The lexical meaning of each individual lexical-semantic variant of a word is a complex unity. It is convenient to consider the composition of its components using the above principle of dividing speech information into information that is the subject of the message, but not related to the act of communication, and information related to the conditions and participants in communication. Then the first part of the information corresponds to denotative the meaning of the word that names the concept. Through the concept, which, as is known from the theory of reflection, reflects reality, the denotative meaning is correlated with extralinguistic reality. The second part of the message, related to the conditions and participants in the communication, corresponds to connotation, which includes emotional, evaluative, expressive and stylistic components of meaning. The first part is obligatory, the second - the connotation - is optional. All four components of the connotation can appear together or in different combinations, or absent altogether.
The subject-logical part of the lexical meaning turns out to be, in turn, complex, reflecting the complexity of the concept expressed in the word. Thus, in the basic meaning of the word \woman, we distinguish at least three components: a human being, a female person, an adult. Because com-
potent analysis is of considerable importance for applied linguistics, it is a lot of work, and there is quite a lot of literature on this topic.
The connotation of the lexico-semantic variant and its subject-logical meaning are interconnected, but the nature of this connection is different for different components of the connotation. Below, the specifics of this connection can be traced in the process of considering each of the components separately.
The emotional component of meaning can be ordinary or occasional. A word or its variant has an emotional component of meaning if it expresses some kind of emotion or feeling. An emotion is a relatively short-term experience: joy, grief, pleasure, anxiety, anger, surprise, and a feeling is a more stable attitude: love, hatred, respect, etc. The emotional component arises on the basis of the subject-logical one, but, once it has arisen, it is characterized by a tendency to displace the subject-logical meaning or significantly modify it. There is little in common between honey and duck poultry, but figuratively, these pet words honey and duck are very close synonyms.
Pure signs of emotions are interjections. These words make up a very special layer of vocabulary, since they do not have a subject-logical meaning. All the typical features that distinguish emotional vocabulary are concentrated in interjections: syntactic optionality, i.e. the possibility of omission without violating the markedness of the phrase; lack of syntactic links with other parts of the sentence; semantic irradiation, which consists in the fact that the presence of at least one emotional word gives emotionality to the entire statement.
Many emotional words, and interjections in particular, express emotion in the most general form, without even indicating its positive or negative character. "Oh", for example, can express both joy and sadness, and many other emotions. "Oh, T am so glad", "Oh, I am so sorry", "Oh, how unexpected!" Similar examples can be given for other interjections, both simple and derived (secondary).
For stylistics, this indeterminacy of emotional words is of great importance, since it forces one to look for additional comments on the experienced personas during analysis.
pressing emotions: "Oh!" came the long melodic wonder note from the young soldier. Or "Oh, for goodness sake, say something somebody," cried Benford fretfully (D.H. Lawrence. The Fox).
Words that name emotions or feelings should not be mixed with emotional vocabulary: fear, delight, gloom, cheerfulness, annoy, and words whose emotionality depends on associations and reactions associated with the denotation: death, tears, honor, rain.
From a linguistic point of view, these are different groups. The relations between the components within the lexical meaning, the relations between the variants within the semantic structure of the word and the syntactic links here are different than in the emotional vocabulary, there is no transfer here, emotionality completely depends on the denotative meaning, which is not erased, syntactic links are obligatory.
For stylistics, the selection of this group is, however, very important, because the accumulation of similar words in the text or their repetition creates a certain mood. In many literary works, for example, the abundance of words associated with rain and bad weather conveys a feeling of loneliness, longing, homelessness. The master of subtext, E. Hemingway begins the story "The Cat in the Rain" with a description of the rain in an Italian city, where there are only two Americans in the hotel and the young American feels lonely and yearns.
There were only two Americans stopping at the hotel. They did not know any of the people they passed on the stairs on their way to and from their room. Their room was on the second floor facing the sea. It also faced the public garden and the war monument. There were big palms and green benches in the public garden. In the good weather there was always an artist with his easel. Artists liked the way the palms grew and the bright colors of the hotels facing the gardens and the sea. Italians came from a long way off to look up to the war monument. It was made of bronze and glistened in the rain. It was raining. The rain dripped from the palm trees. Water stood in pools on the gravel paths. The sea broke in along the line in the rain and slipped back down the beach to come and break again in a long line in the rain. The motor cars were gone from the square by the war monument...
