Ingliz tili leksikologiya

ITL404 · 5-семестр · 60110900 Иностранный язык и литература · Набор 2024 г.

Распределение часов

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. 22
10.Dictionaries and lexicography. Dictionary types, macro- and microstructure, defining vocabulary, corpus-based lexicography, learner dictionaries.2

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 linguastic evidence.2
4.Does teaching affixes actually expand vocabulary2
5.Neologism panel2
6.Contrastive session.The Germanic Latinate stratification of English against the turkic core and Arabic Persian and Russian layers of Uzbek2
7.Which sense do you teach first?Groups sequence the senses of a polysemous high frequency verb for anA2 syllabus and justify the order2
8.Are true synonyms possible?2
9.Coursebook audit.Groups check whether the collocations presented in a locally used textbook unit are attested and frequent2
10.Presentation and defence of word profile portfolios2

Источник: HEMIS. Названия как в HEMIS (на узбекском). Список литературы и критерии оценивания — в утверждённом силлабусе кафедры.