Конверсионное словообразование прилагательных цветообозначения. Методика преподавния в нач.классах

The study of lexical-semantic structures of colourmarking adjectives

has shown unusual connection of colour and noncolour meanings, variety of

their shades, the influence of the nonlanguage validity on semantics of a

word. It was established, that the contextual environment of colourmarking

adjectives has the large importance for the adequate description of their

lexical-semantic structures.

The word-formation model is closely connected to word-formation

paradigm. Each adjective has own paradigm having unequal extent and various

morpheme filling of models, included in it. On the basis of research of

each separate paradigm, it is possible to deduce the generalized word-

formation paradigm of the given group of words, which is characterized by

presence constant, basic, facultative and even “unique” participants, that

is shown in the limits of the language.

The word-formation can be made:

1) inside one part of speech: A+suf=A1

2) by a transposition: - A+suf=N,

- A+suf=V,

- A+suf=D,

- V+suf=N,

where A - initial adjective, suf - word-forming suffix, A1, N, V, D -

derivatives: adjective, noun, verb, adverb.

1. A+suf=A1.

The basic suffixes -ish, -y are the constant and obligatory members of

general word-formation paradigm, i.e. enter into the paradigm of each

adjective.

2.1 A+suf=N.

-ness is the conducting suffix here. The abstract nouns belong to this

model in the English language: blueness.

Other derivatives, in which formation the various suffixes take part,

are facultative, i.e. can be found in paradigm of one or two adjectives.

The presence of the facultative members depends on portable and minor

meanings which are included in lexical-semantic structure of initial

lexises. So in a derivative noun “blueism” one of meanings of the adjective

“blue” - "интеллектуальный", "ученый", "премудрый" etc. is realized, and

the suffix -ism introduces in the semantics of the derivative the

generalized meaning.

The portable meaning of an adjective “green” - "неопытный", "незрелый"

is shown in the appropriate derivatives – “greener, greenie” - carriers of

this quality. It is necessary to note, that paradigmatic lines can have

unequal extent because of the facultative members. “Green - greenness,

greenery, greenth, greenage, greener, greenie, greenlet, greening,

greenling”.

Speaking about the semantic of the derivatives it is necessary to note

that their polysemantic is in the direct dependence on character of lexical-

semantic structure of an initial basis. Depending on a context the suffix

noun “blueness “ one of the meanings of motivating adjectives realizes: «

синева, лазурь, синий цвет » (blue – “синий, голубой” -the actualizing of

the basic colour meaning), "синяк" ( the actualizing of minor meaning),

«ученость, премудрость, интеллектуальность» (blueism), "«непристойность"

(blue-joke - « неприличная, непристойная шутка » - the actualizing of

portable meaning).

The realization of the model A+suf=N is connected to redistribution

of semas and one-radical parts of speech in semantic structure. General-

categorical sema of that part of speech, in which the initial lexis was

transposed - here it is a sema of a subject inherent by a noun, become the

basic one. After it, semas, subordinated to it: abstract, concrete and

animate, follow, depending on character of a derivative noun. Only then

the general-categorical sema of an initial adjective - sema of an attribute

settles down.

2.2 A+suf=V.

The suffix verbs formed from colourmarking adjectives, carry

facultative character (redden, blacken, whiten) and differ by the ramified

lexical-semantic structure. Its size is defined not only because of

entrance simultaneously of semas of transitivity and intransitivity in it,

but also due to more various lexical semantics. The given model also is

characterized by redistribution of semas, which occurs at a verbal

transposition. The conducting place is occupied by a general-categorical

sema of verbs – the sema of process, and also semas, subordinated to it, of

transitivity and intransitivity. Only after them the sema of an attribute

inherent in initial adjectives, follows.

2.3 A+suf=D.

This model is submitted in the English language by a suffix -ly, and

the derivative adverbs are the constant members of the paradigm (bluely,

brownly, greenly, yellowly).

2.4 V+suf=N.

In the English language this model is submitted by suffix nouns formed

from verbs. To blue bluer « тот, кто воронит сталь ». The English deverbal

nouns with a suffix -ing are characterized by constant participation in

paradigm (blueing, browning, greening, redding, yellowing).

Besides the affix models, examining the word-formation opportunities

of colourmarking adjectives the important role is played by models of an

affixless wordmaking. They assume an obligatory transposition of parts of

speech. If the distinctive feature of an affix word-making is the presence

of a marker as a final word-forming suffix, then such marker is not present

at the affixless (implicit) word-making. Because of its complexity the

problem of an affixless word-making is examined from various points of

view, and the ways for its solution are planned:

1. The word-formation means of this way of a word-making come to

light;

2. The processes occurring at an affixless word-making, are

examined in connection with typological features of the language and its

morphological build;

3. The criteria for a synchronous establishment of a direction of

a derivation are developed;

4. Various methods of the analysis are applied, supplementing each

other.

Two basic models of an affixless word-making were allocated: A(N, A(

V.

The model A(N reflects the phenomenon of a substantivation.

