- •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
Section II etymological survey of the english word-stock
Language as a historical phenomenon. The study of synchrony and diachrony as the basic principle of linguistic analysis. The importance of examining the etymology of English words, historical causes of their appearance and comparative significance of native and borrowed elements.
The mixed character of the English vocabulary as one of its main features. Words of native origin and the role they play in the English language. Their main characteristic features: semantic groups they belong to, wide collocability, high frequency of usage, great derivational potential. Words of Indo-European stock, words of Common Germanic origin, the English proper element.
Borrowing as the process of adopting words from other languages and as the result of this process. The terms "source of borrowings" and "origin of borrowings". The factors, the number and character of borrowings as dependent on historical conditions, nature and length of the contacts, and proximity of languages. Borrowing through oral speech and written speech. Translation-loans. Semantic loans. Hybrids.
Historical causes of adopting words from Celtic and Scandinavian. The three layers of Latin borrowings and their characteristic features. Words borrowed to denote 1) objects and notions Germanic people learnt from the Romans, 2) objects and ideas connected with church and religion, 3) scientific and artistic terms. Borrowings from French: historical conditions and semantic classification of borrowed elements. Borrowings from Greek, Italian, Spanish, German. Words of Russian origin in the vocabulary of English.
Etymological doublets. International words and their importance for EFL teaching.
Assimilation of borrowings. Phonetic, grammatical, semantic assimilation. Degree of assimilation and factors it depends on. Complete and partial assimilation. Barbarisms.
Working Definitions of Principal Concepts
Diachrony |
historical development of the system of language as the object of linguistic investigation |
Translation loans (calques, loan translations) |
borrowing by means of literary translating words (usually one part after another) or word combinations |
Hybrid |
a word different elements of which are of etymologically different origin |
Etymological doublets |
two or more words originating from the same etymological source, but differing in phonetic shape and in meaning |
Borrowing |
1) process of adopting words from other languages to express new concepts, to further differentiate the existing concepts and to name new objects, phenomena, etc.; 2) the result of this process (words and word building affixes borrowed into the language) |
Source of borrowing |
the language from which the word was taken |
Origin of borrowing |
the language the word may be traced to |
Semantic loan |
the development in the English word of a new meaning due to the influence of a related word in another language |
International words |
words borrowed by several languages |
Assimilation of loan words |
adjusting to the norms of the recipient language |
Phonetic adaptation (assimilation) |
adaptation of a word to the phonetic system of the new language |
Grammatical adaptation |
a complete change of the former paradigm of the borrowed word |
Semantic adaptation |
adjustment to the system of meanings of the vocabulary |
1 . Read the text. What peculiarity of the English vocabulary does it describe? What happens to words which are similar in form and meaning in the course of historic development of the language?
We see in English a phenomenon which is paralleled nowhere else to such an extent, namely, the existence side by side for a long time, sometimes for centuries, of two slightly differing forms for the same word, one the original English form and the other Scandinavian. In the following the first form is the native one, the form after the dash is the imported one.
In some cases both forms survive in standard speech, though, as a rule, they have developed slightly different meanings: whole (formerly hool) - hale; both were united in the old phrase ‘hail and hool’ | no-nay; the latter is now used only to add an amplifying remark (‘it is enough, nay too much’), but formerly it was used to answer a question, though it was not so strong a negative as no (‘Is it true? Nay.’ ‘Is it not true? No’.) | rear - raise | from-fro, now used only in ‘to and fro’ | shirt-skirt | shot-scot | shriek-screak, screech | true-trigg, ‘faithful, neat, tidy’ | edge-egg vb. (‘to egg on’, ‘to incite’).
In other cases, the Scandinavian form survives in dialects only, while the other belongs to the literary language: dew-dag, ‘dew, thin rain’; vb.’to drizzle’ | leap-loup | neat-nowt, ‘cattle’ | church-kirk | chest-kist | mouth-mun | yard-garth, ‘a small piece of enclosed ground’. All these dialectal forms belong to Scotland or the North of England.
As a rule, however, one of the forms has in course of time been completely crowded out by the other. The surviving form is often the native form, as in the following instances: goat-gayte | heathen-heythen, haithen | loath-laith | grey-gra, gro | few-fa, fo | fish-fisk.
Still there are instances in which the intruder succeeded in ousting the legitimate heir: the native ey and the Scandinavian egg [3].
2. Read the following passage and be ready to explain how French and native words differ in expressive-emotional connotations and spheres of usage.
Certain differences have developed in the course of time between two synonyms when both have survived, one of them native, the other French. The former is always nearer to the nation’s heart than the latter, it has the strongest associations with everything primitive, fundamental, popular, while the French word is often more formal, more polite, more refined and has a less strong hold on the emotional side of life. A cottage is finer than hut, and fine people often live in a cottage, at any rate in summer. The word bill was too vulgar and familiar to be applied to a hawk, which had only a beak (the French term, whereas bill is the A.S. bile). To dress means to adorn, deck, etc., and thus generally presupposes a finer garment than the old word to clothe. Amity means ‘friendly relations, especially of a public character between states or individuals’, and thus lacks the warmth of friendship. The difference between help and aid thus indicated in the Funk-Wagnalls Dictionary: ’Help expresses greater dependence and deeper need than aid. In extermity we say “God help me!” rather than “God aid me!”; in time of danger we cry “help, help” rather than “aid, aid” . Help includes aid, but aid may fall short in the meaning of help. All this amounts to the same thing as saying that help is the natural expression, belonging to the indispensable stock of words, and therefore possessing more copious and profounder associations than the more literary and accordingly colder word aid; cf. also assist. Folk has to a great extent been superseded by people, chiefly on account of political and social employment of the word. …Hearty and cordial made their appearance in the language at the same time, but their force is not the same, for ‘a hearty welcome’ is warmer than ‘a cordial welcome’, and hearty has many applications that cordial has not (heartfelt, sincere; vigorous: a hearty slap on the back; abundant: a hearty meal), etc. Saint smacks of the official recognition by the Catholic Church, while holy refers much more to the mind. Matin(s) is used only with reference to church service, while morning is the ordinary word. Compare also darling with favourite, deep with profound, lonely with solitary, indeed with in fact, to give or to hand with to present or to deliver, love with charity, etc.
In some cases the chief difference between the native word and the French synonym is that the former is more colloquial and the latter more literary, e.g. begin-commence, hide-conceal, feed-nourish, hinder-prevent, look for-search for, inner and outer-interior and exterior, and many others. In few cases, however, the native word is more literary. Valley is the everyday word, and dale has only lately been introduced into the standard language from the dialects of the hilly northern counties. Action has practically supplanted deed in ordinary language, so that the latter can be reserved for more dignified speech [4].