Professional Documents
Culture Documents
OUTLINE
1. The word and its main characteristics.
2. Types of meaning.
3. Semantic changes and their causes.
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2) indivisibility, i.e. a word cannot be further divided without
breaking its meaning. Cf. asleep – a (sound) sleep, alive – a
(quiet) life.
3) positional mobility, i.e. a word can change its position in a
sentence. E.g. Suddenly they came up to a house. They came
up to a house suddenly. Up to a house they suddenly came.
The word is a two-facet unit combining meaning and form. The relationship
between the two is denoted by the term motivation. If the connection between
the meaning of a word and its form is clear and the form helps us to understand
the meaning, the word is considered motivated. If the connection is
conventional, the word is said to be non-motivated at the present stage of
language development.
There are three types of motivation:
1) Phonetic , the sound form of the word helps us to understand its meaning,
e.g. bang, bump, hiss, cuckoo, etc.
2) morphological, the morphemic composition of a word helps to
understand its meaning, e.g. ex+ noun = former …; re+ verb = do again;
verb+er = agent, doer of the action.
3) figurative meaning of a word becomes clear through its direct meaning,
e.g. the leg of the table, the foot of the mountain, the eye of the needle.
II. Types of meaning.
The meaning is not homogeneous. It is a system of systems:
1) It combines lexical and grammatical meanings, e.g. actress is a personal noun.
2) Lexical meaning includes denotative and connotative ones.
3) Denotative meaning is conceptual (what a word denotes), it is divided into
semantic
components called semes, e.g. Father is a male parent. Denotative components may
be culturally predetermined (cf. winter in Siberia and in Australia, it is a
season
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between autumn and spring but all other characteristics are different:
duration,
temperature, etc.).
4) Connotative meanings express the speaker’s attitude to the subject of speech
and may
be as follows:
a) stylistic: chap, fellow, associate; child, infant, kid;
b) emotive: cool, awesome, terrific;
c) expressive: to trudge, to march, to gobble;
d) evaluative: clever, silly, good, bad(rational evaluation),
scoundrel (emotional evaluation);
e) associative (a fir-tree – forest, New Year);
f) national and cultural (kilt – Scots);
g) pragmatic: Can you open the door?
5) A word may be polysemantic, i.e. it may have several interrelated denotative
meanings:
a) One of the meanings is called primary, this is the meaning
in which the word made its first appearance in the
language, all the other meanings which developed later are
called secondary, e.g. chair as a piece of furniture
(primary), chair as the head of some meeting, conference or
chair as a department (secondary meanings).
b) One of the meanings is central, others are peripheral. As a
rule, primary and central meanings coincide but it is not
necessarily so. In the course of language development a
secondary meaning may become the central one ousting the
primary meaning to the periphery, e.g. revolution: primary
meaning is that of rotary movement, revolving, secondary –
social change (now central).
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c) Meaning can be direct and indirect (figurative, transferred),
e.g. white collar, blue collar, smoke screen, etc.
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(Kharkiv greets the guests. The Kremlin agrees to the treaty), the name of a
person for the things s/he made (He reads Byron), the name of a part for the
whole (Who’s the moustache?)
c) Transference of meaning dictated by social conventions, norms, rules of
behavior. A word or a word combination is used instead of the other word
that is offensive, rude, or taboo.
e.g. to die: to perish, to pass away, to join the silent majority, to meet one’s
maker, to be with the angels, to cross the Great Divide, etc.
toilet: WC, bathroom, the necessary facilities, powder room, ladies/ gents,
public conveniences, cloakroom, throne room, porcelain collection, Windsor
Castle, etc.
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LECTURE 2.
PHRASEOLOGY
Set expressions are stable ready-made units with fixed integrate structure.
They are contrasted to free phrases and semi-fixed combinations. A free phrase
permits substitution of any of its elements without any semantic change in the
other element, e.g. to go early: to work, get up, move, etc. early: to go late,
quickly, down, etc.
In semi-fixed combinations there are some boundaries for the substitution,
e.g. go to school (market, college, court, etc.) is used only with nouns of places
where definite actions are performed.
Features that make set expressions stable:
1) euphonic;
2) imaginative;
3) connotative.
Euphonic: rhythm, rhyme, alliteration, e.g. safe and sound, stuff and
nonsense, by hook or by crook.
Semantic stylistic features: simile, contrast, metaphor, synonymy, antonymy,
e.g. as like as two peas, as old as hills, more or less, from beginning to end, a
lame duck, arms race, to swallow a pill, proud and hauty.