The expression of an emotion or feeling is usually associated not only and not so much with the desire to communicate about of them, how many with the desire to pass them on to others, and in this sense, such an accumulation
rainy words are very effective and must be noted in stylistic analysis.
The word has estimated component of a meaning if it expresses a positive or negative judgment about what it names, i.e. approval or disapproval. Compare: time-tested method (approval) and out-of-date method (disapproval). The evaluative component is inextricably linked with the subject-logical component, clarifies and supplements it, and therefore can be included in the dictionary definition. So, for example, the verb sneak in Hornby's dictionary is defined: “move silently and secretly, usu. for a bad purpose." Unlike the emotional component, the evaluative component does not contribute to optionality or weakening of syntactic links. The evaluative component of meaning has been mentioned by many authors; words with such components have even been given the special name bias-words in the literature, but this group has not yet been studied enough, and the authors who paid attention to these words do not distinguish between connotation components, considering them as emotional 1 .
An interesting example of a word with a stable evaluative connotation is the word meaning and its derivatives meaningful and meaningless, which are described by L.B. Solomon 2 . Observing the contexts of the modern use of this word, one can notice an ever-increasing tendency to strengthen the evaluative connotative part of its meaning at the expense of the denotative part. The word meaningful becomes synonymous with the words wise, efficient, purposeful, worthy of attention and others, where appraisal is already among the components of the denotative meaning. So, to write meaningfully means and write fairly, correctly, meaningfully. Consider just one of the many newspaper examples of L.B. Solomon: Schools and teachers must instil the idea that what is important, is the desire and the capacity of the individual for self-education, that is for finding meaning, truth and enjoyment in everything he does.
The Russian word "meaning", which here very accurately translates the word meaning, also unquestionably contains a positive assessment of the ideological order. Attention should be paid to
the fact that meaning, truth and enjoyment are homogeneous members connected by the conjunction and, and in such contextual conditions, words should have common components of meaning. The positive evaluation in the words truth and enjoyment is an indispensable component of the denotative meaning.
Here are some more examples of words with evaluative connotations.
B. Charleston gives a comic conjugation: I am firm, thou art obstinate, he is pig-headed.
All three adjectives have the same denotative meaning, equivalent to neutral not easily influenced by other people's opinion, but firm implies commendable firmness, obstinate contains mild disapproval, and pig-headed a sharply negative assessment, combined with a connotation of expressiveness.
Evaluative vocabulary is typical for describing social life and political events and often uses different types of figurative meanings, while direct meanings are neutral.
Let's look at an example. The word establishment in its direct basic meaning establishment, institution does not contain connotations. One of many derived values - ruling circles, ruling elite, system- is conveyed by the lexical-semantic version of the Establishment and has a clearly expressed connotation - disapproval: If the Establishment means anything, it means big government and big business, and between them they pay most of the bills of big science 1 .
Observations on how evaluative words change their subject relatedness as a result of the injustice and hypocrisy of social relations can be found in the work of the great satirist G. Fielding. His work is characterized not only by great versatility - he was interested in politics, ethics, philosophy - but also a keen sense of the linguistic material reflecting them. Fielding saw how the decline of morals and the degradation of moral values are reflected in the decline in the meaning of words. Words that previously expressed high, noble concepts are used to name referents of low and vile ones. “I will try,” writes G. Fielding, “to attach to each of them exactly the idea that
swarm attaches them"light" (the world). "Patriot" (patriot) is now only a candidate for a place at court, and "politics" (politics) is just the art of seeking such places. By "merit" (worth) is understood only power, position, wealth, and "wisdom" (wisdom) is reduced to the art of acquiring them.
