A course In Modern English Lexicology

шину
to fill a pipe — набивать трубку to fill a gap — заполнять пробел
As we see the verb to fill in different collocations corresponds to a number of different verbs in Russian. Conversely one Russian word may correspond to a number of English words.
For instance compare тонкая книга — a thin book тонкая
ирония — subtle irony тонкая та-
лия — slim waist
Perhaps the greatest difficulty for the Russian learners of English is the fact that not only notional words but also function words in different languages are polysemantic and not co-extensive. Quite a number of mistakes made by the Russian learners can be accounted for by the divergence in the semantic structure of function words. Compare, for example, the meanings of the Russian preposition до and its equivalents in the English language.
(Он работал) до 5 часов
till 5 o'clock
(Это было) до войны
before the war
(Он дошел) до угла
to the corner
Contrastive analysis on the level of t h e g r a m m a t i c a l meaning reveals that correlated words in different languages may differ in the grammatical component of their meaning.
To take a simple instance Russians are liable to say the *news are good, *the money are on the table, *her hair are black, etc. as the words 240
новости, деньги, волосы have the grammatical meaning of plurality in the Russian language.
Of particular interest in contrastive analysis are the compulsory grammatical categories which foreign language learners may find in the language they are studying and which are different from or nonexistent in their mother tongue. These are the meanings which the grammar of the language “forces” us to signal whether we want it or not.
One of the compulsory grammatical categories in English is the category of definiteness/indefiniteness. We know that English signals this category by means of the articles. Compare the meaning of the word man in the man is honest and man is honest.
As this category is non-existent in the Russian language it is obvious that Russian learners find it hard to use the articles properly.
Contrastive analysis brings to light the essence of what is usually described as i d i o m a t i c E n g l i s h , i d i o m a t i c R u s s i a n etc., i.e. the peculiar way in which every language combines and structures in lexical units various concepts to denote extra-linguistic reality.
The outstanding Russian linguist acad. L. V. Sčerba repeatedly stressed the fact that it is an error in principle if one supposes that the notional systems of any two languages are identical. Even in those areas where the two cultures overlap and where the material extralinguistic world is identical, the lexical units of the two languages are not different labels appended to identical concepts. In the overwhelming majority of cases the concepts denoted are differently organised by verbal means in the two languages.
Different verbal organisation of concepts in different languages may be observed not only in the difference of the semantic structure of correlated words but also in the structural difference of word-groups commonly used to denote identical entities.
For example, a typical Russian word-group used to describe the way somebody performs an action, or the state in which a person finds himself, has the structure that may be represented by the formula adverb followed by a finite form of a verb (or a verb + an adverb), e.g. он крепко спит, он быстро /медленно/ усваивает, etc. In English we can also use structurally similar word-groups and say he smokes a lot, he learnsslowly (fast), etc. The structure of idiomatic English word-groups however is different. The formula of this word-group can be represented as an adjective
+ deverbal noun, e.g. he is a heavy smoker, a poor learner, e.g. “the Englishman is a slow starter but there is no stronger finisher” (Galsworthy).
Another English word-group used in similar cases has the structure verb to be + adjective + the infinitive, e.g. (He) is quick to realise, (He) is slow to cool down, etc. which is practically non-existent in the Russian language.
Commonly used English words of the type (he is) an early-riser, a music-lover, etc. have no counterparts in the Russian language and as a rule correspond to phrases of the type (Он) рано встает, (он) очень любит му-зыку, etc.1
See ‘Word-Formation’, § 34, p. 151,
241
Last but not least contrastive analysis deals with the meaning and use of s i t u a t i o n a l verbal units, i.e. words, word-groups, sentences which are commonly used by native speakers in certain situations.
For instance when we answer a telephone call and hear somebody ask-ing for a person whose name we have never heard the usual answer for the Russian speaker would be Вы ошиблись (номером), Вы не туда попали.
The Englishman in identical situation is likely to say Wrong number.
When somebody apologises for inadvertently pushing you or treading on your foot and says Простите\ (I beg your pardon. Excuse me.) the Russian speaker in reply to the apology would probably say — Ничего, по-жалуйста, whereas the verbal reaction of an Englishman would be different — It’s all right. It does not matter. * Nothing or *please in this case cannot be viewed as words correlated with Ничего, Пожалуйста."
To sum up contrastive analysis cannot be overestimated as an indispensable stage in preparation of teaching material, in selecting lexical items to be extensively practiced and in predicting typical errors. It is also of great value for an efficient teacher who knows that to have a native like command of a foreign language, to be able to speak what we call idiomatic English, words, word-groups and whole sentences must be learned within the lexical, grammatical and situational restrictions of the English language.
An important and promising trend in modern