I am going to go to night school to (review) my English.

A B

A.y.

Seminars on the course of English Lexicology

Chair of English Philology

Romano-Germanic Philology Department

Ablai khan University of International Relations and World Languages

Module # 1

Seminar # 1. Theme “Lexicology”.: (2 hours)

Subtheme # 1: “The aims and principles of Lexicology”

Case study tasks:

1. Divide the next principles into aims and objectives of Lexicology. Analyze your subdivision and explain your choices.

a) to investigate the problems of word structure, word-formation

b) to give systematic description of the word-stock of modern English

c) to deal with the problems of dictionary compiling

d) to investigate the semantic structure of the words

e) to systematize the whole vocabulary

2. State out all theoretical and practical values of Lexicology and make a scheme or table that shows their difference.

Theoretical values of Lexicology are _______

Practical values of Lexicology are _________

3. Analyze and comment on the theoretical and practical importance of Lexicology. Divide the next principles into theoretical and practical importance.

1) It forms the study of one of the three main aspects of language, its vocabulary, its grammar and sound system

2) By drawing attention to the combining characteristics of words (origin, affixes, meaning, derivation) the teacher will prevent many mistakes

3) The relationship between the name and the thing named

4) It deals with the origin, development and current use of words as depending on the needs of social communication

5) It helps to master the literary standards of word usage

6) It helps to use different kinds of dictionaries, reference books on increasing and improving one’s vocabulary

7) It helps to systematize the whole vocabulary according to the structure and semantics

8) It analyzes the word from the categories: morphological, semantic and stylistic

Problematic tasks:

1. Give your points of view on why an exact knowledge of the vocabulary system is necessary.

2. Give your own definition on what is vocabulary.

3. Evaluate the point that in recent years to provide a theoretical basis on which the vocabularies of different languages can be compared and described.

Subtheme # 2: “The object of Lexicology”

Case study tasks:

1. Fill in the gaps with missed functions of a word. After characterize each function according to their importance.

A word has ……..functions

1) nominative

2) _________

3) significative

4) __________

5) __________

6) __________

2. Prepare a brief information about the object of Lexicology and prove that the word has a multilevel structure. In your lecture we discussed about the linguistic functions of a word and here your task is to show other functions of a word which are typical in different spheres in society.

3. You have studied the theme Lexicology, the object, types of Lexicology and links with other branches of linguistics, the morphological structure of a word. Now fulfill the following task.

Make up your own concrete definition of Lexicology and a word.

Problematic tasks:

1. Give the definition to the term word and say your points of view why a word therefore is simultaneously a semantic, grammatical and phonological unit.

2. Give the descriptive difference of a word and morpheme.

3. Prove the statement why the definition of a word is one of the most difficult in linguistics.

4. Describe each linguistic functions of a word and illustrate with examples.

Subtheme #3: “The types of Lexicology”

Case study tasks:

1. You have studied the theme types of Lexicology. Now fulfill the following task.

Make up concrete definitions of every type of Lexicology and compare with Kazakh and Russian languages. Say if it is the same or different in other languages.

2. Analyze each type and make a presentation that show their subdivision and differences.

Problematic tasks:

1. Prove the difference between general and special types of Lexicology.

2. State out distinguishing features of terms comparative and contrastive and say if they are the same or different terms.

3. Show the differences between diachronic and synchronic types of Lexicology.

4. Indicate some facts why it is important to differentiate the types of Lexicology.

Subtheme # 4: “Links of Lexicology with other branches of linguistics”

Case study tasks:

1. Analyze each link of Lexicology and illustrate with facts and examples.

2. Make a presentation on the links of Lexicology with sociolinguistics, pragmalinguistics and translation.

3. You have studied the theme Lexicology, the object, types of Lexicology and links with other branches of linguistics, the morphological structure of a word. Now fulfill the following task.

Make a scheme that shows the links of Lexicology with other branches of linguistics and illustrate with examples.

