ATHROPOCENTRIC APPROACH TO THE COGNITIVE DESCRIPTION OF POLYSEMOUS WORDS SEMANTICS

2016 ◽  
Vol 27 ◽  
pp. 570-576
Author(s):  
S.A. Pesina ◽  
◽  
O.L. Zimareva ◽  
Keyword(s):  
2016 ◽  
Vol 2016 (1) ◽  
Author(s):  
Benjamin Rohaut ◽  
F.-Xavier Alario ◽  
Jacqueline Meadow ◽  
Laurent Cohen ◽  
Lionel Naccache

Author(s):  
D. V. Movchan

The article argues that antonymous words are not isolated in the language but are part of the general scheme of thematic classification of the vocabulary, entering into close ties with representatives of synonymous and polysemantic groups. Proof of this position is the availability of antonymous-synonymous blocks and paradigms of meanings of antonymous words-polysemants in the language. This fact serves to understand the antonymy of lexical as a relationship between members of opposing dichotomous series, as well as expands the boundaries of closed binary structures, which are traditionally used to make antonymous connections. Antonymous relations are established to connect two opposites in pairs, as well as to combine several units into one polynomial structure. Words are found to have more antonyms than the corresponding number of meanings. This proves that some semes of one word are opposed by two or more synonymous antonyms. From the above-mentioned, it follows that the antonyms of polysemous words can be stated only within one family. Such a framework can be defined by limiting the range of antonymous units to a third common concept, under which two antonyms are summed up; establishing the antonyms of polysemous words through the contextual indicative minimum; distinguishing between the direct and figurative meaning of the word. The antonymous connections within the framework of the synonymous-antonymous paradigm are established to demonstrate a qualitatively heterogeneous character, differ in the strength of the manifestation of the relations of opposites and the frequency of practical implementation. The analysis of the manifestations of antonyms between the members of the dichotomous synonymous series allows distinguishing the following types: radial, linear, and cross radial. It is proved that the quantitative indicator of the formation of certain antonymous pairs from among the members of synonymous series depends on the volume of the synonymous series being compared, from the nature of semantic differences of the words of each series, from the emotional, evaluative, and stylistic characteristics of the members of the series, and the distribution of the words with relatively opposite meanings.


Author(s):  
Simona Koryčánková

The author of the article aims to introduce Russian poetic texts into the teaching of Czech students on B1 level. The chosen teaching methodology is based on motivating the students with the use of Czech symbolist poetry by O. Březina and a subsequent analysis of a poem by V. S. Solovyov. Work with the poetry of both authors focuses on perceptual lexicon, which plays key role in uncovering the meaning of a symbolist text. Students can thus gain knowledge of polysemous words and their different author’s connotations in an enticing and creative way. This enhances not only their knowledge of the content and language, but also of the aesthetic component related to the main function of an artistic text


Author(s):  
Helen H. Shen

Abstract This study investigated factors associated with and strategies used by advanced Chinese L2 learners in accessing the meanings of commonly used polysemous words (lexically ambiguous words) in sentential reading. The participants included 26 learners of Chinese from a Midwest university in the US. The results showed that word frequency, meaning frequency of polysemous words, and learners’ knowledge of polysemous words affected successful lexical access in sentential contexts. Learners mainly used five types of strategies to solve lexical ambiguity problems, of which three were more frequently used: contextual cues, the intra-word analysis method, and the dominant meaning cue. Contextual cues were the most frequently used strategy.


2012 ◽  
Vol 3 ◽  
Author(s):  
Annette Capel

AbstractThe English Vocabulary Profile is an online vocabulary resource for teachers, teacher trainers, exam setters, materials writers and syllabus designers. It offers extensive information about the Common European Framework of Reference (CEFR) levels of words, phrases, phrasal verbs and idioms, and currently includes just under 7,000 headwords. This article reports on the trialling and validation phase of the A1−B2 levels of the resource, as well as outlining the research and completion of the C1 and C2 levels. The project has followed a ‘can-do’ rationale, focusing on what learners actually know rather than prescribing what they should know, and is underpinned by up-to-date corpus evidence, including the 50-million word Cambridge Learner Corpus and the 1.2-billion word Cambridge English Corpus of first language use. At C1 and C2 levels, the English Vocabulary Profile describes both General and Academic English, and the additional sources used to research this area of language learning are described in the article. Polysemous words are treated in depth and the project has sought to determine which meanings of these important words appear to be acquired first; new, less frequent meanings often continue to be learned across all six CEFR levels. Phrases form another substantial part of the resource and this aspect has been guided by expert research (see Martínez 2011).


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