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    13 views16 pages

    Hatch Brown - Semantic Features Semantic Fields Analysis - PP 14-44

    Uploaded by

    Barbora Zadinová

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    © All Rights Reserved
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    EEE" 1 Semantic features and semantic feature analysis One way of telling someone what a word means isto point tothe tem andsay, "Tha shir.” Howevee, we mightalso say, "Well tcorersthe "upper par ofthe bod, it as seve, usually buttons down the ront= 1nd so forth. This ia feature (or componesial) snethod of defines father than pointing (or dic definition. The eaare or componene ‘help ust index the meanings of words, separate the various meanings of invidal word and help us to analy relationships berwecn sar words. Componeatial analysis originated with the work of Trubetskoy 8nd the Prague Schoo of Linguists, bu tis perhaps beter known oe 28 semantis feature analysis Features Sou ness esti anges vr, retin ke lw Ea cb Opes tensile, Ge up Noein teri Shopee po tet pence ae fc eae hig nae Goes nor tae he eSahespetae ay ak ‘yes ntntr gt te men hte We hele Sie a Cag Nee Som au pone, gts pool ape ee Te cei beh ae Be sherman cella ess ee ‘nated on she basis of (child), - vient “refer ch lo wae chard bok pare cote) man ea ey lok ie Soa dy "Tat cacy arn coe book Wecinatyonr Carcbat aca Satie et Sree oian ha ntoens, eran ‘venue tant tetommen ects oe ‘aoc cn ate amen ein in ‘i suman ar ha ones pe ee fern le ge Sea sca asco ei “ Semantic features and semantic feature analysis is formas nouns pie of ho, ote ofa eee Con nese kes faa Te oc ronan pas cease pe ce id op cman ae mina at Soa ths epi wo may, Gel pep ire "Gaunpuch among elated sets of term (ot inthe Chace Chapin ie Oi haa es pmsl) tl eg ae re mance pe beg ons DSS pleas pig ere arena deve by Kate an Fogo (1963) oe gait os a at ee ge 1) The am eee Shoes there they cones poromons word Bacbelor, aad Beet ate nc ete eee lt hte eoc masini cel seme Fe ee ee ean aris dapan to soul iets gt hein dite oc ered) SCE Throne on urna poe See ra aly as cogs sud te ene seta at eco sep ans hy ascent fete gee Ses Tic apehiy npn beac ty bern a Set Ob ronceay cue a ig nd Src man cacy a elon cing ng Faas cn cel he pet eat He Raa kha tench ome le mee rte ering pA nse og tn Wetec as! tare etna oriaces ine esac atone wm me Sere i taled atte te pummel mee “sre duh sing Eo elim sate coe Sen dsl ang age Sib of wr a doh appr cen Persp tae cll lamtlos Welt) Eprints te wlk gener neers sn Tr cis atten: Deuter fa anew ‘tga cnet nt ean ees te Pac iorcn ane meng age wn teria cei re sents aoe» wel wl ls wi eto ae Mee ne Peach Chima al [ShnaTha inl iaeaoudor aeajr ancbes, 1s Vocabulary, semantics, and language education achatr nite Ting muh he tat Tiley rover, seadora dare) litt wea ane rohas nt young ht eeving rome age cre ‘lanetor ng Figure 1.1 Semantic featare diagram for bachelor (from Kate and Fodor, 1963, p. 186; used with permission) prepositional phase) ofa sentence. Because itis anima itcould beplaced ta subjc before vcs such at ee ander Bese hum, cold noe laced sa ube bore ern uch seed ok tal, We now that we an cout sherp,therciore, heen nea ea the noun a coun so that sabjcterb agscanent appl ea ae ang rhe peor eHow wt te acl for sheep i noe sees, we wot! needs Special oye of re oes fra so ae Information important language sos and cosets would aboincad eto dsunguihers for ach ety. For come we eg cal ena th de Mei nce ne te aleady says that sheep tania tnd wor anasto we no serteedn en ara eee eee ‘or human and have wo legs, 20m ket septs ene add this otfour legged] festa: Or petape we can se ie fo neon) Feature ota seethe etre ingen thon ‘Asked dt sheep, we ae kely eos tse animal wih wooly goat Th fat ha we upiy etre when defing x word sharon featureshave some vay Another pico enene wal worsens feature approach comes om sp-ocbe tongue succn, When eee ‘eed we may proce dpe ofthe vogue where we tesa word Se than the word we ind The word we produce on shes nan et tures withthe intended word. Fromm (1973) gres examples ge speakers ube one body art lor anoter~ “ay ner hee hs ankle was meant, od "on my wrist when finger was mene Thee tended word andthe subssuton hae he east Foe po te Sernantic fetes and semantic fate analysis Theres also evidence ofthe imporanc of features inthe cquistion fords, When we point toa hook and say, “Thats a book, te son that be book one ofa clas often that weacbteariyel Sook Tree bis otion infanes must maser. tad (1962) deserba his seas teach