Ⅰ.IntroductionofPolysemyandrelevantconcepts
1TheCategoryofPolysemy
Polysemyhaslongbeenamongthecentraltopicsinthestudyofwordmeaning,whichisalsoaveryprevalentphenomenonformeaningextensionormeaningshiftinnaturallanguage.Manylinguistsalwaysbelievethatwordsareallmonosemousatfirst,butthosemonosemouswordswillgraduallyobtainnewmeaningsowingtovariouskindsofreasons,andthusthephenomenonofpolysemyoccurswithoutdoubt.SmithandMedin(1981:2)haveclaimedthatthecharacteristicpropertiesofChair(haslegs,canbeusedtobesitbyhumanbeings,etc)mightbedescribedasakindofcommonchair,butofnoparticularspeciesoranyindividual.Categorizationisnotamattertobetakenlightly.Thereisnothingmorebasicthancategorizationtoourthought,perception,action,andspeech.Everytimeweseesomethingasakindofthing,forexample,atree,wearecategorizing.(Lakoff,1987:5)Infact,inordertogiveanothertheoryofcategorizationalternatively,Lakoffbeginstoproposetheprototypetheory.Ofcourse,hisapproachtopolysemyisalsobasedonhistheory:anywordhasitscoremeaning,namely,prototypicalmeaningasanothersaying,andalthoughallthemeaningsofawordaredifferentfromeachothermildlyorgreatly,theyareactuallyrelatedwitheachotherthroughtheircoremeanings,andcanalsoberepresentedthroughasingleword.Thusdifferentmeaningsofawordcanformawholenetworkandestablishacomplexcategoryonthewhole.Inthiscategory,meaningsareallextendedfromthecoremeaningandtheyarepresumedtoformaradialconstruction,namedbyLakoffasaradialcategory.
GermanprofessorReinhardBlunter(1998a:115-
162)firstproposesthetermofLexicalPragmaticsandpointsoutthatLexicalPragmaticsisaresearchfieldthatattemptstogiveasystematicandexplanatoryaccountofpragmaticsphenomena.Andalsohehasmadesomeresearchesinhisseriesofdissertations.Latersomeotherlinguistshavedoneresearchesonpolysemy,suchasLascarides&Copestake(1998),Mercer(2000),Packard(2003),Wilson(2003),JaszczoltandTurneretc.,(ChenXinren,2005:12).Allofthemdevotetheresearchestolexicalpragmatics.Fortheseseveralexamples,McCawleyarguesthatalexicalitemandasyntacticallycomplexequivalentofitmaymakedifferentcontributionstotheinterpretationofasentencewithoutmakingdifferentcontributionstoitssemanticstructure.(McCawley,1978:257)LexicalPragmaticsaroseasaresponsetospecificproblemsoflexicalsemanticsthathastobeunderstoodinitsclassicalmeaningasatruth-functional,staticsemanticsoflexicalitems.Itsconcernsmostlyincludethephenomenalikeasblocking,pragmaticanomalyandlexicalspecification.Hereinthisthesis,theauthorattemptstoexploretherealconceptualmechanismofpolysemybyanalyzingitspragmaticinterpretation,whichisalsobasedonthelexicallevel. 2PolysemyandHomonymyHomonymsaretwodifferentwordsthatareidenticalonlyinformorpronunciation.However,whenwecalltwowordswithunrelatedmeaningsbutthesameformorpronunciation"homonyms",theredoexistdifferences.Generally,wecallthoseidenticalonlyinforms"homographs",thoseonlyinpronunciation"homophones"andthoseinboth"perfect/absolutehomonyms".Homonyms,accordingtothedegreeofsimilarity,fallintothreetypes:homographs,homophonesandperfect/absolutehomonyms.Homographsarewordswhicharewritteninthesamewaybutwhicharepronounceddifferentlyandhavedifferentmeanings(Richards,etal,2002:209).Homophonesarewordswhichsoundalikebutarewrittendifferentlyandoftenhavedifferentmeanings(ibid:210).Perfect/absolutehomonymsarewordsidenticalbothinsoundandspelling,butdifferentinmeaning(Zhang,1997:107).Thoughwecouldfindanumberofhomographs,homophonesandperfect/absolutehomonymsindictionaries,ofallthethreetypes"homophonesconstitutethelargestnumberandarethemostcommon."