Introduction

Chapter I

1.1. Principles of classification of verb vocabulary

1.2. Verbs of intellectual activity and their semantics ............... 33

Chapter II. Verbs of intellectual activity in A.S.

Griboyedov "Woe from Wit"

2.1. The verbs of knowledge, understanding and perception in the play by A.S. Griboyedov “Woe

2.2. Verbs of imagination and conjecture, choice and decision 40

2.3. Verbs of definition and verification

2.4. Verbs of comparison and comparison

2.5. Thinking verbs

Conclusions on Chapter II

Conclusion

List of used literature

Appendix……………………………………………………………………………………………………………………………………………………59 Introduction Semantics is currently in the center of attention of both Russian and world linguistics. This is due, first of all, to the fact that without the development of the semantic aspect of the language, a deep understanding of its nature, the laws of its functioning and development, its connection with human thinking and behavior is impossible. Without knowledge of the semantic system of a language, neither its scientifically based teaching, nor a conscious or systematic struggle for a culture of speech, a culture of thinking is possible. In a word, the study of the semantic system of a language is of exceptional theoretical and practical importance [Vasiliev; 5] As an independent branch of the science of language, linguistic semantics (semasiology) arose in the 19th century. Its founders are the German scientist Chr. Reisig and the French scientist M. Breal.

The foundations of Russian semasiology were laid in the works of A.A. Potebnya and M.M. Pokrovsky [Vasiliev;6].

The degree of study: modern linguists have already done quite a lot to study the semantic system of the Russian language:

general principles for describing semantic micro- and macrosystems of synonyms, antonyms, lexical-semantic and thematic groups, lexical-grammatical categories of words, etc. have been developed.

(research by F.P. Filin, A.P. Evgenyeva, O.N. Trubachev, N.I. Tolstoy, D.N. Shmelev, A.A. Ufimtseva, V.G. Gak, S.G. Berezhana and others .); more or less complete lexico-graphic descriptions of synonyms, antonyms and a number of lexico-semantic and thematic groups have been created; a lot of work is being done to study the semantics of the sentence (research by V.V.

Vinogradova, I.I. Meshchaninova, S.D. Kasneltsona, Yu.S. Maslova, A.V.

Bondarko, V.Z. Panfilova, N.D. Arutyunova, V.A. Beloshapkova, N.Yu.

Shvedova and others). Despite this, a significant part of the verbs still remains unexplored [Ufimtseva; 28].

In the proposed work, the verbs of intellectual activity are considered, which constitute one of the most extensive and commonly used groups of verbal vocabulary. Therefore, the topic we are studying is relevant, since in modern linguistics verbs denoting intellectual activity have not been subjected to special study in lexical-semantic and functional terms.

The object of study of this work is the semantic classes of the Russian verb (verbs of perception, verbs of understanding, verbs of knowledge, verbs of thinking, verbs of comparison and comparison, verbs of choice, verbs of decision, verbs of definition, verbs of verification), representing an extensive and very complex semantic field in its structure. human intellectual activity.

The subject of the research is the functioning of the verbs of intellectual activity in a literary text (A.S. Griboyedov "Woe from Wit"). The subject of the study determined the goals and objectives of this work.

The purpose of the study: to study the semantic class of the verb with the meaning "intellectual activity" on the material of the work of A.S.

Griboyedov "Woe from Wit".

To achieve this goal, the following tasks have been put forward:

a) find out the lexical composition of the lexico-semantic group (LSG) of verbs of intellectual activity (based on the data available in the scientific literature);

b) explain the semantics and reveal the meaning of the verbs of intellectual activity used by the author in the work.

Methodological basis of the study. In the process of conducting the research described in this thesis, we turned to several types of sources: a work of art (A.S.

Griboedov "Woe from Wit"), dictionaries of the Russian language, as well as scientific publications related to the research topic, relied on the works of L.G. Babenko, L.M. Vasilyeva, N.P. V.A. Beloshapkova, A.A. Ufimtseva, A.P. Krysin and others.

The material for the analysis was the verbs of intellectual activity, extracted from the comedy by A.S. Griboyedov, by the method of continuous sampling. The amount of factual material is about 150 verbs.

When writing the work, we used the following linguistic methods:

1) the search method was used to select the necessary literature;

2) an empirical method, which includes the study of scientific literature, journal articles;

comparative method;

3) statistical method;

4) description.

5) A continuum sampling method was used to create 6) the application.

The statistical method revealed the verbs of intellectual activity used in the speech of comedy characters, which denote the following semantic groups (understand, realize, conceive, think, think, look, see, feel, etc.).

Scientific novelty. An attempt was made to classify verbs with the semantics of intellectual activity and to analyze the lexical-semantic group of verbs of intellectual activity in AS Griboedov's play "Woe from Wit".

Practical and theoretical significance: the research materials can be used in practical classes in the disciplines of the Russian language: morphology, lexicology, a practical lesson in FAT, will help the teacher at school in the lessons of the Russian language and literature to convey to students more deeply through the specifics of the use of verbs in works of fiction and expressiveness of the vocabulary of the Russian language.

Structure. The WRC consists of an introduction, two chapters, a conclusion, a list of references and an appendix.

The introduction substantiates the relevance of the research topic, sets the tasks of the work, describes the methods, methodology and novelty of the research, outlines its main results, as well as the theoretical and practical value of the work.

The first theoretical chapter discusses the theory of the issue under study, the theoretical positions of linguists. And also a competent analysis of the lexical meanings of the verbs of this group and their identification is carried out.

The second practical chapter describes the general characteristics of the use of verbs of intellectual activity and their functioning in a literary text.

Chapter I. Semantic originality of the verbal lexicon The Russian verb is distinguished by the exceptional complexity of its content, the variety of grammatical categories and forms, and the richness of paradigmatic and syntagmatic connections. “A verb,” wrote Acad. V.V.

Vinogradov, is the most complex and most capacious grammatical category of the Russian language. The verb is the most constructive in comparison with all other categories of parts of speech. Verb constructions have a decisive influence on nominal phrases and sentences. (Vinogradov; 422). Lexical components in verbal meanings are closely intertwined and constantly interact with grammatical and lexicogrammatic components. So, for example, for verbs of activity, physical and mental, - oppositions according to semes of objectlessness / objectivity (work - do, teach to teach) and semes of inefficiency / effectiveness (do create, search find, think

Think about), for verbs of state, physical and emotional, oppositions according to the semes of beingness / becoming (cheer up - cheer up, love - fall in love, grieve - grieve), etc. aspectual forms of the verb often differ not only in modes of action, but also in their lexical meanings; therefore, when analyzing verbal vocabulary, one has to take into account both the perfective and imperfective forms. There are also many such verbs, especially colloquial colloquial ones, on the conceptual content of which various connotative (expressive) shades are layered (for example, erect, snoop, perch, crouch, chatter, etc.).

A very important feature of the verb is that it usually occupies a central position in the semantic structure of the sentence.

Therefore, it attracts the attention of not only lexicologists, but also syntaxists. The central position of the verb in the structure of the sentence was pointed out by A.A. Potebnya, A.M. Peshkovsky, L. Tenier, S.D. Katsnelson and many other scientists. “In terms of content,” writes S.D. Katznelson, a verbal predicate is more than just a lexical meaning.

Expressing a certain meaning, it at the same time contains the layout of the future proposal. The predicate has “places” or “nests” filled in the sentence with words whose categorical features are in accordance with the categorical features of the “nest”” [Kanafieva; 83]. In modern research on semantics, the verb is usually considered as one of the types of predicates - as the main predicate, acting as the core of predicate expressions and sentences [Filin; 116].

With a broad understanding of predicates, it is advisable to subdivide them into significant and auxiliary ones. Significant predicates include verbs, adjectives, adverbs, words of the category of state, and abstract ("immaterial") nouns. Functional predicates include some prepositions and conjunctions, connectives, quantifiers, grammatical categories, etc. [Bogdanov; 83-142]. Significant predicates are divided in turn, according to their function, into sentential ("prepositional") and non-tentative ("non-proposal"). Sentimental predicates perform the function of sentence constituents, i.e. proper predictive function. In a non-intentional function, i.e.

in the function of attributes (in the broad sense of the word) of a matrix predicate or its arguments, adjectives, adverbs and nouns or their equivalents usually act (for example:

pronouns and numerals) [Vasiliev;37].

Principles of classification of verbal vocabulary 1.1.

When classifying verbal vocabulary in the semantic aspect, the linguist L.M. Vasiliev used three principles:

–  –  –

syntagmatic.

3) In the denotative aspect, first of all, the natural, ontological division of objects, features, properties, actions, processes, events and states, reflected in the I structure of the language, is taken into account. This is the most traditional principle. It is on it that the allocation of semantic classes of words (lexico-semantic and thematic groups [Owl;]) is based, as the names of animals, birds, fish, plants, berries, mushrooms, etc.;

terms of kinship, various crafts, rituals, etc.; lexico-semantic groups of verbs, adjectives and adverbs. As part of the vocabulary, such groups of words as verbs of motion, verbs of speech, verbs of feeling, verbs of perception, verbs of thinking, verbs of sound, and some others have long been distinguished and studied. The selection of such classes is based on the intuition of the speakers, on knowledge of reality, i.e. ultimately on extralinguistic factors. In recent works, semantic classes of words based on the denotative (thematic) principle are often refined using various formalized methods and techniques that take into account the actual linguistic features of words [Shmelev; sixteen].

Paradigmatic classifications of vocabulary are carried out by highlighting identical and differential components in the meanings of words (when compared with an identifier). According to this principle, for example, the main classes of predicates with invariant values ​​of action, state, property and relationship are set by Bogdanov V.V.

[Bogdanov;51], the main classes of verbs with the meanings of state, action, process and action-process by W. Chaif ​​[Filippov; 116-120], etc. According to the same principle, various lexico-grammatical categories are distinguished [Bondarko;51], including aspectual groups of verbs, causative and non-causative verbs, modal verbs, etc., as well as more specific lexico-semantic groups, for example, active and passive verbs of perception (look: see = listen: hear), etc.

Paradigmatic classifications intersect with thematic (denotative) classifications, but, as a rule, do not completely coincide with them.

The paradigmatic principle, in contrast to the thematic one, takes into account not only the denotative, but also the significative aspect of the classified meanings (sememes).

Recently, in the classification of verbs, the syntagmatic principle has been widely used, based on taking into account the quantity and quality (semantic content) of verbal valences. The depth of such classifications, as already mentioned, depends on the threshold of fractionality of the semantic valences of predicates (the semantic functions of their arguments). The more dissected the system of semantic valences, the more generalized the semantic types of predicates can be, and vice versa: the more specific the types of semantic predicates, the more generalized the semantic valences can be.

In the semantic classification of words (regardless of which classification principle is used), the method of component analysis is of great help, based on more formalized and more developed methods of distributive and transformational analysis, which, like component analysis, are also intuitive, but based on intuitive knowledge of the language norm (form), not content. All these methods are widely used. But the main, leading one in it is still the appositive method, based on the systematization of semantic oppositions identified with the help of a linguistic experiment, in particular with the help of component, distributional and transformational analysis [Vasiliev; 158-172].

1.2. Verbs of intellectual activity and their semantics.

According to the classification of L.G. Babenko, the verbs of intellectual activity are divided into the following classes:

–  –  –

verification verbs [Babenko's Explanatory Dictionary; 303].

10) Based on the classification of Babenko, we came to the conclusion that the lexical-semantic group of verbs of intellectual activity can also include a class of words that have additional semantic dominants in addition to the main one. An example was the verbs of perception, subdivided into the following subclasses: verbs with a general meaning of perception, verbs of auditory perception, verbs of visual perception, i.e., some of them indicate perception in general, others only to perception carried out with the help of certain sense organs. The above material will be considered in more detail in the second practical chapter of this work.

–  –  –

The general perceptual meaning is “to perceive someone, something. in one way or another: through the senses, thought or intuition"

have verbs to perceive, accept (usually by ear or with the help of a special apparatus), catch, transfer. unfold to grasp, neutral in the forms of carrying. kind of opposition in terms of efficiency / inefficiency semes, and their ineffective synonyms feel, smell - “perceive with flair, intuition”. The first of these verbs is characterized by double control (to perceive someone by something) and transformations of the type.

(to feel someone), since the means of perception (feeling) is indicated by the semantics of these verbs.

A group very close to the considered group with an identifying meaning “perceive someone, something. sense organs or thought as a result includes focusing one's attention on the object of perception "

resultative verbs to notice, colloquial. to notice and their synonyms to touch (transl.) - “perceive, notice in a specific sensual form”;

see, track (more often see, follow) - “notice (notice) as a result of observation”; notice, trans. peep, glance, watch (more often - notice, peep, look, watch) notice (notice) as a result of random and usually imperceptible for the object of observation”; to feel, to smell, to smell, to see - “to notice with flair, intuition, thought”; to find, discover, discover - “to notice smth. previously hidden, imperceptible”; do not cut through (more often - do not utter) a single word - “notice, perceive (notice, perceive) everything when listening”;

catch (catch) oneself in smth. - “to notice (notice) unexpectedly smth. in oneself, behind oneself. The verbs of this group can be used both in real and in passive turns: He notices everything - He notices everything; Everyone notices here - Everything is noticed here; He noticed everything - He noticed everything (Everything was noticed by him), etc.

The ability to notice everything (insight) is expressed by phraseological units to see three (two) arshins underground (to the ground) “to be very insightful, to be able to notice everything”, and the absence of this property is expressed by phraseological units not to see further than one’s (own) nose.

The opposite meaning is "not to notice someone, smth." have verbs to miss, lose sight of "attention", skip someone, smth., trans.

pass by someone or something. and their synonyms to overlook, overlook, open. miss, space. blink, miss (more often overlook, oversight, miss, blink, miss) - “not notice (not notice) by missing, space, inattention, oversight, oversight”; view, look through (more often look through, overlook) - “look and not notice (not notice)”;

to keep (more often - to keep out, to guard) - “to guard, protect and not notice (not notice)” 4, not notice the elephant - “not notice the most important, main thing”; to pass (pass) through the fingers (past the eyes, past the ears) - “not to notice (not notice) what is seen or heard intentionally or through inattention”; look through rose-colored glasses at someone, smth. - “not to notice shortcomings, negative features in someone, something”, for example: He misses mistakes (by absent-mindedness) - Mistakes are missed by him (by absent-mindedness); (Because of the noise) I listened to everything, etc.

The considered groups of verbs of active perception in Russian are clearly opposed to passive verbs with invariant meanings “to be noticeable”, “become noticeable”, “make noticeable”: to be noticed, to be designated, etc.

The group with the meaning “to be noticeable (= to have the ability to be noticed, to be available for perception)” includes the identifying verb to be perceived and its synonyms to be noticed, to be observed - “to be noticeable by some. signs"; rush (throw, rush) into the eyes, climb (beat) into the eyes - “strike into the eyes, while causing a negative attitude towards oneself”; to shine through, to see through, to see through see through - “to be slightly noticeable, appearing in one way or another, breaking through something”, for example: It was striking to everyone; In society, he stood out (distinguished) by his brilliant wit; Anxiety sometimes slipped into his speech, and so on. It should be noted, among other things, that the dominant seme of beingness (the seme "to be") can only have verbs nes. species, verbs of owls. species always presuppose development, formation, the result of which they designate.

The antonymous meaning "to be invisible" is expressed by the same verbs in combination with the particle "not" (not to be noticed, not to be observed, etc.).

There are no special words for this meaning in Russian.

A correlative group with a dominant seme of becoming is formed by analytical expressions become (become) accessible to perception, and their synonyms become (become) noticeable (perceived) denoted - “become noticeable by some. signs"; stand out (stand out), rush (rush, rush) into the eyes - “become (become) especially noticeable due to some kind of attention-grabbing features";

loom, outline - "become clearly visible (usually in general outline)"; to be heard (trans.) - “become noticeable by signs expressed in sounds”, for example: Tears were heard in every sound of the song (Melnikov-Pechersky) \ to be detected, manifested, “become revealed, open, show out, be exposed noticeable, ceasing to be hidden, losing cover"; slipping becomes noticeable, ceasing to be hidden for a short time”; trans.

obscure, obscure, erase, smooth out - "become less noticeable." The verbs stand out, slip, are neutral to the opposition on the semes of beingness/becoming, therefore they are also included in the previous group.

