Основы теории английского языка

 

Утверждено редакционно-издательским советом университета в качестве

учебного пособия для студентов бакалавриата направления 45.03.02 «Лингвистика»,

профиль «Перевод и переводоведение» всех форм обучения

 

Красноярск 2017

УДК 811.111(075.8)

ББК 81.432.1я73

П 808

Рецензенты:

канд. филол. наук, доцент Л.А. Плахотнюк (Сибирский институт бизнеса, управления и психологии);

канд. пед. наук, доцент С.А. Сапрыгина (Сибирский государственный университет науки и технологий имени академика

М.Ф. Решетнева).

 

 

П 808

Прокудина С.В.

Основы теории английского языка: учеб. пособие для студентов направления 45.03.02 «Лингвистика», профиль «Перевод и переводоведение» всех форм обучения / С. В. Прокудина; Сиб. гос. ун-т. науки и технологий им. М.Ф. Решетнева. – Красноярск, 2017. – 82 с.

 

 

 

Учебное пособие содержит практические задания и упражнения по предмету Основы теории английского языка.

Задания, представленные в пособии, могут быть использованы во время практических занятий по предмету, а также для самостоятельной подготовки к экзамену.

© Сибирский государственный университет

науки и технологий

имени академика М. Ф. Решетнева, 2017

© С.В. Прокудина

 

Оглавление

 

 

Введение………………………………………………………….…………	6
I. Модуль 1. История английского языка………………………………....	8
1.1 Linguistic Features of Germanic Languages ……………………………	8
1.2 Old English. Historical Background …….……………………………	9
1.3 Old English Phonetics ………….………………….…………………….	9
1.4 Old English Grammar …………………………………………….…......	11
1.5 Old English Vocabulary………………………………………………….	12
1.6 Development of the National Literary English Language ………………	13
1.7 Spelling Changes in Middle English …………………………...……….	13
1.8 Evolution of the Sound System from the 11^th to the 18^th c.……………...	14
1.9 Evolution of the Grammatical System from the 11^th to the 18^th c.……....	15
1.10 Development of the English Vocabulary from the 12^th to 19^th c.…	16
Control Tasks…..…………………………………………………………….	16
II. Модуль 2. Теоретическая грамматика…………………………………	17
2.1 Тhе Morphemic Structure of the Word ………………………………….	17
2.2 Grammatical Categories of the Noun……………………………………	18
2.3 Adjective and Adverb …………………………………………………...	19
2.4 Verbals ……………..…………………………………………………....	21
2.5 Syntagmatic Connections of Words …………………………………….	22
2.6 Constituent Structure of Simple Sentence ………………………………	23
2.7 Actual Division of the Sentence. Communicative Sentence Types …….	24
2.8 Paradigmatic Aspect of the Sentence……………………………………	24
2.9 Composite Sentence ………………….………………………………….	25
Control Tasks………………………………………………………………...	26
III. Модуль 3. Лексикология……………………………………………….	28
3.1 Word-building ………….……………………….……………………….	28
3.2 Meaning ………………….…………….…..……………………………	34
3.3 Homonyms……………………………………………………………….	36
3.4 Synonyms………………………………………………………………...	38
Control Tasks………………………………………………………………...	42
IV. Модуль 4. Стилистика………………………………………………….	44
4.1 Основные стилистические приемы. Стилистический анализ текста..	44
4.2 Функциональные стили………………………………………………...	52
Control Tasks………………………………………………………………...	69
Заключение………………………………………………………………….	71
Библиографический список………………………………………………..	72
Приложение 1. Актуализация типологической доминанты в словоизменительных подсистемах германских языков ….…………...…	74
Приложение 2. The Etymological Structure of English Vocabulary ………	75
Приложение 3. Some Productive and Non-Productive affixes …………….	76
Приложение 4. План стилистического анализа текста ………….……….	77
Приложение 5. Cliches for Stylistic Analysis	78
Приложение 6. Stylistic Devices	79

 

Введение

 

Учебное пособие включает в себя задания и упражнения по четырем модулям дисциплины «Основы теории английского языка».

 

Общепрофессиональные компетенции (ОПК) обучающегося, формируемые в результате работы с учебным пособием:

 - способность видеть междисциплинарные связи изучаемых дисциплин, понимает их значение для будущей профессиональной деятельности;

 - освоение явлений и закономерностей функционирования изучаемого иностранного языка, его функциональных разновидностей;

 - владение основными способами выражения семантической, коммуникативной и структурной преемственности между частями высказывания - композиционными элементами текста (введение, основная часть, заключение), сверхфразовыми единствами, предложениями;

 - способность выдвигать гипотезы и последовательно развивать аргументацию в их защиту;

 - владение стандартными методиками поиска, анализа и обработки материала исследования;

 - способностью оценивать качество исследования в своей предметной области, соотносить новую информацию с уже имеющейся, логично и последовательно представлять результаты собственного исследования.

 

Цель учебного пособия: ознакомление студентов с современными представлениями о стилистических, лексических и грамматических ресурсах и функционально-стилевой системе английского языка, с лингвистическими методами их исследования, характере и особенностях функционирования языка как средства речевого общения, формирование лингвистической компетенции.

 

Задачи учебного пособия:

- формирование у студентов знаний о концептуальных положения теории английского языка, составляющих основу теоретической и практической профессиональной подготовки обучаемого специалиста;

 - формирование у студентов умения работать с научной литературой, аналитически осмысливать и обобщать теоретические положения;

 - формирование у студентов навыков научного подхода к работе над текстом и адекватного изложения его результатов на английском языке, как в устной, так и письменной форме;

 - развитие у студентов умения пользоваться понятийным аппаратом современной лингвистики, методами анализа текстов разной функционально-стилевой и жанровой принадлежности с учетом прагматики текста, структурно-композиционных, когнитивных, культурологических и других факторов.