Problematic tasks:

1. Discuss the links of Lexicology with other branches of linguistics.

2. Prove that the connection of Lexicology with Phonetics, Grammar is very obvious and exact, close.

Subtheme # 5: “The morphological structure of the words. Types of morphemes”.

Case study tasks:

1. You have studied the theme Lexicology, the object, types of Lexicology and links with other branches of linguistics, the morphological structure of a word. Now fulfill the following task.

Make up a table of classification types of morphemes and give examples.

2. You have studied the theme Lexicology, the object, types of Lexicology and links with other branches of linguistics, the morphological structure of a word. Now fulfill the following task.

Make up a glossary of the theme and give a summary of the lecture.

3. Match the classification types with the morphemes. Explain your choice.

1) According to the role a) prefix, suffix, infix

2) According to the position b) lexical, grammatical

3) According to the functions c) simple, stylistic, pragmatic

4) General classification d) productive, non-productive

5) According to the meaning e) functional, derivational

f) denotational, connotational

g) roots, affixes

4. Put the three structures of a word correctly according to that Lexicology deals with.

1) semantic

2) Morphological

3) stylistic

5. Pick up the derivatives from the following sentence, divide them into morphemes and analyze:

She could not expect to find a friendly listener in Elliot who was disinclined to trouble himself with a young man.

6. Match the lexical and grammatical morphemes with their types and explain your choice.

1) free lexical morphemes a) prefixes, suffixes

2) free grammatical morphemes b) roots

3) bound lexical morphemes c) –ed, -ing, -s, -er, endings

4) bound grammatical morphemes d) articles, conjunctions, prepositions

Problematic tasks:

1. State out the aims and principles of morphemic analysis and say why we do certain analysis in the languages.

2. Show the differences between a phoneme, a morpheme and a word.

3. State out the types of a stem and give their definitions.

4. Give the classification of morphemes from the structural and semantic point of view.

5. Say the differences between bound and semi-bound morphemes.

Subtheme # 6: “Problems of Lexicology”

Case study tasks:

1. Analyze each problem that Lexicology deals with and prove their importance in the vocabulary system.

2. Put the following problems of Lexicology according to their nature that Lexicology deals with:

Phraseology, Change of meaning, Affixation, Lexicography, Semasiology.

Problematic tasks:

1. Evaluate each problem of Lexicology and say their place and role in Lexicology.

2. Discuss the properties and functions of problems in Lexicology and describe their objects.

3. Consider their importance not only in Lexicology but in General Linguistics.

Theme # 2: “Semasiology” (2 hours)

Subtheme # 1: “Semasiology and semantics”

Case study tasks:

1. You have been asked to give a summary of a lecture about semasiology and semantic, then make an outline how to present to the students.

2. Make a list of problems that semasiology deals with and then rank the problems in order of importance. Then give short characteristics to each of them.

Problematic tasks:

1. Give the difference between semasiology and semantics.

2. Show the difference between a meaning and a word.

3. Prove that semasiology is the central or basic problem of Lexicology.

Subtheme # 2: “The objects of semasiological study”

Case study tasks:

1. List out all the objects that semasiology deals with then give your points of view on them. Then consider which object is important and prove what makes you think so. Illustrate your answer with scientific theoretical issues.

2. Make a presentation concerning the given theme. Think carefully about what concessions you are willing to make, then present it to class.

Problematic tasks:

1. Give different semantic development of words and their causes that exist in Lexicology.

2. Give the types of semantic groupings in the vocabulary system of English lexicology.

Subtheme # 3: “The meaning of the words and its types”

Case study tasks:

1. State out the types of word meaning from the given list. There are some variants which are extra.

1) linguistic, 2) extra-linguistic, 3) lexical, 4) general, 5) grammatical, 6) connotational,

7) semantic, 8) stylistic, 9) differential, 10) denotational, 11) morphological, 12) distributional

2. Analyze the types of word-meaning and give the types of meaning of the following words:

To go, a motherland, a branch, patriotic, to work

3. Make a presentation of each type of meaning and give examples as much as possible, compare with Kazakh and Russian languages.

