Emotionally evaluative include the words example. Essay on the role of evaluative words. Preparation for the OGE in the Russian language. Egorayeva methodological development in the Russian language (Grade 9) on the topic. Words with an initially bright emotional coloring
Emotional-evaluative words include words in the meaning of which one can single out a component associated with the expression of any feeling, attitude towards the listener (reader), assessment of the subject of speech, communication situation. From this point of view, the following types of stylistic coloring are distinguished:
1) affectionate ( mommy, sweetie);
2) approval ( handsome, smart, good-natured);
3) disapproving ( hahanki, cackle, tall);
4) scornful ( trinket, dumbass, buffoon, fruit- about a human);
5) contemptuous ( grabber, hamyo);
6) ironic ( home-grown);
7) swear ( bastard, bastard, grimza, creature).
Not only words and phraseological units can be stylistically colored ( zero without stick- razg., sleep in the bose- bookish), but also word-formation elements, morphological forms, syntactic constructions. A developed literary language includes a whole system of means of expression correlated with each other with a similar meaning, but different stylistic coloring, i.e. stylistic synonyms. For example, plural endings are synonymous - more colloquial -а(я) and neutral bookish -ы(и) in words heap - heaps, sweaters - sweaters, stamps - stamps, stacks - stacks. But the stylistic synonymy is most clearly reflected in the vocabulary. So, often there are not one, but two words denoting one or almost the same concept, for example: localize - limit, preventive - precautionary, indifferent - indifferent, utilitarian - practical, incident - case, loose - lax, sing - glorify. Stylistic synonyms may differ somewhat in meaning, since, as a rule, there are no absolute synonyms in the language, but their main difference is in stylistic coloring. Consider, for example, the synonymic series to go - to walk - to move, wherein go- the main word for expressing the meaning "to move by taking steps"; march- "it is important to go with dignity, slowly", is used mainly in bookish speech, it is characterized by an expression of solemnity, it can act in jokingly ironic contexts; shuffle- "go, move", commonly used in colloquial speech, has a pronounced colloquial and disapproving character (verbs are also colloquial walk, stomp).
Stylistic synonyms may not have semantic differences at all, they may differ only in stylistic meaning: for example, the synonymic series face - face - physiognomy - face - muzzle means the same thing, but, but these words are used in accordance with the stylistic coloring in different ways, in different situations of communication.
The stylistic coloring of word-formation means and grammatical forms (if any) is indicated in grammars (for example, in "Russian Grammar").
The stylistic coloring of words is recorded in the stylistic marks of dictionaries, in which, before interpreting the lexical meaning of a word, its stylistic meaning is given in brackets, for example: confidential(book), configuration(specialist.), embarrassing(colloquial) A word can have two labels that characterize it from the point of view of both functional and emotional-evaluative, for example, mediocrity(colloquial, derogatory) drinker(colloquial, joking or ironic). Different dictionaries have different systems of stylistic labels, but there are always functional-stylistic labels "book" and "colloquial" (usually also "special" and "official") and emotional-evaluative labels "disapproving", "affectionate", "joking" , "ironic" and "abusive".
The stylistic coloring of a word can change over time. So, many words that were evaluated as bookish in the 30-40s are now perceived as neutral and do not have stylistic marks in dictionaries ( anarchy, recklessness, heroism, like-minded person, intuition).
Different stylistic coloring of language units makes it possible to best express the content of speech, to show how the interlocutors assess the situation and the purpose of communication, how they relate to each other. The very use of words, grammatical forms and syntactic constructions of a certain color in speech can demonstrate that the interlocutor has chosen a certain social role, that communication is associated with a certain area of life.
In order to define the concept of evaluative vocabulary, you need to know what vocabulary is.
In the “Dictionary of the Russian Language” by S.I. Ozhegov, I found the following definition: “Vocabulary - The vocabulary of a language or works of some kind. writer." In our opinion, the concept of vocabulary is more fully disclosed by the Internet encyclopedia "Wikipedia":
Lexica (from other Greek f? leoikt - “related to the word”, from? leoyt - “word”, “turn of speech”) - a set of words of a particular language, part of a language or words that he knows one person or a group of people. Vocabulary is the central part of the language, naming, forming and transmitting knowledge about any objects, phenomena.