A bit of expressions are connected with different spheres of people’s life,
nature, etc.
1) nature, e.g. out of the blue, as welcome as snow in May, to rain cats and
dogs, etc.
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2) agriculture, e.g. plough the sand, reap a rich harvest, sow wild oats, etc.
3) sports, e.g. fair play, to kick a goal, etc.
4) mythology, e.g. the apple of discord, Achilles’ heel, etc.
5) the Bible, e.g. Solomon’s judgement, forbidden fruit, etc.
6) folklore, e.g. peeping Tom, Calamity Jane, etc.
7) literature, e.g. to fight the windmills, a green-eyed monster, etc.
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knowledge of history, customs and traditions, level of education, etc. So they
are subjective, not reliable enough.
3. N.Amosova’s approach is contextological. She defines phraseological units
as units of fixed context characterized by a specific word-order and peculiar
semantic relationship between the components. Phraseological units are
divided into phrasemes and idioms. Phrasemes are always binary. One of
their components has a phraseologically bound meaning, the other serves as
the determining context, e.g. small change, small hours, small talk. In idioms
the new meaning is created by the whole, each element having its own
meaning weakened or lost. Idioms may be motivated and demotivated.
4. Koonin’s classification is functional: depends on the functions
phraseological units fulfil in communication. There may be: a) nominating
(e.g. a man of straw, a bull in a china shop); b) nominative communicative
(verbal), e.g. to go round the bush, to pull one’s leg, etc.; c) communicative
(sentences by form), e.g. Curiosity killed the cat; d) interjectional, e.g. Good
heavens, a pretty kettle of fish, etc. Further classification depends on
whether the units are changeable or unchangeable, what their structure is,
etc.
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LECTURES 3-5.
WORD-BUILDING. STRUCTURE OF WORDS.
OUTLINE
1. Structural types of words.
2. Affixation. Classification of affixes. Suffixes and prefixes.
3. Conversion (zero derivation).
4. Compounding. Classification of compounds. Criteria of
compounding. Borderline cases (semi-affixes).
5. Shortening.
6. Abbreviations.
7. Minor types of word-building.
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2) affixational derivatives consisting of a root morpheme and one or more
derivational affixes (suddenly, fearless, teacher);
3) compounds in which several stems are joined together (peace-loving, car-
sick, sweetheart);
4) derivational compounds where stems are joined together by composition and
affixation (bare-legged, heart-shaped);
5) shortened words (fridge, ed, pram);
6) abbreviations (MP, UN).
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etc. Affixes are borrowed only if a large number of words with the same affix are
borrowed, if both the meaning and the function of the affix are clear and if the
structural pattern corresponds to the structural patterns already existing in the
language. If all these conditions are fulfilled, the foreign affix may even become
productive and combine with native stems or borrowed stems within the system of
the English vocabulary. E.g. –able in laughable, unforgettable, unforgivable. The
English words balustrade, brigade, cascade are borrowed from French but the
English word blockade was coined by analogy from an English root with the
borrowed suffix.
The next classification deals with suffixes and divides them according to the
part of speech the words they help to form belong to:
1) noun-forming suffixes: -age (bondage, breakage), -ance/-ence (assistance,
reference), -ant/-ent (desinfectant, student), -dom (freedom, kingdom), -
hood(widowhood, sisterhood), -ee(nominee, trainee, employee), -er(teacher,
writer), -ess(actress, lioness), -ing (building, moving), -ion (rebellion), -tion
(creation), -ation (explanation), -ism (heroism, criticism),
-ist(novelist), -ment (government), -ness (tenderness), -ship(scholarship), -ty
(minority);
2) adjective-forming suffixes: -able(unbearable), -al(formal), -ant/ent (dependent),
-ary(revolutionary), -ate/ete(accurate, complete), -ful(delightful), -an(African), -
ish(reddish, childish), -ive(active), -less(useless), -ly(manly), -ous(curious), some
(tiresome), -y(cloudy, dressy);
4) adverb-forming suffixes: -ly(coldly); -wards(northwards), -
wise(likewise);
5) numeral-forming suffixes: -teen(fourteen), -ty (sixty), -th(seventh);
6) verb-forming suffixes: -ate(facilitate), -er(twitter), -en(shorten), -
fy(terrify),
-ise (specialise), -ish (establish).
