The semantic structure of the lexeme multilingual in modern English

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Oles Honchar Dnipro National University

The semantic structure of the lexeme multilingual in modern english

S.O. Loba

The notion “concept” is complex and multifold, causing polemics among the researchers in modern linguistics. The current notion has been examined by various researches [2; 4; 8], and they have defined “concept” in different ways. In our research we agree with the definition that “concept” is an abstract idea, representing the fundamental characteristics of the notion, unit of our memory, mental vocabulary, conceptual system, the whole worldview and a quantum of knowledge [1; 3]. Moreover, concept can be also considered as a clot of culture in one's conscious: the way it enters the person's mental world as well as the way the person enters the culture, influencing it [4, p. 43]. There exist two main approaches to the study of the notion “concept” in modern linguistics: conceptual and componential analyses.

Componential analysis is the analysis of words through structured sets of semantic features. This method is typical of structural semantics which analyzes the components of a word's meaning [7, p. 351]. In our research we follow the following hierarchical organization of semes which constitute the semantic structure of the lexical unit multilingual education in Modern English: classemes, archiseme, hyposeme, occasional semes [2, p. 182].

The aim of the present article is to investigate the semantic peculiarities of the lexeme multilingual in Modern English, as it is one of the constituents of the concept “Multilingual education”.

The main objectives of the work are to single out the main definitions of the lexeme multilingual, to identify the deferential semes and cognitive features in its semantic structure.

Multilingual education has become internationally significant as the topic of theory, research and practice. Many scientists have dealt with this problem. Nevertheless, despite the appearance of various scientific works dedicated to the research in the field of methodology, the concept “Multilingual education” has not been entirely investigated. That specifies the topicality of our article.

The theoretical background of our research is the works by such scholars as C. Baker [5], A. Anisimova [4], H. Ottenheimer [7], Selivanova [2], B. Heine [6] etc.

The material for the study of the semantic structure of the lexeme multilingual is its definitions which were extracted from the following eleven lexicographical sources: Longman Dictionary of English Language and Culture (LDELC), Cambridge Academic Content Dictionary (CACD), Merriam-Webster English Dictionary and Thesaurus (MWOEDT), American Heritage Dictionary (AHD), Collins Dictionary of American English (CED), Longman Business Dictionary (LBD) Longman Dictionary of Contemporary English (LDCE), Macmillan English Dictionary for Advanced Learners (MEDAL), Wordsmyth English Dictionary (WED), Oxford Advanced Learner's Dictionary (OALD), Random House Kernerman Webster's College Dictionary (RHKWCD).

Having analyzed the dictionary definitions of the lexeme multilingual in the mentioned lexicographical sources, we found out that despite a few divergencies, the number of definitions of the given lexeme in them practically coincides. According to the results of the research two definitions of the lexeme multilingual are presented in nine dictionaries [LDELC, CACD, MWOEDT, AHD, LBD, MEDAL, WED, OALD, CED]. However, the dictionary [LDCE] provides us only with one definition. Whereas, there are offered three meanings of the analyzed lexeme in the dictionary [RHKWCD].

Taking into account the quantitative differences of the definitions which are indicated in the references under consideration, we consider it possible to present the given data in the form of a table so as to compare the coincidences and find out the differences of the meanings of the lexeme multilingual in different lexicographical sources.

The analysis of the factual material shows that depending on the semantic proximity, the lexical-semantic variant (LSV) of the lexeme-constituent multilingual can be divided into three groups. Therefore, it is expedient to start the analysis with the LSV belonging to the first column, since its semantic independence is of no doubt. The given LSV is registered in all of the dictionaries: Containing or expressed in many different languages [LDELC].

MWOEDT Having, or expressed in Using or able to use several

Nevertheless, despite not having any zones of inclusion or coincidences with LSV belonging to the other groups, the LSV of the first group is divided into two separate definitions in the explanatory dictionary [RHKWCD]:

1. dealing with or involving several or many languages

2. spoken or written in several or many languages [RHKWCD].

The following LSV of the lexical unit multilingual (column 2) is registered in nine lexicographical sources out of the eleven ones, which we have investigated. The given LSV is presented in the dictionary [LDELC] with the following definition: able to speak many different languages. In addition, there is the synonym of the lexical unit multilingual - polyglot provided by the dictionary [LDELC]. Nevertheless, the lexicographical reference [MEDAL] offers a lexeme bilingual as a synonym. That leads to the narrowing of the meaning of the lexeme multilingual. For instance, in the dictionary [LDELC] there exists the following LSV of lexeme bilingual: 1) speaking two languages fluently. Therefore, the emphasis is put upon the utilization of two languages.

