...Divergences in the semantic structure of words: Different Valency Content Introduction……………………………………………………………………………………… Chapter 1. The Problem of Polysemantic Words 1. Semantic Structure of Words……………………………………………………………… 2. Ways of analyzing Polysemy……………………………………………………………… Chapter 2. Polysemantic Words 1. Polysemantic and Monosemantic Words…………………………………………………….. 2. Semantic Structure of Polysemantic Words………………………………………………….. 3. Examples of Polysemantic Words……………………………………………………………. Conclusion…………………………………………………………………………………………. References………………………………………………………………………………………….. Introduction The following paper is devoted to the theme “Divergences in the semantic structure of words”. The semantic structure of words presents a complicated problem .The only exceptions are some groups of monosemantic words. Divergences in the semantic structure of words of the Sourse and Target languages are one of the primary cases of lexical transformations. These divergences are connected with certain peculiar features of a word or a group of words. Even words which seem to have the same meaning in the two languages are not semantically identical. The primary meanings of correlated words often coincide while their derivative meanings do not. Thus there is only partial correspondence in the structures of polysemantic words as their lexical semantic variants do not cover one another. Semantic correlation is not to be interpreted as semantic...
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...Self, 1.1.1 Listen to and repeat words. 1(1) Family & 1.1.2 Listen to and identify different types of letter sounds. Friends 1.3.1 Listen to and understand keywords in stories heard. 2) World of 1.3.3 Listen and match the meaning of words to pictures and the spoken word. Knowledge 1.6.1 Listen to and enjoy children’s songs and rhymes. TOPIC: 2.1.1 Pronounce words with the follow ing sounds: Home Sweet a) short and long vowels, b) diphthongs, c) initial blends, Home d) final blends, e) initial digraphs, f) final digraphs, g) silent letters 2.2.4, 2.6.6, 4.3.3 2.1.2 Pronounce 2-syllable words correctly. 2.1.3 Repeat exclamations with the correct intonation and stress. 2.2.2 Ask questions pertaining to numbers. 2.3.1 Responding to ‘Wh’ questions. 2.6.1 Give non-verbal response to the story heard or read. 2.7.1 Thank people. 2.7.3 Take leave. 2.7.4 Express good wishes 3.1.1 Look at letters and say aloud the following sounds: a) short and long vowels, b) diphthongs, c) initial blends, d) final blends, e) initial digraphs, f) final digraphs, g) silent letters 3.1.2 Read aloud words w ith the letters listed in 3.1.1 above. 3.2.1 Recognise and read out whole words. 3.2.2 Read and learn the meaning of key words for each topic taught. 3.3.1 Read...
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...This page intentionally left blank This practical coursebook introduces all the basics of semantics in a simple, step-bystep fashion. Each unit includes short sections of explanation with examples, followed by stimulating practice exercises to complete the book. Feedback and comment sections follow each exercise to enable students to monitor their progress. No previous background in semantics is assumed, as students begin by discovering the value and fascination of the subject and then move through all key topics in the field, including sense and reference, simple logic, word meaning, and interpersonal meaning. New study guides and exercises have been added to the end of each unit (with online answer key) to help reinforce and test learning. A completely new unit on non-literal language and metaphor, plus updates throughout the text, significantly expand the scope of the original edition to bring it up-to-date with the modern teaching of semantics for introductory courses in linguistics as well as intermediate students. JAMES R. HURFORD is Professor of General Linguistics, University of Edinburgh. BRENDAN HEASLEY is Consultant (Postgraduate Training), Sharjah Women’s College, United Arab Emirates. MICHAEL B. SMITH is Associate Professor of Linguistics, Oakland University. Semantics A Coursebook SECOND EDITION JAMES R. HURFORD Professor of General Linguistics, University of Edinburgh BRENDAN HEASLEY Consultant (Postgraduate Training), Sharjah Women’s College...