4. Find out the basic or main types of word meaning from the list and explain your choice.

Lexical, connotational, part-of-speech, denotational, grammatical, differential, distributional

5. Analyze the following epigram by Oscar Wilde and explain which types of word-meaning do exist.

“Men can be analysed, women – merely adored”

Problematic tasks:

1. State out the causes that at present there is no universally accepted definitions of meaning.

2. Give the differences between analytical, functional, operational categories of definitions of meaning.

3. Prove why the semantic triangle is important in analytical or referential definition of meaning.

4. Choose the main category of definition of meaning from the three and state out the facts.

5. Describe each type of word meaning and find out the main types.

4. Point out the four types of connotations and give characteristic features of each type.

Subtheme # 4: “Motivation and its types”.

Case study tasks:

1. Pick up the examples of semantic motivation from the list and comment on your choice.

Changeable, reproduce, the foot of the mountains, swing, splash, retell, the hand of a kettle, mother country, eatable, pook, boom, the branch of a science, the leg of a table

2. Pick up the examples of morphological motivation and explain your choice.

Bang, rethink, the mouth of a river, cuckoo, buzz, prefabricate, self-propelling, vitaminize, the eye of a needle, whistle, faded, motherland

3. Pick up the examples of phonetic motivation from the list and explain your choice.

Bang, rethink, the mouth of a river, cuckoo, buzz, prefabricate, gurgle, self-propelling, vitaminize, the eye of a needle, whistle, faded, motherland, cock-a-doodle-do

Problematic tasks:

1. Show the difference between motivated and non-motivated words.

2. Express your points of view if it is possible that one word may combine different types of motivation.

3. Introduce what type of motivation is important from the three.

4. Define why words should be motivated.

Subtheme # 5: “Polysemy”

Case study tasks:

1. Discuss the problems of polysemy and identify the drawbacks of polysemy in certain languages. Consider the advantages and disadvantages of having polysemantic words. Say which of them to be best?

2. Make a table of features of polysemantic words in English then compare with your mother tongue.

Problematic tasks:

1. Say the difference between polysemantic and monosemantic words.

2. Express your attitude on the drawbacks of polysemantic words.

3. Prove your points of view why context is a powerful preventative against any misunderstanding of meanings.

4. Express your attitude on having a lot of polysemantic words in languages advantage or disadvantage.

Theme # 3: “Semantic change” (2 hours)

Subtheme # 1: “Semantic causes”

Case study tasks:

1. When we deal with the change of meaning we come across with three factors. They are _

2. Comment on types of causes, then rank them to their importance. Prove your answer with certain thoughts and ideas, if possible give examples.

Problematic tasks:

1. Define the differences between verbal and non-verbal causes of semantic change.

2. Prove your point of view on what type of cause is productive one.

3. State out the reasons why words acquire new meanings.

4. Say what factors stimulate that the meanings of words change.

5. Comment on each type of cause.

Subtheme # 2: “Nature of semantic change”

Case study tasks:

1. Explain the logical associations in the following groups of meaning for the same words. Define the type of transference which has taken place.

A. the wing of a bird-the wing of a building; the eye of a man-the eye of a needle; the hand of a child-the hand of a clock; the heart of a man-the heart of the matter; the bridge across the river-the bridge of the nose; the tongue of a person-the tongue of a bell; the tooth of a boy-the tooth of a comb; the coat of a girl-the coat of a dog.

B. green grass-green years; black shoes-black despair; nickel (metal)-a nickel (coin); glass-a glass; copper (metal)-a copper (coin); Ford (proper name)-a Ford (car); Damascus (town in Syria)-damask; Kashmir (town in North India)-cashmere.

2. Choose the examples of metonymy and give characteristic features of metonymy contrasting with metaphor.

Knight, villain, saxophone, eye of a needle, boycott, the city, china, marshall, foot of the mountains, mother country, a glass, the branch of a science.

3. Pick up metaphors from the following word-combinations and prove that they belong to this group.

Green bush, green man, green apple, green with envy, the root of a word, a fading flower, blooming health, mother country, the saxophone, china, the branch of a science.

