- •Министерство финансов Российской Федерации
- •Всероссийская государственная налоговая академия
- •Лексикология английского языка
- •English lexicology
- •Введение
- •Lecture 1
- •The structure of the word
- •The main problems of lexicology
- •Phraseology
- •Vocabulary as a system
- •Vocabulary
- •Exercise (p. 11, answers)
- •Lecture 2
- •Informal Style
- •Functional style
- •Informal style
- •Colloquial words
- •Dialect words
- •Vocabulary
- •Lecture 3 Formal Style
- •Learned words
- •Archaic and obsolete words
- •Professional terminology
- •Basic vocabulary
- •Vocabulary
- •Lecture 4 The Etymology of English Words
- •The earliest group of English borrowings
- •Celtic borrowings. The fifth century a.D.
- •3. The period of Cristianization. The seventh century a.D.
- •5. Norman French borrowings (1066).
- •6. The Renaissance Period.
- •7. The Etymological Structure of English Vocabulary
- •Vocabulary
- •Lecture 5 The Etymology of English Words
- •1. The historical circumstances which stimulate the borrowing process
- •2. Three stages of assimilation
- •International words
- •Etymological doublets
- •Translation-loans
- •Interrelations between etymological and stylistic characteristics of English words
- •Vocabulary
- •Lecture 6 Word-Building
- •The main ways of enriching the English vocabulary
- •Affixation (or Derivation)
- •Some frequent native suffixes
- •Some productive affixes
- •Some non-productive affixes
- •Semantics of affixes
- •Conversion
- •Vocabulary
- •Lecture 7
- •Composition
- •Semi-Affixes
- •Shortening (Contraction)
- •Some of the minor types of modern word-building. Onomatopoeia (Sound-imitation)
- •Reduplication
- •Back-Formation (Reversion)
- •Vocabulary
- •Lecture 8
- •Thought or Reference
- •3. Polysemy
- •4. Two levels of analysis
- •Types of semantic components
- •Meaning and context
- •Answer these questions.
- •Vocabulary
- •Lecture 9 Development of New Meanings
- •Causes of development of new meanings
- •The process of development and change of meaning
- •Transference based on resemblance (similarity)
- •Transference based on contiguity
- •Broadening (or Generalization) of meaning. Narrowing (or Specialization) of meaning
- •I. “Degeneration” of meaning.
- •II. “Elevation” of meaning.
- •Vocabulary
- •Lecture 10 Homonyms: Words of the Same Form
- •4. Sources of homonyms
- •5. Homonymy and polysemy
- •Vocabulary
- •Lecture 11 Synonyms
- •Which words do we call synonyms?
- •Synonyms are one of the language’s most important expressive means
- •The problem of criteria of synonymy
- •The dominant synonym
- •Classification system for synonyms established by V.V. Vinogradov
- •Classification of synonyms based on difference in connotations
- •Types of connotations
- •Vocabulary
- •Lecture 12 Euphemisms. Antonyms
- •Euphemisms. Their types and functions
- •Antonyms. Which parts of speech do most antonyms belong to?
- •Vocabulary
- •Lecture 13 Phraseology
- •Phraseology as an expressive resource of vocabulary
- •Phraseological units and free word-groups. Criteria for distinguishing
- •2) The second type of restriction is the restriction in introducing any additional components into the structure of a phraseological unit.
- •Proverbs
- •The traditional principle for classifying phraseological units
- •The semantic principle of classification for phraseological units
- •The structural principle of classification for phraseological units
- •Classification system offered by Professor a.I. Smirnitsky
- •The classification system of phraseological units suggested by Professor a.V. Koonin
- •Vocabulary
- •Lecture 14 Types of Dictionaries
- •Lexicography and dictionaries
- •Bilingual dictionaries
- •Special bilingual dictionaries
- •Unilingual dictionaries
- •Special unilingual dictionaries
- •Vocabulary
- •Литература
- •Contents
- •Practical Exercises to Lectures in English Lexicology Lecture 2. Informal Style Exercises
- •II. A. Read the following extract.
- •III. Read the following jokes. Write out the informal words and word-groups and say whether they are colloquial, slang or dialect.