Among the works of G. Fielding there is a special treatise in which he develops the doctrine of the meaning of the words of the outstanding English philosopher of the 17th century, J. Locke. In this treatise "On the complete change of meaning to which many words have undergone, in absolute accordance with the theory of Mr. Locke," G. Fielding writes about how the ruling minority is exalted above all the rest of the people of Britain and, by right of the strong, claims moral and mental superiority. “Not satisfied with the name of “Noble” (Honourables), “Venerable” (Worshipfuls), “Reverends” (Reverends) and a thousand other proud epithets that they demand from the poor and to which they answer only with the words “trash” (scrub), “scum "(dirt)," mob "(mob) and the like, they forcibly, without a shadow of any right to do so, appropriated the word "Superior" (literally: the best-Betters)" 1 .
These properties of evaluative vocabulary were used by Fielding to expose the falsification of all human feelings and relationships and the fall of morality by contrasting the visible and the true, claims and reality in ironic epithets. So, a man who, under the cover of hypocrisy and hypocrisy, sacrifices others in the name of his appetites and abuses his power over them, he calls great - great man ("The Life Story of Jonathan Wilde the Great").
The place of evaluative connotations in different functional styles is different. They are often found in oratory and are not at all accepted in scientific or official business speech. Here the assessment should be explicitly indicated by means of objective indicators.
The word has expressive component meanings, if by its imagery or in some other way it emphasizes, strengthens what is called in the same word or in another
words that are syntactically related to it. For example: She was a thin, frail little thing, and her hair which was delicate and thin was bobbed... (D.H. Lawrence. The Fox).
The word thing instead of girl expressively emphasizes the fragility of the girl, expressed by the adjectives thin, frail, little. Thing when applied to a person is always used with an adjective.
Distinguish expressiveness figurative and magnifying. In both cases, the expressive component depends on the subject-logical component, but in a completely different way than the evaluative one. Consider an example: Life was not made merely to be slaved away (Ibid.).
Expressiveness in this case is figurative, based on metaphorical transfer. But the transfer occurs within the lexeme, not within the word - the verb slave does not have a non-expressive variant.
Under lexeme we understand the union of root and affixal morphemes that form a lexical unit, regardless of its possible syntactic functions, paradigm and valence 1 . Slave (n) and slave (v) are two words, but one token. The verb to slave is formed from the noun slave, and the noun has both direct and figurative meanings, and the verb - only figurative - figurative. Its figurative expressiveness depends on the associations that the slave (n) evokes, i.e. the connection here is at the level of the lexeme.
Expressivity for the verb slave (work is hard, unbearable, like slaves work) - expressiveness is ordinary. The verb slave is not used to denote the labor of slaves and denotes
heavy labor of legally free citizens. Cf.: the slaves work: : the Ford workers slave. But in the above example, the passive structure that intensifies the postpositive away and connection with the word life create a new variant - waste (life) on hard work. Expressiveness turns out to be occasional, as if secondary and contextually determined, which further enhances it.
English lexicographers (e.g. Hornby or Fowler) do not distinguish between expressiveness and emotionality. Many believe that expressiveness is always achieved at the expense of emotionality. Such an extended understanding is refuted by concrete material. The presence of emotional connotations almost always entails expressiveness, but the reverse is not true. In D. Lawrence's story, thing is repeatedly used in relation to Jill Banford: Banford was a small, thin, delicate thing with spectacles. In context, there is no evidence for an emotional approach to this weakness and fragility. The connotation of the word thing is only expressive. The portrait of Jill contrasts with the portrait of the main character Nell March, who is strong and looks like a boy.
In the interpretation of the word thing A. Hornby writes: thing, P...(6) used of persons or animals, expressing emotion: Poor thing! He "s been ill for a month! He" s a foolish old thing. She's a sweet little thing.
But his own examples show the validity of the above interpretation of thing as an expressive, not an emotional word. In all these examples, emotionality appears only in the model where thing is defined by emotional adjectives and reinforces their meaning.
Magnifying expressiveness has been studied no less than figurative expressiveness; such words received a special designation in- tensifiers, and one group, namely intensifying adverbs, has been covered in several special works 1 . The simplest intensifiers all, ever, even, quite, really, absolutely, so are very frequent. The nature of their distribution can be judged from the following examples: Why ever didn't you go? He's ever such a clever man. Even now it is not too late. He never even opened his book.