Problematic tasks:

1. State out the types of nature of semantic change.

2. Explain the main functions of metaphor and metonymy, then give examples.

Subtheme # 3: “Results of semantic change”

Case study tasks:

1. When we deal with semantic change we come across with three factors as cause, nature and result. Evaluate each factor and give important features.

2. There are given some examples of semantic change. Explain what type of semantic change do they belong. Prove your answer and give the differentiating features.

e.g. knight -originally meant a boy, then a young servant, then a military servant, then a noble man

marshal -originally meant a horse man, now it is the highest military rank

e.g. villain -originally meant working on a villa, now it means a scoundrel

gossip -originally meant god parent, now a chat one’s personal life or matters

3. There are given some examples of semantic change. Explain what type of semantic change do they belong. Prove your answer and give the differentiating features.

e.g. the City-business part of London, Oxford-university town in England, the Tower-originally a fortress and palace, later a prison, now a museum

e.g. person-originally a mask used by an actor, now chairperson, policeperson, salesperson, workperson

4. Match the change of word meaning with their equivalents and comment on each of them.

1) specialization of meaning

2) pejoration of meaning

3) generalization of meaning

4) amelioration of meaning

1. extension

2. widening

3. narrowing

4. degradation

5. elevation

6. common use

7. worse in the course of time

8. better in the course of time

9. for definite purpose

Problematic tasks:

1. Give the differences between generalization and specialization, what are the reasons of it.

2. Give the differeces between pejoration and amelioration of meaning, what are the reasons of it.

3. Evaluate the causes and facts what makes the meaning of the words change.

Theme # 4: “Word-formation system of English language” (2 hours)

Subtheme # 1: “Major or basic, productive types of word-formation”

Case study tasks:

1. English word-building system is divided into: 1) major 2) minor types

Major types of word-formation are _____

Minor types of word-formation are _____

2. Match the types of compound words with their definitions and explain your choice.

1) neutral a) the compounds whose meaning do not correspond to the

separate meanings of their constituent parts

2) morphological b) the compounds which are realized without any linking

elements by mere two stems

3) syntactic c) the compounds in which two compounding stems are

combined by a linking vowel or consonant

4) idiomatic d) the compounds which keep articles, prepositions and

adverbs in their structure

3. Which of the following suffixes are of Greek origin and give characteristics of these suffixes.

a) – dom, -hood, -ly

b) -able, -ible, -ant, - ent, -ous

c) –age, -ful, -ence

d) –ist, -ism, -ite

e) –anti, -dom, -ful

4. State out the productive affixes from the list:

-th, -en, -er, -less, -som, -ness, -hood, -ance

5. Speak on the four main types of word-formation in modern English. Define the morphological structure of the compounds:

Letter-box, salesmen, good-looking, forget-me-not, handicraft, snow-white, Anglo-Saxon, speedometer, man-of-war, long-legged, good-looking

6. Speak on the major ways of word-formation in English and find out the differences between the frequency and productivity of affixes. Explain the type of word-building of the italicized words and give their ways of formation.

1) A successful old lawyer tells the story about the beginning of his professional life.

2) I was saying as the stranger entered the office

3) But I’ll manage to sandwich your case in between the others somehow

4) I duly impressed my prospective client, I hung up the receiver and turned to him.

5) I’ll attend to that corporation matter for you.

Problematic tasks:

1. Express your attitude on the major types of word-formation and prove why they belong to this type.

2. Classify the main structural and semantic types of affixation, conversion, compound words.

3. Compare the productive and non-productive affixes and state out their functions.

Subtheme # 2: “Minor or secondary, non-productive types of word-formation”

Case study tasks:

1. State out the secondary ways of word-building from the given list and explain your choice.

a) conversion, b) back-formation, c) stress interchange, d) compound words, e) sound imitation,

f) affixation, g) blends, h) reduplication, i) shortening

2. Speak on the minor types of word-formation. Divide the following examples according to the minor types of word-formation and prove your answer that they belong to these types.

