Polysemy: A Second Language Pedagogical Concern

<p>This thesis is an examination of polysemy and its effects on second language learners, revealing it as a greater concern than it is normally accorded in pedagogical research. Arguing against a reliance on the dictionary to determine the number of senses a given word has, it begins with a thorough exploration of the concept, both from diachronic and synchronic perspectives, by contrasting it with the related concepts of homonymy and monosemy. A monosemic stance is argued for, which does not deny the existence of polysemy but argues for a framework in which contextual variations of a word are not considered discrete meanings. The British National Corpus is consulted for data demonstrating that instances of a word that may appear as discrete units of meanings actually form a single, unified usage. With monosemy redistributed to account for more than it normally does, and with polysemy relegated solely to semantics (factoring out syntax, pragmatics, etc.), polysemy becomes a considerably less sloppy concept, revealing that, at a top-down level, there are essentially only two varieties. The first of these is 'lexical metaphor,' in which there is a clear literalmetaphoric divide between uses, and the second is 'vicariant polysemy' in which senses are discrete but not synchronically explainable by metaphor. Using Hoey's notion of lexical priming, the factored-out elements of syntax, collocation, etc. are returned to, but strictly as effects of the semantic process of sense generation that should not be mistaken for the cause, though they frequently are. The second part of this thesis moves from the theoretical to the applied, reviewing the sparse literature on the subject. Techniques for raising awareness of the issue among students are discussed as are dictionary skills relevant to polysemy and homonymy. Attention is then turned toward homonymy, examining the problem it poses to word lists and providing the beginning of a solution by revealing which words on the General Service List are homonymic and giving the relative frequency of each meaning. A technique to assist learners in acquiring additional meanings of homonyms is examined, as is a technique for guessing new or novel meanings of polysemes in context.</p>

Polysemy: A Second Language Pedagogical Concern

<p>This thesis is an examination of polysemy and its effects on second language learners, revealing it as a greater concern than it is normally accorded in pedagogical research. Arguing against a reliance on the dictionary to determine the number of senses a given word has, it begins with a thorough exploration of the concept, both from diachronic and synchronic perspectives, by contrasting it with the related concepts of homonymy and monosemy. A monosemic stance is argued for, which does not deny the existence of polysemy but argues for a framework in which contextual variations of a word are not considered discrete meanings. The British National Corpus is consulted for data demonstrating that instances of a word that may appear as discrete units of meanings actually form a single, unified usage. With monosemy redistributed to account for more than it normally does, and with polysemy relegated solely to semantics (factoring out syntax, pragmatics, etc.), polysemy becomes a considerably less sloppy concept, revealing that, at a top-down level, there are essentially only two varieties. The first of these is 'lexical metaphor,' in which there is a clear literalmetaphoric divide between uses, and the second is 'vicariant polysemy' in which senses are discrete but not synchronically explainable by metaphor. Using Hoey's notion of lexical priming, the factored-out elements of syntax, collocation, etc. are returned to, but strictly as effects of the semantic process of sense generation that should not be mistaken for the cause, though they frequently are. The second part of this thesis moves from the theoretical to the applied, reviewing the sparse literature on the subject. Techniques for raising awareness of the issue among students are discussed as are dictionary skills relevant to polysemy and homonymy. Attention is then turned toward homonymy, examining the problem it poses to word lists and providing the beginning of a solution by revealing which words on the General Service List are homonymic and giving the relative frequency of each meaning. A technique to assist learners in acquiring additional meanings of homonyms is examined, as is a technique for guessing new or novel meanings of polysemes in context.</p>

METAPHORICAL AND METONYMICAL ASPECTS OF THE ENGLISH TERMINOLOGY “MOBILE COMMUNICATION”

