Консультации по учебе, на самой крупной бирже
студенческих работ !
Ответы на Тесты по Английскому языку для всех курсов ПОЛИТЕХ (СПБСТУ) ИММИТ ИЭИТС ИСИ ИКНТ ИФНИТ ИПМЭИТ …..
Наилучшим решением для поиска задачи является ввод 2-3 первых слов условия задачи !!!
Write the missing travel word:
tourism is the industry which helps people to go on holiday.
Write the missing travel word:
An embassy is the group of people who represent their country in a foreign country.
Write the missing travel word:
To meet means to come together with new people on holiday.
Write the missing travel word:
accommodation is a place to live, work or stay.
Write the missing travel word:
customs is the place where bags are checked for illegal items.
Write the missing travel word:
To stay means to live in a place for a temporary period.
Write the missing travel word:
А citizen is a person who is a member of a particular country and who has rights because of being
born there or because of being given rights, or a person who lives in a particular town or city.
Write the missing travel word:
А theft is the act of taking something that belongs to someone else and keeping it; stealing.
Write the missing travel word:
You have this to protect against a disease. inoculation
Write the missing travel word:
destination is the place you travel to.
Write the missing travel word:
inconvenience is a state or an example of problems or trouble, often causing a delay or loss of comfort.
Write the missing travel word:
You pay this to protect yourself on holiday. insurance
Write the missing travel word:
А trip is a kind of journey.
Write the missing travel word:
To travel means to go on a journey.
Write the missing travel word:
documents are papers with official information for travel (e.g. passport, tickets, visa).
Write the missing travel word:
А Merchant is a person whose job is to buy and sell products in large amounts, especially by trading with
other countries.
Write the missing travel word:
А sight is a special place to see (e.g. famous monument, building, palace).
Write the missing travel word:
А disaster is (an event that results in) great harm, damage, or death, or serious difficulty.
Write the missing travel word:
А resort is a place where many people go for rest, sport, or another stated purpose.
Write the missing travel word:
rural means in or from the countryside.
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#1
Hello!
I’m writing a letter and I want to know how much time my friend is going to spend in my country.
Is it possible to use «How long are you going to stay for?»
I’m asking you because I’ve looked up on the internet, but honestly I haven’t understood, it sounds odd and I don’t know if it’s appropriate to use it or not.
Thanks for your help!
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#2
Informal/colloquial.
How long will you be staying here?
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#3
Informal/colloquial.
How long will you be staying here?
Thanks!
Instead, if I used «How much time will you spend here?», would it be correct as well?
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#4
«How much time will you spend here?», would it be correct as well?
Yes, that’s correct too, but it would be even better with the continuous ‘will you be staying’. I have no problem with ‘How long are you staying for?’ although it’s not as elegant.
By the way ‘inappropriate’ means to me ‘socially unacceptable’. It isn’t a synonym for grammatically correct/incorrect, or right/wrong.
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#5
Thanks!
Instead, if I used «How much time will you spend here?», would it be correct as well?
OK. Not very idiomatic.
How much time are you planning to spend here?
How much time will you be spending here?
How long will you be here?
Many variations. Slight differences in meaning.
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#6
OK. Not very idiomatic.
How much time are you planning to spend here?
How much time will you be spending here?
How long will you be here?Many variations. Slight differences in meaning.
What do you mean? Could you explain me which difference are between them?
Yes, that’s correct too, but it would be even better with the continuous ‘will you be staying’. I have no problem with ‘How long are you staying for?’ although it’s not as elegant.
By the way ‘inappropriate’ means to me ‘socially unacceptable’. It isn’t a synonym for grammatically correct/incorrect, or right/wrong.
Thank you so much, I’m sorry I actually didn’t know it isn’t correct to say «inappropiate»
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#7
That’s not surprising: it’s one of the most commonly misused words.
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#8
What do you mean? Could you explain me which difference are between them?
«How long are you going to stay for?»
Idiomatic but not formal. Something you would say.
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#9
Hi everybody,
1. How long are you going to stay for?
2. How long are you staying for?
3. How long will you stay for?
4. How long will you staying for?
As I know (4) is more polite to use than (1) (2) and (3). Could you tell me the reason?
Cagey
post mod (English Only / Latin)
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#10
#4 should be: «How long will you be staying for?»
It’s slightly more formal than the others. (I believe I am agreeing with Hermione in post #4.) In that sense may be considered more polite, but all of them are acceptable.
I would leave off ‘for’ on all of them, not because it’s incorrect, but because it isn’t necessary and strikes me as less formal.
Last edited: Jun 1, 2022
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#11
#4 should be: «How long will you be staying for?»
Thank you for correcting my sentence.
