- •L.M. Takumbetоvа english lexicology preface
- •1. Morphological and Derivational Structure of Words.........................................57
- •Abbreviations and symbols
- •Introduction lexicology as a branch of linguistics.
- •Its subject matter and objectives
- •1. The Subject Matter of Lexicology.
- •2. The Theoretical and Practical Value of Lexicology
- •Questions and Tasks
- •2. The Problem of Word Definition
- •3. Types of Nomination and Motivation of Lexical Units
- •4. The Notion of Lexeme. Variants of Words
- •Questions and Tasks
- •Chapter 2 semasiology. The problem of meaning
- •1. Referential and Functional Approaches to Meaning
- •2. Types of Meaning
- •3. The Semantic Structure of Words. Polysemy
- •4. Сauses, Types and Results of Semantic Change
- •Questions and Tasks
- •Exercises
- •I. Which of the following words are monosemantic (use a dictionary)?
- •II. Group together the following pairs of words according to the lsVs they represent. Use dictionaries if necessary.
- •III. Define the meanings of the italicized words in the following sentences. Say how meanings of the same word are associated one with another.
- •IV. Explain the logical associations in the meanings of the same words in the following word combinations. Define the type of transference which has taken place.
- •V. Comment on the change of meanings in the italicized words.
- •Chapter 3 english vocabulary as a system
- •1. Semantic Classes of Lexemes in the Lexico-semantic
- •System of the English Language
- •2. Synonymy
- •3. Antonymy
- •4. Homonymy
- •The Origin of Homonyms in the English Language
- •Questions and Tasks
- •Exercises
- •I. Classify the following words into logical groups on the principle of hyponymy.
- •II. Arrange the following lexemes into three lexico-semantic groups - feelings, parts of the body, education.
- •III. Prove that the following sets of words are synonyms (use dictionaries).
- •IV. Find the dominant synonym in the following synonymic sets. Explain your choice.
- •V. Find antonyms for the words given below.
- •VI. A) Find the homonyms proper for the following words; give their Russian equivalents.
- •VI. Match the italicized words with the phonetics.
- •Chapter 4 morphological structure of english words and word formation
- •1. Morphological and Derivational Structure of Words
- •2. Аffixation
- •Clаssification of Prefixes
- •Classification of Suffixes
- •3. Conversion
- •Patterns of Semantic Relations by Conversion
- •Basic Criteria of Sеmantic Derivation within Conversion Pairs
- •4. Word-Composition (Compounding)
- •Classifications of Compound Words
- •Meaning and Motivation in Compound Words
- •Historical Changes of Compounds
- •5. Minor Types of Word-Formation
- •Questions and tasks
- •Exercises
- •I. A) Give examples of nouns with the following suffixes; state which of the suffixes are productive.
- •II. Explain the etymology and productivity of the affixes given below. Say what parts of speech they form.
- •III. In the following examples the italicized words are formed from the same root by means of different affixes. Translate these derivatives into Russian and explain the difference in meaning.
- •IV. Find cases of conversion in the following sentences.
- •V. Explain the semantic correlations within the following pair of words.
- •VI. Identify the compounds in the word-groups below. Say as much as you can about their structure and semantics.
- •VII. Match the following onomatopoeic words with the names of referents producing the sounds they denote in brackets.
- •VIII. Define the particular type of world-building process by which the following words were formed and say as much as you can about them.
- •Chapter 5 word-groups and phraseological units
- •1. Lexical Valency and Collocability
- •2. Criteria of phraseological units
- •3. Classifications of phraseological units
- •4. Origin of phraseological units
- •Questions and tasks
- •Exercises
- •I. What is the source and meaning of the following idioms?
- •II. Explain whether the semantic changes in the following units are complete or partial.
- •III. Give Russian equivalents of the following phraseological units from the list below.
- •IV. Give the proverbs from which the following phraseological units have developed.
- •V. Match the beginning of the proverb in the left-hand corner with its ending in the right-hand corner.
- •Chapter 6 etymological background of the english vocabulary
- •1. What Is Etymology?
