- •Table of contents
- •Part 1. Lecture guides
- •1. Lexicology as a Branch of Linguistics
- •2. Word as a Basic Lingual Unit
- •3. The Word Meaning
- •Classification of lexical meanings
- •4. Semantic Change
- •The causes of semantic changes
- •I. Extra-linguistic causes of semantic change
- •II. Linguistic causes of the semantic change
- •Nature of semantic change
- •Results of semantic change
- •5. Polysemy. Semantic Structure of the Word. Context
- •6. The English Vocabulary as a System
- •Paradigmatic relations in vocabulary
- •Syntagmatic relations in vocabulary
- •Associative relations in vocabulary
- •7. Homonyms. Paronyms
- •8. Lexical Synonymy and Antonymy
- •Sources of synonymy
- •Semantic classification
- •9. Morphological Structure of the Word
- •Types of meaning in morphemes
- •10. Word-building
- •Classification of compounds
- •11. Etymology of the English Word-Stock
- •Native words
- •12. Stylistic Differentiation of the English Word-Stock
- •Literary words
- •Colloquial vocabulary
- •13. Phraseology of Modern English
- •Semantic classification of phraseological units
- •Structural classification of phraseological units
- •Functional classification of phraseological units
- •Contextual classification of phraseological units
- •Structural-semantic classification of phraseological units
- •14. Territorial Differentiation of the English Word-Stock
- •Vocabulary
- •15. English Lexicography
- •Classification of linguistic dictionaries
- •Problems of lexicography
- •Stages of development of English and American lexicography
- •Part 2. Seminars Seminar 1. Word as a Linguistic Sign
- •Test Questions
- •What phonetical variants do the following words have:
- •2. Link the variants below with the-identity-of-unit problem.
- •3. What problem (the sign nature of the word, the size-of-unit, the identity-of unit problems) do we deal with when we ask questions like:
- •5. How many words with root fast can you follow in the exercise? Group variants of the same word, discriminate between different words, prove their identity and separateness.
- •6. Speak on the lingual sign arbitrariness using the following examples:
- •7. Speak on the lingual sign asymmetry (correlation of content and expression) using the following examples:
- •Seminar 2. The Word Meaning
- •6. Establish the types of lexical meaning realised in the following sentences.
- •9. Use an explanatory dictionary, analyse the definitions of the following words and break up the semantic components into integral and differential semes.
- •Seminar 3. Causes, Nature and Results of Semantic Change
- •Test Questions
- •1. Determine the extralinguistic causes of semantic development of the words: historical, social, psychological.
- •2. Establish the linguistic cause of semantic development of the words: ellipsis, differentiation of synonyms, linguistic analogy.
- •3.* Define the type of semantic change:
- •4. Read the given passage. Speak on the linguistic phenomenon described in it.
- •6. Translate the cases of stylistic metaphor:
- •7.* The metonymical change may be conditioned by various connections such as spacial, temporal, causal, symbolic, instrumental, functional, etc. Establish the model of transfer in each case:
- •8. Find cases of semantic change based on hyperbole, litotes and irony.
- •11. Guess about reasons for the following euphemistic transfers:
- •Seminar 4. Polysemy and Context
- •Test Questions
- •6. Identify the meaning of the verb have in the semantic, grammatical and phrasal contexts:
- •7. Translate the sentences. Avoid looking up for the underlined words:
- •Seminar 5. The Vocabulary of a Language as a System
- •Test Questions
- •1. Find the hypernyms (superordinates) in the given lexico-semantic groups:
- •6.* Arrange the following units into three lexical sets, give them corresponding names.
- •8.* Think of one word only which can be used appropriately in all three sentences.
- •9. Using the data of various dictionaries compare the lexical valency of the words:
- •10. Suggest a frame of your own for the concept “trade”.
