Neologisms of children. Dictionary of neologisms. Neologisms of the XXI century. Neologisms in the field of advertising, journalism, fashion

Children's derivational neologism is a new word created by a child. In Korney Ivanovich Chukovsky's book "From Two to Five" we find three varieties of children's word-building neologisms. Let's call them etymological, homonymous and analogous.

Etymological neologisms

Already a small child is capable of word-formation analysis. For example, he is well aware that a "house" is a very large house, and a "street" is a very small street. But how can he comprehend words that are not amenable to word-formation analysis? It acts in the same way as adults using the mechanism of folk etymology: Vaseline turns into " mazeline", lipstick - in " ointment", compress - in " mocress", thermometer - in " thermometer", loop - in " I cling"(from "to cling", mercury - in " vertutia"(from" spinning "), a drill - in" Bolmashina", cracker - in" kusarik", hairdresser - in " whirlwind", valerian - in " bolerian", fan - in " ventilator", web - in " spider", spring - in " mug", a policeman - in" ulicionera", excavator - in " sander", cheesecake - in tvorushku" (from "cottage cheese"). Etc.

The extraordinary word-formation activity of young children is clearly evidenced by their etymological captiousness. Many of them are not satisfied with the etymology (origin) of some words. Moreover, in their criticism of the adult language, they reach the point of wanting to replace the existing words, the derivational nature of which does not suit them, with more, from their point of view, successful ones.

Why a stream? It should be murmuring. After all, he does not rule, but murmurs.

Why do you say poplar? After all, he does not stomp.

Why do you say nails! Our nails are on our feet. And those on the hands are hands.

Why do you say the fish are biting? She has no beak.

Why pouring spoon? It would be necessary pouring.

Why a penknife? It should be otochitelny. I don't fix any feathers for them."

Homonymous neologisms

Sometimes a child creates words that coincide in their sound form with words already present in the adult language. In other words, without knowing it, he creates homonymous words. Here are some examples we find in the book of K.I. Chukovsky: caterpillar instead of a goose mistress("Grandma! You are my best lover!"), whore("Mom, I'm such a whore! - And showed the rope that she managed to unravel"), pasta instead of Makarovna (Once upon a time there was a shepherd, his name was Makar. And he had a daughter, Makaron); stoker (wife of the stoker), pike perch (defendant); frown (eat soup), etc.

Analogous neologisms

This type of children's word-building neologisms is the most numerous. Let's divide them into three groups according to parts of speech - nouns, adjectives and verbs.

Nouns: dragonfly (dragonfly's husband); cones (Will you drink a cone? - Yes. - So that cones grow?); Spoon (What a terrible Spoon you are! To get up now!); postman (postman); angry (wrinkles); laughter (I already felt sour in my mouth from pampering, from laughter); slowed down (brake); crawler (worm, by analogy with "beetle" or "spider"); shoes (shoes); spatter (We swam well. We raised such spatter!); taught (textbook); salt box (salt shaker); more (Two-year-old Sasha was asked: "Where are you going?" - "For the sand." - "But you already brought it." - "I'm going for more") (3:278). Etc.

Adjectives: nickname (I am my mother's and more nickname); smelly, stuffy (Lyalechka was sprinkled with perfume: "I'm all so smelly. I'm all so stuffy"); all-holy (I lit a fire for the children. A two-year-old neighbor girl crawled solidly from a distance: “Is this all-holy fire?”. - “All-holy, all-holy! Come, do not be afraid!” (3:271); window (What a window house!"). Etc.

Verbs: beautiful (And spinning at the mirror: "I, mommy, am beautiful!") (3:269); soak beads (similar to string on a thread); hoof (hit with a hoof); to make (about rain); unpack; sleep off (“Wait, I haven’t sleep off yet”); zahorosit ("The whole bridge zahoroshit"); stare ("What are you so staring at?"); to break (wash the floor); do not wash God (do not say "My God"); chick ("The mother hen chicked"); salt out; work out; remember; soil; clear out; drown, drown (about a doll in a bath); fight back ("I sit and fight back"), etc.

Lexical neologisms

There are two lexical ways of word formation - metaphorization and metonymization. In the first case, the word appears in the language due to its figurative use by the similarity of the designated objects, and in the second - by contiguity. Examples of metaphorization: a hat (at a nail), a fist (a wealthy peasant), a bunny (a sun glare), a syllable (style), etc. Examples of metonymization: riding breeches, ampere, volt, x-ray, etc. The first of these methods of lexical word formation - metaphorization. But they approach him with caution. At first, they offer a clear resistance to the metaphor. Here is how K.I. wrote about it. Chukovsky in the section "Against metaphors": "Complain, for example, in front of a child - Today my head is terribly cracking! And the child will mockingly ask: - Why can't you hear the cod? And thereby emphasize his negative attitude towards the strange (for him) manner of adults expressing their thoughts as metaphors so far removed from the true realities of life."

Other examples: “They ask him about his sister: - What is it that your Irishka lies down with roosters? - She doesn’t lie down with roosters - they peck: she lies down alone in her bed.