It’s slightly more formal than the others. (I believe I am agreeing with Hermione in post #4.) In that sense may be considered more polite, but all of them are acceptable.
Yes , Can you help me explain why (4) is more formal than the others?
Потому что мы говорим не словами, а устойчивыми фразами, раз за разом используя привычные словосочетания. Именно построение фразы выдаёт иностранца, говорящего так, словно он читает газету. У носителя же языка готовые словесные обороты выскакивают сами собой.
Фактрум публикует самые важные английские идиомы с переводами и примерами их употребления.
Word Meaning Lecture # 6 Grigoryeva M.
Word Meaning Approaches to word meaning Meaning and Notion (понятие) Types of word meaning Types of morpheme meaning Motivation
Each word has two aspects: the outer aspect ( its sound form) cat the inner aspect (its meaning) long-legged, fury animal with sharp teeth and claws
Sound and meaning do not always constitute a constant unit even in the same language EX a temple a part of a human head a large church
Semantics (Semasiology) Is a branch of lexicology which studies the meaning of words and word equivalents
Approaches to Word Meaning The Referential (analytical) approach The Functional (contextual) approach Operational (information-oriented) approach
The Referential (analytical) approach formulates the essence of meaning by establishing the interdependence between words and things or concepts they denote distinguishes between three components closely connected with meaning: the sound-form of the linguistic sign, the concept the actual referent
Basic Triangle concept – flower concept (thought, reference) – the thought of the object that singles out its essential features referent – object denoted by the word, part of reality sound-form (symbol, sign) – linguistic sign sound-form [rәuz] referent
In what way does meaning correlate with each element of the triangle ? • In what relation does meaning stand to each of them? •
Meaning and Sound-form are not identical different EX. dove — [dΛv] English [golub’] Russian [taube] German sound-forms BUT the same meaning
Meaning and Sound-form nearly identical sound-forms have different meanings in different languages EX. [kot] Russian – a male cat [kot] English – a small bed for a child identical sound-forms have different meanings (‘homonyms) EX. knight [nait]
Meaning and Sound-form even considerable changes in sound-form do not affect the meaning EX Old English lufian [luvian] – love [l Λ v]
Meaning and Concept concept is a category of human cognition concept is abstract and reflects the most common and typical features of different objects and phenomena in the world meanings of words are different in different languages
Meaning and Concept identical concepts may have different semantic structures in different languages EX. concept “a building for human habitation” – English Russian HOUSE ДОМ + in Russian ДОМ “fixed residence of family or household” In English HOME
Meaning and Referent one and the same object (referent) may be denoted by more than one word of a different meaning cat pussy animal tiger
Meaning is not identical with any of the three points of the triangle – the sound form, the concept the referent BUT is closely connected with them.
Functional Approach studies the functions of a word in speech meaning of a word is studied through relations of it with other linguistic units EX. to move (we move, move a chair) movement (movement of smth, slow movement) The distriution ( the position of the word in relation to others) of the verb to move and a noun movement is different as they belong to different classes of words and their meanings are different
Operational approach is centered on defining meaning through its role in the process of communication EX John came at 6 Beside the direct meaning the sentence may imply that: He was late He failed to keep his promise He was punctual as usual He came but he didn’t want to The implication depends on the concrete situation
Lexical Meaning and Notion denotes the Lexical meaning is reflection in the realization of a mind of real objects notion by means of a definite language system Notion is a unit of Word is a language thinking unit
Lexical Meaning and Notions are Meanings are internationally limited especially with the nations of the same EX GO (E) —- ИДТИ(R) cultural level “To move” BUT !!! To GO by bus (E) ЕХАТЬ (R) EX Man -мужчина, человек Она – хороший человек (R) She is a good person (E)
Types of Meaning Types grammatical meaning of meaning lexico-grammatical meaning lexical meaning denotational connotational
Grammatical Meaning component of meaning recurrent in identical sets of individual forms of different words EX. girls, winters, toys, tables – grammatical meaning of plurality asked, thought, walked – meaning of past tense
Lexico-grammatical meaning (part –of- speech meaning) is revealed in the classification of lexical items into: major word classes (N, V, Adj, Adv) minor ones (artc, prep, conj) words of one lexico-grammatical class have the same paradigm
Lexical Meaning is the meaning proper to the given linguistic unit in all its forms and distributions EX. Go – goes — went lexical meaning – process of movement
PRACTICE Group the words into 3 column according to the grammatical, lexical or part-of –speech meaning • • Boy’s, nearest, at, beautiful, think, man, drift, wrote, tremendous, ship’s, the most beautiful, table, near, for, went, friend’s, handsome, thinking, boy, nearer, thought, boys, lamp, go, during.