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As to their lexico-grammatical meanings suffixes can be further subdivided, for
example, noun suffixes into:
a) suffixes of abstract nouns: -dom, -hood, -ion, -ism, -ment, -ness.
b) suffixes of personal nouns which are emotionally neutral: -
an(grammarian), -ent (student), -ant (servant), -er (porter), -or (inspector),
-ist (linguist), -ician (musician);
c) feminine suffixes as a subgroup of personal noun suffixes: -ess (actress,
lioness, tigress, hostess), -ine (heroine), -ette (cosmonette);
d) derogatory suffixes of personal nouns: -ard (drunkard), -ster (gangster), -
ton (simpleton);
e) diminutive suffixes (used to name both persons and things): -y/ie (hanky,
daddy, auntie, nightie), -let (booklet), -ock (hillock), -ette (kitchenette).
In contrast to suffixes most prefixes do not radically change the basic lexico-
grammatical
meaning of the stem but just modify it. So the prefixed derivative and its prototype
usually belong to the same part of speech. E.g. behave- misbehave, read – re-read,
please – displease, grateful – ungrateful. Some prefixes are used with words of one
part of speech only, others – with several parts of speech, e.g. re- with verbs and
nouns, un- with adjectives, verbs and nouns.
In some cases, however, prefixes may also change general lexico-grammatical
meaning and form words belonging to a different part of speech as compared with
the original word:
1) verb-forming prefixes be- (with adjective and noun stems), e.g. belittle,
benumb, befriend, becloud, behead; en-/em- (with adjective and noun
stems), e.g. encamp, enable, enslave, encase, embed;
2) adjective-forming prefixes pre-, post-, non-, anti- (with noun stems): pre-
war, post-war, anti-war, non-party.
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1) negative or reversative: de-, dis-, in-, im-, il-, ir-, non-, un, anti-.
e.g. decentralise, disagree, impatient, illiterate, irregular, nonsense, unhappy,
unmask ,
anticlockwise.
2) repetitive: re-.
e.g. rearrange, remake, remarriage.
3) adverbial of size or degree: out-, over-, under-, super-.
e.g. outdo, outnumber, overgrow, overfeed, underestimate, superman.
4) adverbial of manner: mis-.
e.g. misbehave, mistake.
5) adverbial of time: post-, pre-.
e.g. post-mortem, postgraduate, prepay, pre-war.
6) adverbial of place: trans-, sub-, in-, out-, a-.
e.g. transatlantic, subway, input, output, aboard.
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speech. Nouns may be formed from verbs (a good catch, a short walk, a long
drive), adverbs (ups and downs), etc.
A special case of conversion is substantivation of adjectives, i.e. conversion of
adjectives into nouns. The degree of substantivation may be full or partial. Fully
substantivized adjectives share all the characteristics of nouns: can be used in the
singular and in the plural, in the common and possessive cases, with the indefinite,
definite or zero articles, e.g. a private, a group of privates, the private’s uniform,
privates’ duties. Words female, male, criminal, native, red, grown-up and some
others belong to the fully substantivated. Partially substantivated adjectives cannot
add –s or ‘s, are always used with the definite article and refer to a group of people,
e.g. the blind, the dead, the wounded, the poor, etc.
Most regularly conversion involves simple words but affixed and prefixed
words may be converted as well (though less commonly): commission- to
commission. Conversion may be combined with compounding, e.g. a drawback, a
handout, a take-over, to pinpoint, to blacklist.
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2) compounds with a vowel or a consonant as a linking element between the
stems, e.g. speedometer, handicraft, craftsman;
3) compounds with linking elements represented by prepositions,
conjunctions, pronouns: son-in-law, up-to-date, hide-and-seek, forget-
me-not.
According to the structure of stems we distinguish:
1) compounds consisting of simple stems, e.g. film-star, sun-beam;
2) compounds in which at least one of the stems is a derivative, e.g. chain-
smoker, mill-owner;
3) compounds in which at least one of the stems is clipped (shortened), e.g.
math-mistress, lab-test;
4) compounds in which at least one of the stems is a compound by itself,
e.g. wastepaper-basket.
According to the relations between the stems compounds are divided into
endocentric and exocentric. In endocentric compounds one of the stems is the main
and the other describes, characterizes it, serves to differentiate it from similar ones.
E.g. a sun-beam (not moon-beam or torch-beam), text-book (not exercise-book or
note-book or reference book). The main component is also grammatically the most
important part which undergoes morphological changes: sunbeams, brothers-in-
law, textbooks. In exocentric compounds we cannot distinguish the main stem, the
status of stems is equal, e.g. a killjoy.
