- •41. Main sources of phraseological units
- •42. Phraseology and its boundaries.
- •46. Parameters of linguistic dictionaries
- •47. Main types of dictionaries
- •48. What are the main characteristics of a learners dictionary?
- •43. Principles of classification of ph u
- •1) Semantic classification of phraseological units
- •2) Structural classification of phraseological units
- •50. Variants and dialects of contemporary English
- •45. The fundamental problems of dictionary compilation
- •49. Thesaurus
- •44. The simile
- •39. Free Wgroups as compaired to ph units. Classification of Wgroups according to their motivation.
- •1. Inner structure of the Eng w-stock
- •38. Types of valency.
- •31. The principle semantic processes change of meaning (m)
- •1.Causes:
- •1. Inner structure of the Eng w-stock
- •3.Nature of semantic change
- •40. Phraseological units as compared to words & sentences
- •11. The complex units of w-b: w-b cluster, row, category
- •12. The functional aspect of w-b system: productivity and activity. The main means of w-b in English
- •13. Affixation and prefixation in contemporary e.
- •Prefixation is the formation of words by means of adding a prefix to the stem. In English it is characteristic for forming verbs. Prefixes are more independent than suffixes.
- •15) Word composition. Classification of compounds
- •17) Etymology. What makes it important for contemporary Lex. The role and place of borrowings in e
- •20) Loan translation
- •18) Causes and ways of borrowings. Criteria of b
- •16) Unpatterned means of w-building. Sound interchange
- •19) Assimilation of Borrowings. Degrees of Ass and factors determining it.
- •14) Conversion. Basi criteria of semantic derivation
- •21. Name the main periods when English experienced the influx of borrowings
- •22.Compare Scandinavian and French influence on English
- •23.Ethymological doublets
- •24. The layers of Latin borrowings in English. Their influence on the system of English w-building
- •25.The Norman conquest and its impact on English
- •26. Word mng. Approaches to defining it
- •27. Types, varieties and aspects of mng.
- •28. The fundamental features of w mng.
- •29. Polysemy, its sources. Polysemy & homonymy. Sources of homonyms. Classification of homonyms.
- •30. The main types of semantic relations between mngs.
- •36. T basic principles of grouping Ws together (см типы словарей)
- •2. Types of lex-l nomination Eng
- •35. Synchronic & diachronic approaches to variability of w m
- •34. What is a paradigm? Paradigmatic & syntgmatic approaches to t study of m.
- •33. Semantic contrasts & antonymy
- •32. Semantic equivalence & synonymy. Types of synonyms. Sources of synonyms.
- •Ideographic(denotational) stylistic(ideographic-stylistic)
- •Borrowing
- •3. The morphological structure of the w. Morphemes & allomorphs. The morphological meaning of the w.
- •4. The main principles of morphemes.
- •10. The main sources of enriching voc:
- •5. Classification of morphemes.
- •2) Semantically:
- •6. Procedure of morphemic analysis. Morphemic types of ws.
- •7. The main aim, principles & methods of derivational analysis.
- •8. The main units of derivational analysis: Basic units
- •Affixes: mono-polysemantic
- •May be 3 types of d Base
- •9. Derivational patterns.
48. What are the main characteristics of a learners dictionary?
Nowadays practical and theoretical learner’s lexicography is given great attention to, especially in our country. Lexicographers, linguists and methods specialists discuss such problems as the classification of learner' s dictionaries, the scope of the word-list for learners at different stages of advancement, the principles of word selection, etc.
In the broad sense of the word term L’s D might be applied to any word-book designed as an aid to various users, both native and foreign, studying a language from various angles. (Student's Dictionary of Anglo-Saxon by Н. Sweet) By tradition the term is confined to dictionaries specially compiled to meet the demands of the learners for whom English is not their mother tongue.
These dictionaries differ essentially from ordinary academic dictionaries and from word-books compiled specially for English and American schoolchildren and college students.
Though foreign language learners and children speaking the same language as their mother tongue have both imperfect command of English, it is obvious that the needs and problems of the two groups of dictionary users are altogether different. А foreign adult student of English even at а moderately advanced stage of learning will have pitfalls and needs of his own: among the other things he may have difficulties with the use of the most "simple" words (such as play, wipe), he may not know the names for commonest things in everyday life (such as oatmeal, towel, rug) and he will experience in this or that degree interference of his mother tongue.
On the one hand, we have users who for the most part have command of the language, who have fluent speech habits, since this language is their mother tongue; they need guidance as to which of the usage they come across is correct. On the other hand, we have users that have а limited vocabulary and nо speech habits or very weak ones and who have stable speech habits in another language which is their native tongue and these native speech habits interfere with the foreign ones. That is why these users must be given thorough instruction in how the words are to be used and this instruction must be given against the background of the learners' native language.
That is why the word-lists and the sort of directions for use for the benefit of the foreign adult learners of English must differ very widely from those given to English or American schoolchildren.
The word-books of this group are characterized by the following features:
1)by their strictly limited word-list, the selection of which is based on carefully thought over scientific principles;
2) the great attention given to the functioning of lexical units in speech;
3) а strong prescriptive, normative character;
4) by their compilation with the native linguistic background in view.
Learner’s dic-ry can be classified in accordance with different principles, the main are the scope of the word list(1) and the nature of information it contains(2).
(1) fall into 2 groups: all lexical units that the prospective user may need and the most essential and important words are selected.
(2) includes a group of dictionaries presenting different aspects of the voc-ry: showing mainly the semantic structure of words (explanatory), presenting the syntagmatic relations between words (dictionaries of collocations), providing information about the word's structure (derivational), supplying synonymous and antonymous words, etc.