Пример готовой курсовой работы по предмету: Педагогика
Содержание
Table of Contents
Introduction………………………………………………………………..4
1. Words as Meaningful Units…………………………………………….6
1.1 Polysemy as the Source of Ambiguities in a Language……………..6
1.2 Historical Development of the Polysemy…………………………… 9
1.2.1 The Diachronic Approach to Studying Polysemy……………….… 11
1.2.2 The Synchronic Approach to Studying Polysemy……………..…..13
1.3 Polysemy and its Connection with the Context……………………..15
2. Practical Usage of Polysemy in Teaching English…………………….18
2.1 Polysemy in Teaching English on Intermediate Level………………..18
2.2 Polysemy in Teaching English on Advanced Level ………………….20
2.3 Lesson Plan…………………………………………………………… 24
Conclusions…………………………………………………………….….27
List of References………………………………………………………….29
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Introduction
Language is defined as a human system of communication that uses arbitrary signals, such as voice sounds, gestures, or written symbols. But frankly speaking, language is far too complicated, intriguing, and mysterious to be adequately explained by a brief definition. The organic function of the language is to carry meaning. Most of the problems in linguistic science are intimately bound to question of semasiology and call for scientific analysis of communication in words. The study of words is not exclusively a study of roots and stems, of prefixes or suffixes. The mysterious world of words is an object of scientific investigation [ 13].
Theoretical problems of linguistic form and meaning as relevant to the progressive development of language have attracted the attention of scholars, philosophers and grammarians since the times of Plato and Aristotle. From those times sameness of meaning was not very easy to deal with but there seemed nothing inherently difficult about difference of meaning. The situation is the same nowadays. Not only different words have different meanings; it’s also the case that the same word may have a set of meanings. This phenomenon is called polysemy.
Polysemy is the coexistence of many possible meanings for a word or phrase. Most words of the English language are polysemantic. Highly developed polysemy is one of the characteristic features of the English language. The system of meanings of any polysemantic word develops gradually, mostly over the centuries, as more and more new meanings are either added to old ones, or out some of them. We say that the word is polysemantic when it has many meanings. In the word the main and the secondary meanings are distinguished. Thus, the word is polysemantic in the language but in actual speech it is always monosemantic, that is, it has only one meaning. It is in the context that makes the polysemantic word monosemantic. The researches of polysemy are also significant in grammar, as most grammatical forms are polysemantic. Even a single grammatical form can be made to express a whole variety of structural meanings.
The semantic structure of a polysemantic word is treated as a system of meanings. Some semantic structures are arranged on a different principle. In the following list of meaning of the adjective dull one can hardly hope to find a generalized meaning covering and holding together the rest of the semantic structure.
The researches of the multiplicity of meanings began in eighteenth century and were continued in the nineteenth century. The most important investment in this century was made by Bréal whose research into polysemy marked a new starting point: he shifted the study of polysemy away from lexicography and etymology and investigated polysemy as the always synchronic pattern of meaning surrounding a word is itself he ever changing result of semantic change [6].
The important researches in the sphere of polysemy were made by Lyon who considers polysemy and homonymy as two types of lexical ambiguity and introduce some criteria for deciding when it is polysemy and when it is homonymy. One criterion is etymological information about the lexical item in question. Lexical items with the same origin are considered as polysemantic, whereas if they have evolved from distinct lexemes in some earlier stage of the language then they are regarded as homonymous [15].
lexical meaning of every word depends upon the part of speech to which the word belongs. Every word may be used in a limiting set of syntactical functions, and with the definite valency. It has a definite set of grammatical meanings, and a definite set of forms.
Every lexico-grammatical group of words or class is characterized by its own lexico-grammatical meaning, forming, as it were, the common denominator of all the meanings of the words which belongs to this group. The lexico-grammatical meaning may be also regarded as a feature according to which these words are grouped together. Many recent investigations are devoted to establishing word classes on the basis of similarity of distribution.
In the lexical meaning of every separate word the lexico-grammatical meaning common to all the words of the class to which this word belongs is enriched by additional features and becomes particularized [6].
In summing up this point, we note that the complexity of the notion is determined by the relationships of the extra-linguistic reality reflected in human consciousness. The structure of every separate meaning depends on the linguistic syntagmatic and paradigmatic relationships because meaning is an inherent component of language. The complexity of every word meaning is due to the fact that it combines lexical meaning with lexico-grammatical meaning and sometimes with emotional coloring, stylistic peculiarities and connotations born from previous usage.
The importance of studying the phenomenon of polysemy is obvious because it is the object of confusion and in order to provide a quantitative and qualitative growth of the language’s expressive resources it is extremely important to investigate the semantic changes in the system of meanings in the English language. To understand a text, learners need to know words and knowing a word involves knowing: its spoken and written contexts of use its patterns with words of related meaning. When teaching vocabulary it is then necessary to consider aspects like denotation, polysemy, connotation and sociocultural aspects when teaching a second or foreign language so that learners are able to get meaning from texts.
The aim of research is to make an analysis of the main principles of word meaning and its problems in teaching English.
The objective of this research is the investigation of polysemy in diachronic and synchronic dimensions. According to the objective there are following tasks:
1) to show historical background of the polysemy;
2) to describe semantic structure of polysemantic words;
3) to discover the impact of the context on the meaning of polysemantic words;
4) to describe the practical usage of the polysemy.
To solve all these tasks my diploma paper was designed.
Список использованной литературы
List of References
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