The opposite meaning “become invisible, imperceptible (= cease to be noticed, perceived)”, is inherent in verbs and their synonyms (trans.), disappear, disappear, get lost, get lost (trans.) - “become invisible as a result of merging, mixing with others”, for example: The house is lost in the greenery.

Nuclear constructions with verbs like to be noticed, stand out and under.

are usually distributed by syntactic positions that indicate the addressee or give the perception of various circumstantial characteristics: (These) shortcomings (all) are noticed - (These) shortcomings are noticeable (for all); (Gradually) bugs came to light - (Gradually) bugs became visible, etc.

Causative correlates to groups with the reference word perceive are, in addition to the analytical expression to make noticeable (available for perception), the verbs to represent, to show (in the expanded sense) and their synonyms to designate - “to make noticeable by highlighting some.

characteristic features"; discover, reveal, show, highlight, expose, remove (tear off, rip off) the cover (covers) from someone, something. make noticeable, deprive someone, smth. cover, cover"; impersonate, make one's presence visible"; to show oneself, to express oneself - “to make one's virtues noticeable”; trans. trans.

obscure, obscure, smooth out obscure - "make less noticeable"; to emphasize, emphasize smth., put emphasis on smth. - make it more visible. All these verbs, with the exception of forms with implicitly expressed objectivity (to show up - to find oneself, etc.) require the position of the object and allow the position of the addressee: He showed (us) (his) honesty; He showed (before us) (his) generosity, etc.

Finally, according to the meaning “to actively carry out the process of perception through the senses and thinking in order to notice, recognize or understand someone or something. (= to keep someone in the field of perception and attention for one purpose or another"), the core of which is the dominant seme of volitional activity, the purposeful verb follow (cf. listen, look, etc.) and its synonyms trace - "follow from beginning to end, achieving a certain result” (in other words, follow and follow are opposed to each other in terms of efficiency/ineffectiveness semes); to observe, to conduct (conduct) observations - “to follow through the sense organs or instruments”; take note of the note - “follow, remember, taking into account the results of observation”; watch over, watch over, guard - "to watch someone. for the purpose of noticing or not losing sight of”; lie in wait, lie in wait - “guard secretly, furtively”; do not take off (keep an eye on someone, do not lose sight (of eyes) of someone - what - “watch someone, something intently, carefully”; keep an eye on, look after, keep an eye on (usually with denial), inspect (also usually with denial) - "(from time to time) watch someone, something - l. (usually with the eyes) for the purpose of supervision, protection";

peep, peek - “secretly, furtively observe someone, something.

systematically, constantly”; to look at both - “to watch someone for smth.

carefully, cautiously"; guard, guard, protect, watch over the safety, safety of someone, something. - carry. watch out for the result, watch out - owls. to guard the result, to guard, to see, to see, space. guard; cherish, keep, observe - “carefully monitor someone -, something. for the purpose of protecting from someone, something.” - carry.

save the result, save, preserve, observe - owls. save the result, save, save, keep. All verbs of this group govern case forms that explicitly designate the object of observation: We watched the flight of birds and are obsolete. We followed the flight of birds; Grandmother looked after the children, etc. To this goal (goal setting), general or specific, they include in their semantics: We karshulshi warehouse (= We watched the warehouse in order to protect it) [Vasiliev; 65].

Verbs of thinking The ability of a person to think is denoted in their intransitive use by the verbs think, space, brain, mark, for example: He thinks (often this nuclear construction is extended by attributive adverbial members: He thinks clearly; He thinks in images). The same meaning can be conveyed by paraphrases like He is able (maybe, knows how, able, etc.) to think. With prefixes (except for the specific prefix for -), the verbs of this group do not combine.

Actually, the verbs of thinking are divided into two subclasses. The first of them is associated with intellectual activity, with thought processes, and the second with their results.

Verbs denoting thought processes in different aspects and accompanying these processes, with all their diversity, are united by the common meaning "to carry out the process of thinking." Depending on whether these verbs emphasize thinking directed or not directed at the object, they are divided into non-purposeful and purposeful.

Non-purposeful thinking is denoted by the verbs to think and its synonyms to think, to think - “to think with concentration, about smth.

certain"; to be wise, to think - "to think, resorting to excessively abstract or unnecessary reasoning"; to theorize to think too abstractly, usually neglecting the practical side of the matter”; space, move (scatter) brains - "think actively, intensely." In these meanings, they are used only as transitional ones.

Constructions with him are usually distributed only by circumstances: He still (now, always ...) thinks - and allow transformations of the type He thinks, thinks - He is immersed in reflections (reflections) - He indulges in reflections Some of them also allow impersonal (reflections).

usage: Here it is easy for me to think; “... from the outside, he argues more freely and more clearly” (Dobrolyubov).

Purposeful thinking is indicated by an extensive group of transitive verbs with an invariant meaning “to carry out the process of thinking, directing it by an effort of will to some. object (= to focus one's thoughts on someone, smth.)". In addition to the nuclear words think, think (think, think), it includes the verbs look (look ahead) - “think with the future in mind”; to think, to reason, to think, to think, to think, to think, to think, to think, to think, to think, to think, to think, to think, to think, to think, to think hard, weighing everything (usually also for a long time)"; to ponder - the result of delving into, “thinking hard in order to understand smth.”; to enter (develop) into details (little things) - “think specifically, taking everything into account”;

puzzle over smth. - "think hard, trying to understand smth.

difficult", trans. to weigh, count, estimate (weigh) in the mind smth. - "think analytically, giving a comprehensive assessment of the subject of thought";

analyze, analyze (parse) something, analyze (parse), disassemble something, disassemble (sort out) by bones (by strings, by thread) something, consider, trans. look through - "carefully reflect on smth. thoroughly, thoroughly analyzing smth. with the aim of compiling something for himself. opinion"; trans. to survey think broadly, embracing and summarizing with the mind some volume, a circle of smth.”;

to dream, to dream, to rave about someone - something / someone - something - “to think about the implementation of smth. desired, striving in thoughts for smth.”; think (usually in negative constructions) - "dream about something, hoping for the desired to come true." The syntactic features of the verbs of this group are varied. Most often, they control forms about someone - something (colloquial about someone what) and something, less often - forms over something, into something, in something. and by whom.

The verbs to think and (less often) to think are used both personally and impersonally: “It seems that the heroes were waiting” (Nikitin); "... and it seems" (Smirnov). Transitive verbs allow passive Shurke...

transformations: We carefully considered everything - Everything was carefully considered by us.

Verbs with the meaning of the group “come into a state of reflection, indulge in thoughts, reflections, start thinking” correlate with the considered one. This meaning is most clearly expressed by the verb to ponder (think about) and equivalent stable 'readings (some of them are neutral to the opposition on the semes of existence/becoming) to indulge in thoughts (thought, reflection), thoughts, thoughtfulness, reflections), to go into thoughts (thoughts, sighs, reflections), which form the neutral core of the group, the edicata of this group correlate with both non-purposeful (objective) and purposeful (objective) verbs, sharing common syntactic features with them.

By the meaning of “create, work out about someone, smth. own opinion, knowledge” the verbs stand out to judge, to form an opinion (judgment) about what for someone and their synonyms to imagine oneself (about oneself), outdated. to dream of oneself (about oneself) - "will make an exaggeratedly high value about oneself." They realize their meanings in constructions like He judges \th correctly. He makes a correct judgment about it. verbs to imagine and are also used in constructions with an idative to dream of an additional one: She dreamed that he was a hero.

Only the seme of the final, final result differs from the examined group of verbs to conclude, come to an opinion (thoughts, her, judgment, conclusion, conclusion, conclusion), make a conclusion, conclusion, conclusion), book. to conclude, to deduce and their synonyms to speak, to generalize, to sum up, to sum up - “to conclude, putting together a general, final opinion, summing up thoughts”; find (only in combination with the union “what”), see, establish, see - “come (come) to the final opinion through analysis, search, study, observation”; decide (only in combination with the union “what”), come to a decision, judge - “come (come) to some smth. opinion in the process of reflection, deliberation”; unfold to reason - "to come to some smth.

opinion under the influence of someone -, something"; predict - "to make a conclusion about what should take place in the future." The most typical constructions for these verbs are the constructions to conclude about something, to conclude that ...

etc., allowing in most cases passive transformations.

Meaning "to arise, appear in smth. consciousness (about thoughts)”, opposed to the invariant meaning of the two previous groups only by this involuntary, identifies the verbs to come to mind (to mind, to thought, to mind), to enter the head to think, to take in head and their synonyms to please, space, look (usually in combined with the word “how”) - “come to mind in accordance with desire, mood, intentions, etc.”; wander into the mind (into the mind, head, head) - “come to mind by chance, suddenly”; hit, hit on the head (on the head) - “come to mind by chance, suddenly, unexpectedly”; space, climb into the head - "come to mind persistently, persistently"; space, vtemyashitsya - "enter the mind for a long time, firmly remaining in memory"; to overshadow, trans. illuminate (about thoughts, conjecture) come to mind unexpectedly, suddenly, suddenly ”; trans. sweep (rush more often), flash (flicker more often), flash, sparkle (about thoughts, memories, etc.) - “come (come) to mind quickly, instantly”; trans. move (move) - “come (come) to the head in a vague, obscure form”; trans. spin - "come to mind very often, persistently"; trans. burrow, trans. unfold squeeze in (about thoughts) - “come to mind in a multitude” (both verbs have a connotation of initiation). Most of the verbs of this group are used in impersonal sentences like It occurred to me (remembered ...) that ..., or in constructions like This thought came to my mind late, I came up with the idea that ... (instead of subordinate clause, direct speech or the explanatory part of the BSP can be used: “Did he really stay?” - a thought came to my mind; The following thought came to me in Verbs: he could stay.). take a look, are used only in personal please, take in two-part sentences: The thought of a trip came into my head, etc. the causative meaning of the formation of thoughts is expressed in Russian mainly descriptively: This caused the appearance of joyful thoughts in him.

A more particular meaning is "to create, develop an opinion, a judgment about the value, value, merits and demerits of someone - something." combines verbs to evaluate, trans. evaluate, trans. unfold to evaluate and their synonyms to measure with one’s (one, common) arshin, measure by one’s (one, common) arshin, measure with one’s (one, common) measure, measure for one’s (one, common) measure of someone - “give an assessment to someone , something l. without taking into account individual characteristics; to pay tribute (justice) to someone - “to evaluate as someone, something deserves it.”; underestimate underestimate not fully. All members of this group govern the accusative or dative object. In the first case, constructions with them allow passive transformations: He correctly assesses the danger He assesses the danger correctly (the instrumental case in the passive turnover can be omitted: The significance of this work is underestimated).

The passive forms of the verbs under consideration are synonymized, in turn, with phrases like receive an assessment, for example: The position is evaluated (by them) correctly - The position receives (from the side) the correct assessment.

In close connection with synonymic groups denoting the process of thinking, the process of becoming and forming thoughts, there are verbs with the meaning “to create something. in thoughts, imagination through mental efforts, reflections ”: invent, invent, invent - and their synonyms: fantasize, colloquial. invent, compose - “invent something that does not correspond to reality”; invent (what kind of tool, machine, etc.), compose (a literary or musical work), colloquial. invent - "smth. new, previously unknown (usually as a result of creative work)”; improvise (poetry, music, etc.) - “invent, compose without prior preparation (usually during performance”); unfold compose (usually jokingly) "create some kind of written text"; trans. unfold to weave, create, compose bad poems”; trans. unfold weave, trans. space.

wind up - "create smth. complex, confusing"; unfold think of thinking up suddenly, suddenly”; unfold to invent - “to create, compose chtol. funny, amusing"; invent, devise, compose invent, trans. unfold to weave - to create something something that didn't really exist";

to plan, to design, to make a plan, a project - “to create in thoughts smth. such that it is supposed to be implemented in the future”; compose (report, letter, report, report, act, dictionary, etc.) - “create something. from some

parts, combining what - l. materials, data and drawing them up usually in writing”; space, to figure out - “figure out how to do (cook, get, organize, etc.) something.” All the verbs of this group, except for the verb to think up, are used in active and passive phrases: He invented stories - They invented stories; He invented a story - The story was invented by him; Invented stories - Invented stories (with an ellipsis of the object position).

Thus, the process of thinking, mental acts of consciousness is reflected in the language in the following aspects.

1) to carry out the process of thinking (the word form to carry out denotes, along with the mental, a volitional act of consciousness) - a) aimed at an object and b) not directed at an object;

2) to form, create in the process of thinking an opinion, a judgment about someone -, about something, i.e. some internal object, some component of the content of consciousness (verbs of a non-noun aspect in synonymic groups with this invariant meaning are contrasted according to the seme of effectiveness / ineffectiveness, and verbs of an owl aspect always act as resultant ones);

3) to create in the process of a creative act of thinking some external object (to objectify a thought) [Vasiliev; 122-130].

Verbs of imagination and assumptions Verbs of imagination.

The verbs of representation (imagination), united by the common meaning “to have, store in the mind the results, images of sensory activity”, include the core members of the group to represent something, to have an idea about something. and their synonyms to imagine - "to imagine something created with the help of one's own imagination"; think, trans. draw imagine mentally, based on the images stored in the mind”;

- to represent someone, smth. at best, mentally schematize embellished form”; see, contemplate - “represent someone, something, based on visual images of consciousness”; to dream, to rave, to dream about someone or something. in a dream"; to foresee, to foresee, to look ahead (to the future) - "to imagine with the help of imagination what may take place in the future." In the forms of noses. these verbs denote in an undifferentiated, syncretic way both the process of formation of representations in someone's consciousness and the result of this process; selection from these aspects is carried out by the context (cf. I immediately imagined his face, and I had a good idea of ​​this picture). The forms of owls of the form (ipresent, imagine) denote only the result of the formation of ideas (cf. think over, judge, etc.).

The group identical in meaning is formed by the reflexive verbs correlative with them to imagine, imagine, think, idealize, schematize, poeticize, draw and their synonyms seem, dream, space, surrender - “to appear, appearing in consciousness, imagination”; to appear, to be seen, to dream, to see, to be heard, to be heard. to imagine - “to appear, appearing in the imagination and feeling visually or by ear”; rave, daydream, dream, see in a dream, appear in a dream - "appear in the wrong, distorted form." They are used in personal and impersonal sentences such as Beautiful cities are already presented to us;

I had an idea; Mind imagined that ...; It seemed to me that ... etc. Some of these constructions allow for conversion transformations: It seemed to me very vaguely - I imagined it very vaguely; I imagined that ... - I imagined that ... - Her image was drawn in my imagination - My imagination drew her image - I drew her image in my imagination, etc.

Synonymous groups with the meaning of representation are close to the verbs to dream, fantasize and under. in its main meanings: 1) “to be, to be in a dreamy state” and 2) “to create the desired images in your imagination”. The first meaning is possessed by the verbs to dream, fantasize, indulge (surrender) to dreams (fantasies), soar in the clouds (in the empyrean, between heaven and earth), for example: He dreams all the time, etc. (the verb to dream is also used impersonally: It is better to dream in the forest).

The second meaning is inherent in the verbs to dream, fantasize, build castles in the air (in constructions like He loves to dream, etc.) [Vasiliev;

Verbs that mean "to believe".

The semantic paradigm identified by the meaning “to believe” includes synonymic groups with reference words to believe (consider), recognize, assume, etc., the semantic core of which is the invariant meaning “to have an opinion” (cf. obsolete think).

Meaning "to have some opinion as a result of one’s own reflections on something”, which is included in the nuclear (identifying) meaning of other synonymous groups of the semantic paradigm under consideration, combines the verbs to believe, consider, put, think, judge (only in constructions like Do I judge?), have some point of view (any

opinion, judgment), hold (adhere to, be) of smth. opinions and their synonyms to interpret (jokingly), trans. to consider, space, to understand, to have some opinion as a result of analysis, evaluation of one’s judgments about someone, about something”; to see, to see, to see to look - “to count, to believe, based on the results of the analysis of sensory perceptions”; find - "to consider, to believe, based on the found solution, understanding of something"; space, and outdated. expect to count, to believe, relying on instinct, intuition”; dream a lot (highly) (think, imagine, think, etc.) about yourself - "to have an overly high opinion of yourself." According to their semantic features, the verbs of this group are very diverse. They are used in the following types of structures:

1) We believe (we believe, we think, we find) that it is possible - We consider (we believe...) it is possible; They consider (believe...) that we are their enemies They consider (believe) us as enemies;

2) Everyone considers (believes, finds) him healthy;

3) He considers (thinks) himself a hero;

4) They consider (take) us for theirs: They take a lie for the truth;

5) He looks (looks) at me as a hero; He looks at work as fun;

6) He sees (sees, finds) an opponent in me; He sees (sees, finds) a mistake in this;

7) How do you think (believe, consider, understand)? How do you think about it (think, judge, interpret, understand)?