Vitor, 2 “wid child” found at age 11 or 12 i the forces ot Aveyron, France such xia items a8 book, key. pe, hate by ean ing word cards wit the objects inthis way. Victor became hcg “reading” the words on the cards and pontng owt the concen objets. tard was a fi pleased with Victor's success. But when ito was locked to the room where the txt items were kept, ew fe, Given card withthe word book on i he ignored the Backs isthe cs and red to gt ineo the locked room. "This every book which was oot ‘one he had in his room was noe a hook fo Veto” (p73). Tasoae tale hat a word like book rfred oa dt of tems ~tonke a sera he was faced with determining jst how far the seem oa oe {eralized For example, are large books, books placed ira cee oe feoks wih soft covers sll boots? Like chi fs language ec, ‘ier beean to overextend the meanings of words aeording tr {eatresof shape and use Hecalled pages, handl of paper nook, Bewspapers, and pamphiets books. All righ, long cbc made of ‘wood became sticks, Kife became the term fer anything that coe Young children go through sniar phases. Prior to to yess of ag, ghilren may believe that words name parca abject (that bal eke ‘only fothe particular bal that they ee ol unde the bed) eather hoses clase of objets, Ther is also a brief prod, usualy heswee is ad Jats when children use a word appropriately for tn ablon and eso, the sme word for other objets sharing some ofits features For oar, inthe famous stay of his ling child Hildegard Leopold (55) noes her inital wse of waeau for dog. Then the wed fe [shen ‘eatreof texture tallow nae for tse slippers anda pane ne ‘man wearing a fur coat. Lewis's (1951) child said kotbas forth ba ot be cot and then used fora age toy abacus, the tase tack wits pled bar and a picture of a building wih columns, E Care (1993) i ne cls of ach overetesions, shown they ae pray Sead te ‘epraal qualities of shape, sz, movement, sound, taste snd eed ‘Thus thee is considerable developmental evidence that kenre do ated to semantic features in analysing the ieaingy of een ocd ‘signing words to cefeents. Uniornstly formal sean tas ‘atalis as noe capered this a6 adequately os we might lke Neng ‘Sees feature ana has ben mie to marker at eve tea Souveguence odin argent that soporte vay fe, ‘Spanicmatkers donot appear at fequety desing Fast ‘research on slips of the tonpue or deve cistinguis es in Vocabulary, semantics, and language education Practice 1.1 1. In 980 the following sets of words, one word does not elng. Identity the features) which ite tho group and Allow you to discard the out’ member Which ae Sevan markers and which are dinguishes? at, fu oat, bea, table lock, batt, gas meter, batroom scale ‘doctor, mayo. presiset governor ‘ing, accuse, blame, etlee happiness, alent able, understanding ‘oporation, hough, evra, congress 2, Kelly, year, (ata source L Hun) used the word bi forthe folowing objects: bean, bee, pice of gravel sige rote but any insect, marie. What does roean? ‘3. Manin, a 3:yarokd Engich speaker (Nemoiang, 1980, 2.489) gave the felovingdentons whe paying wth Sean. ¢ German-dominant playmate. In ech, determine whe features Marin belves are nporant in the dette Example A Sean Who's Gutman? Matin: He's the guy wich has he ting on his back that fies. Hes ae’ a, he's @ man which has some thing on his back ly up nthe sky with Example 8 Sean!” Whats a as? Marin: I an x0 truck I caries gs. ts an Exxon "tuck an they cary gas, tke Chevron bet 4 Hore ae some of E Cas (1978) example of irtarts ox: lending te meanings of wards slong features, (Clark crow ‘hose examples fom the dat in several classic dary sts es which a pg parentanalyzod th language evelopment ofa chid ever an extended te peted) ‘mooi (= moon) — cakes ~ round mark on windows — Dostnaris ‘ut («Bal — ty — ah ~ rounded stones babe (= st in irr) ~ pho of soll ~ al photos — alt ‘pictures ~ al books with pictures ~ a Boake fafer(= ln sound) ~ soaring cole pot eying thal issed or made @ nose 18 OE Semantic features ond semantic feature analysis be = baby) ~ thor babes ~ al smal statues — "ures in Smal pictures and pnts ‘Ay (fy) ~ specks of ait = dust ~ a sma insects ~ his own oes — crue of reed ~ a small toad tn each example, dently and give name othe este ved in he extension. Ned tat wo clon gave exon ‘sons fer bebe. Does your detinguhing fetus afr {hate two examples? If you can ebserve inate aru Ser, note examgies oft exensions. Do they tia iar’ porceptal catagories? Features in synonyms and antonyms Syponyms re words hat share meanings Disinari radon por tole lit of words ht are