- •Seminar 6. Homonymy and Paronymy
- •Test Questions
- •1.* Find the homonyms in the following extracts. Classify them into:
- •5.* Identify the source of homonymy for the following lexical units:
- •7. Comment on the meanings of the following interlingual paronyms (international words, “false friends of the interpreter”):
- •8. Suggest Russian translation of the underlined pseudo-international words:
- •Seminar 7. Synonymy and Antonymy
- •Test Questions
- •1. Analyze the synonyms given and find the difference between them. Consult a dictionary. Give examples of your own:
- •2. Classify the synonyms into stylistic, ideographic and semantico-stylistic ones.
- •3. Use the following words to make up paradigms of synonyms. Point to the dominant synonyms. Pay attention to the polysemy of some words.
- •4. Within the following synonymic sets single out words with:
- •5. Make all necessary diagnostic tests and decide if these words are synonyms:
- •13. Provide the appropriate translation for the following contronyms.
- •Seminar 8. Word-structure
- •Test Questions
- •Seminar 9. Word-formation
- •Test Questions
- •1.* Classify the given affixes into native and borrowed:
- •2.* Break up the given affixes into productive and non-productive:
- •3. State the origin and explain the meaning of the suffixes in the following words:
- •4.* Give corresponding verbs or nouns to the following words:
- •5.* Form adjectives from the given nouns:
- •7. Read the following sentences. Translate the italisized words into Russian.
- •8. Find the cases of conversion in the sentences, identify the part of speech of the converted word.
- •9. Arrange the following compounds of:
- •11. In accordance with the part that is cut off to form a new word classify the clippings into four groups: 1) final clipping; 2) initial clipping; 3) intial and final clipping; 4) medial clipping.
- •12.* Determine the original components of the following blends.
- •13. Distinguish between phrasal verbs and prepositional verbs below:
- •14.* From the sentences given below write out the words built up by back-formation. Give the original words from which they are formed.
- •16. What serves as a word-formation means in the given words?
- •17. Define the type of word-building.
- •Seminar 10. Etymology of the English Word-Stock
- •Test Questions
- •6.* Build up pairs of etymological doublets:
- •9.* Etymology Quiz
- •1) Match the word on the left to its definition on the right, using the Longman Dictionary of Contemporary English on the cd-rom or any etymological dictionary to help you.
- •2) From this list, guess which language or country the words above came from originally, then check with the Word Origins in the cd-rom:
- •Seminar 11. Stylistic Classification of the English Vocabulary
- •Test Questions
- •1. State the difference in the pragmatic aspect of meaning of the given synonyms. Consult a dictionary.
- •2.* Break up the following words into formal, informal and neutral:
- •3.* Which unit is the odd one out in each of the following sets of formal words?
- •7. What word-building model was employed for coining the underlined nonce words?
- •9.* Replace the colloquial expressions by more neutral ones.
- •10.* Say whether you feel the following remarks are ok, too formal or too informal for each situation described. If the remark is unsuitable, suggest what the person might say instead.
- •11. Find proper Russian equivalents and stylistically neutral counterparts of the following jargon expressions. Comment on their metaphorical nature:
- •12.* Classify the given words into neologisms, archaisms and historisms:
- •13.* Classify the neologisms into three groups: 1) neologisms proper; 2) semantic neologisms; 3) transnominations.
- •Seminar 12. Phraseology
- •Test Questions
- •1. State which of the italisized units are phraseological units and which are free word combinations. Give proof of your answer.
- •2. Translate the phraseological units, giving their literal and figurative meaning.
- •4.* Make up five phraseological paradigms united by thematic features: 1) people’s qualities; 2) people in the classroom; 3) feelings or mood; 4) praise; 5) using language.
- •5. Classify the phraseological units on the semantic principle into: 1) phraseological fusions; 2) phraseological unities; 3) phraseological combinations.
- •7. Translate the following binominals into Russian.
- •8.* Decide which word or phrase completes the sentence and insert it. You may consult the dictionary of collocations.
- •9.* Group the given phraseological units into native and borrowed ones. State the sources of their origin.
- •10. The following phraseological units are biblical in origin. Find the corresponding Russian equivalents for them.
