- •I. Consider your answers to the following:
- •II. Analyze the following text. Say how many words and lexemes it contains:
- •Analyze the functions of the italicized words in the following texts:
- •Seminar II General Survey of the English Vocabulary
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. From the words given below pick out the archaic words and comment on their usage and meaning:
- •IV. Give modern English equivalents of the following archaic words; classify them into lexical and grammatical archaisms; translate them into Russian:
- •V. Group the following neologisms according to the way of their formation; translate them into Russian:
- •VI. Point out informal (slang or colloquial) or formal words from the following extracts. Write them out into three columns and give your reasons:
- •VII. In the following verse, find the words belonging to the poetic diction:
- •VIII. From the following extract, pick out archaisms, give their modern English equivalents:
- •IX. Pick out 20-25 literary learned words from the book on your home-reading. Seminar III Etymological Characteristics of Modern English Vocabulary
- •Questions and Tasks
- •I. Consider your answers to the following:
- •Seminar IV Morphological Structure of English Words and Affixation
- •Questions and Tasks
- •I. Consider your answers to the following:
- •Seminar V Conversion
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. Find examples of conversion in the following sentences, analyze the converted words according to the scheme:
- •III. Comment on the form and meaning of the following converted words, translate them into Russian:
- •IV. Translate the following sentences into English, use words from the previous exercise:
- •Seminar VI word-composition
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. Discriminate between compound words and free phrases:
- •III. Classify the compounds according to the meaning of their first component, state whether it denotes time, place, purpose, cause, property, etc.; translate them into Russian:
- •IV. Classify the compounds into motivated, partially motivated and idiomatic, translate them into Russian:
- •V. Analyze the following compounds according to the scheme:
- •Seminar VII Shortening and Secondary Ways of Word-Building
- •Questions and Tasks
- •I. Consider your answers to the following:
- •Seminar VIII Semantic Structure of English Words
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. For each example, say whether the result of the semantic shift is narrowing, widening, degeneration or amelioration.
- •III. Identify the type of semantic shift that has occurred in each case, choose either metaphor or metonymy:
- •Seminar IX Homonyms and Paronyms
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. Give perfect homonyms to the following words:
- •III. Find homophones to the following words, translate them into Russian or explain their meanings in English:
- •IV. Find homographs to the following words and transcribe both:
- •Seminar X Synonyms and Antonyms
- •Questions and Tasks
- •I. Consider your answers to the following:
- •IX. Give antonyms to the following words. Say whether they are derivational or absolute:
- •X. Classify the following antonyms according to their meaning into contradictory and contrary:
- •Seminar XI Word-Groups and Phraseological Units
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. Analyze the semantic structure of the phraseological units, give Russian equivalents:
- •III. Give English equivalents of the following Russian phraseological units, explain their meaning:
- •Questions and Tasks
- •I. Consider your answers to the following:
- •II. State which of the following words are used in America and which in England:
- •III. Translate the following words into English giving two variants – British and American:
- •IV. Point out words which have different meaning in BrE and AmE and those which have the same meaning in BrE and AmE but which have acquired an additional specific meaning in AmE:
- •Seminar XIII Lexicography
- •Questions and Tasks
- •The scheme of lexicological analysis
- •Examination questions
- •Bibliography
PLANS FOR SEMINARS AND PRACTICAL TASKS
SEMINAR I
Theoretical Foundations of Lexicology
I. The aim and object of lexicology. Its branches, links with other linguistic disciplines.
II. Definition of the word. Motivation of words. Functions of words.
III. Vocabulary as a system. Paradigmatic and syntagmatic relations. Diachronic and synchronic approaches to the study of the vocabulary.
Questions and Tasks
I. Consider your answers to the following:
1. What does lexicology study? What branches does it have? What are the objects of these branches?
2. In what way is lexicology connected with phonetics, grammar, stylistics and history of a language?
3. What is the basic language unit? Why is word considered to be a two-plane sign?
4. Explain the term “asymmetrical dualism of a linguistic sign”.
5. What is the difference between the word and the lexeme / the word and the morpheme / the word and the word-group?
6. Why is word a motivated sign? What types of motivation exist?
7. Why is it difficult to define the word?
8. Speak on the functions of the word.
9. What is a paradigm? Give (grammatical) paradigms of the words “child”, “roof”, “narrow”, “to lay”, “slowly”.
10. What are paradigmatic and syntagmatic relations between linguistic units? Give examples.
11. What is the difference between the diachronic and synchronic approaches?
II. Analyze the following text. Say how many words and lexemes it contains:
One day a little boy saw a large truck near their neighbours’ house. It was about 11 o’clock in the morning, and his parents were out. He was very much surprised because their neighbours were on holiday. Then some men came out of their neighbours’ door. They had their neighbours’ Persian carpets. They put them into the truck. The boy went to the men and said, “What are you doing with those carperts?”
“We’re taking them to the cleaner’s,” one of the men answered.
“That’s wonderful,” the boy said. “Can you take our carpets too?”
“All right,” said the man, and they took his carpets to the truck.
Anyway, the boy never saw them again. The men were burglars.
Analyze the functions of the italicized words in the following texts:
a) Patient: Doctor, I am so nervous. This is my first operation.
Surgeon: I know how you are feeling. You are my first patient.
b) Auto Tourist: I clearly had the right of way when this man ran into me, and yet you say I was to blame.
Local Officer: You certainly were.
Tourist: Why?
Local Officer: Because his father is Mayor, his brother is Chief of Police and I go with his sister.
IV. Define the type of motivation where possible: beautiful, crash, always, type-writer, ash-tray, swish, eye of a needle, prefabricate, outburst, bang, city fathers, flop, flour, acquaintance (n, “знакомый”), breakthrough, time-server, pooh!, eatable, Sunday, sing, overdone, silver hair, snowdrop, employer, cock-a-doodle-doo, underestimate, sweetheart, glare, air-taxi, slop, head-quarters, skilful.
Give your own examples of motivated and non-motivated words.
Seminar II General Survey of the English Vocabulary
I. Quantitative characteristics of the English vocabulary.
II. The basic word-stock of the English vocabulary.
III. Differentiation of the English vocabulary with respect to time axis: obsolete words and neologisms.
IV. Functional styles: a) the formal style (learned words, archaic words, terminology); b) the informal style (colloquial words, slang, dialect).