
- •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
5. Polysemy. Semantic Structure of the Word. Context
Words are able to have more than one meaning, the structure of such words is viewed in terms of polysemy. Polysemy (from Greek polus – ‘many’ and sema – ‘meaning’) means a plurality, diversity of meanings, the existence within one word of several connected meanings as the result of the development of its original meaning. The bulk of English words are polysemantic ones, e.g. horse 1. an animal … 7. (slang) heroine. For the first 1,000 of the most frequent words registered in the New English Dictionary 25,000 meanings are numbered. Monosemantic words are few in number, they are mostly terms: liquidity, adhocracy, benchmarking.
Polysemy is more characteristic for English as compared with Russian, due to fixed stress and reduction of glammatical suffixes, as a result, the predominance of root words. For example, the word man has more than 10 meanings (See Table 4):
Table 4.
1) a human being straight man, grown man; 2) a member of a profession maintenance man, man of law; 3) an adult male human being a man child; 4) an courageous or virile adult male human being be a man, a man of character; 5) human beings collectively, mankind the development of man; 6) servant, or employee Hire a man to take care of the garden; 7) a husband, boyfriend, etc. man and wife; 8) a member of the armed forces officers and men; 9) a vassal of a feudal lord the man of the Duke of Normans; 10) a movable piece in chess, draughts, etc. |
the development of man;
officers and men;
10) пешка, шашка, кость … |
The system of meanings of any polysemantic word develops gradually, mostly over the centuries. These complicated processes of polysemy development involve both the appearance of the new meanings and the loss of old ones. Yet, the general tendency with the English vocabulary at the modern stage of its history is to increase the total number of its meanings and to provide for a quantitative and qualitative growth of the expressive resources of the language.
Lexico-semantic variant is one of the individual meanings of a polysemantic word. They are registered in dictionaries as different meaning of one and the same word. The number of lexico-semantic variants makes a lexeme. Lexeme is a word in all its meanings and forms, i.e. a word as a structural element of language (invariant). LSVs are cases of content variation within a word deprived of formal expression. There’s a contradiction: lexico-semantic variant is a unit of content in language, but it becomes a unit of expression in speech. For example, saw – пила, пилить; видел.
The semantic structure of a word is a structured set of interrelated lexico-semantic variants (the major (or basic) meaning of a word and the minor (derived) meanings). The semantic structure of a word is the system and hierarchical unity of all the types of meaning that a certain word possesses. In ordinary conversation we can draw a borderline between LSVs without difficulty considering valency, syntactic function, paradigmatic and morphologic (number, case, etc.) peculiarities: I ran home (intransitive verb) VS I ran this office (transitive verb). To define the semantic structure of a word means to establish the order of chaining and subordination of nonhomogeneous meanings and define the means of semantic discrimination between LSVs within one word. For example:
GEAR
1. in cars etc [uncountable and countable] the machinery in a vehicle such as a car, truck, or bicycle that you use to go comfortably at different speeds: His mountain bike had 18 gears. Andy drove cautiously along in third gear.
2. [uncountable and countable] used to talk about the amount of effort and energy that someone is using in a situation: During this period, Japan's export industries were in top gear (=were as active as they could be).
3. American English to start doing something in a different way, especially using more or less energy or effort: The boss expects us to be able to change gear just like that.
4. equipment [uncountable] a set of equipment or tools you need for a particular activity: He's crazy about photography - he's got all the gear. We'll need some camping gear.
5. clothes [uncountable] a set of clothes that you wear for a particular occasion or activity: Bring your rain gear.
6. machinery [uncountable] a piece of machinery that performs a particular job: the landing gear of a plane, heavy lifting gear.
7. drugs [uncountable] British English informal a word meaning illegal drugs, used by people who take drugs.
Diagram 3.
The semantic structure has national character. The semantic structure of correlated words of two different languages can never cover each other. The major meaning is in most cases identical in two languages but others usually differ. The meaning ‘the machinery in a vehicle’ can be found both in the English word gear and in its Russian equivalent “привод, шестерня” but the meaning ‘clothes’ can’t be found in the word привод.
Radial polysemy is the type of polysemy in which the primary meaning of a word stands in the centre and the secondary meanings proceed out of it like rays. Each secondary meaning can be traced to the primary meaning. Diagram 4 below shows this type of polysemy.
Diagram 4.
In the word tube the primary meaning is ‘1) a long hollow and typically cylindrical object, used for the passage of fluids or as a container: tubes of glue, toothpaste, mayonnaise’. Each secondary meaning developed directly from the primary one.
2) any hollow cylindrical structure or organ in the body: Eustachian tube, Fallopian tube, the bronchial tube;
3) in electronics another name for valve: electron tube, cathode-ray tube, television tube (> tube (TV) – ellipsis, e.g. YouTube);
4) slang a bottle or can of beer: a tube of lager.
Chain polysemy is the type of polysemy in which the secondary meanings of a word develop like chain. In such cases it may be difficult to trace some meanings to the primary ones. This type of polysemy can be represented with the help of Diagram 5.
Diagram 5.
In the word crust the primary meaning is 1) ‘the hard brown outer surface of bread: sandwiches with the crusts cut off’. Out of this meaning its secondary meanings are 2) ‘the baked outer part of foods such as pies or pizzas: a thin crust pizza’, 3) ‘a thin hard dry layer on the surface of something: A hard gray crust had formed on the bottom of the tea kettle’, 4) ‘the hard outer layer of the Earth: deep within the Earth’s crust’.