Here in the winter snow will fall, frost will hit ... - And then I will not go out into the street. - Why? “And so that the frosts do not hit me.”

The child has particular resistance to phraseological units built on metaphor. It seems to him wild, for example, such stable phrases as "to eat a dog" or "hens do not peck money." He understands them in the literal sense: “When he heard that the old woman who came to visit “ate the dog” on some business, he hid his beloved dog from her ... About some doctor, the big ones said in Mitya’s presence that His chickens don't peck money.When Mitya was brought to this rich doctor, he, of course, immediately asked: "Where are your chickens?"

Morphological neologisms

If, when creating word-forming neologisms, we are dealing with the formation of new words, then when creating morphological neologisms, we are dealing with the creation of unusual morphological forms of a particular word. Linguists call these word forms hypercorrect (supercorrect). So, English children use regular verbs instead of irregular ones (instead of went "went" - went; instead of did "did" - doed; instead of thought "thought" - thought, etc.). In Russian, you can hear such children's hypercorrectisms as "idil" (went), "bad" (worse), "good" (better), etc.

In the analyzed book by K.I. Chukovsky, we find two striking cases of the use of morphological neologisms: the attribution of the masculine gender to nouns that do not have it in the literary language ("A tit is an aunt, and an uncle is a tit"; "A woman is a mermaid. A man is a mermaid" ) (3:302); creating a comparative degree from words that do not have it. For example:

Dad himself told me ... - Mom herself told me ... - But dad same Mom... Dad is much the same.

Another example: "Yura proudly thought that he had the fattest nanny. Suddenly, on a walk in the park, he met an even fatter one. - This aunt is behind you," he said reproachfully to his nanny "(3:270).

Now we understand why K.I. Chukovsky called "From two to five". It is during these years that the child "becomes a brilliant linguist." It was during these years that he generously endowed his loved ones with neologisms of his own composition. Chukovsky called them one-day words. He wrote: “All these are impromptu words, one-day words that did not even pretend to be introduced into the language, enter into general speech use, become universally suitable. Created for this occasion, they were most often cultivated in home conversations, in in private letters, in humorous poems, and died immediately after their birth. These words are not entirely fair. They are true for those children's neologisms that were destined for a short life. But they are unfair to those neologisms that the wise author immortalized in his excellent book "From Two to Five".

5. Dictionaries

In the Russian lexicographic tradition, neologisms are recorded in special dictionaries. The most famous of them:

New words and meanings // Ed. N.Z. Kotelova, Yu.S. Sorokin. L., 1973, 1984.

New words and meanings // Ed. E.A. Levashova. SPb., 1997.

Explanatory Dictionary of the Russian Language at the End of the 20th Century / Ed. G.N. Sklyarevskaya. SPb., 1998.

Perestroika Dictionary / Ed. IN AND. Maksimov. SPb., 1992.

New in Russian vocabulary. Vocabulary materials. 1977-1996.

Pertsova N.N. Dictionary of neologisms by Velimir Khlebnikov. Vein; Moscow, 1995.

Kozyrev V.A., Chernyak V.D. The universe in alphabetical order // Essays on dictionaries of the Russian language. St. Petersburg, 2000.

Kozyrev V.A., Chernyak V.D. Dictionaries of neologisms // Essays on dictionaries of the Russian language. St. Petersburg, 2000.

Questions for self-examination

1. Prove with specific examples that a word is considered a neologism as long as speakers feel the effect of novelty and freshness in it.

2. Show the difference between lexical, semantic and lexical-derivational neologisms. Give examples.

3. Why do many researchers oppose neologisms to occasional words? What is the difference?

4. Name the types of occasionalisms and give examples from artistic speech.

5. Give examples of children's neologisms of different types.

1 Examples of words that were new in the last century and became common, and some of them moved to the obsolete section:

calculator
collective farm
Komsomol
astronaut
laser
record player
underground
pioneer
a vacuum cleaner
workers' faculty
television
drummer

2 Examples of some neologisms that appeared at the end of the last century (today we can say that words have become common):

Wi-Fi
default
joystick
dress code
drifting
goalkeeper
the Internet
a computer
Xerox
manager
mobile phone
playoff
rating
roaming
security
skate
tagline
smiley
training
florist

3 Examples of neologisms of the modern Russian language that have appeared in recent years:

big date
blockchain
vaper
geolocation
hoverboard
deadline
life hack
kiting
quadrocopter
quest
cleaning
copywriting
coach
cryptocurrency
mining
navigator
offshore
tablet
promoter
selfie
smartphone
spinner
trolling
freelance
hater
electric car

Dictionary The meanings of these and other words can be found in our dictionary of new words.

The emergence of neologisms

How are new words born in Russian? Experts call different sources, but the main two are:

New words are borrowed from other languages (general language neologisms);
New words are created by writers and journalists (author's neologisms).

