(3) Meaning Vocabulary

Part 3 Vocabulary and Grammar(词汇和语法)1. Vocabulary (词汇)1. Persistent (adj.): continuing to exist or operate over a long period of time; refusing to give up or change one's mind2. Disrupt (v.): to interrupt the normal course or functioning of something3. Extracurricular (adj.): not part of the regular academic curriculum; outside of one's normal duties or activities4. Impose (v.): to force something or someone to be accepted or put into operation5. Perceive (v.): to become aware or conscious of something through the senses or intuition6. Compliance (n.): the act of following or adhering to rules, regulations or laws7. Adept (adj.): skilled or proficient in a particular activity or field8. Initiate (v.): to cause something to begin or commence9. Necessitate (v.): to make something necessary or require it as a condition10. Conducive (adj.): suitable or favorable for a particular purpose or outcome2. Grammar (语法)1. Verb tense: In English, there are several verb tenses that are used to describe actions or states of being that occurred in the past, present, or future. Examples of verb tenses include present simple, past simple, present continuous, past continuous, future simple, and present perfect. It is important to use the correct verb tense when speaking or writing in order to convey the intended meaning accurately.2. Sentence structure: The structure of a sentence refers to the way in which words are arranged to form a grammatical and coherent expression. A sentence typically contains a subject, verb, and object, although the order and placement of these elements can vary depending on the type of sentence. Sentences can be simple, compound, or complex, and the use of punctuation marks such as commas, semicolons, and colons can help to clarify the meaning ofa sentence.3. Parts of speech: The English language has several different parts of speech, including nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, and interjections. Each of these parts of speech serves a different grammatical function in a sentence, and the correct use of these parts of speech is essential for clear and effective communication.4. Subject-verb agreement: In English, the subject and verb in a sentence must agree in number and person. For example, a singular subject requires a singular verb, while a plural subject requires a plural verb. Failure to follow this rule can result in confusing and unclear sentences.。

各章重点内容串讲：Introduction1.Lexicology（名词解释题）（1）Definition: Lexicology is a branch of linguistics, inquiring into the origins and meanings of words（WNWD）.本句翻译：词汇学是语言学的一个分支，它主要是研究词汇的来源以及意义（词汇学的定义）。

（2）Domain: English lexicology aims at investigating and studying the morphological structures of English words and word equivalents, their semantic structures, relations, historical development, formation and usages.本句翻译：它研究的是英语词汇的形态结构，同时它还研究英语词汇的语义结构、英语词汇的发展历史和英语词汇的形成与用法。

2.Methods of Study（单选题/名词解释题）（1）Two approachesThere are generally two approaches to the study of words, namely synchronic and diachronic.synchronic 共时法diachronic 历时法（2）Definition: A, synchronicFrom a synchronic point of view, words can be studied at a point in time.However, if we take a diachronic perspective, we will consider the word historically, looking into its origin and changes in form and meaning.1.word（名词解释）（1）a minimal free form of a language1）Therefore, we can say that a word is a minimal free form of a language（词是语言中的最小的自由形式）2）that has a given sound and meaning and syntactic function.（词有固定的读音，固定的意义，固定的句法功能。

Unit 3 Alienation and the InternetWords and Expressions1.given: prep. when you consider sth. 考虑到,如果adj. 假设的,特定的e.g. Given his age (= considering how old he is), he’s remarkably active.Given her interest in children, teaching seems the right job for her.given that: conj. 假定,考虑到e.g. It was surprising the government was re-elected, given that they had raised taxes so much.given: a. fixed for a purpose and stated as suche.g. They were to meet at a given time and place.2.equivalent: n. sth. equal in value, measure, force, effect or significance 相等物Comparison: equivalent (of/to sth.)e.g. The dress cost the equivalent of a week’s salary.What is the equivalent of fifty pounds in US dollars?equivalent: a. equal in value, amount, meaning, importance, etc. 相等的Comparison: equivalent (to sth.)e.g. Eight kilometers is roughly equivalent to five miles.3.dramatically: ad. suddenly and noticeably 戏剧性地,引人注目地e.g. Prices have fallen dramatically.Events could have developed in a dramatically different way.Derivation: dramatic a.e.g. a dramatic increase/fall/change/improvementdramatic results/developments/news4.alter: v. become different; make sb./sth. different 改变,更改e.g. He had altered so much that I scarcely recognized him.Nothing can alter the fact that we are to blame.The landscape has been radically altered, severely damaging wildlife.Derivation:alteration: n. a change to sth. that makes it different 交互,轮流,变换e.g. They are making major/minor alterations to the house.5.further: v. help forward 促进,推动e.g. Additional training is probably the best way to further your career these days.The interests of an organization will never be furthered through acts of terrorism.6.fragment: v. break into parts or small pieces 使破碎,分裂/frag’ment/e.g. The satellite will fragment and burn up as it falls through the Earth’s atmosphere.The government is planning to fragment the industry before privatizing it.fragment: n. a small part of sth. that has broken off or comes from sth. Largere.g. Police found fragments of glass near the scene.I overheard a fragment of their conversation.Pronunciation:Note that when the same form is used as a noun, the stress shifts to the first syllable.Derivation:fragmentation n. 分裂e.g. the fragmentation of the country into small independent statesfragmented a. 成碎片的,片段的e.g. a fragmented society7.alienate: v. cause sb. to feel very distant from or not welcome to sb. else 使疏远,离间,麻木e.g. She was alienated from her brother by her foolish behavior.All these changes to the newspaper have alienated its traditional readers.Derivations:alien: a. & n. 外国的,陌生的;外星人e.g. In a world that had suddenly become alien and dangerous, he was her only security.aliens from outer space (n.)alienation: n. 疏远,离间,[哲]异化e.g. The new policy resulted in the alienation of many voters.Many immigrants suffer from a sense of alienation.8.addicted: a. being dependent on sth. and wanting to spend as much time doing it as possibleCollocation:be addicted to sth.e.g. Some youngsters are hopelessly addicted to video games.She’s become addicted to love stories.Derivations:addiction: n. 沉溺,上瘾e.g. He is now fighting his addiction to alcohol.addictive: a. 使人上瘾的e.g. Heroin is highly addictive.9.alcoholic: n. sb. who cannot stop drinking large amounts of alcohol, even when this is makinghim/her ill 酗酒者Word Formation:-aholic: (suffix in nouns) liking sth. very much and unable to stop doing or using ite.g. shopaholic; chocaholic; workaholic 购物狂;巧克力迷;工作狂10.in that: conj. (formal) for the reason that; because 因为e.g. She was fortunate in that she had friends to help her.Men differ from brutes in that they can think and speak.The news was all the more reliable in that it was from an official source.11.be given to: (formal) so sth. often or regularlyCollocation:e.g. The evidence against him was overwhelming.She had the almost overwhelming desire to tell him the truth.Derivation:be given to sth. / doing sth.e.g. He is given to heavy drinking.He is given to going for long walk on his own.12.exaggeration: n. continue in a course of action even in the face of difficulty or with little or noindication of success 夸张e.g. He told his story simply and without exaggeration.Derivations:exaggerate: v. make sth. seem larger, better, worse or more important than it really ise.g. The hotel was really filthy and I’m not exaggerating.He tends to exaggerate the difficulties.13.binge: n. an occasion when an activity is done in an extreme way, esp. eating, drinking orspending money 狂欢,作乐e.g. go on a binge / an Internet binge / a chocolate bingeOne of the symptoms of this disease is binge eating.14.skew: v. cause to be not straight or exact; twist 歪斜,扭转e.g. The company’s results for this year are skewed because not all our customers have paidtheir bills.Today’s election will skew the results in favor of the northern end of the country.ment: v. express sadness and regret about sth. 惋惜,哀悼e.g. He lamented the death of his friend.She lamented that she had never been to Paris.Derivation:lamentable: a. very disappointing 可悲的,哀伤的,可怜的e.g. She shows a lamentable lack of understanding.16.… it struck us that …: … it occurred to us that … / … we suddenly realized that …e.g. How does the concert last night strike you?He struck me as an odd, old-fashioned professor of Chinese.17.confront: 面对,遭遇(1)v. deal with a problem or difficult situationSynonym:face up to 大胆面对,勇于正视e.g. She knew that she had to confront her fears.He manifested extraordinary courage when confronted with formidable difficulty.(2) face sb. so that they cannot avoid seeing and hearing you, esp. in an unfriendly ordangerous situatione.g. The lawyer confronted the accused man with the forged check.This was the first time he had confronted an armed robber.18.perceive: v. see, notice, or realize sth., esp. when it is not obvious 注意到,察觉到,认为e.g. I perceived a change in his behavior.She perceived that all was not well.The patient was perceived to have difficulty in breathing.Derivations:perception: n. 观念,洞察力,认识能力perceptive: a. having or showing the ability to see or understand things quickly, esp.things that are not obvious 敏感的,有洞察力的,感知的e.g. It was very perceptive of you to notice that.perceptible: a. great enough for you to notice it (Synonym: noticeable) 可察觉的,能感觉到的e.g. Her foreign accent was barely perceptible.19.converse: n. the opposite 相反的e.g. In the U.S., cars are driven on the right side of the road, but in Britain the converseapplies.It is possible, of course, that the converse of this theory may also be true.20.maximize:(1) v. increase sth. as much as possiblee.g. maximize efficiency/fitness/profits[computing] Maximize the window to full screen.(2)v. make the best use of sth.e.g. maximize opportunities/resourcesAntonym: minimizeVocabulary ExercisesIII. Word Derivation1.alienation n. → alienate v.(1)制造业的工作又枯燥又单调，使许多工人产生了一种疏离感。

