English Lexicology

First of all, restriction in substitution. As a rule, no word can be substituted for any meaningful component of a phraseological unit without destroying its sense. To carry coals to Manchester makes as little sense as Б Харьков со своим самоваром.

The idiom to give somebody the cold shoulder means "to treat somebody coldly, to ignore or cut him", but a warm shoulder or a cold elbow make no sense at all. The meaning of a bee in smb's bonnet was explained above, but a bee in his hat or cap would sound a silly error in choice of words, one of those absurd slips that people are apt to make when speaking a foreign language.

At the same time, in free word-groups substitution does not present any dangers and does not lead to any serious consequences. In The cargo ship is carrying coal to Liverpool all the components can be changed:

The ship/vessel/boat carries/transports/takes/brings coal to (any port).

The second type of restriction is the restriction in introducing any additional components into the structure of a phraseological unit.

In a free word-group such changes can be made without affecting the general meaning of the utterance: This big ship is carrying a large cargo of coal to the port of Liverpool.

In the phraseological unit to carry coals to Newcastle no additional components can be introduced. Nor can one speak about the big white elephant (when using the white elephant in its phraseological sense) or about somebody having his heart in his brown boots.

Yet, such restrictions are less regular. In Vanity Fair by W. M. Thackeray the idiom to build a castle in the air is used in this way:

"While dressing for dinner, she built for herself a most magnificent castle in the air of which she was the mistress ..."

In fiction such variations of idioms created for stylistic purposes are not a rare thing. In oral speech phraseological units mostly preserve their traditional structures and resist the introduction of additional components.

The third type of structural restrictions in phraseological units is grammatical invariability. A typical mistake with students of English is to use the plural form of fault in the phraseological unit to find fault with somebody (e. g. The teacher always found faults with the boy). Though the plural form in this context is logically well-founded, it is a mistake in terms of the grammatical invariability of phraseological units >. A similar typical mistake often occurs in the unit from head to foot (e. g. From head to foot he was immaculately dressed). Students are apt to use the plural form of foot in this phrase thus erring once more against the rigidity of structure which is so characteristic of phraseological units.

Yet again, as in the case of restriction in introducing additional components, there are exceptions to the rule, and these are probably even more numerous.

One can build a castle in the air, but also castles. A shameful or dangerous family secret is picturesquely described as a skeleton in the cupboard, the first substantive component being frequently and easily used in the plural form, as in: I'm sure they have skeletons in every cupboard! A black sheep is a disreputable member of a family who, in especially serious cases, may be described as the blackest sheep of the family.

Proverbs

Consider the following examples of proverbs:

We never know the value of water till the well is dry.

You can take the horse to the water, but you cannot make him drink.

Those who live in glass houses shouldn't throw stones.

Even these few examples clearly show that proverbs are different from those phraseological units which have been discussed above. The first distinctive feature that strikes one is the obvious structural dissimilarity. Phraseological units, as we have seen, are a kind of ready-made blocks which fit into the structure of a sentence performing a certain syntactical function, more or less as words do. E. g. George liked her for she never put on airs (predicate). Big bugs like him care nothing about small fry like ourselves, (a) subject, b) prepositional object).

Proverbs, if viewed in their structural aspect, are sentences, and so cannot be used in the way in which phraseological units are used in the above examples.

If one compares proverbs and phraseological units in the semantic aspect, the difference seems to become even more obvious. Proverbs could be best compared with minute fables for, like the latter, they sum up the collective experience of the community. They moralise (Hell is paved with good intentions), give advice (Don't judge a tree by its bark), give warning (If you sing before breakfast, you will cry before night), admonish (Liars should have good memories), criticise (Everyone calls his own geese swans).

No phraseological unit ever does any of these things. They do not stand for whole statements as proverbs do but for a single concept. Their function in speech is purely nominative (i. e. they denote an object, an act, etc.). The function of proverbs in speech, though, is communicative (i. e. they impart certain information).