Every year, thousands of new words appear in the Russian language. Conventionally, they can be divided into the following groups:

New words do not spread and "die";
New words are popularized and move from neologisms to common ones;
New words do not gain distribution and remain neologisms.

Many of the new words do not spread, a small part of the words "settle" in the vocabulary of the Russian language. This is due to the fact that technologies and concepts that are called words are not widely used in people's lives.

Over time, neologisms cease to be new and move on to commonly used words. Once upon a time there were new words TV, traffic light, astronaut, land on the moon. Now they are clear to any Russian-speaking person.

There are words that remain neologisms and do not become common. They are formed on the basis of morphemes available in the Russian language and are built according to well-known word-formation models. Such words can be found in the works of Russian writers, for example, the words “hulk” and “merge” by V.V. Mayakovsky.

Mayakovsky's neologisms are a very striking phenomenon in Russian literature of the 20th century. Vladimir Vladimirovich's poems have always been innovative and original. For example, the poet very often violated poetic meters, focusing on rhyme. However, it was neologisms that always gave the highest expressiveness to Mayakovsky's lines. We will talk about them in this article.

What is neologism?

Before starting to analyze Mayakovsky's neologisms, let's define the term "neologism". So, this word has ancient Greek roots and consists of two roots: “neos” (translated as “new”) and “logos”, which means “word”. That is, neologisms are called new, only created words or combinations of words. In speech, they immediately become noticeable due to their freshness and novelty.

Speaking of author's neologisms, they mean those words that were invented by the writer and used by him in his works. These neologisms, unlike those used in everyday speech, exist mainly only on the pages of literary works.

Why are there so many neologisms in Mayakovsky's texts?

Neologisms in Mayakovsky's poem are not just an attempt by the author to decorate his text, it is, no matter how strange it may sound, a social phenomenon. Scientists have long proven that the active formation of neologisms begins to occur at a time when instability sets in in the country or technical progress begins to actively develop. Based on this, it is not surprising that a huge number of neologisms appeared precisely at the beginning of the 20th century. This time is characterized by both a change of power in the country and active urbanization.

By the way, the futurists themselves, to whom Mayakovsky belonged, proclaimed the beginning of the technical revolution and predicted a great future for technology.

However, in addition to these purely external facts, one should not forget about the talent of the poet himself. Mayakovsky invented new words in order to more vividly and figuratively convey his feelings and sensations. For example, “fired” sand (from the poem “Lilichka”) - this neologism has a lot more emotions than the words “hot” or “hot”, it is a neologism from the word “fire”, which introduces additional meanings: blaze, burn , burn, burn, lose (since something is usually destroyed in a fire), etc.

A little about Mayakovsky's language

Mayakovsky's neologisms are an integral part of the original language of his poetry. But why did this technique become one of the main ones for him?

As noted above, Mayakovsky belonged to the futurists, or rather, to his direction, which was called cubo-futurism. Cubofuturists believed that new forms were needed for the new time, so they actively supplemented and updated the language of their poetry. Their goal was to create an unconventional, original and fresh word. Mayakovsky, as one of the Cubo-Futurists, expanded the word-formation framework of his native language, which allowed him to create original and vivid images.

For example, let's take a line from the poem “Lilichka” we have already mentioned: “... I will go crazy, I will be excised with despair.” These two neologisms (I'll go crazy and cut myself off) help the writer convey the state of the lyrical hero very capaciously.

Now we list the most famous and unusual neologisms of Mayakovsky. Examples:

“Heart-men” - this is the name Mayakovsky gives to people who could live on Mars (the poem “About This”).
“Goloshtanny” - the poet gives this characteristic to the people, who had to choose the power of the bourgeoisie or the Soviets, in his work “Vladimir Ilyich Lenin”.
"Drygonozhestvo" - this epithet goes to the ballerina Kshesinskaya, who was the favorite of Nicholas II.
The "sickle" and "hammered" passport becomes the poet's pride.
“To be spooked” - such a characteristic is given by Mayakovsky to the house, from each window of which flowers should have been visible.
The “bull-faced” and “meat-meaty” crowd appears before the reader in the early works of the poet.
The "camel-ship-dragon" squadron is described in the poem "The Fifth International".
"Zadolitsa" Mayakovsky calls the police in the same poem dedicated to Lenin.

Mayakovsky's neologisms: "An extraordinary adventure ..." (poem)

The work was written in 1920, and the author himself became its main character. The main theme is a difficult but noble poetic work. The poem is built on dialogues and is characterized by a pronounced journalistic beginning. Comparison became the main artistic device - Mayakovsky compares the poet's creative path with the life of the sun.

Now let's talk in more detail about what neologisms are used in Mayakovsky's poem "An Extraordinary Adventure". To be more precise, we list them and describe their function:

"Hunchback" hillock - comparison of a hillock with a hump.
"Village" - the word village is used in the masculine gender.
“Golden forehead” - about the sun, that is, “golden forehead” - a neologism is used for a more beautiful and capacious expression of meaning.
"Beam-steps" - the rays of the Sun are compared with steps that indicate the approach of the Sun to the Poet.
“Let's look” - that is, we will ascend - this is how the Sun calls the Poet with him.
"Drowsy" - opposition to the word "insomnia", that is, drowsiness, the desire to fall asleep.