• Grammatical 1. The case of nouns: boy’s, ship’s, friend’s 2. The degree of comparison of adj: nearest, the most beautiful 3. The tense of verbs: wrote, went, thought • Lexical 1. Think, thinking, thought 2. Went, go 3. Boy’s, boys 4. Nearest, nearer 5. At, for, during (“time”) 6. Beautiful, the most beautiful • Part-of-speech Nouns—verbs—adj—-prep
Aspects of Lexical meaning The denotational aspect The connotational aspect The pragmatic aspect
Denotational Meaning “denote” – to be a sign of, stand as a symbol for” establishes the correlation between the name and the object makes communication possible EX booklet “a small thin book that gives info about smth”
PRACTICE Explain denotational meaning • • A lion-hunter To have a heart like a lion To feel like a lion To roar like a lion To be thrown to the lions The lion’s share To put your head in lion’s mouth
PRACTICE • A lion-hunter A host that seeks out celebrities to impress guests • To have a heart like a lion To have great courage • To feel like a lion To be in the best of health • To roar like a lion To shout very loudly • To be thrown to the lions To be criticized strongly or treated badly • The lion’s share Much more than one’s share • To put your head in lion’s mouth
Connotational Meaning reflects the attitude of the speaker towards what he speaks about it is optional – a word either has it or not Connotation gives additional information and includes: The emotive charge EX Daddy (for father) Intensity EX to adore (for to love) Imagery EX to wade through a book “ to walk with an effort”
PRACTICE Give possible interpretation of the sentences • She failed to buy it and felt a strange pang. • Don’t be afraid of that woman! It’s just barking! • He got up from his chair moving slowly, like an old man. • The girl went to her father and pulled his sleeve. • He was longing to begin to be generous. • She was a woman with shiny red hands and workswollen finger knuckles.
PRACTICE Give possible interpretation of the sentences • She failed to buy it and felt a strange pang. (pain—dissatisfaction that makes her suffer) • Don’t be afraid of that woman! It’s just barking! (make loud sharp sound—-the behavior that implies that the person is frightened) • He got up from his chair moving slowly, like an old man. (to go at slow speed—was suffering or was ill) • The girl went to her father and pulled his sleeve. (to move smth towards oneself— to try to attract smb’s attention) • He was longing to begin to be generous. (to start doing— hadn’t been generous before) • She was a woman with shiny red hands and work-swollen finger knuckles. (colour— a labourer involved into physical work , constant contact with water)
The pragmatic aspect of lexical meaning the situation in which the word is uttered, the social circumstances (formal, informal, etc. ), social relationships between the interlocutors (polite, rough, etc. ), the type and purpose of communication (poetic, official, etc. ) EX horse (neutral) steed (poetic) nag (slang) gee-gee (baby language)
PRACTICE State what image underline the meaning • I heard what she said but it didn’t sink into my mind. • You should be ashamed of yourself, crawling to the director like that. • They seized on the idea. • Bill, chasing some skirt again? • I saw him dive into a small pub. • Why are you trying to pin the blame on me? • He only married her for her dough.
PRACTICE State what image underline the meaning • I heard what she said but it didn’t sink into my mind. • (to understand completely) • You should be ashamed of yourself, crawling to the director like that. (to behave humbly in order to win favour) • They seized on the idea. (to be eager to take and use) • Bill, chasing some skirt again? (a girl) • I saw him dive into a small pub. (to enter suddenly) • Why are you trying to pin the blame on me? (to blame smb unfairly) • He only married her for her dough. (money)
Types of Morpheme Meaning lexical differential functional distributional
Lexical Meaning in Morphemes root-morphemes that are homonymous to words possess lexical meaning EX. boy – boyhood – boyish affixes have lexical meaning of a more generalized character EX. –er “agent, doer of an action”
Lexical Meaning in Morphemes has denotational and connotational components EX. –ly, -like, -ish – denotational meaning of similiarity womanly , womanish connotational component – -ly (positive evaluation), -ish (deragotary) женственный женоподобный
Differential Meaning a semantic component that serves to distinguish one word from all others containing identical morphemes EX. cranberry, blackberry, gooseberry
Functional Meaning found only in derivational affixes a semantic component which serves to refer the word to the certain part of speech EX. just, adj. – justice, n.
Distributional Meaning the meaning of the order and the arrangement of morphemes making up the word found in words containing more than one morpheme different arrangement of the same morphemes would make the word meaningless EX. sing- + -er =singer, -er + sing- = ?
