essential features of the notion named. The denotational meaning makes the communication possible, as it is essentially the same meaning for all speakers of the language.
The connotational meaning (connotation) is complementary meaning which is added to the word denotational meaning and which serves to express all sorts of evaluative, emotional, expressive, imagery and pragmatic overtones. Connotation includes:
the emotive charge: daddy – father; thick – stout (полный, тучный) – buxom (упитаннный, пухлый) – fat – obese – plump, face – snout (рыло), muzzle (морда);
evaluation (positive or negative): clique (a small group of people who seem unfriendly to other people) – group (a set of people), new – modern – newfangled (disapproving excessively modern);
However, evaluation can enter denotation. The word friend meaning ‘ally’ is featured by positive rational evaluation: friend – “a country that has a good relationship with another country”. In this case evaluation makes the part of denotation, has the marker good in the dictionary definition, and bases on the integral features of the referent.
expressiveness (intensity): to love – to adore; magnificent – gorgeous – splendid – superb;
imagery – I heard what she said, but it didn’t sink into my mind until much later; a 15% tariff on bearing import (from to bear “to sell shares in expectation of a drop in price, in order to make a profit by buying them back again after a short time);
stylistic value – to start – to begin – to commence; beholder (archaic, literary) – spectator; colloquial vocabulary – cut it out, to be kidding, hi, stuff; special literary vocabulary (bookish words): cordial, fraternal, anticipate, aid, sanguinary, celestial;
cultural information – black cat, green eyes (cf. green-eyed monster).
The Russian word combination черная кошка denotes a black cat as well as the English one. However, a black cat is believed to bring bad luck and disaster according to some Russian superstition, that’s why it has negative connotation. The English culture relates black cats to luck, unexpected happiness, so a Russian is often surprised to see a black cat wishing “Good Luck” on English postcards. As for green eyes, they are associated with jealousy after Iago’s words: “It is the green-eyed monster which doth mock the meat it feeds on” (Othello, II, i. 165).
II. According to the way of nomination meanings are divided into direct (primary, proper meaning) and indirect (figurative, transferred, secondary, derived).
Direct meaning is the meaning which characterizes the referent without the help of a context, in isolation (to query = ‘to ask a question’).
Indirect meaning is the meaning formed from the direct meaning according to the models of semantic derivation (metaphor, metonymy). It is realized only in definite contexts: to query the bill = ‘to express one's doubts about the charge’; a good head for figures / per head (metonymy).
In their turn direct meanings are divided into extended (general) and narrow (special).
General meaning is the meaning correlating to generic concept: ship = ‘a vessel’.
Narrow meaning is the meaning correlating to specific concept: ship = ‘nautical a large sailing vessel with three or more square-rigged masts’.
According to connection with referents direct meanings are divided into concrete and abstract.
Concrete meanings indicate at a referent: tongue (the body organ of taste).
Abstract meanings indicate at quality features in the abstract from referents: tongue (speech).
III. According to frequency meanings are divided into main (primary, central) and secondary (peripheric).
Main meaning is the meaning which possesses the highest frequency at the present stage of vocabulary development. For the noun table the first meaning is the main one: ‘a piece of furniture’ – 52%; ‘an orderly arrangement of facts’ (table of contents) – 35%, other meanings – 13% of the uses of this word.
Secondary meanings are less frequent.
IV. According to their genetic characteristic (in diachrony) meanings are divided into etymological, original, archaic, obsolete and present-day.
Etymological meaning is the earliest known meaning. Today the noun urchin means “a mischievous roguish child, esp. one who is young, small, or raggedly dressed”, but its etymological meaning is ‘a hedgehog’.
Archaic meaning is the meaning superseded at present by a newer one but still remaining in certain collocations. The archaic meaning of the adjective brave is “fine, excellent, admirable”. Its use is limited to some phrases among which is a brave new world. Another example is the quick and the dead or Time and tide wait for no man (≈ время не ждёт).
Obsolete meaning is the meaning which went out of use. The obsolete meaning of the verb taste is “to examine by touch, to feel; to test or try”.
Original meaning is a meaning serving as basis for the derived ones. The original meaning if the word land is “soil, hard territory”, as opposed to water.
Present-day meaning is a meaning which is most frequent in the present-day language: quick = “lasting a comparatively short time; brief”.
V. According to the style and sphere of language in which they may occur meanings are divided into stylistically neutral and stylistically coloured.
Neutral meanings are found in the words of general use: to begin, father.
Stylistically coloured meanings mark a certain style, and in their turn are divided into bookish and colloquial, for example, dad is a colloquial word and to commence is a literary word. Bookish meanings can be poetical, scientific or learned, literary. Colloquial meanings can be literary colloquial, familiar colloquial, slang.
VI. According to realization of meaning in language system meanings are divided into dictionary and speech.
Dictionary meanings are registered in dictionaries, they are most frequent ones.