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According to the degree of their motivation, compounds are divided into
idiomatic and non-idiomatic. Idiomatic compounds are different in meaning from
the corresponding word combinations, e.g. a blackboard is not necessarily black
and may be not a board at all being made of plastic, linoleum, etc. In non-idiomatic
compounds the meaning is equal to the sum of the meanings of its components,
e.g. text-book, seagull.
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5). Morphological criteria include: a) formal integrity (e.g. shipwrecks may
be wrecks ofa ship or wreck of several ships or wrecks of several ships; window-
cleaner does not clean just one window, the same about cigar-smoker or lip-
reading. The plural number present in the corresponding phrases is neutralized in
compounds.) But such examples are not numerous; b) connective elements (e.g.
Anglo-Saxon, craftsman). But there are very few words like that.
No criterion is sufficient by itself.
Y. Shortening.
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another soundtrack of a film in a different language. The shortened word to dub
retains only the fourth meaning).
The correlation of a shortened word and its prototype may be as follows:
a) the curtailed form is a lexical variant or a synonym differing from the prototype
stylistically or emotionally (e.g. exam: examination, doc: doctor);
b) the connection can be established only etymologically, e.g. fan: fanatic, fancy:
fantasy.
Unlike conversion shortening produces new words belonging to the same part of
speech as their prototypes. The bulk of shortened words is constituted by nouns.
Verbs are hardly ever shortened (e.g. to rev from revolve). Shortened adjectives are
few and mostly reveal a combined effect of shortening and affixation, e.g. comfy
from comfortable, mizzy from miserable.
Shortened words are often homonymous with other shortened words, e.g. van (the
short for caravan and for vanguard), gym (gymnastics and gymnasium), vet
(veterinary and veteran).
Classification of shortened words is based on the position of the clipped part.
We distinguish:
1) final clipping (the end is cut off, the beginning of the prototype is
retained), e.g. ad (advertisement), ed (editor), coke(coca-cola);
2) initial clipping (the final part of the prototype is retained), e.g. story
(history), phone (telephone), drome (airdrome);
3) final and initial clipping combined, e.g. fridge (refrigerator), tec
(detective), flu (influenza);
4) medial clippinf (the central part of a word falls out), e.g. specs
(spectacles), ma’am (madam), maths (mathematics), fancy (fantasy).
Shortened words are opposed to shortened phrases, which result from a
combined effect of clipping, ellipsis and substantivation, e.g. weekly (weekly
paper), finals (final exams), pub (public house).
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A special case of shortened words are fusions, or blends, or telescopic
words. They result from shortening and compounding of clipped stems. The
patterns may be:
a) initial element of the first stem + the second stem, e.g. paratroops (parachute
troops),
automaniac (automobile maniac);
b) the first stem + the final element of the second stem, e.g. slimnastics (slim +
gymnastics),
popcert (popular concert), videot (video + idiot);
c) the initial element of the first stem + the final element of the second stem,
e.g. smog
(smoke + fog), weddiversary (wedding anniversary), bit (binary digit).
YI. Abbreviations.
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YII. Minor types of word-building.
1.Sound interchange.
It is a way of forming new words by changing some sound(s) in the root, e.g. food:
feed, life: live, speak: speech. It can be combined with affixation, e.g. strong:
strength or with affixation and shift of stress, e.g. democrat: democracy.
2.Distinctive stress.
It is a way of coining new words by changing the place of stress, e.g. import (n, v),
conduct (n, v), research (n, v in AmE).
3.Sound imitation.
It is a way of forming new words by imitating sounds associated with the objects
or actions the words denote, e.g. to splash, to giggle, to buzz, whisper, cuckoo, etc.
4.Back formation.
It is a way of coining new words by cutting a supposed or real suffix from existing
words, e.g. to butle (from butler), to beg (from beggar), to housekeep (from house-
keeper), etc.
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LECTURE 6.
OUTLINE.
Homonyms are words identical in sound and spelling or at least in one of these
aspects, but different in their meaning and distribution. The term is derived
from Greek (homos – the same, onoma – name, i.e. the same name combined
with the difference of meaning.
E.g. bank: 1) a shore, a river bank; 2) a financial institution;
Ball: 1) any spherical body; 2) a large dancing party.
Homonyms exist in many languages but in English this language phenomenon
is especially frequent, mostly in monosyllabic words (nearly 90 % of
homonyms).
Homonyms are divided into homonyms proper (identical in both sound and
spelling), e.g. ball, bank; homophones (identical in sound but different in
spelling), e.g. piece-peace, knight-night, scent-sent-cent; homographs (the same
in spelling but different in sound), e.g. to bow – bow, lead – to lead.
