C) origin of suffixes

A.y.

Tutorials on the course of English Lexicology

Chair of English Philology

Romano-Germanic Philology Department

Ablai khan University of International Relations and World Languages

Usually, I get up and go jogging before breakfast every Sunday.

The handbag that she lost was (totally) new.

He is (very forgetful) and is always losing his glasses.

I don’t think that he is (to blame) for breaking the computer.

You can always (depend on) him to lend you the money.

It is time to (tell) her about the company’s plan to move.

She is in a better position since she sold her car.

Okay I’m (listening). Please continue with your story.

He is always spending his money drinking so he is always (without money).

That car must cost him (an incredibly large amount of money).

Without warning) it began to rain.

He refused my proposal so I will have to (start from the beginning).

He always (makes a great effort) to do a good job.

He was (all ready) to leave the house when his friend came over.

I wish he would say exactly what he means rather than (talking and not getting to the point).

a) biting of more than one can chew

b) breaking the news

c) bringing the house down

d) beating around the bush

a) as a rule

b) about

c) at heart

d) absent-minded

a) brings up the rear

b) barks up the wrong tree

c) burns his bridges behind him

d) bends over backwards

a) go back to the drawing board

b) beat around the bush

c) broke down

d) by the skin of my teeth

a) at his beck and call

b) all of a sudden

c) at heart

d) at fault

a) at home

b) at odds

c) the apple of his eye

d) an arm and a leg

a) back out

b) banked on

c) broke

d) behind the times

a) all ears

b) all thumbs

c) as a rule

d) at heart

a) blown over

b) beating around the bush

c) backing out

d) better off

a) burn the candle at both ends

b) break the new to

c) bend over backwards

d) burn the midnight oil

a) blow over

b) back out

c) bank on

d) bring to mind

a) at last

b) at fault

c) all thumbs

d) absent-minded

a) absent-minded

b) all thumbs

c) all ears

d) as a rule

a) back to the drawing board

b) beside herself

c) better off

d) brand new

a) at heart

b) all in all

c) all a sudden

d) as a rule

Problematic tasks:

1. Compare the functions of phraseological units and proverbs in speech.

2. Express your attitude on the literary meaning of phaseological units.

3. Prove proverbs and idioms the same or different notions.

Module # 1

Tutorial # 1. Theme: “Paradigmatic and syntagmatic relations ” (2 hours)

Subtheme # 1: “Paradigmatic and syntagmatic relations”

Thesis:

Word-meaning can be perceived through intralinguistic relations that exist between words. Intralinguistic relations of words are basically of two main types: Paradigmatic and syntagmatic.

Paradigmatic (or selectional, associative or non-simultaneous) relations define the word-meaning through its interrelation with other members within one of the subgroups of vocabulary units. It is an approach to language when elements of its system are regarded as associated units joined by oppositional relationship. Opposition is a difference between two or more homogenous units which is capable of fulfilling a semasiological function, i.e. a semasiologically relevant difference. Paradigmatic relations are those that exist between individual lexical items which make up one of the subgroups of vocabulary items, e/g. set of synonyms, lexico-semantic groups.

Syntagmatic (or combinatory, linear or simultaneous) relations define the word-meaning in the flow of speech in various contexts. On the syntagmatic relations the word meaning is dependent on different types of contexts.

Literature:

1. G.B. Antrushina “English Lexicology”, “Vyssaja skola”, M.1999

2. I.V. Arnold “The English Word”, “Vyssaja skola”, M. 1973, 1989

3. S.I. Ginsburg “A Course in Modern English Lexicology”, “Vyssaja skola”, M. 1979

4. Electronic book of the university:

Электронный учебник по лексикологии английского языка.

Составители: Сыздыкова Г.Н., Булатова С.М. Алматы, 2001

5. Multimedia lectures and seminars compiled by the instructor of English lexicology: senior teacher Asanova G.S

Problematic questions:

-Why should new meanings appear at all?