Amplifying adverbs are constantly updated, their number is growing. They are formed from various bases denoting
emotions. A lot of these adverbs were formed from words denoting fear: frightfully, awfully, terribly, etc. Their widespread use in oxymoronic combinations indicates the suppression of the lexical meaning in favor of the amplifying component: She looks frightfully well, frightfully decent, frightfully nice, terribly smart, terribly amusing, terribly friendly, awfully pleased, etc.
Some of these intensifiers have almost unlimited compatibility: a terrific speed, shock, dinner, make-up; dead tired, straight, serious, right, true; absolutely divine, maddening.
Others, on the contrary, have a narrow valence: a severe frost - aflat denial - stripping wet - strictly prohibited; you can't say strict frost or severe denial.
Most of these intensifiers belong to the colloquial style of speech, so the amplifying expressiveness component is usually accompanied by a stylistic component. Thus, the word quite is a colloquial intensifier: ...and it was quite a surprise.
In colloquial speech, amplification functions can be quite complex, and it is especially difficult to distinguish it from the emotive component. Amplification can be polite or polite confusion, as in the following example: "I don"t really like mentioning it - but I don"t quite see what else I am to do - although of course it is quite unimportant really." (A.Christie. A Caribbean Mystery).
The word has stylistic component values, or stylistic connotation, if it is typical of certain functional styles and areas of speech with which it is associated even when used in contexts that are not typical for it.
The stylistic component of the meaning is connected with the subject-logical one in the sense that the concept denoted by the latter may belong to one or another sphere of reality.
Since functional styles will be discussed in the last chapter, there is no need to go into them in more detail here.
Creating procedures for diagnosing the presence and absence of connotative meanings in a word, determining their type, distinguishing between occasional and usual connotations, identifying their dependence on the context and establishing the presence of connotations out of context is a very relevant and difficult task.
whose modern style is still waiting for its inquisitive researchers. An attempt to outline some of the elements of such procedures is described in the next paragraph.
Posted on 02/26/2018
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The speech of the TV presenter consists of the foundation of three components, namely; this is the text of the message itself, counting on feelings and try to evoke people's emotions, the speaker's personality should be attractive. (These are the words of Aristotle).
When a TV presenter pronounces words not in a simple monotonous voice, but with an emotional coloring, then this is perceived differently and plays a huge role. The text acquires color, forms images, and the speaker stimulates the listener's attention, thereby correctly conveying and transmitting information. But this statement is true under certain circumstances and degree.
If we look at the example of one TV presenter, for example, Dmitry Kiselev. In his programs, there is an abundance of emotionally colored words too much. When it's too much, it acquires unnecessary aggression, it looks superfluous. I will express my opinion. What if the transmission is informational, then in my opinion the message should be more neutral and restrained.
Here is a small quote for an example from the program, which illustrates this fact:
And now let's see what kind of words that can appear in the speech of TV presenters.
Linguists are primarily interested in linguistic means used to express the emotions of the speaker and capable of influencing the emotional sphere of the listener. Emotionally colored vocabulary is traditionally studied taking into account such categories as emotionality and evaluativeness. Let's take a closer look at these categories.
B.C. Vinogradov notes the following when considering the emotionally expressive information contained in the vocabulary: “In each synonymous series, only one or two words are emotionally neutral, “emotionally empty”, the rest convey both semantic and emotionally expressive information. The function of the latter is both in expressing the emotions of the one who speaks or writes, and in the emotional impact on the recipient.
The point of view of V.K. Kharchenko, who, considering the connotation of words, refers to it figurativeness, evaluativeness, expression and emotionality. "Evaluation is a functional category, figurativeness is reflective, expression is stylistic, and emotionality is psycholinguistic."
At the same time, it should be noted that the concepts of emotionality and evaluativeness cannot be called identical. Initially, the category of evaluation was associated with the expression of the emotional-subjective attitude of the speaker to the subject of speech (V.V. Vinogradov; A.L. Shakhmatov). According to this understanding, only units expressing a subjective assessment together with the realization of the expressive potential inherent in all words are classified as evaluative ones. However, according to L.A. Sergeeva, at the present stage of the development of science, there has been a different approach to the study of this category. Evaluation began to be considered as a kind of reflection of the corresponding logical category by the facts of explicit and hidden grammar.
