- •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
Seminar VII Shortening and Secondary Ways of Word-Building
I. Shortening as a word-building process: a) causes of shortening; b) parts of speech which are shortened; c) combination of shortening with other ways of word-building.
II. Graphical and lexical shortening. Splinters.
III. Differences between the original word and its shortened variant. The correlation of a shortened word and its prototype.
IV. Secondary ways of word-building.
Questions and Tasks
I. Consider your answers to the following:
1. What does shortening consist in? What terms are used to define this process?
2. What is the tendency to shorten words caused by?
3. What is the difference between graphical and lexical shortenings?
4. Can a graphical shortening turn into a lexical one? Under what conditions?
5. What semantic classes of graphical abbreviations of native origin exist?
6. What varieties of lexical shortening exist?
7. What are initial (lexical) abbreviations?
8. What are acronyms?
9. What are clippings?
10. What types of clippings by the part clipped can be distinguished?
11. In what part of speech is clipping most productive?
12. With what other ways of word-building can shortening be combined?
13. In what aspects do the original words and their shortened variants differ?
14. What are the relations between a shortened word and its prototype?
15. What is sound interchange and its varieties?
16. In what way is the phenomenon of stress interchange explained?
17. What semantic groups of words formed by means of sound imitation exist?
18. What is blending? What types of blends exist?
19. What is back-formation?
II. Comment on the type of shortening:
Becky, Bess, brig, bus, cab, cause, Doc, cycle, demob, plane, fancy, Fred, Kate, Nick, peal, photo, prep, props, Tony, zoo.
III. Give full forms of the shortened words:
BUP, UNESCO, NY, ad, comfy, mizzy, tec, H-bomb, CND, mob, mike, M.P., pub, CIS, USDA.
IV. Comment on the formation of the following words:
To craze, to pettifog, to aviate, to spring-clean, to laze, to strap-hang, to typewrite, to sight-read, to mote, to darkle.
V. Explain the formation of the blends, translate them into Russian:
Flush, agflation, paratroops, glaze, good-bye, flurry, twirl, chortle, dumbfound, cablegram, electrocute, swellegant, coffeeholic, zebrule, dollarature, fruice, boatel, hurricoon, wintertainment, bomphlet, swimathon.
VI. Transcribe the following words, give corresponding nouns:
High, to choose, to use, to offend, to breathe, to clothe, to house, broad, wide, deep, long, to grieve, to live, to calve, strong, to bathe, to devise, to believe, to relieve, to shelve, to defend.
VII. Give corresponding verbs with gradation:
Flood, brood, blood, full, frost, gold, food.
VIII. Transcribe the words as verbs and nouns, mind their change of stress:
Accent, conduct, permit, present, produce, concrete, conflict, increase, decrease, object, frequent, record, forecast, contrast.
IX. By means of which word-formation processes have the following lexemes been arrived at?
To burgle, exhibition, fancy-dress-maker, stagflation, to enthuse, straightforwardness, steam-roller, brunch, NBA, a must, foamy, radar, to inconvenience, FIFA, book-binding, vet, OAP, bottle-opener, sitcom, to televise, doggie, motel, quarrelsome, to jail, pre-emption.