The question of whether or not proverbs should be regarded as a subtype of phraseological units and studied together with the phraseology of a language is a controversial one.

Professor A. V. Koonin includes proverbs in his classification of phraseological units and labels them communicative phraseological units (see Ch. 13). From his point of view, one of the main criteria of a phraseological unit is its stability. If the quotient of phraseological stability in a word-group is not below the minimum, it means that we are dealing with a phraseological unit. The structural type -- that is, whether the unit is a combination of words or a sentence -- is irrelevant.

The criterion of nomination and communication cannot be applied here either, says Professor A. V. Koonin, because there are a considerable number of verbal phraseological units which are word-groups (i. e. nominative units) when the verb is used in the Active Voice, and sentences (i. e. communicative units) when the verb is used in the Passive Voice. E. g. to cross (pass) the Rubicon -- the Rubicon is crossed (passed); to shed crocodile tears -- crocodile tears are shed. Hence, if one accepts nomination as a criterion of referring or not referring this or that unit to phraseology, one is faced with the absurd conclusion that such word-groups, when with verbs in the Active Voice, are phraseological units and belong to the system of the language, and when with verbs in the Passive Voice, are non-phraseological word-groups and do not belong to the system of the language. [12]

It may be added, as one more argument in support of this concept, that there does not seem to exist any rigid or permanent border-line between proverbs and phraseological units as the latter rather frequently originate from the former.

So, the phraseological unit the last straw originated from the proverb The last straw breaks the camel's back, the phraseological unit birds of a feather from the proverb Birds of a feather flock together, the phraseological unit to catch at a straw (straws) from A drowning man catches at straws.

What is more, some of the proverbs are easily transformed into phraseological units. E. g. Don't put all your eggs in one basket > to put all one's eggs in one basket; don't cast pearls before swine > to cast pearls before swine.

Exercises

I. Consider your answers to the following.

What do we mean when we say that an idiom has a "double" meaning?

Why is it very important to use idioms with care? Should foreign-language students use them? Give reasons for your answer.

The term "phraseological unit" is used by most Russian scholars. What other terms are used to de scribe the same word-groups?

How can you show that the "freedom" of free word-groups is relative and arbitrary?

What are the two major criteria for distinguishing between phraseological units and free word-groups?

How would you explain the term "grammatical in variability" of phraseological units?

How do proverbs differ from phraseological units?

Can proverbs be regarded as a subdivision of phraseological units? Give reasons for your answer.

II., What is the source of the following idioms? If in doubt consult your reference books.

The Trojan horse, Achilles heel, a labour of Hercules, an apple of discord, forbidden fruit, the serpent in the tree, an ugly duckling, the fifth column, to hide one's head in the sand.

III.Substitute phraseological units with the noun "heart" for the italicised words. What is the difference between the two sentences?

1. He is not a man who shows his feelings openly. 2. She may seem cold but she has true, kind feelings. 3. I learned that piece of poetry by memory. 4. When I think about my examination tomorrow I feel in despair. 5. When I heard that strange cry in the darkness I was terribly afraid. 6. It was the job I liked very much. 7. I didn't win the prize but I'm not discouraged.

IV.Show that you understand the meaning of the following phraseological units by using each of them in a sentence.

1. Between the devil and the deep sea; 2. to have one's heart in one's boots; 3. to have one's heart in the right place; 4. to wear one's heart on one's sleeve; 5. in the blues; 6. once in a blue moon; 7. to swear black is white; 8. out of the blue; 9. to talk till all is blue; 10. to talk oneself blue in the face.

V.Substitute phraseological units incorporating the names of colours for the italicised words.

1. I'm feeling rather miserable today. 2. He spends all his time on bureaucratic routine. 3. A thing like that happens very rarely. 4. You can talk till you are tired of it but I shan't believe you. 5. The news was a great shock to me. It came quite unexpectedly. 6. I won't believe it unless I see it in writing. 7. You can never believe what he says, he will swear anything if it suits his purpose.

VI.Read the following jokes. Why do little children often misunderstand phraseological units? Explain how the misunderstanding arises in each case.

