Academic literature on the topic 'Semantics and vocabulary'

The article focuses on the issue of the stylistic ranking (clarification of the system of stylistic labels) and correlation of stylistic labels with emotional and evaluative ones in the electronic lexicographic resource Database of Pragmatically Marked Vocabulary. The resource pursues the goal of the most complete lexicographic portraiture of the lexical meaning that contains pragmatic semantics (ideological, gender, national-cultural and emotional-evaluative). The macrostructure of the Database, criteria for the formation of the glossary, ways of interpreting the pragmatic content are described in the works of the participants in the lexicographic project E.G. Basalaeva, E.Yu. Bulygina, T.A. Tripolskaya. The material of the research is emotional-evaluative vocabulary (mrak, mychat’ (about human speech), vkalyvat’, uzhas, balbes, nytik, myam-lya, etc.) in need of special stylistic (colloquial, vernacular, rude, everyday, etc.) quali-fication. The authors relied on definitional, component and corpus analysis in the study. The study of the main explanatory dictionaries of the Russian language from the stand-point of the placement and correlation of stylistic and semantic labels allows obtaining the following information: 1) about lexicographic traditions relevant to the development of a new dictionary resource; 2) about possible dynamic processes in the field of stylis-tically marked vocabulary; 3) about the hybrid nature of stylistic and semantic labels: in some cases, stylistic labels (without emotional-evaluative ones) are designed to com-bine information about the sphere of use and emotional-evaluative semantics; and sometimes semantic labels, for example, contemptuous or abusive, serves as an indica-tor of colloquial or vernacular use. One of the primary tasks in the lexicography of these lexemes is the development of a possibly consistent system of stylistic and semantic labels. In the Database of Pragmatically Marked Vocabulary, the authors pro-pose to use semantic and stylistic labels in parallel in relation to each other. The created Database makes it possible to present a lexicographic portrait of a pragmatically marked word, the presence and interaction of pragmatic microcomponents, their dy-namics manifested in modern communication. Thus, the article analyzes the systems of vocabulary labels. The stylistic and semantic (emotional-evaluative) labels have been correlated, considering the seme and semantic variation of a pragmatically marked word; the algorithm for the lexicographying of emotional-evaluative semantics, which determines the stylistic characteristics of a word, has been developed.

In order to address the drawbacks of semantic ambiguity, inaccurate quantifiers, and low translation accuracy in traditional grammar-based translation methods, this paper proposes an artificial intelligence translation method based on semantic analysis for English fuzzy semantics. Firstly, a comprehensive analysis of English language semantics was carried out from different semantic levels such as language, knowledge, and pragmatics, and the key points of fuzzy semantics were identified. Then, key feature quantities for accurate translation of fuzzy semantics in English vocabulary and literature were constructed, and artificial intelligence methods were used to optimize fuzzy semantics. The experimental results show that the proposed method can avoid semantic understanding ambiguity and improve the accuracy of English language translation.

ABSTRACT
 As vocabulary is a necessary mode of communication, it must be acquired first to be able to master the English language. It is a good idea to start vocabulary classes in elementary school. As their memory is still strong in remembering things, they are ready to learn anything new. However, since English is a second language, teachers will need to employ strategies to have students acquire and memorize new words. This study focuses on linguistic knowledge, that is, semantics, which the teacher uses in the classroom and the learning materials to encourage students’ vocabulary. This is a content analysis of the teacher's approaches to teaching new words to young learners using semantic aspects. This research will be observed through two videos of English-language classrooms. The findings reveal that semantic features such as synonym and antonym pairs, polysemy, and applying in short sentences were used in the classroom when teaching vocabulary. During the class, photos, cassettes, music, and a variety of other learning resources are used. These strategies motivate and encourage students to learn the new vocabulary.
 Keywords: vocabulary, instruction, young learner, semantics

Several thesauri have been published in various domains, or in the same subject domain. This heterogeneity caused the significant incompatibility of transferring or sharing data among different systems and databases. Therefore, thesaurus integration is a solution for handling this incompatibility issue. To achieve interoperability between different thesauri, mapping systems have been developed for establishing equivalents between terms in different thesauri. However, there is still ambiguity in term semantics and hierarchical relations used in thesauri. The purpose of this paper is to reexamine the issues and challenges in vocabulary mapping and integration between different controlled vocabulary systems. The paper outlines the history of the study of vocabulary mapping efforts and suggests a way in which the emerging practices on semantic issues and mapping problems can be articulated.