Дипломная работа: The problem of polysemy in the English language
Dealing with linguistic contexts we consider only linguistic factors: lexical groups of words, syntactic structure of context, etc. There are cases, however, when the meaning of the word is ultimately determined not by this linguistic factors, but by the actual speech situation.
The noun ring may possess the meaning “a circle of precious metal” or “ a call on the telephone”; the meaning of the verb to get in this linguistic context may be interpreted as “possess” or “understand” depending on the actual situation in which these words are used. It should be pointed out, that such cases, though possible, are not actually very numerous. The linguistic context is by far a more potent factor in determining the word-meaning.
It is of interest to note that not only the denotational but also the connotational component of meaning may be affected by the context. Any word which as a language unit is emotively neutral may in certain context acquire emotive implications. Compare, e.g., fire in to ensure one’s property against the fire and Fire! as a call for a help. So the peculiar lexical context accounts for the possibility of emotive overtones which are made explicit by the context of situation [ 10; 16-17 ].
Instances are not few when the meaning of a word is signaled by the context much larger than a given sentence or by a whole situation of the utterance, in other words, by the actual situation in which this word occurs. Numerous examples of such utterance will be found in syntactic structures including idioms of different types.
Another important aspect to consider is sociocultural group which refers to the fact that the language used by a sociocultural group is closely connected with its values, attitudes and beliefs. Consequently, learning a language involves understanding and interpreting the culture of which it is part. It is important, therefore, for pupils to develop the ability to interpret texts from perspectives other than their own. Some of the activities to deal with sociocultural context are the following: asking pupils to compare words and expressions used in various English-speaking contexts with those used in their own language context; pupils comment on the sociocultural associations of lexis in a given text; quizzes; true or false questions; explaining newspaper headlines, advertisements, graffiti.
The two or more less universally recognized main types of linguistic contexts serve to determine individual meanings of words are the lexical and grammatical contexts. These types are differentiated depending on whether the lexical or grammatical aspect is predominant in determining the meaning.
Meaning should always be understood as involving the relation of language to the rest of the world and such meaningfulness is an essential part of the definition of language.
Chapter II. Practical Usage of Polysemy in Teaching English
2.1 Polysemy in Teaching English on Intermediate Level
Practicing polysemy is distinguishing between the various meaning of a single word form with several but closely related meanings (head: of a person, of a pin, of an organization). In my opinion the most important aspect of vocabulary teaching for intermediate learners is to foster learner independence so that learners will be able to deal with new lexis and expand their vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork and using dictionaries should be the main ways to deal with discovering meaning. Teachers can help students with specific techniques and practice in contextual guesswork, for example, the understanding of discourse markers and identifying the function of the word in the sentence .
In my opinion the most important aspect of teaching polysemy for learners is to foster independence so that learners will be able to deal with new lexis and expand their vocabulary beyond the end of the course. Therefore guided discovery, contextual guesswork should be the main ways to deal with discovering meaning.
Intermediate level includes the 5th — 9th form pupils. They already have some basic knowledge in studying a foreign language. If pupils have had good achievements in language learning, they are usually interested in the subject and work willingly both in class and at home. The desire to learn depends fully on the teacher’s ability to involve each pupil in language activities during the lesson. Pupils give preferences to those exercises which require thinking [ 1; 61].
Exercise 1
Give all the meanings you know to the following verbs, illustrating them with examples: to get; to go; to bring; to make; to do; to let; to buy; to begin; to feel.
Exercise 2
The noun leg has several meanings: 1) one of the long parts of your body that your feet are joined to; 2)one of the series of games in a football competition played between two teams; 3) one of the upright parts that support a piece of furniture; 4) the part of your trousers that covers your leg; 5) one part of a long journey or race.
Match the meanings of the word face with the sentences given below:
1) One of the legs on the table was a bit wobbly.
2) Here, pull up your pant legs and let me see if your knees are hurt.
3) The legs of my jeans were covered in mud.
4) Leeds will have to win the second leg if they are to go forward to the finals.
5) The men looked pensive as the carriage approached the final leg of the trip to the big house on the hill.
6) When this can expand no further, it splits and is rolled off, like a nylon stocking from a leg.
7) Raise the leg a fraction higher and repeat this tiny movement 15 times, holding each raise for 1 second.
8) Officers then shot Mao in the leg several times and he collapsed.
9) Breathing through his mouth, he manipulated his probe between her legs.
10) Another screaming beast collapsed on broken hind legs.
Exercise 3
Define the meaning of the noun head as used in the sentences below. How many different meanings did you find?