By Gill Philip
Essentially considering idioms and different figurative phrasing, Colouring which means describes how the meanings of tested words are better, refocused and converted in daily language use. in contrast to many stories of creativity in language, this book-length survey addresses the problem at a number of degrees, from the in simple terms linguistic point of collocation, via its abstractions in colligation and semantic preference, to semantic prosody and connotation. This trip via either linguistic and cognitive degrees consists of the exam of recurring language and its exploitations, either mundane and c. Read more...
content material: Colouring that means; Editorial web page; identify web page; LCC info; commitment web page; desk of contents; record of tables and figures; Acknowledgements; 1. A look for meanings; 2. Idioms and idiomaticity; three. Co(n)text and that means; four. phrases in traditional collocations; five. words in context; 6. version, metaphor and semantic organization; 7. Punning, notice play and different linguistic lighting tricks; eight. phrases and meanings; References; Appendix; writer index; Examples index; topic index; The sequence reports in Corpus Linguistics.
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Additional info for Colouring meaning : collocation and connotation in figurative language
The tests can be grouped into two areas: lexical transformation tests and grammatical transformation tests. The main lexical tests are i. ii. iii. iv. augmentation (addition of lexical constituents) elimination (deletion of constituents) substitution (replacing a constituent by a semantically-related word), and permutation (rearranging constituents whose order is fixed) The main grammatical tests are i. ii. iii. iv. blocking of predication blocking of the formation of comparative and superlative forms of adjectives, blocking of nominalization, and blocking of passivisation Chapter 2.
They are pre-constructed vocabulary items which are learned whole and used whole, and this means that they are not built up from the lexical and grammatical resources of the language each time they are used. The same phenomenon can be viewed from the other direction. Being learned whole implies not only that idioms are not freshly constructed each time they are used, but also that they are not broken down (or analysed) into their component There are valid objections to the blanket use of these criteria.
As it is not stored in the memory, the only way its meaning can be understood is by inference, using context to help (Peleg et al. 2001). Even the presence of highly polysemous words within the unfamiliar idiom offers no guarantee of its correct interpretation (Keysar & Bly 1995). It is not enough for an idiom to be institutionalised in its non-compositional form: it must also be familiar for its phrasal meaning to be conveyed. Salience is not institutionalised, nor is it institutionalisable because it is determined by familiarity and, within this, by the degree of importance that each single person assigns, consciously or unconsciously, to a particular meaning.
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