Theme: Semantic structure of English words
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Semantic structure
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The pedagogical institute of Shakhrisabz state institute foreign language faculty Course Paper THEME: Semantic structure of English words Done by: Dilmurodov Diyorbek Group: XT-206 Teacher: Shahrisabz-2022 Tables of content ....................................... Introduction ........................Chapter | ........................1.1 Semasiology and Semantics compared. ..............1.2Historical development of Semasiology. ..................1.3 Classifications of semantic changes. .........................ChapterII ..................2.1. Metaphor. ...............2.2. Metonymy. ...............2.3. Other types of semantic change. ......................2. 4Causes of semantic change. ........................ exercises ACC to this topic ..................................... Conclusion ...................... Glossary .............................................. References Introduction: The theme of the coursework expresses how important to use intercultural communication at schools. It is a less practical teaching method that we improve knowledge of the youth with these methods. The reason for international communication depends very much on the purpose for learning foreign language with practical way. The use of intensive methods like this in the classroom is discussed, with the pupil benefiting from the exposure to real language being used in the lessons. The actuality of the work is to identify the importance of international communication in language learning and teaching, it is essential for language teachers to help their pupils become effective learners by adapting to foreign language atmosphere. The aim is to overview practical basis of teaching and learning language, its development, to analyze the existent language usage problems in teaching speaking skills and find the ways out of this problem by suggesting a series of exercises that can be useful in classroom activities. Thus, according to the set aim we are to solve the following tasks: to determine the aim and nature of teaching speaking skills; to describe the method in teaching speaking; material design, exercises, activities and games for teaching speaking at school The novelty of the course paper is reflected by different interactive teaching speaking methods, schools’ programs of foreign countries and essential instructions for teaching pupils to make them talkative in foreign language. The structure of the course paper consists of introduction, two chapters and conclusion which are followed by the bibliographic list of the literature used in the course of research. (3-5) Semantic structure of English words Outline: 1.1 Semasiology and Semantics compared. 1.2Historical development of Semasiology. 1.3 Classifications of semantic changes. I The branch of the study of language concerned with the meaning of words and word equivalents is called semasiology, (semasia- from Greek signification).As semasiology deals only with lexical meaning of a word it may be regarded as a branch of Lexicology. It doesnt mean that semasiology has nothing to do with grammatical meaning. It must also be taken into consideration as it bears a specific influence upon lexical meaning. Using diachronic approach, we may say that semasiology studies the change in meaning that words undergo. Descriptive synchronistic approach demands the study not of individual words but of semantic structures typical of the language studied and of its general semantic system. The main objects of semasiological study we shall speak about are: Semantic development of words, its causes and classification, relevant distinctive features and types of lexical meaning, polysemy and semantic structure of words, semantic grouping and connections in the vocabulary system, i.e. synonyms, antonyms, terminological systems, etc. As for the two terms semasiology and semantics, on the one hand they are synonymous. But in fact they are synonyms but not equally appropriate for our purpose. The term semasiology is preferable because it is less ambiguous. The only meaning it has is that given below. The term semantics is used to cover several different meanings. To avoid confusion the term semasiology will be used. Semasiology is one of the youngest branches of linguistics although the objects of its study have attracted the attention of philosophers and grammarians since the times of antiquity. We find the problems of word and notion relationship discussed in the works of Plato and Aristotle and the famous Indian Grammarian Panini. Semasiology came into its own only in the 1830s when it was suggested by the representatives of German linguistic school, that the