They allow transformations such as: I think that ... - I think that ... (It seems to me that ...); He was considered (revered) as a brave man, etc.

For all their formal diversity, the considered constructions correspond to the same semantic model: “someone has something about someone. what l. opinion".

is the core of the more specific meaning of the verb to recognize “to count someone-smth. responding, corresponding to requirements, i.e. necessary, useful, correct, legal, etc.” (the verb to deny has an antonymous meaning) and its closest synonyms to prefer someone - what to whom - to something, to give preference (advantage) to someone - to something over someone - than to consider someone, that - l. more appropriate to any requirements”; appreciate, trans. put high someone - what, cherish someone - what, reckon with someone - what, attach a price (importance, importance) to someone to something, know (usually in negative terms) - “consider, recognize as valuable, important, worthy of attention” (they have an antonymous meaning phraseological units do not put a penny, do not put anything); overestimate - "consider more valuable than it actually is"; underestimate - "consider less valuable than it actually is";

put (put) at the forefront, put in the center of smth. - “consider, recognize as the main, main, especially important”; neglect someone - what, despise someone - what - "consider, recognize as unworthy, not deserving of attention"; trans. to bury, to bury someone alive - “to consider anything useful no longer fit, obsolete”; approve smth. - "consider, recognize as good, correct"; “to approve, accept, approve something officially, expressing one's agreement with smth.”; to condemn - "to consider it wrong, bad"; to blame, to accuse someone of something, to blame someone, smth. - "consider wrong, guilty"; to repent, to repent - “consider, plead guilty, wrong, feeling regret about the committed act”; take credit for sth., smb. - "count smth.

someone's merit"; let smth. to admit the thought of smth., to admit the possibility of smth. - "to consider smth. possible." (An antonymous meaning is the phraseological unit not to allow (and) thoughts, the possibility of smth.); accept a clean coin - “consider something to be true, true”; to attribute to (at) the expense of someone - something - “to consider someone, something. the cause of something." take on smth. - "count smth. pertaining to oneself"; equate, compare who - what with whom - what, equate who - what to whom - what, put an equal sign between whom - what, put on the same level (equal) someone - something with someone - what, liken someone - what to - what - “consider equal, similar to someone-what to whom-what”; unfold to be equal to someone, to be equal to someone - “consider oneself equal, similar to someone”; bow one's head before someone - than, bow banners (weapons) before someone - something - "recognize oneself defeated." The meanings of the given verbs are built according to the model “to count someone, something. somehow, while, unlike the verbs of the previous group, the typical (virtual) attributive seme “something.” is concretized in them implicitly, and not explicitly (cf. to consider someone as something and to blame someone for something - to consider someone guilty of something). Constructions with transitive verbs of this group allow passive transformations: Friendship was highly valued here - Friendship was highly valued here. In addition to the obligatory object position with the meaning of the carrier of an attributive feature (recognize someone, neglect someone, etc.), many of the verbs under consideration also control optional positions (prefer someone-something to someone-what, blame someone for something . etc.) pointing to the object of comparison or the object underlying the cause. Antonymic meaning "not to acknowledge smth." have verbs to deny, reject, ignore, retreat (cf. also reject, reject, brush aside, discard, discard, repel, refuse, renounce - “not accept, leave smth.”).

The invariant meaning is “to consider, to believe in one way or another in advance, before the implementation of smth. (= to have a preliminary opinion about the implementation of what is expected)”, which also includes the component “to consider, to believe” as a core, combines the verbs to assume, make an assumption, build and their synonyms - assumptions to calculate, build calculations “to assume on the basis of intuition, conjectures »; to suspect (more often to suspect) - “to assume (assume) smth. bad, wrong, etc.”;

suspect someone. in smth., to have suspicion against someone, colloquial. think of smb. - to assume the guilt of smb. or someone's reprehensibility.

deeds"; to have a presentiment, to have a premonition to feel - "to assume on the basis of intuition, forebodings"; to foresee - “to assume on the basis of intuition or analysis of some. facts, data"; fortune telling on beans (on coffee grounds) - “to build baseless assumptions”.

Syntactically, all these verbs are characterized by obligatory syntagmatic semes (semantic valences) of subjectivity and objectivity. The first, like most verbs of thinking, is expressed by the names of the person, and the second - by the case forms of someone - something, about whom - about something, against someone, against someone, as well as an additional clause or direct speech (I assumed this, I guessed that he was to blame for everything, etc.). In the verb suspect, the seme of objectivity is split into two: the seme of the object-person and the seme of content (contensivity).

The meaning "to suppose" is, in turn, the core of the invariant meaning "to suppose to do smth. (= to have a preliminary opinion about the plan for the implementation of some action) ”, identifying the verbs intend (more often, instead of this verb, the adjective intends to be synonymous with it), think, believe, mean, colloquial. to think and their synonyms to suppose - “to intend to do smth. after a certain period of time after the decision is made; gather, expect to intend to do something, preparing in advance for the implementation of one’s intention”; want - to intend to do smth. in accordance with one's desire, inner need"; to dream - to intend to accomplish smth. wanting it very much”; to plan, to plan - “to intend to carry out smth., having some kind of definite purpose." All these verbs are used in constructions with the infinitive: I intend (I think, I think...) to stay here. Short adjectives or participles and nouns can act as syntactic synonyms for them: I intend to go - I intend (set) to go - I have an intention (mood) to go - I have an intention (mood) to go. The verbs of the considered group have the indicated meaning only in the forms of neses. view [Vasiliev; 132-136].

Decision verbs The act of forming some intentions in the process of thinking is denoted by verbs with the key word decide. They form several synonymous groups.

According to the invariant meaning, “mentally stop at some - l.

intention (= to come as a result of the spent mental and volitional efforts to some - l. intention, plan of action) ”the verbs decide, make a decision and their synonyms think up (colloquial) -“ decide after reflection, reflection ”are distinguished; decide, make a decision (resolution, decision), adopt a resolution (decree) - “to decide officially or collectively (usually after discussion at a meeting, meeting)”; to pronounce sentence - "to make a decision after a trial"; judge someone. with smb. - "Accept some decision after finding out, establishing who is right and who is wrong”; to dare, to dare, to dare, to take courage, to dare, to take courage (spirit) - “to accept (accept) some decision, finding strength in oneself, courage (usually for something that is associated with risk, danger) ”; unfold despair over smth. - “decide on some desperate act" not to think - "to decide boldly, without hesitation"; tend to decide to prefer smth. something"; renounce, recede, refuse, renounce - “to make a decision not to do smth. or stop doing smth.”; to swear, to give oneself a word (vow, promise), colloquial. stutter - “decide not to do smth. henceforth"; to agree, to agree, to agree, to do (hold, conclude), agreement, agree, come to a power of attorney (to an agreement, to an agreement) - “to decide together, together, agreeing among themselves on the decisions made”; to conclude an agreement (conspiracy) - “to accept together with smb. decision on the fulfillment of the obligations assumed; predetermine - "decide in advance"; re-decide, "to decide again, changing the decision made earlier";

reconsider, rethink think over - "decide not to implement the decision (= abandon the decision)". In the perfective forms, these verbs approach or even semantically coincide with the verbs of intention: He decided (- he set out) to leave. The verb decide used to have a causative use: “it ... decided her to leave for him” (Vyazemsky), - but now this meaning is transmitted only descriptively: This led him to the decision to leave; This prompted him to decide to leave, and so on.

Meaning "to come to some decision as a result of thinking, emphasizing the creative moment in making a decision, thinking, ”combines effective verbs dec.

invent, invent, think up, space, think up and their synonyms solution, trying to find a way out of a difficult situation”; to come to one's senses, to think over - "to come to a decision not to do something, realizing the fallacy of one's behavior, one's thoughts and intentions." It is realized by these verbs in constructions with the infinitive or (less often) with the corresponding verbal nouns: 132-136].

Verbs of understanding Verbs of understanding (in a broad sense) include a wide range of words grouped around the dominants understand, comprehend, find out, explain, err, as well as their antonyms, conversives and derivatives.

According to the invariant meaning "to have a clear or correct idea, opinion, judgment about someone, something." verbs are identified to understand smth., to have a concept (idea) about smth. and their synonyms to be aware, to think, to represent smth., to give (be aware of) oneself in smth. - "understand logically, as a result of the work of thought"; feel, feel, space, feel, transfer. see, hear - "understand intuitively, based on feelings." These verbs have this meaning only in the forms of neses. kind. It is implemented in constructions with a mandatory object position that allow impersonal type transformations. I understand that this is impossible (that this is impossible) - I understand that this is impossible, etc. the corresponding group with a negative modal seme is formed by phraseologisms neither aza (in the eyes) do not understand (do not understand), nor belmes do not understand (do not understand), nor does the ear not snout not understand (do not understand). Both groups include non-purposeful verbs of understanding. They are opposed by two large groups of goal-oriented verbs, which differ from each other in terms of effectiveness/ineffectiveness semes (in the forms of the owl species, this opposition is neutralized). Both of these groups denote an active process of the formation of understanding, associated not only with the mental, but also with the volitional activity of consciousness.

Into the group of ineffective verbs with the meaning of the active formation of understanding (with the meaning "to seek understanding, strive for understanding, i.e. actively develop, create in the process of thinking a clear or correct idea of ​​someone, something" - about achieving the result of the semantics of these verbs does not say anything) includes predicates to achieve (achieve), understanding of smth., understand smth. (the seme of becoming in the form of understanding is lost, but etymologically it was inherent in it) and their synonyms to think, understand (take) into consideration, realize, comprehend, comprehend something. to compose a concept (idea) about smth. see, unfold to be savvy (to be savvy), open space, to be smart about smth. - “to achieve (achieve) understanding logically, with the help of the mind”;

feel, trans. unfold to smell, to smell (less often to smell), to smell, trans.

open space, unwind, unwind - “understand intuitively, with the help of feelings”;

unravel, unravel, disentangle, disentangle, disentangle. read, decipher, crack, sniff, navigate, look into the soul (heart), see - “to achieve (achieve) understanding by delving into the being, analyzing the details of smth. (to the opposition "mind/feeling" these verbs are neutral)"; read (read) between the lines (lines) - “to achieve understanding by guessing the hidden meaning of what is written or said”; unfold to grab, to catch on - “to understand your mistake, your mistake”; fall (descend) from heaven to earth - “to understand something, freed from illusions, from baseless dreams”; misunderstand not fully understand. Syntactically, all these verbs are characterized by object semes of the content (expressed in a variety of ways, including implicitly) and passive transformations of the type We figured out the idea - We figured out the idea. The position of the subject in actual phrases is always naturally occupied by nouns with the meaning of a person.

A group of effective verbs with the meaning of the active formation of understanding, i.e. with the meaning "to achieve an understanding of something", make up the verbs to comprehend something, to come to an understanding, to reach an understanding, to achieve an understanding of something, space, to reach something. and their synonyms to think out, put into the head (consciousness) - “come (come) to an understanding of smth. as a result of reflection"; trans. get into something. reach an understanding of something, penetrating thought into the depth, into the essence of the object”;

“comprehend by feeling, intuition”;

to guess on one's own".

(own) mind to smth.

The object position for all these verbs is obligatory. Some of them allow synonymous substitutions such as He guessed that ... - He came up with a guess that ... etc., as well as use in passive phrases.

Groups of causatives (in the broad sense of this term) with supporting words correspond with the verbs of active formation, the formation of understanding. The first of them is the bearer of admonish and explain.

identifying meaning "enable smb. to understand smth.", and the second - the meaning of "to achieve in one way or another a clear understanding of keml. something." [Vasiliev; 142-145].

Conclusions on Chapter I The Russian verb is distinguished by the exceptional complexity of its content, the variety of grammatical categories and forms, and the richness of paradigmatic and syntagmatic connections. “The verb,” wrote academician V.V. Vinogradov, “is the most complex and most capacious grammatical category of the Russian language. The verb is the most constructive in comparison with all other categories of parts of speech. Verbal constructions have a decisive influence on nominal phrases and sentences” [Vinogradov; 86].

In the work we are considering, the semantic originality of verbal vocabulary in general was considered in more detail and an important feature was noted that the verb occupies a central position in the semantic structure of the sentence; the meaning of verbal lexemes reflects actions, states, processes that can characterize objects, their properties and relationships not only in the form of static categories, concepts, but also in the form of dynamic judgments, and perform the main semasiological function, linking language with thought, a system of means with real acts of speech.

As we know, any classification is determined by certain principles and aspects, and they are determined by the goals and objectives of the study. When classifying verbal vocabulary in the semantic aspect, three principles were used: denotative (or thematic), paradigmatic, syntagmatic [Vasiliev; 39]. Based on this, we examined in detail the classification of verbs of intellectual activity, based on the works of linguists such as L.M. Vasiliev, A.A. Ufimtseva, L.P. Krysin, N.S. Avilova and others.

The common basis of the entire field is the intellectual (mental and sensual) activity of a person in its various aspects. The verbs of choice and decision, imagination and assumptions denote the reflection in the mind of biologically determined signals about the internal state of the body, i.e.

the physical feelings of a person, the verbs of perception - a reflection of the external environment by the consciousness of a person, the verbs of understanding - to understand something. (something.

processes, events, etc.), penetrating the essence of phenomena on the basis of observation and reflection, special logical conclusions, etc. The degree of closeness between these classes is different. On the one hand, the closest to each other are the verbs of comparison and comparison, as well as imagination and conjecture, choice and decision. Verbs of perception occupy a special place in the composition of the field of feelings. They denote the cognitive activity of consciousness, carried out with the help of the senses; this brings them closely together, firstly, with the verbs of understanding and cognition, and secondly, with the verbs of volitional activity (strive, achieve, concentrate, etc.).

Chapter II. Verbs of intellectual activity in A.S.

Griboyedov "Woe from Wit"

The verbs of intellectual activity are in the comedy of A.S. Griboyedov "Woe from Wit" is a fairly significant group.

Each character in this play has its own speech. And at the same time, different semantic classes of verbs help to most fully reveal the images of the characters.

2.1. Verbs of knowledge, understanding and perception in A.S. Griboedov's play "Woe from Wit"

An extensive and rich semantic class in the work "Woe from Wit" is made up of verbs of knowledge. Typical semantics: to know the meaning, meaning of something, to get a true idea of ​​​​someone, something, to acquire knowledge. The basic verbs are to know (to know), to comprehend (to comprehend), to recognize (to learn) [Explanatory dictionary of Russian verbs Babenko; 314].

In the speech of the characters during the analysis, most of all there were verbs that include the component “know” in their meaning (there are about thirty of them), for example:

(...) Molchalin! How intact my mind remained!

After all, you know how dear your life is to me! (Sofia, p. 46) Know, non-Sov. what. knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. Compare: He was an old soldier, went through two wars and knew well what a soldier's share was.

(...) I am very windy, perhaps I acted And I know, and I am guilty: but where did I change?

(Sofia, p. 17).

I know - Wed: He was an old soldier, went through two wars and knew well what a soldier's share was.

During the analysis, it turned out that the verb “know” is used mainly in the meanings of “knowing something. and having information about smth .. to understand, to be aware, to be aware of something” and “having recognized someone. before meeting someone.

earlier, maintain relationships, treat or distinguish from others when meeting; to be acquainted with smb.”:

(...) And I don’t want to know you, I don’t tolerate debauchery (Famusov, p. 31) Know, naughty, whom. Recognizing someone. before meeting someone. earlier, maintain relationships, treat or distinguish from others when meeting; to be familiar with whom. Wed: Looking closer, I realized that I had known this person for a long time: we studied together, but how he had changed.

(...) Moscow! You! Yes, how do you know!

Where is the time? Where is that innocent age... (Chatsky, p. 19) To know, naughty, whom. Recognizing someone. before meeting someone. earlier, maintain relationships, treat or distinguish from others when meeting; to be familiar with whom. Wed: Looking closer, I realized that I had known this person for a long time: we studied together, but how he had changed.