The article analyzes the word – forming role of stylistic figures (metaphor and metonymy) in the formation of polysemantic words-terms. The common regularities of the use of stylistic figures in the mobile terminology, ways of their change (semantic senses) are revealed. It is noted that the meaning- senses making paradigm of metaphor is a complex system-forming unit, which creates a set of derivatives motivated by the same sign. The nominative function of metaphor, which is able to form new senses, is also traced. It is generalized that metaphor is a semantic shift in meaning, and metonymy is a semantic shift in reference. Stylistic figure metaphor performs both figurative and active function of speech and can be represented by a set of semantic markers or semes. The article argues that the stylistic figure as a result of a combination of heterogeneous components of content that emerged in the context, is implicitly separated from it, realized in both metaphor and metonymy, providing a proper understanding of native speakers. It is highlighted that metaphor is a semantic process where the form of a language unit is transferred from one referent to another on the basis of one or another similarity of objects / concepts in the speaker’s mind. It is proved that penetrating into professional language, metaphor gradually loses its imagery, associativity and acquires a strict terminological meaning. It is concluded that stylistic figures (metaphor, metonymy) are able to create new meanings in both semantic and cognitive dimensions, their free combination allows the emergence of a new sense that is actualized in a particular speech act.

ACQUISITION OF PORTABLE ARTIFACTS BY NAMES ACCORDING TO THE PART-WHOLE METONYMIC MODEL

Purpose. The semantic development of names continues to be a topical issue in modern linguistics. The purpose of the study is to identify and analyze the figurative meanings of the artifacts names that are components of fixed expressions in Ukrainian, German and English, which were formed by the metonymic model “part ‒ whole”.Methods. The study used the method of dictionary definitions to demonstrate the ways of figurative meaning development in the semantic structure of artifact names and modeling method, which allowed to build models of semantic development of metonymic names to denote artifacts in three languages, namely the metonymic model “part ‒ whole”.Results. Metonymy as a semantic process occurs on the basis of similarity in contiguity. Much attention in linguistics is paid to metonymic modeling, with which it is possible to build models of semantic development of tokens to denote artifacts in Ukrainian, German and English. It is established that an artifact is any artificially created object. In the course of the research, percentages of the ratio of acquisition of figurative artifacts by names (“part ‒ whole”) (Ukrainian 85,7% / German 68,4% / English 90,5%), “reason ‒ consequence” (Ukrainian 9,5%) / German 26,3% / English 9.5%), “receptacle ‒ content” (Ukrainian 4,8% / German 5,3%), where the model “part ‒ whole” significantly prevails over others.Conclusions. It has been identified that the metonymic model “part ‒ whole” is the most common among other metonymic models. It is connected with the capability of human consciousness to perceive reality in the direction from specific to general. Awareness of the whole through the part is an important way of knowing reality, which reflects the cognitively determined ways of nomination. During the research, similarities and differences of transformations of Ukrainian, German and English of artifacts names, which took place on the basis of metonymic transfer, were recorded and analyzed. It is established that the common and different tendencies in the acquisition of figurative artifacts by names reflect the national stereotypes of figurative-associative thinking of a certain linguistic and cultural community.Key words: semantic development, name, rethinking, modeling, metonymy. Мета. Семантичний розвиток найменувань продовжує залишатись актуальним питанням у сучасній лінгвістиці. Дослідження присвячено виявленню й аналізу переносних значень найменувань артефактів, що є компонентами сталих виразів в українській, німецькій та англійській мовах, які були утворені за метонімічною моделлю «частина ‒ ціле».Методи. У дослідженні було застосовано метод словникових дефініцій для демонстрації шляхів розвитку переносного значення у семантичній структурі найменувань артефактів і метод моделювання, який дав змогу побудувати моделі семантичного розвитку метонімічних назв на позначення артефактів у трьох мовах, а саме метонімічної моделі «частина ‒ ціле».Результати. Метонімія як семантичний процес відбувається на основі подібності за суміжністю. Значна увага у лінгвістичній науці приділяється метонімічному моделюванню, за допомогою якого можна побудувати моделі семантичного розвитку лексем на позначення артефактів в українській, німецькій та англійській мовах. Встановлено, що артефактом є будь-який штучно створений людиною предмет. У процесі дослідження обчислено відсоткові показники співвідношення набуття найменуваннями артефактів переносного значення («частина ‒ ціле» (укр. 85,7% / нім. 68,4%/ англ. 90,5%), «причина ‒ наслідок» (укр. 9,5% / нім. 26,3% / англ. 9,5%), «вмістилище ‒ вміст» (укр. 4,8 % / нім. 5,3%), де модель «частина ‒ ціле» значно переважає над іншими.Висновки. Метонімічне переосмислення за моделлю «частина ‒ ціле» є найбільш поширеним серед досліджуваних метонімічних моделей. Це пов’язано з властивістю людської свідомості пізнавати дійсність у напрямі від конкретного до загального. Усвідомлення цілого через частину виступає важливим способом пізнання дійсності, що відображає когнітивно зумовлені способи номінації. Під час дослідження зафіксовано і проаналізовано подібності та відмінності трансформацій українських, німецьких й англійських назв артефактів, які відбулись на основі метонімічного перенесення. Спільні й відмінні тенденції у набутті назвами артефактів переносного значення відбивають національні стереотипи образно-асоціативного мислення певної лінгвокультурної спільноти.Ключові слова: семантичний розвиток, найменування, переосмислення, моделювання, метонімія.