studies of meaning should be regarded as an independent branch of knowledge. At that first stage semasiology had as its source philological studies. It grew out of commentaries upon the meaning of this or that word with old author and comparisons with earlier and present-day usage. (1-2) The treatment of meaning throughout the 19th century and in the first decade of the 20th was purely diachronistic. Attention was concentrated upon the process of semantic change. Semasiology was even defined at that time as a linguistic science dealing with the changes in word meaning, their causes and classification. Negative sides: semantic changes were traced and described for isolated word-units without taking into account the interrelation of structures existing within each language. Thus, it was impossible to formulate any general tendencies peculiar to the English language. As for the English vocabulary, the accent in its semantic study was in the 19th century shifted to lexicographical problems. The Golden Age of English lexicography began in the middle of the 19th century when the great work, the Oxford Dictionary of the English language on Historical Principles was carried out. Semantic changes have been variously classified into such categories as: enlargement (or extension), narrowing, generalization, specialization, transfer (metaphor and metonymy), irradiation, amelioration, pejoration and many others. These numerous classifications might be subdivided into logical, psychological, sociological and genetic. No satisfactory or universally accepted scheme of classification has ever been found and this line of search seems to be abandoned. The authors of the earliest classifications treated semantic change as a logical process conditioned psychologically and classed its types under the headings of the figures of speech: synecdoche, metonymy, metaphor. The synecdoche covers not only all cases in which a part is put for the whole, or the whole for a part, but also - the general for the special and the special for the general, i.e. what was later termed as specialization or narrowing and generalization or widening. The metonymy applies the name of one thing to another with which it has some permanent connection. The relations may be those of cause and result, symbol and thing symbolized, container and content, etc. The metaphor applies the name of one thing to another to which it has some resemblance. They considered the last type of semantic change to be the most important of the three. The classification has its drawback, as it mixes facts of language with those of the literary style. Later on to the classification were added: hyperbole, vulgarism, litotes, and euphemism (they will be discussed later). In the 20th century the progress of semasiology was uneven. The theory of semantic field, treating semantic phenomena historically and within a definite language system at a definite period of its development was offered.(8-9) The study of semantic change is very important as the development and change of the semantic structure of a word is always a source of qualitative and quantitative development of the vocabulary. When studying it we are to compare: We may compare the earlier and the new meaning of the given word. This comparison may be based on the difference between notions expressed or referents in the real world that are pointed out, or on some other features. This difference is revealed in the difference of contexts, in which these words occur, in their different valency. E.g. the word play suggests different notions to a child, a playwright, a footballer, a musician or a chess-player and has in their speech different semantic paradigms. A word which formally represented a notion of a narrower scope has come to render a notion of a broader scope. When the meaning is specialized, the word can name fewer objects, i.e. have fewer referents. The reduction of scope accounts for the term narrowing of meaning which is even more often used than the term specialization. There is also a third term for the same phenomenon, namely differentiation, but it is not so widely used as the first two terms. The process reverse to specialization is termed generalization and widening of meaning. In this case the scope of the new notion is wider than that of the original one, whereas the content of the notion is poorer. In most cases generalization is combined with a higher order of abstraction than in the notion expressed by the earlier meaning. The transition from a concrete meaning to an abstract one is a most frequent feature in the semantic history of words.(6-7) CHAPTER II . Semasiology. Semantic structure of English words. Outline: 2.1. Metaphor. 2.2. Metonymy. 2.3. Other types of semantic change. 2. 