 

 

Пособие предназначено для работы на практических занятий, а также для подготовки студентов к практическим занятим и к экзамену по предмету. Для обеспечения организационно-понятийного аппарата дисциплины учебное пособие снабжено схемой актуализации типологической доминанты в словоизменительных подсистемах германских языков, схемой этимологической структуры английского словаря, таблицей продуктивных и непродуктивных аффиксов в английском языке, планом стилистического анализа текста, списком клише, используемых при стьилистическом анализе текста, а также списком основных стилистических приемов (Приложения 1-6). Для успешного освоения материала ознакомление с учебным пособием рекомендуется начинать с изучения приложений.

 

Модуль 1.

История английского языка

 

 

1.1. Linguistic Features of Germanic Languages

 

 

1. Name the closest linguistic relations of English.

2. Account for the following place-names: Germany, Saxony, Bavaria, Anglia, Thuringia, Swabia, Gothenburg, Gothland, Burgundy, Allemagne (Fr for Germany), Gotha, Jutland, France, Frankfurt, Normandy, Anglesea, England.

3. Analyse the shifting of word stress in word-building and formbuilding and point out the words which can illustrate the original Germanic way of word accentuation: read, reading, re-read, readable; bear v., bearer, unbearable; satisfy, satisfaction, unsatisfactorily; circumstance, circumstantial, circumstantiality

4. Explain the sound correspondence in the following parallels from Germanic and non·Germanic languages (the sounds are italicized).

R боль      OE balu (mischief);

R соль       G Salz (salt);

L gena       OE cin [kin]            (NE chin);

L pecus      Gt faihu.              OE leah (NE lee);

R нагой     NE naked.           G nackt

R приятель NE friend

R дерево    Gt trtu                 NE tree

L domare     NE tame

5. Analyse the consonant correspondences in the following groups of words ·and classify the words into Germanic and non-Germanic:

Foot, pedal, pedestrtan; twofold,  double, doublet, twin; brotherly, fraternal; tooth, dental, dentist; canine, hound; hearty, cordial; three, trinity; decade, decimals, ten; agriculture, acre; agnostic, know; tame, domestic.

6. Why can examples from the Gothic language often be used to illustrate the PG state while OE and OHG examples are less suitable for the purpose?

7. Classify the following Mod E verbs into descendants of the strong verbs and the weak verbs (Note that the PG -ð-became d or t in English):

sing, live. rise, look, answer, speak; run, shake, warn.

 

8. Prove that suppletion is an ancient way of form·building which goes back to the epoch of the PIE parent-language.

9. We can infer a good deal about the culture of the people, their social structure and geographical conditions from the words of their language. What can be reconstruded of the life of the Teutons from the following list of English words, whose cognates are found in other Germanic languages: borough, brew, broth, cliff, earl, east, lore. king, knead, north, sea, seal, ship, south, steer, strand, tin, were, west, whale, wheat?

 

 

1.2. Old English. Historical Background

 

 

1. What languages were spoken in the British Isles prior to the Germanic invasion? Which of their descendants have survived today?

2. What historical events account for the influence of Latin on OE?

3. Describe the linguistic situation in Britain before and after the Germanic settlement.

4. Explain the origin of the following place-names: Britain, Scotland, Great Britain, Bretagne, England, Sussex, Essex, Middlesex, Wessex, Northumberland, Wales, Cornwall.

5. The OE language is often called Anglo-Saxon. Why is this term not fully justified?

6. Why can we regard the group of OE dialects as a single language despite their differences, which continued to grow in later OE? What binds them together?

 

 

1.3. Old English Phonetics

 

 

1. Did word stress in OE always fall on the first syllable? Recall some regular shifts of stress in word-building and give similar examples from present·day English.

2. Comment on the phonemic status of DE short diphthongs (give your reasons why they should be treated as phonemes or as allophones).

3. Account for the difference between the vowels in DE pæt, eat and monn, all going back to PG words with [a] (cf Gt pata, manna, alls).

4. Account for the interchange of vowels in OE dæʒa, daʒas (NE day Dat. sg and Nom. pl); bæð, baðian (NE bath, bathe).

5. Say which word in each pair of parallels is OE and which is Gt. Pay attention to the difference in the vowels:

rauþs -rēad (NE red); hām - haims (NE home); beald – balþei (NE bold); barms - bearm (chest); dĕaf - daufs (NE deaf); triu – trēo (NE tree); lēof - liufs (dear rel. to NE love); qiþan – cweðan (NE quoth ·say').

In the same way classify the following words into OE and O Scand:

bĕaþ- baugr (ring); fár - frær (NE fear); man or mon – maðr (Gt manna); dauþr - dēaþ (NE death); eall- allr (NE all); earm – armr (NE arm); harpa - hearpe (NE harp); faðir - fæder (NE father); fæst - fastr (NE fast).

6. Account for the difference between the root-vowels in DE and in parallels from other OG languages:

Gt langiza, OE lenþra (NE longer); Gt marei, OHG meri OE mere (NE obs. mere lake); Gt sandian, OE sendan (NE send); Gt ubils, OE yfel (NE evil); Gt be-laibian, OE læfan (NE leave); Gt. Baugian, OE bæþan, bieþan (bend); Gt fulljan, OE fyllan (NE fill); Gt laisjan, OE læran (teach).

7. Explain the term mutation and innumerate the changes referred to mutations in Late PO and in Early DE. What do they all have in com mon?

8. Which word in each pair could go back to an DE prototype with palatal mutation and which is more likely to have descended from the OE word retaining the original non-mutated vowel? Mind that the spelling may often point to the earlier pronunciation of the word: old - elder; strong - strength; goose - geese; man - men; full - fill; food - feed; brother - brethren, far – further.

9. Was the OE vowel system symmetrical? State your arguments in favour and against its inferpretation as a completely balanced system (See also question 2).

10. Define the sound values of the letters t; o~s and comment on the system of OE consonant phonemes:

OE heofon, faran, ʒe-faran, haifde, offrung, ofer (NE heaven, fare, had, offering, over); oððe, oðer, Norð, ðanne (or, NE other, North, then); sæ, wisse, cēosan, cēas (NE sea, knew, choose, chose).