mre oes synonymous fa ea thesaurs, 0, presents sons butt aloo ges wore anor Ings are opposites (asoaymg) ‘Weassume th synonyms reef the sect al atures are the sane the wor shold be interchangeable: However sake eke ‘il constemly select among them tsimr ways For wean rightasgn te sme feature to ene and stop amdyeteaanti es is om fen lected in egal dacouse, A late reefer, “Cease that” sa misbehaving cid Such words may eo they srvivein te language because thee we dieence tho et siuauons in which they sewed couse, synonym do not ually share allo thie eatares. We fen ‘se synonyns fo make ou lexical choices more pee Treey eoe a thr technical and more exaethy mak he we ol seers sted precision, We may als use exprenions to show hat meee | roc the precise em we wi tte “i manner a el ‘ost hind of" eset, though tafe indeed ay ooh aresynonymousin every respect. Some forms arches then shes Paria we in particle cecumstancs. And ates hee See {itera etare. Although dictionaries lit smonyns as words with salar ean the fac that Xa ynonym for ¥docenac meant Yisseeeae ey synonym for X For example, the Dictionary of meneay Sessa eg mmarder as synonym of kl bse dot ntl hil eo ore ee Biter Rowe ia asyonra tr oronber mt vee The Dictionary of English Synonym it ol, elder and sons eo ee thre synonyms for aged, Old as ed snd seme ss staal eck ‘fois ancients the ist choice The ey oe ance eae Fitch but des normendon sna Tere caty ferns Vocabulary, semantics and language education ison, ld io h sng fr ler we ter let fbr Wel ae ee rotten {tof he mom porn ays tweak extol peri wiht of anno dnl lee de asap jing oss pon a mock we might ees ce lege mpa of er or nampa pe a ae te icwed hat wc net pny bt wach ee bjs. We mi ore weds a ae lel ees Hels Fe ficken doting cigs ete le ‘Nish ae no sy oa ae a ea soup tree ro which mea te pps pee nein rob loo tpee wrayer a ena ae ee Hs posi andthe other negatives Long and short ree o pole of leh dimension. Norh and sont refer wo dein in tela tos ages point one poiting toward that poin and the otter poling ave gens, 't This thee meanings fer in terme f having or lcking els (citngusher semantic feature Many eppaent opposites, however, areealy extreme points on grad- tated sales. This is especialy tre of adjectives. Hot and cold may Seo like opposites, but temperatures scaled, and we make out fudgcosey to what constitutes ot, warm, cool, and cold along that tale Te dimension is noe jut bisected into plus ands minus tae Le tess 3h pais lke big-small, mony-feu all-short, happy enbappy, aod long-short are the oppoie ends of sales. When we eke “Flog lees Your jacket” “How unhappy ihe?" "How tlle ahe?™ “How many are there” or "How small ist?” iis clear that there fo no abe are ¥en atthe poles. The terms are subjective aad impress they de aon ‘ele tan absolue pace on the dimension. Tere i no obs wy ‘Sarto tales cpa he capitals minis categories. (One could, ofcourse, just change the dchorstaoe ce ‘wales in language acqision, researchers have found that semantic featare alysis is paricullyhelpfl in understanding the acquiston ef re jonyms and atonyms, The research shows ttt one member ofa pa of atonyms i more basic and easiest lesen. The easier term in at rat ‘id to be tnmarked and the more ditfcslt marked. Poste (unroeted) teams are generally ese o learn than marked) negates: So hope wsuallyacuired before wnheppy igh is usally acquired beore fee To {hh “How shor ihe?” assumes thatthe person indeed, shor wees “How calls he?” makes no asumption of whether the penons ee 20 Semantic features and semantic feature alysis shor, Till the unmarked tr, i easie and should be acquired fst f ‘meask “How unbappy she" we tame the pesonis haps whee, “Hove happy is he?" makes no assapton. Happy isthe pe tent tnmarked form, This in be handled ina semante ature appeoach ty making he unmarked member ofthe parte name ofthe leaker ose ‘he marked member would be minus for that ease, Practice 1.2 1. Boinger (1975, p. 195 gives examples of synonyms tat cannot be separates using eamarte merken Wy tee ‘Back an to atu seem tbe syronyms, ut fest of "Ralongnaness”dsingushes tne wo. For exampis nt ifornce do you see betwoon saying, We tock on back {0 the 200, and "We etumed Tom to tho 00°7 A oats of “goa” seems to separate th vee go and head for Wnt ference do you se between wert home and" headed for home"? (Sine 20 many such fstoe ose ro be necessary to separate the mesringe of synonyms Bolinger qvestons wheter he entire encan ear be oo- count for using only a tow hundred rather than thos sands of features) 2 Check a dctonary of