ûkI h06 û006 ûIk Thkhh Fh0 h0 6hÍ MIhh

Tß00hû ûkI h06 kh0k h06 Xk h0I Vk hhkh Vkh

Toâ Minh Thanh

GIAÙO TRÌNH














NHAØ XUAÁT BAÛN ÑAÏI HOÏC QUOÁC GIA
TP HOÀ CHÍ MINH — 2007
iii
LÔØI NOÙI ÑAÀU

Giaùo trình Ngöõ nghóa hoïc tieáng Anh ñöôïc biên soạn một
cách có hệ thống, dựa trên cơ sở tham khảo có chọn lọc nhöõng tư
liệu cuûa nước ngoài, kết hợp với kinh nghiệm giảng dạy nhiều năm
về môn học này của tác giả và tập thể giảng viên trong Bộ môn Ngữ
học Anh. Đây là tập giáo trình được biên soạn duøng để giảng dạy
môn học Ngữ nghĩa học tiếng Anh (English Semantics) cho sinh
viên năm thứ tư Khoa Ngữ văn Anh, Trường Đại học Khoa học Xã
hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh.

Giaùo trình gồm bốn phaàn:
1. Introduction (phaàn daãn nhaäp)
2. Word meaning (nghóa cuûa töø);
3. Sentence meaning (nghóa cuûa caâu);
4. Utterance meaning (nghóa cuûa phaùt ngoân)

Lần đầu tiên biên soạn giáo trình này, chúng tôi không tránh
khỏi những sai sót, những khuyết điểm. Rất mong nhận được nhiều
ý kiến đóng góp của bạn đọc vaø của bạn bè đồng nghiệp để giáo
trình ngày càng hoàn thiện hơn, phục vụ giảng dạy sinh viên đạt chất
lượng toát hơn. Ý kiến đóng góp về tập giáo trình này xin gửi về Hội
đồng Khoa học Khoa Ngữ văn Anh, Trường Đại học Khoa học Xã
hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh, số 10-
12 Đinh Tiên Hoàng Quận 1, Thành phố Hồ Chí Minh. Điện thoại:
(08)8243328.

Thaønh phoá Hoà Chí Minh, ngaøy 14 thaùng 12 naêm 2006
Toâ Minh Thanh
v
CONTENTS
Preface ....................................................................................... iii
Contents .......................................................................................v
Notational symbols ................................................................... vii
1 INTRODUCTION...................................................................... 9
1.1 What is semantics? ......................................................... 9
1.2 Semantics and its possible included aspects ............. 10
2 WORD MEANING .................................................................. 12
2.1 Semantic features ........................................................ 12
2.2 Componential analysis .................................................. 20
2.3 Semantic fields ............................................................. 21
2.4 Lexical gaps .................................................................... 25
2.5 Referent, reference and sense ................................. 26
2.6 Denotation and connotation ........................................ 30
2.7 Multiple senses of lexical items ................................ 34
2.8 Figures of speech ................................................... 36
2.9 Hyponymy ................................................................ 57
2.10 Synonymy .............................................................. 63
2.11 Antonymy .............................................................. 67
2.12 Homonymy ............................................................. 72
2.13 Polysemy ................................................................ 78
vi
2.14 Ambiguity .............................................................. 81
2.15 Anomaly ................................................................. 87
3 SENTENCE MEANING ............................................... 91
3.1 Proposition, utterance and sentence ........................ 91
3.2 Sentence types (classified according to
truth value) .............................................................. 96
3.3 Paraphrase .............................................................. 99
3.4 Entailment ............................................................. 104
4 UTTERANCE MEANING .................................................... 109
4.1 Presupposition ...................................................... 109
4.2 Conversational implicature ................................... 128
4.3 Conventional implicature ...................................... 145
4.4 Speech acts .................................................................. 146
4.5 Performatives and constatives ............................ 165
4.6 Politeness, co-operation and indirectness ............ 171
4.7 Deixis .................................................................... 173
Answer keys ............................................................................177
List of English-Vietnamese equivalent linguistic terms .......227
Bibliography ............................................................................252

iv
NOTATIONAL SYMBOLS


Most of the symbols used in this text follow conventions, but
since conventions vary, the following list indicates the meanings
assigned to them here.

A: adjunct
AdjP: adjective phrase
AdvP: adverb phrase
C: countable
dO: direct object
Ex: example
mono-trans: mono-transitive verb
n: noun
NP: noun phrase
op: optional
opA of Means: optional adjunct of means
Pro: pronoun
PP: prepositional phrase
RP: Received Pronunciation
S: sentence
Vgrp: verb group
VP: verb phrase
* : unaccepted form
v
-- : related in some way
[ ] : embedded unit
/ : or
⇒ : one-way dependence
⇔ : two-way dependence
= : be equivalent to
+ : with the semantic feature specified
− −− − : without the semantic feature specified
± ±± ± : with or without the semantic feature specified

9
Section
1 11 1
INTRODUCTION
1.1 What is semantics?
Semantics is a branch of linguistics which deals with
meaning. In order to understand this definition, we need to know what
meaning is. However, before we discuss the “meaning” of meaning, it
is necessary to talk about the main branches of linguistics.
Linguistics has three main branches: syntax, semantics and
pragmatics. Syntax is the study of grammar (consisting of
phonology, morphology, syntax, and textual grammar)
whereas semantics and pragmatics deal with meaning.
Semantics is the study of meaning in language (i.e. what language
means) while pragmatics is concerned with meaning in context
(i.e. what people mean by the language they use). Although this is
a semantics course, part of what we are going to discuss is
concerned with pragmatics, for semantics and pragmatics are
closely related.
Take the distinction between semantic meaning and pragmatic
meaning as an illustration of how semantics is different from but, at
the same time, closely related to pragmatics.
Semantic meaning is context-free whereas pragmatic meaning
is context-dependent.
(1) A: ‘Would you like a piece of cake?’
B: ‘I’m on a diet.’
10
The semantic meaning of ‘I’m on a diet’ in (1) is ‘I want to
lose weight by eating the food which is not rich in fat, sugar, etc.’
The pragmatic meaning of ‘I’m on a diet’ in (1) is ‘I don’t want
any piece of cake’ or ‘I’m afraid that I have to refuse your invitation.’
(2) Tom: ‘Do you like the wine I picked out?’
Gina: ‘It’s Italian, isn’t it?’
The semantic meaning of ‘It’s Italian, isn’t it?’ in (2) is ‘Is it
right that the wine is made in Italy?’
The pragmatic meaning of ‘It’s Italian, isn’t it?’ in (2) is ‘I
don’t like the wine you picked out.’
1.2 Semantics and its possible included aspects
“Semantics is a technical term used to refer to the study of
meaning, and since meaning is part of language, semantics is
part of linguistics. Unfortunately, ‘meaning’ covers a variety of
aspects of language, there is no general agreement about the
nature of meaning, what aspects of it may properly be
included in semantics, or the way in which it should be
described.” [Palmer, 1981: 1] This little textbook will try to show
three main aspects that are commonly considered as included in
semantics: word meaning (or, to be more precise, lexical
meaning) [Lyons, 1995: 33], sentence meaning and utterance
meaning.
1


1
In semantics it is necessary to make a careful distinction between utterances
and sentences. In particular we need some way of making it clear when we are
discussing sentences and when utterances. We adopt the convention that anything
11
The meaning of remarried, for example, can be analysed in
the three different levels.
At the word level, remarried may be regarded a set of the
four following semantic features: [+human], [±male], [+used to
be married], and [+married again].
At the sentence level when remarried occurs in She is not
remarried, only the fourth semantic feature of the word,
namely [+married again], is informative, i.e. it is part of the
statement.
At the utterance level within the particular context of the
following conversation when remarried occurs in B’s response, it
is the word that helps the utterance presuppose that pastors are
allowed by rule to get married and implicate that the pastor was
once married.
A: ‘How is the pastor?’
B: ‘He is remarried.’
Because of the nature of the subject and the variety of views
on semantics and its possible included aspects, the little
textbook cannot hope to be more than an introductory survey.

written between single quotation marks represents ‘an utterance’, and
anything italicized represents a sentence or (similarly abstract) part of a
sentence, such as a phrase or a word:
‘She is not remarried’ represents an utterance.
She is not remarried represents a sentence.
Married represents a word conceived as part of a sentence.
12
Section
2 22 2
WORD MEANING

WORD MEANING is what a word means, i.e. “what counts as
the equivalent in the language concerned.” [Hurford and Heasley,
1984: 3]
2.1 Semantic features
2.1.1 Definition
Semantic features
2
are “the smallest units of meaning in a
word.” [Richards et al, 1987: 254]
We identify the meaning of a word by its semantic
features. For example, father may have the following semantic
features: [+human], [+male], [+mature], [+parental] and
[+paternal]. And hen may be described as a set of the following
semantic features: [+animate], [+bird], [+fowl], [+fully grown]
and [+female].
2.1.2 Characteristics
2.1.2.1 Some semantic features need not be specifically
mentioned. For example, if a word is [+human] it is
“automatically” [+animate]. This generalization can be expressed
as a redundancy rule:

2
Semantic features are also referred to as semantic components or semantic
properties.
13
A word that is [+human] is [+animate].
That is why [+animate] need not be specified as a semantic
feature of father, girl, professor, etc. since the semantic feature
can be inferred from [+human].
Some redundancy rules infer negative semantic
features. Thus, semantic features are often shown in the form of
binary oppositions, which can be stated in terms of pluses and
minuses (that is, [+] and [− −− −]):
If father is [+human], it is therefore [− −− −inhuman];
If father is [+male], it is therefore [− −− −female];
If father is [+mature], it is therefore [− −− −immature];
If father is [+paternal], it is therefore [− −− −maternal].
Notice that we identify the meaning of a word according to its
primitive semantic features first, e.g. [+animate], [+human],
[+male], etc.; and then with the assistance of its other semantic
features, e.g. [+parental], [+paternal], etc.
2.1.2.2 Different words may share the same semantic
feature. In other words, the same semantic feature can be
found in many different words.
Ex1: Doctor, engineer, teacher, physicist, chemist,
tailor, hairdresser, etc. all share the same semantic feature
[+professional].
Ex2: Mother, father, son, daughter, brother, sister,
grandparent, aunt, uncle, etc. are all [+kinship].
14
2.1.2.3 The same semantic feature can occur in words of
different parts of speech. In other words, words of different
parts of speech may share the same semantic feature.
For example, [+female] is part of the meaning of the noun
mother, the verb breast-feed and the adjective pregnant. And
[+educational] is a semantic feature found in the nouns school,
teacher, textbook, etc. and in the verbs teach, educate,
instruct, etc.
2.1.2.4 Fromkin and Rodman [1993: 148-149] confirm that
“the semantic properties of words determine what other
words they can be combined with.” These authors give the two
following sentences that are grammatically correct and
syntactically perfect but semantically anomalous:
(1) My brother is an only child.
(2) The bachelor is pregnant.
(1) is strange, or semantically anomalous, because this
sentence represents a contradiction: brother is [+having at least
one sibling] while an only child is [+having no other sibling];
(2) is semantically anomalous for a similar reason: bachelor is
[+male] whereas pregnant is [+female].
Here, Fromkin and Rodman also cite Noam Chomsky’s famous
classic example of semantically anomalous sentences:
(3) Colorless green ideas sleep furiously.
This sentence seems to obey all the syntactic rules of English:
its subject is colorless green ideas and its predicate is sleep
furiously; but there is obviously something semantically wrong
15
with the sentence. The adjective colorless is [− −− −colour], but it
occurs with the adjective green the semantic feature of which
[+green in colour]. How can something be [− −− −colour] and [+green
in colour] at the same time? In the same way, the noun ideas,
which is [+abstract], is semantically incompatible with the verb
sleep the noun phrase subject of which must be [+concrete] and
[+animate]. How can an abstract notion like ideas sleep? Then,
the verb sleep, whose adverbial collocations
3
are well, badly and
soundly, is semantically incompatible with the adverb furiously.
How can a living being sleep when he is full of violent anger?
In conclusion, knowing all the possible semantic features of a
word enables us to combine semantically compatible words
together to form larger but meaningful linguistic units such as
phrases, clauses and sentences.
Fromkin and Rodman [1993:134] also believe that “because
we know the semantic properties of words, we know when two
words are antonyms, synonyms or homonyms, or are unrelated
in meaning.”
Exercise 1: For each group of words given below, state what
semantic features are shared by the (a) words and the (b)
words, and what semantic features distinguish between the
classes of (a) words and (b) words. The first one is done as an
example.

3
Collocations are regular combinations of words, e.g. by accident and strong tea
are English collocations.
Adverbial collocations refer to the adverbs regularly used together with a certain
verb.
16
1. (a) lobster, shrimp, crab, oyster, mussel
(b) trout, sole, herring, salmon, mackerel
The (a) and (b) words are [+edible water animal].
The (a) words are [+shellfish].
The (b) words are [+fish].
2. (a) widow, mother, sister, aunt, seamstress
(b) widower, father, brother, uncle, tailor
The (a) and (b) words are ___________________________
The (a) words are _________________________________
The (b) words are __________________________________
3. (a) bachelor, son, paperboy, pope, chief
(b) bull, rooster, drake, ram, stallion
The (a) and (b) words are ___________________________
The (a) words are __________________________________
The (b) words are _________________________________
4. (a) table, pencil, cup, house, ship, car
(b) milk, tea, wine, beer, water, soft drink
The (a) and (b) words are ____________________________
The (a) words are __________________________________
The (b) words are __________________________________
5. (a) book, temple, mountain, road, tractor
(b) idea, love, charity, sincerity, bravery, fear
17
The (a) and (b) words are ____________________________
The (a) words are __________________________________
The (b) words are __________________________________
6. (a) rose, lily, tulip, daisy, sunflower, violet
(b) ash, oak, sycamore, willow, beech
(c) pine, cedar, jew, spruce, cypress
The (a) (b) and (c) words are _________________________
The (a) words are __________________________________
The (b) words are __________________________________
The (c) words are __________________________________
7. (a) book, letter, encyclopaedia, novel, notebook, dictionary
(b) typewriter, pencil, ballpoint, crayon, quill, charcoal, chalk
The (a) and (b) words are ____________________________
The (a) words are __________________________________
The (b) words are __________________________________
8. (a) walk, run, skip, jump, hop, swim
(b) fly, skate, ski, ride, cycle, canoe, hang-glide
The (a) and (b) words are ____________________________
The (a) words are __________________________________
The (b) words are __________________________________
9. (a) ask, tell, say, talk, converse
(b) shout, whisper, mutter, drawl, holler
18
The (a) and (b) words are ____________________________
The (a) words are __________________________________
The (b) words are __________________________________
10. (a) alive, asleep, awake, dead, half-dead, pregnant
(b) depressed, bored, excited, upset, amazed,
surprised
The (a) and (b) words are ____________________________
The (a) words are __________________________________
The (b) words are __________________________________
Exercise 2: Identify the semantic features in each of the
following words.
1. Child: _____________________________________________
2. Aunt: ____________________________________________
3. Hen: _____________________________________________
4. Oak (-tree): ______________________________________
5. Flower: ___________________________________________
6. Palm: _____________________________________________
7. Bachelor: _________________________________________
8. Actress: __________________________________________
9. Plod: _____________________________________________
10. Ewe:_____________________________________________
11. Fly: _____________________________________________
19
12. Stallion: _________________________________________
13. Police-officer: ___________________________________
14. Beauty: __________________________________________
15. Imagine: _________________________________________
16. Doe: ____________________________________________
17. Drive: ___________________________________________
18. Home: __________________________________________
19. Elm: ____________________________________________
20. Chalk: ___________________________________________
21. Rose: ____________________________________________
22. Chick: ___________________________________________
23. Pap: _____________________________________________
24. Tiptoe: __________________________________________
25. Pine (-tree): _____________________________________
26. Owe: ____________________________________________
27. Computer: _______________________________________
28. Honesty: ________________________________________
29. Maid: ___________________________________________
30. Spinster: ________________________________________
Exercise 3: How can you distinguish the words given in the
following table from one another, considering their semantic
features?
20
Malay English Vietnamese Chinese
anh huynh
brother
ñeä
em
muoäi
sadara
sister
chò tyû
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
2.2 Componential analysis
In Semantics, componential analysis is “an approach to the
study of meaning which analyses a word into a set of
meaning components or semantic features.” [Richards et al,
1987: 53]
For example, the meaning of boy may be shown as [+human],
[+male] and [−adult] while that of man may be a combination of
[+human], [+male] and [+adult]. Thus, man is different from boy
basically in one primitive semantic feature: [±adult].
21
Generally speaking, componential analysis is applied to a
group of related words which may differ from one another only
by one or two semantic features.
2.3 Semantic fields
2.3.1 Definition
A semantic field
4
is “the organization of related words
and expressions into a system which shows their
relationship to one another.” [Richards et al, 1987: 53]
A semantic field can also be defined as “a set of words with
identifiable semantic affinities.” [Finegan, 1994: 164]
Ex1. The semantic field of kinship terms: father, mother,
brother, sister, uncle, aunt, etc.
Ex2. The semantic field of adjectives describing human
emotional states: angry, sad, happy, exuberant,
depressed, afraid, etc.
Ex3. The semantic field of drinking vessels: cup, mug,
tumbler, wine glass, beer glass, etc.
2.3.2 Ways of organising semantically similar items into
semantic fields
There are various ways according to which semantically
similar items are related to one another:
(a) Items related by topics:

4
A semantic field is also referred to as a lexical field or a lexical set.
22
• Types of fruit: apples, oranges, grapes, bananas, pears,
plums, etc.
• Pieces of furniture: seats, tables, beds, storage, etc.
• Terms of colour: blue, red, yellow, green, black, white, etc.
(b) Items similar in meaning:
• Ways of cooking: stew, boil, fry, steam, roast, grill, smoke,
etc.
• Ways of looking
5
: gaze, glance, peer, squint, stare, etc.
• Ways in which a liquid escapes from its container
6
: drip,
leak, ooze, run, seep, etc.

5
Gaze = look long and steadily (at somebody/something) usually in surprise or
admiration: She gazed at me in disbelief when I told her the news.

Glance = take a quick look at: She glanced shyly at him and then lowered her eyes.

Peer (at, through, up, etc,) = look closely and carefully, especially as if unable to see
well: peer at somebody, peer out of the window, peer over the wall, peer through
the gap, peer over one’s spectacles, etc.

Squint (at, through, up, etc,) = look (at somebody/something) with eyes half shut or
turn sideways, or through narrow opening: squint in the light of sunshine, squint
through the letter box.

Stare = look (at somebody/something) with the eyes wide open in a fixed gaze (in
astonishment, wonder, fear, etc.): They all stared in/with amazement. It’s rude to stare.

6
Drip (allow liquid to) fall in drops: Rain was dripping down from the trees. Is that
roof still dripping?
Leak (allow liquid or air to) get in or out wrongly: The boat leaks like a sieve. Air
leaked out of the balloon.
Ooze (from/out of something; out/away) = (allow a thick liquid to) come or flow out slowly:
Black oil was oozing out of the engine. All the toothpaste has oozed out.
Run = (allow a liquid to) flow: The River Rhine runs into the North Sea. Water was
running all over the bathroom floor. The bathroom floor was running with water.
Seep (through/into/out of something; through/out) = (of a liquid) flow slowly and in small
quantities through a substance: Water seeped through the roof of the tunnel.
23
(c) Terms describing people whose weight is below
normal:
7
thin, bony, skinny, scrawny, underweight,
emaciated, slender, slim, etc.
(d) Items which form pairs of antonyms: long/short,
light/heavy, alive/dead, love/hate,
approve/disapprove, approve/disapprove, begin/end,
inside/outside, upstairs/downstairs, etc.

Oil is seeping through a crack in the tank.

“Drip, leak, ooze, run, seep indicate the way in which a liquid escape from a
container or tap. Most (not seep) also indicate the way in which a container or tap
allows a liquid to escape. 1 Drip = (allow sth to) fall in regular drops: Water is
dripping from the pipe. The pipe is dripping (water). 2 Leak = (allow sth to) get
out (through a hole in sth): Wine is leaking from the barrel. The barrel is leaking
(wine). 3 Ooze = (allow sth to) move slowly (out of sth) because thick: Blood is
oozing from the wound. The wound is oozing (blood). 4 Run = (allow sth to) flow
continuously (from sth): Water is running from the tap. The tap is running. 5
Seep = move slowly (through a small opening in sth) because thick: Oil is seeping
from the engine.” [Crowther (ed.), 1992: 272]

7
“When describing people whose weight is below normal, thin is the most general word,
It may be negative, suggesting weakness or lack of health: She‘s gone terribly thin
since operation. Bony is often applied to parts of the body such as hands or face;
skinny and scrawny are negative and can suggest lack of strength: He looks much
too skinny/scrawny to be a weight-lifter. Underweight is the most neural: The
doctor says I’m underweight. Emaciated indicates a serious condition resulting from
starvation. It is often thought desirable to be slim or slender, slim being used
especially of those who have reduced their weight by diet or exercise: I wish I was
as slim as you. You have a beautifully slender figure.” [Crowther (ed.), 1992: 947]
24
(e) Items which form pairs or trios of synonyms:
smart/bright/intelligent, conserve/preserve/safeguard,
fix/repair/mend, kind/sort/type/variety, happy/glad, etc.
(f) Items grouped as an activity or a process:
• Do the housework: clean the rooms, do the washing, iron
the clothes, get the food, prepare a meal, wash up, etc.
• Do research: make hypotheses, collect data, analyze data,
get results and come to conclusions.
(g) Items classified according to:
Male: waiter, tiger, actor, host, landlord, sir, etc.
• Sex
Female: waitress, tigress, actress, hostess,
landlady, madam, etc.
• Age: grown-ups, adults, elderly people, middle-aged
people, teenagers, children, infants, babies, etc.
• Age and sex:
horse ⇒ stallion:[+male],[+fully grown] dog ⇒ dog: [+male],[+fully grown]

mare:[+female],[+fully grown]

bitch:[+female],[+fully grown]

foal: [± ±± ±male], [− −− −fully grown]

puppy: [± ±± ±male], [− −− −fully grown]
Exercise 4: Organise the given words (and probably those of your
own) into three semantic fields: shirts, end, forward(s), new,
hats, lend, coats, shorts, beginning, trousers, amble, out,
25
limp, tiptoe, plod, socks, trudge, borrow, stomp, in, stump,
old, backward(s), and tramp.
1._________________________________________________
__________________________________________________
2._________________________________________________
__________________________________________________
3._________________________________________________
__________________________________________________
2.4 Lexical gaps
“The absence of a word in a particular place in a lexical
field of a language” is called a lexical gap. [Richards et al, 1987:
164]
For example, in English there is no singular noun that covers
bull, cow and calf either as horse covers stallion, mare and foal
or as goat covers billy-goat, nanny-goat and kid.
horse goat ?

stallion mare foal billy-goat nanny-goat kid bull cow calf

Exercise 5: Try to fill in each of the two blanks with an
appropriate word to prove that there is no lexical gap in the
given semantic fields.

26
sheep giraffe

ram ewe male giraffe baby giraffe

2.5 Referent, reference and sense
2.5.1 Distinction between referent, reference and sense
In Semantics, a distinction is often made between referent,
reference and sense:
2.5.1.1 A referent is an object or an entity in the real
world or in the world of your imagination, e.g. your school,
your classmates, your teacher, any thing you can see in the
classroom right now, the idealistic working conditions you have
ever dreamed of, etc. that is talked about.
Several words, especially the so-called function words
8
, have
no obvious referents: the, could, in, since, and, etc.
2.5.1.2 The reference of a word
9
or a linguistic expression is
the relationship between that word or expression and the thing
(book), the action (read), the event (graduate from university),
the quality (sincerity), etc. it refers to.

8
It is commonly believed that function words like prepositions (of, in, etc.),
definite and indefinite articles (the, a/an), conjunctions (if, however, or, etc.),
and auxiliaries (may, should, will, etc.) only “signal grammatical relations.”
[Finegan, 1994: 175]
9
Or, to be more precise, a lexical item
27
For example, the reference of Peter’s house is the
relationship between this English noun phrase and the house that
belongs to Peter.
Peter’s house the house that belongs to Peter
(in the Eng. language) REFERENCE (in the real world)
2.5.1.3 The sense
10
of a word or a linguistic expression
11

shows the internal relationship between that word or expression
and others in the vocabulary of a language.
Ex1. Teacher and student have the sense relationship of the former
is the one who gives a lesson and the latter is the one
who has the lesson given by the former.

Ex2. A dog is chasing a cat has some sense. However, a dog is
human has no sense.

Ex3. The King of Vietnam is bald has some sense: its sense is
constructed by its individual lexical components and its
syntactic structure. However, this sentence has no reference: it
does not refer to any real person because the King of
Vietnam does not exist nowadays.

Consider the following table and identify referent,
reference and sense via their main features.

10
It is necessary to notice that the two linguistic terms sense and meaning will be
used interchangeably from now on in this text.
11
“The SENSE of an expression is its indispensable hard core of meaning.”
[Hurford and Heasley, 1984: 91]
28
REFERENT REFERENCE SENSE
in the external
world
between a language
and the external
world
in a language

either real
or imaginary
abstract abstract
bachelor
a man who has not
ever been married
the relationship
between the word
bachelor and a certain
unmarried man
unmarried
man
Baïch
Tuyeát
the lovely princess
in a fairy tale which
I have already read
the relationship
between
the name Baïch Tuyeát
and the very princess
“Tuyeát Traéng”

2.5.2 Distinction between variable reference, constant
reference and co-reference
2.5.2.1 When the same linguistic expression refers to different
referents, it has variable reference.
Ex1. There are as many potential referents for the phrase your
left ear as there are people with a left ear in the world.
Ex2. The referent of the phrase the present prime minister
used in Britain in 1944 is Mr. Churchill and in 1982 is Mrs.
Thatcher.

29
2.5.2.2 When one linguistic expression refers to one and the
same referent, it has constant reference: the sun, the moon,
Halley’s comet
12
, the People’s Republic of China, Angola, the
United Nations, FIFA, UNESCO, etc.
2.5.2.3 When two or more linguistic expressions share the
same referent, they have co-reference.
Ex1. The morning star and the evening star both refer to
the planet called Venus.
Ex2. In a conversation about Britain in 1982, the Prime
Minister and the leader of the Conservative Party
share the same referent: Mrs Thatcher.
Ex3. If we are talking about a situation in which John is
standing alone in the corner, John and the person in
the corner share the same referent.
Exercise 6: What is identified by the word mean or meaning in
the following examples, i.e. reference or sense? Write R for
reference and S for sense.
_____ 1. When Albert talks about “his former friend”, he means me.
_____ 2. Daddy, what does logic mean?
_____ 3. Purchase has the same meaning as buy.

12
Halley’s comet is the bright comet which reappears about every 76 years. It was first
recorded in 240 BC, and the fact of its regular return was established by Edmond
Halley. Its next reappearance is due in 2061.
30
_____ 4. Look up the meaning of democracy in your dictionary.
_____ 5. If you look out of the window now, you’ll see who I mean.
2.6 Denotation
13
and connotation
14

2.6.1 Definition
The denotation of a word is the core, central or
referential meaning of the word found in a dictionary. In
English, a content word
15
may have its denotation described in
terms of a set of semantic features that serve to identify the
particular concept associated with the word.
The connotation of a word is the additional meaning that
the word has beyond its denotative meaning. It shows
people’s emotions and/or attitudes
16
towards what the word
refers to.

13
Denotation is also referred to as denotative meaning.
14
Connotation is also referred to as connotative meaning.
15
Content words — principally nouns, verbs, adjectives and adverbs like
democracy, mother, stir-fry, happy, and totally — “have meaning in that they
refer to objects, events, and abstract concepts” [Finegan, 1994: 161] while
function words specifically articles, prepositions, conjunctions and auxiliaries
like a/an, including, nevertheless, but, should, etc. also carry meaning, though
in a different way from content words: “to signal grammatical relations.”
[Finegan, 1994: 175]

16
“The referential meaning of a word or sentence is frequently called its
denotation, in contrast to the connotation, which includes both its social and
affective meaning.” [Finegan, 1994: 161]
31
Ex1. Child is denotatively described as [+human], [−mature]
and [±male].
Under a certain circumstance, child may positively be
connoted as [+affectionate] or [+innocent].
Under another circumstance, child may negatively be connoted
as [+noisy] or [+irritating].

Ex2. Woman is denotatively described as [+human], [+mature]
and [+female].
Under a certain circumstance, woman may positively be
connoted as [+devoted] or [+patient].
Under another circumstance, woman may negatively be
connoted as [+wicked] or [+talkative].

The denotation of a word can easily be found in a dictionary
while its connotation(s) may probably depend on such factors as
(1) the culture in which the word is used; (2) the language user’s
family and/or educational background; (3) the language user’s
social and/or political class; (4) the language user’s speech
community and/or ethnic group; etc. In brief, these factors are
by virtue of personal and cultural associations.
2.6.2 Distinction between denotation and connotation
Consider the following table and identify denotation and
connotation via their main features.
32
DENOTATION CONNOTATION
what a lexical item
means
emotions and/or attitudes towards
what a lexical item refers to
core, central peripheral

referential social, affective
bachelor unmarried man
- still single after the usual age for marrying
- decided by himself to stay single
- enjoying freedom, friendship, life, etc.
- ready for his impending marriage
spinster unmarried woman
- still single after the usual age for marrying
- not decided by herself to stay single
- left in an unfavourable state
- a symbol for some failure in life
December
the twelfth month
of the year, next
after November
bad weather (usually rainy or snowy),
dark evening, grey sky, slippery streets,
holiday season, Christmas, winter break,
loneliness, separation from the beloved

Ex1. The word fox almost always has a negative connotation in
English when it is associated with any person who is cunning
or deceitful.
33
Ex2. Some English words usually have positive connotations (+);
others usually have neutral connotations (∅); still others
usually have negative connotations (−):
- mother/mom (+), woman (∅), witch (−);
- father/dad (+), man (∅), the old man (−);
- slender (+), thin (∅), skinny (−);
- plump (+), overweight (∅), fat (−).
Ex3. Synonyms, words that have the same basic meaning, do
not always have the same emotional meaning. For
example, the words stingy and frugal both mean ‘careful
with money.’ However, to call a person stingy is an insult,
while the word frugal has a much more positive connotation.
Similarly, a person wants to be slender but not skinny, and
aggressive
17
but not pushy. Therefore, you should be
careful in choosing words because many so-called
synonyms are not really synonyms at all.
Exercise 7: Identify all the possible connotations associated with
the word Christmas.
__________________________________________________
________________________________________________

17
Aggressive (often approved) = forceful = (self-)assertive = showing strong and
confident personality; expressing one’s views; demands; etc. confidently:
A good salesman must be aggressive if he wants to be succeeded.
Pushy (also pushing, informally derogative) = trying constantly to draw attention
to oneself and gain an advantage:
He made himself unpopular by being so pushy.
34
2.7 Multiple senses of lexical items
2.7.1 Primary meaning vs. secondary meaning
The first and foremost distinction made in multiple senses of a
word is between its primary and secondary meanings.
2.7.1.1 The primary meaning of a word (or, to be more
precise, a lexical item) is the first meaning or usage that the
word will suggest to most people when it is said in isolation.
The primary meaning of the English noun wing, for instance,
is ‘either of the pair of feathered limbs that a bird uses to fly.’
2.7.1.2 Secondary meanings of a word are the meanings
besides its primary meaning. They are said to be not central but
peripheral.
In addition, secondary meanings of a word are context-
bound whereas its primary meaning is not.
In He usually plays on the wing, for example, wing means
‘side part of the playing area in football, hockey, etc.’ Such a
secondary meaning is derived from the context denoted by the
verb plays.

2.7.2 Literal meaning vs. figurative meaning
It is time to distinguish then within all the possible meanings of
the English noun wing, for example, those that are literal and those
that are figurative.
2.7.2.1 “The basic or usual meaning of a word” [Crowther
(ed.), 1992: 527] is usually referred to as its literal meaning.
35
Some literal meanings are identified via context in the noun wing:
Part that projects from the side of an aircraft and supports it
in the air: the two wings of an airplane;
Part of a building that projects from the main part:
the east/west wing of a house;
Projecting part of the body of a motor vehicle above the wheel:
The left wing of his car was damaged in the collision;
Part of a political party that holds certain views or has a
particular function: the radical wing of the Labour Party.
2.7.2.2 The figurative meaning of a word is one which is
different from its usual (literal) meaning and which create
vivid mental images to readers or listeners.
Below are some figurative meanings of the noun wing:
- We hope college life will help him to spread his wings a bit.
(= extend his activities and interests)
- Having a new baby to look after has clipped her wings a bit.
(= has prevented her from achieving her ambition)
- She immediately took the new arrivals under her wing.
(= looked after the new arrivals)
- He retires as chairman next year; his successor is waiting in
the wings. (= is ready to replace him)
Wing is an English word that has several closely related but
slightly different meanings. It is said to be polysemous.
36
2.8 Figures of speech
A figure of speech is “a word or phrase which is used for
special effect, and which does not have its usual or literal
meaning.” [Richards et al, 1987: 105]
2.8.1 Simile and metaphor
2.8.1.1 Definition
Simile is “the use of comparison of one thing with
another, eg. as brave as a lion, a face like a mask. [Crowther (ed.),
1992: 848]
It is incredible to notice that not all comparisons belong to simile,
eg. He is much taller than his elder brother. Only the comparisons
clearly employed as examples of figures of speech do.
Metaphor is “the use of a word or phrase to indicate
something different from (though related in some way to)
the literal meaning, as in I’ll make him eat his words or She has a
heart of stone.” [Crowther (ed.), 1992: 564]
2.8.1.2 Distinction between a simile and a metaphor
A simile is an explicit or direct comparison in which
something is compared to something else by the use of a
function word such as like or as:
- My hands are as cold as ice. (= My hands are very cold.)
- Tom eats like a horse.
(= Tom eats as much as a horse does. In other words, Tom’s
appetite IS explicitly COMPARED TO that of a horse.)
37
A metaphor is an implicit or indirect comparison in which
no function word is used. Something is described by stating another
thing with which it can be compared:
- She has a heart of stone.
(= She has a pitiless and unfeeling nature.)
- I’ll make him eat his word.
(= I’ll make him admit that what he’s said is wrong.)
- He was a lion in the fight.
(= He fought bravely and successfully just like a lion
in the fight for food.)
- His words stabbed at her heart.
(= Like a knife, his words are so sharp that they can
cause great pain or much unhappiness for her. In other
words, his words did not actually stab, but their effect IS
implicitly COMPARED TO the stabbing of a knife.)
2.8.1.3 Distinction between dead metaphors
18
and live metaphors
Dead metaphors are used so often that they have lost
their metaphoric characteristics: the leg/face of the table,
the back of the chair, the mouth of the river, the head of the
state, the childhood of the earth, etc.
Dead metaphors are in fact idioms
19
or fixed expressions
that native speakers of a language give special meanings and use

18
Dead metaphors are also called either unconscious or fossilized metaphors.
19
An idiom is an expression which functions as a single unit and whose meaning
cannot be worked out from its separate parts. Thus, we cannot understand an
38
naturally and unconsciously: these speakers do not pay attention to
the implicit comparison found in any dead metaphor; they just
think directly of its meaning used in a given context:
- He looks as though he hasn’t had a square meal for months.
(= a large and satisfying meal)
- He washed his hand out of the matter.
(= refused to have anything more to do with the matter)
Live metaphors
20
are implied or indirect comparisons
which have a variety of figurative meanings through their
endless use: Tom is a pig may be interpreted as Tom is short
and fat, Tom is slow and lazy, Tom is greedy, Tom is not
intelligent, Tom is neither intelligent nor ambitious, etc.
Live metaphors can only be understood after the implicit
comparison found in any of them is seriously considered and
fully appreciated. Native speakers of a language use live
metaphors intentionally and creatively in order to make their
speech more vivid, figurative, concise, etc.: You are a mist that
appears for a little time and then vanishes.
(= You are implicitly compared to a mist that does not last
long, i.e. you come and leave quickly.)

idiom just by looking at the separate meanings or the word classes of its
members. We have to consider an idiom as a whole and figure out its meaning
in context.
- His excuses cut no ice with me. (= had little or no effect on me)
- The project has been going great guns.(=proceeding vigorously & successfully)
20
Live metaphors are also called conscious metaphors.
39
2.8.2 Personification
Personification is a special kind of metaphor in which some
human characteristic is attributed to an inanimate object
or abstract notion; that is, a lifeless thing or quality is
stated as if it were living, as in pitiless cold, cruel heat, a
treacherous calm, a sullen sky, a frowning rock, the thirsty
ground, the laughing harvest, the childhood of the world, the
anger of the tempest, the deceitfulness of riches, etc.
2.8.3 Metonymy
2.8.3.1 Definition
Metonymy is the substitution of the name of one thing for
that of another to which it is related/with which it is
associated. (In Greek, meta- means ‘substitution’ and onyma
means ‘name’.)
(a) A sign substitutes for the person or the object it signifies or
symbolizes.
- He succeeded to the crown (= the royal office).
- She is a fighter against red tape (= bureaucracy, office routine).
- The new proposal might affect the cloth (= the clergy) in some way.
- Backstairs did influence.
(= intrigues, secret plans to do something bad, secret arrangements)
- Can you protect your children from the cradle to the grave?
(= from childhood to death)
40
(b) An instrument substitutes for an agent.
-The pen (= the writer) has more influence than the sword
(= the soldier).
- He is the best pen (= the best writer) of the day.
- Who brought fire and sword (= a destructive war) into our country?
- We need a force of a thousand rifles (= soldiers).
- Sceptre and crown (= kings)
Must tumble down,
And in the dust be equal made
With the poor crooked scythe and spade (= peasants).
[James Shirley]
(= Like peasants, kings must die.)
(c) A container substitutes for the thing contained.
- The kettle (= the water in the kettle) is boiling.
- He drank the cup.
(= the coffee, the tea, the chocolate, etc. in the cup)
- He is too fond of the bottle (= the liquor in the bottle).
- The conquerors smote the city (= the inhabitants of the city).
- Why don’t you recognize the power of the purse?
(= the money kept in the purse)
(d) The concrete, like an organ of the human body,
substitutes for the abstract such as love, hatred, sincerity, a
mental ability, a natural talent, etc.
41
- She has an ear for music. (= She possesses a remarkable talent
for learning, imitating, appreciating, etc. music.)
- She has a good head of business.
(= She is gifted in/is clever at dealing with business.)

(e) The abstract substitutes for the concrete:
- His Majesty (= the king) died a year ago.
- His Holiness (= the Pope) has just come back to Rome.
- The authorities put an end to the riot.
(= the group of people who have the power to give orders or take action)

(f) The material substitutes for the thing made.
- The marble (= the marble statue
21
) speaks.
- All our glass is kept in the cupboard.
(= vessels and articles made of glass)
- He was buried under this stone.
(= this tomb made of stone, this tombstone)

(g) An author/a producer/a place where goods are made
substitutes for his work(s)/its product(s).
- I have never read Keat (= Keat’s poems).
- Have you ever read Homer (= the works of Homer)?
- I love old china (= crockery made in China).

21
A scene found in a fairly tale shows the prince of a kingdom going for a walk
in his garden. When passing by the marble statue, he notices a sweet call:
“My dear prince!”
42
2.8.3.2 Distinction between metaphor and metonymy
On the one hand, metaphor is based on the associated
similarity shared by the two things being implicitly
compared. In other words, only if A and B are similar to each other
in some way can the name commonly referred to A be
metaphorically used to refer to B.
On the other hand, metonymy does not depend on such
similarity.
Let’s consider the two following sentences:
(1) The organization is keeping the brake on pay rises.
(2) No man is an island: entire of itself; every man is a piece of the
continent.
The sentence marked (1) exemplifies a metaphor: the core
meaning of keep the brake on a certain vehicle in order to reduce
its speed or to stop it has been changed to its metaphoric
meaning: control pay rises or cause pay rises to slow down.
The whole sentence means the organization is controlling the
increase in the amounts/sums of money paid for its current
activities.
This sentence marked (2) consists of two metonymies:
respectively, an island and the continent, which are both
[+concrete], stand for isolation and community, which are both
[+abstract].
The whole sentence means no one can isolate himself from the
community he has been living in.

43
2.8.4 Synecdoche
2.8.4.1 Definition
Synecdoche is a special kind of metonymy in which “a part
or aspect of a person, object, etc. is meant to refer to the
whole person, object, etc.” [Crowther (ed.), 1992: 925]
- They organized a fleet of fifty sails (= ships).
- He is a man of seventy winters (= years of age).
- He managed to earn his bread (= necessaries).
- This is a village of only more than one hundred souls
(= people).
- Gray hairs (= old or elderly people) should be respected.
Synecdoche also involves a whole or genus used to
substitute for a part or species: vessel for ship, the smiling
year for the smiling season of the year, especially the spring, the
Christian world for the Christian Church as a whole, etc.

2.8.4.2 Distinction between metonymy and synecdoche
Let’s consider the four following sentences:
(1) The princess captures the hearts of the nation.
The hearts, which is [+organ of the human body] and thus
[+concrete], is used to stand for the love, which is [+emotional
experience] and thus [+abstract]. The hearts in this case is a
metonymy. The sentence means all the people of that country love
the princess.

44
(2) He has a kind heart.
A heart, which is [+organ of the human body], [+concrete] and
[+part], is used to stand for a person, which is [+human], [+concrete]
and [+whole]. A kind heart in this case is a synecdoche. The
sentence means he is a kind/kind-hearted person who is concerned for
others around him.
(3) Spare the rod and spoil the child.
The rod, which is [+thing] and thus [+concrete], is used to
stand for the punishment, which is [+human activity], [+intention] and
thus more or less [+abstract]. The rod in this case is a metonymy.
The sentence means if you do not punish a child when he does wrong, you
will spoil his character.
(4) All hands on deck did help.
Hands, which is [+organ of the human body], [+concrete] and
[+part], is used to stand for people, which is [+human], [+concrete]
and [+whole]. In this case, hands must be a synecdoche. This
sentence means all the people on one of the floors of the ship worked
hard to accomplish a certain task.

2.8.5 Hyperbole
Hyperbole, which is also called overstatement, is the use of
“exaggerated statement that is made for special effect
and is not meant to be taken literally.” [Crowther (ed.), 1992:
446]
45
Below are a few hyperboles or overstatements:
- I’ve invited millions of (= a lot of) people to my party.
- She sheds floods of tears (= cries a lot) whenever she is upset.
- Don’t live in such a sea of doubt!
(= Don’t be too suspicious!)
- Never in a million years will he admit defeat.
(= He will never admit defeat.)
- I haven’t seen you for ages.
(= for a few weeks, for a couple of months, for a while)

2.8.6 Litotes
Litotes, which is also called meiosis, is the use of
deliberately gentler, milder or weaker statements to
express something in a controlled way.
- I don’t think I would agree with you. (= I disagree with you.)
- I am afraid that no passenger is allowed to smoke in here.
(= You are not allowed to smoke in here.)
Quite often, an expression of litotes is an “ironical
understatement, especially using a negative to emphasize
the contrary.” [Crowther (ed.), 1992: 527]
- It’s not bad. (= It is fine.)
- It wasn’t easy. (= It was very difficult.)
- Always remember that she is no fool.
(= She is worldly-wise, in fact.)
- Jim was rather upset when he again failed in the final exam.
(= very upset)
46
2.8.7 Irony
Irony is the “expression of one’s meaning by saying the
direct opposite of one’s thoughts in order to be emphatic, amusing,
sarcastic, etc.” [Crowther (ed.), 1992: 479]
Below are a few expressions of irony:
- What a lovely day it was! Everything I had went wrong.
- He is so intelligent that no examiner has agreed to pass him
so far.
- He is lucky to have such an ugly and awkward wife.
- She is extremely unlucky to be born
in such a prosperous family in a developed European country.

- Your plan is really tricky. The other team will figure it out
in about one play.
2.8.8 Euphemism
2.8.8.1 Definition
Euphemism is “the use of pleasant, mild or indirect words
or phrases in place of more accurate or direct ones.”
[Crowther (ed.), 1992: 305] Respectively, morticians (also called
undertakers) and a garbage man may be euphemistically replaced
by funeral directors and a sanitation engineer.
2.8.8.2 Distinction between a taboo word and a euphemism.
A taboo word, a ‘dirty’ word, is the word or the linguistic
expression that refers to a taboo act or behaviour in a society,
a culture or a speech community while a euphemism is the word or
the linguistic expression that replaces a taboo word or serves
to avoid a frightening or unpleasant subject.
47
It is crucial to recognize that a taboo word and its
euphemism share the same denotative meaning but they differ in
their connotative meanings: the taboo word has a negative
connotation whereas its euphemism has a positive connotation.
Below are a number of common euphemisms and their taboo words:
Euphemisms
Taboo words
social disease
syphilis
criminal assault
rape
handicapped crippled
mentally ill
insane
underprivileged
poor
developing or less developed (country) poor (country)
(more) developed (country) rich (country)
senior citizens
the aged
laid to rest
buried
perspiration
sweat
intoxicated
drunk
abdomen
belly
odour stink or smell
expectorate
spit
retarded or unusual
mentally defective
hard of hearing
deaf
love child
bastard

48
Below are a few expressions of euphemism:
- Pass away is a euphemism for die.
- He was his Majesty’s guest for two years is a euphemism
for He was in jail for two years.
2.8.9 Onomatopoeia
Onomatopoeia is the imitation of natural sounds by means
of words or groups of words. Hiss, cuckoo, thud, moo, baa,
hush, pop, etc. are onomatopoeic words. Growl, splash, crackle,
etc. exemplify semi-onomatopoeia.
Onomatopoeia can be identified in the following sentences:
- She is always squeaking and squawking.
- We could hear the enemy guns booming (away) in the distance.
- He felt a tap on his shoulder.
- Rain was dripping down from the trees. Its steady drip kept
me awake all night long.

Exercise 8: Interpret the meaning the following sentences and
state what kind of figures of speech (also called figurative
language) used in each of them.
1. When he gets going, Jack is a streak of lightning.
______________________________________________________
______________________________________________________
49
2. I found the fifty-two pounds of books you left for me to carry. Your
kindness really moved me.
______________________________________________________
______________________________________________________
3. The man is a demon for work.
______________________________________________________
______________________________________________________
4. When you take that course, plan to study thirty hours a day.
______________________________________________________
______________________________________________________
5. The wind howled angrily around the house all night.
______________________________________________________
______________________________________________________
______________________________________________________
6. When the White House called, the ambassador went at once.
______________________________________________________
______________________________________________________
7. My dormitory room is like a cave.
______________________________________________________
______________________________________________________
50
8. Come to the dormitory and see what a cave I live in.
______________________________________________________
______________________________________________________
9. Dick was fairly pleased when he won the brand-new car in the contest.
______________________________________________________
______________________________________________________
10. If you are not happy with the service, go and talk to the City Hall.
______________________________________________________
______________________________________________________
11. Man does not live by bread alone.
______________________________________________________
______________________________________________________
12. We now live under the same roof.
______________________________________________________
______________________________________________________
______________________________________________________
13. Albert was as sharp as a tack this morning. He answered every
question as soon as it was asked.
______________________________________________________
______________________________________________________
51
14. The river ate the bank away.
______________________________________________________
______________________________________________________
______________________________________________________
15. Keep overeating like that and pretty soon you’ll weigh a
thousand pounds.
______________________________________________________
______________________________________________________
16. After she heard the good news, she grinned like a mule eating briars.
______________________________________________________
______________________________________________________
______________________________________________________
17. The captain was in charge of one hundred horses.
______________________________________________________
______________________________________________________
18. Joe cried a little when he lost the thousand dollars.
______________________________________________________
______________________________________________________
19. You can depend on Gina; she is a rock when trouble comes.
______________________________________________________
______________________________________________________
52
20. Life is a dream.
______________________________________________________
______________________________________________________
21. He’s so hardheaded that he won’t listen to anyone.
______________________________________________________
______________________________________________________
22. Research says that these methods are best.
______________________________________________________
______________________________________________________
______________________________________________________
23. Right at this minute, I could drink a barrel of water without
stopping.
______________________________________________________
______________________________________________________
24. It is amazing what a great mind he is.
______________________________________________________
______________________________________________________
______________________________________________________
25. Alice came in gently, like a May breeze.
______________________________________________________
______________________________________________________
53
26. Susie is a picture of loveliness in her new dress.
______________________________________________________
______________________________________________________
27. A thousand thanks are for your kindness.
______________________________________________________
______________________________________________________
28. I walked past the big sad mouth which didn’t know what to say then.
______________________________________________________
______________________________________________________
29. We are tired to death of such movies.
______________________________________________________
______________________________________________________
______________________________________________________
30. Give every man thine ears, bid a few thy voice.
______________________________________________________
______________________________________________________
______________________________________________________
31. There was a storm in Parliament last night.
______________________________________________________
______________________________________________________
54
32. I’m afraid he has misrepresented the facts.
______________________________________________________
______________________________________________________
______________________________________________________
33. He worked and worked until he breathed his last.
______________________________________________________
______________________________________________________
34. We’ll just have to go our separate ways.
______________________________________________________
______________________________________________________
______________________________________________________
35. They were vital, unforgettable matches that gave us a new
window on the game.
______________________________________________________
______________________________________________________
36. I’ve told you a thousand times not to touch that again.
______________________________________________________
______________________________________________________
37. He is as mute as a fish.
______________________________________________________
______________________________________________________
55
38. We stopped to drink in the beautiful scenery.
______________________________________________________
______________________________________________________
______________________________________________________
39. His words can be trusted.
______________________________________________________
______________________________________________________
40. The police team has cemented close ties with the hospital staff.
______________________________________________________
______________________________________________________
41. The boss gave her a hot look.
______________________________________________________
______________________________________________________
42. He could not bridle his anger.
______________________________________________________
______________________________________________________
______________________________________________________
43. He attacked every weak point in my argument.
______________________________________________________
______________________________________________________
56
44. In 1940, after the fall of France, England had no defense left but
her ancient valor.
______________________________________________________
______________________________________________________
45. The fire snaps and crackles like a whip; its sharp acrid smoke stings
the eyes. It is the fire that drives a thorn of memory in my heart.
______________________________________________________
______________________________________________________
46. The organization is keeping the brake on pay rises.
______________________________________________________
______________________________________________________
47. Her father is a captain of industry.
______________________________________________________
______________________________________________________
48. I am the captain of my soul.
______________________________________________________
______________________________________________________
49. To fall out of a tree in one’s early childhood is not a particularly
reassuring experience.
______________________________________________________
______________________________________________________
57
50. No man is an island: entire of itself; every man is a piece of the continent.
______________________________________________________
______________________________________________________
2.9 Hyponymy
2.9.1 Definition
Hyponymy is a relation in which the referent of a word is
totally included in the referent of another word. In other
words, hyponymy is the relationship between each of the
hyponyms
22
(the “lower” word) and its superordinate
23
(the
“higher” word):
cook

grill toast boil fry
24
roast bake smoke ………

stir-fry sauteù deep-fry
2.9.2 Distinction between a hyponym and a superordinate



22
Hyponyms are also referred to as subordinates or specific lexical items.
23
Superordinates are also referred to as hyper(o)nyms or generic lexical items.
24
stir-fry = fry (vegetables, meat, etc.) for a short time in very hot oil
while stirring them
sauteù = fry (food like potatoes) quickly in a little fat
deep-fry = fry (food like potatoes) quickly in hot fat that completely covers them
58
A hyponym is a word “whose referent is totally included
in the referent of another word (the prefix hypo- in hyponym
means ‘below’).” [Finegan, 1994: 165]
Accordingly, a superordinate is a word whose referent
covers all the referents of its hyponyms. (The prefix hyper-
in hyper(o)nym means ‘over.’)
Ex1. plant

tree bush (shrub) flowering plant moss grass ………
Hyponyms often exist at more than one level, resulting in
multiple layers of hyponymic relationships:
Ex2. colour

blue red yellow green black ………
turquoise
25
aquamarine royal blue
In this case, blue is a word that has a hyponym and a
superordinate at the same time. Since turquoise, aquamarine and
royal blue refer to different shades of blue, these words are
IMMEDIATE hyponyms [Palmer: 1981: 87] of blue. The word
blue in its turn is, along with many other colour terms, an
IMMEDIATE hyponym of colour. We thus obtain a hierarchy of

25
Turquoise = greenish blue; aquamarine = bluish green; royal blue = deep
bright blue
59
terms related to each other through hyponymic relationships.
Similar hierarchies can be established for many lexical fields:
Ex3. physical entity
plant animal rock

fish bird insect bug reptile mammal ………

sparrow hawk crow fowl ……… human animal (beast)

chicken turkey quail ……… dog cat cow ………
Note in this case that the word animal appears on two different
levels. English speakers indeed use the word to refer to at least
two different referents: animals as distinct from plants and rocks,
and animals (generally mammals other than humans) as distinct
from humans.
2.9.3 Hyponymy and inclusion


“HYPONYMY involves us in the notion INCLUSION in the
sense that tulip and rose are included in flower, and lion and
elephant in mammal (or perhaps animal). Similarly, scarlet is
included in red. Inclusion is thus a matter of class
membership. The ‘super’ term is the SUPERORDINATE and the
‘lower’ term is the HYPONYM.” [Palmer, 1981: 85]
60
Exercise 9: Each of the following sentences presents a pair of
words. Which of them is a superordinate and which, a
hyponym?
1. She reads books all day – mostly novels.
2. A crocodile is a reptile.
3. There’s no flower more beautiful than a tulip.
4. He likes all vegetables except carrots.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Exercise 10: Draw a chart to show the relationship between a
superordinate and a hyponym.
1. luggage and suitcase


xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
2. green vegetable and bean




61
3. animal and foal



4. animal and child



5. fowl and rooster



6. plant and coconut




7. plant and rose




62
8. vocal organ and tongue tip



9. head and eyelash



10. furniture and dressing table



11. vehicle and convertible




12. vocalize and croon




63
2.10 Synonymy
2.10.1 Definition
Synonymy is a relation in which various words have different
(written and sound) forms but have the same or nearly the
same meaning.
Ex1: The two English verbs hide and conceal are synonyms; they
both mean keep somebody/something from being seen or
known about.
Ex2: The four English nouns kind, type, sort and variety are
synonyms; they all refer to a group having similar
characteristics.
2.10.2 Distinction between true synonymy and
partial synonymy
2.10.2.1 True synonymy
There are few true synonyms in the lexicon of a language.
Ex1. Movie, film, flick
26
and motion picture may be considered
as synonyms because they all refer to the same set of referents
in the real world. In other words, they have the same
denotative meaning. However, these lexical items differ in
their connotative meanings: movie may strike you as American
while film may strike you as British or as appropriate for
movie classics or art movies; flick is used chiefly in very
informal contexts whereas motion picture is quaintly
outdated and has connotations as a term from the thirties or
forties of the 20
th
century.

26
flick n [C] (dated, informal) cinema film
64
In brief, movie, film, flick and motion picture are not true
synonyms.
Ex2. Fast, quick and rapid may be considered as synonyms
because they may be used interchangeably in reference to
someone’s running speed: He’s a fast/quick/rapid runner.
However; a fast talker, one who is able to get out of trouble
by talking cleverly, is different from a quick talker, one who
usually talks in a rapid manner; some people may lead their
lives in the fast lane, not in the rapid lane or in the quick
lane; he has a quick mind, not a rapid mind or a fast mind; he
gave her a quick glance, not a rapid glance or a fast glance;
and rapid is the usual term when reference is made to a
person’s strides, especially metaphorical strides: Tom has made
rapid strides in his math this term. In brief, fast, quick and
rapid are not true synonyms.
Quite often, words that appear synonymous at first glance
actually refer to slightly different sets of concepts or are used in
different situations. “The fact that there are few true synonyms in
the lexicon of a language reflects the general tendency of language
users to make most of what is available to them. If two terms have the
same referent, the meaning of one of them is usually modified to
express differences in referential, social or affective meaning
27
.
Although true synonymy is rare, the notion is useful because it
helps describe similarities between the meanings of different
terms in the lexicon.” [Finegan, 1994: 168]

27
In other words, synonyms usually have different connotations: mother, Mum,
Mom, Mummy, and Mommy.
65
2.10.2.2 Partial synonymy
Partial synonymy is a relation in which a polysemous word
shares one of its meanings with another word.
For example, one meaning of deep is synonymous with
profound in the pair of sentences marked (1)a-b. In other words,
deep and profound can be used interchangeably in (1)a-b. No
such interchange can be found in (2)a-b:
(1)a. You have my deep sympathy.
(1)b. You have my profound sympathy.
(2)a. The river is very deep at this point.
(2)b. *The river is very profound at this point.
Partial synonymy leads to collocations: a bunch of keys, a
herd of sheep, a school of ants, a flock of birds, a group of
teachers, a gang of thieves, etc.
Exercise 11: The following pairs of words are partial synonyms,
i.e. they do not share all their senses. For each pair, (a) gives a
sentence in which the two can be used interchangeably; (b)
gives another sentence in which only one of them can be used.
1. strong/powerful
(a) ________________________________________________
(b) ________________________________________________
2. ripe/mature
(a) ________________________________________________
(b) ________________________________________________
66
3. broad/wide
(a) ________________________________________________
(b) _______________________________________________
4. soil/earth
(a) ________________________________________________
(b) ________________________________________________
5. edge/side
(a) ________________________________________________
(b) ________________________________________________
6. permit/allow
(a)_________________________________________________
(b)_________________________________________________
Exercise 12: Identify various meanings of each of the two given
polysemous words and then point out which meaning exemplify
partial synonymy.
1. deep
(i) This is a deep well.
(ii) He only gave a deep sigh.
(iii) You have my deep sympathy.
(iv) With his hands deep in his pockets, he went away.
The ________ meaning of deep is synonymous with __________.
67
2. broad
(i) The river is very broad at this point.
(ii) He just gave a broad smile.
(iii) Luckily, my boss is a man of broad views.
(iv) He speaks English with a broad Yorkshire accent.
The _________ meaning of broad is synonymous with ________.

2.11 Antonymy
2.11.1 Definition
Antonymy is a relation in which two words have different
(written and sound) forms and are opposite in meaning.
Ex1: Pass--fail, hot--cold and thinner--fatter are three
pairs of antonyms.
Ex2: True--false, big--small and buy--sell are three pairs of
antonyms.
2.11.2 Classification
2.11.2.1 Binary antonymy
28
and gradable antonymy
2.11.2.1.1 Below is probably a common way of telling binary
antonymy from gradable antonymy:
Binary antonymy is a relation in which two members of a pair
of antonyms:

28
Binary antonymy is also referred to as complementary antonymy.
68
(a) are mutually exclusive: not alive is dead and not dead is alive.
(b) cannot be used in a comparative or superlative sense:
*He is more single/more married than his brother.
(c) cannot be used in questions with how to ask about degrees:
*How single/How married is he?
Thus, alive--dead and married--single are two pairs of
binary antonyms.
Gradable antonymy is a relation in which two members of a
pair of antonyms:
(a) are gradable: between hot and cold are three
“intermediate terms” [Palmer, 1981: 95] warm, tepid (or
lukewarm) and cool.
(b) can be used in a comparative or superlative sense: wider is
less narrow, more difficult is less easy, etc.
(c) can be used in questions with how to ask about degrees:
How difficult is the test?
29

Thus, hot--cold and difficult--easy are two pairs of
gradable antonyms.
2.11.2.1.2 The distinction between binary antonymy and
gradable antonymy is sometimes blurred by language users. In
English, for example, it is reasonable to assume that whatever is
alive is not dead and that whatever is dead is not alive, and thus

29
How easy is the test? is also possible, but its context is very restricted, e.g. to
show that one can manage to pass the test without any difficulty.
69
that the adjectives dead and alive form a pair of binary antonyms.
However, we do have expressions like half-dead, barely alive,
and more dead than alive, which suggest that, in some contexts,
we see alive and dead as gradable antonyms. Nevertheless, the
distinction between the two types of antonyms is useful in
that it describes an important distinction between two types of
word relationships.
2.11.2.2 Relational antonymy
Two members of a pair of relational antonyms
30
display
symmetry in their meaning. The “if…, then …” formula can be
used to test and identify relational antonyms: if Mr. Brown is
Jack’s employer, then Jack is Mr. Brown’s employee; if Jenny is
thinner than Mary, then Mary is fatter than Jenny; if John
bought a car from Fred, then Fred sold a car to John; etc.
Thus, buy--sell, employer--employee, and thinner--fatter
are three pairs of relational antonyms.
Relational antonyms belong to various word classes:
Verbs: buy--sell, give--receive, lend--borrow, import--
export, own--belong to, etc.
Nouns: employer--employee, grandparent--grandchild,
father/mother--son/daughter, fianceù--fianceùe,
parent--child/offspring, professor--student,
teacher--pupil, doctor--patient, debtor--creditor,
landlord/landlady--tenant, husband--wife,
uncle/aunt--nephew/niece, etc.

30
Relational antonyms are also called converses.
70
Comparative adjectives: thinner--fatter, cheaper --
more expensive, greater than--less than, etc.
Comparative adverbs: more efficiently--less efficiently,
faster--more slowly, etc.
Prepositions: above--below, in front of--behind,
over--under, before--after, north of--south of,
west of--east of, etc.
2.11.3 Antonymy and (un)markedness
Words that are in an antonymous relationship often do
not have equal status with respect to markedness. In a pair of
antonyms, one member is more unmarked (or less marked) and
the other is more marked (or less unmarked), e.g. high--low, tall-
-short, heavy--light, far--near, expensive--cheap, hot--cold,
long--short, wide--narrow, deep--shallow, difficult--easy,
married--single, well--badly, etc.
The unmarkedness of one member of any pair of antonyms
enables it to occur in questions of degree like How heavy is it?
(not How light is it?), How tall are you? (not How short are
you?), How deep is the canal? (not How shallow is the canal?),
How expensive is this bracelet? (not How cheap is this bracelet?),
How well can you speak English? (not How badly can you speak
English?), etc.
Similarly, since married is less marked than single, we say we
talk about one’s marital status, and not about one’s single status.
71
Exercise 13: Are the following pairs of words binary antonyms?
(1) chalk--cheese Yes / No (4) dead--alive Yes / No
(2) same--different Yes / No (5)married--unmarried Yes / No
(3) copper--tin Yes / No (6) cheap--expensive Yes / No

Exercise 14: Are the following pairs of words relational
antonyms?
(1) below--above Yes / No (4)grandparent--grandchild Yes / No
(2) love--hate Yes / No (5) greater than--less than Yes / No
(3) conceal--reveal
31
Yes / No (6) own--belong to Yes / No

Exercise 15: Identify the continuous scale of values between the
two given words.
1. love--hate: _________________________________________
2. hot -- cold: _________________________________________
3. big -- small: _________________________________________
4. rich -- poor: ________________________________________
5. none -- all: _________________________________________
6. possibly -- certainly: ________________________________
7. never--always: ______________________________________

31
Conceal sb/sth (from sb/sth) = keep sb/sth from being seen or known about:
- He tried to conceal/did not reveal his heavy drinking from his family.
Reveal sth (to sb) = make sth known (to sb):
- The doctor did not reveal the truth to him/concealed the truth from him.
72
Exercise 16: State whether the following pairs of antonyms are
binary, gradable or relational by writing B (binary), G
(gradable) or R (relational):
1. good--bad: ______________ 9. import--export: ________________________________
2. pass--fail: ______________ 10. better than--worse than: ______________________________
3.deciduous--evergreen:_____ 11. easy--difficult: ________________________________
4.expensive—cheap: ________ 12. hot--cold: ________________________________
5.parent--offspring: ________ 13. legal--illegal: ________________________________
6. beautiful--ugly: __________ 14. asleep--awake: ________________________________
7. false--true:______________ 15. rude--polite: ________________________________
8. lessor--lessee: ___________ 16. husband--wife: ________________________________
2.12 Homonymy
2.12.1 Distinction between homonymy, homophony and
homography
2.12.1.1 Homonymy is a relation in which various words have
the same (sound and written) form but have different
meanings.
Ex1: Classified as two homonyms are the noun bank
1
, which
means a financial institution, and the noun bank
2
, which
means the shore of a river; both being pronounced /b`7k/ in
RP
32
.

