Premium Essay

Polysemy

In:

Submitted By VladimirPutin
Words 609
Pages 3
A separate grammatical form can vary in meaning in different contexts of its use like words that are used as signs of many things/ In case of grammatical polysemy we observe various structural meanings inherent in the given form, one of them being invariable, i.e. can be found in any context of its use.

Contextual variation of component grammatical meanings as potentially implicit in grammatical form must be distinguished from so-called syncretism, i. e. plurality of the signi¬fied.

e.g. A simple verb-form may have as al¬ways inseparably present in it, the grammemes of mood, time, person, number

he works, she works; similarly: she is, she was, etc.

The study of potential polysemy in grammar must reason¬ably be associated with the problem of functional transposi¬tions of grammatical forms leading to variation in their meaning in different contexts, linguistic or situational. Exa¬mine, for instance, the multiple semantic essence of the Present tense (Continuous Aspect) in Modern English which may express:

1. An action going on at the moment of speaking
You are behaving like a child.

2. Activities, properties
She is playing the piano well.

3. Repeated processes of increasing duration
She is always grumbling.

4. An action anticipated or plan¬ned in the future
We are seeing him tonight.

5. Order or command

You are not going in there! (= Don't go in there!)
2. Homonymy Polysemy leads to homonymy. In case of homonymy the invariable structural meaning of a given grammatical form is no longer traced in different uses of this form. Vivid exam¬ples of homonymic grammatical forms will be found in the following patterns:

1. She said she would come soon.

2. // she knew this she would come at once.

3. He would come and tell us stories.

4. We asked him to slay here but he wouldn't.

5. If George is there he would know.

Similar Documents

Premium Essay

Polysemy in Translation

...Investigating the Complementary Polysemy of the Noun ‘Destruction' in an English to Arabic Parallel Corpus Hammouda Salhi University of Carthage, Tunisia hammouda_s@hotmail.com Abstract: This article investigates a topic at the interface between translation studies, lexical semantics and corpus linguistics. Its general aim is to show how translation studies could profit from the work done in both lexical semantics and corpus linguistics in an attempt to help ‘endear’ linguists to translators (Malmkjær, 1998). The specific objective is to capture the semantic and pragmatic behavior of the noun ‘destruction’ from its different translations into Arabic. The data are taken from an English-Arabic parallel corpus collected from UN texts and their translations (hereafter EAPCOUNT). While it seems that ‘destruction’ is monosemous, it turns out, after exploring its occurrences, to be highly polysemous and shows a case of complementary polysemy, where a number of alternations can be captured. These findings are broadly in line with the results reached in recent developments in lexical semantics, and more particularly the Generative Lexicon (GL) theory developed by James Pustejovsky. Some concrete suggestions are made at the end on how to enhance the relation between linguists and translators and their mutual cooperation. Key words: Lexical semantics, corpus linguistics, translation studies, complementary polysemy, coercion, parallel corpora, lexical ambiguities ...

Words: 8055 - Pages: 33

Premium Essay

Lexicology

...word meaning. Word |5. Change of meaning in English. |№ 6 Polysemy in English. |№ 7 Homonymy in English. Polysemy vs| |linguistics. Lexical units. |English lexicon. |meaning and motivation. |Word-meaning is liable to change in |1. The semantic structure of the |homonymy | |Lexicology (from Gr lexis ‘word’ and|The term “etymology” comes from |Types of word meaning |the course of the historical |word does not present an indivisible|Homonyms are words that sound alike | |logos ‘learning’) is the part of |Greek and it means the study of the |(classifications): |development of language. Causes of |unity, nor does it necessarily stand|but have different semantic | |linguistics dealing with the |earlist forms of the word. Now |According to the aspect relation of |Semantic Change |for one concept. It is generally |structure. The problem of homonymy | |vocabulary of the language and the |etymology studies both: the form and|a word to the components of the |extra-linguistic — various changes |known that most words possess a |is mainly the problem of | |properties of words as the main |the meaning of borrowed and native |situation where it is used: |in the life of the speech community,|number of meanings. Polysemy – |differentiation between two | |units of language...