synanyms fr any two nouns, > ‘overt, two axjectves, and wo vers, Select one of he synonyms foreach any and checks symorymes ow {hey reciprocal wit he eiinl ent? 8. you have access toa computer anda corpus of data, ‘heck the frequency ofthe faloning pars of syronyee, ‘rp~jouney ———ta-eite plan-scheme hide-conces! —peaty-almest—fastrapa sar-oplan§— fook-volime—_someting-enty aitempt-ty —end-conctude center Sees Imunch-chew — goon-contnue _taloomoce |n your data, which tm for each pairs more requent? you have an oral language database. check he hescen es thre as wel io see wheter they are he same ior ‘al and waiten tt 4: Ditmar (1984) notes that a Sparih worker who spoke a Big fom et German used te ftowin ems: et et (istead of selec, nie hank steed of Gesuncy Sekt {ang tor hur, nit ter orig). Wy shad oe ostes vie negation bo easier o lam tan tonya? i ‘he leamer did not study German at schoo, woos reser OL Pre Vocabulary, semantics, an language education ally have heard the forms he produced? How would you ‘expla his uso of hese forma? Hore is a anton ist wien by a t-grade Spanish English bingusl cid ob -cown a boy ena pence, wath, ton, quot, meet momo te P50 iyo, happy-st,men-moman back, ana (ata source: 8. Hawkins &V Wenzel) Do you considera thes “opsceve"antonyme? Let your ‘wn anonyms for ach paz Are tey the sare? nok say ot? ‘Chaucron (1862) discusses the types of smonyms and ‘anioryms teachers and siden sen cassoome. Here rea few exampioe Exampie A {FWhate his main point, Example 8 TT What does surender mean? &: Ghe wp You gi up. You sop fing, Example ¢ By temperance ne probably means nat ining, Example D “Tojo. hee bal, OK? No na, Wate te main stateent? CChausron nots that in sme casas te synonyms and! an- tony wore not clear In come cases, teachers dd nt select commen and faa tems ipl comeepon ences are not at char asthe where teachers expliiy ‘matk the tems as eynonyns or opposes. Tape record your clas (whethor you area teacher ra shen and {ranserbe the synonyms and artonyms. What makes the elaborations ear or contin fr student? Tihas oton been claimed tat ts easier to laa an- tonyms than sony. Why shou the be the ose? What evdonce trom your teaching o langage leaning suppor ts ei? Do yu think synonyms chango in Acuity dapending on hom profsert ons nthe an- ‘guage? How might you research the question In your own Slecercom sting? Semantic features and semantic feature analysis Features in definitions, ‘enone of your students asks you fora definition ofa word, you are likely respond witnwhaveversmyns you can think of anda lit of faces tha they share. Features are very ela n giving meaning ‘rors, bucare some beter than oer? We now that some festoes ae Ubligtory For example, a tee mst havea trunk snd roots but branches fd leaves may be optional a diferent periods ina te’ ie. In realy, though, people are more likely o define tees in ver of thee Branches tnd leaves than they ave in terms of unk or rots. The beet define tions seem tobe thse which match what is moe salient in perceptual ‘One way researchers evaluate veal sls of young children is by ‘examining tei ality co soppy deinitions for words oto give fn ‘ons as part of classification tasks. In classifeation tasks, cidcen are {Gren aseres of pte carde and asked soc hem into piles and then xpiin why cards ech pile go cogether Braner (1966) food thatthe Sounges chien sorted pictare cards by visual features (clot size, hae). This i oe surprising, given F.Clak's (1973) wok that shows thildeen begin casiicaion by using peeeptal categories. Somewhat ‘der children sored cards according fo visual featares ("these ll have foes in hem”) and by use (*you get dessed with") By 8 years of ae, children identified the common feature of ther grouped cards (all are tools" "you ea et then"). Ta tess where learners donot jor name items bu ako gve definitions, there isa good deal of controversy about sting responses. Cuzden so 3 ‘rey pertinent question: "Why are some defnions beter than othess?™ (USP, p. 73h Why she asst “better” the child defines wagon a5 2 ‘rhc rather than snyng that you can ide in 2 Yerin the liestore on hill language and in bilingual research, one way of judging a cis ‘verbal abies sto ates or er responssin this way. The lowest ating Js given to funtion defniions and the highest synonym, a word which captures shared features. Terhap this Boone fist language [earners seem to proceed trough the developmental tages described by Bruner and others If elder children use fewer fnctioal features in

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