The vocabulary of the language is the most open and mobile area of the language. New words constantly enter it and old ones gradually leave. The growing sphere of human knowledge is primarily fixed in words and their meanings, due to which there are more and more lexical acquisitions in the language. Education, science, the latest technologies, information from other cultures - all this forms a new type of modern society (information), in which a new language style is being formed - the style of the era of information development.
Vocabulary is the entire vocabulary of the language, in which active and passive components are distinguished.
Evaluative vocabulary - words in the meaning of which there is an assessment, positive or negative, a characteristic of an object, feature or action.
Evaluation can be represented differently in the lexical meaning of the word.
According to N.P. Kolesnikov, “In addition to stylistic coloring, a word is able to express an assessment of various phenomena of reality. There are words with a positive and negative assessment, cf .: excellent, beautiful, excellent, wonderful, amazing, luxurious, magnificent - a positive assessment and bad, nasty, disgusting, ugly, arrogant, impudent, nasty - a negative assessment.
Words with positive and negative evaluation are presented in all types of vocabulary. So, high words belong to the book vocabulary, which give solemnity to speech, and also express an emotionally expressive assessment of the called concepts, for example: beautiful soul, words, quixoticism - a positive assessment; pedantic, mannerisms, disguise, corrupt - a negative assessment.
In colloquial vocabulary, there are also positive words: daughter, dove, butuz, laughter, and expressing a negative assessment of the concepts called: small fry, zealous, giggle.
In common speech, reduced words are used that are outside the literary vocabulary. Among them, there may also be words expressing a positive assessment: hard worker, brainy, awesome and the speaker’s negative attitude towards the concepts they denote: go crazy, flimsy, cunning, etc.
The choice of stylistically colored, including evaluative, vocabulary often depends on our attitude to what we are talking about.
Vocabulary is divided into several types: high, reduced, emotional, bookish, colloquial, colloquial.
A characteristic feature of O.'s expression is the possibility of its intensification (strengthening of the sign of "good" or the sign of "bad") and de-intensification (weakening of the sign of "good" or the sign of "bad"). In the modern stage of the world, assessment, as the process of establishing the relationship of the subject to the object, is an integral part of the process of reflecting reality. When a person cognizes the world around him, he, without noticing it, evaluates the objects, actions or phenomena that occur around him, and finds an assessment of them in the Russian language. Therefore, in order to fully study the structure of the language and its features, it is necessary to explore various methods and types of evaluation.
According to L. Maidanova, the evaluative content is included in the lexical meaning of the word in different ways.
Evaluation can act as an additional seme, evaluative connotation, which is shown in the dictionary with the help of special marks: neglected, deciphered. etc.
Evaluation can be included in the conceptual content as a seme.
It is possible to combine both of these forms of expression of evaluation. This class of evaluative words is the most extensive. The evaluative sign included in the concept is combined with the subjective emotional assessment of the phenomenon.
Outline of the native (Russian) language in grade 5.
Subject. Words with a specific evaluative and characterizing meaning.
Planned results:
Subject: to introduce students to the words evaluative - characterizing the value; Regulatory: determine the purpose of the activity in the lesson; Cognitive: to form the ability to determine the lexical meaning of words; Communicative: to form the ability to listen and understand the speech of others; Personal: to form a cognitive initiative in helping their classmates.
Equipment: cards, illustrations, portrait of Pushkin.
During the classes
Epigraph
I love the magnificent nature of wilting,
Forests clad in crimson and gold…
A.S. Pushkin
I. Organizational moment
The bell rang for us
The lesson starts.
They stood up straight, pulled themselves up,
And they smiled at each other.
II. Updating of basic knowledge.
1. Spelling minute.
Early autumn, October came, over the foggy land, crimson sunset, gold foliage, rustle of leaves, mountain ash fire, autumn alley, decorate the garden.
ΙΙΙ. Motivation of educational activity.
Autumn is a very beautiful time of the year. You agree with me? Many poets and artists admired this time of year, and autumn inspired the great poet A.S. Pushkin to work.
Pay attention to the words written in the five-minute spelling and find there phrases and expressions used in a figurative sense.
What are their names? (artistic means)
How do you understand the words of the epigraph?
What feelings arise?
What words help express feelings?
IV . Setting goals and objectives for the lesson.