To whisper, to mumble, dilly-dolling, ‘accent-to ac’cent, chunnel, bubble, to compute, to babysit, to moo, bye-bye, cinemadict, to strike-stroke, blood-to bleed, to whistle, to tinkle, painter, ping-pong, to ex’tract-‘extract, to collocate, to bark, hot-to heat.

3. Compare and contrast English minor types of word-formation and find out correspondences and differences. Make a table showing their differences and illustrate with examples.

4. Define the way the following words have been created and give their specific features.

Life-to live, blood-to bleed, hot-to heat, song-to sing

5. Define the way the following words have been created and characterize them.

Smog (from smoke and fog), cinemadict (from cinema addict), dramedy (from drama and comedy), informecial (from information and commercial)

Problematic tasks:

1. Express your attitude on the minor types of word-formation and prove why they belong to this type.

2. Classify the main structural and semantic types of shortenings.

3. Compare the major and minor types of word-formation in English.

Module # 2

Theme # 5: “English vocabulary as a system” (2 hours)

Subtheme # 1: “Non-semantic grouping”

Case study tasks:

1. Match the classification types of grouping of English vocabulary.

1) non-semantic

2) morphological

3) lexico-grammatical

4) emotionally neutral and coloured

5) stylistically neutral and coloured

a) thematic, ideographic

b) collocation, fusion, unity

c) formal, informal

d) intensifiers, interjections, evaluatory words

e) morphological, phonetic, semantic

f) morpheme, notional, functional, word-family

g) lexical, familiar, low

h) alphabetical, rhyming, frequency, length

2. Prepare information about non-semantic grouping of English vocabulary and make a report on basic features. Show their importance in comparison with other types.

Problematic tasks:

1. Write about the non-semantic grouping and its types.

2. Say why the theoretical importance of that grouping is almost null.

3. Characterize each subdivision of non-semantic grouping and illustrate with examples.

Subtheme # 2: Morphological grouping”

Case study tasks:

1. Make a presentation on each type of morphological grouping and explain their importance in comparison with other types. Compare with your mother tongue.

Problematic tasks:

1. Comment on the fact that the morphological grouping is the basic grouping of English vocabulary.

2. Evaluate each subdivision of the morphological grouping and give examples.

3. Express your attitude on word families.

4. Analyze the structure of derived, compound and compound-derived morphemes.

Subtheme # 3: “Lexico-grammatical grouping”

Case study tasks:

1. Give possible definition and functions of the semantic field, then give the differences in their stylistic type of the lexemes belonging to the semantic field of “madness”. Match the lexemes with the categories:

1) literary, academic, technical in character

2) colloquialisms

3) dated or archaic

4) relatively recent in origin

5) stylistically neutral

a) neurotic, psychotic, schizophrenic, maladjusted, unbalanced

b) insane of unsound mind, not in full possession of one’s faculties, possessed

c) demented, unhinged, mental, non compos mentis

d) barmy, cuckoo, gaga, batty, loony, daft, crazy, nuts

e) bananas, bonkers, crackers, round the bend, off one’s chump

2. There given three controversial problems in the field of terminology. Give your specific characteristics on each problem and say which of them do you mostly close to and why.

1) a term loses its terminological status when it comes into common usage. Under the circumstances numerous terms pass into general usage.

2) there are linguists in whose opinion terms are only those words which have retained their exclusiveness and are not known or recognized outside their specific sphere.

3) according to some linguists an ideal term should be monosemantic. Polysemantic terms may lead to misunderstanding and that is a serious in professional communication.

3. Make a list of terms concerning with your profession.

Problematic tasks:

1. Give the definition of professional terminology.

2. Give the controversial problems of terms and express your point of view on the problems.

3. Point out the features of semantic field and give the possible definition with examples.

4. Compare the thematic and ideographic groupings and give examples.

Subtheme # 4: “Emotionally neutral and emotionally colored grouping”

Case study tasks:

1. Divide the following examples into the examples of interjections, the examples of intensifiers, the examples of evaluatory words.

