- •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
10. Word-building
Word-formation is the process of creating new words from the material available in the language according to its structural and semantic formulas and patterns. For instance, the noun driver is formed after the pattern V + -er, i.e. a verbal stem + the noun-forming suffix -er. The meaning of the derived noun driver is related to the meaning of the stem drive- ‘to direct the course of a vehicle’ and the suffix -er meaning ‘an active agent’: a driver is ‘one who drives’ (a carriage, motorcar, railway engine, etc.). Word-formation is a morphological naming because it uses morphemes existing in the language.
There are two major types of word-formation: word-derivation and word-composition.
Words created by word-derivation have only one derivative base. The basic ways of forming-words in word-derivation are affixation and conversion. Affixation (progressive derivation) is the formation of a new word with the help of affixes, e.g. cleanness from clean, to overdo from to do, etc. Conversion is the formation of a new word by bringing a stem of this word into a different part-of-speech paradigm, e.g. a fall from to fall, to slave from a slave.
Word-composition is the formation of a new word by combining two or more stems which occur in the language as free forms, e.g. door-handle, house-keeper.
Apart from principal there are some minor types of modern word-formation, i.e. shortening, blending, acronymy, sound interchange, sound imitation, distinctive stress and back-formation.
Affixation includes suffixation and prefixation. Suffixation is the formation of words with the help of suffixes. Suffixes usually modify the lexical meaning of the base and transfer words either to a different part of speech or transfer a word to a different lexico-semantic group: employ – employee, director – directorship. Prefixation is the formation of words with the help of prefixes. Prefixes modify the lexical meaning of the base. They don’t shift words to a different part of speech: to write – to rewrite.
Suffixes and prefixes may be classified along different lines.
Classification of suffixes
Suffixes are classified according to:
I. part-of-speech they form:
1. Noun-forming suffixes: -age (bondage, breakage, mileage, vicarage); -ance/ -ence (assistance, ref-erence); -ant/-ent (disinfectant, student); -dom (kingdom, freedom, official-dom); -ее (employee); -eer (profiteer); -er (writer, type-writer); -ess (actress, lioness); -hood (manhood); -ing (building, meaning, washing); -ion/-sion/ -tion/-ation (rebellion, tension, creation, explanation); -ism/-icism (heroism, criticism); -ist (novelist, communist); -ment (government, nour-ishment); -ness (tenderness); -ship (friendship); -(i)ty (sonority); -y (smarty); -ian (vulgarian).
2. Adjective-forming suffixes: -able/-ible/-uble (unbearable, audible, soluble); -al (formal); -ic (poetic); -ical (ethical); -ant/-ent (repentant, dependent); -ary (revolutionary); -ate/-ete (accurate, complete); -ed/-d (wooded); -ful (delightful); -an/-ian (African, Australian); -ish (Irish, reddish, childish); -ive (active); -less (useless); -like (lifelike); -ly (manly); -ous/-ious (tremendous, curious); -some (tiresome, lovesome); -y (cloudy, dressy).
3. Numeral-forming suffixes: -fold (twofold); -teen (fourteen); -th (seventh); -ty (sixty).
4. Verb-forming suffixes: -ate (facilitate); -er (glimmer); -en (shorten); -fy/-ify (terrify, speechify, solidify); -ise/-ize (equalise); -ish (establish).
5. Adverb-forming suffixes: -ly (coldly); -ward/-wards (upward, northwards); -wise (likewise).
II. lexico-grammatical character of the base they are added:
1. deverbal suffixes (are added to a verbal base) -er, -ing, -ment, -able;
2. denominal suffixes (are added to a noun base) -less, -ful, -ist, -some (awesome);
3. deadjectival suffixes (are added to an adjective base) -en, -ly, -ish, -ness;
III. number of meanings:
1. monosemantic -ess [female] tigress, tailoress;
2. polysemantic -hood 1) ‘condition or quality’ falsehood, womanhood; 2) ‘collection or group’ brotherhood;
IV. denotational meaning:
denoting the agent of an action -er (sinner);
denoting nationality -ian, -ese (Italian, Vietnamese);
denoting collectivity -edge (knowledge), -dom (kingdom), -ry (peasantry);
denoting gender -ess, -ine (empress, feline);
quality, e.g. -ness (copelessness), -ity (answerability);
with the meaning of diminutiveness -y (birdy), -let (cloudlet, goblet), -ling (squirreling);
V. connotational meaning:
stylistically neutral -able, -er, -ing;
stylistically marked, for example, terminological: -oid (hominoid, android), -tron (cyclotron), -i/form (cruciform), -id (adverbid, arachnid); with derogatory meaning: -ard (dullard), -ster (oldster);
VI. productivity:
1. productive, such as: -er, -ize, -ly, -ness;
2. semi-productive, such as: -eer (profiteer), -ette (bachelorette), -ward (seaward), -dom (computerdom);
3. non-productive -ard (drunkard), -th (length), -man (ice-man);
VII. origin:
the native affixes -dom, -ed, -en, -fold, -ful, -hood, -ing, -ish, -less, -let, -like, -lock, -ly, -ness, -oc, -red, -ship, -some, -teen, -th, -ward, -wise, -y;
- the borrowed affixes (-able/-ible, -ant/-ent), French (-age, -ance/-ence, -ancy/ -ency, -ard, -ate, -sy), Greek (-ist, -ism, -ite), etc.
Classification of prefixes
Prefixes may be classified on the same principles as suffixes.