32
Received Pronunciation (usually abbreviated to RP) “is most familiar as the
accent used by most announcers and newsreaders on serious national and
international BBC broadcasting channels.” Also, it “is often most recommended
for foreign learners studying British English.” [Roach, 1991: 4]
73
Ex2: Classified as three homonyms are the noun bear, which refers to
a large heavy animal with thick fur, the verb bear
1
, which
means give birth to, and the verb bear
2
, which means tolerate;
all being pronounced /be6(r)/ in RP.
2.12.1.2 Homophony is a relation in which various words have
the same sound form
33
but have different meanings and
written forms.
Ex1: Classified as two homophones are the noun hour, which
means a twenty-fourth part of a day and night, and the
possessive adjective our, which means belonging to us; both
being pronounced /aυ6(r)/ in RP.
Ex2: Classified as two homophones are the noun place, which
means a particular area or position in space, and the noun
plaice, which means a type of fish; both being pronounced
/ple1s/ in RP.
2.12.1.3 Homography is a relation in which various words
have the same written form
34
but have different meanings
and sound forms.
Ex1: Classified as two homographs are the verb lead /li:d/ in Does
this road lead to town and the noun lead /led/ in Lead is a
heavy metal.
Ex2: Classified as two homographs are the bare infinitive form
read /ri:d/ and the past tense form read /red/.

33
also referred to as pronunciation
34
also referred to as spelling
74
2.12.2 Homophones as a distinct type of homonyms
“The terminological relationship between homonymy,
homography, and homophony is not entirely clear. For instance,
homophones that are not homographs are sometimes
classified as a distinct type of homonyms, but the formal identity
of homonyms may also be defined so strictly as to exclude non-
homographic homophones from the class of homonyms (at least
for those languages that have written records). The very fact that
homonyms are different words (i.e., that they are distinct entities in
the lexicon) implies that they are semantically distinct.” [Asher
and Simpson, 1994: 1595]
Consider the following table and identify antonymy,
synonymy, homonymy, homophony, and homography via their
main features.
Written form Sound form Meaning
antonymy − −− − − −− − − −− −
synonymy − −− − − −− − +
homonymy + + − −− −
homophony − −− − + − −− −
homography + − −− − − −− −
+ : the same or nearly the same;
− −− − : different or opposite
75
Among a number of linguists who regard non-homographic
homophones as a distinct type of homonyms are Fromkin and
Rodman [1993: 129]: “Homonyms are different words that are
pronounced the same, but may or may not spelled the same. To,
two and too are homonyms because they are pronounced the
same, despite their spelling differences.”
These authors and many others may require homonymy re-
defined:
Homonymy is a sense relation in which various words are
written the same way and/or sound alike but have different
meanings, e.g. feat (strength or courage) and feet (plural of
foot), know (have something in one’s mind) and no (not any), row
(a quarrel) and row (a line), wound (an injury) and wound (past of
wind), etc.
Exercise 17: Give the phonemic transcription shared by two
members of each of the given pairs of words to identify
them as a pair of homophones:
The first one is done as an example.
1. altar /‘0:lt6(r)/ alter 11. herd __________ heard
2. beech __________ beach 12. knight _________ night
3. boar ___________ bore 13. nose __________ knows
4. coarse _________ course 14. leek ____________ leak
5. crews ___________ cruise 15. maid ___________ made
6. deer ____________ dear 16. pail _____________ pale
7. draft ___________ draught 17. reign ___________ rain
76
8. fare ____________fair 18. scene __________ seen
9. flour ___________ flower 19. thrown ________throne
10. grate _________ great 20. whole ___________ hole
Exercise 18: Give the phonemic transcription shared be two
members of each of the given pairs of words to identify
them as a pair of homonyms: The italic words in bracket are
to clarify the meaning in question of the given words.
The first one is done as an example.
1. lie
1
(meaning tell lies)
lie
2
(meaning put one’s body on a horizontal surface)
Classified as two homonyms are the verb lie
1
, which means
tell lies, and the verb lie
2
, which means put one’s body
on a horizontal surface; both being pronounced /la1/ in
RP.
2. bat (meaning a tool for hitting in baseball)
bat (meaning the small mouse-like animal that flies at night and
feeds on fruit and insects)
______________________________________________________
______________________________________________________
3. too (meaning more than should be)
too (meaning also)
______________________________________________________
______________________________________________________
77
4. might (meaning great strength or power)
might (expressing possibility)
______________________________________________________
______________________________________________________
5. bare (meaning without the usual covering or protection)
bare

(meaning uncover or reveal something)
______________________________________________________
______________________________________________________
6. sound (meaning thing that can be heard)
sound

(meaning healthy or in good condition)
______________________________________________________
______________________________________________________
7. lead (as in Does this road lead to town)
lead

(as in He’s the chief trouble-maker; the others just follow his
lead)
______________________________________________________
______________________________________________________
Exercise 19: What is the relationship between the words in the
following pairs? If the words are antonyms, specify what kind
of antonyms they are. The italic words in bracket are to clarify
the meaning in question of the given words.
78
The first one is done as an example.
1. true -- false: binary antonymy
2. gloom -- darkness: __________________
3. dark (as in a dark room) -- dark (as in Don’t look on the dark
side of things): __________________
4. wind (as in The wind is blowing hard) -- wind (as in wind one’s
watch): __________________
5. deny -- admit: __________________
6. host -- guest: __________________
7. sow (as in sow a field with wheat) -- sow (meaning a female
pig): __________________
8. pupil (at a school) -- pupil (of an eye): __________________
9. cheap -- expensive: __________________
10. coarse -- course: __________________
2.13 Polysemy
2.13.1 Definition
Polysemy is a relation in which a single word has two or more
slightly different but closely related meanings.
Ex1: The noun chip has the three following meanings:
(i) a small piece of some hard substance which has been
broken off from something larger: a chip of wood/glass.
79
(ii) a small cut piece of potato which is fried for eating: Can I
try one of your chips?
(iii) a small but vital piece of a computer: This computer has
got a faster chip than the old one.
The three meanings are closely related because they all
contain the semantic feature [+small piece].
Ex2: The verb break has the two following meanings:
(i) separate into two or more parts as a result of force
or strain (but not cutting): He broke that cup.
(ii) become unusable by being damaged; make (something)
unusable by damaging: My watch is broken.
The two meanings are closely related because both contain the
semantic feature [+can no longer be used].
2.13.2 Distinction between polysemy and homonymy
A well-known problem in semantics is how to decide whether
we are dealing with a single polysemous word (like plain) or with
two or more homonyms (like port
1
, as in The ship left port, and
port
2
, as in He drank port). In other words, how do you know
when you have separate lexical items rather than a single word
with different meanings?
Using SPELLING as a criterion is misleading: many sets of
words are obviously distinct but have the same spelling as, for
example, the noun sound meaning noise and the adjective sound
meaning healthy, or the noun bank
1
meaning financial institution
and the noun bank
2
meaning shore of a river.
80
One modestly reliable criterion is the word’s ETYMOLOGY,
or historical origin. Take as an example the two English words
which derive from different Anglo-Saxon roots: bank
1
meaning
financial institution is an early borrowing from French while bank
2

meaning shore of a river has a Scandinavian origin.
The various ANTONYMS and SYNONYMS of a word provide
a different kind of criterion that can be useful in distinguishing
between HOMONYMY and POLYSEMY. Since the two senses of
plain, which are (1) clear or easy and (2) undecorated, share a
synonym in simple and an antonym in complex. This fact suggests
that they are indeed two meanings of one and the same
POLYSEMIC word. No such shared synonym or antonym can be
identified for the two meanings of sound, which is, by chance, the
form of two different words, sound
1
and sound
2
,

which have the
same spelling and thus, also sound alike.
Another interesting question is whether there is any
COMMONALITY between the different meanings of what
appears to be the same word. The two meanings of plain can be
characterized as devoid of complexity, which suggests that they are
related, but no such description exists for bank
1
and bank
2
. Thus
plain in these two senses is POLYSEMIC, while the two senses of
bank reflect HOMONYMIC lexical items.
There is no doubt that it is often difficult to decide whether a
particular pair of look-alike and sound-alike word forms are
two separate homonymous words or simply a polysemic word
with different meanings. Though HOMONYMY and
POLYSEMY can be distinguished as different notions, the
boundary between them is not clear-cut.
81
Also notice that homonyms like bank
1
and bank
2
,

port
1
and
port
2
,

sound
1
and sound
2
,

etc. are treated in distinct dictionary
entries whereas two or more closely related meanings of the
polysemous word foot, chip, or plain are linked together within
only one dictionary entry.
2.14 Ambiguity
2.14.1 Structural ambiguity
A sentence is considered as structurally ambiguous when its
structure permits more than one interpretation.
For example, we can consider the prepositional phrase with
binoculars in We watched the hunters with binoculars either as
an adjectival to be the post-nominal modifier of the noun phrase
the hunters or as an adverbial to be the optional adjunct of means
of the verb watched.
S S
NP
1
VP NP
1
VP
1

Pro Vgrp NP
2
Pro VP
2
AdvP
[mono-trans] [dO] [opA of Means]
Vgrp NP
2

NP
3
AdjP [mono-trans] [dO] PP

We watched the hunters with binoculars. We watched the hunters with binoculars.

82
2.14.2 Lexical ambiguity
Any ambiguity resulting from the ambiguity of a word is
lexical ambiguity.
Ex1. We can interpret the sentence They were waiting at the bank
in two different ways because the two nouns bank — bank
1
,
which means financial institution and bank
2
, which means
shore of the river — are two homonyms.
Ex2. We can interpret the sentence That robot is bright in two
different ways because the adjective bright is a polysemous
word which has two slightly different but closely related
meanings: shining and intelligent.
Thus, both polysemy and homonymy contribute to lexical
ambiguity.
Exercise 20: Explain the lexical ambiguity in each of the
following sentences by providing two sentences that
paraphrase its two different meanings.
The first one is done as an example.
1. They were waiting at the bank.
Meaning one: They were waiting at the financial institution.
Meaning two: They were waiting at the shore of the river.
2. The long drill is boring.
Meaning one: ______________________________________
Meaning two: ______________________________________

83
3. When he got the clear title to the land, it was a good deed.
Meaning one: ______________________________________
Meaning two: ______________________________________
4. The proprietor of the fish store was the sole owner.
Meaning one: ______________________________________
Meaning two: ______________________________________
5. We like the ball.
Meaning one: ______________________________________
Meaning two: ______________________________________
6. They passed the port at night.
Meaning one: ______________________________________
Meaning two: ______________________________________
7. The captain corrected the list.
Meaning one: ______________________________________
Meaning two: ______________________________________
8. He was knocked over by the punch.
Meaning one: ______________________________________
Meaning two: ______________________________________
9. The camel swallowed the chocolate and then ate it.
Meaning one: ______________________________________
Meaning two: ______________________________________
84
Exercise 21: Does polysemy or homonymy contribute to the lexical
ambiguity in each of the two given sentences.
(1) She cannot bear children.
(2) The cat sat on the mat.
________________________________________________
______________________________________________________
______________________________________________________
________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Exercise 22: In what way are homonyms related to lexical
ambiguity?
________________________________________________
______________________________________________________
______________________________________________________
Exercise 23: In what way is a polysemous word related to lexical
ambiguity?
________________________________________________
______________________________________________________
______________________________________________________
85
Exercise 24: Explain the structural ambiguity in each of the
following sentences:
1. The drunkard visitor
rolled up the carpet.
6. They are cooking bananas.
2. Is he really that kind? 7. They are moving sidewalks.
3. My fianceùe is reserved. 8. John
loves Richard more than Martha.
4. I saw her slip. 9. Old men and women
will be served first.
5. I saw her duck. 10. The thing that bothered Bill
was crouching under the table.

1(a) The drunkard visitor
rolled up the carpet.


1(b) The drunkard visitor
rolled up the carpet.



2(a) Is he really that kind?


2(b) Is he really that kind?


3 (a) My fianceùe is reserved.


3(b) My fianceùe is reserved.


86
4(a) I saw her slip.


4(b) I saw her slip.



5(a) We saw her duck.


5(b) We saw her duck.




6(a) They are cooking bananas. 6(b) They are cooking bananas.
7(a) They are moving sidewalks.



7(b) They are moving sidewalks.



8(a) John loves Richard
more than Martha.


8(b) John loves Richard
more than Martha.


87
9(a) Old men and women
will be served first.



9(b) Old men and women
will be served first.
10(a) The thing that bothered Bill
was crouching under the table.



10(b)The thing that bothered Bill
was crouching under the table.
2.15 Anomaly
2.15.1 Definition
Anomaly is “a violation of semantic rules to create
nonsense.” [Finegan, 1993: 148]
Ex1. That bachelor is pregnant is semantically anomalous because
bachelor is [+male] whereas pregnant is [+female].
Ex2. My brother is the only child in the family is an English
sentence that is grammatically correct and syntactically
perfect; however, it is semantically anomalous because it
represents a contradiction. The meaning of brother includes
the semantic feature [+having at least one sibling] whereas
the only child in the family is [+having no other sibling].
88
2.15.2 Anomaly and contradiction
Anomaly involves us in the notion contradiction in the sense that
semantically anomalous sentences constitute a type of
contradictory sentences. For example, John killed Bill, who
remained alive for many years after is semantically anomalous
because the so-called sentence represents a contradiction: no living
organism can remain alive after being killed. In fact, Bill died right at
the moment John killed him.
Exercise 25: Explain the anomaly of each of the following
sentences.
1. Christopher is killing phonemes.
______________________________________________________
______________________________________________________
2. My brother is a spinster.
______________________________________________________
______________________________________________________
3. The boy swallowed the chocolate and then chewed it.
______________________________________________________
______________________________________________________
4. Babies can lift one ton.
______________________________________________________
______________________________________________________
89
5. Puppies are human.
______________________________________________________
______________________________________________________
6. My unmarried sister is married to a bachelor.
______________________________________________________
______________________________________________________
7. The bigger key and John opened the door.
______________________________________________________
______________________________________________________
8. James sliced the ideas.
______________________________________________________
______________________________________________________
9. Jack’s courage chewed the bones.
______________________________________________________
______________________________________________________
10. I hear the cloud.
______________________________________________________
______________________________________________________
11. The tiger remained alive for an hour after the hunter killed it.
90
______________________________________________________
______________________________________________________
Exercise 26: How can each of the given sentences be changed to
avoid anomaly?
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
6. ____________________________________________________
7. ____________________________________________________
8. ____________________________________________________
9. ____________________________________________________
10. ___________________________________________________
11. __________________________________________________


91
Section
3 33 3
SENTENCE MEANING

“SENTENCE MEANING is what a sentence means,
regardless of the context and situation in which it may be used.”
[Hurford and Heasley, 1984: 269]
3.1 Proposition, utterance and sentence
3.1.1 “A PROPOSITION is that part of the meaning of the
utterance of a declarative sentence which describes some
state of affairs. The state of affairs typically involves persons or
things referred to by expressions in the sentence. In uttering a
declarative sentence a speaker typically asserts a proposition.”
[Hurford and Heasley, 1984: 19]
Ex1. The following pair of sentences expresses the same
proposition:
1(a) Harry took out the garbage.
1(b) Harry took the garbage out.
The following pair of sentences expresses different propositions:
2(a) Isobel loves Tony.
2(b) Tony loves Isobel.
92
Ex2. The following pair of sentences expresses the same
proposition:
3(a) John gave Mary a book.
3(b) Mary was given a book by John.
The following pair of sentences expresses different propositions:
4(a) George danced with Ethel.
4(b) George didn’t dance with Ethel.
Exercise 27: Do the two following sentences have the same
proposition?
(1) Mr Dindlay killed Janet.
(2) Mr Dindlay caused Janet to die.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Exercise 28: Explain why the two members of each of the
following pairs of sentences
35
do not share the same
proposition.

35
This means the two members of each pair are not paraphrases of each other.
93
1(a) John is the parent of James.
1(b) James is the parent of John.
3(a) The fly was on the wall.
3(b) The wall was under the fly.
2(a) The hunter bit the lion.
2(b) The lion bit the hunter.
4(a) Jack was injured by a stone.
4(b) Jack was injured with a stone.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
3.1.2 Distinction between a proposition and a sentence
“Propositions, unlike sentences, cannot be said to belong to
any particular language. Sentences in different languages can
correspond to the same proposition, if the two sentences are
perfect translations of each other.” [Hurford and Heasley, 1984:
21-22] For example, English I’am cold, French J’ai froid, German
Mir ist kalt and Vietnamese Toâi laïnh can, to the extent to which
they are perfect translations of each other, be said to correspond to
the same proposition.
94
3.1.3 Distinction between an utterance and a sentence
“An UTTERANCE is the USE by a particular speaker, on a
particular occasion, for a particular purpose, of a piece of
language, such as a sequence of sentences, or a single phrase,
or even a single word.” [Hurford and Heasley, 1984: 15]
“A SENTENCE is neither a physical event nor a physical
object. It is conceived abstractly, a string of words put
together by the grammatical rules of a language. A sentence
can be thought of as the IDEAL string of words behind various
realizations in utterances and inscriptions.” [Hurford and Heasley,
1984: 16]
Jane: ‘Coffee?’ ← Would you like some coffee?
Steve: ‘Sure!’ ← I’m sure to love it.
Jane: ‘White?’ ←
Would you like (black coffee or) white coffee?
Steve: ‘Black.’ ← I’d like black coffee, please.
(One-word utterances) (Well-formed sentences)
“The distinction between sentence and utterance is of
fundamental importance to both semantics and pragmatics.
Essentially, we want to say that a sentence is an abstract
theoretical entity defined within a theory of grammar, while
utterance is the issuance of a sentence.” [Levinson, 1983: 18]
“Utterances of non-sentences, e.g. short phrases or
single words, are used by people in communication all the time.
People do not converse wholly in (tokens of) well-formed
sentences. But the abstract idea of a sentence is the basis for
understanding even those expressions, which are not
95
sentences. In the overwhelming majority of cases, the meaning of
non-sentences can be best analysed by considering them to be
abbreviations, or incomplete versions, of whole sentences.”
[Hurford and Heasley, 1984: 18]
“The term ‘utterance’ can be used to refer either to the
process (or activity) of uttering or to the product of that
process (or activity). Utterances in the first of these two senses
are commonly referred to nowadays as speech acts; utterances in
the second sense may be referred to — in a specialized sense of
the term — as inscriptions
36
.” [Lyons, 1995: 235]
3.1.3 Distinction between a proposition, a sentence and an
utterance
3.1.3.1 “It is useful to envisage the kind of family tree
relationship between the three notions shown in the diagram. For
example, a single proposition could be expressed by using
several sentences (say The Monday Club deposed Mrs Thatcher, or
Mrs Thatcher was deposed by The Monday Club) and each of these
sentences could be uttered an indefinite number of times.”
[Hurford and Heasley, 1984: 23]
PROPOSITION

SENTENCE SENTENCE SENTENCE

UTTERANCE UTTERANCE UTTERANCE UTTERANCE UTTERANCE UTTERANCE


36
The term ‘inscriptions’ is “not widely used by linguists. It must be interpreted
as being more appropriate to the written than it is to the spoken language.”
[Lyons, 1995: 235]
96
3.1.3.2 Also, it is interesting to note that the same
proposition can be expressed by different sentences and that
the same sentence can be realised by different utterances on
particular occasions.
Exercise 29: Fill in the following chart given by Hurford and
Heasley [1984: 23] with ‘+’ or ‘–’ as appropriate. Thus, for
example, if it makes sense to think of a proposition being a
particular regional accent, put a ‘+’ in the appropriate box; if
not put a ‘–.’
Utterances Sentences Propositions
Can be loud or quiet

Can be grammatical or not

Can be true or false

In a particular regional accent

In a particular language


3.2 Sentence types (classified according to truth value
37
)

37
“You can understand well-formed sentences of your language without knowing
their truth value. Knowing the truth conditions is not the same as knowing the
actual facts. Rather, the truth conditions, the meaning, permit you to examine
the world and learn the actual facts … Knowing a language includes knowing
the semantic rules for combining meanings and the conditions under which
sentences are true or false.” [Fromkin and Rodman, 1993: 146]
97
3.2.1 “An ANALYTIC sentence is one that is necessarily
TRUE, as a result of the senses of the words in it.” [Hurford and
Heasley, 1984: 91-92]
Ex1. All elephants are animals.
The truth of this sentence follows from the senses of
elephants and animals.
Ex2. Sam’s wife is married.
The truth of this sentence follows from the senses of wife and
married.
3.2.2 A contradictory sentence, which is also called “A
CONTRADICTION
38
, is a sentence that is necessarily FALSE, as a
result of the senses of the words in it. Thus a contradiction is in a
way the opposite of an analytic sentence.” [Hurford and Heasley,
1984: 93]
Ex1. This animal is a vegetable is a contradictory sentence; it
must be false because of the senses of animal and vegetable.
Ex2. Sam is older than himself
39
is a contradictory sentence; it
must be false because of the senses of older than and
himself. In fact, Sam can be older (or younger) than somebody
else, but not than himself.

38
A contradictory sentence is also referred to as a contradiction by Peccei
[1999: 9] and Hurford and Heasley [1984: 93]. Goddard [1998: 17] uses the term
contradiction to refer to a somewhat different notion: “Contradiction is where a
sentence must be false because of the meanings involved.”
39
Notice that Sam looks older than he is proves to be a synthetic sentence.
98
3.2.3 “A SYNTHETIC sentence is one which is NOT analytic,
but may be either true or false, depending on the way the world
is.” [Hurford and Heasley, 1984: 92]
Ex1. John is from Ireland.
There is nothing in the senses of John, Ireland or from
which makes the sentence necessarily true or false.
Ex2. Sam’s wife is German.
There is nothing in the senses of Sam’s, wife or German
which makes the sentence necessarily true or false.
Exercise 30: Circle the following sentences A for analytic, S for
synthetic or C for contradiction, as appropriate.
1. John’s nine-year-old brother is a boy. A / S / C
2. John’s brother is nine years old. A / S / C
3. Cats are not vegetables. A / S / C
4. No cats like to bathe. A / S / C
5. Cats never live more than 20 years. A / S / C
6. My watch is slow. A / S / C
7. My watch is a device for telling the time. A / S / C
8. That girl is her own mother’s mother. A / S / C
9. That boy is his own father’s son. A / S / C
10. Alice is Ken’s sister. A / S / C
11. Some typewriters are dusty. A / S / C
12. If it breaks, it breaks. A / S / C
13. John killed Bill, who remained alive for many years after. A / S / C
14. Bachelors cannot form lasting relationships. A / S / C
15. Bachelors are lonely. A / S / C
99
3.3 Paraphrase
3.3.1 Definition
3.3.1.1 PARAPHRASE is “the relationship between a word
and a combination of other words with the same meaning. For
instance, many people would agree that loud means something like
can be heard from far away. Ultimately, the whole project of
describing or explaining word-meanings depends on paraphrase
because we must use words — or other equivalent symbols —
to explain other words.” [Goddard, 1998: 18]
3.3.1.2 “When asked what a sentence means, people usually
provide another sentence that has virtually the same
meaning, a paraphrase.” [Peccei, 1999: 3]
3.3.1.3 “A sentence which expresses the same proposition
as another sentence is a paraphrase of that sentence.”
[Hurford and Heasley, 1984: 104]
3.3.1.4 “Sentences are paraphrases if they have the same
meaning (except possibly for minor differences in
emphases).” [Fromkin and Rodman, 1993: 132]
Consider the two following sentences:
(1) The girl kissed the boy.
(2) The boy was kissed by the girl.
Although there may be a difference in the emphasis in these two
sentences — in the second the emphasis is on what happened to the
boy, whereas in the first the emphasis is on what the girl did — the
meaning relations between the verb kiss and the two noun
100
phrases the girl and the boy are the same in both cases, and on
this basis the two sentences are paraphrases of each other.
3.3.2 Possible ways to paraphrase a sentence
There are a variety of ways that we could paraphrase a sentence:
(1) Change individual words:
1(a) using synonyms:
Cats DRINK cream. ⇔ Domestic felines CONSUME
the liquid fat of milk.
1(b) using relational antonyms (also called converses):
I LENT that book to Jim. ⇔ Jim BORROWED that book from me.
(2) Change sentence structure:
Cats DRINK cream. ⇔ Cream IS DRUNK by cats.
(3) Change both individual words and sentence structure:
Cats DRINK cream. ⇔ The liquid fat of milk IS DRUNK
by domestic felines.
To provide a paraphrase we use our knowledge of both the
meanings of individual words and of the English grammar.

Exercise 31: The following pairs are paraphrases of each other.
Identify the way employed to paraphrase them.
1(a) The house was CONCEALED by the tree.
1(b) The house was HIDDEN by the tree.
101
2(a) The needle is too short.
2(b) The needle is not long enough.
3(a) Some countries have no coastline.
3(b) Not all countries have a coastline.
4(a) Watching television is not a waste of time.
4(b) Watching television is a good way to spend one’s time.
5(a) My friend LOATHES string beans.
5(b) My pal HATES pole beans.
6(a) I’ll LOOK FOR that book right now.
6(b) I’ll SEEK FOR that book at once/immediately.
7(a) Steve HUGGED Jane.
7(b) Steve GAVE Jane a hug.
8(a) John is the parent of James.
8(b) James is the child of John.
9(a) My father OWNS this car.
9(b) This car BELONGS TO my father.
10(a) John SOLD the book to David.
10(b) David BOUGHT the book from John.
11(a) Steve HUGGED Jane.
11(b) Jane WAS HUGGED by Steve.
102
12(a) We HAD hardly BEGUN our work when it rained.
12(b) Hardly HAD we BEGUN our work when it rained.
13(a) Sitting in one place for so long is very uncomfortable.
13(b) It is very uncomfortable to sit in one place for so long
14(a) I saw Ted at the party.
14(b) It was Ted that I saw at the party.
15(a) The nearest service station is 50 miles away.
15(b) It is 50 miles to the nearest service station.
16(a) Jenny and Kevin are twins.
16(b) Kevin and Jenny are twins.
17(a) They had a wonderful holiday
even though the weather was bad.
17(b) Despite/In spite of the bad weather,
they had a wonderful holiday.
17(c) They had a wonderful holiday, despite the bad weather.
17(d) They had a wonderful holiday in spite of the bad weather.
18(a) Bachelors PREFER red-haired girls.
18(b) Girls with red hair ARE PREFERRED by unmarried men.
19(a) Sam SLICED the salami with a knife.
19(b) Sam USED a knife to slice the salami.
103
20(a) Considering your condition, we won’t press charges.
20(b) Under the circumstances, we won’t press charges.
21(a) The laser HAS a wide variety of applications.
21(b) As we have seen, the use of the laser IS numerous.
22(a) In order to make a good impression at a job interview,
you should prepare well for the interview.
22(b) As you can see, it is necessary to be well prepared for
the job interview.
23(a) Synonyms, words that have the same basic meaning,
do not always have the same emotional meaning.
23(b) Many so-called synonyms are not really synonyms at all.
24(a) The composition proficiency requirements as now stated
should not apply.
24(b) I would propose that the standard used to judge international
student papers be relaxed or done away with.
25(a) Although Grants Pass, Oregon, is a fairly small town,
it offers much to amuse summer visitors.
25(b) If you want to give your family a nice, wholesome
vacation, try visiting Grants Pass, Oregon.

104
3.4 Entailment
3.4.1 Definition
3.4.1.1 “Entailment is a relationship that applies between two
sentences
40
, where the truth of one implies the truth of the
other because of the meanings of the words involved.” [Goddard,
1998: 17]
For example, John was killed entails John died. Obviously,
John died could not be true any time before it was true that John was
killed.
3.4.1.2 “An entailment is something that logically follows
from what is asserted in the utterance.” [Yule, 1996: 25]
Shirley: ‘It’s so sad. George regrets getting Mary pregnant.’
Jean: ‘But he didn’t get her pregnant. We know that now.’
In the above conversation, Jean’s utterance of ‘he didn’t get
her pregnant’ actually entails ‘George didn’t get Mary pregnant’
as a logical consequence. “The entailment (a necessary
consequence of what is said) is simply more powerful than the
presupposition (an earlier assumption
41
).” [Yule, 1996: 32]
3.4.1.3 “Entailments are inferences that can be drawn
solely from our knowledge about the semantic relationships

40
For brevity here, as elsewhere in the little textbook, we speak of entailment
between sentences, rather than, more strictly, between the propositions
underlying sentences.
41
Quite contrary to the entailment ‘George didn’t get Mary pregnant’ is the
earlier assumption that ‘George got Mary pregnant’.
105
in a language. This knowledge allows us to communicate much
more than we actually ‘say’.” [Peccei, 1999: 14]
3.4.2 Characteristics
3.4.2.1 “Entailment applies cumulatively. Thus if X entails Y
and Y entails Z, then X entails Z.” [Hurford and Heasley, 1984: 108]
Take the following as an example:
X, Some boys ran down the street entails Y, Some kids ran
down the street.
Y, Some kids ran down the street entails Z, Some kids went
down the street.
Therefore
X, Some boys ran down the street entails Z, Some kids went
down the street.
3.4.2.2 “Hyponymy involves entailment. To say This is a
tulip entails This is a flower, and This is scarlet entails This is
red.” [Palmer, 1981: 87] The relation between tulip and flower
and between scarlet and red brings out the HIERARCHICAL
CLASSIFICATION involved in hyponymy.
3.4.3 Types of entailment
There are two types of entailment:
(i) One-way entailment:
The entailments of this first type come about because of
hyponymic relations between words:
Ex1. Alfred saw a bear asymmetrically entails Alfred saw an animal.
106
If Alfred saw a bear then he necessarily saw an animal; but if
Alfred saw an animal, he could have seen a bear but not
necessarily. It could be a big bad wolf, for example.
Ex2. Max ate the pizza asymmetrically entails
Max did something to the pizza.
Since the meaning do something to is found in eat, the
sentence Max ate the pizza asymmetrically entails Max did
something to the pizza; but if Max did something to the pizza,
he could have eaten it but not necessarily. He could have baked
or bought it, for example.
(ii) Two-way entailment
42
:
The entailments between a pair of sentences are mutual since
the truth of either sentence guarantees the truth of the other.
Ex1. Paul borrowed a car from Sue symmetrically entails
Sue lent a car to Paul.
Ex2. The police chased the burglar symmetrically entails
The burglar was chased by the police.
It is interesting to notice that hyponymic relations
between words result in a great number of one-way
entailments; paraphrases are two-way entailments; and
relational pairs of antonyms such as sell--buy, lend--borrow,
own--belong to, etc. do contribute to two-way entailments.

42
Two-way entailment is also referred as mutual entailment by Peccei [1999: 12].
107
Exercise 32: Use ⇒ to show one-way entailment and ⇔ to show
two-way entailment in each of the following pairs of
sentences:
1(a) John is a bachelor.
1(b) John is a man.
11(a) Eliza plays the flute.
11(b) Someone/Eliza plays a musical instrument.
2(a) I’m wearing black boots.
2(b)I’m wearing black footwear.
12(a) Alan planted roses.
12(b) Someone/Alan planted flowers.
3(a) Mary owns three houses.
3(b) Mary owns a house.
13(a) All dogs have fleas.
13(b) My dog has fleas./Some dogs have fleas.
4(a) Alvin is Mary’s husband.
4(b) Mary is married.
14(a) My uncle teaches at the community college.
14(b) My uncle is a teacher.
5(a) The wolf killed the bear.
5(b) The bear is dead.
15(a) My pet cobra likes the taste of chocolate.
15(b) My pet cobra finds chocolate tasty.
6(a) My father owns this car.
6(b) This car belongs to my father.
16(a) The Jones sold their house to the Cruses.
16(b) The Cruses bought the house from the Jones.
7(a) I gave Erin the summons.
7(b) I gave the summons to Erin.
17(a) Some countries have no coastline.
17(b) Not all countries have a coastline.
8(a) John is the parent of James.
8(b) James is the child of John.
18(a) I saw Ted at the party.
18(b) It was Ted that I saw at the party.
9(a) Jenny and Kevin are twins.
9(b) Kevin and Jenny are twins.
19(a) It is 50 miles to the nearest service station.
19(b) The nearest service station is 50 miles away.
10(a) The bear killed the wolf.
10(b) The wolf was killed
by the bear
20(a) Bachelors prefer red-haired girls.
20(b) Girls with red hair are preferred
by unmarried men.
108
Exercise 33: What sense relation holds between the two
sentences in each of the following pairs:
1(a) Tom is married to Mary.
1(b) Mary is married to Tom.
6(a) Jim is fatter than Ed
and Ed is fatter than Bob.
6(b) Jim is fatter than Bob.
2(a) John is the father of Neil.
2(b) Neil is the father of John.
7(a) Some of the students came to my party.
7(b) Not all of the students came to my party.
3(a) Dick is a bachelor.
3(b) Dick is a man.
8(a) The fly was over the wall.
8(b) The wall was under the fly.
4(a) Gina plays tennis.
4(b) Someone/Gina plays sports.
9(a) Jane is a spinster.
9(b) Jane is married.
5(a) Kevin boiled an egg.
5(b) Kevin cooked an egg.
10(a) The beetle is alive.
10(b) The beetle is dead.
109

Section
4 44 4
UTTERANCE MEANING

“UTTERANCE MEANING is what a speaker means when
he makes an utterance in a particular situation.” [Hurford and
Heasley, 1984: 269]
4.1 Presupposition
43

4.1.1 Definition and characteristics
4.1.1.1 Presupposition is “what a speaker or writer
assumes that the receiver of the message already knows.”
[Richards et al, 1987: 228] Thus, ‘John doesn’t write poems
anymore’ presupposes that John once wrote poetry. And
‘Would you like another beer?’ presupposes that the person called
you here has already had at least one beer.
4.1.1.2 “Presuppositions are inferences about what is
assumed to be true in the utterance rather than directly
asserted to be true:
‘Faye has looked for the keys’ directly asserts Faye has
looked for the keys

43
“It is proved very difficult for authors in the area to agree on a definition for it. This
definition problem is partly a reflection of the fuzzy boundary between pragmatics
and semantics.” [Peccei, 1999: 19]
110
‘Where has Faye looked for the keys? ’ presupposes Faye
has looked for the keys
‘Annie has a sofa’ directly asserts Annie has a sofa
‘Don’t sit on Annie’s sofa’ presupposes Annie has a sofa.”
[Peccei, 1999: 19]
4.1.1.3 “Speakers often make implicit assumptions about
the real world, and the sense of an utterance may depend on
those assumptions, which some linguists term
presuppositions.
44
” [Fromkin and Rodman, 1993: 161]
In the following dialogue, for example, both A and B know (1)
who Simon and Monica are; that (2) Simon has a vehicle, most
probably a car; and that (3) Monica has no vehicle at the moment.
A: ‘What about inviting Simon tonight?’
B: ‘What a good idea; then he can give Monica a lift.’
4.1.1.4 Presuppositions can be used to communicate
information indirectly. If someone says My brother is rich, we assume
that the person has a brother, even though that fact is not
explicitly stated. Much of the information that is exchanged in a
conversation or discourse is of this kind. Often, after a conversation
has ended, we will realize that some fact imparted to us was not
specifically mentioned. That fact is often a presupposition.


44
“Other linguists describe the same phenomenon as implication. Presupposition
is used here because it seems to be more widely accepted usage.” [Fromkin
et al, 1990: 193]
111
4.1.2 Characteristics
4.1.2.1 The presupposition of an utterance remains the same
under its NEGATION:
(1)a. ‘John stopped smoking.
(1)b. ‘John didn’t stop smoking.’
(1)a-b both presuppose that John once smoked cigarettes.
(2)a. ‘The dog’s tail was cut.’
(2)b. ‘The dog’s tail wasn’t cut.’
(2)a-b both presuppose that the dog had a tail.
(3)a. ‘I like his car.’
(3)b. ‘I don’t like his car.’
(3)a-b both presuppose that he owns a car.
4.1.2.2 The presupposition of an utterance remains the same
under its INTERROGATION:
(4)a. ‘John stopped smoking.’
(4)b. ‘Did John stop smoking?’
(4)c. ‘Why did John stop smoking?’
(4)a-c all presuppose that John once smoked cigarettes.
4.1.2.3 The presupposition of an utterance may be cancelled
under its EXTENSION:
(5)a. ‘She didn’t feel regret at the over-cooked meat.’
(5)b. ‘She didn’t feel regret at the over-cooked meat
because it was in fact well-done.’
112
(5)a presupposes that the meat was overcooked while (5)b
presupposes that the meat was well-done.
4.1.3 Classification
There exist a number of different types of presupposition.
4.1.3.1 The existential presupposition
A possessive
45
noun phrase (abbreviated to NP)
⇒ a complete statement: X had / has / will have + an indefinite
46
NP
1. ‘They haven’t spoken to each other since their last week’s quarrel.’
(countable noun: singular) their last week’s quarrel
The utterance presupposes that they had a quarrel last week.
2. ‘I lost my watch yesterday at Beán Thaønh market.’
(countable noun: singular) my watch
The utterance presupposes that I had a watch.
3. ‘That her turtle ran away made Emily very sad.’
(countable noun: singular) her turtle
The utterance presupposes that Emily had a (pet) turtle.
4. ‘John’s sister has been in hospital for a week.’
(countable noun: singular) John’s sister
The utterance presupposes that John has a sister.

45
My, your, their, John’s, the book’s, etc. make a noun phrase possessive.
46
The indefinite article a/an makes a singular noun phrase indefinite.
Respectively, to signal that a noun phrase whose head noun is either
uncountable or plural is indefinite, one may use some or a number of instead
of a/an.
113
5. ‘Could you come to our party this weekend?’
our party (countable noun: singular)
The utterance presupposes that
we are going to
47
have a party this weekend.
6. ‘This is my youngest sister.’
my youngest sister
The utterance presupposes that I have a number of younger sisters.
7. ‘I try to hand in this assignment on time.’ (countable noun: singular)
an assignment of mine = my assignment = this assignment
The utterance presupposes that I have an assignment.
8. ‘Her mother’s death was a great blow to Mary.’
‘Mary can’t get over her mother’s death.’
The utterance presupposes that
Mary’s mother died. (intransitive verb)
Mary’s mother is dead. (be + adjective)

A definite
48
NP ⇒ a complete statement
There is/was/are/were (not)+ an indefinite NP (+adjunct of place)
There exist/exists/existed + an indefinite NP (+adjunct of place)

47
Are going to is [+future], [+near], and [+arrangement].
48
The definite article the as well as the demonstrative adjectives this, that,
these, and those make a noun phrase definite.
114
9. ‘The American girl next door is having a party.’
the American girl next door (countable noun: singular)
The utterance presupposes that
there is an American girl next door.
there is a girl from the USA living next door.
10. ‘Children like all the pictures in this book very much.’
all the pictures in this book (countable noun: plural)
The utterance presupposes that
there are/exist a number of pictures in this book.
a number of pictures can be found in this book.
11. ‘The king of Sweden has just left for France.’
(countable noun: plural) the king of Sweden
The utterance presupposes that there is/exists a king in Sweden.
The utterance presupposes that the king of Sweden exists.
12. ‘They searched everywhere for the missing child.’
(countable noun: singular) the missing child
The utterance presupposes that there was a child who was missing.
The utterance presupposes that a child was missing.
A definite NP ⇒ an indefinite NP
13. ‘The book you gave me is worth reading.
the book (= which/that) you gave me
The utterance presupposes that you gave me a book.
115
4.1.3.2 The factive presupposition
14. ‘Nobody realized that Kelly was ill.’
The utterance presupposes that Kelly was ill.
15. ‘Ed realized/didn’t realize that he was in debt.’
The utterance presupposes that Ed was in debt.
16. ‘I was aware/wasn’t aware that she was married.’
The utterance presupposes that she was married.
17. ‘It is odd/isn’t odd that he left early.’
The utterance presupposes that he left early.
18. ‘I am glad that it’s over.’
The utterance presupposes that it’s over.
19. ‘We regret(ted) telling him the truth.’
The utterance presupposes that we told him the truth.
20. ‘He regretted/didn’t regret not booking the ticket in advance.’
The utterance presupposes that he did not book the ticket in advance.
(The speaker assumes that
the hearer already knows what the ticket is.)
4.1.3.3 The non-factive presupposition
21. ‘I imagined that Kelly was ill.’
The utterance presupposes that Kelly was not ill.
22. ‘I dreamed that I was rich.’
The utterance presupposes that I was not rich.
116
23. ‘We imagined that we were in Hawaii.’
The utterance presupposes that we were not in Hawaii.
24. ‘He pretends to be ill.’
The utterance presupposes that he is not ill.
25. ‘She pretended that he had understood what she meant.’
The utterance presupposes that
he did not understand what she meant.
4.1.3.4 The lexical presupposition
26. ‘You’re late again.’
The utterance presupposes that you were late before.
27. ‘The Brazilian team beat the French team again.’
The utterance presupposes that
the Brazilian team beat/had beaten the French team before.
28. ‘I’m not going to let him come under my roof anymore.’
The utterance presupposes that
he often comes under my roof/to my house.’
29. ‘I ’m going to change job.’
The utterance presupposes that I have a job already.
30. ‘My sister’s going to change job. ’
The utterance presupposes that my sister has a job already.
The utterance presupposes that
I have a sister and she has a job already.
31. ‘I’ve just got a driving license.’
117
The utterance presupposes that I had no driving license before.
The utterance presupposes that
I did not have a driving license before.
32. ‘Jim wants more popcorn.’
The utterance presupposes that
Jim has had/has eaten some popcorn.
33. ‘She managed/didn’t manage to pay her debt.’
The utterance presupposes that she tried to pay her debt.
The utterance presupposes that
she owed a debt and she tried to pay it.
34. ‘Can you stop making that noise?’
The utterance presupposes that you are making that noise.
The utterance presupposes that
there is some noise and you are making it.
35. ‘He stopped smoking.’
The utterance presupposes that
he used to smoke/he once smoked.
36. ‘After a while they stopped arguing.’
The utterance presupposes that they had been arguing.
37. ‘The police ordered the teenagers to stop drinking.’
The utterance presupposes that
the teenagers had been drinking.
(The speaker assumes that
the hearer already knows who the teenagers are.)
118
38. ‘They started complaining.’
The utterance presupposes that
they had never complained before.
4.1.3.5 The structural presupposition
A Wh-question ⇒ a complete statement
39. ‘Where did you buy the bike?’
The utterance presupposes that you bought a bike.
(The speaker assumes that
the hearer already knows what the bike is.)
40. ‘How long has your grandfather been in hospital?’
The utterance presupposes that
your grandfather has been in hospital.
41. ‘When did he leave?’
The utterance presupposes that he left.
42. ‘What do you usually do in your free time?’
The utterance presupposes that you have some free time
and that you do something at leisure.
43. ‘When did you get your bachelor degree?’
The utterance presupposes that you got a bachelor degree.
44. ‘How long have you been selling cocaine?’
The utterance presupposes that you have been selling cocaine.
119
45. ‘Why don’t pigs have wings?’
The utterance presupposes that pigs don’t have wings.
46. ‘How did you know the defendant had bought a knife?’
The utterance presupposes that
you knew the defendant had bought a knife.
(The speaker assumes that
the hearer already knows who the defendant is.)
47. ‘Who is going to give me a lift to the airport?’
The utterance presupposes (1) that the speaker needs to go
to the airport, (2) that the hearers already know what the
airport is and where it is located, and (3) that the hearers own
a vehicle, most probably a car, and are able to drive.’
A Wh-embedded clause ⇒ a complete statement
48. ‘I was eating popcorn when Mike smashed the television set.’
The utterance presupposes that Mike smashed the television set.
(The speaker assumes that
the hearer already knows what the television set is.)
49. ‘I don’t know why I’ve got an average mark.’
The utterance presupposes that I’ve got an average mark.
50. ‘How fast was the car going when it ran the red light?’
The utterance presupposes that the car ran the red light.
(The speaker assumes that
the hearer already knows what the car is.)
120
51. ‘It is odd how proud he was.’
The utterance presupposes that he was proud.
52. ‘I wonder how he managed
49
to get the job.’
The utterance presupposes that he managed to get a job.
(The speaker assumes that
the hearer already knows what the job is.)
4.1.3.6 The counter-factual presupposition
An if clause ⇒ a complete statement
53. ‘If I had enough money, I would buy that house.’
if I had enough money
The utterance presupposes that I do not have enough money.
54. ‘If I had had enough money, I would have bought that house.’
if I had had enough money
The utterance presupposes that I did not have enough money.
55. ‘If you were my friend, you’d have helped me.’
if you were my friend
The utterance presupposes that you are not my friend.
56. ‘If he hadn’t made such a terrible mistake, we would be very
happy now.’
if he hadn’t made such a terrible mistake

49
The utterance ‘He managed to get the job’ presupposes that he tried to get the
job.
121
The utterance presupposes that
he did make/made a terrible mistake.
An embedded clause after ‘wish’ ⇒ a complete statement
57. ‘They wish they could go on vacation now.’
they could go on vacation now
The utterance presupposes that they cannot go on vacation now.
58. ‘I wish I had studied medicine.’
I had studied medicine
The utterance presupposes that I did not study medicine.
A clause with a modal perfect verb form ⇒ a complete statement
59. ‘You shouldn’t have seen such a horror film.’
The utterance presupposes that
you did see/saw a horror film.
60. ‘You could have talked to the dean.’
The utterance presupposes that you did not talk to the dean.
In brief, it is believed that “presuppositions are closely
linked to the words and grammatical structures that are
actually used in the utterance and our knowledge about the
way language users conventionally interpret them” and that
“presuppositions can be drawn when there is little or no
surrounding context.” [Peccei, 1999: 22]
122
Exercise 34: Identify the presupposition(s) in each of the
following sentences.
1. ‘I am sorry I cannot find your book right now.’
The utterance presupposes that _________________________
________________________________________________
2. ‘On the occasion of my friend's birthday, I intend to buy her a
new vase.’
The utterance presupposes that _________________________
________________________________________________
3. ‘The exam is not so difficult.’
The utterance presupposes that _________________________
________________________________________________
4. ‘She is not happy about the chemistry course she's taking.’
The utterance presupposes that _________________________
________________________________________________
5. ‘We haven't heard anything from Barbara.’
The utterance presupposes that _________________________
________________________________________________
6. ‘They were rich.’
The utterance presupposes that _________________________
________________________________________________
7. ‘Can you stop playing with your cat?’
123
The utterance presupposes that _________________________
________________________________________________
8. ‘She was not aware that her son had an accident.’
The utterance presupposes that _________________________
________________________________________________
9. ‘The explosion was so loud that it could be heard from miles
away.’
The utterance presupposes that _________________________
________________________________________________
10. ‘I wish I had not booked the tickets.’
The utterance presupposes that _________________________
________________________________________________
11. ‘Tom might find the chocolate cake in the kitchen.’
The utterance presupposes that _________________________
________________________________________________
12. ‘You will be amazed when you see the view.’
The utterance presupposes that _________________________
________________________________________________
13. ‘I am so sorry, I am in a hurry and I can't answer your question
right now.’
The utterance presupposes that _________________________
________________________________________________
124
14. ‘She was not aware that it would hurt her so much.’
The utterance presupposes that _________________________
________________________________________________
16. ‘Could you drive me to the airport?’
The utterance presupposes that _________________________
________________________________________________
17. ‘It took us two days to come back from Hanoi by train.’
The utterance presupposes that _________________________
________________________________________________
18. ‘It is going to rain for a long time.’
The utterance presupposes that _________________________
________________________________________________
19. ‘I am going to have a final examination in Semantics.’
The utterance presupposes that _________________________
________________________________________________
20. ‘We are going to be teachers of English.’
The utterance presupposes that _________________________
________________________________________________
21. ‘I think I will pass the exam.’
The utterance presupposes that _________________________
________________________________________________
125
22. ‘I hope to have a good result for this exam.’
The utterance presupposes that _________________________
________________________________________________
23. ‘But before your encouragement, we would have given up.’
The utterance presupposes that _________________________
________________________________________________
24. ‘I got an excellent mark for my essay last time.’
The utterance presupposes that _________________________
________________________________________________
25. ‘I missed my class on Monday because I overslept.’
The utterance presupposes that _________________________
________________________________________________
26. ‘My sister is going to graduate from university.’
The utterance presupposes that _________________________
________________________________________________
27. ‘I've got a good mark for the exam in American Literature.’
The utterance presupposes that _________________________
________________________________________________
28. ‘I am going to have a new grammar book.’
The utterance presupposes that _________________________
________________________________________________
126
29. ‘When did you give up teaching?’
The utterance presupposes that _________________________
________________________________________________
30. ‘When did you stop beating your wife?’
The utterance presupposes that _________________________
________________________________________________
31. ‘Fred continued/didn't continue speaking.’
The utterance presupposes that _________________________
________________________________________________
32. ‘I cleaned/didn't clean the room.’
The utterance presupposes that _________________________
________________________________________________
33. ‘He killed/didn't kill the bird.’
The utterance presupposes that _________________________
________________________________________________
34. ‘What was John worried about?’
The utterance presupposes that _________________________
________________________________________________
35. ‘Bill drank another glass of beer?’
The utterance presupposes that _________________________
________________________________________________
127
36. ‘Could you lend me the novel when you finish it?’
The utterance presupposes that _________________________
________________________________________________
37. ‘I can't guess when the rain stops?’
The utterance presupposes that _________________________
________________________________________________
38. ‘Please take me to the circus again.’
The utterance presupposes that _________________________
________________________________________________
39. ‘He pretended to be pleased with the gift.’
The utterance presupposes that _________________________
________________________________________________
40. ‘If only you had taken his offer.’
The utterance presupposes that _________________________
________________________________________________
Exercise 35: Which of the following utterances share the same
presupposition?
(1) ‘Did Mike smash the television set?’
(2) ‘When did Mike smash the television set?’
(3) ‘I was eating popcorn when Mike smashed the television set.’
(4) ‘Why did Mike smash the television set?’
128
(5) ‘I don’t understand why Mike smashed the television set.’
(6) ‘I wonder if Mike smashed the television set.’
(7) ‘I wonder how Mike smashed the television set.’
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
4.2 Conversational implicature
4.2.1 Introduction
In the middle of their lunch hour, one woman asks another how
she likes the hamburger she is eating, and receives the answer in
(1):
(1) ‘A hamburger is a hamburger.’
When the listener hears the utterance marked (1), she first has
to assume that the speaker is being co-operative and intends to
communicate something. “That something must be more than
just what the words mean. It is an additional conveyed
meaning, called an implicature.” [Yule, 1996: 35]
The notion implicature, which is the shortened form of the
notion conversational implicature (although distinctions between
this and another kind of implicature namely conventional
implicature should be introduced later, in Section 4.3), provides
some explicit account of how it is possible to mean more than
what is really ‘said’:
129
(2) A: ‘I hope you brought the bread and the cheese.’
B: ‘Ah, I brought the bread.’
B’s utterance may implicate that B did not bring the cheese, since
what is not mentioned was not brought.
4.2.2 Definition
Conversational implicature promises to bridge “the gap
between what is literally said and what is conveyed.”
[Levinson, 1983: 98]
(3)a A: ‘Coffee?’
B: ‘It would keep me awake all night.’
B’s utterance may implicate that B would rather not drink
coffee.
(4)a A: ‘Have you finished the student’s evaluation form and
reading list?’
B: ‘I’ve done the reading list.’
B’s utterance may implicate that B has not done the evaluation
form, since what is not mentioned has not been done yet.
(5)a Phil: ‘Are you going to Mark’s barbecue?’
Jean: ‘Well, Mark’s got those dogs now.’
Jean’s utterance may implicate that she is not going to Mark’s
barbecue.
4.2.3 Characteristics
130
4.2.3.1 People may draw somewhat different
conversational implicature from a certain utterance. For
example, not everyone infers from (6)a that Mike was not very
keen on the dessert and from (7)a that Mary does not like the hat:
(6)a Annie: ‘Was the dessert any good?’
Mike: ‘Annie, cherry pie is cherry pie.’
Mike’s utterance may implicate that he was not very keen on
the dessert.
(7)a Virginia: ‘Do you like my new hat?’
Mary: ‘It’s pink.’
Mary’s utterance may implicate that she does not like the hat.
Respectively compare (3-7)a with (3-7)b to see that a
different conversation implicature may be drawn despite the
fact that the content of the second speaker’s utterance
remains the same.
(3)b A: ‘We went to see The Omen last night but it wasn’t very
scary.’
B: ‘It would keep me awake all night.’
B’s utterance may implicate that B thinks The Omen is scary.’
(4)b A: ‘You look very pleased with yourself.’
B: ‘I’ve done the reading lists.’
B’s utterance may implicate that B’s pleased with himself
because he’s done the reading lists.
131
(5)b Phil: ‘His garden looks awful.’
Jean: ‘Well, Mark’s got those dogs now.’
Jean’s utterance may implicate that Mark’s dogs have wrecked
the garden.
(6)b Annie: ‘I thought the pie would cheer you up.’
Mike: ‘Annie, cherry pie is cherry pie.’
Mike’s utterance may implicate that it takes more than cherry
pie to cheer him up.
(7)b Virginia: ‘Try the roast pork.’
Mary: ‘It’s pink.’
Mary’s utterance may implicate that she is not having the
roast pork.
In brief, “unlike presuppositions and entailments,
implicatures
50
are inferences
51
that cannot be made in isolated
utterances. They are dependent on the context of the
utterance and shared knowledge between the speaker and
the hearer.” [Peccei, 1999: 30]
4.2.3.2 Conversational implicature can be suspended or
denied. Since conversational implicature is part of what is

50
This is true only for conversational implicatures, not for conventional
implicatures.
51
“An INFERENCE is any conclusion that one reasonably entitled to draw from
a sentence or utterance. All entailments are inferences, but not all inferences
are entailments. Implicature … is another kind of inference, distinct from
entailment.” [Hurford and Heasley, 1984: 279-280]
132
communicated and not said, the speaker can explicitly suspend
or deny that he/she intended to communicate such meaning in
different ways.
The speaker can suspend the implicature that the hearer only
won five dollars by using the expression at least, as in (8)b; the
speaker can deny the implicature by either adding further
information, often following the expression in fact, as in (8)c or
reinforcing the implicature with additional information, as in (8)d:
(8)a. ‘You have won five dollars.’
b. ‘You have at least won five dollars.’
c. ‘You have won five dollars, in fact, you’ve won ten!’
d. ‘You have won five dollars, that’s four more than one.’
4.2.3.3 Conversational implicatures are “conclusions drawn
from utterances on particular occasions and not from isolated
sentences … In this respect the problem of implicature resembles
the problem of how a hearer arrives at the indirect illocutions
of utterances.” [Hurford and Heasley, 1984: 280]
4.2.4 Grice’ theory of conversational implicature
Grice [1975, 1978]
52
has proposed a way of analysing
conversational implicature based on the co-operative principle
and its four basic maxims of Quality, Quantity, Relevance, and
Manner.

52
The key ideas concerning conversational implicature “were proposed by Grice
in the William James lectures delivered at Harvard in 1967 and still only
partially published.” [Levinson, 1983: 100]
133
The co-operative principle, which can be stated simply as
“be as helpful to your hearer as you can” [Hurford and Heasley,
1984: 281] and which “controls the way in which a conversation
may proceed” [Palmer, 1981: 173], and its maxims, which are
“guidelines for the efficient and effective use of language in
conversation” [Levinson, 1983: 101], are expressed as follows:
“The co-operative principle
make your contribution such as is required, at the stage at
which it occurs, by the accepted purpose or direction of the talk
exchange in which you are engaged
The maxim of Quality
try to make your contribution one that is true, specifically:
(i) do not say what you believe to be false
(ii) do not say that for which you lack adequate evidence
The maxim of Quantity
(i) make your contribution as informative as required for current
purposes of the exchange
(ii) do not make your contribution more informative than is required
The maxim of Relevance
make your contribution relevant
The maxim of Manner
be perspicuous
53
, and specifically:
(i) avoid obscurity
54

(ii) avoid ambiguity
(iii) be brief
(iv) be orderly

53
Be perspicuous means ‘express yourself clearly’.
54
Obscurity means ‘state of being unclear’.
134
In short, these maxims specify what participants have to do in
order to converse in a maximally efficient, rational, co-operative
way: they should speak sincerely, relevantly and clearly, while
providing sufficient information.” [Levinson, 1983: 101-102] In
fact, these conversational maxims are not always observed.
One way, Grice believes, in which conversational implicatures
may be derived is where the speaker observes the maxims in a
fairly direct way: he may amplify what he says by some
straightforward inferences:
(9) A (to a passer-by): ‘I am out of petrol.’
B: ‘Oh; there is a garage just around the corner.’
B’s utterance may implicate that the garage is probably open
and A may obtain petrol there.
Another way in which implicatures may be derived is where
the speaker deliberately and ostentatiously breaches or (as
Grice put it) flouts the maxims:
(10) A: ‘Let’s get the kids something.’
B: ‘Okay, but I veto I-C-E C-R-E-A-M-S.’
B’s utterance may implicate that it is not allowed to mention
ice-cream directly in front of the kids.
In this example, “B ostentatiously infringes the maxim of
Manner (be perspicuous) by spelling out the word ice-creams, and
thereby conveys to A that B would rather not have ice-creams
mentioned directly in the presence of the children, in case they are
thereby prompted to demand some.” [Levinson, 1983: 104-105]
4.2.5 Classification
135
The two following types of conversational implicature are
both of great interest.
4.2.5.1 Those that derive from the observation of
conversational maxims:
Maxim of Quantity: Make your contribution as informative as required and
do not make your contribution more informative than
is required.
(11) Mother: ‘Have you finished your homework
and put your books away?’
Son: ‘I have finished my homework.’
B’s utterance may implicate that B has not put his books away
or the books have not been put away yet.
Maxim of Relevance: Make your contribution relevant.
(12) A: ‘Can you tell me the time?’
B: ‘Well, the milkman has come.’
B’s utterance may implicate that B does not know the exact time of
the present moment, but B can provide some information from
which A may be able to deduce the approximate time, namely
the milkman has come.
4.2.5.2 Those that derive from the violation of conversational
maxims:
Maxim of Quality: Make your contribution one that is true.
(13) A: ‘John has two PhDs.’
B: ‘John has two PhDs but I don’t believe he has.’
B’s utterance may implicate that A should be suspicious of the
true value of John’s two PhDs.
136
Here B’s contribution, taken literally, is pragmatically
anomalous because, by violating the maxim of Quality, “it
contradicts the standard Quality implicature
55
that one
believes what one asserts.” [Palmer, 1981: 105] At some
deeper (non-superficial) level, however, B’s contribution should
not in fact be anomalous for “implicatures (as we shall see) are
deniable.” [Levinson, 1983: 105]
(14) A: ‘Does your farm contain 400 acres
56
?’
B: ‘I don’t know that it does, and I want to know if it does.’
B’s utterance may implicate that B does not think that his/her
farm contains 400 acres.
B’s contribution violates the maxim of Quality by pointing
out that since A does not ask sincerely and hence does not lack and
require the requested information, B does not need to try to make
his/her response one that is true, i.e. B is also free to say what
he/she believes to be false.
Maxim of Relevance: Make your contribution relevant.
(15) A: ‘Where’s Bill?’
B: ‘There’s a yellow VW outside Sue’s house.’
B’s utterance may implicate that if Bill has a yellow VW, he is
now in Sue’s house.
B’s contribution, taken literally, fails to answer A’s question,
and thus seems to violate at least the maxims of Quantity and
Relevance. Despite this apparent failure of co-operation, there
could be possible connection between the location of Bill and that

55
Levinson [1983: 104] calls the inferences that arise from observing the four
basic maxims of conversation ‘standard implicatures’.
56
An acre is a measure of land which equals 4,050 square meters or 4,840 square
yards.
137
of a yellow VW. Thus, at some deeper (non-superficial) level, B’s
contribution is in fact co-operative since it implicates that Bill is
probably in Sue’s house.
Exercise 36: Write down one implicature that can be drawn from
the second speaker’s response in each of the following
conversations:
(1) Mary: ‘Did you manage to fix that leak?’
Jim: ‘I tried to.’
Jim’s utterance may implicate that ______________________
________________________________________________________
(2) Steve: ‘What happened to your flowers?’
Jane: ‘A dog got into the garden.’
Jane’s utterance may implicate that ______________________
________________________________________________________
(3) Laura: ‘Who used all the printer paper?’
Dick: ‘I used some of it.’
Dick’s utterance may implicate that _____________________
________________________________________________________
(4) Gina: ‘I hear you’re always late with the rent.’
Robin: ‘Well, sometimes I am.’
Robin’s utterance may implicate that ____________________
________________________________________________________
(5) Jenny: ‘Mike and Annie should be here by now. Was their
plane late?’
Alfred: ‘Possibly.’
138
Alfred’s utterance may implicate that ____________________
________________________________________________________
(6) Gwen: ‘This cheese looks funny. The label said not to store the
cheese in the freezer.’
Alvin: ‘Yeah, I did see the label.’
Alvin’s utterance may implicate that _____________________
________________________________________________________
(7) Mat: ‘What’s with your mother?’
Bob: ‘Let’s go to the garden.’
Bob’s utterance may implicate that ______________________
________________________________________________________
(8) Carmen: ‘Did you buy the car?’
Maria: ‘It cost twice as much as I thought it would.’
Patricia’s utterance may implicate that ___________________
________________________________________________________
(9) Robert: ‘Where’s the salad dressing?’
Gabriela: ‘We’ve run out of olive oil.’
Gabriela’s utterance may implicate that __________________
________________________________________________________
(10) Maggie: ‘The bathroom’s flooded!’
Jim: ‘Someone must have left the tap on.’
Jim’s utterance may implicate that ______________________
________________________________________________________
(11) Austin: ‘Want some fudge brownies?’
Jenny: ‘There must be 20,000 calories there.’
139
Jenny’s utterance may implicate that _____________________
________________________________________________________
(12) Alice: ‘Have you seen my sweater?’
Max: ‘There’s a sweater on the sofa.’
Max’s utterance may implicate that ______________________
________________________________________________________
(13) Phil’s mother: ‘How did you do on these exams?’
Phil: ‘I failed physics.’
Phil’s utterance may implicate that ______________________
________________________________________________________
(14) Paul: ‘I didn’t take it.’
Virginia: ‘Why do you always lie?’
Virginia’s utterance may implicate that ___________________
________________________________________________________
(15)Tom: ‘It works now.’
Janet: ‘When did Eric fix it?’
Janet’s utterance may implicate that _____________________
________________________________________________________
(16) Liza: ‘I hear you’ve invited Mat and Chris.’
Ed: ‘I didn’t invite Mat.’
Ed’s utterance may implicate that _______________________
________________________________________________________
(17) A: ‘What are the Nelsons like?’
B: ‘They were rich.’
140
B’s utterance may implicate that ________________________
________________________________________________________
(18) A: ‘What is this examination in Semantics like?’
B: ‘It is so easy this time.’
B’s utterance may implicate that ________________________
________________________________________________________
(19) A: ‘Did you get the milk and the eggs?’
B: ‘I got the milk.’
B’s utterance may implicate that ________________________
________________________________________________________
(20) A: ‘Did Carmen like the party?’
B: ‘She left after an hour.’
B’s utterance may implicate that ________________________
________________________________________________________

Exercise 37: In each case below decide which maxim has not
been observed and what conversational implicature might
be drawn. Background information is given in square brackets.
(1)A: ‘I really like that dinner.’
B: ‘I’m a vegetarian.’
________________________________________________________
________________________________________________________
(2) A: ‘Would you like a cocktail? It’s my own invention.’
B: ‘Well, mmm uh it’s not that we don’t drink.’
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________________________________________________________
________________________________________________________
(3) A: ‘How are you?’
B: ‘I’m dead.’
________________________________________________________
________________________________________________________
(4) A: ‘We’re going to the movies.’
B: ‘I’ve got an exam tomorrow.’
________________________________________________________
________________________________________________________
(5) A: ‘Are you going to Steve’s barbecue?’
B: ‘A barbecue is an outdoor party.’
________________________________________________________
________________________________________________________
(6) Teacher [towards the end of a lecture]: ‘What time is it?’
Student: ‘It is 10: 44 and 35.6 seconds.’
________________________________________________________
________________________________________________________
(7) Policeman [at the front door]: ‘Is your father or your mother at
home?’
Small boy [who knows that his father is at home]: ‘Either my
mother’s gone out shopping or she hasn’t.’
142
________________________________________________________
________________________________________________________
(8) Mother: ‘Now tell me the truth. Who put the ferret in the
bathtub?’
Son [who knows who did it]: ‘Someone put it there.’
________________________________________________________
________________________________________________________
4.2.6 Distinction between presupposition and conversational
implicature
4.2.6.1 A presupposition is “anything the speaker assumes
to be true before making the utterance” [Peccei, 1999: 19]
while a conversational implicature is an inference or an
additional unstated meaning drawn from any conversation.
(1) A: ‘What happened to my calculator?’
B: ‘Someone used it this morning.’
A’s utterance presupposes that A has a calculator
and that the calculator worked well before.
B’s utterance may implicate that it is not B who broke the
calculator.
(2) A: ‘Will your brother go to the conference this afternoon?’
B: ‘He’s gone to Hanoi.’
A’s utterance presupposes that B has a brother
and that there will be a conference this afternoon.
143
B’s utterance may implicate that B’s brother will not go to the
conference.
4.2.6.2 Compare their few main properties to distinguish
presupposition from conversational implicature:
PRESUPPOSITION CONVERSATIONAL IMPLICATURE
Presupposition is more
straightforward and more
objective.
It is easily drawn before making an
utterance.
Conversational implicature is less
straightforward and more
subjective/personal.
It is derived from observing or
violating one or more maxims and
drawn after a conversation is over.
Ex: ‘Is the Pope Catholic?’
The utterance presupposes that
the Pope does exist in the world.
Ex: A: ‘Do you like apples?’
B: ‘Is the Pope Catholic?’
B’s utterance may implicate that
he/she does like apples.

