Chapter 7
MULTIPLE SENSES OF LEXICAL ITEM
Hello everybody ,,,
on behalf of I
myself really like to thanks to all of you. In this moment I’d like to
respond the chapter seven. The most things that we’d to know are
translation. Every lesson chapter consists of each part of the lecture.
The each part of them are Avery chapter that we had already known by did the
responds and re-respond to each other, and also I think we had already known.
Yet in this moment, I’m going to tell you more about them. I mean
they are every chapter in the copied material from chapter one until six. And
here are about chapter seven with the title “MULTIPLE SENSES OF LEXICAL ITEMS.” In this chapter, we’re talking about
multiple senses of lexical items. Chapter seven consist of some explanation: such as Defining "secondary senses," Analyzing
sense of words, and Ambiguity caused
by sense nor clearly signaled.
The first is about
secondary sense; on the previous
lectures, lexical items have been looked at from the point of view of the
meaning components of which a given word is composed. For the most part, this
meaning is discovered by contrasting one lexical item with another in a system.
Pairs of words which have some meaning in common may be contrasted; whole
semantic sets may be contrasted. Taxonomic studies, Continental analyses,
the study of antonyms and synonyms, and the unpacking of the words or meaning
components contained in a word all deal with the fact that the same meaning may
occur a part of the meaning of various words. So far, we have been talking only
about one sense of a given word, the primary meaning. However, most have more
than one sense. As was noted in lecture one, it is characteristic of words that
a single lexical item may have several meanings other than that which most
readily comes to mind. These meanings are often called secondary meaning, or
secondary senses. The primary sense is the meaning suggested by the word when
it is used alone. It is the first meaning or usage which a word will suggest to
most people when the word is said in isolation. For example, the word run in
isolation will mean something like move rapidly by moving the legs rapidly.
Secondary senses are dependent on the context in which a word is used. Beside
this, the second is about Analyzing sense of words; The
analyzing sense of words is a process of discovering the various senses of
words is rather complicated but can be very crucial for making dictionaries,
learning a second language, and may also be helpful for the translator when no
dictionaries are available which give an adequate description of the sense of
words in the language. There are four steps for analyzing senses of words:
First step: Collecting
Data
Who want to collect
the data, the first step which he/she should does is collect as
many examples of the use of the word as possible if a person knows the
language, he can simply think of all the possible combination with other words.
If not, he will need to find the word in as many texts as possible. Look at the
following examples of Indonesian word run.
The bird
runs the
paint runs
The boy
runs the
solder runs
The car
runs the
sore runs
The eye
runs the
stocking runs
The Second step: Sort
the collocates into generic classes
Each grammatical form
should be analyzed separately. In this example, we have used only intransitive
verb forms. If the noun run occurred, this noun form would need to be separated
and analyzed separately. One begins by making guesses, refining the analysis as
he goes.
1. Animals
(bird, dog, horse)
2. Humans
(boy, girl)
3. Part
of the body (eye, nose, neck)
4. Solids
(jelly solder)
5. Liquids
(faucet, paint, stream)
The third step:
Regroup the contexts according to the
collocates which belong to the same generic classes as follows.
Animate beings with
legs: Liquids:
The bird runs The
nose runs
The boy
runs The
faucet runs
Vines: Knitted
clothing:
The ivy
runs The
stocking runs
Self-powered
mechanical objects:
The watch runs
The car runs
The fourth step: List
and label the senses of the word
Once the data is
reorganized by the generic classes of the collocates, it is much easier to see
the senses of the word. For animate beings with legs, the meaning
seems to be move oneself from one place to another rapidly, to liquids, simply
to flow; for vines, the meaning is to grow,
etc.
Sense 1: to
move oneself from one place to another rapidly (or to move rapidly using feet)
(of animate beings with legs)
Sense 2: to flow (of liquids)
Sense 3: to grow in a spreading way (of vines)
Sense 4: to develop a defect involving movement
of threads (of knit clothing)
Sense 5: to function effectively (of mechanical
objects or motors)
All right, the
next one is about Translating the various senses
If
the analysis above were of the receptor language word, that is, if one were
translating onto English, the analysis would point up the necessity of
including, in the context of run. A collocate from a generic
class mentioned in order to insure the correct meaning. When the meaning is
signaled by the context in which the words occurs, it is very important that
the context be built into the translation. The word dress occurs in the
following contexts, each signaling a different sense of the English word it is
possible to restate the meaning in English.
1. I
dressed
myself I
put my clothes on
2. I
dressed a
chicken I defeater a
chicken and took innards out
3. I
dressed
timber I
made the logs smooth
Here are the last one
of my respond, it’s about Ambiguity caused by sense nor
clearly signaled
It should also be
noted that lack of context will lead to ambiguity in many cases. For example,
the phrase this suit is lighter is ambiguous. It could mean that this suit does
not weigh as much as another. The ambiguity comes because of the two senses,
and lack of context to make it unambiguous. Ambiguities often arise when the
translator knows only one or two senses of a word and does not know the context
needed to signal the correct meaning.
I think that’s my
respond. I’m waiting for your comment.
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