4Causes of semantic change. I The most frequent transfers of meaning are based on associations of similarity or of contiguity. These types of transfer are known as figures of speech called metaphor and metonymy. A metaphor is a transfer of name based on the association of similarity and thus is actually a hidden comparison. It compares one thing to another (presents a method of description which likens one thing to another by referring to it as if it were some other one). E.g. a cunning person is referred to as a fox. A woman may be called a peach, a lemon, a cat a goose, etc. In a metonymy, this referring to one thing as if it were some other one is based on association of contiguity. E.g. in a literary work an author can name his personages according to the things they are wearing: Red Muffler, Grey Shawl, etc. Speaking about linguistic metaphor and metonymy, one should remember that they are different from metaphor and metonymy as literary devices. When we speak about them as such, both the author and the reader are aware that this reference is figurative, that the object has another name. The relationship of the direct denotative meaning of the word and the meaning it has in the literary context is based on similarity of some features in the objects compared. If it is a linguistic metaphor, especially if it is dead as a result of long usage, the thing named often has no other name. In a dead metaphor the comparison is completely forgotten. E.g. a sun beam, a beam of light are not compared to a tree, although the word is actually derived from O.E. beam, treethe metaphor is dead. Metaphors may be based upon very different types of similarity, for instance, similarity of shape: head of a cabbage, the teeth of a saw. This similarity of shape may be supported by a similarity of function, the transferred meaning is easily recognized from the context. (4-5) E.g. the Head said a lot, mainly about the College, and what it was like being head of it The similarity may be supported also by position: foot of a page, a mountain. E.g. the leg of the tablethe metaphor is motivated by the similarity of the lower part of the table and the human limbs in position and partly in shape and function. Numerous cases of metaphoric transfer are based upon the analogy between duration of time and space. E.g. long distance :: long speech, a short path :: a short time. There is a subgroup of metaphors which comprises transitions of proper names into common ones: an Adonis, a Don Juan, etc. II If the transfer is based upon the association of contiguity it is called metonymy. It is a shift of names between things that are known to be in some way or other connected in reality. The transfer may be conditioned by spatial, temporal, causal, symbolic, instrumental, functional and other connections. Thus, the word book is derived from the name of a tree on which inscriptions were scratched: ME book comes from OE boc beeck. Spatial relationswhen the name of the place is used for the people occupying it. E.g. the chair may mean the chairman, the barthe lawyers, etc. A causal relationshipME fearOE fer (danger, unexpected attack). States and properties serve as names for objects and people possessing them: youth, age, authorities, forces. The name of the action can serve to name the result of the action: ME killME killen, i.e. to hit on the headetc. Common names may be derived from proper names also metonymically, as in diesel, sony, ford, etc., so named after their inventors. Many physical and technical units are named after great scientists: volt, ohm, ampere, walt, etc. There are also many instances in political vocabulary, when the place of some establishment is used not only for the establishment itself but also for its policy: the White House, the Pentagon, Wall Street, Downing Street, etc. Geographical names turned into common nouns to name the goods exported: astrakhan, bikini, boston, cardigan, china etc. Or garments came to be known by the names of those who brought them into fashion: mackintosh, raglan (7-8) III Besides metaphor and metonymy there exist other types of semantic change. These are: hyperbole, litotes, irony, euphemism. There is a difference between these terms as understood in literary criticism and in lexicology. Hyperbole is an exaggerated statement not meant to be understood literally but expressing an intensely emotional attitude of the speaker to what he is speaking about. The emotional tone is due to the illogical character in which the direct denotative and the contextual emotional meanings are combined. E.g. I have told you fifty times, a thousand thanks, havent seen you for ages etc. The difference between a poetic hyperbole and a linguistic one is in the fact, that the former creates an image, whereas in the latter the denotative meaning quickly fades out and the corresponding