第一章1.word : 1简单意义：a word is a minimal unit/form in/of a sentence2.完整意义：a word is a minimal free form of a language that has a given sound, meaning and syntactic function.2.vocabulary定义四个要素：1.refer to the total number of the words in a language.2.it can stand for all the words used in a particular historical period.3.refer to all the words of a given dialect, a given book, a given discipline and the words possessed by an individual person. 4个要素：language, time, space, person.3.sound and form 1.关系：the symbolic connection is almost always arbitrary and conventional.2.more and more different 原因：1,the number of alphabet cannot describe the English sounds one by one.2, sounds develop faster than the written form.3.the scribes deliberately change the written form for being easily recognized.4.the printing machine fixed the written form.5.borrowed words make the gap wider. 4.motivation分类：1.onomatopec motivation.(Refers to the motivated aspect of motivation which means the words are created by imitation the natural sounds or noise. 2. morphological motivation(refers to the motivated aspect of motivation which means the words created by using existing language materials ,as roots, affixes, etc).3.semantic motivation(refers to the motivated aspect of motivation in which the new meanings are given to existing words by mentalassaiations.4.etymological motivation(refers to the motivated aspect of motivation by which the new meanings can directly tell the origin of the word.)4.word meaning 分类：4. “All national character”is the most important of all the features that may differentiate words of common use from all others.basic word stock基础词汇：1.all national character(全民性，必须有)2.stability 3.productivity 4.polysemy(一词多义)5.collocability(可搭配性) –5．Nonbasic vocabulary. 1。

English Lexicology(英语词汇学)1.English lexicology aims at investigating and studying the morphological structures of English words and word equivalents, their semantic structures, relations, historical development, formation and usages.英语词汇学意在调查和研究英语单词和单词旳等价物旳形态构造,其语义构造、关系、历史发展、形成和使用方法。

2.English Lexicology is correlated with such linguistic disciplines as morphology(形态学), semantics(语义学), etymology(词源学),stylistics（文体论）and lexicography(词典学) Chapter 1--Basic concepts of words and vocabulary1.Word（词旳定义）: A word is a minimal free form of a language that has a given sound and meaning and syntactic function. (1)a minimal free form of a language (2)a sound unity (3)a unit of meaning (4)a form that can function alone in a sentence词语是语言最小旳自由形式，拥有固定旳声音和意义以及句法作用。

2.Sound and meaning（声音与意义）: almost arbitrary, “no logical relationship between the sound which stands for a thing or an idea and the actual thing and idea itself”3.Sound and form（读音和形式）:不统一旳四个原因（1）the English alphabet was adopted from the Romans,which does not have a separate letter to represent each other （2）the pronunciation has changed more rapidly than spelling over the years（3）some of the difference were created by the early scribes（4）the borrowings is an important channel of enriching the English vocabulary （5）printing、standardization、dictionary—Old English,The speech of the time was represented very much more faithfully in writing than itis today. 古代英语中旳口语比今天更忠实旳代表书面语—The written form of English is an imperfect representation of the spoken form。

英语词汇学知识点整理词汇期末复习（C1-C7）Chapter 1⼀、Word 词的定义(1) a minimal free form（最⼩的⾃由形式）(2) a sound unity(3) a semantic unity（meaning）(4) a form that can function alone in a sentence.（具有句法功能）⼆、Vocabulary词汇的定义All the words in a language make up what is generally known as vocabulary.⼀般来说，词汇指的是⼀种语⾔⾥所有单词的总和。

词的总和构成语⾔的词汇。

词与词汇之间的关系是个体与总体之间的关系。

三、Sound&Meaning发⾳和意义The connection between the sound (form) and meaning is arbitrary (任意的) and conventional. ⼆者的关系是约定俗成、随意的四、Sound & Form发⾳和形式(1)The written form of a natural language is the orthographical（正字的）record of the oralform.⾃然语⾔的书写形式是⼝语形式的书写记录。

(2)The reasons of differences occur between sound and form: 发⾳与形式不同的原因：①English alphabet was adopted from the Romans 英语字母表来⾃罗马②the pronunciation has changed more rapidly than spelling over the years. 发⾳改变快速③Differences created by professional scribes. 专业抄写员的不同④More differences brought by the continuing change of sounds and the standardization of spelling.发⾳不断变化，书写标准化。

第一单元英语词汇概说1.词是语音、形态和意义的统一体，音和形是词的物质外壳，意义是词的物质内容。

Word is the combination of pronunciation, morphology and meaning.2.词是在口语和书面语中能独立、自由使用的并具备完整意义的语言最小单位。

Word is the smallest meaningful linguistic unit that can be used on its own in oral and written language.3.词汇（vocabulary, lexicon）: collection of words4.词汇是语言（language）的基本要素（语音、语法、词汇）之一。

Pronunciation, grammar, vocabulary5.Active vocabulary（积极性词汇）: speaking/writing vocabularyPassive vocabulary（消极性词汇）: reading/guessing vocabulary6.词汇学（lexicology）: the science of wordsLexicology is the branch of linguistics that investigates, describes and theorizes about vocabulary. 作为语言学的一个分支，词汇学对词汇进行调查研究、描述并予以理论化。

第二、三单元英语基本构词法1.词素（morpheme）是语言中语音和语义的最小结合体。

Morpheme is the minimum unit of meaning.2.构词法（1）词缀法（affixation/derivation派生法）Prefixation 前缀法；Suffixation 后缀法Prefix do not generally change the world-class(词性) of the stem but only modify its meaning.(except “en-”, ”be-”, ”a-”) 三个可以决定词性的前缀Suffix mainly change the word-class ( except “less”)（2）复合法（compounding或composition）→复合词compound（3）转化法（conversion）也叫功能转换法（functional shift）或转移法（transmutation）（4）缩略法（abbreviation或shortening）·截短词clipped wordsapocope截除词尾，aphaeresis 截除词首front and back clipping截除首尾，syncope截除词腰·首字母缩略词initialisms·首字母拼音词acronyms·拼缀词blending e.g. stagflation = stagnation + inflation注：Acronym differ from initialism in that they are pronouncedas words rather than as sequences of letter.（5）逆生法（back formation）e.g. laser为首字母拼音词，因词尾形似后缀-er，则逆生出动词lase。