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...English 4, Unit 2: Utopia and Dystopia Vocabulary: Words to Know Directions: Using context clues from the sentences provided, try to guess the meaning of each word. Type the guessed meanings in the appropriate spaces provided. Then, use dictionary.com to listen to the pronunciation and find the meanings of the words as they are used in each sentence. Type the dictionary meanings in the appropriate spaces provided. 1. When he heard the sound of the gun, George winced. Hazel could tell the noise bothered him. Based on context clues, record your best guess of the meaning of the word wince: In this sentence wince could mean George became frightened or tensed towards the noise. 2. importunities – Insistent solicitation and entreaty. Now, record the dictionary meaning of the word wince as it is used in the above sentence: Wince means to draw back or tense body as from pain. 2. When Harrison ripped the doors from the hinges, screams and barking cries of consternation could be heard everywhere. People ran around in confusion and fear. Based on context clues, record your best guess of the meaning of the word consternation: In this sentence consternation could be he was in shock. Now, record the dictionary meaning of the word consternation as it is used in the above sentence: Consternation means a sudden alarming amazement that results in utter confusion. 3. The owners seemed to be full of avarice, but the poor workers needed...
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...assignment 1 of 5 ENGL 1103 Unit2 written assignment University of People ENGL1103 Unit 2 written assignment 2 of 5 The purpose of communication is to share the meaning, and the method to deliver meanings is to use languages (Saylor Foundation, n.d., p57). For effective communication, a speaker needs to use words that have clear meanings and avoid words difficult to understand or offensive to an audience. Saylor Foundation(n.d. p57) raised six examples where a language becomes an obstacle in communication: Cliche, Slang, Jargon, Sexiest and racist language, Euphemism and Doublespeak. Cliche is a stereotyped expression that has lost originality and impact by long overuse (Dictionary.com, n.d.). We should avoid using...
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...Archaic words These words are no longer in everyday use or have lost a particular meaning in current usage but are sometimes used to impart an old-fashioned flavor to historical novels, for example, or in standard conversation or writing just for a humorous effect. Some, such as bedlam, reveal the origin of their current meaning, while others reveal the origin of a different modern word, as with gentle, the sense of which is preserved in gentleman. Some, such as learn and let, now mean the opposite of their former use. 1. Abroad-out of doors 2. Accouchement-birthing 3. Advertisement-a notice to readers in a book Obsolete. Words This label is attached to entry words and senses for which there is little or no printed evidence since 1755. A temporal label commonly used by lexicographers (that is, editors of dictionaries) to indicate that a word (or a particular form or sense of a word) is no longer in active use in speech and writing. 1. “bell, book, and candle” – the popes of old’s favoured way of excommunicating someone, but also a fancy way to intensify your retelling of screeching or railing at someone. 2. “with squirrel” – pregnant. 3. “balderdash” – once an adulterated wine, also an en mode way of saying that something is untrue. Jargon Words Jargon is a literary term that is defined as a use of specific phrases and words by writers in a particular situation, profession or trade. These specialized terms are used to convey hidden meanings accepted...
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...2) Explain the meaning of “inoculated” in your own words. What context clues did you use? 3) Explain the meaning of “minims” in your own words. What context clues did you use? 4) Explain the meaning of “suspended” in your own words. What context clues did you use? 5) Explain the meaning of “turbid” in your own words. What context clues did you use? 6) Explain the meaning of “subcutaneously” in your own words. What context clues did you use? 7) What was done to the experimental group? Explain in detail. 8) Explain the meaning of “stinted” in your own words. What context clues did you use? 9) Explain the experimental conditions in detail. Experiment Number Two 1) Describe the experimental group. 2) Explain the meaning of “boards” in your own words. Describe your context clues. 3) What was done to the experimental group? Explain in detail. 4) Explain the meaning of “scanty” in your own words. Describe your context clues. 5) Explain the meaning of “furnished” in your own words. Describe your context clues. 6) Explain the experimental conditions in detail. Experiment Number Three 1) Describe the experimental group. 2) Explain what was done to the experimental group. 3) Explain the meaning of “afforded” in your own words. What were your context clues? 4) Explain the meaning of “artificially” in your own words. Describe your context clues. 5) Explain the meaning of “vital powers”...
