Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

City Government of Bago
BAGO CITY COLLEGE
Rafael M. Salas Drive, Bago City, Negros Occidental 6101

Name:Ann Rose V. Macayan

Course/Year/Section:AB ENGLISH 2 C

Contact Number: 09959123899

Email: macayanannrose728@gmail.com

Submitted by:

Ms. Nonalyn B. Magapuro

Subject Instructor

Checked by:

Mrs. Gina B. Jara Dr. Rosemarie Lagunday

Program Head, ABE ARTS Department Head (Designate)

Dr. Sandra Locsin Dr. Glenda Mañoso

Quality Assurance Head Academic Affairs Head
 Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: bagocitycollege@yahoo.com.ph

Course Guide in ELS 106

I. COURSE TITLE: Semantics in English

II. COURSE OVERVIEW

A. INTRODUCTION

This course concerns with the study of Semantics; the area of linguistics that analyzes the meaning of words,
phrases and sentences in language. The study of semantics includes the study of how meaning is constructed,
interpreted, clarified, obscured, illustrated, simplified negotiated, contradicted and paraphrased.

B. COURSE LEARNING OUTCOME

This course is intended for Bachelor of Arts in English students who are expected to:

1. Communicate in English (both oral and written) fluently, accurately, and creatively in diverse
social, cultural, academic, and professional settings.
2. Participate effectively in oral communication situations where language systems(phonological,
morphological, syntactic, semantic) vary.
3. Facilitate English language learning in diverse social, cultural, academic, and professional
settings.
C. MODULES AND UNIT TOPICS

To ensure that you will demonstrate the above cited course learning outcomes at the end of the semester, these
module is divided into the following:

MODULE 1: THE TYPES AND THEORIES OF MEANING

Connotation and Denotation are two principal methods of describing the meanings of words. Connotation refers
to the wide array of positive and negative associations that most words naturally carry with them, whereas
denotation is the precise, literal definition of a word that might be found in a dictionary.

Understanding the difference between denotation and connotation is important to understanding definitions and
how concepts are used. Unfortunately, that is complicated by the fact that these terms can be used in two
different ways: grammatical and logical. Even worse, both uses are worth keeping in mind and both uses are
relevant to project of logical, critical thinking.

MODULE 2: LEXICAL SEMANTICS

Ambiguity is the property of having two or more distinct meanings or interpretations (cf. Cipollone et al.,
1998). A word or sentence is ambiguous if it can be interpreted in more than one way. Ambiguity can be caused
by factors such as homonymy, polysemy, lack of sufficient context, etc.

Structural or syntactic ambiguity is the potential of multiple interpretations for a piece of written or spoken
language because of the way words or phrases are organized. Linguistic ambiguity makes it difficult for a
human or an AI system, such as a natural language processing (NLP) program, to determine meaning unless
further information is available that clarifies the context. Lexical Ambiguity: It is the ambiguity that some
sentences
exhibit when they contain words that can be interpreted in more than one way (those words are either
homonymous or polysemous words).

MODULE 3: COMPOSITIONAL SEMANTICS

So, if knowledge of each word’s meaning isn’t enough for comprehension of a sentence or phrase as it is meant
to be understood, how is the overall compositional meaning derived? Obviously, the overall meaning must have
something to do with the meanings of those words contained within the phrase. “I don’t eat” and “I don’t
drink”, for example, express different ideas because of the difference in lexical meaning between “eat” and
“drink.”

The general theory in compositional semantics: The meaning of a phrase is determined by combining the
meanings of its sub phrases, using rules which are driven by the syntactic structure.

Nothing close to a complete compositional semantics for English is known; not least because nothing close to a
complete meaning representation is known. (That is to say, we don't know what the output is supposed to be.)

III. COURSE STUDY GUIDE

This new learning approach is not new to you since it has started since the first semester. You may have encountered
a lot of problems as well as convenience in your part, but as we continue to face the uncertainty of pandemic, let us
continue to help one another to make this blended learning a success for us. Just like in classroom, please be guided
of our Class Rules.

1. Schedule and manage your time to read and understand every part of the module

2. Study how you can manage to do the activities of this module in consideration of your other modules from other
courses.

3. If you did not understand the readings and other tasks, re-read. Focus. If this will not work, engage all possible
resources.
4. Do not procrastinate. Remember, it is not others who will be short-changed if you will not do your work on time.
It will be you.

5. Before you start doing your task read and understand the assessment tools provided.

6. If needed, do not hesitate to keep in touch with to any available means. Remember, if there is a will there is a way.

7. In answering all the assessment, an evaluation activity, write legibly. Think before you write.

8. Lastly, you are the learner; hence, you do the module on your own.

9. Submission of the answers to your modules could be done electronically. You can directly send your answer per
module using my e-mail address given or in the Official Group Chat intended for submission of outputs.