Words: 10055 - Pages: 41

Premium Essay

Divergences in the Semantic Structure of Words

...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...

Words: 8025 - Pages: 33

Free Essay

Transpostion

...there is no one-to-one correspondence between these polysemous and homonymous lexical verbs, and their equivalents in English, (2) rendering these verbs is affected by the cultural background of the translators, and (3) an effective rendering can be achieved if and only if both transliteration and communicative method are used. 1- Polysemy The term „polysemy‟ has been tackled by many scholars quite differently to the extent that confusion may undoubtedly occur. Any attempt to find a clear-cut definition of the term seems at first to be rather difficult. In this respect, different views will be presented in order to come up with an operational definition. (*) College of Arts / University of Mosul. 45 Problems of Translating Some Polysemous and Homonymous Dr. Misbah M. D. Ullmann (1966: 232) states that polysemy refers to "the use of the same word with two or more distinct meanings"'. Leech (1974: 228) holds the same view and defines polysemy as '"one word having two or more senses". Then, he adds that polysemy is the "existence of more than one semantic specification for the same lexical item. Steiner (1975: 10) describes polysemy as "the capacity...

Words: 6893 - Pages: 28

Free Essay

Tropes

...Expressiveness: 1. Ideas 2. Symbols 3. Thematic group:-Time (never, forever, immortality) 4. Personification of death and earth (expressed by polysemy) 5. Emphatic constructions Expressiveness: 6. Ideas 7. Symbols 8. Thematic group:-Time (never, forever, immortality) 9. Personification of death and earth (expressed by polysemy) 10. Emphatic constructions Epitaph Epitaph Solemn Atmosphere Solemn Atmosphere Contrast: 1. Parallel constructions (+sentences with and without them) 2. Words with negative connotation 3. Tenses 4. Antonyms: traitors-heroes 5. Symbols: life-death, winter-spring 6. Thematic group: time 7. Polysemy :earth 8. Unusual collocations Contrast: 9. Parallel constructions (+sentences with and without them) 10. Words with negative connotation 11. Tenses 12. Antonyms: traitors-heroes 13. Symbols: life-death, winter-spring 14. Thematic group: time 15. Polysemy :earth 16. Unusual collocations Ernest Hemingway Rhythm is expressed by: 1. Choice of images 2. Choice of words 3. Thoughts 4. Parallel constructions 5. Repetition of – key words (death, earth) * modal verbs Rhythm is expressed by: 6. Choice of images 7. Choice of words 8. Thoughts 9. Parallel constructions 10. Repetition of – key words (death, earth) * modal verbs Categorical tone: 1. Modal verbs 2. Short declarative sentences 3. Repetition...

Words: 283 - Pages: 2

Premium Essay

Curs

...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 semantic categories 8.3 Semantic primitives 8.4 Study questions and exercises 51 51 53 54 54 Revision exercises Contemporary English...

Words: 22150 - Pages: 89

Premium Essay

Feminine and Masculine Media

...Portraying Femininity and Masculinity in Media Each and every one of us, weather man or women, have been enticed by the drama or comedy of modern media. In his article, “Gendered television: femininity”, Fiske discusses categorization of shows and their viewers into masculine and feminine groups. He uses the story lines and characters of soap operas to display how they cater to the feminine group. Fiske closely examines six characteristics of almost all soap operas and connects them to society’s feminine associations. In addition, he examines the effects of these soap operas on its female audience. The six characteristics Fiske uses are: disruption, deferment and process, sexuality and empowerment, excess, plenitude and polysemy, and the feminine as decentered. Fish talks about how family disruptions that occur within soap operas are aimed at feminine viewers. He states examples of extra-marital sex and family problems, and the way that only women can solve them, as giving women more power than men. It is this disruption that women viewers can identify with. All of the other characteristics of soap operas that Fiske mentions, like disruption, give women empowerment, self-esteem and self-confidence about their femininity. Therefore, women are more attracted to soap operas. Fiske uses these ideas to support his theory that shows characterize feminine and masculine in order to target a specific gender. Another piece of evidence Fiske uses is the sexual empowerment that soap...