As N.A. Lukyanova: “Evaluation, presented as the correlation of a word with an assessment, and emotionality associated with emotions, feelings of a person, do not constitute two different components of meaning, they are one, just as assessment and emotion are inseparable at the extralinguistic level. A positive assessment can only be conveyed through a positive emotion - approval, praise, affection, delight, admiration; negative - through negative emotion - disapproval, rejection, condemnation, annoyance, irritation, neglect, contempt. Evaluation, as it were, “absorbs” the corresponding emotion, and the parameters of emotion and evaluation coincide: “pleasant” - “good”, “unpleasant” - “bad”. Dictionary labels approved, affectionate, disapproved, neglected, contempt. denote the corresponding emotional reactions of the speaker in relation to the subject of speech, and the assessment is, as it were, hidden in the emotion, "folded into a kidney", and in specific statements it "unfolds" to a greater or lesser extent. After all, such a motley picture of the linguistic interpretation of expressives both in the works of lexicologists and in dictionaries is not accidental: it demonstrates the complexity of the very subject of study - emotional evaluation as a component of the semantic content of lexical units.
According to A.A. Ivin, V.L. Tugarinova, V.A. Vasilenko and others, assessment is a logical and psychological phenomenon. In psychology, the importance of emotions and evaluations in the organization of purposeful human behavior is noted.
In the assessment there is always a subjective factor that interacts with the objective one, since an evaluative statement, even if the subject of the assessment is not directly expressed in it, implies a value relationship between the subject and the object.
Of course, emotionality and evaluativeness are categories, although interrelated, but still have certain differences.
According to one of the points of view, emotionality and evaluativeness are, in fact, unity. For example, V.I. Shakhovsky and N. A. Lukyanova agree that these concepts are inseparable and, in a way, interdependent: “Evaluation presented as the correlation of a word with an assessment, and emotionality associated with emotions, feelings, do not constitute two different components of meaning, they are one » .
Evaluation is a component in the semantic structure of a language unit, information about a positive or negative characteristic of an object, about an approving or disapproving attitude towards an object, this is an assessment expressed by means of the language. The assessment structure includes three mandatory components: subject - assessment - object. The result of the evaluation process - an evaluative statement - has an object-subject character. Such a scheme is universal, it works in the process of evaluating any object by any native speaker, therefore it is universal in nature.
T.G. Vinokur connects appraisal with stylistic meaning: “... a certain commonality of the act of appraisal (in its socio-psychological sense) with the world of human experiences and feelings is undeniable. One particular, albeit the most striking, case of confirmation of this is precisely the existence, along with the “intellectual-evaluative” type, of the emotional-evaluative type of the semantic structure of the sign. Another confirmation is the possibility of contextual imitation of this type of stylistic meaning. And the third is to obtain on its basis indirect (subjective, figurative) ways of expressing an assessment. The relation to the very way of expressing the evaluation is evaluated. The most straightforward case of a general assessment of the expressive potentialities of a linguistic unit is its acquisition of precisely evaluative meaning.
Scientific research in the field of evaluation of such linguists as N.D. Arutyunova, E.M. Wolf, V.R. Gak, V.I. Shakhovsky, L.A. Sergeeva and others show that the linguistic aspect of the category of evaluation is the whole set of means and ways of its expression: phonetic, morphological, lexical, syntactic.
EAT. Wolf, studying the semantics and structure of evaluation, highlights the fact that evaluation can be viewed as:
- - assessment as one of the types of modality. Evaluative modality is determined by the statement as a whole and is a component of the statement. Being included in the context, the assessment is characterized by a special structure, contains a number of mandatory and optional elements;
- - assessments "de dicto" and "de re". In the de dicto structure, the modal operator is assigned to the sentence, while in the de re structure, the modality is attributed to a certain attribute of the thing. In modality de dicto, evaluative modes are expressed either by adverbs (it's good that you understand me), by verbs (I'm sorry that he didn't come), by modal expressions (alas, he is). In the de re modality, the evaluative expression refers directly to the designation of the object and is expressed by adjectives - definitions or predicatives (inspirational example, great helper), verbs and predicative expressions with evaluative meaning (your work is no good), evaluative verbs (I like her hairstyle) ;
- - absolute and comparative evaluation. With an absolute assessment, often, we are talking about one appraisal object, with a comparative one, there are two or more objects. An absolute assessment contains an implicit comparison based on the commonality of social stereotypes, while a comparative assessment is based on a comparison of objects with each other;
- - "indifferent" for evaluation. Many names of objects and events are not combined with the evaluative words "good / bad" (good table), i.e. neutrality, to one degree or another, can have any object;
- - asymmetry of signs "good/bad". The signs of "good" and "bad" are far from always pronounced, it is far from always clear which sign is inherent in a particular unit (difficult, easy, important).
