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Английский лексический блендинг в контексте лингвистической полемики и образовательной ценности
The article is concerned with some approaches to definitions of blending as a word formation process, its morphological, semantic and functional characteristics based on the linquo-didactic principles of language awareness and consciousness, communicativeness – in terms of l2 learner concept, wherein an L2 learner has aptitudes for: interpreting foreign language activities, actualizing intellectual processes and integrating critical thinking skills. The findings have revealed linguists’ incomprehension of blending as a word formation process. However, an array of templates for creating blends (alongside analytical research approaches) pave the way to productive teacher-student collaborative work on developing critical awareness of new blends during morphological and semantic analyses by means of various methods: distributional, componential, descriptive, transformational. Such analytical work is aimed at delivering connotative meanings of morphemes; identifying notional transitions, the degree of recognizability, a range of combinability of blend components; delineating blend-word functioning in a particular context. Amid word formation activities, some blend formation differences should be highlighted: high-rate creativity; wordplay engagement; interplay between orthography and pronunciation; superficial similarity to other word formation processes, i.e. compounding, clipping, abbreviation, acronyms; euphony – as a key factor for the regulation of deleting or maintaining source words elements; unpredictability, marginality. Overall, blending qualifies as a multi-functional word formation process which can be used in a variety of language styles. Accordingly, to provide students with insights into the linguistic view on the world, English language teachers should give instruction aimed at developing the lexical competence and stimulating student interest in analyzing blends.
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