
- •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
II. Linguistic causes of the semantic change
1. Differentiation (discrimination) of synonyms is a gradual change in the word meaning in the process of its historical development under the influence of other words, originally having the same meaning. Usually it results from the simultaneous coexistence of two words with the same meaning, one of which is native and the other is borrowed. Thus, the original meaning of the word foe was superseded by the French enemi (Modern English enemy) to the sphere of poetic words. Similar examples are synonymic pairs valley/dale, country/land, people/folk where the original English word has a restricted sphere of usage.
2. Ellipsis, the omission of one of the two words habitually used together accompanied by the transfer of its meaning to a remaining partner, e.g. a weekly / a daily (paper); a musical (show); at present (time); durables (from durable goods); presale (view, tasting), private (soldier); pilot (film); cinema (theatre), classified (ad), to be sentenced to life (imprisonment). The same phenomenon takes place in Russian: рабочий (человек), столовая (зала, комната), сотовый (телефон), выходной (день).
3. Linguistic analogy is found out when synonymous words acquire the like meanings, e.g. verbs of getting hold with a hand (catch, grasp, get) develop the meaning ‘to understand’.
Nature of semantic change
Meaning transfer is the basis for semantic change. Types of transfer depend on the nature of connection between the denotatum and its name.
Two types of such connections are usually distinguished – implication (it’s based on logical connection between the whole and the part of an object) and qualification (it assumes that there is a common feature shared by two denotata). Meaning transfer based on implication embraces metonymy, synechdoche and conversion. Meaning transfer based on qualification embraces metaphor, synesthesia and functional transfer.
Metonymy implies existence of real connection between two denotata which are united by the relations of contiguity. It is the transfer of name based on the association of contiguity: an English bobby, a redhead, a brain (a person with a very good mind), sultana.
There are various models of metonymy: spatial – place > people (things) occupying it: town (The whole town was asleep); hall (The hall was silent); Whitehall; Wall Street; Fleet Street; Downing Street; Pentagon; kettle (The kettle is boiling), etc. The connection between denotata can be temporal (youth – period of one’s life > a person in this period); material > object made from this material (cork – outer bark of the tree > a stopper for a bottle; paper – substance manufactured from wood fibre, etc. > a document written on it; etc.); inventor > invented object (Volt, jeep, scuba (diving), hoover, Xerox, mace, чупа-чупс, памперсы); etc.
Synecdoche is a type of metonymy consisting in the substitution of the name of the whole by the name of some of its parts (penny = ‘a good sum of money’ (a pretty penny) or vice versa (the Crown = ‘monarchy’), or the singular stands for the plural (royal horse = ‘cavalry’), etc. Usually two directions of synecdoche are discriminated – part for the whole (pars pro toto): a big foot – снежный человек, a private eye – частный сыщик); and whole for the part (totum pars parte), which seldom occurs: lunch – meal taken > packet lunch, free lunch – food for the meal.
Synecdoche causes some transformations in translation such as concretization and generalization: It’s forbidden to sell arms in private hands in this country. – В нашей стране запрещена продажа оружия частным лицам; In this house he’s like family. – В нашем доме он как член семьи; He was an excellent parent. –Он был прекрасным отцом.
Conversion is a type of meaning transfer based on implication featuring the denotatum from two different sides. Thus, the adjective sad can have contrary meanings in the sentences He is sad (feeling sorrow; unhappy) и His story is sad (causing, suggestive, or expressive of such feelings). Similar relations of meaning conversion are seen in the semantic structure of the verb wear: The coat wears long (the subject experiences an action) and Не wears a coat (the subjects acts himself).
A metaphor is a shift of meaning caused by the likeness (similarity of some features of two objects) of denotata. Metaphor is an association based on the similarities of objects. Metaphoric transfer is well illustrated by the meanings of the word bridge which are united by the common feature ‘smth to join two parts over smth’:
1. Structure carrying a road across a river, etc.
2. Platform over and across the deck of a ship.
3. Upper bony part of a nose [between the two cheekbones].
4. Movable part over which the strings of a violin, guitar, etc. are stretched.
5. Group of teeth that is fitted between natural teeth
In fact any characteristics of the two referents may be the basis of the associative link. For example:
Shape: eye (of a needle), neck (of a bottle), the Pencil, a head (of a pin).
Function: (indication) hand of a watch, (tool, method) key to a mystery, (control) head of the country.
Position: foot (of a mountain), back (of a boot).
Behaviour: monkey, bear, fox, lion, ant (when applied to a person).
The usage of proper names for common nouns may cause a metaphor too. E.g. He is a pushkin of our days (he is a very strong poet).
We think by metaphors, consider the following ones: nut, onion (= ‘head’), foxtrot, a star, цены упали, дождь пошел.
We must differ a metaphor from a simile. In simile we use the words as and like. E.g. She is a monkey (metaphor). She is like a monkey (similе).
Synesthesia united denotata on the basis of sense perception. For example, synesthetic transfer takes place in the semantic structure of the adjective soft and results in its different collocability: soft music, voice, whispers – quiet, pleasant to hear, tender (тихий); soft surface, ground, velvet – smooth and delicate, pleasant to touch or walk on (мягкий).
Functional transfer of meaning is based on similarity of two denotata when they perform the same or similar function. Thus, the method of movement of an insect and a tractor is reflected in their common name caterpillar. Green trees in the city perform the same function with the lungs of a man or an animal, which gives basis for nomination lungs (of a town). Functional similarity unites the meanings of the word stool-pigeon: a) pigeon used as a decoy (приманка); b) (fig) person acting as a decoy, e.g. one employed by the police to trap a criminal (осведомитель, доносчик, стукач).
It is often difficult to discriminate between functional transfer and metaphoric transfer within the meaning of one and the same word. Thus, the semantic structure of the word leg illustrates both similarity of form and similarity of function: one of the parts of an animal’s or a person’s body; support for (a body, a cover of a table).
Litotes (understatement) is a transfer of meaning when the speaker expresses affirmative with the negative or vice versa, e.g. not bad, no coward, etc.
Hyperbole is a transfer of meaning when the speaker uses exaggeration, e.g. to hate (doing something), (not to see somebody) for ages, to roar (with laughter). Hyperbole is often used to form phraseological units, e.g. to make a mountain out of a molehill, to split hairs, etc.
Irony is a transfer of meaning based on the contrast of two notions: the notion named and the notion meant, especially for the purpose of ridicule or disparagement (What a fine friend you are!). One of the meanings of the adjective nice is ‘bad’, ‘unsatisfactory’; it is marked off as ironical, for example: You’ve got us into a nice mess! The same may be said about the adjective pretty: A pretty mess you’ve made of it! That’s a pretty kettle of fish!