- •Lecture 3. Formal Style Exercises
- •Lecture 4. Etymology of English Words (part 1) Exercises
- •I. Subdivide all the following words of native origin into: a) Indo-European, b) Germanic, c) English proper.
- •II. Read the following jokes. Explain the etymology of the italicized words. If necessary consult a dictionary.
- •III.Identify the period of the following Latin borrowings; point out the structural and semantic peculiarities of the words from each period.
- •IV. In the sentences given below find the examples of Scandinavian borrowings. How can the Scandinavian borrowings be identified?
- •V. Read the following jokes and identify the Scandinavian borrowings.
- •VI. Explain the etymology of the following words.
- •VII. Think of 10—15 examples of Russian borrowings in English and English borrowings in Russian.
- •VIII. Read the following text. Identify the etymology of as many words as you can. The Roman Occupation
- •Lecture 5. The Etymology of English Words (part 2)
- •IV. State the origin of the following translation-loans. Give more examples.
- •Lecture 6. Word-Building Exercises
- •I. The italicized words in the following jokes and extracts are formed by derivation. Write them out in two columns:
- •II. Explain the etymology and productivity of the affixes given below. Say what parts of speech can be formed with their help.
- •III.Deduce the meanings of the following derivatives from the meanings of their constituents. Explain your deduction. What are the meanings of the affixes in the words under examination?
- •IV. In the following examples the italicized words are formed from the same root by means of different affixes. Translate these derivatives into Russian and explain the difference in meaning.
- •V. Explain the difference between the meanings of the following words produced from the same root by means of different affixes. Translate the words into Russian.
- •VI. One of the italicized words in the following examples was made from the other by conversion. What semantic correlations exist between them?
- •VII. Explain the semantic correlations within the following pairs of words.
- •VIII. Which of the two words in the following pairs is made by conversion? Deduce the meanings and use them in constructing sentences of your own.
- •IX. Read the following joke, explain the type of word-building in the italicized words and say everything you can about the way they were made.
- •Lecture 7. Word-Building (continued) Exercises
- •I. Find compounds in the following jokes and extracts and write them out in three columns: a. Neutral compounds. B. Morphological compounds. C. Syntactic compounds.
- •II. Identify the neutral compounds in the word combinations given below and write them out in 3 columns: a. Simple neutral compounds. B. Neutral derived compounds. C. Neutral contracted compounds.
- •IV. Say whether the following lexical units are word-groups or compounds. Apply the criteria outlined in the foregoing text to motivate your answer.
- •V. Find shortenings in the jokes and extracts given below and specify the method of their formation.
- •Lecture 8. What is “Meaning”? Exercises
- •I. Define the meanings of the words in the following sentences. Say how the meanings of the same word are associated one with another.
- •III. The verb "to take" is highly polysemantic in Modern English. On which meanings of the verb are the following jokes based? Give your own examples to illustrate the other meanings of the word.
- •IV. Explain the basis for the following jokes. Use the dictionary when in doubt.
- •V. Read the following jokes. Analyse the collocability of the italicized words and state its relationship with the meaning.
- •I.Explain the logical associations in the following groups of meaning for the same words. Define the type of transference which has taken place.
- •II.Analyse the process of development of new meanings in the italicized words in the examples given below.
- •III. Explain the basis for the following jokes. Trace the logical associations between the different meanings of the same word.
- •IV. Have the italicized words evaluative connotations in their meanings? Motivate your answer and comment on the history of the words.
- •Lecture 10. Homonyms: Words of the Same Form Exercises
- •I. Find the homonyms in the following extracts. Classify them into homonyms proper, homographs and homophones.
- •II. On what linguistic phenomenon is the joke in the following extracts based? What causes the misunderstanding?
- •III. A. Find the homonyms proper for the following words; give their Russian equivalents.
- •IV. A. Classify the following italicized homonyms. Use Professor a. I. Smirnitsky's classification system.
- •Lecture 11. Synonyms Exercises
- •I. Give as many synonyms for the italicized words in the following jokes as you can. If you do not know any of them consult the dictionaries.1
- •II. Carry out definitional and transformational analysis on the italicized synonyms using the explanations of meanings given below. Define the types of connotations found in them.