exaggerating words serve only as general signs of emotion without specifying the emotion itself. Emphatic words are: absolutely, awfully, terribly, lovely, splendid The reverse figure is called litotes or understatement. It might be defined as expressing the affirmative by the negative of its contrary: not bad or not half bad for good, not small for great, not coward for brave. They may not contain negations: rather decent, I could do with a cup of tee. Irony, i.e. expression of ones meaning by words of opposite meaning, especially a simulated adoption of the opposite point of view for the purpose of ridicule. E.g. nice for bad, unsatisfactory You have got us into a nice mess! A pretty mess youve made of it. Amelioration and pejoration of meaning changes depending on the social attitude to the object named. E.g. OE cwen a woman ME queen OE cniht a young servant ME knight (amelioration of meaning) A knave from OE cnafaboy, servant and finally became a term of abuse and scorn. (pejoration of meaning) Euphemism is the substitution of words of mild or vague connotations for expressions rough, unpleasant or for some other reasons unmentionable. This phenomenon has been classed by many linguists as taboo. (3-4) With people of developed culture euphemism is dictated by social usage, moral tact, etc. E.g. queer for mad, deceased for dead, etc. From the semantic point of view euphemism is important because meanings with unpleasant connotations appear in words formerly neutral, as a result of their repeated use instead of other words that are for some reason unmentionable. SEMANTIC CHANGES The meaning of a word can change in the course of time. Changes of lexical meanings can be proved by comparing contexts of different times. Transfer of the meaning is called lexico-semantic word-building. In such cases the outer aspect of a word does not change. The causes of semantic changes can be extra-linguistic and linguistic, e.g. the change of the lexical meaning of the noun «pen» was due to extra-linguistic causes. Primarily « pen» comes back to the Latin word «penna» (a feather of a bird). As people wrote with goose pens the name was transferred to steel pens which were later on used for writing. Still later any instrument for writing was called « a pen». On the other hand causes can be linguistic, e.g. the conflict of synonyms when a perfect synonym of a native word is borrowed from some other language one of them may specialize in its meaning, e.g. the noun «tide» in Old English was polysemantic and denoted «time», «season», «hour». When the French words «time», «season», «hour» were borrowed into English they ousted the word «tide» in these meanings. It was specialized and now means «regular rise and fall of the sea caused by attraction of the moon». The meaning of a word can also change due to ellipsis, e.g. the word-group «a train of carriages» had the meaning of «a row of carriages», later on «of carriages» was dropped and the noun «train» changed its meaning, it is used now in the function and with the meaning of the whole word-group. Semantic changes have been classified by different scientists. The most complete classification was suggested by a German scientist Herman Paul in his work «Prinzipien des Sprachgeschichte». It is based on the logical principle. He distiguishes two main ways where the semantic change is gradual ( specialization and generalization), two momentary conscious semantic changes (metaphor and metonymy) and also secondary ways: gradual (elevation and degradation), momentary (hyperbole and litotes). SPECIALIZATION It is a gradual process when a word passes from a general sphere to some special sphere of communication, e.g. «case» has a general meaning «circumstances in which a person or a thing is». It is specialized in its meaning when used in law (a law suit), in grammar (a form in the paradigm of a noun), in medicine (a patient, an illness). The difference between these meanings is revealed in the context. (6-8) The meaning of a word can specialize when it remains in the general usage. It happens in the case of the conflict between two absolute synonyms when one of them must specialize in its meaning to remain in the language, e.g. the native word «meat» had the meaning «food», this meaning is preserved in the compound «sweetmeats». The meaning «edible flesh» was formed when the word «food», its absolute synonym, won in the conflict of absolute synonyms (both words are native). The English verb «starve» was specialized in its meaning after the Scandinavian verb «die» was borrowed into English. «Die» became the general verb with this meaning because in English there were the noun «death» and the adjective «dead». «Starve» got the meaning «to die of hunger» . The third way of specialization is the formation of