- •Contents
- •От авторов
- •Section II etymological survey of the english word-stock
- •Section III morphological structure of the english word. Word-formation
- •Section IV lexical meaning as a linguistic category. Semantic analysis of words. Polysemy and homonymy
- •Working Definitions of Principal Concepts
- •Section V semantic classification of words. Synonymy
- •Working Definitions of Principal Concepts
- •Section VI lexical-phraseological combinability of words. Phraseological units
- •Working Definitions of Principal Concepts
- •Section VII stylistic layers of the english vocabulary. Terminology
- •Working Definitions of Principal Concepts
- •Section VIII regional varieties of the vocabulary.
- •Vocabulary of american english
- •Working Definitions of Principal Concepts
- •Section IX lexicography
- •Working Definitions of Principal Concepts
- •Part II. Word analysis Section II
- •1. Group the following words according to their origin and state the degree of their assimilation.
- •2. Study the following doublets and explain how they differ in origin and meaning.
- •3. Study examples of borrowings to explain how adopting words from other languages depends on socio-cultural factors.
- •2. Discuss these words in terms of item and arrangement. How do these words demonstrate productive patterns of affixation in Modern English?
- •6. Write the words from which the following shortenings were formed.
- •7. Comment on the formation of these words.
- •8. Study the underlined words and identify the type of word-building.
- •9. Explain how the following units were formed.
- •1. Which of the underlined words is realized in a) nominative meaning, b) nominative-derivative meaning?
- •2. Analyze the word “rich” in terms of different types of meaning.
- •3. Read the text aloud. Provide lexicological explanation of the humorous effect produced by the poem. Spell checker
- •Section V
- •“Daddy, can I have a chocolate?” said the girl to her father.
- •2. These synonymic series are adduced in the English-Russian Dictionary of Synonyms (Moscow, 1979). Do these words satisfy the definition of synonyms?
- •1) Cold, cool, chilly, chil, frosty, frigid, freezing, icy, arctic;
- •2) Impatient, nervous, nervy, unquiet, uneasy, restless, restive, fidgety, feverish, jumpy, jittery.
- •1. Study the following examples of phraseological units and use them to describe V.V.Vinogradov’s classification. Phraseological combinations:
- •Phraseological unities:
- •Phraseological fusions:
- •2. Identify free and idiomatic word-combinations and give their Russian equivalents.
- •3. Match the following adjectives and nouns to give English equivalents of the following Russian word-combinations. Can the English phrases be described as free word-combinations? Why (why not)?
- •Section VII
- •1. Study the following words and their definitions. Say what peculiarities of these words make it possible to describe them as slang words.
- •2. Read the following sentences paying attention to the words and word combinations in italics. Say whether these words are literary colloquial or low colloquial.
- •4. Study the advertisement below; find 1) colloquial words, 2) neutral words, 3) terms, 4) learned words.
- •1. Use the material below to discuss the vocabulary of American English.
- •Americanisms Proper
- •Lexical analogues
- •4. Give lexicological analysis of the following humorous poem.
- •1. Choose one of the dictionaries from the given list.
- •3. The following text contains numerous vocabulary errors. Correct them and explain how (and what kind of) dictionaries can help students of English to avoid such mistakes. Expensive Mary
- •Topics for discussion
- •References
4. Give lexicological analysis of the following humorous poem.
Mother Tongue by Richard Armour
No language barrier. No dictionary required.
Advertisement of the British Travel Association
Oh, to be in England |
Where gasoline is petrol, |
Only ‘alf a mo’, |
And a stone is fourteen pound, |
Where, when they speak of wireless, |
And motorcars have bonnets, |
They mean a radio. |
And you take an Underground. |
|
|
Where private schools are public, |
Where, holding up your trousers, |
And public schools are snobby, |
It’s braces that you use, |
And insurance is assurance |
And a truck is called a lorry |
And a cop is called a bobby. |
And boots are really shoes. |
|
|
Where traffic hub’s a circus |
Where a druggist is a chemist, |
And up is down the street, |
And the movies are the flicks, |
And a sweater is a jumper |
And you queue up on the pavement |
And candy is a sweet, |
For a stall at three and six |
|
|
Where a cracker is a biscuit |
There is no language barrier |
And a trifle is dessert, |
The tourist needs to dread |
And bloody is a cuss word, |
As long as he knows English |
And an ad is an advert, |
From A to Z (no, zed). |
Section IX
1. Choose one of the dictionaries from the given list.
Longman Dictionary of English Language and culture
Cambridge International Dictionary of English
The American Heritage Dictionary of the English Language
Webster’s Dictionary of English Usage
Webster’s Dictionary of Synonyms
Dictionary of American Slang and Colloquial Expressions
American Idioms Dictionary
Technical Dictionary
Make a presentation of the dictionary along the following lines. You may find it useful to study the introduction to the dictionary.
selection of lexical units,
arrangement of entries,
selection and arrangement of meanings,
definition of meanings,
illustrative examples,
setting of the entry.
2. Working in small groups find one word for lexicographic analysis (mouse, house, hand, rush, square, etc.) and decide which dictionary each student is going to analyze. Then compare how the dictionary entries of one and the same word differ. Special attention should be paid to the number of word-meanings and their definitions.
3. The following text contains numerous vocabulary errors. Correct them and explain how (and what kind of) dictionaries can help students of English to avoid such mistakes. Expensive Mary
Expensive Mary,
The postman helped at the birth of your letter this morning.
In this place is the prescription for doing tarts. First confuse some butter and some flour. Increase two eggs to the confusion. Hit the confusion with the spoon of wood. Inflame your furnace and abandon him until he has 25 grades. Insert your confused tart in the furnace. Abandon her for 20 moments. If your tart has a brown head take her from the furnace. Rest your tart until she is frigid. She will look pretty if you cover her head with impalpable sugar.
Answer key for the assignment Expensive Mary.
Expensive (Dear) Mary,
The postman helped at the birth of (delivered) your character (letter) this morning. In this place (here) is the prescription (recipe) for doing tarts (making cakes). First confuse (mix) some butter and some flour. Increase (add) two eggs to the confusion (mixture). Hit (beat) the confusion with the spoon of wood. Inflame (light) your furnace (oven) and abandon (leave) him until he has 25 grades (degrees). Insert your confused tart in the furnace (Put your cake mixture in the oven). Abandon her for 20 moments. If your tart has a brown head (brown on top) take her from the furnace. Rest your tart until she is frigid (Leave the cake until it is cool).She will look pretty if you adorn her head with impalpable sugar (Decorate the top of your cake with icing sugar).