- •11. Comment upon the interrelation of lexical components in the following English and Russian praseological units:
- •12. The following is a collection of traditional proverbs. Give Russian equivalents of the following English proverbs.
- •13. Try to decide which proverb could help you express yourself in the following situations.
- •Seminar 13. Variants and Dialects of the English Language
- •Test Questions
- •5.* Find historical Americanisms, proper Americanisms and American borrowings:
- •7.* Translate the following words into English, giving British and American variants:
- •8.* Translate the following phrases, using the prepositions current in America and then in England:
- •9.* Can you avoid some of the most common confusions arising between British and American speakers? Try the following quiz¹.
- •10.* Convert the following sentences into British English:
- •11.* What do you think these examples of Australian colloquialisms mean? They are all formed by abbreviating an English word which you probably know.
- •13.* Below you have some statements made by a Scot. Answer the questions about them.
- •14.* Answer the following questions relating Black English.
- •Seminar 14. English Lexicography
- •Test Questions
- •1.* Judging only by the names of the dictionaries elicit as much information about them as possible and define the types:
- •2. Analyse the entries for the word thesaurus and determine the type of dictionaries they are borrowed from.
- •3. Which unit does not belong to the set?
- •4. Look up the answers to the following questions.
- •5. Give the full form of the following labels:
- •8. Compare two or three general-use dictionaries and comment on the similarities and differences.
- •Part 3. Supplemental material What to Read
- •Abbreviations
- •Bibliography
- •English lexicology: theory and practice Учебное пособие
- •690950 Г. Владивосток, ул. Октябрьская, 27
- •690950 Г. Владивосток, ул. Октябрьская, 27
14. Territorial Differentiation of the English Word-Stock
In Modern linguistics the distinction is made between Standard English and territorial variants and local dialects of the English language.
Standard English may be defined as that form of English which is current and literary, substantially uniform and recognized as acceptable wherever English is spoken or understood either within an English-speaking country or throughout the entire English-speaking world.
Variants of English are regional varieties possessing a literary norm. There are distinguished variants existing on the territory of the United Kingdom (British English, Scottish English and Irish English), and variants existing outside the British Isles (American English, Australian English, Canadian English, New Zealand English, South African English and Indian English). Each of these developed a literature of its own, and is characterized by peculiarities in phonetics, spelling, grammar and vocabulary. British English is often referred to the written Standard English and pronunciation known as Received Pronunciation (RP).
Local dialects are varieties of English peculiar to some districts, used as means of oral communication in small localities; they possess no normalized literary form.
American English is the variety of the English language spoken in the USA. The first wave of English-speaking immigrants was settled in North America in the 17th century. In this century, there were also speakers in North America of the Dutch, French, German, native American, Spanish, Swedish and Finnish languages. That’s why the vocabulary used by American speakers has distinctive features of its own. There are whole groups of words which belong to American vocabulary exclusively and constitute its specific features. These words are called Americanisms, e.g. sorority, dry goods.
The first group of such words may be described as historical Americanisms, e.g. fall ‘autumn’, to guess ‘to think’, sick ‘ill, unwell’. In American usage these words still retain their old meanings whereas in British English their meanings have changed or fell out of use.
The second group of Americanisms includes words which are not likely to be discovered in British vocabulary. These words may be called proper Americanisms. They were coined by the early Americans which had to find names for the new environment (flora and fauna) and new conditions of life, e.g. redbud ‘an American tree that has heart-shaped leaves and small budlike pink flowers, the state tree of Oklahoma’; bluegrass ‘any of several North American bluish-green grasses grown for forage’.
Another group of Americanisms consist of words which may be described as specifically American borrowings. These borrowings reflect the historical contacts of the Americans with other nations on the American continent, e.g. ranch, sombrero (Spanish borrowings), toboggan, caribou (Indian borrowing).
One more group of Americanisms is represented by American shortenings. These are shortenings which were produced on American soil, but may be used in other variants of English as well, e.g. dorm (dormitory), mo (moment), cert (certainty).