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...WORD WITHIN THE WORD List 1 Stem Meaning 1. ante before 2. anti against 3. bi two 4. circum around 5. com together 6. con together 7. de down 8. dis away 9. equi equal 10. extra beyond 11. inter between 12. intra within 13. intro into 14. mal bad 15. mis bad 16. non not 17. post after 18. pre before 19. semi half 20. sub under 21. super over 22. syn together 23. sym together 24. tri three 25. un not WORD WITHIN THE WORD List 2 Stem Meaning 1. archy government 2. ard always 3. cide kill 4. ician specialist 5. itis inflammation 6. aqua water 7. audi hear 8. bell war 9. cap take 10. cise cut 11. bio life 12. auto self 13. port carry 14. scrib write 15. logy science 16. dict 17. cred 18. cent 19. neo 20. ad 21. cede 22. miss 23.centri 24. biblio 25. anthropo say believe one hundred new to go send center book man WORD WITHIN THE WORD List 3 Stem Meaning 1. homo same 2. spec look 3. duct lead 4. fer carry 5. pend hang 6. micro small 7. hydro water 8. photo light 9. pan all 10. penta five 11. tele far 12. vid look 13. omni all 14. ex out 15. poly many 16. re again 17. hypo under 18. pseudo false 19. neuro nerve 20. tomy cut 21. hema blood first • 22. proto sound • 23. phon one • 24. mono life • 25. viv *Sometimes when we use a stem in a word, the ending of the stem may be changed. WORD WITHIN THE WORD LIST 4 Stem 1. morph 2. vest 3. bene 4. pond 5. corp 6. dorm 7. pater 8. nov 9. punct 10. ject 11. tion 12. loco 13. dox 14. amphi 15. magn 16. eu 17. endo 18. phobia 19. ortho 20...
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...certain detail. 12-9 GOOD TO AVERAGE: Good knowledge of subject. Adequate range. adequate development of topic. 8-5 FAIR TO POOR: Does not show knowledge of subject. Non-substantive. Not pertinent. 4-0 INADEQUATE: Not enough to evaluate. ORGANIZATION 10-9 EXCELLENT: Excellent flow of ideas. Ideas expressed clearly. Outstanding stated. Succinct. Excellent sequencing. Cohesive. 8-7 VERY GOOD: Ideas flow fluently. Main ideas stand out. Well-organized. Logical sequencing. 6-5 GOOD TO AVERAGE: Somewhat choppy. Loosely organized but main ideas stand out. Logical but incomplete sequencing. 4-2 FAIR TO POOR: Very poorly organized. Very difficult to read due to lack of organization. 1-0 INADEQUATE: No organization. Not enough to evaluate. LANGUAGE USE 35-33 EXCELLENT: Excellent range of structures and (GRAMMAR/LANGUAGE functions. Includes complex constructions. No errors of agreement, FUNCTIONS) tense, number, word order/function, articles, pronouns. Meaning clear. 32-26 VERY GOOD: Very good range of structures and functions. Attempts complex constructions. Few errors of agreement, tense, number, word order/function, articles, pronouns. Meaning not obscured. 25-20 GOOD TO AVERAGE: Effective use of simple constructions and language functions. Problems with complex constructions. Several errors of agreement, tense, number, word order/function,...
