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LEZIONE 2 DICEMBRE 2019
Nella prima parte della lezione il professore ha letto le istruzioni dei nuovi assignments.
Dal momento che tali istruzioni sono appunto riportate TALI E QUALI sulla pagina
E-learning dell'aula virtuale, potete benissimo reperirle lì. Mi accingo quindi a riportare
la lezione:
We will continue our discussion on COLLOCATIONS, because you know that we have
done, we have introduced be a concept of lexical studies. We have introduced how
corpora have been used in lexicography and we have seen that one of the most
frequent application or tool that has been viewed by lexicographers was that of
collocation analysis, so we have defined what collocation is, we have said that if we
want to describe what collocation implies, we can simply use Firth's way of saying:
(legge e spiega il punto 1 della slide)
So, in a way by simply saying this Firth in the 50's (1957), was simply saying that if you want to know the meaning and the usage of a word, just simply look at the LINGUISTIC ENVIRONMENT that that word tends to select. Of course he proposes a technical term that he calls COLLOCATION and applies the test of COLLOCABILITY (punto 2 della slide)
It means that, not only those two words are occurring with one another randomly, but they show a statistical TENDENCY to co-occur one another, but also their meanings tends to influence one another, so that the single units when they combine together, meaning more than the single parts, ok? So if you think about, example of collocations
are:
Now collocations I think that they are the most difficult elements of the English language that second language learners have to learn, because they are link to that feeling that native speakers has whe they say: "it doesn't SOUNDS RIGHT". It's because
Now if you are not familiar with these two type of APPROACHES to language, let me just introduce them:
So:
So, if you think about it, this way of thinking is quite complex, because each and every time you produce language you need think of the slots and then putting words that are able to fillin all the slots. So, what do I think of this approach: I would use what Sinclair argues
So we can say that this modell is typically linked to a STRUCTURALIST way of looking at language. It's like: you have the CATEGORY "NOUN PHRASE". This NP can be a comprized of a determiner and a noun, now you can feel in use a given determiner and a given noun to express what you want. Now, I don't think that this is how we, as
We are not combining meanings of single parts, we are combining meanings of PHRASES together, a fixed phrase that we have, in a way aquired.
Io chiedo: mi scusi ma una common phraseology, non è essa stessa una struttura?
lui: esatto. Infatti the open choice principle DOESN'T EXCLUDE THE IDIOMATIC PRINCIPLE. They WORK TOGETHER when we produce language (anche se gli strutturalisti lo negano!).
so (ora legge le ultime due righe della slide sopra= when a stretch of text...). When we don't understand a phrases, we go back to the grammatical features, to the structual features. In a way what Sinclair is arguing is that the two principles are working together in order to allow us to understand how structures of texts are interpreted and I adore this quototion by Hoey, who argues that
mychro-grammatical aspects of the language. So language is not as simple as it seems, IS NOT SIMPLY a way of saying SUBJECT-VERB-OBJECT (ci sprona ad essere fieri di essere linguisti, in quanto noi andiamo oltre questa visione semplicistica del linguaggio). There are different studies in psychology about the way in which brain works and how open choice principle describes language:
What does this mean? It means that, when we learn language, we DON'T LEARN SINGLE ELEMENTS otherwise it will be impossible for us to learn all the elements of a language, and we not only don't learn single elements, we need to learn STRUCTURES, a number of complex items that we then manipulate. Think of how the present