How on earth!, marvelously, awfully, a devil of time, Heavens!, scandalmonger, Now well!. A hell of success, tremendously, Nonsense!, silly pig.

Problematic tasks:

1. Analyze the emotionally neutral and emotionally coloured grouping of words.

2. Characterize each subdivision of the grouping and illustrate with examples.

3. Define the differentiating features of the emotive speech.

Subtheme # 5: “Stylistically neutral and stylistically colored grouping”

Case study tasks:

1. From the following list of words choose the neutral words and comment on your opinion.

Parent – father – dad

Chum – friend – fellow

Large – big – tremendous

Like – love – worship

2. Pick up the examples of slang from the list and explain the functions in speech.

Paternal, solar, donkey, domestic, teenager, chap, computer, labial, to be on the beam, hereby, nut, hitch-hiker, mental, tape-recorder

3. Speak on the grouping of English vocabulary and state out the differences between formal and informal vocabulary. Find out the characteristic features of formal and informal vocabulary.

1) Formal

2) Informal

1. associated with professional communication

2. often prepared in advance

3. relaxed, free and easy

4. the listener can interrupt and demand additional information

5. occur in books and magazines

6. the vocabulary is elaborate

4. Speak on the role of learned words in the language – learning and language – teaching process and their role in the student’s functional and recognition vocabularies.

Analyze the extract and say what type of grouping they belong to and the style of it.

“A bat has noiselessly appropriated the space between, a flittering weaving almost substanceless fragment of the invading dark. … A collared dove groaned once in the final light. A pink rose reclining upon the big box hedge glimmered with contained electric luminosity. A blackbird, trying to metamorphose itself into a nightgale, began a long passionate complicated song ”.

Problematic tasks:

1. Say the importance of the stylistic structure of the word in comparison with morphological and semantic structures.

2. Give your opinion on why the vocabulary should be studied as a system.

3. State out differentiating features of formal and informal speech.

4. Explain the types of formal and informal vocabulary.

5. Show the differences between slang words, jargonisms and argot.

6. Contrast the difference between slang and colloquialisms. Give examples.

7. Give the difference between neutral and coloured or marked types of vocabulary.

Theme # 6: “Classification of vocabulary according to meaning: Synonyms” (2 hours)

Subtheme # 1: “Sources of synonyms”

Case study tasks:

1. Match the synonyms in column A with words in column B and explain their meanings.

Unlikely belief

Dissimilar angle

Corner improbable

Capacity ability

Couple pair

Trust awkward

Clumsy unlike

Problematic tasks:

1. Explain the dialect, stylistic, collocational, emotional differences in which one of the lexemes can appear but the others cannot.

2. Give the difference of synonyms with antonyms.

3. Explain the structural and semantic peculiarities of synonyms.

Subtheme # 2: “Classification of synonyms”

Case study tasks:

1. Give possible definition and functions of the synonym. Match the lexemes with the differences.

1 ) a dialect difference

2) a stylistic difference

3) a collocational difference

4) a difference of emotional feeling or connotation

a) insane and loony, salt and sodium chloride

b) autumn and fall, sandwich and butty

c) rancid and rotten, butter and bacon, kingly and royal

d) youth and youngster, enough and sufficient

Problematic tasks:

1. Define the sources of synonyms and their classification from the connotational point of view.

2. Give the general classification form of synonyms.

3. Compare the problems of synonyms with other languages.

Subtheme # 3: “The dominant synonym”

Case study tasks:

1. Speak on the classification of vocabulary according to meaning of synonyms and antonyms. Find out the dominant synonym from the given list and explain its characteristic features and answer if the dominant synonym be substituted for certain other members of a group of synonyms.

a) scent, perfume, aroma, smell, odour

b) to astonish, to surprise, to amaze, to puzzle

c) to brood, to reflect, to meditate, to think

d) to shine, to flash, to blaze, to gleam, to sparkle

Problematic tasks:

1. Write about the dominant synonym and give examples.

2. Give the special criteria for distinguishing the dominant synonyms from others.

Theme # 7: “Word combinations and phraseological units” (2 hours)