Radial-chain (mixed) polysemy is a combination of radial polysemy and chain polysemy. Here the configuration of a diagram depends on the word semantic structure, hence there’s a great variety of diagrams illustrating this type of polysemy. The meanings of the word gear make the polysemy of this type.
Due to the achievements of the componential analysis attempts have been made to establish the relationships between different meanings of a polysemantic word on the basis of a common semantic component through which they are connected with each other in synchrony. From this viewpoint there are three kinds of relations between the meanings of a polysemantic word: intersection, inclusion and semantic homonymy.
In case of intersection all meanings have one common semantic component which unites them, and at the same time each meaning has its own semantic part which is its differential feature. E.g. the adjective barren has five meanings:
1) incapable of producing offspring, seed, or fruit; sterile a barren tree, barren soil, barren woman;
2) unable to support the growth of crops, etc.; unproductive; bare barren land;
3) lacking in stimulation or ideas; dull a rather barren play, barren discussion;
4) not producing worthwhile results; unprofitable a barren period in a writer's life, barren scheme;
5) (followed by of) totally lacking (in); devoid (of) his speech was barren of wit, barren of ideas, barren of interest.
These meanings have a common semantic feature ‘not producing’, in which they are intersected. This type of polysemy can be represented with the help of Diagram 6.
Diagram 6.
Inclusion as a type of relationship between the meanings of a polysemantic word takes place in those cases when one of the meanings is more complicated and broader than the other: it includes the semantic features of that meaning and at the same time it has its own semantic part. The word skinhead has two meanings:
1) a closely cropped hairstyle;
2) a member of a group of White youths, noted for their closely cropped hair, aggressive behaviour, and overt racism.
Here the second meaning includes and presupposes the first one. This type of polysemy can be represented with the help of Diagram 7.
Diagram 7.
Semantic homonymy as a type of relationships between the meanings of a polysemantic words takes place when the meanings have lost a semantic connection between each other and have no common semantic features, but still remain to be the meanings of the same polysemantic word. In such cases the last secondary meanings have nothing to do with the primary ones, especially if there are very many other meanings between them. This phenomenon can be illustrated by the word pride. Its primary meaning is ‘a feeling of deep pleasure or satisfaction derived from one's own achievements’. It’s very hard to find any semantic connection between this primary meaning and one of its secondary meanings – ‘a group of lions forming a social unit’ (OxfordDictionary (En-En) (for ABBYY Lingvo x 3 Multilingual), which gives grounds for some dictionaries LingvoUniversal (En-Ru) (ABBYY Lingvo x 3 Multilingual) to consider them as the meanings of two homonymous words.
Polysemy is created by social need for economy. Context helps to individualize the meanings and bring them out, however, it doesn’t create polysemy, but only reveals it: The translation has been faithfully made by a distinguished pen. Must I walk the dog now? Do you know how to work the photocopier?
Context – the semantically complete passage of speech sufficient to establish the meaning of a given word (phrase); the minimal stretch of speech determining each individual meaning of the word.
Contexts can be of two types: linguistic (verbal) and extra-linguistic (non-verbal).
Linguistic contexts may be subdivided into:
phonetical context: there is;
morphological context: studied, worked, listened;
lexical (semantic) context – a semantic or thematic class of words used in combination with the key-word and reflecting the relationships between objects and phenomena existing in reality. For example, the meanings of heavy can be analyzed through its collocability with the words weight, safe, table, load (‘of great weight’); snow, wind, rain, storm (‘abundant, striking, falling with force’); industry, artillery, arms (‘the larger kind of smth’). More examples, hard life, hard stone; hostile looks, hostile troops.
The word meaning is established by the context analysis method. For example, the noun mouth is realized in the meaning ‘opening through which animals take food in; space behind this containing the tongue, etc.’ in combination with the semantic indicator dog, which embraces the semantic feature ‘animal’ in its lexical meaning. The other meaning of the word mouth ‘opening or outlet’ is realized together with the semantic indicators bag, cave, river, etc., united by the seme ‘inanimate’. Thus, the choice of meaning of the nucleus word depends on the lexical meanings of the indicating word;
- phrasal (phraseological) context – phraseological units in which the constituent words make up one semantic whole and usually do not realize any of their systemic (language) meanings but all together render some figurative meaning, e.g. to have a bee in one’s bonnet (‘to have some kind of obsession’), lose one’s heart to smb (‘fall in love with’);
- syntactic (grammatical) context – syntactic (grammatical) structure that serves to determine various individual meanings of a polysemantic word, for example, crooked (adj) man stood in my way VS. The road crooked (v) between the hills. The meaning of the verb to see – ‘to perceive with the eyes’ is found in the syntactic context possessing the syntactic structure ‘to see + direct object’: I shall see your house. Another meaning of this verb ‘to accompany or escort’ is observed in the context of different syntactic structure ‘to see + direct object + adverbial modifier of place’: I shall see you to your house. And the meaning ‘take care (of something)’ is realized in the syntactic structure ‘to see + indirect object with prepositions to or after’: I shall see to your house.
There are cases when the meaning of a word is ultimately determined by the actual speech situation in which the word is used, i.e. by extra-linguistic context. Linguistic context is sometimes not enough to establish the word meaning, so some misunderstanding takes place, e.g. in the sentence He is perfectly sound, the meaning of the word sound is clearly ambiguous as it has two readings ‘financially secure’ and ‘not damaged, injured, or diseased’. To establish one of the meanings some extension is required, like … and has a good credit history.