- •1. Write about the dominant synonym and give examples.
- •2. Systematize the problems of lexicography and contrast your point.
- •3. Define about monosemy and polysemy, give examples.
- •4. Write about conversion and suggest the parts of speech especially affected by conversion.
- •5. Evaluate the problems of terms.
- •6. Define the main functions of synonyms and its classification types.
- •7. Contrast the types of formal vocabulary.
- •8. Write about compound words and their main types.
- •9. Evaluate the functions of phraseological units and thematic classification
- •10. Compare the emotionally neutral and emotionally coloured types of English vocabulary grouping.
- •11. Define the types of dictionaries.
- •12. Compare the synonyms and antonyms.
- •13. From the denotational point of view the meaning of the words can be changed into generalization and specialization of words. Give their definitions and examples to them.
- •14. State out the types of Homonyms.
- •15. Give the main causes of borrowings and comment of them.
- •16. Speak about the types of antonyms. Illustrate with examples.
- •17. Contrast the difference between slang and colloquialisms. Give examples.
- •18. Formulate the definition of phraseological units and its functions.
- •19. Define about the context and its types.
- •20. Give the functions of phraseological units and semantic classification.
- •21. Give your points of view on the differences of phraseological units and proverbs. Give examples.
- •22. Define the types of phraseological units from the structural point of view.
- •23. Define the types of phraseological units from the funcional point of view.
- •24. Define the types of phraseological units from the syntactical point of view.
- •25. Evaluate the basic featuers of formal and informal vocabulary. What differentiates them?
- •26. Compare general and special types of dictionarities and give their differences.
- •27. Point out primary and secondary ways of formation of phraseological units.
- •28. Give the common criteria distinguishing free word combinations and phraseological units.
- •29. Write about non-semantic grouping of English vocabulary and its types.
- •30. Write about lexico-grammatical grouping of English vocabulary and its types.
- •31. Write about emotionally neutral and emotionally coloured grouping of English vocabulary and its types.
- •32. Write about stylistically neutral and stylistically coloured grouping of English vocabulary and its types.
- •1) Formal vocabulary (learned words, fiction, poetry).
- •2) Informal vocabulary (slang, dialect words, colloquial words)
- •33. Give characteristic features of etymology of English words.
- •34. Compare and contrast informal types of words and their classification
- •35. Compare and contrast formal types of words and their classification.
- •36. Define the sources of homonyms and general classification of homonyms.
- •37. Define the sources of antonyms and their classification.
- •38. Define the sources of synonyms and their classification from the connotational point of view.
- •39. Give the difference between neutral and coloured or marked vocabulary.
- •40. Comment on context and types if context.
- •41. Speak on the causes and nature of semantic change.
- •42. Speak on the results of semantic change from the denotational and connotational points of view.
- •43. Say the characteristic features of dominant synonyms and examples.
- •44. Define the types of compound words.
- •45. Find out the reason of borrowings and assimilation of borrowings.
- •46. Consider on semantic field and give examples.
- •47. Speak on the minor types of word-formation.
- •48. Speak on the major types of word-formation.
- •1. Semantic classification
- •Origin of prefixes:
- •49. Formulate the difference of formal and informal vocabulary.
- •50. Analyze the types of slang and compare with jargons.
- •51. Classify the colloquial words according to their importance.
- •52. Show the functions of idioms and proverbs.
- •53. Explain the basic problems of lexicography according to their importance.
- •54. Give the aims and objectives of phraseological units.
- •55. Give the correct definition of context and its types.
- •56. Point out the criteria distinguishing major types of word formation.
- •1. Semantic classification
- •Origin of prefixes:
- •57. Point out the criteria distinguishing minor types of word formation.
- •58. Speak on the native suffixes and illustrate with examples.
- •59. Give the difference between productive and non-productive affixes.
- •60. State out the main functions of suffixes and their classification types.
- •61. State out the main functions of prefixes and their classification types.
- •1. Semantic classification
- •2. Origin of prefixes:
- •62. Compare and contrast the neutral and morphological compounds.