Exercise 38: In each of the following decide whether each of the
inferences in brackets is a presupposition (P) or an implicature
(I) derived from the underlined utterance.
(1) A: ‘My girlfriend lives in New York.’
B: ‘My girlfriend lives in Boston.’ (I have a girlfriend.)
(2) A: ‘What?’
B: ‘Why are you laughing at me?’ (You are laughing at me.)
(3) A: ‘Why is she eating those?’
B: ‘Her father didn’t give her any supper.’ (She didn’t have any
supper.)
144
(4) A: ‘Is John engaged?’
B: ‘He’s bought a ring.’ (John is engaged.)
(5) A: ‘You look pleased.’
B: ‘I managed to pass the exam.’ (I tried to pass the exam.)
(6) A: ‘Did you finish that report?’
B: ‘I started it.’ (I didn’t finish it.)
(7) Paul: ‘I didn’t take it.’
Virginia: ‘Why do you always lie?’ (You always lie.)

Exercise 39: In each of the following decide whether each of the
inferences in brackets is a presupposition (P) or an implicature (I).
(1) A: ‘What’s with Jean?’
B: ‘She discovered that her central heating is broken.’
(Her central heating is broken.)
(2) A: ‘How do you like your bath?’
B: ‘Warm.’ (I don’t like it hot.)
(3) A: ‘What do you think of this necklace and bracelet?’
B: ‘The bracelet is beautiful.’ (The necklace is not beautiful.)
(4) A: ‘Has the kitchen been painted?’
B: ‘Tom’s away.’ (No.)
(5) A: ‘How come Mary’s all dressed up?
B: ‘We’re going to the D-E-N-T-I-S-T.’
(Mary hates the dentist.)
145
(6) A: ‘It works now.’
B: ‘When did Eric fix it?’ (Eric fixed it.)
4.3 Conventional implicature
Unlike conversational implicatures, conventional
implicatures “don’t have to occur in conversation, and they don’t
depend on special contexts for their interpretation. Not unlike
lexical presuppositions, conventional implicatures are
associated with specific words and result in additional conveyed
meanings when those words are used.” [Yule, 1996: 45] Among
these words are and, but, even, and yet.
(1) ‘Linda suggested black, but I chose white.’
The utterance may implicate that the speaker does
something in contrast to what has been suggested.
(2) ‘Even John came to the party.’
The utterance may implicate that contrary to the speaker’s
expectation, John came.
(3) ‘Jenny isn’t here yet.’
The utterance may implicate that the speaker expects that
Jenny should be there by then.
(4) ‘She put on her clothes and left the house.’
The utterance may implicate that there are two action
occurring in sequence, i.e. one after another.
146
4.4 Speech acts
“An important part of the meaning of utterances is what
speakers DO by uttering them.” [Hurford and Heasley, 1984: 334]
4.4.1 Definition
“A speech act is an UTTERANCE as a functional unit in
communication.” [Richards et al, 1985: 265]
“Quite contrary to the popular belief that actions and words
are entirely distinct, many actions can actually be performed with
words.” [Hurford and Heasley, 1984: 235]
4.4.2 Characteristics
A speech act has two kinds of meaning:
(a) locutionary meaning (also known as propositional
meaning), which is its basic literal meaning conveyed by
its particular words and structure(s);
(b) illocutionary meaning (also known as illocutionary
force), which is the effect the utterance might have
on the hearer. [Richards et al, 1985: 265]
Consider the two following sample dialogues:
(1) Sam: ‘I am thirsty.’
(= ‘Give me something to drink, please.’)
Annie: ‘I’ll bring you a glass of water.’
The locutionary meaning of ‘I am thirsty’ is
I am suffering from my thirst.
The illocutionary meaning of ‘I am thirsty’ is Sam indirectly
requests Annie to give him something to drink.
147
(2) Jane: ‘Can you shut the window?’
(= ‘Shut the window, please.’)
Jane’s husband: ‘Certainly.’
The locutionary meaning of ‘Can you shut the window?’ is
I wonder whether you are able to shut the window.
The illocutionary meaning of ‘Can you shut the window?’ is
Jane indirectly requests her husband to shut the window.
4.4.3 Classification
There are five main types of speech acts, according to Searl
[1981]:
4.4.3.1 The representative describes a state of affairs in the
world: asserting, stating, claiming, affirming, making hypotheses,
describing, predicting, reporting, etc. The representative can
generally be characterized as being true or false.
(3) Tom: ‘Where are you from?’
David: ‘I’m from Canada.’
57

‘I’m from Canada’ is a representative: David directly gives a
piece of information concerning where he was born and grew
up.

57
Describing a state of affairs requested by its preceding question, a response is
usually classified as a representative.
148
(4) Teacher: ‘There are only two seasons in the south: the
dry season and the rainy season.’
58

Student 1: ‘Then, each season is exactly six months long?’
Student 2: ‘Is there any transitional period between them?’
‘There are only two seasons in the south: the dry season and the
rainy season’ is a representative: the teacher directly informs
his/her students of what the weather is like in the south.
4.4.3.2 The commissive commits the speaker to a course
of action: promising, vowing, threatening, offering, etc.
(5) Jenny: ‘If you don’t stop fighting, I’ll call the police.’
Bill: ‘Call them at once to turn your brother in.’
‘I’ll call the police’ is a commissive: Jenny directly threatens to call
the police if Bill and her brother don’t stop fighting.
(6) Alice: ‘When will I receive my reimbursement?’
Victor: ‘Authors always pay their debts.’
(= ‘I’ll pay you back later.’)
‘Authors always pay their debts’ is a commissive: Victor indirectly
promises to pay Alice back later.
4.4.3.3 The declarative changes the world by bringing
about or altering the state of affairs it names: dismissing,
sentencing, naming, announcing marriage, etc.


58
The teacher’s statement is true when it is used to describe the weather in the
south of Vietnam, for example. This statement may be false when it refers to
the weather in the south of China.
149
(7) Vicar: ‘I now pronounce you man and wife.’
[at the wedding ceremony held in a church]
‘I now pronounce you man and wife’ is a declarative: the vicar is
directly announcing the legal and permanent union between a man
and a woman as husband and wife, simultaneously changing their
marital status.
(8) Minister of Education: ‘I resign.’
Prime Minister: ‘You’ll be free from tomorrow.’
(= ‘I dismiss you from your current position.’)
‘I resign’ is a declarative: the Minister of Education directly
declares to give up his/her current position.
‘You’ll be free from tomorrow’ is also a declarative: the Prime
Minister indirectly declares to dismiss the Minister of Education
from his/her current position.
This type of speech acts is quite special that it can only count if
the speaker has the appropriate authority to perform the type of acts.
4.4.3.4 The directive intends to get the listener to carry
out an action: commanding, requesting, begging, warning,
challenging, inviting, suggesting, giving advice, etc.
(9) Ed: ‘The garage is a mess.’
Faye: ‘Clean it up.’
‘Clean it up’ is a directive: Faye directly orders Ed to make the
garage tidy.
150
(10) George: ‘How about a dinner out?’
Beth: ‘My essay is due tomorrow morning.’
(= ‘Leave me alone to write my essay.’)
‘My essay is due tomorrow morning’ is a directive: Beth indirectly
asks/requests George to leave her alone, writing her essay.
4.4.3.5 The expressive indicates the speaker’s
psychological state(s) or feeling(s)/attitude(s) about
something: greeting, apologizing, complaining, thanking, etc.
(11) Desk clerk: ‘I beg your pardon. I’ll be right back.’
Client: ‘No problem.’
‘I beg your pardon’ is an expressive: the desk clerk directly
apologizes to the client for his/her absence for a while.
(12) Jack’s friend: ‘This beer is disgusting.’
Jack: ‘Why don’t you learn to take the bad with the good?’
‘This beer is disgusting’ is an expressive: Jack’s friend directly
shows that he/she extremely dislikes the beer.
Leech (1983) proposed an extra category, which is called the
rogative.
4.4.3.6 The rogative refers to a special kind of directives
which deals with requests for information and which is
typically in form of a question.
(13) Tom: ‘Where are you from?’
David: ‘I’m from Canada.’
151
‘Where are you from’ is a rogative: Tom directly asks/requests
David for some information on his nationality or origin.
Peccei [1999: 54] gives the following linguistic expressions
typically related to various types of speech acts:
Speech-act
category
Typical expression
Example
Declaratives
declarative structure
with speaker as subject and
a performative verb
in simple present tense
We find the defendant guilty.
I resign.
Representatives
declarative structure Tom’s eating grapes.
Bill was an accountant.
Expressives
declarative structure with
words referring to feelings
I’m sorry to hear that.
This beer is disgusting.
Directives
imperative sentence Sit down!
Fasten your seat belts.
Rogatives
interrogative sentence Where did he go?
Is she leaving?
Commissives
declarative structure
with speaker as subject and
future time expressed
I’ll call you tonight.
We ’re going to turn you in.

4.4.4 Distinction between direct and indirect speech acts
“Speech acts can be classified as direct or indirect. In a direct
speech act there is a direct relationship between its linguistic
structure and the work it is doing. In indirect speech acts the
speech act is performed indirectly through the performance of
another speech act.” [Peccei, 1999: 56]
Performing a direct speech act, the speaker utters a
sentence which means exactly what he or she says:
152
1(a) ‘Come in, please.’ is a direct request.
2(a) ‘It is quite wrong to condone robbery.’ is a direct assertion
against robbery.
3(a) ‘You should go to the doctor.’ is a direct piece of advice.
Performing an indirect speech act, the speaker utters a
sentence which does not mean exactly what he or she says:
1(b) ‘Won’t you come in?’ is not merely a Yes-No question. It is an
indirect request made in a very concerned manner.
2(b) ‘Is it right to condone robbery?’ is an indirect assertion against
robbery though it is in form of a Yes-No question.
3(b) ‘Why don’t you go to the doctor?’ is not used to ask for any
reason. Instead, it is used to give an indirect piece of advice
though it is in form of a Wh-question.
Indirect speech acts are often felt to be more polite ways of
performing certain kinds of speech acts, such as requests and refusals. It
is crucial for any language learner to approach indirect speech acts and
learn how to recognize them and then use them in context.
Exercise 40: Give a situation in which each of the following
utterances occurs, interpret its meaning and then classify it
according to different types of speech acts.
1. ‘Let’s go to our place for a beer.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
2. ‘I don’t know how to answer this question.’
153
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
3. ‘Mind your head!’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
4. ‘How nice to see you!’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
5. ‘Who will believe this story?’
A:
________________________________________________
B: ______________________________________________
_____________________________________________________
6. ‘Is it right to cheat in any exam?’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
7. ‘Would you like a cup of coffee?’
A: _____________________________________________
154
B: ______________________________________________
_____________________________________________________
8. ‘I was so sorry to hear about your loss.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
9. ‘I’m dead tired now!’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
10. ‘I’m awfully sorry I wasn’t at the meeting this morning.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
11. ‘If you don’t try your best, you’ll fail in the exam.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
12. ‘Why don’t you take a seat?’
A: _____________________________________________
B: ______________________________________________
______________________________________________________
155
13. ‘How dare you speak to her like that?’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
14. ‘You look lovely today in your new dress.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
15. ‘I’d sell it if I were you.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
16. ‘I’ll be right back.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
17. ‘I beg you to reconsider your decision.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
18. ‘Do you think I’m an idiot?’
A: _____________________________________________
156
B: ______________________________________________
_____________________________________________________
19. ‘May I hand in my final paper the day after tomorrow.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
20. ‘We select Alfred as the head of our group.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
21. ‘I’ll pay you back in two days.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
22. ‘We are going to turn you in.’
A: _____________________________________________
B: ______________________________________________
______________________________________________________
23. ‘I would appreciate it if you went away.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
157
24. ‘Can I help you?’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
25. ‘I’ve stopped smoking.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
26. ‘Goodness!’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
27. ‘Drink a cup of coffee.’
A: _____________________________________________
B: ______________________________________________
______________________________________________________
28. ‘That doesn’t sound very serious.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
29. ‘I’ve got to go now.’
A: _____________________________________________
158
B: ______________________________________________
_____________________________________________________
30. ‘Someone said you got fired.’
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
Exercise 41: For each of the following utterances, provide two
situations so that one utterance performs two different acts.
Interpret the utterances and identify the acts performed in the
light of the situations you provide.
1. ‘Do you feel better today?’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
2. ‘I beg your pardon.’
SITUATION 1:
A: _____________________________________________
159
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
3. ‘It’s going to rain.’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
4. ‘It’s snowing.’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
160
B: ______________________________________________
_____________________________________________________
5. ‘I said I didn’t.’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
6. ‘There’s a bend ahead.’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
7. ‘Keep off the grass.’
SITUATION 1:
161
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
8. ‘I’m very upset that so many of you are talking.’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
9. ‘Be aware of dogs.’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
162
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
10. ‘What else do you want?’
SITUATION 1:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
SITUATION 2:
A: _____________________________________________
B: ______________________________________________
_____________________________________________________
4.4.5 Distinction between locution, illocution and perlocution
4.4.5.1 “A locutionary act is the saying of something which
is meaningful and can be understood. For example, saying the
sentence Shoot the snake is a locutionary act if hearers
understand the words shoot, the, snake and can identify the
particular snake referred to.
4.4.5.2 An illocutionary act is using a sentence to perform
a function. For example, ‘Shoot the snake’ may be intended as
an order or a piece of advice.
4.4.5.3 A perlocutionary act is the results or effects that
are produced by means of saying something. For example,
shooting the snake would be a perlocutionary act.
163
The above-mentioned three-part distinction by Austin [1962] is
less frequently used than a two-part distinction between the
propositional content of a sentence (the PROPOSITION(S)
which a sentence expresses or implies) and the illocutionary
force or intended effects of speech acts.” [Richards et al, 1985:
168-169]
In brief, the LOCUTION of an utterance is producing an
utterance, which is “a meaningful linguistic expression” [Jule,
1996: 48]; the ILLOCUTION of an utterance is using such an
utterance “to perform a function” [Richards et al, 1985: 168];
the PERLOCUTION of an utterance is “causing a certain effect
on the hearer or others.” [Hurford and Heasley, 1984: 243]
Exercise 42: Using the locution, illocution, perlocution
analysis, analyse the underlined utterance in each of the
following dialogues.
(1) Mrs Smith’s neighbour: ‘I was so sorry to hear about your loss.’
Mrs Smith: ‘Thank you. It was a great shock, but I must get used to it.’
Locution:_______________________________________________
_______________________________________________________
Illocution:_____________________________________________
_______________________________________________________
164
Perlocution:____________________________________________
_______________________________________________________
(2) A: ‘Would you like a cup of coffee?’
B: ‘Yes, please.’
Locution:_______________________________________________
_______________________________________________________
Illocution:_____________________________________________
_______________________________________________________
Perlocution:____________________________________________
_______________________________________________________
(3) Son: ‘Can I go out for a while, Mum?’
Mother: ‘You can play outside for half an hour.’
Locution:_______________________________________________
_______________________________________________________
Illocution:_____________________________________________
_______________________________________________________
Perlocution:____________________________________________
_______________________________________________________
165
4.4.6 Felicity conditions
“FELICITY CONDITIONS are the conditions which must
be fulfilled for a speech act to be satisfactorily performed
or realized.
The felicity conditions necessary for promises are:
(a) A sentence is used which states a future act of the speaker.
(b) The speaker has the ability to do the act.
(c) The hearer prefers the speaker to do the act rather than not to do
it.
(d) The speaker would not otherwise usually do the act.
(e) The speaker intends to do the act.” [Richards et al, 1987: 104]
4.5 Performatives and constatives
4.5.1 Definition
A performative is “one that actually describes the act
that it performs, i.e. it PERFORMS some act and
SIMULTANEOUSLY DESCRIBES that act.” [Hurford and
Heasley, 1984: 235]
For example, ‘I promise to repay you tomorrow’ is a
performative because in saying it the speaker actually does what
the utterance describes, i.e. he promises to repay the hearer the
next day. The utterance both describes and is a promise.
A constative asserts something that is either true or false.
166
For example, ‘John promised to repay me tomorrow’ is a
constative because the utterance does not simultaneously do
what it describes, i.e. John promised to repay the hearer the next
day. The utterance describes a promise but is not itself a promise.
Exercise 43: Are the following utterances performative
59
(P) or
constative (C)?
1. ‘I NAME this ship Hibernia.’ P / C
2. ‘I BELIEVE in the dictatorship of the Proletariat.’ P / C
3. ‘I ADMIT I was hasty.’ P / C
4. ‘I THINK I was wrong.’ P / C
5. ‘I hereby INFORM you that you are sacked.’ P / C
6. ‘I GIVE you supper every night.’ P / C
7. ‘I WARN you not to come any closer.’ P / C
8. ‘I TRY to get this box open with a screwdriver.’ P / C
9. ‘I PRONOUNCE you man and wife.’ P / C
10. ‘I SENTENCE you to be hanged by the neck.’ P / C

Exercise 44: Also note that the most reliable test to determine
whether an utterance is performative is to insert the word
hereby and see if the modified utterance is acceptable. Can
hereby be acceptably inserted in the following utterances?

59
Note that direct performative utterances contain A PERFORMATIVE VERB,
“one which, when used in a simple positive present tense sentence, with a 1
st

person singular subject, can make the utterance of that sentence
performative.” [Hurford and Heasley, 1984: 237]
167
1. ‘I ( ) GIVE notice that I will lock these doors in 60 seconds.’ Yes/No
2. ‘I ( ) PROMISED him that I would be at the station at 3:00pm.’Yes/No
3. ‘It ( ) GIVES me great pleasure to open this building.’ Yes/No
4. ‘I ( ) WARN you not to talk to my sister again.’ Yes/No
5. ‘I ( ) WARN you that you will fail.’ Yes/No
6. ‘They ( ) WARN her that she will fail.’ Yes/No
7. ‘I ( ) COMMAND you to teach first-year Semantics.’ Yes/No
8. ‘Tokyo ( ) IS the captain of Japan.’ Yes/No
9. ‘I ( ) ASK you to mind your head.’ Yes/No
10. ‘I ( ) BELIEVE in God the Father Almighty,
Creator of Heaven and Earth.’ Yes/No
4.5.2 Characteristics
“Performative utterances contain a performative verb and
many have 1
st
person singular subjects and are in the present
tense.” [Hurford and Heasley, 1984: 238] But there are exceptions
to this pattern. Some performatives do not have a 1
st
person
singular subject.
4.5.2.1 To make his/her utterance more polite, the speaker
tends to replace an active performative with the 1
st
person
singular subject by its passive version with the 2
nd
or 3
rd

person singular/plural subject:
1(a) ‘You ARE hereby FORBIDDEN to leave this room.’
1(b) ‘I hereby FORBID you to leave this room.’
168
2(a) ‘Spitting IS hereby FORBIDDEN.’
2(b) ‘I hereby FORBID you to spit.’
3(a) ‘All passengers on flight number forty-seven
ARE REQUESTED to proceed to gate ten.’
3(b) ‘I REQUEST all passengers on flight number forty-seven
to proceed to gate ten.’
4(a) ‘Listeners ARE (hereby) REMINDED
that BBC wireless licenses expire on April 9
th
.’
4(b) ‘I (hereby) REMIND listeners
that BBC wireless licenses expire on April 9
th
.’
4.5.2.2 The 1
st
person singular subject, which is I, can be
replaced by the 1
st
person plural subject, which is we:
5(a) ‘We hereby THANK you for
the compliments you have paid us.’
5(b) ‘My wife and I hereby THANK you for
the compliments you have paid us.’
4.5.2.3 The 1
st
person singular subject, which is I, can be
replaced by the 3
rd
person plural subject, which is the
management, for example:
6(a) ‘The management hereby WARN customers that
mistakes in change cannot be rectified once the
customer has left the counter.’
169
6(b) ‘I hereby WARN customers that mistakes in change cannot
be rectified once the customer has left the counter.’
4.5.3 Distinction between explicit performatives and implicit
performatives
Explicit performatives are those that contain A
PERFORMATIVE VERB while implicit performatives are those
that do not contain A PERFORMATIVE VERB.
Ex1. ‘I hereby WARN you that you will fail’ is an explicit
performative (i.e. a verbalized warning) while ‘If you do
not try your best, you’ll fail in the exam’ is an implicit
performative (i.e. an implied warning).
Ex2. ‘I PROMISE to give you a helpful hand when you are in
need’ is an explicit performative (i.e. a verbalized
promise) while ‘If you need me at any time, just call’ is an
implicit performative (i.e. an implied promise).

Exercise 45: Fill in each of the blanks with an appropriate word.
The first one is done as an example.
1. Semantics is a branch of linguistics which deals with meaning.
2. __________ is a relation in which various words have the same
written form but have different meanings and sound forms.
3. A ________ is a sentence that is necessarily false, as a result of
the senses of the words in it.
4. _________ is a relation in which the referent of a word is totally
included in the referent of another word.
170
5. A ______ is an ideal string of words put together by the
grammatical rules of a language.
6. _________ is a relation in which two words have different
(written and sound) forms and are opposite in meaning.
7. A _________ is that part of the meaning of the utterance of a
declarative sentence which describes some state of affairs.
8. ___________ is a relation in which various words have the same
sound form but have different meanings and written forms.
9. An ________ is the use by a particular speaker, on a particular
occasion, for a particular purpose, of a piece of language, such as a
sequence of sentences, or a single phrase, or even a single word.
10. The _____ of a word or an expression is the relationship
between that word or expression and the thing, the action, the
event, the state of affairs, etc. it refers to.
11. _________ is a violation of semantic rules to create nonsense.
12. Semantic _______ are the smallest units of meaning in a word.
13. _________ is a relation in which various words have the same
(sound and written) form but have different meanings.
14. Any ambiguity resulting from the ambiguity of a word is
__________ ambiguity.
15. ________ synonymy is a relation in which a polysemous word
shares one of its meanings with another word.
16. A sentence is considered as __________ ambiguous when its
structure permits more than one interpretation.
17. ________ is a relation in which a single word has two or more
slightly different but closely related meanings.
171
18. An _____ sentence is one that is necessarily true, as a result of
the senses of the words in it.
19. Semantic meaning is context-free whereas ______________
meaning is context-dependent.
20. _________ is a relation in which various words have different
(written and sound) forms but have the same or nearly the same
meaning.
21. A ______ performs some act and simultaneously describes that
act.

4.6 Politeness, co-operation and indirectness
4.6.1 The principle of politeness
Leech [1983] proposes two maxims concerning the principle
of politeness:
- The approbation maxim: Minimize dispraise of the other;
maximize praise of the other.
- The tact maxim: Minimize the cost to the other;
maximize the benefit to the other.
Accordingly, some utterances seem more polite than others.
The higher the cost of the direct act, the more likely it is for the
speaker to use an indirect form.
(1) ‘Set the table.’ (the least polite)
(2) ‘Can you set the table?’
(3) ‘Could I possibly ask you to set the table?’ (the most polite)
172
4.6.2 Politeness and co-operation
There is no doubt that politeness and co-operation are often
in conflict with each other. Language users must be consciously
aware of this conflict and flexibly apply both of the principles in
face-to-face conversation.
(1) Tom: ‘Do you like the wine I picked out?’
Gina: ‘Not really.’ (+direct, +negative)
(2) Tom: ‘Do you like the wine I picked out?’
Gina: ‘It’s Italian, isn’t it?’ (−direct, +negative)
In (2), ‘It’s Italian, isn’t it?’ implies a less than whole-hearted
endorsement of the wine by failing to be relevant since the topic
was the wine’s taste not its country of origin. Still, Gina was
being more polite than coming right out with the fact that she did
not like the wine as in (1), though she has proved to observe the
maxim of Relevance of the co-operation principle strictly.
4.6.3 Politeness and indirectness
Politeness and indirectness are closely related to each
other and that is why indirect negative responses are more
polite than direct ones:
(1) Jenny: ‘Well, I’ve done this. I’ve dyed my hair blonde.’
Ed: (a) ‘You look awful.’ (+direct, +negative)
(b) ‘You look amazing.’ (−direct, ±negative)
173
(2) Jean: ‘What did the students say about my teaching?’
Kate: (a) ‘Pretty bad.’ (+direct, +negative)
(b) ‘Let’s hope none of them are lawyers.’
(−direct, +negative)
(c) ‘Some students are very positive.’
(−direct, +negative)
In (1), the ambiguity of amazing (amazing for its beauty or
amazing for its awfulness) in ‘You look amazing’ allows the
speaker to be truthful and yet somewhat more polite than the direct
answer ‘You look awful.’
In (2), ‘Let’s hope none of them are lawyers’ and ‘Some
students are very positive’ both imply rather than directly state
that overall the student evaluations were not good and
therefore are more polite than ‘Pretty bad.’
4.7 Deixis
4.7.1 Definition
“Deixis is a technical term (from Greek) for one of the most
basic things we do with utterances. It means ‘pointing’ via
language. Any linguistic form used to accomplish this ‘pointing’ is
called a deictic expression. When you notice a strange object
and ask, ‘What’s that?’, you are using a deictic expression
(‘that’) to indicate something in the immediate context. Deictic
expressions are also sometimes called indexicals.” [Yule, 1996: 9]
4.7.2 Classification
174
Deixis consists of three notions:
(i) Personal deixis “can mark a number of overlapping
distinction: person, gender, number, and social relations.”
[Finegan, 1994: 178] Pronouns and their alternative forms are
usually markers of personal deixis. The system of English pronouns
contrasts in person between first person, second person and third
person and in number between singular and plural. The gender
distinction is made in English in the third person singular only: he for
masculine referents and she for feminine referents. Unlike French,
for example, the choice of an English pronoun in the second person
does not clearly reflect the social status of referents:
(1) ‘In this family, we rarely smoke or drink.’
(2) ‘Did you get the carton of milk I asked you to?’
(ii) Spatial deixis is “the marking in language of the
orientation or position in space of the referent of a linguistic
expression.” [Finegan, 1994: 179] Common markers of spatial
deixis in English are demonstratives (this vs. that) and such
adverbs of place as here, there and the like:
(3) ‘I’m over here.’
(4) ‘Would you like this one or that one?’
(iii) Temporal deixis is “the orientation or position of the
reference of actions and events in time.” [Finegan, 1994: 180] In
English, temporal deixis can be marked either by such words and
phrases as before, last time, now, then, tomorrow, and the like
or through tense, encoded on the verb with affixes or expressed in
an independent morpheme:
175
(5) ‘I walked to school every day.’
(6) ‘Tomorrow is a holiday.’
4.7.3 Complexity in the use of deictic expressions
4.7.3.1 As for the first person plural in (7), “there is, in
English, a potential ambiguity in such uses which allows two
different interpretations. There is an exclusive ‘we’ (speaker plus
other(s), excluding addressee) and an inclusive ‘we’ (speaker and
addressee included).” [Yule, 1996: 11]
(7) ‘We clean up after ourselves around here.’
4.7.3.2 “The distance associated with third person forms”
[Yule, 1996: 11] is also used to make potential accusations (for
example, ‘you didn’t clean up’) less direct, as in 8(a), or make a
potential personal issue seem like an impersonal one, based on
a general rule, as in 8(b):
8(a) ‘Somebody didn’t clean up after himself.’
8(b) ‘Each person has to clean up after him or herself.’
4.7.3.3 If here means the place of the speaker’s utterance and
now means the time of the speaker’s utterance, an utterance such as
(9) should be nonsense:
(9) ‘I am not here now.’
However, one can say (9) into the recorder of a telephone
answering machine, projection that now will apply to anytime
someone tries to call him/her, not to when he/she actually records
the word.
176
4.7.3.4 Then applies to both past in 10(a) and present in (10)b
time relative to the speaker’s present time:
(10)a ‘April 29
th
, 1999? I was in Hanoi then.’
(10)b ‘Dinner at 8:30 on Friday? Okay, I’ll see you then.’
4.7.3.5 “The present tense is the proximal form and the
past tense is the distal form.” [Yule, 1996: 15] Treated as
distant from the speaker’s current situation are both, typically,
something that has taken place in the past, as in 11(a), and,
less obviously, something that is treated as extremely
unlikely, as in 11(b):
(11)a ‘At ten, I could ride a bicycle.’
(11)b ‘I could buy the house, if I had enough money.’
4.7.3.6 “There exists in English a distinction between “the
‘near speaker’ meaning of direct speech and the ‘away from
speaker’ meaning of indirect speech.” [Yule, 1996: 16]
(12)a ‘I’ll call you tonight.’
(12)b ‘He promised to call me that night.’
177
ANSWER KEYS

Exercise 1: For each group of words given below, state what semantic features
are shared by the (a) words and the (b) words, and what semantic features
distinguish between the classes of (a) words and (b) words.
The first is done as example.
1. (a) lobster, shrimp, crab, oyster, mussel
(b) trout, sole, herring, salmon, mackerel
The (a) and (b) words are [+edible water animal].
The (a) words are [+shellfish].
The (b) words are [+fish].
2. (a) widow, mother, sister, aunt, seamstress
(b) widower, father, brother, uncle, tailor
The (a) and (b) words are [+human].
The (a) words are [+female].
The (b) words are [+male].
3. (a) bachelor, son, paperboy, pope, chief
(b) bull, rooster, drake, ram, stallion
The (a) and (b) words are [+animate] and [+male].
The (a) words are [+human].
The (b) words are [+animal].
4. (a) table, pencil, cup, house, ship, car
(b) milk, tea, wine, beer, water, soft drink
The (a) and (b) words are [+inanimate] and [+concrete].
The (a) words are [+solid].
The (b) words are [+liquid].
5. (a) book, temple, mountain, road, tractor
(b) idea, love, charity, sincerity, bravery, fear
The (a) and (b) words are [+inanimate].
The (a) words are [+concrete thing].
The (b) words are [+abstract notion].
178
6. (a) rose, lily, tulip, daisy, sunflower, violet
(b) ash (taàn bì), oak (soài), sycamore (sung daâu), willow (lieãu),
beech (soài)
(c) pine (thoâng), cedar (tuyeát tuøng), jew (thuûy tuøng), spruce (vaân
sam), cypress (baùch)
The (a) (b) and (c) words are [+plant].
The (a) words are [+flowering plant].
The (b) words are [+deciduous tree].
The (c) words are [+evergreen tree].
7. (a) book, letter, encyclopedia, novel, notebook, dictionary
(b) typewriter, pencil, ballpoint, crayon, quill, charcoal, chalk
The (a) and (b) words are [+non-living thing].
The (a) words are [+thing to read or write].
The (b) words are [+thing used to write or draw with].
8. (a) walk, run, skip, jump, hop, swim
(b) fly, skate, ski, ride, cycle, canoe, hang-glide
The (a) and (b) words are [+motion] or [+way of movement].
The (a) words are [+movement made without the help of any means].
The (b) words are [+movement made with the help of a certain kind of means].
9. (a) ask, tell, say, talk, converse
(b) shout, whisper, mutter, drawl, holler
The (a) and (b) words are [+way of talking].
The (a) words are [+generic].
The (b) words are [+specific].
10. (a) alive, asleep, awake, dead, half-dead, pregnant
(b) depressed, bored, excited, upset, amazed, surprised
The (a) and (b) words are [+state closely associated with living things].
The (a) words are [+physical state].
The (b) words are [+emotional state].
Exercise 2: Identify the semantic features in each of the following words.
1. Child: [+human], [− −− −mature], [±male], [+innocent]
1


1
This semantic feature is optional.
179
2. Aunt: [+human], [±mature], [+female], [+father’s/mother’s sister (-in-law)]
3. Hen: [+animate], [+bird], [+fowl], [+fully grown], [+female]
4. Oak (-tree): [+plant], [+deciduous tree], [+tough hard wood]
5. Flower: [+part of a plant], [+colored], [+usually good-smelling],
[+bloom/blossom], [+fruit or seed is developed]
6a. Palm: [+part of a hand], [+inner surface], [+between the wrist and the fingers]
6b. Palm (-tree): [+plant], [+tree] [−branches] [+a mass of large wide
leaves at the top], [+in warm or tropical climates]
7. Bachelor: [+human], [+mature], [+male], [+stay single]
2

8. Actress: [+human], [+female], [+professionally artistic], [+perform a role]
9. Plod: [+motion], [+walk], [+slowly and laboriously]
10. Ewe: [+animate], [+sheep], [+fully grown], [+female], [+producing wool
and meat]
11a. Fly: [+motion], [+through air or space], [+fast], [+wings or a means of
transport]
11b. Fly: [+animate], [+insect], [+two wings], [+in and around houses]
12. Stallion: [+animate], [+horse], [+fully grown], [+male], [+for breeding]
13. Police-officer: [+human], [±male], [+member of the police force],
[+disciplined]
14. Beauty: [+attractive feature], [+combination of shape, color, behavior,
etc.], [+giving pleasure to senses]
15. Imagine: [+mental state], [+form a concept or an image], [+thoughtfulness]
16. Doe: [+animate], [+deer, reindeer, rabbit or hare], [+fully grown],
[+female]
17. Drive: [+motion], [+operate/direct], [+related to a vehicle]
18. Home: [+thing], [+place for human habitation], [+closely related to a
family or its life]
19. Elm: [+plant], [+deciduous tree], [+large rough-edged leaves], [+tough
hard wood]
20. Chalk: [+thing], [+limestone], [+soft], [+white or colored], [+for writing
or drawing]

2
This semantic feature is required.
180
21. Rose: [+plant], [+bush/shrub], [+sweet-smelling flowers], [+different
colors, usually pinkish or red], [+thorns], [+symbol for love]
22. Chick: [+animate], [+bird], [+fowl], [− −− −fully grown], [±male]
23. Pap: [+thing], [+food], [+soft or semi-liquid], [+for babies or invalids]
24. Tiptoe: [+motion], [+walk], [+on toes], [+silently]
25. Pine(-tree): [+plant], [+evergreen tree], [+needle-shaped leaves],
[+pale soft wood]
26. Owe: [+state], [+be in debt], [+obligation/duty], [+pay/repay]
27. Computer: [+thing], [+electric/electronic device], [+storing/processing
data], [+making calculations], [+controlling machinery]
28. Honesty: [+abstract notion], [+virtue], [+trustfulness], [+hard to evaluate]
29. Maid: [+human], [+mature], [+female], [+servant]
30. Spinster: [+human], [+mature], [+female], [+stay single]

Exercise 3: How can you distinguish the words given in the following table
from one another, considering their semantic features?

Malay English Vietnamese Chinese
anh huynh
brother
ñeä
em
muoäi
sadara
sister
chò tyû

To distinguish the given words, their one or more prominent
semantic features must be considered with care:
• Sadara has one prominent semantic feature: [+born by the same parents].
• Brother and sister share their two prominent semantic features:
[+born by the same parents] and [±male].
• Anh and chò share their three prominent semantic features: [+born by
the same parents], [±male] and [+older] while em is marked by its two
prominent semantic features: [+born by the same parents] and
[+younger]. That is, to the Vietnamese people, it is unnecessary to
distinguish the sex of younger siblings though it is a must whenever they deal
with their older siblings.
181
• Huynh, ñeä, tyû and muoäi all share their three prominent semantic
features: [+born by the same parents], [±male] and [±older].

Exercise 4: Organise the given words (and probably those of your own) into
three semantic fields: shirts, end, short, forward(s), long, hats, lend,
coats, shorts, beginning, trousers, amble, out, limp, tiptoe, plod,
socks, trudge, borrow, stomp, in, stump, backward(s), and tramp.
ANSWER:
(1) Articles of clothing: shirts, socks, hats, coats, shorts, trousers, etc.
(2) Ways of walking
3
: amble, limp, tiptoe, plod, trudge, stomp,
stump, tramp, etc.

3
Amble = ride or walk at a slow, leisurely pace: He came ambling down the road.
Limp = walk unevenly, as when one foot or leg is hurt or stiff:
That dog must be hurt — he’s limping.
Plod (along/on) = walk with heavy steps or with difficulty:
Labourers plodded home through the muddy fields.
Tiptoe = walk quietly and carefully on the tips of one’s toes/with one’s heels not
touching the ground: She tiptoed to the bed where the child lay asleep.
Trudge = walk slowly or with difficulty because one is tired, on a long journey, etc.:
He trudged along for more than 2 miles.
Stump = walk stiffly or noisily: They stumped up the hill. He stumped out in fury.
Stomp (about, around, off, etc.) = move, dance, or walk with a heavy step (in a
specified direction): She stomped about noisily.
Tramp = walk with heavy or noisy steps: We could hear him tramping about upstairs.
“Stomp, stump, plod, trudge, and tramp all indicate styles of walking with
heavy steps. Stomp and stump can both suggest making noise while walking in
order to show anger: She slammed the door and stomped/stumped upstairs.
Additionally, stump can indicate walking with stiffs legs: stumping up the garden
path. Stomp can suggest clumsy and noisy walking or dancing: He looked funny
stomping around the dance floor. Plod and trudge indicate a slow weary walk
towards a particular destination. Plod suggests a steady pace and trudge suggests
greater effort: They had to plod wearily on up the hill. We trudged home through
deep snow. Tramp indicates walking over long distances, possibly with no
specified destination: They tramped the streets, looking for somewhere to
stay the night.” [Crowther (ed.), 1992: 908]
182
(3) Items which form pairs of antonyms: long/short,
forward(s)/backward(s), in/out, beginning/end, lend/borrow, etc.

Exercise 5: Try to fill in the each of the two blanks with an appropriate word
to prove that there is no lexical gap in the given semantic fields.
sheep giraffe


ram ewe lamb male giraffe female giraffe baby giraffe

Exercise 6: What is identified by the word mean or meaning in the
following examples, i.e. reference or sense? Write R for reference and S
for sense.
1. R; 2. S; 3. S; 4. S; 5. R
Exercise 7: Identify all the possible connotations associated with the word
Christmas.
The word Christmas could call up “images of Christ trees, family
gatherings, presents and carols”; “these associations may be specific for a
particular culture or group of people; they may even be individual. [Asher
and Simpson, 1994: 2155].

Exercise 8: Interpret the meaning the following sentences and state what
kind of figure of speech (also called figurative language) used in each of
them.
1. When he gets going, Jack is a streak of lightning.
Jack is a streak of lightning is a metaphor which means Jack is very
fast.
2. I found the fifty-two pounds of books you left for me to carry.
Your kindness really moved me.
Your kindness really moved me is an expression of irony which
means you were not kind to me at all.

3. The man is a demon for work.
183
The man is a demon for work is a metaphor which means the man is
an energetic person who works very hard.

4. When you take that course, plan to study thirty hours a day.
Study thirty hours a day is an overstatement/a hyperbole which
means study for a long time every day.

5. The wind howled angrily around the house all night.
The wind is [−animate] and/or [−human] while howled angrily is
[+animate] and/or [+human]. Therefore, howled angrily is an
expression of personification which means blew strongly.

6. When the White House called, the ambassador went at once.
The White House, which is [+sign], is a metonymy meaning the US
President, which is [+person].

7. My dormitory room is like a cave.
My dormitory room is like a cave is a simile which means my
dormitory room is small and uncomfortable. In this case, my
dormitory room is explicitly compared to a cave.

8. Come to the dormitory and see what a cave I live in.
A cave is a metaphor which means a small and uncomfortable room.
In this case, my dormitory room is implicitly compared to a cave.

9. Dick was fairly pleased when he won the brand-new car in the
contest.
Fairly pleased is an ironical understatement which means very
pleased.

10. If you are not happy with the service, go and talk to the City Hall.
The City Hall, which is [+sign], is a metonymy meaning the city’s
Mayor, which is [+person].

11. Man does not live by bread alone.
184
Bread, which is [+part], is a synecdoche which means necessaries or
things needed for living, which is [+whole].

12. We now live under the same roof.
Roof is [+part] while house is [+whole]. Therefore, live under the
same roof is a synecdoche which means live in the same house.

13. Albert was as sharp as a tack this morning. He answered every
question as soon as it was asked.
Albert was as sharp as a tack is a simile which means Albert was
quick-minded.
14. The river ate the bank away.
The river is [−animate] and/or [−human] while ate away is
[+animate] and/or [+human]. Therefore, ate the bank away is an
expression of personification which means eroded the bank or
gradually destroyed the bank.

15. Keep overeating like that and pretty soon you’ll weigh a thousand
pounds.
Weigh a thousand pounds is an overstatement/a hyperbole which
means be too heavy or get too fat.

16. After she heard the good news, she grinned like a mule eating
briars.
Grinned like a mule eating briars is a simile which means smiled
broadly.
17. The captain was in charge of one hundred horses.
Horses, which is [+instrument], is a metonymy which means
cavalries or soldiers fighting on horseback, which is [+agent].

18. Joe cried a little when he lost the thousand dollars.
Cried a little is an ironical understatement which means cried a lot.

19. You can depend on Gina; she is a rock when trouble comes.
185
She is a rock is a metaphor which means she is strong-minded or she
has strong nerves.

20. Life is a dream.
There may be two possible ways to interpret this sentence:
Life is a dream is a metaphor which means life is short or life passes
quickly.
Life is a dream is a metaphor which means life is as beautiful as a
dream.
21. He’s so hardheaded that he won’t listen to anyone.
Hardheaded is an idiom/a dead metaphor which means obstinate or
stubborn.
22. Research says that these methods are best.
There may be two possible ways to interpret this sentence:
• The first way: Research is [−animate] and/or [−human] while
says is [+animate] and/or [+human]. Therefore, the whole
sentence is an expression of personification which means
researchers say that these methods are best.

• The second way: Research, which is [+controlled], stands
for/substitutes for researchers, which is [+controller]. This is a
metonymy. The whole sentence means researchers say that
these methods are best.

23. Right at this minute, I could drink a barrel of water without
stopping.
A barrel of water is an overstatement/a hyperbole which means a lot of
water.
24. It is amazing what a great mind he is.
A great mind, which is [+part], stands for/substitutes for an erudite
scholar, which is [+whole]. This is a synecdoche. The whole sentence
means I am amazed by his intellectual power.

186
25. Alice came in gently, like a May breeze.
Alice is like a May breeze is a simile which means Alice is as young,
fresh, sweet and warm as a breeze signaling the beginning of a
summer.
26. Susie is a picture of loveliness in her new dress.
Susie is a picture of loveliness is a metaphor which means Susie is very
lovely.
27. A thousand thanks are for your kindness.
A thousand thanks are for your kindness is an overstatement/a
hyperbole which means thank you very much for your kindness.

28. I walked past the big sad mouth which didn’t know what to say
then.
Mouth, which is [+part], stands for person, which is [+whole]. This is
a synecdoche.
The whole sentence means I passed by the talkative person who was
then too upset to give an immediate response.

29. We are tired to death of such movies.
Tired to death is an overstatement/a hyperbole which means
extremely bored with.

30. Give every man thine ears, bid a few thy voice.
This sentence consists of two metonymies: give every man thine
4

ears which means listen to everyone, and bid a few thy voice which
means talk to only a few people. The whole sentence means you
should listen to everyone but talk to only a few people.

31. There was a storm in Parliament last night.

4
Both thine and thy mean your. Respectively, thine and thy occur before a
noun beginning with a vowel and a consonant.
187
A storm is a metaphor which means a heated argument, a bitter
disagreement or a terrible conflict.

32. I’m afraid he has misrepresented the facts.
He has misrepresented
5
the facts is a euphemism which means he
has lied or he has told lies.

33. He worked and worked until he breathed his last.
Breathed his last is a euphemism which means died.

34. We’ll just have to go our separate ways.
Go our separate ways is a metaphor which implies that life is a
journey.
35. They were vital, unforgettable matches that gave us a new window on the
game.
A new window on the game is a metaphor meaning a new
understanding of the game.

36. I’ve told you a thousand times not to touch that again.
A thousand times is an overstatement/a hyperbole which means
more than one time.

37. He is as mute as a fish.
He is as mute as a fish is a simile which means he rarely speaks or he is
quiet.
38. We stopped to drink in the beautiful scenery.
Drink in is a metaphor which means enjoy or admire. In other words,
the beautiful scenery is implicitly compared to a delicious drink.

39. His words can be trusted.

5
Mis- is a verb-forming prefix meaning ‘wrongly.’ Re- is another verb-
forming prefix meaning ‘again.’
188
His words stands for/substitutes for that person himself. This is a
metonymy.
The whole sentence means you can trust him.

40. The police team has cemented close ties with the hospital staff.
- Cemented literally means joined (the police team and the hospital
staff) together as with cement.
- Cemented in this context is a metaphor which means firmly
established or strengthened.
The whole sentence means close connections have been established
between the police team and the hospital staff.

41. The boss gave her a hot look.
A hot look is a metaphor which means an angry look.
The whole sentence means the boss looked at her angrily.

42. He could not bridle his anger.
- Bridle literally means put on a horse part of a harness, including
the metal bit for the mouth, the straps and the reins.
- Bridle in this context is a metaphor which means control or
restrain.
The whole sentence means he failed to control his anger.

43. He attacked every weak point in my argument.
- Attacked literally means made a violent attempt to defeat
(somebody).
- Attacked is a metaphor which means criticized (somebody)
severely.
- Attacked every weak point in my argument is another metaphor
which implies that argument is war.
The whole sentence means he severely criticized every weak point
in my argument.
189
44. In 1940, after the fall of France, England had no defense left but
her ancient valor.
The fall of France is a metaphor which means the failure of France.
England is compared to a woman who had no defense left but her
former bravery in war. This is an expression of personification.
The whole sentence means after the failure of France in 1940,
England could not defend herself against her war enemy/enemies.

45. The fire snaps
6
and crackles
7
like a whip
8
; its sharp
9
acrid
10
smoke
stings
11
the eyes. It is the fire that drives
12
a thorn
13
of memory in
my heart.
- In the fire crackles like a whip, the sound of fire is explicitly
compared to that of a whip. This is a simile.
- Smoke and fire are each given a human act: sting the eyes and
drives a thorn in the heart. These are two expressions of
personification.

6
Snaps = makes sudden sharp sounds
7
Crackles = makes small cracking sounds as when dry sticks burn
8
A whip = a length of cord or a strip of leather fastened to a handle, used
especially for urging on an animal (especially a horse)
9
Sharp (adj., usually attributive, of sounds) = shrill, piercing: a sharp cry of
distress, the sharp raucous cawing of a crow
10
Acrid (adj) = having a strong bitter smell or taste: acrid fumes from burning
rubber
11
A sting = a sharp pointed organ of some insects, e.g. bees, wasps, etc.,
used for wounding or injecting poison
Stings = pricks or wounds (somebody) with or as if with a sting; causes
(somebody) to feel sharp pain: A bee stung me on the cheek.
12
Drives = forces (something) to go in a specified direction or into a
specified position: drive a nail into wood
13
A thorn = a sharp pointed growth on the stem of a plant: The thorns on the
roses scratch her hands
190
- A thorn of memory is a metaphor which means some unpleasant
thing, event, situation, etc. that one can hardly forget.
The whole sentence means the fire, with its sharp acrid smoke and
small crackling sounds, reminds me of some unpleasant thing that I can
hardly forget.
46. The organization is keeping the brake on pay rises.
Keep the brake on pay rises is a metaphor which means control pay
rises.
The whole sentence means the organization is controlling the
increase in the amounts/sums of money paid for its current activities.

47. Her father is a captain of industry.
This sentence consists of an idiom/a dead metaphor — a captain of
industry, which means one who manages a large industrial
company.
48. I am the captain of my soul.
This sentence consists of two metonymies:
(1) The captain, which is [+specific]
14
, stands for the leader, which is
[+generic].
(2) My soul, which is [+more abstract], stands for my life, which is
[+less abstract].
The whole sentence means I can decide my own life or I can control
myself.
49. To fall out of a tree in one’s early childhood is not a particularly
reassuring experience.
To fall out of a tree is a metaphor which means to be exposed to real
life.

14
Captain (n) 1 person in charge of a ship or civil aircraft. 2 (a) officer in the
British Army between the ranks of lieutenant and major; (b) officer in the British
Navy between the ranks of commander and admiral. 3 person given authority
over a group or team: He was (the) captain of the football team for five years.
191
The whole sentence means it is terrible to be exposed to real life in
one’s early childhood without any parental protection.

50. No man is an island: entire of itself; every man is a piece of the
continent.
This sentence consists of two metonymies:
(1) An island, which is [+concrete], stands for isolation, which is
[+abstract];
(2) The continent, which is [+concrete], stands for community, which
is [+abstract].
The whole sentence means no one can isolate himself from the
community he has been living in.

Exercise 9: Each of the following sentences presents a pair of words. Which
of them is a superordinate and which, a hyponym?
1. She reads books all day – mostly novels.
2. A crocodile is a reptile.
3. There’s no flower more beautiful than a tulip.
4. He likes all vegetables except carrots.
ANSWER:







Exercise 10: Draw a chart to show the relationship between a superordinate
and a hyponym.

SUPERORDINATE HYPONYM
1.
books novels
2.
reptile crocodile
3.
flower tulip
4.
vegetables carrots
192
1. luggage and suitcase
luggage

suitcase briefcase handbag (or purse) trunk rucksack (or backpack) ………
2. green vegetable and bean
green vegetable

cabbage lettuce Brussels sprout bean broccoli ………
3. animal and foal
animal

fish bird insect bug mammal reptile ………

human animal (beast)

dog horse sheep ………

stallion mare foal
4. animal and child
animal

fish bird insect bug mammal reptile ………

human animal (beast)

man woman child
5. fowl and rooster
fowl

turkey chicken goose duck ………

rooster (American)/cock (British) hen chick
193
6. plant and coconut
plant

flowering plant bush/shrub tree moss grass ………


pine palm gum ………
palm


coconut betle nut sago ………
7. plant and rose
plant

tree bush/shrub flowering plant moss grass ………

lily daisy violet tulip rose ………

8. vocal organ and tongue tip
vocal organ

lip tongue nose larynx lower jaw ………
tongue tip tongue blade tongue front tongue back tongue root

9. head and eyelash
head

face hair skull brain ………
mouth nose eye cheek forehead chin ………
eyeball eyehole eyelash eyelid pupil ………
194
10. furniture and dressing table
furniture

seat table bed storage
wardrobe dressing table chest of drawers writing desk Welsh dresser ………
11. vehicle and convertible
vehicle

bus truck car lorry bicycle train ………
hardtop convertible sports car ………
12. vocalize
15
and croon
16

vocalize

speak read aloud sing articulate ………
croon yodel hum ………
Exercise 11: The following pairs of words are partial synonyms, i.e. they
do not share all their senses. For each pair, (a) gives a sentence in which
the two can be used interchangeably; (b) gives another sentence in
which only one of them can be used.

15
Vocalize = say or sing (sounds or words); utter
16
Croon (sth) (to sb) = sing or say (sth) softly and gently: croon a sentimental tune;
croon soothing to a child.
Yodel (also yodle) = sing (a song) or utter a musical call, with frequent changes
from the normal voice to high falsetto notes, in the traditional Swiss manner.
Hum (sth) (to sb) = sing (a tune) with close lips: I don’t know the words of the song
but I can hum it to you.
195
1. strong/powerful
(a) There are strong/powerful arguments for and against capital
punishment.
(b) He loves strong coffee.
2. ripe/mature
(a) This cheese is ripe/mature enough for us to eat.
(b) We cannot eat this fruit because it isn’t ripe yet.
3. broad/wide
(a) The Thames is a broad/wide river.
(b) My boss is not broad-minded.
4. soil/earth
(a) We can plant the trees on this good soil/earth.
(b) The rocket fell back to earth.
5. edge/side
(a) This house is at the edge/side of the forest.
(b) I will be on your side.
6. permit/allow
(a) Photography is not permitted/allowed in this area.
(b) If the weather permits, we’ll go boating.
Exercise 12: Identify various meanings of each of the two given polysemous
words and then point out which meaning exemplify partial synonymy.
ANSWER:
1. deep
(i) This is a deep well. (Deep means extending a long way from top to bottom)
(ii) He only gave a deep sigh. (Deep means taking in or going out a lot of air)
(iii) You have my deep sympathy. (Deep means profound)
(iv) With his hands deep in his pockets, he went away.
(Deep means far down in something)
The third meaning of deep is synonymous with profound.

196
2. broad
(i) The river is very broad at this point.
(Broad means wide or large in size from one side to the other.)
(ii) He just gave a broad smile. (Broad means clear, obvious or unmistakable)
(iii) Luckily, my boss is a man of broad views. (Broad means liberal, tolerant)
(iv) He speaks English with a broad Yorkshire accent.
(Broad means having many sounds typical of a particular region)
The first meaning of broad is synonymous with wide.
Exercise 13: Are the following pairs of words binary antonyms?
1. No; 2. Yes; 3. No; 4. Yes; 5. Yes; 6. No (Gradable)
Exercise 14: Are the following pairs of words relational antonyms?
1. Yes; 2. No (Gradable); 3. No (Binary); 4. Yes; 5. Yes; 6. Yes
Exercise 15: Identify the continuous scale of values between the two given words.
1. love -- hate: love, like, be indifferent to, dislike, hate
2. hot -- cold: hot, warm, tepid (also called lukewarm), cool, cold
3. big -- small: big, rather big/fairly big, medium-sized, rather small/fairly
small, small
4. rich -- poor: rich, wealthy, meager, poor
5. none -- all: none, few/little, some (= a few/a little), half, most, almost all, all
6. possibly -- certainly: possibly, probably, quite probably, almost
certainly, certainly
7. never--always: never, rarely/seldom, occasionally, sometimes, often,
usually/frequently, always

Exercise 16: State whether the following pairs of antonyms are binary, gradable or
relational by writing B (binary), G (gradable) or R (relational):
1. G; 2. B; 3. B; 4. G; 5. R; 6. G; 7. B; 8. R;
9. R; 10. R; 11. G; 12. G; 13. B; 14. B; 15. G; 16 R
197
Exercise 17: Give the phonemic transcription shared by two members of each
of the given pairs of words to identify them as a pair of homophones:
The first one is done as an example.
1. altar /‘0:lt6(r)/ alter 11. herd /h3:d/ heard
2. beech /bi:t∫/ beach 12. knight /na1t/ night
3. boar /b0: (r)/ bore 13. nose /n6υz/ knows
4. coarse /k0:s/ course 14. leek /li:k/ leak
5. crews /kru:z/ cruise 15. maid /me1d/ made
6. deer /d16(r)/ dear 16. pail /pe1l/ pale
7. draft /dra:ft/ draught 17. reign /re1n/ rain
8. fare /fe6(r)/ fair 18. scene /si:n/ seen
9. flour /‘flaυ6(r)/ flower 19. thrown /8r6υn/ throne
10. grate /gre1t/ great 20. whole /h6υl/ hole
Exercise 18: Give the phonemic transcription shared be two members of
each of the given pairs of words to identify them as a pair of
homonyms: The first one is done as an example.
1. Classified as two homonyms are the verb lie
1
, which means tell lies, and
the verb lie
2
, which means put one’s body on a horizontal surface;
both being pronounced /la1/ in RP.

2. Classified as two homonyms are the noun bat
1
, which means the small
mouse-like animal that flies at night and feeds on fruit and
insects, and the noun bat
2
, which means a tool for hitting in
baseball; both being pronounced /b`t/ in RP.

3. Classified as two homonyms are the adverb too
1
, which means more than
should be, and the adverb too
2
, which means also; both being
pronounced /tu:/ in RP.

4. Classified as two homonyms are the noun might, which means great
strength or power, and the modal verb might, which expresses
possibility; both being pronounced /ma1t/ in RP.

198
5. Classified as two homonyms are the adjective bare, which means without
the usual covering or protection, and the verb bare, which means
uncover or reveal (something); both being pronounced /be6(r)/ in RP.

6. Classified as two homonyms are the noun sound, which means thing that
can be heard, and the adjective sound, which means healthy or in good
condition; both being pronounced /saυnd/ in RP.

7. Classified as two homonyms are the verb lead in Does this road lead to
town and the noun lead in He’s the chief trouble-maker; the others just
follow his lead; both being pronounced /li:d/ in RP.

Exercise 19: What is the relationship between the words in the following
pairs? If the words are antonyms, specify what kind of antonyms they
are. The italic words in bracket are to clarify the meaning in question of
the given words.
The first one is done as an example.
1. true -- false: binary antonymy
2. gloom -- darkness: synonymy
3. dark (as in a dark room) -- dark (as in Don’t look on the dark side of
things): poslysemy
4. wind (as in The wind is blowing hard)-- wind (as in wind one’s watch): homography
5. deny -- admit: binary antonymy
6. host -- guest: relational antonymy
7. sow (as in sow a field with wheat) -- sow (meaning a female pig): homography
8. pupil (at a school)--pupil (of an eye): homonymy
9. cheap -- expensive: gradable antonymy
10. coarse -- course: homophony

Exercise 20: Explain the lexical ambiguity in each of the following sentences
by providing two sentences that paraphrase its two different meanings.
The first one is done as an example.
199
1. They WERE WAITING at the bank.
Meaning one: They WERE WAITING at the financial institution.
Meaning two: They WERE WAITING at the shore of the river.
2. The long drill IS boring.
Meaning one: The long tool for drilling MAKES me bored/tired.
In other words, the tool for drilling IS blunt/not sharp enough.
Meaning two: The long training exercise IS uninteresting/dull/tedious.
3. When he got the clear title to the land, it WAS a good deed.
Meaning one: When he got the clear title to the land, it WAS a good act.
Meaning two: When he got the clear title to the land, it WAS a great
achievement.
4. The proprietor of the fish store WAS the sole owner.
Meaning one: The proprietor of the fish store WAS the only owner.
Meaning two: The proprietor of the fish store WAS single/unmarried.
5. We LIKE the ball.
Meaning one: We LIKE the sphere.
Meaning two: We LIKE the formal social gathering for dancing.
6. They PASSED the port at night.
Meaning one: They WENT by the harbour at night.
Meaning two: They DELIVERED the Portuguese wine
17
at night.
7. The captain CORRECTED the list.
Meaning one: The captain CORRECTED the tilt
18
.
Meaning two: The captain CORRECTED the inventory
19
.
8. He WAS KNOCKED OVER by the punch.

17
Strong, sweet (usually dark red) wine made in Portugal
18
the listing position = the position of a ship that leans over one side
19
the detailed list of task done during a journey
200
Meaning one: He WAS KNOCKED OVER because of a blow given with the fist.
Meaning two: He WAS KNOCKED OVER near/beside
the tool/the machine for cutting holes in leather, metal, paper, etc.
9. The camel SWALLOWED the chocolate and then ate it.
Meaning one: The camel GULPED the chocolate down and then ate it.
Meaning two: The camel easily BELIEVED something to be chocolate and
then ate it.
Exercise 21: Explain the lexical ambiguity in each of the two given
sentences. Does polysemy or homonymy contribute to such ambiguity.
(1) She cannot bear children.
(2) The cat sat on the mat.
We can interpret (1) in two different ways because the two verbs bear — bear
1
,
which means give birth to and bear
2
, whish means tolerate — are two homonyms.
We can interpret (2) in two different ways because the noun mat is a polysemous
word which has two slightly different but closely related meanings:
(i) piece of material, made of straw, fibre, rushes, etc. used to cover part of a floor;
(ii) small piece of material placed under a hot dish, a glass, a vase, etc.

Exercise 22: In what way are homonyms related to lexical ambiguity?
Homonyms can create lexical ambiguity.
She cannot bear children, for example, is lexically ambiguous because the
sentence contains one ambiguous word — bear. The sentence may mean
either she is unable to give birth to children or she cannot tolerate children.
The lexical ambiguity of the sentence in question is due to the two
homonyms, bear
1
and bear
2
, with two quite different meanings.

Exercise 23: In what way is a polysemous word related to lexical ambiguity?
A polysemous word can create lexical ambiguity.
That robot is bright, for example, is lexically ambiguous because it contains
one ambiguous word — bright. The sentence may mean either that robot is
shining or that robot is intelligent.
201
The lexical ambiguity of the sentence in question is due to the two slightly
different but closely related meanings of the polysemous word bright —
shining and intelligent.

Exercise 24: Explain the structural ambiguity in each of the following
sentences.
1. The drunkard visitor rolled up the carpet. 6. They are cooking bananas.
2. Is he really that kind? 7. They are moving sidewalks.
3. My fianceùe is reserved. 8. John loves Richard more than Martha.
4. I saw her slip. 9. Old men and women will be served first.
5. I saw her duck 10. The thing that bothered Bill was crouching
under the table.
1(a) The drunkard visitor FOLDED the carpet over on itself.
(Rolled up is a transitive separable phrasal verb and the carpet is a
noun phrase functioning as the direct object of the verb head.)

1(b) The drunkard visitor TURNED over and over up the carpet.
(Rolled is an intransitive verb and up the carpet is a prepositional
phrase functioning as the adverbial adjunct of place of the verb head.)
S

NP
1
VP
1
S

Vgrp NP
2
NP
1
VP
1

[mono-trans] [dO]
VP
2
AdvP
[op A of place]
1(a)The drunkard visitor ROLLED UP the carpet. Vgrp
[intrans]
PP

1(b) The drunkard visitor ROLLED up the carpet.

202
2(a) Is he really that kind?
That is a demonstrative adjective, a
pre-nominal modifier of the noun kind.
2(a) means ‘Does he really belong
to that kind of people?’
2(b) Is he really that kind?
That is an adverb of degree
meaning ‘to such a degree’,
pre-modifying the adjective kind.
2(b) means ‘Is he really so kind?’

3(a) My fianceùe IS RESERVED.
Reserved is a past participle, part of
the finite verb is reserved.
3(a) means ‘My fianceùe is kept only
for me.’ In other words, you should
always stay away from her.
3(b) My fianceùe IS reserved.
Reserved is an adjective meaning ‘quiet’.

3(b) means ‘My fianceù e rarely talks.’

4(a) I SAW her slip.
Slip is a noun meaning ‘petticoat;
loose sleeveless garment worn
under a dress.’
4(a) means ‘We saw the petticoat
that belongs to her.’
4(b) I SAW her SLIP.
Slip is a verb meaning ‘lose one’s
balance and (nearly) fall in this way.’
4(b) means ‘We saw her lose
her balance and nearly fall.’
5(a) We SAW her duck.
Duck is a noun meaning ‘domestic
water bird.’
5(a) means ‘We saw the domestic
water bird that belongs to her.’