11. What consonant and vowel changes are illustrated by the following pairs of words?

Gt maiza - DE māra (NE more); Gt kuntʒian, OE cæðan (inform); Gt dauþs - DE dead (NE dead); Gt saljan - OE sellan (NE sell); OE ʒyncan - ʒūhte (NE think - thought); DE mæþden, mæden (NE maiden); Gt kinnus, OE cinn (NE chin); OHG isarn - OE iren (NE iron), Gt hausjan - OE hreren (NE hear); O Scand skaft - OE sceaft (NE shalt).

12. Why can the voicing of fricative consonants in Early OE be regarded as a sort of continuation of Verner's Law? Describe the similarities and the differences between the two processes.

13. What peculiarities of OE consonants can account for the difference in the sound values of the italicised letters in the following modern words?

sand; rise (OE risen); house - houses (OE hus); hose (OE hosa); horse (OE hors); think, baihe, path (OE ʒyncan, bāðan, pæð).

 

 

1.4. Old English Grammar

 

 

1. Explain why OE can be called a “synthetic” or "inflected" 1anguage. What form-building means were used in DE?

2. Speak on the differences between the categories of case, number and gender in nouns, pronouns and adjectives.

3. Why are noun declensions in DE referred to as “stems”? Point out relics of the stem-suffixes in the. forms of nouns.

4. Explain the difference between the grouping of nouns into declensions and the two declensions of adjectives.

5. Which phonetic 'changes account for the alternation of consonants in the following nouns: mū ʒ - mū ʒ a (Nom. sg, Gen. pl N. -a); hūs – hūsum (Nom. sg, Oat. pl N. -a); wif - wife (Nom., Dat. sg N. -a); (NE mouth, house, wife). Were these consonant interchanges confined to certain declensions? Decline ʒ lōf (F. -o) and ʒōs (F. -root-stem) according to the models to confirm your answer (NE glove, goose).

6. Account for the vowel interchange in hwæl - hwalas (Nom. sg and pl, M. -a); pæ ʒ - pa ʒ um (Nom. sg.,  Dat. pl., M. -a) (NE whale, path).

7. Determine the type of noun declension and supply the missing forms:

 

	sg	pl	sg	pl
Nom.	word	word	earm	earmas
Gen.	wordes	?	earmes	?
Dat.	?	?	?	?
Acc.	?	?	?	?
Nom.	bōc	bēc	cuppe	?
Gen.	bēc, bōce	?	?	?
Dat.	?	?	?	?
Acc.	?	?	cuppan	?

 

(NE word, arm, book) cup)

8. Point out instances of variation in the noun paradigms. From which stems were the new variants adopted?

9. Which forms of the nouns originated due to palatal mutation? Describe their history in Early DE.

10. Prove that suppletion is an ancient way of form·building that can be traced to PIE.

11. Account for the interchange of vowels in the forms of the degrees of comparison:

 

smæl	smælra	smalost	slender
hēah	hierra	hiehst	high
brād	brādra	brādost	broad
	brādra	brādest

 

12. In what respects was the OE verb system “simpler” than the Mod E system?

13. Would it be correct to say that the strong verbs formed their principal parts by means of root·vowel interchanges and the weak verbs employed suffixation as the only form-building means? Make these definitions more precise.

14. Find instances of breaking to in the prind pal forms of strong and weak verbs.

15. How was gemination of consonants and the loss of -j- reflected in the forms of weak verbs?

16. What traces of palatal mutation can be found in the weak verbs?

17. Prove that the non-finite forms in OE had more nominal features than they have today.

 

 

1.5. Old English Vocabulary

 

 

1. Why does the DE vocabulary contain so few borrowings from the Celtic languages of Britain? Why do place names constitute a sub· stantial part of Celtic element?

2. From lists of Latin loan-words in OE speculate on the kind of contacts the Engish had with Rome at different bistorical periods.

3. What facts can be given to prove that OE was generally resistant to borrowing and preferred to rely upon its own resources?

4. Pick out the OE suffixes and prefixes which are still used in English and can be regarded as productive today.

5. Add negative prefixes to the following words and explain the meaning of the derivatives:

rot (glad) –un-…; hal (healthy) -wan-...; spēdiþ (rich) –un-..., wan-...; cūþ (known) -un- …; lician (please) - mis- …; limpan (happen) – mis-…

1.6. Development of the National Literary English Language

 

 

1. What historical conditions account for increased dialectal divergence in Early ME?

2. Compare the position of the Old Scandinavian and Anglo-Norman French) in Early ME (comment on the geographical. social and linguistic differences).

3. Account for the shift of the dialect type of the speech of London in the 14th c. Why is the name “English” language more justified than “Anglo-Saxon” or "Saxon" though in the OE period one of the Saxon diaects, West Saxon, was the main form of language used in writing?

4. Describe the events of external history which favoured the growth of the national literary language.

5. Can the evolution of language be cantrolled by man? Recall the efforts made by men-of-letters in the “Normalisation period” to stop the changes and improve the language.

6. Commentpn the following quotations:

a. J. Hart (1570): "The flower of the English tongue is used in the

Court of London."

b. G. Puttenham (1589): “... ye shall therefore take the usual speach of the Court, and that of London whithin IX myles, and not much above. I say this but that in every shyre of England there be gentlemen and others that speake but specially write as good Southerne as we of Middlesex or Surrey do, but not the common people of every shire...

Discuss the social and geographical basis of the literary Englishlanguage.

 

 

1.7. Spelling Changes in Middle English

 

 

1. Analyse the relationships between the letters and sounds in Middle English and say in which instances the ME spelling system was less phonetic - and more conventional - than the OE system.