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...Limba engleză contemporană. Semantica Conf.dr. Mariana Neagu Anul III, Semestrul 2 D.I.D.F.R. UDJG Facultatea de Litere Contemporary English Language. Semantics Course tutor: Associate Professor Mariana Neagu Galați 2011 Contents 1. Introduction 1.1. Definitions and the beginnings of semantics 1.2. An overview of semantic studies 1.3. Study questions and exercises 5 5 5 10 2. The relationship between language, thought and reality 11 2.1. Extension and intension 2.2. Sign – sense – referent 2.3. Types of signs 2.4. Models of meaning 2.5 Study questions 11 12 13 14 16 3. Types and dimensions of meaning 3.1 Descriptive meaning 3.2 Non-descriptive meaning 3.3 Social meaning 3.4 Evoked meaning 3.5 Study questions and exercises 17 18 19 20 21 23 4. Sense relations(I):polysemy and homonymy 4.1. Semasiology and onomasiology- two basic approaches to the study of words and their senses 4.2. From word to concept: polysemy and Homonymy 4.3 Study questions and exercises 25 25 26 27 5. Sense relations (II): synonymy and antonymy 5.1. From concept to word: synonymy and antonymy 5.2. Study questions and exercises 31 31 34 6. Hierarchical sense relations: hyponymy and meronymy 6.1 Hyponymy 6.2 Meronymy 6.3 Study questions and exercises 39 39 40 42 7. Semantic organization 7.1. The lexicon 7.2. Semantic fields 7.3. Study questions and exercises 43 43 44 49 8. Semantic decomposition 8.1 Componential analysis 8.2 Universal...
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...Chapter Assignment 1 Template Name: Liberty University Email Address: Assignment 1-1: Select five translations that we talked about in this chapter. Select a passage from the Bible (it must be at least two verses long) and write out how the translations render this passage. Next, mark or highlight the differences among the five translations. Write a paragraph summarizing what you have observed by comparing the translations. (p.38) (10 Points) 1 Corinthians 10:13 Translations Used: NLT, KJV, NIV, NKJV and ESV NLT – 1 Corinthains 10:13 the temptations in your life are no different from what others experience. And God is faithful. He will not allow the temptation to be more than you can stand. When you are tempted, he will show you a way out so that you can endure. KJV – 1 Corinthains 10:13 there hath no temptation taken you but such as is common to man: but God is faithful, who will not suffer you to be tempted above that ye are able; but will with the temptation also make a way to escape, that ye may be able to bear it. NIV – 1 Corinthains 10:13 no temptation has overtaken you except what is common to mankind. And God is faithful; he will not let you be tempted beyond what you can bear. But when you are tempted, he will also provide a way out so that you can endure it. NKJV – 1 Corinthians 10:13 no temptation has overtaken you except such as is common to man; but God is faithful, who will not allow you to be tempted beyond what you are able, but with...
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...Visualizing Making Connections Part 2: Read the following passage in the left column. In the right column, read the thoughts of someone who has already read this passage. Then, in each blank, identify the reading strategy this reader activated while reading the passage “Chicago and Cleveland.” Chicago and Cleveland (1) Chicago, at the southern tip of Lake Michigan, is a port city.(2) It is also an important commercial (3) and industrial center of the Midwest. It is well known for its educational, cultural, and recreational centers. Chicago draws thousands to its concert halls, art museums, and sports arenas.(4) Cleveland, on the south shore of Lake Erie, is also a port city and a commercial and industrial center important to its area (5). Like Chicago, it has several important educational, cultural, and recreational centers. It has colleges and universities, and a distinguished (6) symphony orchestra. It has one of the finest art museums of the world, and many recreational centers. The location of the two cities contributed to their growth, but this similarity is not enough to explain the wide social diversity(7) (8). [Adapted from Smith, Breaking Through, 7th edition, p. 191] Active Reading Strategies (1) As I read the title, I ask myself if it’s a passage about how Chicago and Cleveland are alike. (2) I can imagine ships docking at the ports. (3) Does “commercial” mean “business”? (4) I have been to many of the concert...