10. Lastly, in this time of pandemic, everything is at its new normal, thus learning is a self-challenge. Motivate
yourself as college students you need to act independently.

IV. STUDY SCHEDULE

WEEK 1 TOPIC LEARNING OUTCOMES ACTIVITIES
MODULE 1 Lesson 1: The Types of Meaning
3 weeks 1. Differentiated the connotative Activity:
meaning and denotative meaning A. CONCEPT MAP
through a concept map. Analysis:
2. Provided examples of words ANSWERING QUESTIONS/
under each type of meaning CLASSIFYING WORDS
through filling-in the graphic Abstraction:
organizer. SHORT SUMMARY
3. Analyzed the importance of Application:
correct uses of words in relation A. FILLING-IN THE TABLE
to meaning through sentence Assessment:
construction. A. SENTENCE
CONSTRUCTION

LESSON 2: Theories of Meaning
1. Identified the different theories of
meaning through picture analysis.
2. Recognized the strengths and
weaknesses of each theory by
filling-in the graphic organizer.
3. Developed skills of a good
researcher by searching facts and
evidences that will support them
in writing a concept paper.
B. MULTIPLE CHOICE
QUESTIONS
Activity: PICTURE ANALYSIS
Analysis: ANSWERING QUESTIONS
Abstraction: SHORT SUMMARY
Application: FILLING-IN THE
TABLE

Assessment: WRITING A CONCEPT

PAPER

MODULE 2 LEXICAL SEMANTICS On Going…

3 weeks

MODULE 3 COMPOSITIONAL SEMANTICS On Going…

2 weeks

V. EVALUATION

To pass this course, you must:

1. Read all readings in the modules and answer the pre-assessment and self-assessment activities.
2. Answer the print-based discussion activities.
3. Submit all required outputs in each module on a given time 2 weeks-time allotted in every module.
4. Submit the final project required.
5. Accomplish final evaluation.
A. Formative Assessment

You must answer all pre-assessment and self-assessment activities. Your score here be part of the completion
requirement of the course. Thus, you are expected to complete the pre-assessment and self-assessment activities.
These activities will help you determine if you need to study more or to advance to the next module.

* You can answer the pre-assessment and Self-assessment with- in the scheduled time for each unit. Scheduling
your work time is important.

* In accomplishing the pre-assessment and self-assessment activities you can ask the help of your parents,
siblings, and friends.

B. Summative Assessment

A. Quizzes and Examination. There will be two quizzes and one term examination to be given for this course.

B. Evaluation Activities. Answer all activities in the assessment part of each unit. These will be part of your
final grades.

C. Final Projects. The final projects you to be submitted are to be announced:

VI. TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software Application, MS Word,
MS Powerpoint. These applications are found in your desktop or laptop and you do not need internet connection
to use them. You may also access the google classroom prepared for your class and try to participate in the
discussion if the condition will allow it. At some point you will be needing an internet connection to access the
links provided in the various drills and exercises and in submission of assessments.

VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add (nbmagapuro@gmail.com) or Facebook Account Nonalyn
Magapuro, or mobile # 09087819961. *Only matters regarding the lesson will be entertained.
 Module 1 in Semantics in English

AB English 2

LESSON 1 TOPIC: The Types of Meaning

Intended Learning Outcome: At the end of this module, the student must have:

1. differentiated the connotative meaning and denotative meaning through a concept map.
2. provided examples of words under each type of meaning through filling-in the graphic organizer.
3. analyzed the importance of correct uses of words in relation to meaning through sentence construction.

INTRODUCTION

The relationship between words and meanings is extremely complicated, and belongs to the field of
semantics. For now, though, what you need to know is that words do not have single, simple meanings.
Traditionally, grammarians have referred to the meanings of words in two parts: denotation a literal
meaning of the word connotation an association (emotional or otherwise) which the word evokes.

ACTIVITY Fill-in the bubble map below with words which you think have the same meaning to the
word at the center.

dose drugs
currency cash

riches MONEY funds tablet PILL cure

ANALYSIS

Using the activities above answer the questions below: Answer briefly and direct to the point.

1. Using your answers above, try to classify whether the words you have written belong to Connotative
Meaning of a word or Denotative Meaning. Use the simple definition of each classification as your guide.

Denotative Meaning- refers to the linguist function of the Connotative Meaning-deals with the concepts
word, that provides its meaning that we add to the original word

Currency Cure
cash Medicine
funds drugs
bucks bucks Wealth lozenge medicine
wealth
lozenge riches
tablet dose
2. In terms of meaning, how do you differentiate Connotative from Denotative?

Connotation refers to the wide array of positive and negative associations that most words naturally carry with them,
Whereas denotation is the precise, literal definition of a word that might be found in a dictionary.
3. In your own experience, how do you usually create the meaning of a word?
We create a definition that must be used in order to understand the content.