"Now, my little boys and girls," said the teacher. "I want you to be very still -- so still that you can hear a pin drop." For a minute all was still, and then a little boy shrieked out: "Let her drop."

"You must be pretty strong," said Willie, aged six to the young widow who had come to call on his mother.

"Strong? What makes you think so?"

"Daddy said you can wrap any man in town around your little finger."

S.Tom: What would you do if you were in my shoes?

Tim: Polish them!

4. Little Girl: Oh, Mr. Sprawler, do put on your skates and show me the funny figures you can make.

Mr. Sprawler: My dear child, I'm only a beginner. I can't make any figures.

Little Girl: But Mother said you were skating yesterday and cut a ridiculous figure.

VII.Read the following jokes. Explain why the italicised groups of words are not phraseological units.

Warning

The little boy whose father was absorbed in reading a newspaper on the bench in the city park, exclaimed:

"Daddy, look, a plane!"

His father, still reading the paper, said: "All right, but don't touch it."

Great Discovery

A scientist rushed into the ops room of the space mission control centre: "You know that new gigantic computer which was to be the brain of the project? We have just made a great discovery!"

"What discovery?"

"It doesn't work!"

VIII.Explain whether the semantic changes in the following phraseological units are complete or partial. Paraphrase them.

To wear one's heart on one's sleeve; a wolf in a sheep's clothing; to fly into a temper; to stick to one's word; bosom friend; small talk; to cast pearls before swine; to beat about the bush; to add fuel to the fire; to fall ill; to fall in love; to sail under false colours; to be at sea.

IX.Say what structural variations are possible in the following phraseological units. If in doubt, consult the dictionaries.

To catch at a straw; a big bug; the last drop; to build a castle in the air; to weather the storm; to get the upper hand; to run for one's life; to do wonders; to run a risk; just the other way about.

CHAPTER 13. Phraseology: Principles of Classification

It would be interesting now to look at phraseological units from a different angle, namely: how are all these treasures of the language approached by the linguistic science? The very miscellaneous nature of these units suggests the first course of action: they must be sorted out and arranged in certain classes which possess identical characteristics.

But which characteristics should be chosen as the main criteria for such a classification system? The structural? The semantic? Those of degree of stability? Of origin?

It should be clear from the previous description that a phraseological unit is a complex phenomenon with a number of important features, which can therefore be approached from different points of view. Hence, there exist a considerable number of different classification systems devised by different scholars and based on different principles.

The traditional and oldest principle for classifying phraseological units is based on their original content and might be alluded to as "thematic" (although the term is not universally accepted). The approach is widely used in numerous English and American guides to idiom, phrase books, etc. On this principle, idioms are classified according to their sources of origin, "source" referring to the particular sphere of human activity, of life of nature, of natural phenomena, etc. So, L. P. Smith gives in his classification groups of idioms used by sailors, fishermen, soldiers, hunters and associated with the realia, phenomena and conditions of their occupations. In Smith's classification we also find groups of idioms associated with domestic and wild animals and birds, agriculture and cooking. There are also numerous idioms drawn from sports, arts, etc.

This principle of classification is sometimes called "etymological". The term does not seem appropriate since we usually mean something different when we speak of the etymology of a word or word-group: whether the word (or word-group) is native or borrowed, and, if the latter, what is the source of borrowing. It is true that Smith makes a special study of idioms borrowed from other languages, but that is only a relatively small part of his classification system. The general principle is not etymological.

Smith points out that word-groups associated with the sea and the life of seamen are especially numerous in English vocabulary. Most of them have long since developed metaphorical meanings which have no longer any association with the sea or sailors. Here are some examples.

To be all at sea -- to be unable to understand; to be in a state of ignorance or bewilderment about something (e. g. How can I be a judge in a situation in which I am all at sea? I'm afraid I'm all at sea in this problem). V. H. Collins remarks that the metaphor is that of a boat tossed about, out of control, with its occupants not knowing where they are. [26]

To sink or swim -- to fail or succeed (e. g. It is a case of sink or swim. All depends on his own effort.)