英语词汇学试题Introduction and Chapter 1Basic Concepts of Words and Vocabula ry（练习1）I．Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.Morphology is the branch of grammar which studies the structure or forms of words, primarily through theuse of _________construct.A. wordB. formC. morphemeD. root2.________ is traditionally used for the study of the origins and history of the form and meaning of words.A. SemanticsB. LinguisticsC. EtymologyD. Stylistics3.Modern English is derived from the language of early ______ tribes.A. GreekB. RomanC. ItalianD. Germanic4. Semantics is the study of meaning of different _________ levels: lexis, syntax, utterance, discourse, etc.A. linguisticB. grammaticalC. arbitraryD. semantic5.Stylistics is the study of style . It is concerned with the user’s choices of linguistic elements in a particular________ for special effectsA. situationB. contextC. timeD. place6.Lexicography shares with lexicology the same problems: the form , meaning, origins and usages of words, but they have a _______ difference.A . spelling B. semantic C. pronunciation D. pragmatic7. Terminology consists of _______ terms used in particular disciplines and academic areas.A. technicalB. artisticC. differentD. academic8. __________refers to the specialized vocabularies by which members of particular arts, sciences, trades, and professions communicate among themselves.A. SlangB. JargonC. Dialectal wordsD. Argot9 ._________ belongs to the sub-standard language, a category that seems to stand between the standard general words including informal ones available to everyone and in-group words.A. JargonB. ArgotC. Dialectal wordsD. Slang10. Argot generally refers to the jargon of _______.Its use is confined to the sub-cultural groups and outsiders can hardly understand it.A. workersB. criminalsC. any personD. policeman11.________ are words used only by speakers of the dialect in question.A. ArgotB. SlangC. JargonD. Dialectal words12. Archaisms are words or forms that were once in _________use but are now restricted only to specialized or limited use.A. commonB. littleC. slightD. great13. Neologisms are newly-created words or expressions, or words that have taken on ______meanings.A. newB. oldC. badD. good14. Content words denote clear notions and thus are known as_________ words. They include nouns, verbs, adjectives, adverbs and numerals.A. functionalB. notionalC. emptyD. formal15. Functional words do not have notions of their own. Therefore, they are also called _______words. Prepositions, conjunctions, auxiliaries and articles belong to this category.A. contentB. notionalC. emptyD. newII. Complete the following statements with proper words or expressions according to the course book.16.Lexicology is a branch of linguistics, inquiring into the origins and _____of words.17.English lexicology aims at investigating and studying the ______ structures of English words and word equivalents, their semantics, relations, _____development, formation and ______.18.English lexicology embraces other academic disciplines, such as morphology, ______,etymology, stylistics,________.19.There are generally two approaches to the study of words , namely synchronic and _______.nguage study involves the study of speech sounds, grammar and_______.III. Match the words or expressions in Column A with those in Column B according to 1) basic word stock and nonbasic vocabulary 2) content words and functional words 3) native words and borrowed words4)characteristics of the basic word stock.A B21 . Stability ( ) A. E-mail22. Collocbility( ) B. aught23. Jargon( ) C. por24. Argot ( ) D. upon25.Notional words( ) E. hypo26. Neologisms ( ) F. at heart27. Aliens ( ) G. man28. Semantic-loans( ) H. dip29. Archaisms ( ) I. fresh30. Empty words ( ) J. emirIV. Study the following words or expressions and identify 1) characteristics of the basic word stock 2) types of nonbasic vocabulary.31. dog cheap ( ) 32 a change of heart ( )33. can-opener ( ) 34.Roger ( )35. bottom line ( ) 36.penicillin ( )37. auld ( ) 38. futurology ( )39.brethren ( ) 40. take ( )V. Define the following terms.41. word 42. Denizens 43. Aliens 44. Translation-loans 45. Semantic-loansVI. Answer the following Questions46.Illustrate the relationship between sound and meaning, sound and form with examples.47. What are the main characteristics of the basic word-stock? Illustrate your points with examples.48. Give the types of nonbasic vocabulary with examples.VII. Analyze and comment on the following.49. Classify the following words and point out the types of words according to notion.earth, cloud, run, walk, on, of, upon, be, frequently , the, five, but, a , never.50. Group the following borrowed words into Denizens, Aliens, Translation-loans, Semantic-loans.Dream, pioneer, kowtow, bazaar, lama, master-piece, port, shirtKey to Exercises:I. 1. A2.C3.D4.A5.B6.D7.A8.B9.D10.B11.D12.A13.A14.B15.CII.16.meanings17.morphological, historical, usages 18. semantics, lexicography19.diachronic20.vocabularyIII.21. G 22. F23. E24. H25. C26. A27. J28.I29.B30.DIV.31. the basic word stock; productivity32. the basic word stock; collocability33.the basic word stock; argot34.nonbasic word stock; slang35. nonbasic word stock; jargon36. nonbasic word stock ;terminology37.nonbasic word stock; dialectal words38. nonbasic word stock ,neologisms39. nonbasic word stock; archaisms40. the basic word stock; polysemyV-----VI. (see the course book)VII. 49. Content words: earth, cloud, run, walk, frequently, never, fiveFunctional words: on, of, upon, be, the, but, a.50. Denizens: port, shirt,Aliens: bazaar, kowtowTranslation-loans: lama, masterpieceSemantic-loans:dream, pioneerChapter 2 The Development of the English Vocabulary and Chapter 3 Word Formation I(练习2)I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.It is assumed that the world has approximately 3,000( some put it 5,000)languages, which can be groupedinto the basis of similarities in their basic word stock and grammar.A. 500B. 4000C. 300D. 20002.The prehistoric Indo-European parent language is thought to be a highly ______language.A. inflectedB. derivedC. developedD. analyzed3.After the _________, the Germanic tribes called Angles ,Saxons, and Jutes came in great numbers.A. GreeksB. IndiansC. RomansD. French4.The introduction of ________had a great impact on the English vocabulary.A. HinduismB. ChristianityC. BuddhismD. Islamism5.In the 9th century the land was invaded again by Norwegian and Danish Vikings. With the invaders, many________words came into the English language.A. GreekB. RomanC. CelticD. Scandinavian6.It is estimated that at least ______ words of Scandinavian origin have survived in modern English.A. 500B. 800C. 1000 .D. 9007.The Normans invaded England from France in 1066. The Norman Conquest started a continual flow of______ words into English.A. FrenchB. GreekC. RomanD. Latin8.By the end of the _______century , English gradually came back into the schools, the law courts, andgovernment and regained social status.A. 12thB. 13thC. 14thD.15th9.As a result , Celtic made only a ________contribution to the English vocabulary.A. smallB. bigC. greatD. smaller10. The Balto-Slavic comprises such modern languages as Prussian, Lithuanian, Polish, Czech, Bulgarian, Slovenian and _______.A. GreekB. RomanC. IndianD. Russian11.In the Indo-Iranian we have Persian , Bengali, Hindi, Romany, the last three of which are derived from thedead language.A. SanskritB. LatinC. RomanD. Greek12.Greek is the modern language derived from _______.A. LatinB. HellenicC. Indian D . Germanic13.The five Roamance languages , namely, Portuguese, Spanish, French, Italian, Romanian all belong to theItalic through an intermediate language called _______.A. SanskritB. LatinC. CelticD. Anglo-Saxon14.The ________family consists of the four Northern European Languages: Norwegian, Icelandic, Danishand Swedish, which are generally known as Scandinavian languages.A. GermanicB. Indo-EuropeanC. AlbanianD. Hellenic15.By the end of the _______century , virtually all of the people who held political or social power and manyof those in powerful Church positions were of Norman French origin.A. 10thB.11thC.12thD. 13thII. Complete the following statements with proper words or expressions according to the course book.16.Now people generally refer to Anglo-Saxon as _______.17.. If we say that Old English was a language of full endings , Middle English was one of ______.18.It can be concluded that English has evoked from a synthetic language (Old English) to the present _____language.19.The surviving languages accordingly fall into eight principal groups , which can be grouped into anEastern set: Balto-Slavic , Indo-Iranian ,Armenian and Albanian; a Western set :Celtic, Italic, Hellenic, _______.20.It is necessary to subdivide Modern English into Early (1500-1700)and _____ Modern English.III. Match the words or expressions in Column A with those in Column B according to 1) origin of the words2)history off English development 3) language family.A B21. Celtic ( ) A.politics22. religious ( ) B.moon23.Scandinavian ( ) C. Persian24. French ( ) D.London25. Old English ( ) E. abbot26.Dutch ( ) F. skirt27.Middle English ( ) G. sunu28. Modern English ( ) H. lernen29. Germanic family ( ) I. freight30.Sanskrit ( ) J. NorwegianIV.Study the following words or expressions and identify types of morphemes underlined.31. earth ( ) 32.contradict ( )33. predictor ( ) 34. radios ( )35. prewar ( ) 36. happiest ( )37. antecedent ( ) 38. northward ( )38. sun ( ) 40. diction ( )V. Define the following terms.41. free morphemes 42. bound morphemes 43. root 44. stem 45.affixesVI. Answer the following questions. Your answers should be clear and short.46. Describe the characteristics of Old English .47. Describe the characteristics of Middle English.48. Describe the characteristics of Modern English.VII. Answer the following questions with examples.49. What are the three main sources of new words ?50. How does the modern English vocabulary develop ?Key to exercises:I. 1.C 2.A 3.C 4.B 5.D 6.D 7.A 8.B 9.A 10.D 11.A 12.B 13.B 14.A 15.BII.16.Old English 17. Leveled endings 18. analytic 19. Germanic te(1700-up to the present )III.21. D 22. E 23. F 24. A 25. G 26. I 27. H 28. B 29. J 30. CIV.31. free morpheme/ free root 32. bound root 33. suffix 34. inflectional affix35. prefix 36. Inflectional affix 37. prefix 38. suffix 39. free morpheme/free root40.bound rootV.-VI ( See the course book )VII. 49. The three main sources of new words are :(1)The rapid development of modern science and technology ,e.g. astrobiology, green revolution ;(2)Social , economic and political changes; e.g. Watergate, soy milk;(3)The influence of other cultures and language; e.g. felafel, Nehru Jackets.50. Modern English vocabulary develops through three channels: (1) creation, e.g. consideration, carefulness; (2) semantic change, e.g. Polysemy, homonymy ; (3) borrowing ;e.g. tofu, gongful.Chapter 3 The Development of the English V ocabulary and Chapter 4 Word Formation II（练习3）I．Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.The prefixes in the words of ir resistible, non classical and a political are called _______.A.reversative prefixesB. negative prefixesC. pejorative prefixesD. locative prefixes2.The prefixes contained in the following words are called ______: pseudo-friend, mal practice, mis trust.A. reversative prefixedB. negative prefixesC. pejorative prefixesD. locative prefixes3.The prefixed contained in un wrap, de-compose and dis allow are _________.A. reversative prefixedB. negative prefixesC. pejorative prefixesD. locative prefixes4.The prefixes in words extra-strong, overweight and arch bishop are _____ .A . negative prefixes B. prefixes of degree or size C. pejorative prefixes D. locative prefixes5.The prefixes in words bi lingual ,uni form and hemis phere are ________.A. number prefixesB. prefixes of degree or sizeC. pejorative prefixesD. locative prefixes6.