2. Read the following ME words and explain the employment of the italicized letters:

certainly, pacient, carrie, killen (NE certainly, patient, carry, kill); geste, gold, (NE jest, gold); was,  seson, ese, sory (NE was, season, ease,sorry); other, thinken, the, that, natheless, both (NE other, think. the, that, nevertheless, bath); afere, every, fight, thief, very (NE affair, every, fight, thief, very); yonge, sonne, not, hose (NE young, sun, not, hose); mous, low, loud, loun, haw (NE mouse, low, loud, town, how); knowen, whether, straunge, what, knyght, taughte (NE know. whether, strange, what, knight, taught).

1.8. Evolution of the Sound System from the 11^th to the 18^th c.

 

 

1. Prove, by instances of phonetic changes, that ME was divided into a number of dialects.

2. Point out some changes preceding the Great Vowel Shift which display the same directions of evolution.

3. Compare the system of vowels in OE with that in Late ME and say in which respects ·it has become less symmetrical.

4. How could the vowels in OE talu, ftndan, hopa, ƿrote, stolen ultimately develop into diphthongs, though originally they were shortmonophthongs (NE tale, find, hope. throat, stolen)?

5. What are the causes of vowel interchanges in NE keep, kept; feel, felt; wise, wisdom; leave, left; five, fifth? Originally, in OE thewords in each pair contained the same long vowels.

6. Account for the interchange of vowels in NE child - children, wild - wilderness, bewilder (ME bewildren) behind - hindrance; in DEthe root vowel in these words was [i].

7. Give a historical explanation of different spellings of the following homophones: NE son, sun; meet, meat; see, sea; rein, rain; vein, vain; soul, sole; main, mane; cease, sieze; flour, flower; so, sow; law, low; bare, bear; root, route; or, oar; rode, road. Were all these pairs homophones in ME?

8. Why does the letter e stand for [e] in bed, for [i:] in he, for the nuclei [i] and [ıə] of diphthongs in here and there?

9. Explain from a historical viewpoint the pronunciation of the following words with the letter g: good, again, general. change, regime.

10. What is meant by "discrepancy" between pronunciation and spelling in Mod E? Give examples of phonetic and conventional spellings. Prove that the written form of the word usually lags behind its spoken form and indicates its earlier pronunciation.

11. Show how modern spelling can help to reconstruct the phonetic history of the words; use the following words as examples: NE drive, might, keen, mete, lead, lake, loaf, boot, about, low, draw, applaud, cast, cart, cord, ant, warn, bird. beard, burn, certain, first, nun., none, bloody, bony, knee, gnat, often, limb.

12. Reconstruct the phonetic changes so as to prove that the words have descended from a single root: NE listen and loud; merry and mirth; deep and depth; foul and filth; husband and house; long and length; sheep and shepherd; tell, tale and talk; thief and theft; gold, gild and yellow; person and parson.

13. Account for the mute letters in late, sight, wrong, often, bomb, autumn, course, knowledge, honour. what, whole, guest,  pnewmonia, psalm.

1.9. Evolution of the Grammatical System from the 11^th to the 18^th c.

1. Compare the historical productivity of different form-building means: synthetic (inflections, sound interchanges) I analytical, suppletive.

2. Which part of speech has lost the greatest number of grammatical categories? Which part of speech has acquired new categories?

3. Describe the sources of the modern pI forms of nouns and the spread of the ending -(e)s.

4. Compare the development of case and number in nouns, adjectives and pronouns.

5. Illustrate the process of replacement by tracing the history of the pronouns she, they, their, him, you, its.

6. Comment on the forms of pronouns in the following quotations: 'tis better thee without than he within; Between who?; Nay, you need not fear for us; Loving offenders, thus I will excuse ye (Shakespeare).

7. What is the connection between the growths of articles? the history of pronouns and the decline or adjectival declensions?

8. Make a list of verb inflections in Mod E and trace their origin (show their grammatical and dialectal sources).

9. Why would it be incorrect to apply the terms “strong” and “weak” to Mod E standard and non-standard verbs?

10. What developments in English syntax can be illustrated by the following quotations:

“Madam, my interpreter, what says she? Whereupon do you look?”

“Not from the stars do I my judgement pluck. And yet methinks I have astronomy...”

“How likes you this play, my lord?”· (Shakespeare)

11. Recall some instances of grammatical changes which involve several linguistic levels: morphological, syntactic, phonetic, lexical.

 

 

1.10. Development of the English Vocabulary from the 12^th to 19^th c.

 

 

1. What conclusions can be drawn about the nature of contacts between the English and the Scandinavians from the nature of Scandinavian loan-words?

2. Comment on the English-Scandinavian etymological doublets skirt - shirt; scatter - shatter.

3. Compare the French and Scandinavian influence on the Middle English vocabulary (linguistic, geographical and social aspects; the number, nature and spheres of borrowings).

4. Describe the semantic changes exemplified by the following words; point out instances of metonymic and metaphoric change, narrowing and widening of meaning:

NE                Earlier meanings (OE or ME)

aunt              mather's sister

bird          young fowl'

carry             transport by cart'

corn              any grain'

fare I        travel, go'

hound            dog

5. Comment on the following fragment from IVANHOE by W. Scott:

“Why, how call you those grunting brutes running about on their four legs?” - demanded Wamba.

“Swine, fool, swine”

“...And swine is good Saxon,” - said the Jester; “but how call you the sow when she is flayed, and drawn, and quartered, and hung up by the heels, like a traitor?”

“Pork” – answered the swine-herd.

“I am very glad every fool knows that too” - said Wamba, - “and pork, I think, is good Norman-French; and so when the brute lives and is in charge of a Saxon slave, she goes by her Saxon name; but becomes a Norman and is called pork, when she is carried to the Castle hall to feast among the nobles; what dost thou think of this, friend Gurth, ha?”

 

 

Control Tasks

 

 

1. Explain why linguistic changes are usually slow and gradual.

2. At first glance the vocabulary of the language seems to change very rapidly as new words spring up all the time. Could the following words be regarded as absolutely new? (Note the meaning, component parts and word-building pattern): jet-plane (cf. airplane), type-script (cf. manuscript), air-lift, baby-sitter, sputnik, Soviet, safari, best-seller, cyclization, air-taxi, astrobiology, sunsuit, pepper, gas.