5(b) We SAW her DUCK.
Duck is a verb meaning ‘move (one’s
head) down quickly, to avoid being
seen or hit.’
5(b) means ‘We saw her lower her head.’
6(a) They ARE COOKING bananas.
Cooking is a present participle, part
of the finite verb are cooking.
6(a) means ‘Bananas are cooked.’
6(b) They ARE cooking bananas.
Cooking is a gerund, a pre-nominal
modifier of bananas.
6(b) means
‘They are bananas for cooking.’
203
7(a) They ARE MOVING sidewalks.
Moving is a present participle, part of
the finite verb are moving.
7(a) means ‘the sidewalks are moved.’
7(b) They ARE moving sidewalks.
Moving is a present participle, a
pre-nominal modifier of sidewalks.
7(b) means ‘they are the
sidewalks that are movable.’
8(a) John LOVES Richard more
S
1
V
1
dO
1

than Martha (LOVES Richard).
S
2
V
2
dO
2

In 8(a), loves Richard is omitted.
8(b) John LOVES Richard more
S
1
V
1
dO
1

than (he LOVES) Martha.
S
2
V
2
dO
2

In 8(b), he loves is omitted.
9(a)Old men and women WILL BE
SERVED first.
Old only modifies men.
9(a) means ‘we first serve the men
who are old and all of the women,
irrespective of their age.’
9(b)Old men and women WILL BE
SERVED first.
Old modifies men and women.
9(b) means ‘we first serve the
men and women who are all old.’
10(a) The thing that bothered Bill WAS
CROUCHING under the table.
Crouching is a present participle,
part of the finite verb was crouching.
10(b) means ‘Bill was annoyed by
the thing that was crouching
under the table.’
10(b) The thing that bothered Bill
WAS crouching under the table.
Crouching is a gerund, head of the
phrase crouching under the table.
10(b) means ‘it is crouching under
the table that annoyed Bill.’

Exercise 25: Explain the anomaly of each of the following sentences.
1. Christopher is killing phonemes.
This sentence is semantically anomalous because killing and phonemes
are not semantically compatible to be combined in this way. Kill means
‘cause the death of a living organism’ whereas phonemes are non-living
things — things that cannot be killed.
204

2. My brother is a spinster.
This sentence is semantically anomalous because my brother is [+male]
whereas a spinster is [+female].
3. The boy swallowed the chocolate and then chewed it.
This sentence is semantically anomalous because of the wrong order of
the two verb phrases — swallowed the chocolate and chewed it.
4. Babies can lift one ton.
This sentence is semantically anomalous because babies are [+young]
and [− −− −strong]. How can they lift a weight of 2,240 pounds in Britain or of
2,000 pounds in the U.S.A.?
5. Puppies are human.
This sentence is semantically anomalous because puppies are
[+animate] and thus [− human].
6. My unmarried sister is married to a bachelor.
This sentence is semantically anomalous because both my unmarried
sister and a bachelor are [+single], and thus they can’t be husband and wife.
7. The bigger key and John opened the door.
This sentence is semantically anomalous because its instrument (the
bigger key) cannot be conjoined with its agent (John).
8. James sliced the ideas.
This sentence is semantically anomalous because the ideas are
[+abstract notion] while only concrete things that are long, round, and
soft enough like a sausage or a tomato can be sliced.
9. Jack’s courage chewed the bones.
This sentence is semantically anomalous because Jack’s courage is
[+abstract notion], and thus it could not chew anything.
205
10. I hear the cloud.
This sentence is semantically anomalous because “hear, presumably,
presupposes that its object is audible” [Palmer, 1981: 170] while the cloud
is [− −− − audible].
11. The tiger remained alive for an hour after the hunter killed it.
This sentence is semantically anomalous because no living organism can
remain alive after being killed. In fact, the tiger died right at the moment
the hunter killed it.

Exercise 26: How can each of the given sentences be changed to avoid
anomaly?
1. Christopher is killing himself.
2. My brother is a bachelor.
3. The boy chewed the chocolate and then swallowed it.
4. This crane can lift one ton.
5. Puppies are not human.
6. My unmarried sister will be married to a bachelor.
7. John (the agent) opened the door with the bigger key (the instrument).
8. James sliced the tomatoes or James raised/ could finally come up with
the ideas.
9. Jack chewed the bones.
10. I hear the piece of news already / I see the cloud.
11. The tiger remained alive for an hour after the hunter injured it.



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Exercise 27: Do the two following sentences have the same proposition?
(1) Mr Dindlay killed Janet.
(2) Mr Dindlay caused Janet to die.
No, they don’t. Killed somebody in (1) implies [+intentionally]
whereas caused somebody to die in (2) implies [+accidentally]. The
semantic feature [±intention] is crucial in distinguishing the different
propositions in (1-2).

Exercise 28: Explain why the two members of each of the following pairs of
sentences do not share the same proposition.

1(a) John is the parent of James.
1(b) James is the parent of John.
3(a) The fly was on the wall.
3(b) The wall was under the fly.
2(a) The hunter bit the lion.
2(b) The lion bit the hunter.
4(a) Jack was injured by a stone.
4(b) Jack was injured with a stone.
ANSWER:
The two pairs of sentences marked 1(a-b) and 2(a-b) are not related to
each other. In other words, they indicate different states of affairs:
1(a) tells us about John, 1(b) tells us about James, 2(a) tells us about the
hunter, and 2(b) tells us about the lion.
The pair of sentences marked 3(a-b) expresses different propositions.
On the one hand, the preposition on in 3(a) indicates that the fly was in a
position that allows it to touch the wall. On the other hand, the preposition
under in 3(b) indicates that though the wall was in a position directly below
the fly, there was no touching between them. The semantic feature
[±touching] is crucial in distinguishing different propositions in 3(a-b).
The preposition by in 4(a) tells us that a stone fell and accidentally
injured Jack whereas the preposition with in 4(b) implies that somebody
intentionally used a stone as a means to injure Jack. The semantic feature
[±intention] is crucial in distinguishing different propositions in 4(a-b).

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Exercise 29: Fill in the following chart given by Hurford and Heasley [1984:
23] with ‘+’ or ‘–’ as appropriate. Thus, for example, if it makes sense
to think of a proposition being in a particular regional accent, put a ‘+’ in
the appropriate box; if not put a ‘–.’
Utterances Sentences Propositions
Can be loud or quiet + – –
Can be grammatical or not + + –
Can be true or false + + +
In a particular regional accent + – –
In a particular language + + –

Exercise 30: Circle the following sentences A for analytic, S for synthetic
or C for contradiction, as appropriate.

1. A; 2. S; 3. A; 4. S; 5. S; 6. S; 7. A; 8. C; 9. A; 10. S;
11. S; 12. A; 13. C; 14. S; 15. S

Exercise 31: The following pairs are paraphrases of each other. Identify the
way employed to paraphrase them.

- Change individual words by using synonyms: 1-7(a-b)
- Change individual words by using relational antonyms: 8-10(a-b)
- Change sentence structure: 11-16(a-b) and 17(a-d)
- Change both individual words and sentence structure: 18-25(a-b)

Exercise 32: Use ⇒ to show one-way entailment and ⇔ to show two-way
entailment in each of the following pairs of sentences:

- One-way entailment (⇒): 1-5(a-b) and 11-15(a-b)
- Two-way entailment (⇔): 6-10(a-b) and 16-20(a-b)

Exercise 33: What sense relation holds between the two sentences of each pair:
- 1(a-b) and 7-8(a-b) are the paraphrases of each other.
- 2(a-b) and 9-10(a-b) contradict each other.
- Respectively, 3-6(a) asymmetrically entail 3-6(b)

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Exercise 34: Identify the presupposition(s) in each of the following sentences.
1. ‘I am sorry I cannot find your book right now.’
The utterance presupposes that you have/own a book, and you have lent it to me.
2. ‘On the occasion of my friend's birthday, I intend to buy her a new vase.’
The utterance presupposes that (1) I have a friend, (2) soon comes her
birthday, and (3) she has a vase already.
3. ‘The exam is not so difficult.’
The utterance presupposes that there is an exam
and that the hearer already knows what the exam is.
The speaker assumes that the hearer already knows what the exam is.
4. ‘She is not happy about the chemistry course she’s taking.’
The utterance presupposes that she’s taking a chemistry course.
The utterance presupposes that there is a chemistry course and she’s taking it.
5. ‘We haven’t heard anything from Barbara.’
The utterance presupposes that the hearer already knows who Barbara is.
The speaker assumes that the hearer already knows who Barbara is.
6. ‘They were rich.’
The utterance presupposes that the hearer already knows who they are.
The speaker assumes that the hearer already knows who they are.
7. ‘Can you stop playing with your cat?’
The utterance presupposes that
you have a cat, and you’re playing with him/her.
8. ‘She was not aware that her son had an accident.’
The utterance presupposes her son had an accident.
The utterance presupposes that she has a son, and he had an accident.
9. ‘The explosion was so loud that it could be heard from miles away.’
The utterance presupposes that there was an explosion somewhere.
10. ‘I wish I had not booked the tickets.’
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The utterance presupposes that I booked the tickets.
(The speaker assumes that the hearer already knows what the tickets are.)
11. ‘Tom might find the chocolate cake in the kitchen.’
The utterance presupposes that there is a chocolate cake in the kitchen.
12. ‘You will be amazed when you see the view.’
The utterance presupposes that you will see a beautiful view.
The utterance presupposes that
there is a beautiful view somewhere and that you will see the view soon.
13. ‘I am so sorry, I am in a hurry and I can’t answer your question right now.’
The utterance presupposes that you’ve asked me a question.
14. ‘She was not aware that it would hurt her so much.’
The utterance presupposes that it (did) hurt her very much.
16. ‘Could you drive me to the airport?’
The utterance presupposes that
the hearer already knows what the airport is and where it is located.
17. ‘It took us two days to come back from Hanoi by train.’
The utterance presupposes that we once went to Hanoi.
18. ‘It is going to rain for a long time.’ (a prediction)
The utterance presupposes that it is raining now or it has been raining.
19. ‘I am going to have a final examination in Semantics.’
(Near future with arrangement)
The utterance presupposes that I haven’t taken the final exam in Semantics yet.
20. ‘We are going to be teachers of English.’
The utterance presupposes that we haven’t been teachers of English yet.
The utterance presupposes
(1) that the hearer already knows who the other members of this group are
and (2) that the persons in question haven’t been teachers of English yet.
21. ‘I think I will pass the exam.’
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The utterance presupposes that there was an exam, and I have taken it.
The utterance presupposes that
there will be an exam soon, and I’m going to take it.
22. ‘I hope to have a good result for this exam.’
The utterance presupposes that there was an exam, and I have taken it.
The utterance presupposes that
there will be an exam soon, and I’m going to take it.
23. ‘But before your encouragement, we would have given up.’
The utterance presupposes that you encouraged us.
24. ‘I got an excellent mark for my essay last time.’
The utterance presupposes that I wrote/ I had written an essay.
25. ‘I missed my class on Monday because I overslept.’
The utterance presupposes that I had a class on Monday.
26. ‘My sister is going to graduate from university.’
The utterance presupposes that
I have a sister, and she hasn’t graduated from university yet.
27. ‘I've got a good mark for the exam in American Literature.’
The utterance presupposes that
there was an exam in American Literature, and I have taken it.
28. ‘I am going to have a new grammar book.’
The utterance presupposes that
I have a grammar book, and I haven’t bought any new one yet.
29. ‘When did you give up teaching?’
The utterance presupposes that you gave up teaching.
30. ‘When did you stop beating your wife?’
The utterance presupposes that
you once beat your wife, and you stopped beating her.
31. ‘Fred continued/didn’t continue speaking.’
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The utterance presupposes that Fred was speaking previously.
(The speaker assumes that the hearer already knows who Fred is.)
32. ‘I cleaned/didn’t clean the room.’
The utterance presupposes that the room was dirty.
(The speaker assumes that the hearer already knows what the room is.)
33. ‘He killed/didn’t kill the bird.’
The utterance presupposes that the bird was alive.
(The speaker assumes that the hearer already knows what the bird is.)
34. ‘What was John worried about?’
The utterance presupposes that John was worried.
(The speaker assumes that the hearer already knows who John is.)
35. ‘Bill drank another glass of beer?’
The utterance presupposes that Bill had drunk at least one.
(The speaker assumes that the hearer already knows who Bill is.)
36. ‘Could you lend me the novel [when you finish it]?’
(non-fact → fact: + → − −− −) you finish the novel
The utterance presupposes that you haven’t finished (reading) the novel yet.
(The speaker assumes that the hearer already knows what the novel is.)
37. ‘I can’t guess when the rain stops?’
the rain stops (non-fact → fact: − −− − → +)
The utterance presupposes that rain is falling / it is raining.
38. ‘Please take me to the circus again.’
The utterance presupposes that the speaker was at the circus before.
The utterance presupposes that the speaker has been to the circus before/
at least once.
The utterance presupposes that the hearer has taken the speaker to the
circus before/at least once.
(The speaker assumes that the hearer already knows what the circus is.)
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39. ‘He pretended to be pleased with the gift.’
The utterance presupposes that he was not pleased with the gift.
40. ‘If only you had taken his offer.’
The utterance presupposes that you didn’t take his offer.

Exercise 35: Which of the following utterances share the same
presupposition?
The utterances marked (2), (3), (4), (5), and (7) all presuppose that Mike
smashed the television set whereas the utterances marked (1) and (6) both
presuppose that the speaker does not know whether (or not) Mike smashed the
television set.

Exercise 36: Write down one implicature that can be drawn from the second
speaker’s response in each of the following conversations:
(1) Mary: ‘Did you manage to fix that leak?’
Jim: ‘I tried to.’
His utterance may implicate that Jim did not fix the leak.
(2) Steve: ‘What happened to your flowers?’
Jane: ‘A dog got into the garden.’
Jane’s utterance may implicate that the dog was not Jane’s
and that her flowers got destroyed.
(3) Laura: ‘Who used all the printer paper?’
Dick: ‘I used some of it.’
His utterance may implicate that Dick did not use all the paper.
(4) Gina: ‘I hear you’re always late with the rent.’
Robin: ‘Well, sometimes I am.’
His utterance may implicate that Robin is not always late with the rent.
(5) Jenny: ‘Mike and Annie should be here by now. Was their plane late?’
Alfred: ‘Possibly.’
His utterance may implicate that
Alfred’s not certain that the plane was late.
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(6) Gwen: ‘This cheese looks funny. The label said not to store the
cheese in the freezer.’
Alvin: ‘Yeah, I did see the label.’
His utterance may implicate that Alvin did not freeze the cheese.
(7) Mat: ‘What’s with your mother?’
Bob: ‘Let’s go to the garden.’
His utterance may implicate that
Bob cannot talk about his mother’s problem in the very place.
(8) Carmen: ‘Did you buy the car?’
Maria: ‘It cost twice as much as I thought it would.’
Her utterance may implicate that Maria did not buy the car.
(9) Robert: ‘Where’s the salad dressing?’
Gabriela: ‘We’ve run out of olive oil.’
Gabriela’s utterance may implicate that there is not any salad dressing left.
(10) Maggie: ‘The bathroom’s flooded!’
Jim: ‘Someone must have left the tap on.’
His utterance may implicate that Jim did not leave the tap on.
(11) Austin: ‘Want some fudge brownies?’
Jenny: ‘There must be 20,000 calories there.’
Her utterance may implicate that
Jenny does not want any fudge brownies.
(12) Alice: ‘Have you seen my sweater?’
Max: ‘There’s a sweater on the sofa.’
His utterance may implicate that
Max is not sure whether the sweater on the sofa is Alice’s.
(13) Phil’s mother: ‘How did you do on these exams?’
Phil: ‘I failed physics.’
His utterance may implicate that
Phil passed/did not fail the other exams.
(14) Paul: ‘I didn’t take it.’
Virginia: ‘Why do you always lie?’
Virginia’s utterance may implicate that it is Paul who took it.
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(15) Tom: ‘It works now.’
Janet: ‘When did Eric fix it?’
Janet’s utterance may implicate that it is Eric, not Tom, who fixed it.
(16) Liza: ‘I hear you’ve invited Mat and Chris.’
Ed: ‘I didn’t invite Mat.’
His utterance may implicate that Ed invited Chris.
(17) A: ‘What are the Nelsons like?’
B: ‘They were rich.’
B’s utterance may implicate that the Nelsons are not rich any more.
(18) A: ‘What is this examination in Semantics like?’
B: ‘It is so easy this time.’
B’s utterance may implicate that
the last examination in Semantics was really difficult.
(19) A: ‘Did you get the milk and the eggs?’
B: ‘I got the milk.’
B’s utterance may implicate that he/she did not get the eggs.
(20) A: ‘Did Carmen like the party?’
B: ‘She left after an hour.’
B’s utterance may implicate that Carmen did not like the party.

Exercise 37: In each case below decide which maxim has not been
observed and what conversational implicature might be drawn.
Background information is given in square brackets.

(1) is a flouting of the maxim of Relevance. If meat had been the main course,
A would probably draw the implicature that B didn’t like the dinner.
(2) is a flouting of the maxim of Manner. Since B could not help being
unclear, A would probably draw the implicature that B is a bit dubious
about drinking that cocktail.
(3) is a flouting of the maxim of Quality. B can only be co-operative if A
would draw the implicature that B was very tired.
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(4) is a flouting of the maxim of Relevance. B’s exam is not apparently
relevant to a discussion about going to the movies. A would draw the
implicature that B is not going to the movies.
(5) is a flouting of the maxim of Quantity. Stating that a barbecue is an
outdoor party is apparently both too informative (since people all know that
a barbecue is an outdoor party) and not informative enough since B has not
directly answered the question. A would draw the implicature that B is
possibly not coming to the barbecue.
(6) is a flouting of the maxim of Quantity. The student is providing much
more information than is normally required in this situation. The teacher
would probably draw the implicature that the student was bored and
“counted the minutes” until the end of the lecture.
(7) is a flouting of the maxim of Quantity. The small boy is unhelpful in
someway because he fails to give enough information explicitly requested by
the policeman, i.e. the boy does not say anything about his father, who is in
fact at home.
(8) is a flouting of the maxim of Quality. The son refused to release the
name of the one who put the ferret in the bathtub though he certainly knows
who did it. A would draw the implicature that it is not B who put the
ferret in the bathtub.

Exercise 38: In each of the following decide whether each of the
inferences in brackets is a presupposition (P) or an implicature (I)
derived from the underlined utterance.
1. P; 2. P; 3. I; 4. I; 5. P; 6. I, 7. P

Exercise 39: In each of the following decide whether each of the
inferences in brackets is a presupposition (P) or an implicature (I).
1. P; 2. I; 3. I; 4. I; 5. I; 6. P

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Exercise 40: Give a situation in which each of the following utterances
occurs, interpret its meaning and then classify it according to
different types of speech acts.
1. ‘Let’s go to our place for a beer.’
A: ‘Let’s go to our place for a beer.’
B: ‘All right.’
A informally invites B to go and have a glass of beer.
This is A DIRECTIVE.
2. ‘I don’t know how to answer this question.’
A: ‘Why did you divorce her?’
B: ‘I don’t know how to answer this question.’
(By acknowledging his failure to give an appropriate answer to A’s
question,)
B indirectly conceals the real reason of the divorce from his ex-wife.
This is AN EXPRESSIVE.
3. ‘Mind your head!’
A: ‘Mind your head!’
B: ‘Thanks for your timely warning.’
A directly warns B of a danger. This is A DIRECTIVE.
4. ‘How nice to see you!’
A: ‘How nice to see you!’
B: ‘Yes, it’s been quite a while.’
A greets B in a friendly and somewhat surprising manner.
This is AN EXPRESSIVE.
5. ‘Who will believe this story?’
A: ‘To make a long story short, Ed’s girlfriend falls in love with
Ed’s younger brother.’
B: ‘Who will believe this story?’
(By making a Wh-question which needs no answer,)
B indirectly shows his or her doubt about such a crazy story.
This is AN EXPRESSIVE.
6. ‘Is it right to cheat in any exam?’
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Student [taking an exam]: ‘I’ve just asked my neighbor for a
correction pen.’
Teacher: ‘Is it right to cheat in any exam?’
(= ‘It is quite wrong to cheat in any exam.’)
The teacher indirectly says that cheating is not accepted in any exam.
This is A REPRESENTATIVE.
7. ‘Would you like a cup of coffee?’
A: ‘Would you like a cup of coffee?’ (= ‘Have some coffe, please.’)
B: ‘Yes, please.’
As the hostess, A indirectly invites B, her honored guest, to have a cup
of coffee. This is A DIRECTIVE.
8. ‘I was so sorry to hear about your loss.’
A: ‘I was so sorry to hear about your loss.’
B: ‘Thank you for your great sympathy.’
A directly shows his/her willingness to share B’s suffering.
This is AN EXPRESSIVE.
9. ‘I’m dead tired now!’
Wife: ‘Dinner is almost ready. Can you set the table, dear?’
Husband [complaining about his tiredness]: ‘I’m dead tired now!’
The husband indirectly refuses to set the table for dinner.
This is AN EXPRESSIVE.
10. ‘I’m awfully sorry I wasn’t at the meeting this morning.’
A: ‘I’m awfully sorry I wasn’t at the meeting this morning.’
B: ‘You don’t need to apologize.’
A directly apologizes to B. This is AN EXPRESSIVE.
11. ‘If you don’t try your best, you’ll fail in the exam.’
Professor: ‘If you don’t try your best, you’ll fail in the exam.’
(= ‘I’ll refuse to pass those who have not tried their best to take the course.’)
Student 1: ‘Oh, my goodness!’
Student 2: ‘There is no doubt about that.’
Student 3: ‘I’m sure to take the make-up exam.’
The professor indirectly commits to fail those who have not tried their
best to take the course. This is A COMMISSIVE.
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12. ‘Why don’t you take a seat?’
A: ‘Can I talk to you for a while?’
B: ‘Certainly. ‘Why don’t you take a seat?’ (= ‘Sit down, please.’)
B indirectly requests A to sit down. This is A DIRECTIVE.
13. ‘How dare you speak to her like that?’
Tom: ‘I told Jane that she was a talented liar.’
Jack: ‘How dare you speak to her like that?’
Jack is annoyed by Tom’s rudeness. This is AN EXPRESSIVE.
14. ‘You look lovely today in your new dress.’
Manager: ‘You look lovely today in your new dress.’
Secretary: ‘Thanks/Thank you for your nice compliment.’
The manager directly compliments his secretary on her new dress.
This is AN EXPRESSIVE.
15. ‘I’d sell it if I were you.’
Gordon’s friend: ‘My car breaks down again.’
Gordon: ‘I’d sell it if I were you.’ (= ‘You should sell it.’)
Gordon indirectly advises his friend to get rid of the frustrating car.
This is A DIRECTIVE.
16. ‘I’ll be right back.’
Desk clerk: ‘I beg your pardon. I’ll be right back.’
Client: ‘No problem.’
The desk clerk directly promises to return in a few minutes.
This is A COMMISSIVE.
17. ‘I beg you to reconsider your decision.’
Mrs. Brown: ‘I beg you to reconsider your decision.’
(= ‘Please think it over.’)
Mr. Brown: ‘I have nothing to reconsider.’
Mrs. Brown earnestly asks her husband to give his decision a second
thought. This is A DIRECTIVE.
18. ‘Do you think I’m an idiot?’
Paul: ‘Why don’t you marry her?’
Morris: ‘Do you think I’m an idiot?’
219
(By making a Yes-No question the answer of which must be no,)
Morris indirectly rejects Paul’s suggestion. This is AN EXPRESSIVE.
19. ‘May I hand in my final paper the day after tomorrow?’
Student: ‘May I hand in my final paper the day after tomorrow?’
Professor: ‘I’m afraid that I cannot give you any more time.’
The student directly asks for permission to hand in his/her final paper
in two days. This is A DIRECTIVE.
20. ‘We select Alfred as the head of our group.’
Teacher: ‘Who is the head of Group 2?’
Doris: ‘We select Alfred as the head of our group.’
(On behalf of all the members of Group 2, who have just selected Alfred to
be their head,) Doris is directly announcing her group’s selection.
This is A DECLARATIVE.
21. ‘I’ll pay you back in two days.’
Carol: ‘I’ll pay you back in two days.’
Laura: ‘Can I trust your words?’
Carol directly promises to pay Laura back in two days.
This is A COMMISSIVE.
22. ‘We are going to turn you in.’
A drunken relative: ‘Just bring me another bottle of red wine.’
The host: ‘If you keep on misbehaving, we are going to turn you in.’
On behalf of his wife, the speaker, who is the host of a party, threatens to
let the police arrest the hearer, who is a drunken irritating relative.
This is A COMMISSIVE.
23. ‘I would appreciate it if you went away.’
A: ‘I can’t live without your love.’
B: ‘I would appreciate it if you went away.’ (= ‘Go away.’)
B indirectly orders A to go away.
This is A DIRECTIVE.
24. ‘Can I help you?’
Shop assistant: ‘Can I help you?’
Customer: ‘Yes, I’m looking for some cheap shoes.’
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The shop assistant directly asks the customer for some information.
This is A ROGATIVE.

The shop assistant indirectly offers the customer some help.
This is A COMMISSIVE.
25. ‘I’ve stopped smoking.’
A: ‘Have a cigarette!’
B: ‘No, thanks. I’ve stopped smoking.’
B directly explains why he/she refuses A’s invitation.
This is A REPRESENTATIVE.
26. ‘Goodness!’
John’s mother [talking on the phone]: ‘John had thirteen friends to tea on
his birthday yesterday.’
John’s grandmother: ‘Goodness! I didn’t think a three-year-old like him
had as many as thirteen friends.’
John’s grandmother directly cries out in surprise.
This is AN EXPRESSIVE.
27. ‘Drink a cup of coffee.’
A: ‘I can’t keep awake.’
B: ‘Drink a cup of coffee.’
B directly advises A to drink a cup of coffee. This is A DIRECTIVE.
28. ‘That doesn’t sound very serious.’
A: ‘I’ve got a sore throat.’
B: ‘That doesn’t sound very serious.’
B directly shows no sympathy towards A’s sore throat.
This is AN EXPRESSIVE.
29. ‘I’ve got to go now.’
A: ‘I’ve got to go now.’
B: ‘OK. See you later.’
A: ‘See you.’
A indirectly pre-closes the conversation between him/her and B.
This is AN EXPRESSIVE.
30. ‘Someone said you got fired.’
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Mother: ‘Someone said you got fired.’ (= ‘Did you get fired?’)
Daughter: ‘Yes, but I’ve already applied for another job.’
The mother indirectly asks her daughter for some information.
This is A ROGATIVE.

Exercise 41: For each of the following utterances, provide two situations so
that one utterance performs two different acts. Interpret the utterances
and identify the acts performed in the light of the situations you provide.
1. ‘Do you feel better today?’
SITUATION 1:
Doctor: ‘Do you feel better today?’
Patient: ‘Yes, I do.’
The doctor directly asks her patient for some information.
This is A ROGATIVE.
SITUATION 2:
Mother [in hospital for a while]: ‘I’m glad that you’re here with me again.’
Son [in a very concerned manner]: ‘Do you feel better today?’
The son indirectly expresses his worry about his mother’s health.
This is AN EXPRESSIVE.
2. ‘I beg your pardon.’
SITUATION 1:
A: ‘Take this paper to the lady over there and ask for her signature.’
B: ‘I beg your pardon (= Repeat, please). I didn’t hear what you said.’
B indirectly requests A to repeat what he/she has just said.
This is A DIRECTIVE.
SITUATION 2:
A: ‘You’ve taken my seat.’
B: ‘Oh, I beg your pardon.’ (= ‘I’m terribly sorry.’)
B directly apologizes to A for taking A’s seat by mistake.
This is AN EXPRESSIVE.
3. ‘It’s going to rain.’
SITUATION 1:
Wife: ‘It’s going to rain.’
(= ‘Remember to bring the new raincoat with you.’)
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Husband: ‘I’ll bring the new raincoat with me.’ (= ‘I will.’)
The wife indirectly reminds her husband to bring the new raincoat with him.
This is A DIRECTIVE.
SITUATION 2:
Wife: ‘The weatherman says that it’s going to rain.’
Husband: ‘I heard that on the radio this morning, too.’
The wife directly reports what the weatherman has said.
This is A REPRESENTATIVE.
4. ‘It’s snowing.’
SITUATION 1:
Mary: ‘What’s the weather like in Boston?’
Steve: ‘It’s snowing.’
Steve directly gives a piece of information (to answer Mary’s
question). This is A REPRESENTATIVE.
SITUATION 2:
Hazel: ‘Could you go and post this letter?’
Glen: ‘It’s snowing.’ (= ‘I’m afraid that I have to say ‘no’ to your
request.’)
(By stating the fact that it’s snowing,) Glen indirectly refuses to go and
post the letter for Hazel.
This is AN EXPRESSIVE.
5. ‘I said I didn’t.’
SITUATION 1:
A: ‘Did you go to the theater last night?’
B: ‘I didn’t.’
A: ‘Tell me the truth. Did you go to the theater last night?’
B: ‘I said I didn’t.’
B is annoyed by A’s repetition of the same question.
This is AN EXPRESSIVE.
SITUATION 2:
Jane: ‘Mum asked me if I knew your new address.’
Jane’s sister: ‘And what did you say?’
Jane: ‘I said I didn’t.’
Jane directly gives a piece of information (to answer her sister’s question).
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This is A REPRESENTATIVE.
6. ‘There’s a bend ahead.’
SITUATION 1:
A: ‘Is there any bend near here?’
B: ‘There’s a bend ahead.’
B directly informs A of the fact that there is a bend ahead of them.
This is A REPRESENTATIVE.
SITUATION 2:
A: ‘Be careful. There’s a bend ahead.’
(= ‘Drive carefully and slow down a bit.’)
B: ‘Thanks for your timely warning.’
A indirectly asks B to drive carefully and slow down a bit (because
there’s a bend ahead). This is A DIRECTIVE.
7. ‘Keep off the grass.’
SITUATION 1:
Son: ‘What does the sign say, Mum.’
Mother: ‘Keep off the grass.’
The mother directly gives a piece of information (to answer her son’s
question). This is A REPRESENTATIVE.
SITUATION 2:
A: ‘How smooth the lawn is!’
B: ‘Keep off the grass.’
B directly orders A not to walk on the lawn. This is A DIRECTIVE.
8. ‘I’m very upset that so many of you are talking.’
SITUATION 1:
Joe: ‘It’s my book.’
Jenny: ‘Your book is over there. This one’s mine.’
Jack: ‘Your book is there and over there is Joe’s. This one’s mine.’
Mother: ‘I’m very upset that so many of you are talking.’
The mother of three young children directly shows that she is
extremely annoyed by her children’s talkativeness.
This is AN EXPRESSIVE.
SITUATION 2:
224
Teacher: ‘I’m very upset that so many of you are talking.’
Class monitor: ‘Be quiet, please.’
The teacher of a big class indirectly orders her pupils to stop talking
(and the monitor just paraphrases what the teacher has really said).
This is A DIRECTIVE.
9. ‘Be aware of dogs.’
SITUATION 1: [There are some dogs in the street. A sees the dogs
approaching B.]
A: ‘Be aware of dogs.’
B: ‘Thanks for your timely warning.’
A directly warns B of the dogs’ approaching. This is A DIRECTIVE.
SITUATION 2:
Daughter: ‘What does the sign mean, Mum?’
Mother: ‘Be aware of dogs.’
The mother directly provides her daughter with a piece of information.
This is A REPRESENTATIVE.
10. ‘What else do you want?’
SITUATION 1: [Mary goes shopping. She’s already chosen a fashionable blouse
and a well-formed skirt.]
Shop assistant: ‘What else do you want?’
Mary: ‘That’s all. Thanks.’
The shop assistant directly asks Mary for some information.
This is A ROGATIVE.
SITUATION 2:
A misbehaved seven-year-old boy keeps asking his mother to do this or
that for him while she is busy with a lot of housework. Being annoyed, the
mother shouts: ‘What else do you want?’ The mother indirectly expresses
her annoyance.
This is AN EXPRESSIVE.

Exercise 42: Use the locution, illocution, and perlocution analysis to
analyse the underlined utterance in each of the following dialogues.

225
(1) Mrs Smith’s neighbour: ‘I was so sorry to hear about your loss.’
Mrs Smith: ‘Thank you. It was a great shock, but I must get used to it.’

Locution: Mrs Smith’s neighbour uttered the words ‘I was so sorry to hear
about your loss’, which can be semantically paraphrased as ‘You
have my great sympathy’, with I referring to the neighbour.

Illocution: The neighbour performed the act of condoling.

Perlocution: Mrs Smith, who is a recently bereaved widow and who expects
the neighbour’s utterance, gives a prepared reply: ‘Thank you.
It was a great shock, but I must get used to it.’
(2) A: ‘Would you like a cup of coffee?’
B: ‘Yes, please.’
Locution: A uttered the words ‘Would you like a cup of coffee’, which can
be semantically paraphrased as ‘Have a cup of coffee, please’,
with you referring to B.

Illocution: A performed the act of offering.

Perlocution: The utterance may cause B, who is the hearer, to think the
speaker, who is A, is more generous than he/she thought.
(3) Son: ‘Can I go out for a while, Mum?’
Mother: ‘You can play outside for half an hour.’

Locution: The mother uttered the words ‘You can play outside for half an
hour’, which can be semantically paraphrased as ‘You have my
permission to go out for a while’, with you referring to the son.

Illocution: The mother performed the act of giving permission.

Perlocution: The utterance may cause the son to race out of the room,
picking up his football on the way.

Exercise 43: Are the following utterances performative (P) or constative (C)?

1. P; 2. C; 3. P; 4. C; 5. P; 6. C; 7. P; 8. C; 9. P; 10. P

226
Exercise 44: Also note that the most reliable test to determine whether an
utterance is performative is to insert the word hereby and see if the
modified utterance is acceptable. Can hereby be acceptably inserted in
the following utterances?
1. Yes; 2. No; 3. No; 4. Yes; 5. Yes; 6. No; 7. Yes; 8. No; 9. Yes; 10. No

Exercise 45: Fill in each of the blanks with an appropriate word.
The first one is done as an example.

1. Semantics 11. Anomaly
2. Homography 12. features
3. contradiction 13. Homonymy
4. Hyponymy 14. lexical
5. sentence 15. Partial
6. Antonymy 16. structurally
7. proposition 17. Polysemy
8. Homophony 18. analytic
9. utterance 19. pragmatic
10. reference 20. Synonymy
21 permorfative

227
LIST OF ENGLISH-VIETNAMESE
EQUIVALENT LINGUISTIC TERMS
(in alphabetical order)
abbreviation daïng ruùt goïn, daïng tænh löôïc
abstract (coù tính) tröøu töôïng
additional phuï, boå sung
adjectival phuï ngöõ laø tính töø
adjunct traïng ngöõ cuûa vò töø
adverb traïng töø
adverbial (1) (coù tính) traïng ngöõ
adverbial (2) phuï ngöõ laø traïng töø
article quaùn töø
ambiguity tính mô hoà veà nghóa,
tính löôõng nghóa
ambiguous (coù tính) mô hoà veà nghóa,
löôõng nghóa
analytic sentence caâu phaân tích
approbation maxim phöông chaâm taùn ñoàng
assert tuyeân boá
assertion (söï/lôøi) tuyeân boá
assume nhaän ñònh
assumption (söï/lôøi) nhaän ñònh
asymmetric khoâng ñoái xöùng
asymmetrically (moät caùch) khoâng ñoái xöùng
anomaly tính baát thöôøng
anomalous (coù tính) baát thöôøng
antonym töø traùi nghóa
antonymy quan heä/tính traùi nghóa
228
binary antonym töø traùi nghóa löôõng phaân
binary antonymy quan heä/tính traùi nghóa löôõng phaân
binary oppositions theá ñoái laäp coù-khoâng
class lôùp, chuûng loaïi
class membership tö caùch laø thaønh vieân cuûa moät lôùp
co-reference (quan heä) ñoàng sôû chæ
co-operative tính hôïp taùc
co-operative (coù tính) hôïp taùc
co-operative principle nguyeân taéc hôïp taùc
collocation (1) quan heä keát hôïp
collocation (2) keát ngoân, ngöõ coá ñònh
commonality tính chaát chung
commissive haønh ñoäng cam keát
compatibility tính töông hôïp
compatible (coù tính) töông hôïp
componential analysis söï phaân tích nghóa toá
concrete (coù tính) cuï theå
connotation nghóa lieân töôûng
connotative meaning nghóa lieân töôûng
conscious metaphor aån duï coù yù thöùc
constant reference sôû chæ coá ñònh
constative (1) (coù tính) nhaän ñònh
constative (2) caâu nhaän ñònh
content word thực từ
context ngoân caûnh
context-bound bò ngoân caûnh raøng buoäc
context-dependent bò ngoân caûnh raøng buoäc
context-free khoâng bò ngoân caûnh raøng buoäc
continuous scale of values thang giaù trò lieân tuïc
229
contradiction söï/caâu nghòch lyù
contradictory sentence caâu nghòch lyù
conventional implicature haøm ngoân öôùc ñònh
conversational implicature haøm ngoân hoäi thoaïi
conversational maxim phöông chaâm hoäi thoaïi
converse töø traùi nghóa nghòch ñaûo
core meaning nghóa coát loõi
countable coù theå ñeám ñöôïc
counter-factual presupposition tieàn giaû ñònh phaûn hàm thực
dead metaphor aån duï cheát
declarative haønh ñoäng tuyeân boá
declarative sentence caâu traàn thuaät
definite xaùc ñònh
definite article quaùn töø xaùc ñònh
deixis tröïc chæ
deictic (coù tính) tröïc chæ
deictic expression töø tröïc chæ
demonstrative adjective tính töø chæ xuaát
deny phuû nhaän, choái boû đ
deniable coù theå bò phuû nhaän,
coù theå phuû nhaän ñược
denotation nghóa sôû thò
denotative meaning nghóa sôû thò
dictionary entry haïng muïc (lieät keâ) trong töø ñieån
direct (coù tính) tröïc tieáp
direct speech act haønh ñoäng ngoân töø tröïc tieáp
directness tính tröïc tieáp
directive haønh ñoäng caàu khieán
distinct (coù tính) khu bieät
distinction söï khu bieät
230
entail keùo theo
entailment quan heä/caâu keùo theo
entity thöïc theå
explicit (coù tính) hieån ngoân
explicit performative caâu haønh ngoân hieån ngoân
explicitly (moät caùch) hieån ngoân
explicitness tính hieån ngoân
etymology töø nguyeân (hoïc)
exclusive loaïi tröø
exclusive ‘we’ chuùng toâi
expressive haønh ñoäng bieåu caûm
expression of personification lôøi noùi coù nhaân caùch hoaù
existential presupposition tieàn giaû ñònh tồn tại
extension söï/quaù trình môû roäng
euphemism (1) pheùp noùi kheùo
euphemism (2) lôøi noùi kheùo, uyeån ngöõ
factual presupposition tieàn giaû ñònh hàm thực
felicity condition ñieàu kieän höõu hieäu
figurative language ngoân ngöõ töôïng/gôïi hình
figurative meaning nghóa boùng
figure of speech hình thaùi tu töø
fixed expression caùch bieåu ñaït coá ñònh, ngöõ coá ñònh
flout (conversational maxim) vi phaï m, baá t chaá p (phöông chaâ m hoä i thoaï i)
flouting
(of conversational maxim)
söï vi phaïm, vieäc baát chaáp
(phöông chaâm hoäi thoaïi)
form hình thaùi, hình thöùc, daïng
fossilized metaphor aån duï hoùa thaïch
function word hư từ, từ chức năng
generic (coù tính) toång loaïi
generic lexical item töø ngöõ coù nghóa toång loaïi
231
gradable antonym töø traùi nghóa coù thang ñoä
gradable antonymy quan heä/tính traùi nghóa coù thang ñoä
grammar ngöõ phaùp
grammatical (coù tính) ngöõ phaùp
grammatical rule quy taéc ngöõ phaùp
grammatical structure caáu truùc ngöõ phaùp
grammatically (veà maët) ngöõ phaùp
grammatically correct ñuùng ngöõ phaùp
hierarchy (heä) toân ty
hierarchical (coù tính) toân ty
hierarchical classification söï phaân loaïi toân ty
homograph töø ñoàng töï
homographic (coù tính) ñoàng töï
homography quan heä/tính ñoàng töï
homonym töø ñoàng aâm ñoàng töï
homonymic (coù tính) ñoàng aâm ñoàng töï
homonymy quan heä/tính ñoàng aâm ñoàng töï
homophone töø ñoàng aâm dò töï
homophonic (coù tính) ñoàng aâm dò töï
homophony quan heä/tính ñoàng aâm dò töï
hyperbole (1) pheùp noùi khoa tröông, ngoa duï
hyperbole (2) lôøi noùi khoa tröông, ngoa duï
hyper(o)nym thöôïng danh
hyponym haï danh
hyponymic (coù tính) bao nghóa
hyponymic relation(ship) quan heä bao nghóa
hyponymy quan heä/tính bao nghóa
ideal (coù tính) lyù töôûng
idiom thaønh ngöõ
232
illocution/illocutionary act haønh ñoäng taïi ngoân
illocutionary force/
illocutionary meaning

löïc taïi ngoân
implicate coù haøm yù laø
implicature haøm ngoân
implicit (coù tính) haøm aån
implicit performative caâu haønh ngoân haøm aån
implicitness tính haøm aån
imply aùm chæ
implied (coù tính) haøm aån
inclusion quan heä bao nghóa
inclusive ‘we’ chuùng ta
incompatibility tính khoâng töông hôïp
incompatible khoâng (coù tính) töông hôïp
incomplete version phieân baûn khoâng hoaøn chænh
indefinite baát ñònh
indefinite article quaùn töø baát ñònh
indexical töø tröïc chæ
indirect (coù tính) giaùn tieáp
indirect speech act haønh ñoäng ngoân töø giaùn tieáp
indirectness tính giaùn tieáp
infer suy dieãn
inference söï/ñieàu suy dieãn
informative coù giaù trò thoâng tin
interrogation söï/quaù trình nghi vaán hoaù
inscription vaên töï
irony pheùp noùi mæa
ironical (coù tính) mæa mai
ironical understatement lôøi noùi giaûm ñeå mæa mai
lexical (thuoäc/coù tính) töø vöïng
233
lexical ambiguity tính löôõng nghóa töø vöïng
lexically ambiguous (coù tính) löôõng nghóa töø vöïng
lexical field tröôøng từ vựng
lexical gap oâ troáng töø vöïng
lexical item (yeáu toá) töø vöïng
lexical meaning nghóa töø vöïng
lexical presupposition tieàn giaû ñònh từ vựng
lexical set tröôøng từ vựng
lexicon (voán) töø vöïng
linguistic (thuoäc) ngoân ngöõ
linguistic expression caùch bieåu ñaït baèng ngoân töø
linguistics ngoân ngöõ hoïc
literal (thuoäc) nghóa ñen
literal meaning nghóa ñen, nghóa nguyeân vaên
literally (xeùt veà) nghóa ñen
litotes pheùp noùi giaûm, khieâm duï
live metaphor aån duï soáng
locution/locutionary act haønh ñoäng taïo ngoân
locutionary meaning nghóa meänh ñeà
marked (coù tính) höõu tröng, coù ñaùnh daáu
markedness tính höõu tröng, tính chaát coù ñaùnh daáu
maxim of Manner phöông chaâm veà phöông thöùc
maxim of Relevance phöông chaâm veà tính quan yeáu
maxim of Quality phöông chaâm veà chaát
maxim of Quantity phöông chaâm veà löôïng
meaning nghóa
meiosis pheùp noùi giaûm, khieâm duï
metaphor (1) pheùp aån duï
metaphor (2) aån duï
234
metaphoric (coù tính) aån duï
metaphoric meaning nghóa aån duï
metonymy (1) pheùp hoaùn duï
metonymy (2) hoaùn duï
morphology hình thaùi hoïc
multiple ña, nhieàu
multiple senses nhieàu nghóa
mutual laãn nhau
mutual entailment quan heä/caâu keùo theo laãn nhau
mutually laãn nhau
mutually exclusive loaïi tröø laãn nhau
negation söï/quaù trình phuû ñònh
negative connotation nghóa lieân töôûng tieâu cöïc
neutral connotation nghóa lieân töôûng trung hoøa
non-factual presupposition tieàn giaû ñònh hàm hư
non-homographic khoâng (coù tính) ñoàng töï
non-sentence (caáu truùc) khoâng phaûi caâu
non-superficial saâu, saâu hôn
nonsense caùi voâ nghóa
notion khaùi nieäm
observation
(of conversational maxim)
vieäc tuaân thuû
(phöông chaâm hoäi thoaïi)
observe
(conversational maxim)
tuaân thuû
(phöông chaâm hoäi thoaïi)
one-way entailment quan heä/caâu keùo theo moät chieàu
onomatopoeia pheùp duøng töø töôïng thanh
onamatopoeic word töø töôïng thanh
opposite (1) ñoái laäp, traùi ngöôïc
opposite (2) caùi ñoái laäp
optional tuøy choïn
235
overstatement (1) pheùp noùi khoa tröông, ngoa duï
overstatement (2) lôøi noùi khoa tröông, ngoa duï
paraphrase (1) phoûng nghóa
paraphrase (2) quan heä/caâu phoûng nghóa
partial synonym töø ñoàng nghóa boä phaän
partial synonymy quan heä/tính ñoàng nghóa boä phaän
particular (coù tính) caù bieät
performative (1) (coù tính) haønh ngoân
performative (2) caâu haønh ngoân
performative verb vò töø haønh ngoân
perlocution/
perlocutionary act

haønh ñoäng xuyeân ngoân
personal deixis tröïc chæ ngöôøi
personification pheùp nhaân caùch hoùa
phonology aâm vò hoïc, ngöõ aâm hoïc
politeness tính lòch söï
polysemy quan heä/tính ña nghóa
polysemic (coù tính) ña nghóa
polysemous (coù tính) ña nghóa
polysemous word töø ña nghóa
positive connotation nghóa lieân töôûng tích cöïc
possessive (coù tính) sôû höõu
post-nominal (ñöùng/theo) sau danh töø
pragmatic (coù tính) ngữ duïng
pragmatic meaning nghóa ngöõ duïng
pragmatically (veà maët) ngöõ duïng
pragmatically anomalous baát thöôøng veà ngöõ duïng
pragmatics ngữ duïng học
presuppose tieàn giaû ñònh
presupposition tieàn giaû ñònh
236
primary meaning nghóa nguyeân caáp
primitive semantic feature neùt nghóa goác
principle of politeness nguyeân taéc lòch söï
pronunciation caùch phaùt aâm, daïng aâm thanh
proposition meänh ñeà
propositional meaning nghóa meänh ñeà
redundancy rule pheùp thöøa
referent vaät sôû chæ
reference sôû chæ
referential (thuoäc) sôû chæ
referential meaning nghóa sôû chæ
regional accent gioïng ñòa phöông
relation (moái) quan heä
relational antonym töø traùi nghóa nghòch ñaûo
relational antonymy quan heä/tính traùi nghóa nghòch ñaûo
relationship (moái) quan heä
relevance tính quan yeáu
relevant (coù tính) quan yeáu
representative haønh ñoäng bieåu hieän
rogative
haønh ñoäng caàu khieán ñeå xin thoâng tin
secondary meaning nghóa thứ caáp
semantic (coù tính) ngữ nghĩa
semantic component neùt nghóa
semantic feature neùt nghóa
semantic field tröôøng từ vựng
semantic meaning nghóa ngöõ nghóa
semantic property neùt nghóa
semantic rule quy taéc ngöõ nghóa
semantically (veà maët) ngữ nghĩa
237
semantically anomalous baát thöôøng veà ngöõ nghóa
semantically compatible töông hôïp veà ngöõ nghóa
semantically incompatible khoâng töông hôïp veà ngöõ nghóa
semantics ngữ nghĩa học
semi-onomatopoeia pheùp duøng töø baùn töôïng thanh
semi-onamatopoeic word töø baùn töôïng thanh
sense nghóa
sense relation quan heä veà nghóa
sentence caâu
sentence meaning nghóa cuûa caâu
sentence type loaïi caâu
simile (1) pheùp tyû duï
simile (2) tyû duï
situation tình huoáng, tình theá
sound form hình thöùc/daïng aâm thanh
spatial deixis tröïc chæ khoâng gian
specific (coù tính) loaïi bieät, cuï theå
specific lexical item töø ngöõ coù nghóa loaïi bieät, cuï theå
specifically (moät caùch) cuï theå
speech lôøi noùi, ngoân töø, dieãn ngoân
speech act haønh ñoäng ngoân töø
speech-act category tieåu loaïi haønh ñoäng ngoân töø
spelling caùch ñaùnh vaàn, daïng chöõ vieát
state khaúng ñònh
statement lôøi/caâu khaúng ñònh
state of affairs söï tình, söï theå
structure caáu truùc
structural (coù tính) caáu truùc
structural ambiguity tính löôõng nghóa caáu truùc
238
structural presupposition tieàn giaû ñònh cấu trúc
structurally (veà maët) cấu trúc
structurally ambiguous (coù tính) löôõng nghóa caáu truùc
subordinate haï danh
superordinate thöôïng danh
symmetric ñoái xöùng
symmetrically (moät caùch) ñoái xöùng
symmetry söï ñoái xöùng
synecdoche (1) pheùp caûi dung
synecdoche (2) lôøi noùi coù pheùp caûi dung
synonym töø ñoàng nghóa
synonymic (coù tính) ñoàng nghóa
synonymous (coù tính) ñoàng nghóa
synonymy quan heä/tính ñoàng nghóa
synthetic sentence caâu toång hôïp
syntax cuù phaùp (hoïc)
syntactic (coù tính) cuù phaùp
syntactically (veà maët) cuù phaùp
syntactically perfect hoaøn haûo veà cuù phaùp
taboo word töø kieâng kî
tact maxim phöông chaâm xöû trí
taken literally ñöôïc hieåu theo nghóa ñen
temporal deixis tröïc chæ thôøi gian
text(ual) grammar ngöõ phaùp vaên baûn
theory lyù thuyeát
theorical (coù tính) lyù thuyeát
true synonym töø ñoàng nghóa toaøn phaàn
true synonymy quan heä/tính ñoàng nghóa toaøn phaàn
term töø, thuaät ngöõ
239
terminological (coù tính) thuaät ngöõ
terminological relationship quan heä giöõa caùc thuaät ngöõ
terminology thuaät ngöõ
truth value giaù trò chaân nguïy, giaù trò chaân lyù
two-way entailment quan heä/caâu keùo theo hai chieàu
unconcious metaphor aån duï voâ thöùc
uncountable khoâng theå ñeám ñöôïc
understatement (1) pheùp noùi giaûm, khieâm duï
understatement (2) lôøi noùi giaûm, khieâm duï
unmarked (coù tính) voâ tröng, khoâng ñaùnh daáu
unmarkedness
tính voâ tröng, tính chaát khoâng ñaùnh daáu
unverbalized khoâng ñöôïc noùi ra, haøm aån
utter phaùt ngoân, noùi ra
utterance phaùt ngoân
utterance meaning nghóa cuûa phaùt ngoân
variable reference sôû chæ khoâng coá ñònh
verbalized ñöôïc noùi ra (thaønh lôøi), hieån ngoân
violate
(conversational maxim)
vi phaïm, baát chaáp
(phöông chaâm hoäi thoaïi)
violation
(of conversational maxim)
söï vi phaïm, vieäc baát chaáp
(phöông chaâm hoäi thoaïi)
well-formed sentence caâu chænh, caâu ñuùng ngöõ phaùp
word từ, tiếng
word meaning nghóa cuûa töø
written form hình thöùc/daïng chöõ vieát


240
LIST OF ENGLISH-VIETNAMESE
EQUIVALENT LINGUISTIC TERMS
(in related groups of notions as well as in alphabetical order)
abbreviation daïng ruùt goïn, daïng tænh löôïc
abstract (coù tính) tröøu töôïng
additional phuï, boå sung
adjectival phuï ngöõ laø tính töø
adjunct traïng ngöõ cuûa vò töø
adverb traïng töø
adverbial (1) (coù tính) traïng ngöõ
adverbial (2) phuï ngöõ laø traïng töø
ambiguity
tính mô hoà veà nghóa,
tính löôõng nghóa
lexical ambiguity tính löôõng nghóa töø vöïng
structural ambiguity tính löôõng nghóa caáu truùc
ambiguous mô hoà veà nghóa, löôõng nghóa
lexically ambiguous löôõng nghóa töø vöïng
structurally ambiguous löôõng nghóa caáu truùc
article quaùn töø
definite article quaùn töø xaùc ñònh
indefinite article quaùn töø baát ñònh
assert tuyeân boá
assertion (söï/lôøi) tuyeân boá
assume nhaän ñònh
assumption (vieäc/lôøi) nhaän ñònh
asymmetric khoâng ñoái xöùng
asymmetrically (moät caùch) khoâng ñoái xöùng
anomaly tính baát thöôøng
anomalous (coù tính) baát thöôøng
241
semantically anomalous baát thöôøng veà ngöõ nghóa
pragmatically anomalous baát thöôøng veà ngöõ duïng
antonym töø traùi nghóa
binary antonym töø traùi nghóa löôõng phaân
gradable antonym töø traùi nghóa coù thang ñoä
relational antonym/
converse

töø traùi nghóa nghòch ñaûo
antonymy quan heä/tính traùi nghóa
binary antonymy quan heä/tính traùi nghóa löôõng phaân
gradable antonymy quan heä/tính traùi nghóa coù thang ñoä
relational antonymy quan heä/tính traùi nghóa nghòch ñaûo
binary oppositions theá ñoái laäp coù-khoâng
class lôùp, chuûng loaïi
class membership tö caùch laø thaønh vieân cuûa moät lôùp
collocation (1) quan heä keát hôïp
collocation (2) keát ngoân, ngöõ coá ñònh
commonality tính chaát chung
compatibility tính töông hôïp
compatible (coù tính) töông hôïp
semantically compatible töông hôïp veà ngöõ nghóa
componential analysis söï phaân tích nghóa toá
concrete (coù tính) cuï theå
co-operative principle nguyeân taéc hôïp taùc
constative (1) (coù tính) nhaän ñònh
constative (2) caâu nhaän ñònh
context ngoân caûnh
context-bound/
context-dependent

bò ngoân caûnh raøng buoäc
context-free khoâng bò ngoân caûnh raøng buoäc
contextual (thuoäc/coù tính) ngoân caûnh
242
continuous scale of values thang giaù trò lieân tuïc
conversational maxim phöông chaâm hoäi thoaïi
maxim of Manner phöông chaâm veà phöông thöùc
maxim of Relevance phöông chaâm veà tính quan yeáu
maxim of Quality phöông chaâm veà chaát
maxim of Quantity phöông chaâm veà löôïng
approbation maxim phöông chaâm taùn ñoàng
tact maxim phöông chaâm xöû trí
countable coù theå ñeám ñöôïc
declarative sentence caâu traàn thuaät
definite xaùc ñònh
deixis tröïc chæ
personal deixis tröïc chæ ngöôøi
spatial deixis tröïc chæ khoâng gian
temporal deixis tröïc chæ thôøi gian
deictic (coù tính) tröïc chæ
deictic expression/indexical töø tröïc chæ
demonstrative adjective tính töø chæ xuaát
deny phuû nhaän, choái boû
deniable coù theå bò phuû nhaän,
coù theåphuû nhaän được
dictionary entry haïng muïc (lieät keâ) trong töø ñieån
direct (coù tính) tröïc tieáp
directness tính tröïc tieáp
distinct khu bieät
distinction söï khu bieät
entail keùo theo
entailment quan heä/caâu keùo theo
one-way entailment quan heä/caâu keùo theo moät chieàu
two-way entailment quan heä/caâu keùo theo hai chieàu
243
mutual entailment quan heä/caâu keùo theo laãn nhau
entity thöïc theå
etymology töø nguyeân (hoïc)
exclusive loaïi tröø
exclusive ‘we’ chuùng toâi
explicit/verbalized (coù tính) hieån ngoân
explicitly (moät caùch) hieån ngoân
explicitness tính hieån ngoân
extension söï/quaù trình môû roäng
felicity condition ñieàu kieän höõu hieäu
figurative language ngoân ngöõ töôïng/gôïi hình
simile pheùp tyû duï
metaphor pheùp aån duï
personification pheùp nhaân caùch hoùa
metonymy pheùp hoaùn duï
synecdoche pheùp caûi dung
hyperbole/overstatement pheùp noùi khoa tröông, ngoa duï
litotes/meiosis/
understatement

pheùp noùi giaûm, khieâm duï
irony pheùp noùi mæa
euphemism pheùp noùi kheùo
onomatopoeia pheùp duøng töø töôïng thanh
semi-onomatopoeia pheùp duøng töø baùn töôïng thanh
figure of speech hình thaùi tu töø
simile tyû duï
metaphor aån duï
dead metaphor aån duï cheát
fossilized metaphor aån duï hoùa thaïch
unconcious metaphor aån duï voâ thöùc
idiom thaønh ngöõ
244
fixed expression caùch bieåu ñaït coá ñònh
live metaphor aån duï soáng
conscious metaphor aån duï coù yù thöùc
expression of personification lôøi noùi coù nhaân caùch hoaù
metonymy hoaùn duï
synecdoche lôøi noùi coù pheùp caûi dung
overstatement/hyperbole lôøi noùi khoa tröông, ngoa duï
understatement lôøi noùi giaûm, khieâm duï
ironical understatement lôøi noùi giaûm ñeå mỉa mai
taboo word töø kieâng kî
euphemism lôøi noùi kheùo, uyeån ngöõ
onamatopoeic word töø töôïng thanh
semi-onamatopoeic word töø baùn töôïng thanh
flout/violate/breach/infrindge
(conversational maxim)
vi phaïm, baát chaáp
(phöông chaâm hoäi thoaïi)
flouting/violation
(of conversational maxim)
söï vi phaïm, vieäc baát chaáp
(phöông chaâm hoäi thoaïi)
form hình thaùi, hình thöùc, daïng
sound form/pronunciation hình thöùc/daïng aâm thanh
written form/spelling hình thöùc/daïng chöõ vieát
grammar ngöõ phaùp
grammatical (coù tính) ngöõ phaùp
grammatical rule quy taéc ngöõ phaùp
grammatical structure caáu truùc ngöõ phaùp
grammatically (veà maët) ngöõ phaùp
grammatically correct ñuùng ngöõ phaùp
hierarchy (heä) toân ty
hierarchical (coù tính) toân ty
hierarchical classification söï phaân loaïi toân ty
hyponymy quan heä/tính bao nghóa
245
hyponymic (coù tính) bao nghóa
hyponymic relation(ship) quan heä bao nghóa
hyponym/subordinate haï danh
immediate hyponym haï danh tröïc tieáp
superordinate/hyper(o)nym thöôïng danh
homography quan heä/tính ñoàng töï
homographic (coù tính) ñoàng töï
non-homographic khoâng (coù tính) ñoàng töï
homograph töø ñoàng töï
homophony quan heä/tính ñoàng aâm dò töï
homophonic (coù tính) ñoàng aâm dò töï
homophone töø ñoàng aâm dò töï
homonymy quan heä/tính ñoàng aâm ñoàng töï
homonymic (coù tính) ñoàng aâm ñoàng töï
homonym töø ñoàng aâm ñoàng töï
ideal (coù tính) lyù töôûng
implicate coù haøm yù laø
implicature haøm ngoân
conversational implicature haøm ngoân hoäi thoaïi
conventional implicature haøm ngoân öôùc ñònh
implicit/implied/unverbalized (coù tính) haøm aån
implicitness tính haøm aån
imply aùm chæ
inclusion quan heä bao nghóa
inclusive ‘we’ chuùng ta
incompatibility tính khoâng töông hôïp
incompatible khoâng töông hôïp
semantically incompatible khoâng töông hôïp veà ngöõ nghóa
incomplete version phieân baûn khoâng hoaøn chænh
246
indefinite baát ñònh
indexical/deictic expression töø tröïc chæ
indirect (coù tính) giaùn tieáp
indirectness tính giaùn tieáp
infer suy dieãn
inference söï/ñieàu suy dieãn
informative coù giaù trò thoâng tin
inscription vaên töï
interrogation söï/quaù trình nghi vaán hoaù
lexical (thuoäc/coù tính) töø vöïng
lexical gap oâ troáng töø vöïng
lexical item (yeáu toá) töø vöïng
generic lexical item töø ngöõ coù nghóa toång loaïi
specific lexical item töø ngöõ coù nghóa loaïi bieät
lexical meaning nghóa töø vöïng
lexicon (voán) töø vöïng
linguistics ngoân ngöõ hoïc
linguistic (thuoäc) ngoân ngöõ
linguistic expression caùch bieåu ñaït baèng ngoân töø
literal (thuoäc) nghóa ñen
literally (xeùt veà) nghóa ñen
taken literally ñöôïc hieåu theo nghóa ñen
markedness
tính höõu tröng, tính chaát coù ñaùnh daáu
marked (coù tính) höõu tröng, coù ñaùnh daáu
meaning nghóa
denotation/
denotative meaning

nghóa sôû thò
referential meaning nghóa sôû chæ
connotation/
connotative meaning

nghóa lieân töôûng
247
positive connotation nghóa lieân töôûng tích cöïc
negative connotation nghóa lieân töôûng tieâu cöïc
neutral connotation nghóa lieân töôûng trung hoøa
primary meaning nghóa nguyeân caáp
secondary meaning nghóa thöù caáp
literal meaning nghóa ñen
figurative meaning nghóa boùng
core meaning nghóa coát loõi
metaphoric meaning nghóa aån duï
word meaning nghóa cuûa töø
lexical meaning nghóa töø vöïng
sentence meaning nghóa cuûa caâu
utterance meaning nghóa cuûa phaùt ngoân
semantic meaning nghóa ngöõ nghóa
pragmatic meaning nghóa ngöõ duïng
morphology hình thaùi hoïc
multiple ña, nhieàu
mutual laãn nhau
mutually laãn nhau
mutually exclusive loaïi tröø laãn nhau
negation söï/quaù trình phuû ñònh
non-superficial saâu, saâu hôn
notion khaùi nieäm
observation
(of conversational implicature)
söï/vieäc tuaân thuû
(phöông chaâm hoäi thoaïi)
observe
(conversational implicature)
tuaân thuû
(phöông chaâm hoäi thoaïi)
opposite (1) ñoái laäp, traùi ngöôïc
opposite (2) caùi ñoái laäp
optional (coù tính) tuøy choïn
248
paraphrase (1) phoûng nghóa
paraphrase (2) quan heä/caâu phoûng nghóa
performative (1) (coù tính) haønh ngoân
performative (2) caâu haønh ngoân
explicit performative caâu haønh ngoân hieån ngoân
implicit performative caâu haønh ngoân haøm aån
performative verb vò töø haønh ngoân
particular (coù tính) caù bieät
phonology aâm vò hoïc, ngöõ aâm hoïc
politeness tính lòch söï
polysemy quan heä/tính ña nghóa
polysemous/polysemic (coù tính) ña nghóa
polysemous word töø ña nghóa
possessive (coù tính) sôû höõu
post-nominal (ñöùng/theo) sau danh töø
pragmatics ngữ duïng học
pragmatic (coù tính) ngữ duïng
pragmatically (veà maët) ngữ duïng
pragmatically anomalous baát thöôøng veà ngöõ duïng
presuppose tieàn giaû ñònh
presupposition tieàn giaû ñònh
existential presupposition tieàn giaû ñònh tồn tại
factual presupposition tieàn giaû ñònh hàm thực
non-factual presupposition tieàn giaû ñònh hàm hư
lexical presupposition tieàn giaû ñònh từ vựng
structural presupposition tieàn giaû ñònh cấu trúc
counter-factual presupposition tieàn giaû ñònh phaûn hàm thực
principle of politeness nguyeân taéc lòch söï
proposition meänh ñeà
249
redundancy rule pheùp thöøa
reference sôû chæ
constant reference sôû chæ coá ñònh
variable reference sôû chæ khoâng coá ñònh
co-reference (quan heä) ñoàng sôû chæ
referent vaät sôû chæ
regional accent gioïng ñòa phöông
relation/relationship (moái) quan heä
relevance tính quan yeáu
relevant (coù tính) quan yeáu
semantics ngữ nghĩa học
semantic (coù tính) ngữ nghĩa
semanticfeature/component/property neùt nghóa
primitive semantic feature neùt nghóa goác
semantic field/lexical field/lexical set tröôøng từ vựng
semantic rule quy taéc ngöõ nghóa
semantically (veà maët) ngữ nghĩa
semantically anomolous baát thöôøng veà ngöõ nghóa
semantically compatible töông hôïp veà ngöõ nghóa
semantically incompatible khoâng töông hôïp veà ngöõ nghóa
sense nghóa
multiple senses nhieàu nghóa
sense relation quan heä veà nghóa
nonsense caùi voâ nghóa
sentence caâu
sentence type loaïi caâu
analytic sentence caâu phaân tích
synthetic sentence caâu toång hôïp
contradiction/
contradictory sentence

caâu nghòch lyù
250
well-formed sentence caâu chænh, caâu ñuùng ngöõ phaùp
non-sentence (caáu truùc) khoâng phaûi caâu
declarative sentence caâu traàn thuaät
situation tình huoáng, tình theá
speech lôøi noùi, ngoân töø, dieãn ngoân
speech act haønh ñoäng ngoân töø
direct speech act haønh ñoäng ngoân töø tröïc tieáp
indirect speech act haønh ñoäng ngoân töø giaùn tieáp
locution/locutionary act haønh ñoäng taïo ngoân
illocution/illocutionary act haønh ñoäng taïi ngoân
perlocution/perlocutionary act haønh ñoäng xuyeân ngoân
locutionary meaning/
propositional meaning

nghóa meänh ñeà
illocutionary meaning/
illocutionary force

löïc taïi ngoân
speech-act category tieåu loaïi haønh ñoäng ngoân töø
representative haønh ñoäng bieåu hieän
commissive haønh ñoäng cam keát
declarative haønh ñoäng tuyeân boá
expressive haønh ñoäng bieåu caûm
directive haønh ñoäng caàu khieán
rogative
haønh ñoäng caàu khieán ñeå xin thoâng tin
state khaúng ñònh
statement (lôøi/caâu) khaúng ñònh
state of affairs söï tình, söï theå
structure caáu truùc
symmetry söï ñoái xöùng
symmetric ñoái xöùng
symmetrically (moät caùch) ñoái xöùng
synonymy quan heä/tính ñoàng nghóa
251
true synonymy quan heä/tính ñoàng nghóa toaøn phaàn
partial synonymy quan heä/tính ñoàng nghóa boä phaän
synonym töø ñoàng nghóa
true synonym töø ñoàng nghóa toaøn phaàn
partial synonym töø ñoàng nghóa boä phaän
synonymic (coù tính) ñoàng nghóa
syntax cuù phaùp
syntactic (thuoäc/mang tính) cuù phaùp
syntactically (veà maët) cuù phaùp
syntactically perfect hoaøn haûo veà cuù phaùp
term töø, thuaät ngöõ
terminological (coù tính) thuaät ngöõ
terminological relationship quan heä giöõa caùc thuaät ngöõ
terminology thuaät ngöõ
text(ual) grammar ngöõ phaùp vaên baûn
truth value giaù trò chaân nguïy, giaù trò chaân lyù
uncountable khoâng theå ñeám ñöôïc
unmarkedness tính voâ tröng,
tính chaát khoâng ñaùnh daáu
unmarked (coù tính) voâ tröng, khoâng ñaùnh daáu
utter phaùt ngoân, noùi ra
utterance phaùt ngoân
word từ, tiếng
content word thực từ
function word hư từ, từ chức năng
word relationship quan heä giöõa caùc töø


252
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LÔØI NOÙI ÑAÀU Giaùo trình Ngöõ nghóa hoïc tieáng Anh ñöôïc biên so n m t cách có h th ng, d a trên cơ s tham kh o có ch n l c nhöõng tư li u cuûa nư c ngoài, k t h p v i kinh nghi m gi ng d y nhi u năm v môn h c này c a tác gi và t p th gi ng viên trong B môn Ng h c Anh. ây là t p giáo trình ư c biên so n duøng gi ng d y môn h c Ng nghĩa h c ti ng Anh (English Semantics) cho sinh viên năm th tư Khoa Ng văn Anh, Trư ng i h c Khoa h c Xã h i và Nhân văn, i h c Qu c gia Thành ph H Chí Minh. Giaùo trình g m b n phaàn: 1. 2. 3. 4. Introduction (phaàn daãn nhaäp) Word meaning (nghóa cuûa töø); Sentence meaning (nghóa cuûa caâu); Utterance meaning (nghóa cuûa phaùt ngoân)

L n u tiên biên so n giáo trình này, chúng tôi không tránh kh i nh ng sai sót, nh ng khuy t i m. R t mong nh n ư c nhi u ý ki n óng góp c a b n c vaø c a b n bè ng nghi p giáo trình ngày càng hoàn thi n hơn, ph c v gi ng d y sinh viên t ch t lư ng toát hơn. Ý ki n óng góp v t p giáo trình này xin g i v H i ng Khoa h c Khoa Ng văn Anh, Trư ng i h c Khoa h c Xã h i và Nhân văn, i h c Qu c gia Thành ph H Chí Minh, s 1012 inh Tiên Hoàng Qu n 1, Thành ph H Chí Minh. i n tho i: (08)8243328. Thaønh phoá Hoà Chí Minh, ngaøy 14 thaùng 12 naêm 2006 Toâ Minh Thanh iii

CONTENTS
Preface ....................................................................................... iii Contents .......................................................................................v Notational symbols ................................................................... vii

1 INTRODUCTION...................................................................... 9 1.1 What is semantics? ......................................................... 9 1.2 Semantics and its possible included aspects ............. 10 2 WORD MEANING .................................................................. 12 2.1 Semantic features ........................................................ 12 2.2 Componential analysis .................................................. 20 2.3 Semantic fields ............................................................. 21 2.4 Lexical gaps .................................................................... 25 2.5 Referent, reference and sense ................................. 26 2.6 Denotation and connotation ........................................ 30 2.7 Multiple senses of lexical items ................................ 34 2.8 Figures of speech ................................................... 36 2.9 Hyponymy ................................................................ 57 2.10 Synonymy .............................................................. 63 2.11 Antonymy .............................................................. 67 2.12 Homonymy ............................................................. 72 2.13 Polysemy ................................................................ 78
v

2.14 Ambiguity .............................................................. 81 2.15 Anomaly ................................................................. 87 3 SENTENCE MEANING ............................................... 91 3.1 Proposition, utterance and sentence ........................ 91 3.2 Sentence types (classified according to truth value) .............................................................. 96 3.3 Paraphrase .............................................................. 99 3.4 Entailment ............................................................. 104 4 UTTERANCE MEANING .................................................... 109 4.1 Presupposition ...................................................... 109 4.2 Conversational implicature ................................... 128 4.3 Conventional implicature ...................................... 145 4.4 Speech acts .................................................................. 146 4.5 Performatives and constatives ............................ 165 4.6 Politeness, co-operation and indirectness ............ 171 4.7 Deixis .................................................................... 173
Answer keys ............................................................................177 List of English-Vietnamese equivalent linguistic terms .......227 Bibliography ............................................................................252

vi

NOTATIONAL SYMBOLS
Most of the symbols used in this text follow conventions, but since conventions vary, the following list indicates the meanings assigned to them here. A: adjunct AdjP: adjective phrase AdvP: adverb phrase C: countable dO: direct object Ex: example mono-trans: mono-transitive verb n: noun NP: noun phrase op: optional opA of Means: optional adjunct of means Pro: pronoun PP: prepositional phrase RP: Received Pronunciation S: sentence Vgrp: verb group VP: verb phrase * : unaccepted form iv

-.: related in some way [ ] : embedded unit / : or ⇒ : one-way dependence ⇔ : two-way dependence = : be equivalent to + : with the semantic feature specified − : without the semantic feature specified ± : with or without the semantic feature specified v .