(ibid:108)Ofcourse,homonymymeansagroupofwordssharingthesamespellingandsamepronunciationbutthisgroupofwordshasdifferentkindsofmeanings.Infact,homonymsarethewordswritteninthesamewaybuthavedifferentmeanings,whilepolysemyhastherelatedmeaningssemanticallyandetymologically. AccordingtoZhang(1997)therearegenerallythreesourcesofhomonyms,i.e.,changeinsoundandspelling,borrowingandshortening.First,mosthomonymstodaywerenotidenticalintheirOldEnglish(OE)forms,itwasthroughagesoflexicalchangeinsoundandspellingthatpairsoforiginallydifferentwordsbecameidenticalinModernEnglish(ME),forexample,eare(OE)ear(ME):anorganwithwhichtolistenandhear,oer(OE)ear(ME):thegrainbearingspikeofcornorwheat;lang(OE)long(ME):notshort,langian(OE)long(ME):towantverymuch.Second,itisknownthatEnglishisasub-branchofGermanicfamilyinthebiggerIndo-Europeanfamily.IthastighttieswithmanyotherlanguagessuchasLatin(L)orOldFrench(OF),astheresultofborrowingfromotherlanguagesitnotonlyenrichedEnglishvocabularybutalsomademanywordsofforeignoriginscoincidewitheachotherorwiththoseofnativeoriginsinsoundorspelling,thuscausinghomonymy,forexample,feria(L)fair(ME):amarket,foeger(OE)fair(ME):pretty;baller(OF)ball(ME):adancingparty,beallu(OE)ball(ME):aroundobjecttoplaywith.Finally,throughmeansofacronymorinitialism,manyshortenedformshappenedtobeidenticalwithotherexistingwordsinsoundorform,forexample,ad(n.):shortenedfromadvertisement,add(v.):tocauseanincrease;NOW(n.):theinitialsofNationalOrganizationofWomen,now(adv.):atpresent.
3PolysemyandAmbiguity
Lexicalambiguitymeansthattheambiguityofasinglewordorphrasethatisusedindifferentkindsofcontextssoastoexpressmoredifferentkindsofmeanings.Itisdifficulttodistinguishbetweenlexicalambiguityandthepolysemy,becausethedefinitionofpolysemyisquitefamiliarwiththedefinitionoflexicalambiguity.However,theiranalysisofthestudyperspectivesisquitedifferent.AccordingtoSaussureslangueandparoletheorywhichclaimsthedifferentwaystodoanalysisonalanguage,thekeydifferentpointbetweenlangueandparoleisthatlangueisstaticbutparoleisdynamic.Wethuscanfindthatpolysemyisresultingfromthestaticanalysisandlexicalambiguityisresultingfromthedynamicanalysis.Also,polysemyisacauseoflexicalambiguity,butnottheonlyonecause.Mooij(1976)pointedoutthatnomatterhowwidetherangeis,theexistingvocabularyinalanguageisdoomedtofailtonameallthoseintheexternalworldorinternalhumanbrain.Then,iftherewerenotexistingliteralmeanings,theexistingconceptswouldbeborrowed.Andtheresultofborrowingisalargeamountofmetaphoricaluses,mostofwhichareconsolidatedaspolysemouswords'explanations.
Therearemanywaysofconstitutingmetaphoricaluses:itcanbereachedbyextendingthemeaning,forexample,"crane"—"liftingmachine";ortransferthespeechofpart,forexample,"wolf"(n.)—"tobehavelikeawolf"(v.);andcompounds,forexample,"crestfallen"tothestateoffrustration. Also,ifthere'saneedtousesomemorepowerful,morebeautifulormilderexpressions,i.e.,rhetoricmeasures,metaphorsarealsocreated.Themosttypicalexampleshouldbeeuphemisticexpressions,suchasweuse"slow"insteadof"foolish","stupid"or"silly".Withmetaphor,primarymeaningwasextendedtoderivedmeanings,whichgraduallylosttherhetoricfeatures.Thisprocessinwhichrhetoricusestransfertoliteralmeanings(i.e.,frommetaphortopolysemy)iscalled"lexicalization".AccordingtoAustin,therearenecessarytiesbetweensenseofapolysemousword,anditistheinternalcognitivebasisandrulesforpolysemy(ibid:120).Hester(1967:215)alsopointedoutthatwewillfindmetaphoricalusesbystudyingtheetymofanyword.Whenweacquirealanguage(whethernativeornot)wedon'tneedandareunabletoacquireallthederivedmeanings.However,aftertheacquisitionoftheprimarymeaning,he/shecaninferthederivedmeaningsaccordingtocontexts,andcaneasilyacquirethemthroughcommoncognitiverules.