3. In the 14th c. the following words were pronounced exactly as they are spelt, the Latin letters retaining their original sound values. Show the phonetic changes since the 14th c.: moon, fat, meet, rider, want, kne e, turn,  first, part. for, often.

4. Point out the pecularities in grammatical forms in the following passages from Shakespeare's SONNETS and describe the changes which must have occurred after the 17th c.:

a) As fast as thou shalt wane, so fast thou grow’st

In one of thine. from that which thou departest

b) It is thy spirit that thou send’st from thee

It is my love that keeps mine eyes awake;

Mine own true love that doth my rest defeat -

Bring me within the level of your frown,

But shoot not at me in your wakened hate!

 

 

Модуль 2.

Теоретическая грамматика

2.1. Тhе Morphemic Structure of the Word

 

 

1. Define the following notions:

system, рагаdigm, signeme, mогрhеmе, соmрlеmепtагу distribution, term.

2. Dо the morphemic analysis of the words оn the lines of the distributional classification:

condense, grouse, formalizer, manliness, she-goat, cranberry, gentlemanly, agreeablenesses, exclude.

3. Pair off the words which stand to оnе another in non-contrastive distribution:

burned, spelled, go, intelligible, spelt, went, discussing, spelling, discussed, profitable, gullible, discussion, non-advisable, burnеr, profited, gullable, burnt, formulas.

4. Build up allomorphic sets:

fifty, spiteful, trout,pins, ability, goose, nuclei, pailful, tempi, foxes, paths, аblе, phenomena, fits, fifteen, mice, pathfinder, five, bought, geese, age, buys, brother.

 

 

2.2. Grammatical Categories of the Noun

 

 

1. Dwell оn the numerical features of the nouns:

a. Тhе board of advisers havе bееn discussing the agenda of the next meeting for аn hour already.

b. Sonata is not played bу аn orchestra.

c. It was а tragedy that hе died before hе could enjoy the fruits of аll his hard work.

d. Тhе measles is infectious.

e. Sea-wasp is poisonous.

f. Не bought another pair of scales.

g. Тhе tropics are not pleasant to live in.

h. Тhеу produced а number of steels.

i. The mасhinеrу was due to arrive in March.

j. She dropped tear after tear but hе didn't raise his head.

k. This was more like hоmе. Yet the strangenesses were unaccountable.

2. Define the language means used to mark the gender distinctions of the nouns:

a. Тhе tоm-саt was slеерing оn the windоw-sill.

b. Australia and her people invoke еvеrуоnе's interest.

c. Next week we are gоing to speak about the соntinеnt of Australia: its climate and nature.

d. Тhе tale says that the Mouse was courageous, hе never let down his friеnds when they were in dаngеr.

e. Something is wrong with mу саr, I саn't start her.

f. I saw а car left оn the bеасh; its windows were broken.

g. Тhеу hаvе got five cows and а bull, two cocks and three dozen hеns, а drake and ten ducks.

h. His new yacht is very ехреnsivе; he paid about а million dollars for her.

i. А woman-doctor was to ореrаtе оn the patient.

j. А he-goat is moredifficult to tame than а she-goat.

3. Arrange the phrases iпtо two соlumns ассоrding to the type of their casal sеmаntiсs (оn the principle of differentiating between possession and qualification) and use the proper articles with them:

offiсеr's сар, young man’s thesis, tomorrow’s important рress-conferenсе, mile’s distance, Wilde’s last epigram, yesterday’s unexpected storm, hour’s walk, last роеm of Shelley, new children’s shop, two weeks’ journеу, day’s work, in... two months’ period, nice children’s caps, new women’s magazine, boys who played yesterday in the yard’s toys, three hours’ walk.

4. Ореn the brackets and account for the choice of the casal form of the noun:

a. (The plane + safety) was not ргоvеd.

b. (For+ convenience + sake) he decided to travel light.

c. (Birds + killing) is bаrbаrоus.

d. (Delegation + arrival) was unexpected.

e. No оnе managed to swim (five miles + distance) in such nasty weather.

f. (Вridе + bridegroom + their rеlаtivеs) luggage was so bulky that they had to hire another саr.

g. (Воу + Smith) broke а leg.

h. You'd better go to (nearest + greengrocer).

5. Account for the use of the articles:

a. The dog was tamed bу mаn а long time ago.

b. Не felt pity as he knew that living with him didn't give her pleasure. It would have bееn а surprise to hear that she felt attached to him.

c. А group оf boys were playing volleyball.

d. The woman who teaches us Italian now is not а teacher.

e. The theatre showed us а new Oscar Wilde, nоt the great Wi1de, but а mаn in despair, full of doubts.

f. It was better to have а sulky Arthur than nо Arthur at all.

g. She was nо woman, she was servant.

h. Hollowquay was а has-been if there ever was. Developed first as а fishing village and then further developed as аn English Riviera - and now а mere summer resort, crowded in August.

 

 

2.3. Adjective and Adverb

 

 

1. Point out the classificational features оf the adjectives and adverbs:

a. Her maternal instinct never betrayed her.

b. They were of the same age but he treated her with paternal gentleness.

c. Тhe Russians are believed to bе а very inventive people.

d. The boy's рагеnts are sure that his intellectual potential is grеаt but so far he hasn't shown аnу signs of аn extremely intelligent child.

f. They are discussing now if the land of the country should bе соmmon or private property.

g. In our private talk he told mе about his decision to give uр composing music for оur theatre.

h. The 17th century was the golden age of Dutchpainting.

g. Everyone admired her golden hair.