We have listed all the neologisms in Mayakovsky's poem "An Extraordinary Adventure". From the examples given, it can be seen that the poet uses new words to give more vivid imagery to his poem, as well as wanting to make his expressions more accurate and accurate.

Features at Mayakovsky

Studying the poet's work, philologists realized that there are so many words created by the writer that it is possible to create a whole dictionary of Mayakovsky's neologisms. In addition, they brought out certain patterns in the word formation of the poet. We list some of them:

The writer often uses the prefixes "races" and "times". For example, “let’s celebrate”, “spread out”, “spread out”, “loosen gas”, “I’ll prove it”, etc.
Mayakovsky likes to attach “you” and “in” to verbs, which endows words with such meanings as complete completion, completeness and exhaustion: “drill”, “piling up”, “praise”, “turn blue”.
Using the verbs “for”, the poet gives them the meaning of the beginning of the action: “whistling”, “screw up”, “troubled”.
The addition of the prefixes “to” and “pro” means bringing the matter to the end: “we jump”, “kissed”.
Mayakovsky forms part of the verbs from nouns, using the above prefixes: “beared”, “metalized”.

A few more examples of word formation

Mayakovsky's neologisms are quite multifaceted. For word formation, the poet uses not only prefixes, but also suffixes:

For example, the outdated suffix “e”, which has not been used in Russian for a long time: “uncle”, “damier”, “guest”, “junk” (this word, so widely used today, was first coined by Mayakovsky).
Very often the poet uses diminutive suffixes: “radiant”, “tongue”, “article”, “life”.

Conclusion

Thus, we can conclude that the poet's neologisms are not just a stylistic phenomenon, but a kind of original system that works according to its own laws. It is in this system that the beauty of Mayakovsky's poems lies, which to this day captivate readers with their figurativeness and accuracy of expressions. Therefore, it is not surprising that of all the Russian Cubo-Futurists, Vladimir Mayakovsky became the most famous.

Table of contents

Introduction 3
1. The specifics of creating neologisms in children's speech 5
1.1. The essence of the concept of "neologism" 5
1.2. Features of children's speech 10
1.3. The formation of neologisms in children's speech 19
2. Analysis of children's neologisms 27
2.1. Observation of the formation of children's neologisms 27
2.2. Examples of neologisms in children's speech 30
Conclusion 37
References 40

Introduction

The relevance of the work. In recent decades, psychological, linguistic and psycholinguistic studies have emphasized the significant role of mastering the processes of word formation for the normal development of children's oral speech. It is proved that not only the state of the lexical system of the language depends on the full mastery of word formation, but also the development of the language competence of the child and his speech communication in general. Analyzing the speech manifestations of children with normal speech, scientists determined the patterns, sequence and stages of the formation of the word-formation system of the language in ontogenesis.
The degree of development of the topic. The problems of the functioning of language units are considered in the studies of N.S. Valgina, L.A. Vvedenskaya, M.N. Cherkasova, I.B. Golub, A.I. Gorshkov, whose work is devoted to the Russian language and culture of speech, Russian style.
In the works of L.N. Efimenkova, G.I. Zharenkova, N.S. Zhukova, A.N. Korneva, R.I. Lalaeva, R.E. Levina, E.M. Mastyukova, E.F. Sobotovich, L.F. Spirova, T.V. Tumanova, T.B. Filicheva, T.B. Cheveleva, G.V. Chirkina, A.V. Yastrebova and others, devoted to the study of the general development of speech, contain data on the specifics of the flow of word-formation operations in children. Scientists come to the conclusion that children quickly master the skills of forming verbs, which significantly enriches the ability of children to use language tools.
The purpose of the work is to study neologisms in children's speech.
Achieving the goal involves solving a number of tasks:
1) determine the essence of the concept of "neologism";
2) consider the features of children's speech;
3) to study the formation of neologisms in children's speech;
4) to monitor the formation of children's neologisms;
5) to characterize examples of neologisms in children's speech.
The object of study in the study is children's speech
The subject of study in the work is the features of the formation and use of neologisms in children's speech.
The scientific novelty of the work lies in the fact that in the course of the study an attempt was made to identify the linguistic potential of neologisms in children's speech, which makes it possible to enrich the word-formation and lexical language models in the child's mind.
The main methods of our work are general scientific methods: analysis, synthesis. And also the private scientific method, such as observation.
The structure of the work is subject to the logic of scientific research and consists of an introduction, two chapters, a conclusion and a list of references.