In deep water -- in trouble or danger.

In low water, on the rocks -- in strained financial circumstances.

To be in the same boat with somebody -- to be in a situation in which people share the same difficulties and dangers (e. g. I don't like you much, but seeing that we're in the same boat I'll back you all I can). The metaphor is that of passengers in the life-boat of a sunken ship.

To sail under false colours -- to pretend to be what one is not; sometimes, to pose as a friend and, at the same time, have hostile intentions. The metaphor is that of an enemy ship that approaches its intended prey showing at the mast the flag ("colours") of a pretended friendly nation.

To show one's colours -- to betray one's real character or intentions. The allusion is, once more, to a ship showing the flag of its country at the mast.

To strike one's colours -- to surrender, give in, admit one is beaten. The metaphor refers to a ship's hauling down its flag (sign of surrender).

To weather (to ride out) the storm -- to overcome difficulties; to have courageously stood against misfortunes.

To bow to the storm -- to give in, to acknowledge one's defeat.

Three sheets in(to) the wind (sl.) -- very drunk.

Half seas over (sl.) -- drunk.

Though, as has been said, direct associations with seafaring in all these idioms have been severed, distant memories of the sea romance and adventure still linger in some of them. The faint sound of the surf can still be heard in such phrases as to ride out the storm or breakers ahead! (= Take care! Danger!). Such idioms as to sail under false colours, to nail one's colours to the mast (~ to be true to one's convictions, to fight for them openly) bring to mind the distant past of pirate brigs, sea battles and great discoveries of new lands.

It is true, though, that a foreigner is more apt to be struck by the colourfulness of the direct meaning of an idiom where a native speaker sees only its transferred meaning, the original associations being almost fully forgotten. And yet, when we Russians use or hear the idiom первая ласточка, doesn't a dim image of the little bird flash before our mind, though, of course, we really mean something quite different? When we say на воре и шапка горит, are we entirely free from the picture built up by the direct meanings of the words? If it were really so and all the direct associations of the idioms had been entirely erased, phraseology would not constitute one of the language's main expressive resources. Its expressiveness and wealth of colour largely -- if not solely -- depend on the ability of an idiom to create two images at once: that of a ship safely coming out of the storm -- and that of a man overcoming his troubles and difficulties (to weather/ride out the storm); that of a ship's crew desperately fighting against a pirate brig -- and that of a man courageously standing for his views and convictions (to nail one's colours to the mast),

The thematic principle of classifying phraseological units has real merit but it does not take into consideration the linguistic characteristic features of the phraseological units.

The considerable contribution made by Russian scholars in phraseological research cannot be exaggerated. We have already mentioned the great contribution made by Academician V. V. Vinogradov to this branch of linguistic science.

The classification system of phraseological units devised by this prominent scholar is considered by some linguists of today to be outdated, and yet its value is beyond doubt because it was the first classification system which was based on the semantic principle. It goes without saying that semantic characteristics are of immense importance in phraseological units. It is also well known that in modern research they are often sadly ignored. That is why any attempt at studying the semantic aspect of phraseological units should be appreciated.

Vinogradov's classification system is founded on the degree of semantic cohesion between the components of a phraseological unit. Units with a partially transferred meaning show the weakest cohesion between their components. The more distant the meaning of a phraseological unit from the current meaning of its constituent parts, the greater is its degree of semantic cohesion. Accordingly, Vinogradov classifies phraseological units into three classes: phraseological combinations, unities and fusions (R. фразеологические сочетания, единства и сращения). [9]

Phraseological combinations are word-groups with a partially changed meaning. They may be said to be clearly motivated, that is, the meaning of the unit can be easily deduced from the meanings of its constituents.

E. g. to be at one's wits' end, to be good at something, to be a good hand at something, to have a bite, to come off a poor second, to come to a sticky end (coll.), to look a sight (coll.), to take something for granted, to stick to one's word, to stick at nothing, gospel truth, bosom friends.