Semantics is the study of meaning in language (i. Semantic meaning is context-free whereas pragmatic meaning is context-dependent. Take the distinction between semantic meaning and pragmatic meaning as an illustration of how semantics is different from but.e. part of what we are going to discuss is concerned with pragmatics. at the same time. and textual grammar) whereas semantics and pragmatics deal with meaning. for semantics and pragmatics are closely related. Linguistics has three main branches: syntax. what people mean by the language they use).Section 1 INTRODUCTION 1. closely related to pragmatics.’ 9 . Syntax is the study of grammar (consisting of phonology. semantics and pragmatics. However. before we discuss the “meaning” of meaning. what language means) while pragmatics is concerned with meaning in context (i. morphology. In order to understand this definition. (1) A: ‘Would you like a piece of cake?’ B: ‘I’m on a diet. Although this is a semantics course. it is necessary to talk about the main branches of linguistics.1 What is semantics? Semantics is a branch of linguistics which deals with meaning. we need to know what meaning is.e. syntax.

and since meaning is part of language.’ 1.The semantic meaning of ‘I’m on a diet’ in (1) is ‘I want to lose weight by eating the food which is not rich in fat.’ (2) Tom: ‘Do you like the wine I picked out?’ Gina: ‘It’s Italian. In particular we need some way of making it clear when we are discussing sentences and when utterances. sentence meaning and utterance meaning.” [Palmer. ‘meaning’ covers a variety of aspects of language. Unfortunately. what aspects of it may properly be included in semantics. there is no general agreement about the nature of meaning. isn’t it?’ in (2) is ‘Is it right that the wine is made in Italy?’ The pragmatic meaning of ‘It’s Italian. semantics is part of linguistics. to be more precise.2 Semantics and its possible included aspects “Semantics is a technical term used to refer to the study of meaning. isn’t it?’ in (2) is ‘I don’t like the wine you picked out. We adopt the convention that anything 1 10 . or the way in which it should be described. 1981: 1] This little textbook will try to show three main aspects that are commonly considered as included in semantics: word meaning (or. 1995: 33]. lexical meaning) [Lyons.1 In semantics it is necessary to make a careful distinction between utterances and sentences. etc. sugar.’ The pragmatic meaning of ‘I’m on a diet’ in (1) is ‘I don’t want any piece of cake’ or ‘I’m afraid that I have to refuse your invitation. isn’t it?’ The semantic meaning of ‘It’s Italian.

can be analysed in the three different levels. it is the word that helps the utterance presuppose that pastors are allowed by rule to get married and implicate that the pastor was once married. such as a phrase or a word: ‘She is not remarried’ represents an utterance. remarried may be regarded a set of the four following semantic features: [+human]. A: ‘How is the pastor?’ B: ‘He is remarried.e. and 11 . and [+married again]. [+used to be married]. it is part of the statement. She is not remarried represents a sentence. namely [+married again].’ Because of the nature of the subject and the variety of views on semantics and its possible included aspects. At the utterance level within the particular context of the following conversation when remarried occurs in B’s response. anything italicized represents a sentence or (similarly abstract) part of a sentence. Married represents a word conceived as part of a sentence. the little textbook cannot hope to be more than an introductory survey. only the fourth semantic feature of the word. [±male].The meaning of remarried. for example. At the sentence level when remarried occurs in She is not remarried. written between single quotation marks represents ‘an utterance’. At the word level. i. is informative.

“what counts as the equivalent in the language concerned.” [Hurford and Heasley.1.e.Section 2 WORD MEANING WORD MEANING is what a word means. This generalization can be expressed as a redundancy rule: 2 Semantic features are also referred to as semantic components or semantic properties. 2. [+bird].2 Characteristics 2. [+mature].2.1 Definition Semantic features2 are “the smallest units of meaning in a word. if a word is [+human] it is “automatically” [+animate]. For example.1. [+fully grown] and [+female]. 1984: 3] 2. 12 . 1987: 254] We identify the meaning of a word by its semantic features.1 Semantic features 2. [+parental] and [+paternal].” [Richards et al.1 Some semantic features need not be specifically mentioned.1. [+male]. And hen may be described as a set of the following semantic features: [+animate]. For example. father may have the following semantic features: [+human]. i. [+fowl].

aunt.g. etc. − If father is [+mature]. [+paternal]. Ex2: Mother. [+parental]. physicist. − If father is [+male]. Thus. engineer. etc.1. all share the same semantic feature [+professional].g. e. sister. [+male]. 13 . Ex1: Doctor.2. are all [+kinship]. [+animate]. son. e. etc. which can be stated in terms of pluses and minuses (that is. girl. − Notice that we identify the meaning of a word according to its primitive semantic features first. and then with the assistance of its other semantic features. professor. That is why [+animate] need not be specified as a semantic feature of father.A word that is [+human] is [+animate]. it is therefore [−female]. [+] and [−]): − If father is [+human]. etc. chemist. uncle. hairdresser. since the semantic feature can be inferred from [+human]. In other words. it is therefore [−inhuman]. father. Some redundancy rules infer negative semantic features. 2. [+human]. teacher. etc. − If father is [+paternal]. semantic features are often shown in the form of binary oppositions. it is therefore [−immature]. brother. daughter.2 Different words may share the same semantic feature. tailor. it is therefore [−maternal]. the same semantic feature can be found in many different words. grandparent..

etc. the verb breast-feed and the adjective pregnant. 2.2. words of different parts of speech may share the same semantic feature. (1) is strange.” These authors give the two following sentences that are grammatically correct and syntactically perfect but semantically anomalous: (1) My brother is an only child. (2) is semantically anomalous for a similar reason: bachelor is [+male] whereas pregnant is [+female].1. educate. Here. because this sentence represents a contradiction: brother is [+having at least one sibling] while an only child is [+having no other sibling].2. and in the verbs teach. (2) The bachelor is pregnant. For example. instruct. In other words.4 Fromkin and Rodman [1993: 148-149] confirm that “the semantic properties of words determine what other words they can be combined with. Fromkin and Rodman also cite Noam Chomsky’s famous classic example of semantically anomalous sentences: (3) Colorless green ideas sleep furiously. etc. And [+educational] is a semantic feature found in the nouns school. teacher. [+female] is part of the meaning of the noun mother.2.1.3 The same semantic feature can occur in words of different parts of speech. textbook. or semantically anomalous. but there is obviously something semantically wrong 14 . This sentence seems to obey all the syntactic rules of English: its subject is colorless green ideas and its predicate is sleep furiously.

and what semantic features distinguish between the classes of (a) words and (b) words. but it − occurs with the adjective green the semantic feature of which [+green in colour]. How can something be [−colour] and [+green − in colour] at the same time? In the same way. the verb sleep. is semantically incompatible with the verb sleep the noun phrase subject of which must be [+concrete] and [+animate].with the sentence. badly and soundly. Collocations are regular combinations of words. the noun ideas. The adjective colorless is [−colour]. whose adverbial collocations3 are well. Fromkin and Rodman [1993:134] also believe that “because we know the semantic properties of words. or are unrelated in meaning.” Exercise 1: For each group of words given below. by accident and strong tea are English collocations. knowing all the possible semantic features of a word enables us to combine semantically compatible words together to form larger but meaningful linguistic units such as phrases. synonyms or homonyms. clauses and sentences. is semantically incompatible with the adverb furiously. The first one is done as an example. state what semantic features are shared by the (a) words and the (b) words. Adverbial collocations refer to the adverbs regularly used together with a certain verb. How can a living being sleep when he is full of violent anger? In conclusion. How can an abstract notion like ideas sleep? Then.g. we know when two words are antonyms. 3 15 . e. which is [+abstract].

(a) widow. road. beer. love. crab. water. seamstress (b) widower. chief (b) bull. oyster. pope. The (a) words are [+shellfish]. soft drink The (a) and (b) words are ____________________________ The (a) words are __________________________________ The (b) words are __________________________________ 5. salmon. wine. rooster. son. mussel (b) trout. mountain. tractor (b) idea. tea. tailor The (a) and (b) words are ___________________________ The (a) words are _________________________________ The (b) words are __________________________________ 3. fear 16 . (a) lobster. sole. sister. shrimp. car (b) milk. house. mackerel The (a) and (b) words are [+edible water animal]. sincerity. pencil. herring. (a) table. paperboy. stallion The (a) and (b) words are ___________________________ The (a) words are __________________________________ The (b) words are _________________________________ 4. bravery. The (b) words are [+fish]. temple. drake. aunt. mother. 2. (a) book.1. charity. (a) bachelor. ship. uncle. brother. cup. father. ram.

beech (c) pine. violet (b) ash. tulip. ski. willow. chalk The (a) and (b) words are ____________________________ The (a) words are __________________________________ The (b) words are __________________________________ 8. encyclopaedia. novel. ballpoint. run. mutter. holler 17 . cycle. (a) ask. sycamore. ride. quill. whisper. skip. canoe. oak. cedar. hang-glide The (a) and (b) words are ____________________________ The (a) words are __________________________________ The (b) words are __________________________________ 9. letter. jew. hop. talk. drawl. jump. crayon. swim (b) fly. spruce. daisy. (a) walk. sunflower. charcoal. lily. converse (b) shout. say. tell. (a) book. pencil. cypress The (a) (b) and (c) words are _________________________ The (a) words are __________________________________ The (b) words are __________________________________ The (c) words are __________________________________ 7. (a) rose. notebook.The (a) and (b) words are ____________________________ The (a) words are __________________________________ The (b) words are __________________________________ 6. dictionary (b) typewriter. skate.

Aunt: ____________________________________________ 3. Plod: _____________________________________________ 10. dead. Oak (-tree): ______________________________________ 5. (a) alive. Child: _____________________________________________ 2. awake.The (a) and (b) words are ____________________________ The (a) words are __________________________________ The (b) words are __________________________________ 10. surprised The (a) and (b) words are ____________________________ The (a) words are __________________________________ The (b) words are __________________________________ Exercise 2: Identify the semantic features in each of the following words. Flower: ___________________________________________ 6. 1. asleep. half-dead. Bachelor: _________________________________________ 8. bored. Fly: _____________________________________________ 18 . excited. amazed. Ewe:_____________________________________________ 11. pregnant (b) depressed. Hen: _____________________________________________ 4. Palm: _____________________________________________ 7. upset. Actress: __________________________________________ 9.

Doe: ____________________________________________ 17. Rose: ____________________________________________ 22. Beauty: __________________________________________ 15. Elm: ____________________________________________ 20. Home: __________________________________________ 19. Chick: ___________________________________________ 23. Chalk: ___________________________________________ 21. Spinster: ________________________________________ Exercise 3: How can you distinguish the words given in the following table from one another. Drive: ___________________________________________ 18.12. Computer: _______________________________________ 28. Imagine: _________________________________________ 16. Pap: _____________________________________________ 24. Tiptoe: __________________________________________ 25. considering their semantic features? 19 . Police-officer: ___________________________________ 14. Honesty: ________________________________________ 29. Pine (-tree): _____________________________________ 26. Maid: ___________________________________________ 30. Stallion: _________________________________________ 13. Owe: ____________________________________________ 27.

man is different from boy basically in one primitive semantic feature: [±adult].” [Richards et al. Thus.Malay English brother Vietnamese anh em Chinese huynh ñeä muoäi tyû sadara sister chò ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2. 20 . 1987: 53] For example.2 Componential analysis In Semantics. [+male] and [−adult] while that of man may be a combination of [+human]. componential analysis is “an approach to the study of meaning which analyses a word into a set of meaning components or semantic features. [+male] and [+adult]. the meaning of boy may be shown as [+human].

brother. aunt. Ex2.2 Ways of organising semantically similar items into semantic fields There are various ways according to which semantically similar items are related to one another: (a) Items related by topics: 4 A semantic field is also referred to as a lexical field or a lexical set. etc. afraid. The semantic field of drinking vessels: cup.” [Richards et al. sister.” [Finegan. sad. componential analysis is applied to a group of related words which may differ from one another only by one or two semantic features. 1987: 53] A semantic field can also be defined as “a set of words with identifiable semantic affinities.3. etc. exuberant.3.1 Definition A semantic field4 is “the organization of related words and expressions into a system which shows their relationship to one another. 2. mug. Ex3. 2. tumbler. The semantic field of kinship terms: father. beer glass. etc. depressed. happy. uncle. 1994: 164] Ex1. wine glass. mother.3 Semantic fields 2.Generally speaking. The semantic field of adjectives describing human emotional states: angry. 21 .

(b) Items similar in meaning: • Ways of cooking: stew. through. bananas. white. Is that roof still dripping? Leak (allow liquid or air to) get in or out wrongly: The boat leaks like a sieve. red. 5 Gaze = look long and steadily (at somebody/something) usually in surprise or admiration: She gazed at me in disbelief when I told her the news. peer over the wall. boil. steam. • Pieces of furniture: seats. plums. run. especially as if unable to see well: peer at somebody. Water was running all over the bathroom floor. Seep (through/into/out of something. grill. Stare = look (at somebody/something) with the eyes wide open in a fixed gaze (in astonishment. Squint (at. pears. etc. through/out) = (of a liquid) flow slowly and in small quantities through a substance: Water seeped through the roof of the tunnel. up. yellow. Run = (allow a liquid to) flow: The River Rhine runs into the North Sea. green. peer out of the window. fear. peer. tables. storage. etc. squint. peer through the gap. The bathroom floor was running with water.• Types of fruit: apples. Peer (at. 6 • Ways in which a liquid escapes from its container : drip. smoke. It’s rude to stare. through. etc. etc. fry. All the toothpaste has oozed out. roast. • Ways of looking5: gaze. 22 . Air leaked out of the balloon.): They all stared in/with amazement. squint through the letter box. peer over one’s spectacles. or through narrow opening: squint in the light of sunshine. black. out/away) = (allow a thick liquid to) come or flow out slowly: Black oil was oozing out of the engine. ooze. etc. stare. • Terms of colour: blue. 6 Drip (allow liquid to) fall in drops: Rain was dripping down from the trees. grapes. etc.) = look (at somebody/something) with eyes half shut or turn sideways. leak. etc. etc. up. Ooze (from/out of something. wonder.) = look closely and carefully. oranges. etc. glance. seep. beds. etc. Glance = take a quick look at: She glanced shyly at him and then lowered her eyes.

upstairs/downstairs. scrawny. underweight. slender. slim. The barrel is leaking (wine). “Drip. approve/disapprove.(c) Terms describing people whose weight is below normal:7 thin. run. suggesting weakness or lack of health: She‘s gone terribly thin since operation.” [Crowther (ed. 1992: 272] 7 “When describing people whose weight is below normal.” [Crowther (ed. It is often thought desirable to be slim or slender. Emaciated indicates a serious condition resulting from starvation. You have a beautifully slender figure. 4 Run = (allow sth to) flow continuously (from sth): Water is running from the tap. seep indicate the way in which a liquid escape from a container or tap. bony. etc. The tap is running. The wound is oozing (blood). Underweight is the most neural: The doctor says I’m underweight. Most (not seep) also indicate the way in which a container or tap allows a liquid to escape. alive/dead. (d) Items which form pairs of antonyms: long/short. love/hate. It may be negative.). 3 Ooze = (allow sth to) move slowly (out of sth) because thick: Blood is oozing from the wound. leak. approve/disapprove. 1 Drip = (allow sth to) fall in regular drops: Water is dripping from the pipe. skinny and scrawny are negative and can suggest lack of strength: He looks much too skinny/scrawny to be a weight-lifter. 1992: 947] 23 . Bony is often applied to parts of the body such as hands or face. emaciated. begin/end. The pipe is dripping (water). slim being used especially of those who have reduced their weight by diet or exercise: I wish I was as slim as you. light/heavy. 2 Leak = (allow sth to) get out (through a hole in sth): Wine is leaking from the barrel. 5 Seep = move slowly (through a small opening in sth) because thick: Oil is seeping from the engine. skinny.). inside/outside. ooze. etc. thin is the most general word. Oil is seeping through a crack in the tank.

get the food. etc. new. shorts. elderly people. coats. tigress. iron the clothes. tiger. happy/glad.[+fully grown] puppy: [±male]. etc. hostess. etc. etc. collect data. • Age: grown-ups. analyze data. madam. host. hats. 24 . • Sex Female: waitress. [−fully grown] ± − Exercise 4: Organise the given words (and probably those of your own) into three semantic fields: shirts. end. conserve/preserve/safeguard. (g) Items classified according to: Male: waiter. sir. landlord. do the washing. teenagers.[+fully grown] dog ⇒ dog: [+male].[+fully grown] foal: [±male]. prepare a meal. trousers. actor. children. • Age and sex: horse ⇒ stallion:[+male]. get results and come to conclusions. wash up. babies. adults. middle-aged people. • Do research: make hypotheses. [−fully grown] − ± bitch:[+female].[+fully grown] mare:[+female]. infants.(e) Items which form pairs or trios of synonyms: smart/bright/intelligent. forward(s). (f) Items grouped as an activity or a process: • Do the housework: clean the rooms. etc. amble. lend. fix/repair/mend. landlady. out. kind/sort/type/variety. actress. beginning.

nanny-goat and kid. plod. old. socks. backward(s). tiptoe. borrow. in. 1987: 164] For example._________________________________________________ __________________________________________________ 3. 25 . stump. cow and calf either as horse covers stallion. trudge. and tramp._________________________________________________ __________________________________________________ 2. horse goat ? stallion mare foal billy-goat nanny-goat kid bull cow calf Exercise 5: Try to fill in each of the two blanks with an appropriate word to prove that there is no lexical gap in the given semantic fields. 1. [Richards et al. in English there is no singular noun that covers bull.4 Lexical gaps “The absence of a word in a particular place in a lexical field of a language” is called a lexical gap._________________________________________________ __________________________________________________ 2.limp. stomp. mare and foal or as goat covers billy-goat.

however. etc. should.1. in. a/an). or. especially the so-called function words8. the quality (sincerity). 1994: 175] 9 Or. will. to be more precise.” [Finegan. etc. any thing you can see in the classroom right now. in. a distinction is often made between referent. could. your school. have no obvious referents: the. your teacher. 8 It is commonly believed that function words like prepositions (of. and. definite and indefinite articles (the. conjunctions (if. and auxiliaries (may.1 Distinction between referent. it refers to.5. your classmates.) only “signal grammatical relations.1. etc. etc. Several words. the action (read).). reference and sense In Semantics.sheep giraffe ram ewe male giraffe baby giraffe 2.5. etc. 2. reference and sense: 2.5 Referent. reference and sense 2. a lexical item 26 . the idealistic working conditions you have ever dreamed of.5.1 A referent is an object or an entity in the real world or in the world of your imagination.2 The reference of a word9 or a linguistic expression is the relationship between that word or expression and the thing (book). e.). etc. that is talked about.g. since. the event (graduate from university).

However. 1984: 91] 27 . Peter’s house the house that belongs to Peter (in the Eng.5. the reference of Peter’s house is the relationship between this English noun phrase and the house that belongs to Peter. 11 “The SENSE of an expression is its indispensable hard core of meaning. 10 referent.3 The sense10 of a word or a linguistic expression11 shows the internal relationship between that word or expression and others in the vocabulary of a language. Ex1.For example. It is necessary to notice that the two linguistic terms sense and meaning will be used interchangeably from now on in this text.” [Hurford and Heasley. Ex2. a dog is human has no sense. Teacher and student have the sense relationship of the former is the one who gives a lesson and the latter is the one who has the lesson given by the former. Ex3.1. The King of Vietnam is bald has some sense: its sense is constructed by its individual lexical components and its syntactic structure. However. A dog is chasing a cat has some sense. language) REFERENCE (in the real world) 2. this sentence has no reference: it does not refer to any real person because the King of Vietnam does not exist nowadays. Consider the following table and identify reference and sense via their main features.

5. it has variable reference.5. Ex1.2. 28 . Churchill and in 1982 is Mrs.REFERENT in the external world either real or imaginary REFERENCE between a language and the external world abstract the relationship between the word bachelor and a certain unmarried man the relationship between the name Baïch Tuyeát and the very princess SENSE in a language abstract bachelor a man who has not ever been married unmarried man Baïch Tuyeát the lovely princess in a fairy tale which “Tuyeát Traéng” I have already read 2. The referent of the phrase the present prime minister used in Britain in 1944 is Mr. Ex2. There are as many potential referents for the phrase your left ear as there are people with a left ear in the world.1 When the same linguistic expression refers to different referents.2 Distinction between variable reference. Thatcher. constant reference and co-reference 2.

2. they have co-reference. Ex3. etc. John and the person in the corner share the same referent. and the fact of its regular return was established by Edmond Halley. 12 Halley’s comet is the bright comet which reappears about every 76 years.2. Purchase has the same meaning as buy. If we are talking about a situation in which John is standing alone in the corner. Halley’s comet12. he means me. 29 . the People’s Republic of China. the United Nations. FIFA. In a conversation about Britain in 1982. _____ 2. When Albert talks about “his former friend”. Daddy. reference or sense? Write R for reference and S for sense. what does logic mean? _____ 3. _____ 1. Exercise 6: What is identified by the word mean or meaning in the following examples.2 When one linguistic expression refers to one and the same referent.5.5. It was first recorded in 240 BC. it has constant reference: the sun.3 When two or more linguistic expressions share the same referent. Ex1. Ex2. Its next reappearance is due in 2061. The morning star and the evening star both refer to the planet called Venus. 2. i. the moon. UNESCO.2. the Prime Minister and the leader of the Conservative Party share the same referent: Mrs Thatcher.e. Angola.

etc. Look up the meaning of democracy in your dictionary. and abstract concepts” [Finegan. which includes both its social and affective meaning. conjunctions and auxiliaries like a/an.6. and totally — “have meaning in that they refer to objects. 2. you’ll see who I mean. including. nevertheless. central or referential meaning of the word found in a dictionary. 1994: 175] 16 “The referential meaning of a word or sentence is frequently called its denotation. stir-fry. In English. prepositions. It shows people’s emotions and/or attitudes16 towards what the word refers to. If you look out of the window now. happy.1 Definition The denotation of a word is the core. 1994: 161] 30 . 15 Content words — principally nouns. also carry meaning. events. should. but. Denotation is also referred to as denotative meaning.” [Finegan.6 Denotation13 and connotation14 2. _____ 5. adjectives and adverbs like democracy. The connotation of a word is the additional meaning that the word has beyond its denotative meaning.” 13 14 [Finegan. mother. Connotation is also referred to as connotative meaning. a content word15 may have its denotation described in terms of a set of semantic features that serve to identify the particular concept associated with the word. though in a different way from content words: “to signal grammatical relations. in contrast to the connotation._____ 4. 1994: 161] while function words specifically articles. verbs.

Child is denotatively described as [+human]. these factors are by virtue of personal and cultural associations.Ex1. (4) the language user’s speech community and/or ethnic group. woman may positively be connoted as [+devoted] or [+patient]. (3) the language user’s social and/or political class. Under another circumstance. child may positively be connoted as [+affectionate] or [+innocent]. 2. (2) the language user’s family and/or educational background. Ex2.2 Distinction between denotation and connotation Consider the following table and identify denotation and connotation via their main features. The denotation of a word can easily be found in a dictionary while its connotation(s) may probably depend on such factors as (1) the culture in which the word is used. 31 . Woman is denotatively described as [+human]. [−mature] and [±male]. child may negatively be connoted as [+noisy] or [+irritating]. Under another circumstance. woman may negatively be connoted as [+wicked] or [+talkative]. [+mature] and [+female]. etc. Under a certain circumstance.6. Under a certain circumstance. In brief.

next after November bad weather (usually rainy or snowy).not decided by herself to stay single .left in an unfavourable state .ready for his impending marriage . Christmas.enjoying freedom. life. grey sky. The word fox almost always has a negative connotation in English when it is associated with any person who is cunning or deceitful. . dark evening.decided by himself to stay single . friendship. winter break. etc. holiday season. 32 . central referential CONNOTATION emotions and/or attitudes towards what a lexical item refers to peripheral social.DENOTATION what a lexical item means core.a symbol for some failure in life the twelfth month December of the year. separation from the beloved Ex1. affective . slippery streets. loneliness.still single after the usual age for marrying spinster unmarried woman .still single after the usual age for marrying bachelor unmarried man .

__________________________________________________ ________________________________________________ 17 Aggressive (often approved) = forceful = (self-)assertive = showing strong and confident personality. and aggressive17 but not pushy. woman (∅). Ex3. . overweight (∅). . the words stingy and frugal both mean ‘careful with money. 33 . do not always have the same emotional meaning.mother/mom (+). fat (−). demands. to call a person stingy is an insult. skinny (−). Pushy (also pushing. man (∅).plump (+). a person wants to be slender but not skinny. others usually have neutral connotations (∅). you should be careful in choosing words because many so-called synonyms are not really synonyms at all. Exercise 7: Identify all the possible connotations associated with the word Christmas. confidently: A good salesman must be aggressive if he wants to be succeeded. For example. expressing one’s views. . words that have the same basic meaning. Some English words usually have positive connotations (+). still others usually have negative connotations (−): .father/dad (+). the old man (−).slender (+). etc. thin (∅).Ex2. informally derogative) = trying constantly to draw attention to oneself and gain an advantage: He made himself unpopular by being so pushy. Therefore. while the word frugal has a much more positive connotation. witch (−). Similarly.’ However. Synonyms.

to be more precise. is ‘either of the pair of feathered limbs that a bird uses to fly.2 Secondary meanings of a word are the meanings besides its primary meaning.2 Literal meaning vs. wing means ‘side part of the playing area in football. figurative meaning It is time to distinguish then within all the possible meanings of the English noun wing.7. 2. for example. secondary meaning The first and foremost distinction made in multiple senses of a word is between its primary and secondary meanings. They are said to be not central but peripheral. 2.7. hockey.1. In addition. a lexical item) is the first meaning or usage that the word will suggest to most people when it is said in isolation. secondary meanings of a word are contextbound whereas its primary meaning is not. for example.7.2.1 “The basic or usual meaning of a word” [Crowther (ed. 2. The primary meaning of the English noun wing.’ 2.7.2. those that are literal and those that are figurative.7. etc.). In He usually plays on the wing. 34 . 1992: 527] is usually referred to as its literal meaning.1 The primary meaning of a word (or.’ Such a secondary meaning is derived from the context denoted by the verb plays.7 Multiple senses of lexical items 2.1. for instance.1 Primary meaning vs.

(= has prevented her from achieving her ambition) . Below are some figurative meanings of the noun wing: .2. 2.Some literal meanings are identified via context in the noun wing: Part that projects from the side of an aircraft and supports it in the air: the two wings of an airplane. his successor is waiting in the wings. Part of a political party that holds certain views or has a particular function: the radical wing of the Labour Party. (= looked after the new arrivals) .7.He retires as chairman next year. (= is ready to replace him) Wing is an English word that has several closely related but slightly different meanings. Projecting part of the body of a motor vehicle above the wheel: The left wing of his car was damaged in the collision. It is said to be polysemous.Having a new baby to look after has clipped her wings a bit. (= extend his activities and interests) .She immediately took the new arrivals under her wing. 35 .2 The figurative meaning of a word is one which is different from its usual (literal) meaning and which create vivid mental images to readers or listeners. Part of a building that projects from the main part: the east/west wing of a house.We hope college life will help him to spread his wings a bit.

Tom’s appetite IS explicitly COMPARED TO that of a horse.8.” [Crowther (ed.1. 1987: 105] 2. (= My hands are very cold. as in I’ll make him eat his words or She has a heart of stone.” [Richards et al.) 36 . He is much taller than his elder brother.2 Distinction between a simile and a metaphor A simile is an explicit or direct comparison in which something is compared to something else by the use of a function word such as like or as: .Tom eats like a horse. eg. In other words.My hands are as cold as ice.).1 Simile and metaphor 2. (= Tom eats as much as a horse does. eg.8. Only the comparisons clearly employed as examples of figures of speech do. a face like a mask.2.) . [Crowther (ed.). 1992: 564] 2. as brave as a lion. 1992: 848] It is incredible to notice that not all comparisons belong to simile. and which does not have its usual or literal meaning.8.1.8 Figures of speech A figure of speech is “a word or phrase which is used for special effect. Metaphor is “the use of a word or phrase to indicate something different from (though related in some way to) the literal meaning.1 Definition Simile is “the use of comparison of one thing with another.

A metaphor is an implicit or indirect comparison in which no function word is used.1. An idiom is an expression which functions as a single unit and whose meaning cannot be worked out from its separate parts. but their effect IS implicitly COMPARED TO the stabbing of a knife. the mouth of the river. the head of the state.3 Distinction between dead metaphors18 and live metaphors Dead metaphors are used so often that they have lost their metaphoric characteristics: the leg/face of the table.) .I’ll make him eat his word. etc. the back of the chair.8. Thus.His words stabbed at her heart.) 2. (= She has a pitiless and unfeeling nature. his words are so sharp that they can cause great pain or much unhappiness for her. we cannot understand an 37 . In other words.) . (= Like a knife. (= He fought bravely and successfully just like a lion in the fight for food. his words did not actually stab. (= I’ll make him admit that what he’s said is wrong.) . Something is described by stating another thing with which it can be compared: .He was a lion in the fight. the childhood of the earth. Dead metaphors are in fact idioms19 or fixed expressions that native speakers of a language give special meanings and use 18 19 Dead metaphors are also called either unconscious or fossilized metaphors.She has a heart of stone.

Tom is not intelligent. (= a large and satisfying meal) . etc. etc. you come and leave quickly.The project has been going great guns.) idiom just by looking at the separate meanings or the word classes of its members. Tom is slow and lazy.naturally and unconsciously: these speakers do not pay attention to the implicit comparison found in any dead metaphor. (= You are implicitly compared to a mist that does not last long. figurative.(=proceeding vigorously & successfully) 20 Live metaphors are also called conscious metaphors.He looks as though he hasn’t had a square meal for months. they just think directly of its meaning used in a given context: . i.His excuses cut no ice with me. Native speakers of a language use live metaphors intentionally and creatively in order to make their speech more vivid. (= refused to have anything more to do with the matter) Live metaphors20 are implied or indirect comparisons which have a variety of figurative meanings through their endless use: Tom is a pig may be interpreted as Tom is short and fat. Live metaphors can only be understood after the implicit comparison found in any of them is seriously considered and fully appreciated. 38 . We have to consider an idiom as a whole and figure out its meaning in context. (= had little or no effect on me) .He washed his hand out of the matter. Tom is greedy. Tom is neither intelligent nor ambitious. .: You are a mist that appears for a little time and then vanishes.e. concise.

cruel heat.She is a fighter against red tape (= bureaucracy. a frowning rock. the childhood of the world. secret plans to do something bad. a sullen sky.Can you protect your children from the cradle to the grave? (= from childhood to death) 39 . meta. the anger of the tempest.The new proposal might affect the cloth (= the clergy) in some way. as in pitiless cold.8.8. that is. .2. (In Greek. . secret arrangements) . the laughing harvest. a lifeless thing or quality is stated as if it were living.1 Definition Metonymy is the substitution of the name of one thing for that of another to which it is related/with which it is associated.) (a) A sign substitutes for the person or the object it signifies or symbolizes. etc.2 Personification Personification is a special kind of metaphor in which some human characteristic is attributed to an inanimate object or abstract notion.Backstairs did influence. .8.He succeeded to the crown (= the royal office). . the deceitfulness of riches.3. the thirsty ground. office routine). (= intrigues.3 Metonymy 2.means ‘substitution’ and onyma means ‘name’. a treacherous calm. 2.

We need a force of a thousand rifles (= soldiers). .(b) An instrument substitutes for an agent.He is too fond of the bottle (= the liquor in the bottle).The kettle (= the water in the kettle) is boiling. kings must die. hatred.Why don’t you recognize the power of the purse? (= the money kept in the purse) (d) The concrete.Sceptre and crown (= kings) Must tumble down.Who brought fire and sword (= a destructive war) into our country? . the tea. -The pen (= the writer) has more influence than the sword (= the soldier). . 40 . the chocolate. [James Shirley] (= Like peasants.He drank the cup.He is the best pen (= the best writer) of the day. . . a natural talent. (= the coffee. sincerity. etc. And in the dust be equal made With the poor crooked scythe and spade (= peasants). . . in the cup) . substitutes for the abstract such as love.The conquerors smote the city (= the inhabitants of the city). . etc.) (c) A container substitutes for the thing contained. a mental ability. like an organ of the human body.

.Have you ever read Homer (= the works of Homer)? .All our glass is kept in the cupboard. he notices a sweet call: “My dear prince!” 41 . .His Majesty (= the king) died a year ago.The authorities put an end to the riot.He was buried under this stone.The marble (= the marble statue21) speaks. . .) . imitating.His Holiness (= the Pope) has just come back to Rome.) (e) The abstract substitutes for the concrete: . 21 A scene found in a fairly tale shows the prince of a kingdom going for a walk in his garden. . etc. (= vessels and articles made of glass) . (= She is gifted in/is clever at dealing with business. . (= She possesses a remarkable talent for learning.She has a good head of business. When passing by the marble statue.She has an ear for music. (= the group of people who have the power to give orders or take action) (f) The material substitutes for the thing made. this tombstone) (g) An author/a producer/a place where goods are made substitutes for his work(s)/its product(s). appreciating.I have never read Keat (= Keat’s poems). (= this tomb made of stone. music.I love old china (= crockery made in China)..

stand for isolation and community. In other words. metaphor is based on the associated similarity shared by the two things being implicitly compared. which are both [+concrete]. The whole sentence means no one can isolate himself from the community he has been living in. which are both [+abstract]. The whole sentence means the organization is controlling the increase in the amounts/sums of money paid for its current activities. (2) No man is an island: entire of itself.2. 42 .8. This sentence marked (2) consists of two metonymies: respectively. an island and the continent. On the other hand. Let’s consider the two following sentences: (1) The organization is keeping the brake on pay rises.3. every man is a piece of the continent. only if A and B are similar to each other in some way can the name commonly referred to A be metaphorically used to refer to B. metonymy does not depend on such similarity.2 Distinction between metaphor and metonymy On the one hand. The sentence marked (1) exemplifies a metaphor: the core meaning of keep the brake on a certain vehicle in order to reduce its speed or to stop it has been changed to its metaphoric meaning: control pay rises or cause pay rises to slow down.

the Christian world for the Christian Church as a whole. . etc. The hearts in this case is a metonymy.4. etc.4 Synecdoche 2.This is a village of only more than one hundred souls (= people). 2. the smiling year for the smiling season of the year. object.They organized a fleet of fifty sails (= ships). .Gray hairs (= old or elderly people) should be respected. is meant to refer to the whole person. . 1992: 925] . is used to stand for the love. which is [+emotional experience] and thus [+abstract]. The hearts. especially the spring.2.8. which is [+organ of the human body] and thus [+concrete].4. Synecdoche also involves a whole or genus used to substitute for a part or species: vessel for ship. 43 . The sentence means all the people of that country love the princess.8.8.2 Distinction between metonymy and synecdoche Let’s consider the four following sentences: (1) The princess captures the hearts of the nation.He is a man of seventy winters (= years of age).He managed to earn his bread (= necessaries).1 Definition Synecdoche is a special kind of metonymy in which “a part or aspect of a person. object. etc.).” [Crowther (ed. .

which is also called overstatement. [+concrete] and [+part].(2) He has a kind heart. which is [+thing] and thus [+concrete]. which is [+organ of the human body]. The sentence means if you do not punish a child when he does wrong.” [Crowther (ed. The sentence means he is a kind/kind-hearted person who is concerned for others around him. (4) All hands on deck did help. is used to stand for a person. (3) Spare the rod and spoil the child. This sentence means all the people on one of the floors of the ship worked hard to accomplish a certain task. hands must be a synecdoche. The rod in this case is a metonymy. Hands. The rod. is used to stand for the punishment. A kind heart in this case is a synecdoche. 1992: 446] 44 . [+intention] and thus more or less [+abstract]. you will spoil his character. [+concrete] and [+whole]. which is [+human]. 2. A heart. which is [+human activity]. [+concrete] and [+part].8. In this case.). is the use of “exaggerated statement that is made for special effect and is not meant to be taken literally. [+concrete] and [+whole]. which is [+human]. is used to stand for people. which is [+organ of the human body].5 Hyperbole Hyperbole.

) .Jim was rather upset when he again failed in the final exam.I haven’t seen you for ages. which is also called meiosis. especially using a negative to emphasize the contrary.Always remember that she is no fool.Don’t live in such a sea of doubt! (= Don’t be too suspicious!) . . .” [Crowther (ed. (= You are not allowed to smoke in here.Below are a few hyperboles or overstatements: . is the use of deliberately gentler.6 Litotes Litotes.I am afraid that no passenger is allowed to smoke in here.It’s not bad.I’ve invited millions of (= a lot of) people to my party. .8. for a while) 2.) . milder or weaker statements to express something in a controlled way.).I don’t think I would agree with you. (= It is fine.Never in a million years will he admit defeat. (= It was very difficult. (= She is worldly-wise.) .) . for a couple of months.) Quite often.It wasn’t easy. (= I disagree with you. in fact.She sheds floods of tears (= cries a lot) whenever she is upset. (= He will never admit defeat. 1992: 527] . an expression of litotes is an “ironical understatement. (= very upset) 45 . (= for a few weeks.) .

. 1992: 305] Respectively. A taboo word. 2.8.2 Distinction between a taboo word and a euphemism.” [Crowther (ed.8 Euphemism 2. is the word or the linguistic expression that refers to a taboo act or behaviour in a society. 1992: 479] Below are a few expressions of irony: .8.8.8. 2. morticians (also called undertakers) and a garbage man may be euphemistically replaced by funeral directors and a sanitation engineer.What a lovely day it was! Everything I had went wrong. etc. a culture or a speech community while a euphemism is the word or the linguistic expression that replaces a taboo word or serves to avoid a frightening or unpleasant subject.).1 Definition Euphemism is “the use of pleasant.He is so intelligent that no examiner has agreed to pass him so far.). . sarcastic. The other team will figure it out in about one play.8.He is lucky to have such an ugly and awkward wife. 46 .2. a ‘dirty’ word.8. mild or indirect words or phrases in place of more accurate or direct ones.She is extremely unlucky to be born in such a prosperous family in a developed European country.” [Crowther (ed. .Your plan is really tricky. .7 Irony Irony is the “expression of one’s meaning by saying the direct opposite of one’s thoughts in order to be emphatic. amusing.

Below are a number of common euphemisms and their taboo words: Euphemisms social disease criminal assault handicapped mentally ill underprivileged developing or less developed (country) (more) developed (country) senior citizens laid to rest perspiration intoxicated abdomen odour expectorate retarded or unusual hard of hearing love child Taboo words syphilis rape crippled insane poor poor (country) rich (country) the aged buried sweat drunk belly stink or smell spit mentally defective deaf bastard 47 .It is crucial to recognize that a taboo word and its euphemism share the same denotative meaning but they differ in their connotative meanings: the taboo word has a negative connotation whereas its euphemism has a positive connotation.

Below are a few expressions of euphemism: .He felt a tap on his shoulder. pop. are onomatopoeic words. ______________________________________________________ ______________________________________________________ 48 . Its steady drip kept me awake all night long. When he gets going. Hiss.Pass away is a euphemism for die.He was his Majesty’s guest for two years is a euphemism for He was in jail for two years. exemplify semi-onomatopoeia. . thud.She is always squeaking and squawking. . moo. . Exercise 8: Interpret the meaning the following sentences and state what kind of figures of speech (also called figurative language) used in each of them. Growl. splash.9 Onomatopoeia Onomatopoeia is the imitation of natural sounds by means of words or groups of words. cuckoo. etc. crackle. . 1. baa. Jack is a streak of lightning.Rain was dripping down from the trees. Onomatopoeia can be identified in the following sentences: . hush.8. 2. etc.We could hear the enemy guns booming (away) in the distance.

______________________________________________________ ______________________________________________________ 3. I found the fifty-two pounds of books you left for me to carry. When you take that course. ______________________________________________________ ______________________________________________________ ______________________________________________________ 6. My dormitory room is like a cave. ______________________________________________________ ______________________________________________________ 49 . ______________________________________________________ ______________________________________________________ 7. The wind howled angrily around the house all night.2. the ambassador went at once. Your kindness really moved me. ______________________________________________________ ______________________________________________________ 4. When the White House called. The man is a demon for work. ______________________________________________________ ______________________________________________________ 5. plan to study thirty hours a day.

We now live under the same roof. ______________________________________________________ ______________________________________________________ 12. ______________________________________________________ ______________________________________________________ ______________________________________________________ 13. Come to the dormitory and see what a cave I live in. go and talk to the City Hall. Albert was as sharp as a tack this morning. If you are not happy with the service. ______________________________________________________ ______________________________________________________ 9.8. ______________________________________________________ ______________________________________________________ 11. Dick was fairly pleased when he won the brand-new car in the contest. He answered every question as soon as it was asked. ______________________________________________________ ______________________________________________________ 10. ______________________________________________________ ______________________________________________________ 50 . Man does not live by bread alone.

she is a rock when trouble comes. ______________________________________________________ ______________________________________________________ 51 . You can depend on Gina. The river ate the bank away. ______________________________________________________ ______________________________________________________ 18. she grinned like a mule eating briars. Keep overeating like that and pretty soon you’ll weigh a thousand pounds. After she heard the good news. Joe cried a little when he lost the thousand dollars. ______________________________________________________ ______________________________________________________ 19.14. The captain was in charge of one hundred horses. ______________________________________________________ ______________________________________________________ ______________________________________________________ 15. ______________________________________________________ ______________________________________________________ ______________________________________________________ 17. ______________________________________________________ ______________________________________________________ 16.

______________________________________________________ ______________________________________________________ 24. ______________________________________________________ ______________________________________________________ 52 . like a May breeze. ______________________________________________________ ______________________________________________________ ______________________________________________________ 25. Research says that these methods are best. It is amazing what a great mind he is. Alice came in gently. I could drink a barrel of water without stopping. Right at this minute. ______________________________________________________ ______________________________________________________ 22.20. ______________________________________________________ ______________________________________________________ 21. ______________________________________________________ ______________________________________________________ ______________________________________________________ 23. Life is a dream. He’s so hardheaded that he won’t listen to anyone.

______________________________________________________ ______________________________________________________ 29. A thousand thanks are for your kindness. bid a few thy voice. ______________________________________________________ ______________________________________________________ 27. Give every man thine ears. ______________________________________________________ ______________________________________________________ ______________________________________________________ 31. ______________________________________________________ ______________________________________________________ 53 . ______________________________________________________ ______________________________________________________ ______________________________________________________ 30. There was a storm in Parliament last night. We are tired to death of such movies. I walked past the big sad mouth which didn’t know what to say then.26. ______________________________________________________ ______________________________________________________ 28. Susie is a picture of loveliness in her new dress.

______________________________________________________ ______________________________________________________ ______________________________________________________ 33.32. He is as mute as a fish. ______________________________________________________ ______________________________________________________ 36. I’ve told you a thousand times not to touch that again. ______________________________________________________ ______________________________________________________ ______________________________________________________ 35. unforgettable matches that gave us a new window on the game. He worked and worked until he breathed his last. ______________________________________________________ ______________________________________________________ 54 . I’m afraid he has misrepresented the facts. We’ll just have to go our separate ways. They were vital. ______________________________________________________ ______________________________________________________ 37. ______________________________________________________ ______________________________________________________ 34.

______________________________________________________ ______________________________________________________ ______________________________________________________ 39.38. ______________________________________________________ ______________________________________________________ 40. He attacked every weak point in my argument. The police team has cemented close ties with the hospital staff. The boss gave her a hot look. ______________________________________________________ ______________________________________________________ ______________________________________________________ 43. ______________________________________________________ ______________________________________________________ 41. We stopped to drink in the beautiful scenery. He could not bridle his anger. His words can be trusted. ______________________________________________________ ______________________________________________________ 42. ______________________________________________________ ______________________________________________________ 55 .

Her father is a captain of industry. England had no defense left but her ancient valor. To fall out of a tree in one’s early childhood is not a particularly reassuring experience. ______________________________________________________ ______________________________________________________ 48. I am the captain of my soul. The fire snaps and crackles like a whip. ______________________________________________________ ______________________________________________________ 56 . ______________________________________________________ ______________________________________________________ 45. The organization is keeping the brake on pay rises. its sharp acrid smoke stings the eyes. ______________________________________________________ ______________________________________________________ 47. after the fall of France. It is the fire that drives a thorn of memory in my heart. ______________________________________________________ ______________________________________________________ 49.44. In 1940. ______________________________________________________ ______________________________________________________ 46.

hyponymy is the relationship between each of the hyponyms22 (the “lower” word) and its superordinate23 (the “higher” word): cook grill toast boil fry24 roast bake smoke ……… stir-fry sauteù deep-fry 2. meat. ______________________________________________________ ______________________________________________________ 2. stir-fry = fry (vegetables. every man is a piece of the continent. etc. Superordinates are also referred to as hyper(o)nyms or generic lexical items.9.9.9 Hyponymy 2. No man is an island: entire of itself.1 Definition Hyponymy is a relation in which the referent of a word is totally included in the referent of another word.50. In other words.) for a short time in very hot oil while stirring them sauteù = fry (food like potatoes) quickly in a little fat deep-fry = fry (food like potatoes) quickly in hot fat that completely covers them 57 .2 Distinction between a hyponym and a superordinate 22 23 24 Hyponyms are also referred to as subordinates or specific lexical items.

red colour yellow green black ……… blue turquoise25 aquamarine royal blue In this case. resulting in multiple layers of hyponymic relationships: Ex2. (The prefix hyperin hyper(o)nym means ‘over. a superordinate is a word whose referent covers all the referents of its hyponyms. 1994: 165] Accordingly. aquamarine = bluish green. along with many other colour terms. Since turquoise. We thus obtain a hierarchy of 25 Turquoise = greenish blue. royal blue = deep bright blue 58 .” [Finegan.in hyponym means ‘below’). blue is a word that has a hyponym and a superordinate at the same time. The word blue in its turn is. aquamarine and royal blue refer to different shades of blue. tree bush (shrub) plant flowering plant moss grass ……… Hyponyms often exist at more than one level.’) Ex1. these words are IMMEDIATE hyponyms [Palmer: 1981: 87] of blue. an IMMEDIATE hyponym of colour.A hyponym is a word “whose referent is totally included in the referent of another word (the prefix hypo.

The ‘super’ term is the SUPERORDINATE and the ‘lower’ term is the HYPONYM.3 Hyponymy and inclusion “HYPONYMY involves us in the notion INCLUSION in the sense that tulip and rose are included in flower.terms related to each other through hyponymic relationships. Similarly. Similar hierarchies can be established for many lexical fields: Ex3.9.” [Palmer. 1981: 85] 59 . scarlet is included in red. plant fish insect physical entity rock mammal ……… animal bug reptile bird sparrow hawk crow fowl ……… human dog cat animal (beast) cow ……… chicken turkey quail ……… Note in this case that the word animal appears on two different levels. Inclusion is thus a matter of class membership. and animals (generally mammals other than humans) as distinct from humans. and lion and elephant in mammal (or perhaps animal). 2. English speakers indeed use the word to refer to at least two different referents: animals as distinct from plants and rocks.

4. 3. 1. There’s no flower more beautiful than a tulip.Exercise 9: Each of the following sentences presents a pair of words. He likes all vegetables except carrots. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Exercise 10: Draw a chart to show the relationship between a superordinate and a hyponym. luggage and suitcase xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx 2. a hyponym? 1. 2. She reads books all day – mostly novels. Which of them is a superordinate and which. A crocodile is a reptile. green vegetable and bean 60 .

plant and rose 61 .3. plant and coconut 7. animal and foal 4. fowl and rooster 6. animal and child 5.

vocalize and croon 62 . head and eyelash 10.8. vocal organ and tongue tip 9. furniture and dressing table 11. vehicle and convertible 12.

1 True synonymy There are few true synonyms in the lexicon of a language. type. they all refer to a group having similar characteristics. Ex1: The two English verbs hide and conceal are synonyms. However. Ex1. these lexical items differ in their connotative meanings: movie may strike you as American while film may strike you as British or as appropriate for movie classics or art movies. Ex2: The four English nouns kind. 26 flick n [C] (dated. sort and variety are synonyms. film. Movie. 2.10.10 Synonymy 2.10.2. they have the same denotative meaning.1 Definition Synonymy is a relation in which various words have different (written and sound) forms but have the same or nearly the same meaning. informal) cinema film 63 . flick is used chiefly in very informal contexts whereas motion picture is quaintly outdated and has connotations as a term from the thirties or forties of the 20th century.2 Distinction between true synonymy and partial synonymy 2.10. they both mean keep somebody/something from being seen or known about. flick26 and motion picture may be considered as synonyms because they all refer to the same set of referents in the real world.2. In other words.

and Mommy. Fast. 64 . 1994: 168] 27 In other words. Ex2. some people may lead their lives in the fast lane. Although true synonymy is rare. fast.In brief. film. synonyms usually have different connotations: mother. one who is able to get out of trouble by talking cleverly. If two terms have the same referent. words that appear synonymous at first glance actually refer to slightly different sets of concepts or are used in different situations. the notion is useful because it helps describe similarities between the meanings of different terms in the lexicon. quick and rapid may be considered as synonyms because they may be used interchangeably in reference to someone’s running speed: He’s a fast/quick/rapid runner. “The fact that there are few true synonyms in the lexicon of a language reflects the general tendency of language users to make most of what is available to them. not in the rapid lane or in the quick lane. and rapid is the usual term when reference is made to a person’s strides. quick and rapid are not true synonyms. a fast talker. he gave her a quick glance. movie. is different from a quick talker. one who usually talks in a rapid manner. especially metaphorical strides: Tom has made rapid strides in his math this term. In brief. However. he has a quick mind. Mummy. Quite often. Mom.” [Finegan. the meaning of one of them is usually modified to express differences in referential. not a rapid glance or a fast glance. flick and motion picture are not true synonyms. social or affective meaning27. not a rapid mind or a fast mind. Mum.

For example. they do not share all their senses. (2)b. one meaning of deep is synonymous with profound in the pair of sentences marked (1)a-b.2 Partial synonymy Partial synonymy is a relation in which a polysemous word shares one of its meanings with another word. In other words. For each pair. a school of ants. You have my profound sympathy.2. (a) gives a sentence in which the two can be used interchangeably.10. (b) gives another sentence in which only one of them can be used. i. Partial synonymy leads to collocations: a bunch of keys. strong/powerful (a) ________________________________________________ (b) ________________________________________________ 2.e. The river is very deep at this point. deep and profound can be used interchangeably in (1)a-b. No such interchange can be found in (2)a-b: (1)a. a gang of thieves. Exercise 11: The following pairs of words are partial synonyms. a herd of sheep. etc. a group of teachers. You have my deep sympathy.2. *The river is very profound at this point. ripe/mature (a) ________________________________________________ (b) ________________________________________________ 65 . (2)a. (1)b. 1. a flock of birds.

deep (i) This is a deep well. broad/wide (a) ________________________________________________ (b) _______________________________________________ 4. 66 . soil/earth (a) ________________________________________________ (b) ________________________________________________ 5. edge/side (a) ________________________________________________ (b) ________________________________________________ 6. permit/allow (a)_________________________________________________ (b)_________________________________________________ Exercise 12: Identify various meanings of each of the two given polysemous words and then point out which meaning exemplify partial synonymy. (iv) With his hands deep in his pockets. 1. (ii) He only gave a deep sigh. (iii) You have my deep sympathy. he went away.3. The ________ meaning of deep is synonymous with __________.

1 Binary antonymy28 and gradable antonymy 2. 67 . my boss is a man of broad views.2 Classification 2.11.11.1. broad (i) The river is very broad at this point. big--small and buy--sell are three pairs of antonyms. 2.11. Ex1: Pass--fail. The _________ meaning of broad is synonymous with ________.2.2.11 Antonymy 2.1 Definition Antonymy is a relation in which two words have different (written and sound) forms and are opposite in meaning. (ii) He just gave a broad smile. Ex2: True--false.1 Below is probably a common way of telling binary antonymy from gradable antonymy: Binary antonymy is a relation in which two members of a pair of antonyms: 28 Binary antonymy is also referred to as complementary antonymy. (iii) Luckily. (iv) He speaks English with a broad Yorkshire accent.2. 2. hot--cold and thinner--fatter are three pairs of antonyms.11.

2 The distinction between binary antonymy and gradable antonymy is sometimes blurred by language users. it is reasonable to assume that whatever is alive is not dead and that whatever is dead is not alive. tepid (or lukewarm) and cool. and thus 29 How easy is the test? is also possible.(a) are mutually exclusive: not alive is dead and not dead is alive. but its context is very restricted. (c) can be used in questions with how to ask about degrees: How difficult is the test?29 Thus. 2. alive--dead and married--single are two pairs of binary antonyms.1.11. 68 . etc. 1981: 95] warm. Gradable antonymy is a relation in which two members of a pair of antonyms: (a) are gradable: between hot and cold are three “intermediate terms” [Palmer.2.g. to show that one can manage to pass the test without any difficulty. (b) can be used in a comparative or superlative sense: wider is less narrow. for example. In English. (b) cannot be used in a comparative or superlative sense: *He is more single/more married than his brother. hot--cold and difficult--easy are two pairs of gradable antonyms. e. more difficult is less easy. (c) cannot be used in questions with how to ask about degrees: *How single/How married is he? Thus.

father/mother--son/daughter. then Fred sold a car to John. Nouns: employer--employee. Brown is Jack’s employer. 30 69 . However. Thus. Relational antonyms belong to various word classes: Verbs: buy--sell. the distinction between the two types of antonyms is useful in that it describes an important distinction between two types of word relationships. teacher--pupil. 2. own--belong to. Brown’s employee. doctor--patient. Nevertheless. we do have expressions like half-dead. employer--employee.that the adjectives dead and alive form a pair of binary antonyms. if John bought a car from Fred. give--receive. if Jenny is thinner than Mary. husband--wife.2 Relational antonymy Two members of a pair of relational antonyms30 display symmetry in their meaning. fianceù--fianceùe. we see alive and dead as gradable antonyms. import-export. etc. etc. The “if…. etc.2. lend--borrow. then Jack is Mr. then …” formula can be used to test and identify relational antonyms: if Mr. landlord/landlady--tenant. and more dead than alive. professor--student. Relational antonyms are also called converses. which suggest that. then Mary is fatter than Jenny. grandparent--grandchild. and thinner--fatter are three pairs of relational antonyms. parent--child/offspring. in some contexts. barely alive. buy--sell. debtor--creditor.11. uncle/aunt--nephew/niece.

west of--east of. high--low. e. since married is less marked than single. How expensive is this bracelet? (not How cheap is this bracelet?).g. greater than--less than. before--after. long--short. one member is more unmarked (or less marked) and the other is more marked (or less unmarked). faster--more slowly. wide--narrow. difficult--easy. Prepositions: above--below. Comparative adverbs: more efficiently--less efficiently. 70 . tall-short. north of--south of. and not about one’s single status. hot--cold. How tall are you? (not How short are you?). In a pair of antonyms. heavy--light. etc. cheaper -more expensive. etc.Comparative adjectives: thinner--fatter.11. expensive--cheap. far--near. over--under. How deep is the canal? (not How shallow is the canal?). well--badly.3 Antonymy and (un)markedness Words that are in an antonymous relationship often do not have equal status with respect to markedness. deep--shallow. 2. The unmarkedness of one member of any pair of antonyms enables it to occur in questions of degree like How heavy is it? (not How light is it?). etc. etc. married--single. etc. we say we talk about one’s marital status. How well can you speak English? (not How badly can you speak English?). in front of--behind. Similarly.

all: _________________________________________ 6. 1. possibly -. none -. never--always: ______________________________________ 31 Conceal sb/sth (from sb/sth) = keep sb/sth from being seen or known about: .certainly: ________________________________ 7.He tried to conceal/did not reveal his heavy drinking from his family.small: _________________________________________ 4. big -.Exercise 13: Are the following pairs of words binary antonyms? (1) chalk--cheese (3) copper--tin Yes / No (4) dead--alive (6) cheap--expensive Yes / No Yes / No Yes / No (2) same--different Yes / No (5)married--unmarried Yes / No Exercise 14: Are the following pairs of words relational antonyms? (1) below--above Yes / No (2) love--hate Yes / No (4)grandparent--grandchild Yes / No (5) greater than--less than Yes / No Yes / No (3) conceal--reveal 31 Yes / No (6) own--belong to Exercise 15: Identify the continuous scale of values between the two given words.poor: ________________________________________ 5. Reveal sth (to sb) = make sth known (to sb): . hot -. rich -. love--hate: _________________________________________ 2.The doctor did not reveal the truth to him/concealed the truth from him. 71 .cold: _________________________________________ 3.