1. The specifics of creating neologisms in children's speech

1.1. The essence of the concept of "neologism"

Using the definition taken from the encyclopedia "Russian Language", we can say that neologism (from the Greek neos - "new", logos - "word") is "a word or figure of speech created to denote a new subject or expression of a new concept" . In modern Russian, neologisms are divided into linguistic and authorial, or individually stylistic.
Linguistic neologisms are created mainly to designate a new subject, concept. They are included in the passive vocabulary and are noted in the dictionaries of the Russian language.
A neologism is a word as long as it feels fresh. So, at one time the word "cosmodrome" was a neologism. Now this word is included in the lexical composition of the modern Russian language. And this, in turn, suggests that if the concept is relevant and the word naming it is well connected with other words, then the word will soon cease to be a neologism.
However, if we delve into the classification of new words, then among linguistic neologisms we can distinguish lexical and semantic ones.
Lexical neologisms include those words that are newly formed according to the models available in the language or borrowed from other languages. Formed by word-building ....

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Danilenko Valery Petrovich 2010

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typology of children's neologisms

(based on the BOOK of K.I. CHUKOVSKY “From TWO to FIVE”)

As a subtle and professional linguist, K.I. Chukovsky appears before us primarily in three books: “From two to five”, “High art” and “Living like life”. The purpose of this article is to reveal the typology of children's neologisms based on the material of the first of these books.

Key words: K.I. Chukovsky; linguistics; typology; children; neologism; word formation; lexicology; morphology

a typology OF CHILDISH NEOLOGISMS (on the basis of k.i.chukovsky’s book “from one to FIVE”)

K.I. Chukovsky gives an analysis of language in the three of his books - “From One to Five”, “The High Art” and “As Alive as Life”. The purpose of this article is to offer a typology of childish neologisms on the basis of the first of these books.

Key words: K.I. Chukovsky; linguistics; typology; children; neologism; word-formation; lexicology; morphology

Korney Ivanovich Chukovsky (1882-1969) lived a long life - 87 years. It was a life of ups and downs [Lukyanova, 2006]. In the memory of most of his readers, he remained as an unsurpassed storyteller - as the author of "Crocodile" and "Cockroach", "Moydodyr" and "Aibolit", "Flies-Tsokotukha" and "Fedorin's grief", "The Stolen Sun", "Telephone" and " Confusion." But K.I. Chukovsky was also an outstanding philologist - both a literary critic and a linguist.

Even before the revolution, K.I. Chukovsky won fame as a brilliant literary critic [Chukovsky, 1969]. In 1962, for the book Nekrasov's Mastery, nine years after its publication, he was awarded the Lenin Prize. In the same year he received an honorary doctorate in literature from the University of Oxford.

As a subtle, thoughtful and professional linguist, K.I. Chukovsky appears before us primarily in three books: “From two to five”, “High art” and “Living like life”. The purpose of this article is to reveal the typology of children's neologisms based on the material of the first of these books. It was reprinted and supplemented by the author many times. Growth book-

was based on more and more examples from the speech of children who were sent to its author by their parents from all over the Soviet Union. I will make references to its 1999 reissue [Chukovsky, 1999].

Language acquisition by a child K.I. Chukovsky considered it a miracle. At the beginning of the book "From Two to Five" we read: "... every young child is the greatest mental worker of our planet, it would be enough to take a closer look as closely as possible at the complex system of those methods by which he manages to master his native language, all the shades of its bizarre forms, all the subtleties of its suffixes, prefixes and inflections. Although this mastery of speech occurs under the direct influence of adults, it still seems to me one of the greatest miracles of children's mental life" [Chukovsky, 1999, p. 272].

K.I. Chukovsky taught to see in children's speech not only the result of imitation of an adult language, but also the fruits of independent creativity. He wrote: “Children of two and three years have such a strong sense of language that the words they create do not at all seem crippled.

or freaks of speech, but, on the contrary, very well-aimed, graceful, natural: both angry, and stuffy, and handsome, and all-round [Ibid.].

Words created by children, K.I. Chukovsky divided into two groups - already available in the language and absent in it. The first group includes, for example, the words bullet, worthless, shoes, etc. Inventing them, the child does not suspect that they already exist in the language. He recreates them anew [Chukovsky, 1999, p. 272273]. However, most of the children's words are genuine neologisms - words that are absent in the language. In this case, we are dealing with real children's neologisms.

K.I. Chukovsky does not give a classification of children's neologisms in his book. Based on the huge number of examples placed in it, we can, nevertheless, distinguish four types of them - derivational, lexical, morphological and syntactic. the last, syntactic, type is represented by isolated cases (for example, the use of the monovalent verb "cry" in the meaning of the bivalent one: I'm not crying for you, but for aunt Sima). That is why only derivational, lexical and morphological types of children's neologisms will fall into the field of our attention.

Derivational neologisms

Children's derivational neologism

This is a new word created by a child. In the book "From Two to Five" we find three varieties of children's derivational neologisms. Let's call them etymological, homonymous and analogous.