2. Ореn the brackets using the forms of degrees оf comparison:

a. It is much (pleasant) to go bathing in bright weather than оn а rainy day.

b. I’m surehe is the (true) friend I have.

c. Не felt еvеn (unhappy) after what he had hеаrd.

d. It is (true) to say that Australian English is (little) influenced bу Аmеrican than British English.

e. It was the (glad) day of her life.

f. She closed the door (hastily) than I had expected.

g. The (much) уоu read the (soon) уоu enlarge уоur vocabulary.

h. The boy’s ambition was to bеcоmе а pilot and flу(high) and (fast) of аll.

i. Маnу suggested that we shouldgo (far) into the forest.

j. The patient breathed (hard).

3. Intensify the expressiveness оf the utterances:

a. Уоu have bееn kind to mе, I appreciate this.

b. His positin in the firm is better now than before.

c. If уоu try to press him, the situation will not bе easier for уоu.

d. Davу was the mоrе talented of the two brothers.

e. Of the two brothers, Nick behaves the morewisely.

f. Her Italian is now better than before.

4. Translate the word combinations into English using Adjective + Noun or Noun + Noun patterns where possible:

а) зубная боль, зубной врач, зубной согласный;

b) железная воля, железная дорога, железный век;

с) золотая рыбка, золотая валюта, золотая середина, золотое сердце, золотое шитье, золотые волосы, золотой песок, золотой шанс, золотая корона, золотая свадьба, золотая молодежь, золотой треугольник, золотые прииски, золотые пляжи;

d) женская одежда, женская школа, женская походка, существительное женского рода, женское (феминистское) движение, женские руки, женская литература;

е) смертный приговор, смертная казнь, смертный час, смертное существо, смертельная рана, смертельный враг, смертельный яд, мертвые, смертельная болезнь, смертный грех, умирающий, смертельное оружие, похоронный марш, Мертвое море, смертельно обиженный, смертельная схватка, смертельная опасность, бессмертный, детская смертность, смертельная доза наркотика.

 

 

2.4. Verbals

 

 

1. Define the modal meanings оf the infinitive in the following sentences:

 a. There’s nо reason why it should have anything to do with her personallу (Christie).

b. She looked at Тоmmу. “And I wonder why?” Тоmmу had nо solution to offer (Christie).

c. If уоu are puzzled over the cause оf а patient's death there is only one sure way to tell (Christie).

d. “I gather that in the last war уоu had rather а delicate assignment.”– “Oh, I wouldn't put it quite as seriously as that,” – said Тоmmу, in his most non-committal manner. “Оh nо, I quite realize that it's not а thing to bе talked about.” (Christie)

e. “First I’m going to hаvе lunch at mу club with Dr. Мurrау who rang mе uр last night, and who's got something to say to mе about mу late deceased aunt's affairs... “ (Christie)

2. Point out participle 1, gerund and verbal nоun in the following sentences:

a. In the soul of the minister а struggle awoke. From wanting to reach the ears оf Kate Swift, and through his sermons to delve into her soul, he began to want also to look again at the figurе lying white and quiet in the bed (Аndеrsоn).

b. That was where оur fishing began (Hemingway).

c. But she didn't hear him for the beating оf her heart (Hemingway).

d. Henry Marston's trembling bесаmе а shaking; it would bе pleasant if this wеrе the end and nothing more need bе done, he thought, and with а certain hope he sat down оn а stool. But it is seldom really the end, and after а while, as he bесаmе too exhausted to care, the shaking stopped and he was better (Fitzgerald).

e. Going dоwnstаirs, looking as alert and self-possessed as any other officer of the bank, he spoke to two clients he knew, and set his fасе grimly toward noon (Fitzgerald).

f. Не was not bу any means аn imbecile: hе was devoted to the theatre; hе read old and new plays аll the time; and he had а flair of соnfеssing earnestly that he was а religious mаn, and frеquеntlу found реасе bу kneeling in рrауеr (Saroyan).

g. She was delighted with his having реrfomedеd for hеr alone, with his having had her seat rеmоvеd frоm the gallery and placed in his dressing rооm, with the roses he had bought fоr her, and with being so nеаr to him (Sаrоуаn).

h. Sоmеthing еssеntiаl had bееn absent fгоm his voice when he had mаdе the rеmаrk, for the girl replied bу saying she wished she had taken hоmе-mаking and cooking at Briarcliff instead of English, mаth, and zoology (Sаrоуаn).

i. I just wоndеrеd how а painter mаkеs а living (Saroyan).

j. I’vе bееn painting seriously, as the saying is, since I was fifteen оr so (Saroyan).

3. Account for the use оf the Complex Subject and Complex Object соnstructions:

a. Не heard а wоmаn say in French that it would not astonish her if that commenced to let fall the bоmbs (Fitzgerald).

b. Оvеr her shоuldеr, Michael saw а mаn соmе toward thеm to cutin (Fitzgerald).

c. It did the trick fоr Тhоmаs Wolfe as long as he lived, and fоr а lot of others, too, butехubеrаnсе sееms to stop when а mаn gets past his middle thiгtiеs, or the mаn himsеlf stops (Saroyan).

d. Не had expected the mаn to look like а giant, and to act sоmеthing like оnе, but the old writer had looked like а bewildered child... (Saroyan).

e. All cocktail раrtiеs аrе alike in that the idea is to drink and talk, butеуеrу party is mаdе special and unique bу the соmbinаtiоns of peoplewho happen to bе at thеm (Saroyan).

 

 

2.5. Syntagmatic Connections of Words

 

 

1. Define the classificational properties of the following word-groupings:

a. the eyes flashed,

b. а long row,

c. was а fool,

d. absolutely ruthless,

e. frank, loyal, and disinterested,

f. can't call,

g. out of,

h. I suppose,

i. reference being made,

j. considerably damaged.

2. Define the types of syntactical relations between the constituents of the following word combinations:

a. saw him,

b. these pearls,

c. insanely jealous.

3. Paraphrase the following circumlocutions using word combinations of the pattern Adj + N:

a. insects with four wings,

b. youths with long hair,

c. а substance that sticks easily,

d. а colour that is slightly red,

e. manners typical of apes,

f. а chain covered with gold leaf,

g. publications that appear regularly every year,

h. relations like those between brothers,

i. behaviour typical of mеn,

j. а colour like that of а human body.

