Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги ўзбекистон давлат жаҳон тиллари университети инглиз тили назарий аспектлари №1

LECTURE 19. PROCEDURES AND METHODS OF LEXICOLOGICAL RESEARCH
Plan of the lecture:
1. Structural methods of analysis :UC and IC
2. Contextual analysis
3.Componential analysis
4.Contrastive analysis
5. Distributional analysis
6. Conceptual analysis, and other methods
To study a word one must know the way to analyse it. There are some methods of Lexicological analysis important for teachers of English. Here are the methods put in the order of importance for future teachers: contrastive analysis, statistical methods of analyses, Immediate Constituents (IC) analysis, distributional, transformational, and componential analyses.
Contrastive analysis implies a detailed comparison of the structure of a native and a target language. One of the major problems in the learning of the second language is the interference caused by the difference between the mother tongue of the learner and the target language. This method of analysis is based on the assumption that the categories, elements are valid on different levels (semantic, syntactic...) so it can be carried out at three linguistic levels: phonology, grammar and vocabulary. In lexicology contrastive analysis is applied to reveal the features of sameness and difference in different languages.
It should be borne in mind that though objective reality exists outside human beings and irrespective of the language they speak, every language classifies reality in its own way by means of vocabulary units. In English the word foot is used to denote the extremity of the leg. In Russian there is no exact equivalent for foot. The word нога denotes the whole leg including the foot. We are often inclined to make mistakes when speaking a foreign language as we are used to our native language experience to make structures. We find it natural to use a single word to refer to all devices that tell us what time it is (часы); yet in English they are divided into tow semantic classes (watch and clock). The very real danger for the Russian language learner of English lies in the field of polysemantic words:

head of a person	голова	голова сахара	a loaf of sugar
head of a bed	изголовье	городской голова	mayor of the city
head of a coin	сторона	он парень с головой	he is a bright lad
head of an organization	глава	погрузиться с головой	to throw oneself into something

The meaning of any word depends on the place it occupies in the set of semantically related words: its synonyms, other members of the word-family, its lexical field. For ex.: an English man has in his vocabulary the following words for evaluating mental aptitude: apt, bright, brilliant, clever, cunning, intelligent, shrewd, sly, dull, stupid, slow, foolish, silly. Each of these words has a definite meaning for him, he attaches a value judgment in a certain situation.
The corresponding Russian semantic field of mental aptitude is different (способный, хитрый, умный, глупый, тупой и т.д.). What Russian speaker can describe as хитрый, might be described by English speaker as either cunning or sly depending on situation. Difference in the lexical meaning of correlated words accounts for the difference in their collocability in different languages. Thus the English adjective new and the Russian adjective новый when taken in isolation are felt as correlated words (a new dress - новое платье, New Year - Новый год), but in collocation with other nouns there is some difference (new potatoes - молодая картошка, new bread - свежий хлеб; to fill a lamp - заправлять лампу, to fill a truck - загружать машину, to fill a gap - заполнять пробел; тонкая книга - a thin book, тонкая ирония - subtle irony, тонкая талия - slim waist).
Contrastive analysis on the level of grammatical meaning reveals that correlated words may differ in the grammatical component of their meaning ( her hair is black - ее волосы черные, that news is important - те новости важные; man is honest - этот человек честен, the man is honest - люди честны) or in the structural way ( он медленно усваивает - he learns slowly/ he is a poor learner/ he is slow to learn). One more contrastive analyses deals with the situational use of the words and verbal units ( Простите! - I beg your pardon/ Excuse me/ I’m sorry; Ничего, пожалуйста. - It’s (that’s) all right/ Don’t mention it/ It was nothing/ My pleasure/ You’re welcome).