Another classification is based on the part of speech homonyms belong to. If
both homonyms belong to the same part of speech, they are lexical, e.g. to read
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– read, knight –night, to lie – to lie. Homonyms belonging to different parts of
speech are called lexico-grammatical, e.g. left – left, eye –I, knows – nose.
The third classification is based on the similarity of the paradigms (grammatical
forms each homonym possesses). E.g. match-matches: match – matches, such
homonyms are called full. Homonyms that coincide in one or two members (not
in all members) of their paradigms are called partial. E.g. to lie- lying-lied –
lied : to lie-lying- lay-lain ; left : to leave-leaving-left-left.
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three homonyms in Arakin’s dictionary and as one polysemantic word in
Hornby’s dictionary.
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1) degree or intensity, e.g. to like-to admire –to live – to adore- to worship; to
surprise – to astonish- to amaze- to astound;
2) duration, e.g. to glance- to stare ; to say – to talk ;
3) manner, e.g. to stagger – to trot – to pace – to march, etc.;
4) cause, e.g. to shiver –to shudder ; to blush – to redden ;
5) emotive connotation, e.g. alone – lonely;
6) evaluative connotation, e.g. well-known – famous- celebrated- notorious,
etc.
We can also single out contextual synonyms that are similar in meaning only
under some specific distributional conditions, e.g Go and buy some bread – Go
and get some bread.
I cannot stand it any longer – I cannot bear it any longer. These words are not
synonyms outside the specified contexts.
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Antonyms may be defined as two or more words of the same language belonging
to the same part of speech and to the same semantic field, identical in style and
nearly identical in distribution, associated and often used together so that their
denotative meanings render contradictory or contrary notions.
Contradictory notions are mutually opposed and deny each other, e.g. alive – not
dead, illiterate – not literate. Contrary notions are also mutually opposed but they
are gradable, e.g. old and young are the most distant poles on the scale: young –
middle-aged- elderly-old or hot-warm-cool-cold.
Classification of antonyms is based on the way they are built. Root words form
absolute antonyms (having different roots), e.g. right-wrong, derivational
antonyms are created by negative affixes added to the same root, e.g. happy-
unhappy, helpful-helpless.
In derivational antonyms morphological motivation is clear, there is no necessity in
contexts containing both members to prove the existence of derivational antonyms.
The word unsuccessful presupposes the existence of the word successful. But the
patterns, though typical are not universal. Morphologically similar formations may
show different semantic relationships.
E.g. disappoint is not the antonym to appoint, to unman (to deprive of human
qualities) is not the antonym of man (to furnish with personnel).
Another type of antonyms is contextual antonyms, i.e. words, which are contrasted
in actual speech and are not opposed outside certain contexts, e.g. Some people
have much to live on but little to live for. On and for are antonyms in this context.
Almost every word can have one or more synonyms. Comparatively few have
antonyms.
This type of opposition is characteristic of:
1) qualitative adjectives, e.g. old – new, pretty-ugly;
2) words derived from qualitative adjectives, e.g. gladly-sadly, gladness-
sadness;
3) words denoting feelings or states, e.g. triumph-disaster, hope-despair, love-
hatred;
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4) words denoting direction, e.g. to and from, hither and thither;
5) words denoting position in space and time, e.g. far-near, over-under, late-
early, day-night.
Polysemantic words may have different antonyms when used in different
meanings, e.g.
short –long (a long story, a short story), short- tall (a short man, a tall man), short-
civil (to be short with somebody, to be civil with somebody).
Polysemantic words may have antonyms in some of their meanings and no
antonyms in the others, e.g. criticism (blame) – praise, criticism (literary critical
essay) – (no antonym).
One more type of semantic opposition is conversives. They denote one and the
same referent or situation as viewed from different sides, with a reversed order of
participants and their roles, e.g. buy-sell, give-receive, parent-child. Conversive
relations are possible within one word, e.g. to sell: He sells books. This book sells
well. The same pair of words may function as antonyms or as conversives, e.g.
fathers and sons.
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LECTURE 7
OUTLINE.
All words are divided into stylistically neutral (basic vocabulary having no
stylistic connotations) and stylistically marked.
Stylistically neutral words can be used in any styles and situations, everyday,
everywhere and by everybody, regardless of profession, education, age group or
geographical location. Their meanings are broad, general and direct. A lot of
these words have synonyms, which are stylistically marked, e.g. child-infant-
kid, continue – go on – proceed, begin – start- commence.
Stylistically marked words are limited in their use and include formal and
informal vocabulary.