4FourStagesoftheDevelopmentofPolysemy
Synchronically,polysemyisunderstoodasthecoexistenceofvariousmeaningsofasinglewordatacertainhistoricalperiodofalanguage.Fromthisperspective,theproblemofinterrelationandinterdependenceofthoseindividualsensesofasinglewordmustberesearched.Issueslikecomparativevalueofmeaningandprototypical/extendedmeaningaremainlywithinthisscopeofresearch.Concerningthecomparativevalueofindividualmeanings,itisarguedthatthefrequencyoftheiroccurrenceinspeechisanobjectivecriterionforjudgment.Thatistosay,themeaningwiththehighestfrequencyvalueissynchronicallythebasicmeaningofalexicalitem.Besides,theconceptofprototypicalmeaningorcentralmeaningisalsobeingdiscussedinthisapproach.Itisobservedthatsomemeaningsofalexicalitemarerepresentativeoftheminisolation,i.e.theyinvariablyoccurtopeoplewhenheardorread.However,othermeaningsonlycometoberecognizedwhenusedincertaincontexts.Meaningsinthefirstsituationareregardedasprototypicalmeaningorcentralmeaning,andthelatteronesarecalledextendedmeanings.Withthesynchronicperspective;weconsiderapolysemouslexicalitemasasynchronicentity. Diachronically,westudythegrowthorchangeinthesemanticstructureofaword,orhowthesemanticstructureofawordhasdevelopedfromprimarymeaningtothepresentstateofpolysemy.Languageisalwaysdeveloping.Forlanguage,thereisnoabsoluteinvariability;anyaspectoflanguageisgoingtochange(Saussure,F,1980:94).Thecategoryofmeaningsofpolysemyisalwaysinastateofchange.Intheprocessofcategoryenlargement,newmembersarederivedorsplitfromalreadyexistingmembersmainlymetonymyandmetaphor,whicharetwopowerfulcognitivetoolsforextensionofwordmeanings.Intheprocess,someoldmeaningsmaybecomeobsoleteorevendisappear,butlexicalitemstendtoincreaseinthenumberofmeanings.Theterms"secondary"and"derived"meaningaretoacertainextentsynonymous.A"secondary"meaningimpliesthatitcouldnothaveappearedbeforetheprimarymeaningwasinexistence,anda"derived"meaningnotonlyimpliesthesamesignificanceofa"secondary"meaningbutalsoreferstothatitisdependentontheprimarymeaningandsomehowsubordinatetoit.
Ⅱ.TheResearchingofContext
1TheGenesisandDevelopmentofContext
Theterm'context'literallymeansanythingthatcomeswiththetextthatcircumscribesitsmeaning.Itiswellunderstoodinlinguisticsthatthesamesentencecanhavearadicallydifferentmeaningindifferentenvironments.Contextcanbeclassifiedasthefollowingsixtypes:historical,cultural,ideological,purposive,receptive,andpedagogic.Thedifferentdimensionsofcontextoftenoverlapeachother.Allofthesedimensionsofcontextareco-presentinanysingleliteraryreading,perhapsthoughwithadifferentaspectforegroundedasbeingthemostrelevantinaparticularsituation.Theycanallbeexploredtorenderalternativeinterpretationsofthesametext.Therefore,thereisnodefinitedefinitionofthetermcontext. Kittay(1987:144)oncepointedoutthatnotonlyasinglewordmayhaveprimarymeaningandderivedmeanings,andutterancealsobearsbothprimaryandderivedmeanings.Theprimarymeaningofanutteranceistheappropriatecombinationofalltheprimarymeaningsofthewordsthatcomprisetheutterancewiththecontext.Whiletheadditionoftheprimarymeaningisinappropriateinthecontext,thederivedmeaningsrise.Metaphor,inthissense,istypicalofthesecondsituation.Asakindofpragmaticuse,whentheprimarymeaningcrashes,inordertounderstandtheutteranceweneedtomakeasecondjudgmentofitsmeaningandthereferencesthroughthecontext.GoatlyandMooijtalkedaboutmetaphorandcontextrespectivelyas"Metaphorcomes…whenanutteranceisusedtorefertoanobject,concept,process,personality,relationship,world,etc.thatarenotusuallyreferredtoinconventionalsituationsoriscollectedwithotherunconventionalutteranceswithinthecontext"(Goatly,1997:108);"Anutteranceisofmetaphoricaluseifandonlyif:a).theutteranceandthecontextshowitisrelatedtotopicA;b).Ashouldhavealiteralmeaning—F;c).thewords—W—intheutterancearepartlyoftheliteralusesofA;d).thoughAandFmightindirectlyrelated,theusesinCofAcannotdescribeFdirectly;e).however,theutteranceisnotfalse,inappropriateormeaningless"(mooij,1976:26).