- •63. Compare and contrast syntactic and idiomatic compounds.
- •64. Give your points of view on acronomys and ellipses.
- •65. Write at out non-semantic grouping and their types. 29) suraktyn jauabymen birdie
- •66. Express your attitude on the morphological grouping and its types.
- •73. Give the definition of professional terminology.
- •100. Give the correct definition of the term dictionary.
- •105. Give the characteristic features of learner’s dictionaries.
- •106. Define the basic problems of dictionary compiling. 2) suraktyn jauaby
- •107. Speak on three ways in which the word meanings are arranged in a dictionary.
- •108. Speak on the meanings on the words which are defined by means of four definitions.
- •109. Write about words of general use, literary layer of the vocabulary, neutral words.
- •110. Write about the classification of vocabulary according to form, give examples. 36) suraktyn jauaby. Homonyms is classification of vocabulary acc to form
- •111. Write about the classification of vocabulary according to meaning, give examples. 12) suraktyn jauaby
- •112. Give the difference between paradigmatic and syntagmatic relations of words.
- •113. List the problems of Lexicology and express your attitude.
- •114. Give the difference between free word combinations and phraseological units.
- •115. Give the difference between British and American English.
- •122. Write about graphical, initial, middle abbrevations.
- •123. Define the formation ways of conversion and give examples. 4) suraktyn jauaby
- •124. Define the formation ways of compound words and give examples. 8) suraktyn jauaby
- •125. Define the formation ways of shortenings and give examples.
- •126. Define the formation ways of affixation and give examples. 56) surakta bar
- •127. Write about external and internal ways of vocabulary development.
- •128. Give the characteristic features of dominant synonyms and illustrate with examples. 43) suraktyn jauaby
- •129. Formulate the aims and principles of contrastive analysis.
- •130. Speak on the etymology of English words. 33) suraktyn jauaby
- •131. Speak on the reasons of appering contrastive methods.
- •132. Speak on the reasons of borrowings and evaluate each of them. 15) suraktyn jauaby
- •133. Give the disadvantages of giving word for word translation of lexical items.
- •134. Give the difference between notional and functional words.
- •135. Give the definition of word-family and illustrate with examples.
- •136. Give a brief account of the main characteristics of a word.
- •144. Give examples of your own to show that affixes have meanings.
- •145. Write about interrelationship between the meaning of a compound word and the meanings of its constituent parts.
- •150. Give the distinctive features of the traditional classification of homonyms, give examples. 14) suraktyn jauaby
134. Give the difference between notional and functional words.
Notional words. They can stand alone and yet have meaning and form a complete utterance. They can name different objects of reality, the qualities of these objects and actions or the process in which they take part. They can also express the attitude of the speaker towards reality.
Form or functional words. They are empty words or auxiliaries are lexical units which are called words, although they do not confirm to the definition of the word because they are used only in combination with notional words or in reference to them. This group comprises auxiliary verbs, prepositions, conjunctions and relative adverbs.
135. Give the definition of word-family and illustrate with examples.
Lexical groups composed of words with semantically and phonemically identical root-morphemes are usually defined as word-families or word-clusters. The term itself implies close links between the members of the group. Such are word-families of the type: lead, leader, leadership; dark, darken, darkness; form, formal, formality and others. It should be noted that members of a word-family as a rule belong to different parts of speech and are joined together only by the identity of root-morphemes. In the word-families discussed above the root-morphemes are identical not only in meaning but also in sound-form. There are cases, however, when the sound-form of root-morphemes may be different, as for example in sun, sunny, solar; mouth, oral, orally; brother, brotherly, fraternal, etc.; their semantic similarity however, makes it possible to include them in a word-family. In such cases it is usual to speak of lexical suppletion, i.e. formation of related words of a word-family from phonemically different roots. As a rule in the word-families of this type we are likely to encounter etymologically different words, e.g. the words brother and mouth are of Germanic origin, whereas fraternal and oral can be easily traced back to Latin. We frequently find synonymic pairs of the type fatherly— paternal, brotherly—fraternal.