Etymological neologisms. Already a small child is capable of word-formation analysis. For example, he is well aware that a house is a very large house, and a street is a very small street. But how can he comprehend words that are not amenable to word-formation analysis? It acts in the same way as adults who use the mechanism of folk etymology: vaseline turns into mazeline, lipstick into ointment, compress into mokress, thermometer into a heatmeter, loop

Into the chain (from clinging, mercury - into a twirl (from spinning), a drill - into a bolmashin, a cracker - into a cutter, a hairdresser - into a whirlwind-ra, valerian - into a bolerian, a fan - into a vertilator, a web - into a spider, a spring -

ku - into a circle, a gimlet - into a hole, a policeman - into a streetman, an excavator - into a sander, a recipe - into a trailer (because it clings to a pharmacy bottle), a cheesecake - into a cottage cheese (from cottage cheese), etc.

The extraordinary word-formation activity of young children is clearly evidenced by their etymological captiousness. Many of them are not satisfied with the etymology of some words. Moreover, in their criticism of the adult language, they reach the point of wanting to replace the existing words, the derivational nature of which does not suit them, with more, from their point of view, successful ones.

Why a stream? It should be murmuring. After all, he does not rule, but murmurs.

Why do you say poplar? After all, he does not stomp.

Why do you say nails! Our nails are on our feet. And those on the hands are hands.

Why do you say the fish are biting? She has no beak.

Why pouring spoon? It would be necessary pouring.

Why a penknife? It would be ot-chitelny. I don't mend any feathers for them [Chukovsky, 1999, p. 313].

K.I. Chukovsky insisted that word-building captiousness is a characteristic feature of all kids: “There is no child who, in a certain period of his spiritual growth, would not ask such questions. this period of his life is characterized by the closest scrutiny of the construction of each word” [Ibid.]. He cited many other examples of it in this connection. The children offer to replace the squirrel with a redhead, butts - with horns, a bruise - with a bruise, gloves

On fingers, runners - on carts, samovar

For mamovar, etc.

Homonymous neologisms. Sometimes a child creates words that coincide in their sound form with words already present in the adult language. In other words, without knowing it, he creates homonymous words. Here are the examples we find in the book of K.I. Chukovsky: a caterpillar instead of a goose, a lover (Grandma! You are my best lover!), a whore (Mom, I am such a whore! And she showed the rope that she managed to unravel), Macarona instead of Makarovna ( Once upon a time there was a shepherd, his name was Makar.

he had a daughter Macarona); stoker (wife of the stoker), pike perch (defendant); frown (eat soup), etc.

Analogous neologisms. This type of children's word-building neologisms is the most numerous. Let's break them into three groups - nouns, adjectives and verbs.

Nouns: dragonfly (dragonfly's husband); cones (Will you water the cone? Yes. So that the cones grow?); Spoon (What a terrible Spoon you are! To get up now!); postman (postman); angry (wrinkles); laughter (I already felt sour in my mouth from pampering, from laughter); slowed down (brake); creeper (worm, by analogy with a beetle or spider); shoes (shoes); spatter (We swam well. We raised such spatter!); taught (textbook); salt box (salt shaker); more (Two-year-old Sasha was asked: “Where are you going?”. “For sand.” “But you already brought it.” “I'm going for more”) [Ibid. S. 278], etc.

Adjectives: nickname (I am my mother's and more nickname); smelly, stuffy (Lyalechka was sprinkled with perfume: “I’m all so smelly. I’m all so stuffy”); all-holy (I lit a fire for the children. A two-year-old neighbor’s girl crawled solidly from afar: “Is this all-holy fire?”. “All-holy, all-holy! window (What a window house!) etc.

Verbs: to be beautiful (And spinning at the mirror: “I, Mommy, am beautiful!”) [Ibid: 269]; stringing beads (by analogy with stringing on a thread); hoof (hit with a hoof); to make (about rain); unpack; sleep off (Wait, I haven't sleep off yet); horses (The whole bridge was horsesed "); angle-zitsya (What are you staring at?); break (wash the floor); do not wash God (do not say "My God"); chick (The mother hen has cordoned off); salt out; work out; from-remember; soil; clear out; sink, sink (about a doll in a bath); fight back (I sit and fight back!) etc.

The author of the book “From Two to Five” considered verbal word-creation to be more productive in children than substantive one: “Children are so attracted to the verb that they literally lack the verbs that exist in the “adult” language. You have to create your own

own. there seems to be no such noun that a child would not turn into a verb:

The clock is ticking.

The whole tree is covered! The whole tree is illuminated -

Three-year-old Nina's brother plays the balalaika. Nina grimaces in pain:

Don't prank, please!

a child creates dozens of such verbs - much more often than we do. pinching his hand in the door, the child cries out:

Hey, I closed my hand!

And although parents are jarred by this bold production of the verb, the child considers it completely normal.

Shell me an egg.

Hammer this nail.

The paper ripped open.

I tickled my caramel!

Wow, how they clap!

Oops, the nettles got me!

I messed up.

I'm already drunk.

We drank coffee.

Sometimes even an adverb is pronounced.

Expand!.. Expand! shouted a four-year-old girl to her guests, demanding that they make way” [Ibid. S. 291-292].