________ are contained in words trans-world, intra-party and fore head.A.Prefixes of orientation and attitudeB. Prefixes of time and orderC. Locative prefixesD. Prefixes of degree or size7. Rugby ,afghan and champagne are words coming from ________.s of booksB. names of placesC. names of peopleD. tradenames8. Omega,Xerox and orlon are words from _________.s of booksB. names of placesC. names of peopleD. tradenames9.Ex-student, fore tell and post-election contain________.A.negative prefixesB. prefixes of degree or sizeC. prefixes of time and orderD. locative prefixes10.Mackintosh, bloomers and cherub are from _______A. names of booksB. names of placesC. names of peopleD. tradenames11.The prefixes in words new-Nazi, autobiography and pan-European are ________.A.negative prefixesB. prefixes of degree or sizeC. prefixes of time and orderD. miscellaneous prefixes12.The prefixes in words anti-government , pro student and contra flow are _____-.A.prefixes of degree or sizeB. prefixes of orientation and attitudeC. prefixes of time and orderD. miscellaneous prefixes13.Utopia ,odyssey and Babbit are words from ________.s of booksB. names of placesC. names of peopleD. tradenames14.The suffixes in words clockwise, homewards are ______.A. noun suffixesB. verb suffixesC. adverb suffixesD. adjective suffixes15.The suffixes in words height en, symbol ize are ________.A. noun suffixesB. verb suffixesC. adverb suffixesD. adjective suffixesII. Complete the following statements with proper words or expressions according to the course book.16. Affixation is generally defined as the formation of words by adding word-forming or derivational affixes to stem. This process is also known as_____.pounding , also called ________, is the formation of new words by joining two or more stems . Words formed in this way are called _________.18. __________ is the formation of new words by converting words of one class to another class.19. _________ is the formation of new words by combining parts of two words or a word plus a part of another word . Words formed in this way are called blends or _____words.20 A common way of making a word is to shorten a longer word by cutting a part off the original and using what remains instead. This is called _______.III. Match the words or expressions in Column A with those in Column B according to types of suffixation.A B21. Concrete denominal noun suffixes( ) A. priceless22. Abstract denominal noun suffixes ( ) B. downward23. Deverbal noun suffixes(denoting people.)() C. engineer24. Deverbal nouns suffixes( denoting action,etc) （） D. darken25. De-adjective noun suffixes（）Ｅviolinist26. Noun and adjective suffixes ( ) F.happiness27. Denominal adjective suffixes ( ) G. arguable28. Deverbal adjective suffixes ( ) H.dependent29. Adverb suffixes ( ) I. adulthood30. Verb suffixes ( ) J. survivalIV.Study the following words or expressions and identify 1) types of clipping 2) types of acronymy and write the full terms.31.quake ( ) 32. stereo ( ) 33. flu ( ) 34. pub ( ) 35. c/o ( )36. V-day ( ) 37. TB ( ) 38. disco ( ) 39.copter ( ) 40. perm ( )V.Define the following terms .41. acronymy 42. back-formation 43. initialisms 44. prefixation 45. suffixationVI. Answer the following questions with examples.46. What are the characteristics of compounds ?47. What are the main types of blendings ?48. What are the main types of compounds ?VII. Analyze and comment on the following:49. Use the following examples to explain the types of back-formation.(1) donate ----donation emote----emotion(2) loaf—loafer beg------beggar(3) eavesdrop---eavesdropping babysit---babysitter(4) drowse—drowsy laze---lazy50. Read the following sentence and identify the types of conversion of the italicized words.(1) I’m very grateful for your help. (2) The rich must help the poor.(3)His argument contains too many ifs and buts. (4) They are better housed and clothed.(5) The photograph yellowed with age. (6) We downed a few beers.Key to exercises :1. B2. C3. A4. B5. A6.C7.B8.D9.C 10.C 11.D 12.B 13.A 14.C 15.BII. 16. derivation position, compounds 18. Conversion 19. Blending(pormanteau) 20.clippingIII. 21.C 22. I 23. H 24. J 25.F 26.E 27.A 28.G 29.B 30.DIV.31. Front clipping, earthquake32. Back clipping, stereophonic33.Front and back clipping, influenza34.Phrase clipping, public house35. Initialisms, care of36. Acronyms, Victory Day37. Initialisms, tuberculosis38. Back clipping, discotheque39. Front clipping, helicopter40. Phrase clipping, permanent wavesV-VI. (See the course book)VII.49. There are mainly four types of back-formation.(1)From abstract nouns (2) From human nouns (3) From compound nouns and others(4) From adjectives50. (1)Verb to noun (2) Adjective to noun (3) Miscellaneous conversion to noun(4 ) Noun to verb (5) Adjective (6) Miscellaneous conversion to verbChapter 5 Word Meaning (练习4)I. Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1. A word is the combination of form and ________.A. spellingB. writingC. meaningD. denoting2._______is the result of human cognition, reflecting the objective world in the human mind.A. ReferenceB. ConceptC. SenseD. Context3.Sense denotes the relationships _______the language.A. outsideB. withC. beyondD. inside4. Most English words can be said to be ________.A. non-motivatedB. motivatedC. connectedD. related5.Trumpet is a(n) _______motivated word.A. morphologicallyB. semanticallyC. onomatopoeicallyD. etymologically6.Hopeless is a ______motivated word.A. morphologicallyB. onomatopoeicallyC. semanticallyD. etymologically7.In the sentence ‘ He is fond of pen ’ , pen is a ______ motivated word.A. morphologicallyB. onomatopoeicallyC. semanticallyD. etymologically8.Walkman is a _______motivated word.A. onomatopoeicallyB. morphologicallyC. semanticallyD. etymologically9.Functional words possess strong _____ whereas content words have both meanings, and lexical meaning inparticular.A. grammatical meaningB. conceptual meaningC. associative meaningD. arbitrary meaning10._______is unstable, varying considerably according to culture, historical period, and the experience of the individual.A.Stylistic meaningB. Connotative meaningC. Collocative meaningD. Affective meaning11.Affective meaning indicates the speaker’s _______towards the person or thing in question.A. feeling .B. likingC. attitudeD. understanding12. _________ are affective words as they are expressions of emotions such as oh, dear me, alas.A. PrepositionsB. InterjectionsC. ExclamationsD. Explanations13. It is noticeable that _______overlaps with stylistic and affective meanings because in a sense both stylistic and affective meanings are revealed by means of collocations.A.conceptual meaningB. grammatical meaningC. lexical meaningD. collocative meaning14.In the same language, the same concept can be expressed in ______.A. only one wordB. two wordsC. more than threeD. different words15.Reference is the relationship between language and the ______.A. speakersB. listenersC. worldD. specific countryII. Complete the following statements with proper words or expressions according to the course book.16.In modern English one may find some words whose sounds suggest their ______pounds and derived words are ______ words and the meanings of many are the sum total of themorphemes combined.18._______ refers to the mental associations suggested by the conceptual meaning of a word.19.The meanings of many words often relate directly to their ______. In other words the history of the wordexplains the meaning of the word.20.Lexical meaning itself has two components : conceptual meaning and _________.III. Match the words or expressions in Column A with those in Column B according to 1) types of motivation 2) types of meaning.A B21. Onomotopooeic motivation ( ) A. tremble with fear22. Collocative meaning ( ) B. skinny23. Morphological motivation ( ) C. slender24. Connotative meaning ( ) D. hiss25. Semantic motivation ( ) E. laconic26. Stylistic meaning ( ) F. sun (a heavenly body)27. Etymological motivation ( ) G.airmail28. Pejorative meaning ( ) H. home29. Conceptual meaning ( ) I. horse and plug30. Appreciative meaning ( ) J. pen and awordIV.Study the following words or expressions and identify 1)types of motivation 2) types of meaning.31. neigh ( ) 32. the mouth of the river ( )33. reading-lamp ( ) 34. tantalus ( )35. warm home ( ) 36. the cops ( )37. dear me ( ) 38. pigheaded ( )39. handsome boy ( ) 40. diligence ( )V.Define the following terms .41. motivation 42. grammatical meanings 43. conceptual meaning 44. associative meaning 45. affective meaningVI.Answer the following questions . Your answers should be clear and short.46. What is reference ? 47. What is concept ? 48. What is sense ?VII.Analyze and comment on the following.49. Study the following words and explain to which type of motivation they belong.50. Explain the types of associative meaning with examples.Key to exercises:I. 1. C 2.B 3.D 4.A 5.C 6.A 7.C 8.D 9.A 10.B 11.C 12.B 13.D 14.D 15.CII.16. meanings 17.multi-morphemic 18.Semantic motivation 19.origins 20.associative meaningIII.21. D 22.A 23.G 24.H 25.J 26.I 27.E 28.B 29.F 30.CIV.31. Onomatopoeic motivation 32. Semantic motivation33. Morphological motivation 34. Etymological motivation35. Connotative meaning 36.Stylistic meaning37. Affective meaning 38. pejorative39. collocative meaning 40. appreciativeV-VI. See the course book.VIII.49. (1) Roar and buzz belong to onomatopoeic motivation.(2)Miniskirt and hopeless belong to morphological motivation.(3) The leg of a table and the neck of a bottle belong to semantic motivation.(4) Titanic and panic belong to etymological motivation.50. Associative meaning comprises four types:(1)Connotative meaning . It refers to the overtones or associations suggested by the conceptual meaning,traditionally known as connotations. It is not an essential part of the word-meaning, but associations that might occur in the mind of a particular user of the language. For example, mother , denoting a ‘female parent’, is often associated with ‘love’, ‘care’, etc..(2)Stylistic meaning. Apart feom their conceptual meanings, many words have stylistic features, whichmake them appropriate for different contexts. These distinctive features form the stylistic meanings of words . For example, pregnant, expecting, knockingup, in the club, etc., all can have the same conceptual meaning, but differ in their stylistic values.(3)Affective meaning. It indicates the speaker’s attitude towards the person or thing in question. Wordsthat have emotive values may fall into two categories :appreciative or pejorative. For example, famous, determined are words of positive overtones; notorious, pigheaded are of negative connotations implying disapproval, contempt or criticism.(4)Collocative meaning. It consists of the associations a word acquires in its collocation. In other words,it is that part of the word-meaning suggested by the words before or after the word in discussion. For example, we say : pretty girl, pretty garden; we don’t say pretty typewriter. But sometimes there is some overlap between the collocations of the two words.Chapter 6 Sense Relations and Semantic Field (练习5)I.Each of the statements below is followed by four alternative answers. Choose the one that would best complete the statement.1.Polysemy is a common feature peculiar to ______.A. English onlyB. Chinese onlyC. all natural languagesD. some natural languages2.From the ______ point of view, polysemy is assumed to be the result of growth and development of thesemantic structure of one and same word .A. linguisticB. diachronicC. synchronicD. traditional3._______ is a semantic process in which the primary meaning stands at the center and the secondarymeanings proceed out of it in every direction like rayes.A Radiation B. Concatenation C. Derivation D. Inflection4. _________ is the semantic process in which the meaning of a word moves gradually away from its first sense by successive shifts until, in many cases, there is not a sign of connection between the sense that is finally developed and that which the term had at the beginning.A. DerivationB. RadiationC. InflectionD. Concatenation5.One important criterion to differentiate homonyms from polysemants is to see their ______.A. spellingB. pronunciationC. etymologyD. usage6. ________refer to one of two or more words in the English language which have the same or very nearly the same essential meaning.A. PolysemantsB. SynonymsC. AntonymsD. Hyponyms7. The sense relation between the two words tulip and flower is _______.A. hyponymyB. synonymyC. polysemyD. antonymy8. _________ are words identical only in spelling but different in sound and meaning, e.g. bow/bau/; bow/beu/.A. HomophonesB. HomographsC. Perfect homonymsD. Antonyms9. The antonyms: male and female are ______.A. contradictory termsB. contrary termsC. relative termsD. connected terms10.The antonyms big and small are ______.A. contradictory termsB. contrary termsC. relative termsD. connected terms11.The antonyms husband and wife are ______.A. contradictory termsB. contrary termsC. relative termsD. connected termsposition and compounding in lexicology are words of _______.A. absolute synonymsB. relative synonymsC. relative antonymsD. contrary antonyms13.As homonyms are identical in sound or spelling, particularly ______, they are often employed in aconversation to create puns for desired effect of humor, sarcasm or ridicule.A. homographsB. homophonesC. absolute homonymsD. antonyms14.From the diachronic point of view, when the word was created, it was endowed with only one meaning .The first meaning is called ______.。