2TwoTypesofContexts
Thestudyofcontextinpolysemyisofgreatsignificancefromtwoaspects.Ontheonehand,wordstendtochangetheirmeaningfromonecontexttoanother.Whatawordmeansonanygivenoccasionisidentifiedbythecontextinwhichitisused.Learninganisolatedlistofwordswithoutreferencetothecontextisofnohelptothecomprehensiveunderstandingofwordmeanings.Ontheotherhand,thevariouscontextswhereawordappearsalsoprovideconsiderableinputfromwhichlanguagelearnerscanpickuplargeamountofvocabularyknowledge.Nomatterwhatkindofexplicitvocabularyinstructiontheymayreceive,itcanonlycoveramodestproportionofthewordstheywilllearn.Sothelargevocabulartycanonlybeacquiredincontextbutnotvocabularyinstruction.Manylinguistshavebeentryingtodefineandclassifycontextfromdifferentperspectives,suchassituationalandtextualcontext,transparentandobscurecontext,macroandmicrocontext,inter-linguisticandextra-linguisticcontext,andsoon.Itisevidentthatalltheclassificationsofcontextareinterrelated.Inthispaper,inordertocombinecontexttheorywithpolysemy,contextisclassifiedintotwocategories:linguisticcontextandextra-linguisticcontext/contextofsituation.
⑴LinguisticContext Linguisticcontextreferstointerrelationbetweenlinguisticunitswithinthelanguagesystem,includingnotonlycollocationofwordsandsentencesinthearticleorconversation,butalsointerrelationbetweenparagraphsandtexts.Thusitcanbefurtherdividedintolexicalcontext,grammaticalcontextandtextualcontext.Lexicalcontextreferstothelexicalitemscombinedwithagivenword,whichisalsoknownascollocation.Whencollacatedwithdifferentwords,awordmayappeartohavedifferentmeanings.Forexample,theworddarkmeans"withlittleornolight"whenitisin"adarkroom",whileitmeans"sadorgloomy"in"darkfuture",andalsomeans"evil"whenitappearsin"darkpower".Grammaticalcontextisthesyntactical structureinwhichagivenwordmayappear.Themeaningofaworddeterminesitssyntacticbehavior,andconversely,thesyntacticbehaviorofawordprovidescrucialinformationaboutitsmeaning.
⑵Extra-linguisticContext/ContextofSituation
Contextofsituation,accordingtoHalliday&Hasan(1985,pp.12-58),istheimmediateenvironmentinwhichatextisactuallyfunctioning.Theimmediateenvironmentreferstosuchfactorsastheevent,thetime,cause,place,topicandparticipant.Anygiveninstanceoflanguageisinextricablyboundupwithitscontextofsituationanddifferenttypesofsituationrequireustohandlethelanguagedifferently.Contextofsituationcomprisesbackgroundknowledge,actualspeechsettingandtypeofdiscourses.Situationalcontextcluesareimportantindeterminingthemeaningofaword.Forexample,inadialogue,weshouldknowtheparticipants,therelationshipbetweenthem,theireducationalbackground,andthecognitiveinformationsharedbyparticipantsetc.,sothatwecandeeplyunderstandthemeaningofaword.
