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Tema 11
Tema 11
Tema 11
1. INTRODUCTION.
3. SEMANTIC STRUCTURE.
3.1. SYNONYMY.
3.2. ANTONYMY.
4. LEXICAL CREATIVITY.
5. FALSE FRIENDS.
6. CONCLUSION.
7. BIBLIOGRAPHY.
1. Introduction.
In the present unit, we will study the sense of relations of synonymy, antonymy,
homonymy and polysemy that describe the semantic structure. We will also analyse the
importance of lexical creativity in a language and the different processes it follows. Finally,
and in order to complete thoroughly this unit focused on lexicalization, we must not forget
the treatment of ‘false friends’ and the problems that can carry to foreign students of a
language. Before dealing with this semantic analysis, I will refer to Saussure’s approach to
language as it has been very important in the description of semantics. So let’s begin with
point number 2 which is about:
Saussure conceived the whole linguistic system as a set of relationships between the
phonological, grammatical and semantic level. A linguistic sign would, therefore, be the
arbitrary and psychological relation between sound and meaning, i.e., signifier and
signified. Let me give an example to illustrate what Saussure called ‘double articulation’: in
a linguistic sign like tree, the meaning would be the signified, the conceptual side of the
process. Tree is a plant which grows above an established size, which reproduces by means
of seeds. On the contrary, the sound would be the signifier, the phonological side of the
process. Tree is the combination of three phonemes which together form a word. /t/ +/ r/
+ /i:/.
To finish the Saussure’s approach to language, I will explain the distinction he made
between Langue and Parole. Langue is a system of language belonging to the society but
Parole is the individual realisation of language property of the speakers.
On the whole, the study of the linguistic sign represents an essential tool to understand what
can be described as classical semantics.
3. Semantic structure
.1. Synonymy:
The term synonymy is used to mean ‘sameness of meaning’. English is rich in synonymy
because it has vocabulary from many different sources: Anglo-Saxon, French, Latin,
Greek…, as a consequence, we have pairs like:
- Complete synonymy, which fulfils the cognitive and emotive sense of the word.
- Total synonymy, which refers to words that can fit in all contexts. In this way, we may
have four different types of synonymy:
To finish with this analysis, I will refer to context-dependent synonymy where the items are
only synonyms in a particular context. This fact implies that the speaker may have similar
ways to convey a particular meaning by the use of contextualised synonyms. I can then say:
This synonymy can be applied to second language learning and teaching. For example, the
use of reporting verbs in English is a difficulty for many English students. They know the
standard ‘say’ but other context dependent synonyms like ‘suggest’, ‘deny’, ‘order’,
‘explain’, ‘claim’ or ‘tell’ should also be taken into account. Students also be aware of the
contextual significance of synonymy and must be able to use synonyms in appropriate
contexts.
3.2. Antonymy:
To conclude with antonymy I will deal with converseness, a term used by Lyons to express
the symmetry and transitivity of some opposites. For instance, if you sell something is
because someone buys it. The word buy is the converse of sell or vice-versa. We also have
to say that the lexical substitution of one term for its antonym or converse normally implies
a syntactic modification that can be observed in these pair of sentences:
Homonymy and polysemy are not always easy to distinguish, so I will provide two
examples to explain its main difference:
- Port, meaning both harbour and kind of wine is an example of homonymy; i.e. two words
with the same shape have different meanings
- Mouth meaning both organ of the body and entrance in a cave, is an example of
polysemy, i.e. the same word has different meanings.
The main criterion to differenciate between homonymy and polysemy is the etymological
view. In this way, words which derive from different etymological lexemes will be
considered as homonymous and words which follow the same root will be regarded as
polysemic items. However, this criterion is not always decisive as there are many words in
English whose historical derivation is uncertain.
Going back to homonymy, I will remark on the one hand, that the elements having the same
lexeme must be lexical and morphologically equivalents, and on the other hand,
homonymous items should be both homographs, sharing the same graphic form and
homophones, sharing the same pronunciation. As we have said before the lexical item port
is a homonymous word because it refers to different words with different meanings and it is
consequently homographic and homophonic.
1. Lexical creativity.
When we speak about lexical creativity, we can distinguish between two different areas: on
the one hand, productivity which refers to the faculty of a language to create new words by
means of set rules of word-formation. On the other hand, individual creativity that relates to
the faculty of an individual to create new words.
I will refer deeply to the second one as the productivity is widely explained in unit 10.
Individual creativity has to broad areas:
- Firstly, the cases where only some formal reorganisation is required and is linked to the
individual option in the creation of a message. Thus, instead of saying: we ought to punish
her, we might say: she ought to be punished or she deserves a punishment. The important
thing is that the speaker is competent to make different, appropriate options. If we apply
this to the English language learning, students should be encouraged to use as many
alternatives as possible.
- Secondly, the other area deals with the new formation of words to satisfy a
terminological need. This process is called ‘nonce formation’ or ‘coinage’ and new
terminology often comes out of this method, above all new words dealing with the
scientific and technical field. To announce these coinages, they are often proceed by
explicit formulae like ‘I shall refer to this as…’. Compounding and/or abbreviation are
perhaps the commonest processes of nonce formation. This way, ‘medioagenic’, which
means likely to promote good relations with the media or ‘workaholic’, which refers to
someone who cannot stop working are example of coinages. Apart from the scientific field,
we have to claim ‘nonce formation’ is becoming also very popular in slang talk where for
example ‘get it together’ means ‘organise yourself’.
2. False friends.
False friends are words which are similar in their form in different languages but have
different meaning. This difference in meaning can be explained because despite having the
same root, these words have followed a different diachronic evolution. This is a typical
problem for English learners, who usually understand in a wrong way an English word
which is similar in their language, therefore, extensive practise should be provided in the
classroom.
3. Conclusion.
Finally, I would like to conclude my reading by saying I have firstly tried to remark the
importance of the theories about the linguistic sign made by Saussure, which are essential
for the understanding of word meaning in each language. Secondly, I have taken into
account the way lexical items that are semantically related among them in terms of
synonymy, antonymy, homonymy and polysemy. Finally, I have revised the individual
creativity through ‘nonce formation’ and the lexical problem of ‘false friends’ in learning
English as a second language.
4. Bibliography.
- Quirk, et Al. A Comprehensive Grammar of the English Language. New York. Longman,
1985.