The above-mentioned LSV has not been registered in such explanatory dictionaries as [CED] and [LDCE]. Due to the fact that the LSV of the second group does not have zones of inclusion or coincidences with the variants of meanings which have been registered in the other groups, we consider it to be appropriate to call it an idependent, separate LSV of the lexeme multilingual.

Taking into consideration LSV of the third group (column 3) - a multilingual person [RHKWCD]. The given variant has been observed only in two lexicographical sources, namely, [RHKWCD] and [CED]. This LSV is independent, for not having any zones of inclusions and crossings with other variants. In addition, it is distinguished against the background of the other groups by changing part of speech of the LSV.

While the LSV of the first and second groups are presented by means of adjectives, the meaning of the LSV of the third group is manifested as a noun.

Thus, the study of the vocabulary definitions of the lexeme constituent multilingual makes it possible to distinguish three LSV in the semantic structure of the lexeme multilingual.

LSV 1 -- containing, expressed, written or spoken in many different languages (adj);

LSV 2 -- able to speak, using many different languages (adj);

LSV 3 -- a person who is able to speak more than two languages very well (n). semantic existential synonymy polyglot

According to the investigation, it can be stated that the lexeme-constituent multilingual is polysemantic, since its semantic structure includes three LSV.

The next analysis stage of the semantic structure of polysemantic lexeme multilingual is finding out the sememes which correspond to the LSV that have been allocated.

Sememe 1: [expressed] (archiseme): [containing, having, including, printed, presented, dealing with, written or spoken in many different languages] (differential seme);

Sememe 2: [able to speak] (archiseme): [Using, having the ability to speak many different languages, especially with equal fluency for communication (of people or groups)] (differential seme);

Sememe 3: [person] (archiseme): [who is able to speak more than two languages very well] (hyposeme).

The next stage of the study of the polysemantic lexeme multilingual is aimed at determining a set of differential semes that allows us to identify certain semantic features in its structure. Therefore, it is expedient to analyze the semantics of the identifying words which have been used in dictionary definitions in lexicographical sources.

The study of the semantics of the identifying words of the polysemantic lexeme- constituent multilingual has allowed us to single out the following hyposemes in the semantic structure of the word multilingual.

1) subject -- a doer -- an existential feature which is implemented in English by means of the following lexemes: person, people and groups ;

2) object -- a tool -- an existential feature which is represented by means of the lexeme language;

3) place -- a locative feature which is manifested in Modern English by means of the lexical unit language;

4) purpose -- a theological feature which is expressed with the help of the phrase for communication;

5) realization -- an instrumental feature which is represented by means of the word communication;

6) features, characteristics, qualities of the object -- a qualitative feature which is manifested with the help of the following set of lexemes: containing, having, including, printed, presented, dealing with, written, spoken, using, able, expressed, equal, well.

It should be mentioned that the qualitative cognitive feature dominates in number of the presented lexemes. Besides, the verbalizer language is used to depict both the existential and locative features. The lexeme communication coinsides in the representation of the instrumental and theological features.

Thus, the analysis ofthe identifying words ofthe polysemantic lexeme multilingual makes it possible to single out a set of hyposemes, which indicate the presence of the following features in the semantic structure of the lexeme multilingual: two existential, the locative, theological, instrumental and qualitative.

It should be noted that the results of our study, namely, the definitional analysis of Modern English dictionaries, indicate that the lexeme multilingual has a rather small number of synonyms. The synonymic line is represented by means of two following variants: polyglot [LDELC] and bilingual [LDCE], [LDELC], [MEDAL].

To sum up, it is important to note that all the aims and objectives of our research have been achieved, namely, we have investigated the semantic peculiarities of the lexeme multilingual in Modern English, as it is one of the constituents of the concept “Multilingual education”, singled out the main definitions of the lexeme multilingual, identified the deferential semes in its semantic structure. The results of the following research can be utilized in the further research of the concept “Multilingual education”.

References

1. Кубрякова Е. С. Краткий словарь когнитивных терминов / Е. С. Кубрякова. - М. : Филологический факультет МГУ, 1997. - 245 с.

2. Селіванова О. О. Лінгвістична енциклопедія / О. О. Селіванова. - Полтава : Довкілля-К, 2011. - 844 с.

3. Семотюк О. П. Сучасний словник іншомовних термінів / О.П. Семотюк. - Харків : Веста-Ранок, 2007. - 464 с.

4. Anisimova A. I. Clil and development of students' multilingual competence / A. I. Anisimova. - Матеріали VI Всеукраїнської науково-практичної конференції 1-2 грудня 2016 року «Актуальні проблеми філологічної науки та педагогічної практики», Дніпро, 2016. - P. 10-15.