Ⅲ.TheInfluenceandRoleofContextonPolysemy
1TheInfluenceofContextonPolysemy
Contextinevitablyplaysaveryimportantroleinthestudyofpolysemy.Meaningisaffectedandrestrictedbythecontext(XizhenGuangzheng,1992).Thereis,then,aseriousmethodologicalproblemthatconfrontstheresearchers.Givensomeaspectsofwhatalexicalitemconveysinaparticularcontext,isthataspectofwhatthelexicalitemconveysinvirtueofitsmeaningorshoulditbe`workedout'onthebasisofGriceanprinciplesfromtherestofthemeaningofthelexicalitemandrelevantfactsofthecontextofutterance?(Sadock,1978;qtd.BrownandYule,1983)ForFirth(1957),utterancesshouldnotbeentirelyembeddedinthe`socialcontext'(ibid:226)andbegeneralizedacrossmeaningsinspecifiedsocialcontexts.AndthesocialcontextinFirth'stermbearsacloseresemblancetothedescriptionsof"contextofsituation"(BrownandYule,1983:37).Hymesspecifiesasetofcontextualfeatures,includingaddressor,addressee(audience),setting,channel,code,message-formandevent.Contextcanbeviewedinamuchlargersense.Thecontextofanutterance(oralorwritten)iseverythinginthematerial,mental,personal,interactional,social,institutional,cultural,andhistoricalsituationinwhichtheutteranceismade.Contextisnearlyendless(Gee,1999:54). Contextandmeaningarecloselyrelated.Contextcangivesomecluestoaword'smeaning.Asdiscussedabove,therearemanypolysemouswordsinthelanguage.Thedistinctmeaningofawordcanonlybedeterminedinthespecificcontextitoccurs.Therefore,contextisquiteimportantfortheappropriateaccesstothemultiplemeaningsofpolysemouswords.Firstly,contextcanplayavitalroleineliminatingambiguities.Ambiguityreferstoaword,phrase,sentenceorgroupofsentenceswithmorethanonepossibleInterpretation.Secondly,contextcancontributetounderstandingimplicationofapolysemousword.Sometimesspeakersorwritersjustgivesomehintsofthemeaning,butnotgiveawaytheirmeaningdirectly.Inordertogetacompleteunderstandingoftherichimplicationofsomeitems,contextmustbeemployed. Besides,therearetwofactorswhichwillaffectthemeaningaccess:therelevanceofthecontextandthedegreeofdifficultyofthecontext.Meaningsaremoreeasilyaccessedprovidingthatthecontextismorerelevant.Intheprocessofvocabularycomprehensionandproduction,ourcognitivesystemplaysanimportantroleinwhichthecontextualinformationisamajorcomponent.Fisher(1994)foundthatrelevantcontextisnotonlyhelpfulfortheacquisitionoftheprimaryandderivedmeaningsofapolysemousword,butalsothegrammaticalformsandcollocations.Thuslexicallearningshouldoccurwithinrelevantcontextstoimprovetheefficiencyandappropriateness.Apartfromrelevance,thedegreeofdifficultyofthecontextistheotherimportantfactor.KeWei&DongYanping(2001)conductedasurveyontherelationshipbetweendifficultylevelofcontextandtheacquisitionofprimarymeaningandspelling.Theyfound,withinthreedifferentlearningconditions(newEnglishwordswithChinesetranslationineasyco-text,difficultco-textandwordlist),subjectswerebetterattheacquisitionormemorizationoftheprimarymeaningintheeasyco-textinbothshort-termandlong-termtests,whileeasyco-textisjusthelpfulforthememorizationofwordforminashortterm.Anddifficultco-textandwordlistexertthesamefunctionintheacquisitionofbothformandmeaning.Soinordertoacquiretheprimarymeaning,itisbettertostudyinaneasyco-test.However,thesurveydidnottellwhetherthereisalsodifferencebetweeneasyanddifficultco-textsinacquiringthemetaphoricalusesofpolysemouswords.
