1. 1 Analysing and teaching meaning SSIS Lazio - Lesson 1 prof. Hugo Bowles January 2007

2. 2 Lesson 1 - part 1 Analysing word meaning

3. 3 PARADIGMATIC & SYNTAGMATIC RELATIONS Horizontal relationships are syntagmatic Vertical relationships are paradigmatic So semantic relationships are paradigmatic

4. 4 Lexical relations - Hyponymy Flower daffodil tulip pansy rose Sheep ram ewe lamb In this model one lexeme can substitute another: “X is a kind of Y”. This relation is called HYPONYMY

5. 5 Do these pairs mean the same thing? enough sufficient insane mad rancid rotten autumn fall die kick the bucket deep profound fraternal brotherly sodium chloride freedom liberty endless everlasting purchase buy regal kingly

6. 6 Lexical relations - SYNONYMY Synonyms are lexemes which have the same meaning English has a lot of synonyms because its vocabulary comes from different sources (Anglo-Saxon, Latin, Greek, French) But is it possible to have true synonyms, i.e. words with exactly the same meaning?

7. 7 Distinguishing meanings Some words only occur in particular contexts (e.g. dialect words, autumn-fall) Some words only occur in certain styles (die and kick the bucket) Some words only occur in certain collocations (deep water but not profound water Some words are emotionally stronger (e.g. freedom, not liberty) Some words overlap in meaning but are not identical (e.g. govern and direct)

8. 8 Why is synonymy important for teachers? Because students will often ask you “why do you say “x and not y” when x and y are very similar and you need to be able to explain this. You will often find the answers in dictionaries or in concordances (see lesson 2 - collocation)

9. 9 Are these pairs the same kind of opposite? alive dead big little buy sell clumsy dexterous dry wet first last happy sad husband wife large small married single over under hot cold

10. 10 Lexical relations - Antonymy Gradable antonyms - these are capable fo comparison (e.g. wetter, very wet) Complementary antonyms - if one applies the other does not (e.g. alive/dead) Converse antonyms - these are mutually dependent; you cannot have one without the other (e.g. wife/husband)

11. 11 How do we know antonyms? By intuition. The antonym of little is big and the antonym of large is small. Large is not the antonym of little even though they are conceptual opposites.

12. 12 Lexical relations - polysemy Eye “Eye” is classified as one word with two different meanings. This happens when the difference in meaning is predictable or regular. There is a core meaning from which the other meanings (“eye” of a needle, “eye” of a tornado) can be predicted. Metaphors are often ploysemous

13. 13 Lexical relations -homonymy Bank The word “bank” in “river bank” and “Lloyd’s bank” are classified as two different words with separate meanings even though they have the same form. This is because the meaning of one form is not predictable from the meaning of another.

14. 14 Implications for teachers Leaning groups of hyponyms is easier for students than learning words separately It is important to know how to distinguish the meaning of synonyms especially at advanced levels Polysemous words are easier for students to understand than homonyms. Polysemous and metaphorical meanings can be taught with “core” meanings.

15. 15 Lesson 1 - part 2 Deciding what word meanings to teach

16. 16 A word is easier to understand when … It is a cognate The morphology is recognised The context is understood (so students can make a good guess at the meaning) There is no interference from the L1 SO … there is no point in choosing a word for a vocabulary comprehension exercise when none of these factors are present because the student will have NO CHANCE of understanding it!

17. 17 www.uniroma2.it Didattica Web Elenco corsi Lingua Inglese 3 LLEM (prof. Bowles) Deposito file

18. 18 Exercises Definition Gap-filling Cloze test Make a new sentence Use word/expression in another context (also verbal) Word buildin Find the word in the text Match definition with word