The English language, where the category of a gender is absent,

aspires to include various meanings in one lexeme structure and to expand

volume of its lexical-semantic structure by that, at realization of this

model. An indispensable condition of functioning derivative, formed on the

given model, is the change of categorial semantics of a part of speech and

redistribution of semas in their semantic structure. Besides an obligatory

general-categorial sema of a noun -the sema of a subject, for the English

derivative lexeme the entry in its structure simultaneously of semas

abstract and concrete, animate and inanimateness etc. is peculiar, that is

the specific feature of the English language. In the English language, with

its analytical tendency, there is an aspiration to a full semantic filling

of a word.

The character of semantic shifts occurring at realization of this

model, can be explained with help of lexical-semantic structure, where

the meaning contains, which is modified in appropriate derivatives. The

nouns formed on this model, are included into the structure of various

phraseologies: out of blue - is "неожиданно". It shows the connection of

word-formation and phraseological systems of the language.

There is an interest in the cases when in a basis of phraseologies the

various colour associations lay: to fire into the brown - « стрелять мимо

цели, неметко ».

The comparison of models of an affix and affixless word-making shows,

that the distinctive attribute of the lasts is in their poly-semantic not

as in the appropriate suffix models , the most important feature is the

opportunity of being included in various phraseologies.

A(V. The typological feature of these verbs is that they include the

semas of transitivity and intransitivity in their lexical-semantic

structure and it expand the categorial semantic because of it.

The portable meanings of the colourmarking adjectives find their

reflections in the English verbs : to green « обманывать, мистифицировать

»( green « доверчивый, простодушный ».

The word addition has the wide circulation among the suffix and prefix

word-formation during the all extent of development of the language.

The number of questions are allocated from all of problems concerning

formation of complex words,: 1) the compatibility of the appropriate

colourmarking adjectives with other categories of words; 2) what element

of meaning, basic or portable, is realized there; 3) distribution of models

of complex words in the parts of speech; 4) feature of their structure and

functioning.

To typological criteria also belong: a) number of components forming a

new word; b) a way of the connection components:

· full complete;

· is incomplete combined;

· connection with the help of service words;

c) A type of the semantic connection between the components of a

complex word, which carries an attribute character in the examined models.

Complex nouns including the colourmarking adjective as one of the

components, makes out the lexical groups of words. The names of plants,

animal, minerals etc. concern to them. The complex words which in result

of metonym carry from a part on whole serve the name of an animal or plant

widely submitted among them : redbreast "малиновка". It, so-called,

"bahoovrihs". The group of words is also allocated, where the colourmarking

adjectives, combining with the name of clothes, form " bahoovrihs ", used

for calling the man: blue jacket "матрос". At the same time there is a

number of differences in еру realization of models of complex nouns and

their functioning. In the English language there are difficulties in the

differentiation of complex word from word combination. It is depend on

the nonexpressed morphological structure of the English word. Frequently

English language prefers word combinations: to look blue «выглядеть унылым

». Because of that the English language has a plenty of phraseological word

combinations including colourmarking adjectives : blue devils "хандра",

brown study « мрачное раздумье ». The increased

lexical-semantic structure with a metamorphosing of meanings is the

characteristic feature of the English complex word : blue-cap «круглая

плоская синяя шапочка (ее раньше носили в Шотландии)», «шотландцы», «лосось

первого года жизни», «синица», «василек», «сорт пива».

The basic type of a complex word is two-componented, the basic way of

connection of the components is full complete. The connection with the help

of a connecting element is not very typically for the English language.

The models of complex adjectives including colourmarking adjectives as

one of components, are present in the English language. As the basic part

of speech expressing colour shades, are the adjectives, the basic attention

is given to the appropriate complex adjectives. The English language,

besides complex words, aspires to use the word combinations, and also

derivative and radical lexemes: purple.

The formation of compound verbs on conversion is typical of the

English language: to bluestocking « быть синим чулком », to brownbag

(slang) « приносить в ресторан свою еду ». Last word is rather new, that

speaks about the role of the given tendency in a word-formation of the

English language, it is also possible the further word-making - brown –

bagger.

III. Practical part.

It is impossible to underestimate a role of studying of a word-

formation in an primary school. As the teaching of foreign language should

pass in complex, i.e. the studying English should include the basic

directions: grammar, phonetics and lexicon, the importance of studying of

word-formation aspect of lexicon becomes doubtless. The studying of

conversion, which because of the extreme productivity is one of conducting

ways of creation the new words in the English language, can become one of

the ways of updating of the child’s vocabulary . Here it should be noted

the importance of lexicon, in general, in studying of foreign language in

primary school. The lexicon should be acquired in system, therefore the

work above the child’s vocabulary should begin from the first day of

studying English and proceed during the all period of training, day-to-

day.

One of the basic principles of selection of lexicon in primary school

is the common use, i.e. the opportunity of the using in the colloquial

speech, hence, in the younger classes is not selected special lexicon as

the words for studying. The very small quantity of time is allocated for

acquaintance and training of that lexicon, which is not of a situation,

necessary for creation of a dialogue.

