Dichotomy “Universal/Particular” of Lexical Meaning of Word as Deictic Potential of Indefinite Article

Abstract Asking first about how the lexical meaning manifests itself as we experience it in a communicative event, the author explores the background of the ways in which we are able to perceive the meaning of words in texts. One useful way of thinking about how recipients react to the words in utterances is in terms of behavioural and actional lexical meaning. The first refers to the understanding of meaning, the second corresponds to interpretations of words when the recipient does not succeed in the process of natural understanding of words. These terms lead to questions about the rationality of language. One aspect of this rationality is the function of the intentionalemergent mechanism that adjusts the interplay of automatic and deliberate use of language. This mechanism has its roots in the fundamental human nature: we are behaviouralactional beings. Pragmatic analysis sheds light on how hearers understand and interpret what they hear with regard to their conceptual knowledge associated with words.

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Pohľad Na Pomenovanie Cez Prizmu Teoretických Rámcov A Slovníkového Hesla

Journal of Linguistics/Jazykovedný casopis ◽

10.2478/jazcas-2019-0011 ◽

2018 ◽

Vol 69 (3) ◽

pp. 277-301

Author(s):

Alexandra Jarošová

Keyword(s):

Corpus Linguistics ◽

Cognitive Linguistics ◽

Linguistic Meaning ◽

Extended Model ◽

Theoretical Frameworks ◽

Departure Point ◽

Lexical Meaning ◽

Linguistic Pragmatics ◽

Situational Contexts ◽

Methodological Procedures

Abstract The first part of this paper outlines the relevant aspects of functional structuralism serving lexicographers as a departure point for building a model of lexical meaning useable in the Dictionary of Contemporary Slovak Language. This section also points to some aspects of Klára Buzássyová’s research on lexis and wordformation that have enriched the functionalstructuralist paradigm. The second section shows other theoretical and methodological frameworks, such as linguistic pragmatics, cognitive linguistics and corpus linguistics (all of them departing in some respect from the structuralism and, in other aspects, being complementary with it) that can enhance the structuralist basis of the model. The third section outlines an extended model of lexical meaning that represents a synthesis of all those theoretical frameworks and, at the same time, represents a reflection of three language constituents: 1. The social constituent is present in consideration of communicative functions of utterances, naming functions of lexical units, functional styles and registers, language norms, and situational contexts; 2. The psychological component takes the form of consideration of the prototype effect, the abolition of boundaries between linguistic meaning and other parts of cognition; 3. Thanks to the structural/systematic component, a description of paradigmatic and syntagmatic behaviour of words can be performed, and an inventory of formalcontent units and categories (lexemes, lexies, wordforming and grammatical structures) can be provided. In our dictionary practice, the abovementioned model is reflected in the methodological procedures as follows: 1. Systemization of repetitive (regular, standardized) phenomena; 2. Prototypicalization of meaning description; 3. Contextualization/encyclopedization of meaning description; 4. Pragmatization of meaning description; 5. Continualized presentation of language phenomena, i.e., introduction of numerous phenomena of transient and indeterminate nature and indicating the existence of a semanticpragmatic and lexicalgrammatical continuum; 6. “Discretization” of combinatorial continuum, i.e., identification and description of entrenched word combinations with naming functions.

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On the Principles of Working with Concepts during Russian Language and Literature Lessons

Russian language at school ◽

10.30515/0131-6141-2020-81-1-7-14 ◽

2020 ◽

Vol 81 (1) ◽

pp. 7-14 ◽

Cited By ~ 1

Author(s):

M. I. Shutan

Keyword(s):

Russian Language ◽

Scientific Publications ◽

Lexical Meaning ◽

Classroom Activities ◽

Russian State ◽

Language And Literature

In this article, the author sets out to investigate the principles of teaching schoolchildren how to work with word concepts during Russian language and literature lessons, including distinction between the lexical meaning of the word and the concept, creation of the image of a word concept (on the example of the concept "face"), visualisation of concepts, textocentrism. The identification of these principles is based on the analysis of scientific publications and accumulated pedagogical experience. The concluding part of the article correlates classroom activities of working with word concepts with the content of Russian state exams in the 9th and 11th forms.

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Where Do Semantic Illiteracy and Stylistic Tolerance Lead? (Essay Notes)

Russian language at school ◽

10.30515/0131-6141-2019-80-2-31-34 ◽

2019 ◽

Vol 80 (2) ◽

pp. 31-34

Author(s):

O. V. Shatalova

Keyword(s):

Lexical Meaning ◽

Correlative Relationship

The article attempts to establish the correlative relationship between the understanding of the lexical meaning and the stylistic qualification of a word with the peculiarities of the thinking and worldview of a student. The use of official business cliches is defined as a factor of the development and socio-psychological realization of an individual.

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