- •Lecture 6 topic: word combinations
- •5.1.Syntax as part of grammar: the range problems to study, its main notions, historical review of syntax theory development.
- •5.1.1. The Syntax as part of grammar: the definition, the main approaches to defining the subject of its study.
- •5.1.2 . The problem of defining the main notions of syntax
- •5.1.3. Syntax and its interactions with other linguistic and non-linguistic disciplines.
- •Historical review of syntax theory development. (Appendix1)
- •5.2.Word-combination as the minimal unit of syntax theory: the definition, its main characteristics, the main criteria for classifying.
- •Some points to clarify:
- •5.3.The main approaches to classifying the word-combinations on their structure. The existing structural classifications.
- •5.4.The main principals for semantical classifying. The existing semantical oppositions of word-combinations.
Some points to clarify:
What are the main characteristics of a word-combination?
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The main criteria for word-combination defining
CRITERIA |
MANIFISTATION |
CLASSIFICATION |
OPPOSITION |
POSITIONAL |
1)The behavior in the combination (BLUMFIELD)
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STRUCTURAL
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a) adnocentrical(str) – b)exocentirical a) any element may be used instead the whole word combination (Poor John ran away; John and Mary ran) b) no element may be used instead the whole word-combination (John ran quickly) |
2) the hierarchy in the combination
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STRUCTURAL
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a) nuclear(str)- b) nuclear free
a)grammatically organized structure where one element dominates the other, seeing as the nucleus of the word-combination (new books, a book of poems, to see a man, awfully beautiful) tc. b) the word-combination or group of words, different in morphological structure but connected with each other by either the relation of subordination or coordination. (wise, youngish; he laughed, ladies and gentlemen) |
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3) the position of the dependant towards the nucleus (nuclear only) |
STRUCTURAL
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a)regressive (before) (new letter) b) nucleus centered (surrounded) (A folded sheet of paper)
c) progressive(after) (to see faces, to write letters) |
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4) morphological structure (nuclear free only)
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STRUCTURAL
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a)morphologically-similar (Red and green; Man, woman and children) b) morphologically diversed (he reads, these important decisions) |
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SEMANTICAL |
1)stylistically determined
2) semantically united
3)Contextually determined
4) socially determined
5) the frequency of usage in speech |
SEMANTICAL |
a) connotative word-combinations b) non-connotative word-combinations For example, they (b) were of the same kind, he and she, (a)a sort of diabolic free-masonry subsisted between them
a) idiomatic phraseological units, on the one hand b) neutral(free) word-combinations
a) typical word-combinations (corresponding to the context of extralinguistic reality)
b) isolated word-combinations made for some special reason, usually they are artificial.
For example, Together they had seen (a)a forlorn man's figure in (b) a melancholy overcoat
a) sociolinguistically determined word-combinations (cold war, Susanin, the French Revolution) b) sociolinguistically undetermined word-combinations.
a) clicheed (usual) b) non-clicheed (occasional) word-combinations For example, (b)Nurse placed her in my lap, (a)a squiggling bundle of life.
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SYNTACTICAL |
1) the syntactical connections
2) nominalisationally determined
a)fully nominalized
b) partly nominalized (derivately made only) |
SYNTACTICAL |
a ) subordinate b) coordinate
a) originally made b) derivatively made
a) word-combinations, originally not connected with some sentences, designed to express not the whole but just the fragment of the situation. Divided by the head word into nominal, verbal, adjectival and adverbal .
b) word-combinations, originally connected with some sentences, designed to express the whole situation.(fine weather –the weather is fine, the students work, sweet sugar –the sugar is sweet)
a) The word-combinations where the verb is turned into either subjenctival or adjectival element (a sweet smile =the smile is sweet, the paper of great importance =the paper is of great importance)
b)the gerund, the infinitive ( for the student to be clever = the student’s being clever; her winning a car …. for her to win a car)
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