The plenty of time is allocated for studying of a word, acquaintance

with its meaning, its role in the sentence, in the system of language,

however items of information about its formation and opportunity of

formation new words from it are given, only if the speech goes about a word

formed suffix, seldom prefix, way of a word-formation. The words formed on

conversion, are simply showed, as two different parts of speech, that does

not give an opportunity to children itself to make words, basing on the

knowledge of this way of a word-formation. For comprehension of importance

of this aspect of language it is necessary to address to a psychological

linguistic nature of lexicon. You see in psychology the word is the complex

activator, for example, at perception and understanding of oral and written

speech, this complex speech action (at expression of thoughts). At

understanding of a word the acoustical and visual analyzers will be

involved, and this integrated approach promotes the best mastering. The

dialogue in foreign language is rather difficult activity for the child. It

occurs that, first, for the younger schoolboy it is much easier to

communicate on the native language much and it is not clearly, why he

should express in English, secondly, for this purpose it is necessary to

make rather difficult mental operation - to choose the words, suitable on

sense, from the vocabulary to construct the sentence grammatically

correctly, observing thus the words order , i.e. to do so that to be

understood. Becomes obvious, that the updating of the child’s vocabulary

is one of the basic problem for the teacher, you see the word is a basic

minimal unit of any language.

The studying of conversion, as one of ways of a word-formation, will

help to do the child‘s vocabulary more rich, to make his speech more

expressive, and also to fill up passive and active vocabulary, by means of

formation the new words himself. Now, reading, for example, a book, it

will not be necessary to him to look for a word formed on conversion, in

the dictionary, but to define its meaning, using the knowledge of this

phenomenon of language. Especially, the nouns and verbs formed from

adjectives of a colourmarking by this way, are included into structure of

various phraseologies, where carry more often portable meaning.

Some courses, foreign and Russian were analysed, where English is

taught, as foreign language. It is interesting to note, that the word-

formation is not studied neither in primary, nor in secondary school,

however, it is possible to find some items concerning this aspect of

lexicon. Courses: Russian (English by Vereshchagina, Pretykina and Learning

English by Skulta) and foreign (Magic Time and Hot Line by Tom Hutchinson)

have various methodical base, usually it is: some text books, teacher's

book, reading book , active book, audio cassettes. There is not any word

about conversion in this courses, however, words formed in this way are

given simply as different parts of speech, and the connection between them

is not explained.

With the purpose of revealing a level of children’s knowledge about

a conversion word-formation the ascertaining experiment was done, where

children were offered to do the following task (see appendix 1). Every

pupil have received individual card, in which a number of pairs sentences

on English with translation and the missed words was given. The list of

words was located below, from which it was necessary to choose a word,

suitable on sense, and to insert it into the appropriate sentence. In 10

minutes the works were gathered. (Results of experiment see appendix 7,

table 1)

For formation the skill of the conscious using words formed by a way

of conversion ,in oral and written speech and also for acquaintance with

its role in the English language the forming experiment including number of

the tasks, promoting to achievement of this purpose was done. The final

aim was not in remembering the term conversion and its definitions by the

pupils, but in understanding of sense of the phenomenon, as one of the

most productive ways of formation of new words in the English language. At

the first stage, on an example of two sentences, using the leading

questions, children come to a conclusion, that the same word can represent

various parts of speech (see appendix 2). At the following stage was

primary fastening of this material, i.e. the schoolboys were offered to

explain the statement of this or that word in the sentence on an example of

a material of ascertaining experiment (see appendix 3). The following task

consist in the following: a number of adjectives of a colourmarking was

offered to children who needed to translate them; it is quite natural,

that the schoolboys have apprehended them as adjectives. Further before the

younger schoolboys the dilemma was put: whether these words can have the

pair, which would be the other part of speech without changing the form of

the word. All children successfully have coped with this task, using the

dictionaries, conclusion that these pairs of words illustrate the

phenomenon of conversion, was made by schoolboys by themselves (see

appendix 4). Further group of children was divided into the brigades, the

individual word was offered to every one, with which they needed to do the

following operations: to find out, one or several parts of speech can be

represented by this word to prove it, it was necessary to make the

sentences with these words and to explain an belonging the word to this

or that part of speech. By the purpose of this task was to fix the pupils’s

knowledge of this theme, and also to train in the using of these words in

the sentence, in particular, and in speech in general (see appendix 4). At

the following stage of generalization of the knowledge and fastening,

automation of skill of the using the words formed on conversion the task

consist in, that 1) to define a part of speech of the allocated words in

the sentence, 2) to make the sentences similar by the given ones, 3) to

define a part of speech of the words submitted outside of a context. The

third part of the task is obviously impracticable, because it was given

only the graphic form of a word, that in general ruled out any opportunity

to differentiate it as part of speech. It is natural, that children have

done only the two first parts of the task, last part has caused them the

quite justified difficulties, and by the method of group work succeeded to

come to the conclusion that the words given only in a graphic form, can

designate different parts of speech, for the confirmation it the schoolboys

had to use the dictionaries (see appendix 5). If to speak about the whole

forming experiment, it is possible to note, that the children liked the

tasks, they tried to do everything in time. Though this experiment did

not put as the purpose the remembering the term conversion and its

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