Proper names from common nouns, it is often used in toponimics, e.g. the City - the business part of London, Oxford - university town in England, the Tower -originally a fortress and palace, later -a prison, now - a museum. The fourth way of specialization is ellipsis. In such cases primaraly we have a word-group of the type «attribute + noun», which is used constantly in a definite situation. Due to it the attribute can be dropped and the noun can get the meaning of the whole word-group, e.g. «room» originally meant «space», this meaning is retained in the adjective «roomy» and word combinations: «no room for», «to take room», «to take no room». The meaning of the word «room « was specialized because it was often used in the combinations: «dining room», «sleeping room» which meant «space for dining» , «space for sleeping». GENERALIZATION It is a process contrary to specializaton, in such cases the meaning of a word becomes more general in the course of time. The transfer from a concrete meaning to an abstract one is most frequent, e.g. «ready» (a derivative from the verb «ridan» - «ride») meant «prepared for a ride», now its meaning is «prepared for anything». «Journey» was borrowed from French with the meaning «one day trip», now it means «a trip of any duration». All auxiliary verbs are cases of generalization of their lexical meaning because they developed a grammatical meaning : «have», «be», «do», «shall» , «will» when used as auxiliary verbs are devoid of their lexical meaning which they have when used as notional verbs or modal verbs, e.g. cf. «I have several books by this writer» and «I have read some books by this author». In the first sentence the verb «have» has the meaning «possess», in the second sentence it has no lexical meaning, its grammatical meaning is to form Present Perfect. (2-4) Exercises ACC to Semantics structure Exercise 6.1: Traditional Semantics 1. Consult a number of dictionaries on the meaning of the word hero. Then consider the meaning of the word in contemporary usage (in magazines, newspapers, and casual conversation). Does the dictionary meaning reect the current meaning, or would you say that the mean- ing has changed and that dictionaries have not kept pace with this change? 2. For the following words, explain the background or contextual infor- mation which is necessary to understand the meaning of the word. (a) reconcile (b) generous (c) procrastinate (d) patient (e) reputation 3. Discuss the following expressions in respect to the concepts of exten- tion and intension: (a) the instructor of Linguistics 101 (b) the day before yesterday (c) the capital of Brazil Exercise 6.1 Laurel J. Brinton The Structure of Modern English Exercise 6.2: Basic Semantic Concepts 1. For the following words, list as many synonyms as you can think of and discuss the connotations that these synonyms have. (a) frugal (b) thin (of a person) 2. Fill in the columns below with the appropriate synonym. In each case, the word in column A is of English origin and the word in column B is of French or Latin origin. Can you make a general statement about the connotations of the words in columns A and B? A B feed ____________ ____________ conceal____________ peoplebegin ________________________
3. Describe the semantic relationship expressed by each of the following sentences. (a) Im allergic to nuts. There are walnuts in the cookies. (b) Flight 2048 arrives and departs at 8:00 a.m. (c) George is a pig. (d) That is a large bat. (e) I appreciate your help. You helped me. (f) That is a well-known club. (g) My brother married a doctor. My male sibling joined in wedlock with a physician. (h) In walked the corpse. (i) The corpse is alive. (j) Professor Mulhausen went to his oce. Professor Mulhausen Exercise 6.2 Laurel J. Brinton The Structure of Modern EnglishWorkbook, Page 107 John Benjamins Publishing Company went to the university. (k) He cleaned the keys of the piano. (l) They have a love-hate relationship. (m) The escaping convict accidentally assassinated the guard. (n) Jane ate a piece of chicken. Jane ate a piece of poultry. (o) My husband is living. I am a widow. (p) She stepped on an idea. (q) Edith amused the salad. (r) My brother is an only child. (s) He unintentionally committed perjury. (t) She wore a colorless pink dress. (u) He dusted the plants. (v) Othello killed Desdemona. Desdemona died. (w) He descended from the ground oor to the attic. 2. Give two dierent feature analyses for each of the following. (a) bank (b) response The Structure of Modern EnglishWorkbook, Answer to Exercise 6.9 1. (a) study requires [+HUMAN] subject (b) surprise requires [+ANIMATE] object (c) slither requires [+SNAKE] or [+WORM] subject (d) invest requires [+HUMAN] subject and [+MONETARY] object