Phraseological unities are word-groups with a completely changed meaning, that is, the meaning of the unit does not correspond to the meanings of its constituent parts. They are motivated units or, putting it another way, the meaning of the whole unit can be deduced from the meanings of the constituent parts; the metaphor, on which the shift of meaning is based, is clear and transparent.

E. g. to stick to one's guns (~ to be true to one's views or convictions. The image is that of a gunner or guncrew who do not desert their guns even if a battle seems lost); to sit on the fence (~ in discussion, politics, etc. refrain from committing oneself to either side); to catch/clutch at a straw/straws (~ when in extreme danger, avail oneself of even the slightest chance of rescue); to lose one's head (~ to be at a loss what to do; to be out of one's mind); to lose one's heart to smb. (~ to fall in love); to lock the stable door after the horse is stolen (~ to take precautions too late, when the mischief is done); to look a gift horse in the mouth (= to examine a present too critically; to find fault with something one gained without effort); to ride the high horse (~ to behave in a superior, haughty, overbearing way. The image is that of a person mounted on a horse so high that he looks down on others); the last drop/straw (the final culminating circumstance that makes a situation unendurable); a big bug/pot, sl. (a person of importance); a fish out of water (a person situated uncomfortably outside his usual or proper environment).

Phraseological fusions are word-groups with a completely changed meaning but, in contrast to the unities, they are demotivated, that is, their meaning cannot be deduced from the meanings of the constituent parts; the metaphor, on which the shift of meaning was based, has lost its clarity and is obscure.

E. g. to come a cropper (to come to disaster); neck and crop (entirely, altogether, thoroughly, as in: He was thrown out neck and crop. She severed all relations with them neck and crop.); at sixes and sevens (in confusion or in disagreement); to set one's cap at smb. (to try and attract a man; spoken about girls and women. The image, which is now obscure, may have been either that of a child trying to catch a butterfly with his cap or of a girl putting on a pretty cap so as to attract a certain person. In Vanity Fair: "Be careful, Joe, that girl is setting her cap at you."); to leave smb. in the lurch (to abandon a friend when he is in trouble); to show the white feather (to betray one's cowardice. The allusion was originally to cock fighting. A white feather in a cock's plumage denoted a bad fighter); to dance attendance on smb. (to try and please or attract smb.; to show exaggerated attention to smb.).

It is obvious that this classification system does not take into account the structural characteristics of phraseological units. On the other hand, the border-line separating unities from fusions is vague and even subjective. One and the same phraseological unit may appear motivated to one person (and therefore be labelled as a unity) and demotivated to another (and be regarded as a fusion). The more profound one's command of the language and one's knowledge of its history, the fewer fusions one is likely to discover in it.

The structural principle of classifying phraseological units is based on their ability to perform the same syntactical functions as words. In the traditional structural approach, the following principal groups of phraseological units are distinguishable.

A.Verbal. E. g. to run for one's (dear) life, to get (win) the upper hand, to talk through one's hat, to make a song and dance about something, to sit pretty (Amer. sl.).

B.Substantive. E. g. dog's life, cat-and-dog life, calf love, white lie, tall order, birds of a feather, birds of passage, red tape, brown study.

C.Adjectival. E. g. high and mighty, spick and span, brand new, safe and sound. In this group the so-called comparative word-groups are particularly expressive and sometimes amusing in their unanticipated and capricious associations: (as) cool as a cucumber, (as) nervous as a cat, (as) weak as a kitten, (as) good as gold (usu. spoken about children), (as) pretty as a picture, as large as life, (as) slippery as an eel, (as) thick as thieves, (as) drunk as an owl (sl.), (as) mad as a hatter/a hare in March.

D.Adverbial. E. g. high and low (as in They searched for him high and low), by hook or by crook (as in She decided that, by hook or by crook, she must marry him), for love or money (as in He came to the conclusion that a really good job couldn't be found for love or money), in cold blood (as in The crime was said to have been committed in cold blood), in the dead of night, between the devil and the deep sea (in a situation in which danger threatens whatever course of action one takes), to the bitter end (as in to fight to the bitter end), by a long chalk (as in It is not the same thing, by a long chalk).