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...“WALK CIRCUMSPECTLY” A BIBLE EXPOSITION ON LETTER TO THE EPHESIANS 5:15 BY REVD CANON ADEBOLA OJOFEITIMI “WALK CIRCUMSPECTLY” A Bible Exposition on Epistle to the Ephesians Chapter 5:15 “See then that ye walk circumspectly, not as fools, but as wise...” KJV Our Theme Our theme “Walk circumspectly” coined from Ephesians 5:15 is a part of a long instructive writing of Apostle Paul to believers at Ephesus who Paul describes “...saints in Ephesus, the faithful in Christ Jesus” (Ephes. 1:1b). It is therefore an appropriate theme for a gathering like this. We are faithful in Christ Jesus and saints of God in the Diocese of Lagos. The two central words making up our theme are “walk” and “circumspect”, these words taking literally seem ordinary and convey little or no deep meaning but in strictest sense are loaded with cryptic message that must be unveiled. And that is my assignment in this segment of our retreat. I have absolute faith in the Holy Spirit whose brain child is the Holy Scripture that He will illuminate our hearts as we unfold the mystery of His word. Introduction Letter to the Ephesians is one of the 4 prison letters of Apostle Paul. It was written to encourage the personal faith of believers in Ephesus. It became necessary for Paul to do so because of the problems facing the church at that time. As gathered from records, Ephesus was a city on the western shore of now modern day Turkey. Like Lagos, it was famous for its trade, art and science...
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...издание, исправленное УДК 802.0:801.3(075.8) ББК 81.2Англ 3 я73 З 966 Р е ц е н з е н т ы: доктор филологических наук, профессор кафедры стилистики английского языка Московского государственного лингвистического университета Е. Г. Беляевская; доцент кафедры английского языка Московского государственного лингвистического университета Т. В. Тадевосян; кандидат филологических наук, доцент кафедры английского языка Московской государственной юридической академии А. В. Дорошенко Зыкова И.В. З 966 Практический курс английской лексикологии = A Practical Course in English Lexicology : учеб. пособие для студ. лингв. вузов и фак. ин. языков / Ирина Владимировна Зыкова. — 2 е изд., испр. — М.: Издательский центр «Академия», 2007. — 288 c. ISBN 978 5 7695 4062 2 Учебное пособие охватывает всю программу курса лексикологии анг лийского языка. В нем рассматриваются важнейшие проблемы лексико логии в свете ведущих принципов современной лингвистики. Введение в теоретические проблемы курса осуществляется на фоне обобщающего описания основ лексического строя английского языка. Каждый раздел пособия снабжен вопросами и практическими заданиями, контролирую щими и углубляющими понимание языковых явлений, а также стимули рующими самостоятельный анализ фактов языка. Для студентов лингвистических вузов и факультетов иностранных язы ков. УДК 802.0:801.3(075.8) ББК 81.2Англ 3 я73 Оригинал макет данного издания является собственностью Издательского центра «Академия», и его воспроизведение любым способом...
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...technical aids _____ Practical applications of the language in varied business contexts Correspondence Telecommunications Conferences, business meetings Other public address situations Activity 2 Writing about One’s Purpose for Studying Business English Task: In a brief paragraph (5 – 15 sentences), the students will write about the topic: “Why you see your own need to study Business English.” They will use separate paper for this and will submit to the instructor. Activity 3 Let’s Fill This Out! Task: The students will complete the list of subject areas by writing the keywords on the spaces provided. 1. Reading and __________ (understanding what we read) 2. Vocabulary (building our data of __________ we know and can use correctly) 3. Grammar and __________ (the art and science of fitting the words of a language together so as to enhance both spoken conversation and written correspondence by ensuring that the __________ for that language have been correctly followed). 4. Practical __________ of the language in a variety of __________ situationscorrespondence, reports, telecommunications, public-address situations, etc. 5. The use of __________ aids to enhance the written words and to make more concrete oral mode of presentation through graphics, statistics, etc. Activity 4 Needs Analysis Task: The students will reflect on the list of subject areas for Business Communication along side with their skills, talents, difficulties, and problems. They will label...
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