- What circumstances cause and stimulate the development of new meanings, how often it happens?

- What are the basic difference between paradigmatic and syntagmatic relations?

- What is the key for designating the meanings according to the paradigmatic and syntagmatic relations?

Subtheme # 2: “Context and its types”

Thesis:

Context is the minimal stretch of speech necessary to determine individual meanings of the word. A full understanding of the semantic structure of any lexical item can be gained only from the study of a variety of contexts in which the word is used, i.e. from the study of the intralinguistic relations of words in the flow of speech. That is why the main types of linguistic contexts which serve to determine individual meanings of words are lexical, grammatical, the extra-linguistic or context of situation, common contextual associations or thematic groups.

In lexical contexts the main importance are the groups of lexical items combined with the polysemantic word under consideration. F: the verb to take in isolation has primarily the meaning “lay hold of with the hands, grasp, seize” when combined with the lexical group of words denoting some means of transportation (e.g. to take the tram, the bus, train) it acquires the meaning synonymous with the meaning of the verb go. This can be also proved that when we want to describe the individual meaning of a polysemantic word, we find it sufficient to use this word in combination with some members of a certain lexical group. F: handsome + man, person; size, reward, sum. The meaning “good looking” and “considerable, ample” are illustrated by the contexts. The meanings determined by lexical contexts are sometimes referred to as lexically (or phraseologically) bound meanings which implies that such meanings are to be found only in certain lexical contexts.

In grammatical contexts the grammatical structure serves to determine various individual meanings of a polysemantic word. F: one of the meanings of the verb make is “to force, to induce” is found only in the grammatical context possessing the structure to make smb do smth or in other terms this word’s meaning is “to become”. “to turn out to be” is observed in the contexts of a different structure. i.e. make followed by an adjective and a noun (to make a good wife, a good teacher). A different syntactic function of the verb, e.g. that of the predicate (to make machines, tables) excludes the possibility of the meaning “to become, turn out to be”. The lexical and grammatical contexts are also called linguistic or verbal contexts.

In extra-linguistic contexts (context of situation) the meaning of the word is determined not by the linguistic factors but by the actual speech situation in which this word is used.

In common contextual associations (the thematic groups) the meaning is based on the coocurrence of words in certain repeatedly used contexts. Words in thematic groups are joined together by common contextual associations within the framework of the sentence and reflect the interlinking of things or events. Words making up a thematic group belong to different parts of speech and do not possess any common denominator of meaning. Contextual associations formed by the speaker of a language are usually conditioned by the context of situation which necessitates the use of certain words. F: journey-train-taxi-bags-ticket; shopping – it is usual to speak of the prices, of the goods we buy, sell.

Extra-linguistic and common contextual associations are also called extra-linguistic or non-verbal contexts.

Literature:

1. G.B. Antrushina “English Lexicology”, “Vyssaja skola”, M.1999

2. I.V. Arnold “The English Word”, “Vyssaja skola”, M. 1973, 1989

3. S.I. Ginsburg “A Course in Modern English Lexicology”, “Vyssaja skola”, M. 1979

4. Electronic book of the university:

Электронный учебник по лексикологии английского языка.

Составители: Сыздыкова Г.Н., Булатова С.М. Алматы, 2001

5. Multimedia lectures and seminars compiled by the instructor of English lexicology: senior teacher Asanova G.S

Problematic questions:

- Why is the context the key for polysemantic words?

- What are the distinctive features of classification of context?

- Why is it important to study intralinguistic relations of words in the flow of speech?

Tutorial # 2. Theme: “Affixation” (2 hours)

Subtheme # 1: “Prefixation”

Thesis:

All morphemes are subdivided into two large classes: roots (or radicals) and affixes. The latter, in their turn, fall into prefixes which precede the root in the structure of the word and suffixes which follow the root. Words which consist of a root and an affix are called derived words or derivatives and are produced by the process of word-building known as affixation or derivation.