E. Interjectional. E. g. my God/ by Jove! by George! goodness gracious! good Heavens! sakes alive! (Amer.)

Professor Smirnitsky offered a classification system for English phraseological units which is interesting as an attempt to combine the structural and the semantic principles [12] Phraseological units in this classification system are grouped according to the number and semantic significance of their constituent parts. Accordingly two large groups are established:

A.one-summit units, which have one meaningful constituent (e. g. to give up, to make out, to pull out, to be tired, to be surprised1);

B.two-summit and multi-summit units which have two or more meaningful constituents (e. g. black art, first night, common sense, to fish in troubled waters).

Within each of these large groups the phraseological units are classified according to the category of parts of speech of the summit constituent. So, one-summit units are subdivided into: a) verbal-adverbial units equivalent to verbs in which the semantic and the grammatical centres coincide in the first constituent (e. g. to give up); b) units equivalent to verbs which have their semantic centre in the second constituent and their grammatical centre in the first (e. g. to be tired); c) prepositional-substantive units equivalent either to adverbs or to copulas and having their semantic centre in the substantive constituent and no grammatical centre (e. g. by heart, by means of).

Two-summit and multi-summit phraseological units are classified into: a) attributive-substantive two-summit units equivalent to nouns (e. g. black art),

1 It should be pointed out that most Russian scholars do not regard these as phraseological units; so this is a controversial point.

b) verbal-substantive two-summit units equivalent to verbs (e. g. to take the floor), c) phraseological repetitions equivalent to adverbs (e. g. now or never); d) adverbial multi-summit units (e. g. every other day).

Professor Smirnitsky also distinguishes proper phraseological units which, in his classification system, are units with non-figurative meanings, and idioms, that is, units with transferred meanings based on a metaphor.

Professor Koonin, the leading Russian authority on English phraseology, pointed out certain inconsistencies in this classification system. First of all, the subdivision into phraseological units (as non-idiomatic units) and idioms contradicts the leading criterion of a phraseological unit suggested by Professor Smirnitsky: it should be idiomatic.

Professor Koonin also objects to the inclusion of such word-groups as black art, best man, first night in phraseology (in Professor Smirnitsky's classification system, the two-summit phraseological units) as all these word-groups are not characterised by a transferred meaning. It is also pointed out that verbs with post-positions (e. g. give up) are included in the classification but their status as phraseological units is not supported by any convincing argument.

* * *

The classification system of phraseological units suggested by Professor A. V. Koonin is the latest out-standing achievement in the Russian theory of phraseology. The classification is based on the combined structural-semantic principle and it also considers the quotient of stability of phraseological units.

Phraseological units are subdivided into the following four classes according to their function in communication determined by their structural-semantic characteristics.

1.Nominative phraseological units are represented by word-groups, including the ones with one meaningful word, and coordinative phrases of the type wear and tear, well and good.

The first class also includes word-groups with a predicative structure, such as as the crow flies, and, also, predicative phrases of the type see how the land lies, ships that pass in the night.

Nominative-communicative phraseological units include word-groups of the type to break the ice -- the ice is broken, that is, verbal word-groups which are transformed into a sentence when the verb is used in the Passive Voice.

Phraseological units which are neither nominative nor communicative include interjectional word-groups.

Communicative phraseological units are represented by proverbs and sayings.

These four classes are divided into sub-groups according to the type of structure of the phraseological unit. The sub-groups include further rubrics representing types of structural-semantic meanings according to the kind of relations between the constituents and to either full or partial transference of meaning.

The classification system includes a considerable number of subtypes and gradations and objectively reflects the wealth of types of phraseological units existing in the language. It is based on truly scientific and modern criteria and represents an earnest attempt to take into account all the relevant aspects of phraseological units and combine them within the borders of one classification system. [10]

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