Formal vocabulary comprises:
1) official vocabulary used in documents, business transactions,
diplomacy, etc. E.g. high contracting parties, hereinafternamed, etc.
2) learned words common to all fields of knowledge, e.g. synthesis,
analysis, hypothesis, antithesis, etc.
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3) words associated with professional communication, special
terminology different for each branch of science or art, e.g. linguistic
terms: inflection, euphemism, paradigm, phoneme, etc.
Informal words are traditionally divided into:
1) dialect words used within a certain territory, e.g. Cockney dialect;
2) colloquial words
3) slang.
Colloquial words serve for a comparatively wide sphere of communication.
They are
further subdivided into:
a) literary colloquial words used in everyday conversational speech
by both cultivated and uneducated people of all age groups. It is
widely reflected in fiction, especially in modern writers’ works.
E.g. to have a bite, to have a snack, a bit of, a lot of, to start, to
finish, to give up, to make up, turn up, flu, pram, fridge, zip, etc.
b) familiar colloquial words. There is no strict border between literary
colloquial and familiar colloquial words. Yet the circle of speakers
using familiar colloquial words is more limited – the young and the
semi-educated. E.g. doc, hi, ta-ta, to pick up somebody, shut up,
etc.
Slang is controversial as to its definition, characteristics and classifications.
It is usually
divided into general slang and special slang (e.g. teenager slang, university slang,
football
slang, etc.)
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Slang consists either of new words or of current words employed in some
special sense. Most of slang words are current words whose meanings have
been metaphorically shifted and it is often accompanied with a course, jocular,
cynical colouring, e.g. saucers (eyes), trap (mouth).
Slang synonyms for ‘head’: attic, brain-pan, nut, hat-peg, upper storey.
Money: beans, brass, dough, etc.
People use slang for a number of reasons:
a) to sound picturesque, striking, different from others;
b) to sound modern, up-to-date;
c) to demonstrate independence;
d) to sound the same as all the rest in a group, to show that you ‘belong’
(especially important for teenagers).
After a slang word has been used in speech for a certain period of time,
people get accustomed to it and the most vital words are then accepted into
literary vocabulary. This happened to such words as snob, bet, bore, chap,
donkey, fun, mob, pinch, teenager, hitch-hiker, etc. But the bulk of slang is
formed by short-lived words.
Slang should be differentiated from argot (criminal jargon). Slang words
are clearly motivated, e.g. window-shopping, cradle-snatcher. Argot words do
not show their motivation, their purpose is to hide the real meaning, to be
comprehensible by a limited number of people.
3. Neologisms.
A neologism is a newly created word or a phrase or a new meaning
developed for an existing word, or a word borrowed from another language.
New notions constantly come into being and require new words to name
them or new meanings of old words, e.g. computer, isotope, tape-recorder,
supermarket, black hole, feedback. It does not matter how important a new
thing is, compare: nuclear war and roll-neck.
There may be different ways of coining new words:
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a) compounding, e.g. brain-drain;
b) shortening, e.g. bionics;
c) affixation, e.g. workaholic, bookaholic, money-mad, movie-mad, speed-
mad;
d) conversion (often+composition), e.g. fall-out, teach-in,etc.
As a general rule, neologisms are at first clearly motivated. Sometimes
newly borrowed or newly created words very soon begin to function as
indivisible signs.
In the course of time the new word is either accepted into the general
vocabulary and is no longer considered new or may not be accepted and
disappears from the language. So some neologisms are short-lived, others
become durable.
4. Archaisms.
Neologisms are contrasted to words that dropped from the language
(obsolete words) or survive only in special contexts (archaisms and historisms).
Archaisms are words that were once common but are now replaced by
synonyms. Old words become rarely used and are mostly associated with poetic
diction and historic novels.
e.g. betwixt – between, damsel – ‘a noble girl’, hark –listen, morn- morning,
woe – sorrow.
Thou and thy, aye, nay are certainly archaic and long since rejected by common
usage. Dialects are usually more conservative and preserve some archaic words
and structures.
Sometimes an archaic word may undergo a sudden revival, e.g. kin is now
widely used in American English.
Historisms are words denoting objects and phenomena which are things of the
past and no longer exist.
e.g. types of boats : caravel, galleon ; carriages : berlin, calash, gig, phaeton,
diligence, landeau ; clothes : doublets, tabard, bloomers.
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A great many historisms occur in historical novels.