Less common were verbs synonymous with dominant ones: “inquire”, “inquire”, “experience”, “reiterate”:

(...) I'll go and inquire; tea anyone knows.

(T.N. p. 75) Inquire, nesov. (sov.inquire) about what. Knowing something. and trying to get some information, to ask (to ask), to inquire about smth. Compare: The president of the association is not used to inquiring about anything - the secretary instantly warned of any question.

(...) What is the best prophet for you?

I repeated: in love there will be no use in this Forever and ever. (Lisa, p. 16)

Thus, in the course of the study, we came to the conclusion that the class of verbs, identified by the meaning "to know", means in the characters' remarks the possession or mastery of any information in the process of mental activity.

In "Woe from Wit" verbs of understanding [Explanatory dictionary of Russian verbs Babenko; 311] are quite rare, there are eight meanings of ineffective / effective verbs, of which three are ineffective, for example:

(...) Yes, we add various things as a keepsake to the book:

It will be forgotten, look (Famusov, p. 27).

The verb is used in the sense of seeing, inconsistent in, (sov. to see), as with adj.

Understand (understand) the essence of the phenomenon, drawing conclusions from the observed factors and relying on feelings and one's own intuition; syn. perceive [Explanatory dictionary of Russian verbs Babenko; 311].

These verbs have this meaning only in the forms of neses. The type and this example of dominants in the form of understanding is lost, but from the side of semantics it is inherent in it.

A group of effective verbs with the meaning of the active formation of understanding, i.e.

with the meaning "reached an understanding of smth." make up five verbs extracted from "Woe from Wit":

(...) Ah! Cursed Cupid!

And they hear, do not want to understand, Well, what would they take away the shutters? (Lizanka, p.6)

Understand (owls), whom. To comprehend (comprehend) in smth. close thoughts, views: syn.:

comprehend, unravel. Compare: Sometimes the old man tried to convince himself that memory prevented him from understanding his young contemporaries.

The object position for all these verbs is obligatory. Some of them allow synonymous substitutions such as He guessed that ... - He came up with a guess that ... and so on.

The typical semantics of the verbs of understanding “understand something. (some kind of processes, events, etc.), penetrating the essence of phenomena on the basis of observation and reflection, special logical conclusions. The basic verbs are understand (understand), comprehend (comprehend).

Verbs of perception, unlike other classes of verbs, denote a reflection of a person's external environment, properties and objects of the outside world. Some of them point to perception in general, others only to perceptions carried out with the help of certain sense organs.

Typical semantics of verbs of perception: to perceive something in any way (sight, hearing, smell) with the help of any. external sense organs. The base verb is perceive (perceive) [Explanatory Dictionary of Russian verbs Babenko; 303].

So, the semantic class of verbs of perception according to the semes denoting the means of perception, and the work we are studying, is divided into three subclasses:

Verbs of visual perception;

2) Verbs of auditory perception;

3) Verbs of the first subclass imply only a typical (virtual) seme of instrumentality (one can perceive or notice with any sense organ, but only with sense organs), and the verbs of the remaining subclasses contain specific instrumental semes in their semantics: see - “perceive with sight”, hear perceive with hearing » [Vasiliev; 52].

Even during the analysis, we paid attention to the fact that the verbs of the first class to oppositions for specific instrumental semes of perception are neutral, they can be used instead of the verbs of the other two subclasses, for example:

(...) Excuse me ... you see ... first Flowery

–  –  –

But timid... You know who was born in poverty...

(Sofia, p. 13) In this case, the verb You see, nonsov., (sov. see) has a general perceptive meaning to perceive someone, something. one way or another: through the senses. thought or intuition. Syn.: regard, carry. (owls. regard) someone.

Peren. To perceive (perceive) smth., somehow. as if establishing, determining the real value of smth. Wed: The girl inadvertently cast a glance as a reproach. The child regarded the gentle words of the teacher as praise.

Or, for example:

(...) You, young people, have no other business How to notice girlish beauty ... Famusov, p. add. To perceive (perceive) with the eyesight of someone, smth. paying special attention to the object, highlighting, noting it: syn.: colloquial.

notice, note, Wed: They lived in the same house, and Pawn noticed Nina every morning.

Note that the semantics of one or another subclass of verbs depends primarily on the analyzed text. Each subclass is characterized by the same set of oppositions according to the semes of non-purposefulness / purposefulness (notice to observe, see - look, hear - listen), activity / passivity (observe - observe, see - see - be seen, hear - hear.

For example: (...) Sorry. However, I do not see a crime here;

–  –  –

They don’t observe, nesov., someone. Do not perceive (not perceive) someone, that smth.

eyesight for some time, closely following someone, smth. carefully, observe, contemplate.

–  –  –

To see, non-sov., (Sov. to see), someone or with adj. add. To perceive (perceive) smth.

organs of vision - eyes; syn.:

Purposeful verbs of perception denote the desire to achieve a goal, and non-purposeful - its achievement (the result of the active activity of the senses and consciousness).

2.2 Verbs of imagination and assumption, choice and decision The act of formation in the process of thinking of any intentions in the work we are considering denotes verbs with the nuclear meaning “to decide” [Explanatory dictionary of Russian verbs Babenko; 328]. They form several synonymous groups in the context (indulge, judge, count, assert, think), for example:

–  –  –

Wed: It was not in his nature to indulge in courageous deeds, so the matter did not develop.

According to the typical semantics, after reflection, deliberation, come (come) to a conclusion, conclusions regarding something, the verbs decide (decide), invent (invent):

(...) I could not think of what the trouble is! (Famusov, p. 6) Come up with, owls. (unsov. invent) what. To invent (invent), something that in reality did not exist and does not exist: syn. to invent, invent, invent, compose, fantasize.

(...) did you decide to kill me? (Famusov).

Decide, owls, what with inf. Come (come) to smth. opinion, intending to perform deeds, actions, etc. as a result of a decision, pondering something.

It was not easy for me to decide on this letter.

The verbs of imagination and assumptions in "Woe from Wit" closely approach the verbs of the decision, as they include in their semantics a volitional moment that is associated with the decision. These are the basic verbs to imagine (imagine), imagine (imagine), suppose (assume), and their synonymous series think, guess, imagine, contrive, wait, desire, etc.

Let's look at an example:

(...) And I myself guess Tea, in the club? (Chatsky) Guess (owl.) - to assume smth., some. facts, phenomena, speculate.

Imagine, I noticed myself;

Imagine (represent), nesov. (owl to appear) - to imagine someone, something. mentally: syn.

draw, imagine. Compare: Genka always imagined the people whose voices he heard on the radio.

Imagine owls, someone, and with adv. add. Imagine something. mentally, in images, create an image; syn. see, dream, dream, think, draw, fantasize. Wed: He suddenly imagined her as his wife.

From these examples, we determined that the typical semantics of the imagination class and the assumptions of intellectual activity verbs are to mentally represent (imagine) something, assuming, guessing, perceive in thoughts, dreams, fantasies [Explanatory Dictionary of Russian verbs Babenko; 333].

A rather insignificant group in “woe from wit” is made up of choice verbs [Explanatory Dictionary of Russian Verbs Babenko; 326]. This class (group) of the verb of intellectual activity will play an important role in the work, since the typical semantics of this group is to select from the total number of what is required, focusing on some significant, at the moment, sign, to give preference to someone, something .

Verbs and verb-nominal combinations are considered basic to choose (choose) recognizing somehow., to give (give) preference to someone, something.

The verbs of this class are heterogeneous. None of the dominant verbs was found in the context, but on the contrary, the synonymous verb with the meaning “to love” prevails, i.e. Loves - to love (non-Sov.) “give (give) preference to someone, something. one in front of others as meeting the requirements and tastes of someone.

Compare: Italians love our rustic, fatty milk and hearth bread [Explanatory Dictionary of Russian Verbs Babenko; 326].

For example:

She loved Chatsky once, she will stop loving me like him ... (Molchalin, p. 101) To love, (non-Nov.) someone. To give preference to someone or something. one in front of others as meeting the requirements and tastes of someone. Wed: I love autumn more than summer.

The verb of choice expresses predominantly the experience of Molchalin's feelings of love, caused by his attitude towards Sofia.

So, in general, the class of verbs of choice emphasizes in the work with its semantics the experience by the subject of such feelings, which are due to his attitude to any object, his assessment of this object.

2.3. Verbs of definition and verification Verbs of definition [Explanatory dictionary of Russian verbs Babenko; 336], as well as other classes of verbs of intellectual activity, in A.S. Griboyedov’s comedy “Woe from Wit”

represent a fairly weighty group, which is confirmed by examples.

Verbs of definition, depending on the use in the replicas of the characters, have a certain semantics to define (define) someone, something. (qualities, properties, quantity, results, etc.) somehow. way [Explanatory dictionary of Russian verbs Babenko; 336].

In addition to the basic verbs determine (determine), establish (establish), predestinate (destinate) in the play there are other verbs belonging to the group of definition verbs, for example:

He is ready to believe!

And, Chatsky, love to dress up everyone as jesters, If you like, try on yourself ... (Sofia).

Measure, bear. (owl. measure) - determine the value of smth., comparing with known measures.

Call, nesov. (sov. call) what, what. Determine (determine) (something)

in a word) sth.: characterizing and referring to the number of someone -, sth. Here we are honored!

Here is the first one, and no one counts us.

Evil, in girls for a century, God will forgive her ... (Princess).

Oh no, brother! We are scolded everywhere, but everywhere they accept (P.M., p. 69) To accept (non-Jewish), someone. Define someone. by mistake for someone else. For example: She was often mistaken for a guy.

As a friend of yours, as a brother, let me be convinced that (N.D., p. as taking place in reality; syn.

make sure, make sure.

If you please continue, I sincerely confess to you ... (Zagoretsky).

Recognize, owls, that or adj. add. Define something. as true, valid, to agree with the existence of smth.

In order to detect certain physical qualities, properties (about substances, objects) or intellectual and emotional qualities, knowledge about a person, to check someone, something, in any way, are verification verbs [Explanatory dictionary of Russian verbs Babenko; 347].

Well, that's all, so believe involuntarily, But I doubt it ... (Platon Mikhailovich).

Yes, he doesn’t believe ... (Zagoretsky).

Believe, nesov. (sov. check) - to test smth., to verify the authenticity of smth.

Believe, nesov. (sov. check) - to test smth., to verify the authenticity of smth.

Summing up, it can be noted that there are only four verification verbs in the work we are analyzing. This group is represented by the main dominant verb to verify (verify) with the general type semantics to test something in order to verify the authenticity of something.

2.4. Verbs of comparison and comparison In order to compare something with something or compare something with something, considering one in connection with another in order to establish their similarity or to establish the advantages of one over the other, verbs are used, from a linguistic point of view. comparisons and comparisons [Explanatory dictionary of Russian verbs; 324].

The basic verbs are “compare, compare”, “agree, agree”, “compare, compare”.

In comedy A.S. Griboedov "Woe from Wit" verbs with typical (general) semantics "compare (compare) something with something, correlating with each other, revealing similarities or differences" are almost never used.

During the analysis, we came across only one example from Chatsky's remark:

(...) Exactly, the world began to grow stupid,

–  –  –

How to compare, but look at the current century and the past century ... (Chatsky, p. 29) Compare, owls. (non-sov. Compare), what with what. Compare something similar or different, or to establish the advantages of one over the other; synonym: correlate, compare (37; 312).

Thus, the verbs of comparison and comparison are little used in comparison with other classes of verbs of intellectual activity in this work. This may be due to the fact that “Woe from Wit” is saturated with realistic details of everyday life and everyday life; etc.), as well as the use in the speech of the characters of expressions, constructions corresponding to their image and character, the style of the language, for example, book vocabulary is presented in Chatsky's remarks. Molchalin has a predominance of social and professional speech.

2.5. Thinking verbs

As we know, the ability of a person to think is denoted in their intransitive use by the verbs “think”, “think”, “think”, i.e. verbs thinking [Explanatory dictionary of Russian verbs; 322].

The typical semantics of these verbs is to reason, to draw conclusions as the highest form of reflection of reality.

Depending on whether these verbs emphasize undirected or object-directed thinking, they are divided into non-purposeful and purposeful. In the works we analyze, verbs denoting non-purposeful thinking most of all predominate. These are, first of all, the verbs “think”, “think”.

Let's look at an example:

–  –  –

Think, nonsov., with adj. add. or without additional Hold an opinion, syn.

Thus, it is important to note that in close connection with these verbs there are groups synonymous with them as “to believe”, “to consider”, “to think, i.e.

think about smth., weighing the details in order to find the right answer, solutions or think about smth. not directly related to the conversation, while about smth.

insignificant” to others, but this class of verbs was not found in the analysis.

Conclusions on chapter 2

The verb is used in artistic speech, primarily to convey movement, expressing the dynamics of the surrounding world and the spiritual life of a person. If the writer wants to display pictures in which objects cease to be motionless, to “breathe life” into the narrative, he turns to verbs.

Masters of the artistic word see in the verb a vivid means of figurative concretization of speech. Depicting the hero through his actions and speech, the writer not only creates a real image, but also penetrates into his psychology, inner world, since individual actions form a person’s behavior, and feelings, desires and even secret thoughts are reflected in it. The great master of "verbal narration" A.N.

Tolstoy wrote: “In a person, I try to see a gesture that characterizes his state of mind, and this gesture prompts me with a verb in order to give a movement that reveals psychology. If one movement is not enough to characterize, I look for the most remarkable feature (say, a hand, a lock of hair, a nose, eyes, etc.), and highlighting this part of a person with a definition, I give it again in movement, that is, with the second verb I detail and enhance the impression of the first verb” [A.N. Tolstoy. Essays and notes.].

Thus, in artistic speech, a number of semantic groups of verbs can be distinguished, for example, in our case, these are verbs of intellectual activity, which are regularly used by writers as a means of figurative speech concretization.

verbs with a general sense of perception;

auditory verbs.

B) A feature of this class of verbs is that they are used both in the meaning of the verbs of sensation (see example), and in the meaning of the verbs of thinking, in the meaning of the verbs of knowledge.

For example:

To feel (inn.) that. “Perceive (perceive) smth., recognizing smth.;

Syn: feel. Wed: Only under the roof of the house did the traveler feel peace.

Verbs of intellectual activity are by no means a closed semantic field.

This is explained by the fact that in many of their aspects they intersect and intertwine with a number of other semantic fields:

some verbs of imagination and assumptions interact with decision verbs, as they include in their semantics a volitional moment, which is associated with decision making. These are the basic verbs to imagine (imagine), represent (imagine), assume (imagine) and their synonymous series think, guess, imagine, contrive, wait, desire, etc.

I think he's just a Jacobin... (Princess).

Think - “assume (owl) - imagining smth., have guesses about smth.; syn.:

to think, think, suppose, imply. Wed: The girl grew up, got stronger, her parents thought to take her away from the sanatorium.

Many verbs of perception (auditory) correlate with the meaning of verbs of speech (cf. I was told about it yesterday... - I heard about it yesterday). The verbs of cognition can correlate with the verbs of speech (cf. I learned about it from him ... - He told me about this, he said).

I heard enough of what. Perceive something. hearing for a long time.

St.: I heard enough of any road music then.

The verbs of cognition can correspond with the verbs of speech (cf. I learned about it from him ... He told me about it, said).

What did you say 5 years ago?

To assert (non-Nev.) that. Razg. "comprehending some text, memorize it by heart as a result of repeated repetition; syn.: razg. to chisel, to chisel, to cram."

Homonymous with the verb of speaking "to repeat" - to constantly say the same thing.

Conclusion The verbs of intellectual activity, as a set of lexical units of the Russian language, characterize the activity of a linguistic personality. They express the dynamics of the educational, scientific, spiritual potential of a person. The degree of participation of these verbs in the description of the worldview is quite high. They cover a wide range of designations of various kinds of mental actions and states.

The Russian verb is distinguished by the exceptional complexity of its content, the variety of grammatical categories and forms, the richness of paradigmatic and syntagmatic connections. "Verb," ​​wrote Acad.

V.V. Vinogradov, is the most complex and most capacious grammatical category of the Russian language. The verb is the most constructive in comparison with all other categories of parts of speech. Verbal constructions have a decisive influence on nominal phrases and sentences” [Vinogradov; 86].