Motivation denotes the relationship between the phonetic or morphemic composition and structural pattern of the word on the one hand, and its meaning on the other can be phonetical morphological semantic
Phonetical Motivation when there is a certain similarity between the sounds that make up the word and those produced by animals, objects, etc. EX. sizzle, boom, splash, cuckoo
Morphological Motivation when there is a direct connection between the structure of a word and its meaning EX. finger-ring – ring-finger, A direct connection between the lexical meaning of the component morphemes EX think –rethink “thinking again”
Semantic Motivation based on co-existence of direct and figurative meanings of the same word EX a watchdog – ”a dog kept for watching property” a watchdog – “a watchful human guardian” (semantic motivation)
• PRACTICE
Analyze the meaning of the words. Define the type of motivation a) morphologically motivated b) semantically motivated • Driver • Leg • Horse • Wall • Hand-made • Careless • piggish
Analyze the meaning of the words. Define the type of motivation a) morphologically motivated b) semantically motivated • Driver Someone who drives a vehicle morphologically motivated • Leg The part of a piece of furniture such as a table semantically motivated • Horse A piece of equipment shaped like a box, used in gymnastics semantically motivated
• Wall Emotions or behavior preventing people from feeling close semantically motivated • Hand-made Made by hand, not machine morphologically motivated • Careless Not taking enough care morphologically motivated • Piggish Selfish semantically motivated
what she said but it didn’t sink in my mind “do down to the bottom” ‘to be accepted by mind” semantic motivation I heard Why are you trying to pin the blame on me? “fasten smth somewhere using a pin” – ”to blame smb” semantic motivation I was following the man when he dived into a pub. “jump into deep water” – ”to enter into suddenly” semantic motivation You should be ashamed of yourself, crawling to the director like that “to move along on hands and knees close to the ground” – “to behave very humbly in order to win favor” semantic motivation
Every teacher wonders how to teach a word to students, so that it stays with them and they can actually use it in the context in an appropriate form. Have your students ever struggled with knowing what part of the speech the word is (knowing nothing about terminologies and word relations) and thus using it in the wrong way? What if we start to teach learners of foriegn languages the basic relations between words instead of torturing them to memorize just the usage of the word in specific contexts?
Let’s firstly try to recall what semantic relations between words are. Semantic relations are the associations that exist between the meanings of words (semantic relationships at word level), between the meanings of phrases, or between the meanings of sentences (semantic relationships at phrase or sentence level). Let’s look at each of them separately.
Word Level
At word level we differentiate between semantic relations:
- Synonyms — words that have the same (or nearly the same) meaning and belong to the same part of speech, but are spelled differently. E.g. big-large, small-tiny, to begin — to start, etc. Of course, here we need to mention that no 2 words can have the exact same meaning. There are differences in shades of meaning, exaggerated, diminutive nature, etc.
- Antonyms — semantic relationship that exists between two (or more) words that have opposite meanings. These words belong to the same grammatical category (both are nouns, adjectives, verbs, etc.). They share almost all their semantic features except one. (Fromkin & Rodman, 1998) E.g.
- Homonyms — the relationship that exists between two (or more) words which belong to the same grammatical category, have the same spelling, may or may not have the same pronunciation, but have different meanings and origins. E.g. to lie (= to rest) and to lie (= not to tell the truth); When used in a context, they can be misunderstood especially if the person knows only one meaning of the word.
Other semantic relations include hyponymy, polysemy and metonymy which you might want to look into when teaching/learning English as a foreign language.
At Phrase and Sentence Level
Here we are talking about paraphrases, collocations, ambiguity, etc.
- Paraphrase — the expression of the meaning of a word, phrase or sentence using other words, phrases or sentences which have (almost) the same meaning. Here we need to differentiate between lexical and structural paraphrase. E.g.
Lexical — I am tired = I am exhausted.
Structural — He gave the book to me = He gave me the book.
- Ambiguity — functionality of having two or more distinct meanings or interpretations. You can read more about its types here.
- Collocations — combinations of two or more words that often occur together in speech and writing. Among the possible combinations are verbs + nouns, adjectives + nouns, adverbs + adjectives, etc. Idiomatic phrases can also sometimes be considered as collocations. E.g. ‘bear with me’, ‘round and about’, ‘salt and pepper’, etc.
So, what does it mean to know a word?
Knowing a word means knowing all of its semantic relations and usages.
Why is it useful?
It helps to understand the flow of the language, its possibilities, occurrences, etc.better.
Should it be taught to EFL learners?
Maybe not in that many details and terminology, but definitely yes if you want your learners to study the language in depth, not just superficially.
How should it be taught?
Not as a separate phenomenon, but together with introducing a new word/phrase, so that students have a chance to create associations and base their understanding on real examples. You can give semantic relations and usages, ask students to look up in the dictionary, brainstorm ideas in pairs and so on.
Let us know what you do to help your students learn the semantic relations between the words and whether it helps.