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LECTURE 8
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B. The Germanic element: words common to all or most Germanic
languages. They include the following semantic groups:
1) parts of the human body: head, hand, arm, finger;
2) animals: fox, bear;
3) plants: oak, grass;
4) natural phenomena: rain, frost;
5) seasons of the year: winter, spring, summer;
6) landscape features: sea, land;
7) houses and furniture: house, room, bench;
8) ships: ship, boat;
9) adjectives: colours (green, grey, blue, white), small, high, old,
good;
10) verbs: see, hear, speak, tell, say, make, give, drink.
C. The English Proper element: words which appeared in the English
vocabulary in the 5th century or later, that is after the Germanic tribes
migratwed to the British Isles. These are specifically English words:
lord, lady, boy, girl, bird, woman, daisy, always, etc.
Native words constitute no more than 35% of the English vocabulary but
they are extremely important for everyday communication and are used
very often. Out of 5oo most frequently used words there are about 4oo
native lexical units.
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The following classification is based on the source of borrowing and is
closely connected with the history of the English people.
1) Celtic borrowings (not very numerous): bin, bard, cradle, druid, Avon
(“clear water”), Kent, London (Llyn ‘river’+ dyn ‘fortified hill’, i.e.
fortress on the hill near the river);
2) Latin borrowings further subdivided into three groups according to the
time of borrowing: a) first contacts and colonization of Britain (1
century B.C.-5 century A.D.): cheese, butter, wine, wall, port, etc.; b)
introduction of Christianity (7 century): priest, bishop, candle, school,
etc.; c) Renaissance: major, minor, intelligent, permanent, status, fact,
etc.(mostly scientific and artistic terms);
3) Greek borrowings (Renaissance period mostly): atom, epoch, cycle,
ethics, episode, epilogue, rhythm, metaphor, democracy, etc.;
4) Scandinavian (7-11 centuries): sister, husband, window, die, want,
kill, ugly, they, till, though, ski, skate, sky, skin, etc.;
5) French: a) Norman borrowings (11-13 centuries):titles (prince, duke,
count, baron), army (officer, general, division), justice (judge, jury),
words connected with upper classes(palace, mansion, painter, tailor,
etc); b) Parisian borrowings (Renaissance): bourgeois, regime,
routine, police, machine, ballet, scene, technique; c)modern
borrowings(diplomatic terms and social life): communiqué, attaché,
dossier, champagne, menu, corsage, blouse, coquette, etc.
6) Italian (Music, art, military, commercial):piano, opera, balcony,
corridor, studio, sonnet, medals, alarm, colonel, million, cartridge;
7) Spanish(colonies, foreign trade): sombrero, tomato, potato, toreador,
tobacco, Negro, banana, etc.;
8) German (war and chemistry): blitz, Gestapo, cobalt, zink, nickel, etc.;
9) Dutch (navigation and art): freight, skipper, deck, dock, sketch,
landscape, easel, etc.;
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10) Indian: curry;
11) Russian: troika, vodka, balalaika, samovar, sarafan, Soviet,
Kremlin, czar(tsar), sputrnik, intelligentsia, etc.
All the borrowed words got mixed with the native stock in the process of
historic development, so sometimes it is difficult to tell borrowed words from
native, e.g. table, wall, sister, painter. But a lot of words have preserved some
peculiarities in pronunciation, spelling, morphology, which help to determine
the origin of these words.
According to the degree of assimilation borrowed words are divided into:
1) completely assimilated;
2) partially assimilated;
3) unassimilated, or barbarisms.
Completely assimilated borrowings are usually old: street, husband, table. They
follow all morphological, phonetic and spelling standards of English. They are
frequently used and stylistically neutral and usually active in word formation.
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c) not assimilated phonetically: with the stress on the last syllable
(police, routine), sounds and combinations that are not standard
in English (bourgeois, prestige, memoir), the whole phonetic
pattern is different, e.g. opera, soprano, confetti, etc.
d) not assimilated graphically: with diactric marks (café, cliché),
special digraphs (bouquet, brioche), some silent letters (ballet,
corps).
Some words may have incomplete assimilation in more than one
aspect.
Barbarisms are not assimilated in any way foreign words which are used by
Englishmen in communication though they have native equivalents, e.g. ciao,
Anno Domini, etc.
Translation loans are formed from the material already existing in the
English language but according to the pattern taken from another language
by literal translation, e.g. wall newspaper (from Russian), chain-smoker
(from German), swan song (German), etc.