Speech meanings are revealed in speech, they are seldom found in dictionaries.
According to their combinability language meanings are divided into and free (context-independent) and bound (context-dependent).
Free meanings are realized in free word combinations and associated with the given lingual sign: to settle (урегулировать), small (маленький).
Bound meanings depend on the grammatical form or lexical components of the word-combination they enter: to meet smb’s demand/ requirement, to settle the bill/ debt (платить); small passions (мелочный), small trickery (мелкий), small cold (слабый), small wind (тихий), small (слабый) current.
Speech meanings are also divided into usual and occasional (nonce words).
Usual meanings intersect dictionary meanings.
Occasional meanings occur in words invented and used for a particular occasion. Consider the following: “Ellen relaxed her about-to-push hand and looked at him” (I. Levin) or “Germany is the world’s largest goods exporter after China despite high labour costs and a strongish euro” (Economist 25/10/2010).
Meanings are analysed with the help of componential analysis.
Componential analysis is the investigation method which proceeds from the assumption that word meaning can be decomposed into elementary semantic components, or semantic features/ semes.
Seme is the smallest unit of meaning. For instance, the meaning of the word boy can be represented with the help of the following semes: ‘human’, ‘male’, ‘non-adult’. Wife can be analyzed into the following semes ‘human’, ‘female’, ‘adult’, ‘married’.
Componential analysis bases itself on differential oppositions like the below ones.
man : woman = boy : girl = bull : cow – sex
man : boy = woman : girl = cow : calf – age
man : bull = woman : cow = girl : calf – human / non-human beings
Differential oppositions can be easily applied to such clear-cut semantic groups as terms of kinship or words denoting colours, but they are hard to distinguish for other classes of words. It’s a certain limitation of the method.
There exist different models of componential analysis. One of them is showed in Table 2. It consists in forcing all features into a binary pattern, when two opposing sides to a single feature are represented as ‘plus’ (if the feature is present in the meaning of the word) and ‘minus’ (if the feature in question is absent).
Table 2.
Semantic features Words |
with a back |
raised above ground |
for one person |
to sit on |
with arms |
of solid material |
chair |
+ |
+ |
+ |
+ |
– |
+ |
armchair |
+ |
+ |
+ |
+ |
+ |
+ |
stool |
– |
+ |
+ |
+ |
– |
+ |
sofa |
+ |
+ |
– |
+ |
+ |
+ |
pouffe |
– |
+ |
+ |
+ |
– |
– |
The next model of componential analysis suggests that meanings are analysed in terms of semantic markers and distinguishers.
Semantic marker (integral seme) is a semantic feature which the word has in common with other lexical items. Semantic markers reflect systemic relations between the word and the rest of the vocabulary.
Semantic distinguisher (differential seme) is a semantic feature which differentiates the word from all other words or which differentiates individual meanings of a polysemantic word. Distinguishers reflect what is idiosyncratic about the word.
For example, the semantics of the word bachelor can be represented with the help of the following markers (they are enclosed in round brackets) and distinguishers (they are enclosed in square brackets):
1) (human) (male) [one who has never been married];
2) (human) (male) [young knight serving under the standard of another knight];
3) (human) [one who has the first or lowest academic degree];
4) (animal) (male) [young fur seal without a mate in the breeding season].
Acquiring this specific information about the word meanings is the main aim of the analysis under consideration. This information is of much value when the translator chooses the appropriate synonym. Compare all shades of meanings of the verbs of motion, showed in Table 3.
Table 3.
Synonyms |
Common feature |
Differential feature |
Translation |
stroll
|
“to walk”
|
“unhurriedly, leisurely” |
прогуливаться (медленно и праздно) |
stagger |
“to walk” |
“unsteadily” |
идти шатаясь |
pace |
“to walk” |
“with slow regular steps” |
шагать |
roam |
“to walk” |
“without a definite aim” |
бродить |
saunter |
“to walk” |
“in a leisurely way” |
прогуливаться (медленно, неторопливо) |
So, the semantic distinguisher differentiates between the meanings of different words.
Besides, awareness of the integral seme promotes translation of the unknown meanings of the polysemantic word. In fact, derived meanings have common integral semes with the main meaning. Translate the following figurative meanings of the word sharp considering its direct meaning, that is “having a very thin edge or point that can cut things easily [≠ blunt]”:
sharp voice, sound, intake of breath
sharp feelings, pain,
sharp flavour, taste, cheddar cheese
sharp mind, intelligence
a sharp suit, clothes
a sharp nose, features
a sharp increase in prices, fall in unemployment.
All the meanings are united or bound by the integral seme deep (cutting) of the direct meaning, that is knife – with a fine cutting edge, not blunt.
Semes can be explicit and implicit (potential). The explicit seme in the verb to woo is ‘try to gain the love of (a woman), especially with a view to marriage’, and the implicit seme in the phrase to woo Japanese palates [customers] is ‘seek the favor, support, or custom of somebody’.