The study of the verbs of the semantic field of intellectual activity allows us to draw some general conclusions about the features of its structure and functioning.

In the work we are considering, the semantic originality of verbal vocabulary in general was considered in more detail and an important feature was noted that the verb occupies a central position in the semantic structure of the sentence; the meaning of verbal lexemes reflects actions, states, processes that can characterize objects, their properties and relationships not only in the form of statistical categories, concepts, but also in the form of dynamic judgments, and perform the main semasiological function, linking language with thought, a system of means with real acts of speech.

As we know, any classification is determined by certain principles and aspects, and they are determined by the goals and objectives of the study. When classifying verbal vocabulary in the semantic aspect, L.M. Vasiliev used three principles: denotative (or thematic), paradigmatic, syntagmatic. Based on this, we examined in detail the classification of verbs of intellectual activity, based on the works of linguists such as L.M. Vasiliev, A.A. Ufimtseva, L.P. Krysin, N.S. Avilova and others, and came to the conclusion about that the common basis of the entire field is the intellectual (mental and sensual) activity of a person in various aspects.

The group of verbs denoting intellectual activity includes the verbs of perception, understanding, knowledge, thinking; comparison and comparison, choice, decision; imagination and conjecture; definitions and checks [Explanatory dictionary of Russian verbs].

The verbs of choice and decision, imagination and assumptions denote the reflection in the mind of biologically determined signals about the internal state of the body, i.e. the physical feelings of a person, the verbs of perception - a reflection of the external environment by the consciousness of a person, the verbs of understanding - to understand something. (something.

processes, events, etc.), penetrating the essence of phenomena on the basis of observation and reflection, special logical conclusions, etc.

The verb is also used in artistic speech, primarily to convey movement, expressing the dynamics of the surrounding world and the spiritual life of a person.

If the writer wants to display pictures in which objects cease to be motionless, to “breathe life” into the narrative, he turns to verbs.

The most important stylistic function of the verb in artistic speech is to give dynamism to descriptions.

Speech, saturated with verbs, expressively draws rapidly unfolding events, creates energy and tension in the narrative.

Masters of the artistic word see in the verb a vivid means of figurative specification of speech. Depicting the hero through his actions and speech, the writer not only creates a real image, but also penetrates into his psychology, inner world, since individual actions form a person’s behavior, and feelings, desires and even secret thoughts are reflected in it. A great master of “verbal narration”, A.N. Tolstoy wrote: “In a person, I try to see a gesture that characterizes his state of mind, and this gesture tells me the verb in order to give a movement that reveals psychology. If one movement is not enough to characterize, I look for the most remarkable feature (say, a hand, a lock of hair, a nose, eyes, etc.) and, highlighting this part of a person with a definition, I give it again in motion, that is, I detail it with the second verb and amplify the impression of the first verb” [A.N. Tolstoy. Essays and notes.].

In artistic speech, a number of semantic groups of verbs can be distinguished, for example, in our case, these are verbs of intellectual activity, which are regularly used by writers as a means of figurative speech concretization.

Based on the classification of L.G. Babenko, we made an attempt to analyze the class of verbs of intellectual activity in A.S. Griboyedov’s comedy “Woe from Wit” in terms of their functioning and use.

The lexico-semantic group of intellectual activity is divided into the following classes. These are verbs of perception; verbs of understanding; verbs of knowledge;

verbs of thinking; verbs of comparison and comparison; choice verbs; solution verbs; verbs of imagination and conjecture; definition verbs; verification verbs [Explanatory dictionary of Russian verbs; 303-347]. The actual volume of the material is about 150 cards, of which verbs of perception predominate - 38 verbs that have subclasses inside:

verbs with a general sense of perception;

B) verbs of visual perception;

auditory verbs.

B) In the course of the study, we noticed that the verbs of intellectual activity do not at all represent a closed semantic field. This is explained by the fact that many of their aspects intersect and intertwine with a number of other semantic fields: some verbs of imagination and assumptions interact with decision verbs, since they include in their semantics a volitional moment that is associated with decision making.

These are the basic verbs imagine (imagine), represent (imagine), suppose (assume) and their synonymous series think, guess, imagine, contrive, wait, desire, etc. Many verbs of perception (auditory) correlate with the meaning of verbs of speech (cf. I was told this yesterday...

I heard about it yesterday). The verbs of cognition can correlate with the verbs of speech (cf. I learned about it from him ... - He told me about this, he said).

All this indicates a very close, versatile and diverse relationship of the verbs of intellectual activity with other semantic fields of the lexical system of the Russian language.

Thus, the vocabulary of intellectual activity is not only included in the lexical structure of the image, but is also key in the narrative, creates the internal unity of the lexical system of the work, becomes an essential element of its compositional construction, performs a plot-forming function.

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VERBS OF PERCEPTION

TYPICAL SEMANTICS: perceive smth. somehow way (vision. Hearing, smell) with the help of some. external sense organs.

BASIC VERB: perceive (perceive).

(...) Look, the heart is not in the right place;

Look at the clock, look out the window... (Lisa, p. 9).

Look - look (nesov.) - look (owl.), at someone. To perceive (perceive) with the organs of sight smth. with interest.

Happy hours are not observed (Sofia, p. 9).

Do not observe - the verb is used in a figurative sense. In the literal sense, “not to perceive smth. eyesight for some time, intently sitting at something:, syn.: to oversee, look after, look after, follow, contemplate.

(...) Look at me: I don’t brag about my constitution ... (Famusov, p. 11) Look (non-sov.) - look (sov.) at someone ... The verb is used in the meaning of “direct your gaze at someone ".

(...) Yes, a bad dream; as I look

Everything is there, if there is no deception:

And devils, and love, and fear, and flowers... (Famusov, p.14).

I’ll take a look (owl. look), a verb in the meaning of “perceive (perceive) something. with the help of vision, directing the gaze to smth., or somewhere: syn.: to look.

Listen, don't take too many liberties (Sofia, p. 17).

Listen (sov.v.) appeal, the meaning of the verb “perceive published, produced by someone, something. sounds with the help of hearing, distinguishing them: syn.: listen.

With a question I, at least be a sailor:

Didn't I meet you somewhere in the mail coach... (Sofia, p. 19).

Meet in the meaning of “perceive (perceive) with the eyesight of someone. going towards, converging with him.

Persecution of Moscow. What does it mean to see the light!

Where is better? (Sophia, etr.20).

To see (non-Sov.) “perceive something. organs of vision - eyes; Synonym: look, look.

You, young people, have no other business How to notice girlish beauty... (Famusov, p. 24).

To notice (non-Sov.), someone or something or with adj. add. Perceive (perceive) with the eyesight of someone -, something, paying special attention to the object, highlighting it, noting it: strength: colloquial.

notice, notice.

(...) You can say with a sigh;

How to compare, but look at the current century and the past century ... (Chatsky, p. 29).

Look (inn.) “accept something, having your own point of view on something, relating in some way, way to something, as if directing your gaze somewhere; Synonym: look, look

(...) you can only feel this way, When you lose your only friend... (Chatsky, p. 43).

To feel (inn.) that. “Perceive (perceive) smth., recognizing smth.; syn.:

feel".

(...) look in the evening, He feels like a little king here ... (Chatsky, p. 84) Feel (non-Nov.), which is coming. add. "perceiving something with the organs, touch, feel." For example: Andryukha again felt an anxious, sucking chill in the stomach.

I did not try, God brought us together.

Look, he has acquired the friendship of everyone in the house ... (Sofia) Look, nesov. trans. - to perceive someone, having one's own point of view on something, relating to smth. way to someone., as if directing his gaze somewhere.

Sorry. However, I do not see a crime here;

Here is Foma Fomich himself, is he familiar to you? (Molchalin).

To see - to perceive someone, having one's own point of view on something, referring to something. way to something.

No, if you could see my satin tulle (N.D.) See (non-Jewish) “perceive something. organs of vision - eyes; Synonym: look, look.

Do you know who gave me?

Hear - “perceive published, produced by someone, something. sounds with the help of hearing, distinguishing them: syn.: listen.

Hear - “perceive published, produced by someone, something. sounds with the help of hearing, distinguishing them: syn.: listen.

Imagine, I noticed myself;

And at least bet, with me in one word you ... (countess granddaughter).

Notice, Nesov. (owl. notice), someone or something adj. add. Perceive with the eyes of someone, especially paying attention to the object, highlighting, noticing it.

He hears nothing, Though, maybe you saw the ardor of the chief of police here? (countess grandmother) To see (non-Nov.) “perceive something. organs of vision - eyes; Synonym: look, look.

I saw from the eyes (the Countess's granddaughter).

To see (non-Sov.) “perceive something. organs of vision - eyes; Synonym: looking to look.

own province. Look in the evening.

He feels like a little king here ... (Chatsky).

Look, owls. - to perceive smth with the organs of sight. with interest, observing smth. for a while, making smth. the subject of one's attention.

Drove to rest; lodging for the night: wherever you look, Everything is the same smooth surface, and the steppe is both empty and dead ...

Annoyingly, there is no urine, the more you think (Chatsky).

Take a look - perceive smth. with the help of sight, directing the gaze to someone, something or somewhere.

Listen! Lie, but know the measure, There is something to despair from (Chatsky).

Listen (sov.v.) appeal, the meaning of the verb “to perceive published produced by someone, something. sounds with the help of hearing, distinguishing them: syn.: listen.

It, you see, is not ripe, you can’t suddenly (Repetilov).

To see (non-Sov.) “perceive something. organs of vision - eyes; Synonym: look, look.

All apart without saying a word;

Just out of sight one, look - there is no other ... (Repetilov).

To look (non-Sov.) “perceive something. organs of vision - eyes; Synonym: see, see.

VERBS OF UNDERSTANDING

TYPICAL SEMANTICS: understand smth. (some kind of processes, events, etc.), penetrating the essence of phenomena on the basis of observation and reflection, special logical conclusions.

BASIC VERBS: understand (understand), comprehend (comprehend).

(...) And they hear, they do not want to understand (Lizanka, p. 6).

Understand (owls), whom. To comprehend (comprehend) in smth. close thoughts, views: Art.:

comprehend, unravel.

(...) let the anemones yourself, come to your senses, you old people ... (Lisa, p. 7).

Come to your senses - in the meaning of to recognize (non-sov.v.) - to recognize (owl.), by whom. In combination with the pronoun "oneself" to understand (understand) one's place in a given environment, the world, considering oneself, feeling oneself as someone -, something:. syn. think.

Yes, we add various things to the book as a keepsake:

It will be forgotten, look (Famusov).

The verb is used in the sense of seeing, inconsistent in, - having understood something, to find, to discover something, (some properties, qualities) in someone, something. or somewhere

Everyone knows, we graze him for a rainy day (Repetilov).

To know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

The whole world knows about it ... (Second Princess).

To know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

In place to explain now and lack of time;

Not a matter of state ... (Repetilov) Explain, nesov. Become (become) understandable, visible, revealing a tale, the source of smth. incomprehensible.

I don’t want an answer, I know your answer ... (Sofia).

To know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

I don’t know how I died in a rage in myself!

I looked, and saw, and did not believe \ (Chatsky).

To know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

VERBS OF IMAGINATION AND ASSUMPTION

TYPICAL SEMANTICS: mentally imagine (imagine) something, assuming guessing, perceive in thoughts, dreams, fantasies.

BASIC VERBS: to imagine (to imagine), to imagine (to imagine) to suppose (to suppose).

(...) think how capricious happiness is! (Sofia, p. 15).

The verb “think about” (sov.v.) is used in the context in the sense of “assume (sov., imagining smth., have guesses about smth.; syn.: think, think, believe, imply”.

(...) No worry, no doubt...

And grief awaits from around the corner... (Sofia, p. 15).

Waits - wait (non-Nov.) in direct use “perceive smth. speculate, hope for something. In a figurative sense, “to come (non-Nov.), i to what.

Usually, according to the words * conclusion, * opinion, * thought. Decide (decide) smth. the result of choice, the selection of some phenomena."

(...) Like all Moscow ones, your father is like this:

He would like a son-in-law with stars, but with ranks, And with the stars, not everyone is rich between us ... (Lisa, p. 16) I would like - the verb is used in the meaning dreamed - (dream (owl)) "to imagine mentally desired, indulge in imagination, fantasies.

I thought you were far from Moscow.

How long ago? (N.D., p. 61).

Assume (assume, nonsov.) - “imagining smth., have guesses about smth.; syn:

to think, to intend, to think, to mean, to count, to assemble.

I won’t stay too long, I’ll come in, just two minutes, Then, think, a member of the English club ... (Chatsky)

Think - “assume (owl) - imagining smth., have guesses about smth.; syn.:

to think, think, suppose, imply.

Imagine: they are paraded like animals, I heard that there ... the city is Turkish ...

Do you know who gave me?

Anton Antonich Zagoretsky (Khlestov).

Imagine, I noticed myself;

And at least bet, with me in one word you ... (countess granddaughter).

Imagine (represent), nesov. (owl to appear) - to imagine someone, something.

mentally: syn. draw, imagine.

Imagine, everyone here ... (Chatsky).

Imagine owls, someone, and with adv. add. Imagine something. mentally, in images, create an image; syn. see, dream, dream, think, draw, fantasize.

What was I waiting for? What did you think you would find here? (Chatsky).

Wait, nesov., What and with adv. add. To perceive smth., build smth.

assumptions, hope for smth.; syn. expect.

And I myself guess Tea, in the club? (Chatsky) Guess (owl.) - to assume smth., some. facts, phenomena, speculate.

I think he is just a Jacobin ... (Princess).

Think - “assume (owl) - imagining smth., have guesses about smth.; Synonym: to think, to think, to believe, to imply.

VERBS OF CHOICE

TYPICAL SEMANTICS: to make a selection from the total number of what is required, focusing on some. essential at the moment sign, to give preference to someone, something.

BASIC VERBS: and verb-nominal combinations: choose (choose), recognizing somehow, give (give) preference to someone, something.

Choose (sov.) is used in the meaning of “recognize (recognize) something. compared to smth.

to others that best meet certain requirements”; synonym: to elect, cf.:

We usually chose a quiet secluded corner and sat there for hours.

Oh! If someone loves whom ... (Sofia, p. 17).

Loves - to love (non-Sov.) “give (give) preference to someone, something. one in front of others as meeting the requirements and tastes of someone.

Can't I know

Though inopportunely, there is no need:

Loves - to love (non-Sov.) “give (give) preference to someone, something. one before Well! People in this side!

She to him, and he to me, And I ... only I crush love to death - And how not to fall in love with the barman Petrusha! (Lisa).

Love owls. - give preference to smb. to one before others as meeting the requirements of someone else as meeting the requirements and tastes of someone.”

Shalit, she does not love him ... (Chatsky).

Loves (beginning form to love) - “give (give) preference to someone, something. odsh before others as meeting the requirements and tastes of someone.”

He is ready to believe!

And, Chatsky, love to dress up everyone as jesters, If you like, try on yourself ... (Sofia).

Love (love) - “give (give) preference to someone, something. one by the other as meeting the requirements and tastes of someone.

Sergey Sergeyevich, no! If evil is to be stopped:

Take away all the books and burn them ... (Famusov).

Pick up - choose from a number of facts, materials, usually written, necessary for consideration, mentally dwelling on something, as if capturing something. need hands.

God grant her a century to live richly, She loved Chatsky once, she will stop loving me like him.

My angel, I would like half to feel for her, too, what I feel for you, No, no matter how I keep telling myself, I'm getting ready to be gentle ... (Molchalin).

Loves (beginning form to love) - “give (give) preference to someone, something. one before the other as meeting the requirements and tastes of someone.

VERBS OF THINKING

TYPICAL SEMANTICS: reason, build conclusions as the highest forms;

reflections of reality.

BASE VERB: think.

(...) I could not think of what the trouble is! (Famusov, p. 6).

To invent - in the meaning of plotting (owl. to plot) that. Decide (decide) mentally to do smth. difficult, important, subjected to discussion, reflection (sometimes with a hint of disapproval; critical).

Everyone managed beyond their years, And more than daughters and good-natured people themselves, These languages ​​​​were given to us! (Famusov, p. 12).

The verb managed, used in the sense to think (non-Sov.v.), about smth., “to suppose in thoughts to do something.”

(...) He thought highly of himself... (Sophia, 17).