2. (a) synesthesia (b) tautology (c) oxymoron (d) paradox (e) apparent tautology (f) metonymy (= a professorship) (g) personication (h) synedoche (i) synesthesia (j) tautology (k) metonymy (pen = writing; sword = ghting) (l) synecdoche (= a car) (m) personication/tautology (n) synesthesia (o) metaphor (p) metonymy (= great eort, hard work) (q) oxymoron (r) metaphor (s) metaphor (t) apparent tautology (u) metonymy (board = food) (v) metaphor (w) synecdoche (However, table linen is often not made of linen anymore.) (x) metonymy (y) apparent tautology (z) metaphor (aa) tautology (bb) tautology Exercise 6.9 Laurel J. Brinton The Structure of Modern English (cc) oxymoron (dd) tautology (ee) oxymoron 3. (a) The adjective pregnant has the restriction that it cooccur with a noun that is [MALE]; pause is [ANIMATE], and the feature of maleness is hence not relevant. In this case, it is the secondary feature of [+EXPECTANT] in pregnant which seems to be in the forefront. The expression is metaphorical. (b) Eloquent has the restriction that it cooccur with a noun with the feature [+SPEECH] or at least [+ORAL]; silence is [ORAL]. Therefore, this expression is an oxymoron. (c) The verb love selects a subject which is [+ANIMATE], and probably [+HUMAN] as well. The noun misery is [CONCRETE], hence [ANIMATE]. In this case, however,misery seems to have taken on the feature [+ANIMATE] by a process of personica- tion. (d) Bitter selects a noun which is [+GUSTATORY], while reproach is [+SPEECH]; hence, this expression is a case of synesthesia. (e) Both joint and partnership contain the notion of [+JOINING]; thus, this expression is tautological. 4. (a) Ideas are food to be consumed. (b) Reputation/renown is equated with physical size. (c) Ideas are equated to money. A conversation is like a container which collects things. (d) Social rank is equated to height on a vertical scale. (e) Physical well-being is equated to height on a vertical scale. (f) Emotional well-being equated to height on a vertical scale. 5. (a) focus interpretation: the thoughts are fully formed or developed (like ripe fruit) vehicle interpretation: the thoughts are like fruit/vegetables organic, capable of growth tomaturity, nourishing, perhaps even on the verge of rotting if not eaten (acted upon).
Answer to Exercise 6.9 Laurel J. Brinton The Structure of Modern EnglishWor vehicle interpretation: gladnesse, or lovers happiness, is like bath water soothing, warming, cleansing, revitalizing, restor-ing (c) focus interpretation: one can see in the poet the eects of aging vehicle interpretation: the eects of aging resemble a tree in the late fall barren, desolate, stark, depleted, reduced from some prior, richer state. a television program produced as a prototype of a series 5. Say what is presupposed by each of the following sentences.
6. Which of the following are factive and which nonfactive? (a) John criticized Mark for not working hard enough. (b) John acknowledged that Mark was not working hard enough. (c) I was hoping that the game was cancelled. (d) It turns out that the game was cancelled. (e) The student forgot that the assignment was due today. (f) The student assumed that the assignment was due today. (g) Its nice that you could get away. (h) Its nice to get away. (i) I realized that he had stolen the money. (j) I suspected that he had stolen the money. Exercise 6.2 Laurel J. Brinton The Structure of Modern English Exercise 6.3: Structural Semantics
3. Below is one member of a set of scalar adjectives. Identify the other member of the set; if an alternative member exists (in a dierent context), list that as well. (a) hard (b) strong (c) short (d) happy (e) light (f) cheap 4. Give the end-of-scale equivalents for these normal scalar adjectives (a) tired (b) wet (c) poor (d) sad (e) hot Exercise 6.3 Laurel J. Brinton The Structure of Modern English 5. Name the structural relation expressed by each of the following pairs of words. (a) casual/informal (n) intelligent/smart (b) parent/ospring (o) employ/use (c) university/college (p) mathematics/history d) right/wrong (q) glass/tumbler (e) right/left (r) doctor/patient (f) odd/even (s) own/belong to (g) odd/unusual (t) ancestor/descendant (h) bring/take (u) predator/prey (i) rude/polite (v) benefactor/donor (j) wind/breeze (w) enter/leave (k) moist/damp (x) rise/fall (l) present/absent (y) dress/undress (m) fair/foul (ball) 6. Identify whether the following pairs are examples of antonymy or complementary. Are these concepts gradable? (a) clean/dirty (b) drunk/sober (c) fresh/stale Conclusion of semantic structure of English The focus of this investigation has been to account for the wide array of meanings associated with English spatial particles. In contrast to most previous investigations of spatial particles, we have been particularly concerned with the many