The evaluative component is often associated with an emotional one. As mentioned earlier, the evaluation component consists in expressing a particular assessment, approving or disapproving.
The dictionaries for assessing the negative evaluative component use the same labels as for characterizing the negative emotional component of the value: swearing, ironic, caressing, disapproving, contempt, joking, neglecting, humiliating.. A person forms any evaluative attitude to objects in accordance with an individual scale of values. "Evaluative and emotive connotations can be the result of correlation with cultural attitudes (rules of behavior), stereotypes, background knowledge...".
Views on the connotative component in the meaning of the word are ambiguous, and at the moment there is no exact, unified classification according to which it would be possible to clearly trace this component in the word. The concept of connotation itself covers various aspects of the word, including emotive and expressive.
The word "connotation" appeared around 1200, formed from the Latin. connotare"together - (bo-) - mean." Despite the long history of the use of this term, its definition in linguistics is still ambiguous.
O.S. Akhmanova gives the following definition of connotation: “The additional content of a word (or expression), its accompanying semantic or stylistic shades, which are superimposed on its main meaning, serve to express various kinds of expressive-emotional-evaluative overtones and can give the statement solemnity, playfulness, ease, familiarity". O.S. Akhmanova distinguishes inherent(intrinsic to the word out of context) and adherent(context-formed) connotation. The presence of two types of connotations allows us to consider connotation as a linguistic phenomenon.
By “connotation” it is customary to understand all the assessments that are additional to the meaning, emotional connotations are part of these assessments. “It has become generally accepted that any word can be loaded with emotional connotations, and studies repeatedly confirm this: emotiveness can be connotative, and by “connotation”, along with multicomponentness, one can also understand monocomponent, that is, connotation can only be emotive” . IN AND. Shakhovsky calls words with an emotive connotation “connotatives”, which “serve to express the emotional attitude of the speaker to the object of reflection called in the logical-objective component of the meaning or through its name to another object of reflection that has similar objective or attributed emotional features to the speaker” .
The direct opposite of connotation is denotation, i.e. direct (explicit) meaning of a language unit (word), lexical meaning of a word. In the explanatory dictionary N.E. Yatsenko presents the following definition of denotation: “Denotation is the assignment of a word-concept to the object of designation, the use of a word in speech to describe real or imaginary objects (denotations) or point to them” .
In some semantic theories, the denotation, or signified of a certain symbol, is considered to be a whole class of things that actually exist and are covered by a given representation, while a set of qualities is called a connotation. In this case, it turns out that the denotation is the same as the extensiveness of the concept, and then the connotation coincides with its intensity. It is important to note that some authors point out not only the difficulty of distinguishing between the components of connotation, but also the difference between the parts of the meaning - connotative and denotative. So I.A. Sternin points out the need to distinguish between lexical units with an emotional meaning and lexical units with an emotional component of meaning, as well as lexical units with an evaluative meaning and lexical units with an evaluative component of meaning. In this regard, emotion and evaluation can also be elements of denotation.
Many scientists (I.A. Sternin; V.A. Buldakov; I.V. Arnold) share the opinion that connotation as a whole is a combination of stylistic, emotional and evaluative components. The stylistic component is dominant, and other components depend on it.
The lack of an accurate structural definition of connotation and its components is partly due to the lack of a unified linguistic theory of emotional speech. The complexity of the distinction is also due to the fact that it is difficult to determine which of the components: emotionality, expressiveness or evaluativeness prevails in the case of the use of one or another lexical unit. As V.N. Telia: “The signified themselves can serve as a stimulus for the simultaneous excitation of emotive reactions of different nature, leading to their interweaving into one meaning.”