K.I. Chukovsky endlessly sings praises of children's word creation in his book. Here is what he wrote, for example, about the word perlay: “In nothing the linguistic sensitivity and giftedness of a child is so obvious as in the fact that he so early comprehends all the diverse functions performed in the native language of each of these small and inconspicuous particles. The child found himself in the country for the first time. In the neighboring dachas, both to the right and to the left, dogs bark all evening. He asks in surprise:

What kind of overlay is that?

This chanting (by analogy with the words roll call, correspondence, squabble, dance, chime) perfectly depicted the phenomenon that the child noticed: the discontinuity and “reciprocity” of dog barking. To explain the passage to a foreigner, one would have to resort to such a long-winded descriptive speech: two dogs (or more) bark from two opposite directions.

opposite sides, and not immediately, but alternately - as soon as one falls silent, the other immediately begins to bark: pour. That's how many words it would take to express what the child said in a single word with a short prefix" [Ibid. S. 298].

But what K.I. Chukovsky writes about the word dive: “Or, for example, the word dive. The child created it only because he did not know our adult word for diving. bathing in the bath, he said to his mother:

Mom, command: “Get ready to dive!”

Nyrba is an excellent word, energetic, sonorous; I would not be surprised if some of the Slavic tribes had the word diving in everyday life, and who would say that this word is alien to the linguistic consciousness of the people, who from the word walk created the word walking, from the word mow - mowing, from the word shoot -shooting, etc. " [Ibid. S. 273].

Lexical neologisms

For young children, the first of these methods of lexical word formation is characteristic - metaphorization. But they approach him with caution. At first, they offer a clear resistance to the metaphor. Here is how K.I. Chukovsky wrote about this in the section “Against metaphors”: “Complain, for example, in front of a child:

I have a terrible headache today!

And the child will mockingly ask:

Why can't you hear the crackle?

And thus he will emphasize his negative attitude towards the strange (for him) manner of adults expressing their thoughts with metaphors, so far from the true realities of life” [Ibid. S. 317].

Other examples: "Ask him about his sister:

Why is your Irishka lying down with roosters?

She does not lie down with roosters - they peck: she lies alone in her bed.

In winter, snow will fall, frost will hit ...

And then I won't go outside.

And so that the frosts do not hit me” [Ibid. S. 324].

The child has particular resistance to phraseological units built on metaphor. It seems wild to him, for example, such stable phrases as to eat a dog or chickens do not peck money. He understands them in the literal sense: “When he heard that the old woman who came to visit “ate the dog” on some business, he hid his beloved dog from her ... About some doctor, the big ones said in the presence of Mitya that He doesn't peck money. When Mitya was brought to this rich doctor, he, of course, immediately asked:

Where are your chickens? [Ibid. S. 322; 324].

“It is true that eventually children develop a habit of our “adult” idioms and metaphors, but this habit does not develop too soon, and it is interesting to follow the various stages of its emergence and growth. Let me give you one very typical example. The family started talking about a new apartment, and someone said that its windows face the courtyard. The five-year-old Gavrik considered it necessary to note that the windows, due to the lack of legs, could not walk around the yards. But he uttered this objection of his without any vehemence, and it was clear that for him that period of linguistic development had come when children began to come to terms with the metaphorical nature of our “adult” speeches” [Ibid.S. 315].

Gradually, the child matures to the understanding of the metaphor. He becomes the author of his own metaphors. Sometimes they look very unexpected. Here are just a few examples: the locomotive is bathing, the head is barefoot (about baldness), the trousers are frowning, the legs are fat-bellied (Oh, mom, what fat-bellied legs you have!), how to sit on the primus stove (hot), etc.

And here’s something completely strange: “When will you play with me? Dad from work - and now for the book. And my mother is a lady! -immediately begin to erase" [Ibid. S. 269].

Morphological neologisms

If, when creating word-forming neologisms, we are dealing with the formation of new words, then when creating morphological neologisms, we are dealing with the creation of unusual morphological forms of a particular word. Linguists call these word forms hyper-correct (super-correct). So, English children use regular verbs instead of irregular ones (instead of went “went” - went; instead of did “did” - doed; instead of thought “thought” - thought, etc.). In Russian, you can hear such children's hypercorrectisms as idil (went), bad (worse), good (better).

What does the presence of hypercorrectism in the child's speech indicate? About his language activity, as he creatively applies language models in relation to specific speech formations. True, it does not take into account exceptions to the rules. That is why in place of an irregular form, he can put the right one. She turns out to be super-correct.

The mechanism for creating morphological neologisms was explained very clearly by K.I. Chukovsky. He wrote: “Of course, many neologisms of a child often testify only to his inability to master at first certain deviations from the norms of grammar that are characteristic of generally accepted speech. Another speech “created” by the child, which seems so original to us, arose, in essence, only because the child applies these norms to words too straightforwardly, not guessing about any exceptions” [Ibid.