I conceived in the meaning * to think * (to hold on to some kind of opinion; synonym: to consider, to believe).

VERBS OF KNOWLEDGE

TYPICAL SEMANTICS: to know the meaning, meaning of something, to get a true idea of ​​someone, something, to acquire knowledge.

BASIC VERBS: to know (to know), to comprehend (to comprehend), to recognize (to know).

Forgotten by the music, and time passed so smoothly... (Sofia, p.15).

Forgotten - the verb of cognition is used in a figurative sense "they gave themselves up to music or listened to it so enthusiastically that they even forgot how time passed."

I am very windy, perhaps I did, And I know, and I am guilty: but where did I change? (Sofia, p.17).

(...) Once I laugh, then I'll forget ... (Chatsky, p. 23).

Forget (sov.v.) - “having learned something, lose the ability to retain and reproduce previous impressions in the mind: syn.: forget (obsolete, simple); ant.: remember.

Can't I know

Though inopportunely, there is no need:

Whom do you love? (Chatsky, p. 50).

To find out (owls) “to find out (to find out) smth. by questioning, investigating, etc.; syn.

unfold inquire, inquire, inquire, inquire.

What did you say 5 years ago?

Well, a permanent taste in husbands is the most precious thing!

To assert (non-Nev.) that. Razg. "comprehending some text, memorize it by heart as a result of repeated repetition; syn.: razg. to chisel, to chisel, to cram."

Homonymous with the verb of speaking "to repeat" - to constantly say the same thing.

Do you want to know the truth two words?

The slightest strangeness in someone is barely visible, Your gaiety is not modest, Your wit is immediately ready, And you yourself ... (Sofia) To know, nesov. about smth. and with adj. add. - comprehending smth., possessing smth. information, knowledge of areas.

God knows what secret is hidden in it;

God knows for him what you invented, What his head has never been full of ... (Chatsky).

Know, nesov. about smth. and with adj. add. - comprehending smth., possessing smth. information, knowledge of areas.

Why did you get to know him so briefly? (Chatsky).

I know - to know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

Do you know who gave me?

Do you know - to know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

Ah, I know. I remember hearing, How can I not know? An example case came out ... (Sofia).

I know - to know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

I, getting angry and cursing life, Prepared a thunderous answer for them, But everyone left me (Chatsky).

Prepare, nesov., for what. To know (know) smth., working on smth. with some

the purpose of preparing for a activities.

We also have two brothers: Levon and Borenka, wonderful guys!

You don't know what to say about them;

But if you order a genius to be named ... (Repetilov).

I know - to know (non-Nov.) that. "Knowing something. and having information about smth., to understand, to be aware of, to be aware of smth. ".

No need to name, you will recognize by the portrait! (Repetilov).

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SEMANTIC CLASSIFICATION OF WORDS. PRINCIPLES OF SELECTION OF THE THEMATIC GROUP

In lexicology, there are a number of diverse principles for the classification of words, which are based on grammatical, structural-morphological, semantic, and other features of words. Listing the possible types of classification, one should name the grouping of words into parts of speech, the division of words into functional and significant, into simple, derivative and complex derivatives, the combination of words into nests according to the common root or affixes, the division into the main vocabulary and peripheral parts of the vocabulary, the allocation of archaisms and neologisms, classification into native and borrowed and stylistic differentiation. The vocabulary of a language can be viewed as a complex system of interrelated and interdependent units, the relationships between which are revealed by the study of the oppositions that characterize them. The individual semantics of a word is revealed through its opposition to other members of the paradigms in which it enters (7, 48).

The classification of vocabulary according to semantic relationships between words has several forms. The most widely known are the selection of synonyms and antonyms. In addition, logical, contextual, thematic and other types of semantic grouping are possible.

Under the semantic classification is understood the grouping of words of any language according to their root, proper lexical meanings. A.I. Smirnitsky calls the proper lexical semantic classification of words the thematic classification (12, 174). Set boundaries between individual topics, i.e. semantic areas, is almost impossible, because these areas imperceptibly pass into each other. The ambiguity of many words leads to the fact that they must be included in different semantic areas, in general, sometimes quite remote from each other. But even in the same meaning, many words can enter into different semantic areas due to the spread of their meaning, i.e. the presence of connections with the meanings of other words along two or more lines.

A very important, if not the most important contingent of words in any language are words of a very general, abstract meaning. The specific difficulty of the thematic classification of such words lies in the fact that, on the one hand, they seem to be assigned to a number of separate, particular, specific topics, and on the other hand, they must form some independent groups of words that are distinguished by a large abstract meaning and vagueness. borders. Thus, along with special thematic areas, lexical areas are distinguished that do not belong to any particular area of ​​life, but combine words denoting different types of a general phenomenon, regardless of the particular area in which this or that type of this phenomenon usually takes place.

The thematic classification of words as integral units is, in fact, impossible; since one or another topic (semantic area) often refers only to one of the meanings of the word, and not all of its content as a whole. Thus, the thematic classification of words is the thematic classification of their meanings. The thematic group is formed on the basis of a common extralinguistic feature (4, 5). Thematic groups may include words belonging to different parts of speech.

Thematic classification is dual. On the one hand, words are combined because the objects and phenomena to which they usually refer are in one way or another connected with each other in reality or appear to be connected; therefore, the corresponding words often occur with each other in the context, and thus the groups made up of them can be called contextual. On the other hand, different words are grouped on the basis of the presence of a common moment in their very content. A typical case will be the union of words expressing specific concepts with a word expressing the corresponding generic concept. The groups formed in this way can be called logical. Many logical groups are naturally included in certain contextual ones. But logical groups formed from words of a more general and abstract nature, for the most part, cannot be included entirely in any contextual group, although individual words included in such logical groups are usually mandatory in a number of contextual areas of the lexicon. In this case, any harmony of thematic classification is violated.

The distribution of words into logical groups is naturally combined into one system with their distribution by parts of speech. The classification of words as parts of speech is of great convenience as a system of dividing the total vocabulary into separate large areas.

In order for the logical group to be the most convenient basis for the description, it must be constructed as expediently as possible. It is possible to give the most diverse logical classifications in terms of structure, since with the unity of the basic principle, specific features for grouping words can be selected and subordinated to each other at the discretion of the classifier, because in the semantics of each word, several features can be distinguished by which it can be combined in one or another logical group with other words.

The classification of words, which consists in their distribution into various contextual groups, is called contextual. The "topics" by which words are grouped in contextual classification should be as realistic as possible, i.e. represent topics of speech that are actually encountered in life practice. Words of a general nature, not specific to any special topics, should be allocated to special general areas of vocabulary, without referring them to any separate, more specific, more specific topics - in order not to repeat these words in various thematic areas, with the exception of those cases where the given word has a very special meaning in a particular area. Thus, each special topic area should only be filled with words that are truly specific to that topic.

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Vehicle (vehicle) and car (car, machine) - express generic and specific concepts. Their volumes partially coincide, they can sometimes replace each other, but the content of the statement changes: the thought is expressed more accurately or less accurately.

Vehicle is not only a car. If we say vehicle meaning a car, then the features that distinguish a car from other vehicles are not important for us.

I.V. Arnold identifies ideographic synonyms and stylistic synonyms:

• Ideographic synonyms differ either in additional meanings, or in use and compatibility with others, or both.

to understand - to realize

to understand - refers to some. a specific statement to understand words, a rule, a text. to realize - implies the ability to grasp a situation.

• Stylistic synonyms are close, and sometimes identical in meaning, but used in different styles of the language:

enemy (st. neutral)

opponent (official)

adversary (bookish)

Euphemism is a special stylistic figure, consisting in the use of a word not in its own, but in a figurative sense.

The essence of euphemism is that rude and uncomfortable, indecent words and expressions are replaced by softer ones.

In the modern languages ​​of culturally highly developed peoples, euphemism is determined by social norms of communication and behavior, the desire to maintain decency and not offend the interlocutor.

A euphemism consists in replacing the undesirable word with some other that is associated with the first in meaning or in sound.

• So, for example, instead of die they say to go west, to pass away, to join the silent majority.
• Instead of depression - recession, instead of strike - industrial action, instead of murder - liquidation.

Euphemisms are a very mobile part of the vocabulary and quickly become obsolete.

Another type of semantic grouping is the selection of antonyms for words. Antonyms are words that are different in sound and opposite in meaning.

They are not possible for all words in the language. For example, the names of specific objects do not have antonyms: hand, face, nose, table, book.

Antonyms are typical for words containing in their meaning an indication of quality:

noun light-darkness

vb. to freeze-to thaw

prig. full - empty

adverbs: slowly - quickly

Qualitative adjectives are especially rich in antonyms:

beautiful-ugly

Bitter-sweet

For nouns, antonymic pairs are especially inherent in words:

1) denoting feelings, moods and properties of a person: love - hatred, joy - sorrow, timid - arrogant

2) denoting the state or activity of a person: work - rest, life - death, health - illness.

3) denoting time: day - night, summer - winter, beginning - end.

They are not considered antonyms, words formed from the same root with the help of affixes: happy - unhappy, order - disorder, useful - useless.

§ 3. Stylistic classification of vocabulary

Lexical meaning not only expresses a concept or a group of concepts, but is also characterized by a certain emotional coloring and stylistic reference.

The entire vocabulary of this language can be divided into:

• stylistically unmarked and
• stylistically marked.

Most of the words of the language are not stylistically marked. Stylistically unmarked vocabulary is used in all forms of communication and communication situations, regardless of the purpose of the statement.

Stylistically marked vocabulary is limited in its application. It can be used by separate groups of people united by a certain community, its functioning can be limited to a certain situation or time, etc.

Stylistic differentiation of vocabulary is carried out according to the following criteria, and in accordance with them, the following stylistic groupings are distinguished:

	Stylistic groupings
1. form of speech activity	Vocabulary, not limited by the form of speech. activities; Vocabulary Vocabulary of written speech (book vocabulary)	To behold; start
2. environment of speech activity	Vocabulary, not limited by the nature of the situation; Official Solemn Unofficial familiar	warrior (trade from soldier) Dough (money); friend Grub (food) (fam., colloquial), pal
3. emotional and evaluative attitude to what is being said	Emotion neutral; Emotion colored (transmitting a dismissive, contemptuous, playful, and other attitude towards the subject of the statement).	Fellow, well-known Bloke (snub from fellow) Famous, notorious
4. Literary genre	Genre unlimited; Poetic, journalistic, scientific (terms), clericalism	maid (poet.) receiver (term in telephony - handset)
5. Compliance with the generally accepted norm	Literary vernacular	To have a crush on smb.
6. social community of people using vocabulary	National vocabulary; Social jargon, argotism	Neuter: wife Cockney: trouble and strife
7. professional community	Professionally unlimited; Professional vocabulary is the vocabulary of oral communication of people of a particular specialty (professional jargon, industrial, craft and scientific terms).	to send / to forward - forward - comp. jarg. Mike (microphone), lab (laboratory)
8. corporate community	Corporate unlimited; Corporate jargon
9. territorial community	Nationwide, territorially unlimited; Territorially limited (dialectisms, localisms; territorial variants of the national language).	To take, to go, a place, a house Lorry (br) - truck (am), petrol (br) - gas (am), realise (br) - realize (br).
10. use time	Modern vocabulary; Outdated vocabulary (archaisms - words replaced by synonyms, historicisms - words that name disappeared objects).	girl, lady - damsel, wench (arch.) sloop (source) - patrol ship

Slang - functionally limited emotionally colored words and phrases that have a figurative meaning and are secondary names for objects.

Prison: jail-can

Execute: to execute - to fry

Head: head - bean, mug

Tie up, end something: to catch up

Distinguish:

General slang: bag - an ugly woman, a prostitute, a dude. Queen is homosexual

Special slang (professional (computer) or social group (student, sports). forward - forward - computer slang.

Slang is stylistically marked synonyms of common folk vocabulary. The line between slang and informal colloquialism is fluid and may not always be clearly defined.

Cockney (cockney) - London vernacular, a kind of social jargon and territorial dialect.

It has been very little studied. Its characteristic feature is rhyming slang: many words are replaced by expressions consonant with them and rhyming with them:

Wife-trouble and strife

Head – a loaf of bread

Upstairs - apples and pears

North and south mouth

§ 4. Etymological classification of vocabulary

From an etymological point of view, vocabulary is divided into native and borrowed.

Borrowed words can be used both for naming new objects, phenomena, processes, and as a secondary name for already known objects and phenomena.

In the development of the English language, borrowings from Latin and French, as well as the Scandinavian languages, played a great role.

Latin borrowings: Roman domination - I-V century AD; the introduction of Christianity in England (VI-VII); the development of culture in the Renaissance (XV-XVI centuries). French borrowings. Since 1066, the period of the Norman conquest, fr. the language for a long time (11-15 centuries) was the official language of England. Scandinavian conquest (11th century). England was part of the power of the Danish king (Denmark, Norway, Sweden). Some commonly used words have been borrowed: they, call, take,

got, want, fit, sky, etc.). The main consequence is the simplification of the grammatical structure of the English language, the acquisition of the features of an analytical language.

The main ways of borrowing vocabulary are:

Transcription: timeout, football, brand,

Transliteration: bortsch, sputnik, vodka, London,

Tracing: skyscraper - skyscraper, blue stocking - blue stocking, self-service - self-service

Borrowing vocabulary can occur orally and in writing. With the first method, words are assimilated faster in the donor language. Words borrowed in writing retain their phonetic and graphic appearance, grammatical features longer.

Borrowing can be direct and through an intermediary language (for example, many Greek words got into English through Latin).

One of the consequences of the borrowing process is the appearance of etymological doublets, that is, etymologically ascending to the same basis, but having different meanings, pronunciation, spelling in the modern language. (Catch-chase, goal-jail, channel-

§ 5. Thematic classification of vocabulary

Thematic classification of vocabulary is the division of vocabulary into thematic sections or groups.

The thematic division of vocabulary allows us to determine whether a thing belongs to a certain type of activity.

We can observe this classification in many spheres of life and society. This phenomenon applies to all languages ​​of the world. Each of us can distinguish when it comes to education, and when it's about music.

Also in English there is such a division.

For example, if we take the topic Education and everything connected with it, then we can divide the entire vocabulary into the following sections:

People (teacher, head-teacher)

Subjects (physics, maths)

Processes (lesson, break)

Things (pencil, pen)

Each word has its own section.

Thematic classification of vocabulary helps people understand each other's speech, recognize the meanings of words (for example, break - escape and break - change).

Chapter II. Thematic classification of computer jargon vocabulary

§ 1. Features of thematic organization

The subject of analysis and cross-language comparison is the non-literary part of the professional sublanguage of computer technology - computer jargon. Like other professional jargons, it has its own area of ​​​​use - the communication of computer specialists in an informal and relaxed atmosphere. As a means of communication in this environment, it performs certain functions - identification (serves as an indicator of a person's belonging to the number of professionals), less often - esoteric (acts as a means of alienation from non-specialists). However, most often jargon is used in order to increase the expressiveness of speech, to convey emotions and evaluation. It can be assumed that the lexical composition of computer jargon and its thematic structure may indicate those aspects of professional activity that are emotional or traditionally deserve one or another assessment.

This study of thematic groups is of a comparative nature: for comparison, English and Russian jargon computer vocabulary was taken. Of the two compared lexical systems, English occupies a dominant position in the field of computer technology, while Russian is significantly influenced by computer anglicisms. The unequal status of the compared jargon systems makes it possible to predict differences in their thematic structure.

