POSSIBILITIES OF LEXICOGRAPHICAL REPRESENTATION OF POLYSEMANTIC VERBS (MEGAFIELD OF MANAGEMENT) IN GERMAN (THEORETICAL AND FUNCTIONAL ASPECTS)

Abstract

The present study deals with the ambiguity of German verbs of the industry-specific language of management, as well as the peculiarities of their presentation in educational dictionaries of various types. The aim of the study is a comprehensive analysis of existing variants of the lexicographic representation of polysemantic verbs (taking into account synonymy and homonymy), evaluation of their advantages and disadvantages (the target audience being the main evaluation criterion) and presenting options for forming the vocabulary and formatting the entries in the dictionaries compiled by the author. To implement these tasks, such methods as continuous sampling (during the formation of the research material), semantic analysis of terminological units and lexicographic analysis were used. Verb polysemy affects the formation of vocabulary entries in monolingual dictionaries, translation dictionaries, thematic dictionaries and in dictionaries of synonyms. The possibilities of representing polysemantic verbs based on lexical prototypes and on frame theory are analyzed. The principles of vocabulary formation in German-Russian and Russian-German synonyms dictionaries containing polysemantic verbs are considered. The reasons for the asymmetry of the dictionary corpus and the discrepancies of the entries are clarified. The reasons are given for expanding the dictionary entries by specifying additional phonetic marks (transcription for borrowed lexical items), additional grammatical information (transitivity, intransitivity, government, etc), indicating a specific field of use (micro- and macrofields of management). Different functions of educational dictionaries are analyzed, and a technique is suggested for expanding their functions – using the dictionary not only as a reference but also as a teaching aid, and the expediency of reducing the entry by placing illustrative material in appendices for more detailed study in the learning process is justified.