Words: 614 - Pages: 3

Premium Essay

Lexycology

...ВЫСШЕЕ ПРОФЕССИОНАЛЬНОЕ ОБРАЗОВ АНИЕ И. В. ЗЫКОВА ПРАКТИЧЕСКИЙ КУРС АНГЛИЙСКОЙ ЛЕКСИКОЛОГИИ A PRACTICAL COURSE IN ENGLISH LEXICOLOGY Рекомендовано Учебно методическим объединением по образованию в области лингвистики Министерства образования и науки Российской Федерации в качестве учебного пособия для студентов лингвистических вузов и факультетов иностранных языков 2 е 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...

Words: 3488 - Pages: 14

Free Essay

Sei Capstone Lesson

...receive: | Lesson Standards and Objectives | Common Core State Standards (discipline, standard number, and description): | Content Objective(s): | Language Objective(s): Language Objectives should be directly linked to the language skills students will need to be successful in achieving the content objective.Language Objectives Differentiation for Proficiency Levels: | Mentor Text or Source: | Targeted Tiered Vocabulary from Mentor Text or SourceTier 2 & Tier 3 words should be integrated into student product/assessment. | Tier 1 wordsBasic words most children know in their primary language: may include connectors or compounds | Tier 2 wordsEssential to comprehension: i.e., process & transition, specificity, sophistication polysemy, transitional terms, idioms, clusters, cognates… | Tier 3 wordsLow frequency, content specific, typically glossed in the back of the text book | Student Prerequisite Skills or Background Knowledge: What content or language knowledge or skills do my ELLs need to successfully complete the...

Words: 590 - Pages: 3

Premium Essay

Persuasion

...COMM 3673 Test #2 Study Guide, Fall 2015 Media/Society, Ch. 6: Social Inequality & Media Representation · Comparing Media Content and the “Real World”: four issues raised by this comparison (pp. 188-189) o First – literature in media and cultural studies reminds us that representation are not reality, even if media readers or audiences may sometimes be tempted to judge them as such. § Representations are the result of process of selection that invariably mean that certain aspects of reality are highlighted and others neglected. § All representations re-present the social world in ways that are both incomplete and narrow. o Second – the media usually do not try to reflect the “real” world. o Creators of media products use entertainment media to comment on the real social world. Readers and audiences develop at least some sense of the social world through their exposure to both entertainment media and news media. · Third – Concerns the troublesome term real. o The concept of a “real” world may seem like a quaint artifact from the past. o Social constructionist perspective. § No representation of reality can ever be totally “true” or “real” because it must inevitably frame an issue and choose to include and exclude certain components of a multifaceted reality. o Fourth- Seems to imply that the media should reflect society. o For many people, media are an escape from the realities of daily life. o Therefore, how “real” media...

Words: 5179 - Pages: 21

Free Essay

Lexical Problems of Translation

...system of a language do not concur for the most part. All the same “ideas” expressed by words coincide in most cases, though the means of expression differ.       The principal types of lexical correspondences between two languages are as follows: 1) Complete correspondences; 2) Partial correspondences; 3) The absence of correspondences Let’s deal with them more exactly.      1) Complete lexical correspondences.      Complete correspondence of lexical units of two languages can rarely be found. As a rule they belong to the following lexical groups:      -  proper names and geographical denominations:      -  the months and days of the week, numerals.      - scientific and technical terms (with the exception of terminological polysemy).      2) Partial lexical correspondences.      While translating the lexical units partial correspondences mostly occur. That happens when a word in the language of the original conforms to several equivalents in the language it is translated into. The reasons of these facts are the following      1. Most words in a language are polysemantic. That’s why the selection of a word in the process of translating is determined by the context.      2. The specification of synonymous order. However, it is necessary to allow for the nature of the semantic signs which an order of synonyms...