Etymological doublets are two or more words of the same language which
were derived from the same basic word but by different routes. They now
differ in form, meaning and usage. Doublets appear when:
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1) words came through different dialects in O.E.: raid and road, drag and
draw;
2) words were borrowed twice in different periods: castle – chateau; catch-
chase;
3) words which developed from different grammatical forms of the same
borrowed word: super-superior-supreme (degrees of comparison of the
same Latin adjective).
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LECTURE 9
1. The national literary language. Local dialects and variants. Dialects on the
territory of the British Isles.
2. Variants of the English language .
3. American English.
1. The concept of norm is one of the main in linguistics since the norm embraces
all language levels: phonetics, grammar, and vocabulary. It is determined
socially, historically and linguistically. It is stable and compulsory for all the
speakers of a certain language as well as internationally recognized as
standard.
The norm is abstract. It is realized through national, generally received variants:
Br E, Can E, Am E, Au E, etc.
The national literary language in Britain was formed on the basis of the South-
Eastern dialect (London dialect) which developed from a territorial dialect into
socio-regional. Modern English orphoepic norm – Received Pronunciation
developed from that dialect. BRP embraces only a small portion of population of
Britain – about 3-5%. It enjoys a high social status, being characteristic of public
school graduates. All the rest of the population uses one of the regional standards.
Regional varieties possessing a literary form are called variants ( the Scottish
Tongue, Irish English).Varieties of the language peculiar to some districts and
having no normalized literary form are called dialects. There are 5 main groups
of dialects in Britain.: Northern, Midland, Eastern, Western, and Southern.
They differ in pronunciation, grammar and vocabulary.
e.g. Northerners pronounce ‘come, love, bus’ as ‘coom, loov, boos’; they
pronounce ‘ dance, chance, France’ like Americans but the word can’t is
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pronounced with a long a. Sometimes Northerners leave out the article ‘the’ and
possessive pronouns ’my, his, your’, etc.
One of the best known and most picturesque is the dialect of Cockney whose
home is East End of London. Cockneys pronounce ‘wait, late, tray’ like ‘white,
light, try’, etc. ‘h’s’at the beginning of the words are often dropped; ‘ouse, ‘ere,
‘ave. Intradental sounds are replaced with labio-dental: farver (father), fing
(thing).
A characteristic feature of Cockney is the so-called rhyming slang. A phrase is
used instead of a word with which it is rhymed: frog and toad – road, apples and
pears – stairs, pot of honey – money, strike me dead – bread, loaf of bread – head,
trouble and strife – wife.
Due to people’s migration and to teaching Standard English at schools all over the
country dialect differences have been slowly dying. Nowadays in Britain there are
two opposite tendencies: 1) prejudices against substandard forms are still strong,
British are most particular as to pronunciation norms; 2) a growing number of
people, especially the young, reject BRP as associated with the Establishment and
are proud of their roots. Mass culture, folk songs sung by popular singers have
also contributed to lowering of standards, more regional deviations have become
accepted.
2. The status of Am e, Au E, Can E, etc. has been a disputable question for a
certain periods of time. The prevailing point of view now is that they cannot be
called dialects having their own literary norms. They cannot be called separate
languages either since the bulk of phonemes, words and grammar forms used
in them are the same. So the term ‘national variants’ is preferably used.
There are certain factors, which predetermined common features and
differences in the national variants of the English Language. Common
features are connected with the following:
a) one and the same language source (English of Britain of the 17-18th
cent.);
b) common dialectal basis (immigrants brought local dialects with them);
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c) orientation to British literary norm due to its high social status;
d) analogous stages passed by all national variants in their development
(transplantation, adaptation to functioning in new conditions, formation
of national variants and functioning as separate variants).
Factors which caused differences are as follows:
a) local geographic, ethnic, social conditions;
b) great distances between the colonies and the metropoly;
c) regularity of contacts;
d) other languages influence.
3. American English.
Vocabulary differences between British English and American English fall under
four major categories.
1. Same word, different denotative meaning.
Br E Am E
homely down to earth, domestic ugly (of people)
nervy nervous bold, full of nerve
pants underpants trousers
pavement footpath, sidewalk road surface
to tick off to scold to make angry
2. Same word, additional meaning in one variety
Common meaning Additional in Am E
bathroom room with bath/shower and room with toilet only
sink
dumb mute stupid
good fine, nice valid (as of tickets, offers)
school educational institution all institutions of any level
(primary, secondary)
to ship to transport by ship to transport by train,
plane, or trunk
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Common meaning Additional in Br E
leader one who commands, guides an editorial
smart intelligent well-groomed
surgery a medical operation, an office of any doctor
or an operating room
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