The nature of lexical semantics has changed markedly in the twenty-to-thirty years since classic texts like
Lyons (1977) and
Cruse (1986)
were published. Such texts were written at a time when Structuralist
lexical semantics essentially carried on separately from major
[Generative] theories of grammar. During and since the 1980s,
however, theories of grammar have become much more lexically-driven,
necessitating much deeper attention to issues of lexical meaning.
Unfortunately, there is a tendency in lexical semantics courses and in
semantics textbooks to present lexical semantics essentially as it was
30 years ago, with the focus limited to polysemy/homonymy and the ‘nym’
relations (synonym, antonym, etc.). This guide examines ways to
construct a modern classroom approach to lexical semantics, with a
broader definition of the field.
Teaching lexical semantics
Lexical semantics could be defined as the ‘study of word meaning’,
but in practice it is often more specifically concerned with the study
of lexical (i.e. content) word meaning, as opposed to the meanings of
grammatical (or function) words. This means that lexical semanticists
are most interested in the open classes of noun, verb and adjective and
with more ‘contentful’ members of the adverb and preposition classes
(for instance over but not of). Lexical semantics is thus mostly exempt
from considering issues that arise from the use of grammatical words,
such as definiteness and modality.
But while lexical semantics focuses on content words, such words
cannot be studied in an agrammatical vacuum. Some lexical properties,
like Aktionsart (lexical aspect) have effects throughout the sentence.
So, for instance, a difference between the verbs spot and see can be
described in terms of aspectual properties of the verbs: spot
describes a punctual event, while see does not. This in turn affects
which tense and aspect markers can be present in the same clause and
how such markers are interpreted. So, I saw the bird all day long can
describe a continuous seeing event, while I spotted the bird all day
long must be interpreted as repeated instances of spotting events.
Because of the effects of the verbs’ semantics on other elements in the
sentence, Aktionsart (and other topics, like thematic role assignment)
is often presented as ‘semantics’ in textbooks, rather than as
‘lexical semantics’. This can create problems both for students’
understanding of lexical semantics and for instructors’ planning of a
lexical semantics course that complements a general semantics course.
The approach taken below is to offer a broad range of lexical semantic
topics.
Teachable issues in lexical semantics
| General Topic |
Basic issues to discuss and useful resources |
Taking it further |
| What is a lexicon? |
- key terms: lexicon, mental lexicon, lexis, lexeme/lexical item, lexical entry
- lexicon/grammar (idiosyncrasy of lexical information)
|
- Does the lexicon include only arbitrary information? (Bybee 1998)
|
| What is a word? |
- definitions of word/lexeme (Trask 2003b)
- word classes (Internet Grammar of English; Trask 2003a)
|
|
| What is meaning? |
- aspects of meaning: denotation, connotation, social meaning (Leech 1981, Allan 2002)
- semantics/pragmatics
- sense/reference
- ambiguity/vagueness, polysemy/homonymy
|
|
| Meaning components: basics |
- ‘Classical’ theory of meaning (covered well in most semantics texts)
- Problems with classical theory (e.g. prototype effects) (Taylor 2003)
|
|
| Alternatives to ‘Classical Theory’ |
Some selection of the following (covered briefly in Löbner 2002, Saeed 2003—more specific textbooks listed below):
- modern componential approaches, e.g.: Conceptual Semantics (Jackendoff 2002), Natural Semantic Metalanguage (Goddard 1998)
- ‘schematic’ approaches from Cognitive Linguistics (Croft and Cruse 2004; Evans and Green 2006)
|
Primary theory sources:
|
| Semantic relations |
- synonymy, antonymy, hyponymy, (meronymy, others) (Cruse 2000b)
- semantic fields (Lehrer 1974)
- Classical theory approach
- relation to propositional relations (entailment, contradiction)
|
- How are these relations represented in the lexicon? (Murphy 2003, forthcoming.)
- Are the relations semantic or also lexical? (Murphy 2003, forthcoming.)
|
| Topics in verb meaning |
- Ontological categories: event, state (Frawley 1992)
- Aspectual classes/Aktionsarten (Hofmann 1993; some basic coverage in Saeed 2003)
|
|
| Topics in noun meaning |
[basic issues generally raised under topics 4/5] |
|
| Topics in adjective meaning |
|
|