Учебно-методический комплекс дисциплины
Скачать 0.69 Mb.
|
| РАЗДЕЛ 2. МЕТОДИЧЕСКИЕ УКАЗАНИЯ ПО ИЗУЧЕНИЮ ДИСЦИПЛИНЫ (ИЛИ ЕЕ РАЗДЕЛОВ) И КОНТРОЛЬНЫЕ ЗАДАНИЯ ДЛЯ СТУДЕНТОВ ЗАОЧНОЙ ФОРМЫ ОБУЧЕНИЯ Не предусмотрены РАЗДЕЛ 3. СОДЕРЖАТЕЛЬНЫЙ КОМПОНЕНТ ТЕОРЕТИЧЕСКОГО МАТЕРИАЛА 1. The subject-matter, theoretical and practical significance of the course of Lexicology. The connection of Lexicology and other disciplines of language study. The main units of lexicon OUTLINE 1. Basic notions 2. Lexicology and other language studies 3. The notion of the main units of lexicon 1. Basic Notions Lexicology is a part of linguistics, the science of language. It studies the lexicon, or the vocabulary. General lexicology studies vocabulary irrespective of specific, particular features of a certain language. Historical Lexicology studies vocabulary in its development (diachronically). Contrastive Lexicology carries out comparative studies of the lexicon of different languages. Special Lexicology is the study of the vocabulary of a particular language, e.g. English, Russian. The basic task of English Lexicology is the study of the lexicon of English, that is, the study of all aspects of the vocabulary of English – how units of meaning are formed, how they have developed over time, how they are used now, how they are related in meaning to each other and how they are handled in dictionaries. Each human language, and especially its lexicon is said to provide its own set of “pigeon-holes” by which the universe of the speaking nation is interpreted and reduced to order. Differences between the world-view of speakers of different languages may be far-reaching. Not only classifications of natural phenomena but abstract relations such as time and space may be represented in a very different manner. The most extreme variant of this relativistic view, according to which each language forces its speakers into its peculiar mental straitjacket, have received the name “the Sapir-Whorf hypothesis”, after two American anthropological linguists. This hypothesis makes it hard to understand why it is possible to translate into one language from another or why one and the same language often have alternative conceptualizations of the same phenomenon. E.g. in English human beings can be categorized by age into “children”, “adolescents” and “adults” or alternatively, into “majors” and “miners”. Another extreme version in the debate about the relationship between language, thought and the outside world is the view that language is basically an innate or genetically inherited capability and that languages share the same basic conceptual framework. There is a universal set of semantic categories (animate/inanimate, human/non-human, concrete/abstract, etc) from which each language draws its own subset of categories and it is only in the choice of this subset that languages differ. The question whether there are universal concepts existing independently of language or whether language imposes a conceptual framework on human thinking is still disputable. Nowadays, a fashionable view that is taking an upper hand is that language is one of the most productive means of coding cultural attitudes, peculiar ethnic features of world-view. Lexicon as the nominating stock of language is particularly transparent as a means of translating culturally and nationally significant meanings. 3. The notion of the basic units of lexicon Lexicon contains units of meaning, or lexemes (lexical items, lexical units); which is the object of study of Lexicology. Lexical units are elements, possessing form and meaning. The smallest meaningful unit is the morpheme usually defined as the smallest meaningful unit into which a word can be divided. The basic unit of the vocabulary is the word. It is central not only for the lexicon, and consequently, to Lexicology, but to the language system as a whole. It is the main tool of the human language in categorization the phenomena of the world. Idioms, such as rain cats and dogs, catch red-handed, kick the bucket, where the meaning of the whole phrase is different from the combined meanings of the constituent words are also lexical items. The sets of these three main lexical items are not divided by hard and fast boundaries. The sets overlap. There are units, for example, which can hardly be called words, because they themselves consist of words, but which are indivisible syntactically (that is, the constituents cannot be separated and cannot perform a syntactical function in a sentence), or they are indivisible semantically, or both. Ex: as well as, in spite of, such as, because of, instead of, ahead of, in accordance with Put up with, make-believe, run down, take after or even such combinations as take a walk, give a glance, cast a look present a semantic unity (that is the corresponding meanings are expressed by the combinations as a whole, not by their parts) as well as syntactic unity (combinations within the sentence perform a single syntactic function, e.g. that of the predicate or object) Again, NATO, UNO, FBI, and KGB also present a problem, for they function like words, but originally are phrases. I.V.Arnold calls lexemes like that word-equivalents; David Crystal prefers the term lexemes. The former also suggests that ready-made sentences, semantically indivisible and syntactically non-variable, such as all right, How do you do, Never mind can also be regarded as word- equivalents. Questions: 1. What is the subject-matter of General and special Lexicology? 