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By Pavol Stekauer

Pavol Štekauer provides an unique method of the complex difficulties of English word-formation. The emphasis is at the means of coining new naming devices (words). this can be defined by way of an onomasiological version, which takes as its aspect of departure the naming wishes of a speech group, and proceeds via conceptual mirrored image of extra-linguistic fact and semantic research to the shape of a brand new naming unit. for this reason, it's the shape which implements recommendations given through semantics by way of the so-called Form-to-Meaning task Principle.
Word-formation is conceived of as an autonomous part, interrelated with the lexical part through offering it with new naming devices, and through applying the word-formation bases of naming devices kept within the Lexicon. The relation to the Syntactic part is simply mediated in the course of the Lexical component.
In addition, the publication provides a brand new method of productiveness. it really is maintained that word-formation approaches are as effective as syntactic methods. This appreciably new procedure presents easy solutions to a few conventional difficulties of word-formation.

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Rohrer illustrates the point by the following French sentences: (13) a. Votre raisonnement n'est pas logique (Your reasoning is not logical) b. Votre raisonnement est illogique (Your reasoning is illogical) Since a. and b. are synonymous, Rohrer claims that illogique cannot be derived from propositional concepts (as suggested by Brekle (1970)) because propositional concepts dò not contain negation. Therefore, it must be derived by transformations from the underlying sentence a. g. the difference between The director is not capable and The director is incapable).

Here, one need not have recourse to any potential word because profess exists in the lexicon. Therefore, The Place of the Word-Formation Component 31 professor should be explained as a lexicalized word. If one insists on the wordformation description of this word, there are three theoretical possibilities: (i) to seek the motivating meaning of profess in the etymology of the word; (ii) to simplify the task by introducing a potential meaning (one of the original meanings) of profess; (iii) the preferred solution complying with my principle of productive, regular, and predictable word-formation rules (see also Chapter 3), that is, to consider professor as a lexicalized naming unit which was originally coined by a regular and productive Word-Formation Rule, and which acquired an idiosyncratic meaning in the Lexicon, resulting in its lexicalization.

First, a crucial difference between word-formation and syntax consists in the fact that they operate at two different levels: while the generation of naming units is a matter of the system of language (langue), with no direct connection to speech, or to specific communication situations (parole), sentences are generated in close relation to speech. In other words, while Word-Formation Rules feed the Lexicon, the Lexicon, as a system level component, feeds the syntax with necessary units, thus allowing communication by means of sentences.

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