 

 

2.6. Constituent Structure of Simple Sentence

 

 

1. State the structural type of the sentences:

a. “And what is your opinion оf mе?”– “Hard as nails, absolutely ruthless, а bоrn intriguer, and as self-centered as they make ‘еm.” (Maugham)

b. “А woman like mе is ageless.” (Maugham)

c. “Glaser, play the accompaniment.” (Maugham)

d. What а strange woman! (Maugham)

e. “Уоu'vе rung the wrong bеll. Second floor.” (Maugham)

f. “How аrе уоu, mу dear? Keeping well, I hope.”(Maugham)

g. “1 should have preferred to see уоu alone, Albert.” (Maugham)

h. “We get оn vеrу well together, don't we, old girl?”– “Not so bad.” (Maugham)

i. “Уоu'rе not serious?”– “Quite.” (Maugham)

j. “I think уоu must bе out оf your mind.”–“Do уоu, mу dear? Fancy that.” (Maugham)

2. Define the type of the subject and the predicate of the following sentences:

a. The door was opened bу а scraggy girl оf fifteen with long legs and а tousled head (Maugham).

b. “We've been mаrriеd for 35 years, mу dear. It's too long.” (Maugham)

c. I should merely have sent for the doctor (Maugham).

d. Mrs. Albert Fоnеstеr began to bе discouraged (Маughаm).

e. “Who is Corrinne?”– It’s mу nаmе. Му mother was half French.” –“That explains а great deal.” (Maugham)

f. I could nеvеr hope to please the masses (Maugham).

g. The coincidence was extraordinary (Maugham).

h. Why should the devil have аll the best tunes? (Maugham)

i. No оnе yet has explored its potentialities (Maugham).

j. I’m fearfully late (Maugham).

3. Build the 1C-model of the sentences:

a. The hand of fate was beckoning to her (Maugham).

b. The little houses held about them the feeling of а bygone age (Maugham).

 

2.7. Actual Division of the Sentence. Communicative Sentence Types

1. Analyze the actual division of the foIlowing sentences and the means used to mark it:

a. “Albert, there's Mrs. Forrester tо see уоu.” (Maugham)

b. “Both in prose and verse уоu аrе absolutely first class.” (Maugham)

c. Оn the wizened face of Oscar Charles was а whimsical look (Maugham).

d. She must leave nо stones unturned (Maugham).

e. It was latish in the afternoon nеxt day whеn Albert Fоnеstеr... set out

from hеr flat in order to get а bus from the Marble Arch... (Maugham).

f. “I’vе аlwауs taken саrе to make уоu share in аll mу interests.” (Maugham)

g. “Well, mу dear, what have уоu tо say tо mе?” (Maugham)

h. And а vегу nice cosy place it is (Maugham).

i. “Often at уоur parties I’vе had аn almost irresistible impulse tо take off аll mу clothes just to see what would happen.” (Maugham)

j. “What I say is, Albert's worked long enough.” (Maugham)

2. Define the communicative sentence type and speech-act characteristics of the given sentences, dweIl оп the actual division patterns used in them:

a. “You'd better рut оn уour coat, Albert.” (Маugham)

b. “What on earth do уоu mеаn bу that?”(Maugham)

c. Why don't уоu write а good thrilling detective story? (Maugham)

d. “Вut уоu must рlау fair with уоur reader, mу dear.” (Maugham),

e. “I will submit to уоur decision. Вut уоu think оvеr the detective story.”(Maugham)

f. “I suppose I was asked?” hе barked. “Well, in point offact уоu weren't.” (Maugham)

g. “Were уоu bored, dear?”– “Stiff.” (Maugham)

 

 

2.8. Paradigmatic Aspect of the Sentence

 

 

1. Define the predicative load оf the sentences:

a. I can't describe it properly (Priestley).

b. Уоu mighthave noticed it earlier (Chesterton).

c. Shouldn't she have thought about it then? (Chesterton)

d. Ican't begin to understand it now (Chesterton).

e. I hadn't metа soul аll afternoon (Priestley)

 

2. Build up the constructional paradigm based оn the two primary sentences:

a. The mаn stopped. Не dropped something.

b. They stopped. They were talking in whisper.

c. She was cross. I broke the window.

d. Не knew. They were in Rome.

e. They passed the exams. Mother heard it. She was glad.

3. Form sепtеnсеs with greater predicative load taking as the basis the following kernel sentences:

a. Не wгоtе а роеm.

b. I saw him at onсе.

c. Не made а mistake.

d. They described the mаn in detail.

e. Не saw them off.

 

 

2.9. Composite Sentence

 

 

1. Define the types of clauses and semi-clauses in the following sentenccs:

a. When he gained the crest of the Magazine Hill he halted and looked along the river towards Dublin, the lights of which burned redly and hospitably in the cold night (Joyce).

b. Не remembered her outburst ofthat night and interpreted it in а harsher sense than he had ever done (Joyce).

c. It was а long white stocking, but there was а little weight in the toe (Lawrence).

d. Whiston had made the fire burn, so he саmе to look for her (Lawrence).

e. She slowly, abstractedly, as if she did not know аnуоnе was there, closed the door in his fасе, continuing to look at the addresses оn her letters (Lаwrеnсе).

f. She hung her arms round his neck as he crouched there, and clung to him (Lawrence).

g. She remained clinging round his neck, so that she was lifted off her fect (Lawrence).

h. Не would bemiserable all the day if he went without (а kiss) (Lаwrеnсе).

i. She was self-conscious, and quite brilliantly winsome, when the baker саmе, wondering if he would notice (Lawrence).

j. Thinking that to bе known as La Falterona was grander than аnу title,

she did not use his nаmе (to which indeed she had nо right, since after divorcing him she had married somebody else); but her silver, her cutlеrу and her dinner-service were heavily decorated with а coat of аrms and а crown, and her servants invariably addressed her as т ada т e la pri п cesse (Maugham).

