
- •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
4. Semantic Change
In the course of their historical development words can lose some lexico-semantic variants, undergo changes in their semantic structure, gain new meanings, etc. Semantic change is the process of development of a new meaning or any other change of meaning.
The causes of semantic changes
I. Extra-linguistic causes of semantic change
Semantic change is likely to take place due to historical causes with appearance of a new denotatum – a new object or concept. To make it clear, the word core which original meaning is ‘horny capsule containing seeds of apple, pear, etc.’ developed a new meaning ‘bar of soft iron forming center of electro-magnet or induction coil’ due to technological innovation in electrical engineering. The screen of a fire-place developed a new function in the magic lantern, and then transferred its name onto new concepts like TV screen and telescreen. Terms are most representative of the changes of the sort (cf. antennae, pilot, cabin, mouse, etc.).
Semantic change can be connected with the change of concept of the existing thing. For example, before the 19th century the idea of some small thing was rendered by the word atom (an atom of a girl). Progress in physics conditioned change of the concept and the word atom got its new meaning ‘supposed ultimate particle or matter’. The change of concept of the thing led to the change of meaning of the word probe, originally it meant ‘surgical instrument for exploring wound’, then – ‘an instrument for exploring outer space (lunar probe)’.
One more cause of the semantic change is the change of the denotatum. The verb to sail of Modern English means ‘smooth movement in space, travel over, glide through’, though it used to be connected with movement over water on a vessel by use of sails. The change of the way of movement first over water, then over land and air caused the semantic change of the verb. Hand mills were used for grinding grain to make flour turned into a building fitted with machinery for the same purposes, which influenced the meaning of the words mill. Hospice used to mean ‘a house of rest for travellers, especially one kept by religious order’, now it means ‘a nursing home that specializes in caring for the terminally ill’.
In case of social causes a word acquires a new meaning due to its use by a particular social group, or a word used in a specific sense by some group comes into common currency with an extended meaning. If the narration is about the past centuries, abolitionist is a person seeking the abolition of Negro slavery, and if the situation concerns modern age, this word is applied to one who advocates the abolition of capital punishment. Thus, being used in youths’ speech the following words got their new slang meanings: bread (money), drag (tedious, boring thing), gas (a delightful thing), funky (exciting, cool).
It is quite obvious that localities and groups of people have their own specialized associations for words that otherwise may convey a broader meaning. Pipe, for example, calls up different ideas in the mind of a smoker, a plumber, an organist and a geologist. Ring may be thought of in connection with jewelry, opera, politics, boxing, basketball, circus. On the other hand, many economic or religious terms tend to get popularized, for example, office got the meaning “the official daily church service” which later extended to “a room or set of rooms in which business, professional duties, clerical work, etc., are carried out”.
Psychological causes figure largely in taboo and euphemism. When a common word gathers social disapproval it becomes a taboo. Euphemism (from Greek ео – ‘beautiful’, phemo – ‘speech’) is a word or phrase used to replace an unpleasant word or expression by a conventionally more acceptable one. It’s more psychologically acceptable to use growth instead of cancer, inoperable instead of fatal and the like. In the course of time new euphemisms are created to substitute the previous ones and such more appropriate words make strings: AmE toilet ˃ bathroom ˃ cloakroom.
Currently, euphemisms are largely inspired by political correctness. Politically correct vocabulary reflects the social tendency to advocate the equality of all regardless of their race, gender, age, physical and mental condition. It’s rather popular to substitute the word invalid with its euphemisms handicapped / disabled / differently-abled / physically challenged. Some other examples are:
father and mother – parent 1 and parent 2;
starvation – undernourishment;
unemployed – redundant (сокращенный, потерявший работу);
salary cuts – adjustment;
secondhand – pre-owned;
Negro – Afro-American, out-of-colour, etc.;
false teeth – alternative dentation;
liar – differently honest;
old – chronologically challenged;
fat – big-boned, differently sized, horizontally oriented;
natives – indigenious population;
foreigners – aliens, newcomers;
foreign languages – modern languages.
Concern about eliminating discriminatory attitude towards women in various professions led to many attempts to degender, i.e. to remove reference to gender in the names of professions:
cameraman – camera operator;
chambermaid – room attendant;
fireman – fire fighter;
policeman – police officer, policewoman;
waiter, waitress – waitperson.
Other replacements are dictated by wish to give more dignity to profession:
housemaid – houseworker, houseperson;
housewife – housemaker;
nurse (medical) – caregiver, social worker;
nurse (working with children) – day-care provider;
garbage-man – sanitation engineer.
Traditional usage of masculine pronouns his, him in case when the gender of the noun is not specified, is nearly replaced by new ways of language expression – his/her, or the pronoun in the plural form their: everyone must do his duty > everyone must do his or her (his/her) duty, everyone must do their duty. It’s more frequent that we see s/he instead of he/she.