- •III. Say why the italicized synonyms in the examples given below are not interchangeable.
- •IV. Within the following synonymic groups single out words with emotive connotations.
- •V. Identify the stylistic connotations for the following italicized words in the jokes given below and write their synonyms with other stylistic connotations.
- •Lecture 12. Euphemisms. Antonyms Exercises
- •I. Find the dominant synonym in the following groups of synonyms. Explain your choice.
- •II. Find the dominant synonyms for the following italicized words and prove that they can be used as substitutes. Are they interchangeable? What is lost if we make the substitution?
- •III.Find the euphemisms in the following sentences and jokes. Name the words for which they serve as euphemistic substitutes.
- •IV. Find antonyms for the words given below.
- •V. Find antonyms in the following jokes and extracts and describe the resultant stylistic effect.
- •Lecture 13. Phraseology
- •VI. Read the following proverbs. Give their Russian equivalents or explain their meanings.
- •VII. Give the English equivalents for the following Russian proverbs.
- •VIII. Give the proverbs from which the following phraseological units have developed.
- •IX. A. Read the following text. Compile a list of the phraseological units used in it.1Classify them according to Academician Vinogradov's classification system for phraseological units.
- •X.Complete the following sentences, using the phraseological units given in the list below. Translate them into Russian.
- •XI. Complete the following similes. Translate the phraseological units into Russian. If necessary, use your dictionary.
- •XII. Complete the following sentences, using the words from the list below. Translate the phraseological units into Russian.
- •XIII. In the examples given below identify the phraseological units and classify them on the semantic principle.
- •XIV. Read the following jokes. Classify the italicized word-groups, using Professor Smirnitsky's classification system for phraseological units. Out of the Fire Into the Frying Pan
- •More Precise
- •XV. Group the following italicized phraseological units, using Professor Koonin's classification system. Translate them into Russian.
- •Вишнякова Светлана Марковна,
- •Публикуется в авторской редакции
The classification system of phraseological units suggested by Professor a.V. Koonin
The classification system of phraseological units suggested by Professor A.V. Koonin is the latest outstanding achievement in the Russian theory of phraseology. The classification is based on the combined structural-semantic principle and it also considers the quotient of stability of phraseological units.
Phraseological units are subdivided into the following four classes according to their function in communication determined by their structural-semantic characteristics.
1) Nominative phraseological units are represented by word-groups, including the ones with one meaningful word, and coordinative phrases of the type wear and tear (износ), well and good.
The first class also includes word-groups with a predicative structure, such as as the crow flies (напрямик, кратчайшим путём) and predicative phrases of the typesee how the land lies (понимать положение вещей).
2) Nominative-communicative phraseological units include word-groups of the type to break the ice (нарушить молчание)– the ice is broken.
3) Phraseological units which are neither nominative nor communicative include interjectional word-groups.
4) Communicative phraseological units are represented by proverbs and sayings.
These four classes are divided into sub-groups according to the type of structure of the phraseological unit.
The classification system is based on truly scientific and modern criteria.
Answer these questions.
What do we mean when we say that an idiom has a “double” meaning?
Why is it very important to use idioms with care?
What other terms are used to describe “phraseological unit”?
How can you show that the “freedom” of free word-groups is relative and arbitrary?
What are the two major criteria for distinguishing between phraseological units and free word-groups?
How would you explain the term “grammatical invariability” of phraseological units?
How do proverbs differ from phraseological units?
Can proverbs be regarded as a subdivision of phraseological units? Give reasons for your answer.
What is the basis of the traditional and oldest principle for classifying phraseological units?
What other criteria can be used for the classification of phraseological units?
Do you share the opinion that in idioms the original associations are partly or wholly lost?
What are the merits and disadvantages of the thematic principle of classification for phraseological units?
Explain the semantic principle of classification for phraseological units.
What is the basis of the structural principle of classification for phraseological units?
Analyse Professor A.I. Smirnitsky’s classification system. What is it based on? Do you see any controversial points in the classification system?
Discuss the merits of Professor A.V. Koonin’s system for the classification of phraseological units. What is it based on? Do you find any points in the classification system which are open to question?