The carried out classification according to the thematic feature really revealed differences in the organization of slang vocabulary of different languages. However, both in English and in Russian computer jargon, the following main thematic groups (TG) are distinguished:

1. A person related to the world of computers.

1.1. A person who has a preference for anything in the computer world.

2. Working with a computer.

2.1. Computer failure.

3. Components of a computer.

4. Name of software products, commands, files.

4.1. Computer games.

5. Internet.

§ 2. TG1 - A person related to the world of computers

This group of words can only be indicated by a detailed sentence, since it covers the names of computer specialists in many areas, as well as users. TG1 is a branched system, which includes:

a) humorous secondary nominations, parallel to the terms-names of professions: pr ger; softy "programmer", sys-frog, system jock; boot “system programmer”, user, user, (from English user) “user”, iron worker; ironmonger "electronic engineer", wire head "networker";

b) nominations that have no analogues in terminology and give a more detailed typology of people associated with computers: doco "a person who writes documentation", a bath attendant "a person who deals with banners", netter, tourist "Internet user" (the last two jargons can be considered as link with TG5 (“Internet”));

c) evaluative jargon such as flamer, pain in the net; flamer (disapproved) "a conflicted netizen", script kiddie (contempt) "an inexperienced cracker who uses ready-made programs for his work", lurker (ironic) "a member of a network forum who rarely sends his messages, but reads all others" , decoder (ironic) "a programmer trying to figure out someone else's program." Peyoratives are dominated by units expressing the typological feature ‘incompetence’, for example: read-only user, weasel, twink, munchkin (in English), teapot, saker, lamer (in Russian). They are opposed by a subgroup of meliorative jargons, expressing the highest assessment of skill in working with a computer: guru, wizard, lord high fixer, superprogrammer, superuser, etc. (in English); guru, advanced user (in Russian).

A separate subgroup (1.1) includes the names of adherents of any operating system (UNIX weenie, unixoid - UNIX user), programming language (rapist - SI programmer), type of computer (apple - user of the Apple Macintosh computer), computer games (muddie, quaker "lover of games MUD, Quake respectively" (the latter examples link group 1.1 to 4.1 ("Computer games")).

A distinctive feature of the English jargon is the presence in it of synonymous designations for persons who are overly fond of the computer (computer fanatics): computer geek, gweep, troglodyte, turbo-nerd, spod, propeller-head, etc. There are no such names in the Russian language, apparently due to the fact that the excessive addiction of some people to communicating with a computer in Russian society is not recognized as a problem.

Description of work

The purpose of this work is to analyze the thematic classification of English vocabulary in comparison with other classifications.
Tasks of this work:
- determine the place of the thematic classification of vocabulary among other classifications;
- to study in detail the principles of this classification.

The content of the work

Introduction…………………………………………………………………………...3
Chapter I. Vocabulary Classifications…………………………………………………...4
§ 1. Structural classification of vocabulary……………………………………….4
§ 2. Semantic classification of vocabulary…………………………………….7
§ 3. Stylistic classification of vocabulary………………………………….14
§ 4. Etymological classification of vocabulary………………………………..18
§ 5. Thematic classification of vocabulary…………………………………….20
Chapter II. Thematic classification of computer jargon vocabulary…..21
§ 1. Features of thematic organization……………………………….…21
§ 2. TG1 - A person related to the world of computers……………...22
§ 3. TG2 - Working with a computer………………………………………………….23
§ 4. TG3 - Component parts of a computer……………………………………….25
§ 5. TG4 - Name of software products, commands, files………………25
Conclusion………………………………………………………………………….32
References………………………………………………………………33

1. The concept of the word. Semantic structure of the word.

2. Classification of the word. Lexicon as a system.

3. Non-discrete units of vocabulary.

1. Word concept. Semantic structure of the word

The word (lexeme) is the central unit of the language. The vocabulary of a language is called vocabulary, and the section studying it is lexicology. It is subdivided into onomasiology and semasiology.

Onomasiology- a section of lexicology that studies the vocabulary of the language, its nominative means, types of vocabulary units of the language, methods of nomination.

Semasiology- a section of lexicology that studies the meaning of dictionary languages, types of lexical meanings, and the semantic structure of a word.

Depending on the originality of lexemes and compound names, such lexicological disciplines are distinguished as phraseology, terminology, onomastics(the science of proper names). Closely related to lexicology etymology- the science of the origin of words and expressions and lexicography as a theory of compiling dictionaries of various types. Word- the main structural - semantic unit of the language, which serves to name objects, properties, phenomena and relations of reality, which has a set of semantic, phonetic and grammatical features.

Characteristic features of the word:

1. integrity

2. indivisibility

3. free reproducibility in speech

The word contains:

1. phonetic structure (an organized set of sound

phonetic phenomena, forming the sound shell of the word)

2. morphological structure (a set of morphemes included in it)

3. semantic structure (a set of meanings in the content of a word)

All words included in a particular language form its vocabulary (lexicon, lexicon).

The word has many definitions. One of the more successful prof. Golovin:

Word- the smallest semantic unit of the language, freely reproduced in speech to build statements.

By this definition, the word can be distinguished from phonemes and syllables, which are not semantic units, from morphemes, not reproduced in speech freely, from phrases consisting of 2 or more words.

Any word is included in 3 main types of relationships:

1. attitudes towards objects and phenomena of reality;

2. attitudes towards thoughts, feelings, desires of the person himself;

3. relationship to other words.

In linguistics these relationship types are called:

1. denotative (from the word through its meaning to the subject)

2. significative (from the word through its meaning to the concept)

3. structural (relational) (from word to another word)

In accordance with the indicated types of relations, the functions of the word are also defined:

● denotative function- allows a word to designate an object;

● significative function- allows the word to participate in the formation and expression of concepts;

● structural function- allows the word to enter into different rows and groups of words.

concept(denotation) - reflects the most common and at the same time the most significant features of an object and phenomenon.

The denotative (from Lat. denotatum - marked, designated), or subject, component correlates the word with one or another phenomenon of reality: objects, qualities, relationships, actions, processes, etc. The object designated by the word is called a denotation, or a referent (from Latin to refer - to send, to relate)

denotations- these are images of real or imaginary objects or phenomena, embodied in verbal form. Through denotations, words are related to real (human, tree, dog, cat) or imaginary (mermaid, dragon, brownie) realities.

Meaning (significat)- the highest stage of reflection of reality in the human mind, the same stage as the concept. The meaning of the word reflects the general and at the same time essential features of the subject, known in the social practice of people.

significative(from lat. significatum - denoted) the meaning component correlates the word with the concept it denotes. A significat is a concept embodied in a verbal form. The concept itself is defined as a thought, which in a generalized form reflects objects and phenomena by fixing their properties, features and relationships. Conceptual thinking is carried out with the help of special mental operations - analysis and synthesis, identification and distinction, abstraction and generalization, which receive a verbal form in the language. Any concept always corresponds to a large volume, the content of which is revealed not with the help of one word, but with a detailed description. The word only fixes a certain set of features characteristic of a certain concept. So, the word signification river contains in its meaning the conceptual signs of a river as "a natural, significant and continuous water flow, flowing in the channel developed by him."

1. Word classifications. Vocabulary as a system

The vocabulary of a particular language includes hundreds of thousands of words, but the vocabulary of a language is characterized not only by the quantity, but also by the quality of its constituent units, which simultaneously have typical and specific features. The properties and differences of language units help to classify them on various grounds.

By way of nomination There are 4 types of words:

● independent (full-valued, denoting directly fragments of reality). These are: nouns, adjectives, verbs, adverbs, numerals.

● official (do not have sufficient independence to be used independently). They form one member of the sentence together with an independent word (prepositions, articles), or connect words (conjunctions), or replace structurally and functionally other words (substituent words);

● pronominal words (denoting objects indirectly);

● interjections (denoting the phenomena of reality and the reaction of a person to them in an undivided way, in connection with which they do not have a grammatical structure).

According to impact, i.e. words differ phonetically:

● single-beat (eg table);

● multi-beat (railway);

● unstressed (for example, he).

Morphologically words differ:

● changeable and unchangeable;

● simple, derivative, complex (move, walk, lunar rover).

By motivation:

● motivated (environment, cuckoo (because cuckoo), carpenter (because he makes tables));

● unmotivated (flour, beam, bread).

By vocabulary usage:

● active (common and very common words);

● passive (it is made up of words that are not commonly used, or are not commonly used at all for a given era).

In historical terms, the language is continuously updated, while:

1 .new words appear - neologisms(satellite, moon rover). Neologisms that are individual, speech are also called occasionalisms (egologisms). For example, the author's neoplasms of Mayakovsky;

2 .go into the passive stock of words that have become unnecessary - archaisms - the establishment of words displaced from active use (stable, neck, verb - word) and historicisms- obsolete words denoting the realities and concepts of previous eras (potbelly stove), which have now come out of the life and life of the people;

3 .famous words acquire new value(pioneer - pioneer, pioneer - member of the pioneer organization).

From point of view areas of use vocabulary is:

● unlimited (typical for oral and written speech);

● limited (sometimes territorially limited - dialect, social - professional, jargon)

With positions of stylistic (connotative) allocate:

● neutral vocabulary

● technical vocabulary

● political vocabulary

● official vocabulary - business

Based on the semantic relationships between words, they distinguish:

1. synonyms(words that are similar in meaning, but differ in form (eyes, eyes, pupils, peepers, flashing lights, Zenks, balls, and also the organ of vision). Synonyms are synonymous rows. In the synonymic series, there is always a word that expresses the "pure" meaning of this synonymic series without any additional shades, without emotional coloring, they call it indifferent;

2. antonyms(words that are opposite in meaning and differ in form (top - bottom, white - black, speak - be silent);

3. homonyms(words similar in form but different in meaning). Homonyms are words that coincide in sound and writing (onions - plants and onions - weapons). However, in this case, a discrepancy between pronunciation and spelling is possible, and on this basis there are homophones and homographs.

Homophones are words that differ in spelling but have the same pronunciation. For example, Russian: onion and meadow, take (take) and take (take), German: Saite - string and Seite - side. A significant number of homophones are found in French and especially in English: write - write and right - straight, straight; meat - meat and meet - to meet.

Homographs are different words that have the same spelling, although they are pronounced differently. For example, Russian: castle - castle; English: tear - tear and tear - tear.

4. paronyms(words that differ both in form and in meaning, but not significantly). For example, Russian: protect - watch out German: gleich-glatt-flach-platt; English: bash - mash - smash (hit, smash) - crash (collapse) - dash (throw) - lash (whip) - rash (throw) - brash (break) - clash (push) - plash (splash) - splash (splatter) ) - flash (flicker).

By source of origin:

● native vocabulary

● borrowed vocabulary (from the French language album)

Every developed language has its own vocabularies. thesauri. In addition to general dictionaries that have an alphabetical structure, ideographic dictionaries are also known, where words are divided into classes of concepts. The first ideographic dictionary of the modern type was "Thesaurus of English words and expressions" by P.M. Roger, published in London in 1852. The entire conceptual field of the English language was divided into 4 classes - abstract relations, space, matter and spirit (mind), each class is divided into types, each type into groups: there are only 1000 of them. Large dictionaries call academic (or thesauri).

Development of the lexical meaning of the word

Polysemy. Most words in the language have not one, but several meanings that have appeared in the process of a long historical development. Yes, noun pear means: 1) fruit tree; 2) the fruit of this tree; 3) an object that has the shape of this fruit. Often words have up to 10-20 meanings. Four-volume academic "Dictionary of the Russian language" in the word go notes 27 meanings, in the word case - 15 meanings, in words burn, give 10 values, etc. Polysemy is also characteristic of other languages ​​of the world. For example, English do‘do, perform’ has 16 meanings, French a11er ‘ to go somewhere, to move in one way or another’ has 15 meanings, German comment‘come, arrive’ - 6, Czech povoleni, Polish nastaviazh‘set, set’ - at least 5 values ​​each, etc. The ability of a word to have multiple meanings is called ambiguity or polysemy(from Greek. holysemos- multivalued). Words with at least two meanings are called polysemantic or polysemantic.

Metaphor(from Greek metaphorá - transfer) is the transfer of a name from one object to another according to the similarity of certain signs: in shape, size, quantity, color, function, location in space, impression and sensation. The main mechanism for the formation of a metaphor is comparison, therefore it is not by chance that a metaphor is called a hidden, abbreviated comparison. For example, based on the metaphorical connection of the meanings of a noun nose there is a similarity in shape and location in space: 1) part of a person’s face, an animal’s muzzle; 2) bird's beak; 3) a part of a teapot or jug ​​protruding in the form of a tube; 4) front part of a vessel, aircraft, etc.; 5) cape.

Metonymy(from Greek metōnymia - renaming) - transfer of names from one object to another by adjacency. Unlike metaphor, metonymy does not provide for any similarity between the designated objects or phenomena. It is based on a close and easily understood contiguity, contiguity in space or time, involvement in one situation of designated realities, persons, actions, processes, etc.

For example: porcelain ‘ mineral mass from high-grade clay with various impurities’ and porcelain ‘ utensils, various products from such a mass’; audience ' room for lectures, reports and audience ' listeners of lectures, reports’; evening ‘ time of day and evening' meeting, concert’, etc.

Synecdoche(from Greek synekdochē - connotation, hint expression) - this is such a transfer of meaning when the name of the part is used in the meaning of the whole, the smaller - in the meaning of the larger and vice versa. Synecdoche is often considered a form of metonymy. However, its essential difference from metonymy lies in the fact that synecdoche is based on a quantitative sign of the ratio of direct and figurative meanings. Synecdoche is based on the relationship of objects and phenomena that are characterized by unity, integrity, but differ in quantitative terms: one is part of the other, that is, one member of the relationship will always be general, wider, and the other - private, narrower. Synecdoche covers a significant amount of vocabulary and is characterized by fairly stable relationships. The transfer of meaning can be carried out according to the following criteria: 1) part of the human body - a person: beard, long hair, head- a man of great intelligence, muzzle - a person with an ugly, rough face; 2) a piece of clothing - a person: ran after each skirt Little Red Riding Hood, pea coat - spy of the tsarist secret police; 3) a tree or plant - their fruits: plum, cherry, pear; 4) plant, cereals - their seeds: wheat, oats, barley, millet; 5) animal - its fur: beaver, fox, sable, nutria etc.

To replace forbidden words, other words were used, which in linguistics were called euphemisms. Euphemism(from Greek euphēmismos - I speak politely) - this is a substitute, permitted word, used instead of a taboo, prohibited. A classic example of a hunting euphemism is the various designations of a bear in Slavic, Baltic, Germanic languages. The original Indo-European name of this animal is preserved in Latin as ursus, in French as ours, in Italian as orso, in Spanish as oso, etc. The Slavic, Baltic and Germanic languages ​​have lost this name, but retained euphemisms for the bear: German Bär - brown, Lithuanian Lokys - slime, Russian bear - the one who eats honey, extinct Prussian clokis - grumbler. Euphemisms could be like new words (cf. Russian bear) so and old ones, already known to the language, but used with a new meaning. The classification is very important. according to semantic and grammatical indicators(parts of speech).

ISSUES FOR DISCUSSION:

1. The composition of the modern vocabulary of the Chinese language.

2. Archaisms in the SKJ.

3. Historicisms in the SKJ.

4. Sources of the formation of neologisms in the SCJ.

5. Ways of formation of new vocabulary in the SCL.

6. Basic models of neologism formation.

PRACTICAL TASKS:

1. Match the following archaisms with the equivalents from the SKJ:

昧爽；教悔；觊觎；嫁娶；莅临；侏儒；把鼻；谋面；迎迓；寥落；格致；浑嫁；赏赐。

2. Neologisms.

2.1.Determine the meaning of the following neologisms and explain the situation in which they are used:

电脑--电子计算机；

发廊--发屋--理发店--美发厅；

迷你--微型--袖珍；

阿混--混日子；

窗机--空调；

传递信息--传播媒介。

2.2. Based on the meaning of this neologism (互联网--国际互联网--因特网), translate the following phrases and sentences into Russian:

互联网协议；中国互联网；通过互联网发送邮件；网络有关的公司；因特网时代；网上电子商务活动；研究因特网经济机构会议委员会。

“因特”来自Inter的音译，是世界或全球的意思，net的意译是“网”。

总的说来，因特网是一个覆盖全球的计算机网络。

因特网就是由世界各国、各个不同领域、不同背景、不同用途的成千上万个专用网络互相联结而成。加入互联网的计算机网络各自拥有自己独立的操作系统，在网络上的地位是平等的，不存在哪个网络管辖其他网络的关系。

1. Akhmetshin N.Kh. etc. Chinese-Russian Dictionary: Press, Internet, Radio, Television. About 14,000 words and phrases. - M.: Eastern book, 2009. - 512 p.

2. Basco N.V., Xing Yan, Fu Fengzhi. Brief Russian-Chinese and Chinese-Russian Economic Dictionary: Business and Finance (简明俄汉-汉俄经济词典：商业与贸易领域). - M.: "Flinta": "Nauka", 2003. - 288 p.

3. Basco N.V., Xing Yan, Fu Fengzhi. Brief Russian-Chinese and Chinese-Russian Legal Dictionary (简明俄汉-汉俄法律词典). - M .: "Flinta": "Nauka", 2003. - 304 p.