2TheVitalRoleofContextinDeterminationofWordMeaning ThisemphasisiscommontoallthecontextualapproachestothestudyofpolysemyTraditionally,semantiststrytofindacommonmodeltodefinethemeaningofwordsindependentofcontext,withwhichwordmeaningsinteractwhenfoundtogetherinaparticularcontext.Geeraerts(1993;qtd.RavinandLeacock,2000)demonstratesinhistestthatcontextaltersthesensesofthewordsfoundinit.Thecentralquestionconcernedinthepartiswhataspectsofwordmeaningarepredefinedandinvariantacrossmultiplecontextsversuswhatotheraspectsareindeterminateandonlyrealizedinthecontext.Inotherwords,scholarstrytofigureouthowdeterminantthecontextualpoweroverthegenerationofapolysemouswordis.Theoriesdifferinthedeterminationpowerofthecontext.Theviewsontheproblemcanberegardedasacontinuumbetweentwoextremes.Ononeextreme,Goddard(2000;qtd.RavinandLeacock,2000)stipulatesthemaximalsemanticcontentinwordmeaning.Accordingtohisview,contextcanonlyaugmentbutnotalterthesemanticcontentofwords.Ontheotherextreme,Schutze(2000;qtd.RavinandLeacock,2000)discardsdefinitionsandsemanticcontentaltogether.Wordsdonothavesemanticcontent,onlysemanticsimilaritytootherwords,whichismeasuredbythesimilarityofthecontextsinwhichtheyappear.Thussensesofwordsareinducedratherthanstipulated.
Therearestillmoremoderateapproaches.Cruse(1986)unfoldsalargecontinuumofwordsenses,rangingfrom`thepossibilityof(atleastsome)context-invariantsemanticpropertiesof(atleastsome)words'tonodulesofmeaningthatarecreatedanddissolvedwithchangesinthecontext.Pustejovsky(1993;qtd.RavinandLeacock,2000),similarly,discusseshighlyunder-specifiedsensesofwordsandtheprinciplesthatoperateonthosesensestoyielddifferentinterpretationsindifferentcontexts.Themoresubtletheinteractionsbetweenthelexicalmeaningandthecontext,themorecomplexmechanismsarenecessaryforgoverningtheseinteractions.ThecoercionoperationsplayamajorroleinPustejovsky'sgenerativelexicon.Theyallowsingle-sensewordstoacquiredifferentreadingsindifferentcontexts,bycoercingthemeaningofnouns,forexample,intooneoftheirmetonymicextensions.Accordingtothetheoryoflexicalpragmatics,contextfunctionsasthecommongroundsharedbyspeakers/writersandhearers/readers,whichincludesthediscourseandworldknowledge.Lexicalitemsexperiencemeaningenrichmentinthecontextasapragmaticprocess.Therefore,context,nomatterwhatdifferentrolesareregardedasbeingplayedinthestudyofpolysemybydifferentscholars,isoneofthekeystoexplainingthelinguisticphenomenon.
Ⅳ.Conclusion
Polysemyhaslongbeenamongthecentraltopicsinthestudyofwordmeaning.Thetraditionalapproach,namelytheclassicalorAristotelianviewandstructuralismlateron,emphasizestheresearchontherelationshipbetweendifferentsensesofapolysemousword.Theirresearchesa.reconfinedtotheinternalstructureoflanguagewithouttakingaccountofthecontextualeffectsandthecognitivemechanism.Therefore,theyfailtorevealtheessenceofthephenomenonandtogiveasatisfactoryexplanationofpolysemy.BasedonLakoff's(1987,1989)moderncognitiveconcepts,manylinguists'pioneeringworkstudiesthemotivationofpolysemyintheprototypemodelandfurtherexploresthemotivationofsenseextension.However,neitherapproachpaysdulyadequateattentiontotherestrictionproblemofalexicalitembeingpolysemous. Lexicalpragmaticsprovidesamorethoroughandsystematicanalysisofpolysemy,especiallytherestrictionproblemofalexicalitembeingpolysemous.Thisthesisadoptsthispositionandaimsatformulatinganoptimalcontextualenrichmentmodeltoexplaintherestrictionproblemaswellastheextensionproblemofpolysemy,whichstemsfromthecooperativeprincipleandthemaxims.Theresearchesonpolysemywithininthethesisemphasizelinguisticintuitionbyderivingthedifferentsensesofapolysemouswordunderthedeterminantinfluenceofthecontext.Cognitivecontextisthebasicelementfortheunderstandingofpolysemyinutteranceandthemutualcognitivecontextoftheauthorandthereaderisthepremiseinthecourseofpragmaticinterpretationofpolysemy.thetranslatorshoulduseassumptionsandexpectationsthatarehighlyactivatedininferenceprocesstomakeproperchoicesandidentifythemeaningofpolysemyinordertosatisfyhisexpectation.
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