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Teacher Association UK
In this section
Newsletter Samples
187 Young Learners in Language Schools
186 Ten reasons why … it's good to write
185 Why classroom research?
184 Setting up a voluntary workshop programme
183 What makes a good teacher
182 The EFL teacher as a humaniser
181 Good ELT practice
180 Language philosophy and language teaching
179 The private self and literacy - a synopsis
178 Learning facts in works of fiction
177 Cavalry attacks or long sieges
176 A reading problem in secondary schools
175 Contronomy in English
174 Fulfilling the promise of professional development
173 Searching for authentic materials
172 New wine in an old bottle: innovative EFL classrooms in China
171 Recycling in ESP
170 Teaching postgraduate English as international communication
169 Help! I've been asked to teach a class on ESP
168 Ageism in TESOL
167 The why and how of poster presentations
166 A Disabled Teacher Teaching Disabled Learners
164 ELT in India: 400 years and still going strong
163 Not seen and not heard?
162 Around the IATEFL World
161 It's not just what you say ...
160 The TEFL Writer's lament: the end?
159 Howl: A Modest Proposal revisited
Special Needs: a challenge neglected by ELT
157 Teachers as textbook evaluators: an Interdisciplinary Checklist
156 Reason not the need: Shakespeare in ELT
155 A Brief History of English Language Teaching in China
154 How's your grammar today?
149 Swimming with the tide
149 Managing professionalisation or 'Hey, that's my development!'
147 News as EFL Teaching Material
146 Discipline
145 Affect and the cost of correctness
149 Continuous Professional Development
145 Classroom politics, power and self-direction
144 Multimedia Madness
144 Web-sites on the Internet for ELT: a closer look at what they contain
143 To What Extent Can Teachers Influence Their Students' Opinions?
140 English in India
139 Learner Autonomy: The Cross Cultural Question
137 Classroom Aroma
136 How do second language speakers correct themselves?

Contronomy in English

Richard Gabbrielli
First published in Issue 175, Oct/Nov 2003.

 Richard Gabbrielli is from Britain and teaches English at Yasuda Women’s University in Hiroshima, Japan. His particular interests are in discourse, sociolinguistics and materials development.

In semantic analysis, when searching for basic logical relationships between words, the focus is invariably placed on the main types of sense relation which are:

  • synonyms
  • antonyms
  • hyponyms
  • incompatibles

 However, while much attention in the literature has been paid to synonymy and antonymy (especially in texts on linguistics and discourse) there is very little mentioned on the notion of contronymy (antagonymy) and the interesting part that it plays in the English lexicon. In contrast to the logical lexical relationships expressed through synonyms and antonyms, an analysis of the use of contronyms (or autantonyms, janus words, confusing words) reveals curiously idiosyncratic lexical relationships which are far from uncommon in contemporary spoken (and written) English. Moreover, contronyms seem to have crept into the language and can often be found in the rich language of slang.

What exactly is a contronym? In the absence of any established definition or entry (surprisingly, even David Crystal’s Encyclopedia of the English Language does not make reference to it), perhaps it can best be explained as a word that is its own antonym (a word with two opposite meanings). Opposite is a compilation of some of the most commonly used contronyms today, taken from various sources. It is not an exhaustive list (there are many examples out there), but it is hoped that it whets the appetite and sparks further interest in this area.

Any new framework for investigating sense relations in language will undoubtedly yield interesting results. Therefore, a much closer look at how contronyms are used in both written and spoken discourse will enable us to gain further insights into language use from both diachronic and synchronic perspectives.

Examples of contronyms

1a. To dust tables (to take off dust).
1b. To dust crops (to put dust on them).
2a. To seed a field (to put seeds in it).
2b. To seed a watermelon (to take seeds out).
3. To screen (show or hide).
4. Transparent (invisible or obvious).
5. To weather (endure or wear away).

 Reference

Crystal  D (1995) The Encyclopedia of the English Language Cambridge: CUP

 Email: rgabbrie@yahoo.co.uk