2. What are the existing theories about correlation between the world, the human mind and the language? 3. What are the basic units of lexicon? 4. What are the common features of the basic units of lexicon? 5. What are the peculiar features of the basic units of lexicon? 6. What are the hybrid groups which share the properties of words and word-groups, word-groups and sentences? Task 1. Choose the correct answer 1. Contrastive Lexicology studies…
2. The main task of English lexicology is the study…
3. “The Sapir-Whorf hypothesis” upholds the view that…
4. The lexicon of the language is said to transmit …
5. The lexical units are …
6. The smallest basic unit of the vocabulary having form and meaning is…
7. The central unit of the vocabulary is…
8. The idiom is the basic unit which is formally…
9. The meaning of the idiom…
10.Word-equivalents are…
Reading 1.Ginzburg R.S et andere. A Course in Modern English Lexicology. M., 1979 Introduction, § 4, 5. Semasiology, § 1-12, 13-16, 17-20 2. Arnold I.V. The English Word. M., 1986 Chapter 1, §1.4 Chapter 2, § 2.1 – 2.3 Chapter 3 § 3.1 – 3.3 3. Aнтрушина Г.В., О.В.Афанасьева, Н.Н.Морозова. Лексикология английского языка.М. Дрофа,2004. Introduction p.6-11. 4.Арбекова Т.И. Лексикология английского языка. М., 1977 5.Антрушина Г.Б. Лексикология английского языка. М., 1986 6. Лайонз Дж. Введение в теоретическую лингвистику. М., 1978 7. Laslo Antal. Questions of Meaning // Readings in Modern English lexicology. Л.:Просвещение, 1969. p.74-79. 2. The word as the basic unit of the language. Semiotics, linguistic semantics. Sign, meaning, concept OUTLINE 1. Sign systems 2. Semiotics as the study of sign systems 3. Linguistic semantics as the study of linguistic signs 4. The word as the basic unit of the language: unity of its forms and variants 1. Sign systems As is usual with basic language units, an ordinary speaker, even an illiterate one, easily recognizes and singles out words in the flow of speech. Paradoxically, there is no satisfactory definition of a word in linguistics. The only more or less convincing theory is that of a word as a basic linguistic sign of a language understood as a most powerful, universal system of signs, capable of interpreting any other sign systems. Human existence takes place in the world of signs. A sign is a substitute for a fragment of reality, a representative of this reality and it triggers of, activates in the human mind the image, the notion, the vision or any other representation of this reality. If you review your everyday life you will see you abide by a lot of sign systems. You get up in the morning, woken by your alarm clock. The signal of your alarm clock is a sign. It informs you it is time you got up. The face of a clock and its hands are used as signs telling you of the progress of time. The whistle of the kettle is a sign that the water for your tea or coffee is ready. The bus or trolley bus number is a very economic substitute for the route. Even the way people whom you meet in the bus or on the way to the University are dressed is of symbolic value. The dress can tell you a lot of the age, social position, profession, marital state, nationality, social rank etc. Military ranks or uniforms, huge bags of our commercial travelers known as shuttles, traffic lights, zebras on pavement, the picture of crossed spoon and knife is a sure sign of a café or refreshment room. When you enter the building you show your pass to a guard, which is a sign of your right to enter the building, it says:’ I am a student, I am entitled to be here’. You live your coat in the cloakroom and are given a cloakroom ticket, which is a sign of your leaving your things there and of the right to receive them back. The bell signals the beginning and the end of your class and money you pay in the canteen also belong to a monetary system of signs and so on and so forth. 2. Semiotics as the study of sign systems The science which studies sign systems is called semiotics. Charles Sanders Pierce, a philosopher and a logician, a contemporary of a linguistic genius, Ferdinand de Saussure, formulated the main principles of semiotics. Later on in the first half of the 20th century semiotics was developed and structured by another American scholar, Charles William Morris. Human language within semiotics is only one of the sign systems. It is mostly treated from the view point what is common between language and other sign systems and what makes language different from other sign systems. But language is studied in many sciences – in philosophy, psychology, archeology, theology, rhetorics, literature and textology, theories of information and communication, and in many spheres of human activity – in culture, arts, psychiatry, crime investigation, advertisement and so on and so forth. And it is clear that every science deals with that aspect of language, which comes close to the subject matter of the corresponding science. 