5. Baker C. Foundations of Bilingual Education and Bilingualism: 5th edition / C. Baker. - Clevedon : Multilingual Matters, 2011. - 484 p.

6. Heine B. The Oxford Handbook of Linguistic Analysis / B. Heine. - Oxford : Oxford University Press, 2015. - 1048 p.

7. Ottenheimer H. The Anthropology of Language: An Introduction to Linguistic Anthropology 3rd Edition / H. Ottenheimer. - Belmont : Wadsworth Publishing, 2006. - 416 p.

8. Stevenson A. Oxford Dictionary of English 3rd Revised Edition / A. Stevenson. - Oxford : Oxford University Press, 2010. - 2069 p.

Abstract

The research represents various definitions of the notion “concept” as well as its main characteristics. Besides, the article also examines the semantic peculiarities of the lexeme multilingual in Modern English, as it is one of the constituents of the concept Multilingual education, presents the main definitions of the lexeme multilingual. Moreover, the deferential semes in its semantic structure have been singled out.

In the process of research it has been found out that one of the main approaches to the study of the notion “concept” in modern linguistics is componential analysis. The analysis of the identifying words of the polysemantic lexeme multilingual have made it possible to single out a set of hyposemes, which indicate the presence of the following features in the semantic structure of the lexeme multilingual: locative, theological, instrumental, qualitative and two existential features. It should be mentioned that the qualitative feature dominates in number of the presented lexemes. Besides, the verbalizer language is used to depict both the existential and locative features. The lexeme communication coinsides in the representation of the instrumental and theological features. It should be noted that the results of our study, namely, the analysis of the definition dictionaries of Modern English indicate that the lexeme multilingual has a rather small number of synonyms. The synonymic row is represented by means of two following variants: polyglot, bilingual.

Keywords: concept, componential analysis, semantic structure, lexeme, cognitive feature.

У дослідженні представлено різні визначення поняття “концепт”, а також його основні характеристики. Крім того, в статті проаналізовано семантичні особливості лексеми multilingual в сучасній англійській мові, оскільки вона є однією зі складових концепту. Крім того, в її семантичній структурі було виділено низку диференційних сем. У ході дослідження було встановлено, що одним з основних підходів до вивчення поняття "концепт" в сучасній лінгвістиці є компонентний аналіз. Аналіз слів-ідентифікаторів полісемантичної лексеми multilingual дозволив виділити низку гіпосем, які вказують на наявність у семантичній структурі лексеми multilingual таких ознак: локативної, теологічної, інструментальної, якісної і двох екзистенціальних. Слід зазначити, що якісна ознака переважає за кількістю представлених лексем. Крім того, вербалізатор language було використано для зображення як екзистенційної, так і локативної ознаки. Подібно до вищезазначених ознак співпадає лексема communication, за допомогою якої виражаються інструментальна та теологічна ознаки. Слід зазначити, що результати нашого дослідження, а саме аналіз тлумачних словників сучасної англійської мови, вказують на те, що лексема multilingual має досить невелику кількість синонімів. Синонімічний ряд представлений двома варіантами: поліглот, двомовний.

Ключові слова: концепт, компонентний аналіз, семантична структура, лексема, когнітивна ознака.

В исследовании представлены различные определения понятия «концепт», а также его основные характеристики. Кроме того, в статье проанализированы семантические особенности лексемы multilingual в современном английском языке, поскольку она является одной из составляющих концепта Multilingual education, представлены основные определения лексемы multilingual. Кроме того, в ее семантической структуре был выделен ряд дифференциальных сем. В ходе исследования было установлено, что одним из основных подходов к изучению понятия «концепт» в современной лингвистике является компонентный анализ. Анализ слов-идентификаторов полисемантической лексемы multilingual позволил выделить ряд гипосем, которые указывают на наличие в семантической структуре лексемы multilingual следующих признаков: локативного, теологического, инструментального, качественного и двух экзистенциальных. Следует отметить, что качественній признак преобладает по количеству представленных лексем. Кроме того, вербализатор language был использован для изображения как экзистенциального, так и локативного признака. Подобно вышеупомянутым признакам, совпадает лексема communication, с помощью которой выражаются инструментальный и теологический признаки. Следует отметить, что результаты нашего исследования, а именно анализ толковых словарей современного английского языка, указывают на то, что лексема multilingual имеет достаточно небольшое количество синонимов. Синонимический ряд представлен двумя вариантами: полиглот, двуязычный.

Ключевые слова: концепт, компонентный анализ, семантическая структура, лексема, когнитивный признак.

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