12. better than--worse than: _________________________ 2. which means a financial institution. G (gradable) or R (relational): 1. import--export: ________________________________ 11. and the noun bank2.expensive—cheap: ________ 5.1 Homonymy is a relation in which various words have the same (sound and written) form but have different meanings. gradable or relational by writing B (binary). Ex1: Classified as two homonyms are the noun bank1. which means the shore of a river.parent--offspring: ________ 6.deciduous--evergreen:_____ 4.” [Roach.12 Homonymy 2. both being pronounced /b`7k/ in RP32. beautiful--ugly: __________ 7.1 Distinction between homonymy. easy--difficult: ________________________________ 12.” Also. good--bad: ______________ 2. it “is often most recommended for foreign learners studying British English. 32 Received Pronunciation (usually abbreviated to RP) “is most familiar as the accent used by most announcers and newsreaders on serious national and international BBC broadcasting channels. rude--polite: ________________________________ 16.12. pass--fail: ______________ 3. asleep--awake: ________________________________ 15. husband--wife: ________________________________ 10.1. lessor--lessee: ___________ 9. homophony and homography 2. false--true:______________ 8. legal--illegal: ________________________________ 14.Exercise 16: State whether the following pairs of antonyms are binary. 1991: 4] 72 . hot--cold: ________________________________ 13.

the verb bear1.Ex2: Classified as three homonyms are the noun bear. 33 34 also referred to as pronunciation also referred to as spelling 73 . which means give birth to. which means belonging to us. and the noun plaice. Ex1: Classified as two homographs are the verb lead /li:d/ in Does this road lead to town and the noun lead /led/ in Lead is a heavy metal. which refers to a large heavy animal with thick fur. Ex2: Classified as two homographs are the bare infinitive form read /ri:d/ and the past tense form read /red/.12. 2. both being pronounced /ple1s/ in RP. all being pronounced /be6(r)/ in RP. which means a twenty-fourth part of a day and night. Ex1: Classified as two homophones are the noun hour.12. which means a type of fish.3 Homography is a relation in which various words have the same written form34 but have different meanings and sound forms.2 Homophony is a relation in which various words have the same sound form33 but have different meanings and written forms. and the verb bear2. which means tolerate. 2.1. Ex2: Classified as two homophones are the noun place. which means a particular area or position in space.1. both being pronounced /aυ6(r)/ in RP. and the possessive adjective our.

2. For instance.e. and homography via their main features.12.2 Homophones as a distinct type of homonyms “The terminological relationship between homonymy. and homophony is not entirely clear. 1994: 1595] Consider the following table and identify antonymy. Written form antonymy synonymy homonymy homophony homography − − + − + Sound form − − + + − Meaning − + − − − + : the same or nearly the same. homophony. homography. − : different or opposite 74 .” [Asher and Simpson. homophones that are not homographs are sometimes classified as a distinct type of homonyms. The very fact that homonyms are different words (i. homonymy. that they are distinct entities in the lexicon) implies that they are semantically distinct. synonymy. but the formal identity of homonyms may also be defined so strictly as to exclude nonhomographic homophones from the class of homonyms (at least for those languages that have written records)..

draft ___________ draught . beech __________ beach 3. maid ___________ made 16. feat (strength or courage) and feet (plural of foot). coarse _________ course 5. etc. altar /‘0:lt6(r)/ 11. but may or may not spelled the same. herd __________ heard 12. boar ___________ bore 4. row (a quarrel) and row (a line). 1. pail _____________ pale 17.” These authors and many others may require homonymy redefined: Homonymy is a sense relation in which various words are written the same way and/or sound alike but have different meanings.g. two and too are homonyms because they are pronounced the same. deer ____________ dear 7. reign ___________ rain 75 alter 2. knight _________ night 13. know (have something in one’s mind) and no (not any). nose __________ knows 14. Exercise 17: Give the phonemic transcription shared by two members of each of the given pairs of words to identify them as a pair of homophones: The first one is done as an example. To. crews ___________ cruise 6. e. despite their spelling differences. wound (an injury) and wound (past of wind).Among a number of linguists who regard non-homographic homophones as a distinct type of homonyms are Fromkin and Rodman [1993: 129]: “Homonyms are different words that are pronounced the same. leek ____________ leak 15.

8. thrown ________throne 20. 2. which means put one’s body on a horizontal surface. bat (meaning a tool for hitting in baseball) bat (meaning the small mouse-like animal that flies at night and feeds on fruit and insects) ______________________________________________________ ______________________________________________________ 3. and the verb lie2. 1. fare ____________fair 9. flour ___________ flower 10. The first one is done as an example. scene __________ seen 19. both being pronounced /la1/ in RP. grate _________ great 18. whole ___________ hole Exercise 18: Give the phonemic transcription shared be two members of each of the given pairs of words to identify them as a pair of homonyms: The italic words in bracket are to clarify the meaning in question of the given words. which means tell lies. too (meaning more than should be) too (meaning also) ______________________________________________________ ______________________________________________________ 76 . lie1 (meaning tell lies) lie 2 (meaning put one’s body on a horizontal surface) Classified as two homonyms are the verb lie1.

lead (as in Does this road lead to town) lead (as in He’s the chief trouble-maker. sound (meaning thing that can be heard) sound (meaning healthy or in good condition) ______________________________________________________ ______________________________________________________ 7. 77 . the others just follow his lead) ______________________________________________________ ______________________________________________________ Exercise 19: What is the relationship between the words in the following pairs? If the words are antonyms.4. specify what kind of antonyms they are. bare (meaning without the usual covering or protection) bare (meaning uncover or reveal something) ______________________________________________________ ______________________________________________________ 6. might (meaning great strength or power) might (expressing possibility) ______________________________________________________ ______________________________________________________ 5. The italic words in bracket are to clarify the meaning in question of the given words.

coarse -.13 Polysemy 2.darkness: __________________ 3.pupil (of an eye): __________________ 9. wind (as in The wind is blowing hard) -.sow (meaning a female pig): __________________ 8.admit: __________________ 6. 1. gloom -. cheap -. true -.false: binary antonymy 2. sow (as in sow a field with wheat) -.dark (as in Don’t look on the dark side of things): __________________ 4.The first one is done as an example. host -.1 Definition Polysemy is a relation in which a single word has two or more slightly different but closely related meanings.wind (as in wind one’s watch): __________________ 5.guest: __________________ 7.13. dark (as in a dark room) -.course: __________________ 2. 78 .expensive: __________________ 10. deny -. pupil (at a school) -. Ex1: The noun chip has the three following meanings: (i) a small piece of some hard substance which has been broken off from something larger: a chip of wood/glass.

79 . as in He drank port).2 Distinction between polysemy and homonymy A well-known problem in semantics is how to decide whether we are dealing with a single polysemous word (like plain) or with two or more homonyms (like port1. (ii) become unusable by being damaged. and port2. In other words. make (something) unusable by damaging: My watch is broken. The two meanings are closely related because both contain the semantic feature [+can no longer be used]. The three meanings are closely related because they all contain the semantic feature [+small piece]. or the noun bank1 meaning financial institution and the noun bank2 meaning shore of a river.(ii) a small cut piece of potato which is fried for eating: Can I try one of your chips? (iii) a small but vital piece of a computer: This computer has got a faster chip than the old one. 2. Ex2: The verb break has the two following meanings: (i) separate into two or more parts as a result of force or strain (but not cutting): He broke that cup. as in The ship left port.13. for example. the noun sound meaning noise and the adjective sound meaning healthy. how do you know when you have separate lexical items rather than a single word with different meanings? Using SPELLING as a criterion is misleading: many sets of words are obviously distinct but have the same spelling as.

No such shared synonym or antonym can be identified for the two meanings of sound. 80 . which are (1) clear or easy and (2) undecorated. share a synonym in simple and an antonym in complex. which is. the boundary between them is not clear-cut. also sound alike. which have the same spelling and thus. the form of two different words. This fact suggests that they are indeed two meanings of one and the same POLYSEMIC word. by chance. Since the two senses of plain. The two meanings of plain can be characterized as devoid of complexity.One modestly reliable criterion is the word’s ETYMOLOGY. Take as an example the two English words which derive from different Anglo-Saxon roots: bank1 meaning financial institution is an early borrowing from French while bank2 meaning shore of a river has a Scandinavian origin. Another interesting question is whether there is any COMMONALITY between the different meanings of what appears to be the same word. The various ANTONYMS and SYNONYMS of a word provide a different kind of criterion that can be useful in distinguishing between HOMONYMY and POLYSEMY. Though HOMONYMY and POLYSEMY can be distinguished as different notions. There is no doubt that it is often difficult to decide whether a particular pair of look-alike and sound-alike word forms are two separate homonymous words or simply a polysemic word with different meanings. but no such description exists for bank1 and bank2. while the two senses of bank reflect HOMONYMIC lexical items. or historical origin. which suggests that they are related. Thus plain in these two senses is POLYSEMIC. sound1 and sound2.

we can consider the prepositional phrase with binoculars in We watched the hunters with binoculars either as an adjectival to be the post-nominal modifier of the noun phrase the hunters or as an adverbial to be the optional adjunct of means of the verb watched.1 Structural ambiguity A sentence is considered as structurally ambiguous when its structure permits more than one interpretation. 81 . port1 and port2. S NP1 Pro S VP NP1 Pro VP2 VP1 AdvP [opA of Means] PP Vgrp NP2 [mono-trans] [dO] NP3 AdjP Vgrp NP2 [mono-trans] [dO] We watched the hunters with binoculars. 2. etc. are treated in distinct dictionary entries whereas two or more closely related meanings of the polysemous word foot.14.14 Ambiguity 2. For example. chip. sound1 and sound2. or plain are linked together within only one dictionary entry.Also notice that homonyms like bank1 and bank2. We watched the hunters with binoculars.

which means shore of the river — are two homonyms. Ex2. Ex1.2. both polysemy and homonymy contribute to lexical ambiguity. They were waiting at the bank. The long drill is boring. which means financial institution and bank2. We can interpret the sentence That robot is bright in two different ways because the adjective bright is a polysemous word which has two slightly different but closely related meanings: shining and intelligent. Thus. Exercise 20: Explain the lexical ambiguity in each of the following sentences by providing two sentences that paraphrase its two different meanings. Meaning two: They were waiting at the shore of the river. We can interpret the sentence They were waiting at the bank in two different ways because the two nouns bank — bank1. Meaning one: ______________________________________ Meaning two: ______________________________________ 82 .14. Meaning one: They were waiting at the financial institution.2 Lexical ambiguity Any ambiguity resulting from the ambiguity of a word is lexical ambiguity. 2. The first one is done as an example. 1.

Meaning one: ______________________________________ Meaning two: ______________________________________ 8. Meaning one: ______________________________________ Meaning two: ______________________________________ 83 . The captain corrected the list. He was knocked over by the punch. When he got the clear title to the land. Meaning one: ______________________________________ Meaning two: ______________________________________ 4. Meaning one: ______________________________________ Meaning two: ______________________________________ 6. The proprietor of the fish store was the sole owner. Meaning one: ______________________________________ Meaning two: ______________________________________ 7. The camel swallowed the chocolate and then ate it. Meaning one: ______________________________________ Meaning two: ______________________________________ 9. They passed the port at night. We like the ball. Meaning one: ______________________________________ Meaning two: ______________________________________ 5.3. it was a good deed.

________________________________________________ ______________________________________________________ ______________________________________________________ ________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Exercise 22: In what way are homonyms related to lexical ambiguity? ________________________________________________ ______________________________________________________ ______________________________________________________ Exercise 23: In what way is a polysemous word related to lexical ambiguity? ________________________________________________ ______________________________________________________ ______________________________________________________ 84 . (2) The cat sat on the mat. (1) She cannot bear children.Exercise 21: Does polysemy or homonymy contribute to the lexical ambiguity in each of the two given sentences.

3(b) My fianceùe is reserved. They are moving sidewalks. rolled up the carpet. I saw her duck. I saw her slip. Is he really that kind? 3. 4. 1(b) The drunkard visitor 1(a) The drunkard visitor rolled up the carpet. Old men and women will be served first. 2(a) Is he really that kind? 2(b) Is he really that kind? 3 (a) My fianceùe is reserved. The thing that bothered Bill was crouching under the table.Exercise 24: Explain the structural ambiguity in each of the following sentences: 1. 9. 7. My fianceùe is reserved. 2. 10. The drunkard visitor 6. 85 . 8. rolled up the carpet. They are cooking bananas. John loves Richard more than Martha. 5.

4(a) I saw her slip. 7(b) They are moving sidewalks. 86 . 5(a) We saw her duck. 7(a) They are moving sidewalks. 8(a) John loves Richard more than Martha. 5(b) We saw her duck. 6(b) They are cooking bananas. 6(a) They are cooking bananas. 8(b) John loves Richard more than Martha. 4(b) I saw her slip.

9(b) Old men and women will be served first.” [Finegan.15 Anomaly 2. The meaning of brother includes the semantic feature [+having at least one sibling] whereas the only child in the family is [+having no other sibling]. That bachelor is pregnant is semantically anomalous because bachelor is [+male] whereas pregnant is [+female]. it is semantically anomalous because it represents a contradiction.1 Definition Anomaly is “a violation of semantic rules to create nonsense.15. 2. however. Ex2. 10(a) The thing that bothered Bill was crouching under the table. 1993: 148] Ex1. My brother is the only child in the family is an English sentence that is grammatically correct and syntactically perfect. 87 . 10(b)The thing that bothered Bill was crouching under the table.9(a) Old men and women will be served first.

John killed Bill.2 Anomaly and contradiction Anomaly involves us in the notion contradiction in the sense that semantically anomalous sentences constitute a type of contradictory sentences. ______________________________________________________ ______________________________________________________ 88 . Babies can lift one ton. Christopher is killing phonemes. For example. who remained alive for many years after is semantically anomalous because the so-called sentence represents a contradiction: no living organism can remain alive after being killed. My brother is a spinster. The boy swallowed the chocolate and then chewed it. Bill died right at the moment John killed him. Exercise 25: Explain the anomaly of each of the following sentences.2. 1. ______________________________________________________ ______________________________________________________ 4. In fact. ______________________________________________________ ______________________________________________________ 2.15. ______________________________________________________ ______________________________________________________ 3.

Jack’s courage chewed the bones. ______________________________________________________ ______________________________________________________ 7. ______________________________________________________ ______________________________________________________ 6. ______________________________________________________ ______________________________________________________ 11. ______________________________________________________ ______________________________________________________ 9.5. The bigger key and John opened the door. The tiger remained alive for an hour after the hunter killed it. ______________________________________________________ ______________________________________________________ 10. My unmarried sister is married to a bachelor. James sliced the ideas. 89 . I hear the cloud. ______________________________________________________ ______________________________________________________ 8. Puppies are human.

____________________________________________________ 6. ____________________________________________________ 3. ____________________________________________________ 10. ____________________________________________________ 9. ____________________________________________________ 5. ____________________________________________________ 8. ____________________________________________________ 4. ____________________________________________________ 2. ___________________________________________________ 11. ____________________________________________________ 7. __________________________________________________ 90 .______________________________________________________ ______________________________________________________ Exercise 26: How can each of the given sentences be changed to avoid anomaly? 1.

1984: 19] Ex1. The following pair of sentences expresses the same proposition: 1(a) Harry took out the garbage. regardless of the context and situation in which it may be used. 1984: 269] 3. 2(b) Tony loves Isobel.Section 3 SENTENCE MEANING “SENTENCE MEANING is what a sentence means. The state of affairs typically involves persons or things referred to by expressions in the sentence. In uttering a declarative sentence a speaker typically asserts a proposition. 91 . The following pair of sentences expresses different propositions: 2(a) Isobel loves Tony.1 Proposition.1.1 “A PROPOSITION is that part of the meaning of the utterance of a declarative sentence which describes some state of affairs. utterance and sentence 3.” [Hurford and Heasley. 1(b) Harry took the garbage out.” [Hurford and Heasley.

Exercise 27: Do the two following sentences have the same proposition? (1) Mr Dindlay killed Janet. (2) Mr Dindlay caused Janet to die. 35 This means the two members of each pair are not paraphrases of each other. 92 . ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Exercise 28: Explain why the two members of each of the following pairs of sentences35 do not share the same proposition. 3(b) Mary was given a book by John. The following pair of sentences expresses the same proposition: 3(a) John gave Mary a book. 4(b) George didn’t dance with Ethel.Ex2. The following pair of sentences expresses different propositions: 4(a) George danced with Ethel.

to the extent to which they are perfect translations of each other. 3(a) The fly was on the wall. 3(b) The wall was under the fly.1. 93 . 1(b) James is the parent of John. cannot be said to belong to any particular language.1(a) John is the parent of James. 2(a) The hunter bit the lion.” [Hurford and Heasley. 4(a) Jack was injured by a stone. German Mir ist kalt and Vietnamese Toâi laïnh can. French J’ai froid. ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 3. 1984: 21-22] For example. Sentences in different languages can correspond to the same proposition. be said to correspond to the same proposition. 4(b) Jack was injured with a stone. English I’am cold. 2(b) The lion bit the hunter. if the two sentences are perfect translations of each other.2 Distinction between a proposition and a sentence “Propositions. unlike sentences.

3. (Well-formed sentences) (One-word utterances) “The distinction between sentence and utterance is of fundamental importance to both semantics and pragmatics.” [Hurford and Heasley. please. on a particular occasion. ← Would you like (black coffee or) white coffee? ← I’d like black coffee. are used by people in communication all the time.” [Hurford and Heasley. or even a single word. for a particular purpose. of a piece of language. a string of words put together by the grammatical rules of a language.1.3 Distinction between an utterance and a sentence “An UTTERANCE is the USE by a particular speaker. 1984: 16] Jane: ‘Coffee?’ ← Would you like some coffee? Steve: ‘Sure!’ Jane: ‘White?’ Steve: ‘Black. It is conceived abstractly. such as a sequence of sentences.g.” [Levinson. which are not 94 . A sentence can be thought of as the IDEAL string of words behind various realizations in utterances and inscriptions.’ ← I’m sure to love it. or a single phrase. 1984: 15] “A SENTENCE is neither a physical event nor a physical object. e. 1983: 18] “Utterances of non-sentences. while utterance is the issuance of a sentence. People do not converse wholly in (tokens of) well-formed sentences. short phrases or single words. But the abstract idea of a sentence is the basis for understanding even those expressions. we want to say that a sentence is an abstract theoretical entity defined within a theory of grammar. Essentially.

1984: 18] “The term ‘utterance’ can be used to refer either to the process (or activity) of uttering or to the product of that process (or activity). of whole sentences. or Mrs Thatcher was deposed by The Monday Club) and each of these sentences could be uttered an indefinite number of times. 1995: 235] 95 .” [Hurford and Heasley.” [Lyons.3 Distinction between a proposition. It must be interpreted as being more appropriate to the written than it is to the spoken language.” [Hurford and Heasley. 1984: 23] PROPOSITION SENTENCE SENTENCE SENTENCE UTTERANCE UTTERANCE UTTERANCE UTTERANCE UTTERANCE UTTERANCE 36 The term ‘inscriptions’ is “not widely used by linguists.1. In the overwhelming majority of cases. 1995: 235] 3.3. the meaning of non-sentences can be best analysed by considering them to be abbreviations. or incomplete versions.1.sentences. Utterances in the first of these two senses are commonly referred to nowadays as speech acts. utterances in the second sense may be referred to — in a specialized sense of the term — as inscriptions36.1 “It is useful to envisage the kind of family tree relationship between the three notions shown in the diagram. a sentence and an utterance 3.” [Lyons. a single proposition could be expressed by using several sentences (say The Monday Club deposed Mrs Thatcher. For example.

it is interesting to note that the same proposition can be expressed by different sentences and that the same sentence can be realised by different utterances on particular occasions. put a ‘+’ in the appropriate box. Knowing the truth conditions is not the same as knowing the actual facts.2 Also. Exercise 29: Fill in the following chart given by Hurford and Heasley [1984: 23] with ‘+’ or ‘–’ as appropriate. if it makes sense to think of a proposition being a particular regional accent. the meaning. Rather. Thus.’ Utterances Sentences Propositions Can be loud or quiet Can be grammatical or not Can be true or false In a particular regional accent In a particular language 3.” [Fromkin and Rodman. for example. 1993: 146] 96 .2 Sentence types (classified according to truth value37) 37 “You can understand well-formed sentences of your language without knowing their truth value.3. permit you to examine the world and learn the actual facts … Knowing a language includes knowing the semantic rules for combining meanings and the conditions under which sentences are true or false. the truth conditions. if not put a ‘–.3.1.

38 97 . it must be false because of the senses of older than and himself.” 39 Notice that Sam looks older than he is proves to be a synthetic sentence. All elephants are animals. as a result of the senses of the words in it. This animal is a vegetable is a contradictory sentence. 1984: 91-92] Ex1. which is also called “A CONTRADICTION38. as a result of the senses of the words in it.1 “An ANALYTIC sentence is one that is necessarily TRUE.2. it must be false because of the senses of animal and vegetable. The truth of this sentence follows from the senses of wife and married. Sam is older than himself 39 is a contradictory sentence. but not than himself. is a sentence that is necessarily FALSE.” [Hurford and Heasley. The truth of this sentence follows from the senses of elephants and animals. Ex2. Sam can be older (or younger) than somebody else. 1984: 93] Ex1. A contradictory sentence is also referred to as a contradiction by Peccei [1999: 9] and Hurford and Heasley [1984: 93].2. Ex2.3. Goddard [1998: 17] uses the term contradiction to refer to a somewhat different notion: “Contradiction is where a sentence must be false because of the meanings involved. Thus a contradiction is in a way the opposite of an analytic sentence.2 A contradictory sentence. In fact. Sam’s wife is married.” [Hurford and Heasley. 3.

11. No cats like to bathe. If it breaks. 15. S for synthetic or C for contradiction. 1. depending on the way the world is.” [Hurford and Heasley. but may be either true or false. as appropriate. 8. Exercise 30: Circle the following sentences A for analytic. Bachelors cannot form lasting relationships. 2. 9. John is from Ireland. 14. Ireland or from which makes the sentence necessarily true or false. 98 A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C A/S/C 13. Alice is Ken’s sister. 3. 5. Sam’s wife is German. 4. it breaks. Cats never live more than 20 years. My watch is slow. Cats are not vegetables. There is nothing in the senses of Sam’s.3. There is nothing in the senses of John. wife or German which makes the sentence necessarily true or false. 12. 10.2. Some typewriters are dusty. John killed Bill. 7. Bachelors are lonely. who remained alive for many years after. Ex2. John’s brother is nine years old. That boy is his own father’s son.3 “A SYNTHETIC sentence is one which is NOT analytic. 1984: 92] Ex1. My watch is a device for telling the time. A / S / C . John’s nine-year-old brother is a boy. 6. That girl is her own mother’s mother.

Ultimately. people usually provide another sentence that has virtually the same meaning.” [Fromkin and Rodman.3 Paraphrase 3. For instance.” [Goddard. the whole project of describing or explaining word-meanings depends on paraphrase because we must use words — or other equivalent symbols — to explain other words. 1998: 18] 3.4 “Sentences are paraphrases if they have the same meaning (except possibly for minor differences in emphases).3.” [Peccei.3. many people would agree that loud means something like can be heard from far away.” [Hurford and Heasley. a paraphrase.1 Definition 3.2 “When asked what a sentence means.1 PARAPHRASE is “the relationship between a word and a combination of other words with the same meaning. 1993: 132] Consider the two following sentences: (1) The girl kissed the boy. whereas in the first the emphasis is on what the girl did — the meaning relations between the verb kiss and the two noun 99 .3. Although there may be a difference in the emphasis in these two sentences — in the second the emphasis is on what happened to the boy. 1984: 104] 3.1.1.1. 1999: 3] 3.3.3 “A sentence which expresses the same proposition as another sentence is a paraphrase of that sentence.3. (2) The boy was kissed by the girl.3.1.

1(b) using relational antonyms (also called converses): I LENT that book to Jim. Exercise 31: The following pairs are paraphrases of each other. To provide a paraphrase we use our knowledge of both the meanings of individual words and of the English grammar. 1(a) The house was CONCEALED by the tree. ⇔ The liquid fat of milk IS DRUNK by domestic felines. 3. (3) Change both individual words and sentence structure: Cats DRINK cream. 1(b) The house was HIDDEN by the tree. Identify the way employed to paraphrase them. (2) Change sentence structure: Cats DRINK cream.3. and on this basis the two sentences are paraphrases of each other. ⇔ Jim BORROWED that book from me. ⇔ Cream IS DRUNK by cats.2 Possible ways to paraphrase a sentence There are a variety of ways that we could paraphrase a sentence: (1) Change individual words: 1(a) using synonyms: Cats DRINK cream. ⇔ Domestic felines CONSUME the liquid fat of milk.phrases the girl and the boy are the same in both cases. 100 .

8(a) John is the parent of James. 9(b) This car BELONGS TO my father. 7(a) Steve HUGGED Jane. 3(b) Not all countries have a coastline. 5(a) My friend LOATHES string beans. 9(a) My father OWNS this car. 3(a) Some countries have no coastline. 10(b) David BOUGHT the book from John. 5(b) My pal HATES pole beans. 4(a) Watching television is not a waste of time. 8(b) James is the child of John. 6(b) I’ll SEEK FOR that book at once/immediately. 11(b) Jane WAS HUGGED by Steve. 6(a) I’ll LOOK FOR that book right now. 2(b) The needle is not long enough. 7(b) Steve GAVE Jane a hug.2(a) The needle is too short. 10(a) John SOLD the book to David. 4(b) Watching television is a good way to spend one’s time. 11(a) Steve HUGGED Jane. 101 .

13(b) It is very uncomfortable to sit in one place for so long 14(a) I saw Ted at the party. despite the bad weather. 102 . 17(d) They had a wonderful holiday in spite of the bad weather. 16(a) Jenny and Kevin are twins. 14(b) It was Ted that I saw at the party. 17(b) Despite/In spite of the bad weather. they had a wonderful holiday. 18(a) Bachelors PREFER red-haired girls. 13(a) Sitting in one place for so long is very uncomfortable. 18(b) Girls with red hair ARE PREFERRED by unmarried men. 17(a) They had a wonderful holiday even though the weather was bad. 15(b) It is 50 miles to the nearest service station. 15(a) The nearest service station is 50 miles away. 17(c) They had a wonderful holiday. 19(a) Sam SLICED the salami with a knife. 16(b) Kevin and Jenny are twins.12(a) We HAD hardly BEGUN our work when it rained. 19(b) Sam USED a knife to slice the salami. 12(b) Hardly HAD we BEGUN our work when it rained.

20(a) Considering your condition. 21(b) As we have seen. we won’t press charges. 24(b) I would propose that the standard used to judge international student papers be relaxed or done away with. the use of the laser IS numerous. 21(a) The laser HAS a wide variety of applications. it is necessary to be well prepared for the job interview. you should prepare well for the interview. try visiting Grants Pass. 20(b) Under the circumstances. 22(a) In order to make a good impression at a job interview. Oregon. we won’t press charges. 25(a) Although Grants Pass. 23(b) Many so-called synonyms are not really synonyms at all. words that have the same basic meaning. it offers much to amuse summer visitors. 103 . 25(b) If you want to give your family a nice. do not always have the same emotional meaning. 22(b) As you can see. Oregon. 23(a) Synonyms. is a fairly small town. 24(a) The composition proficiency requirements as now stated should not apply. wholesome vacation.

4 Entailment 3.3. rather than. between the propositions underlying sentences.2 “An entailment is something that logically follows from what is asserted in the utterance. John died could not be true any time before it was true that John was killed. more strictly. George regrets getting Mary pregnant. we speak of entailment between sentences.1 “Entailment is a relationship that applies between two sentences40.” [Yule.’ In the above conversation.’ Jean: ‘But he didn’t get her pregnant. Obviously.1.” [Yule.3 “Entailments are inferences that can be drawn solely from our knowledge about the semantic relationships 40 For brevity here.1.4.4. Jean’s utterance of ‘he didn’t get her pregnant’ actually entails ‘George didn’t get Mary pregnant’ as a logical consequence. where the truth of one implies the truth of the other because of the meanings of the words involved. “The entailment (a necessary consequence of what is said) is simply more powerful than the presupposition (an earlier assumption41). 3.4.4. as elsewhere in the little textbook. We know that now. 41 Quite contrary to the entailment ‘George didn’t get Mary pregnant’ is the earlier assumption that ‘George got Mary pregnant’.1. John was killed entails John died. 1998: 17] For example.1 Definition 3. 104 . 1996: 25] Shirley: ‘It’s so sad.” [Goddard. 1996: 32] 3.

1981: 87] The relation between tulip and flower and between scarlet and red brings out the HIERARCHICAL CLASSIFICATION involved in hyponymy. 3. Some boys ran down the street entails Z.” [Hurford and Heasley.3 Types of entailment There are two types of entailment: (i) One-way entailment: The entailments of this first type come about because of hyponymic relations between words: Ex1. 1984: 108] Take the following as an example: X.2 Characteristics 3.1 “Entailment applies cumulatively. 1999: 14] 3.” [Peccei. 3.2. Some kids went down the street. then X entails Z. Some kids ran down the street.4. This knowledge allows us to communicate much more than we actually ‘say’. Some kids went down the street.2.4. Some boys ran down the street entails Y.in a language. 105 . Thus if X entails Y and Y entails Z. To say This is a tulip entails This is a flower.4. Therefore X. and This is scarlet entails This is red. Alfred saw a bear asymmetrically entails Alfred saw an animal. Some kids ran down the street entails Z.” [Palmer.4. Y.2 “Hyponymy involves entailment.

Ex1. (ii) Two-way entailment42: The entailments between a pair of sentences are mutual since the truth of either sentence guarantees the truth of the other. lend--borrow. It could be a big bad wolf. but if Max did something to the pizza. but if Alfred saw an animal. The police chased the burglar symmetrically entails The burglar was chased by the police. he could have seen a bear but not necessarily. Ex2. 106 . do contribute to two-way entailments. he could have eaten it but not necessarily. own--belong to. the sentence Max ate the pizza asymmetrically entails Max did something to the pizza. Ex2. for example.If Alfred saw a bear then he necessarily saw an animal. He could have baked or bought it. Since the meaning do something to is found in eat. Paul borrowed a car from Sue symmetrically entails Sue lent a car to Paul. It is interesting to notice that hyponymic relations between words result in a great number of one-way entailments. paraphrases are two-way entailments. Max ate the pizza asymmetrically entails Max did something to the pizza. etc. and relational pairs of antonyms such as sell--buy. 42 Two-way entailment is also referred as mutual entailment by Peccei [1999: 12]. for example.

2(a) I’m wearing black boots. 12(a) Alan planted roses. 13(a) All dogs have fleas. 18(b) It was Ted that I saw at the party. 107 . 13(b) My dog has fleas. 3(a) Mary owns three houses. 6(b) This car belongs to my father. 17(a) Some countries have no coastline. 19(a) It is 50 miles to the nearest service station. 8(b) James is the child of John. 15(b) My pet cobra finds chocolate tasty. 6(a) My father owns this car. 14(a) My uncle teaches at the community college. 4(b) Mary is married. 18(a) I saw Ted at the party. 20(a) Bachelors prefer red-haired girls. 9(a) Jenny and Kevin are twins. 9(b) Kevin and Jenny are twins. 15(a) My pet cobra likes the taste of chocolate. 1(b) John is a man. 19(b) The nearest service station is 50 miles away. 8(a) John is the parent of James. 11(b) Someone/Eliza plays a musical instrument. 12(b) Someone/Alan planted flowers. 16(b) The Cruses bought the house from the Jones. 10(a) The bear killed the wolf. 14(b) My uncle is a teacher. 5(a) The wolf killed the bear. 16(a) The Jones sold their house to the Cruses. 10(b) The wolf was killed by the bear 11(a) Eliza plays the flute. 3(b) Mary owns a house. 2(b)I’m wearing black footwear. 5(b) The bear is dead.Exercise 32: Use ⇒ to show one-way entailment and ⇔ to show two-way entailment in each of the following pairs of sentences: 1(a) John is a bachelor. 7(b) I gave the summons to Erin. 4(a) Alvin is Mary’s husband. 7(a) I gave Erin the summons./Some dogs have fleas. 20(b) Girls with red hair are preferred by unmarried men. 17(b) Not all countries have a coastline.

108 . 6(a) Jim is fatter than Ed and Ed is fatter than Bob. 3(a) Dick is a bachelor. 5(b) Kevin cooked an egg. 4(b) Someone/Gina plays sports. 1(b) Mary is married to Tom. 9(b) Jane is married. 10(b) The beetle is dead. 3(b) Dick is a man. 7(a) Some of the students came to my party. 4(a) Gina plays tennis. 10(a) The beetle is alive. 2(a) John is the father of Neil. 8(a) The fly was over the wall. 8(b) The wall was under the fly. 5(a) Kevin boiled an egg. 2(b) Neil is the father of John. 9(a) Jane is a spinster.Exercise 33: What sense relation holds between the two sentences in each of the following pairs: 1(a) Tom is married to Mary. 6(b) Jim is fatter than Bob. 7(b) Not all of the students came to my party.

Section

4

UTTERANCE MEANING

“UTTERANCE MEANING is what a speaker means when he makes an utterance in a particular situation.” [Hurford and Heasley, 1984: 269]

4.1 Presupposition43 4.1.1 Definition and characteristics
4.1.1.1 Presupposition is “what a speaker or writer assumes that the receiver of the message already knows.” [Richards et al, 1987: 228] Thus, ‘John doesn’t write poems anymore’ presupposes that John once wrote poetry. And ‘Would you like another beer?’ presupposes that the person called you here has already had at least one beer. 4.1.1.2 “Presuppositions are inferences about what is assumed to be true in the utterance rather than directly asserted to be true: ‘Faye has looked for the keys’ directly asserts Faye has

looked for the keys

43

“It is proved very difficult for authors in the area to agree on a definition for it. This definition problem is partly a reflection of the fuzzy boundary between pragmatics and semantics.” [Peccei, 1999: 19]

109

‘Where has Faye looked for the keys? ’ presupposes Faye

has looked for the keys
‘Annie has a sofa’ directly asserts Annie has a sofa ‘Don’t sit on Annie’s sofa’ presupposes Annie has a sofa.” [Peccei, 1999: 19] 4.1.1.3 “Speakers often make implicit assumptions about the real world, and the sense of an utterance may depend on those assumptions, which some linguists term 44 presuppositions. ” [Fromkin and Rodman, 1993: 161] In the following dialogue, for example, both A and B know (1) who Simon and Monica are; that (2) Simon has a vehicle, most probably a car; and that (3) Monica has no vehicle at the moment. A: ‘What about inviting Simon tonight?’ B: ‘What a good idea; then he can give Monica a lift.’ 4.1.1.4 Presuppositions can be used to communicate information indirectly. If someone says My brother is rich, we assume that the person has a brother, even though that fact is not explicitly stated. Much of the information that is exchanged in a conversation or discourse is of this kind. Often, after a conversation has ended, we will realize that some fact imparted to us was not specifically mentioned. That fact is often a presupposition.

44

“Other linguists describe the same phenomenon as implication. Presupposition is used here because it seems to be more widely accepted usage.” [Fromkin et al, 1990: 193]

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4.1.2 Characteristics
4.1.2.1 The presupposition of an utterance remains the same under its NEGATION: (1)a. ‘John stopped smoking. (1)b. ‘John didn’t stop smoking.’ (1)a-b both presuppose that John once smoked cigarettes. (2)a. ‘The dog’s tail was cut.’ (2)b. ‘The dog’s tail wasn’t cut.’ (2)a-b both presuppose that the dog had a tail. (3)a. ‘I like his car.’ (3)b. ‘I don’t like his car.’ (3)a-b both presuppose that he owns a car. 4.1.2.2 The presupposition of an utterance remains the same under its INTERROGATION: (4)a. ‘John stopped smoking.’ (4)b. ‘Did John stop smoking?’ (4)c. ‘Why did John stop smoking?’ (4)a-c all presuppose that John once smoked cigarettes. 4.1.2.3 The presupposition of an utterance may be cancelled under its EXTENSION: (5)a. ‘She didn’t feel regret at the over-cooked meat.’ (5)b. ‘She didn’t feel regret at the over-cooked meat because it was in fact well-done.’ 111

(5)a presupposes that the meat was overcooked while (5)b presupposes that the meat was well-done.

4.1.3 Classification
There exist a number of different types of presupposition. 4.1.3.1 The existential presupposition A possessive45 noun phrase (abbreviated to NP) ⇒ a complete statement: X had / has / will have + an indefinite46 NP 1. ‘They haven’t spoken to each other since their last week’s quarrel.’ (countable noun: singular) their last week’s quarrel The utterance presupposes that they had a quarrel last week. 2. ‘I lost my watch yesterday at Beán Thaønh market.’ (countable noun: singular) my watch The utterance presupposes that I had a watch. 3. ‘That her turtle ran away made Emily very sad.’ (countable noun: singular) her turtle The utterance presupposes that Emily had a (pet) turtle. 4. ‘John’s sister has been in hospital for a week.’ (countable noun: singular) John’s sister The utterance presupposes that John has a sister.
45 46

My, your, their, John’s, the book’s, etc. make a noun phrase possessive. The indefinite article a/an makes a singular noun phrase indefinite. Respectively, to signal that a noun phrase whose head noun is either uncountable or plural is indefinite, one may use some or a number of instead of a/an.

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5. ‘Could you come to our party this weekend?’ our party (countable noun: singular) The utterance presupposes that we are going to47 have a party this weekend. 6. ‘This is my youngest sister.’ my youngest sister The utterance presupposes that I have a number of younger sisters. 7. ‘I try to hand in this assignment on time.’ (countable noun: singular) an assignment of mine = my assignment = this assignment The utterance presupposes that I have an assignment. 8. ‘Her mother’s death was a great blow to Mary.’ ‘Mary can’t get over her mother’s death.’ The utterance presupposes that Mary’s mother died. (intransitive verb) Mary’s mother is dead. (be + adjective) A definite48 NP ⇒ a complete statement There is/was/are/were (not)+ an indefinite NP (+adjunct of place) There exist/exists/existed + an indefinite NP (+adjunct of place)

48

Are going to is [+future], [+near], and [+arrangement]. The definite article the as well as the demonstrative adjectives this, that, these, and those make a noun phrase definite.
47

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9. ‘The American girl next door is having a party.’ the American girl next door (countable noun: singular) The utterance presupposes that there is an American girl next door. there is a girl from the USA living next door. 10. ‘Children like all the pictures in this book very much.’ all the pictures in this book (countable noun: plural) The utterance presupposes that there are/exist a number of pictures in this book. a number of pictures can be found in this book. 11. ‘The king of Sweden has just left for France.’ (countable noun: plural) the king of Sweden The utterance presupposes that there is/exists a king in Sweden. The utterance presupposes that the king of Sweden exists. 12. ‘They searched everywhere for the missing child.’ (countable noun: singular) the missing child The utterance presupposes that there was a child who was missing. The utterance presupposes that a child was missing. A definite NP ⇒ an indefinite NP 13. ‘The book you gave me is worth reading. the book (= which/that) you gave me The utterance presupposes that you gave me a book. 114

1.2 The factive presupposition 14.’ The utterance presupposes that we told him the truth.’ The utterance presupposes that it’s over.’ The utterance presupposes that Kelly was ill. 115 . ‘It is odd/isn’t odd that he left early. ‘Nobody realized that Kelly was ill. 19.’ The utterance presupposes that I was not rich. ‘Ed realized/didn’t realize that he was in debt. 20. 18. 15.’ The utterance presupposes that Kelly was not ill. ‘We regret(ted) telling him the truth.1. 16. (The speaker assumes that the hearer already knows what the ticket is. 17. ‘I imagined that Kelly was ill.) 4.’ The utterance presupposes that she was married.3.’ The utterance presupposes that Ed was in debt. ‘I dreamed that I was rich.4.3 The non-factive presupposition 21.’ The utterance presupposes that he left early. ‘I was aware/wasn’t aware that she was married. ‘I am glad that it’s over.3. ‘He regretted/didn’t regret not booking the ticket in advance.’ The utterance presupposes that he did not book the ticket in advance. 22.

’ The utterance presupposes that we were not in Hawaii.4 The lexical presupposition 26.23. 28. ’ The utterance presupposes that my sister has a job already.’ The utterance presupposes that he is not ill. 27. 30.3. The utterance presupposes that I have a sister and she has a job already. ‘You’re late again. ‘He pretends to be ill.’ 29. 4. ‘The Brazilian team beat the French team again. ‘I’m not going to let him come under my roof anymore. ‘We imagined that we were in Hawaii. ‘I’ve just got a driving license.’ The utterance presupposes that he did not understand what she meant.’ The utterance presupposes that I have a job already.’ 116 .’ The utterance presupposes that he often comes under my roof/to my house.1. 25. ‘She pretended that he had understood what she meant.’ The utterance presupposes that you were late before. 31. ‘My sister’s going to change job. 24. ‘I ’m going to change job.’ The utterance presupposes that the Brazilian team beat/had beaten the French team before.

‘She managed/didn’t manage to pay her debt. ‘He stopped smoking.) 117 . 35.’ The utterance presupposes that they had been arguing. 37. ‘After a while they stopped arguing. The utterance presupposes that there is some noise and you are making it.The utterance presupposes that I had no driving license before. The utterance presupposes that she owed a debt and she tried to pay it.’ The utterance presupposes that Jim has had/has eaten some popcorn.’ The utterance presupposes that she tried to pay her debt. 33. (The speaker assumes that the hearer already knows who the teenagers are. The utterance presupposes that I did not have a driving license before. ‘The police ordered the teenagers to stop drinking. 32. 36.’ The utterance presupposes that he used to smoke/he once smoked. ‘Can you stop making that noise?’ The utterance presupposes that you are making that noise. 34.’ The utterance presupposes that the teenagers had been drinking. ‘Jim wants more popcorn.

38. ‘They started complaining.’ The utterance presupposes that they had never complained before. 4.1.3.5 The structural presupposition A Wh-question ⇒ a complete statement 39. ‘Where did you buy the bike?’ The utterance presupposes that you bought a bike. (The speaker assumes that

the hearer already knows what the bike is.)
40. ‘How long has your grandfather been in hospital?’ The utterance presupposes that your grandfather has been in hospital. 41. ‘When did he leave?’ The utterance presupposes that he left. 42. ‘What do you usually do in your free time?’ The utterance presupposes that you have some free time and that you do something at leisure. 43. ‘When did you get your bachelor degree?’ The utterance presupposes that you got a bachelor degree. 44. ‘How long have you been selling cocaine?’ The utterance presupposes that you have been selling cocaine. 118

45. ‘Why don’t pigs have wings?’ The utterance presupposes that pigs don’t have wings. 46. ‘How did you know the defendant had bought a knife?’ The utterance presupposes that you knew the defendant had bought a knife. (The speaker assumes that

the hearer already knows who the defendant is.)
47. ‘Who is going to give me a lift to the airport?’ The utterance presupposes (1) that the speaker needs to go to the airport, (2) that the hearers already know what the airport is and where it is located, and (3) that the hearers own a vehicle, most probably a car, and are able to drive.’ A Wh-embedded clause ⇒ a complete statement 48. ‘I was eating popcorn when Mike smashed the television set.’ The utterance presupposes that Mike smashed the television set. (The speaker assumes that

the hearer already knows what the television set is.)
49. ‘I don’t know why I’ve got an average mark.’ The utterance presupposes that I’ve got an average mark. 50. ‘How fast was the car going when it ran the red light?’ The utterance presupposes that the car ran the red light. (The speaker assumes that

the hearer already knows what the car is.)
119

51. ‘It is odd how proud he was.’ The utterance presupposes that he was proud. 52. ‘I wonder how he managed49 to get the job.’ The utterance presupposes that he managed to get a job. (The speaker assumes that

the hearer already knows what the job is.)
4.1.3.6 The counter-factual presupposition An if clause ⇒ a complete statement 53. ‘If I had enough money, I would buy that house.’ if I had enough money The utterance presupposes that I do not have enough money. 54. ‘If I had had enough money, I would have bought that house.’ if I had had enough money The utterance presupposes that I did not have enough money. 55. ‘If you were my friend, you’d have helped me.’ if you were my friend The utterance presupposes that you are not my friend. 56. ‘If he hadn’t made such a terrible mistake, we would be very happy now.’ if he hadn’t made such a terrible mistake
49

The utterance ‘He managed to get the job’ presupposes that he tried to get the job.

120

The utterance presupposes that he did make/made a terrible mistake. An embedded clause after ‘wish’ ⇒ a complete statement 57. ‘They wish they could go on vacation now.’ they could go on vacation now The utterance presupposes that they cannot go on vacation now.

58. ‘I wish I had studied medicine.’ I had studied medicine The utterance presupposes that I did not study medicine.
A clause with a modal perfect verb form ⇒ a complete statement

59. ‘You shouldn’t have seen such a horror film.’ The utterance presupposes that

you did see/saw a horror film.
60. ‘You could have talked to the dean.’ The utterance presupposes that you did not talk to the dean. In brief, it is believed that “presuppositions are closely
linked to the words and grammatical structures that are actually used in the utterance and our knowledge about the way language users conventionally interpret them” and that “presuppositions can be drawn when there is little or no surrounding context.” [Peccei, 1999: 22]

121

Exercise 34: Identify the presupposition(s) in each of the following sentences. 1. ‘I am sorry I cannot find your book right now.’

The utterance presupposes that _________________________ ________________________________________________
2. ‘On the occasion of my friend's birthday, I intend to buy her a new vase.’

The utterance presupposes that _________________________ ________________________________________________
3. ‘The exam is not so difficult.’

The utterance presupposes that _________________________ ________________________________________________
4. ‘She is not happy about the chemistry course she's taking.’

The utterance presupposes that _________________________ ________________________________________________
5. ‘We haven't heard anything from Barbara.’

The utterance presupposes that _________________________ ________________________________________________
6. ‘They were rich.’

The utterance presupposes that _________________________ ________________________________________________
7. ‘Can you stop playing with your cat?’ 122

I am in a hurry and I can't answer your question right now.’ The utterance presupposes that _________________________ ________________________________________________ 13.’ The utterance presupposes that _________________________ ________________________________________________ 123 . ‘She was not aware that her son had an accident.The utterance presupposes that _________________________ ________________________________________________ 8. ‘The explosion was so loud that it could be heard from miles away. ‘I am so sorry.’ The utterance presupposes that _________________________ ________________________________________________ 12. ‘I wish I had not booked the tickets.’ The utterance presupposes that _________________________ ________________________________________________ 10.’ The utterance presupposes that _________________________ ________________________________________________ 9. ‘Tom might find the chocolate cake in the kitchen.’ The utterance presupposes that _________________________ ________________________________________________ 11. ‘You will be amazed when you see the view.

‘I think I will pass the exam. ‘It took us two days to come back from Hanoi by train. ‘It is going to rain for a long time. ‘She was not aware that it would hurt her so much. ‘We are going to be teachers of English.’ The utterance presupposes that _________________________ ________________________________________________ 19. ‘Could you drive me to the airport?’ The utterance presupposes that _________________________ ________________________________________________ 17.’ The utterance presupposes that _________________________ ________________________________________________ 124 .’ The utterance presupposes that _________________________ ________________________________________________ 16.’ The utterance presupposes that _________________________ ________________________________________________ 18.’ The utterance presupposes that _________________________ ________________________________________________ 21.14. ‘I am going to have a final examination in Semantics.’ The utterance presupposes that _________________________ ________________________________________________ 20.

’ The utterance presupposes that _________________________ ________________________________________________ 28.’ The utterance presupposes that _________________________ ________________________________________________ 25. we would have given up.22.’ The utterance presupposes that _________________________ ________________________________________________ 24. ‘I am going to have a new grammar book. ‘My sister is going to graduate from university. ‘I got an excellent mark for my essay last time.’ The utterance presupposes that _________________________ ________________________________________________ 125 .’ The utterance presupposes that _________________________ ________________________________________________ 23. ‘I've got a good mark for the exam in American Literature. ‘I hope to have a good result for this exam. ‘I missed my class on Monday because I overslept.’ The utterance presupposes that _________________________ ________________________________________________ 27.’ The utterance presupposes that _________________________ ________________________________________________ 26. ‘But before your encouragement.

’ The utterance presupposes that _________________________ ________________________________________________ 32. ‘Fred continued/didn't continue speaking. ‘Bill drank another glass of beer?’ The utterance presupposes that _________________________ ________________________________________________ 126 .’ The utterance presupposes that _________________________ ________________________________________________ 33. ‘When did you stop beating your wife?’ The utterance presupposes that _________________________ ________________________________________________ 31. ‘I cleaned/didn't clean the room. ‘He killed/didn't kill the bird. ‘When did you give up teaching?’ The utterance presupposes that _________________________ ________________________________________________ 30.’ The utterance presupposes that _________________________ ________________________________________________ 34. ‘What was John worried about?’ The utterance presupposes that _________________________ ________________________________________________ 35.29.

‘Please take me to the circus again.’ (4) ‘Why did Mike smash the television set?’ 127 .36. ‘Could you lend me the novel when you finish it?’ The utterance presupposes that _________________________ ________________________________________________ 37.’ The utterance presupposes that _________________________ ________________________________________________ Exercise 35: Which of the following utterances share the same presupposition? (1) ‘Did Mike smash the television set?’ (2) ‘When did Mike smash the television set?’ (3) ‘I was eating popcorn when Mike smashed the television set. ‘He pretended to be pleased with the gift. ‘If only you had taken his offer. ‘I can't guess when the rain stops?’ The utterance presupposes that _________________________ ________________________________________________ 38.’ The utterance presupposes that _________________________ ________________________________________________ 40.’ The utterance presupposes that _________________________ ________________________________________________ 39.

’ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 4.3). provides some explicit account of how it is possible to mean more than what is really ‘said’: 128 . which is the shortened form of the notion conversational implicature (although distinctions between this and another kind of implicature namely conventional implicature should be introduced later. she first has to assume that the speaker is being co-operative and intends to communicate something.(5) ‘I don’t understand why Mike smashed the television set.” [Yule.1 Introduction In the middle of their lunch hour. in Section 4. called an implicature. It is an additional conveyed meaning. and receives the answer in (1): (1) ‘A hamburger is a hamburger. one woman asks another how she likes the hamburger she is eating.’ When the listener hears the utterance marked (1).’ (7) ‘I wonder how Mike smashed the television set.2 Conversational implicature 4.’ (6) ‘I wonder if Mike smashed the television set. “That something must be more than just what the words mean.2. 1996: 35] The notion implicature.

3 Characteristics 129 . since what is not mentioned was not brought.’ B: ‘Ah. I brought the bread.’ B’s utterance may implicate that B has not done the evaluation form.2.’ Jean’s utterance may implicate that she is not going to Mark’s barbecue. 4. Mark’s got those dogs now. since what is not mentioned has not been done yet. (5)a Phil: ‘Are you going to Mark’s barbecue?’ Jean: ‘Well.’ B’s utterance may implicate that B did not bring the cheese.(2) A: ‘I hope you brought the bread and the cheese. 1983: 98] (3)a A: ‘Coffee?’ B: ‘It would keep me awake all night.2.2 Definition Conversational implicature promises to bridge “the gap between what is literally said and what is conveyed. 4.” [Levinson.’ B’s utterance may implicate that B would rather not drink coffee. (4)a A: ‘Have you finished the student’s evaluation form and reading list?’ B: ‘I’ve done the reading list.

1 People may draw somewhat different conversational implicature from a certain utterance. Respectively compare (3-7)a with (3-7)b to see that a different conversation implicature may be drawn despite the fact that the content of the second speaker’s utterance remains the same. not everyone infers from (6)a that Mike was not very keen on the dessert and from (7)a that Mary does not like the hat: (6)a Annie: ‘Was the dessert any good?’ Mike: ‘Annie. For example. (3)b A: ‘We went to see The Omen last night but it wasn’t very scary.’ B: ‘I’ve done the reading lists.’ Mike’s utterance may implicate that he was not very keen on the dessert. cherry pie is cherry pie.’ B’s utterance may implicate that B thinks The Omen is scary. (7)a Virginia: ‘Do you like my new hat?’ Mary: ‘It’s pink.2. 130 .’ B: ‘It would keep me awake all night.4.’ B’s utterance may implicate that B’s pleased with himself because he’s done the reading lists.3.’ Mary’s utterance may implicate that she does not like the hat.’ (4)b A: ‘You look very pleased with yourself.

(7)b Virginia: ‘Try the roast pork.” [Peccei.’ Jean: ‘Well. “unlike presuppositions and entailments. All entailments are inferences. 51 “An INFERENCE is any conclusion that one reasonably entitled to draw from a sentence or utterance.2 Conversational implicature can be suspended or denied. Mark’s got those dogs now. distinct from entailment.’ Mary’s utterance may implicate that she is not having the roast pork. cherry pie is cherry pie. Since conversational implicature is part of what is 50 This is true only for conversational implicatures. Implicature … is another kind of inference. (6)b Annie: ‘I thought the pie would cheer you up. In brief. implicatures50 are inferences51 that cannot be made in isolated utterances.” [Hurford and Heasley. but not all inferences are entailments.2. 1984: 279-280] 131 .’ Jean’s utterance may implicate that Mark’s dogs have wrecked the garden.(5)b Phil: ‘His garden looks awful.’ Mary: ‘It’s pink.’ Mike’s utterance may implicate that it takes more than cherry pie to cheer him up.’ Mike: ‘Annie.3. not for conventional implicatures. They are dependent on the context of the utterance and shared knowledge between the speaker and the hearer. 1999: 30] 4.

” [Hurford and Heasley. the speaker can explicitly suspend or deny that he/she intended to communicate such meaning in different ways. Relevance. ‘You have at least won five dollars. ‘You have won five dollars. 1983: 100] 132 .communicated and not said. Quantity. that’s four more than one. 52 The key ideas concerning conversational implicature “were proposed by Grice in the William James lectures delivered at Harvard in 1967 and still only partially published.2. and Manner. often following the expression in fact. the speaker can deny the implicature by either adding further information. as in (8)c or reinforcing the implicature with additional information. as in (8)b. ‘You have won five dollars. 1978]52 has proposed a way of analysing conversational implicature based on the co-operative principle and its four basic maxims of Quality.’ b.’ 4.3.3 Conversational implicatures are “conclusions drawn from utterances on particular occasions and not from isolated sentences … In this respect the problem of implicature resembles the problem of how a hearer arrives at the indirect illocutions of utterances. in fact. as in (8)d: (8)a.” [Levinson.2.’ c. 1984: 280] 4. you’ve won ten!’ d. ‘You have won five dollars. The speaker can suspend the implicature that the hearer only won five dollars by using the expression at least.4 Grice’ theory of conversational implicature Grice [1975.

which can be stated simply as “be as helpful to your hearer as you can” [Hurford and Heasley. are expressed as follows: “The co-operative principle make your contribution such as is required. 1984: 281] and which “controls the way in which a conversation may proceed” [Palmer. which are “guidelines for the efficient and effective use of language in conversation” [Levinson. 133 . and its maxims. and specifically: (i) avoid obscurity54 (ii) avoid ambiguity (iii) be brief (iv) be orderly 53 54 Be perspicuous means ‘express yourself clearly’. by the accepted purpose or direction of the talk exchange in which you are engaged The maxim of Quality try to make your contribution one that is true. at the stage at which it occurs. Obscurity means ‘state of being unclear’. 1983: 101]. specifically: (i) do not say what you believe to be false (ii) do not say that for which you lack adequate evidence The maxim of Quantity (i) make your contribution as informative as required for current purposes of the exchange (ii) do not make your contribution more informative than is required The maxim of Relevance make your contribution relevant The maxim of Manner be perspicuous53.The co-operative principle. 1981: 173].

’ B’s utterance may implicate that the garage is probably open and A may obtain petrol there. but I veto I-C-E C-R-E-A-M-S. “B ostentatiously infringes the maxim of Manner (be perspicuous) by spelling out the word ice-creams. there is a garage just around the corner. One way.In short. relevantly and clearly.’ B: ‘Oh. Another way in which implicatures may be derived is where the speaker deliberately and ostentatiously breaches or (as Grice put it) flouts the maxims: (10) A: ‘Let’s get the kids something. rational. in case they are thereby prompted to demand some.’ B: ‘Okay. Grice believes. these conversational maxims are not always observed. 1983: 101-102] In fact. In this example. and thereby conveys to A that B would rather not have ice-creams mentioned directly in the presence of the children. 1983: 104-105] 4.” [Levinson.5 Classification 134 . while providing sufficient information.” [Levinson.2. co-operative way: they should speak sincerely. in which conversational implicatures may be derived is where the speaker observes the maxims in a fairly direct way: he may amplify what he says by some straightforward inferences: (9) A (to a passer-by): ‘I am out of petrol.’ B’s utterance may implicate that it is not allowed to mention ice-cream directly in front of the kids. these maxims specify what participants have to do in order to converse in a maximally efficient.

5. (11) Mother: ‘Have you finished your homework and put your books away?’ Son: ‘I have finished my homework. 4. namely the milkman has come. Maxim of Relevance: Make your contribution relevant.5.’ B’s utterance may implicate that A should be suspicious of the true value of John’s two PhDs. the milkman has come.’ B’s utterance may implicate that B has not put his books away or the books have not been put away yet. but B can provide some information from which A may be able to deduce the approximate time.’ B: ‘John has two PhDs but I don’t believe he has.The two following types of conversational implicature are both of great interest.2 Those that derive from the violation of conversational maxims: Maxim of Quality: Make your contribution one that is true. 4.2.1 Those that derive from the conversational maxims: observation of Maxim of Quantity: Make your contribution as informative as required and do not make your contribution more informative than is required. (12) A: ‘Can you tell me the time?’ B: ‘Well.2. 135 . (13) A: ‘John has two PhDs.’ B’s utterance may implicate that B does not know the exact time of the present moment.

1981: 105] At some deeper (non-superficial) level. “it contradicts the standard Quality implicature55 that one believes what one asserts.’ B’s utterance may implicate that if Bill has a yellow VW. there could be possible connection between the location of Bill and that Levinson [1983: 104] calls the inferences that arise from observing the four basic maxims of conversation ‘standard implicatures’. Despite this apparent failure of co-operation. by violating the maxim of Quality.e. 56 An acre is a measure of land which equals 4. taken literally.840 square yards.’ B’s utterance may implicate that B does not think that his/her farm contains 400 acres. he is now in Sue’s house. 55 136 .050 square meters or 4. B is also free to say what he/she believes to be false. is pragmatically anomalous because.” [Levinson. Maxim of Relevance: Make your contribution relevant. taken literally. B’s contribution. however. and thus seems to violate at least the maxims of Quantity and Relevance.” [Palmer.Here B’s contribution. B does not need to try to make his/her response one that is true. B’s contribution violates the maxim of Quality by pointing out that since A does not ask sincerely and hence does not lack and require the requested information. i. fails to answer A’s question. B’s contribution should not in fact be anomalous for “implicatures (as we shall see) are deniable. 1983: 105] (14) A: ‘Does your farm contain 400 acres56?’ B: ‘I don’t know that it does. and I want to know if it does. (15) A: ‘Where’s Bill?’ B: ‘There’s a yellow VW outside Sue’s house.

’ Jane’s utterance may implicate that ______________________ ________________________________________________________ (3) Laura: ‘Who used all the printer paper?’ Dick: ‘I used some of it. Exercise 36: Write down one implicature that can be drawn from the second speaker’s response in each of the following conversations: (1) Mary: ‘Did you manage to fix that leak?’ Jim: ‘I tried to. Was their plane late?’ Alfred: ‘Possibly.’ Robin: ‘Well.’ Jim’s utterance may implicate that ______________________ ________________________________________________________ (2) Steve: ‘What happened to your flowers?’ Jane: ‘A dog got into the garden. B’s contribution is in fact co-operative since it implicates that Bill is probably in Sue’s house.of a yellow VW.’ Dick’s utterance may implicate that _____________________ ________________________________________________________ (4) Gina: ‘I hear you’re always late with the rent.’ 137 . Thus. at some deeper (non-superficial) level. sometimes I am.’ Robin’s utterance may implicate that ____________________ ________________________________________________________ (5) Jenny: ‘Mike and Annie should be here by now.

’ 138 .’ Bob’s utterance may implicate that ______________________ ________________________________________________________ (8) Carmen: ‘Did you buy the car?’ Maria: ‘It cost twice as much as I thought it would.’ Patricia’s utterance may implicate that ___________________ ________________________________________________________ (9) Robert: ‘Where’s the salad dressing?’ Gabriela: ‘We’ve run out of olive oil.’ Jim’s utterance may implicate that ______________________ ________________________________________________________ (11) Austin: ‘Want some fudge brownies?’ Jenny: ‘There must be 20. The label said not to store the cheese in the freezer.’ Alvin’s utterance may implicate that _____________________ ________________________________________________________ (7) Mat: ‘What’s with your mother?’ Bob: ‘Let’s go to the garden.Alfred’s utterance may implicate that ____________________ ________________________________________________________ (6) Gwen: ‘This cheese looks funny.’ Alvin: ‘Yeah.’ Gabriela’s utterance may implicate that __________________ ________________________________________________________ (10) Maggie: ‘The bathroom’s flooded!’ Jim: ‘Someone must have left the tap on.000 calories there. I did see the label.

’ Ed: ‘I didn’t invite Mat.Jenny’s utterance may implicate that _____________________ ________________________________________________________ (12) Alice: ‘Have you seen my sweater?’ Max: ‘There’s a sweater on the sofa.’ Virginia: ‘Why do you always lie?’ Virginia’s utterance may implicate that ___________________ ________________________________________________________ (15)Tom: ‘It works now.’ Phil’s utterance may implicate that ______________________ ________________________________________________________ (14) Paul: ‘I didn’t take it.’ Ed’s utterance may implicate that _______________________ ________________________________________________________ (17) A: ‘What are the Nelsons like?’ B: ‘They were rich.’ Janet: ‘When did Eric fix it?’ Janet’s utterance may implicate that _____________________ ________________________________________________________ (16) Liza: ‘I hear you’ve invited Mat and Chris.’ 139 .’ Max’s utterance may implicate that ______________________ ________________________________________________________ (13) Phil’s mother: ‘How did you do on these exams?’ Phil: ‘I failed physics.

’ 140 .’ B’s utterance may implicate that ________________________ ________________________________________________________ (20) A: ‘Did Carmen like the party?’ B: ‘She left after an hour.’ B’s utterance may implicate that ________________________ ________________________________________________________ Exercise 37: In each case below decide which maxim has not been observed and what conversational implicature might be drawn. Background information is given in square brackets.’ B: ‘Well.’ B’s utterance may implicate that ________________________ ________________________________________________________ (19) A: ‘Did you get the milk and the eggs?’ B: ‘I got the milk.’ B: ‘I’m a vegetarian.B’s utterance may implicate that ________________________ ________________________________________________________ (18) A: ‘What is this examination in Semantics like?’ B: ‘It is so easy this time.’ ________________________________________________________ ________________________________________________________ (2) A: ‘Would you like a cocktail? It’s my own invention. (1)A: ‘I really like that dinner. mmm uh it’s not that we don’t drink.