3. Linguistic semantics as the study of linguistic signs If Ch.Pierce was the founder of semiotics, then F. de Saussure can be called the founder of linguasemiotics – a part of general linguistics which studies language as a system of signs. And the modern theory of a linguistic sign originates from and is based on the theory of Saussure. A linguistic sign, - a word, a set phrase, a morpheme, a sentence, a text as any sign is the unity of form and meaning, inseparable as two sides of a piece of paper. 4. The word as the basic unit of the language: unity of its forms and variants Within the language the word exists as a system and unity of all its forms and variants. Some words, mostly notional words, have different grammatical forms: do, does, did, done, have done, is doing, will do etc. This system of word-forms is called a grammatical paradigm. Lexically all forms are identical, that is from the point of view of lexical meaning these forms represent one and the same word. They are different grammatically. Words of different parts of speech have different paradigms. The paradigm of a noun is different from that of a verb or adjective. Paradigms are different within one part of speech, too: Ex: a teacher, the teacher, teachers, the teachers, a teacher’s, the teacher’s, teachers’, the teachers’ (complete paradigm) A table, the table, tables, the tables (incomplete paradigm) Snow (no paradigm) There are parts of speech, which have no grammatical paradigms; conjunctions, interjections, prepositions. Care should be taken not to identify grammatical paradigms with derivational ones. Derivational paradigms unite different words, related semantically, based on one and the same root-morpheme, and very often belonging to different parts of speech or to different groups within one part of speech: Ex: grace, graceful, , gracefulness, gracefully, gracious ,graciousness ,to grace, disgrace ,disgraceful, disgracefully, disgracefulness ,ungraceful, (-ness,-ly ), ungracious ( - ly ,-ness) Besides paradigms, the word is represented by its variants. There are two kinds of variants: 1. Lexico-semantic variant. It is one of the meanings of the word. EX: table
In speech, the word table is used only in one of its LSVs, in one of its meanings. Moreover. Besides these meanings, officially registered by vocabularies, there are the so-called contextual meanings, which cannot be registered, because mostly people are not aware that one and the same word, in one and the same LSV, may mean different things: EX: She washed the window (the surfaces of the pane and the glass) She stood on the window (The window sill and the open space in the wall) She broke the window (the glass) 2. Phonetic and morphological variants
often /ofn, often/, again /again, agan/, калоши, галоши, булочник.булошник b. morphological variants: The Past Indefinite tense: learned, learnt; spelled, spelt The Past Participle: struck ,stricken; trodden, trod Formations of the kind geologic-geological, phonetic-phonetical, which are not accompanied by any difference in meaning, also refer here unlike economic- economical, historic-historical. Questions:
Task 2 Choose the correct answer
4. Linguistic semantics studies …
5. An example of a linguistic sign is…
a phonetic variant of the word
Reading
3. Types of meaning in humanities. Linguistic typology of meanings. Lexical and grammatical meanings. Components of lexical meaning OUTLINE
A. Meaning in referential and functional approaches
B. Types of linguistic meaning 3. Word-meaning
1. Types of meaning in Humanities Meaning is one of the most controversial themes not also in many other sciences. In fact it is unanimously recognized as the most difficult problem of science as a whole. Actually it is a philosophical problem of correspondence of mind and reality. The discussion on the meaning is permanent, there are libraries of books devoted to the subject, dozens of hypotheses, but not a single one is universally recognized. There is no universally recognized theory of meaning. 2. Linguistic typology of meaning Meaning in referential and functional approaches There are 2 trends in present-day linguistics on the problem of meaning: referential and functional. Word, meaning and concept The hypotheses within referential approach are the following: 1. Mentalistic hypothesis The hypothesis is very definite; language is the reality of thinking, sentences express units of thinking, propositions (суждения), and words express elements of propositions, that is –concepts, notions It is really so, but linguistic meaning, let’s say the meaning of a word is not equal to a concept. Words express not only concepts, but also evaluation and emotions. There are words, which do not express any notions, but only evaluation: e.g. Russian мерзавец, гад, фуфло or bitch or interjections. Concept is a category