The American variant of the English language differs from British English in pronunciation, some minor features in grammar, spelling and punctuation standards and vocabulary.
Pronunciation
In American English we have r-coloured fully articulated vowels, in the combinations: ar, er, ir, or, ur, our, etc. In BE the sound [ɔ] corresponds to the AE [ʌ], e.g. not. In BE before fricatives and combinations with fricatives the letter a is pronounced as [a:], in AE it is pronounced [æ], e.g. class, dance, answer, fast, etc.
There are some differences in the position of the stress: add'ress – 'address, la'boratory – 'laboratory, re'cess – 'recess, re'search – 'research, in'quiry – 'inquiry, ex'cess – 'excess. Some words in BE and AE have different pronunciation, e.g. clerk [kla:k] – [klə:rk], neither ['naiðə] – ['ni:ðə], schedule ['shedju:l] – ['skedju:l].
Punctuation
Periods (.): A period is used after initials of abbreviations. Americans tend to write U.S., U.N., Mr., Mrs., Dr. etc., while most British will write US, UN, Mr, Mrs, Dr (or even D’r), etc., following the rule that a period is used only when the last letter of the abbreviation is not the last letter of the complete word. However, many British writers would tend to write without a full stop other abbreviations, such as Prof, etc, eg, and so on.
Quotations: Americans will usually put commas and periods inside quotation marks, whereas Britons put the punctuation inside if it belongs to the quote and outside otherwise.
Letter-writing: When starting a formal letter, Americans usually write a colon after the greeting (“Dear Sir:”), while Britons usually write a comma (“Dear Sir,”).
Dates: 11th of September 2001 is put down as 11/09/01 in British English and 09/11/01 in American English.
# (often called a hash) is used for ‘number’ in American English, but not in British English (№).
Spelling
The American spelling is in some respects simpler than its British counterpart, in other respects just different. Some other spelling differences between the variants are shown in Table 7 below.
Table 7.
Буквосочетания |
British English |
American English |
-our/-or |
colour, honour |
color, honor |
-ou-/-o- |
favourite |
favorite |
-re/-er |
centre, theatre |
center, theater |
-gue/-g |
catalogue, dialogue |
catalog, dialog |
-ise/-ize, -yse/-yze |
realise, harmonise, analyse |
realize, harmonize, analyze |
-xion/-ction |
connexion, reflexion |
connection, reflection |
-ll-/-l- |
counsellor, modelling |
counselor, modeling |
-ae-/-e- |
encyclopaedia, anaemia |
encyclopedia, anemia |
Grammar
Grammatical differences between the variants are shown in Table 8.
Table 8.
British English |
American English |
I’ve lost my key. Can you help me look for it? |
I lost my key. Can you help me look for it? |
I’ve just had lunch. |
I just had lunch. |
I’ve already seen that film. |
I already saw that film. |
Have you finished your homework yet? |
Did you finish your homework yet? |
Have you got a car? |
Do you have a car? |
He hasn’t got any friends. |
He doesn’t have a car. |
Have you any food? Yes, I have. |
Have you any food? Yes, I do. |
He’s got much better at playing tennis. |
He’s gotten much better at playing tennis. |
After they had paid for their dinner … |
After they paid for their dinner … |
After she has had lunch, she will go. |
After she has lunch, she will go. |
The team/company are concerned … |
The team /company is concerned … |
One cannot succeed unless one tries hard. |
One cannot succeed unless he tries hard. |
They suggested he should apply for the job. |
They suggested he apply for the job. |
Prepositions
There are some differences between British and American English in the usage of prepositions, such as prepositions with dates, days of the week British English requires on: I start my holiday on Friday; in American English there is no preposition: I start my vacation Friday. In British English they use by day, by night/ at night, in American English the corresponding forms are days and nights. In British English they say at home, a quarter to five, in the street, to chat to somebody, different to something, in American English – home, a quarter of five, on the street, to chat with somebody, different from something are used correspondingly.