Episode 1: A General Survey of Word1. Word --- A word is a minimal free form of a language that has a given sound and meaning and syntactic function.2. Vocabulary --- Vocabulary is most commonly used to refer to the sum total of all the words of a language. It can also refer to all the words of a given dialect, a given book, a given subject and all the words possessed by an individual person as well as all the words current in a particular period of time in history.The general estimate of the present day English vocabulary is over 2 million words.3. Content word (notional word) --- denote clear notions and thus are known as notional words. They include nouns, verbs, adjectives, adverbs and numerals.4. Borrowed words (loan words, borrowing) --- words taken over from foreign language are known as borrowed words or loan words or borrowings in simple terms.According to the degree of assimilation and manner of borrowing, we can bring the loan words under 4 classes: Denizens, Aliens, translation loans, Semantic loans5. Semantic loans ---are not borrowed with reference to the form, but their meaning are borrowed from another language. In other words, English has borrowed a new meaning for an existing word in language. e.g. stupid old dump6. Reference– the relationship between language and the world. By means of reference, a speaker indicates which things in the world (including persons) are being talked ab out. The reference of a word to a thing outside the language is arbitrary and conventional. This connection is the result of generalization and abstraction.Although reference is abstract, yet with the help of context, it can refer to something specific.7. Concept– which beyond language is the result of human cognition reflecting the objective world in the human mind. It isn’t affected by language. Meaning and concept are closely connected but not identical. Meaning belongs to language, so is restricted to language use.A concept can have as many referring expressions as there are languages in the world.8. Sense---denotes the relationship inside the language. Every word that has meaning has sense. The sense of an expression is its place in a system of semantic relationships with other expressions in the language.1. What is the importance of basic word stock?The basic word stock is the foundation of the vocabulary accumulated over centuries and forms the common core of the language, which has five characteristics: all national character, stability, productivity, polysemy, collocability.2. What are the characteristics of associative meaning?Associative meaning is the secondary meaning supplemented to the conceptual meaning.It is open-ended and indeterminate. It is liable to the influence of such factors as culture, experience, religion, geographical region, class background, education, etc.3. Tell briefly about Martin Joos’ the Five Clocks?It suggests five degrees of formality: frozen, formal, consultative, casual and intimate.4. What is the difference between lexical meaning and grammatical meaning?Unlike lexical meaning, different lexical items, which have different lexical meanings, may have the same grammatical meaning. On the other hand, the same word may have different grammatical meanings. Functional words, though having little lexical meaning, possess strong grammatical meaning whereascontent words have both meanings, and lexical meaning in partial. Lexical and grammatical meanings make up the word-meaning. It is known that grammatical meaning surfaces only in use. But lexical meaning is constant in all the content words within or without context as it is related to the notion that the word conveys.Episode 2: Main Characteristics of English Vocabulary1. The Indo-European Language Family---it is assumed that the world has approximately 3,000(some put it 5,000)languages, which can be grouped into roughly 300 language families on the basis of similarities in their basic word stock and grammar. It is made up of most of the language of Europe, the Nera East, and India Eastern set: Balto-Slavic, Indo-Iranian, Armenian and AlbanianWestern set: Celtic, Italic, Hellenic, Germanic.2. Old English (450-1150)---The 1st people known to inhabit England were Celts, the language was Celtic. The second language was the Latin of the Roman Legions. After the Romans, the Germanic tribes called angles, Saxons and Jutes and their language, Anglo-Saxon dominated and blotted out the Celtic. Now people refer to Anglo-Saxon as old English. Old English has a vocabulary of about 50,000 to 60,000words. It was a highly inflected language just like modern German.3. Norman Conquest---the Normans invaded England from France in 1066. the Norman Conquest started a continual flow of French words into English. Norman French became the polite speech. 75% of them are still in use today. The situation of 3 languages (French, English, Latin) existing simultaneously continued for over a century..4. Renaissance---In the early period of modern English, Europe saw a new upsurge of learning ancient Greek and Roman classics. This is known in history as the Renaissance. Latin and Greek were recognized as the language of the Western world’s great literary heritage and of great scholarship.5. Reviving archaic words---words or forms that were once in common use but are now restricted only to specialized or limited use. They are found mainly in older poems, legal document and religious writing or speech.6. Modern English (1150-1500) ---Modern English began with the establishment of printing in English. Word endings were mostly lost with just a few exceptions. Modern English is considered to be an analytic language.1. Why do we say" English is a heavy borrower?" Please justify it.English is a heavy borrower and has adopted words from all other major languages of the world. It is estimated that English borrowings constitute 80% of the modern English vocabulary. As is stated in Encyclopedia Americana ,"The English language has vast debts. In any dictionary some 80% of the entries are borrowed".eg. kowtou from Chinese, long time no see from haojiubujian (Chinese), the word "dream" originally meant "joy" and "music", its modern meaning was borrowed later from the Norse.2. In the Middle English Period, what made French a dominant language in England?In 1066, in the history of England, there was Norman Conquest. The French-speaking Normans were the ruling class. French was used for all state affairs and for most social and cultural matters. Therefore, those who in power spoke French, those who were literate read and wrote in French; and any young man who sought to earn his living as a scribe learned Latin or French because there was no market for such services in English. The Norman Conquest started a continual flow of French words into English.3. What happened in the mid-seventeenth century in England?England experienced the Bourgeois Revolution followed by the Industrial Revolution and rose to be a great economic power.Episode 3: Morphological Structure of English Words1. Morpheme---A morpheme is the smallest meaningful unit of a language. (The smallest functional unit in the composition of words.)2. Morph---A morpheme must be realized by discrete units. These actual spoken minimal carriers of meaning are morphs.3. Monomorphenic words---morphemes are realized by single morphs.4. Allomorph---Some morphemes are realized by more than one morph according to their position. Such alternative morphs are allomorphemes. e.g. the morpheme of plurality (-s) has a number if allomorphemes in different sound context, e.g. in cats/s/, in bags/z/, in matches/iz/.5. Free morphemes or free root---The morphemes have complete meaning and van be used as free grammatical units in sentences, e.g. cat, walk. They are identical with root words. morphemes which are independent of other morphemes are considered to be free.6. Bound Morphemes---The morphemes cannot occur as separate words. They are bound to other morphemes to form words, e.g. recollection (re+collect+ion) collect – free morpheme re-and –ion are bound morphemes. (including bound root and affix) Bound morphemes are found in derived words.7. Bound root---A bound root is that part of the word that carries the fundamental meaning just like a free root. Unlike a free root, it is a bound form and has to combine with other morphemes to make words. Take -dict- for example: it conveys the meaning of "say or speak" as a Latin root, but not as a word. With the prefix pre-(=before) we obtain the verb predict meaning "tell beforehand". Contradict “speak against”. Bound roots are either Latin or Greek.Although they are limited in number, their productive power is amazing.8. Affixes---Affixes are forms that are attached to words or word elements to modify meaning or function. Almost affixes are bound morphemes.9. Prefixes---Prefixes are affixes that come before the word, such as, pre+war, sub+sea10. Suffixes---suffixes are affixes that come after the word, for instance, blood+y.11. Inflectional morphemes or Inflectional affixes---Affixes attaches to the end of words to indicate grammatical relationships are inflectional, thus known as inflectional morphemes. The number of inflectional affixes is small and stable.12. Derivational morphemes or Derivational affixes---Derivational affixes are affixes added to other morphemes to create new words.13. Root---A root is the basic form of a word, which cannot be further analyzed without total loss of identity. (What remains of a word after the removal of all affixes.) .e.g. “internationalists” removing inter-, -al-, -ist, -s, leaves the root nation.14. Stem---A form to whi ch affixes of any kind can be added. E.g. “internationalists”, nation is a root anda stem as well.A stem may consist of a single root or two roots and a root plus an affix.1. What are the differences between inflectional and derivational affixes?Affixes attaches to the end of words to indicate grammatical relationships are inflectional, thus known as inflectional morphemes. Modern English is an analytic language. Most endings are lost, leaving only a few inflectional affixes, such as plural forms of nouns-s(-es), and the comparative and superlative degree forms of adjectives: -er, -est. Derivational affixes are affixes added to other morphemes to create new words. Derivational affixes can be further divided into prefixes and suffixes.2. What are the differences between root and stem? Explain with examples.A root is the basic form of a word, which cannot be further analyzed without total loss of identity.(What remains of a word after the removal of all affixes.) .e.g. “internationalists” removing inter-, -al-, -ist, -s, leaves the root nation.A stem is a form to which affixes of any kind can be added. e.g. “internationalists”, nation is a root and a stem as well.A stem may consist of a single root or two roots and a root plus an affix.A stem can be a root or a form bigger than a root.Episode 4: Major Processes of Word-formation1. Affixation (Derivation)---the formation of words by adding word forming or derivational affixes to stems. According to their position, affixation falls into: prefixation and suffixation.2. Prefixation---the formation of new words by adding prefixes to stems. It does not change the word-class of the stem but change its meaning3. Suffixation---Suffixation is the formation of new words by adding suffixes to stems. Change the grammatical function of stems (the word class). Suffixes can be grouped on a grammatical basis.4. Adjective suffix---the suffix combines with noun or verb to create denominal or deverbal suffixes.