non-spatial meanings associated with theseforms. The hypothesis that English spatial particles are polysemous (as opposed to homosemous or monosemous) and therefore that the many-to-one mappings between meanings and form are largely systematic is central to our analysis. In the course of this exploration, we have developed a model which we term principled polysemy. The principled polysemy model takes a number of key assumptions about language as foundational. Many of these assumptions are more general in nature and must be recognized by any serious approach to language; others are informed by the perspective of cognitive linguistics. The approach rests fundamentally on the assumption that the primary reason humans use language is to communicate with one another and that this motivation constrains semantic extensions in non-trivial ways. Moreover, when lexical items are uttered (or written), they do not occur in isolation. Rather, they are embedded in longer segments of language, that is, naturally occurring language is always contextualized. Language itself radically underdetermines the rich interpretations regularly assigned to naturally occurring utterances Glossary Insignificant- small or not noticeable, and therefore not considered important Established - accepted or respected because of having existed for a long period of time Obsolescent - becoming obsolete Hackneyed - A hackneyed phrase or idea has been said or used so often that it has become boring and has no meaning Neutral - not saying or doing anything that would encourage or help any of the groups involved in an argument or war Denominator the number below the line in a vulgar fraction; a divisor. Interaction communication or direct involvement with someone or something. Flexibility the ability to be easily modified. Complexity the state or quality of being intricate or complicated. Harmony the combination of simultaneously sounded musical notes to produce a pleasing effect. Global classroom is one of the flagship international activities of the Global Campus whose aim is to bring together students, professors and experts from all Global Campus regional programs. Cultural awareness Someone's cultural awareness is their understanding of the differences between themselves and people from other countries or other backgrounds, especially differences in attitudes and values. Cultural manifestation Symbols represent the most superficial and values the deepest manifestations of culture, with heroes and rituals in between. Cultural briefing acquiring information about how particular cultures operate and manifest themselves. Hospitality the friendly and generous reception and entertainment of guests, visitors, or strangers Social alienation is a situation where an individual feels disconnected from a group of which they believe themselves a part, be it friends, family or wider society “Big C” culture refers to that culture which is most visible. Some visible forms of culture include Holidays, Art, Popular culture, Literature, and Food Architecture “Little c” culture, in contrast, in the more invisible type of culture associated with a region, group of people, language, etc. Some examples of little c culture include communication styles, verbal and non-verbal language symbols, cultural norms (what is proper and improper in social interactions), how to behave, myths and legends BIBLIOGRAPHY OF THE TOPIC Xizhen Qin, University of South Florida, USA 2014, “Teaching Foreign Languages by Exploring Intercultural Misunderstanding” 1 Warrin Laopongharn and Peter Sercombe, “What relevance does intercultural communication have to language education in Thailand?” 2 Kristin Lange 25. Oktober 2011, “Perspectives on Intercultural Competence”3 Kymbat Smakova, Suleyman Demirel University, Kazakhstan, Bethanne Paulsrud, Dalarna University, Sweden “Intercultural communicative comp”4 Derin Atay, Gökçe Kurt, Zeynep Çamlibel, Pınar Ersin, Özlem Kaslioglu, Marmara University, Faculty of Education “The Role of Intercultural Competence in Foreign Language Teaching”5 Richard Clouet Universidad De Las Palmas De Gran Canaria “Understanding And Assessing Intercultural Competence In An Online Environment: A Case Study Of Transnational Education Programme Delivery Between College Students In Ulpgc, Spain, And Ices, France”6 A RESOURCE FOR SCHOOLS, “Getting Started With Intercultural Language Learning”7 Mahdjouba Chaouche, Department of English Faculty of Foreign Languages Chlef University, Hay Essalam, Chlef, Algeri, “Incorporating Intercultural Communicative Competence in EFL Classes”8 www.yandex.ru www.wikipedia.com www.ehlion.com www.study.com www.google.com For Glossary reference https://dictionary.cambridge.org/dictionary/english/ Download 50.05 Kb. 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