In the analyzed book by K.I. Chukovsky, we find two striking cases of the use of morphological neologisms (hypercorrectisms):

1) attribution of the masculine gender to nouns that do not have it in the literary language (A tit is an aunt, and an uncle is a tit; A woman is a mermaid. A man is a mermaid) [Ibid. S. 302];

2) creating a comparative degree from words that do not have it. For example:

My dad told me...

My mother told me...

But dad is better than mom ... Dad is much better.

Another example: “Yura proudly thought that he had the fattest nanny. Suddenly, on a walk in the park, he met an even fatter one.

This aunt is behind you,” he said reproachfully to his nanny” [Ibid. S. 270].

When creating their own words and word forms, the child declares himself as a creative linguistic personality. He boldly breaks into the boundless element of his native language, and it turns out to be subject to him. Of course, we should not forget that children's word creation is influenced not only by the creative factor, but also by the imitative one. K.I. Chukovsky determined the relationship between them very accurately. He wrote: “Of course, when we talk about the creative power of a child, about his sensitivity, about his verbal genius, we, although we do not consider these expressions to be hyperbole, still must not forget that (as already mentioned above) the common basis of all these qualities is imitation, since any new word created by a child is created by him in accordance with the norms that are given to him by adults. But he copies adults not so simply (and not so obediently) as it seems to other observers” [Ibid. S. 278].

Here are the time frames for the child's creative activity in language acquisition established by K.I. Chukovsky: “In general, it seems to me that, starting from the age of two, every child becomes a brilliant linguist for a short time, and then, by the age of five or six, loses this genius. In eight-year-old children, it is no longer in sight, since the need for it has passed: by this age, the child has already fully mastered the basic riches of the native language. If such a flair for verbal forms did not leave the child as they were mastered, by the age of ten he would have eclipsed any of us with the flexibility and brightness of speech. No wonder Leo Tolstoy, addressing adults, wrote: “[A child] understands the laws of word formation better than you, because no one invents new words as often as children” [Ibid.].

Moreover, at the age of five, according to the same Leo Tolstoy, a child acquires such a volume of knowledge and skills that he does not acquire for the rest of his life. These are the words of the great thinker, which are quoted in his book by K.I. Chukovsky:

the rest of my life I have not acquired even one hundredth of that? From a five-year-old child to me, only a step. And from a newborn to a five-year-old, there is a terrible distance” [Ibid. S. 329].

Now we understand why K.I. Chukovsky called his book on children's language creativity “From two to five”. It is during these years that the child "becomes a brilliant linguist." It was during these years that he generously endowed his loved ones with neologisms of his own composition. K.I. Chukovsky called them one-day words. He wrote: “All these are impromptu words, one-day words that did not even pretend to infiltrate the language, enter into general speech use, and become universally suitable. Created for this occasion, they were most often cultivated in household conversations, in private letters, in comic poems, and died one

BBC 81.2 Eng

VC. Chernin, D.N. Zhatkin

a.m. Fedorov - translator of Alfred Tennison's monodrama "mod"

The article is the first to carry out a comparative analysis of Alfred Tennyson's monodrama Maud (Maud, 1855) and its Russian translation by A.M. Fedorov ("Magdalene (Maud)", 1895). It is noted that the translator strives to preserve the atmosphere of Tenson's monodrama as much as possible, to convey not only the plot outline, but also the whole variety of artistic details used, variations of feelings. At the same time, the translation reflects the peculiarities of Fedorov's creative manner, his views on the world around him and man's place in it, his attraction to the themes of nature, love, the human soul, which later became the most significant in the original work of the Russian poet-translator.

Key words: A. Tennyson; Russian-English literary connections; English romanticism; literary translation; reminiscence; tradition

V.K. Chernin, D.N. Zhatkin

A.M. FEDOROV - THE TRANSLATOR OF ALFRED TENNYSON'S MONODRAMA "MAUD"

The article presents for the first time a comparative analysis of Alfred Tennyson's monodrama "Maud" (1855) and its Russian translation made by A.M. Fedorov ("Magdalina (Maud)", 1895). The translator's intention was to preserve the atmosphere of Tennyson's monodrama, to render not only the plot, but also the whole variety of the literary details and emotions. At the same time the peculiarities of Fedorov’s creative manner, namely his adherence to the themes of nature, love, human soul appeared in his own writings under the influence of Tennison.

Key words: A. Tennyson; Russian-English literary relations; English Romanticism; literary interpretation; reminiscence; tradition

an hour after his birth” [Ibid. S. 294].

These words are not entirely fair. They are true for those children's neologisms that are destined for a short life. But they are unfair to those neologisms that the wise author immortalized in his excellent book "From Two to Five".

Bibliographic list

1. Lukyanova, I.V. Korney Chukovsky [Text] / I.V. Lukyanova. - M .: Young Guard, 2006.

2. Chukovsky, K.I. Sobr. op. In 6 vols. T.6. Articles [Text] / K.I. Chukovsky. - M.: Artist. lit., 1969.

3. Chukovsky, K.I. Poems and fairy tales. From two to five [Text] / K.I. Chukovsky. - M .: Planet of childhood, 1999.