The study of the expressive originality of the language is versatile and cannot be limited to the framework of emotionally colored vocabulary as such. Both emotionality and evaluativeness, in addition to being fixed in the semantics of a word, can appear occasionally in a statement. Consequently, almost all lexical units can express an emotional assessment in the context of a particular statement.
Based on the work of linguists, we can conclude that the concepts of emotionality and evaluativeness not only interact, but are also closely related. A characteristic feature of emotionally colored lexical units is their connotative meanings, that is, the ambiguity of their meaning and the presence of a certain emotional charge in them. By "connotation" is meant the additional content of the word, its semantic or stylistic shades, which are present along with its main meaning, serve to express a different role of expressive-emotional-evaluative overtones. It is the connotation, which reflects the additional meaning of the word, indicates its emotional richness, the nature of the speaker's assessment of certain phenomena of reality.
It should also be noted that when conducting our research on identifying the features of the use of words with emotional coloring in the English-language press, we will focus on vocabulary containing an emotional assessment in the denotative component.
In order to talk about the elements of evaluative vocabulary, we need to understand this, what is vocabulary.
In the "Explanatory Dictionary" S.I. Ozhegov, we find the following definition: "Vocabulary is the vocabulary of a language, its style, sphere, as well as individual works."
Vocabulary is divided into the following types: high, reduced, emotional, bookish, colloquial, colloquial.
A characteristic feature of the evaluation expression is the possibility of strengthening or weakening the attribute "good" or the attribute "bad".
In fact, a person learns the world around him through evaluation, and almost all objects can become objects of evaluation. Evaluation is recognized as one of the most important aspects of human intellectual activity and, of course, is reflected in the language. For the first time, the range of problems associated with the study of evaluation was identified by Aristotle. In the future, these issues were elucidated from the point of view of various research approaches.
Considering the assessment from the point of view of the language, all components of its structure can be divided into mandatory and optional. The main elements of the evaluation are its subject (the one who evaluates), the object (what is evaluated), as well as the evaluation element itself.
As part of the evaluative vocabulary, words are emotionally-expressively colored. Expression- means expressiveness (from lat. expressio - expression). Expressive vocabulary includes words that enhance the expressiveness of speech. Words that convey the speaker's attitude to their meaning belong to the emotional vocabulary. Emotional vocabulary expresses various feelings. There are many words in Russian that have a bright emotional coloring. This can be easily verified by comparing words with similar meanings: blond, blond, whitish, white, white, lilac; handsome, charming. Charming, delightful, cute; eloquent, chatty; proclaim, blurt out, blurt out, etc. Comparing them, we try to choose the most expressive words that can more convincingly convey our thought. For example, you can say I do not like, but stronger words can be found: I hate, despise, abhor. In these cases, the lexical meaning of the word is complicated by a special expression.
Evaluative vocabulary requires an attentive attitude. The inappropriate use of emotional and expressive words can give speech a comical sound. That often happens in student essays.
Combining words close in expression into lexical groups, we can distinguish:
1) words expressing a positive assessment of the named concepts;
2) words expressing their negative assessment.
The first group will include words high, affectionate, partly playful; in the second - ironic, disapproving, abusive, etc. The emotionally expressive coloring of words is clearly manifested when comparing synonyms:
The development of emotional and expressive shades in the word is facilitated by its metaphorization. So, stylistically neutral words get a vivid expression: burn(at work), fall(from fatigue) suffocate(in adverse conditions), blazing(eye) blue(dream), flying(gait), etc. The context finally determines the expressive coloring: neutral words can be perceived as lofty and solemn; high vocabulary in other conditions acquires a mockingly ironic coloring; sometimes even a swear word can sound affectionate, and affectionate - contemptuously. The appearance of additional expressive shades in a word, depending on the context, significantly expands the visual possibilities of vocabulary.
The study of emotional-evaluative and expressive vocabulary directs us to distinguish between different types of speech, depending on the nature of the speaker's influence on listeners, the situation of their communication, their relationship to each other, and a number of other factors. “It is enough to imagine,” wrote A.N. Gvozdev, - that the speaker wants to make laugh or touch, to arouse the disposition of the listeners or their negative attitude towards the subject of speech, so that it becomes clear how different language means will be selected, mainly creating a different expressive coloring. With this approach to the selection of language means, several types of speech can be identified: solemn(rhetorical), official(cold) intimate affectionate, playful. They are opposed to speech neutral, using linguistic means, devoid of any stylistic coloring. This classification of types of speech, dating back to the "poetics" of ancient antiquity, is not rejected by modern stylists either.