The process of affixation consists in coining a new word by adding an affix or several affixes to some root morpheme.

Prefixation is the formation of words by means of adding a prefix to the stem. Prefixes are more independent than suffixes. Prefixes can be classified according to the nature of words in which they are used: prefixes used in notional words and prefixes used in functional words. Prefixes used in notional words are proper prefixes which are bound morphemes, e.g. un- (unhappy). Prefixes used in functional words are semi-bound morphemes because they are met in the language as words, e.g. over- (overhead, over the table).

The main function of prefixes in English is to change the lexical meaning of the same part of speech. Prefixes can be classified according to different principles:

1. semantic classification

a) prefixes of negative meaning, as in-, non-, un- (invaluable, nonformals, unfree)

b) prefixes denoting repetition or reversal actions, as: de-, re-, dis- (decolonize, revegetation, disconnect)

c) prefixes denoting time, space, degree relations, as: inter-, hyper-, ex-, pre-, over- (interplanetary, hypertension, ex-student, preelection, overdrugging)

1. origin of prefixes:

d) native (Germanic) as: un-, over-, under-

e) Romanic as: in-, de-, ex-, re-

f) Greek as: sym-, hyper-

Literature:

1. G.B. Antrushina “English Lexicology”, “Vyssaja skola”, M.1999

2. I.V. Arnold “The English Word”, “Vyssaja skola”, M. 1973, 1989

3. S.I. Ginsburg “A Course in Modern English Lexicology”, “Vyssaja skola”, M. 1979

4. Electronic book of the university:

Электронный учебник по лексикологии английского языка.

Составители: Сыздыкова Г.Н., Булатова С.М. Алматы, 2001

5. Multimedia lectures and seminars compiled by the instructor of English lexicology: senior teacher Asanova G.S

Problematic questions:

- Why affixation is considered to be productive types of word-formation?

- Why prefixes are more independent than suffixes?

- Why prefixes are used in functional words as semi-bound morphemes?

- What are the classifications of prefixes?

Subtheme # 2: “Suffixation”

Thesis:

Affixation is divided into suffixation and prefixation. The main function of suffixes is to form one part of speech from another, the secondary function is to change the lexical meaning of the same part of speech. There are different classifications of suffixes:

a) part-of-speech classification. Suffixes which can form different parts of speech are given here:

- noun-forming suffixes as –er, -dom, -ism

- adjective-forming suffixes as –ize, -ify

- adverb-forming suffixes as –ly, -ward

- numeral-forming suffixes as –teen, -ty

b) semantic classification. Suffixes changing the lexical meaning of the stem can be subdivided into groups, e.g. noun-forming suffixes can denote:

- the agent of the action, e.g. –er, -ist, -ent - taxist, student, experimenter

- nationality, e.g. –ian, -ese, -ish - Russian, Japanese, English

- collectivity, e.g. –dom, -e, -ship, -ati - moviedom, peasantry, readership, literati

- diminuitiveness, e.g. –ie, -let, -ling, -ette - horsie, booklet, gooseling, kitchenette

- quality, e.g. –ness, -ity - copelessness, answerability

c) lexical-grammatical character of the stem. Suffixes which can be added to certain groups of stems are subdivided into:

- suffixes added to verbal stems, such as –er, -ing, -able, -ment, -ation – commuter, suffering, flyable, involvement, computerization

- suffixes added to noun stems as –less, -ful, -ism, -ster, -nik, -ish – smogless, roomful, adventurism, pollster, filmnik, childish

a) suffixes added to adjective stems, as –en, -ly, -ish, -ness - weaken, pinkly, longish, clannishness

a) native (Germanic) – er, -ful, -less, -ly

b) Romanic – tion, -ment, -able, -eer

c) Greek – ist, -ism, -ize

d) Russian – nik

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