Polysemy in english language - Иностранные языки и языкознание курсовая работа
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Polysemy in english language
Different approaches to meaning, functional approach. Types of meaning, grammatical meaning. Semantic structure of polysemantic word. Types of semantic components. Approaches to the study of polysemy. The development of new meanings of polysemantic word.
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polysemy english language polysemantic
Polysemy decorates the speech, literature texts, but complicates a task for foreigners, who study another language, in our case, the English language, a task of translation. A context in this situation gives a lot, it helps to understand what the sentence, the text means in order to make professional translation in a literal way. It is all about the second chapter.
Also the paper contains the conclusion where theoretical and practical conclusions are given in account in logical succession; and appendix.
The above scheme suggests that meaning (I) holds a kind of dominance over the other meanings conveying the concept in the most general way whereas meanings (II) - (V) are associated with special circumstances, aspects and instances of the same phenomenon.
Meaning (I) (generally referred to as the main meaning ) presents the centre of the semantic structure of the word holding it together. It is mainly through meaning (I) that meanings (II) - (V) (they are called secondary meanings ) can be associated with one another, some of them exclusively through meaning (I) - the main meaning, as, for instance, meanings (IV) and (V).
It would hardly be possible to establish any logical associations between some of the meanings of the noun “bar” except through the main meaning:
Meaning's (II) and (III) have no logical links with one another whereas each separately is easily associated with meaning (I): meaning (II) through the traditional barrier dividing a court-room into two parts; meaning (III) through the counter serving as a kind of barrier between the customers of a pub and the barman.
Yet, it is not in every polysemantic word that such a centre can be found. Some semantic structures are arranged on a different principle. In the following list of meanings of the adjective “dull" one can hardly hope to find a generalized meaning covering and holding together the rest of the semantic structure.
A dull book, a dull film - uninteresting, monotonous, boring.
A dull student - slow in understanding, stupid.
Dull weather, a dull day, a dull colour - not clear or bright.
A dull sound - not loud or distinct.
There is something that all these seemingly miscellaneous meanings have in common, and that is the implication of deficiency, be it of colour (m. III), wits (m. II), interest (m. I), sharpness (m. V), etc. The implication of insufficient quality, of something lacking, can be clearly distinguished in each separate meaning.
Uninteresting - deficient in interest or excitement.
Not bright - deficient in light or colour.
Not sharp - deficient in sharpness.
Not active - deficient in activity.
Seeing badly - deficient in eyesight.
Hearing badly - deficient in hearing.
The transformed scheme of the semantic structure of “dull" clearly shows that the centre holding together the complex semantic structure of this word is not one of the meanings but a certain component that can be easily singled out within each separate meaning.
On the second level of analysis of the semantic structure of a word: each separate meaning is a subject to structural analysis in which it may be represented as sets of semantic components.
The scheme of the semantic structure of “dull" shows that the semantic structure of a word is not a mere system of meanings, for each separate meaning is subject to further subdivision and possesses an inner structure of its own.
Therefore, the semantic structure of a word should be investigated at both these levels :
2) of semantic components within each separate meaning. For a monosemantic word (i. e. a word with one meaning) the first level is naturally excluded.
lonely, adj. - alone, without company …
It is quite obvious that the definitions given in the right column only partially and incompletely describe the meanings of their corresponding words. They do not give a more or less full picture of the meaning of a word. To do it, it is necessary to include in the scheme of analysis additional semantic components which are termed connotation s or connotative components .
The above examples show how by singling out denotative and connotative components one can get a sufficiently clear picture of what the word really means. The schemes presenting the semantic structures of “glare”, “shiver”, “shudder” also show that a meaning can have two or more connotative components.
The given examples do not exhaust all the types of connotations but present only a few: emotive, evaluative connotations, and also connotations of duration and of cause.
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Polysemy in english language курсовая работа. Иностранные языки и языкознание.
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