2020-04-07
2255
ОСНОВЫ ТЕОРИИ АНГЛИЙСКОГО ЯЗЫКА
Красноярск 2017
Министерство образования и науки Российской Федерации
Сибирский государственный университет науки и технологий
имени академика М.Ф. Решетнева
С.В. Прокудина
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 11th to the 18th c.……………... | 14 |
| 1.9 Evolution of the Grammatical System from the 11th to the 18th c.…….... | 15 |
| 1.10 Development of the English Vocabulary from the 12th to 19th 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 - mūʒa (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); pæʒ - paʒum (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 11th to the 18th 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 11th to the 18th 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 12th to 19th 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.