Synchronically prefixes may be classified:
I. according to the class of words they preferably form:
a) verb-forming, e.g. en-/em- (embed, enclose); be- (befriend); de- (dethrone);
b) noun-forming prefixes, e.g. non- (non-smoker), sub- (sub-total), ex- (ex-champion);
c) adjective-forming prefixes, e.g. un- (unfair); il- (illiterate);
d) adverb-forming prefixes, e.g. -un (unfortunately), -up (uphill);
II. as to the type of lexical-grammatical character of the base they are added to into:
a) deverbal, e.g. rewrite, outstay, overdo, etc.;
b) denominal, e.g. unbutton, detrain, ex-president, etc.;
c) deadjectival, e.g. uneasy, biannual, etc.;
III. number of meanings:
1. monosemantic co- “joint, with, accompanying” coordinator, cooperation, co-worker, co-auther;
2. polysemantic un- 1) “not, opposite of” unnecessary, unequal, 2) “reverse action, deprive of, release from” undo, untie;
IV. as to the generic denotational meaning:
a) negative prefixes, such as: un¹-, non-, in-, dis¹-, a-, e.g. ungrateful, unemployment, non-politician, non-scientific, incorrect, disloyal, disadvantage, amoral, asymmetry;
b) reversative or privative prefixes (these prefixes describe actions being reversed or of antonymic character), such as un²-, de-, dis²-, e.g. untie, unleash, decentralise, disconnect;
c) prefixes of time and order, such as fore-, pre-, post-, ex-, e.g. foretell, foreknowledge, prewar, postsurvey, post-classical, ex-soldier;
d) prefix of repetition: re-, e.g. rebuild, re-write;
e) locative prefixes, such as super-, sub-, inter-, trans-, e.g. superstructure, subway, inter-continental, transatlantic;
V. connotational meaning:
stylistically neutral, e.g. unnatural, unknown, unlace, outnumber, oversee, resell, undernourish, etc.;
- stylistically marked, for example, pejorative prefixes (pejorative prefixes are highly evaluative in the negative sense), such as mis-, mal-, pseudo-, e.g. miscalculate, misinform, maltreat, pseudo-classicism, pseudo-scientific; those possessing quite a definite terminological value, e.g. pseudo-classical, superstructure, ultra-violet, unilateral, bifocal, etc.;
VI. as to the degree of productivity:
- highly-productive (de-, re-, pre-, non-, un-, anti-. sub-, over-, under-, pro-);
- productive (co-, a-, mal-, arch-, out-, sur-, counter-);
- non-productive (in-, il- , ir-, im-, mis-, dis-, be-, en-).
VI. diachronically distinction is made between prefixes of native and foreign origin:
a) native (Germanic), such as: un-, over-, under-, etc.;
b) Romanic, such as: in-, de-, ex-, re-, etc.;
c) Greek, such as: sym-, hyper-, etc.
Hybrids are words that consist of etymologically different morphemes. Models are many: a native root + borrowed word-building morphemes, e.g. to dislike (Latin prefix + native root); borrowed root + native affix, e.g. peaceful (native root + French suffix), around (English prefix + French root); all elements are borrowed but from different languages, e.g. violinist (Italian root + Greek suffix), unmistakable (English prefix + Scandinavian root + Latin suffix).
Conversion (affixless word-derivation, zero derivation) consists in making a new word from some existing word by changing the category of a part of speech, the morphemic shape of the original word remaining unchanged. For instance, yellow in “The leaves were turning yellow” – the adjective denotes colour. Yet in “The leaves yellowed” the converted unit no longer denotes colour, but the process of changing colour, so that there is an essential change in meaning. Besides these two words yellow (adj) – to yellow (v) differ in the paradigm. Thus it is the paradigm that is used as a word-building means. Hence, we may define conversion as the formation of a new word through changes in its paradigm. As soon as the word has crossed the category borderline, the new word automatically acquires all the properties of the new category, so that if it has entered the verb category it is used in all the forms of tense and has the forms of the participle and the gerund.
Among the main varieties of conversion are:
1) verbalization (the formation of verbs), e.g. water – to water, ape – to ape, doctor – to doctor, score – to score, wireless – to wireless, vacuum – to vacuum;
2) substantivation (the formation of nouns), e.g. to run – run, the rich and the poor, the wounded, a savage, a commercial, a criminal, a grown-up, a final (exam), tangibles, a vertical.
3) adjectivization (the formation of adjectives), e.g. a kindly gentleman, the down escalator;
4) adverbialization (the formation of adverbs), e.g. to go home, to work hard.
One should take into consideration synchronic and diachronic criteria when speaking of conversion. Homonymous word were absent in Old English, cf. lufu – lufian. So it’s necessary to discriminate between homonymous parts of speech such as smoke, work, note, drink, rest, change, answer, hate, sorrow and parts of speech derived according to the conversion model such as smile, dream, move, nose, laugh, place, hand, pity, praise, chance.
Compounding or word-composition is the means of word-formation in which words are made up of two immediate constituents which are both derivative bases, e.g. lamp-shade, ice-cold, looking-glass, daydream, hotbed, speedometer, peace-fighter, care-free, long-legged, ash-tray, a run-away, etc.
Derivative bases in compounds can have different degrees of complexity:
- both bases are simple (weekend, girlfriend);
- one base is simple, the other is derivative (a shoemaker);
- one base is compound and the other is either simple or derivative (fancy-dress > fancydress-ball, fancydress-maker).