4. Burov V.G., Semenas A.L. Chinese-Russian Dictionary of New Words and Expressions. - M.: Eastern book, 2007. - 736 p.

5. Burov V.G., Semenas A.L. Preface. // Chinese-Russian Dictionary of New Words and Expressions. - M .: Eastern book, 2007. - P.5-25.

6. Gorelov V.I. Lexicology of the Chinese language. Tutorial. – M.: Enlightenment, 1984. – 216 p.

7. Lemeshko Yu.G. Internet in China. Collection of texts and exercises. - M.: Eastern book, 2011. - 176 p.

8. Semenas A.L. Lexicon of the Chinese language. - 3rd ed. - M.: AST: East-West, 2007. - 284 p.

9. Khamatova A.A. Word formation of modern Chinese. – M.: Ant, 2003. – 224 p.

10. Khamatova A.A. Some reflections on the problem of neologisms in modern Chinese. // Chinese linguistics. Isolating languages: Proceedings of the X International Conference. - M .: Institute of Linguistics of the Russian Academy of Sciences, 2000. - P. 179-183.

11. Khan Shaoxiang. New words and meanings in modern Chinese. // Chinese linguistics. Isolating languages: Proceedings of the X International Conference. - M.: Institute of Linguistics of the Russian Academy of Sciences, 2000. - P.183-202.

Lesson 17

Classification of vocabulary by use.

ISSUES FOR DISCUSSION:

1. Common vocabulary.

2. Dialectisms.

3. Terms.

4. Jargon and euphemisms.

5. Slang and its influence on the literary norm of the SKJ.

PRACTICAL TASKS:

1. Determine what types of vocabulary the following words refer to (find the equivalent in the layer of commonly used vocabulary of the SCL):

落雨；有喜了；吃黑枣；做东；铁驴；合了眼；日头；类比；走眼；打路头；做脸；眯瞪；落水；典型；咪表；歹饭；命门；过关；白墨；吃酸；下蛋；老人家；日亮；望星星；服软；温钱；擦机器；作古； 盖；盖帽儿；铁蛋；饮茶；炒鱿鱼； 饭蚊子；偶然性。

2. Determine the terms of which branch of knowledge form the following suffixes. Give examples:

1. Borodich V.F., Titov M.N. Brief Russian-Chinese and Chinese-Russian Political and Political Dictionary (俄汉-汉俄政治与政治学词典). - M .: "Flint": "Nauka", 2004. - 192 p.

2. Ivanov V.V. Terminology and borrowings in modern Chinese. – M.: Nauka, Ch. ed. east lit., 1973. - 151 p.

3. Kochergin I.V. Russian-Chinese, Chinese-Russian Practical Medical Dictionary. - M .: Eastern book, 2007. - 768 p.

4. Li Shujuan, Yan Ligan. Dictionary of modern Chinese slang. - M .: Sinolingua: Oriental book, 2009. - 256 p.

5. Nikitina T.G. Youth slang. Dictionary. - 2nd ed. - M.: AST, Astrel, 2009. - 1104 p.

6. Rozvezev A.M. Chinese-Russian, Russian-Chinese dictionary of computer vocabulary. - M.: AST: East-West, 2007. - 188 p.

7. Frolova O.P. On the issue of the formation of terms of foreign origin in modern Chinese. // Actual problems of lexicology: Dokl. 3rd Interuniversity. conf. May 3-7, 1972 / Ed. ed. K. A. Timofeev. - Novosibirsk: Novosib. un-t, 1972. - S. 162-170.

8. Frolova O.P. Term-formation models of word formation in the modern Chinese language // Actual problems of word formation lexicology: Sat. scientific works. - Issue. V. / Rev. ed. K.A. Timofeev. - Novosibirsk: Novosib. un-t, 1976. - S. 151-159.

9. Frolova O.P. Term-formation models of affixation of the modern Chinese language. // Actual problems of lexicology and word formation: Sat. scientific works. - Issue. VI. / Rev. ed. K. A. Timofeev. - Novosibirsk: Novosib. un-t, 1977. - S. 134-145.

10. Frolova O.P. Features of term formation in Chinese biological terminology. // Actual problems of lexicology and word formation: Sat. scientific works. - Issue. VII. / Rev. ed. K. A. Timofeev. - Novosibirsk: Novosib. un-t, 1978. - S. 138-147.

11. Frolova O.P. Word formation in the terminological vocabulary of the modern Chinese language. - Novosibirsk: Nauka, 1981. - 132 p.

12. Frolova O.P. Chinese terminology as a lexical subsystem. // Collection of abstracts of the II Conference on Chinese Linguistics. - M.: Nauka, 1984. - S.77-79.

13. Schukin A.A. Handbook of new Chinese slang. - M.: Ant, 2003. - 119 p.

Lesson 19

Lexicography.

ISSUES FOR DISCUSSION:

1. Types of Chinese dictionaries and their characteristics.

2. The system of location and search for language material:

a) key;

b) graphic;

c) phonetic.

3. Reflection in dictionaries of compound words.

4. Reflection in dictionaries of system relations.

5. Types of grammatical information.

6. The problem of non-equivalent vocabulary in translated lexicography.

7. Scheme of semantic classification of Chinese vocabulary.

PRACTICAL TASKS:

1. Using various search engines, find the following hieroglyphs and write down their meaning (make a conclusion about the identity of the values ​​in different dictionaries):

讹； 羸；蕴； 罽； 剿；蠼； 旨； 鼒；擒；悭；鬻。

2.Find in the dictionary the meaning of the following stable combinations, terms and cultural and everyday realities:

藕断丝连； 箸；覆巢无完卵；赋；赋役；出水芙蓉；走出低谷； 现行价值；津贴；本息。

1. Big Chinese-Russian Dictionary: In 4 volumes. T. 1-4 / Ed. THEM. Oshanina. – M.: Nauka, 1983. – 3818 p.

2. Gorelov V.I. Lexicology of the Chinese language. Tutorial. – M.: Enlightenment, 1984. – 216 p.

3. Chinese-Russian dictionary: Ok. 60,000 words / ed. B.G. Mudrova. - 2nd ed., stereotype. – M.: Rus. yaz., 1988. - 528 p.

4. Pryadokhin M.G., Pryadokhina L.I. Brief Dictionary of Innuendo-Allegories of the Modern Chinese Language. - 2nd ed. - M.: AST: East-West, 2007. - 218 p.

5. Semenas A.L. Lexicology of Modern Chinese. - M .: Nauka, Main edition of Eastern literature, 1992. - 279 p.

6. Sizov S.Yu. Dictionary of the most common Chinese idiomatic expressions, proverbs and sayings. - M.: AST: East-West, 2005. - 320 p.

7. 汉俄词典 (Chinese-Russian Dictionary). /上海外国语学院 "汉俄词典" 编写组编。 – 北京：商务印书馆出版社, 2002. – 1250页。

8. 现代汉语词典 (汉英双语) (The Contemporary Chinese Dictionary (Chinese-English Edition)). / 中国社会科学院语言研究所词典编辑室编。– 北京：外语教学与研究出版社, 2002. – 2698 页。

The structure of the discipline course "LEXICOLOGY" involves lectures (20 hours) and seminars (18 hours), which allows you to reveal the main content of the course and connect theoretical knowledge of lexicology with the study of practical Chinese.

In the system of linguistic disciplines, the course of lexicology is closely connected with general and particular linguistics, practical and theoretical grammar, the linguistic picture of the world in the pre-translation perspective, and together with them constitutes a single set of theoretical knowledge on the studied foreign language, which is necessary for the preparation of a translator (Bachelor of Linguistics).

In lectures and seminars, only the main, most complex issues are considered, as well as those aspects of problematic topics that have not yet been developed or insufficiently covered in the specialized literature.

Lectures and seminars are aimed at not only giving students a certain amount of information, but also developing their creative scientific thinking and a critical approach to theoretical provisions, teaching them to extract the necessary information from scientific literature, independently draw generalizations and conclusions both from provisions, available in the specialized literature, and from their own observations of the actual language material, to compare the linguistic facts of the Chinese language with English and native languages.

During the seminars, students are offered a number of questions, the preparation of which will help to better master the theoretical material. Practical classes contribute to the development of students' ability to recognize and explain phenomena characteristic of the lexical level, develop skills in lexicological analysis and consider those issues and provisions of lexicology that will help students interpret the text in the workshop on the culture of speech communication.

Seminars should contribute to the development of students' creative initiative and independence, to form their practical and research skills and abilities, to develop the ability to broad theoretical generalizations and conclusions.

During the seminars, one should dwell in detail on the most significant issues of lexicology (word formation, various phenomena and processes in the vocabulary of the Chinese language), provide students with the opportunity to express themselves on a particular problem, while encouraging comparison with other languages ​​(native and English), as well as receive answers to their questions.

Students receive in advance the topic of the upcoming seminar, questions for discussion, a list of recommended literature for self-study. In addition, at the seminars, serious attention should be paid to the implementation of practical tasks by students.

At the seminars, it is necessary to learn how to read works with a deep understanding of the text. This skill is very useful in further independent work on the language and for the development of independent critical thought. Such preparation will warn the future translator from reading the work superficially, teach him to feel the subtle nuances of thoughts and feelings, penetrate beyond the plot and the general idea of ​​the text, avoid a stamp in interpretation, develop emotional susceptibility and aesthetic taste.

The course of seminars simultaneously develops the skills of active language proficiency within the most important topics in the field of intercultural communication, contributes to the development of the ability to speak normatively correctly and helps to write well and competently; contributes to the creation of students' clear understanding of the contexts and situations in which the language units encountered in the text, new to them, can be used.

For a deep understanding of the text, its holistic
consideration, which involves comparing and accounting for the interaction of all linguistic means used within the text. The teacher should take into account that insufficient and incomplete understanding of the text can be corrected by systematic work on it using lexical, stylistic, grammatical and phonetic analysis. Misunderstanding of the text can be caused by the following reasons:

1. Isolated perception of individual elements, inability to take into account the influence of the context, including the grammatical features of the construction of the text.

2. Lexical difficulties. Inattention to stylistic, emotional, evaluative, expressive connotations. Inattention to the unusual combination of words. Misunderstanding of words used in rare, obsolete or special meanings.

In particular, the course of practical (seminar) classes in lexicology is aimed at eliminating these difficulties.

The curriculum in the course of lexicology provides for 34 hours for independent work of students using the recommended literature, during which students are supposed to study in depth some important issues that have not received due attention in the classroom due to time constraints.

Independent work should be given a greater practical orientation, orienting students to independent study of individual issues of the topic; study of special scientific literature; preparation of messages, reports, abstracts, presentations.

Seminars, aimed at instilling the skills and abilities of students to put into practice the acquired knowledge of theory, involve tasks in preparing for seminars and, therefore, independent work of students. Topics that have been studied by students on their own deserve more serious attention.

Current control is carried out mainly in seminars, which are graded on a five-point scale. The final grade will take into account the following:

degree of knowledge of the material presented;

literacy and clarity of presentation;

the number of sources used in the preparation;

knowledge of the relevant concepts and categories and the ability to concisely convey their content to the audience;

ability to answer questions asked during the discussion;

the ability to correctly analyze practical material and identify the concepts of lexicology in it.

The final control is carried out at the exam, the mark for which is set in accordance with the following criteria.

Criteria for evaluation. When assessing knowledge in the exam, the following is taken into account:

1. Understanding and degree of assimilation of the theory of the course.

2. The level of knowledge of factual material in the scope of the program.

3. The correctness of the formulation of the basic concepts and patterns.

4. Using examples from monographic literature (articles, anthologies) and authors - researchers on this issue.

5. Ability to make generalizations, conclusions.

6. Ability to connect theory with practical application.

7. Ability to answer additional questions.

"Fine":

1. Deep and strong assimilation of knowledge of the program material (the ability to highlight the main, essential).

2. An exhaustive, consistent, competent and logically coherent presentation.

3. The correctness of the formulation of concepts and patterns on this issue.

4. Use of examples from monographic literature and practice.

6. The ability to draw a conclusion on the material presented.

7. Correct execution of a practical task.

"Good":

1. Sufficiently complete knowledge of the program material.

2. Competent presentation of the material on the merits.

3. The absence of significant inaccuracies in the formulation of concepts.

4. Correct application of theoretical provisions with confirmation by examples.

5. The ability to draw a conclusion. However:

1. Insufficiently consistent and logical presentation of the material.

3. Some inaccuracies in the formulation of concepts.

4. Shortcomings in the implementation of a practical task.

"Satisfactorily":

1. General knowledge of the basic material without mastering some of the essential provisions.

2. The formulation of the basic concepts, but with some inaccuracy.

3. Difficulty in giving examples that confirm theoretical positions.

4. Insufficiently clear implementation of the practical task.

"Unsatisfactory":

1. Ignorance of a significant part of the program material.

2. Significant errors in the presentation process.

3. Inability to highlight the essential and draw a conclusion.

4. Ignorance or erroneous definitions.

5. Failure to complete a practical task.

2.2. Methodical instructions for students

The program of the academic discipline "Lexicology" provides for a broad coverage of problems, debatable issues in a series of lectures. Preparation for seminars includes:

Acquaintance with the topic of the seminar;

Preliminary acquaintance with questions for discussion;

Preparation of reports, messages;

Fulfillment of practical tasks.

The program is also designed for in-depth independent work, since: lectures only present key issues and the most important theoretical material.

The following types of independent work of students are provided:

Reading basic and additional literature on the topics of lectures;

Preparation of messages, reports and presentations, as well as writing abstracts on certain issues of the lexicology of the modern Chinese language;

Individual extracurricular preparation of practical tasks.

2.2.1. List of sample topics and questions for self-study

1. Affixes and semi-affixes in modern Chinese.

2. Elements of wenyan in modern Chinese.

3. Hyponymy and hypernymy in Chinese.

4. Semantic field as an integral semantic subsystem. semantic correlations.

5. Sememe as an integral system of usual meanings.

6. The problem of separability of a compound word. Its difference from the phrase.

7. Structural-formal models for various parts of speech.

8. Characteristics of models in terms of typical grammatical valency of their components.

9. Scheme of relational connections of individual units of the Chinese language (on specific examples).

10. Characteristics of the Kuraishi dictionary.

11. Phonetic organization and phonetic processes in modern Chinese as the main component of homonymy.

12. Classification of homonyms.

13. Homonyms of the Chinese language from the point of view of comparative typological studies.

14. Habitual expressions, compound words and related categories of phraseological units.

15. Place and role of habitual expressions in the phraseological system of the Chinese language.

16. The structure of innuendo-allegory.

17. Syntactic features of the use of innuendos in speech.

18. The problem of reflection in dictionaries of complex and derivative words.

19. Types of grammatical information in various types of dictionaries.

20. Scheme of semantic classification of Chinese vocabulary in various dictionaries.

2.2.2. List of exemplary essay topics

1. Phraseology as a branch of lexicology. National-cultural specificity of phraseological units. Types of phraseological units of SKJ (成语，惯用语、歇后语).

2. Folk sayings. Proverbs and sayings (谚语，俗语). Their role in the SKJ.

3. Synonymy of phraseological units (interdigit synonyms).

4. Word structure and word formation in Chinese.

5. Borrowed words in modern Chinese.

6. Euphemisms in the everyday life of the Chinese.

7. Features of Chinese written, oral and colloquial speech.

8. Use of Wenyanisms in Modern Chinese putonghua.

10. Types of Chinese dictionaries and features of their use in the practice of a specialist.

11. Parts of speech and the phenomenon of asymmetry between categorical, lexical-semantic and functional-syntactic meanings in Chinese.

12. Ways of creating neologisms of SKJ. word-building models.

13. Lexico-semantic features of phraseology in Chinese journalistic text (in comparison with English and Russian languages).

14. Syntactic derivation of Chinese morphemes.

15. The influence of Wenyanisms and dialectisms on the language of the modern Chinese press.

16. The role of slang in the development of modern Chinese.

17. Methods for studying the vocabulary of the SKJ.

18. Studies of Chinese and Russian scientists on the study of foreign borrowings in the SKJ.

19. Views of Russian and Chinese linguists on the development of the vocabulary of the SKJ.

20. Problems of teaching vocabulary in practical classes in Chinese at school and university.