Subtheme # 1: “Aims and principles of phraseological units”

Case study tasks:

1. Give the meaning of the following phraseological units and give equivalents in your mother tongue.

Kick the bucket, red tape, play cats and mouse, to wash one’s dirty linen in public, to show one’s teeth

2. Make a research work on the usage of phraseological units in speech of foreigners. In your research include the following things:

- usage frequency

- users background

- what phraseological units

- if they are the same in your mother tongue

- if they are effective to use

- if they are productive

Problematic tasks:

1. Speak on the basic task of phraseological units in comparison with other languages.

2. Prove if phraseology and idiom is the same or different.

3. Analyze each principles of phraseological units.

Subtheme # 2: “Differentiating features of phraseological units from free word-groups”

Case study tasks:

1. Speak on the major criteria for distinguishing between phraseological units and free word groups and proverbs.Consider the following examples and analyze if they are phraseological units or proverbs.

1) We never know the value of the water till the well is dry.

2) I’m told they are inviting more American professors to this university. Isn’t it rather carrying coals to Newcastle?

3) You can take the horse to the water, but you cannot make him drink.

4) Those who live in glass houses shouldn’t throw stones.

5) Oh, said Arthur, someone might have bought the things cheap at an auction and put them by for a rainy day.

2. Explain the meaning of the following phraseological units and say if the equivalents the same or different in your mother tongue.

Play cats and dogs, to lose one’s heart, a wolf in sheep’s clothing, to skate on thin ice, to look a gift horse in the mouth.

Problematic tasks:

1. Give structural and semantic difference between phraseological units and free word combinations.

2. Give the peculiarities of free word combinations and phraseological units, illustrate with examples.

Subtheme # 3: “Primary and secondary ways of formation of phraseological units”

Case study tasks:

1. Explain the meaning of the following phraseological units and make up a sentence or situation to show that you understand the meaning of them.

A bull in a china shop, to take the bull by the horns, the last straw breaks the camel’s back, as old as the hills, to have butterflies in the stomach

2. There are given one of the ways of forming phraseological units. What way it is and explain or prove your version.

Sad sack, culture-vulture, fudge and nudge, walkie-talkie.

Problematic tasks:

1. Explain the difference between primary and secondary ways of word-formation of phaseological units.

2. Say which way is the most topical and productive.

Subtheme # 4: “Different classification types of phraseological units”

Case study tasks:

1. Speak on the ways of formation and principles of classification of phraseological units in comparison with other languages.

Match the classification types of the phraseological units according to the semantic, structural and thematic principles. There are some variants which are extra.

1) Classification of A.V.Koonin

2) Classification of V.V.Vinogradov

3) Classification of A.I. Smirnitsky

4) Classification of L.P.Smith

5) Classification of I.V.Arnold

1. one-top and two-top phraseological units

2. thematic or etymological

3. synonymic and antonymic

4. fusions, collocations, unities

5. verbal, adverbial, noun, adjectival

6. meaningful, borrowed, dialectal

7. nominative, communicative, nominative- communicative, interjectional

8. evaluative, emotional, stylistic

Problematic tasks:

1. Give the specific features and classification types of phraseological units according to the structure.

2. Give the specific features and classification types of phraseological units according to the semantics.

3. Give the specific features and classification types of phraseological units according to the functions.

4. Give the specific features and classification types of phraseological units according to the syntactics.

5. Compare and contrast each type of classification suggested by different scholars and say if it is the same or different in other languages.

Subtheme # 5: “The main functions of phraseological units in comparison with proverbs”

Case study tasks:

1. Choose the best suitable functions of phraseological units from the following list and explain your choice.

- tints and colours of the vocabulary

- the most colourful; units

- the most democratic area of vocabulary

- more emotional

- ready-made

- degree of semantic change may vary in it

- is used in transferred meaning

2. Choose the best suitable idiom from the variants:

a) bank on

b) brush up on

c) better off

d) bring to mind

Дата добавления: 2014-01-07