V. Assimilation of new knowledge.
Emotional-evaluative words in Russian include such words that help the author convey the emotional component of a speech or letter related to feelings, emotions, a situation, etc. Both a negative assessment and a positive one can serve as an example. Evaluative words are both positive and negative.
Now look at the illustrations that depict the beauties of our nature, what impression did they make on you?
Match examples of assessment to what you see (beautiful time, golden autumn, mirror river ...)
Look at the portrait of A.S. Pushkin, what words will we write to him? (brilliant, talented, smart…)
1. These are words containing an assessment of facts, phenomena, signs, giving an unambiguous description of people, natural phenomena, events.
Consider an illustration of a stepmother from Pushkin's fairy tale "The Tale of the Dead Princess and the Seven Bogatyrs"
What words will we choose for our stepmother? What shall we call it (snake...)
2. Polysemantic, neutral in the main meaning, receiving a qualitatively - emotional connotation with the figurative use of the word:elephant, bear (about a person).
We write down the words: son, daughter, health, kid, beard, kind, nice, beauty.
With the help of Which morpheme do we evaluate words? (suffix)
What emotions arise from these words?
Positive: son, daughter, kind, nice, handsome.
Negative: healthy, kid, beards.
3. Words with suffixes and prefixes give an estimated value.
VI. Fixing the material.
Exercise.
Write down and select words in which the relation to an object or phenomenon is expressed grammatically: by special suffixes or prefixes.
Leg, wing, kind, elephant, cat, table, circle, blood, chamomile, mouth, notebook.
Words in which an emotional attitude to an object or phenomenon is expressed grammatically: by special suffixes and prefixes.
Leg - a leg, a knife;
Wing-wing, wing;
kind - kind, kind
Elephant - elephant, elephant;
Cat - cat, cat;
Table - table;
Circle - a circle;
Blood is blood;
Chamomile - chamomile, chamomile;
Mouth - mouth, mouth;
Notebook - notebook, notebook.
Conclusion:
What suffixes and prefixes helped to form emotionally colored words, give an evaluative and characterizing meaning? (suffixes - -enk, -isch, -ik, -echk, -points, prefix -pre, etc.)
2. Task.
Work with text. Write and fill in the missing letters, explain the spelling, mark the words with appraisal characterizing value. Continue story.
Badger..ok.
From the basket .. a muzzle appeared .. with a black .. little nose .. lump, curious eyes .. nkami and standing at .. kami. It was a badger .. nok. Muzzle .. the beast .. was very funny. From the nose to the ears there were black stripes..ki. Borsuch ..nok got out of the basket on the sofa. How busy he was!
3. Write an essay - a miniature of the picture, using emotionally colored words.
VII. Lesson summary:
-What have you learned?
-What are the words with the evaluative-characterizing meaning?
- What groups are divided into?
VIII. Homework.
-Write from any source words on the studied topic.
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, although the most striking, case of confirmation of this is precisely the existence, along with the "intellectual-evaluative" 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 language unit is the acquisition of precisely evaluative meaning by it.
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 de dicto modality, 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, it 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.
Emotionally evaluative words are an important component of the artistic expressiveness of the text. The famous linguist Valentina Danilovna Chernyak said: “Emotional-evaluative words include words that are associated with the expression of any feeling, attitude towards a person, assessment of the subject of speech, communication situation.” This lexical tool, without additional explanations by the author, helps the reader to understand the meaning of the work, to understand the relationship between the characters.
In the text of R. P. Pogodin, the main characters are teenagers living in the same yard. A close-knit company has a negative attitude towards a new one that unexpectedly appeared in their yard. The absurd appearance of the boy: tall, head on a thin neck, "exorbitantly long arms" - caused contemptuous ridicule. The author conveys the attitude of the guys using the emotionally evaluative word "squishy" in sentence 8. The same role is played by the verb "got out" (sentence 13), with which the guys meet Kolya's appearance in the yard.
Boys behave cruelly and unfairly. They take away from the newcomer an album with drawings that he wanted to give to the old teacher. Taking advantage of the physical weakness and timid nature of the boy, teenagers drive him away. The reader feels the hostile attitude of the guys due to the emotionally evaluative verb “fail”.
The examples given show how important this lexical means of expression is for understanding the relationship that develops between the main characters of the text.