ABSTRACTION

Semantics in the broad sense of the term may be considered to study 'all that is communicated by language, but
some scholars would like to restrict semantics to the study of logical or conceptual meaning i.e. only those
aspects of meaning which are logically acceptable leaving out deviation and abnormalities.

Most words have two meanings: a denotative (literal) meaning, and a connotative (implied) meaning. It is
important to note that not all connotations are solely positive or solely negative—depending on how a word is
used, it can connote different things. Thus it is one of the most critical things to consider when it comes to word
choice, in both literature and everyday conversation. In fact, the feelings or meanings associated with words can
be everything. Connotations set the tone when writing and speaking, and clarify one’s intentions —they can
elicit certain emotions or reactions or help to provide distinct impressions of things. Conversely, choosing
words with the wrong connotation can produce an undesired reaction or emotion and misrepresent one’s
intentions. A connotation is the feeling a word invokes. But take note! A denotation is what the word literally
says. Denotation is literally the word for a word! It's the literal meaning of a word, a gesture, or any mark,
without emotion. No strings attached. Positive Connotation is A word whose connotation implies positive
emotions and associations. For example, “the aroma of my grandmother’s cooking” produces a positive
association, because the word “aroma” implies that the smell is pleasing and inviting. Negative Connotation is A
word whose connotation implies negative emotions and associations. If we exchange the adjective “aroma” in
the above sentence so that it now reads “the stench of my grandmother’s cooking,” the meaning changes
completely. Though both “aroma” and “stench” mean smell, “stench” has a negative connotation; thus, the meal
sounds much less appealing. Neutral Connotation is A word whose connotation is neither positive nor negative.
For example, when speaking about a pet, the word “dog” has a neutral connotation; but, the word “mutt” has a
negative connotation, and the word “purebred” has a positive connotation.

APPLICATION: USE IT!

Write 2 words (1 connotation, 1 denotation) having the same meaning with the given term, then use this
in a sentence.

Terms Denotation Connotation Sentence

Needle

Human

Hospital

Wealth

Brain
ASSESSMENT

Name: Course and Section:

A. Each of the following sentences includes a pair of words with similar dictionary definitions but
different connotations. One of the words is more appropriate based on the context of the
sentence. Write the word in the “Appropriate Word Choice” box.
Sentence Appropriate Word Choice Why did you select that word?
(What does each word
connote?)

1. As snakes continue to grow, implies

they (junk, shed) the , while
protective keratinous layer on connotes
the surface of their bodies .
because it does not expand.

2. Oblivious to those around

him, the father tenderly
(smiled, smirked) at his
newborn baby through the
window of the hospital
nursery.

3. During rush hour traffic in a

metropolis, cars creep along at
agonizingly slow (velocities,
speeds).

4. Even the coolest star in the

night skies is unbelievably
(sultry, hot) according to
astronomers.

5.The local newspaper's front-

page story indicated that
$50,000 was (stolen, taken)
from the town's largest bank
during the night.

6.The pack of wild horses

(loped, sprinted) alongside
the train at top speed for more
than 200 yards.

7.Although many Americans

purchase meat at their local
grocery stores, some farmers
still (butcher, execute)
livestock to feed their families.

8.The French are (noted,

notorious) for their fine food.
 B. Directions: Read the advertisement below and answer the questions that follow. Encircle the letter
of your answer.

One of them is that happy moment at the soda fountain…with a tinkling glass of
ice-cold Coca-Cola.

1. The writer of this advertisement probably used the word ice-cold rather than freezing because ice-cold has

A. the opposite meaning.

B. a more negative connotation.
C. more positive connotation.
D. the same denotation.

“Delicious and refreshing.”

2. Which of the following could best replace refreshing in the sentence? (HINT: Choose a synonym with the
same connotation.)

A. Clean B. Sparkling C. Energizing D. Satisfying

Pure refreshment… familiar to

everyone.

3. All of the following have the same connotation as familiar except —

A. Well-known B. Common C. Popular D. Memorable

4. What tone does the author use to persuade?

A. Nostalgic B. Happy C. Soothing D. Reasonable

 Now, on behalf of 14 million children orphaned by AIDS, we call upon you to fund AIDS
appropriations at $3 billion for 2004 and dedicate 10% for the care of AIDS orphans
and vulnerable children.

5. If the writer of this advertisement wanted to use a stronger phrase than call upon, she might use the word

A. Urge B. Ask C. Request D. Invite

6. All of the following have the same connotation as vulnerable except —

A. Defenseless B. At risk C. Challenging D. Helpless

The need is urgent. Together, we have the capacity to make a

difference.

