Ingliz tili leksikologiya

ITL404 · 5-semester · 60110900 Foreign Language and Literature · 2024 intake

Hours breakdown

1.Why does an English teacher need lexicology? Students locate a vocabulary problem from their own learning history within the discipline.2
2.The word-count dispute. Groups defend a word count for twenty contested items (ice cream, take off, mother-in-law, in spite of, LOL).2
3.Reading concordance lines as linguistic evidence: what can and cannot be concluded from a sample of KWIC lines. 22
4.Does teaching affixes actually expand vocabulary? A structured debate on the basis of published research.2
5.Neologism panel. Each student presents a recent word, classifies its formation, and defends the classification against the group.2
6.Contrastive session: the Germanic–Latinate stratification of English against the Turkic core and Arabic, Persian and Russian layers of Uzbek.2
7.Which sense do you teach first? Groups sequence the senses of a polysemous high-frequency verb for an A2 syllabus and justify the order.2
8.Are true synonyms possible? Students test the claim on pairs they consider interchangeable.2
9.Coursebook audit. Groups check whether the collocations presented in a locally used textbook unit are attested and frequent.2
10.Presentation and defence of word profile portfolios (part 1).2

1.Read Jackson & Zé Amvela, Ch. 1, and complete the exercises. Write a 300-word position statement on why a language teacher needs lexicology.2
2.Read Ch. 2 and complete the exercises. Select and register the target lexeme for the semester portfolio; write its formal identification section.2
3.Read Ch. 7, §§1–3. Complete a worksheet of five corpus queries, each with a written interpretation of the output.2
4.Read Ch. 3, §§1–4. Analyse the morphological structure and derivational family of the target lexeme; add this section to the portfolio.2
5.Read Ch. 3, §§5–end. Compile a classified list of fifteen recent neologisms with corpus evidence of their first attestation.2
6.Read Ch. 4 and complete the exercises. Add the etymology and register section to the portfolio.2
7.Read Ch. 5, §§1–4. Complete the sense-tagging exercise on the target lexeme and record the sense distribution.2
8.Read Ch. 5, §§5–end. Add the sense-relations and lexical field section to the portfolio.2
9.Read Ch. 6 and complete the exercises. Write a 500-word audit report on the vocabulary section of a coursebook unit.2
10.Read Ch. 8. Finalise the word profile portfolio, including the proposed teaching sequence for the lexeme, and prepare the oral defence.2

1.Corpus tools set-up: AntConc, english-corpora.org and SketchEngine. Building and reading a first frequency list.2
2.Tokenisation in practice. Comparing type and token counts under different tokenisation settings on the same text. 22
3.Guided concordancing and collocation extraction in COCA and NOW. Each student produces a collocation table for the target lexeme.2
4.Affix productivity. Extracting all -ise/-ize, un- and -ness forms from a corpus sample and ranking them by frequency and hapax count.2
5.Neologism hunt. Year-by-year frequency plots in the NOW corpus; tracing the spread of a new word.2
6.The register split. Comparing begin/commence, ask/enquire, end/terminate across the spoken and academic sections of COCA.2
7.Sense tagging. Tagging 100 concordance lines of a polysemous verb and comparing the empirical distribution with a learner dictionary.2
8.Near-synonym profiling. Comparing the collocates of strong/powerful, big/large, quick/fast and identifying where each is blocked.2
9.Extracting lexical bundles from an academic and a spoken corpus sample and comparing the results.2
10.Dictionary entry comparison (OALD, Longman, Merriam-Webster, English–Uzbek). Presentation and defence of portfolios (part 2).2

1.Introduction to Lexicology: its scope, aims and place among linguistic disciplines. General and special lexicology; synchronic and diachronic approaches.2
2.The word as the basic unit of the lexicon. Lexeme and word-form; orthographic, phonological and grammatical words; multi-word units.2
3.Investigating vocabulary: corpora, representativeness, frequency and dispersion, concordancing, collocation and association measures.2
4.Word formation I. Morpheme types; derivation and inflection; prefixation and suffixation; compounding and compound types.2
5.Word formation II. Conversion, blending, clipping, acronymy, back-formation. Productivity and the emergence of neologisms.2
6.The origin of Modern English vocabulary. The native word-stock and the Latin, Greek, French and Scandinavian layers; assimilation of borrowings and register effects.2
7.Meaning relations I. Sense and reference, denotation and connotation; polysemy and homonymy; mechanisms of semantic change.2
8.Meaning relations II. Synonymy, antonymy, hyponymy and meronymy; lexical and semantic fields; componential analysis and its limits.2
9.Words in use. Collocation and colligation, idioms and lexical bundles, register and style, British and American variation.2
10.Dictionaries and lexicography. Dictionary types, macro- and microstructure, defining vocabulary, corpus-based lexicography, learner dictionaries.2

Source: HEMIS. Titles as in HEMIS (in Uzbek). Reading list and grading criteria are in the department's approved syllabus.