6 seconds.________________________________________________________ ________________________________________________________ (3) A: ‘How are you?’ B: ‘I’m dead.’ ________________________________________________________ ________________________________________________________ (6) Teacher [towards the end of a lecture]: ‘What time is it?’ Student: ‘It is 10: 44 and 35.’ 141 .’ ________________________________________________________ ________________________________________________________ (4) A: ‘We’re going to the movies.’ ________________________________________________________ ________________________________________________________ (7) Policeman [at the front door]: ‘Is your father or your mother at home?’ Small boy [who knows that his father is at home]: ‘Either my mother’s gone out shopping or she hasn’t.’ B: ‘I’ve got an exam tomorrow.’ ________________________________________________________ ________________________________________________________ (5) A: ‘Are you going to Steve’s barbecue?’ B: ‘A barbecue is an outdoor party.

’ ________________________________________________________ ________________________________________________________ 4.’ A’s utterance presupposes that A and that the calculator worked well before. (1) A: ‘What happened to my calculator?’ B: ‘Someone used it this morning.6.2.2.________________________________________________________ ________________________________________________________ (8) Mother: ‘Now tell me the truth. 142 a brother . has a calculator B’s utterance may implicate that it is not B who broke the calculator.1 A presupposition is “anything the speaker assumes to be true before making the utterance” [Peccei. (2) A: ‘Will your brother go to the conference this afternoon?’ B: ‘He’s gone to Hanoi. 1999: 19] while a conversational implicature is an inference or an additional unstated meaning drawn from any conversation.6 Distinction between presupposition and conversational implicature 4. Who put the ferret in the bathtub?’ Son [who knows who did it]: ‘Someone put it there.’ A’s utterance presupposes that B has and that there will be a conference this afternoon.

’ (She didn’t have any supper.’ (I have a girlfriend. Exercise 38: In each of the following decide whether each of the inferences in brackets is a presupposition (P) or an implicature (I) derived from the underlined utterance. Ex: A: ‘Do you like apples?’ B: ‘Is the Pope Catholic?’ Ex: ‘Is the Pope Catholic?’ The utterance presupposes that the Pope does exist in the world.B’s utterance may implicate that B’s brother will not go to the conference.2. 4. It is easily drawn before making an utterance.) (2) A: ‘What?’ B: ‘Why are you laughing at me?’ (You are laughing at me.6. (1) A: ‘My girlfriend lives in New York.) (3) A: ‘Why is she eating those?’ B: ‘Her father didn’t give her any supper. B’s utterance may implicate that he/she does like apples. Conversational implicature is less straightforward and more subjective/personal.2 Compare their few main properties to distinguish presupposition from conversational implicature: PRESUPPOSITION CONVERSATIONAL IMPLICATURE Presupposition is more straightforward and more objective.) 143 .’ B: ‘My girlfriend lives in Boston. It is derived from observing or violating one or more maxims and drawn after a conversation is over.

’ Virginia: ‘Why do you always lie?’ (You always lie.) (2) A: ‘How do you like your bath?’ B: ‘Warm.’ (The necklace is not beautiful.’ (No.’ (I didn’t finish it.) (4) A: ‘Has the kitchen been painted?’ B: ‘Tom’s away.) 144 .’ (John is engaged.) (6) A: ‘Did you finish that report?’ B: ‘I started it.’ (Her central heating is broken.) (5) A: ‘You look pleased.’ B: ‘I managed to pass the exam.’ (Mary hates the dentist. (1) A: ‘What’s with Jean?’ B: ‘She discovered that her central heating is broken.(4) A: ‘Is John engaged?’ B: ‘He’s bought a ring.) (5) A: ‘How come Mary’s all dressed up? B: ‘We’re going to the D-E-N-T-I-S-T.’ (I tried to pass the exam.) Exercise 39: In each of the following decide whether each of the inferences in brackets is a presupposition (P) or an implicature (I).) (7) Paul: ‘I didn’t take it.) (3) A: ‘What do you think of this necklace and bracelet?’ B: ‘The bracelet is beautiful.’ (I don’t like it hot.

(4) ‘She put on her clothes and left the house. conventional implicatures are associated with specific words and result in additional conveyed meanings when those words are used. 1996: 45] Among these words are and. (3) ‘Jenny isn’t here yet. John came. 145 . (1) ‘Linda suggested black. (2) ‘Even John came to the party. but I chose white. and they don’t depend on special contexts for their interpretation. one after another.’ The utterance may implicate that the speaker does something in contrast to what has been suggested. but. conventional implicatures “don’t have to occur in conversation. i.’ The utterance may implicate that there are two action occurring in sequence.(6) A: ‘It works now. and yet.) 4.’ The utterance may implicate that the speaker expects that Jenny should be there by then.’ The utterance may implicate that contrary to the speaker’s expectation.e. Not unlike lexical presuppositions.3 Conventional implicature Unlike conversational implicatures. even.’ B: ‘When did Eric fix it?’ (Eric fixed it.” [Yule.

146 . which is the effect the utterance might have on the hearer.2 Characteristics A speech act has two kinds of meaning: (a) locutionary meaning (also known as propositional meaning).4.” [Hurford and Heasley.1 Definition “A speech act is an UTTERANCE as a functional unit in communication. 1984: 235] 4. 1985: 265] “Quite contrary to the popular belief that actions and words are entirely distinct.” [Richards et al.4 Speech acts “An important part of the meaning of utterances is what speakers DO by uttering them. 1985: 265] Consider the two following sample dialogues: (1) Sam: ‘I am thirsty. 1984: 334] 4. which is its basic literal meaning conveyed by its particular words and structure(s).4. The illocutionary meaning of ‘I am thirsty’ is Sam indirectly requests Annie to give him something to drink. many actions can actually be performed with words.’ (= ‘Give me something to drink.’) Annie: ‘I’ll bring you a glass of water. please.’ The locutionary meaning of ‘I am thirsty’ is I am suffering from my thirst.4.” [Hurford and Heasley. (b) illocutionary meaning (also known as illocutionary force). [Richards et al.

57 Describing a state of affairs requested by its preceding question. a response is usually classified as a representative. predicting. The representative can generally be characterized as being true or false.4.’ The locutionary meaning of ‘Can you shut the window?’ is I wonder whether you are able to shut the window. making hypotheses.’) Jane’s husband: ‘Certainly. reporting. stating.(2) Jane: ‘Can you shut the window?’ (= ‘Shut the window. affirming. 4.3. The illocutionary meaning of ‘Can you shut the window?’ is Jane indirectly requests her husband to shut the window. claiming. etc. (3) Tom: ‘Where are you from?’ David: ‘I’m from Canada. please.3 Classification There are five main types of speech acts. describing.1 The representative describes a state of affairs in the world: asserting. 147 . according to Searl [1981]: 4.’57 ‘I’m from Canada’ is a representative: David directly gives a piece of information concerning where he was born and grew up.4.

2 The commissive commits the speaker to a course of action: promising. 148 . each season is exactly six months long?’ Student 2: ‘Is there any transitional period between them?’ ‘There are only two seasons in the south: the dry season and the rainy season’ is a representative: the teacher directly informs his/her students of what the weather is like in the south. sentencing.’ ‘I’ll call the police’ is a commissive: Jenny directly threatens to call the police if Bill and her brother don’t stop fighting. announcing marriage. This statement may be false when it refers to the weather in the south of China. naming. 58 The teacher’s statement is true when it is used to describe the weather in the south of Vietnam.3. offering. 4. etc. etc.’ (= ‘I’ll pay you back later. vowing. 4. (6) Alice: ‘When will I receive my reimbursement?’ Victor: ‘Authors always pay their debts.4.(4) Teacher: ‘There are only two seasons in the south: the dry season and the rainy season.’ Bill: ‘Call them at once to turn your brother in.4. I’ll call the police.’) ‘Authors always pay their debts’ is a commissive: Victor indirectly promises to pay Alice back later.3. threatening.’58 Student 1: ‘Then. (5) Jenny: ‘If you don’t stop fighting.3 The declarative changes the world by bringing about or altering the state of affairs it names: dismissing. for example.

4.4 The directive intends to get the listener to carry out an action: commanding.4. requesting. (8) Minister of Education: ‘I resign. challenging.’ [at the wedding ceremony held in a church] ‘I now pronounce you man and wife’ is a declarative: the vicar is directly announcing the legal and permanent union between a man and a woman as husband and wife. (9) Ed: ‘The garage is a mess. warning.(7) Vicar: ‘I now pronounce you man and wife.’ (= ‘I dismiss you from your current position. begging.’) ‘I resign’ is a declarative: the Minister of Education directly declares to give up his/her current position. ‘You’ll be free from tomorrow’ is also a declarative: the Prime Minister indirectly declares to dismiss the Minister of Education from his/her current position. suggesting.3. 149 .’ Prime Minister: ‘You’ll be free from tomorrow. etc. giving advice. simultaneously changing their marital status. This type of speech acts is quite special that it can only count if the speaker has the appropriate authority to perform the type of acts. inviting.’ Faye: ‘Clean it up.’ ‘Clean it up’ is a directive: Faye directly orders Ed to make the garage tidy.

which is called the rogative.4.3. writing her essay.4. (13) Tom: ‘Where are you from?’ David: ‘I’m from Canada.’ (= ‘Leave me alone to write my essay.6 The rogative refers to a special kind of directives which deals with requests for information and which is typically in form of a question. complaining. etc.5 The expressive or indicates the speaker’s about psychological state(s) feeling(s)/attitude(s) something: greeting.(10) George: ‘How about a dinner out?’ Beth: ‘My essay is due tomorrow morning.3.’) ‘My essay is due tomorrow morning’ is a directive: Beth indirectly asks/requests George to leave her alone. thanking. (12) Jack’s friend: ‘This beer is disgusting. I’ll be right back. 4.’ Client: ‘No problem.’ Jack: ‘Why don’t you learn to take the bad with the good?’ ‘This beer is disgusting’ is an expressive: Jack’s friend directly shows that he/she extremely dislikes the beer. (11) Desk clerk: ‘I beg your pardon.’ 150 .’ ‘I beg your pardon’ is an expressive: the desk clerk directly apologizes to the client for his/her absence for a while. apologizing. 4. Leech (1983) proposed an extra category.

Bill was an accountant. Sit down! Fasten your seat belts.” [Peccei. Example We find the defendant guilty. 4. We ’re going to turn you in. This beer is disgusting. 1999: 56] Performing a direct speech act. Where did he go? Is she leaving? I’ll call you tonight. Representatives Expressives Directives Rogatives Commissives Tom’s eating grapes.4 Distinction between direct and indirect speech acts “Speech acts can be classified as direct or indirect. In indirect speech acts the speech act is performed indirectly through the performance of another speech act.4. the speaker utters a sentence which means exactly what he or she says: 151 . Peccei [1999: 54] gives the following linguistic expressions typically related to various types of speech acts: Speech-act category Declaratives Typical expression declarative structure with speaker as subject and a performative verb in simple present tense declarative structure declarative structure with words referring to feelings imperative sentence interrogative sentence declarative structure with speaker as subject and future time expressed I resign. I’m sorry to hear that. In a direct speech act there is a direct relationship between its linguistic structure and the work it is doing.‘Where are you from’ is a rogative: Tom directly asks/requests David for some information on his nationality or origin.

It is crucial for any language learner to approach indirect speech acts and learn how to recognize them and then use them in context. Instead. 2(a) ‘It is quite wrong to condone robbery. 3(a) ‘You should go to the doctor.’ is a direct piece of advice.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 2. 3(b) ‘Why don’t you go to the doctor?’ is not used to ask for any reason. Indirect speech acts are often felt to be more polite ways of performing certain kinds of speech acts.1(a) ‘Come in.’ 152 . the speaker utters a sentence which does not mean exactly what he or she says: 1(b) ‘Won’t you come in?’ is not merely a Yes-No question. Exercise 40: Give a situation in which each of the following utterances occurs. interpret its meaning and then classify it according to different types of speech acts.’ is a direct assertion against robbery. 2(b) ‘Is it right to condone robbery?’ is an indirect assertion against robbery though it is in form of a Yes-No question. ‘Let’s go to our place for a beer. Performing an indirect speech act.’ is a direct request. It is an indirect request made in a very concerned manner. it is used to give an indirect piece of advice though it is in form of a Wh-question. such as requests and refusals. please. ‘I don’t know how to answer this question. 1.

‘Who will believe this story?’ A: ________________________________________________ B: ______________________________________________ _____________________________________________________ 6. ‘Would you like a cup of coffee?’ A: _____________________________________________ 153 . ‘How nice to see you!’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 5.A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 3. ‘Is it right to cheat in any exam?’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 7. ‘Mind your head!’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 4.

’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 11. ‘If you don’t try your best. ‘Why don’t you take a seat?’ A: _____________________________________________ B: ______________________________________________ ______________________________________________________ 154 .B: ______________________________________________ _____________________________________________________ 8. you’ll fail in the exam. ‘I’m awfully sorry I wasn’t at the meeting this morning.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 12. ‘I was so sorry to hear about your loss. ‘I’m dead tired now!’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 10.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 9.

‘You look lovely today in your new dress.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 18.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 16.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 17. ‘How dare you speak to her like that?’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 14. ‘I beg you to reconsider your decision. ‘Do you think I’m an idiot?’ A: _____________________________________________ 155 .’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 15. ‘I’ll be right back.13. ‘I’d sell it if I were you.

‘We are going to turn you in. ‘I would appreciate it if you went away.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 22.B: ______________________________________________ _____________________________________________________ 19. ‘May I hand in my final paper the day after tomorrow.’ A: _____________________________________________ B: ______________________________________________ ______________________________________________________ 23. ‘I’ll pay you back in two days.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 21. ‘We select Alfred as the head of our group.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 20.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 156 .

‘I’ve got to go now.’ A: _____________________________________________ B: ______________________________________________ ______________________________________________________ 28.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 29. ‘I’ve stopped smoking.’ A: _____________________________________________ 157 . ‘Goodness!’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 27. ‘Drink a cup of coffee.24. ‘That doesn’t sound very serious. ‘Can I help you?’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 25.’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 26.

‘I beg your pardon. provide two situations so that one utterance performs two different acts. ‘Do you feel better today?’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 2. ‘Someone said you got fired.B: ______________________________________________ _____________________________________________________ 30.’ SITUATION 1: A: _____________________________________________ 158 .’ A: _____________________________________________ B: ______________________________________________ _____________________________________________________ Exercise 41: For each of the following utterances. Interpret the utterances and identify the acts performed in the light of the situations you provide. 1.

’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 4. ‘It’s snowing. ‘It’s going to rain.’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ 159 .B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 3.

’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 6. ‘Keep off the grass.’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 7. ‘I said I didn’t. ‘There’s a bend ahead.’ SITUATION 1: 160 .B: ______________________________________________ _____________________________________________________ 5.

A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 8. ‘Be aware of dogs.’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 9.’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: 161 . ‘I’m very upset that so many of you are talking.

4.A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 10. saying the sentence Shoot the snake is a locutionary act if hearers understand the words shoot.5.5.4. 4. illocution and perlocution 4. the. shooting the snake would be a perlocutionary act. ‘What else do you want?’ SITUATION 1: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ SITUATION 2: A: _____________________________________________ B: ______________________________________________ _____________________________________________________ 4. ‘Shoot the snake’ may be intended as an order or a piece of advice.3 A perlocutionary act is the results or effects that are produced by means of saying something. For example. 4.4.4.1 “A locutionary act is the saying of something which is meaningful and can be understood. 162 . snake and can identify the particular snake referred to.5.2 An illocutionary act is using a sentence to perform a function.5 Distinction between locution. For example. For example.

The above-mentioned three-part distinction by Austin [1962] is less frequently used than a two-part distinction between the propositional content of a sentence (the PROPOSITION(S) which a sentence expresses or implies) and the illocutionary force or intended effects of speech acts.” [Richards et al, 1985: 168-169] In brief, the LOCUTION of an utterance is producing an utterance, which is “a meaningful linguistic expression” [Jule, 1996: 48]; the ILLOCUTION of an utterance is using such an utterance “to perform a function” [Richards et al, 1985: 168]; the PERLOCUTION of an utterance is “causing a certain effect on the hearer or others.” [Hurford and Heasley, 1984: 243] Exercise 42: Using the locution, illocution, perlocution analysis, analyse the underlined utterance in each of the following dialogues. (1) Mrs Smith’s neighbour: ‘I was so sorry to hear about your loss.’ Mrs Smith: ‘Thank you. It was a great shock, but I must get used to it.’ Locution:_______________________________________________ _______________________________________________________ Illocution:_____________________________________________ _______________________________________________________

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Perlocution:____________________________________________ _______________________________________________________ (2) A: ‘Would you like a cup of coffee?’ B: ‘Yes, please.’ Locution:_______________________________________________ _______________________________________________________ Illocution:_____________________________________________ _______________________________________________________ Perlocution:____________________________________________ _______________________________________________________ (3) Son: ‘Can I go out for a while, Mum?’ Mother: ‘You can play outside for half an hour.’ Locution:_______________________________________________ _______________________________________________________ Illocution:_____________________________________________ _______________________________________________________ Perlocution:____________________________________________ _______________________________________________________

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4.4.6 Felicity conditions “FELICITY CONDITIONS are the conditions which must be fulfilled for a speech act to be satisfactorily performed or realized. The felicity conditions necessary for promises are: (a) A sentence is used which states a future act of the speaker. (b) The speaker has the ability to do the act. (c) The hearer prefers the speaker to do the act rather than not to do it. (d) The speaker would not otherwise usually do the act. (e) The speaker intends to do the act.” [Richards et al, 1987: 104]

4.5 Performatives and constatives 4.5.1 Definition
A performative is “one that actually describes the act that it performs, i.e. it PERFORMS some act and SIMULTANEOUSLY DESCRIBES that act.” [Hurford and Heasley, 1984: 235] For example, ‘I promise to repay you tomorrow’ is a performative because in saying it the speaker actually does what the utterance describes, i.e. he promises to repay the hearer the next day. The utterance both describes and is a promise. A constative asserts something that is either true or false.

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For example, ‘John promised to repay me tomorrow’ is a constative because the utterance does not simultaneously do what it describes, i.e. John promised to repay the hearer the next day. The utterance describes a promise but is not itself a promise. Exercise 43: Are the following utterances performative59 (P) or constative (C)? 1. ‘I NAME this ship Hibernia.’ 2. ‘I BELIEVE in the dictatorship of the Proletariat.’ 3. ‘I ADMIT I was hasty.’ 4. ‘I THINK I was wrong.’ 5. ‘I hereby INFORM you that you are sacked.’ 6. ‘I GIVE you supper every night.’ 7. ‘I WARN you not to come any closer.’ 8. ‘I TRY to get this box open with a screwdriver.’ 9. ‘I PRONOUNCE you man and wife.’ 10. ‘I SENTENCE you to be hanged by the neck.’ P/C P/C P/C P/C P/C P/C P/C P/C P/C P/C

Exercise 44: Also note that the most reliable test to determine whether an utterance is performative is to insert the word hereby and see if the modified utterance is acceptable. Can hereby be acceptably inserted in the following utterances?

59

Note that direct performative utterances contain A PERFORMATIVE VERB, “one which, when used in a simple positive present tense sentence, with a 1st person singular subject, can make the utterance of that sentence performative.” [Hurford and Heasley, 1984: 237]

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1. ‘I ( ) GIVE notice that I will lock these doors in 60 seconds.’ Yes/No 2. ‘I ( ) PROMISED him that I would be at the station at 3:00pm.’Yes/No 3. ‘It ( ) GIVES me great pleasure to open this building.’ 4. ‘I ( ) WARN you not to talk to my sister again.’ 5. ‘I ( ) WARN you that you will fail.’ 6. ‘They ( ) WARN her that she will fail.’ 7. ‘I ( ) COMMAND you to teach first-year Semantics.’ 8. ‘Tokyo ( ) IS the captain of Japan.’ 9. ‘I ( ) ASK you to mind your head.’ 10. ‘I ( ) BELIEVE in God the Father Almighty, Creator of Heaven and Earth.’ Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No Yes/No

4.5.2 Characteristics “Performative utterances contain a performative verb and many have 1st person singular subjects and are in the present tense.” [Hurford and Heasley, 1984: 238] But there are exceptions to this pattern. Some performatives do not have a 1st person singular subject. 4.5.2.1 To make his/her utterance more polite, the speaker tends to replace an active performative with the 1st person singular subject by its passive version with the 2nd or 3rd person singular/plural subject: 1(a) ‘You ARE hereby FORBIDDEN to leave this room.’ 1(b) ‘I hereby FORBID you to leave this room.’ 167

can be replaced by the 1st person plural subject.’ 168 .’ 4(a) ‘Listeners ARE (hereby) REMINDED that BBC wireless licenses expire on April 9th.3 The 1st person singular subject. which is the management.’ 4(b) ‘I (hereby) REMIND listeners that BBC wireless licenses expire on April 9th.5.’ 3(a) ‘All passengers on flight number forty-seven ARE REQUESTED to proceed to gate ten.2 The 1st person singular subject.’ 4.’ 5(b) ‘My wife and I hereby THANK you for the compliments you have paid us.5. which is I. which is we: 5(a) ‘We hereby THANK you for the compliments you have paid us.2.’ 4.2(a) ‘Spitting IS hereby FORBIDDEN.’ 2(b) ‘I hereby FORBID you to spit. can be replaced by the 3rd person plural subject. for example: 6(a) ‘The management hereby WARN customers that mistakes in change cannot be rectified once the customer has left the counter.’ 3(b) ‘I REQUEST all passengers on flight number forty-seven to proceed to gate ten.2. which is I.

2. ‘I PROMISE to give you a helpful hand when you are in need’ is an explicit performative (i.3 Distinction between explicit performatives and implicit performatives Explicit performatives are those that contain A PERFORMATIVE VERB while implicit performatives are those that do not contain A PERFORMATIVE VERB. A ________ is a sentence that is necessarily false. a verbalized promise) while ‘If you need me at any time. 1. 3. _________ is a relation in which the referent of a word is totally included in the referent of another word.e. you’ll fail in the exam’ is an implicit performative (i. an implied warning). a verbalized warning) while ‘If you do not try your best. Semantics is a branch of linguistics which deals with meaning. __________ is a relation in which various words have the same written form but have different meanings and sound forms.e. an implied promise). ‘I hereby WARN you that you will fail’ is an explicit performative (i. Ex1.5.6(b) ‘I hereby WARN customers that mistakes in change cannot be rectified once the customer has left the counter. Ex2. just call’ is an implicit performative (i. The first one is done as an example. 169 .e.’ 4. 4. Exercise 45: Fill in each of the blanks with an appropriate word.e. as a result of the senses of the words in it.

17. Semantic _______ are the smallest units of meaning in a word. 10. ________ is a relation in which a single word has two or more slightly different but closely related meanings. ___________ is a relation in which various words have the same sound form but have different meanings and written forms. 170 . Any ambiguity resulting from the ambiguity of a word is __________ ambiguity. 9. 11. 13. the state of affairs. ________ synonymy is a relation in which a polysemous word shares one of its meanings with another word. 6. 14. 15. 8.5. _________ is a violation of semantic rules to create nonsense. An ________ is the use by a particular speaker. on a particular occasion. for a particular purpose. 7. A _________ is that part of the meaning of the utterance of a declarative sentence which describes some state of affairs. the action. the event. 16. such as a sequence of sentences. A sentence is considered as __________ ambiguous when its structure permits more than one interpretation. or a single phrase. A ______ is an ideal string of words put together by the grammatical rules of a language. _________ is a relation in which two words have different (written and sound) forms and are opposite in meaning. of a piece of language. 12. _________ is a relation in which various words have the same (sound and written) form but have different meanings. or even a single word. it refers to. The _____ of a word or an expression is the relationship between that word or expression and the thing. etc.

18. Accordingly. maximize praise of the other. as a result of the senses of the words in it. The higher the cost of the direct act. 4. 19.1 The principle of politeness Leech [1983] proposes two maxims concerning the principle of politeness: . _________ is a relation in which various words have different (written and sound) forms but have the same or nearly the same meaning.The approbation maxim: Minimize dispraise of the other. 21. Semantic meaning is context-free whereas ______________ meaning is context-dependent. some utterances seem more polite than others.’ (the least polite) (2) ‘Can you set the table?’ (3) ‘Could I possibly ask you to set the table?’ (the most polite) 171 .6. . maximize the benefit to the other.The tact maxim: Minimize the cost to the other. co-operation and indirectness 4. 20. A ______ performs some act and simultaneously describes that act. An _____ sentence is one that is necessarily true. (1) ‘Set the table. the more likely it is for the speaker to use an indirect form.6 Politeness.

isn’t it?’ (−direct. +negative) (2) Tom: ‘Do you like the wine I picked out?’ Gina: ‘It’s Italian.’ Ed: (a) ‘You look awful. Gina was being more polite than coming right out with the fact that she did not like the wine as in (1). +negative) (b) ‘You look amazing. ±negative) 172 .2 Politeness and co-operation There is no doubt that politeness and co-operation are often in conflict with each other. (1) Tom: ‘Do you like the wine I picked out?’ Gina: ‘Not really. ‘It’s Italian. I’ve dyed my hair blonde.’ (+direct.6. +negative) In (2).6.3 Politeness and indirectness Politeness and indirectness are closely related to each other and that is why indirect negative responses are more polite than direct ones: (1) Jenny: ‘Well.’ (+direct.’ (−direct. isn’t it?’ implies a less than whole-hearted endorsement of the wine by failing to be relevant since the topic was the wine’s taste not its country of origin. I’ve done this. Still.4. 4. though she has proved to observe the maxim of Relevance of the co-operation principle strictly. Language users must be consciously aware of this conflict and flexibly apply both of the principles in face-to-face conversation.

” [Yule. Any linguistic form used to accomplish this ‘pointing’ is called a deictic expression. ‘What’s that?’.7 Deixis 4.2 Classification 173 .’ (−direct. When you notice a strange object and ask. 1996: 9] 4. +negative) (c) ‘Some students are very positive. the ambiguity of amazing (amazing for its beauty or amazing for its awfulness) in ‘You look amazing’ allows the speaker to be truthful and yet somewhat more polite than the direct answer ‘You look awful.’ (+direct.7. ‘Let’s hope none of them are lawyers’ and ‘Some students are very positive’ both imply rather than directly state that overall the student evaluations were not good and therefore are more polite than ‘Pretty bad.7. Deictic expressions are also sometimes called indexicals. you are using a deictic expression (‘that’) to indicate something in the immediate context. It means ‘pointing’ via language.(2) Jean: ‘What did the students say about my teaching?’ Kate: (a) ‘Pretty bad.’ In (2). +negative) In (1).’ 4.’ (−direct. +negative) (b) ‘Let’s hope none of them are lawyers.1 Definition “Deixis is a technical term (from Greek) for one of the most basic things we do with utterances.

and the like or through tense.’ (4) ‘Would you like this one or that one?’ (iii) Temporal deixis is “the orientation or position of the reference of actions and events in time. we rarely smoke or drink. second person and third person and in number between singular and plural. tomorrow. The system of English pronouns contrasts in person between first person. 1994: 179] Common markers of spatial deixis in English are demonstratives (this vs. and social relations. last time.’ (2) ‘Did you get the carton of milk I asked you to?’ (ii) Spatial deixis is “the marking in language of the orientation or position in space of the referent of a linguistic expression. 1994: 178] Pronouns and their alternative forms are usually markers of personal deixis.” [Finegan.” [Finegan. temporal deixis can be marked either by such words and phrases as before. now. that) and such adverbs of place as here. then. there and the like: (3) ‘I’m over here. encoded on the verb with affixes or expressed in an independent morpheme: 174 . Unlike French. 1994: 180] In English.Deixis consists of three notions: (i) Personal deixis “can mark a number of overlapping distinction: person. The gender distinction is made in English in the third person singular only: he for masculine referents and she for feminine referents. for example. number. the choice of an English pronoun in the second person does not clearly reflect the social status of referents: (1) ‘In this family.” [Finegan. gender.

’ 8(b) ‘Each person has to clean up after him or herself. an utterance such as (9) should be nonsense: (9) ‘I am not here now.’ 4.’ 4. as in 8(a). excluding addressee) and an inclusive ‘we’ (speaker and addressee included). a potential ambiguity in such uses which allows two different interpretations. “there is. 175 . based on a general rule.’ 4. ‘you didn’t clean up’) less direct.7.1 As for the first person plural in (7). projection that now will apply to anytime someone tries to call him/her.(5) ‘I walked to school every day.3 Complexity in the use of deictic expressions 4. in English.’ (6) ‘Tomorrow is a holiday.7. or make a potential personal issue seem like an impersonal one.3.3.’ However. one can say (9) into the recorder of a telephone answering machine. as in 8(b): 8(a) ‘Somebody didn’t clean up after himself.3 If here means the place of the speaker’s utterance and now means the time of the speaker’s utterance.7. There is an exclusive ‘we’ (speaker plus other(s).2 “The distance associated with third person forms” [Yule. not to when he/she actually records the word.7. 1996: 11] (7) ‘We clean up after ourselves around here.” [Yule.3. 1996: 11] is also used to make potential accusations (for example.

as in 11(a).’ (12)b ‘He promised to call me that night. something that has taken place in the past. less obviously.6 “There exists in English a distinction between “the ‘near speaker’ meaning of direct speech and the ‘away from speaker’ meaning of indirect speech.5 “The present tense is the proximal form and the past tense is the distal form. 1996: 15] Treated as distant from the speaker’s current situation are both.3.’ 176 .4 Then applies to both past in 10(a) and present in (10)b time relative to the speaker’s present time: (10)a ‘April 29th.7. typically.’ (10)b ‘Dinner at 8:30 on Friday? Okay. I could ride a bicycle. something that is treated as extremely unlikely.7.” [Yule.7. and. 1996: 16] (12)a ‘I’ll call you tonight.3.” [Yule.4. 1999? I was in Hanoi then. if I had enough money.3. I’ll see you then. as in 11(b): (11)a ‘At ten.’ 4.’ 4.’ (11)b ‘I could buy the house.

son. sole. tractor (b) idea. aunt. state what semantic features are shared by the (a) words and the (b) words. (a) table. brother. The (b) words are [+male]. crab. The (a) words are [+solid]. herring. 4. cup. temple. mussel (b) trout. mother. 1. charity. (a) bachelor. water. sister. sincerity. The (b) words are [+animal]. soft drink The (a) and (b) words are [+inanimate] and [+concrete]. (a) widow. pope. house. ship. The (a) words are [+shellfish]. and what semantic features distinguish between the classes of (a) words and (b) words. (a) book.ANSWER KEYS Exercise 1: For each group of words given below. The (b) words are [+fish]. The first is done as example. father. The (b) words are [+liquid]. shrimp. car (b) milk. The (a) words are [+concrete thing]. The (a) words are [+human]. seamstress (b) widower. tailor The (a) and (b) words are [+human]. mountain. road. paperboy. 5. (a) lobster. The (b) words are [+abstract notion]. salmon. 2. 3. mackerel The (a) and (b) words are [+edible water animal]. chief (b) bull. stallion The (a) and (b) words are [+animate] and [+male]. rooster. tea. uncle. 177 . drake. love. The (a) words are [+female]. bravery. beer. wine. oyster. ram. fear The (a) and (b) words are [+inanimate]. pencil.

crayon. swim (b) fly. [±male]. holler The (a) and (b) words are [+way of talking]. The (b) words are [+deciduous tree]. (a) walk. − 1. 10. dead. The (b) words are [+movement made with the help of a certain kind of means]. quill. The (b) words are [+specific]. hang-glide The (a) and (b) words are [+motion] or [+way of movement]. violet (b) ash (taàn bì). awake. oak (soài). dictionary (b) typewriter. ride. notebook. The (a) words are [+generic]. cycle. half-dead. run. mutter. jew (thuûy tuøng). ballpoint. bored. (a) book. 8. The (a) words are [+movement made without the help of any means]. 9. sycamore (sung daâu). cedar (tuyeát tuøng). The (b) words are [+emotional state]. (a) rose. chalk The (a) and (b) words are [+non-living thing]. daisy. upset. skip. talk. charcoal. [+innocent]1 1 This semantic feature is optional. The (a) words are [+thing to read or write]. whisper. 7. beech (soài) (c) pine (thoâng). pregnant (b) depressed. sunflower. lily.6. encyclopedia. The (c) words are [+evergreen tree]. The (b) words are [+thing used to write or draw with]. spruce (vaân sam). amazed. converse (b) shout. excited. novel. letter. Exercise 2: Identify the semantic features in each of the following words. cypress (baùch) The (a) (b) and (c) words are [+plant]. (a) alive. skate. (a) ask. 178 . drawl. willow (lieãu). [−mature]. tell. canoe. tulip. hop. The (a) words are [+flowering plant]. pencil. surprised The (a) and (b) words are [+state closely associated with living things]. jump. The (a) words are [+physical state]. ski. asleep. say. Child: [+human].

[+operate/direct]. [+fully grown]. [+mature]. [+slowly and laboriously] 10.]. [+fully grown]. Oak (-tree): [+plant]. [+male]. [±mature]. Beauty: [+attractive feature]. [+male]. [+between the wrist and the fingers] 6b. [+deer. [+deciduous tree]. Bachelor: [+human]. [+fowl]. [+producing wool and meat] 11a. rabbit or hare]. Palm (-tree): [+plant]. [+related to a vehicle] 18. [+bird]. [+fast]. behavior. [+in warm or tropical climates] 7. [+two wings]. [+female] 17. [+in and around houses] 12. [±male].2. Ewe: [+animate]. Fly: [+motion]. [+fully grown]. [+tough hard wood] 5. Chalk: [+thing]. [+colored]. Hen: [+animate]. [+deciduous tree]. color. [+walk]. [+perform a role] 9. [+sheep]. [+for writing or drawing] 2 This semantic feature is required. [+large rough-edged leaves]. Flower: [+part of a plant]. [+usually good-smelling]. Drive: [+motion]. [+member of the police force]. Palm: [+part of a hand]. Actress: [+human]. [+fully grown]. [+professionally artistic]. Imagine: [+mental state]. [+combination of shape. [+bloom/blossom]. [+limestone]. [+through air or space]. [+closely related to a family or its life] 19. [+white or colored]. Home: [+thing]. [+giving pleasure to senses] 15. [+tree] [−branches] [+a mass of large wide leaves at the top]. [+father’s/mother’s sister (-in-law)] 3. Elm: [+plant]. [+place for human habitation]. [+inner surface]. [+female]. [+disciplined] 14. 179 . [+thoughtfulness] 16. Stallion: [+animate]. [+female]. Police-officer: [+human]. [+soft]. [+fruit or seed is developed] 6a. [+for breeding] 13. [+stay single]2 8. [+female] 4. [+female]. [+tough hard wood] 20. Doe: [+animate]. reindeer. [+insect]. [+form a concept or an image]. etc. Plod: [+motion]. [+horse]. Fly: [+animate]. [+wings or a means of transport] 11b. Aunt: [+human].

[+walk]. [+stay single] Exercise 3: How can you distinguish the words given in the following table from one another. Honesty: [+abstract notion]. Tiptoe: [+motion]. [+fowl]. [+obligation/duty]. [+mature]. [+sweet-smelling flowers]. Owe: [+state].21. [+be in debt]. [+thorns]. [±male] and [+older] while em is marked by its two prominent semantic features: [+born by the same parents] and [+younger]. [+bird]. [+on toes]. [+bush/shrub]. [+pay/repay] 27. [+female]. it is unnecessary to distinguish the sex of younger siblings though it is a must whenever they deal with their older siblings. their one or more prominent semantic features must be considered with care: • Sadara has one prominent semantic feature: [+born by the same parents]. [+for babies or invalids] 24. Spinster: [+human]. [+silently] 25. [+servant] 30. [+food]. Rose: [+plant]. [+soft or semi-liquid]. [+electric/electronic device]. Pine(-tree): [+plant]. [+trustfulness]. Computer: [+thing]. [+different colors. [+pale soft wood] 26. [+needle-shaped leaves]. [+controlling machinery] 28. [+symbol for love] 22. [+making calculations]. [+mature]. [+hard to evaluate] 29. [±male] − 23. [+storing/processing data]. [+virtue]. to the Vietnamese people. Chick: [+animate]. That is. considering their semantic features? Malay sadara sister English brother Vietnamese anh em chò Chinese huynh ñeä muoäi tyû To distinguish the given words. 180 . [+female]. • Brother and sister share their two prominent semantic features: [+born by the same parents] and [±male]. Pap: [+thing]. [−fully grown]. Maid: [+human]. • Anh and chò share their three prominent semantic features: [+born by the same parents]. [+evergreen tree]. usually pinkish or red].

shorts. in. and tramp. or walk with a heavy step (in a specified direction): She stomped about noisily. Tramp indicates walking over long distances. Stomp can suggest clumsy and noisy walking or dancing: He looked funny stomping around the dance floor. etc. [±male] and [±older].• Huynh. around.” [Crowther (ed. 1992: 908] 181 . coats. stump can indicate walking with stiffs legs: stumping up the garden path. ñeä. end. etc. leisurely pace: He came ambling down the road. He stumped out in fury. “Stomp. off. Stomp (about. tramp. tiptoe. Tiptoe = walk quietly and carefully on the tips of one’s toes/with one’s heels not touching the ground: She tiptoed to the bed where the child lay asleep. on a long journey. as when one foot or leg is hurt or stiff: That dog must be hurt — he’s limping. tyû and muoäi all share their three prominent semantic features: [+born by the same parents]. trousers. (2) Ways of walking3: amble. dance. short. lend. Trudge = walk slowly or with difficulty because one is tired. hats. trudge. looking for somewhere to stay the night. forward(s). shorts. possibly with no specified destination: They tramped the streets. tiptoe. 3 Amble = ride or walk at a slow. out. trudge. long. limp. stump. stomp. Stomp and stump can both suggest making noise while walking in order to show anger: She slammed the door and stomped/stumped upstairs. trousers. Additionally. Plod (along/on) = walk with heavy steps or with difficulty: Labourers plodded home through the muddy fields. backward(s).: He trudged along for more than 2 miles. stump. amble. Plod and trudge indicate a slow weary walk towards a particular destination. stomp. We trudged home through deep snow. Stump = walk stiffly or noisily: They stumped up the hill. borrow. socks. beginning.). coats. etc. trudge. Exercise 4: Organise the given words (and probably those of your own) into three semantic fields: shirts.) = move. stump. socks. Plod suggests a steady pace and trudge suggests greater effort: They had to plod wearily on up the hill. Limp = walk unevenly. etc. plod. Tramp = walk with heavy or noisy steps: We could hear him tramping about upstairs. and tramp all indicate styles of walking with heavy steps. plod. plod. ANSWER: (1) Articles of clothing: shirts. limp. hats.

i. When he gets going. Exercise 8: Interpret the meaning the following sentences and state what kind of figure of speech (also called figurative language) used in each of them. 2. reference or sense? Write R for reference and S for sense. The man is a demon for work. 3. Jack is a streak of lightning. 1994: 2155]. lend/borrow.(3) Items which form pairs of antonyms: long/short. etc. R Exercise 7: Identify all the possible connotations associated with the word Christmas. Your kindness really moved me. 5. S. they may even be individual. in/out. forward(s)/backward(s). R. S. sheep giraffe ram ewe lamb male giraffe female giraffe baby giraffe Exercise 6: What is identified by the word mean or meaning in the following examples. Your kindness really moved me is an expression of irony which means you were not kind to me at all. The word Christmas could call up “images of Christ trees. Exercise 5: Try to fill in the each of the two blanks with an appropriate word to prove that there is no lexical gap in the given semantic fields. 1. presents and carols”. S. 1. beginning/end. Jack is a streak of lightning is a metaphor which means Jack is very fast. I found the fifty-two pounds of books you left for me to carry. 4.e. “these associations may be specific for a particular culture or group of people. 2. [Asher and Simpson. 182 . 3. family gatherings.

7. A cave is a metaphor which means a small and uncomfortable room.The man is a demon for work is a metaphor which means the man is an energetic person who works very hard. 5. 6. My dormitory room is like a cave is a simile which means my dormitory room is small and uncomfortable. The wind howled angrily around the house all night. the ambassador went at once. Therefore. Study thirty hours a day is an overstatement/a hyperbole which means study for a long time every day. 10. If you are not happy with the service. My dormitory room is like a cave. Fairly pleased is an ironical understatement which means very pleased. The City Hall. 4. Dick was fairly pleased when he won the brand-new car in the contest. which is [+person]. 8. howled angrily is an expression of personification which means blew strongly. which is [+sign]. 183 . In this case. go and talk to the City Hall. my dormitory room is explicitly compared to a cave. plan to study thirty hours a day. Man does not live by bread alone. which is [+person]. The White House. 9. is a metonymy meaning the US President. which is [+sign]. The wind is [−animate] and/or [−human] while howled angrily is [+animate] and/or [+human]. 11. is a metonymy meaning the city’s Mayor. Come to the dormitory and see what a cave I live in. When the White House called. my dormitory room is implicitly compared to a cave. When you take that course. In this case.

Albert was as sharp as a tack is a simile which means Albert was quick-minded. 184 . Weigh a thousand pounds is an overstatement/a hyperbole which means be too heavy or get too fat. Cried a little is an ironical understatement which means cried a lot.Bread. which is [+agent]. she grinned like a mule eating briars. 12. 16. Grinned like a mule eating briars is a simile which means smiled broadly. 17. Roof is [+part] while house is [+whole]. which is [+instrument]. Keep overeating like that and pretty soon you’ll weigh a thousand pounds. Horses. 18. 15. which is [+part]. Joe cried a little when he lost the thousand dollars. He answered every question as soon as it was asked. After she heard the good news. 19. The captain was in charge of one hundred horses. she is a rock when trouble comes. You can depend on Gina. which is [+whole]. We now live under the same roof. 14. Therefore. 13. The river is [−animate] and/or [−human] while ate away is [+animate] and/or [+human]. live under the same roof is a synecdoche which means live in the same house. is a metonymy which means cavalries or soldiers fighting on horseback. ate the bank away is an expression of personification which means eroded the bank or gradually destroyed the bank. is a synecdoche which means necessaries or things needed for living. Therefore. The river ate the bank away. Albert was as sharp as a tack this morning.

which is [+whole]. 20. 23. There may be two possible ways to interpret this sentence: • The first way: Research is [−animate] and/or [−human] while says is [+animate] and/or [+human]. 22. He’s so hardheaded that he won’t listen to anyone. A great mind. It is amazing what a great mind he is. stands for/substitutes for researchers. There may be two possible ways to interpret this sentence: Life is a dream is a metaphor which means life is short or life passes quickly. This is a metonymy. which is [+part]. 21. Life is a dream is a metaphor which means life is as beautiful as a dream. Research says that these methods are best. which is [+controller]. 24. stands for/substitutes for an erudite scholar. • The second way: Research. Right at this minute. This is a synecdoche. The whole sentence means I am amazed by his intellectual power. A barrel of water is an overstatement/a hyperbole which means a lot of water. Hardheaded is an idiom/a dead metaphor which means obstinate or stubborn.She is a rock is a metaphor which means she is strong-minded or she has strong nerves. 185 . Therefore. The whole sentence means researchers say that these methods are best. which is [+controlled]. I could drink a barrel of water without stopping. Life is a dream. the whole sentence is an expression of personification which means researchers say that these methods are best.

27. 26. like a May breeze. This sentence consists of two metonymies: give every man thine4 ears which means listen to everyone. sweet and warm as a breeze signaling the beginning of a summer. Mouth.25. A thousand thanks are for your kindness is an overstatement/a hyperbole which means thank you very much for your kindness. 4 Both thine and thy mean your. and bid a few thy voice which means talk to only a few people. The whole sentence means you should listen to everyone but talk to only a few people. which is [+whole]. The whole sentence means I passed by the talkative person who was then too upset to give an immediate response. A thousand thanks are for your kindness. Alice is like a May breeze is a simile which means Alice is as young. This is a synecdoche. 31. Alice came in gently. There was a storm in Parliament last night. thine and thy occur before a noun beginning with a vowel and a consonant. 29. fresh. 28. Tired to death is an overstatement/a hyperbole which means extremely bored with. 186 . bid a few thy voice. stands for person. Give every man thine ears. Susie is a picture of loveliness is a metaphor which means Susie is very lovely. which is [+part]. We are tired to death of such movies. Susie is a picture of loveliness in her new dress. I walked past the big sad mouth which didn’t know what to say then. 30. Respectively.

I’m afraid he has misrepresented the facts. unforgettable matches that gave us a new window on the game. A thousand times is an overstatement/a hyperbole which means more than one time. 37. the beautiful scenery is implicitly compared to a delicious drink. 34. 5 Mis. 39. Go our separate ways is a metaphor which implies that life is a journey. 33.’ 187 . Breathed his last is a euphemism which means died. 38. They were vital. He is as mute as a fish is a simile which means he rarely speaks or he is quiet. a bitter disagreement or a terrible conflict. In other words. Drink in is a metaphor which means enjoy or admire. 32. He has misrepresented5 the facts is a euphemism which means he has lied or he has told lies. 35. We’ll just have to go our separate ways.A storm is a metaphor which means a heated argument. His words can be trusted.is another verbforming prefix meaning ‘again.is a verb-forming prefix meaning ‘wrongly. A new window on the game is a metaphor meaning a new understanding of the game. I’ve told you a thousand times not to touch that again. He worked and worked until he breathed his last. 36.’ Re. He is as mute as a fish. We stopped to drink in the beautiful scenery.

The whole sentence means he failed to control his anger. . . .Bridle literally means put on a horse part of a harness. He attacked every weak point in my argument. 43. . The boss gave her a hot look. 42. The whole sentence means you can trust him. the straps and the reins. including the metal bit for the mouth. 188 . The whole sentence means the boss looked at her angrily.Attacked every weak point in my argument is another metaphor which implies that argument is war. . The whole sentence means he severely criticized every weak point in my argument. 41. A hot look is a metaphor which means an angry look. The police team has cemented close ties with the hospital staff. He could not bridle his anger.Cemented literally means joined (the police team and the hospital staff) together as with cement. . . The whole sentence means close connections have been established between the police team and the hospital staff. This is a metonymy.Bridle in this context is a metaphor which means control or restrain.Attacked is a metaphor which means criticized (somebody) severely.Cemented in this context is a metaphor which means firmly established or strengthened.Attacked literally means made a violent attempt to defeat (somebody). 40.His words stands for/substitutes for that person himself.

of sounds) = shrill. . 6 7 8 Snaps = makes sudden sharp sounds Crackles = makes small cracking sounds as when dry sticks burn A whip = a length of cord or a strip of leather fastened to a handle. 12 Drives = forces (something) to go in a specified direction or into a specified position: drive a nail into wood 13 A thorn = a sharp pointed growth on the stem of a plant: The thorns on the roses scratch her hands 9 189 . It is the fire that drives12 a thorn13 of memory in my heart. 45. etc.. its sharp9 acrid10 smoke stings11 the eyes. causes (somebody) to feel sharp pain: A bee stung me on the cheek.g. England is compared to a woman who had no defense left but her former bravery in war. England had no defense left but her ancient valor. the sound of fire is explicitly compared to that of a whip. This is a simile. The whole sentence means after the failure of France in 1940.Smoke and fire are each given a human act: sting the eyes and drives a thorn in the heart. wasps.44. piercing: a sharp cry of distress. The fall of France is a metaphor which means the failure of France. England could not defend herself against her war enemy/enemies. This is an expression of personification. usually attributive. In 1940. . used for wounding or injecting poison Stings = pricks or wounds (somebody) with or as if with a sting. bees..In the fire crackles like a whip. after the fall of France. e. These are two expressions of personification. The fire snaps6 and crackles7 like a whip8. used especially for urging on an animal (especially a horse) Sharp (adj. the sharp raucous cawing of a crow 10 Acrid (adj) = having a strong bitter smell or taste: acrid fumes from burning rubber 11 A sting = a sharp pointed organ of some insects.

48. Her father is a captain of industry. that one can hardly forget. 14 190 . which is [+specific]14. (b) officer in the British Navy between the ranks of commander and admiral. The organization is keeping the brake on pay rises. which is [+more abstract]. This sentence consists of two metonymies: (1) The captain. The whole sentence means I can decide my own life or I can control myself. situation.. which is [+generic]. which is [+less abstract]. To fall out of a tree is a metaphor which means to be exposed to real life. 47. To fall out of a tree in one’s early childhood is not a particularly reassuring experience. 2 (a) officer in the British Army between the ranks of lieutenant and major. 49. The whole sentence means the fire. Captain (n) 1 person in charge of a ship or civil aircraft. 3 person given authority over a group or team: He was (the) captain of the football team for five years.A thorn of memory is a metaphor which means some unpleasant thing. I am the captain of my soul. This sentence consists of an idiom/a dead metaphor — a captain of industry. etc. event. which means one who manages a large industrial company. with its sharp acrid smoke and small crackling sounds. reminds me of some unpleasant thing that I can hardly forget. 46. stands for my life. The whole sentence means the organization is controlling the increase in the amounts/sums of money paid for its current activities. stands for the leader. Keep the brake on pay rises is a metaphor which means control pay rises. (2) My soul.

A crocodile is a reptile. 2. The whole sentence means no one can isolate himself from the community he has been living in. 4. stands for isolation. 3. He likes all vegetables except carrots. She reads books all day – mostly novels. HYPONYM books reptile flower vegetables novels crocodile tulip carrots Exercise 10: Draw a chart to show the relationship between a superordinate and a hyponym. 2. a hyponym? 1. 191 . which is [+concrete]. which is [+abstract]. 4. (2) The continent. every man is a piece of the continent. No man is an island: entire of itself.The whole sentence means it is terrible to be exposed to real life in one’s early childhood without any parental protection. 50. There’s no flower more beautiful than a tulip. 3. ANSWER: SUPERORDINATE 1. which is [+abstract]. stands for community. This sentence consists of two metonymies: (1) An island. which is [+concrete]. Which of them is a superordinate and which. Exercise 9: Each of the following sentences presents a pair of words.

1. luggage and suitcase luggage suitcase briefcase handbag (or purse) trunk rucksack (or backpack) ……… 2. animal and foal fish bird insect bug mammal reptile ……… human dog animal (beast) horse mare sheep foal ……… stallion 4. green vegetable and bean green vegetable cabbage lettuce Brussels sprout animal bean broccoli ……… 3. animal and child animal fish bird insect bug mammal human reptile animal (beast) child ……… man 5. fowl and rooster fowl turkey chicken goose woman duck hen ……… chick rooster (American)/cock (British) 192 .

vocal organ and tongue tip vocal organ lip tongue tip tongue tongue blade nose larynx lower jaw tongue back ……… tongue root tongue front 9. head and eyelash head face mouth eyeball nose eyehole hair eye skull cheek brain forehead pupil ……… chin ……… ……… eyelash eyelid 193 . plant and rose betle nut sago ……… plant tree bush/shrub lily flowering plant daisy violet moss rose grass ……… ……… tulip 8. plant and coconut plant flowering plant bush/shrub tree moss grass ……… pine palm gum palm ……… coconut 7.6.

they do not share all their senses.e.10. in the traditional Swiss manner. For each pair. vehicle and convertible writing desk vehicle bus hardtop truck car lorry bicycle sports car train ……… ……… convertible 12. (a) gives a sentence in which the two can be used interchangeably. croon soothing to a child. utter Croon (sth) (to sb) = sing or say (sth) softly and gently: croon a sentimental tune. Yodel (also yodle) = sing (a song) or utter a musical call. vocalize15 and croon16 vocalize speak read aloud yodel sing hum articulate ……… ……… croon Exercise 11: The following pairs of words are partial synonyms. i. 194 . Hum (sth) (to sb) = sing (a tune) with close lips: I don’t know the words of the song but I can hum it to you. 15 16 Vocalize = say or sing (sounds or words). (b) gives another sentence in which only one of them can be used. with frequent changes from the normal voice to high falsetto notes. furniture and dressing table furniture seat table bed storage Welsh dresser ……… wardrobe dressing table chest of drawers 11.

broad/wide (a) The Thames is a broad/wide river.1. 2. we’ll go boating. 5. 4. (Deep means taking in or going out a lot of air) (iii) You have my deep sympathy. (b) He loves strong coffee. (Deep means profound) (iv) With his hands deep in his pockets. permit/allow (a) Photography is not permitted/allowed in this area. soil/earth (a) We can plant the trees on this good soil/earth. 6. 195 . (b) The rocket fell back to earth. (Deep means extending a long way from top to bottom) (ii) He only gave a deep sigh. Exercise 12: Identify various meanings of each of the two given polysemous words and then point out which meaning exemplify partial synonymy. (b) My boss is not broad-minded. (b) We cannot eat this fruit because it isn’t ripe yet. he went away. deep (i) This is a deep well. ripe/mature (a) This cheese is ripe/mature enough for us to eat. (b) If the weather permits. (Deep means far down in something) The third meaning of deep is synonymous with profound. 3. strong/powerful (a) There are strong/powerful arguments for and against capital punishment. edge/side (a) This house is at the edge/side of the forest. ANSWER: 1. (b) I will be on your side.

dislike. 9. 1. 4. 13. 3. B. 8. Yes. poor 5. 6. Yes Exercise 15: Identify the continuous scale of values between the two given words. Exercise 13: Are the following pairs of words binary antonyms? 1. broad (i) The river is very broad at this point. (Broad means having many sounds typical of a particular region) The first meaning of broad is synonymous with wide. some (= a few/a little). G. never--always: never. love -. G.small: big. wealthy. Yes. half.hate: love. certainly 7. rich -. small 4. hate 2.certainly: possibly. 15. 2. 7. probably. (Broad means clear. 3. none -. often. G (gradable) or R (relational): 1. Yes.2. possibly -. all 6. G. rather small/fairly small. almost all. R. B. (Broad means wide or large in size from one side to the other. B. No. like. meager. G. rather big/fairly big. cold 3. most. 6. quite probably.all: none. tolerant) (iv) He speaks English with a broad Yorkshire accent. 6. 5. medium-sized. 12. R. No. tepid (also called lukewarm). 2. Yes.) (ii) He just gave a broad smile. (Broad means liberal. obvious or unmistakable) (iii) Luckily. hot -. 10. No (Binary). B. 2. Yes. R. Yes. No (Gradable). R. No (Gradable) Exercise 14: Are the following pairs of words relational antonyms? 1. G. sometimes. 3. big -. almost certainly. 4. occasionally. cool. usually/frequently. 14. warm. 5. 16 R 196 . 5. rarely/seldom. 11.poor: rich. B. gradable or relational by writing B (binary). be indifferent to. G. few/little. my boss is a man of broad views. always Exercise 16: State whether the following pairs of antonyms are binary. 4.cold: hot.

which means more than should be. /h3:d/ 1. draft draught 17. and the verb lie2.Exercise 17: Give the phonemic transcription shared by two members of each of the given pairs of words to identify them as a pair of homophones: The first one is done as an example. both being pronounced /b`t/ in RP. 3. both being pronounced /tu:/ in RP. boar bore 13. 4. Classified as two homonyms are the adverb too1. which means also. both being pronounced /la1/ in RP. which means tell lies. both being pronounced /ma1t/ in RP. and the noun bat2. Classified as two homonyms are the noun might. 1. leek /li:k/ leak /kru:z/ /me1d/ 5. whole /h6υl/ hole Exercise 18: Give the phonemic transcription shared be two members of each of the given pairs of words to identify them as a pair of homonyms: The first one is done as an example. 197 . pail /pe1l/ pale /dra:ft/ /re1n/ 7. altar alter 11. herd heard /‘0:lt6(r)/ /bi:t∫/ /na1t/ 2. grate great 20. crews cruise 15. and the adverb too2. which means a tool for hitting in baseball. 2. which expresses possibility. and the modal verb might. which means great strength or power. Classified as two homonyms are the verb lie1. knight night /b0: (r)/ /n6υz/ 3. deer dear 16. beech beach 12. maid made /d16(r)/ 6. reign rain /fe6(r)/ /si:n/ 8. scene seen 9. Classified as two homonyms are the noun bat1. coarse course 14. which means put one’s body on a horizontal surface. flour flower 19. thrown /8r6υn/ throne /‘flaυ6(r)/ /gre1t/ 10. which means the small mouse-like animal that flies at night and feeds on fruit and insects. fare fair 18. nose knows /k0:s/ 4.

sow (as in sow a field with wheat) -. deny -. specify what kind of antonyms they are. which means healthy or in good condition.darkness: synonymy 3. both being pronounced /li:d/ in RP. both being pronounced /be6(r)/ in RP.wind (as in wind one’s watch): homography 5. which means without the usual covering or protection. and the adjective sound.false: binary antonymy 2.course: homophony Exercise 20: Explain the lexical ambiguity in each of the following sentences by providing two sentences that paraphrase its two different meanings. 7.admit: binary antonymy 6. The italic words in bracket are to clarify the meaning in question of the given words. The first one is done as an example.expensive: gradable antonymy 10. Exercise 19: What is the relationship between the words in the following pairs? If the words are antonyms. cheap -.5. true -. dark (as in a dark room) -. Classified as two homonyms are the verb lead in Does this road lead to town and the noun lead in He’s the chief trouble-maker. the others just follow his lead. which means uncover or reveal (something). coarse -. which means thing that can be heard. pupil (at a school)--pupil (of an eye): homonymy 9. 198 .guest: relational antonymy 7. gloom -. 6.dark (as in Don’t look on the dark side of things): poslysemy 4. Classified as two homonyms are the adjective bare.sow (meaning a female pig): homography 8. The first one is done as an example. host -. wind (as in The wind is blowing hard)-. Classified as two homonyms are the noun sound. and the verb bare. both being pronounced /saυnd/ in RP. 1.

1. We LIKE the ball. They WERE WAITING at the bank. Meaning one: When he got the clear title to the land. sweet (usually dark red) wine made in Portugal the listing position = the position of a ship that leans over one side 19 the detailed list of task done during a journey 17 18 199 . He WAS KNOCKED OVER by the punch. Meaning one: We LIKE the sphere. The captain CORRECTED the list. Meaning two: The proprietor of the fish store WAS single/unmarried. Strong. Meaning one: The captain CORRECTED the tilt 18. 8. it WAS a great achievement. it WAS a good deed. Meaning two: They WERE WAITING at the shore of the river. Meaning two: The captain CORRECTED the inventory 19. They PASSED the port at night. The proprietor of the fish store WAS the sole owner. Meaning one: The long tool for drilling MAKES me bored/tired. When he got the clear title to the land. Meaning one: They WENT by the harbour at night. it WAS a good act. Meaning two: They DELIVERED the Portuguese wine 17 at night. 7. 3. Meaning two: The long training exercise IS uninteresting/dull/tedious. 5. Meaning two: We LIKE the formal social gathering for dancing. 2. Meaning two: When he got the clear title to the land. Meaning one: They WERE WAITING at the financial institution. 6. The long drill IS boring. the tool for drilling IS blunt/not sharp enough. Meaning one: The proprietor of the fish store WAS the only owner. In other words. 4.

We can interpret (1) in two different ways because the two verbs bear — bear1. That robot is bright. 200 . paper. etc. rushes. 9. (2) The cat sat on the mat. a glass. The sentence may mean either that robot is shining or that robot is intelligent. Exercise 23: In what way is a polysemous word related to lexical ambiguity? A polysemous word can create lexical ambiguity. with two quite different meanings. The sentence may mean either she is unable to give birth to children or she cannot tolerate children. used to cover part of a floor. She cannot bear children. a vase. Does polysemy or homonymy contribute to such ambiguity. whish means tolerate — are two homonyms. (1) She cannot bear children. We can interpret (2) in two different ways because the noun mat is a polysemous word which has two slightly different but closely related meanings: (i) piece of material. fibre. which means give birth to and bear2. bear1 and bear2. The camel SWALLOWED the chocolate and then ate it. Exercise 21: Explain the lexical ambiguity in each of the two given sentences. Meaning two: The camel easily BELIEVED something to be chocolate and then ate it. etc. is lexically ambiguous because it contains one ambiguous word — bright. metal. for example. Exercise 22: In what way are homonyms related to lexical ambiguity? Homonyms can create lexical ambiguity.Meaning one: He WAS KNOCKED OVER because of a blow given with the fist. for example. Meaning two: He WAS KNOCKED OVER near/beside the tool/the machine for cutting holes in leather. The lexical ambiguity of the sentence in question is due to the two homonyms. made of straw. is lexically ambiguous because the sentence contains one ambiguous word — bear. etc. (ii) small piece of material placed under a hot dish. Meaning one: The camel GULPED the chocolate down and then ate it.

10. My fianceùe is reserved. John loves Richard more than Martha. 1. 5. Vgrp [intrans] PP 1(b) The drunkard visitor ROLLED up the carpet. They are cooking bananas. 2. (Rolled up is a transitive separable phrasal verb and the carpet is a noun phrase functioning as the direct object of the verb head. 6. S VP1 AdvP [op A of place] 201 . Old men and women will be served first. The drunkard visitor rolled up the carpet. 4. 8.) 1(b) The drunkard visitor TURNED over and over up the carpet. 1(a) The drunkard visitor FOLDED the carpet over on itself.) S NP1 VP1 Vgrp NP2 [mono-trans] [dO] NP1 VP2 1(a)The drunkard visitor ROLLED UP the carpet. I saw her duck 7. 9. They are moving sidewalks. (Rolled is an intransitive verb and up the carpet is a prepositional phrase functioning as the adverbial adjunct of place of the verb head. Exercise 24: Explain the structural ambiguity in each of the following sentences. The thing that bothered Bill was crouching under the table. I saw her slip. Is he really that kind? 3.The lexical ambiguity of the sentence in question is due to the two slightly different but closely related meanings of the polysemous word bright — shining and intelligent.

’ 5(b) means ‘We saw her lower her head. 6(b) means ‘They are bananas for cooking.’ 5(b) We SAW her DUCK.’ 6(b) They ARE cooking bananas. loose sleeveless under a dress. to avoid being seen or hit.’ 202 .’ 5(a) We SAW her duck. Slip is a noun meaning ‘petticoat. Reserved is an adjective meaning ‘quiet’. 3(b) means ‘My fianceùe rarely talks. 3(a) means ‘My fianceùe is kept only for me. 4(a) I SAW her slip. a pre-nominal modifier of bananas.’ garment worn Slip is a verb meaning ‘lose one’s balance and (nearly) fall in this way. Cooking is a present participle. Duck is a verb meaning ‘move (one’s head) down quickly.’ 4(b) means ‘We saw her lose her balance and nearly fall.’ In other words. pre-modifying the adjective kind. you should always stay away from her. 2(b) means ‘Is he really so kind?’ 3(b) My fianceùe IS reserved. a pre-nominal modifier of the noun kind.’ 4(b) I SAW her SLIP.2(a) Is he really that kind? 2(b) Is he really that kind? That is a demonstrative adjective. Reserved is a past participle. part of the finite verb are cooking. That is an adverb of degree meaning ‘to such a degree’. 6(a) means ‘Bananas are cooked.’ Cooking is a gerund.’ 5(a) means ‘We saw the domestic water bird that belongs to her. part of the finite verb is reserved. Duck is a noun meaning ‘domestic water bird.’ 6(a) They ARE COOKING bananas. 2(a) means ‘Does he really belong to that kind of people?’ 3(a) My fianceùe IS RESERVED. 4(a) means ‘We saw the petticoat that belongs to her.

he loves is omitted. irrespective of their age.’ 8(a) John LOVES Richard more S1 V1 dO1 than Martha (LOVES Richard). 7(b) They ARE moving sidewalks. part of the finite verb are moving. Old modifies men and women. BE 9(b) means ‘we first serve the men and women who are all old. 7(b) means ‘they are the sidewalks that are movable.’ Crouching is a gerund. S2 V2 dO2 In 8(b). 10(b) means ‘Bill was annoyed by the thing that was crouching under the table. a pre-nominal modifier of sidewalks.’ 8(b) John LOVES Richard more S1 V1 dO1 than (he LOVES) Martha. head of the phrase crouching under the table. Kill means ‘cause the death of a living organism’ whereas phonemes are non-living things — things that cannot be killed. 9(a) means ‘we first serve the men who are old and all of the women.’ Exercise 25: Explain the anomaly of each of the following sentences. S2 V2 dO2 In 8(a).7(a) They ARE MOVING sidewalks. Christopher is killing phonemes. 203 . part of the finite verb was crouching. 9(a)Old men and women WILL BE SERVED first. Old only modifies men. 10(b) means ‘it is crouching under the table that annoyed Bill. Crouching is a present participle. 9(b)Old men and women WILL SERVED first. 1. Moving is a present participle.’ 10(b) The thing that bothered Bill WAS crouching under the table. This sentence is semantically anomalous because killing and phonemes are not semantically compatible to be combined in this way. 7(a) means ‘the sidewalks are moved. loves Richard is omitted.’ 10(a) The thing that bothered Bill WAS CROUCHING under the table. Moving is a present participle.

and thus they can’t be husband and wife. How can they lift a weight of 2. The boy swallowed the chocolate and then chewed it. This sentence is semantically anomalous because of the wrong order of the two verb phrases — swallowed the chocolate and chewed it. James sliced the ideas. 7. 4. My unmarried sister is married to a bachelor. This sentence is semantically anomalous because both my unmarried sister and a bachelor are [+single]. and soft enough like a sausage or a tomato can be sliced. This sentence is semantically anomalous because Jack’s courage is [+abstract notion]. Puppies are human. and thus it could not chew anything. Jack’s courage chewed the bones. 204 . This sentence is semantically anomalous because puppies are [+animate] and thus [− human]. 8.240 pounds in Britain or of 2.000 pounds in the U. This sentence is semantically anomalous because my brother is [+male] whereas a spinster is [+female].S. round. The bigger key and John opened the door. 3.A. Babies can lift one ton. My brother is a spinster.2. 9.? 5. This sentence is semantically anomalous because the ideas are [+abstract notion] while only concrete things that are long. 6. This sentence is semantically anomalous because babies are [+young] and [−strong]. This sentence is semantically anomalous because its instrument (the bigger key) cannot be conjoined with its agent (John).