136. Give a brief account of the main characteristics of a word.
The object of Lexicology is a word and word-combinations or word-groups. When we study Lexicology we should research the word and word-combinations in different sides, for example, its origin, meaning or semantics, development, multilevel structure.
As the main object a word has many functions. The term “word” denotes the main lexical unit of a language resulting from the association of a group of sounds with a meaning. It is the smallest unit of a language which can stand alone as a complete utterance.
A word is a language unit has a particular sound complex, has a particular meaning, is capable of a particular grammatical employment and able to form a sentence by itself.
A word is a unit of speech which serves the purposes of human communication.
The definition of a word is one of the most difficult in linguistics because the simplest word has many different aspects. Being the central element of any language system the word is a sort of focus for the problems of phonology, lexicology, syntax, morphology and also for some other sciences that have to deal with language and speech, such as philosophy, psychology and probably quite a few other branches of knowledge. Any definition that was given to word is conditioned by the aims and interests of its author.
The complete correct definition of the word is a speech unit used for the purposes of communication, materially representing a group of sounds, possessing a meaning, belong to grammatical employment and characterised by formal and semantic unity.
The modern approach to word studies is based on distinguishing between the external and internal structures of the word.
On Lexicology course we analyze the word according to three structures: the morphological, semantic, stylistic. There are several linguistic functions of a word: nominative, significative (polysemantic), expressive, communicative, descriptive, pragmatic.
137. Give the main differences between studying words syntagmatically and paradigmatically. 112) surakta bar
138. Give the situations that informal words used. 34) surakta bar
139. Give the situations that formal words used. 7) surakta bar
140. Explain the common features of colloquialisms and slang. 17) surakta bar
141. Explain the main features of dialect words. 34) suraktyn sonynda
142. Give the reasons that which type of learned words is especially suitable for verbal communication. 7) surakta bar
143. Give the accounts for the fact that English vocabulary contains such as immense number of words of foreign origin.
Though borrowed words undergo changes in the adopting language they preserve some of their former peculiarities for a comparatively long period. This makes it possible to work out some criteria for determining whether the word belongs to the borrowed element.
In some cases the pronunciation of the word (strange sounds, sound combinations, position of stress, etc.), its spelling and the correlation between sounds and letters are an indication of the foreign origin of the word. This is the case with waltz (G.),. psychology (Gr.), soufflé (Fr.), etc. The initial position of the sounds [v], [dз], [з] or of the letters x, j, z is a sure sign that the word has been borrowed, e.g. volcano (It.), vase (Fr.), vaccine (L.), jungle (Hindi), gesture (L.), giant (OFr.), zeal (L.), zero (Fr.), zinc (G.), etc.
The morphological structure of the word and its grammatical forms may also bear witness to the word being adopted from another language. Thus the suffixes in the words neurosis (Gr.) and violoncello (It.) betray the foreign origin of the words. The same is true of the irregular plural forms papyra (from papyrus, Gr.), pastorali (from pastorale, It.), beaux (from beau, Fr.), bacteria, (from bacterium, L.) and the like.
Last but not least is the lexical meaning of the word. Thus the concept denoted by the words ricksha(w), pagoda (Chin.) make us suppose that we deal with borrowings.
These criteria are not always helpful. Some early borrowings have become so thoroughly assimilated that they are unrecognisable without a historical analysis, e.g. chalk, mile (L.), ill, ugly (Scand.), enemy, car (Fr.), etc. It must also be taken into consideration that the closer the relation between the languages, the more difficult it is to distinguish borrowings.
Sometimes the form of the word and its meaning in Modern English enable us to tell the immediate source of borrowing. Thus if the digraph ch is sounded as [∫], the word is a late French borrowing (as in echelon, chauffeur, chef); if it stands for [k], it came through Greek (archaic, architect, chronology); if it is pronounced as [t∫], it is either an early-borrowing (chase, OFr.; cherry, L., OFr.; chime, L.), or a word of Anglo-Saxon origin (choose, child, chin).