---adj suffixpounding （Composition---Compounding is a process of word-formation by joining two or more stems.6. Conversion (zero-derivation, functional shift)---Conversion is the formation of new words by converting words of one class to another class. These words are new only in a grammatical sense. The most productive is between nouns and verbs.1. How do you distinguish compounds from free phrases?Compounds differ from free phrases in the following three aspects.1) Phonetic features. In compounds the word stress usually occurs on the first element whereas in noun phrases the second element is generally stressed if there is only one stess.2) Semantic features. Compounds are different from free phrases in semantic unity. Every compound should express a single idea just as one word.3) Grammatical features. A compound tends to play a single grammatical role in a sentence.Episode 5: The Minor Processes of Word-FormationDefine the following terms1. Blending---is the word formation by combining parts of two words or a word plus a part of another word.2. Clipping---shorten a longer word by cutting a part of the origin and using what remains instead. People tend to be economical in writing and speech to keep up the tempo of new life style.3. Acronymy---is the process of forming new words by joining the initial letters of names of social and political organizations or special phrases and technical terms4. Initialisms---are words formed from the initial letters of words and pronounced as letters. It’s one of the word formations of acronymy.5. Acronyms---are words formed from the initial letters of word and pronounced as words. . It’s one of the word formations of acronymy.6. Back-formation---is a process of word-formation by which a word is created by the deletion of a supposed affix. It is considered to be the opposite process of suffixation.1. What are neologisms? Give one example to illustrate them.Neologisms are newly-created words or expressions, or words that have taken on new meanings. The examples go as follows:"They misunderestimated me." "We don’t want to get dixie-chicked, or anything like that, out of the gate. We’ve invested tens of millions of dollars in the movie."dixie-chicked, to become the subject of ridicule and economic loss by alienating a constituency.sniglet: a term invented by comedian Rich Hall to characterize a "word that should be in the dictionary, but isn’t." A few examples:doork, a person who always pushes on a door marked "pull" or vice versa.lotshock, the act of parking your car, walking away, and then watching it roll past you.pupkus, the moist residue left on a window after a dog presses its nose to it.daffynition: a pun coined by reinterpreting an existing word on the basis that it sounds like another word. Under the name Uxbridge English Dictionary, making up daffynitions is a game on the BBC Radio 4 comedy quiz show I’m Sorry I Haven’t a Clue. A few examples:antelope, to run off with your mother’s sister.testicle, an exploratory tickle.boomerang, what you say to frighten a meringue.pasteurize, too far to see.For more than 20 years, columnist Bob Levey of The Washington Post has been inviting readers to submit new definitions for pre-existing words. Some memorable contributions:circumvent (n.), the opening in the front of boxer shorts.coffee (n.), a person who is coughed upon.flabbergasted (adj.), appalled over how much weight you have gained.Frisbeetarianism (n.), the belief that, when you die, your soul flies up onto the roof and gets stuck there. population (n.), that nice sensation you get when drinking soda.spatula (n.), a fight among vampires.testicle (n.), a humorous question on an exam.2. What are the three main sources of new English words?Three main sources of new words are:the rapid development of modern science and technology;social, economic and political changes;the influence of other cultures and languages3. How do you explain the difference between backformation and suffixation? Give example to illustrate your point.Back-formation is a process of word-formation by which a word is created by the deletion of a supposed affix. It is considered to be the opposite process of suffixation. As we know, Suffixation is the formation of new words by adding suffixes to stems, and back-formation is therefore the method of creating words by removing the supposed suffixes. For example, -er is a noun suffix, it is added to noun base engine to produce a new word--engineer. however, people make can make verbs by dropping the endings such as -or in editor, and -er in butler. This is how we derive edit and butle. The removed suffixes are not true suffixes but inseparable pars of the words.Episode 6 Motivation1. Motivation---accounts for the connection between the linguistic symbol and its meaning.2. Onomatopoeic Motivation---the words whose sounds suggest their meaning. (Indicate the relationship between sound and meaning). Knowing the sounds of the words means understanding the meaning. These words were created by imitating the natural sounds or noises. For example, bang, ping-pang, crow by cocks, etc.3. Morphological Motivation---Compounds and derived words are multi-morphemic words and the meaning of many words are the sum total of the morphemes combined. (Indicate the relationship between word meaning and each morpheme meaning). For instance, airmail means4. Semantic Motivation---refers to the mental associations suggested by the conceptual meaning of a word. It explained the connection between literal sense and figurative sense of a word).5. Etymological Motivation---The history of the word explains the meaning of the word. (Indicate the relationship between word meaning and its origin).Episode 7 Semantic Features & Componential Analysis1. Grammatical meaning---refer to that part of the meaning of the word which indicates grammatical concept or relationships, such as part of speech of words, singular and plural meanings of nouns, tense meaning of verbs and their inflectional forms. Grammatical meaning becomes important only used in actual context.2. Lexical meaning---is constant in all the words within or without context related to the notion that the word conveys. It has two components, conceptual meaning and associative meaning.3. Conceptual meaning (denotative meaning)---the meaning given in the dictionary and forms the core of word-meaning. It is constant and relative stable. Conceptual meaning forms the basis for communication.Episode 8 Semantic Changes1. Three modes of vocabulary development(1) Creation---the formation of new words by using the existing materials, namely roots, affixes and other elements. (This is the most important way of vocabulary expansion.)(2) Semantic change---an old form which take on a new meaning to meet the new need.(3) Borrowing---to take in words from other languages.(particularly in earlier time)2. Extension (generalization)---is a term referring to the widening of meaning. It is a process by which a word, which originally had a specialized meaning, has now become generalized.3. Narrowing (specialization)---is a term referring to the shrinking of meaning. It is a process by which a word of wide meaning acquires a narrower or specialized sense.4. Elevation or amelioration--refers to the process by which words rise from humble beginnings to positions of importance.5. Degradation or pejoration of meaning---It is a process whereby words of good origin fall into ill reputation or non-affective words come to be used in derogatory sense6. Transfer---words which were used to designate on thing but later changed to mean something else.1. What are the linguistic factors that cause changes in meaning?Internal factors within the language system, and the influx of borrowing, analogy.Episode 9 Polysemy and Homonymy1. Polysemy---polysemy is a common feature peculiar to all natural languages that one word may have two or more senses or different meanings.Two approaches: Diachronic approach ,Synchronic approach.2. Radiation---is a semantic change in which the primary meaning stands at the center and the secondary meanings proceed out of it in every direction like rays.3. Concatenation---meaning “linking together”, is the semantic process in which the meaning of a word moves gradually away from its first sense by successive shifts until, in many cases, there is not a sign of connection between the sense that is finally developed and that which the tern had at the beginning.4. Homonyms---are generally defined as words different in meaning but either identical both in sound and spelling or identical only in sound or spelling.5. Perfect Homonyms---are words identical both in sound and spelling, but different in meaning. e.g. bank (financial institution) and bank (edge of a river)6. Homographs---are words identical only in spelling but different in sound and meaning. e.g. sow/sow7. Homophones (most common)---are words identical only in sound but different in spelling and meaning.e.g. dear/dear right/rite son/sun8. Hyponymy---deals with the relationship of semantic inclusion. That is, the meaning of a more specific word is included in that of another more general word. These specific words are known as hyponyms（下义词）. For instance, tulip and rose are hyponyms of flower. The general word flower is the superordinate term（上义词）and the specific ones tulip and rose are the subordinate terms（下义词）.1. What is the difference between the process of radiation and concatenation?In radiation，the meanings are independent of one other, but can all be traced back to the central meaning. If we give a graphic description of the meanings of face, it would look very much like a wheel of the bicycle.In concatenation，the meaning reached by the first shift may be shifted a second time, and so on until in the end the original meaning is totally lost.2. How to differentiate homonyms from polysemics?The fundamental difference lies in the fact that the former refers to different words which happen to share the same form and the latter is the one and the same word which has several distinguishable meanings. One important criterion is to see its etymology, the second is semantic relatedness.Episode 10 Sense Relations1. Antonyms---words which are opposite in meaning.2. Synonyms---are words different in sound and spelling but most nearly alike or exactly the same in meaning. Synonyms share a likeness in denotation and in part of speech.3. Absolute (Complete) Synonyms---are words, which are identical in meaning in all its aspects, i.e. both in grammatical meaning and lexical meaning, including conceptual and associative meanings. Absolute (Complete) Synonyms are restricted to high-specialized vocabulary. For instance, composition / compounding. They have the perfect same meaning in Lexicology.4. Relative (Approximate) synonyms---are similar or nearly the same in denotation but embrace different shades of meaning or different degrees of a given quality.1. What are the 3 types of antonyms? Illustrate with examples.Antonyms--are words which are opposite in meaning.Types of Antonyms (according to the semantic opposition)1) Contradictory terms – these antonyms are truly represent oppositeness of meaning. They are so opposed to each other that they are mutually exclusive and admit no possibility between them. They assertion of one is the denial of the other.e.g. alive—dead, present—absent, male—female, boy—girl, true—false, same—different, imperfect—perfect2) Contrary terms---a scale running between two poles or extremes. The two opposites are gradable and one exists in comparison with the other.E.g. rich—(well-to-do)—poor; old—(middle-aged)—young, open—(ajar)—close, beautiful—(good-looking)—(plain)—ugly,3) Relative terms – consist of relational oppositeness. The pairs of words indicate such a social relationship that one of them can not be used without suggesting the other, the type is also reverse terms. The two words of each pair are interdependent.e.g. parent—child; husband—wife; predecessor—successor, employer—employee。