7. If the writer of this advertisement wanted to use a stronger word than capacity, she might use the word.

A. Potential B. Competence C. Ability D. Power

8. The language and pictures of this advertisement appeal to the audience primarily on a(n) level.

A. Logical B. Ethical C. Emotional D. Reasonable

 LESSON 2 TOPIC: The Theories of Meaning

Intended Learning Outcome: At the end of this module, the student must have:

1. identified the different theories of meaning through picture analysis.

2. recognized the strengths and weaknesses of each theory by filling-in the graphic organizer.
3. developed skills of a good researcher by searching facts and evidences that will support them in writing
a concept paper.

INTRODUCTION

Historically, the most compelling idea concerning meaning has been observed that meaning is some sort
of entity or thing. After all, we do speak of words as “having” a meaning, as meaning “something,” as having
the “same” meaning, as meaning the same “thing,” as “sharing” a meaning, as having “many meanings,” and so
forth. What sort of entity or thing is meaning? Different answers to this question give us a selection of different
conceptions of meaning, and a selection of different types of semantic theory.

ACTIVITY: PICTURE/WORD ANALYSIS

Study the pictures below and try to identify what type of theory of meaning shown inside the box is best
applied for each set of images. Then write a short description for each on how you understand it.

THE USE THEORY OF MEANING THE DENOTATIONAL THEORY OF MEANING

THE MENTALIST THEORY OF MEANING

THEORIES OF MEANING DESCRIPTION

THE DENOTATIONAL THEORY OF MEANING

>Characterizes the meaning of an expression in terms
of the notions reference and truth. If an expression has
a denotation, it has meaning

THE MENTALIST THEORY OF MEANING

>The meaning of each expression is an idea associated
with that expression in the minds of the speakers
DOG FURNITURE PEACE

THE USE THEORY OF MEANING

>The meaning of an expression is determined by it’s
BONJOUR KONNICHIWA HOLA use in the language community, and to specify that use
is to specify its meaning.

ANALYSIS: Read and answer the questions below in brief and direct to the point.

1. What do you think is the common idea for each set of pictures illustrated above in terms of meaning?

.
2. Which set of pictures above has no actual object or representation in real life? How do you say?
.
 3. Which set of pictures above can have multiple representations of the actual object? How?

.
4. Which set of pictures above has the same meaning but used in differently used in other
languages? How can you say that?

ABSTRACTION:

The denotational theory of meaning is the one in which the meaning of each expression is the object or thing it
denotes. The denotational theory characterizes the meaning of an expression in terms of the notions reference and truth.
The meaning of a sentence can be described by specifying when it is true, the meaning of other expressions can be
described by specifying the entity or entities it refers to. On the denotational theory of meaning, if an expression has a
denotation, it has a meaning. Give at least one example of an expression for which this is false. If the meaning is true, for
example we say Santa Claus this concept is not true, is historical and mythical figure. It is part of our culture and there is
no evidence that show us that Santa Claus existed. The mentalist theories of meaning. The meaning of each expression is
an idea (or ideas) associated with that expression in the minds of speakers. It means that according with the speakers
Pegasus could be blue, for others pink and others think in an animal. Which it means that the idea is vague because it does
not have something well defined for all people. Ideas are mental images: the word “dog” has several types of dogs and
with a mental image cannot in the same picture knows how of those is referring the person. Meaning as concepts:
According with the conceptions of the speakers is not possible give clear conceptual concept to words like Because, Just
or others. According to the mentalist theory of meaning, ideas are mental images. The Use Theory of Meaning. The
meaning of an expression is determined by its use in the language community, and to specify that use is to specify its
meaning. This theory does not suffer all the weaknesses of the previous “entity” theories of meaning. We can just as easily
speak of the use of hello and various sentences as of the use of table or Pegasus. The main problem with the Use Theory
of meaning is that the relevant conception of use must be made precise, and the theory must say how, exactly, meaning is
connected to use.

APPLICATION:

Fill-in the table below by identifying some strengths and weaknesses of each theory of meaning presented
in the lesson. You can do additional researches if it is convenient for you. Write at least 3 for each.

Theory of Meaning Strengths Weaknesses

The Denotational Theory

The Mentalist Theory

The Use Theory

ASSESSMENT: Concept Paper

Name: Course and Section:

As AB English graduate in the future, one of your career path is becoming a researcher. As a researcher part of
your work is always to seek information like searching various theories in which your work could be anchored. Aside
from the three theories presented in this lesson, look for other theories of meaning supported by known authors and
present its concept. Simply fill-in the format given below.

Name of Theory

Proponent

Description of the
Theory

Examples/Situations
Cited

Strengths

Weaknesses

Rubrics for Scoring

Indicator 10 8 6 4 2
Correctness and
Accuracy of Writing
Organization of Ideas
Facts Presented
Neatness of Work
Total 30 points