Академический Документы
Профессиональный Документы
Культура Документы
INTRODUCTION
In this topic we will go into detail some aspects of semantics (study of meaning in
language). The unit of semantics is the lexeme or lexical item.
We will discuss how vocabulary is organized, the vocabulary needed to express
common communicative functions and some activities that we can use in learning and
teaching vocabulary.
There are several ways of organizing lexemes. We can study also the paradigmatic
relationships.
We will now focus on lexical and semantic items.
2. LEXICAL AND SEMANTIC FIELDS IN ENGLISH
2.1. Lexical / Semantic fields
Semantic or lexical fields can be defined as semantically related groups. The words of
a language can be classified into sets which are related to conceptual fields and
divide up the semantic space: feeling, possession, perception, speech, existence.
2.2. Sense relationships
They are the internal organising principle that creates lexical fields. There are two
types:
syntagmatic relationships: are the relationship on the horizontal axis when two
items are often used together e.g. rural life, green area, dark, hair..
Paradigmatic relationships: are the relationships on the vertical axis. We can find
several types:
a) Synonymy /sinonimi/: it should be noted (es importante decir) synonymy is not
frecuent in the language. They are groups of words that share a general
sense and so may be interchangeable in a limited numbers of contexts. e.g.
die (morir), pass away (pasar al otro mundo)
b) Antonymy: antonymy is the relationship of oppositeness of meaning.
Non-gradable or ungradable antonyms, are mutually exclusive, eg.
alive/dead, male/female...
Gradable antonyms permit the expression of degree, e.g. big/small,
cold/hot. And the comparative (warm, cool, chilly, cold).
Converses denote a reciprocal relationship: one term presupposes the
other (family and social relation- e.g. parent/child...)
a) Hyponymy: it is the relationship of inclusion in that the meaning of the general
term (superordinate) is included in the meaning of the specific term e.g.
flower/rose, colour/blue, season (superordinate)/winter (hyponymy).
1
tema 11 - Ingls 99 - oposiciones primaria en/
2
tema 11 - Ingls 99 - oposiciones primaria en/
e) Apologizing:
- I?m sorry / sorry / I?m terribly sorry about that....
f) Expressing symphaty:
- What a pity / I?m sorry / How terrible!...
g) Offering to do something:
- Do you want me to ... ? / Shall I .....?
3. 2. Information vocabulary
a) Information about oneself: name (whats your name?), origin, Nationality, date of
birth, address, telephone numbwer, age, mental status, job, family,..
b) Information about the time: What time is it? / whats the time?
C) Narrating
We can list the elementos that are essential for narration
- Verbal tenses
- Link (Connectors) (then, afterwards, later, so...)
E) Clarifying
- I mean / in fact / in other words
3
tema 11 - Ingls 99 - oposiciones primaria en/
A) Intellectual attitudes
b) Expressing opinions:
- In my opinion / I believe / If you ask me / From my oint of view
e) Expressing obligation:
- I must begin working now (internal obligation)
- you have to be here by five again (external obligation)
B) Emotional attitudes
a) Expressing a feeling:
- Likes and dislikes: I like / I love fish / I enjoy / I am ford of / I hate
I dislike / I cant stand / I am tired of ..
- Sadness: I really feel down today / I am under the weather
- Indifference: I dont care at all
- Surprise: This is a surprise / It is surprising / How amazing / What a surprise..
- Hope: I hope so / I expect to come tonight
- Fear: Im afraid of exams
- Gratefulness: thank you very much
b) Expressing intention:
- Im going to + infinitive (intention to do something)
- I intend to come back on Sunday
1) Once the teacher has introduced the new lexical item, h/s should provide the students
enough opportunities to bring the item into active meaningful use.
2) The lexical items taught should be relevant to the learners needs and interests.
4
tema 11 - Ingls 99 - oposiciones primaria en/
3) In introducing vocabulary, the teacher should use visual aids. Visual back up is very
important to help convey meaning and to help pupils memorize new words. (Flash cards,
photos, realia, mime...)
ACTIVITIES
5. SUMMARY
In this topic we have expounded the different ways in which lexemes can be organised:
semantic or lexical fields, sense relationships and componential analysis
We have then presented the vocabulary our pupils need to communicate with others in
habitual situations. We have grouped this vocabulary into socialization vocabulary,
information vocabulary and attitude expression vocabulary.
In last section of the topic we have suggested various types of vocabulary activities.
REFERENCES: