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Students' Scheme of Lexicological Analysis of The Text

This document outlines a scheme for analyzing a poem through a lexicological analysis of the text. The analysis involves: I. Identifying the etymology and assimilation of words in the text, including native and foreign origins. II. Finding derived and compound words to determine word formation processes. III. Analyzing changes in word meaning, including metaphor, metonymy, and semantic shifts. IV. Grouping vocabulary thematically and by parts of speech. V. Classifying words stylistically. VI. Identifying phraseological units and their characteristics.

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Ira Kalenikova
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609 views

Students' Scheme of Lexicological Analysis of The Text

This document outlines a scheme for analyzing a poem through a lexicological analysis of the text. The analysis involves: I. Identifying the etymology and assimilation of words in the text, including native and foreign origins. II. Finding derived and compound words to determine word formation processes. III. Analyzing changes in word meaning, including metaphor, metonymy, and semantic shifts. IV. Grouping vocabulary thematically and by parts of speech. V. Classifying words stylistically. VI. Identifying phraseological units and their characteristics.

Uploaded by

Ira Kalenikova
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Analyze the poem using the scheme of lexicological analysis of the text supplemented

Oscar Wilde
SYMPHONY IN YELLOW
An omnibus across the bridge
Crawls like a yellow butterfly.
And here and there a passer-by
Shows like a little restless midge.
Big barges full of yellow hay
Are moved against the shadowy wharf,
And like a yellow silken scarf,
The thick hangs along the quay.
The yellow leaves begin to fade
And flutter from the Temple elms
And at my feet the pale green Thames
Lies like a rod of rippled jade.

I. Etymology of the words: Identify native and foreign words (of Greek, Latin, French, Italian,
Spanish, Russian etc. origin). Determine the type of assimilation (phonetic, grammatical,
lexical); the degree of assimilation (complete, partial, lack of assimilation).

II. Word-formation: Find derived and compound words in the text. Determine the type of word-
derivation. State morphemic structure of any derived word, types of morphemes (root, suffix,
prefix; free, bound). Determine the types of compound words as to their structure (neutral,
morphological, syntactic) and semantics.

III. Word-meaning: Pick out from the text the examples of change of meaning: metaphor,
metonomy (state on what signs of resemblance the cases of metaphor are based; comment on
the etymology and meaning of the identified cases of metonymy). Find the examples of the results
of semantic change (narrowing of meaning; extension of meaning; degradation of meaning;
elevation of meaning) and comment on them.

IV. Vocabulary as a system: Find all possible groupings of the vocabulary presented in the text:
lexico-grammatical (nouns: personal names, animal names, collective names for people,
collective names for animals, abstract nouns, material nouns, object nouns, etc.; verbs: denoting
movement, process, state, mental activity, sense perception, having modal shade of meaning,
etc.), thematic and ideographic groups, synonyms (ideographic, stylistic, absolute), antonyms
(root or derived), homonyms (full or complete, homophones, homographs), paronyms. Find
polysemantic words and comment on their semantic structure.

V. Stylistic peculiarities of the English vocabulary: Give stylistic classification of the words in
the text: standard English vocabulary (neutral words, common literary words, common
colloquial words); special literary vocabulary (poetic and highly literary words, terms, archaic
words); special colloquial vocabulary (slang, jargonisms, professionalisms, dialectal words,
vulgarisms, colloquial coinages).

VI. English phraseology: Find Phraseological Units in the text. Define their characteristic
features (idiomaticity, lexical, grammatical and functional stability) and comment on the
difference of a Phraseological Unit as compared to a free word-group. Making use of V.V.
Vinogradov’s (fusions, unities, collocation) and A.V. Kunin’s classifications (nominative,
nominative-communicative, neither nominative nor communicative; communicative) define the
type of a Phraseological Unit.

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