Words: 1072 - Pages: 5

Premium Essay

Humor in Workplace

...there is a growing number of female practitioners participating in different sectors and industries. They are frequently confronted with paradoxical situations of their gender role of feminity and their professional competence and leadership, usually tagged with masculinity. This paper will offer some insights to professional females about how they can resolve such paradoxes at their workplace through the employment of humor. Besides, this topic is of particular interest because it can be seen through the review of the body of literature, that the meaning and effect of humor, as a linguistic means can never be captured nicely. It can have different functions in different context, which is in accordance with the “ambiguity” and “polysemy”put forward by Tannen (1993), so this paper will probes into the fluidity and ambivalency of this linguistic means. Moreover, one big context in this review is different occupational practice. According to the theory of community of practice (Eckert & McConnell-Ginet, 2011), people engaged in the same practice share their ways of doing things, values and beliefs. Humor use is of no exception. It can be seen from this review that how humor is conducted differently according to different industries. To sum up, through this literature...

Words: 1195 - Pages: 5

Free Essay

Media

...construct meanings and suggest interpretations? Semiotics: from σημεῖον (semeion) > sign = the study of signs Structuralism: the world is structured and can be interpreted/understood according to and within the structure What is a sign? * Something that stands for something else * Anything that can be used to tell a lie * Combination between a Signifier and a Signified Different kinds of signs (according to Peirce) * Iconic (analogy, similarity) * Indexical (physical relationship) * Arbitrary or Symbolic (stylised) Code Signs are related to a system of meaning. Code as a bunch of rules and the knowledge about the world (i.e. encyclopedia) that allow us to associate a signifier to the relevant signified. Polysemy: more than one meaning Anchoring: (semiotics) process that selects the legitimate meaning Jolly Roger: Flag (Pirates), Label (High Voltage), Bottle (poison, chemical staff) Narratives Media inform us about events. Events become stories With narratives we mean the art, the techniques and the process of making stories. In Morphology of the Folk Tale (1928) V. Propp (structuralism) analysed hundreds of stories and found out that all of them present a common structure. The structure consists of 8 characters (or spheres of action) and 31 functions. * Hero: protagonist (motivation, lack of something) * Villain: antagonist (in opposition to the hero) * Dispatcher: who sends the hero on his way * Helper: who helps the...

Words: 2070 - Pages: 9

Free Essay

Tracing the Reasons for Semantic Change

...the course of time due to social, cultural, environmental, historical and linguistic factors. Semantic change is one of the major phenomenon of language change. Basically, semantic change deals with the change of the original meaning of a word as well as the development of a new word which is reflected in the way the words are being used. This paper mainly puts an insight to the major causes of semantic change as well as trace the traditional classification made by various scholars. According to Varshney, “The main factors responsible for semantic change are vagueness in meaning, loss of motivation, polysemy, ambiguous contexts and the structure of the vocabulary”. (p. 284). Over the passage of time, people use words in a new context. Hence the meanings of the words are changing gradually, often to the point that the new meaning is radically different from the original usage. For instance, the word ‘awful’ originally meant ‘awe-inspiring, filling someone with deep awe’, as in the awful majesty of the Creator. At some point it becomes something ‘extremely bad’, as in ‘an awfully bad performance’, but now the intensity of the expression has lessened and the word is now used informally to just mean ‘very bad’, as in an awful mess. Some words also change semantically, not in their original meanings but change in a way that they acquire additional...

Words: 2548 - Pages: 11

Free Essay

Capstone

...Name: Suzanne Hughes Date: February 12, 2016 Grade Level: All Day Kindergarten How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the content? How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students? | Lesson Sequence:This week in Science we will learn about tadpoles and frogs. To help us organize our learning, we are going to use a KWL chart. An empty KWL chart will be displayed. The teacher will review the purpose of a KWL chart and then ask the students about what they already know about tadpoles and frogs. The students will turn and talk to discuss with their partner what they already know about tadpoles and frogs. The teacher will then call on one partner to announce what they know. The teacher will fill in the KWL chart with the students telling what they already know about tadpoles and frogs. The class will follow the same procedure discussing what they are wondering about the topic. The second partner will tell the teacher what they were wondering and she will write it on the chart.Mentor Text: From Tadpole to Frog by Wendy Pfeffer will be introduced. The teacher will describe the book as nonfiction and explain that a nonfiction book provides us with lots of information and...

Words: 2420 - Pages: 10