Semantic process mining: A conceptual application of main tools, framework and model analysis

Semantics has been a major challenge when applying the process mining (PM) technique to real-time business processes. The several theoretical and practical efforts to bridge the semantic gap has spanned the advanced notion of the semantic-based process mining (SPM). Fundamentally, the SPM devotes its methods to the idea of making use of existing (semantic) technologies to support the analysis of PM techniques. In principle, the semantic-based process mining method is applied through the acquisition and representation of abstract knowledge about the domain processes in question. To this effect, this paper demonstrates how the semantic concepts and process modelling (reasoning) methods are used to improve the outcomes of PM techniques from the syntactic to a more conceptual level. To do this, the study proposes an SPM-based framework that shows to be intelligent with a high level of semantic reasoning aptitudes. Technically, this paper introduces a process mining approach that uses information (semantics) about different activities that can be found in any given process to make inferences and generate rules or patterns through the method for annotation, semantic reasoning, and conceptual assertions. In turn, the method is theoretically applied to enrich the informative values of the resultant models. Also, the study conducts and systematically reviews the current tools and methods that are used to support the outcomes of the process mining as well as evaluates the results of the different methods to determine the levels of impact and its implications for process mining.

Process Mining With Semantics

This chapter contains the application of the semantic process mining approach in real-time. This includes the series of analysis that were performed not only to show how the method is applied in different scenarios or settings for process mining purposes, but also how to technically apply the method for semantic process mining tasks. In the first section, the work shows how the authors practically apply the current tools that supports the process mining through its participation in the Process Discovery Contest organised by the IEEE CIS Task Force on Process Mining. In the second section, the chapter shows how it expounds the results and amalgamation of the two process mining techniques, namely fuzzy miner and business process modelling notation (BPMN) approach, in order to demonstrate the capability of the proposed semantic-based fuzzy miner being able to perform a more conceptual and accurate classification of the individual traces within the process or input models.

WHEN AND HOW DO CHILDREN START PRODUCING A LANGUAGE?

This article discusses how a child speaks his first language. The first language spoken through several phases is called the semantic process, syntax and phonology. Newborn babies get their first language from their mother called mother tongue. In the process, newborn babies need a lot of interaction both inside and outside the environment to obtain language, including using the five senses to find out the meaning of language acquired from the surrounding. As with animals, humans are born equipped with language acquisition devices (LAD) as the natural abilities of babies used to interpret language and learn languages. This is what distinguishes between humans and animals. By using this LAD, humans are able to communicate or respond to language from others.