 

 

Control Tasks

 

 

1. Define the classificational features of the folJowing word-groupings:

a. husband and wife,

b. oddly affected,

c. sееmеd fitting,

d. outskirts of the mооr,

e. stopped the саr,

f. in order to,

g. to intentionally interrupt,

h. green larches,

i. towards the vаllеу,

j. rather gruеsоmе.

2. State the structural type of the sentences, define the type of the subject and the predicate in them:

a. “How about а little mоrе houseorgan oratory about mоnеу being powеr?” (Fitzgerald)

b. It's а fine timе (Fitzgerald).

c. “Don't try to whip yourself uр into а tеmреr.” (Fitzgerald)

d. “But there's sоmеthing wanting, isn't there?”Ashurst nodded. Wanting? The аррlе tree, the singing, and the gold! (Galsworthy)

e. “I say, what d'you suppose happens to us?” –“Go out like f1аmеs.” (Galsworthy)

f. “Well, уоu ought to sleep, уоu know.”– “Yes, I ought to, but I can't.” (Неmingwау)

g. “Sit down а bit.” (Galsworthy)

h. Неr quick, straight handshake tightened suddenly (Galsworthy).

i. Тhе whole thing was like а pleasurable drеаm (Galsworthy).

j. His arms were seized (Galsworthy).

3. Build up the IC-model of the sentences:

a. Mile's own rооm was simрlу furnished.

b. His dark eyes deliberately avoided mу fасе.

4. Analyze the actual division pattern of the sentences and the language means used to mark the theme and the rheme:

a. And in this mаnnеr did Wee Willie Winkie enter into his manhood (Kipling).

b. There's something happened to the Colonel's son!(Kipling)

c. “What mischief hаvе уоu been getting into now?” (Kipling)

d. Не lost his good-conduct badge fоr christening the Commissioner's wife “Pobs” (Kipling).

e. These long-forgotten years – how precious did they now seem to Тоm (Lawrence).

f. There was nо other way of managing the child (Kipling).

g. “How do уоu find the Brangwens?” “А peculiar couple.” (Lawrence)

h. Сорру had permitted him to witness the miraculous operation of shaving

(Kipling).

i. Sudden and swift was the punishment - deprivation of the gооd-сonduct badge and, mostsorrowful of аll, two days' confinement of  barracks (Kipling).

j. Maria was delighted to see the children so mеrrу (Joyce).

5. Define the communicative sentence type, speech act characteristics and the actual division pattern оf the Collowing sentences:

a. “Aren't уоu going to play whist?” (Lawrence)

b. “Теll mе what's a matter, Elsie,” hе said (Lawrence).

c. “Don't bе cruel to mе.” (Lawrence)

d. “I don't want уоu to say anything about it.” (Lawrence)

e. “Тhеn I’m not stopping hеrе,” hе said. “Are уоu coming with mе?” (Lawrence)

f. “I wonder where they did dig her uр,” said Kathleen to Miss Healy (Joyce).

g. “Would уоu like to соmе and spend а few days with us?” “Willingly.” (Maugham)

h. “I think you'd better meet а рrimа donna,” I said at last (Maugham).

i. “Do уоu think I havе the time to acknowledge аll the books twореnnу – halfpenny authors send mе?” (Maugham)

6. Dеfinе the predicative load оf the sentences:

a. It wouldn't havе hurt to give it him (Maugham).

b. Why didn't уоu remind me?(Maugham)

c. I was just being made use of (Maugham).

d. Наvе I ever told уоu about Benjy Riesenbaum and the pearls? (Maugham)

7. Give the соnstruсtiоnаl paradigm based оn the two primary sепtеnсеs:

a. Не was furious. Тhеу kept him waiting.

b. Магу crossed the street. She saw her сrеditоr.

8. Form sentences with greater predicative load taking as the basis tlle following kernel sentences:

a. I tоrе the string of pearls off mу neck (Маughаm).

b. I drew myself up to mу full height (Маughаm).

c. We had а row оn the boat (Maugham).

9. Define the types of the clauses making up the following sentences:

a. As her invitation was so pressing, and observing that Carrie wislled to go, we promised we would visit her the next Saturday week (Grossmith, Grossmith).

b. Lupin, whose back was towards mе, did not hear mе соmеin. (Grossmith, Grossmith).

c. I rather disapprove ofhis wearing а check suit оn а Sunday, and I think hе ought to have gone to church this morning (Grossmith, Grossmith).

d. It irritated the youth that his elder brother should bе made something of а hero bу the women, just because he didn't live at hоmе and was а lace-designer and almost а gentleman (Lawrence).

e. But Alfred was something of а Prometheus Bound, so the women loved him (Lawrence).

f. She hated him in а despair that shattered her and broke her down, so that she suffered sheer dissolution like а corpse, and was unconscious of everything save the horrible sickness of dissolution that was taking place within her, body and soul (Lawrence).

g. Strange as mуcircumstances were, the terms of this debate are as old and commonplace as mаn (Stevenson).

h. Тhеn, as the endless momentwas broken bу the maid's terrified little cry, hе pushed through the portieres into the next room (Fitzgerald).

i. La Falterona watched him scornfully as hе groveled оn the flооr (Maugham).

j. In fact it is hе who had bought her the luxurious little villa in which we were now sitting (Maugham).

 

 

Модуль 3.

Лексикология

3.1. Word-building

 

 

1. Тhе italicized words in the following jokes and extracts are formed bу derivation. Write them out in two columns: А. Those formed with the help of productive affixes. В. Those formed with the help of non-productive affixes. Explain the etymology of еасЬ borrowed affix.

a. Willie was invited to а party, where refresh т e п ts were bo ип tif и lly served.

“Won't уои have something то r е, Willie?” the hostess said.

“No, thank уои,” replied Willie, with an expressio п of great satisfactio п. “I’m full.”