《词汇学》名词解释总汇1.Conversion（转换）is a word-formation whereby a word of a certain word-class is shifted intoa word of another without the addition of an affix. It is also called zero derivation.2.Neologisms（新词用法）are newly coined words or words that are given new meaning to fit new situation because of social, economic, political, cultural, scientific and technological changes in human society.3. Lexicology（词汇学）is a branch of linguistics concerned with the study of the vocabulary ofa given language. It deals with words, their origin, development, structure, formation, meaning and usage.4.the elevation of meaning（词义的升格）refers to the process by which words rise from humble beginnings to positions of importance.5.Acronyms（首字母拼音词）words formed from the initial letters of words and pronounced as words. They differ from initialisms in that they are pronounced as words rather than as sequencesof letters.6.Hyponymy(上下义关系)deals with the relationship of semantic inclusion. It refers to the relationship which obtains between the genus (general lexical item)and the species(specific lexical items).7.Analogy（类比）is a process by which words or phrases are created or re-formed according to the existing patterns in the language.8.Motivation（理据）deals with the connection between name (word-symbol) and its sense (meaning). It is the relationship between the word structure and its meaning.9.Metaphor（隐喻）is a figure of speech containing an implied comparison. It is a simile without like or as.10.Antonymy (反义关系)is concerned with semantic opposition. It can be defined as wordswhich are opposite in meaning.11.Suffix（后缀）: an affix attached to the end of a base (root or stem)12. synecdoche（提喻）means using a part for a whole, an individual for a class, a material fora thing, or vice versa, the whole for a part.13. prefix（前缀）: an affix attached to the beginning of a base (root or stem)14. initialism（首字母连写词）: a type of shortening, using the first letters of words to form a proper name, a technical term, or a phrase; it is pronounced letter by letter.15.morpheme(词素): the smallest meaningful linguistic unit of language, not dividable oranalyzable into smaller forms.16.the degradation of meaning（词义的降格）: is the opposite of semantic elevation. It is a process whereby words of good origin fall into ill reputation or non-affective words come to be used in derogatory sense.17.Derivational affixes(派生词缀)Affixes added to other morphemes to create new words. They can be further divided into prefixes and suffixes。