The emotionally expressive coloring of the word, layered on the functional, complements its stylistic characteristics. Emotionally-expressive neutral words usually belong to common vocabulary (although this is not necessary: terms, for example, in emotionally expressive terms, are usually neutral, but have a clear functional fixation). Emotionally expressive words are distributed between book, colloquial and vernacular vocabulary.
Thus, we came to the conclusion that:
1. The ability to divide everything in the world into “good” - “bad”, “beautiful” - “ugly”, i.e. Evaluation is instilled in us from childhood. But it is very important not only to be able to evaluate things, actions, deeds, etc., but it is also necessary to know how to do it correctly, to enrich your vocabulary.
2. Emotional-expressive vocabulary is not so well studied, there are difficulties in its typing, in many respects perception goes on a subconscious level, at the level of emotions, therefore this vocabulary is mostly used in oral speech, where not only the speech apparatus is involved, but also facial expressions , gestures.
3. I would like to note once again what a thin line lies when using expressively colored vocabulary between a good joke and an evil, insulting mockery, and how important it is to always feel this line so as not to violate the basic principle of verbal communication - the principle of politeness.
15.1 Write an essay-reasoning, revealing the meaning of the statement of the famous linguist Valentina Danilovna Chernyak: “Emotional-evaluative words include words that are associated with the expression of any feeling, attitude towards a person, assessment of the subject of speech, situations and communication”
The well-known linguist V. D. Chernyak writes about emotional-evaluative words, that they are associated with feelings, attitudes or evaluation. I think that such words help us understand the characters and the author's intention. For example, in the text of R.P. Pogodin, many such words are used. Let's say in sentence 13 Mishka says about Sim that he "got out". This word shows us Mishka's contemptuous attitude towards another hero. In sentence 16, he addresses Sima not by name, but very rudely: with the personal pronoun "you." Further, he calls Sima a sycophant, says that he is sucking up - this also shows us his rudeness and contempt.
Emotional and expressive words make a literary work more expressive.
15.2 Write an essay-reasoning. Explain how you understand the meaning of sentences 55-56 of the text: “The bear got up and began to take pictures from the guys. He collected all the sheets, put them back into the album"
In an excerpt from the work of R. P. Pogodin, we read about the relationship of children from the same yard. They did not like one of the boys, so they suspected him of various nasty things: for example, that he was a sycophant. Without understanding, they take away the album from Sima and sort out the pictures. Only after some time their "leader" Mishka suddenly realizes that the album was intended for an old teacher who no longer works at the school (this is stated in sentence 52). And from sentences 53 and 54 it becomes clear why Sima wanted to thank her: she helped him study during a serious illness. When Misha realized this, he felt ashamed, and he began to take pictures from the guys, put them back into the album. From sentences 67-75, we understand that the guys gave Maria Alekseevna the drawings that Sima made for her.
These words mean that Misha knew how to admit his mistakes and correct them.
15.3 How do you understand the meaning of the word CONSCIENCE? Formulate and comment on your definition. Write an essay-reasoning on the topic: “What is conscience?”, Taking the definition you gave as a thesis.
Conscience is the ability of a person to realize his wrong; it keeps from a bad deed or reproaches if a person has already done wrong.
In an excerpt from the work of R.P. Pogodin, Mishka took Sima's album with the drawings that he made for the teacher, but then Mishka realized that he was wrong. His conscience reproached him, and he decided to correct his mistake. I took the drawings from my friends and nevertheless handed them over to the teacher.
Both in life and in literature, we often encounter situations in which a person experiences pangs of conscience. For example, in the novel by A. S. Pushkin "Eugene Onegin" the protagonist severely judges himself for cowardice. Fearing public condemnation, Eugene went to a duel with a friend and accidentally killed him. Onegin punishes himself - sends him into exile.
Each person must act in accordance with the dictates of his conscience.