- •2. Native English Vocabulary
- •3. Loan Words and Their Role in the Formation of the English Vocabulary
- •4. Assimilation of Borrowings
- •5. Degree of Assimilation and Factors Determining It
- •5. Impact of Borrowings on the English Language System
- •Quesions and Tasks
- •Exercises
- •I. Subdivide the following words of native origin into a) Indo-European, b) Germanic, c) English proper.
- •II. Distribute the following Latin borrowings into three groups according to the time of borrowing.
- •III. Find the examples of Scandinavian borrowings in the sentences given below. How can they be identified?
- •IV. Point out whether the italicized words in the sentences given below are Norman or Parisian French borrowings. How can they be identified?
- •V. Explain the etymology of the italicized words (native English and borrowings). Use etymological dictionaries if necessary.
- •VIII. Think of 10-15 examples of Russian borrowings in English and English borrowings in Russian. Literary sources
- •II. Optional
- •Dictionaries
- •Internet sources
Questions and tasks
1. How does a morpheme differ from а) a phoneme, b) a lexeme?
2. Give examples of various types of morphemes.
3. What is an allomorph? Give examples.
4. What does the IC and UC analysis aim at? What is the difference between a morphological and a derivative structure? Give examples.
5. What role does affixation play in English word-formation? What are the principles of classification of affixes?
6. What is a means of word formation by conversion?
7. What are the typical semantic relations within conversion pairs? Give examples of denominal verbs and deverbal nouns.
8. Why is it difficult to distinguish between compound words and free phrases? What are the criteria?
9. What are the principles of classification of compound words? How does a compound word differ from a compound derivative?
10. What makes the meaning of а compound word?
11. What are the most active and productive patterns of compounds?
12. Give examples of words coined by shortening and back formation.
13. Соmpare the examples of onomatopoeic words in different languages.
Exercises
I. A) Give examples of nouns with the following suffixes; state which of the suffixes are productive.
-tion, -dom, - ness, - ism, -ship, -er, - or, -ist, -ess, -th, -age, -hood, -ing
b) Give examples of adjectives or adverbs with the following suffixes; point out the productive ones.
-y, -ly, -ward, -able, -ible, -ish, -less, -wise, -ate, -some, -en
c) Give examples of verbs with the following suffixes; point out the productive ones.
-ize, -en, -ify, -ate
II. Explain the etymology and productivity of the affixes given below. Say what parts of speech they form.
-ness, -ous, -ly, -dom, -ish, -tion, -en, -ess, -or, -er, -hood, -less, -ate, -ing, -al, -ful, un-, re-, in-(im-, ir-, il-), dis-, over-, under-, pre-, post-, ab-
III. In the following examples the italicized words are formed from the same root by means of different affixes. Translate these derivatives into Russian and explain the difference in meaning.
1. a) Sally is the most amusing person in the world. b) Ann was wary but amused. 2. a) He had a charming smile, almost womanish in sweetness. b) I have kept up with you through Miss Pittypat but she gave me no intimation that you had developed womanly sweetness. 3. a) It is delightful to find oneself in a foreign country without a penny in one’s pocket. b) I was delighted to hear the news of your success. 4. a) It isn’t a pleasant experience, I can tell you. b) How pleased your father will be if you marry well. 5. a) If your nephew has really succeeded in his experiments you should be awfully careful. b) A careless driver is a danger to the public. 6. a) The trouble with college is that you are expected to know such a lot of things you’ve never learned. It’s very confusing at times. b) That platform was a confused mass of travellers, porters, baggage, boys with magazines, friends, relatives. 7. a) At last I decided that even this rather mannish efficient woman could do with a little help. b) He was only a boy not a man yet, but he spoke in a manly way. 8. a) The boy's respectful manner changed noticeably. b) It may be a respectable occupation, but it sounds rather criminal to me. 9. a) I’ve been so excited about all these new adventures that I must talk to somebody. b) This new performance of the theatrical company is really exciting. 10. a) I hope you are not getting bored listening to me. b) I should never have thought that professor N’s lectures could be so boring.