F ACILITATING THE A CQUISITION OF E NGLISHV OCABULARYNancy Killick & Wendy KipnisThompson Rivers University, Kamloops, BC, CanadaA BSTRACTLanguage students and their teachers recognize the need for students to expand their vocabulary so that they can express themselves more easily and accurately. However, it is important that students be exposed to vocabulary which is useful for their needs, and, in addition, they must be given information on word usage – how to use these vocabulary items as naturally as possible. Word lists are a source of useful vocabulary, and learner’s dictionaries are an invaluable source of information, including easy-to-understand definitions, and information on usage and grammar. It is also important that students be exposed to new vocabulary repeatedly through various exercises and activities to help them remember the meanings of the words and learn how they are used, so the article ends with several suggestions for activities that can be used at various levels and in classes teaching different language skills.I NTRODUCTIONA constant complaint heard by teachers of English as a Second Language from their students is that the students feel they do not have adequate vocabulary to allow them to express what they wish to express. In addition, ESL teachers are painfully aware that students often use certain vocabulary items quite unnaturally. The students may feel that they “know” a word or phrase, but, in fact, they do not use it as a native English speaker would use it. Therefore, when teaching vocabulary, we must try to do two things: expand the number of vocabulary items the students know but also give students information on usage, that is, information on how these words and phrases would actually be used by a native English speaker.The first thing we need to consider is what it means to “know” a word. When we talk about ‘knowing’ a word, we are actually talking about a variety of levels of knowledge about that word:0.-The person has perhaps never seen or heard the word before and has no idea of itsmeaning.1.-The person has seen or heard the word before and perhaps has a vague idea of itsmeaning.2.-The person can understand the meaning of the word but cannot explain it clearly or usethe word.3.-The person can understand the meaning and can explain it but still is not sure exactly inwhat situations the word can be used.4.-The person understands in exactly which kinds of situations the word can be used. It is thishighest level of knowledge about a word, called active or productive knowledge (as compared to passive or receptive knowledge), which teachers should try to help their students ultimately gain.W HAT VOCABULARY SHOULD BE TAUGHT?Vocabulary can be deliberately taught, which is known as direct teaching, or students can learn words incidentally when their attention is focused on the meaning of the message rather than the meanings of the individual words. This is called indirect or incidental teaching/learning. Whether language students are learning vocabulary directly or indirectly, there are some points their teachers should consider when choosing what vocabulary items to expose their students to. Of course, the choice of vocabulary items will depend on the students’ needs, but, no matter what their specific needs may be, they should be exposed to useful vocabulary items. This seems too obvious to be stated; however, the writers have encountered many examples of English language students being exposed, either directly or indirectly, to vocabulary which is far from useful, perhaps uncommon or even archaic vocabulary items which students will rarely encounter while not knowing very useful words and phrases such as paperback, dime, and run out of.One way to measure the usefulness of a word is by its frequency: how often a student might encounter the word. Another consideration in choosing words to teach is range: whether the student might encounter the word mainly in one area, such as in business textbooks, or much more widely, in such places as academic textbooks of various disciplines, but also in newspapers, fiction, TV dramas, and in the grocery store. Vocabulary items which occur with high frequency and over a broad range of situations are generally considered more useful.One source of such words is word lists. These are lists of words which have been compiled by taking both frequency and range into consideration. One such word list is the General Service Word List, which was compiled in 1953 by Michael West and contains the 2,000 most frequently occurring and therefore most useful words for English language students to learn. Although created over fifty years ago, it is still considered the best list of general vocabulary and an essential basis for English vocabulary acquisition (Nation and Waring, pg. 13). West and his colleagues also produced scores of simplified readers based on this vocabulary (ibid, pg. 14), giving students the opportunity to see these commonly used words used in context. Specialized word lists also exist such as lists of words that are frequently used in academic textbooks. One such list is the University Word List (Xue and Nation, 1984), which lists 836 words that frequently occur in textbooks across a wide range of disciplines. Another list of words used in academic textbooks is the Academic Word List (Coxhead, 1998), which lists 570 words occurring in textbooks in four faculties: Arts, Commerce, Law, and Sciences.No matter how a teacher chooses the vocabulary items for his/her students to learn, once the words have been chosen, the students must then practice using these words through a variety of exercises and activities, including ones which give the students information on usage.U SAGE AND L EARNER’S D ICTIONARIESIn order for a student’s English to sound relatively natural, s/he must use words and phrases in a natural way. A student may look up an L1 word in a bilingual dictionary and be given several English words to choose from without any information about the subtle differences amongst the various choices. This is usage information. The lack of this essential information in most bilingual dictionaries creates unnatural sentences such as these written by students in an upperlevel writing class: “Most of these people like to intone some poems”, “A father should give his children jocundity”, and “The whole family is healthy and scatheless” . Less serious but more frequently heard unnatural phrases which are also likely direct translations from the students’ L1 are “relax your mind/body” (relax), “lose my weight” (lose weight), and “use different study ways” (use different ways/methods of studying). The unnatural sentence we hear the most often is a comment on the small city in which we live, Kamloops, in western Canada: “Kamloops is very countryside”.One of the most useful tools for usage information a language learner can own is a learner’s dictionary, which is a dictionary compiled specifically for language learners. If a student looked up the word countryside in a learner’s dictionary such as the Oxford Advanced Learner’s Dictionary, s/he would find that it means “land outside towns and cities, with fields, woods, etc.” (pg. 286) and would realize that a city cannot be described as countryside. As can be seen from the definition above, these dictionaries use a limited vocabulary of common words in their definitions to make them easier to understand. Oxford Advanced Learners Dictionary (OALD) (2000), for example, uses a defining vocabulary of approximately 3,000 words while Longman Dictionary of Contemporary English (LDOCE) (2003) uses only 2,000 words in its definitions. Compare the definition for critic in a regular (ie. non-learner’s) dictionary, the Canadian Oxford Dictionary (COD) with that in the OALD: (COD) “a person who censures” (pg. 334) and (OALD) “a person who expresses disapproval of sb/sth and talks about their bad qualities, especially publicly” (pg. 298). Besides definitions which are easy to understand, learner’s dictionaries contain such things as grammatical information like the difference between used to and be used to (OALD, pg. 1432), illustrations like the parts of a bicycle (LDOCE, pg. 134), notes on word frequency, and notes on usage. For example, LDOCE highlights the 3,000 most frequently used English words by printing these words in red letters. In addition, it indicates for these words whether they are in the first 1,000, 2,000, or 3,000 most commonly used words in both spoken and written English. For example, the word deserve is followed by the symbols S2 and W1, which means that this word is amongst the first 2,000 most frequently used words in spoken English and amongst the first 1,000 most frequently used words in written English. This highlighting of the 3,000 most frequently usedwords allows students, if they so wish, to concentrate on learning to use the most useful vocabulary items first before progressing to less frequently used words. Finally, usage notes in learner’s dictionaries help language learners to gain active or productive knowledge which will allow them to use these words more naturally. For example, OALD lists various synonyms for thin, giving information on precise meanings of the eleven synonyms, including whether the meaning has a positive or negative connotation (pg. 1349). Usage notes in LDOCE are highlighted in “Word Choice” boxes which explain such things as the subtle differences among the words except, besides, apart from and unless (pg. 540) or the difference between recognize and realize (pg. 1365).E XERCISES AND A CTIVITIESThe more exposure students have to the vocabulary items they are trying to learn, the better chance they will have of understanding exactly how to use these words. This exposure may be through written exercises and activities, games, listening activities, writing, or reading. Following is a list of exercises and activities which can be used in classes of various skill areas and a range of levels:1.V OCABULARY BINGO: The teacher writes 12 words on the board that the class has beenworking on. Each student chooses 5 of these words and writes 5 accurate sentences using these words. The teacher calls out words from the list, and students cross out their sentences which contain these words. The first student to have all his/her sentences crossed out is the potential winner. The teacher checks the student’s sentences for accuracy (checking grammar and that word is used correctly), and if the sentences are accurate, the student wins. If not, the game continues.2.M EMORY GAME: The teacher writes 12 words on the board, asks students for the parts ofspeech and a clear definition or synonym and writes them on the board. The teacher then erases the words, leaving only the parts of speech and the definition or synonym.Students must then work with a partner and remember all the words to go with the definitions or synonyms.3.S ENTENCE GAME: In pairs, students write on a slip of paper a short sentence (5-8 words,depending on the level of the class) containing two of the words the class has been working on. The teacher then collects the sentences and gives them to other pairs, being careful to allow only one student in each pair to see the sentence. Four or five pairs of students go to the board at a time and, in each pair, the student who has the sentence must try to get his/her partner to write the sentence on the board by giving clues as to the individual words. These clues might be definitions, synonyms, antonyms, or parts of speech. For example, for “The library is closed on Sunday”, the clues might be: 1. the definite article 2. a place that lends books 3. a common verb in the present tense 4. not open 5. a preposition 6. the day after Saturday.4.S ENTENCE RELAY: The class is divided into two teams of 5-7 players. The teacher haswritten sentences containing vocabulary words being studied. The number of sentences is the same as the number of players on a team. The teacher hands out the list of sentences to the first player on each team (each team gets the same set of sentences). Player 1 on each team reads sentence 1 enough times to memorize it, hands the list to player 2, who then starts memorizing sentence 2, and player 1 runs to the board to write it down. If s/he needs to, s/he can run back to the desk to look again at the sentence, but may not ask player 2 to give any help (eg. by calling out the sentence) . Each player does the same, and the first team who has all the sentences written perfectly on the board wins.5.W ORD ASSOCIATION: Each student is given a different vocabulary word on a slip of paper.Each student must talk to other students in the class and find students whose words have some similarity with his/her own word and form a group with these students. Similarities might be simply part of speech (eg. all are adverbs), similarity in meaning (eg. huge, enormous, and massive), or all words associated with one topic (eg. stir, fridge, pot, and bake – food preparation).6.O DD MAN OUT: The teacher makes up groups of 4 to 6 words, all but one of which in eachgroup having some association or similarity, such as delay, detain, depart, deter. Studentsmust choose the ‘odd man out’ and also explain the similarity amongst the other words and why the ‘odd man out’ does not fit.7.W RITING DEFINITIONS: Each student is given 1 or 2 words (depending on size of class) thatthe class has been studying. The total should be no more than 20 words. Students write clear definitions for their words in their own words on a piece of paper but do not write the vocabulary words. Students mingle and read others’ definitions, trying to figure out the vocabulary words from the definitions.8.U SING ROOTS AND AFFIXES: Some words lend themselves nicely to being broken down intoroots and affixes in order to understand the words’ meanings. Many vocabulary-building textbooks have been published that are based on learning the meanings of roots and affixes in order to expand students’ vocabulary. (One such book is Developing Vocabulary Skills by Dennis Keen.) Besides the exercises in the textbooks, students can be encouraged to consider not only the definitions of the words but how the words are actually used. For example, students can be asked to consider questions such as:a.circulation (n.) (circul = around)Find 2 ways this word is used (What is going around?)(possible answers: blood, books in a library, money, air, magazines andnewspapers)b.distort (v.) (tort = twisted)What kinds of things can be distorted?(possible answers: reflection in water or glass, the truth)c.obstacle (n.) (ob = against, in the way, stopping)What kinds of things can be obstacles?(possible answers: a fallen tree across a road, lack of money – an obstacle toeducation, lack of education – an obstacle to a good job)Both concrete and figurative meanings should be discussed and whether a wordhas a positive or negative connotation or is neutral should also be discussed.9.A NALOGIES: (word A is to word B as word C is to word D) Filling in blanks in analogiescan be yet another way students can be encouraged to think deeply about the meanings of words. Students must fill in the missing words from the list of words the class has been working on. The teacher can also ask students to explain the relationships between the pairs of words. For example:a.cotton : natural :: polyester : ( artificial )(explanation of relationship: artificial means not natural or man-made andpolyester is man-made whereas cotton grows naturally)b.highway : bus :: tunnel : (subway)(explanation of relationship: a bus travels on a highway and a subway travels in atunnel)10.U SAGE OF ADJECTIVES: Some adjectives are used only to describe people, others onlydescribe things, and some are used to describe both people and things. When the class has looked at a number of adjectives (perhaps 12 to 15), students can be asked to divide these adjectives into the 3 categories mentioned above. (They can do this on paper or the teacher can make a card for each adjective and students can sort them into three piles.) They can also be asked to think about the kinds of things or people that each of the adjectives might describe. For example, if some of the adjectives are needy, mobile, vacant, and, coastal, students would divide them and comment on them as follows: people: needy (someone lacking the necessities)people and things: mobile (phone, home, person unable to walk on own becomesmobile with wheelchair, vehicle, etc.)things: vacant (hotel room, chair, building, look); coastal (town , city, waters)C ONCLUSIONSHaving the vocabulary necessary to express what a person wants to express is vital to communicating in a language. Teachers of English as a Second language should encourage their students to learn frequently used vocabulary items before more specialized vocabulary, learning not only the definitions, but also how to use the words naturally. Repeated exposure to vocabulary items through reading, listening, written exercises, and activities will help students retain these words and learn how to use them accurately.R EFERENCESBarber, K. (ed.). 1998. The Canadian Oxford Dictionary. Don Mills: Oxford University Press.Coxhead, A. 1998. An academic word list. English Language Institute OccasionalPublication No. 18. Wellington, NZ: School of Linguistics and Applied Language Studies, Victoria University of Wellington.Hornby, A.S. 2000. Oxford Advanced Learner’s Dictionary of Current English. Oxford: Oxford University Press. Keen, D. 1992. Developing Vocabulary Skills. Boston: Heinle and Heinle.Nation, P. and R. Waring. 1997. Vocabulary size, text coverage and word lists. In N. Schmitt and M. McCarthy (eds.).Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press, 6-19. Summers, D. (ed.). 2003. Longman Dictionary of Contemporary English. Harlow: Longman.West, M. 1953. A General Service List of English Words. London: Longman, Green.Xue, G. and ISP Nation. 1984. A university word list. Language Learning and Communication 3, 2:215-229.。

1.What is language?Language is a system of arbitrary vocal symbols used for human communication. It is a specific social action and a carrier of information.“Language is man’s way of communication with his fellow man and. It is language alone which separate him from the lower animals”2.What is linguistics?Generally speaking, linguistics can be defined as the scientific study of language. To be more exact, linguistics studies the general principles upon which languages are constructed and operate as systems of human communication.4.What is lexicology?Lexicology is a branch of linguistics concerned with the study of the vocabulary of a given language. It deals with words, their origin, development, structure, formation, meaning and usage. In short, it is the study of the signification and application of words.5.What is the Vocabulary?Broadly speaking, all the words in a language together constitute what is known as vocabulary. The term vocabulary usually refers to a complete inventory of the words in a language. But it may also refer to the words and phrases used in the variants of a language, such as dialect, register, terminology, etc. There is a total English vocabulary of more than 1 million.11. What Is a W ord?A word is a minimal free form of a language that has a given sound, meaning and syntactic function.词是具有一定的声音、意义和语法功能，能独立运用的最小的语言单位。