6. 9. 7. I hear the cloud. the tiger died right at the moment the hunter killed it. This crane can lift one ton. presupposes that its object is audible” [Palmer. My brother is a bachelor. John (the agent) opened the door with the bigger key (the instrument). The tiger remained alive for an hour after the hunter killed it. This sentence is semantically anomalous because no living organism can remain alive after being killed. 3. The boy chewed the chocolate and then swallowed it. James sliced the tomatoes or James raised/ could finally come up with the ideas. 8. Christopher is killing himself. Puppies are not human. This sentence is semantically anomalous because “hear. 11. 5. 11. My unmarried sister will be married to a bachelor. 4. I hear the piece of news already / I see the cloud. In fact. The tiger remained alive for an hour after the hunter injured it. Jack chewed the bones. 2. 205 .10. Exercise 26: How can each of the given sentences be changed to avoid anomaly? 1. 1981: 170] while the cloud is [− audible]. 10. presumably.

2(a) The hunter bit the lion. the preposition under in 3(b) indicates that though the wall was in a position directly below the fly. (2) Mr Dindlay caused Janet to die. and 2(b) tells us about the lion. The preposition by in 4(a) tells us that a stone fell and accidentally injured Jack whereas the preposition with in 4(b) implies that somebody intentionally used a stone as a means to injure Jack. they don’t. 4(b) Jack was injured with a stone. the preposition on in 3(a) indicates that the fly was in a position that allows it to touch the wall. The semantic feature [±intention] is crucial in distinguishing different propositions in 4(a-b). they indicate different states of affairs: 1(a) tells us about John. The semantic feature [±touching] is crucial in distinguishing different propositions in 3(a-b). 2(b) The lion bit the hunter. 2(a) tells us about the hunter. 4(a) Jack was injured by a stone.Exercise 27: Do the two following sentences have the same proposition? (1) Mr Dindlay killed Janet. The pair of sentences marked 3(a-b) expresses different propositions. 1(a) John is the parent of James. 206 . 1(b) James is the parent of John. No. 3(b) The wall was under the fly. Killed somebody in (1) implies [+intentionally] whereas caused somebody to die in (2) implies [+accidentally]. 1(b) tells us about James. 3(a) The fly was on the wall. ANSWER: The two pairs of sentences marked 1(a-b) and 2(a-b) are not related to each other. On the other hand. On the one hand. The semantic feature [±intention] is crucial in distinguishing the different propositions in (1-2). Exercise 28: Explain why the two members of each of the following pairs of sentences do not share the same proposition. In other words. there was no touching between them.

S. 7.Change sentence structure: 11-16(a-b) and 17(a-d) . S.Change individual words by using relational antonyms: 8-10(a-b) .Change both individual words and sentence structure: 18-25(a-b) Exercise 32: Use ⇒ to show one-way entailment and ⇔ to show two-way entailment in each of the following pairs of sentences: . 5.1(a-b) and 7-8(a-b) are the paraphrases of each other. A. put a ‘+’ in the appropriate box. A. C. S. 1.Two-way entailment (⇔): 6-10(a-b) and 16-20(a-b) Exercise 33: What sense relation holds between the two sentences of each pair: .’ Can be loud or quiet Can be grammatical or not Can be true or false In a particular regional accent In a particular language Utterances + + + + + Sentences – + + – + Propositions – – + – – Exercise 30: Circle the following sentences A for analytic. Thus. as appropriate.One-way entailment (⇒): 1-5(a-b) and 11-15(a-b) . S. 14. 13. 6.2(a-b) and 9-10(a-b) contradict each other. 11.Exercise 29: Fill in the following chart given by Hurford and Heasley [1984: 23] with ‘+’ or ‘–’ as appropriate. 2. Identify the way employed to paraphrase them. A. S Exercise 31: The following pairs are paraphrases of each other.Change individual words by using synonyms: 1-7(a-b) . 10. if it makes sense to think of a proposition being in a particular regional accent. 3. . S. S. . for example. S.Respectively. if not put a ‘–. 8. 15. A. . 9. C. S for synthetic or C for contradiction. A. 4. 12. 3-6(a) asymmetrically entail 3-6(b) 207 .

(2) soon comes her birthday. ‘She was not aware that her son had an accident. ‘She is not happy about the chemistry course she’s taking.’ The utterance presupposes that the hearer already knows who they are. I intend to buy her a new vase. 9. 6. and he had an accident. and (3) she has a vase already. 5. ‘They were rich. The utterance presupposes that there is a chemistry course and she’s taking it.’ The utterance presupposes that (1) I have a friend. and you’re playing with him/her. and you have lent it to me. 10.’ The utterance presupposes her son had an accident. ‘The explosion was so loud that it could be heard from miles away. ‘On the occasion of my friend's birthday. 7. ‘Can you stop playing with your cat?’ The utterance presupposes that you have a cat. The speaker assumes that the hearer already knows who they are. ‘The exam is not so difficult.’ 208 . 3.’ The utterance presupposes that the hearer already knows who Barbara is. ‘We haven’t heard anything from Barbara. ‘I wish I had not booked the tickets.Exercise 34: Identify the presupposition(s) in each of the following sentences. 8. The utterance presupposes that she has a son.’ The utterance presupposes that there was an explosion somewhere. The speaker assumes that the hearer already knows what the exam is. 4. The speaker assumes that the hearer already knows who Barbara is.’ The utterance presupposes that you have/own a book. 1. ‘I am sorry I cannot find your book right now.’ The utterance presupposes that she’s taking a chemistry course.’ The utterance presupposes that there is an exam and that the hearer already knows what the exam is. 2.

) 11. I am in a hurry and I can’t answer your question right now.’ The utterance presupposes that it (did) hurt her very much.The utterance presupposes that I booked the tickets. ‘You will be amazed when you see the view.’ The utterance presupposes that we haven’t been teachers of English yet. ‘Tom might find the chocolate cake in the kitchen. 21.’ The utterance presupposes that we once went to Hanoi. 16. 12. The utterance presupposes (1) that the hearer already knows who the other members of this group are and (2) that the persons in question haven’t been teachers of English yet. ‘I think I will pass the exam. 20. 14. 13.’ The utterance presupposes that there is a chocolate cake in the kitchen. (The speaker assumes that the hearer already knows what the tickets are. The utterance presupposes that there is a beautiful view somewhere and that you will see the view soon. 17. ‘It took us two days to come back from Hanoi by train. ‘Could you drive me to the airport?’ The utterance presupposes that the hearer already knows what the airport is and where it is located. ‘I am going to have a final examination in Semantics. 18.’ The utterance presupposes that you’ve asked me a question.’ The utterance presupposes that you will see a beautiful view.’ (Near future with arrangement) The utterance presupposes that I haven’t taken the final exam in Semantics yet. ‘We are going to be teachers of English. ‘I am so sorry. 19. ‘She was not aware that it would hurt her so much. ‘It is going to rain for a long time.’ (a prediction) The utterance presupposes that it is raining now or it has been raining.’ 209 .

‘I hope to have a good result for this exam. ‘I've got a good mark for the exam in American Literature. ‘I missed my class on Monday because I overslept. ‘I am going to have a new grammar book.The utterance presupposes that there was an exam.’ The utterance presupposes that I wrote/ I had written an essay. 30. and I have taken it. 28. we would have given up. ‘When did you stop beating your wife?’ The utterance presupposes that you once beat your wife. ‘When did you give up teaching?’ The utterance presupposes that you gave up teaching. and she hasn’t graduated from university yet.’ The utterance presupposes that there was an exam. and I have taken it.’ The utterance presupposes that you encouraged us.’ 210 . 29. 31. and I have taken it. ‘But before your encouragement. The utterance presupposes that there will be an exam soon. The utterance presupposes that there will be an exam soon. 24.’ The utterance presupposes that I have a sister. 27. 25. 26. 23. ‘My sister is going to graduate from university.’ The utterance presupposes that I had a class on Monday. 22.’ The utterance presupposes that I have a grammar book. ‘Fred continued/didn’t continue speaking.’ The utterance presupposes that there was an exam in American Literature. and you stopped beating her. and I haven’t bought any new one yet. and I’m going to take it. and I’m going to take it. ‘I got an excellent mark for my essay last time.

(The speaker assumes that the hearer already knows who Fred is. ‘Bill drank another glass of beer?’ The utterance presupposes that Bill had drunk at least one. (The speaker assumes that the hearer already knows what the novel is. (The speaker assumes that the hearer already knows who John is.The utterance presupposes that Fred was speaking previously. The utterance presupposes that the hearer has taken the speaker to the circus before/at least once. ‘I can’t guess when the rain stops?’ the rain stops (non-fact → fact: − → +) The utterance presupposes that rain is falling / it is raining.) 32.) 36. (The speaker assumes that the hearer already knows what the circus is.’ The utterance presupposes that the bird was alive. (The speaker assumes that the hearer already knows what the room is.) 35. The utterance presupposes that the speaker has been to the circus before/ at least once.) 37. ‘Please take me to the circus again.’ The utterance presupposes that the speaker was at the circus before.) 33. ‘He killed/didn’t kill the bird. (The speaker assumes that the hearer already knows who Bill is.’ The utterance presupposes that the room was dirty. ‘What was John worried about?’ The utterance presupposes that John was worried. (The speaker assumes that the hearer already knows what the bird is. ‘Could you lend me the novel [when you finish it]?’ (non-fact → fact: + → −) you finish the novel The utterance presupposes that you haven’t finished (reading) the novel yet.) 34.) 211 . ‘I cleaned/didn’t clean the room. 38.

(4).’ His utterance may implicate that Alfred’s not certain that the plane was late. Was their plane late?’ Alfred: ‘Possibly.39.’ His utterance may implicate that Jim did not fix the leak. (3) Laura: ‘Who used all the printer paper?’ Dick: ‘I used some of it. sometimes I am. 212 .’ The utterance presupposes that he was not pleased with the gift. (4) Gina: ‘I hear you’re always late with the rent. ‘If only you had taken his offer. Exercise 35: Which of the following utterances share the same presupposition? The utterances marked (2). (2) Steve: ‘What happened to your flowers?’ Jane: ‘A dog got into the garden. 40. (5) Jenny: ‘Mike and Annie should be here by now. ‘He pretended to be pleased with the gift. (5). and (7) all presuppose that Mike smashed the television set whereas the utterances marked (1) and (6) both presuppose that the speaker does not know whether (or not) Mike smashed the television set.’ The utterance presupposes that you didn’t take his offer. (3). Exercise 36: Write down one implicature that can be drawn from the second speaker’s response in each of the following conversations: (1) Mary: ‘Did you manage to fix that leak?’ Jim: ‘I tried to.’ Robin: ‘Well.’ Jane’s utterance may implicate that the dog was not Jane’s and that her flowers got destroyed.’ His utterance may implicate that Dick did not use all the paper.’ His utterance may implicate that Robin is not always late with the rent.

’ Her utterance may implicate that Maria did not buy the car. (7) Mat: ‘What’s with your mother?’ Bob: ‘Let’s go to the garden. (8) Carmen: ‘Did you buy the car?’ Maria: ‘It cost twice as much as I thought it would. (12) Alice: ‘Have you seen my sweater?’ Max: ‘There’s a sweater on the sofa.’ Gabriela’s utterance may implicate that there is not any salad dressing left. (13) Phil’s mother: ‘How did you do on these exams?’ Phil: ‘I failed physics.’ Alvin: ‘Yeah. (10) Maggie: ‘The bathroom’s flooded!’ Jim: ‘Someone must have left the tap on. (11) Austin: ‘Want some fudge brownies?’ Jenny: ‘There must be 20.’ His utterance may implicate that Jim did not leave the tap on.000 calories there. I did see the label.’ His utterance may implicate that Bob cannot talk about his mother’s problem in the very place.’ His utterance may implicate that Alvin did not freeze the cheese.’ Virginia: ‘Why do you always lie?’ Virginia’s utterance may implicate that it is Paul who took it. 213 . (9) Robert: ‘Where’s the salad dressing?’ Gabriela: ‘We’ve run out of olive oil. (14) Paul: ‘I didn’t take it.’ Her utterance may implicate that Jenny does not want any fudge brownies. The label said not to store the cheese in the freezer.’ His utterance may implicate that Phil passed/did not fail the other exams.(6) Gwen: ‘This cheese looks funny.’ His utterance may implicate that Max is not sure whether the sweater on the sofa is Alice’s.

who fixed it. (17) A: ‘What are the Nelsons like?’ B: ‘They were rich.’ Ed: ‘I didn’t invite Mat.(15) Tom: ‘It works now.’ Janet: ‘When did Eric fix it?’ Janet’s utterance may implicate that it is Eric. 214 . (19) A: ‘Did you get the milk and the eggs?’ B: ‘I got the milk. B can only be co-operative if A would draw the implicature that B was very tired.’ His utterance may implicate that Ed invited Chris. A would probably draw the implicature that B didn’t like the dinner. (1) is a flouting of the maxim of Relevance. Background information is given in square brackets. Exercise 37: In each case below decide which maxim has not been observed and what conversational implicature might be drawn.’ B’s utterance may implicate that Carmen did not like the party.’ B’s utterance may implicate that the last examination in Semantics was really difficult. If meat had been the main course. (16) Liza: ‘I hear you’ve invited Mat and Chris. A would probably draw the implicature that B is a bit dubious about drinking that cocktail. (20) A: ‘Did Carmen like the party?’ B: ‘She left after an hour. not Tom. (18) A: ‘What is this examination in Semantics like?’ B: ‘It is so easy this time.’ B’s utterance may implicate that he/she did not get the eggs. Since B could not help being unclear. (3) is a flouting of the maxim of Quality.’ B’s utterance may implicate that the Nelsons are not rich any more. (2) is a flouting of the maxim of Manner.

I. 7. I. A would draw the implicature that B is possibly not coming to the barbecue. The student is providing much more information than is normally required in this situation. A would draw the implicature that it is not B who put the ferret in the bathtub.(4) is a flouting of the maxim of Relevance. (6) is a flouting of the maxim of Quantity. The small boy is unhelpful in someway because he fails to give enough information explicitly requested by the policeman.e. P. 5. P Exercise 39: In each of the following decide whether each of the inferences in brackets is a presupposition (P) or an implicature (I). The teacher would probably draw the implicature that the student was bored and “counted the minutes” until the end of the lecture. I. I. Exercise 38: In each of the following decide whether each of the inferences in brackets is a presupposition (P) or an implicature (I) derived from the underlined utterance. 6. 3. 1. 6. P. I. (8) is a flouting of the maxim of Quality. (5) is a flouting of the maxim of Quantity. P. P. 2. i. I. (7) is a flouting of the maxim of Quantity. 4. 5. Stating that a barbecue is an outdoor party is apparently both too informative (since people all know that a barbecue is an outdoor party) and not informative enough since B has not directly answered the question. 2. who is in fact at home. the boy does not say anything about his father. I. 1. P 215 . A would draw the implicature that B is not going to the movies. 3. B’s exam is not apparently relevant to a discussion about going to the movies. The son refused to release the name of the one who put the ferret in the bathtub though he certainly knows who did it. 4.

‘Is it right to cheat in any exam?’ 216 .’ B: ‘Who will believe this story?’ (By making a Wh-question which needs no answer. 3.’ (By acknowledging his failure to give an appropriate answer to A’s question.) B indirectly shows his or her doubt about such a crazy story. This is AN EXPRESSIVE. 5. This is AN EXPRESSIVE. 4.’ B: ‘All right. This is AN EXPRESSIVE.’ A: ‘Why did you divorce her?’ B: ‘I don’t know how to answer this question.’ A greets B in a friendly and somewhat surprising manner. interpret its meaning and then classify it according to different types of speech acts. ‘Who will believe this story?’ A: ‘To make a long story short. 2. This is A DIRECTIVE.’ A: ‘Let’s go to our place for a beer.’ A directly warns B of a danger. ‘Mind your head!’ A: ‘Mind your head!’ B: ‘Thanks for your timely warning. This is A DIRECTIVE. it’s been quite a while. ‘Let’s go to our place for a beer.’ A informally invites B to go and have a glass of beer. 6. Ed’s girlfriend falls in love with Ed’s younger brother. 1. ‘How nice to see you!’ A: ‘How nice to see you!’ B: ‘Yes.) B indirectly conceals the real reason of the divorce from his ex-wife.Exercise 40: Give a situation in which each of the following utterances occurs. ‘I don’t know how to answer this question.

11. ‘I’m dead tired now!’ Wife: ‘Dinner is almost ready. 10.’ Professor: ‘If you don’t try your best. This is A REPRESENTATIVE. 217 .’ Student 3: ‘I’m sure to take the make-up exam. ‘I’m awfully sorry I wasn’t at the meeting this morning.’ A: ‘I’m awfully sorry I wasn’t at the meeting this morning. 7. This is A DIRECTIVE. 8. ‘Would you like a cup of coffee?’ A: ‘Would you like a cup of coffee?’ (= ‘Have some coffe. ‘If you don’t try your best.Student [taking an exam]: ‘I’ve just asked my neighbor for a correction pen. her honored guest.’ A: ‘I was so sorry to hear about your loss.’) B: ‘Yes.’ (= ‘I’ll refuse to pass those who have not tried their best to take the course. This is AN EXPRESSIVE. dear?’ Husband [complaining about his tiredness]: ‘I’m dead tired now!’ The husband indirectly refuses to set the table for dinner. my goodness!’ Student 2: ‘There is no doubt about that.’ The professor indirectly commits to fail those who have not tried their best to take the course. This is AN EXPRESSIVE. 9. Can you set the table. please.’ B: ‘You don’t need to apologize.’ A directly shows his/her willingness to share B’s suffering. ‘I was so sorry to hear about your loss.’ Teacher: ‘Is it right to cheat in any exam?’ (= ‘It is quite wrong to cheat in any exam. to have a cup of coffee.’ B: ‘Thank you for your great sympathy. please. A indirectly invites B. This is A COMMISSIVE. you’ll fail in the exam.’) Student 1: ‘Oh.’ As the hostess. This is AN EXPRESSIVE.’ A directly apologizes to B.’) The teacher indirectly says that cheating is not accepted in any exam. you’ll fail in the exam.

13.’ Desk clerk: ‘I beg your pardon.’ The desk clerk directly promises to return in a few minutes.’ Secretary: ‘Thanks/Thank you for your nice compliment. ‘I’ll be right back. please. This is A COMMISSIVE.’ Mrs.’ Gordon’s friend: ‘My car breaks down again. Brown earnestly asks her husband to give his decision a second thought.’ Client: ‘No problem.’ Jack: ‘How dare you speak to her like that?’ Jack is annoyed by Tom’s rudeness.’ (= ‘You should sell it.’ Manager: ‘You look lovely today in your new dress. This is A DIRECTIVE. 16.’ Gordon: ‘I’d sell it if I were you. 15. Brown: ‘I have nothing to reconsider. This is AN EXPRESSIVE.’) Gordon indirectly advises his friend to get rid of the frustrating car. This is AN EXPRESSIVE.’) B indirectly requests A to sit down. Brown: ‘I beg you to reconsider your decision. 17. This is A DIRECTIVE.’ The manager directly compliments his secretary on her new dress. ‘How dare you speak to her like that?’ Tom: ‘I told Jane that she was a talented liar. 18. This is A DIRECTIVE. ‘Do you think I’m an idiot?’ Paul: ‘Why don’t you marry her?’ Morris: ‘Do you think I’m an idiot?’ 218 . I’ll be right back. ‘Why don’t you take a seat?’ A: ‘Can I talk to you for a while?’ B: ‘Certainly.’ (= ‘Please think it over. 14. ‘I beg you to reconsider your decision. ‘You look lovely today in your new dress.’) Mr. ‘I’d sell it if I were you.’ Mrs.12. ‘Why don’t you take a seat?’ (= ‘Sit down.

‘I’ll pay you back in two days.’ On behalf of his wife. 21.’ B: ‘I would appreciate it if you went away. threatens to let the police arrest the hearer. who is the host of a party. This is A COMMISSIVE. ‘I would appreciate it if you went away.’ Carol: ‘I’ll pay you back in two days. 22. we are going to turn you in. ‘Can I help you?’ Shop assistant: ‘Can I help you?’ Customer: ‘Yes. This is A COMMISSIVE. This is A DIRECTIVE.) Morris indirectly rejects Paul’s suggestion.’ A drunken relative: ‘Just bring me another bottle of red wine.’ (On behalf of all the members of Group 2.(By making a Yes-No question the answer of which must be no. 19. 23. who have just selected Alfred to be their head.’ Teacher: ‘Who is the head of Group 2?’ Doris: ‘We select Alfred as the head of our group. ‘May I hand in my final paper the day after tomorrow?’ Student: ‘May I hand in my final paper the day after tomorrow?’ Professor: ‘I’m afraid that I cannot give you any more time.’ The student directly asks for permission to hand in his/her final paper in two days.’ 219 .) Doris is directly announcing her group’s selection.’ The host: ‘If you keep on misbehaving. This is A DIRECTIVE. ‘We are going to turn you in. who is a drunken irritating relative. 20.’ A: ‘I can’t live without your love.’ Laura: ‘Can I trust your words?’ Carol directly promises to pay Laura back in two days. the speaker.’ (= ‘Go away. ‘We select Alfred as the head of our group. This is A DECLARATIVE. 24. I’m looking for some cheap shoes.’) B indirectly orders A to go away. This is AN EXPRESSIVE.

‘Someone said you got fired. 28. 26.’ John’s grandmother directly cries out in surprise. ‘Drink a cup of coffee. This is A COMMISSIVE.’ A: ‘I’ve got to go now. 30. ‘Goodness!’ John’s mother [talking on the phone]: ‘John had thirteen friends to tea on his birthday yesterday.’ 220 .’ B: ‘That doesn’t sound very serious. ‘I’ve got to go now. I’ve stopped smoking. thanks.’ A: ‘Have a cigarette!’ B: ‘No. This is AN EXPRESSIVE.’ B directly shows no sympathy towards A’s sore throat.’ A indirectly pre-closes the conversation between him/her and B.The shop assistant directly asks the customer for some information.’ John’s grandmother: ‘Goodness! I didn’t think a three-year-old like him had as many as thirteen friends. 27. See you later. The shop assistant indirectly offers the customer some help. This is AN EXPRESSIVE. This is A DIRECTIVE. 29. ‘I’ve stopped smoking.’ B: ‘Drink a cup of coffee.’ A: ‘See you. This is AN EXPRESSIVE.’ B directly advises A to drink a cup of coffee. This is A ROGATIVE.’ B: ‘OK.’ A: ‘I can’t keep awake. This is A REPRESENTATIVE. ‘That doesn’t sound very serious.’ B directly explains why he/she refuses A’s invitation. 25.’ A: ‘I’ve got a sore throat.

This is A ROGATIVE.’ (= ‘Remember to bring the new raincoat with you.’ B: ‘I beg your pardon (= Repeat. ‘Do you feel better today?’ SITUATION 1: Doctor: ‘Do you feel better today?’ Patient: ‘Yes. please). SITUATION 2: Mother [in hospital for a while]: ‘I’m glad that you’re here with me again. provide two situations so that one utterance performs two different acts. ‘I beg your pardon. SITUATION 2: A: ‘You’ve taken my seat.’ The mother indirectly asks her daughter for some information. This is AN EXPRESSIVE. 3. I do. I beg your pardon.’ SITUATION 1: A: ‘Take this paper to the lady over there and ask for her signature. This is A DIRECTIVE.’) B directly apologizes to A for taking A’s seat by mistake. 1.’ B: ‘Oh. ‘It’s going to rain. I didn’t hear what you said.’ SITUATION 1: Wife: ‘It’s going to rain.’ Son [in a very concerned manner]: ‘Do you feel better today?’ The son indirectly expresses his worry about his mother’s health. This is AN EXPRESSIVE.’ The doctor directly asks her patient for some information. but I’ve already applied for another job.Mother: ‘Someone said you got fired. Exercise 41: For each of the following utterances. 2.’ (= ‘I’m terribly sorry.’ B indirectly requests A to repeat what he/she has just said.’ (= ‘Did you get fired?’) Daughter: ‘Yes. Interpret the utterances and identify the acts performed in the light of the situations you provide. This is A ROGATIVE.’) 221 .

222 . 5.’ Steve directly gives a piece of information (to answer Mary’s question). SITUATION 2: Hazel: ‘Could you go and post this letter?’ Glen: ‘It’s snowing.’) The wife indirectly reminds her husband to bring the new raincoat with him. ‘I said I didn’t. Did you go to the theater last night?’ B: ‘I said I didn’t.’ SITUATION 1: A: ‘Did you go to the theater last night?’ B: ‘I didn’t.’ B is annoyed by A’s repetition of the same question.Husband: ‘I’ll bring the new raincoat with me.’ The wife directly reports what the weatherman has said.’ (= ‘I will.’ SITUATION 1: Mary: ‘What’s the weather like in Boston?’ Steve: ‘It’s snowing. This is A REPRESENTATIVE. too. This is A REPRESENTATIVE. ‘It’s snowing.’ A: ‘Tell me the truth. 4. This is A DIRECTIVE.’) (By stating the fact that it’s snowing. This is AN EXPRESSIVE.’ Jane directly gives a piece of information (to answer her sister’s question).) Glen indirectly refuses to go and post the letter for Hazel. SITUATION 2: Jane: ‘Mum asked me if I knew your new address. This is AN EXPRESSIVE. SITUATION 2: Wife: ‘The weatherman says that it’s going to rain.’ Husband: ‘I heard that on the radio this morning.’ Jane’s sister: ‘And what did you say?’ Jane: ‘I said I didn’t.’ (= ‘I’m afraid that I have to say ‘no’ to your request.

There’s a bend ahead. This is A DIRECTIVE. SITUATION 2: A: ‘Be careful. ‘I’m very upset that so many of you are talking.’ B directly orders A not to walk on the lawn. Mum.’ Jenny: ‘Your book is over there.’ Jack: ‘Your book is there and over there is Joe’s.This is A REPRESENTATIVE.’ SITUATION 1: A: ‘Is there any bend near here?’ B: ‘There’s a bend ahead. SITUATION 2: 223 .’ Mother: ‘Keep off the grass. This is A DIRECTIVE.’ A indirectly asks B to drive carefully and slow down a bit (because there’s a bend ahead). This is A REPRESENTATIVE.’ The mother of three young children directly shows that she is extremely annoyed by her children’s talkativeness. This is AN EXPRESSIVE.’ SITUATION 1: Joe: ‘It’s my book.’) B: ‘Thanks for your timely warning.’ SITUATION 1: Son: ‘What does the sign say. SITUATION 2: A: ‘How smooth the lawn is!’ B: ‘Keep off the grass. This one’s mine. ‘There’s a bend ahead.’ (= ‘Drive carefully and slow down a bit. 6. 7.’ Mother: ‘I’m very upset that so many of you are talking. ‘Keep off the grass. This one’s mine. 8.’ B directly informs A of the fact that there is a bend ahead of them.’ The mother directly gives a piece of information (to answer her son’s question). This is A REPRESENTATIVE.

This is A DIRECTIVE. ‘Be aware of dogs.’ B: ‘Thanks for your timely warning.’ A directly warns B of the dogs’ approaching. please. This is A REPRESENTATIVE. This is AN EXPRESSIVE.’ SITUATION 1: [There are some dogs in the street. illocution. the mother shouts: ‘What else do you want?’ The mother indirectly expresses her annoyance.’ The shop assistant directly asks Mary for some information. This is A DIRECTIVE. 10. SITUATION 2: A misbehaved seven-year-old boy keeps asking his mother to do this or that for him while she is busy with a lot of housework.] A: ‘Be aware of dogs.’ The teacher of a big class indirectly orders her pupils to stop talking (and the monitor just paraphrases what the teacher has really said). 9.] Shop assistant: ‘What else do you want?’ Mary: ‘That’s all.’ Class monitor: ‘Be quiet. 224 . SITUATION 2: Daughter: ‘What does the sign mean. This is A ROGATIVE. Exercise 42: Use the locution. ‘What else do you want?’ SITUATION 1: [Mary goes shopping.’ The mother directly provides her daughter with a piece of information. Mum?’ Mother: ‘Be aware of dogs. Being annoyed. A sees the dogs approaching B.Teacher: ‘I’m very upset that so many of you are talking. She’s already chosen a fashionable blouse and a well-formed skirt. and perlocution analysis to analyse the underlined utterance in each of the following dialogues. Thanks.

’ Locution: The mother uttered the words ‘You can play outside for half an hour’. please. please’. who is the hearer.’ Locution: Mrs Smith’s neighbour uttered the words ‘I was so sorry to hear about your loss’. with you referring to B. 3. C. 2. to think the speaker. is more generous than he/she thought. which can be semantically paraphrased as ‘You have my great sympathy’. 9. 6. C. P. Illocution: The mother performed the act of giving permission.’ Mrs Smith: ‘Thank you. which can be semantically paraphrased as ‘Have a cup of coffee. 7. It was a great shock.’ (2) A: ‘Would you like a cup of coffee?’ B: ‘Yes. but I must get used to it. gives a prepared reply: ‘Thank you. P. who is a recently bereaved widow and who expects the neighbour’s utterance. picking up his football on the way. with I referring to the neighbour. which can be semantically paraphrased as ‘You have my permission to go out for a while’. P. 5. P. Perlocution: Mrs Smith. 8. 10.’ Locution: A uttered the words ‘Would you like a cup of coffee’.(1) Mrs Smith’s neighbour: ‘I was so sorry to hear about your loss. with you referring to the son. Illocution: A performed the act of offering. Perlocution: The utterance may cause B. P 225 . 4. (3) Son: ‘Can I go out for a while. P. Mum?’ Mother: ‘You can play outside for half an hour. who is A. Perlocution: The utterance may cause the son to race out of the room. Exercise 43: Are the following utterances performative (P) or constative (C)? 1. C. Illocution: The neighbour performed the act of condoling. C. It was a great shock. but I must get used to it.

3. No Exercise 45: Fill in each of the blanks with an appropriate word. 10. 6. 7. The first one is done as an example. 7. 5. 3. No. 10. 16. 9. Can hereby be acceptably inserted in the following utterances? 1. 2. 20. No. 9. Yes. Yes. No. 1. Yes. Yes. 19. 17. 12. 15. No. 2. Semantics Homography contradiction Hyponymy sentence Antonymy proposition Homophony utterance reference 11. 4. 21 Anomaly features Homonymy lexical Partial structurally Polysemy analytic pragmatic Synonymy permorfative 226 . 8. Yes. 14. 18. 5. 4. 6.Exercise 44: Also note that the most reliable test to determine whether an utterance is performative is to insert the word hereby and see if the modified utterance is acceptable. 8. 13.

löôõng nghóa caâu phaân tích phöông chaâm taùn ñoàng tuyeân boá (söï/lôøi) tuyeân boá nhaän ñònh (söï/lôøi) nhaän ñònh khoâng ñoái xöùng (moät caùch) khoâng ñoái xöùng tính baát thöôøng (coù tính) baát thöôøng töø traùi nghóa quan heä/tính traùi nghóa 227 . tính löôõng nghóa (coù tính) mô hoà veà nghóa. boå sung phuï ngöõ laø tính töø traïng ngöõ cuûa vò töø traïng töø (coù tính) traïng ngöõ phuï ngöõ laø traïng töø quaùn töø tính mô hoà veà nghóa. daïng tænh löôïc (coù tính) tröøu töôïng phuï.LIST OF ENGLISH-VIETNAMESE EQUIVALENT LINGUISTIC TERMS (in alphabetical order) abbreviation abstract additional adjectival adjunct adverb adverbial (1) adverbial (2) article ambiguity ambiguous analytic sentence approbation maxim assert assertion assume assumption asymmetric asymmetrically anomaly anomalous antonym antonymy daïng ruùt goïn.

binary antonym binary antonymy binary oppositions class class membership co-reference co-operative co-operative co-operative principle collocation (1) collocation (2) commonality commissive compatibility compatible componential analysis concrete connotation connotative meaning conscious metaphor constant reference constative (1) constative (2) content word context context-bound context-dependent context-free continuous scale of values 228 töø traùi nghóa löôõng phaân quan heä/tính traùi nghóa löôõng phaân theá ñoái laäp coù-khoâng lôùp. ngöõ coá ñònh tính chaát chung haønh ñoäng cam keát tính töông hôïp (coù tính) töông hôïp söï phaân tích nghóa toá (coù tính) cuï theå nghóa lieân töôûng nghóa lieân töôûng aån duï coù yù thöùc sôû chæ coá ñònh (coù tính) nhaän ñònh caâu nhaän ñònh th c t ngoân caûnh bò ngoân caûnh raøng buoäc bò ngoân caûnh raøng buoäc khoâng bò ngoân caûnh raøng buoäc thang giaù trò lieân tuïc . chuûng loaïi tö caùch laø thaønh vieân cuûa moät lôùp (quan heä) ñoàng sôû chæ tính hôïp taùc (coù tính) hôïp taùc nguyeân taéc hôïp taùc quan heä keát hôïp keát ngoân.

deniable coù theå phuû nhaän ñư c nghóa sôû thò denotation nghóa sôû thò denotative meaning haïng muïc (lieät keâ) trong töø ñieån dictionary entry (coù tính) tröïc tieáp direct haønh ñoäng ngoân töø tröïc tieáp direct speech act tính tröïc tieáp directness haønh ñoäng caàu khieán directive (coù tính) khu bieät distinct söï khu bieät distinction 229 . choái boû deny coù theå bò phuû nhaän.söï/caâu nghòch lyù contradiction caâu nghòch lyù contradictory sentence haøm ngoân öôùc ñònh conventional implicature conversational implicature haøm ngoân hoäi thoaïi phöông chaâm hoäi thoaïi conversational maxim töø traùi nghóa nghòch ñaûo converse nghóa coát loõi core meaning coù theå ñeám ñöôïc countable counter-factual presupposition tieàn giaû ñònh phaûn hàm th c aån duï cheát dead metaphor haønh ñoäng tuyeân boá declarative caâu traàn thuaät declarative sentence xaùc ñònh definite quaùn töø xaùc ñònh definite article tröïc chæ deixis (coù tính) tröïc chæ deictic töø tröïc chæ deictic expression tính töø chæ xuaát demonstrative adjective phuû nhaän.

keùo theo entail quan heä/caâu keùo theo entailment thöïc theå entity (coù tính) hieån ngoân explicit caâu haønh ngoân hieån ngoân explicit performative (moät caùch) hieån ngoân explicitly tính hieån ngoân explicitness töø nguyeân (hoïc) etymology loaïi tröø exclusive chuùng toâi exclusive ‘we’ haønh ñoäng bieåu caûm expressive expression of personification lôøi noùi coù nhaân caùch hoaù tieàn giaû ñònh t n t i existential presupposition söï/quaù trình môû roäng extension pheùp noùi kheùo euphemism (1) lôøi noùi kheùo. t ch c năng (coù tính) toång loaïi töø ngöõ coù nghóa toång loaïi . uyeån ngöõ euphemism (2) tieàn giaû ñònh hàm th c factual presupposition ñieàu kieän höõu hieäu felicity condition ngoân ngöõ töôïng/gôïi hình figurative language nghóa boùng figurative meaning hình thaùi tu töø figure of speech caùch bieåu ñaït coá ñònh. baát chaáp (phöông chaâm hoäi thoaïi) flout (conversational maxim) söï vi phaïm. ngöõ coá ñònh fixed expression vi phaïm. daïng aån duï hoùa thaïch hư t . hình thöùc. vieäc baát chaáp flouting (of conversational maxim) (phöông chaâm hoäi thoaïi) form fossilized metaphor function word generic generic lexical item 230 hình thaùi.

ngoa duï lôøi noùi khoa tröông. ngoa duï thöôïng danh haï danh (coù tính) bao nghóa quan heä bao nghóa quan heä/tính bao nghóa (coù tính) lyù töôûng thaønh ngöõ 231 .gradable antonym gradable antonymy grammar grammatical grammatical rule grammatical structure grammatically grammatically correct hierarchy hierarchical hierarchical classification homograph homographic homography homonym homonymic homonymy homophone homophonic homophony hyperbole (1) hyperbole (2) hyper(o)nym hyponym hyponymic hyponymic relation(ship) hyponymy ideal idiom töø traùi nghóa coù thang ñoä quan heä/tính traùi nghóa coù thang ñoä ngöõ phaùp (coù tính) ngöõ phaùp quy taéc ngöõ phaùp caáu truùc ngöõ phaùp (veà maët) ngöõ phaùp ñuùng ngöõ phaùp (heä) toân ty (coù tính) toân ty söï phaân loaïi toân ty töø ñoàng töï (coù tính) ñoàng töï quan heä/tính ñoàng töï töø ñoàng aâm ñoàng töï (coù tính) ñoàng aâm ñoàng töï quan heä/tính ñoàng aâm ñoàng töï töø ñoàng aâm dò töï (coù tính) ñoàng aâm dò töï quan heä/tính ñoàng aâm dò töï pheùp noùi khoa tröông.

illocution/illocutionary act illocutionary force/ illocutionary meaning implicate implicature implicit implicit performative implicitness imply implied inclusion inclusive ‘we’ incompatibility incompatible incomplete version indefinite indefinite article indexical indirect indirect speech act indirectness infer inference informative interrogation inscription irony ironical ironical understatement lexical 232 haønh ñoäng taïi ngoân löïc taïi ngoân coù haøm yù laø haøm ngoân (coù tính) haøm aån caâu haønh ngoân haøm aån tính haøm aån aùm chæ (coù tính) haøm aån quan heä bao nghóa chuùng ta tính khoâng töông hôïp khoâng (coù tính) töông hôïp phieân baûn khoâng hoaøn chænh baát ñònh quaùn töø baát ñònh töø tröïc chæ (coù tính) giaùn tieáp haønh ñoäng ngoân töø giaùn tieáp tính giaùn tieáp suy dieãn söï/ñieàu suy dieãn coù giaù trò thoâng tin söï/quaù trình nghi vaán hoaù vaên töï pheùp noùi mæa (coù tính) mæa mai lôøi noùi giaûm ñeå mæa mai (thuoäc/coù tính) töø vöïng .

tính chaát coù ñaùnh daáu phöông chaâm veà phöông thöùc phöông chaâm veà tính quan yeáu phöông chaâm veà chaát phöông chaâm veà löôïng nghóa pheùp noùi giaûm.lexical ambiguity lexically ambiguous lexical field lexical gap lexical item lexical meaning lexical presupposition lexical set lexicon linguistic linguistic expression linguistics literal literal meaning literally litotes live metaphor locution/locutionary act locutionary meaning marked markedness maxim of Manner maxim of Relevance maxim of Quality maxim of Quantity meaning meiosis metaphor (1) metaphor (2) tính löôõng nghóa töø vöïng (coù tính) löôõng nghóa töø vöïng tröôøng t v ng oâ troáng töø vöïng (yeáu toá) töø vöïng nghóa töø vöïng tieàn giaû ñònh t v ng tröôøng t v ng (voán) töø vöïng (thuoäc) ngoân ngöõ caùch bieåu ñaït baèng ngoân töø ngoân ngöõ hoïc (thuoäc) nghóa ñen nghóa ñen. coù ñaùnh daáu tính höõu tröng. khieâm duï aån duï soáng haønh ñoäng taïo ngoân nghóa meänh ñeà (coù tính) höõu tröng. nghóa nguyeân vaên (xeùt veà) nghóa ñen pheùp noùi giaûm. khieâm duï pheùp aån duï aån duï 233 .

metaphoric metaphoric meaning metonymy (1) metonymy (2) morphology multiple multiple senses mutual mutual entailment mutually mutually exclusive negation negative connotation neutral connotation non-factual presupposition non-homographic non-sentence non-superficial nonsense notion observation observe (of conversational maxim) (conversational maxim) (coù tính) aån duï nghóa aån duï pheùp hoaùn duï hoaùn duï hình thaùi hoïc ña. traùi ngöôïc caùi ñoái laäp tuøy choïn . saâu hôn caùi voâ nghóa khaùi nieäm vieäc tuaân thuû tuaân thuû (phöông chaâm hoäi thoaïi) (phöông chaâm hoäi thoaïi) one-way entailment onomatopoeia onamatopoeic word opposite (1) opposite (2) optional 234 quan heä/caâu keùo theo moät chieàu pheùp duøng töø töôïng thanh töø töôïng thanh ñoái laäp. nhieàu nhieàu nghóa laãn nhau quan heä/caâu keùo theo laãn nhau laãn nhau loaïi tröø laãn nhau söï/quaù trình phuû ñònh nghóa lieân töôûng tieâu cöïc nghóa lieân töôûng trung hoøa tieàn giaû ñònh hàm hư khoâng (coù tính) ñoàng töï (caáu truùc) khoâng phaûi caâu saâu.

overstatement (1) overstatement (2) paraphrase (1) paraphrase (2) partial synonym partial synonymy particular performative (1) performative (2) performative verb perlocution/ perlocutionary act personal deixis personification phonology politeness polysemy polysemic polysemous polysemous word positive connotation possessive post-nominal pragmatic pragmatic meaning pragmatically pragmatically anomalous pragmatics presuppose presupposition pheùp noùi khoa tröông. ngöõ aâm hoïc tính lòch söï quan heä/tính ña nghóa (coù tính) ña nghóa (coù tính) ña nghóa töø ña nghóa nghóa lieân töôûng tích cöïc (coù tính) sôû höõu (ñöùng/theo) sau danh töø (coù tính) ng duïng nghóa ngöõ duïng (veà maët) ngöõ duïng baát thöôøng veà ngöõ duïng ng duïng h c tieàn giaû ñònh tieàn giaû ñònh 235 . ngoa duï phoûng nghóa quan heä/caâu phoûng nghóa töø ñoàng nghóa boä phaän quan heä/tính ñoàng nghóa boä phaän (coù tính) caù bieät (coù tính) haønh ngoân caâu haønh ngoân vò töø haønh ngoân haønh ñoäng xuyeân ngoân tröïc chæ ngöôøi pheùp nhaân caùch hoùa aâm vò hoïc. ngoa duï lôøi noùi khoa tröông.

primary meaning primitive semantic feature principle of politeness pronunciation proposition propositional meaning redundancy rule referent reference referential referential meaning regional accent relation relational antonym relational antonymy relationship relevance relevant representative rogative secondary meaning semantic semantic component semantic feature semantic field semantic meaning semantic property semantic rule semantically 236 nghóa nguyeân caáp neùt nghóa goác nguyeân taéc lòch söï caùch phaùt aâm. daïng aâm thanh meänh ñeà nghóa meänh ñeà pheùp thöøa vaät sôû chæ sôû chæ (thuoäc) sôû chæ nghóa sôû chæ gioïng ñòa phöông (moái) quan heä töø traùi nghóa nghòch ñaûo quan heä/tính traùi nghóa nghòch ñaûo (moái) quan heä tính quan yeáu (coù tính) quan yeáu haønh ñoäng bieåu hieän haønh ñoäng caàu khieán ñeå xin thoâng tin nghóa th caáp (coù tính) ng nghĩa neùt nghóa neùt nghóa tröôøng t v ng nghóa ngöõ nghóa neùt nghóa quy taéc ngöõ nghóa (veà maët) ng nghĩa .

semantically anomalous semantically compatible semantically incompatible semantics semi-onomatopoeia semi-onamatopoeic word sense sense relation sentence sentence meaning sentence type simile (1) simile (2) situation sound form spatial deixis specific specific lexical item specifically speech speech act speech-act category spelling state statement state of affairs structure structural structural ambiguity baát thöôøng veà ngöõ nghóa töông hôïp veà ngöõ nghóa khoâng töông hôïp veà ngöõ nghóa ng nghĩa h c pheùp duøng töø baùn töôïng thanh töø baùn töôïng thanh nghóa quan heä veà nghóa caâu nghóa cuûa caâu loaïi caâu pheùp tyû duï tyû duï tình huoáng. söï theå caáu truùc (coù tính) caáu truùc tính löôõng nghóa caáu truùc 237 . daïng chöõ vieát khaúng ñònh lôøi/caâu khaúng ñònh söï tình. cuï theå (moät caùch) cuï theå lôøi noùi. ngoân töø. cuï theå töø ngöõ coù nghóa loaïi bieät. tình theá hình thöùc/daïng aâm thanh tröïc chæ khoâng gian (coù tính) loaïi bieät. dieãn ngoân haønh ñoäng ngoân töø tieåu loaïi haønh ñoäng ngoân töø caùch ñaùnh vaàn.

thuaät ngöõ .structural presupposition structurally structurally ambiguous subordinate superordinate symmetric symmetrically symmetry synecdoche (1) synecdoche (2) synonym synonymic synonymous synonymy synthetic sentence syntax syntactic syntactically syntactically perfect taboo word tact maxim taken literally temporal deixis text(ual) grammar theory theorical true synonym true synonymy term 238 tieàn giaû ñònh c u trúc (veà maët) c u trúc (coù tính) löôõng nghóa caáu truùc haï danh thöôïng danh ñoái xöùng (moät caùch) ñoái xöùng söï ñoái xöùng pheùp caûi dung lôøi noùi coù pheùp caûi dung töø ñoàng nghóa (coù tính) ñoàng nghóa (coù tính) ñoàng nghóa quan heä/tính ñoàng nghóa caâu toång hôïp cuù phaùp (hoïc) (coù tính) cuù phaùp (veà maët) cuù phaùp hoaøn haûo veà cuù phaùp töø kieâng kî phöông chaâm xöû trí ñöôïc hieåu theo nghóa ñen tröïc chæ thôøi gian ngöõ phaùp vaên baûn lyù thuyeát (coù tính) lyù thuyeát töø ñoàng nghóa toaøn phaàn quan heä/tính ñoàng nghóa toaøn phaàn töø.

hieån ngoân vi phaïm. giaù trò chaân lyù quan heä/caâu keùo theo hai chieàu aån duï voâ thöùc khoâng theå ñeám ñöôïc pheùp noùi giaûm. noùi ra phaùt ngoân nghóa cuûa phaùt ngoân sôû chæ khoâng coá ñònh ñöôïc noùi ra (thaønh lôøi). caâu ñuùng ngöõ phaùp t . khieâm duï lôøi noùi giaûm. tính chaát khoâng ñaùnh daáu khoâng ñöôïc noùi ra. ti ng nghóa cuûa töø hình thöùc/daïng chöõ vieát 239 . baát chaáp söï vi phaïm.terminological terminological relationship terminology truth value two-way entailment unconcious metaphor uncountable understatement (1) understatement (2) unmarked unmarkedness unverbalized utter utterance utterance meaning variable reference verbalized violate (conversational maxim) (coù tính) thuaät ngöõ quan heä giöõa caùc thuaät ngöõ thuaät ngöõ giaù trò chaân nguïy. vieäc baát chaáp (phöông chaâm hoäi thoaïi) (phöông chaâm hoäi thoaïi) violation (of conversational maxim) well-formed sentence word word meaning written form caâu chænh. khoâng ñaùnh daáu tính voâ tröng. khieâm duï (coù tính) voâ tröng. haøm aån phaùt ngoân.

daïng tænh löôïc (coù tính) tröøu töôïng phuï. boå sung phuï ngöõ laø tính töø traïng ngöõ cuûa vò töø traïng töø (coù tính) traïng ngöõ phuï ngöõ laø traïng töø tính mô hoà veà nghóa. löôõng nghóa löôõng nghóa töø vöïng löôõng nghóa caáu truùc quaùn töø quaùn töø xaùc ñònh quaùn töø baát ñònh tuyeân boá (söï/lôøi) tuyeân boá nhaän ñònh (vieäc/lôøi) nhaän ñònh khoâng ñoái xöùng (moät caùch) khoâng ñoái xöùng tính baát thöôøng (coù tính) baát thöôøng . tính löôõng nghóa tính löôõng nghóa töø vöïng tính löôõng nghóa caáu truùc mô hoà veà nghóa.LIST OF ENGLISH-VIETNAMESE EQUIVALENT LINGUISTIC TERMS (in related groups of notions as well as in alphabetical order) abbreviation abstract additional adjectival adjunct adverb adverbial (1) adverbial (2) ambiguity lexical ambiguity structural ambiguity ambiguous lexically ambiguous structurally ambiguous article definite article indefinite article assert assertion assume assumption asymmetric asymmetrically anomaly anomalous 240 daïng ruùt goïn.

semantically anomalous pragmatically anomalous antonym binary antonym gradable antonym relational antonym/ converse antonymy binary antonymy gradable antonymy relational antonymy binary oppositions class class membership collocation (1) collocation (2) commonality compatibility compatible semantically compatible componential analysis concrete co-operative principle constative (1) constative (2) context context-bound/ context-dependent context-free contextual baát thöôøng veà ngöõ nghóa baát thöôøng veà ngöõ duïng töø traùi nghóa töø traùi nghóa löôõng phaân töø traùi nghóa coù thang ñoä töø traùi nghóa nghòch ñaûo quan heä/tính traùi nghóa quan heä/tính traùi nghóa löôõng phaân quan heä/tính traùi nghóa coù thang ñoä quan heä/tính traùi nghóa nghòch ñaûo theá ñoái laäp coù-khoâng lôùp. ngöõ coá ñònh tính chaát chung tính töông hôïp (coù tính) töông hôïp töông hôïp veà ngöõ nghóa söï phaân tích nghóa toá (coù tính) cuï theå nguyeân taéc hôïp taùc (coù tính) nhaän ñònh caâu nhaän ñònh ngoân caûnh bò ngoân caûnh raøng buoäc khoâng bò ngoân caûnh raøng buoäc (thuoäc/coù tính) ngoân caûnh 241 . chuûng loaïi tö caùch laø thaønh vieân cuûa moät lôùp quan heä keát hôïp keát ngoân.

choái boû coù theå bò phuû nhaän. coù theåphuû nhaän ư c haïng muïc (lieät keâ) trong töø ñieån (coù tính) tröïc tieáp tính tröïc tieáp khu bieät söï khu bieät keùo theo quan heä/caâu keùo theo quan heä/caâu keùo theo moät chieàu quan heä/caâu keùo theo hai chieàu .continuous scale of values conversational maxim maxim of Manner maxim of Relevance maxim of Quality maxim of Quantity approbation maxim tact maxim countable declarative sentence definite deixis personal deixis spatial deixis temporal deixis deictic deictic expression/indexical demonstrative adjective deny deniable dictionary entry direct directness distinct distinction entail entailment one-way entailment two-way entailment 242 thang giaù trò lieân tuïc phöông chaâm hoäi thoaïi phöông chaâm veà phöông thöùc phöông chaâm veà tính quan yeáu phöông chaâm veà chaát phöông chaâm veà löôïng phöông chaâm taùn ñoàng phöông chaâm xöû trí coù theå ñeám ñöôïc caâu traàn thuaät xaùc ñònh tröïc chæ tröïc chæ ngöôøi tröïc chæ khoâng gian tröïc chæ thôøi gian (coù tính) tröïc chæ töø tröïc chæ tính töø chæ xuaát phuû nhaän.

mutual entailment entity etymology exclusive exclusive ‘we’ explicit/verbalized explicitly explicitness extension felicity condition figurative language simile metaphor personification metonymy synecdoche hyperbole/overstatement litotes/meiosis/ understatement irony euphemism onomatopoeia semi-onomatopoeia figure of speech simile metaphor dead metaphor fossilized metaphor unconcious metaphor idiom quan heä/caâu keùo theo laãn nhau thöïc theå töø nguyeân (hoïc) loaïi tröø chuùng toâi (coù tính) hieån ngoân (moät caùch) hieån ngoân tính hieån ngoân söï/quaù trình môû roäng ñieàu kieän höõu hieäu ngoân ngöõ töôïng/gôïi hình pheùp tyû duï pheùp aån duï pheùp nhaân caùch hoùa pheùp hoaùn duï pheùp caûi dung pheùp noùi khoa tröông. ngoa duï pheùp noùi giaûm. khieâm duï pheùp noùi mæa pheùp noùi kheùo pheùp duøng töø töôïng thanh pheùp duøng töø baùn töôïng thanh hình thaùi tu töø tyû duï aån duï aån duï cheát aån duï hoùa thaïch aån duï voâ thöùc thaønh ngöõ 243 .

baát chaáp söï vi phaïm. ngoa duï lôøi noùi giaûm. vieäc baát chaáp hình thaùi. khieâm duï lôøi noùi giaûm ñeå m a mai töø kieâng kî lôøi noùi kheùo. daïng hình thöùc/daïng aâm thanh hình thöùc/daïng chöõ vieát ngöõ phaùp (coù tính) ngöõ phaùp quy taéc ngöõ phaùp caáu truùc ngöõ phaùp (veà maët) ngöõ phaùp ñuùng ngöõ phaùp (heä) toân ty (coù tính) toân ty söï phaân loaïi toân ty quan heä/tính bao nghóa (phöông chaâm hoäi thoaïi) (phöông chaâm hoäi thoaïi) (of conversational maxim) form sound form/pronunciation written form/spelling grammar grammatical grammatical rule grammatical structure grammatically grammatically correct hierarchy hierarchical hierarchical classification hyponymy 244 .fixed expression live metaphor conscious metaphor expression of personification metonymy synecdoche overstatement/hyperbole understatement ironical understatement taboo word euphemism onamatopoeic word semi-onamatopoeic word flout/violate/breach/infrindge flouting/violation (conversational maxim) caùch bieåu ñaït coá ñònh aån duï soáng aån duï coù yù thöùc lôøi noùi coù nhaân caùch hoaù hoaùn duï lôøi noùi coù pheùp caûi dung lôøi noùi khoa tröông. hình thöùc. uyeån ngöõ töø töôïng thanh töø baùn töôïng thanh vi phaïm.

hyponymic hyponymic relation(ship) hyponym/subordinate immediate hyponym superordinate/hyper(o)nym homography homographic non-homographic homograph homophony homophonic homophone homonymy homonymic homonym ideal implicate implicature conversational implicature conventional implicature implicit/implied/unverbalized implicitness imply inclusion inclusive ‘we’ incompatibility incompatible semantically incompatible incomplete version (coù tính) bao nghóa quan heä bao nghóa haï danh haï danh tröïc tieáp thöôïng danh quan heä/tính ñoàng töï (coù tính) ñoàng töï khoâng (coù tính) ñoàng töï töø ñoàng töï quan heä/tính ñoàng aâm dò töï (coù tính) ñoàng aâm dò töï töø ñoàng aâm dò töï quan heä/tính ñoàng aâm ñoàng töï (coù tính) ñoàng aâm ñoàng töï töø ñoàng aâm ñoàng töï (coù tính) lyù töôûng coù haøm yù laø haøm ngoân haøm ngoân hoäi thoaïi haøm ngoân öôùc ñònh (coù tính) haøm aån tính haøm aån aùm chæ quan heä bao nghóa chuùng ta tính khoâng töông hôïp khoâng töông hôïp khoâng töông hôïp veà ngöõ nghóa phieân baûn khoâng hoaøn chænh 245 .

tính chaát coù ñaùnh daáu (coù tính) höõu tröng. coù ñaùnh daáu nghóa nghóa sôû thò nghóa sôû chæ nghóa lieân töôûng .indefinite indexical/deictic expression indirect indirectness infer inference informative inscription interrogation lexical lexical gap lexical item generic lexical item specific lexical item lexical meaning lexicon linguistics linguistic linguistic expression literal literally taken literally markedness marked meaning denotation/ denotative meaning referential meaning connotation/ connotative meaning 246 baát ñònh töø tröïc chæ (coù tính) giaùn tieáp tính giaùn tieáp suy dieãn söï/ñieàu suy dieãn coù giaù trò thoâng tin vaên töï söï/quaù trình nghi vaán hoaù (thuoäc/coù tính) töø vöïng oâ troáng töø vöïng (yeáu toá) töø vöïng töø ngöõ coù nghóa toång loaïi töø ngöõ coù nghóa loaïi bieät nghóa töø vöïng (voán) töø vöïng ngoân ngöõ hoïc (thuoäc) ngoân ngöõ caùch bieåu ñaït baèng ngoân töø (thuoäc) nghóa ñen (xeùt veà) nghóa ñen ñöôïc hieåu theo nghóa ñen tính höõu tröng.

saâu hôn khaùi nieäm söï/vieäc tuaân thuû tuaân thuû (phöông chaâm hoäi thoaïi) (phöông chaâm hoäi thoaïi) opposite (1) opposite (2) optional ñoái laäp. traùi ngöôïc caùi ñoái laäp (coù tính) tuøy choïn 247 . nhieàu laãn nhau laãn nhau loaïi tröø laãn nhau söï/quaù trình phuû ñònh saâu.positive connotation negative connotation neutral connotation primary meaning secondary meaning literal meaning figurative meaning core meaning metaphoric meaning word meaning lexical meaning sentence meaning utterance meaning semantic meaning pragmatic meaning morphology multiple mutual mutually mutually exclusive negation non-superficial notion observation observe (of conversational implicature) (conversational implicature) nghóa lieân töôûng tích cöïc nghóa lieân töôûng tieâu cöïc nghóa lieân töôûng trung hoøa nghóa nguyeân caáp nghóa thöù caáp nghóa ñen nghóa boùng nghóa coát loõi nghóa aån duï nghóa cuûa töø nghóa töø vöïng nghóa cuûa caâu nghóa cuûa phaùt ngoân nghóa ngöõ nghóa nghóa ngöõ duïng hình thaùi hoïc ña.

ngöõ aâm hoïc tính lòch söï quan heä/tính ña nghóa (coù tính) ña nghóa töø ña nghóa (coù tính) sôû höõu (ñöùng/theo) sau danh töø ng duïng h c (coù tính) ng duïng (veà maët) ng duïng baát thöôøng veà ngöõ duïng tieàn giaû ñònh tieàn giaû ñònh tieàn giaû ñònh t n t i tieàn giaû ñònh hàm th c tieàn giaû ñònh hàm hư tieàn giaû ñònh t v ng tieàn giaû ñònh c u trúc tieàn giaû ñònh phaûn hàm th c nguyeân taéc lòch söï meänh ñeà .paraphrase (1) paraphrase (2) performative (1) performative (2) explicit performative implicit performative performative verb particular phonology politeness polysemy polysemous/polysemic polysemous word possessive post-nominal pragmatics pragmatic pragmatically pragmatically anomalous presuppose presupposition existential presupposition factual presupposition non-factual presupposition lexical presupposition structural presupposition counter-factual presupposition principle of politeness proposition 248 phoûng nghóa quan heä/caâu phoûng nghóa (coù tính) haønh ngoân caâu haønh ngoân caâu haønh ngoân hieån ngoân caâu haønh ngoân haøm aån vò töø haønh ngoân (coù tính) caù bieät aâm vò hoïc.

pheùp thöøa redundancy rule sôû chæ reference sôû chæ coá ñònh constant reference sôû chæ khoâng coá ñònh variable reference (quan heä) ñoàng sôû chæ co-reference vaät sôû chæ referent gioïng ñòa phöông regional accent (moái) quan heä relation/relationship tính quan yeáu relevance (coù tính) quan yeáu relevant ng nghĩa h c semantics (coù tính) ng nghĩa semantic semanticfeature/component/property neùt nghóa neùt nghóa goác primitive semantic feature tröôøng t v ng semantic field/lexical field/lexical set quy taéc ngöõ nghóa semantic rule (veà maët) ng nghĩa semantically baát thöôøng veà ngöõ nghóa semantically anomolous töông hôïp veà ngöõ nghóa semantically compatible semantically incompatible khoâng töông hôïp veà ngöõ nghóa nghóa sense nhieàu nghóa multiple senses quan heä veà nghóa sense relation caùi voâ nghóa nonsense caâu sentence loaïi caâu sentence type caâu phaân tích analytic sentence caâu toång hôïp synthetic sentence contradiction/ contradictory sentence caâu nghòch lyù 249 .

caâu chænh. tình theá situation lôøi noùi. söï theå state of affairs caáu truùc structure söï ñoái xöùng symmetry ñoái xöùng symmetric (moät caùch) ñoái xöùng symmetrically quan heä/tính ñoàng nghóa synonymy 250 . caâu ñuùng ngöõ phaùp well-formed sentence (caáu truùc) khoâng phaûi caâu non-sentence caâu traàn thuaät declarative sentence tình huoáng. ngoân töø. dieãn ngoân speech haønh ñoäng ngoân töø speech act haønh ñoäng ngoân töø tröïc tieáp direct speech act haønh ñoäng ngoân töø giaùn tieáp indirect speech act haønh ñoäng taïo ngoân locution/locutionary act haønh ñoäng taïi ngoân illocution/illocutionary act perlocution/perlocutionary act haønh ñoäng xuyeân ngoân locutionary meaning/ propositional meaning nghóa meänh ñeà illocutionary meaning/ löïc taïi ngoân illocutionary force tieåu loaïi haønh ñoäng ngoân töø speech-act category haønh ñoäng bieåu hieän representative haønh ñoäng cam keát commissive haønh ñoäng tuyeân boá declarative haønh ñoäng bieåu caûm expressive haønh ñoäng caàu khieán directive haønh ñoäng caàu khieán ñeå xin thoâng tin rogative khaúng ñònh state (lôøi/caâu) khaúng ñònh statement söï tình.

thuaät ngöõ (coù tính) thuaät ngöõ quan heä giöõa caùc thuaät ngöõ thuaät ngöõ ngöõ phaùp vaên baûn giaù trò chaân nguïy. giaù trò chaân lyù khoâng theå ñeám ñöôïc tính voâ tröng. khoâng ñaùnh daáu phaùt ngoân. ti ng th c t hư t . noùi ra phaùt ngoân t . tính chaát khoâng ñaùnh daáu (coù tính) voâ tröng.true synonymy partial synonymy synonym true synonym partial synonym synonymic syntax syntactic syntactically syntactically perfect term terminological terminological relationship terminology text(ual) grammar truth value uncountable unmarkedness unmarked utter utterance word content word function word word relationship quan heä/tính ñoàng nghóa toaøn phaàn quan heä/tính ñoàng nghóa boä phaän töø ñoàng nghóa töø ñoàng nghóa toaøn phaàn töø ñoàng nghóa boä phaän (coù tính) ñoàng nghóa cuù phaùp (thuoäc/mang tính) cuù phaùp (veà maët) cuù phaùp hoaøn haûo veà cuù phaùp töø. t ch c năng quan heä giöõa caùc töø 251 .

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