of human cognition and it singles out the most essential features of objects and phenomena of the world. Concepts are results of abstraction and generalization of the human mind and different nations in one and the same period of their historical development have approximately identical conceptual systems, but word-meanings of corresponding words, denoting identical things, are different. EX: The English word chair and the Russian word стул denote one and the same thing practically and are based on the same concept, but the English word lacks the medical interpretation. The Russian голубой has the meaning which is absent in the English word blue, but the same meaning is expressed by the English gay, while the Russian веселый has no reference to sexual preferences. The Russian дом and the English house seem to be identical in meaning, but sometimes the Russian word has to be translated by another English word home. The meaning of the Russian word is wider. The English word fire is not equivalent to the Russian костер. You will see that if you try to translate the following sentence into English: Нужно было только сложить костер, но не зажигать его. The information contained in the concept is not always rendered by the corresponding meaning. Surely Russian speakers know that there are two kinds of things denoted by the Russian word часы. They can see the difference between those things worn on wrists, and those on the wall, but these features of the concept are not given in the corresponding meaning of the Russian word, while the English have 2 words – a watch and a clock – to render these differences. Moreover, Russians have the same word for rendering the meaning of the measure of time, and for the instrument of the measurement: Прошло 2 часа, он взглянул на часы. Comp.: a watch, a clock, o’clock, hour. So, the concept is not identical with meaning. Word, meaning and referent Substance hypothesis Here a second hypothesis, the so-called Substance hypothesis can be discussed. |
Похожие:
 | Учебно-методический комплекс дисциплины красноярск 2012 пояснительная... Учебно-методический комплекс дисциплины (умкд) «Психодиагностика» для студентов заочной формы обучения (3,5 года обучения) по специальности... | | Учебно-методический комплекс дисциплины специальность 100110. 65... Учебно-методический комплекс дисциплины (умкд) «Информационная культура» состоит из следующих элементов |
| Учебно-методический комплекс дисциплины специальность: 050706. 65 «Педагогика и психология» Настоящий учебно-методический комплекс дисциплины (умкд) «Психолого-педагогическая коррекция» для студентов 5-го заочного отделения... | | Учебно-методический комплекс дисциплины специальность : 040101. 65... Учебно-методический комплекс дисциплины (умкд) «Информатика» для студентов очной формы обучения по специальности 040101. 65 социальная... |
| Учебно-методический комплекс дисциплины по выбору направление 050700. 62 «Педагогика» Настоящий учебно-методический комплекс дисциплины по выбору (умкд) «Психолого-педагогическая коррекция» для студентов 4-го курса... | | Учебно-методический комплекс дисциплины по направлению подготовки... Учебно-методический комплекс дисциплины (умкд) «Основы экономических учений» состоит из следующих элементов |
 | Пояснительная записка Учебно-методический комплекс дисциплины (умкд)... Учебно-методический комплекс дисциплины составлен к п н., доцентом Грасс Т. П., д э н., профессором Е. В. Щербенко | | Пояснительная записка Учебно-методический комплекс дисциплины (умкд)... Учебно-методический комплекс дисциплины составлен к п н., доцентом Грасс Т. П., д э н., профессором Е. В. Щербенко |
| Учебно-методический комплекс дисциплины Учебно-методический комплекс дисциплины составлен в соответствии с требованиями государственного образовательного стандарта высшего... | | Учебно-методический комплекс дисциплины по направлению подготовки... Учебно-методический комплекс дисциплины (умкд) «Основы экономических учений» состоит из следующих элементов |
| Учебно-методический комплекс «дисциплины» Учебно-методический комплекс «дисциплины» физическая культура составлен в соответствии с Государственным образовательным стандартом... | | Учебно-методический комплекс «дисциплины» Учебно-методический комплекс «дисциплины» физическая культура составлен в соответствии с Государственным образовательным стандартом... |
| Учебно-методический комплекс дисциплины Учебно-методический комплекс дисциплины Культура повседневности зарубежных стран Направление/ специальность — 031400. 62, культурология... | | Учебно-методический комплекс дисциплины «информатика» Учебно-методический комплекс дисциплины составлен в соответствии с требованиями государственного образовательного стандарта высшего... |
| Учебно-методический комплекс дисциплины «Риторика» Учебно-методический комплекс дисциплины составлен в соответствии с требованиями государственного образовательного стандарта высшего... | | Учебно-методический комплекс дисциплины Учебно-методический комплекс дисциплины Источниковедение истории культуры Направление/ специальность — 031400. 62,культурология Форма... |
